Environmental Science Study Guide Essay

Environment- everything around us. Including nonliving things (air, water, and energy) Environmental science- an interdisciplinary study of how humans interact with the living and nonliving parts of their environment. Ecology- the biological science that studies how organisms or living things interact with one another. Ecosystem- A set of organisms within a defined area or volume that interact with one another and with their environment of nonliving matter and energy. Natural capital- the natural resources and natural services that keep us and other forms of life alive and support our human economies. Resource- anything that we can obtain the environment to meet our needs and wants. Perpetual resource- is a continuous supply of solar energy. Renewable resource- a resource that takes anywhere from several days to several hundred years to be replenished through natural processes. Sustainable yield- the highest rate at which we can use a renewable resource without reducing its available supply. Reuse- involves using a resource over and over in the same form. Recycling- involves collecting waste materials and processing them into new materials. Economic growth- is an increase in a nation’s output of goods and services. Gross domestic product (GDP) – the annual market value of all goods and services produced by all businesses, foreign and domestic, operating within a country. Economic development- an effort to use economic growth to improve living standards. More-developed countries- those with high average income and they include the United States, Canada, Japan, Australia, New Zealand, and most European countries. Less-developed countries- (opposite of well-developed countries) Pollution- any presence within t he environment of a chemical or other agent such as noise or heat at a level that is harmful to the health, survival, or activities of humans or other organisms. Point sources- single, identifiable sources. Ex. Smokestack of a coal-burning power or industrial plant. Non-point sources- are dispersed and often difficult to identify. Ex. Pesticides & some trash. Pollution cleanup/output pollution control- Involves cleaning up or diluting pollutants after we have produced them. Pollution prevention/pollution control- reduces or eliminates the production of pollutants. Ecological footprint- the amount of biologically productive land and water needed to provide the people in a particular country or area with an indefinite supply of renewable resources and to absorb and recycle wastes. Affluence- consuming large amounts of resources far beyond basic needs. Per capita ecological footprint- the average ecological footprint of an individual in a given country or area. Ecological tipping point- an irreversible shift in the behavior of a natural system. Exponential growth- occurs when a quantity such as the human population increases at a fixed percentage per unit of time, such as 2% per year. Poverty- occurs when people are unable to fulfill their basic needs for food, water, shelter, health, and education. Environmental worldview- your set of assumptions and values reflecting how you think the world works and what your role in the world should be. Environmental ethics- are beliefs about what is right and wrong with how we treat the environment. Planetary management worldview- the view that we are separate from and in charge of nature. Stewardship worldview- holds that we can and should manage the earth for our benefit, but that we have an ethical responsibility to be caring managers or stewards of the earth. Environmentally sustainable society- one that meets the current and future basic resource needs of its people in a just and future basic resource needs of its people in a just and equitable manner. Natural income- living sustainability Social capital- making the shift to more sustainable societies and economies. Chapter 2 Science- a human effort to discover how the physical world works by making observations and measurements, and carrying out experiments. Model- an approximate representation or simulation of a system. Peer Review- involves scientists openly publishing details of the methods and models they used. Scientific Law/law of nature- a well-tested and widely accepted description of what we find happening repeatedly in nature in the same way. Unreliable science- (opposite of scientific law and reliable science) Tentative/frontier science- some of the scientific results are validated and reliable, and some are not. Matter- anything that has mass and takes up space. Atomic theory- the idea that all elements are made up of atoms. Neurons- no electrical charge Protons- positive electrical charge Electrons- negative electrical charge Nucleus- extremely small center of the atom, containing one or more protons/neurons. Atomic Number- equal to the number of protons in the nucleus of its atom. Mass number- the total number or neutrons and protons in its nucleus. Isotopes- the forms of an element having the same atomic number but different mass numbers. Molecule- a combination of two or more atoms of the same or different elements held together by forces called chemical bounds. Ion- an atom or a group of atoms with one or more net positive or negative electrical charges. Acidity- a chemical characteristic that helps determine how a substance dissolved in water will interact with and affect its environment. pH- used as a measure of acidity Chemical formula- chemists use this to show the number of each type of atom or ion in a compound. Organic compounds- contains at least two carbon atoms combined with atoms of another element. Inorganic compounds- (opposite of organic compounds) Genes- certain sequences of nucleotides. Chromosome- a double helix DNA molecule wrapped around some proteins. Chapter 3 Abiotic- Nonliving Aerobic respiration- nutrient organic molecules such as glucose combine with oxygen to support carbon dioxide, water, & energy. Anaerobic respiration- form of cellular respiration in which some decomposers get the energy they need through the breakdown of glucose in the absence of oxygen. Atmosphere- mass of air surrounding the earth. Autotrophs- (same as producer) Biogeochemical cycles- processes that recycle nutrients in various chemical forms (include carbon, oxygen, nitrogen, phosphorus, sulfur, and hydrologic cycles) Biomass- organic matter produced by plants & other photosynthetic produces; total dry weight of all organisms. Biosphere- zone of the earth where life is found. Biotic- living organisms. Carbon cycle- cyclic movement of carbon in different chemical forms from the environment to the organ. Chemosynthesis- process in which certain organisms extract inorganic compounds from their environment and convert them into organic compounds without sunlight. Community- populations of all species living and interacting in an area at a particular time. Consumers- organism that cannot synthesize the organic nutrients it needs and gets its organic nutrients by feeding on the tissue of others. Decomposers- organisms that digest parts of dead organisms. Ecology- biological science that studies the relationships between living organisms and their environment. Ecosystem- one or more communities of different species interacting with one another and with chemical & physical factors making up the environment. Fermentation- (same as anaerobic respiration) Food chain- series of organisms in which each eats or decomposes the preceding one. Food web- complex network of many inter-connected food chains and feeding relationships. Greenhouse gases- gases in the earth’s lower atmosphere that cause the greenhouse effect. Gross Primary Productivity (GPP) – rate at which ecosystems producers capture and store a given amount of chemical energy as biomass in a given length of time. Herbivores- plant eating organisms. Heterotrophs- (same as consumer) Hydrologic (water cycles) – biogeochemical cycle that collects, purifies, and disturbs the earth’s fixed supply of water. Hydrosphere- earth’s liquid water. Â  Natural greenhouse effect- natural effect that releases heat in the atmosphere, near the earth’s surface. Net Primary Productivity (NPP) – rate at which all the plants in an ecosystem produce net useful energy. Nitrogen cycle- cyclic movement of nitrogen in different chemical forms. Nutrient cycles- the circulation of chemicals necessary for life. Omnivores- animal that can use both plant and other animals as food sources. Organisms- any form of life. Photosynthesis- complex process that takes place in cells of green plants. Phosphorous cycle- cyclic movement of phosphorus in different chemical forms. Population- group of individual organisms of the same species living in a particular area. Primary consumers- organism that feeds on some or all parts of plants. Producers- organism that uses solar energy/chemical energy to manufacture nutrients. Pyramid of energy flow- diagram representing the flow of energy through each level in a food chain/web. Secondary consumers- organism that feeds only on primary consumers. Stratosphere- 2nd layer of the atmosphere. Sulfur cycle- cyclic movement of sulfur in various chemical forms. Tertiary consumers- animals that feed on animal-eating animals. Ex.shark, lion, bear. Trophic level- all organisms that are the same number of energy transfers away from the original source of energy. Troposphere- Innermost layer of the atmosphere. Chapter 4 Adaptation- any genetically controlled structural, physiological or behavior characteristic that helps an organism to survive or reproduce. Adaptive trait- (same as adaptation) Background extinction- normal extinction of various species as a result of changes in environmental conditions. Biological diversity- variety of different species Biological evolution- change in the generic makeup of a population of species in successive generations. Differential reproduction- phenomenon in which individuals with adaptive generic traits produce more living offspring than those without trait. Ecological niche- total way of life of a species. Endemic species- species found only in one area likely to be extinct. Extinction- complete disappearance of a species. Â  Fossils- skeletons, bones, shells, body parts, leaves, seeds or impressions of such items that provide evidence of organisms. Foundation species- species that play a major role in shaping a community. Generalist species- species with abroad ecological niche. (Can live/adapt in many places) ex: humans Geographic isolation- separation of populations of a species into different areas for long periods of time. Indicator species- species whose decline serves as early warnings that community is being biodegraded. Keystone species- (foundation species) Mass extinction- widespread, global extinction over a short period of time. Mutations- random change in DNA molecules that can alter behavior/anatomy in offspring. Native species- species that live or thrive in a particular ecosystem. Natural selection- process in which a particular set of genes is produced in succeeding generations more than other genes. Niche- total way of life or role of a species in an ecosystem. Nonnative species- species that into migrate into an ecosystem or are deliberately/accidently introduced into an ecosystem. Reproductive Isolation- long term geographic separation of members of a particular sexually reproducing species. Specialist species-species with a narrow ecological niche. Speciation- formation of two species forms one species because of divergent natural selection in response to change in environmental conditions. Species- group of similar organisms. Species diversity- number of different species. Theory of evolution- widely accepted scientific idea that all life forms developed from earlier life forms. Chapter 5 Age structure- percentage of the population of each age level in a population. Carrying Capacity- maximum population of a particular species that a given habit can support over a given period. Coevolution- evolution in which two or more species interact and exert selective pressure on each other that can lead each species to undergo adaptations. Commensalism- an interaction between organisms of different species in which one type of organism benefits and the other type is neither helped nor harmed to any degree. Environmental resistance- all of the limiting factors that act together to limit the growth of the population. Inertia- the ability of a living system to be restored through secondary succession after a more serious disturbance. Interspecific competition- attempts by members of two or more species to use the same limited resources in an ecosystem. Limiting factor- single factor that limits the growth abundance or distribution of the population of a species in an ecosystem. Mutualism- type of species interaction in which both participating species generally benefit. Parasitism- interaction between species in which one organism preys on another organism. Persistence- (same as inertia) Population-group of individual’s organisms of the same species living in a particular area. Population crush- dieback of a population exceeded carrying capacity. Population density- # of organisms in a particular populations found in a specified area/volume. Predation- when an organism feeds on another. Predator- prey relationship: relationship predator VS. Prey. Primary ecological succession- ecological succession in an area without soil or bottom sediments. Range of tolerance- range of chemical & physical conditions that must be maintained. Resilience- the ability of a living system to be restored through secondary succession after a severe disturbance. Resource partitioning- process of diving up resources. Secondary ecological succession- succession in which natural vegetation has been removed or destroyed but the soil hasn’t. Chapter 6 Cultural carrying capacity- the maximum number of people who could live in reasonable freedom and comfort. Crude birth rate- the number of live births per 1,000 people in a population in a given year. Crude Death rate- the number of deaths per 1,000 people in a population in given year. Fertility rate- the number of children born to a woman during her lifetime. Replacement-level fertility rare- is the average number of children that couples in a population must bear to replace themselves. Total fertility rate- the average number of children born to women in a population during their reproductive years. Life expectancy- the average number of years a newborn infant can be expected to live. Infant mortality rate- the number of babies out of every 1,000 born who die before their first birthday. Demographic transition- when countries become industrialized and economically developed, death rates and birth rates decline. Family planning- provides educational and clinical services that help couples chose how many children to have and when to have them.

How to Read Literature Study Questions Essay

How to Read Literature Like a Professor Summer Reading Questions 1. A Faustian bargain is more commonly known as a deal with the devil. In a Faustian bargain the protagonist is often offered something that he or she wants, but with a price: he or she must give up his or her soul. It appears constantly in literature in many different forms. Faustian bargains are present throughout One Flew Over the Cuckoo’s Nest because of all the bets McMurphy makes. He goes into the ward knowing about the big Nurse’s power, and basically convinces the patients to follow him in her overthrow. Their price, however, is the risk of being sent to the Disturbed Ward and receiving electro shock treatment or even a lobotomy. In this way, McMurphy can be seen as a satanic figure, who convinces confused and scared patients to bargain what is left of their sanity to take over a Nurse who has ten times more control over their fate. 2. The grammar of literature is what Foster describes as the reader knowing the structure and rules of literature. He says they are a â€Å"set of conventions and patterns, codes and rules† that each reader learns and utilizes as they are reading. They recognize the structure of a paragraph and a sentence and know how to interpret what is on the page in front of them. The reader learns over time this grammar of literature, and he or she develops his or her own way to read and interpret a text. Readers learn the structure of an essay and thus can anticipate with each sentence what is coming next; it is so ingrained in their heads that it comes naturally. We know that a paragraph introduces a topic, gives examples, and then relates those examples back to the initial topic. In this way, the reader has developed a grammar of literature and reading. 3. Professors use symbols and patterns in a multitude of ways in order to interpret a text. Professors of literature, given their extensive memory and knowledge of literature itself, are bound to recognize the patterns and symbols in nearly every text and relate it to another. They read and think symbolically, meaning they recognize everything as a symbol or something of importance until they realize it’s not employed as a symbol. They constantly question everything in a text in order to find the deeper meaning. They see things as they actually exist, but then also look at the same thing to represent something more substantial. Professors are also more adapted to recognize patterns in literature, meaning they see within the detail the patterns it reveals. They are able to look beyond the actual story with the plot and the characters and see the patterns the author has implemented. They are able to recognize which elements are actually substantial enough to aid the work and the plot, and which ones are just detail. Their ability to distance themselves from the work is what makes them able to recognize the symbols and patterns that a regular reader may not recognize in a work. 4. There are five characteristics to a quest. First, there must be a quester. Next, that quester must have a place to go. Third, he or she must have a stated reason to go there. Fourth, there must be challenges and trials during the journey. Lastly, there must be a real reason to go to the place. Usually, the quester doesn’t know it is an actual â€Å"quest†. The real reason for the quest is the most important, and usually has nothing to do with the actual, stated reason. 5. The usual reason behind a quest is self-knowledge. Quests are often educational and provide the quester with a learning experience that aids their self-discovery. The reason for the quester’s youth and immaturity often has something to do with why they are on a quest, and what they end up learning. The only subject that truly matters on a quest is himself or herself. 6. Our questers: McMurphy, Doctor Spivey, and the twelve patients that join them. A place to go: The patients all leave the hospital for a lake to go on a fishing trip. A stated reason to go there: McMurphy wants to teach the boys how to fish and spend some time outdoors. Challenges and trials: The patients first face trouble when they don’t have a signed release form to be allowed to go on the boat, so the captain refuses to take them. McMurphy then takes the captain back to his office to make some phone calls to sort out the problem. While this happens, the other dock boys start heckling Candy, and the patients, not used to seeing others outside of the hospital, don’t stick up for her and defend themselves. They are not used to having enough confidence to stand up for themselves, since they have never had to, and McMurphy is the only one with enough confidence to yell at the dock boys. Next, the men struggle on the boat when trying to catch fish. None of them know how to reel in a line, and McMurphy is too busy with Candy to help them. So, they have to learn for themselves how to catch the fish and wrestle it on their own. The real reason to go: the fishing trip marks an important change in all of the patients. They come back even more bonded together than they were before, and full of confidence and personality. They come back and are confident enough to yell back at the dock boys, and even start sharing real, hearty laughs. It teaches all of them that if you try hard enough, you will get what you want. It also made them less afraid of the real world, and made them appreciate what was on the outside. 7. In the real world, breaking bread together is an act of sharing and peace, since if you’re breaking bread you’re not breaking heads†. 8. A meal scene is almost always symbolic because they are so difficult and boring to write. If a writer puts in a detailed meal scene, it must have some symbolic value since meals are almost never of real importance in a story. The writer must have a pretty good reason to include one in his or her story. The meal scene often has to deal with the relationships, good or bad, between characters, and often offer a turning point or pivotal change in the story during said meal. The typical meal scene is so mundane that for it to be included in a story and take up a lot of writing, it definitely has to have symbolic value. 9. According to Foster, eating in literature may represent a number of things. Firstly, it can represent communion, coming together, and getting along. A meal scene is written to show how characters are getting along or not getting along. It also can be used to form a bond, to find something in common between one character and another. It is a moment and a form of trust. Meal scenes that go wrong are also written for a purpose. Comradeship† at the table is important to convey in a meal scene, whether it is good or bad. The meal scene is vital in portraying the communion of life. 10. A positive communion scene occurs in One Flew Over the Cuckoo’s Nest on the last night McMurphy is in the ward. They bring in some wine and open up the drug closet, and have a good time in the ward with no one on duty. It has symbolic meaning becau se it is one of the few times the patients have an actual fun time together, they bond and realize that life is too short to not have fun. They enjoy being free of stress and restraints and for once feel like real people again. 11. A negative communion happens in Beloved when Paul D comes to visit 124. He comes and visits Sethe and Denver, both of whom he hasn’t seen in many years and wishes to reconnect with them. However, Paul D’s presence makes Denver uncomfortable and left out. Sethe and Paul D sit down for a meal, and Denver feels alienated. No one comes to their house often, and when someone she doesn’t know comes in who takes her mother’s attention away from her, she is clearly angered. On top of that, Beloved decides to frighten them even more. She suddenly shakes the house to the point where everyone has to duck and cover, and frightens Paul D. She decides to make the communion negative and show symbolically her disgust and hatred for unwelcome men. 12. There are a couple essentials to a vampire story. First, there is an older figure (typically the â€Å"vampire†) that is alluring, dangerous, and representing corrupt values. This older figure then focuses on young, beautiful, innocent women, who are often virginal. This vampire then strips away her youth, her innocence, and corrupts her. When he gets her, he himself grows younger and even more alive than before. His energy is renewed and his life continues, while hers is sucked away as she becomes more like him. Since he has taken her virtue, her death and or destruction become inevitable. And most times, the motive often has to do with sex. 13. There are a lot of things other than literal vampirism that vampires and ghosts represent in literature. They can represent selfishness, exploitation, and refusal to respect autonomy. The ghost of Hamlet’s father is there to point out a problem, rather than just be a fright. Edward Hyde represents the dark side of every man. Vampires and ghosts don’t even have to be literal to represent something. They don’t have to appear in visible forms to be considered a vampire or ghost. They are put in a story to scare, haunt, and frighten people, but also to point out problems, teach a lesson, and protect a character. In Beloved, the ghost of Sethe’s murdered daughter embodies the spirit of Beloved as if she were alive. She haunts Sethe’s home and serves as a reminder of what she did. She can be seen as allegorical, as she represents the past haunting the present as a lesson and reminder of the crime Sethe committed. The relationship between Beloved and Sethe is complicated and often an unhappy one. Beloved’s presence is often destructive to Sethe, Denver, and their home. She creates instability in their household as well as within both women of the house. Though she is dead, she is ever-present, and helps develop the characters of Sethe, Denver, and Paul D. She represents pain and misfortune, but also guidance and hope. 14. Paul Berlin, the protagonist in Going After Cacciato, embodies an author’s â€Å"creative process† in many ways. His story is compiled from many other stories, meaning that all the stories ever written all stem from one story.

Music Observation Classroom Essay

Before entering this classroom my purpose was to see the difference from a music class compared to a regular kindergarten class. I wanted to observer her lesson plan and see how she handles the kids with a different activity. This observation was very different compared to the other ones I have done. I usually sit down in a classroom and just take notes on what’s happening but this teacher, Mrs. Wineski, had me involved the second I walked in. I could have observed a 3rd grade music class but I picked kindergarten instead because I was more curious on how the younger kids reacted when there is music involved. I feel like the younger they are the more excited they get for things. The kids in this specific class have music once a week on Wednesday mornings. This classroom had 16 children in it, which I think is a good amount so everyone gets enough equal attention. The larger the class the less they get noticed and have one on one time with the teacher. Music in this school has changed drastically since I went there. Starting with the fact there is no actual classroom for music anymore it is now â€Å"traveling music. † They said there weren’t enough classrooms for music to have its own, so now the teacher has her cart she wheels around all day. On the cart she has her keyboard, computer, work sheets, posters she temporarily hangs up with magnets and instruments the kids use like; tambourines, drum sticks, and triangles. On the computer she had music videos the kids get to watch if they had time at the end of class and if they were well behaved. To be honest I don’t think I am a fan of this concept. The kids don’t get a change of scenery and they’re stuck in the same classroom all day, especially since they’re so young. The room they are in now though, is very colorful and alive. It is separated into sections and in each one they do different activities through out their day. As soon as she arrives in the classroom each time she told me that she starts the morning by singing each of their names and have them sing back to her. She does this as an exercise to get them worked up and catches all their attention. The lesson I was able to witness was adorable. She had a very high pitch voice, very hyper, and had the personality of a kid. The theme for this entire month is Halloween and she says each time they meet they do something different related to the season/holiday coming up. When I was there they played dress up in a box of costumes she brought in. They were set up in groups of 4 but they had the opportunity to pick which they wanted to be. She had witches and warlocks, Disney princesses, animals, and super heroes. After they got dressed they sang songs and danced in a circle as a whole group, then they separated into what costumes they were in and made up a little skit using drum sticks. All the kids participated and once the skit was made up they had to put on a little show. By the time each group presented all the kids basically forgot what they made up and just banged the sticks on the ground and giggled at each other. Mrs. Wineski never put them down for forgetting, she clapped and enjoyed each one equally with a warm smile. The goal of this activity was to use their imaginations and to have an open mind. Also, they used group work so working with one another is a big step in developmental learning. The students loved every second of music class. Of course because they are so young at times they got side tracked but over the entire lesson Mrs. Wineski did with them she captured all of their attention. I lucked out with observing a tame group of kids. No one had to be put in â€Å"time out† or talked to. The younger the kids I always thought it was easier to get them interested and into the lesson but Mrs. Wineski showed that it was harder than that. She had the entire class time scheduled out and planned far in advance. She has only been a teacher for 4 years so, she said everything she does she is still an experiment; how confortable she feels doing it and how the kids enjoy it. When I said that as soon as I met Mrs. Wineski she had me participating I wasn’t kidding. We both wore witches hats and she had me playing with them. I gained some useful knowledge that will come with me when I pursue becoming a teacher. First would be patience, and a whole lot of it. She was cool, calm, and collect. Many teachers I’ve come across aren’t like that. They seem almost uncaring and just there for a paycheck. Those are the teachers who should not have a job like this because teaching is much more than that. You impact the children’s lives and help shape who they grow up to be. I also learned that the crazier the lesson is the more fun they will have. Don’t stick to basic and boring and don’t be afraid to try something different. So, I went in looking to just compare and contrast music vs. a regular kindergarten day and I ended up completely doing something different. I saw how music is really important for all kids. They need it in their life for many reasons. I observed how the teacher interacts with the students and how much fun teaching could be if you love your job.

George Orwel's Biography and the Question about Orwel's Political Essay

George Orwel's Biography and the Question about Orwel's Political Development - Essay Example He came from a poor family, but attended an expensive school because he was bright and could easily earn a scholarship. The Principal at St Cyprian School took him into the school at substantially reduced fees with an aim of bringing credit to the school (Orwell 3). His education at St Cyprian helped him attain a scholarship to study at Wellington College and later on at Eton College. He could not afford university fees so he joined the India imperial police force as portrayed in his essays ‘Shooting an Elephant’, and ‘Hanging’. Orwell clearly shows his displeasure in working with colonial Britain. He considered imperialism to be a terrible thing and clearly stated that he was in support of the Burmese and all against their oppressors (Orwell 148). He later moved to Paris as depicted in ’How the poor die’ where he went to hospital after falling ill. Orwell recounts his experiences in a public hospital, in Paris. In the ward, the staff mistreate d the patients and handled them carelessly. The death of numero 57 makes him wonder how lucky it would be if someone dies a natural death. He further states that perhaps it would be better dying violently and not due to old age. In the essay, he argues that a person only stays alive by a virtue of the fear of death (Orwell 133). Orwell later moved to Spain with his wife when the civil war broke out. He fought for the Spanish government against Francisco Franco’s Nationalist uprising. He got shot in the throat while on fighting on the front at Huesca in Aragon. Many of Orwell's friends got arrested, shot, or just disappeared when the communists partly gained control and tried to purge the POUM. Orwell and his wife managed to escape alive in 1937. His work experience in Burma as a police officer and the war in Spain contributed a lot to his political philosophy against totalitarianism. Every line of serious work he wrote since then was for democratic socialism and directly or i ndirectly, against totalitarianism (Orwell 31). Orwell believed that the common man would win the battle against oppression someday, but he hoped that victory would come soon. Orwell later died of tuberculosis after marrying his second wife Sonia who promoted his works after his death. Question2 Revision refers to viewing the ideas from a critical and clear perspective. It is a process of rethinking the draft which facilitates for reconsideration of presented arguments. It facilitates for two essential issues which are unity and coherence in the work. On the other hand, proofreading or editing is a more strict check on spelling, language and sentence structures. This is to ensure that the paragraphs are logic. Proofreading comes last after the revision as it involves correcting all errors that may have been ignored before. Question 3 Doyle Blackburn’s propensity for violence is evident at the beginning of the comic, but he appears to have softened his violent nature at the en d of the comic. Doyle’s connection to the drug world and his violent nature tend to control his daily activities as he is seen getting into fights. Doyle impresses Lily’s (his girlfriend) boss in the way he handled a stubborn client. Lily’s boss says â€Å"I like the way you handled the situation. Sometimes these deadbeats have to be shown just who they are dealing with†. Doyle’s character here is seen as spontaneous and protective. His violent nature also disrupts his relationship with Lily. Lily

Supply Chain Management (SCM) is a processes improvement Essay

Supply Chain Management (SCM) is a processes improvement - Essay Example Lean encompasses the various just-in-time approaches. (Bryan, 2002) These two methodologies are the best practice because they fit this framework: For many managers, lean manufacturing is something that looks great on paper and sounds wonderful in theory, but they want proof that it really works in their ever-changing manufacturing environment. ( Lau, 1996). Now two years into its lean journey, the Grand Rapids, Michigan-based Cascade Engineering (www.cascadeng.com), is trying to avoid the common mistake of just implementing lean on the shop floor. The 1,200-employee plastic components provider in the automotive, home and office, and container industries is implementing lean throughout its enterprise. One thing that becomes clear after you tour Cascade's facilities is that the company is striving to adopt lean as a way of life for the whole company, rather than just in the manufacturing plants. The company's leaders recognize that to reduce waste and create customer value, everyone has to actively take part in the process. Cascade's founder, chairman and CEO Fred P. Keller, sent a message about how important lean was for the c ompany as a whole when he hired G.L. Brown as the company's director of lean manufacturing. Keller is making sure all of the necessary resources are available to make the gains of lean stick. "If this company wants to remain an active leader in the upcoming century, it is crucial that we eliminate waste and dedicate ourselves to becoming a lean enterprise," says Keller. (Klier, 1994, 18). To further demonstrate his dedication to the employees, Keller stressed that some job responsibilities may change but no employees will be laid off as a result of the company's lean initiatives. Their dedication to employees and their superior performance have not gone unnoticed. Cascade has been recognized nationwide for their commitment to people, most notably by recently winning a Ron Brown award and the Michigan Manufacturers Company of the year award. G. L. Brown knew that one of the hardest parts of lean was going to be creating the right environment for Cascade employees. (Lin, 1999) To ease the transition, Brown started a series of training and support sessions. With many years in operations management during his 34-year tenure at General Motors, Brown understood that the employees must have a firm grip on three crucial aspects before initiating the conversion to a lean enterprise: - everyone must understand why the company is dedicated to the lean philosophy and what's in it for them; - the employees must understand the system; - they must understand that there are a number of techniques in the toolbox to implement the system. Cascade's training consists of lean manufacturing orientation, eyes for waste and eyes for flow, takt time, standard worksheets, the 5-S processes, natural work groups, and value stream mapping as well as other aspects of the "lean enterprise system." Cascade also invites customers and suppliers to training events and kaizen events as they relate to their products. This

Lessons Learned of the Vietnam War Essay Example | Topics and Well Written Essays - 1250 words

Lessons Learned of the Vietnam War - Essay Example The Vietnam War serves as one of the most dominant and influential international conflicts appeared after the Second Great War (Mahajan, 2003) on the horizons of the world, encompassing the Far East in its fold, and leaving an indelible impact of its horrible consequences in the entire region as well as on the rest of the world at large. Started during the climax of Cold War (Arora 2002) between the then two strategic Super Powers i.e. the USSR and USA, the war lasted for twenty long years from 1955 to 1975, and ended in the heavy losses of men and material of the invaded Vietnam as well as the complete humiliation and degradation of the invader USA eventually. Although, the American administration and forces applied every possible strategy and even military brutality on the country, particularly the Mai Lai catastrophic massacre (Fallows 2009) , yet the defensive state, along with its forces and masses belonging to this small Far East state of Vietnam, did not surrender one single i nch of their territorial boundaries; at last their exemplary fortitude, unflinching will-power and unabated determination forced the US military might to surrender and hence paved the way for the cessation and exit of the American troops from their country at last. The Lessons America Learnt:The analysts, since the aftermath of the Vietnam War onward, remained engaged in making investigations of the causes behind the failure of the US mission in a country, which apparently looked a very easy target, though turned out to be a hard nut to crack; even its population, economic position and military force was far lesser in comparison with the American might. Consequently, discovering the chronicles of events that turned the US invasion over Vietnam as nightmare for her had turned to be a moot point to be discussed at every forum for the future years to come. One of the most fatal mistakes committed by the invading country was sending a huge army of almost 3 million US men and women thous ands of miles away from their fatherland in order to fight a foreign soil just for stopping the advancement of communism from entering the northern part of Vietnam (Anghie 2007).5 Actually the US foreign strategy remained revolving around creating certain impediments on the way to the advancements of Communist Russia; in order to keep an overwhelming majority of the world sovereign-states under the US influence and economic subjugation as well.6 Consequently, protection of her economic system capitalism served to be the most vital issue for the Americans, for the security of which the US leadership dragged the military personnel into a certain inferno, which cost the lives of over 2.5 million people on both the warring sides eventually (Kalyvas & Kocher 2003). Hence, the Americans fought a fruitless war hundreds of miles away from their home in order to tame a small Asian state by wasting a huge amount of dollars for a useless pursuit. It is therefore the USA has assured the least c hances of the occurrence of deaths

Political Media Analysis Project Essay Example | Topics and Well Written Essays - 2500 words

Political Media Analysis Project - Essay Example This would mean that the media grows, or takes new forms so that the previous established media which is radio, television, newspapers and magazines, have to adapt to changes in order to deliver (Nakamura & de Fontenay, 2006). Content, nevertheless may have remained over the decade but reader and audience perspective changed. Bias has been pointed out to the media by both politicians and constituent readers and audience as several studies have pointed out (MRC, 2006). Taking coverage from various media sources, related international topic regarding nuclear weapons and countries in question, national issue on privacy with regards to the war on terrorism, and local issue on Florida's real property taxes shall be discussed in the context that media bias personalization, dramatization, fragmentation, and the authority-disorder exists. Using NPR or National Public Radio as baseline for the international and national topics, this research will proceed with the premise that NPR is backed by public service broadcasting PBS headquartered in Arlington, Virginia with 348 public television stations (PBS, 2006). NPR, undoubtedly provided a wide coverage on most of the international and national topics. An array of personalities are also featured in their interviews giving ample information and sides regarding current events and issues. On the issue of nuclear weapons involving Iran and North Korea, Washington Post writer Colum Lynch went on air with Jacki Lyden (NPR, 2006) in "All Things Considered." The issue on North Korea and Iran were presented in a way broadsheet newspapers would including buzzwords "UN trade sanctions", "nuclear weaponry", "Kim Il-Sung" as they appeared in the Washington Post (Linzer, 2006). In Linzer's report, the US is represented as "the Bush administration" personified by Assistant Secretary of State Stephen G. Rademaker. As noted by most conservative readers (The Pew Research Center, 2006; Media Research Center, 2006; and Groseclose and Milyo, 2005), emphasis was taken away from the issue that "may" have been pushed by the present US administration into neutral i nformation that went, "world leaders attending a nuclear conference seemed to dismiss the U.S. call for punitive measures. Instead, they spoke of incentives and negotiations as a way of encouraging the Islamic republic to give up worrisome aspects of its energy program that could be diverted for weapons work" (Linzer, 2006). "Increase of pressure on Iran" as well as Bush' branding of "axis of evil" and North Korean ambassador's Pak Gil Yon's comments "increased US pressure a declaration of war," (AP, 2006). Both the CNN and the Washington Post posted coverage beyond US and contending countries Iran and North Korea on the issue. Meanwhile, local newspaper Miami Herald cannot be said to be left behind in content as updated coverage on the international issue were churned out, basically from international news agencies such as the Associated Press and Los Angles times Service. Its stories also carried out buzz words, including opinionated "Nut with a Nuke" headlines, "hardliners" and q uotes

Role of Promotion in Retailing Essay Example | Topics and Well Written Essays - 1000 words

Role of Promotion in Retailing - Essay Example The objective of the paper is to show the promotional strategies of Adidas that have been used by the company as a part of its initiatives within 2012 London Olympics as their promotion campaign. The paper also shows the role of promotion in retailing as well as the advantages of promotion and the line marketing of Adidas. Promotional Strategies: Adidas for London Olympics 2012 Promotion is one of the most essential tools in marketing of a product. The elements of promotion are advertising, personal selling, publicity, sales promotion and direct marketing. A company makes a promotional mix to identify the budget to conduct the promotion and to recognise the importance that is to be provided to the various elements of promotional mix. The objectives of the promotional plan include augmentation of sales, recognition of the new product, brand equity creation and corporate image creation among others (McGoldrick, 2002). ... t with a outlook to meet up the necessities of the promotion Promotion helps in improving the morale as well as the satisfaction of the job of the employee By improving the morale of the employees, promotion ultimately helps in improving the organizational health It creates alertness of the survival of the product as well as the service provided Promotion helps a company to enlarge its market share Promotion provides information regarding the products as well as the services to the consumers that produces an incentive for the consumers to procure the products as well as use the services (McGoldrick, 2002) Adidas is known as one of the prominent sportswear manufacturers of the world. The Adidas Group was established by Adolf Dassler on 1949 with its headquarters in Germany. The first as well as the foremost global achievement of the brand was celebrated in 1954 when Germany won the championship of soccer. In middle of the 1980’s, the group had certain commercial breakdown but i n 1995 the Adidas Group regained its momentum and to stay in a competitive market with Nike, in 2006 Adidas had taken over Reebok. The company sponsors many games with their own capital and its sportswear such as soccer and Olympics among others (Adidas Group, 2012). To grow to be the top retailer and provide with quality products are the main visions of Adidas. Retailing is important to show the breath of the product, to build division in markets where traditional structure of wholesaling does not exist and to influence the knowledge from own retail for the whole organization (Adidas Group, 2012). Adidas is going to be the official partner regarding sportswear for the London Olympics for the year 2012 (Guardian News and Media Limited, 2012). Adidas will act as the official partner for the team

Cineworld Group PLC Essay Example | Topics and Well Written Essays - 1000 words

Cineworld Group PLC - Essay Example Objective of the report The objective of this assessment is to highlight the relation between the performance and the corporate governance of the company. The company chosen for this assessment is Cineworld Group PLC. In 1995 Stephen Wiener founded Cineworld Group plc. Initially it was a private company but in the month of May in 1997 it became listed on the London Stock Exchange. It is the only listed cinema company in the UK. It consists of around 70% of the total UK box office market and owns 60% of the total number of screens in the United Kingdom (Cineworld Cinemas, 2012b). Critical evaluation of the corporate governance Cineworld Group PLC is a listed FTSE 250 company in London Stock Exchange. It follows the corporate governance code and conduct of United Kingdom for the companies below FTSE 350. The board of Cineworld Group PLC has eight members out of whom there are two Executive Directors and number of Non executive directors is six. Among the non executive directors five of them are independent and one non executive director works independently. There are three main committees namely remuneration nomination and audit. Each of this committee works in their respective fields. New committees are formed by the board to discuss some specific topics .The nomination committee helps in setting up the board. It evaluates the skill and experience of the board members and determines its size and composition. It also appoints and replaces directors whenever necessary. This committee also looks after the retirement of the board members. The three non executive directors are David Maloney, Thomas McGrath and Peter Williams. Thomas McGrath currently heads this committee. The general meeting of this committee is held twice a year. The committee for remuneration looks after the company’s policy that deals with the executive and personal remuneration and also with the remuneration of non executive directors and senior management who are below the Directors. The three non executive directors in this committee are Peter Williams, Martina King and David Maloney. Peter Williams is the chairman of this committee. The general meeting of this committee is held twice annually. The committee for auditing ensures the proper reporting of the financial statements of the company. It scrutinizes the financial statements and also reviews the internal and external audits. This committee helps in recruiting the external audits and looks after the proper functioning of the internal audits. It also reviews and finalizes the annual report. Peter Williams, David Maloney and Rick Senat form the audit committee. David Maloney is the Chairman of this committee. The general meeting of this committee is held twice annually. The main aim of the corporate governance board of Cineworld Group PLC is to abide by the UK corporate governance code. (Cineworld Cinemas, 2012c). Relation between performance and corporate governance Corporate governance is one of the key facto rs that ensure consistent growth of a company. Any company that aims for a steady increase in its profit and its shareholders wealth must have well functioning corporate governance policies. If we take a look at the financials of the Cineworld Group PLC and compare the year 2011 with the year 2010 we will see that this company has improved its financials significantly

Dispostional Personality Theories Essay Example for Free

Dispostional Personality Theories Essay The two most common dispositional theories are Allport’s psychology of the individual theory and the trait and factor theory. Allport’s psychology of the individual theory emphasized that people are unique, even though they may share traits in common, and those unique qualities are what should be focused on. â€Å"More than any other personality theorist, Gordon Allport emphasized the uniqueness of the individual. He believed that attempts to describe people in terms of general traits rob them of their unique individuality†. In order to focus on the individuals uniqueness Allport felt that a broad theory is more useful than a narrow one and he would use information from different theorist in his research. For many years there has been much debate about how many traits actually have an effect on an individual’s personality. In recent years the majority of theorist have come to the conclusion that five is the magic number. Esyneck, McCrae, and Costa have focused their studies on the trait and facto theory and have done much research using standardized tests, clinical observations, and observations from friends and families of the individuals studied. â€Å"Trait and factor theories of personality are based on factor analysis, a procedure that assumes that human traits can be measured by correlational studies†. Each of these theories have different approaches to explaining an individual’s behavior. Both Allport’s psychology of the individual theory and the trait and factor theory have its own effect on individual personalities. Interpersonal relationships are influenced by each of these theories in its own way as well.

The Main Functions Of The Maternity Nurse Health Essay

The Main Functions Of The Maternity Nurse Health Essay A Maternity Nurse is employed by Families who have new born babies and is qualified or experience to care for babies. They usually work short term contract and usually live in with the family and is generally on duty for 24 hours a day-6 days a week. The main functions of a maternity nurse are: To support parents in all aspects of the babys care, providing constant guidance on all aspects of care. Helping to establish good feeding routines which can be maintained by the parent/s after the maternity nurse leaves the family Show mum correct way to breast feed, show parents correct way to bath and change baby Helping to establish good sleeping routines which can be maintained by the parent/s after the maternity nurse leaves the family Help the parents to integrate a new baby into family life The maternity nurse may get up during the night to feed and change the baby or to get up to support mum or dad whilst they feed or change the baby. Some Maternity nurses are happy to do additional duties such as basic grocery shopping and general errands, to ensure the house hold runs smoothly and to give the parents some time alone with the baby. Explain the importance of maintaining confidentiality in a maternity nurse role, including when and why you can break that confidentiality. It is important for a maternity nurse to maintain confidentiality as either parent may confide in her and if she breaks that confidence she will lose the trust of that parent. Also, by breaking this confidence she may cause a rift between the parents especially if either parent has confided in her about the other. A maternity nurse must know the difference between what she must keep private and what can be discussed openly. This confidentiality can be broken if there is a risk of harm to the baby or if either parent is not coping well for example if a new mum had post natal depression, she may need professional help if the maternity nurse cannot cope with the situation on her own. Explain barriers to effective communication working with parents and how to overcome them. A maternity nurse may face the following barriers when dealing with parents: Language: parents may not speak the same language as the maternity nurse or they may come from a different part of the same country, e.g. a region with a different dialect. Cultural: different cultures communicate in different ways and their interpretation of the same message may often differ. Biases: this is largely due to our experiences and how we think of ourselves and other, for example a younger mum may find it difficult to communicate with an older maternity nurse as she may think she is mothering her or not taking her seriously. Assumption: it is important that a maternity nurse does not make the mistake of assuming that parents understand or agree with everything she tells them. Some of the ways these barriers could be overcome are: Language: speak clearly and slowly using simple and concise language. Cultural: consider where the parents are from and if there are any cultural differences which need to be taken into account when communicating. Biases: it is important to empathise and try to relate to the parents. It is only by overcoming our own biases can we then look to try and understand the bias of a parent. Assumption: for the relationship between maternity nurse and parents to work, no assumptions can be made by the maternity nurse. The maternity nurse needs to be astute and ask questions in a way that does not alienate the parents. 2.1 Explain the recognised causes of sudden infant death syndrome. The exact cause of sudden infant death syndrome (SIDS) is not known however it is accepted that it may be a combination of a number of factors. Four main causes have been identified: Infant development: may be caused by a delay in nerve cell development in the brain which is essential for normal lung and heart function. Research has shown a delay in development in the function and formation of a number of serotonin binding nerve pathways in the brain. These pathways are vitally important to regulate blood pressure, breathing and heart rate. Rebreathing asphyxia: caused by a baby lying face down, it is difficult for the baby to breathe and can cause the baby to breathe in expelled carbon dioxide. Bedding, blankets, soft mattresses are some types of sleep surfaces that can impair breathing when the baby is face down. Hyperthermia (increased temperature): its not certain if increased air temperature can cause SIDS on its own or does it need to be in conjunction with a baby being unable to breathe. Usually a symptom of overdressing, when the baby has too much clothes on or too many blankets, covers which increase temperature and lead to an increased metabolic rate and eventually a loss of breathing control. Environmental factors: could include people smoking tobacco near your baby, being exposed to wood or coal burning fires, excessive smog. 2.2 Explain the ways in which sudden infant death syndrome can be prevented. Parents, family members or carers can take a number of steps to reduce SIDS: Sleep position: when putting a baby to sleep, place the baby on their back as the risk of SIDS is higher when a baby sleeps on their stomach or side. Sleep surface: it is best if a baby sleeps on a firm surface to prevent suffocation or smothering. Smoke: ensure the baby does not inhale smoke of any kind especially tobacco. Temperature: avoid overdressing the baby or using too many blankets/covers. Regulate room temperature where possible. Let baby sleep in comfortable, light clothing. Sleeping arrangements: dont let the baby sleep in the same bed as parents or another person including a child. 3.1 Explain the recognised causes of post natal depression. Some women experience depression after childbirth this is called postnatal depression, which usually starts in the first four to six weeks after they give birth, although in some cases it developed after several months. Its still not clear what causes post natal depression but some recognised causes may include: the stress of looking after a newborn baby both physically and emotionally shortly after pregnancy hormonal changes occur; some women may be more sensitive to hormones depression during pregnancy a difficult birth relationship worries financial problems lack of support from family or friends after birth there are physical health problems that occur , such as urinary incontinence (loss of bladder control), or persistent pain from an episiotomy scar or a forceps delivery a history of depression or other mood disorders such as bipolar disorder have a previous history of postnatal depression during pregnancy experience anxiety or depression It could take months before people cope with the pressure of being new parents. It is important for the maternity nurse to support the new parents even if the mum shows no signs of post natal depression, simply having a baby can be stressful and life changing and that itself can trigger depression. 3.2 Describe the ways the maternity nurse can support a mother through Post Natal Depression. The Maternity nurse can be very supportive and make the mum feel like she is doing a great job with her baby. She should make sure mum is getting enough sleep and is well rested. The maternity nurse should help as much around the house, including doing errands around the house to ease the stress. She should also manage visitors, too many visitors equals too many conflicting advice. If mum is suffering from post natal depression, getting different advice can be confusing and will not help mum get better. 3.3 Explain where the maternity nurse should seek help should they become concerned about a mothers condition. It is common for mums for mums to become irritability or experience mood changes, and episodes of tearfulness after birth, this is known as baby blues. Baby blues is usually over within a few weeks. But if the symptoms are persistent, it could well be the result of postnatal depression. It is important for the maternity nurse to recognise the signs of post natal depression If the maternity nurse is concerned about mums behaviour she should speak to dad or a close friend or family member to find out what mums character was like before baby was born. She would need to find out if the birth was not what mum expected as that can also trigger post natal depression. If mum has a flat expression, doesnt want to get dressed or go out and meet people, these are all signs of post natal depression. The maternity nurse should monitor the situation, if it doesnt get better after a couple of days then she should let dad know and he should seek professional help. It is important for partners, family and friends to recognise signs of postnatal depression as early as possible and seek professional advice. There are many symptoms of postnatal depression, feeling unable to cope, difficulty sleeping and low mood but many women are not aware they have the condition. 5.1 Explain what reflux is. What are the main reasons babies experience this condition. How can you support the baby through these times? Gastro-oesophageal reflux (GOR) commonly known as reflux, happens when the milk baby has drank comes back up into his oesophagus which is the food pipe or even into his mouth. It is a temporary which usually gets better on its own. It is not unusual for a baby to get reflux and it doesnt necessary a sign that baby is ill. During their first three months almost half of babies have reflux once or more a day (PRODIGY 2009). A small percentage of babies have trouble severe or persistent reflux which affects their well-being. This is called gastro-oesophageal reflux disease (GORD). The babys food pipe connects his mouth with his stomach. Your baby has a ring of muscle (valve) where his food pipe joins his stomach. The muscular valve opens to let through milk the baby has swallowed, and closes to keep milk in his tummy. Babies usually get reflux because the ring of muscle hasnt developed fully yet. This means that when the babys tummy is full, milk and acid can come back up the food pipe, causing discomfort. If your babys reflux is mild, and hes still feeding well and isnt too upset by it, these tips may help: Hold baby in an upright position when feeding. After each feed upright for 20 to 30 minutes. Giving baby smaller but more frequent feeds. Bottle fed babies need to be burped every two to three minutes while being fed. 5.2 Explain what colic is. What are the main reasons babies experience this condition. How can you support the baby through these times? Colic happens when a healthy baby cries excessively and cant be soothed. It is also called persistent crying. For a new mum this sort of crying can be very upsetting, trying to comfort a crying baby over many hours is hard work and leaves mum feeling helpless. This persistent crying can drive mum to tears herself. It is important for the maternity nurse to let mum know that she is doing nothing wrong and baby is crying for no particular reason. It usually starts between two weeks and four weeks and is usually over by the time baby turns three or four months old. When babies have colic, they cry more often and for longer periods. After some time their crying will become the same as babies who do not have colic. It is not known why some babies will cry more than other babies. Colic affects boys and girls in equal measure and breastfed and formula babies. It is important to reassure new mothers that their crying is not a result of anything they are doing.(Barr et al 2005) There are a number of reasons a baby may be crying: Indigestion and wind may be caused by a maturing gut Babies have to learn how to stop crying Babies may need to be cuddled The following suggestions may comfort baby by simulating the environment of the uterus: Ensure your heartbeat is regular and hold baby close to your body Swaddle baby if he is less than a month old and snugly wrap baby. Make sure it is quiet and dark. A warm calming bath can soothe baby. Rocking or swaying can also be calming. 5.3 Explain a range of allergies or intolerances which may contribute to colic or a baby being unsettled and how would you recognise them. In certain cases, babys crying is caused by: An allergy which is temporary A possible intolerance to milk protein in breast or formula milk A lactose intolerance which may be temporary A breastfeeding position which is awkward (baby may not have latched on correctly) Other illness such as fever, upset tummy etc. In rare cases (1 in 10), babies may cry for different reasons, the symptoms will be: Cry which may be high pitched or not sound normal Bringing up or runny tummy, possible loss of weight or blood in stool Problems with feeding or not keeping milk down 6.1 Explain expected weight patterns of a newborn, and identify why and when to seek help. The average newborn weighs around 7.5 pounds, although birth weights can range between 5.5 to 10 pounds. Babies lose 6 10 percent of their body weight in the initial days after birth, most of this weight loss is surplus body water. After approximately 3 4 days the newborn will start to regain weight and should equal or pass the birth weight between 10 14 days. In the following 3 months, an infant should grow around an ounce a day. Between 3 6 months weight gain will normally slow to 4 5 ounces per week. Between 6 12 months weight gain reduces to 2 3 ounces a week. It is important for the parents of new born babies to remember the weight of an infant is only one indicator of growth, others are height and head circumference. A useful way of monitoring a childs growth is to plot all three growth measurements. The following are good indicators of why and when to seek help: Newborns growth measurements are significantly lower than average Newborn is not eating or sleeping well, may affect weight Newborn starts to lose weight without any extra activity 6.2 Explain best practice in caring for the cord, circumcision, nails, scalp and eyes. Include what could cause a problem, and how you would rectify this. Cord Important to keep dry Sponge baths recommended, avoid immersing newborn in water If the cord is too moist or begins to ooze, the base of the cord should be wiped with water or rubbing alcohol and then dried off Once cord falls off, continue to clean base Circumcision After every nappy change put petroleum jelly (Vaseline) on the head of the penis Initially the penis head will be red and swollen and a yellow sticky coating may appear, continue to apply petroleum jelly Once coating is gone, petroleum jelly does not need to be applied Nails Newborns hands can be covered to stop scratching Once nails are long enough, the tips may be peeled away manually Nail clipper can be used to remove part of the nail which is not connected to skin Emery board or nail file can be used to smooth sharp edges Scalp Should be treated with baby or mineral oil either once or twice a week If cradle cap develops, oil should be massaged into scalp and a fine comb used to loosen the scales Eyes Outside of the newborns eyes should be cleaned carefully when bathing If red spots are noticed on the white part of the eye or iris, nothing needs to be done as these are spots of blood and do not affect the babys vision or cause pain If thick yellow or green discharge occurs, a GP should be consulted 6.4 Explain how best to support a mother in making the change from breast to bottle. Provide information for 2 ways to handle this transition, listing the pros and cons for each. Making the change from breast feeding to bottle can be very difficult for new mums, often they can have feelings of inadequacy and guilt. They need to be supported by the dad or friends and family during this time. Also, it may help if a professional speaks to them to explain these feelings are normal. It may be useful to speak to other new mums as they will have similar feelings. When weaning from breast to bottle, there are a number of different ways to go about this, however whichever way is chosen it should always be gradual so both mum and baby have a chance to get used to it. One method is a combination of breast and cup feeding, pro baby has a chance to get used to a new way of feeding, con it may take longer to wean baby off breast. Another method is to wait a bit longer and then switch from breast to bottle, pros transition may be quicker and gives baby no other option but to get used to it, cons can be a shock for baby and mum. 6.5 Explain how the feeding will change over the first 6 weeks in a formula feed baby. Week 0 3 : between 30ml to 60ml at each feed, every 2 3 hours about 8 times a day. Baby will only be able to manage small amounts of formula. Week 4 6 : between 90ml to 120 ml at each feed, every 3 4 hours about 6 times a day. Daily consumption may be between 400 to 800 ml per day. As weight is gained, the baby should start eating more at each feed, also time between feeding will increase. Growth spurts often occur at 7 14 days old or 3 6 weeks. 7.1 Analyse the advantages and disadvantages of on demand feeding. Advantages on demand feeding Promotes trust and bonding as needs are met instantly Can help baby reach a good weight quickly Alleviates and prevents engorgement Babies have also been found to have fewer digestive problems Disadvantages on demand feeding Harder to predict and manage a childs feeding schedule if there is no schedule Amount of food not regulated Feeding cannot be planned in advanced 7.2 Analyse the main differences between two opposing theories of the sleep patterns of babies. The two sleep pattern theories I will be looking at are: hunger and comfort. Hunger Babies have small stomachs and cannot hold a lot of food in their stomachs Babies wake up to refill because their stomachs are empty Comfort Babies are not always hungry when they wake up Babies are looking for contact and comfort Babies need to be held and loved 7.3 Explain the need to start good sleeping and feeding practices with a newborn and how you help a mother implement them. It is very important to start good sleeping and feeding practices with a newborn. In the first few weeks newborns typically sleep for up to 18 hours a day. They require a lot of sleep for their development and growth, thus the need to develop good sleeping patterns early on. Good sleeping practices become really important when the newborn reaches 3 months as they start to settle into a pattern and it up to the parents to have made key decisions such as when and where the newborn sleeps. Good feeding practices are equally important for growth and development as newborns typically sleep for 2 to 4 hours at a time, waking up for a feed. The first 12 months in a childs life are crucial as more growth happens in this period than at any other time in a childs life. Also, as with sleep, good feeding practices early on will determine how a newborn gets used to feeding. A mother can be helped to implement good sleeping and feeding practices by establishing a daily routine. Although the newborn is too small to understand, they will start adapting to the habits of doing the same things over a period of time. A few helpful tips are: Ensure the room where the newborn sleeps is dark, leaving the light off at night. Dont make any noise when feeding, practice feeding without the light on. Establish a pre bed routine such as warm baths, soothing music before nap time. UNIT TITLE: Breast Feeding Support Skills 1. Why might Luke be unsettled at the breast? Give solutions to the reasons you have suggested. Luke may be unsettled at the breast as he may not be latched onto mums breast properly. It is very important that the latch is done properly and many new mums need help with it. It is a common mistake new mums make; they only put the nipple into babys mouth.   To latch properly the nipple and part of the areola needs to be in babys mouth while feeding.   To help mum obtain a good latch, ask mum to hold baby in arm she is not feeding with and line baby to nipple. Use feeding hand to help manoeuvre the nipple in. Its less likely for the nipple to get sore if the latch is done correctly.   Annabelle will need to check to see if mums nipples are sore which may be causing her to tense up while feeding baby. If it is sore she can suggest: To keep feeding Luke because if she stops breastfeeding, it may be difficult to restart once her breasts in particular her nipples have healed. A short term option in the case of worse pain on either side, may be to feed from the breast which is not as painful. A nipple shield could be used in order to avoid further damage to mums nipple, although using the nipple shield can create a suction which can open the cracks on mums breasts. The main disadvantages to this method may be a reduction in the supply of milk and the nipple shield can alter how baby sucks. Many mothers have found relief by rubbing breast milk over their nipples after a feed or purified lanolin ointment, until healing occurs. This principle is called moist would healing. 2. What could be causing the pink patch? How would you remedy this? The pink patch could be caused by milk getting blocked in the ducts. Mastitis is caused when blocked ducts are not removed which turns into breast infections, mum will feel like she has the flu. Its advised to feed on the breast that has the blocked duct,  nurse frequently empty the breasts thoroughly.  Aim for nursing at least every 2 hours, keeping the affected breast as empty as possible, but not neglecting the other breast. When unable to breastfeed, mum should express milk frequently and thoroughly (with a breast pump or by hand). Mum will need to rest and have lots of fluids and nutritious foods to help strengthen her immune system. She should wear her bra loosely and remove any constrictive clothing to aid milk flow. Heat  and gentle  massage  before nursing also helps with blocked ducts. If the blocked duct doesnt clear then mum has to consult the doctor. If the blocked duct is not cleared it can turn into an abscess and may need to be drained. 3. What questions should you ask Susan about her feeding patterns since she got home, and why? I would ask Susan the following questions: How many times is she feeding Luke per day? Susan should be aiming to feed Luke between 8 10 times a day. Frequent feeding encourages good milk supply and will reduce engorgement. Is she feeding Luke on a schedule or when he appears to be hungry? There are differing viewpoints on which method is better. Personally I would recommend feeding when hungry as Susan has just brought Luke home from the hospital. How long does she allow Luke at the breast when feeding? It is important to allow Luke unlimited time at the breast when feeding to ensure he feeds well and has a good sleep. 4. Develop a plan to help Susan breastfeed successfully, saying why you recommend this. Breastfeed Luke according to his needs (on demand feeding) Breastfeeding Luke on demand will help prevent engorgement, reduce sore nipples and help to ensure the supply of milk matches babys hunger. Encourage Susan to keep Luke skin-to-skin for the first few weeks. This will encourage bonding between Susan and Luke and assist with stimulating the hormones needed to produce milk. Susan and Luke should sleep in the same room for the first few weeks. This will help Susan to learn Lukes feeding cues, this should not affect Susans sleep as research shows that even if new mums sleep in a different room, their sleep patterns often mirror their newborns. Encourage Susan not to use dummies or bottles. When feeding by bottle, babies have to use different tongue and jaw movements, this can confuse babies when switching between nipple and bottle. Encourage Susan to only feed Luke breast milk unless it becomes necessary to feed him something else. Breast milk provides all the nutrients and antibodies needed by Luke. If there are concerns about Lukes weight, Susan should try frequent feeding. Most mothers can produce enough breastmilk for their babies so it is best to try and feed baby more instead of resorting to supplementary feeding. Unit title Breastfeeding Support Skills Analyse the main benefits of breastfeeding Breastfeeding is good for a newborn as breast milk contains substances which cannot be reproduced or replaced by formula. Breast milk contains nutrients which newborns need and antibodies to protect newborns from infection. Breastfeeding is a positive experience for both mum and the newborn as it strengthens the maternal bond and makes the infant feel safe and nurtured. It allows the mum to provide the newborn with everything needed for good growth and development. The main benefits of breastfeeding are: Contains good balance of nutrients and antibodies in an easily digestible form. Can reduce onset of common allergies such as asthma and eczema. Minimises occurrence of illness such as diarrhoea, ear infections, respiratory illness and stomach bugs. Enhances special bond between mum and newborn. No cost involved and burns calories for mum. 2.1 Explain how the main structures of the breast are involved in lactation The main structures of the breast involved in lactation are the nipple, areola, lactiferous duct (milk duct) and the lobes of the mammary gland. When the newborn takes the nipple and areola into their mouth to suckle the areolar glands provide lubrication during breastfeeding. The milk ducts transport milk from the mammary glands to the nipple allowing the newborn to feed. Breast milk is released from milk duct orifices (holes) on the nipples surface. 2.2 Explain the role of hormones in producing and releasing breastmilk The below diagram and explanation alongside best explain the role of hormones in the production of breastmilk, obtained from the following website: http://www.mhhe.com/biosci/esp/2001_saladin/folder_structure/re/m2/s6/index.htm 2.3 Identify and summarise the constituents of colostrums, foremilk and hindmilk There are 3 types of breastmilk, colostrum, foremilk and hindmilk. Colostrum: Yellowish colour. Produced before lactation begins, in the initial days after birth of the newborn. Rich in antibodies and nutrients. Foremilk: Is the milk the newborn first tastes during a feeding. Thin and lower in fat content. Hindmilk: Follows foremilk during feeding. High in calories and richer in fat content. 5.2 Explain how the effects of drugs can be passed to babies through breastmilk and ways in which this can be minimised When breastfeeding if the mum takes drugs, it is excreted into the milk which the newborn drinks. Depending on the drug taken by the mum, this can then have adverse effects on the newborn. Although these passed on substances are mildly filtered by the mothers metabolism their harmful effects still impact the newborn because of the small body-weight ratio. These harmful effects may be minimised by: Limiting the intake of the drugs. Extend the time between taking the drug and the babys feed, at least 2 to 3 hours. Try to feed newborn before taking drugs. Where possible take substitute drugs which are less harmful. References (below sites accessed between 1 February 2013 5 April 2013 http://www.nhs.uk http://www.nct.org.uk http://www.babycentre.co.uk http://www.mummypages.ie http://www.babycenter.com.au Home

The use of HRM in public sector

The use of HRM in public sector This assignment seeks to produce an analysis and critical evaluation of how Human Resource Management has been used as a lever of change in the public sector. It will consider change in its organizational context and the rational for and purpose of the change. It will also look at the involvement of the stakeholders and the approach been followed to bring about the change. The factors that influence the change and its triggers will also b e analyzed. The role of Human Resource Management and how it has been used to bring about change; and resistance to change will also be looked into in the course of this work. The first stage of the development of public management, according to McLaughlin, Osborne and Ferlie (2002), was the minimal state. Here, government provision was seen as a necessary evil and the provision of almost if not all the public services were through private provision (Owen 1965). However, it was during that period that that the basic principles of public provision were laid out. The second stage of the development of public management started in the twentieth century and was characterized by an unequal partnership between the government and the private sector McLaughlin, Osborne and Ferlie (2002). Here, there was an ideological shift from the traditional conservatism which obtained in the first stage towards social reformism and Fabianism as cited by (Prochaska, 1989). This shift according to them contained three elements which are A recasting of social and economic problems away from a focus on blaming individuals to a recognition of those problems as societal issues which concerned everybody The recognition that the state did indeed have a legitimate role to at least provide some public services And thirdly, in a situation where the state did not provide the public services, it needed to enter into a partnership with the private sector to provide such, even though the state would have more to do. This model according to (Kamerman and Kahn, 1976) is where the state provided the basic minimum and the charitable and private sectors took it up from there. The third stage is the welfare state which according to (Beveridge, 1948) cited in McLaughlin, Osborne and Ferlie (2002), is based on the belief that charitable and private sectors had failed in there provision because of the duplication and fragmentation of the service provided, because their service was inefficient and ineffective. Consequent upon these, the provision of these services would now be managed by professional public servants. The final stage, which is what obtains today, is the plural state. This stage came about as a result of the criticisms against the welfare state. The focus of the welfare state was on the provision of a minimum standard of service to the citizens but late on in the twentieth century, the perceived needs of the citizens had moved on to a situation where they expected services to meet their individual needs and to be a part of the process of the service delivery (Mischra, 1982) cited in McLaughlin, Osborne and Ferlie (2002). However, the debate became more focused in the 1990s because this fourth approach became characterized as the New Public Management. This is because as posited by (Dunleavy, 1991) this approach to public management was based on an incisive critic of bureaucracy as the organizing principle within public administration, a concern with the ability of public administration to secure the economic, efficient and effective provision of public services (Hughes, 1997), and a concern for the excesses of professional power within the public services and the consequent disempowerment of service users (Falconer and Ross, 1999). In spite of the fact that lingering debate as to the exact nature of New Public Management, its classic formation according to (Hood, 1991) in McLaughlin, Osborne and Ferlie (2002) is made up of seven doctrines which are: a hands on and entrepreneurial management in preference to the traditional bureaucratic focus of the public administrator (Clark and Newman, (1993) explicit standards and measures of performance (Osborns et al, 1995) an emphasis on output controls (Boyne 1999) the importance of the aggregation and decentralization of public services (Pollit et al, 1998) promotion of competition in the promotion of public services (Walsh, 1995) emphasis on private sector styles of management (Wilcox and Harrow, 1992) and the promotion of discipline and parsimony in resource allocation (Metcalf and Richards, 1990). In addition to these seven doctrines is the one posited by (Stewart, 1966) cited in McLaughlin, Osborne and Ferlie (2002) which is of the taking away of political decision making from the direct management of public services. However, the New Labour government has taken it a stage further from the plural stage. This is because it is argued that the view of both the public management and the New Public Management is myopic which according to (Clark and Stewart, 1998) in McLaughlin, Osborne and Ferlie (2002) is from a narrow focus on the marketization of public services and towards an emphasis upon community governance. In this situation, the public sector is no longer seen only in relation to the government a planner or service provider, but as working together with the government, voluntary and community sectors and the private sector in the planning, management and provision of public services. Here, according to (Rhodes, 1996; Kickert et al, 1997), the main function of the government becomes the management of the intricate system of service provision. New Public Management according to (Dunleavy and Hood, 1994) is a way reorganizing public sector bodies to bring their management, reporting, and accounting approaches closer to business methods. This reorganization involves the two main ways that the public sector organization is structured by moving it down-grid and down-group as opined by (Douglas, 1982). Down-grid according to him is when there is a reduction of powers by procedural rules over issues like staff. Down- group on the other hand is a situation where the public sector is made less distinctive as a unit from the private sector in relation to personnel, reward structure and in methods of doing business. This shift resulted in budgets been reworked to become more attractive in accounting terms and organizations became a network of contracts linking incentives to performance (Dunleavy and Hood, 1994). Again, functions were separated by introducing distinctions between the purchaser and provider and opening competition between agencies, firms and not-for-profit bodies. Also, provider roles were deconcentrated to the minimum sized feasible sized agencies, allowing users to exit from one provider to another. These according to (Dunleavy and Hood, 1994), was for the purpose of better service delivery. According to (Polsby, 1984) in (Dunleavy and Hood, 1994), New Public Management can be influential in at least two modes based on past experience of organizational change. The first is the incubated mode when change ideas only come into effect in the long run and the acute innovation pattern, in which change programmes reach there peak early and break up soon after. However, New Public Management seems to be a mix of both modes. This may be as a result of New Public Management now been so omnipresent in public sector organizations that it hardly amounts to a distinctive change programme anymore (Dunleavy and Hood, 1994). As opined by (Dunleavy and Hood, 1994), New Public Management has proved a fairly durable and consistent agenda but according to McLaughlin, Osborne and Ferlie (2002), New Public Management may weaken the accountability of public services and the commitment of the community in the pursuit towards marketization. This has brought to the fore, the criticisms of New Public Management which fall into four groups. Though these four broad criticisms of New Public Management contradict themselves, some important lessons can be learnt from them. The fatalist critique of organizational change going by the position of (Dunleavy and Hood, 1994) is that the basic problems of public sector management which include system failure, human mistakes and corruption cannot be done away with, not even by New Public Management. Fatalists are of the opinion that there is really not much change going on in spite of new acronyms and control frameworks promoted by New Public Management and that the much talked about systems have failed. From the point of view of the individualist critique, New Public Management is somewhere between the traditional structure of public administration and a fully formed system which is based on enforceable contracts and the legal rights of individuals. Individualists see New Public Management as becoming a kind of replacement for fully individualized contract rights (Dunleavy and Hood, 1994). The hierarchist critique is that human beings have the ability to manage nature in a defined way but that care should be taken so that the process of change does not get out of hand thereby damaging the public sector. There worry is that as a result of the changes, the ethics of traditional public service will be removed together with the career concept and the redesign of public sector organizations (Dunleavy and Hood, 1994). The egalitarian critic is centered on the premise that problems could arise if concentration of organizational power and decision making are left with the elite because a large scale marketizing reform will increase the risks of corruption in the public service. This is because New Public Management emphasizes a management that is close to the customer, the decentralization of service delivery and giving clients a choice (Dunleavy and Hood, 1994). HUMAN RESOURCE MANAGEMENT AND CHANGE IN THE NHS: According to Armstrong (2006), the nature of interaction between Human Resource Management and performance, and in particular the search for a definite and conclusive evidence of the positive impact of Human Resource Management on performance cannot be underestimated. The impact of the NHS Plan on the workforce has been expressed through the Human Resource in the NHS Plan which has formed the basis for the development of a variety of Human Resource Management policies focused on making the NHS a model employer and ensuring that the NHS provides a model career by offering a Skills Escalator, improving the morale of staff, and building people management skills led to the launching of a new workforce strategy by the middle of the decade. Human Resource Management systems and practices have a laid down framework which involves other organisational factors like structural arrangements. Based on this, Brown (2004) observed that while changes to the public sector over the last twenty have had a significant impact on employees of public sector organizations and the conditions under which employees work, limited thought has been given to the specific field of Human Resource Management research in relation to the public sector. In the UK which is the focus of this study, government has placed a high importance on the value of strategic Human Resource Management in improving the delivery of healthcare reforms. Towards the achievement of this, local trusts of the NHS are encouraged to adopt a best business practice approach by, according to (Bach, 1994), engaging all staff through people management processes. This idea of Human Resource Management in the public sector establishes that Human Resource Management is a major infl uence in public sector change but theoretically, there has to be a scope for the Human Resource function within trusts to adopt a more strategic role within the New Public Management (Stock et al, 1994). According to (Corby, 1996) it should no longer be consigned to a reactive and administrative role, interpreting and applying national rules, and can be proactive. As opined by Barnett et al (1996) the Human Resource function within the NHS is characterised traditionally by low credibility, a narrow operational contribution and a peripheral position. According to (Brown, 2004), the bureaucratic and the management models of public sector operation and activity are compared to discern the ways in which employment and organizational issues are conceptualized in each model. The manner in which the institutional, policy, and organizational changes impact public sector employment and conditions of service are explored. Higher managerial objectives as posited by (Kramar, 1986) are achieved through effective Human Resource practices offered by adopting HRM principles. It can be argued then that the adoption of New Public Management has thrown the possibility of managers acquiring or developing sophisticated Human Resource Management techniques open. This is because New Public Management principles allows a more flexible and responsive approach to quest ions of recruitment, selection, retention, training and development of NHS employees. This is because according to (Tyson and Fell, 1992; Tyson, 1995; Storey, 1992; Ulrich, 1997), for Human Resource functions to play a strategic as opposed to a tactical or administrative role, it has to be distinguished by a focus on the long term, linking business and Human Resource strategic objectives and forward planning. The application of HRM principles within the public sector displaced the traditional model of personnel administration and was argued to have been introduced when the sector experienced a shift from a rule-bound culture to a performance-based culture (Shim, 2001) and paralleled the extensive public sector managerial restructuring and reform programme with the new models of HRM in the public sector highlighting the notion of human resources having the capacity to achieve performance outcomes in line with the strategic direction of the public sector organization (Gardner and Palmer, 1997). With particular reference to the UK, a number of distinctive features of public sector management include more attention to issues of health, safety and welfare of staff. Another feature is the tendency of public employment practices to be standardized, with workers performing similar tasks and also having the same terms and conditions regardless of their geographical spread, high levels of union den sity across public sector organizations (Winchester and Bach, 1995) and also the emphasis on staff development and equal opportunities typifies the State as a model employer (Farnham and Horton, 1992). According to (Truss 2003), there are currently some policies and management initiatives that are transforming the structure and organization of the NHS. The current role of Human Resource Management in the NHS, its status within the service, and its success as an effective function have become especially important at this time as opined by (Bach 2001, Clarke 2006).  Ã‚  As a result of these, the growing importance of the Human Resource function is particularly clear in situations where individual NHS trusts are granted greater financial and operational independence within the increasingly competitive, consumer driven market that the government is creating. This is in spite of the argument by some commentators that changes in the role and status of HRM in the public sector merely follow orientations developed in the private sector (Buchan 2000; Thomason 1990).  Ã‚  However, Human Resource practitioners within the NHS see it from a different perspective. According to them, the intr oduction of more efficient people management is an important and necessary development, one that is very important in an environment where people  are not only the service providers, but also the product and customer of healthcare services. A change in Human Resource functions was one of the reforms that took place in the NHS and its purpose was to cut through bureaucracy and red-tapism and ensure cost-efficiency and effectiveness in the system through a process of decentralization. Decentralization within the NHS was based on the NHS and Community Care Act of 1990. This Act created both the internal market and self governing trusts, and introduced a division and marketization of relations between health care providers and purchasers Lloyd (1997). Decentralization is the transfer of authority or responsibility for decision making, planning, management or resource allocation from government to its field units, administrative units, regional or functional authorities, private entities and non-governmental private or charity organizations. According to (Rondinelli and Cheema, 1983; Rondinelli et al., 1989; Hope, 2000; Sarker, 2003; Elliot and Bender 1997), decentralization acknowledges that for service provision to be effe ctive, different approaches must be adopted in various area of public sector and the necessity to construct pay structures to reflect these needs. In turn, this has resulted in both more diverse and more flexible pay arrangements. Consequently, the main advantage of decentralization and of delegated responsibility for pay is that it encourages, management to develop a reward strategy that is consistent with an agencys wider strategic goals. Delegating responsibility for pay to agencies may be viewed as a mechanism for stimulating agencies to develop an explicit and consistent set of strategic goals in order to satisfy their customers. The main aim of the decentralization process was to encourage trusts to determine pay locally. The central theme of the modernization pay reform was that it should be based on performance. The main thrust of the Agenda for Change within the NHS is the payment of employees based on their performance and as per their skills and knowledge. However, this was not only a new way of paying employees, it was developed to support and enable improvement for patients, employees and the organization. This according to (Department of Health, 2009), allowed for equality of pay, pay re-structuring and transparency. The Human Resource function was used to bring about this change in terms of job evaluation, harmonizing terms and conditions of service and through the knowledge and skills framework. PLANNED CHANGE: As a concept, the process of change starts with the awareness of a need for change. An analysis for the need for change and the factors that lead to it will now be an indicator of the direction in which action needs to be taken (Armstrong, 2006). Proponents of change management have proposed two forms of the process which are: planned and emergent. Planned change has dominated the theory and practice of change management over the last 50 years and is significantly based on the work of Kurt Lewin. This approach sees organisational change as a process that moves from one fixed state to another through a series of pre-planned steps, and can therefore be analysed by a construct such as Lewins (1951) Action Research model. Another planned approach to organisational change is Lewins (2003)Three-step model which describes the three learning stages of freezing; when one clings to what one knows, unfreezing; when one explores ideas, issues and approaches, and refreezing; the stage of identify ing, utilising and integrating values, attitudes and skills with those previously held and currently desired. This approach recognises that, before any new behaviour can be adopted successfully, the old one has to be made away with. Only then can the new behaviour be fully accepted. The organisational change that was carried out in the NHS embodies some of the characteristics of the planned model, defined by (Iles and Sutherland, 2001) as implementation of some known new state through the management of some form of transitional phase over a controlled period of time. This came about when politicians and health care professionals recognized some degree of change was necessary in the UK health sector in order to facilitate better healthcare delivery services. In response to the intention, government embarked on series of health program reforms to effect positive changes in the healthcare. Governments health reforms have concentrated on hospitals, but increasingly shifting their attention to NHS community services. Governments plan is to improve long term healthcare outcomes for individual patients while reducing the cost pressures on the system as a whole. Proposals include more outreach clinics, a regular healthcare checkup, and joined-up care plans. This plan of action by the government is based on a model that will make healthcare services affordable and closer to the patients. The governments proposals on change are aimed at the following: Bringing some specialties out of the hospital nearer to people, including dermatology, ear, nose and throat, orthopedics and gynecology would be achieved either through outreach clinics run by hospital consultants or specialist services provided for by GPs Introducing a new generation of community hospitals that will provide diagnostics, minor surgery, outpatient facilities and access to social services in one location Pilot a new NHS life check or health MoT from 2007 to assess peoples lifestyle risks, the right steps to take and provide referrals to specialists if needed The life check will be run on a two-stage basis with patients first filling in a paper-based or online self-assessment. If the assessments indicate the person is at significant risk of poor health for conditions such as diabetes, cancer or heart disease, the individual would then be given access to a health trainer who could advise about diet and exercise. If problems are more complex, patient would be referred to a GP or nurse Give patients a guarantee of registration on to a GP practice list in their locality and simplifying the system for doing this Introducing incentives to GP practices to offer opening times that respond to the needs of patients in their area Consideration was given to dual registration allowing patients to register with more than one GP but was thrown out because it would undermine the underlying principles of the family doctor system New responsibilities placed on local councils and the NHS to work together to provide joined up care plans for those who need them Supporting people to improve self care by trebling the investment in the Expert Patient Programme, which teaches patients with long-term illnesses, such as asthma and diabetes, how to control their condition Developing an information prescription for people with long-term health and social care needs and for their carers More support for carers, including improved emergency respite arrangements and the establishment of a national helpline for carers Extension of direct payments and piloting of individual budgets for social care to allow people to decide what their allocations are spent on Increasing the quantity and quality of primary care in under-served, deprived areas through a national procurement programme which would open the GP market to the private and voluntary sectors Encourage nurses and other health professionals, such as physios, to take on more responsibility Set up pilots to allow patients to self-refer themselves to professionals other than GPs, who currently act as gatekeepers to the NHS (www.news.bbc.co.uk) REFERNCES: Armstrong, M. C. (2006) A Handbook of Human Resource Management Practice. 10th Ed, London, Kogan Page. Bach, S. (2001) HR and New Approaches to Public Sector Management: Improving HRM Capacity. Workshop on Global Health Workforce Strategy, World Health Organization, Annecy, France. Brown, K. (2004) Human Resource Management in the Public Sector. Public Management Review, 6(3), pp 303-309. Buchanan, J. (2000) Health Sector Reform and Human Resources: Lessons from the United Kingdom. Health Policy and Planning, 15(3), pp 70-89. Clark, N. (2006) Why HR Policies fail to support workplace learning: The Complexities of Policy Implementation in Healthcare. International Journal of Human Resource Management, 17(1), pp 190-206. Department of Health. (2009) Agenda for Change. Dunleavy, P. and Hood, C. (1994) From Old Public Administration to New Public Administration: Public Money and Management, 14(3), pp 9-16. Lloyd, C. (1997) Decentralization in the NHS: Prospects for Workplace Unionism, British Journal of Industrial Relations, 35(3), pp 427-446. McLaughlin, K., Osborne, S. P, and Ferlie, E. (2002) New Public Management- Current Trends and Future Prospects, (EDs) Abingdon, Routledge. Thomason, G. F. (1990) Human Resource Strategies in the Health Sector. International Journal of Human Resource Management, 1(3), pp173-194. Truss, C. (2003) Strategic HRM: Enablers and Constraints in the NHS: International Journal of Public Sector Management, 16(1), pp 48-60. http://www.dh.gov.uk/en/Managingyourorganization/Humanresourceandtraining/Modernizingpay/Agendaforchange/DH_424 (Accessed 19 April 2010) http://www.eurofound.europa.eu/eiro/2002/08/feature/uk/0208103f.htm (Accessed 19 April 2010) http://www.healthcaresupply.org.uk/pdfs/hrinthenhsplan.pdf (Accessed 21 April 2010) http://www.lums.lancs.ac.uk/events/owt/10301 (Accessed 3 May 2010) http://news.bbc.co.uk/1/hi/health/4662024.stm (Accessed 3 May 2010) KENECHUKWU O. AKABUA 0823583 MA HUMAN RESOURCE MANAGEMENT HR 4062 HRM AND CHANGE.