Global Theological Analysis Essay Example | Topics and Well Written Essays - 3250 words

Global Theological Analysis - Essay Example It has its origin in the eastern Mediterranean and rapidly grew in quantity and influence for several decades. By the fourth century, it had developed into a prominent religion within the Roman Empire. During the early part of the twenty-first century, statistics show that Christianity has between 1.5 billion and 2.1 billion followers. About one-third of the world's population is represented by Christianity and therefore is considered as the world's largest religion. Many countries around the world have made Christianity as their state religion. Among the adherents of Christianity, Christian theology has become an aspect of Christian doctrine where many have varied views and methodologies. This research report deals with global Christian theology from an evangelical perspective and looks into the nature and scope of theology. Furthermore, it identifies the factors that impact theological discourse. Dr. Alvah Hovey, the great Baptist theologian defined Christian theology as the "science of the Christian religion, or the science which ascertains, justifies, and systematizes all attainable truth concerning God and His relation, through Jesus Christ, to the universe and especially to mankind." (Hovey, pp. 14-16) "It is the science of God and divine things, based upon the revelation made to mankind in Jesus Christ and variously systematized within the Christian church" (Pope, p. 14) is the definition given by William Burton Pope. The Nature of Christian Theology Christian theology is also known as Dogmatics which is a branch of theological science that has its objectives of presenting in a systematic way the teachings of the Christian faith. The term theology comes from the two Greek words theos and logos. It indicated a discussion about God. Aristotle applied the term theology to his highest or first philosophy. The Greeks apply this term to their poets and their teachers which they honor. The term theology, therefore, maybe applied to an investigation which is systematic or scientific, of true or supposed sacred persons, things, or relations. If the subject matter pertains to that which is considered sacred then the term theology is used. Qualifying terms such as Christian or ethnic are used to make the term theology specific and definite. The Scope of Theology In order to understand a wide range of examination or research, the study of Christian theology must be stretched and put in an orderly and organized manner according to the main beliefs or philosophies regarded as foremost in the history of the Christian thought. Subjects which must be given consideration are as follows: God being the foundation, the theme, and the conclusion of all theology; Religion as the the agent which provides consciousness in man without which man cannot receive spiritual revelations; Revelation as a resource of facts wherein systematic theology is built upon; The relation of these facts to Jesus Christ , who is the Eternal Word and The Personal Word; The organization and development of theology in the church as the manifestation of the Christian life under the power of the Holy Spirit; and lastly, The relation of Christian theology to contemporary thought. A Brief History of Christian Theology Early Christian Theology Proofs of some of the earliest forms of reflection of the Christ

Condoms in Schools Essay Example for Free

Condoms in Schools Essay Should condoms be distributed among high schools? The answer to that very controversial subject is yes. Yes condoms should be distributed among the students. The question is controversial due to the main subject it discusses: sex. Some schools today are distributing birth control items to promote the thoughts and ideas of safe sex. Many also believe that along with condom distribution, there should be an availability of other methods of birth control, promotion of abstinence, and information for students on what being safe really means. Alternatively the critics of condom distribution suggest that there should be abstinence only education on this issue. Sex education in this context would encourage the young individuals to abstain from sexual activity in order to avoid pregnancy and diseases In today’s society, high schools should distribute condoms to students. This issue of condoms in schools is a growing concern because of increasing rates of sexual behavior, earlier onset of sexual activity, teenage pregnancy, and the spreading of STDs and HIV. It is important to educate teenagers about the use of condoms and how it prevents the spread of HIV, AIDS, Sexually Transmitted Diseases, and pregnancy. Teenagers need to know that having unprotected sex puts them at risk of coming in contact with diseases that they can spread to others. Each year there are many unwanted babies born, or even worse aborted in this country. Many which are born to young people with little or no education about condom use and sex. With a little education about condom use and safe sex many of these unnecessary pregnancies could be prevented. Many parents do not educate their children about sex; therefore the burden usually falls on the schools. Condoms should definitely be readily available in the school system, along with a Sex Education program that includes how and why to use condoms properly. When young people are educated about condoms and the risk of pregnancy then they are more likely to use a condom. A lot of young people are getting bad myths and taboos from their friends and the media. Having the school really tell them about sex and what can really happen will help. Having condoms available in the school will allow students to have them their so they don’t have to worry about being embarrassed for walking in a store to buy them or ask their parents for them. More and more teens are getting pregnant as a result of not using a condom. Lots of teens believe in the â€Å"pull out† method, but they fail to realize that it will not work every time. Teens need to be educated properly and stop depending on tv and magazines to learn about sex. Many adults think that to provide condoms in school will only push student to have sex however, to have condoms available at high schools does not influence teenagers to have sex but shows them that if they are ready to have sex that condoms are always a must. If a girl or boy really wants to have sex then they are going to do it regardless of if there are condoms available to them. People believe that teaching abstinence will sway kids away from wanting to having sex. They believe that it you don’t show teens anything sexual then they won’t want to engage in sexual behavior but that it the total opposite. It will only make teens more curious about sex. If you tell them the facts up front then they will have all the facts and know all their risk. They will be able to decide for themselves whether sex is right for them or not. Having condoms there and ready for them if or when they make the decision to have sex is great. No teen should get pregnant their first time because someone convinced them that they can’ t get pregnant their first time having sex. Ignorance is leading teens to make bad decisions. Providing condoms to students are actually the morally realistic action to follow, educators do not have to encourage sex but they can motivate students to make wise choices when they decide to have sex. Believe it or not it is wise to know that some young individuals, regardless of the abstinence messages will have sex, in such cases such condom distribution is the better option. Also, providing access to birth control empowers women of today, giving them more control over their body. Historically women have suffered more due to the restrictive policies related to reproduction like abortion laws. Guys however do not have to face the consequences of their actions as much. Hence distribution of condoms boosts the responsibility of men and enlarges the choices for young girls. Giving young girls the choice of birth control can help them feel more prepared for sex. There are so many different birth controls available for girls to choose from. They can opt to take the pill or receive a shot or even get a patch to release birth control medication. It can make the girl feel better if she thinks that she has a say so in whether she gets pregnant or not instead of strictly depending on the guy to wear a condom. However, the use of birth control can go against the catholic religion. Most catholic communities choose not to put their daughters on birth control because it is against their beliefs. In my opinion, Why would you want to not give your daughter the choice of being protected. Would you rather want a daughter on birth control or a pregnant daughter? Although, getting pregnant is not the best situation, not wearing a condom can also pose a threat of catching a STD. More and more teens are coming in contact with STIs and STDs. Although some are easily treatable, there are some that can stick with you your whole life. AIDS and HIV are rising amounts young adults because of lack of protection. Even though most people think that you can only catch and STD through multiple sexual partners, some young teens catch STDs the first time they have sex because they think they know their boyfriend or girlfriend. Some people with STIs and STDs don’t even experience symptoms so how are you to know if they have caught something or not? Teens need to know they are always at risk if they do not wear a condom during sexual intercourse. It will be great for schools to have condoms on hand for teens to get whenever they need. Teens may joke or laugh around about condoms but in their mind they know that they will be protected.

Psychology Essays Relationship Therapist Client

Psychology Essays Relationship Therapist Client Relationship Therapist Client In the book â€Å"The Process of Counseling and Therapy† the authors outline a framework and series of guidelines for becoming a more effective psychotherapist. The purpose of a therapist is to help the client help themselves, gain a better understanding of his thinking, feelings and behavior, which will help him perform better in those areas of living, which have been limiting. The author also focuses on authenticity in the relationship between therapist and client, provides information on clients from different ethnic and cultural backgrounds (African-Americans, Hispanics and Asians), gay and lesbian clients, the elderly and clients from different religious backgrounds, and clinical information in regards to groups, individual and family. In this paper I will compare the differences in these therapy settings. People go to therapy because they have problems and need help in solving their problems. Some individuals, when faced with difficulties may be able to work them out and that is well. But if they cannot, seeing a therapist can help them choose a path to take for the solution to their problems. A person may choose to see a therapist on an individual basis. The reason being that they can speak more freely one-on-one rather than in front of many people, even if it is their own family. The only draw back in individual therapy is that if the clients’ problems stem from something going on within a family unit, it could be more difficult for both the client and therapist to resolve some of the problems the client has. In the movie â€Å"Ordinary People† I feel that had the family, as a whole, go to therapy, and the family unit would have stayed in tack. There is no guarantee that this would have been the outcome but I feel that Conrad’s mother needed to find a way to express her feelings. I feel that deep down inside she felt compassion but on the surface there was a wall which she and her â€Å"ideal† way of living produces, and she just couldn’t get through it alone. In individual therapy you get feedback from the therapist, which could be all that a client needs. Making a decision to begin could be monumental in itself and going for individual therapy could make you feel that you’re in a safe emotional environment. The client could feel that with the caring therapist there is no need to hold back for fear of criticism or judgment from other. A client who is puzzled by the things that keep happening to them can be shown with individual therapy, why these things happen and what they can do to gain control of their life. Individual therapy also enables the client to examine at their own pace the origins of there problems and also have a feeling of privacy and confidentiality. There are certain objectives in individual therapy. Clients will establish a relationship of trust to facilitate to come to terms with their issues. Another objective is to help the client discover and implement ways to change and improve THEIR life and also to promote the understanding of emotion and enhance the client’s ability in THEIR relationships. In â€Å"Ordinary People† by Conrad going for individual therapy he attained these goals but the family as a unit still fell apart. This is where I feel family therapy would have helped. Just by Conrad’s father meeting with Dr. Berger one time helped him see the family for what it was and made him realize that Conrad’s emotions weren’t the only cause of the family’s problems. In family counseling, the therapist works with the entire family system. Family counseling can help a family adjust whenever there is a change in family dynamics or you can simply realize that the family has gotten into a â€Å"rut† and you may want to achieve a healthier style of interaction. There may be times during family counseling that sessions may involve only a few family members or even a single individual. Family therapy usually is initiated by one member going or is brought to a therapist with particular problems. The therapist must then decide which therapist option will best meet the needs of the person or persons seeking help. Since change in any one family member inevitably has its impact on the whole family group, it is important to determine which option to choose. Family therapy is considered when a family appears to be having difficulty making the changes needed to pass from one stage to the next. It is an effective way of dealing with problems that are embedded in a troubles family system. It can also be usefully combined with treatment of individual family members. The difference between individual counseling and family counseling is that even though it seems that a client in individual therapy has reached his personal goal if there is still conflict when the family unit it will be harder for the client to deal with his role within the family. One major success of family therapy is to learn about how to be part of a group and at the same time be separate. Many families have difficulty achieving this balance. Either they emphasize family solidarity to such an extent that individual members have to relinquish their independence, or they emphasize individual independence to such an extent that there remains no family commitment whatsoever. Very often the difficulty in balancing these two, underlies the problems that families in therapy experience. It is very unusual for a family to enter family therapy with the understanding that family change or some change in the structure of the family is desirable. The usual complaint is that someone is acting up and the family is having trouble controlling him/her. The job of the family therapist as opposed to the individual therapist is to help the family develop additional goals in order to expand their perception of the problem related to the group-interaction level. In individual therapy the therapist would be counseling the so-called â€Å"troublesome one† one how to deal with his feelings and how to cope with the family around him and also in individual therapy the therapist is only hearing what his client has to say and can’t really get the â€Å"big picture†. There are times when a parent will call a therapist to make an appointment for her child whom she says is acting irresponsible and could not be depended on. She also may explain that there are two younger children in the family and that the older child’s behavior would have a bad effect on the younger ones. When speaking to the therapist he may suggest that the whole family come to the first session because it would be important to get all the family members ideas about what was going on. After asking each member of the family to explain why they thought they were there it was discovered that each member had a different goal based on individual understanding of what was happening in the family. Had the therapist just seen the â€Å"problem child† he would have helped him/her but not the family as a unit. In family therapy each member has a goal that is different from the other member’s goal and also the family as a unit has a goal. The therapist develops goals that encompass some significant behavioral pattern changes within the family. The therapist wants the family to experience a safe environment where no one feels that it is solely their fault for what is going on in the family. Some of these goals may be better communication, improve empathy and understanding, improve the ability to deal with and accept differences, improve independence and individualization and to develop a balance between individual independence and family solidarity. Goal setting in family therapy is connected with the work of the therapist itself and the developmental stage of the family. Whereas in individual therapy just the client and therapist set goals for the client to gain control of what he/she desires. The development of the family relationship dynamic is crucial to individual person development. Effective communication throughout the family is very important. Each member of the family must have a choice and be listened to. Group therapy is different from individual therapy in a number of ways. One difference is the number of people in the room with the therapist. Originally group therapy was used as a cost-saving measure, in institutional settings where many people needed psychologists to discover that the group experience benefited people in many ways that were not always addressed in individual therapy. Since we live and interact with people everyday, we know how beneficial it is when we take the time to share our experiences and challenges with others. In group therapy it provides a place to come together with other. Here the client can share problems and concerns and learn from and with each other. The client can get support and knowledge from other group members and also given the opportunity to experiment new behaviors in front of the group. There is another difference between individual and group therapy, at least not in the same way. In group therapy you would get feedback from a group as opposed to just the therapist. Also in group therapy there is an aire about how group members use each other in their process of growth and change. There is also much information that can be attained in a group. For example, another member may know of a book in which your problems are identified and solved, which could be helpful in your own process or there could have been a documentary which could also be helpful to you. Also, you use of body language and how to become more aware of it, is a skill which you can practice. Many people, when confronted with a problem, will respond with â€Å"I didn’t say a thing† and not understand why they are being pinpointed with a problem attitude. Body language is a very strong way in which we communicate our feelings and thoughts but just don’t realize it. Social skills is another skill in which the client can learn how to listen to others and share his/her thoughts and feelings in an appropriate way. In an individual therapy session, the client has only the therapist to get feedback from. In a group there is a need to learn how to communicate with each other openly. Most individuals’ problems stem from interpersonal relationships; individuals in a group can openly discuss it in the presence of others and help the client help him/herself work them out. Communication skills acquired and learned and developed in a group is an important aspect in any therapy, especially group therapy. If the client has the confidence in he/her ability to make good contact with others it will help him/her to be more confident with themselves and help build their own self-esteem. In group therapy each member has an opportunity to try out new ways of behaving and they also have the opportunity for learning more about how they interact with others. The main benefit group therapy may have over individual therapy is that some patients behave and react more like themselves in a group setting than they would in a one-on-one with a therapist. The group therapy patient gains a certain identity and social acceptance from their membership in the group. They are not alone. They are surrounded by others who have the same anxieties and emotional issues that they have. Seeing how others deal with these issues may give them new solution to their problems. Group therapy may also simulate family experiences of patients and will allow family dynamic issues to emerge. The success of group therapy is that people feel free to care about each other because of the climate of trust in a group. Most therapy groups do have some basic ground rules that are usually discussed during the first session. Patients are asked not to share what goes on in the therapy sessions with anyone outside of the group. This protects the confidentiality of the other members. They may also be asked not to see other group member socially outside of therapy because of the harmful effect it might have on the dynamics of the group. There may be risks in group therapy as apposed to individual therapy. Some very fragile patients may not be able to tolerate aggressive or hostile comments from group members. Patients who have trouble communicating in group situations may be at risk in dropping out of the group. If no one comments on their silence or makes an attempt to interact with them, they may begin to feel more isolated instead of identifying with the group. Therefore, the therapist usually attempts to encourage silent member to participate early on in treatment. Sometimes, a client is recommended to seek individual therapy until their therapist feels that the client is ready to benefit from group therapy. If they therapist does not run groups he/she may refer the patient to a group therapist while continuing to see the patient individually. After reading the book, the â€Å"Process of Counseling and Therapy† by Janet Moursund and Maureen C. Kenny, I feel that patients gains a better understanding of themselves and a stronger set of interpersonal and coping skills through the group therapy process. In family therapy the development of the family relationship dynamic is crucial to individual personal development. One common goal in all three therapies is the acquisition of communication skills. Effective communication throughout the family is very important as well as communicating in the social circles. Each individual should have a voice and be listened to and also ready to hear what others have to say.

The Great Gatsby: American Dream or American Nightmare? Essay -- The G

â€Å"The loneliest moment in someone’s life is when they are watching their whole world fall apart, and all they can do is stare blankly.† ― F. Scott Fitzgerald, The Great Gatsby The American Dream, a long standing ideal embodies the hope that one can achieve financial success, political power, and everlasting love through dedication and hard work. During the Roaring 20s, people in America put up facades to mask who they truly were. In The Great Gatsby, Fitzgerald conveys that the American Dream is simply an illusion, that is idealist and unreal. In the novel, Gatsby, a wealthy socialite pursues his dream, Daisy. In the process of pursuing Daisy, Gatsby betrays his morals and destroys himself. Through the eyes of the narrator, Nick, one sees the extent of the corruption Gatsby is willing to undertake in order to achieve his dream. Although Fitzgerald applauds the American Dream he warns against the dangers of living in a world full of illusions and deceit; a trait common during the Roaring 20s. The language and plot devices Fitzgerald uses convey that lies and facades, which were common during the Guided Age, destroys one’s own character and morals. T hrough Fitzgerald use of symbolism, expectations, and relationships, he explores the American dream, and how it is an illusion that corrupts and destroys lives. Through Fitzgerald’s symbolic description of Gatsby, he explores the extent of the American Dream’s deceptive nature that slowly destroys a person and his/her morals. During the Roaring 20s it was very common for people to project illusions to mask who they truly were; to fit in, it was almost essential to have one to survive in the highly materialistic and deceitful society. Nick is introduced as the objective narrator... ...an Dream that becomes corrupted and leads to the ultimate failure and destruction of himself. Some say that Americans strive for the impossible goal of perfection; they live, die and do unimaginable deeds to achieve it, and when they do, they may call the product their own American Dream. The American Dream is substantial perfection. In reality, perfection does not exist, but illusions do. Those who live in a world of lies cause their own demise. Life is a series of unending imperfections. Living a dream of perfection is not possible, thus reducing our cherished American Dream to a simple fantasy. Works Cited Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 2004. Print. â€Å"The Great Gatsby in the 21st Century.† CBC Books. CBC/ Radio-Canada. 22 August 2012. Web. 5 May 2015. http://www.cbc.ca/books/2012/08/the-great-gatsby-in-the-21st-century.html

Understand Health and Safety Essay

A description of four different examples of accidents and/or sudden illnesses that might occur 1) The individual that you are supporting on an outing may choke on their food. This is usually caused by an object getting stuck in the back of your throat, this needs to be dealt with fast as it can result in the person stopping breathing if it is blocking their airways. 2) The individual that you are supporting on an outing may be epileptic and while you are out they could have an epileptic seizure. Epilepsy is a medical condition which causes a disturbance to the brain, this results in the individual becoming unconscious and having involuntary convulses of the body. People that have epilepsy have no control on when it is going to happen and sometimes can cause themselves harm when falling during the seizure. 3) The individual that you are supporting on an outing may have a cardiac arrest. A cardiac arrest occurs when an individual’s heart stops, this can happen for different reasons, this is mainly due to a heart attack but can also be because of shock, an electric shock, a convulsion or other illnesses or injuries 4) The individual that you are supporting on an outing may fall over and have severe bleeding. Severe bleeding is usually the result of a fall or injury, being the most common cause being glass. Aii An outline of the Procedure to follow if an accident or sudden illness should occur Choking and difficulty with breathing 1) You need to make sure the individual has nothing in their mouth and remove any dentures, use one finger with a glove on to sweep through the mouth and remove anything that is in there. 2) Encourage the individual to cough as  this might help move the object at the back of the throat. 3) Give the individual 5 back blows, bend the individual slightly forward and with the heal of your hand give the back blows in the middle of the shoulder blades. 4) If the object is still stuck then you should use the Heimlich manoeuvre also known as abdominal thrusts. To do this you need to stand behind the individual and put your arms around them, joining your hands just below the breastbone with one hand as a fist and the other covering it. 5) You need to pull your hands into the person’s body and upwards at the same time, with the force it should push the object out of the throat. 6) You should alternate between the back slaps and the thrusts until the object is removed. Epileptic seizure When an individual has an epileptic seizure you need to make sure that the area around them is as safe as possible and loosen all clothing. Once the seizure has stopped you need to check the individuals airways are clear and then put them into the recovery position. Try to make sure the individual is safe and comfortable and especially try to prevent head injury. You need to follow the protocol of the medication that can be given to help with a seizure such as at the support I work an individual has epilepsy and our protocol is if he is still in seizure after 10 minutes then we administer 0.5ml of madazolam buccal and then leave him for another 10 minutes and if he is still in seizure we need to give him the other 0.5ml if this doesn’t work then we are to phone an ambulance. Cardiac Arrest If an individual goes into cardiac arrest you need to call for medical help straight away. You need to give the individual mouth to mouth resuscitation, and chest compressions to stimulate the heart known as CPR (cardio-pulmonary resuscitation) The supporting staff should have had attended a first aid course which will have taught them how to resuscitate. CPR is hard work and the compressions need to be in the correct place. Firstly you should check if the individual has a pulse and whether they are breathing, if not call for medical help and then start CPR which is two mouth to mouth breaths and then 30 chest compressions and you should carry this on until medical help arrives. Severe Bleeding If an individual has a severe bleed then you will need to apply pressure to the wound, if it is possible use a sterile dressing but if this isn’t available use any material that is absorbent. You will need to apply pressure to the wound for about 10 minutes to allow the blood to clot. If there is an object in the wound do not try to remove it but apply pressure to the sides of the wound. If it is possible lie the individual down and raise the affected part of the body. When dealing with individuals with severe bleeding you need to protect yourself. Your skin acts as an excellent barrier to infections, but if you have any broken skin then you must be careful, if the blood of another individual comes into contact with your eyes, nose or mouth then you must seek medical advice. Blood-borne viruses such as HIV or hepatitis can only be passed on if the blood of someone who is already infected comes into contact with broken skin. If available you should wear gloves, if not available cover broken area with a waterproof plaster. If possible wash your hand before and after coming into contact with blood Aiii A list of the principles to be followed for safer moving and handling 1) When making a decision on the best way to move an individual they must discuss this with the individual it concerns. 2) The individual should be encouraged to do as much as possible for themselves and only use minimum manual handling 3) Where able to you should use the aids to support individuals to move themselves 4) The employer has a statutory duty to provide lifting and handling equipment, but it is the responsibility of the staff to use it 5) You have the right to be safe but individuals also have the right to be moved with dignity and as safely as possible. Aiv An explanation of why it is important to follow the care plan and communicate with each individual when assisting and moving It is important to follow the care when assisting and moving an individual as these plans have been put in place to ensure the safety of the individual and yourself while you are  assisting them. You can have an input in the decision on how this should be carried out but it is the professional that makes the decision. It is important that you communicate with the individual while assisting and moving as this will help them to feel more relaxed and you should explain each stage of the move to them so that they are prepared for it. It will also help to stop the individual from becoming anxious as they don’t know what is happening. Av An outline of staff responsibilities for medication in a social care setting Staff responsibilities for medication in a social care setting are that they need to check that they are giving the medication to the correct individual so check that on the box or bottle of the medication the name matches the individual you are administering the medication to. Check that the medication sheet also has the correct person’s name on it. Check that you have the correct amount of the medication that it says to administer on the mar sheet. You should also get another member of staff to check the amounts you have got out to make sure they are correct to prevent a medication error. While administering the medication you should wear personal protective equipment such as gloves. Before giving the medication you should explain to the individual what the medication is for and what it is they are taking. You should then check the area around the individual to make sure they have swallowed them all and none have been dropped. If medication has been missed or medication has been given when it shouldn’t have been then you should let your manager know and phone NHS direct to seek professional advice. You should also then phone on call and let them know what has happened and what the health professional has advised. Avi A brief description of the agreed procedures for obtaining, storing, administering and recording the medication needed for the outing. a) Obtaining When obtaining the medication you should make sure that you are getting the correct medication for the individual that you are taking out on  an outing, you need to with gloves remove the tablets from the box and put them into a medication box that you can take out with you. If you need to take liquid medication with you then you should take the bottle with you and a meds tub to allow you to measure out the correct amount that the individual will need. If you do not know them amounts then you should write this down and take it with you. If the individual takes their medication with something such as yoghurt (this must be stated in their support plans) then you should either take this with you or ensure that you go somewhere where you will be able to buy some to use for giving the medication. b) Storing When going out you should store the medication safely, such as the tablets should be in a meds tub that fastens and is secure to make sure that the medication isn’t lost. c) Administering When administering the medication on an outing you should check that all the medication is still there and again check that it is correct. You should give the medication still respecting the individuals dignity to try and do it somewhere quiet and away from a busy place. If the medication is liquid form then you should put the meds tub on a flat surface to ensure that you pour out the correct amount. d) Recording When you get back home you should fill in the mar sheet to make sure the next time someone comes to give the individual medication they know that it has been administered, as if you forget to sign that it has been given another member of staff may think that they haven’t had it and seek advice on what to do, they may be then told o administer it as soon as possible and then this could result in an overdose all of this would be a medication error. Avii An explanation of why the social care workers accompanying the individuals on the outing should have specialist training before each of the following: a) Carrying out emergency first aid Staff that support an individual on an outing should have training for emergency first age first as without this they do not have the knowledge of what to do in an emergency correctly, such as what to do if an individual chokes or has severe bleeding. If they have had first aid training then the will be aware of what to do in the different situations that may occur while on an outing. By having this training it is  more likely that the individual will be given the correct support that is needed in the situation. b) Assisting with moving and handling Staff that support an individual on an outing should have training in assisting with moving and handling as this will result in the safety of both the staff and the individual that they are supporting as they will have a better knowledge of how they sho uld support the individual safely. If they do not have the training then they may do something wrong when assisting the individual and this could result in harming either themselves or the individual that they are supporting and by not doing it correctly they may not do it in a dignified way and this could upset the individual that they are supporting. c) Handling medication Staff supporting an individual on an outing should have training on handling medication to ensure that the medication is given to the correct person with the correct amount and in the way that the individual prefers. It will also mean that the individual is supported with medication in the best possible way and that there are no medication errors. Task B – Guide Bi A list of the laws relating to: a) General health and safety in the setting Manual Handling Regulations 1992 (amended 2002) Control of Substances Hazardous to Health 2002 (COSHH) Reporting of Injuries Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) Health and Safety First Aid Regulations 1981 Electricity at Work Regulations 1989 Personal Protective Equipment 1992 b) Moving and handling Health and Safety at work Act 1974 Manual Handling Operations Regulations 1992 (amended 2002) Management of Health and Safety at Work Regulations 1999 Provision and Use of Work Equipment Regulations 1998 Lifting Operations and Lifting Equipment Regulations 1998 Bii A list of the food standards that relate to social care settings Food Standards Act 1999 Food Safety Act 1990 Food Hygiene Regulations 2005 Biii An outline of the main health and safety responsibilities of: a) the social care worker The responsibilities of the social care worker are to keep themselves and the individuals that they are supporting safe. Social care workers should make sure that they follow all procedure that are in place when supporting individuals and when doing anything that has risks of harm. Staff should make sure that they use any equipment safely and only use it if they have had the specialist training on how to use the equipment. Staff when using equipment should make sure hair is out of the way to prevent it from becoming stuck in the equipment, You should communicate with you manager and make sure that you have adequate training and understand and follow the company’s policies and procedures around health and safety. You should report any illness, strains or injuries that you suffer as a result of doing your job as your employer may need to make changes to the way you work. If you become pregnant then you should inform your manager as it may mean that you are unable to do some of the things within your job role or may need to move somewhere where the chance of harm coming to you is slimmer. b) the employer or manager The responsibilities of the employer or manager are to make the workplace safe, they need to prevent risks to health, ensure that the equipment that is used is safe and that safe working practices are set up and followed by the staff, they need to ensure that all materials are handled, stored and used safely. Employers should inform you of any potential hazards from the work you carry out, chemicals and any other substances used by the employer. They should check that the right equipment is supplied for the work and that staff use it correctly and that the equipment is regularly maintained. They need to avoid potentially  dangerous work involving manual handling and if it cannot be avoided then they should take precautions to reduce the risk of injury. Employers need to supply staff with protective clothing free of charge. c) individuals using the service The responsibilities of individuals using the service are to make sure that they agree and follow their tenancy agreement. They should speak with staff to make it aware of the way that they would like to be supported when using assistive technology to reduce the risk of harm coming to themselves or the supporting staff. They should report any faults within their home so that it can be resolved before any injury or harm is caused to themselves or the supporting staff. If they do not have understanding of what faults are then supporting staff should make these known to the individual and support them to make the calls needed to get these fixed. Biv A description of the main points of health and safety policies and procedures To ensure the health, safety and welfare of everyone To protect people from hazards that might occur To control the keeping and use of dangerous substances Bv A list of work activities that should only be carried out after special training Manual Handling First Aid Clinical tasks such as taking temperature or blood pressure, changing dressings Giving Medication Bvi A description of how to access additional support and information in relation to health and safety Health and Safety is very important so it is always better to ask for more information than to guess and get things wrong. You might need extra information relating to legislation and guidelines, actions to take to ensure safety, concerns you have about a situation or person,  unhappy about the risks from a piece of equipment or another hazard or unclear about who has responsibility. If you need additional advice or support you should talk to your line manager, if your manager is unavailable and you are unable to find the information you need in your employers policies then the health and safety executive (www.hsc.gov.uk) should provide all the information you need. Trade Unions may also have the information that you need. Task C – Case Studies Ci Define the term ‘hazard’ and ‘risk’ The term hazard means something that could cause harm, danger or adverse health effects to an individual and the term risk means the likelihood or probability of a hazard causing harm to the individual. Such as a spill on the floor is a hazard and slipping on the wet surface is the risk. Cii Identify the hazards and risks in the case study above The hazard is a burs pipe in the roof and water running down the light fitting and onto the bathroom floor. The risks are that the individual that Winston is visiting may slip on the water and harm himself or he may get an electric shock as water is running into electricity or due to the water in the roof it may cause the ceiling to fall in. Ciii Explain how and when you would report the risks you have identified Firstly Winston should make sure his client is in a safe place and then turn off the water and electric at the mains. He would need to then report this straight away to his line manager and then get in touch with either the landlord or a plumber and an electrician and inform them of the burst pipe so that they can make arrangements for it to be fixed as soon as possible. Civ Describe how a risk assessment might help reassure Ellie’s mum and ensure Ellie’s safety By having a risk assessment in place for Ellie making her own way on the bus to the group the social worker will of identified all of the possible hazards and the level of risks connected with these. The social care worker will have come up with ways of avoiding these hazards which will ensure Ellis safety and Ellie’s mum will feel reassured Cv Describe how a social care worker should use the risk assessment to ensure Ellie is safe during the journey To make sure Ellie is safe during the journey the social care workers should follow the risk assessment as it will state all the risks to Ellie during her journey and will include what needs to be done to reduce the likelihood of the risks. It is the responsibility of the social care worker to make sure that they are aware of the risk assessment and if there is anything that they do not understand then they should seek additional advice from their line manager straight away. It is also the responsibility of the social care worker to report any changes that need making to the risk assessments as soon as possible to their line manager. The risk assessment must be up to date and revised as often as necessary for the safety of Ellie and the people that are working with her. Task D – Short Answer Questions Di List three hazardous substances that can be found in an adult social care setting 1. Cleaning Chemicals 2. Medication 3. Clinical Waste Dii Use the table below to describe safe practice for the handling of each hazardous substance Medication Body Waste Cleaning Fluids Storage The medication should be stored in a locked cabinet out of reach, only the authorised person should have the key for the locked cabinet, the cabinet should be at the correct temperature the medication needs to be stored at. The medication must stay in the packaging the pharmacy dispensed it in Body waste should be stored in a yellow bag sealed and put into the designated place ready for collection somewhere that will not cause infection risks. Cleaning fluids should be kept in a safe place preferably in a locked cupboard and in line with the manufacturer’s instructions. All cleaning fluids should be stored in the correct bottles with the correct labels on them. Use The staff giving medication must have appropriate training in the administering of medication. When handling body waste you should always be wearing protective clothing such as gloves and aprons, you should also make sure you wash your hands after handling body waste. When using cleaning fluids you should always follow the manufacturer’s instructions and wear protective clothing such as gloves and aprons. Disposal The correct method of disposal is to return any unused medication back to the pharmacy and not put in the bin. Body waste will be picked up from designated area by specialist waste contractors. You should always follow the manufacturer’s instructions when disposing cleaning fluids Diii Identify three common hazards related to handling and storing food 1. Poor hygiene so there is a risk of infection 2. Not reheating food to the correct temperature 3. Storing uncooked meat on the top shelf in the fridge Div Explain how to: a) Store food safely You need to ensure when storing food that you store it at the correct temperature, cover and label the food so that others know when it has been opened and when it will no longer be edible. You need to make sure that uncooked and cooked foods are kept separately to avoid contamination. b) Handle food safely When handling food you should keep yourself clean, you should wear protective clothing, keep the workplace you are working in clean and tidy, you should use separate utensils and other equipment for different types of food such as chopping boards with different colours for cooked meat and vegetables etc, You should wash your hands regularly and thoroughly. c) Dispose of food safely When disposing food you should make sure leftover food is disposed quickly, ensure that the bins are emptied frequently and that and anything that is dropped or spilt is cleaned up quickly. Dv Identify three common signs or indicators of stress 1. Feeling tense, uptight or angry 2. disturbance of sleep pattern 3. headaches/migraines Dvi Give two examples of circumstances or situations that may cause a person to feel stressed 1. One example of circumstances or situations that may cause a person to feel stressed is work pressure, such as if someone has been set some targets to meet within a given time and they are struggling to meet these targets they may become tired and anxious and this may result in them becoming stressed due to a build up of work and feeling that it is on top of  them. 2. Another One example of circumstances or situations that may cause a person to feel stressed is being in debt as this may make them feel that they are unale to cope and, they may be worrying all the time where they are going to get the money from to pay the debt and this may result in a decrease in their self esteem and self worth and make them question their ability to support a family. They may also be worrying that they may be kicked out and have nowhere to live with their family if they dont find the money to pay. Dvii Identify and describe two ways of managing stress 1. One way in which an individual can manage stress is by physical activity, as this uses up the extra energy the body produces when they are stressed, this could be things such as walking, jogging, going to the gym, boxing etc. 2. Another way in which an individual can manage stress is by taking your mind off of the issue for a while by doing something else, by doing this it allowes you to come back to the problem with a clear head later on. This could be doing things such as gardening, going to the cinema, pampering etc. Task E – Leaflet Infection Control Ei A list of the routes by which infection can enter the body Infection can enter the body down the respiratory tract into the lungs. Illnesses such as coughs, colds, influenza and other common airborne infections are usually passed on this way. Infection can enter the body through breaks in the skin. You skin works as an excellent barrier against infection but if you have an open cut then infection can enter the body through the cut. Infection can enter the body down the digestive tract. If you have a drink or eat any food that is contaminated then this can infect your stomach or bowels. This kind of infection usually results in vomiting  or diarrhoea Infection can enter the body through the urinary and reproductive system. This kind of infection can remain localised or sometimes can then get into the blood. Most commonly sexually transmitted diseases infect the genitals. HIV and the AIDS virus is carried in bodily fluids and can be passed on through coming into contact with an infected persons saliva, seminal fluid or blood. Eii A description of how our own health or personal hygiene may place others at risk in the workplace Our own health or personal hygiene may put others at risk in the workplace as it is very important that you wash your hands regularly as if you have come into contact with infections and bacteria and then touch other things then you are leaving them all over and then when others touch things such as the banister on the stairs then they are also picking this bacteria up which could cause infection. You should always wear personal protective clothing when supporting an individual with any form of personal care where you come into contact with bodily fluids such as saliva or urine, this is not just to protect you but to protect the individual you are supporting from any infection that you may have picked up. You take care not to sneeze or cough on others as this could pass on infections to others, You should constantly using antibacterial spray to wipe down all surfaces to prevent cross con tamination. Eiii An explanation of the most effective ways to wash hands 1) Remove any rings or jewellery from the hands or wrists 2) Using warm running water thoroughly wet your hands 3) Squirt liquid soap onto the palm of one of your hands 4) Rub your hands together until you make a lathers 5) Scrub your hands with the palm of your hand over the back of the other hand and making sure you rub between the fingers, the wrists, forearms and under your nails. 6) Rinse off the soap with clean water 7) When turning off the taps use a paper towel to avoid getting bacteria back on your hands 8) When drying your hands use a single use towel or an air dryer 9) When leaving the bathroom try to prevent touching dirty surfaces as you are leaving the bathroom. Eiv A description of how and when to use personal protective equipment You should use personal protective equipment for any procedure that involved bodily contact or means that you will be coming into contact with anybody waste or fluids. This is because it will reduce the risk of infections spreading such as if you get it on your clothes and then come into contact with another person. At the end of each procedure you should take off the protective clothing such as aprons and gloves and dispose of them correctly. You should use new protective clothing when coming into contact with each different individual. Environmental Safety An outline of how to prevent and what to do in the event of: Ev Fire To prevent a fire you should fit smoke alarms and test then regularly and change the batteries annually, never leave the stove unattended when using it, keep portable heaters away from furniture, furnishings and flammable items and when leaving the house make sure you turn them off, Do not leave any electrical turned on when not in use and turn the main switches off when not using them and at night unplug all electrical items that are not being used, if possible do not use multi-way socket adapters and do not run electrical leads under the carpet. In the event of a fire you should call the fire service straight away when the fire alarm sounds. You should try to evacuate the building as fast as possible following the personal emergency evacuation plans for each of the individuals in the building and also following the fire safety procedure. If possible you  should try to get the individuals out of the building if it is safe for you to do so. Before entering any of the rooms with the back of your hand you should touch the door handle to see if it is hot, if it is then you should not open this door as it will let oxygen in and make the fire worse. You should always stay close to the floor if there is a lot of smoke as it raises so you are safer the closer to the floor you are as you won’t be inhaling as much smoke. If possible have a wet towel over your mouth to prevent the smoke getting into your lungs. Keep all doors closed as if you have fire doors then this can give you extra time to get out of the building. Evi Gas Leak To prevent a gas leak you should check that all appliances that use gas are turned off e.g. cooker, fire, radiators. In the event of a gas leak you should dial 999 for help and/or inform your health and safety officer/manager straight away, You should not turn any switches on or off, you should go to the assembly point and remove yourself and others from the building immediately, the incident should also be recorded. Evi Flood To prevent a flood you should make sure that everyone knows where and how to turn the water off and all taps should not be left running in the bath or sink. In the event of a flood you should turn off the water supply, call 999 or inform your health and safety officer immediately, do not turn switches on or off and remove yourself and others from the building as quickly as possible in case water and electric mix as this can be very dangerous. Evii Intrusion To prevent an intrusion you should being vigilant of security of building  i.e. doors, windows and make sure these are shut and locked when you are not home and at night. Do not give out spare keys to others or key codes and follow a procedure check list such as at night going round and making sre all windows and doors are shut and locked. In the event of an intrusion dial 999 and tell them what has happened, if possible go to a room with a lock and lock yourself in there, if not try to get out of the building and take others with you. Eviii Security Breach To prevent a security breach keep all confidential information locked away or passworded on the computer, keep all documents out of sight and never leave them laying about. Keep all doors and windows locked. In the event of a security breach try to leave the building safely with others, dial 999 and report to them.

Essay question Essays - Dentistry, Health, Dental Hygienist

Essay question Essays - Dentistry, Health, Dental Hygienist Essay question: "Describe an occupational health, occupational safety or campus environmental issue relevant to your university/ college or community (provide supporting information, facts and data). Examine and discuss what actions and/or programs are needed to solve this issue." Most have to go through life's struggles of discovering what type of person they are and then eventually who they want to be. For me, this process took minimal searching because I've always known myself to be conscientious of others, caring, well grounded, and passionate about whatever I have my intentions set on. After countless conversations with my dental hygienist, my interest in becoming a hygienist came as a result of who I am and who I wanted to be. While studying for my undergraduate degree in 2010, I had an amazing opportunity volunteering with the Piedmont Regional Missions of Mercy Project. This experience allowed me to help dental patients without healthcare. This allowed me to gain insight to understand the importance of providing patient care and promote good health. As I got older and was able to explore the different fields in dentistry, I knew dental hygiene would be my primary choice. It is the field of dentistry that best compliments the attributes of me as a perso n which gives me an opportunity to help people better themselves with the passion and knowledge I possess. With that and the implementation of my skill set, I would have the opportunity to make it a career. After having the pleasure of working under the exceptional Dr. Garland Davis, it is without a doubt that dental hygiene has become a passion of mine. While being employed for him, I was able to observe, understand, and assist with the tasks that the hygienists and Dr. Davis performed. This allowed me to gain insight to understand the importance of providing patient care and promote good health. Learning, understanding, and completing task that involved the day-to-day operations of the profession provided hands on comprehension and application. This experience was very beneficial and crucial in aiding my learning process with the field. My congruent work experience from past programs has informed me tremendously in the multi faceted nature of health care business. My life goal won 't be accomplished until I can help as many individuals through my work as possible. This degree will not only aid in my achievement, but will give me the tools to have the best career.

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buy custom Dubai essay Over a short time, Dubai has grown from a small town center to a sophisticated city center. Although this is a city that is situated at that the heart of the Muslim world, it has a very thriving nightlife that does not seem to hamper consumers preferences in no significant way. As Rice (2002) observes, Dubai residents do not seem to care what expatriate workers are doing with their nightlife, meaning it does not affect demand of the things that consumers buy in any significant manner. Expatriate workers have a great influence on the bustle of nightlife here since there are very many of them; they comprise about 67% of the entire population. Dubai has many features that are attractive, meaning that a cosmopolitan nature of its nightlife does not seem like a big deal to for consumers. After all, the city is strategically located in terms of proximity to attractive European tourism and economic destination targets. The traditional middle-eastern culture seems like that is what Dubai is all about. With or without influences of the citys budding nightlife, the future prospects for consumers are high. As long as the right marketing styles are put in place, consumers are going to have a great time experience this citys uniquely romantic nightlife. p style="text-align: justify;">Horner (2004) says that Dubai has also gained a positive reputation for the short period that this increasingly developed city is creating investment opportunities and turning real estate investors into multi-billion dollar entrepreneurs. Local in-bound tour operators have said that the nightlife, if anything, makes the city fascinating, such that consumers feel obliged to learn more about what the city has to offer in terms of cultural trends. Dubai has many consumers during the day as well as at night. Many tourists are always booking spaces in new five-star hotels even when owners of these hotels are barely through with the task of popularizing them on the ground and online. Whatever negative perceptions that Dubai may be creating through a liberal approach to nightlife are being compensated for through the city managers efforts to come up with new attractions that feed the curiosity of every visitor who finds time to stop by and take a look of this properly branded city by night. According to Vora (2008), if the nightlife was being experienced prior to 1967, consumers of the citys products would surely think twice about being this liberal, something that would have been considered very non-Islam. Today, the consumer-world, for both muslins and non-muuslins, is very different. Some of the recently completed projects include Dusit Dubai Hotel the Taj Palace Hotel, and the Hilton Dubai Creek, each of which has a capacity of more than 100 rooms. Nightlife in Dubai is fast changing into a form of a trademark symbol that the only thing that one can expect of a modern city with Muslim values. However, it is not possible to rule out instances whereby conservative buyers keep off the streets that boom with western music and where booze flows freely all night long. The number of conservative consumers is expected to remain low well into the foreseeable future considering that the majority of the population in this country is made up of expatriate workers and investors who have been attracted by U.A.E. attractive leasehold property ownership policies. In conclusion, Dubai remains a relatively safe haven in a Muslim region that is always shaken by terrorist threats. Modern consumer shopping tourism trends are rapidly thriving here and the citys rapidly growing nightlife is being seen by some people as contributing rather than inhibiting consumerism trends among Dubai residents. For this reason, Dubais competitiveness as a commercial hub of the Middle East does not seem to be threatened by a simple matter of a rapidly evolving nightlife. Buy custom Dubai essay

Great Depression essays

Great Depression essays I was only nine when the stock market failed in October of 1929. At the peak of the depression we left our home and started for California, where it was said gold was being mined. I was young but I grew fast, learning to fend for myself, to survive on my own. We had been traveling for two weeks now. Where we were heading I had no idea. My mother kept saying we were almost there, that it was just a little further. I didnt know what to believe. It felt like we had been traveling for an eternity. It was the winter of 32, three years after the great stock market crash. Although we packed as much food as we could, it still wasnt enough to get us through several days. We would stop in soup kitchens along the way, to get a free meal. It always felt awkward to me going to places and having people give us food for free, knowing there were so many others starving, scraping for every penny that they could get. I remember the first soup kitchen we went in, Brother Can You Spare a Dime played on the radio as we found ourselves a seat. My father picked up a newspaper sitting on the table. When, finally, he came across something that interested him, I was able to read the title, 12 Million Unemployed across States It just keeps getting worse, I heard him say, more to himself than to anyone else, followed by, hopefully this Roosevelt can do better than ol Herbert. My father always talked of the president that way, with an ol in front. Mother managed a small smile, probably thinking the same thing I was. It quickly disappeared though as the soup was placed before us. There really were no words to describe it, only that I wondered if our old dog would have touched it. But still, we ate it. I suppose youll eat anything if youre hungry enough. When we were done we thanked the gentleman that worked there and my father left a nickel. It was getting late so we ...

Corporate Financial Strategy Essay Example | Topics and Well Written Essays - 4000 words

Corporate Financial Strategy - Essay Example The money spent by the company and the level of the cash flow is considered as the profit depends on getting break even in the marketing and sales of the product. Ans. Sunk cost can be defined as the cost that has been already incurred. This cannot be relevant to the present decisions. The items related with the preliminary engineering should be eliminated from the present decisions. This gives a proper place for sunk cost to be recognised as a separate expense budget and not in the new product proposal. This will make the sunk cost as a factor that will not effect investment decisions that give importance to cash flow more than the income flows. (Columbia .edu team, 2005) 1 Ans. In general the financial analysts have to use capital budgeting decisions in the course of their careers. After valuating the process, they have to answer a yes and no choice to their higher ups. In doing so, they have to consider future cash flows of the project. The cash flows are considered to be more important as they give more liquidity to the project and thus enable the quick returns. This means that the cash flow analysis of the investment decisions concentrate on quick returns rather than heavy returns. This can be termed as the main reason for consideration of cash flow instead of income flow for taking a investment decision. (R. Bruner, 2007) 2 Ans. The incremented cash flows are considered more important than the total cash flows. This is because; the incremental cash flow determines the earnings after tax due to the sales. As the sales increases the earnings will increase. The ratio between earnings before interest and after tax to the sales can give the increment in the cash flow. This increment can be considered as the indicator of the increase in the income that is proportionate to the sales. Though the income increases with the increase of sales the calculation of increment ratio will tell about the level of increase and whether that

Philosophy of teaching paper Assignment Example | Topics and Well Written Essays - 500 words

Philosophy of teaching paper - Assignment Example Thus, firstly I found necessary to provide students with the most basic knowledge, which later they may need to explore a professional field by themselves. I make students learn and understand a wide range of notions, theories and strategies which are commonly considered as classical and also are most commonly implied in professional practice. Despite that it’s a very traditional methodic of teaching, I’m not trying to impose a traditional way of thinking during my lectures. Oppositely, I constantly reveal the strong and the weak sides of every classical concept I’m talking about, and in this way with my own example, I impose the tradition of a critical thinking among student. I encourage questions during lectures and group discussions during seminars, appreciating a new development above a traditional point of view. What defines this new development is a unique impact each student can make on a professional field. Every human being has a unique circle of interests, unique experience and unique environment which make him/ her think the way he/ she thinks. Thus secondly, despite a common lecture material and group dissuasions I provide during my lessons, I encourage students on individual exploration of every topic. There is never a strict limitation on homework assignments and/ or topic limitations on individual projects, and I appreciate the most creative and unexpected cross-topics and/ or cross-field connections students are able to make within the assignment. The only criteria I expect is a practical involving, because â€Å"scientific breakthroughs also come from trying to solve a practical problem† (Shuell). Thus, I encourage students to make connections between a topic and their day-to-day life experiences and â€Å"take advantages of all resources available in the environmentâ₠¬  (Shuell). Yet the more individual and more surprising a point of view is,

The Strategy of the World's Largest Producer of Bearings Case Study - 10

The Strategy of the World's Largest Producer of Bearings - Case Study Example SKF has been contacted by ITC, its major distributor in the United States in order to participate in a reverse auction by Steelcorps, one of SKF's customers through ITC. The process of procurement will award the lowest bid in terms of price for the raw materials that Steelcorp needs, and with SKF as its major supplier of bearings during the past couple of years, the latter is expected to join the reverse auction.Answering the invitation and participating in the reverse auction is not an easy choice to make for the executives of SKF, however. The executives are on a crossroad between two major decisions: to join or not to join the reverse auction.If SKF joins the reverse auction, it signals the whole industry about the change in its value proposition, which is to deliver excellent services at a premium – a more for more strategy in the value proposition matrix (Fathy & Smithee 1999). If it joins the reverse auction where the winner will be determined based on the lowest price o f the bid, the company becomes inconsistent with its strategy and it blurs what its brand stands for; this is one of the considerations. On the other hand, Steelcorp is one of the company's major source of revenues through ITC, its biggest distributor in the US. ITC relies on SKF with the latter's high mark up an allowance for ITC, as ITC needs the profit margins from the SKF sales to Steelcorp in order to boost its profitability. Because of the recession, SKF's revenue targets are 5% lower than the previous year; dropping the Steelcorp reverse auction will also substantially affect its profitability for the current year. These are the complications.

Poverty and Pollution Case Study Assignment Example | Topics and Well Written Essays - 1500 words

Poverty and Pollution Case Study - Assignment Example Of course, the implications come with some benefits of economic prosperity at the expense of citizens’ health and expenditure in their future. It is the price they get to pay for the benefits of harmful investment in their countries. This document discuses human right to a clean and safe environment, justifies the moral obligations of developed countries towards third world countries for their incurred costs, and finally, recommends civil liability and taxations as pollution standards that are fair for global enforcement. Keywords: Pollution, Environmental Degradation, Third World Countries, First World Countries, Economy and Development, Pollution Control, Industrialization, Investment, Cities, Production, Costs, Price, Business, Regulations Pollution can be categorized differently depending on its cause and impact in the societies. It has become a key sensitive area not only at the national level, but at a global governance level, with too many policies being enforced from t he industrialized nations to the third world countries. Effectively, environmental law is a measure expected to preserve the environmental pure conditions by preventing further degradation. However, its application is being taken seriously in industrialized nations unlike in developing nations, who still feel that they need the opportunity to grow, before they apply the law effectively at a pace the industrialized nations have set in their nations. Air and water pollution have taken the lead in bringing serious mass destruction.

Family - its Changes and Values Essay Example | Topics and Well Written Essays - 1000 words

Family - its Changes and Values - Essay Example A person may embrace another person’s difference, while some might totally turn their backs from their families or their families might turn away from them because of dissimilarities. Discussion Individuals have their own identities. No two persons have exactly the same life or desires. Even twins do have their differences, which can result in arguments. Yet these differences should not prevent a family from being a unity. As Goodman put it into context, â€Å"We don’t have to achieve to be accepted by our families. We just have to be. Our membership is not based on credentials on birth (4)†. Regardless of how much changes a person may have in a lifetime, he or she should be accepted by the family where he or she belongs. People or society may not agree as to what the person may become, yet the family should be there when a person needs them. Even the meanest person in this world is still loved by his or her family even if he or she resents them. According to Sen na, â€Å"In death we are each reduced to our essence: the spirit we are when we are born. The trappings we hold on to our whole lives – our race, our money, our sex, our age, and our politics – become irrelevant† (19). A person may have the most luxurious life in the physical world, yet he or she may be the poorest in spirit. Worldly possessions are immaterial to a person in his or her dying days. In the end, no person is spared from death. Though what the person has accomplished in life would often be just a memory forgotten in time, it is not valid as regards his or her family that has always loved this person unconditionally. One may change for the worst, yet there are still people who give love and understanding to this individual even when he or she pretends not to need them. It is a sad reality that people often turn their back away from their families when they have achieved their goals, found happiness and contentment in other beliefs, or when greed and envy have eaten them up from inside. Despite these changes, a mother and a father will always have a space in their hearts for their children who had the courage to stand up on their own and live the lives that they want. It is painful for parents when they see their children go astray. The pain that they feel is not brought about by disappoinment or hate. This feeling of pain is brought about by the affection and love that parents have for their children. No parent would want to see their children suffer or get hurt, and this is a valid statement not only as regards the parents-children relationship but also as regards grandparents-grandchildren or uncles/aunts-nephews/nieces relationships. However, as Senna states, â€Å"†¦the differences between us were real and alive, and they threatened to squelch our fragile connection† (16). The first step in accepting one’s differences, especially in a family, is to acknowledge the difference and make amends. It may not b e an easy thing to make amends with people with whom one has differences, especially when it comes to the delicate topics like religious and political beliefs. One may be discriminated by the society due to his or her differences. However, the most painful circumstances would be when a person is being alienated by his or her own family. This is not to blame the families for the shortcomings or the outrageous actions of an individual. It is just an attempt to trace why such events occurred. A part of accepting the difference is to know where and how it started within

Correction Essay Example | Topics and Well Written Essays - 250 words - 2

Correction - Essay Example As a function of this interpretation, many carry-overs of this school of thought continue to be pervasively manifest in the United States criminal justice system; as well as many others around the globe. Prior to the development of the classical interpretation of criminology, rehabilitation was not even a term or idea that entered into the mind of most systems; rather, retribution was the main goal by which the system functioned. Seeking to expand some on the rather constrained classical interpretation of criminology which has been defined above, the positivist school sought to analyze and understand the way that internal and external factors, outside the control of the individual criminal contributed to the actions that they perpetrated. Prior to this interpretation, criminals and criminology had functioned under the presupposition that any and all crime was merely the result of poor rational choice and not the result of factors that were ultimately beyond the control of the criminal himself/herself. Finally, the neoclassical approach seeks to incorporate several of the aspects of the classical approach as well as more pertinent and recent theoretical approaches and responses to crime and criminology. Rather than seeking to approach crime and its punishment from the one dimensional classical approach, the neo classical approach seeks to factor in such aspects as social contract theory, drift theory, and rational choice theory (Vito et al, 2007). This neo classical approach is still widely utilized today in criminology and retains a high level of respect among subject matter

Poverty and Pollution Case Study Assignment Example | Topics and Well Written Essays - 1500 words

Poverty and Pollution Case Study - Assignment Example Of course, the implications come with some benefits of economic prosperity at the expense of citizens’ health and expenditure in their future. It is the price they get to pay for the benefits of harmful investment in their countries. This document discuses human right to a clean and safe environment, justifies the moral obligations of developed countries towards third world countries for their incurred costs, and finally, recommends civil liability and taxations as pollution standards that are fair for global enforcement. Keywords: Pollution, Environmental Degradation, Third World Countries, First World Countries, Economy and Development, Pollution Control, Industrialization, Investment, Cities, Production, Costs, Price, Business, Regulations Pollution can be categorized differently depending on its cause and impact in the societies. It has become a key sensitive area not only at the national level, but at a global governance level, with too many policies being enforced from t he industrialized nations to the third world countries. Effectively, environmental law is a measure expected to preserve the environmental pure conditions by preventing further degradation. However, its application is being taken seriously in industrialized nations unlike in developing nations, who still feel that they need the opportunity to grow, before they apply the law effectively at a pace the industrialized nations have set in their nations. Air and water pollution have taken the lead in bringing serious mass destruction.

Correction Essay Example | Topics and Well Written Essays - 250 words - 2

Correction - Essay Example As a function of this interpretation, many carry-overs of this school of thought continue to be pervasively manifest in the United States criminal justice system; as well as many others around the globe. Prior to the development of the classical interpretation of criminology, rehabilitation was not even a term or idea that entered into the mind of most systems; rather, retribution was the main goal by which the system functioned. Seeking to expand some on the rather constrained classical interpretation of criminology which has been defined above, the positivist school sought to analyze and understand the way that internal and external factors, outside the control of the individual criminal contributed to the actions that they perpetrated. Prior to this interpretation, criminals and criminology had functioned under the presupposition that any and all crime was merely the result of poor rational choice and not the result of factors that were ultimately beyond the control of the criminal himself/herself. Finally, the neoclassical approach seeks to incorporate several of the aspects of the classical approach as well as more pertinent and recent theoretical approaches and responses to crime and criminology. Rather than seeking to approach crime and its punishment from the one dimensional classical approach, the neo classical approach seeks to factor in such aspects as social contract theory, drift theory, and rational choice theory (Vito et al, 2007). This neo classical approach is still widely utilized today in criminology and retains a high level of respect among subject matter

Swot analysis Essay Example for Free

Swot analysis Essay SWOT Analysis Strength 1. Strong Financial position of P G 2. Brand Loyalty 3. High Quality Products 4. Well known brand 5. Availability of Products in Different Sizes 6. Large Network for Distribution 7. Consumer Trust Weakness 1.Strong competition with clinic all clear 2.Lagging behind Clinic all clear in terms of creative campaign 3. Less popularity in rural areas compare to urban areas in India 4.Higher price than other brands makes it less popular with lower income classes Opportunity 1. Have a Great Opportunity in New developing areas of India. 2. Consumer behavior towards brand loyalty 3. High Rates of Imported Shampoos 4. Increase in the Shampoo consumption due to awareness 5. Heavy investment in the research of Shampoo Threats 1. High Competition in Indian Market 2. Threats from new entrants 3. Threats from plenty other options available to consumers 1. Strong Financial position of P G 2. Brand Loyalty 3. High Quality Products 4. Well known brand 5. Availability of Products in Different Sizes 6. Large Network for Distribution 7. Consumer Trust 1. CLEAR has partnered with the world’s leading dermatologists from the International Academy of Dermatology (IACD) to bring the first ever patented scalp nutrient technology –New CLEAR with Nutrium 10 to its consumers 2. Available in 5 different variants for different types of hair needs 3. Clear brand available in over 14 countries worldwide 4. Clear is the only brand that offers specially formulated Anti dandruff shampoo for men 5. Celebrity brand ambassadors and good advertising Weakness 1. Dominance only in the anti-dandruff shampoo segment, no variants available for normal shampoo usage 2. Multiple re-brandings over the years – Clinic Special to Clinic All Clear to ‘Clear’ at present. Can create confusion about the brand name among consumers. 3. Low market share even in the anti-dandruff shampoo segment as compared to competitors like Head Shoulders Opportunity 1. To align itself to the international quality standards this year Clinic All Clear has been re-launched this year as Clear 2.Introduction of Anti Dandruff Hair Oil that fights dandruff and strengthens hair from scalp, as a brand extension Threats 1.Highly competitive market having many players with similar offerings and cheaper rates 2. PG wrote to the Advertising Standards Council of India, which sought a response from HUL regarding an advertisement of Clear starring Bipasha Basu which had a muted reference to Head Shoulders in the advertisement

Overview of Bones in the Human Body

Overview of Bones in the Human Body The skull is the top of the skeleton and consists of the cranium and mandible. The cranial part of the skull is composed of separate bones united at immobile joints called sutures. These sutures are held by sutural ligaments. The skull is made of compact bone, covered with periosteum, and a layer of diploe. The mandible is connected to the cranium by a synovial joint called the temporomandibular joint. The cranium houses the brain and supports the face. The number of bones in the skull totals 22. The skull bones can be divided into two groups. The bones of the cranium and facial. The five bones of the cranium consist of one frontal, two parietal, one occipital, two temporal, one sphenoid, and one ethmoid bone. The facial bones consist of two zygomatic bones, two maxillae, two nasal bones, two lacrimal bones, one vomer, two palatine bones, two Inferior conchae, and one mandible. In the thoracic cage we have the lateral ribs, costal cartilages, dorsal thoracic vertebrae, sternum, and the xiphoid. The thoracic cavity protects the heart and lungs. This cage also supports the shoulder girdles and upper limbs and attached you will find the neck, chest, and Skeletons and Bones   PG 2. muscles. The sternum or breastbone has three fused bones. We have 12 ribs total. The ribs are either floating ribs or true ribs. The true ribs 1-7 are attached to the sternum. Ribs 8-10 are considered false ribs. The ribs 11-12 are considered floating ribs and do not attach to the sternum. The scapula is a flat, triangular bone which articulates laterally with the clavicle and with the humerous. We have two identical pairs. The clavicles are a pair of long bones that connect the scapula to the sternum. The clavicles are cylindrical bones around 6 inches long. They are located in the thoracic region superior and anterior to the first rib. Each clavicle runs transversely and forms a joint with the sternum on its medial end and the scapula on its lateral end. (Bones: structure and mechanics, Pg. 47) The clavicles, along with the scapulae, form the pectoral girdle that attaches the bones of the arm to the trunk. The sternoclavicular joints are the only bony attachments between the pectoral girdles and the bones of the axial skeleton. Several muscles of the neck and shoulder also attach to the clavicle, including the pectoralis major, sternocleidomastoid, trapezius, and deltoid. The vertebra column consists of 33 vertebrae. The first 24 vertebra are articulating vertebrae, seven cervical, 12 thoracic, five lumbar, and the lower nine are fused. Then following we have five fused in the sacrumand four in the coccyx. The spinal canal protects the spinal cord. The human vertebral column is the backbone or spine, consisting of thirty three in total. The vertebra are small bones forming the backbone and they have a hole through which the spinal cord passes. The ilium is the uppermost and largest part of the hip bone. This bone is wide, flat, and provides attachment points.   The curved ischium forms the lower and back part of the hip bone. This bone is below the ilium and behind the pubis. The superior portion of this Skeleton and Bones    PG 3. bone forms approximately one third of the acetabulum. The body rests on these bones while in sitting position. The pubic bone is the ventral and anterior of the three bones which make up half of the pelvis. The pubic bone is covered the mons pubis. There is a superior ramus and an inferior ramus noted.The pubis is the lowest and most anterior portion of the hip bones of the pelvis. The pubic symphysis, is where the two hip bones of the pelvis are fused together. The humerus is the upper arm long bone, it extends from shoulder to elbow. The proximal end has a smooth round head that articulates with scapula. The cylindrical shaped humerus has two rounded processes called the greater and lesser tubercles. The distal end of the humerus has two articulating surfaces, the trochlea which articulates with the ulna and the capitulum, which articulates with the radius at the elbow. The ulnais a long bone located on the opposite side of the forearm from the thumb. It attaches to the humerus on the larger end and joins with the carpal bones of the hand at its smaller end. It lies medially and parallel to theradius.The forearm has two large bones, the radius and the ulna, of which the radius is the larger bone. The radius is located on the lateral side of the forearm between the elbow and the wrist joints.   The pectoral girdle is the skeletal framework that provides attachment for the scapulas and clavicles.The Pelvic Girdle is composed of 2 hip bones and sacrum. The talus bone, astragalus, or ankle bone is one of the group of foot bones known as the tarsus. The tarsus forms the lower part of the ankle through its articulations with the lateral and medial malleoli of the two bones of the lower leg, the tibia and fibula. The tarsus transmits the entire weight of the body to the foot. The calcaneus or heel bone is a bone of the tarsus of the foot which constitutes the Skeleton and Bones   PG 4. heel. The metatarsal bones, or metatarsus are five long bones in the foot, located between the tarsal bones of the hind- and mid-foot and the phalanges of the toes. (Fundamentals of Anatomy Physiology) The metatarsal bones are numbered from the medial side: the first, second, third, fourth, and fifth metatarsal. A tarsal is considered one of the seven bones of the tarsus. The metacarpals are long bones within the hand that are connected to the carpals, or wrist bones, and to the phalanges, or finger bones. The tops of the metacarpals form the knuckles where they join to the wrist. On the palm side, they are covered with connective tissue. There are eight small carpel bones that sit between the distal ends of the radius and ulna. They have five metacarpals. The size of these metacarpals vary and have different shapes. The phalanges are digital long bones found in the hands and feet. There are generally three noted, distal, middle, and proximal for each digit. The only exception the thumbs and large toes. The fibula is a leg bone located on the lateral side of the tibia, with which it is connected above and below. It is the smaller of the two lower leg bones and the slenderest of all the long bones. The tibia is the larger and stronger of the two lower leg bones and it connects the knee with the ankle bones. The tibia is found on the medial side of the leg next to the fibula. It is the second largest bone in the human body next to the femur. The patella is a circular-triangular bonewhich articulates with the femur and covers the anterior articular surface of the knee joint. The femur articulates with the acetabulumin the pelvic bone forming the hip joint, while the distal part of the femur articulates with the tibia and patella forming the knee joint. The femur is the strongest bone in the body. 1. Briefly identify and discuss the microscopic structures of compact bone Skeleton and Bones    PG 5. Compact bone contains rigid organs that form parts of the endoskeleton. Compact bone assist the body to move, supports it, and protects organs. Compact bone produces red and white blood cells and store minerals. The cortical bone is one of the two types of osseous tissue that form bones. Cortical bone is often most prominent in the human femur and tibia. The outer layer is dense and forms the shaft of the long bones. Compact bone is made up of concentric layers of mineral deposits surrounding a central opening. The cylindrical shaped osteon is the main structure that makes the outer layer of bones hard. They typically run parallel.   The cortical bone is considered approximately 80% of mature bone.   Each unit is generally made up of the Haversian canal, Volkmanns canals, osteocytes, and canalulis. (Bones structure and mechanics, Pg. 212) Compact bone contains a central canal, called the Haversian canal, along with concentric layers of bone called interstitial lamellae. The Haversian canal is actually surrounded with rings of lamellae. Lamellae are made up of bone matrix, collagen fibers, and mineral crystals. Interstitial lamellae are contained in the spaces between osteons. Cancellous or spongy bone has less strength than compact bone and within the Haversian canal is composed of a layer of endosteum. This connective tissue is rich in nerve fibers and blood vessels. Blood cells within the canal carry nutrients and waste to and away from the outer layer of the bone. These systems of canals and lamellae are also called osteons. Spongy bone is hollow and appears like a sponge. They contain thin spicules are known as trabeculae. In between these cavities you will find red or yellow bone.  Volkmanns canals are small channels in the bone that transmit blood vessels from the periosteum into the bone and these canals provide energy and nourish osteons. Trabecular bone is another name for spongy Skeleton and Bones    PG 6. bone and can be found at the ends of long bones. (Haversian system, Pg. 12) Long bones is most of the appendicular skeleton. The ends of the long bones are epiphysis, its shaft is called the diaphysis. The surroundings or periphery of the epiphysis and diaphysis are made up of compact bone. In between long bones are epiphyseal plates and this is the region where bone growth occurs. The long bone is covered of the fibrous sheath called periosteum. The periosteum protects the bone and allows it to attach to other bones.

Standard Oil 1911 :: essays research papers

Standard Oil Case of 1911 Out of the cases decided by the Supreme Court I feel the most influential dealt with the issue of Civil Rights. Two cases in particular that dealt with the post Civil War use of the Thirteenth Amendment were Jones v. Mayer, 1968 and Runyan v. McCrary, 1976. Although the Thirteenth Amendment was added to the constitution in 1865 it was not fully put to use until one hundred years later. That is why I feel that the judgements made by the Supreme Court in these two cases was necessary and showed the way our government can evolve to fit the times. The thirteenth stated that slavery would no longer be allowed in the U.S. unless used as punishment for a convicted crime. After the Civil War many civil rights laws were passed based on the Thirteenth Amendment but were later repealed. Congress drew the conclusion that racial discrimination did not place blacks in servitude. For years after it was believed that Congress did not have the power under the amendment to deal with racial discri mination. In the Jones v. Mayer case of 1968 helped to bring back the power of a lost Thirteenth civil rights law. The law stated that all citizens of The United States had the right to purchase, sell, or rent any territory that could be enjoyed by white citizens. Jones had sued Mayer because he refused to sell him a home because he was black. The Court decided for Jones saying the Thirteenth Amendment abolished slavery and gives to Congress to abolish the "badges of slavery." In the 1976 Runyan v. McCrary case, two black students had been refused admittance into two private schools in Virginia. The Court applied another 1866 law that stated all citizens of The United States had the right to make and enforce contracts as do white citizens. Since the schools went against their publicly advertised admissions contract the Court decided for the students. These two cases are very influential because they used the Thirteenth Amendment to give Congress the right to do away with any rem aining "Badges of Slavery." Two cases that were not justly decided were Plessy v. Ferguson and Michael M. v. Superior Court. In Plessy v. Ferguson the Supreme Court decided that having separated but equal facilities was constitutional and did not inflict a "badge of slavery." However this gave people the right to segregation and discrimination which is unconstitutional.

History Of Hockey Essay -- essays research papers

For more than a century, hockey historians have found that precisely tracing the sports origin is not only a difficult task but, a virtual impossibility. Therefore I can only try to deduce for myself, from the records, claims, and accounts, which are available to me, when, where, and by whom the first ice hockey was played. I’ll also discuss the early problems and obstacles that the NHL encountered. Plus I will also tell a little bit about early equipment, along with early game play and ice conditions that players encountered. Lastly, the Stanley Cup, which is the most prized and oldest sports award of the NHL. It has been won many times, by many different teams. Ice hockey is traceable to games played on fields as far back as nearly 2500 years ago. In 478 BC, a Greek soldier, Hemostocoles, built a wall in Athens which contained a sculpture scene portraying two athletes in a faceoff-like stance holding sticks similar to those later used in field hockey. (Hubbard & Fischle r, page17) Perhaps native Americans were the first to play hockey like games. The Indians of Canada invented the field game lacrosse, which is known by the legislative act as Canada’s and national sport. The Alogonquins who inhabited the shores the St. Lawrence River played an ice game that was similar to lacrosse called "baggataway," played without skates and with an unlimited number of participants. French explorers who visited the St. Lawrence River area and northern areas of United States in the 1700’s witnessed these matches. (Hubbard & Fischler, page17) According to the dictionary of language of Micmacs Indians, published in 1888, the Micmacs of eastern Canada played an ice game called "oochamkunutk," which was played with a bat or stick. Another ice game played by the Micmacs was "alchamadijik," which was referred to in legends of the Micmacs, issued in 1894. (Hubbard & Fischler, page18-19) Early hockey-like games that came from across the Atlantic include the Field game Hurley from Ireland, field hockey from England, and the ice games English bandy and Kolven from Holland. Hurley is a ground game that is still popular in Ireland. It was originally played by an unlimited number of players representing one parish against another. A flat field hockey-like stick and a large ball were used. Irish immigrants, who came to work on the Shubenacadie C... ... to an end. 1918-19, The NHL continues to suffer bad times in the second season. Crowds remained sparse, even though the league tried to elict interest by adopting new rules to make the game faster and more interesting. During this season an very unusual thing had happened, for a first time ever the Stanley cup was not awarded, the reason why it was not awarded is because Canada was in the midst of a lethal flu epidemic in the which touched the a Stanley cup teams. The flu sent many players to the hospital, tragically some of them died 6-8 weeks later. Therefore the competition was held off and a cup of was not awarded. Never again has the Stanley cup not been awarded after post season. (Hubbard & Fishler, page 55-68) Over the years the NHL suffered similar obstacles, financial problems, wars, and the lack of fans, to about the 1924-25 season. After that season times started to become easier. More profit was being made by the owners, and more fans were attending the games. Ho ckey was becoming one of the most popular sports in all of Canada, which quickly spread to the U.S. Nowadays hockey is one of the most profitable and enjoyable sports throughout North America and Europe.

Distributed Leadership Essay

Leadership is the important activity that motivates an individual to achieve the predetermined objectives. This motivation nurtures inspiration that boosts us towards the goal. Now, comes the discussion of whether the leadership can be centralized or it can be distributed among various people. Once we start the discussion of distributed leadership, it should also be known whether it is a horizontal or vertical distribution. Horizontal distribution means distributing the leadership among the same level of people whereas vertical distribution again forks into top-down distribution and bottom-up distribution. Exploring these different approaches we identify two dimensions along which to consider the knowledgeable changes they raise about measuring how school leadership is distributed across school staff – data source and data focus. We should also observe the variations between schools and between activities that are adapted for distributing the responsibilities of leadership. Let us also consider different ways of studying how the work of managing and leading schools is distributed among people in schools and the methodological and philosophical pros and cons involved in this work. If we closely observe the daily lives of schools, we can think from a distributed perspective which has the potential to provide useful insight into how management and leadership unfold themselves. In the process of distributing the leadership, we can identify numerous entities in the school across which leadership can be distributed, including people in the aspects of the situation such as routines and imaginations. While there have been recent advances in articulating the conceptual frameworks for distributed school leadership, the empirical research base in this area is less developed. With a few exceptions, most empirical work has involved small samples of schools. While performing this study of distributed leadership, we come across two important observations to be made: Across which school actors do researchers hypothesize leadership and management is distributed? What aspects of leadership and management work are hypothesized to be distributed across people? These two questions lead to many sub questions like: Who should provide evidence of distributed leadership? Leaders, followers, or both? Among leaders, should researchers seek evidence on formal leaders, informal leaders, or both? Should the proof on distributed leadership come from self-reports or from more objective measurement plans such as the reports given by others through surveys? How do these various methodological choices about measuring the distributed leadership affect the validity of data? We can use multiple ways of identifying actors within schools among whom the work of leadership and management might be distributed. A distributed perspective serves as a new conceptual frame. It helps us understand leadership practice and how leadership practices might work more effectively in the context of schools. It is not a type of leadership or a style of leadership. It’s not a model of leadership. It’s not something you place on top of a school and say, ‘Now you are doing distributed leadership. ‘ A distributed perspective is thinking about the situation as an integral part of the leadership context; it is an integrated view of leaders’ thinking, their activity and behaviors, and the situation. The distributed perspective focuses on leadership activity. In an organizational context, leadership activity might be trying to sell a vision in the context of the school or trying to transform the instructional practice in particular classrooms within a school. It is the activity that we are trying to understand. Think about the constellation of people who are involved, how the context shapes what happens with that activity, and how artifacts might be an integral part of that activity. The distributed perspective is integrative thinking about all of those pieces and on leadership activity itself. The roots of distributed leadership is an outgrowth of activity theory and distributed cognition. Activity theory is about how an activity system works. Think of the cockpit of an airplane – the people in the cockpit, the instrument panel, the people who are trying to help the plane land – and try to think about the activity of landing the plane not as something an individual person does, not as something the instrument panel does without the people, not as something a pilot could do without the air traffic controller. Try to think about the whole activity system. This is comparable to what is meant by leadership activity. With distributed cognition, we are trying to think about how sense making is stretched over social interaction and artifacts in an environment. The context and social system matter. Distributed cognition suggests that people’s thinking and actions don’t happen in a vacuum. Thinking happens through social interaction and interaction with the environment. These impact how the leadership activity happens. Distributed leadership integrates these central ideas from activity theory and distributed cognition. We think of leadership as an influence relationship – the ability to influence the practices of others in ways that bring about a ‘major change in form, nature, and function of some phenomenon. But distributed leadership moves beyond trying to understand leadership through the actions and beliefs of single leaders. It is constituted through the interaction of leaders, teachers, and the situation as they influence instructional practice. Distributed leadership is a powerful way to understand leadership activity in schools in more complex and interconnected ways. Distributed leadership can also be called as ‘dispersed leadership’, ‘collaborative leadership’, ‘democratic leadership’ and ‘shared leadership’. ‘Dispersed’ appears to suggest leadership as an activity that can be located at different points within an organization and pre-exists delegation which is a conscious choice in the exercise of power. The idea of dispersed leadership is captured by David Green’s term ‘leaderful community’ which involves a community in which people believe they have a contribution to make, can exercise their initiative and can, when relevant to the task in hand, have followers. The Collaborative leaderships operates on the basis of ‘alliance’ or ‘partnering’ or ‘networking. ’ Network learning communities, sponsored by NCSL are an expression of collaboration across the boundaries of individual institutions. Collaborative leadership may also apply to an ‘inter-agency context’, expressed in schools’ joint work with community agencies, parents, teacher groups, and other external stakeholders. Leadership as ‘democratic’ is by definition antithetical to hierarchy and delegation. Elsbernd suggests four defining characteristics (i) a leader’s interaction with, and encouragement of others to participate fully in all aspects of leadership tasks (ii) wide-spread sharing of information and power (iii) enhancing self-worth of others and (iv) energising others for tasks. Democratic leadership can either take the form of consultative (where a leader makes a group decision after consulting members about their willingness) or participative decision-making (where a leader makes the decision in collaboration with the group members – often based on majority rule). Shared leadership is best understood when leadership is explored as a social process – something that arises out of social relationships not simply what leaders do. It does not dwell in an individual’s qualities or competencies but lies between people, within groups, in collective action, which defies attempts to single out ‘a leader’. A common message that runs through these definitions is that leadership is not the monopoly of any one person, a message that is central to the notion of distributed leadership. In distributed leadership, it is not only the headteacher’s leadership that counts but also the leadership roles performed by deputy heads, substantive teachers, support teachers, members of school councils, boards or governing bodies and students. Leadership is ‘dispersed rather than concentrated’ and does not necessarily give any particular individual or categories of persons the privilege of providing more leadership than others. In this light ‘distributed leadership’ cannot be said to be a new leadership technique but rather an intellectual label that seeks to re-enforce the fact that leadership needs to be a shared activity in schools. It should therefore be conceptualised, not simply as another technique or practice of leadership, but, just as importantly as a way of thinking about leadership in post-heroic terms rather than a heroic phenomenon. In this way, we can distinguish clearly between delegation – as a heroic phenomenon – in which distribution is initiated solely from the top (headteacher) and distributed leadership – as a post-heroic phenomenon – in which distribution does not solely depend on the headteacher’s initiative. Everyone in the schools should have the opportunity to exercise leadership from the youngest child through out and not just a selected few (Secondary head) and problems in the schools should be dealt openly and honestly with the involvement of other people (secondary head). Staff who have only been in the school for a short time could also be school leaders in that they show by their personality, by their vision, by their jobs, commitment, expectations and values that they have got the capacity to lead. In a sense, anyone can be a leader. It is a process that a lot of staff can demonstrate. Formally, the process of distribution is initiated by the headteacher who identifies and delegates leadership responsibilities to individual teachers. Schools, in some places are structured in terms of designated leadership and managerial roles through which the headteacher delegates responsibility. Such delegations may be driven by a headteacher’s recognition that others have expertise that he/she does not have. Distributed in this way, there is an expectation of delivery and the headteacher’s role is to ‘support and provide’. The formality characterising the distribution process gradually leads unto a less formal or informal approach as headteachers develop trust in their teachers and become more confident in teachers’ leadership capabilities. As headteachers become more comfortable with their own authority and feel more able to acknowledge the authority of others they are able to extend the compass of leadership and to ‘let go’ the more. This is evident in one headteacher’s comment: ‘I think initially from top-down through delegation and as it progresses it becomes both bottom-up and top-down. People who show willingness to take some levels of initiative from any direction are really encouraged. And I love to see it really happen and that’s when I become happy’.