Psychosocial Development Erikson, (1902-194), Concluded That A Humans

Psychosocial Development Erikson, (1902-194), concluded that a humans development is determined genetically and that in order to move through each stage of development than they must be biologically, socially and psychologically ready. Erikson believed that the child's genes resembled a timetable and it is this genetic timetable that determines the child's stages of development. ?Erikson extended this principle to social and psychological growth; it is human nature to pass through a predetermined sequence of psychosocial stages which are genetically determined'. Gross, (R), The Science of Mind and Behaviour. (1996) The Psychosocial Stages Erikson concluded that every personality has a certain amount of trust and mistrust that is essential to development through the stages. Erikson did however suggest that although the time to develop trust is in infancy he did suggest that under develop trust could be further develop in later life however it would be harder to do. Basic Trust Versus Mistrust (0-1): - This stage is essential to the child's development of trust toward not just it's parents particularly the mother, but how it trusts the rest of the world. If a child is well loved i.e. affection, cuddles etc. then it will develop an adequate of trust for the world, however should the child receive inadequate care then it will grow to mistrust. Trust enables the child to experience situations without fear whereas mistrust causes the child to fear, behaving with suspicion possibly even withdrawal. Autonomy Versus Shame and Doubt (1-3): - A this stage the child becomes mobile, curious and generally more independent. The ability to be able to see itself as it's own person separate from it's parents is known as, ?Autonomy'. It is at this point that all the parents should still ensure the child's well being they should still maintain a caring attitude and safe environment. At this stage if the child is put down or lead to believe it is a failure on a continual basis then the child may develop a feeling of shame and doubt in it's abilities and it's environment. Allowing the child to do things for itself and learning by its mistakes gives the child confidence and an increased self-esteem. Doing things for the child all the time and telling the child they are wrong will have the reverse effect. It is at this stage that if a child is not praised and allowed to do things for itself that insecurity appears i.e. in the form of attention seeking. Initiative Versus Guilt (3-5/6): -The child is discovering and developing new abilities and because of this the child's desire for knowledge is also increasing. The child should be encouraged to ask questions and adequate answers should be given. Play is also a crucial part in the child's mental and physical development. If the parent try's to stop this question asking or play the child will develop a feeling of guilt about it's desire to learn. Industry Versus Inferiority (7-12): - At this stage other adults othe r than parents begin to have significance in the child's development. The child becomes interested in the way things work, and are carried out. Relationships with other children should also be encouraged, as children need to compare themselves with others in order to develop their own identity. Failing to offer the child the right resources, amenities, guidance and encouragement will result in the child feeling inferior. Self Concept ?In the social jungle of human existence, there is no feeling of being alive without a sense of ego identity', Erik Erikson, (1963), Moonie, N, (1995). Self-concept is an individual's perception of their personality. Along with the self-concept is Self-awareness; this is how an individual imagines how others see them. The Self-concept can be divided into three interlocking components, Self-image, Self-esteem and the Ideal-self. Self Image: - This refers to the way we describe ourselves physically, mentally and emotionally, be it good or bad. Kuhn & McPo rtland (1954) Gross p.519 Suggest that the self image maybe broken into three categories, ?Social Roles', the aspects of our self-image that are objective i.e., student, employee, partner. Others can confirm these aspects they are definite aspects ?Personality Traits': - these aspects of our self-image that we perceive of ourselves may be

Your LinkedIn Questions Answered Coaching for Leaders Podcast

Your LinkedIn Questions Answered Coaching for Leaders Podcast Last year, I appeared in a podcast on Coaching for Leaders, How to Vastly Improve Your LinkedIn Profile. It was a smash hit, viewed by over 25,000 people. I came back for an encore this month and the new podcast, Leverage the Full Power of LinkedIn, was released today. This time I addressed specific LinkedIn questions from Dave Stachowiak’s audience of business people and job seekers, plus added my own insights as we went along. Here are the questions we started with. These B2B, B2C, and job hunting topics will interest you too! LinkedIn Business Questions What are the rules and recommendations around publishing an article and then promoting it via posts? Where does the article show up when you publish it other than your profile? What are some tips specifically for B2B communication and selling on LinkedIn? LinkedIn Job Seeking Questions If you signal to recruiters that youre looking (via Open Candidates), will your boss find out?  Is there a way to limit what information is shared within ones network versus outside the network?  Or is LinkedIn too much of a spider web to control/limit what gets shared with certain connections? Do recruiters who value the involvement of a potential candidate on LinkedIn in terms of post sharing, contribution to discussions in public posts, contribution to public group discussions? Are community engagement and the ability to contribute to discussions constructively valued, and do recruiters capture this information? What else do recruiters value? LinkedIn Sharing Protocol Questions Recently, LinkedIn has been receiving more and more posts â€Å"Facebook style,† especially after they enabled the upload of videos. Sometimes people comment â€Å"this is not the place for it,† â€Å"this is not Facebook,† etc. Is it best to answer these posts politely or maybe exclude the connection that posted it? What’s the best way to promote one’s ideas and views? Is it better to post the entire article to LinkedIn rather than a personal or business website? Does it even really matter which approach is used? LinkedIn Student Questions What are some tips on gaining connections, and trying to land internships, when you are still a student? So many business-related internships expect you to have a bachelor’s before being considered for an internship. How can I stand out on LinkedIn as a University student? Find out The Essay Expert’s answers to these LinkedIn questions and more by listening to this lively podcast. Please let me know your feedback, and ask any additional questions you may have! document.createElement('audio'); https://theessayexpert.com/wp-content/uploads/2018/03/cfl342.mp3 If youd like to find out more about how you can utilize LinkedIn to its fullest, check out my book,  How to Write a KILLER LinkedIn Profile. After youve implemented the advice in my book, you may like to follow up with my LinkedIn Profile Review Special  (for a limited time only).

A report on based on the company Gourmet burger kitchen Essay - 2

A report on based on the company Gourmet burger kitchen - Essay Example Not only the national government or the local government is taking steps in maintaining healthy food regulations but different regulatory bodies and trade unions are also taking steps in promoting and maintaining healthy environment and keeping the track of consumer rights. Switzerland is known to have a unique political system where they practice direct democracy; they have the most decentralized power frequent referendums and encourage participation from the citizens. But one of the most unique aspects in Switzerland government is that they have no political pressure groups leaders (CIA World fact Book, 2009). Due to this GKB and all other companies like to invest in Switzerland because all the companies are given a lot of leverage to operate independently and there is least interference from the national or local government bodies. But keeping in mind the rights of consumers Switzerland government has set proper food safety regulations. Thus it has implemented both GM food safety and labeling legislations. In 1995, Switzerland was the first country who implemented a labeling regime for GM food since then revision has been taken in this (Wugar, 2006, 1). Thus now when a new company has to start its new operation is has to follow a proper procedure, f irst it needs authorization from federal office of Public Health, then it needs to get registered and all the legal requirements need to be fulfilled. The regulations on food and commodities and other pertinent regulations make sure that proper implementation of food laws are enacted and thus the Federation keeps a proper check on food quality and standards (Rentsoh & Partner, 2009, 1). Switzerland is known to have the most stable political system and due to this all companies try to take their business in this country. Switzerland is very competitive in nature in terms of new investment and thus attracts many companies and business men in setting

The Qualities of the Real Personal Statement Example | Topics and Well Written Essays - 250 words

The Qualities of the Real - Personal Statement Example My conception of the Divine is based on the very real existence of my intellect, which has no physical form. I hold that nothing real can come out of nothingness. The reality of biological life is proof of the reality of a Creator, who was the first cause of life. He is infinite and is the cause of all finite things. He is independent and does not depend on anything for his existence. Â  It cannot be denied that good is real. There are degrees of goodness. These degrees of goodness are possible only with reference to something which is absolutely good. My conception of the Divine is that absolute good. My God is the embodiment of the highest degree of Perfection. He is removed from the senses and the body and belongs only to the mind. He is the foundation of moral values. My God is real. The existence of the unicorn and the leprechaun do not meet my criteria of real, as I can neither see them with my senses nor with my intellect. They are merely part of my imagination. They have not originated independently: they originate in my imagination. These imaginary creatures are not infinite, or perfect. They are not real. Â  

International trade Assignment Example | Topics and Well Written Essays - 750 words - 1

International trade - Assignment Example In 1984, both in foreign exchange and Turkish currency, gold market was established. Greater restructuring of the gold sector took place in the nineties when impediments in the way of imports/exports were removed by means of new and better decision making. Milestone was achieved when the Istanbul Gold Exchange was established in 1995 to organize gold trading (Istanbul Minerals and Metals Exporters’ Associations 2011). Canada and Turkey are very good trading partners. For the year 2012, Canadian total exports to Turkey totaled 512,204 thousand Canadian dollars. The major item exported was Iron. Other commonly traded export items from Canada to Turkey include coal, oil and petroleum, newsprint, nickel, aluminum and motors and engines (Industry Canada 2011). The imports from Turkey were up to 884,779 thousand Canadian dollars. In top 25 items imported, gold occupies the first position with 143,839 thousand Canadian dollars. Other product groups commonly traded between Turkey and Canada under imports constitute trucks, Iron and its alloys, dry nuts, cruise ships and angles, bars and rods of steel (Industry Canada 2011). According to figures and statistics from government bodies (Library of Parliament 2011), Turkey is Canada’s 3rd largest export nation (when talking of Middle East) and the 24th largest across the globe. In terms of imports, Turkey stands at 4th position in providing items to Canada. Since 2001 and till 2008, value of Turkey receiving Canadian exports has skyrocketed at a pace of 33% annually. In terms of investment and services, Canadian imports from Turkey for 2009 were to the tune of $111.0 million and basically comprised of travel services. The exports ran to $174.0 million and included services like government, transportation, travel and commercial. Demography: As per 2010 figures and facts, population of Turkey is 72.5 million with

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

Standard Setting in Political Environment

Introduction Accounting standards dominate the accountant’s work. These standards are being constantly changed, deleted, and/or added to, both in the United States and abroad. They provide practical and handy rules for the conduct of the accountant’s work. They are generally accepted as firm rules, backed by sanctions for nonconformity. Accounting standards usually consist of three parts: * A description of the problem to be tackled A reasoned discussion (possibly exploring fundamental theory) or ways of solving the problem * In line with decision or theory, the prescribed solution In general, standards, especially auditing standards, have been restricted to the prescribed solution, which has generated a lot of controversy about the absence of supporting theories and the use of an ad hoc formulating approach. The general trend, however, is to include the description and the reasoned discussion, thereby providing a concise, theoretically supported rule of action.The Publ ic Interest Theory was implicit in our examination of standard-setting. The theory suggests that regulation is required to answer the demand of the public for correction of market failures. The theory assumes that the central authority has the best interests of the society as its objective. In other words it does its best to maximize social welfare. The regulation is a trade off between the costs involved and the benefits received by society. The Interest Group Theory takes the view that an industry operates in the situation where there are a number of interest groups (constituencies).Development of standard setting approaches in various countries IASB The International Accounting Standard Board (IASB) is the independent, accounting standard-setting body of the IFRS. The IASB was founded on April 1, 2001 as the successor to the International Accounting Standard Committee (IASC). It is responsible for developing IFRS and promoting the use and application of these standards. The Inter national Financial Reporting Standard (IFRS) was incorporated as a tax-exempt organization in the US state of Delaware.The IFRS also the parent entity of the IASB, an independent accounting standard-setter based in London, England. The IASB has 14 Board members. They are selected as a group of experts with a mix of experience of standard-setting, preparing and using accounts, and academic work. In January 2009, they have their meeting with the Trustees of the Foundation concluded the first part of the second Constitution Review, announcing the creation of a Monitoring Board and the expansion of the IASB to 16 members and giving more consideration to the geographical composition of the IASB.FASB Since 1973, the Financial Accounting Standards Board (FASB) has been the designated organization in the private sector for establishing standards of financial accounting that governs the preparation of financial reports by nongovernmental entities. Those standards are officially recognized as authoritative by the Securities and Exchange Commission (SEC) and the American Institute of Certified Public Accountants. The SEC has statutory authority to establish financial accounting and reporting standards for publicly held companies under the Securities Exchange Act of 1934.Throughout its history, however, the Commission’s policy has been to rely on the private sector for this function to the extent that the private sector demonstrates ability to fulfill the responsibility in the public interest. The mission of the FASB is to establish and improve standards of financial accounting and reporting that foster financial reporting by nongovernmental entities that provides decision-useful information to investors and other users of financial reports.That mission is accomplished through a comprehensive and independent process that encourages broad participation, objectively considers all stakeholder views, and is subject to oversight by the Financial Accounting Foundationâ⠂¬â„¢s Board of Trustees. MASB Standard setting in Malaysia entered a new era with the Financial Reporting Act 1997 which established the Financial Reporting Foundation (FRF) and the Malaysian Accounting Standard Board (MASB) in 1997. The Financial Reporting Act 1997 was gazette on 6 March, 1997.The FRF is established under the Financial Reporting Act 1997 (Act). The FRF comprises representation from all relevant parties in the standard setting process, including preparers, users, regulators and accountancy profession. The FRF, as a trustee body, has responsibility for the oversight of the MASB’s performance, financial and funding arrangements, and as an initial source of views for the MASB on proposed standards and pronouncements. It has no direct responsibility with regard to standard setting. This responsibility rests exclusively with the MASB.The aims of the MASB are to implement an efficient, effective structure and ‘due processes’ for the development of MAS B Standards, a conceptual framework and other forms of authoritative guidance. Other than that, MASB also aim to pursue the development of MASB Standards, a conceptual framework and other authoritative guidance on a basis that recognizes that users of financial statements are the primary customer, so that those users are better able to make economic decisions. The MASB established a committee in May, 2002 known as the Issues Committee to replace its predecessor, Interpretation Committee.The change in name reflects the expanded scope of the committee which, in addition to dealing with interpretations of approved accounting standards, also deals with other accounting related issues where there are no existing accounting standards. The committee, hence, is responsible for reviewing accounting issues that have received or likely to receive different views in interpretation and to provide recommendations to the Board for decision. Standard setting approaches MFRSs are full convergence, w hich are copy word by word of IFRSs issued by the IASB except for the terminologies.The due process of MFRS Framework aligns the MASB's due process timeline to that of the IASB with the aim of putting the new or amended standards in place for adoption and application within a timely manner. This is to ensure, that the effective date of the new or amended standards will be the same as that of IFRSs. * Stage 1: MASB seeks public comment on IASB's draft technical pronouncements. The IASB's draft technical pronouncements include Discussion Paper, Exposure Draft and Request for Views.MASB will disseminate the IASB draft pronouncements together with an Invitation to Comment to local constituents by publishing on MASB website a â€Å"Comment Online† feature and sending a copy of the documents to the relevant authorities, professional bodies, accounting firms, industry related associations, and public listed companies. The due date for the public to submit comments to MASB is usually one month before IASB's comment deadline so as to allow MASB Working Group and the Board a reasonable time to consider the comments received before making a submission to the IASB.In addition, public forums may be organized if these IASB draft pronouncements represent major change or shift from current practice. * Stage 2: Deliberation at the Working Group level on IASB's draft pronouncements The IASB's draft pronouncements will be deliberated in WG meetings and to provide comment / recommendation to the issues raised in the draft pronouncements for the Board's consideration. The WG will also consider public comments received and their recommendations on those comments for the Board's consideration. Stage 3: Deliberation at the MASB (the Board). The public comments received, Working Group's comments and recommendations will be tabled at the Board for deliberation and consideration. During the discussion, the Board will consider all comments received and thereafter, a comment letter to the IASB will be prepared and submitted to IASB accordingly. * Stage 4: Issuance of Standard by IASB. Following publication of the final standard by the IASB (IFRS), the Working Group will deliberate on the changes made, if any, from the draft pronouncements.Thereafter, the Working Group's views or recommendation, including possible issues/ implications, if any, of the IFRS will be presented to the MASB for consideration. * Stage 5: Issuance of standard by MASB. After due deliberation by the Board, copy of the MFRS (word-for-word with IFRSs) would be presented to the FRF members for their comments before it being issued as approved accounting standards in Malaysia. Ethics of standard setting It is likely that if there was no regulation, markets would cease to work.Have two motivations, there are the external motivation – the enforcement approach, a regulator, and the internal motivation – the people will want to keep their promises and honour contracts. The more et hically that people behave, the greater reduction there would be in required regulation. One way to look at it would be, for example, if all professionals acted in their own self-interest, ignoring the clients’ recognition, in due course clients would become very suspicious.Regulations would grow and professionals would be very carefully looked into. However, if professionals can be trusted to act in a trustworthy way, then it could be a win-win situation. It goes beyond adopting a code of ethics. Professionals would have to act professionally towards the client. Professionals must become transparent in their actions so clients will have full trust in their actions. Certainly professionals have self-interest and this must be taken into account.As some regulation would be required, what about standard setting from an ethical point of view. When accountants are dealing with clients there is very likely an imbalance of accounting knowledge between the two but accountants should not impose their own values on the client. Issues involved in standard setting The standard setting bodies have an ethical issue because the standards set for clients, those who manage the companies, have a third dimension, as the managers’ interests often conflict with those of the public.Our case is the investing public, the third party. Now investors needs are well served by good disclosure of material. But we have seen in our previous modules that standards that are beneficial to the investor often impose burdens on the managers, volatility. Whose interests should the regulator serve. Duska & Duska, stated the accountant and the regulator can easily reconcile the obligations by acting with integrity. In the long-run the interests of the public and the investor merge.The answer comes across clearly in Duska & Duska. They argue that the profession has an obligation to â€Å"look out for the best interests of the client, avoiding the temptation to take advantage of the clie nt†; this quotation implies the public interest theory. It is important to consider the debate between what is termed â€Å"rules-based† and â€Å"principle based† accounting standards. It is important to consider the debate between what is termed â€Å"rules-based† and â€Å"principlebased† accounting standards.Considering Enron’s actions they were strictly based on rules actions of GAAP. They were not based on â€Å"principles† There is a difference. Rules attempt to put down detailed directions to be followed, and it is difficult to cover all situations. The Principle indicates the intent we have in mind and the course we follow. It is putting into effect the real ethics we wish to pursue. Accounting issue in Islamic Financial InstitutionAccounting standards are developed in various parts of the world and are predominantly developed based on the environment of local jurisdiction and typically the behavior of the large and most often multinational corporations would be subjected to these standards. MASB has also appointed a Working Group to develop a framework of accounting concepts based on the Shari’ah principles to assist the Board in developing financial accounting and reporting standards for the recognition, measurement and disclosure of transactions based on Shari’ah principles which would facilitate the development of the Islamic Capital Market.The main characteristics that influenced the environment of an Islamic bank in the Shari'ah and this has to be central in the development of accounting standards for Islamic banks, which was not part of the consideration of the international standard setter. There are major differences between Islamic banks and Conventional banks that impose difficulties for Islamic banks to comply with standards not actually meant for them. Appropriate mechanism to track the risks and rewards other than a financial reporting system, which Islamic financial instituti on were deprived of prior to AAOFI.Foundation of setting standards for Islamic financial institution is on the basis of filling in a vacuum that conventional standards have left void. AAOFI did not reject existing GAAP standards except in cases where such principles conflict with Shari'ah principles. It is clearly stated in AAOFI's Statement of Objectives that â€Å"it is natural that there should be differences between objectives of other bank and objectives of Islamic bank. The kinds of issues addressed by AAOIFI Standards. Substance over formThe framework of accounting standards by IAS and other generally accepted accounting standards require that the accounting information is presented according to the substance and economic reality and not merely the legal form. Requiring and entity that enjoys a greater of economic benefits of an asset to report the asset in their balance sheet appeared in a leasing contract in consistent with this postulate. Apparently this characteristic of accounting principles is in violation of Shari'ah and hence is not recognized by AAOIFI standards.Prudence Prudence is a concept that appears in the IAS Framework of Accounting Standards and promotes the need to be cautious in overstating asset or profits especially in the business world. AAOIFI Standards are silent on this characteristic of financial reporting. The reason that can be attributed to the silence which must not be read as an objection, is that such a principle conflict with the very idea that financial reporting in Islam should focus on fair reporting of an entity's financial position. AAOIFI Standards are silent with regards to the concept of prudence and leaves it to the best discretion of the preparers of financial statements to compile with their local regulatory requirements. Asset Valuation Typical measurement basis is the historical cost measurement simply because this is the most commonly adopted by the enterprises in preparing their financial statements. Isla mic bank's financial report the measurements of asset would also very much be influenced by the terms of the Shari'a contract underlying the product.AAIOFI's standard requires the bank to value the asset in their balance sheet on the basis of cash equivalents value. The other aspects where AAIOIFI standards depart from conventional practice is on the treatment of asset in an Ijarah Muntahia Bittamleek contract. IMBT is an innovation is in fiqh to satisfy the financial lease contracts in conventional practice. IMBT is a combination of two contracts which runs sequentially one after the other and the reporting of the financial transaction as mentioned in AAOIFI's FAS 8, IMBT would reflects

The Teacher as a Hero

The teacher as a hero LESSONS PLANNED from the teacher's pen (The Philippine Star) Updated October 01, 2009 T here are heroes and heroes, national and local. Some of them are born, others are made. Many are still living while many others have long been gone. It is to the latter that monuments and museums were built to keep alive their memory in our hearts and mind. Public buildings, parks and plazas, streets and a few provinces have been named after them. Important dates and events are usually marked red in the calendar to remind us of their birth or death anniversary. During the celebration of these events, program speakers take turns extolling to high heavens whatever good they had done for the country. Sad enough the hero who is apparently taken for granted and therefore unsung is the poor teacher. Not having a pedigreed name, she has no influence, no power. She is regarded as belonging to the marginalized sector of society. Tactless people look down on her with contempt saying, â€Å"She’s only a teacher. † After all, unlike OFWs, teachers do not contribute to the national economy. What many do not seem to realize is that a teacher is truly a hero in her own way. For a teacher is not only about her lesson plans, her teaching methods, strategies and techniques. A teacher is also about her personal character, her values and her attitude. And more importantly a teacher is also about her missionary work which entails a great deal of sacrifice on her part and her family. Indeed, the pro-bono services that she renders involve numerous risks to life and limb. We have heard of teachers who were kidnapped for ransom, forced into marriage under pain of bodily harm, physically abused and the unfortunate, even beheaded. I remember a male teacher who reprimanded a student for provoking trouble in class. That afternoon the huffy father with fire in his eyes sought the teacher in school and mercilessly hacked him to death. I had a relative who was summoned to the Comelec office in Manila and made to explain her inadvertence to affix her signature on a pair of election forms. The financially distressed teacher was forced to take a long-term loan which she used to pay for her transportation fare, board and lodging while in Manila. In the meantime her family had to be sparing and frugal in order to tide them over until such period that the loan was fully paid. While other government employees are off after five, the teacher spends long hours of work at home writing lesson plans, checking test papers or preparing visual aids and similar teaching devices. Compared to those who work in the comfort of their office, thousands of our teachers go on long hours of journey to their far-flung stations over hill and dale, many times in harsh weather condition. It is no wonder that many of these teachers become decrepit long before their age or they get pitifully sick before retirement from the service. And yet their take-home pay is a mere pittance. Any increase in their starvation salary comes far apart and in trickles because this is dependent upon the members of Congress who remember the teachers only on election time. Come May of next year teachers will again be called upon to man the electoral ramparts of our democracy. They will be there to help safeguard the sanctity of the ballot, armed only with the nobility and integrity of their profession. Whatever people say to the contrary, the teacher as a hero is ready to lay down her life for the sake of country sans a loud flourish of trumpets. I salute our teachers as heroes, living or dead! ANTONIO A. MORAN of Camalig, Albay is a retired general education supervisor of the Department of Education.

Free Family History Databases at Your Local Library

Free Family History Databases at Your Local Library Your library card could be the key that unlocks your family tree. Many libraries across the U.S. and elsewhere around the world subscribe to multiple databases for the use of their members. Dig through the list and youre likely to find some genealogical gems, such as the  Biographical and Genealogy Master Index  or  Ancestry Library Edition. Databases offered by your local library may include biographies, obituaries, census and immigration records, birth and marriage records, phone books and historical newspapers. A particular library may subscribe to as few as one or two such databases, while others may offer a wide range of free databases. Some of the most useful library databases for genealogical research include: Ancestry Library Edition  - Ancestry Library Edition offers a wide and diverse variety of content allowing you to trace your family history. In the U.S., this includes the complete Federal Census Collection, 1790-1930; an Immigration Collection, including passenger lists and naturalization petitions; Military Records including World War I Draft Registration and Civil War records, and other family and local history records. In the UK, youll find many of these items, as well as the UK and Ireland census, the England Wales civil registration index and the BT phone book archives. Many of the items youll find on Ancestry.com, but free for participating library patrons accessing the database from library computers. Heritage Quest Online  - This library offering from ProQuest contains over 25,000 family and local history books, the entire US Federal Census, PERSI, Revolutionary War Pension and Bounty Land Warrant Application files, and other genealogical collections. Unlike Ancestry L ibrary Edition, HeritageQuestOnline is available via remote access from libraries which choose to offer the feature. Proquest Obituaries  - More than 10 million obituaries and death notices appearing in top U.S. national newspapers dating back to 1851 appear in this library database, with full digital images from the actual paper. This database, at launch, included obituaries from The New York Times, The Los Angeles Times, The Chicago Tribune, The Washington Post, The Atlanta Constitution, The Boston Globe and The Chicago Defender. More newspapers are planned for addition over time. Historical newspaper collections  - A large number of libraries offer access to some type of historical newspaper collection. These may be local newspapers, national newspapers, or newspapers of more global interest. The ProQuest Historical Newspaper Collection, for example, includes full text and full image articles from the major American newspapers:Chicago Tribune  (April 23, 1849-Dec. 31, 1985);  The New York Times  (Sept 18, 1851-Dec. 31, 2002);and  The Wall Street Journal  (July 8, 1889-Dec. 31, 198 8). The Times Digital Archive database is a full-image online archive of every page published by  The Times  (London) from 1785-1985. NewspaperArchive also offers a library version, with convenient online access to full-page historical newspapers from across the US, along with papers in the United Kingdom, Canada, Jamaica and other countries dating from 1759-1977. Libraries may also offer individual access to a variety of newspapers. Biographical and Genealogy Master Index  - A master index to biographies published since the 1970s in a wide variety of collective biography volumes. In addition to providing the individuals name, birth, and death dates (where available), the source document is listed for further reference. Digital Sanborn Maps, 1867-1970  - Yet another ProQuest offering, this database provides digital access to more than 660,000 large-scale Sanborn maps of more than 12,000 American towns and cities. Created for insurance adjusters, these maps provide a great deal of detail on the structures exisiting in larger towns and cities, along with street names, property boundaries and other useful information. Many of these databases can be accessed remotely by library patrons with a valid library card and PIN. Check with your local town, county or state library to find out what databases they offer, and apply for a library card if you dont already have one. Some states in the United States actually offer access to these databases for all residents of their state! If you cant find what you need locally, look around. Some libraries allow patrons who dont live in their coverage area to purchase a library card. For a useful list of libraries of U.S. libraries that offer remote, in-home access to the HeritageQuest Online database, see  HeritageQuestOnline  at EOGN.com. Many of these will likely offer a few of these other databases as well.

German Phrasebook on Classroom Vocabulary

German Phrasebook on Classroom Vocabulary This phrasebook, a collection of English-German phrases and expressions for the German-language classroom, is intended as an aid for students who will use the target language (die Zielsprache: Deutsch) in a classroom setting. For beginners, use of a phonetic  German Alphabet  can help with pronunciation, as this guidance is not included here. Showing Respect Forms of Address: Mrs./Ms. Schmidt, Mr. Schmidt Anredeformen: Frau Schmidt, Herr Schmidt Note: Always address your teacher, professor, or other school personnel as Sie! Your fellow students should be addressed as du (one) or ihr (more than one). Common Classroom Phrases Hi there! Hi everyone!Hallo allerseits! Hallo alle zusammen! Sorry Im late.Tut mir Leid, dass ich zu spt komme. What does ___ mean?Was bedeutet/heißt ___? Whats the German for ___?Was heißt ___ auf Deutsch? I dont understand.Ich verstehe nicht. More slowly, please.Lamgsamer bitte. Pardon? What was that? (I didnt understand)Wie bitte? (Avoid Was?, the German equivalent of Huh?) Could you please repeat that? (to teacher)Bitte wiederholen Sie das! Could you please repeat that? (to student)Noch einmal bitte! May I go to the restroom?Darf ich auf die Toilette?/aufs Klo? Could I go out/leave for a minute?Darf ich kurz mal hinausgehen? How do you spell that?Wie schreibt man das? Ive already done that.Ich hab das schon gemacht. Do we have homework?Haben wir Hausaufgaben? Which page/exercise?Welche Seite/ÃÅ"bung? I dont know.Ich weiß nicht. I have no idea.Ich habe keine Ahnung. yes - no - OKja - nein - Schon gut. Whats the difference between ___ and ___?Was ist der Unterschied zwischen ___ und ___?

Personal Statement Example | Topics and Well Written Essays - 250 words - 11

Personal Statement Example Currently, I work as an administrative assistant at a non-profit organization. Despite the challenges I face bringing up my three children, I have excelled at my place of work. This opportunity has enabled me learn management operations of a non-profit organization through handling of communications for the management. I have also acquired skills on other business operations that ensure an organization’s success, including record keeping, book keeping and general office operations. In line with my careers goals, I now seek to rise to management level in a public organization. Pursuing Master of Public Administration would equip me with the necessary skills in management and operations, law and human resources management. John Jay College is my best choice because it would provide me with education in liberal arts and criminal justice, in addition to professional studies. This, according to John Jay College of Criminal Justice (n.d.), enables its students to transform ideas into leadership and social action. Additionally, the location of the college within the locality of my birth makes adaptation to the learning environment

Future trends in electronic commerce Essay Example | Topics and Well Written Essays - 750 words

Future trends in electronic commerce - Essay Example The Internet revolution causes with the latest growth figure among the some 160 million users, while others, remind marketers that this constitutes only a tiny minority of a few per cents of the world population. Expanding from this point, impact will be sought in the evolution of the applications used. Thus a sector where the number of firms which use a combination of Internet, intranet, extranet and telework is 'important' will thus display a higher impact of the Internet (Wagner 2007). Moving further ahead, one will consider which functions or activities the Internet is used for and thus see a greater impact of the Internet when home, social and productive functions are carried out through the Internet (Regan, 2007). In a year, there will be changes in the resources, behavior, organization, achievements and skills in different sectors. More and more companies will use e-commerce as the main tool of marketing communication and interaction. On the other hand, and more importantly, it appears that the use of e-commerce tools and techniques, or of information in general, is not likely to have any effect unless the appropriate combination of attributes and external factors exist. In a year, companies will use e-mobile service and mobile retailing more often. ... The further back in this chain companies and customers can go, the earlier they will be able to have an impact on sales. "Catalogs and stores can greatly buoy the online company to weather the storms that are inherent in technology and technology-based marketing, as a simple change in the technology environment can decimate the business model of an online company based solely on online marketing" ("Why one web merchant", 2006). In five years, there will be a great shift in customer service and information delivery systems. Critics state that "Online commerce market to grow to $300 billion over the next four years. But NOW is when consumers are forming their online shopping habits and developing buying loyalties" ("Understanding the Consumers", 2007). This is true of any new product or service, but, so far as the Internet is concerned, such fears are compounded because consumers will be purchasing goods via a system that they do not fully understand. In fact, consumers are already worried about the security aspects of the Internet. The first and most important lesson that has to be learnt when considering trading on the Internet is that sales that depend on geography will no longer work. Supermarkets, for example, with their departments that examine in great detail the demographics of an area before a new store site is developed, have no advantage in cyberspace. Any site can be accessed from anywhere in the world (Regan, 2007). Equally, any site can also be ignored from anywhere in the world. There is, however, an even bigger issue with marketing on the Internet. Not only is it difficult to select and purchase a prime site, in a good demographic area away from your competitors, that virtually guarantees you sales, but it is also increasingly difficult to