A Combination of Liberal Arts and Christianity Essay Example for Free

A Combination of Liberal Arts and Christianity Essay Two ways of thought and life are combined to make one learning environment. Liberal arts and Christianity seem like two separate concepts to most, but together they create a harmonious setting for an individual to grow in a multitude of ways. A Liberal Arts College creates a life long thinker that becomes adaptable to society using their knowledge to make decisions. In Holmes pg 35 he says, â€Å" Liberal education is an open invitation to join the human race and become more fully human. Its goals are to read and write and thereby think independently, and appreciation of lasting values coupled with the ability to make sound value judgements and live by them, a critical appreciation of the past and responsible creative participation in the future.† We are educated from kindergarden to 12th grade to learn the fundamentals of all subjects with hopes to impact the society as an educated citizen. This hope is continued if we choose to further our education in college with a specific emphasis on a major. Like many students with a major, Christians are faithful students that use the Bible to guide their daily lives, but to the rest of the world they can be viewed as sheltered and limited to their beliefs. This causes a hindering on effectiveness that Christian have in the community and a misunderstanding of the validity of their thoughts. in Holmes pg 6 he supports this thought by saying,† Unless we understand the thought and value-patterns of our day, as well as those of biblical revelation and the Christian community, and unless we speak fluently the language of our contemporaries, we tragically limit our effectiveness.â€Å" With a Christian College education is heightened by integrating literarary works, theories, and concepts to Christian commitment, moral, and faith making a collaboration of endless possibilities. This creates a well rounded opportunity for students to learn at a college with the strengths of both liberal arts and Christianity called a Christian College. We are not limited to any one way of thinking. As people we want to explore and question the how, what, where, and why’s of the world. The Christian College does not limit the ability of self perception or thought, but encourages the process. Using liberal arts to educate the Christian learner and further their insight in the world is a primary purpose of a Christian College. As stated in Holmes pg 8 â€Å"†¦integration of faith and learning remains the distinctive task of the Christion liberal arts college.† The worldview of Christianity should not be  limited to ones home, but incooperated throughout a persons education to further equipt them for a future that will continue to challenge and question their abilities. In support of this thought, On page 36 Holmes writes on the ever lasting benefits of education,† If the person, including what she becomes in this life, has an eternal destiny, then what I become in the process of education lives on forever†¦ Christian liberal arts education has an eternity in view.† For most, being a student is only a fragment of a lifetime. That is why the importance of receiving a well rounded education that a Christian College has to offer is essential to establish a foundation of education to apply to the remaining years of our lives. Learning with a purpose to become a reflective being, and value being, and a responsible agent will prepare an individual to step into the world and make educated, reasonable, and moral decisions. A reflective beings have a passion to learn, ask, and wonder which leads us to analyze and come up with our own thoughts of possibilities. Reflectiveness sometimes leads us to have a birds eye view of a thought as a whole as opposed to thinking in a narrow, closed minded way. Causing us to become more critical thinkers and nurture our natural inquisitions. Holmes states, â€Å" â€Å"To teach a person to read and write is to teach him to think for himself, to develop more fully the possession of his God-given powers. He becomes in fact, not just in possibility, a reflective, thinking being.† Next, as value being takes a worldview of everything important to them and acts on those thoughts and feelings for direction. In a Chirstian College we see those values as what God has created in the the reflection of Him, us. Actions we take have effects and the choices of those actions can not be learned by reading a book, but the foundations of values can guide a person towards a better outcome. Last, there is the need to be a responsible agent. As Christians we are accountable for our actions and are governed by our Lord Jesus Christ. Decisions of right and wrong are presented daily, but as a Christian going to a Christian College we are taught the principles of reasoning through education and guided with the righteous path God has called us to live. The world is filled with possibilities and opportunity, but it is the people we become with the help of a Christian College, that steers us on the road to a life of reflection, value, and responsibility. A Christian College provides a basis in creating a holistic person by incooperating faith with a liberal  arts education. To see life as one picture rather than a million tiny pieces in a puzzle can create a smoother transition from college to the real world. Often students face the delema of just figuring it out. There is no how to manual or direction guide of life. As Christians we look to the bible for answers and get the general idea of what should be done with digging into our faith, but the is an element of critical thinking that must be applied. That kind of thinking is learned though a Christian College. â€Å" If a person, including what she becomes in life, has an eternal destiny, then what I become in the process of education lives forever†¦Christian liberal arts education has an eternity in view.†(Holmes 36) No one person or book can teach us the do and don’ts in life, but a well round education can prepare us for a life of constant decisions and obst acle to overcome.

Hong Kongs Economy Development

Hong Kongs Economy Development Hong Kong Economy 1. Introduction The development of a knowledge-based economy is a global trend. By 2003, Hong Kong was following this direction to transform into a knowledge-based economy. During this economic restructuring, Hong Kong was suffering from structural unemployment, marginal labour and mismatches of jobs. 2. The importance for HK to develop its human capital According to population’s statistic, the median age of the labour force increased from 34 in 1991 to 37 in 2001 due to ageing of the overall population and delayed entry into the labour force as a result of increased postsecondary educational opportunities. Unlike, increases in gross domestic product (GDP), increases in the quality of human capital show the extent to which development has reached the population. Investment in education that caters to the immediate needs of industry both foreign and domestic is essential. The educational system should also maintain the long-term goal of self-reliance and promoting programmes that create thinkers, innovator and entrepreneurs. Because of Hong Kong’s neighbours such as Singapore has already owned a completely human capital strategy for rising in competitiveness. So Hong Kong needs to optimize the economic structure and labour pool. Obviously, Hong Kong need invest to human capital to reinforce the strengths of its four main economic pillars finance, logistics, tourism and manufacturing services. The accumulation of human capital is an important contributor to economic growth. Although human capital takes at least eight years to mature and requires constant support, its returns are fundamental for improvement. Investment in human capital has proven successful in many developing nations. The attainment of education can contribute significantly to the generation of overall output in economy. The general finding is that more educated individuals tend to have higher employment rate and earnings and produce more output relative to those who are less educated. Moreover, education is deemed as an investment that enables individuals to be equipped with knowledge and skills that improve their employability and productive capacity. 3. The role of Government The role of the government should be establishing the enabling environment and that of the public and private sectors as active partners in the provision of the economic services. Collaboration between public and private sectors in the productive economy is an area where the optimal use of public and private sector resources can create added value for a society as a whole. 4. Best work together with Private and Public sectors The government should coordinate between the public and private sectors and give them some beneficial policy or regulation for their collaboration. Ideally, the collaboration between them should prefer use a project base. Moreover, the project should have a strong political commitment, open mindedness, clear responsibilities and the correct apportionment of risk for them. As a result, the private sector should cover the main commercial risks, including project completion risk, operating cost and market demand. However, the private sector may not be able to absorb the full market risk when it is not given direct access to the market. In these cases, long-term take or pay contracts with government may be required. Another partnership, a fine balance must be struck by the public sector between easing risk perceptions of private sector partners and maintaining sufficient incentives for the efficient private sector management of projects. 5. Hong Kong needs Managerial and Professional people During economic restructuring, the proportion of professionals, associate professionals, managers and administrators in the working population increased from 3 .7%, 10.5% And 9.4% respectively in 1991 to 5.9%, 16.2% and 11 .4% respectively in 2001. It represent that Hong Kong focus on develop its four economic pillars. Therefore, Hong Kong need many high-level people with managerial experiences in the fields of finance, tourism and logistic and manufacturing. Moreover, Hong Kong will also need professional to develop the high value-add industry such as software development and innovative multi-media. HK government also has the admission scheme to utilize the foreign talents and mainland’s professionals. 6. The advantages and disadvantages of the Admission of Talents Scheme and the Admission of Mainland Professionals Scheme The Advantage of two schemes Attract talents from outside Hong Kong with expertise and skills not readily available locally, who could enhance the competitiveness of the territorys economy as manufacturing or services centre, particularly in technology-based, knowledge intensive or high-value-added activities. Different country’s talent come to Hong Kong, it can make the Hong Kong has an international image. The disadvantage of two schemes If the government is wrong to evaluate the application and approve the talent or professional for admission into HK, it may affect the local job vacancy. The disadvantage of the Admission of Mainland Professionals Scheme Unlike talent schemes, the existing policy on entry of Mainland professionals was so restrictive that less than 600 Mainlanders were admitted under the Admission of Mainland Professionals Scheme in the past two years. 7. Hong Kong Long-Term Policy The following policies could be used to improve the quality of skills in the Hong Kong’s economy for long-term: 7.1 Education and Manpower Policy The HK government should continue to pursue extensive programmes to upgrade the educational attainment of population at all levels. At the same time, it also will promote and facilitate skills upgrading and life-long education. Especially, the low-level workers will need these programmes to enhance their skills to meet the changing demands of the economy. Consequently, HK government will adopt a strategic, responsive and coordinated approach to manpower planning and development. 7.2 Admission of Mainland Professionals and Talent The HK government should provide more flexibility and incentives to tertiary institutions to attract academics and students from the Mainland and overseas. Also, it may continue to improve arrangements for Mainland businessmen to visit Hong Kong for business-related purposes. To step up efforts to encourage Hong Kong people being educated overseas to return to live and work here. 7.3 Training and Other Needs of New Arrivals The HK Government should continue to provide and develop appropriate programmes to address the training needs of new arrivals of different age-groups and foster closer partnership between the Government and Non-governmental Organizations to identify and address the needs of new arrivals in HK. This helps to enhance the employment skills of new arrivals. 7.4 Investment Immigrants The HK government should extend the existing immigration policy to cater for persons who will make substantial investment (HK$6.5 million) in Hong Kong but do not themselves run a business i.e. capital investment entrants and to apply this extended policy initially to foreign nationals, residents of Macao SAR and Taiwan. 7.5 Policies Impacting on Childbirth The HK government should continue with current family planning programmes emphasizing healthy, Planned Parenthood. On the other hand, HK government also should encourage the citizens to bear child and consider to granting the same level of tax deduction for all children irrespective of number. 7.6 Elderly Policy The HK government should revisit and redefine the notion of retirement and old age and continue to develop programmes that promote active and healthy aging. As a result, it may develop a sustainable financial support system for the needy elderly. 7.7 Mobility of population The HK government should have some policies to enhance mobility of people, portability in welfare, education and housing entitlements should be introduced. Cross-border taxation should also be studied. 7.8 Portability of Benefits For longer term, the HK government should address the issue of portability of public benefits taking into account the pace of economic integration with the Pearl River Delta (PRD) and examine in detail the cost implications of portable benefits on the Government fiscal position and the local economy. 7.9 Reorganization of mainland universities The HK Government should recognize the qualification from the mainland universities. The mutual recognition of professional and academic qualification between Hong Kong and the PRD needs to be speeded up. More generally, standards between Hong Kong and the PRD should be harmonized through a benchmarking process. 8. Conclusion As Hong Kong developing into an innovative and knowledge-based society, Hong Kong was suffering from structural unemployment, marginal labour. Therefore, the HK government should have a series of population policies to improve Hong Kongs soft and hard infrastructure to meet the challenges of a knowledge-based economy. Moreover, this population policy will be designed to fit Hong Kongs long-term social and economic development, complement family requirements and address the interests of different sectors.

Inter-professional Working and the Needs of the Patients

Inter-professional Working and the Needs of the Patients QUESTION I Not sharing information is detrimental to inter-professional working Indeed, the needs of patients are best met by the inter-professional team, the evidence indicates that collaboration can promote coordination, cooperation between carers and significantly improve patient outcome and resource management (DoH, 2000, 2001a, 2001b). ‘Inter-professional’ working has thus become popular following pivotal policies drafted to structurally re-shape the National Health System (NHS) and influence how professional groups work together (DoH 2000, 1998, 1997). The literature has thus seen an upsurge in studies investigating patient oriented inter-professional collaborations with evidence for the positive impact of good, innovative inter-professional practice (Freeman et al, 2000), some of which have been seen in the areas of acquisition of clinical skills via inter-professional approach (Freeth, 2001, Freeth and Nicol 1998), management of acutely ill patients (Smith et al, 2002), palliative care (Vickridge, 1998) and in the sphere of care of older peo ple (Tierney and Vallis, 1999). Collaboration between professionals and their teams, mutual respect, the sharing of knowledge, skills, decisions and the recognition of the contribution of participating professional/teams highlight the integrated nature of inter-professional work (Molyneux 2001; Ovretveit (1997). Nevertheless, several factor militates against inter-professional working; these include information unshared, poor communications skills/methods and language differences (Caldwell and Atwal 2003; Pietroni, 1992; DOH, 1991), role overlap and confusion (Caldwell and Atwal 2003), conflicting and unequal power relationships (Caldwell and Atwal 2003; Blane,1991), different ideologies (Caldwell and Atwal 2003), differing perception of patients needs and treatment goals (Stevenson 1985) role confusion (Opuko, 1992) and a persisting tendency to promote professionalism in work settings. Areskog (1988) and Carpenter (1995) suggested that if collaboration ideologies is included in the qualification programmes of professionals and exemplified at that early stage, it will lead to better inter-professional working as issues of differing perceptions of treatment goals and patients’ needs will be tackled along with professional ‘stereotype’ that become impediments of meaningful inter-professional work. In view of this, the work of Freeth and Nicol (1998, attached) is an important study that sheds light on the barrier, opportunities, benefits and perhaps the way forward for inter-professional education and practice. The study was described as innovative programme of shared learning in acute care, involving final year medical students and newly qualified staff nurses and was developed in response to the indistinct professional role of junior doctors and the expanded roles of nurses. The programme utilized patient scenario which was pertinent to the partic ipants area of practice for the training purpose. The authors defined inter-professional education as â€Å"learning with and from each other† and reports from a supportive climate, the description and analysis of an inter-professional clinical skill course for newly registered nurses and senior medical students. While the benefits of inter-professional working was a strong motivation for the training/study, the authors deemed inter-professional learning as difficult and fraught with practical problems; the non-resolution of which may lend further support to critics of the initiative. The Clinical Skills Initiative was a collaborative venture between a School of Nursing Midwifery and a Medical School (Studdy et al 1994). The importance of information sharing was underscored by the fact that the entire programme had communication skills taught, and role played using realistic patient scenarios. This was thought to have made for a balanced diet of clinical and communication skills that is vital for high quality patient care. A background to this was the development of the Inter-professional Skills Centre that ensured that the channels of communication between the two Schools were strengthened and inter-professional relationships was well established. This in the opinion of the authors provided the inter-professional initiatives with an infrastructure, and a supportive climate underpinned by common understandings, thus, enhancing the chances of success (Freeth and Nicol 1998). The course provided an inter-professional arrangement that allowed for an inter-change of information thus enabling members of the nursing and medical professions to learn from each other. Such sharing of information was shown from the analysis of field notes, interviews, flip chart and questionnaires to have promoted mutual appreciation of expertise and the roles of both profession in contributing to overall patient care. In a case scenario where the participants were told that conservative management of a patient’s leg ulcer has failed and surgery was needed, it was interesting to note that both professionals, in small inter-professional groups, explored issues surrounding informed consent, focusing on the information needed to make an informed decision and the way in which this should be communicated to patients and relatives (Freeth and Nicol 1998). Undoubtedly the sharing of information here improved the outcome of the deliberation. The result suggests that the study was a positive experience for the participants; they were able to contribute something to the overall patient problem solving, drawing upon each other’s practical experience, and specialized knowledge. They shared information even during social interactions, as much of any waiting time was employed to enquire about each others ward-based experiences (Freeth and Nicol 1998). The registered nurses saw the inter-professional training as a great chance to learn new clinical skills and commented that the education made obvious what should have been done in their past experiences. Additionally, some participants from the medical profession had technical questions relating to ward procedures and their rationale. These were addressed to the staff nurses and information exchange was again beneficial to both team members, thus confirming the authors’ assumption that nurses ward experience is an asset for inter-professional training. A member of the medical team considered the inter-professional education to have ‘un-smudged’ some of the boundaries in roles and highlighted the need to work together and communicate. Overall, this article is relevant to the understanding of the vital ingredients needed for an inter-professional education that will promote current health policies and maximize patients’ benefits. The article indicates the im portance of ‘information sharing amongst professionals’ for the success of inter-professional collaborations. Caldwell and Atwal (2003) highlighted a number of problems of hospital inter-professional practice, a significant number of which can be attributed to ‘not sharing information’. A case involving a staff nurse, a consultant, an occupational therapist, social services, the patient and a hoist was described. The staff nurse considered the hoist as important for the authorised discharge of the patient and was concerned that one has not been issued; this was expressed at a multidisciplinary team meeting. However, underlying the ill-feelings of the professionals is the fact that information about varying perception of what should be the optimum care strategy for the patient has not been shared or negotiated. According to Caldwell and Atwal (2003), uknown to the occupational therapist the staff nurse had received pressure from the consultant to discharge this patient, and unknown to the staff nurse the occupational therapist is contending with social services who are suggesting that this patient could benefit from further rehabilitation and therefore should not be issued a hoist. It is thus reasonable to suppose at this point that team members’ innate un-willingness or the inability to share information or communicate is detrimental to inter-professional working. Professionals in such teams or settings should necessarily share information to promote an understanding of each others role and care plan thus fostering the approach of a team working toward optimum patient oriented goals in a well orchestrated manner (Cooper et al, 2001). The issue of role boundaries was also highlighted in the Freeth and Nicol (1998) study; sometimes however, it is a case of role overlap and confusion amongst professionals, for example, nurses and junior doctors. This has become apparent especially since Government policies now favour expansion of nurses’ role and reduction in the hours worked by junior doctors (DoH (1994). Clarity of these professional functions is important for practitioners in the ever changing inter-professional interface (Taylor 1996). It may be argued for instance, that why should a physiotherapist wait to have a wheelchair prescribed only after patient assessment by an occupational therapist when the former also have the requisite assessment skills. Clear definition of roles and optimum utilisation of professional resource capacities will make for an enhanced inter-professional practice and patients benefit. Other issues of importance to inter-professional working identified in the article included stereotypes, inter-professional barriers, and a tendency for some professionals to minimize the importance or value of the work of other professionals owing probably to excessive emphasis on professionalism during training. These issues are constraints to effective patient care and need be properly addressed for the optimum functioning of an inter-professional initiative. While works, such as those of Freeth and Nicol (1998) clearly demonstrate the benefits of inter-professional education, background schooling for the majority of professionals still take place in mono-disciplinary settings that fosters professionalism and stereotyped image/ expectations of other professionals (Leiba 1996). This trend cannot achieve the policy aims of effective collaborative working (DoH, 2000; 2001a; 2001b; 1998; 1997). A key solution will be the provision of support for inter-profession education/training as exemplified by Freeth and Nicol (1998); it is an integrated approach with potential for preparing professionals to encourage inter-professional practice. QUESTION II Part A: Points learnt include: The benefits of inter-profession working A positive outlook on multi-disciplinary teams that inter-relate for better patient outcome The need for interest in other professions and an understanding of their roles. The importance of ‘sharing information’ effectively with other healthcare professionals, patients and relatives while maintaining patient’s autonomy and confidentiality Professional need for effective communicate skills The need to be involved in therapeutic decision making and care plan formulation that earns patients’ concordance. An important practical message in the considering of inter-professional education/work is the need for attitudinal changes; the immediate effect of which in clinical practice, includes the readiness to share relevant information with clinicians to promote effective delivery of care, the perception of other professional as equally making valuable indispensable contributions to patient care as well as a positive outlook on inter-professional working. These attitudinal changes are necessary for the efficient local practice of inter-professional working. McGrath (1991) showed that the benefits of inter-professional working includes but is not limited to (1) efficiency in human resource allocation and the optimum utilization of capacity within the team, i.e. specialist staff focus on specialist skills/cases (2) efficient delivery of health care with improved patient outcome and (3) increase in job satisfaction for members of the inter-professional team arising from the support of willing team members and an enabling work environment. Inter-professional working could thus have improved the clinical outcomes in a number of the hospital cases that in my experience has led to grave loss or patient suffering. The recent experience was in the care of hospital in-patients with a clinical diagnosis of osteoporosis without any history of fracture and on a frailer group of patients with advance bone changes usually having sustained fracture/s (CSP 2002) and for which NICE (2005) has provided a guideline for the secondary prevention of fragility fractures. The patients were managed at any of the 11 wards representing medicine, surgery, orthopaedic and elderly care wards of a tertiary care facility in London during an 8-week placement period. Gross observation revealed treatment gaps in meeting guideline recommendations for the management of these patients in the areas of risk of fall assessment and referral to multi-factorial fall risk assessment and intervention clinic. There did not seem to be a unified format or standard for the assessment of fall risk within the 11 wards and risk of fall was not assessed in more than 50% of the cases in which this was a guideline requirement, perhaps, due to confusion in role identity and the location of this responsibility amongst the professional concerned. The clinical records of these patients showed that both nurses and physiotherapist assessed fall risk criteria and reported this in different formats. Proper integration of the services and communications between these professionals as prescribed within the frame work of inter-professional working will avoid needless duplication of effort, the waste of resources and clinicians time. Saved time could then be expended by either of the professionals in improving quality of care and quality time spent with patient; this is in addition to improved consistency in patients’ records and the ease of continued care should there be a need for patients to moved between wards of the unit. Part B: While Government policy has reflected a cultural shift by way of imposition of radical changes to the way in which health services are organized and delivered, there are distressing problems that make inter-professional working an arduous task. The issue of power and its distribution within the health institution is here of prime importance. There exist unequal power distributions between health care professionals, often leading to organizational and working structures that are impediments to inter-professional working. (Carrier and Kendall, 1995; Kgppeli’ 1995; Blane, 1991). Power is often in the domain of the older, more established medical profession; and there has been a pattern of domination over other professionalized disciplines, such as nursing, social work and other allied health professions (Kgppeli’ 1995; Hugman, 1991). The study of Manias and Street (2001) revealed that nurses faced many difficulties that practically precluded them from participating in therapeutic decision making for patients to whom they maintain permanent physical, emotional and sensitory closeness (Kgppeli’ 1995). Manias and Street (2001) found that nurses on medical ward rounds answered ‘doctors’ questions only, were not encouraged to give unsolicited information about the patient and hence found it very difficult to present relevant patient issues during a medical ward round. An enormous amount of literature has been written on the nurse-doctor relation; a significant portion of these appear to imply that the powers and influences of medical profession are hindrances to development of nursing. From a historical standpoint, it is logical to think of health professions as complementary to each other, however, the fact that they are organised ‘around’ a patient, that they ought to cooperate for his benefit seems secondary if not trivial (Kgppeli’ 1995). There is a lingering tendency to maintain professionalism and to expect ‘predetermined behavior’ of other health care professionals. The domination of one professional over the others within a health team is a major factor that can strengthen the boundaries between the professional groups engaged in inter-professional working and constrain effective teamwork (Beattie, 1995). Power in-balance within the inter-professional team will also encourage the making of many ‘rules’ and regulations that are capable of controlling major aspects of professional practice (Kgppeli’ 1995), thus making un-necessary any substantial discussion intended to individualise care and improve clinical and social patient outcome. The care and management of a hospitalised patient cannot be achieved by one person, neither is one professional group capable of the task. It is always a complex multidisciplinary phenomenon (Kgppeli’ 1995) in which the integrated knowledge and skill of people with different professional backgrounds makes for better clinical and social patient outcome. Hence, leadership within inter-professional team should not be ‘zoned’ to one profession as such will be detrimental to the optimal functioning of the initiative. The leadership need be more inspirational and stimulating, enabling other team members to respond positively to opportunities presented by developing improved knowledge and skills in managing professional practice and inter-professional relationships. According to Colyer (1999), non medical professional members of the team who are willing to assume the demanding responsibilities of full membership of the inter-professional teams should also be made to feel a sense of belonging and responsibility to the integrated patient oriented goal of the team. References: Areskog N-H (1988) The need for multiprofessional health education in undergraduate studies. Medical Education 22:251-252 Beattie A (1995) War and peace among the health tribes. In: Soothill K, Mackay L, Webb C, eds. Interprofessional Relations in Health Care. Edward Arnold, London: 11–26 Blane D (1991) Health Professionals. In: Scambler G ed. Sociology as Applied to Medicine. Bailliere Tindall, London Caldwell K and Atwal A (2003) The problems of interprofessional healthcare practice in hospitals British Journal of Nursing 12 (20)1212 1218 Carpenter J (1995) Doctors and nurses: stereotypes and stereotype change in interprofessional education. Journal of Interprofessional Care 9 (2): 151-161 Carrier J, Kendall I (1995) Professionalism and interprofessionalism in health and community care: some theoretical issues. In: Owens P, Carrier J, Horder J, eds. Interprofessional Issues in Community and Primary Health Care. Macmillan, London: 9–36 Colyer, Hazel (1999) Interprofessional teams in cancer care. Radiography 5: 187-189 Cooper, H., Carlisle, C., Gibbs, T. and Watkins, C. (2001) Developing an evidence base for interdisciplinary learning: a systematic review, Journal of Advanced Nursing 35(2): 228–37. CSP: Chartered Society of Physiotherapy (CSP, 2002) www.csp.org.uk. DoH (1991) Working Together: A Guide to Arrangements for Inter-agency Cooperation for the Protection of Children from Abuse. DoH, London DoH (1994) Implementing Caring for People: Training and Development. HMSO, London DoH (1997) The New NHS: Modern, Dependable. The Stationery Office, London DoH (1998) A First Class Service: Quality in the New NHS. DoH, London DoH (2000) The NHS Plan: A Plan for Investment, A Plan for Reform. The Stationery Office, London DoH (2001a) National Service Framework for Older People. The Stationery Office, London DoH (2001b) Working Together, Learning Together: A Framework for Lifelong Learning in the NHS. The Stationery Office, London Freeman M, Miller C, Ross N (2000) The impact of individual philosophies of teamwork on multiprofessional practice and the implications for education. J Interpr of Care 14(3): 237–47 Freeth G (2001) Sustaining interprofessional collaboration. J Interprof Care 15: 37–46 Freeth D and Nicol M (1998). Learning clinical skills: an interprofessional approach. Nurse education Today 18, 455-461 Hugman R (1991) Power in the Caring Professions. Macmillan, London Kgppeli’ Silvia (1995) Interprofessional cooperation: why is partnership so difficult? Patient Education and Counseling 26: 251-256 Leiba Tony (1996) Interprofessional and multi-agency training and working British Journal of Community Nursing 1 (1): 8 12 Manias E and Street A (2001) Nurse–doctor interactions during critical care ward rounds. J Clin Nurs 10:442–50 McGrath M (1991) Multi-disciplinary teamwork. Avebury, Aldershot Molyneux J (2001) Interprofessional teamworking: what makes teams work well? J Interprof Care 15: 29–35 National Institute for Health and Clinical Excellence (NICE 2005) Bisphosphonates (alendronate, etidronate, risedronate), selective oestrogen receptor modulators (raloxifene) and parathyroid hormone (teriparatide) for the secondary prevention of osteoporotic fragility fractures in postmenopausal women. Technology Appraisal Document No 87. Opuko D K (1992) Does Interprofessional cooperation matter in the Care of Birthing Women? Journal of Interprofessional Care 6(2): 119-25 Ovretveit J (1997) Evaluating Health Interventions: An Introduction to Evaluation of Health Treatments, Services, Policies and Organizational Interventions. Open University Press, Buckingham Pietroni P C (1992) Towards Reflective Practice The Languages of Health and Social Care. Journal of Interprofessional Care 6(1): 7-16 Smith G, Osgood V, Crane S (2002) ALERT: a multiprofessional training course in the care of the acutely ill adult patient. Resuscitation 52(3): 281–6 Stevenson O (1985) The community care of frail elderly people: co-operation in health and social care. Br J Occup Ther 48: 332–4 Studdy S J, Nicol M J, Fox-Hiley A (I994) Teaching and learning clirdcal skills, Part 1: Development of a mullidisciplinary skills centre. Nurse Education Today14:177-185 Taylor J (1996) Systems thinking, boundaries and role clarity. Clin Perform Qual Health Care 4(4): 198–9 Tierney A, Vallis J (1999) Multidisciplinary teamworking in the care of elderly patients with hip fracture. J Interprof Care 13: 41–52 Vickridge R (1998) Collaborative working for good practice in palliative care. J Interpr of Care 12: 63–7

white noise :: essays research papers

The central conflict between Jack and Babette Gladney is basically the struggle for control and also the struggle for who is more afraid of death. Jack Gladney throughout the whole novel tries to think that he knows his wife Babette he tries to control her thoughts by saying she is supposed to act a certain way. Jack wants to be the one afraid of death and at the same time wants to get rid of his fear.   Ã‚  Ã‚  Ã‚  Ã‚  In the story Jack confronts Babette about the medicine she is taking, he wants to know what it is and why she is taking it. He tells her that if she doesn’t tell him the reasons that Denise will. Jack is very understanding and tells her to take her time telling him. Babette tells him that Gray Research was conducting human experiments on fear and then decided not to conduct them on humans but on computers. She told Jack how she made a deal with â€Å"Mr. Gray† and in exchange to continue with the experiment with Dylar (the drug) she would give him her body. Jacks reaction to this was not the kind you’d expect when your wife is telling you she cheated on you. He was mostly calm, stayed laying in bed, and even offered Babette some Jell-O with banana slices that Steffie had made. Jack went on asking why Babette needed this drug and what it’s purpose was. He wanted to know why they couldn’t test on animals. Babette answered, â€Å"That’s just the point. No animal has this condition. This is a human condition. Animals fear many things, Mr. Gray said. But their brains aren’t sophisticated enough to accommodate this particular state of mind.†(195) Jack then was starting to realize what Babette was getting at. This is when the emotion kicks in for him. Now he feels all the emotions he was supposed to feel when she told him he cheated on him. He states, â€Å"My body went cold. I felt hollow inside.† (195) He was waiting for her answer. She tells him, â€Å"I’m afraid to die..I think about it all the time. It won’t go away.†(195) He responds with, â€Å"Don’t tell me this, this is terrible.† Jack’s reaction to Babette’s fear seems misplaced. He is more upset that she could possibly be more afraid of death than him than he seemed to be about her sleeping with Mr. Gray. He goes on trying to tell Babette that maybe she isn’t sure that she is afraid of death, â€Å"death is so vague.† He tries to tell her that it might be her weight or height that is her problem.

Separation Or Cooperation :: essays research papers fc

Separation or Cooperation One ever feels his twoness, -an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideas in one dark body, whose dogged strength alone keeps it from being torn asunder. -W.E.B. Du Bois The Declaration of Independence and the Declaration of Black Churchmen both held out the great promise of rectifying injustices in America. The Declaration of Independence came in response to the tyranny of English rule. It trumpeted the lofty goals of equality for all men, an end to English rule, and the end to high taxes on colonists. The Declaration of Black Churchmen was drafted in response to the continued low socio-economic status of African American's after the demise of the Civil Rights Movement in the late nineteen-sixties. It has as its goals: integration, an end to the exploitative control of African Americans, and the more amorphous goal of an end to the institutional violence of White America. Even though both declarations sought an end to a particular kind of injustice, one failed and the other succeeded in bringing about its goals. My thesis is that the Black Churchmens' Declaration of Independence struggles to both setup an us-them and a we modus operandi. The Black C hurchmen's' declaration tries to cooperate with White America in order to win support for economic development in Black communities. The declaration also tries to vilify White America as a demonic force that for hundreds of years has destroyed the hopes of Black Americans. By oscillating between these opposite modes of thought the documents rhetorical power and tone changes significantly from the original Declaration of Independence. The fundamental structure of the original Declaration of Independence relies on an us-them dichotomy. England is classified as the them, and the colonists as the us. The grievances listed in the document create a clear delineation between colonists and colonized. The grievances also place blame squarely on England. They site the taxation policy, the lack of self government, the tyranny of England, and the abuse of the colonists: "The history of the present King of Great Britain is a history of repeated injuries and usurpations" (Jefferson 1) to justify their right to succeed. As the list of grievances goes on the us-them dichotomy becomes more pronounced until the document explicitly delineates as "us" and a "them", "They too have been deaf too the voice of justice and of consanguinity. We must, therefore, acquiesce" (Jefferson 3).

Mary Breckinridge

Jennifer St. Pierre 7/10/2012 Mary Breckenridge NU 120 Michelle R. Edwards MSN, RN Breckenridge School of Nursing Mary Breckenridge was born in 1881 in Kentucky. She was born into an influential family, and for that she enjoyed a privileged childhood as well as getting an education in the U. S and Europe. Mary Breckenridge’s father was the U. S ambassador to Czar Nicholas II of Russia. By the time Mary Breckenridge was 26 years old she had become widowed, as well as losing both of her children at an early age. At this time Mary Breckenridge has decided to dedicate her life in improving the health of women and children. Gina Castlenovo, November 2003. ) Mary Breckinridge became a registered nurse in 1910 and worked at St. Luke’s Hospital in New York. During this time she was as well working in France during World War I, this is where Mary Breckinridge became exposed to new healthcare ideas. Mary Breckenridge stated â€Å"After I had met British nurse-midwives, first in France and then on my visits to London, it grew upon me that nurse-midwifery was the logical response to the needs of the young child in rural America†¦ My work would be for them†. Gina Castlenovo, November 2003. ) Proceeding after World War I Mary Breckenridge went to Columbia University and studied public health. She wanted to conquer the health issues in eastern Kentucky; this area had few roads and absolutely no physicians. Her theory was if she could be successful in such a run down, poor area she could be successful anywhere. Mary Breckenridge got around by traveling horseback and teaching families about their health as well as local lay midwives about birth practices.By doing this she had learned that women lacked prenatal care and gave birth to an average of nine children, this was done by mostly self taught midwives, and farmer’s wives. They relied on traditional beliefs and invasive procedures. (Gina Castlenovo, November 2003. ) Mary Breckinridge believed children’s healthcare should start in the prenatal period (birth-child’s first years) due to a high maternal mortality. When returning to London she became a certified nurse-midwife. She then went to Scotland to observe the work of a community midwifery system.This system served poor and rural areas. The structure was decentralized and was used as a model for the Frontier Nursing Services. Once arriving back in Kentucky in 1925, Mary Breckinridge began the work that would introduce a new type of rural health care in the United States. (Gina Castlenovo, November 2003. ) In 1925 The Frontier Nursing Service (FNS) was established, this was a private charitable organization. The entire serving area was about seven hundred square miles in southeastern Kentucky. Mary Breckinridge raised over six million dollars to support this organization.Many people believed this was due to her influential connection and speaking engagements. The staff was made up of nurse-midwives that w ere trained in England. The staff traveled by horseback and or by foot so that they could provide quality prenatal and childbirth care in the clients’ own home, they functioned as both midwives and family nurses. Clients were able to pay low fees in money and or goods. No one was turned away, and in doing so both maternal and infant mortality rates decreased significantly. (Gina Castlenovo, November 2003. )The Frontier Nursing Service (FNS) registered over sixty four thousand patients since 1925. The FNS as well delivered over seventeen thousand babies with only eleven deaths. One of the nurse-midwife began the first American school of midwifery in New York in 1932. The FNS founded its own school in Hyden Kentucky in 1939. Mary Breckinridge ran the Frontier Nursing Service until she passed away in 1965. (Gina Castlenovo, November 2003. ) The FNS still serves southeastern Kentucky, now with a hospital in Hyden, four rural health clinics, a home health agency, and the FNS Schoo l of Midwifery and family Nursing.Many people from all around the world come to study this particular model of rural and social service delivery. (Gina Castlenovo, November 2003. ) The American College of Nurse Midwives recognizes Breckinridge as â€Å"the first to bring nurse-midwifery to the Untied States† and the Frontier School of Nursing as â€Å"a leader in nurse-midwifery in the Untied States. In 1982 Mary Breckinridge was inducted into the American Nurses Association’s Hall as a tribute for her contributions to the nursing profession in women’s health, community and family nursing, as well as the rural health care delivery. Gina Castlenovo, November 2003. ) Mary Breckinridge had the right Idea about wanting to help the less fortune. In today’s society we have Medicaid. The Medicaid program was designed to provide health coverage for lower-income people, families, pregnant women, children, elderly and people with disabilities. (Medicaid) Reference s Gina Castlenovo, M. M. (November 2003. ). Mary Breckinridge http://www. truthaboutnursing. org/press/pioneers/breckinridge. html. Medicaid. (n. d. ). Medicaidhttp://www. healthcare. gov/using-insurance/low-cost-care/medicaid/. Washington, D. C. 20201.

Developing Promotional Strategies for Horticultural Products Essay

INTRODUCTION. The horticulture sub-sector of agriculture in Kenya has grown in the last decade to become a major foreign exchange earner, employer and contributor to food needs in the country. Currently the horticulture industry is the fastest growing agricultural subsector in the country and is ranked third in terms of foreign exchange earnings from exports after tourism and tea. Fruits, vegetable and cut flower production are the main aspects of horticultural production in Kenya. In this write up, the horticultural products I will focus on are coriander, courgettes, cabbage, kales, spinach, indigenous vegetables like ‘terere’ and ‘managu’, ginger, garlic, tomatoes and onions. These products will be directly sourced from my farm in Kitengela. IDENTIFICATION OF THE INNATE ANS ACQUIRED NEEDS According to Boyd (2010) humans become motivated when a need is aroused that they have a desire to satisfy. These needs can be physiological also known as innate e.g need for food, water, sex and cloths or they could be acquired needs which are learnt in response to an individual’s culture or surroundings e.g need for affection, self esteem or prestige. The above mentioned horticultural products are food products that satisfy needs in the first level of Maslow’s hierarchy of needs i.e the physiological needs. Moreover, through the right packaging and promotion of these products, the acquired needs will be satisfied. THE PROMOTIONAL STRATEGIES BASED ON THESE NEEDS Organizations use promotion to communicate with customers about products they offer because promotion is one half of the communication process with customers. It works co-operatively with market research in an iterative feedback loop so that the constantly changing requirements of users are met by promotional activities that target or even anticipate these expressed needs. Promotion involves making sure that customers are aware of the products that the organization makes available to them. The objective of my promotional strategy is to provide information about my products, increase demand for these products and to differentiate the product. I will design different advertising messages to be placed in certain magazines like healthy eating magazines as well as Saturday Nation newspaper magazine and television advertisment. Moreover, through the social media i.e twitter and face book I will advertise my products. These adverts will focus on the benefits that clients will get on consump tion of my products. The advert will be designed in such a way that it brings out the different innate and acquired needs that will be met. People have to eat and eat good food that is well presented, I will therefore, do word of mouth advertising and attend networking forums for horticultural products e.g the annual horticultural exhibitions says Wu (2012). As I display my products, I will ensure they are well packaged in clean, labeled packages so that as my purchase my products they are satisfied with the packaging thus meeting both their innate and acquired needs. According to Stern and Adel (1988), word-of-mouth is one of the most credible forms of advertising because people who don’t stand to gain personally by promoting something put their reputations on the line every time they make a recommendation. In the utilization of word of mouth advertising, I will incorporate brand advocates in this word of mouth ad. I will use personal selling as well. This will be one to one communication with a potential buyer. In this case the potential buyers I will focus on for personal selling are the restaurants, schools, hospitals and hotels. I will therefore, employ the use of sales men and use experiential marketing in this case. I will hire a tele-marketing researcher who will make follow up calls to clients who purchase my products to get their feedback on areas that I need to improve on as the researcher identifies their unspoken needs as well as their spoken needs. REFERENCES Boyd, J.C (2010). Consumer Psychology. England:Open University Press. Stern .L. W. & Adel I. E.(1988) Marketing Channels. Englewood Cliffs, N. J.: Prentice Hall Inc. Wu, J. M ( 2012) Consumer Perception of quality for horticultural products and related agricultural practices. Ontario:Guelph.