Midterm Essay Essay

Briefly identify and explain the key differences and similarities regarding the UCR, NIBRS, and NCVS programs. The Uniformed Crime Reporting (UCR) Program displays crime data for the United States, as well as for states, cities, counties and colleges. This allows for a comparison among neighboring jurisdictions and among those with similar populations and other common characteristics. The National Crime Victimization Survey (NCVS) collects information on the frequency and of crimes such as rape, sexual assault, aggravated and simple assault, household burglary, theft, and motor vehicle theft. Both systems report different types of information and different details. The UCR program displays statistics for law enforcement administration, operation, and management. The UCR program utilizes what is called the hierarchy rule. If more than one crime was committed by the same person and the time separating the crimes was minor, then the crime highest in the hierarchy is the only crime reported. This seems like a very inaccurate method of recording data, one would assume that all records of offenses were taken into consideration for reporting purposes. The NCVS program collects information on crimes by individuals and households while also providing information on victims such as age, sex, race, marital status. The difference in the two programs is that each serves a different purpose in reporting. The UCR reports information for law enforcement, operations and management. The NCVS provides information about each crime, its victims and the offenders. Summarize the evolution of the criminal justice system in America. Identify and discuss at least three (3) key U.S Supreme Court cases that have had a significant impact on the issue of individual rights versus public order, with respect to arrest, search, and seizure. In modern day America, the public’s view on the typical criminal has shifted from seeing him or her as a victim of social and personal unfortunate circumstances to seeing him  or her as a dangerous predator who takes advantage of the rights and privileges of citizens (Schmalleger, 2014). An example of a Supreme Court case that had an impact on the issue of individual rights versus public order is McCullen v. Coakley. Individuals claimed that a â€Å"buffer zone† around an abortion clinic infringed upon their First Amendment rights to free speech by communication with patients less effective (Takeway). This relates to the possibility of an arrest if the protestors are blocking the entrance to an abortion clinic or physically harassing a patient. In 1995, the Supreme Court ruled that officers must knock and announce their identity before entering a dwelling even if they hold a search warrant (Schmalleger, 2014). In January 2012, the Supreme Court ruled that the FBI needed a warrant to attach a GPS device to s suspected drug dealer’s car. This ties into the search and seizure topics and preserves the individual rights of the suspected drug dealer. After all, the individual is just suspected of being a dealer, there is no hard evidence. In general, outline the police mission, operational strategies, styles and the legal and ethical aspects of policing today. The police officer mission consists of five components, enforcing the law, apprehending offenders, preventing crime, preserving the peace, and providing the community with needed enforcement related services. Law enforcement has a chain of command just like the military with three policing styles that vary by department and region. The watchman style attempts to achieve â€Å"order maintenance†. The legalistic style attempts to enforce the letter of the law. The service style attempts to meet the needs of the community and serve its members. In general, police officers are mandated to stay within the Fourth, Fifth and Sixth Amendments. All law enforcement officials regardless of status or rank should be held accountable for their actions however, this is not always the case. There are three methods that guide American policing. Strategic policing retains the goal of professional crime fighting but enlarges the target to include serial offenders, gangs and criminal associations. It makes use of technology, intelligence operations and undercover stings (Schmalleger, 2014). Problem solving policing assumes that crimes are caused by social conditions within the community and that they can be controlled by addressing social problems (Schmalleger, 2014).  Lastly, community policing supports the use of partnerships and problem solving techniques to address the issues that cause crime. (Schmalleger, 2014). Ethical issues that plague law enforcement vary. Racially biased policing in which police officers are viewed as biased for example, taking that a predominately African American neighborhood is full of criminals. The use of excessive and deadly force is another issue in which police officers either use too much force in the apprehension of a suspect or cause death or great bodily harm (Schmalleger, 2014). What is the dual-court system? Identify and explain the three levels of characteristic of the federal judiciary. The dual court system is the result of general agreement among the founding fathers about the need for individual states to retain significant legislative authority and judicial autonomy separate from federal control (Schmalleger, 2014). The three levels of characteristics of the federal judiciary are the district courts, the courts of appeal and the Supreme Court. The district courts are composed of 94 judicial districts . Federal district courts have jurisdiction over all cases involved alleged violations of federal statutes. The 94 judicial districts are organized into 12 regional circuits each with a court of appeals. The court of appeals hears appeals from district courts within its circuit (Schmalleger, 2014). These courts are also known as circuit courts. The U.S. Supreme Court is the top federal court system in the U.S. It is comprised of nine justices with eight being associates and the ninth being the chief justice (Schmalleger, 2014). The Supreme Courts’ decisions affect the United States by deciding what laws and lower court decisions are in line with the Constitution. Identify and describe the various pre-trial stages of criminal trial. There are various pre-trial stages in a criminal trial. It begins with an arrest when the person is taken into custody. The first appearance is when the defendant appears before a judge. The legality of his or her arrest is contemplated and the defendant is told what he or she is being charged with. The accused will either be kept incarcerated without bail or with bail, the latter being money paid by the arrested in exchange for release. The next stage is the pretrial release in which the accused person is released from custody before or during prosecution. However, there is a condition; the  accused person is required to appear in court when told to do so. Plea bargains are also negotiated. The defendant can agree to plea guilty to a lesser charge than the one he or she is being accused with. A lesser punishment may be in order if they are being accused with multiple offenses. A plea bargain is a debate or negotiation between the defense counsel, defendant and the prosecution. Normally criminal cases end at this stage in order to reduce time and money. References Schmalleger, F. (2014). Criminal Justice: a brief introduction, (10th ed) Upper Saddle River, NJ: Pearson/Prentice Hall. Takeaways From Supreme Court Rulings On Buffer Zones, Recess Picks. (2014). National Public Radio.

Gatsby’s Attraction to Daisy Essay

In the novel ‘The Great Gatsby’, by F. Scott Fitzgerald, the main character – Gatsby – is in love with Daisy Buchannan. Moreover, the protagonist’s love for the young woman is the result of the objectifying and romanticizing of the latter. Throughout the novel, Nick shows Gatsby as the epitome of grandeur and the American Dream. Gatsby’s greatness, however, lies in his ability to pursue his dreams and, from them, create realities. This is the very case with Daisy. The main character feels attracted to her because she represents everything he ever wanted: wealth, glory and a high-class status. Without question, Gatsby is driven to desire Daisy because she is â€Å"dressed in white† (pg. 65) and other officers â€Å"demanded the privilege of monopolizing her† (pg. 65). It is important to note how Fitzgerald uses the word monopolizing instead of others that would set a more romantic tone. This is, however, because, in Gatsby’s eyes, Daisy is a trophy or a prize. And, thus, Daisy being such a big reward or achievement for Gatsby, he tries to attract her with exuberant parties. Furthermore, the fact that Daisy is so used to the upper class and ridiculous amounts of money also makes Gatsby find her â€Å"excitingly desirable† (pg. 28). It is not Daisy’s beauty or smile that wakens Gatsby’s heart; it’s the fact that her mansion was a thing â€Å"as casual to her as his tent out at camp to him† (pg. 128). We can see that Fitzgerald is trying to show to the reader why is that all the extravagant qualities Daisy possesses are so attractive to Gatsby; she, like money, represents the American Dream- the illusion of greatness and superiority. It is also important to see the words Fitzgerald uses when Gatsby describes Daisy. The fact that many others also desired the young lady, the main character says, â€Å"increased her value in his eyes† (pg. 128). The word value is, in a way, the summary of how the protagonist sees Mrs. Buchannan. It is not her beauty, her kindness or her personality – which behind Gatsby’s illusion is completely amoral and unethical –that makes Gatsby so interested in her. It’s her value; as if she were an expensive piece of jewelry to buy as a collection or a business to invest in. Nonetheless, it is what attracts Daisy that also attracts Gatsby. Because she’s attracted to â€Å"pomp and circumstance† (pg. 66), it adds to her value. Since he was very young, Gatsby fell in love with wealth and high-class standards, and though he never belonged there, he also desired the supposed ‘greatness’ that came with them. Daisy, in the main character’s eyes, is the representation of these very things. In conclusion, we can see that Gatsby, after creating an unreal version of Daisy, wants her more as an object than as an actual woman. Thus, the protagonist is attracted to her social hierarchy, her wealthy lifestyle and her popularity.

Athens vs. Sparta Reflection Essay Essay

As all civilizations do, Athens and Sparta have provided many things for the modern world. And as everything else, both have their strengths and weaknesses. Athens focused more on education and the arts while Sparta revolved around military strength and battle. Because Sparta had such a massively influential military, we use tactics and strategies derived from them even today. They invented the Phalanx; a military formation of standing closely packed and moving forward slowly to break enemy lines. Spartans also conceived the idea of militaristic schools. They were also the first to enforce conscription. The Spartans would also train their women to fight for themselves so they would be prepared to defend their homes and lives if there was ever an invasion. They also had many more rights than in the other city-states. They could own property, talk to other men aside from their husbands, and be physically educated. Women were not useless. This ideal planted the seed for our way of society today. Athens, on the other hand, dedicated itself to the arts and architecture. Which we do see traces of in the works of the modern world. The Athenians also practiced the first notion of democracy. Although, only men could vote. Women, children, nor slaves had that privilege. They were not citizens. Girls were educated (cleaning, cooking, and sewing) until the age of 15, when they were married off to an older man. Before Athens, Greece had no large architecture; only what was necessary. They developed the idea of having large, ornate building built from mud, clay, terra-cotta, marble, and eventually stone. Many of which still stand today. The Athenians used a system of terra-cotta tubing underground to distribute water throughout the city. This led to a boost in the economy and the workings of plumbing today. They used trial by jury and produced some of the best philosophers of both their and our time. Despite being rivals, both Athens and Sparta (and the rest of the city-states in ancient Greece) came together for the Olympics. They put aside their differences for that short time and honed their dislike for each other into beating them at the games. The tradition of the Olympics has carried on for about 2700 years from ancient Greece. In conclusion, both were colossally important. They both have their pros and cons. They’re so enormously different but both prospered because of totally different reasons. Sparta: strong, fierce, striving for absolute perfection in their citizens and warfare. And then Athens: philosophical, educated, and artistic. Their economy was largely different. As was their government, gender roles, social structure, education, and many other things. If they had put aside their differences and worked together, they would have been able to achieve far more than they did separately.

Chicago Bulls and DNA Testing Essay Example | Topics and Well Written Essays - 750 words

Chicago Bulls and DNA Testing - Essay Example As the discussion outlines, a DNA test would have detected any anomalies in their systems and would have given the club’s medical team a head`s up and thus prevented these situations. It is crucial for professional athletes especially the ones whose families have a history of these diseases and complications to undergo a DNA test. Examples of such diseases include heart diseases, blood pressure complications, asthma and hypertension. If the symptoms are detected, the medical team can determine if the athlete should be allowed to play or not, it all depends on how the level of the threat posed by the discovered signs is handled. There are no clear laws that prohibit or disallow DNA testing although some players feel that the club asking for a DNA test is abusing its powers. The club and the affected individuals to decide on whether the test should be conducted. Clubs and professional sports associations conduct DNA tests for different reasons. Some clubs especially in Major Lea gue Baseball conduct these tests to insulate themselves from lawsuits and spending of millions of dollars on players` medical bills and lawsuits. In the recent past, sports prospects from the Dominican Republic often lie about their age to gain access in the United States where they are offered millions of dollars only to find out that the player lied about his age and name. Clubs also perform the tests to prevent any future situation that may arise from earlier detected complications and spare the fans from witnessing terrifying spectacles as players collapse while playing on the field. Some countries such as Australia have made strides that ensure predictive genetic information cannot be used to make decisions affecting employment and this law extends to professional sports.

The causes of the Korean War Essay Example | Topics and Well Written Essays - 3750 words

The causes of the Korean War - Essay Example On the other hand, South Korea was being led by Syngman Rhee, a nationalist and was receiving by members of the United Nations and the United States of America. Since the Korean War ended in a truce, there is a presence of the US soldiers in South Korea. This is because, officially, officially, North and South Korea are still at war and thus, there is need to ensure that the US soldiers can make timely military intervention, in the event that North Korea makes an invasion on South Korea. The same truce ensures that South and North Korea remain divided by the 38h parallel. In light of the gravity of the Korean War, the causes of the Korean War must have also been not only serious, but also cutting across socio-economic and political issues, as shall be seen in the discussion which ensues forthwith. There are scholars such as Brune1 who point out that the historical relationship of the two states also served as a strong run-up to the Korean War. As provisional governments, the North an d South divisions competed vigorously over the control of the Korean Peninsula. This always made the major surrounding players in international politics [Russia, China and Japan] to yield to the temptation of interfering with the political situation in the Korean Peninsula. ... Specifically, Kim II-Sung had made efforts to create a Stalinist empire which was built on communist ideals. This regime came complete, having a well established army known as the North Korean People’s Army (NKPA). NKPA was more than adequately stocked with Russian guns, tanks and artillery. On the other hand, South Korea had an unstable political situation. However, the political and economic situation in the United States began to change when the United States began to support Syngman Rhee as the head of the South Korean state. In the mind of the Soviet Republic, if America was going to continuously fund Rhee and South Korea, then it (Russia) was going to lose its grip on the North. This is because, with the large amount of money that the US had and was ready to spend on its allies, pressure would mount in the north to develop a friendlier outlook towards the United States. Thus, the Soviet Union sought to strengthen its hold on North Korea as hard as possible. This state of affairs continued to worsen the state of antagonism between the US and the Soviet Union over the affairs of the Korean peninsula. Later, tension and the competitive spirit between the Soviet Union and the US continued to mount when the political leaders who were being backed by the two political rivals ascended the seat of the head of the executive. On 10 May, 1948, the south held its general elections which saw Syngman Rhee become president. In response, the Soviet Union supported Kim II-Sung politically so that he was declared Prime Minister of the Democratic People’s Republic of Korea on 19 September, 1948. These events made it clear for the two political rivals that

Human Resource management Essay Example | Topics and Well Written Essays - 2000 words

Human Resource management - Essay Example In this era of globalization and organizational integration, adopting selective hiring strategies is necessary to achieve a huge competitive advantage over rivals. The employees are expected to contribute to extensive product development and process cycles, in which human resource plays a cardinal role for success (Bergwerk, 1988; Armstrong and Taylor, 2014). A constrained labour market in some economies creates a pressure on HR professionals to recruit the most-efficient task-force. Time becomes a challenging factor in establishing a sound and efficient internal recruitment system (Beaumont and Hunter, 1992; Hallier, 2001; Henderson, 2011; Beaumont and Hunter, 1992). Nowadays, demographic shifts across different economies are creating problems of getting the efficient labour force and the recruiting appropriate manpower. The problems of attrition and displacement of workforce happen almost every year. This leads to a high turn-over and shortage of talented candidates, to be retained for a long time in companies. The purpose of the present study is to investigate the recruitment and selection practices utilized in a heavy manufacturing sector of the UK. Knowing the good staffing practices by the HR department in an organization, it is necessary to procure employees with good academic record, knowledge, skills and attitude (Belbin, 1981; Bergwerk, 1988; Cook, 2009). This approach results in higher productivity from even newer employees in an organization. Therefore, knowing about the recruitment and staffing practices, particularly for a manufacturing sector, should be used as a frequent practice in organizations (Beaumont and Hunter, 1992; Armstrong and Taylor, 2014). This paper therefore begins with trends in the high value manufacturing labour market of the UK and moves ahead to identify the gaps in the system. On the basis of the case analysis of a heavy diesel equipment manufacturing company in UK, Cummis, this

95 Theses Essay Example | Topics and Well Written Essays - 500 words

95 Theses - Essay Example The corrupt practice of selling indulgences meant that salvation is in the hands of religious figure, which Luther completely defied in 95 these. He believed that the core idea of Christianity was to follow God’s commands so to gain his grace and this qusai practice enabled the poor or rich sinners to purchase salvation through Church issued bonds instead of seeking repentance from God (Iclnet.org, 2014). 95 theses contained a list of question for the religious authorities in a humble and academic manner, which does not contain direct criticism, but a recap of preaching of the religion itself. Luther focused on the fact that God seeks obedience from his creation if faith is not shown through the action of believer; he is not obedient at all and neither faithful to his creator. Thus, faith and deeds go hand in hand for the sake of salvation, which is only granted by God and none other authority of the world (6). In the middle ages, Catholic Church practiced the idea that through good deeds salvation can be traded, but this also required God’s will and grace. In 1517, the construction of Basilica of St. Peter inau gurated the trade of indulge purchasing practice. The aim was to raise funds for the construction, but the method adopted for it was highly controversial and faith twisting. Thus, Luther urged the Pope to invest his personal money in the construction instead of issuing these illegal and meaningless bonds to fool innocent believers. In the theses 20, he elaborates that the pope has no power or authority to eradicate any penalty imposed by the God, but the only penalty he can wave off is either imposed by him or the Church. Hereafter by no means is in his hands or in the power of any other mortal authority as the final judgment rests in God’s hands. Selling of indulgences meant that there is no liability of wrong actions on the person himself instead he can buy the indulgence bond

Supreme Court Justice Thurgood Marshall Research Paper

Supreme Court Justice Thurgood Marshall - Research Paper Example Thurgood Marshall was a strong supporter of Martin Luther King and his efforts to liberate the black community from suppression. He has supported the anti-colonial struggles in Asia and Africa. In fact he has travelled the African countries in order to extend his support to the anti-colonial movements. At the same time he supported America’s involvement in the military conflicts with North Korea and Vietnam. Even though many of the Americans opposed the Vietnam War, Marshall was a strong supporter of Vietnam War as the Solicitor General and as a Supreme Court Justice. Many people believe that Marshall supported Vietnam War in order to avoid a possible clash between American judiciary and Executive or Legislative branches. Moreover, he was a strong opponent of communism which was another reason for the his support to Vietnam War. â€Å"Justice Marshall was an unyielding opponent of capital punishment, and voted to overturn every death sentence that came before the Court. He proved as strong a champion of freedom of expression as he had been for civil rights† (The Legacy of Thurgood Marshall, p11). Marshall’s effort to stop capital punishment has not been succeeded. Even then he has expressed his strong protest against capital punishment many times. In his opinion, human has no authority to take the life of a person even though it is necessary to punish the criminals. In his opinion, only the creator has the sole right over the life of his creations. At the same time he was a strong advocate of freedom of expression and civil rights. It was Marshall’s belief that government and society must permit each individual to achieve the limits of his or her intellectual and creative ability; to eliminate artificial barriers of bias, prejudice, arbitrary authority or paternalism and to the proposition that the ordinary person, whatever his or her color or sex, needs the protection of law (Shah) He has witnessed many incidents in American society itself with

PQI Management of Suppliers Article Example | Topics and Well Written Essays - 250 words

PQI Management of Suppliers - Article Example Therefore, Tier 1 suppliers should maintain the relationship with PQI. Tier 2 suppliers have the capability to maintain stable supply in the region. It also has strong technical support, and production management ability. Due to this, PQI should continue working with Tier 2 to supply its products in the region. Tier 3 suppliers have low competitive prices, and less ability to produce quality products. PQI should issue warning to Tier 3 suppliers. If the numbers of local customers continue to reduce, PQI should cease working with Tier 3 suppliers and pursue new suppliers. It should share the assessment results because this will enable the suppliers to realize their weakness and improve. This will also enable PQI to keep close relationship with all the suppliers because it wants to take advantage of any technology that might arise. Further, it will be able to minimize on production costs. For instance, maintaining close working relationship with Tier 3 implied that production of die products by a skilled company would play a vital role in assisting PQI to bring new products to the market at a low production cost. 4- The purchasing manager has narrowed its choice of potential supplier for the rush order from the new customer to A, B, and C. If you were Wang, which supplier would you recommend that the purchasing manager place the order with? Explain

Consumer behavior and pruchasing decisions Essay

Consumer behavior and pruchasing decisions - Essay Example It is only through this manner that the understanding between the business world and the consumer can transform into a profitable venture. Customers need the business world to understand them and avail to them what they want. On the other hand, the players in the business world need the resources that the consumer has in order to turn in a profit. Hence the concept of understanding the marketing stimuli is a mutually beneficial affair. This paper then discusses this concept through an analysis of the marketing dynamics and the marketing stimuli in the need to anticipate and fulfill the customer’s expectations and wants. In so doing, the paper will examine several elements under this concept which includes an explanation of how an understanding of consumer behaviour reduces decision risk for marketers in the definition of target markets and the design of marketing mixes, the analysis of the consumer decision making process, the understanding of how consumers evaluate the goods and services they buy and consume, the consumer involvement and types of buying decisions that these consumers make, the cultural factors that influence purchase decisions, the social factors and purchase decisions and the individual psychological factors influencing the purchase decisions. ... Marketing mix and stimuli defined Marketing mix is a concept widely applied in the world of business to ensure that the products that are delivered to the customers fit the four basic dynamics of place, price,  product and promotion. Marketing stimuli takes a look into the four elements as have been analysed in the marketing mix too. However, the marketing stimuli goes further to address other elements namely economic, technological, political, cultural as well as competitive element. For a product to be attractive to the customers, it must be selling at a price that appeals to the specific target of consumers, it must be made available where and when it is needed and a certain degrees of promotion of the product must have been carried out. However, it is important to note that other factors also influence the manner in which the marketing is conducted out. The marketing stimuli as named above clearly shows that the marketing dynamics could also be affected by other external forces . The economic aspect is one of them. If the economy of a country is doing well, then that particular country becomes a target for many marketers and many business people. Technological forces may also affect the marketing stimuli. Without the knowledge and subsequent employment of technology in such a manner that allows for the production of goods in an optimal capacity, there is a challenge of producing products that fit with the consumer’s expectations. The other factors namely political, technological, cultural and even competitive also contribute towards the market stimulation or otherwise. The coca cola brand; brief introduction Coca cola is worldwide recognized brand. They are the makers of the

Cerebral Palsey Term Paper Example | Topics and Well Written Essays - 1250 words

Cerebral Palsey - Term Paper Example In addition to motor dysfunction, cerebral palsy may include learning difficulties, psychological problems, sensory defects, convulsive and behavioral disorders of organic origin’ (cited in Chauhan,1989; p.249). In short, cerebral palsy is a congenital defect and is of non progressive type caused due to developmental defects in the brain that occur immediately after birth, during birth, or before the birth. Usually, children presenting with cerebral palsy are normal but have special needs related to motor, cognitive, social, and psychological functions. Children with the cerebral palsy present with a variety of symptoms or manifestations. However, few symptoms are most common. Like, abnormal muscle tone makes the movement of muscles either extreme or nil. Reflex and postural abnormalities cause the child to have abnormal positions at rest. Delayed motor development causes a delay in the child’s ability to sit or stand on its own. Atypical motor performance such as abnormal gait, asymmetrical hand use, uncoordinated actions, difficulty in chewing, swallowing etc may also be experienced (Yamamoto, 2007). Based on these symptoms, cerebral palsy is classified into three types: spastic type which includes symptoms related to muscle tone; athetoid or dyskinetic that includes symptoms presenting involuntary or uncontrolled movements; and ataxia which includes symptoms related to balancing activities. Immense research and study have been carried out to identify possible risk factors and causes of cerebral palsy. These risk factors and causes have been identified at various stages before, after and during pregnancy. Some risk factors include delayed pregnancy, serial abortions, thyroid problems, seizures, difficult and/or troubled labor etc; infections and injuries during and after pregnancy period; and postnatal issues such as hypotension, sepsis, hyponatremia, nutrition, seizures, etc (Styer-Acevedo, 2008).  

Physics project Maglev Trains Essay Example for Free

Physics project Maglev Trains Essay Maglev trains are the means of transport clear – cut for the rapid and modernised society of the 21st century. With top speeds of 500 km/h the maglev trains can travel as fast as passenger aircrafts for a lower cost and with minimal impact to the environment. They are in fact possibly one of the best discoveries and one of the most promising sector in the future travel industry. The Laws of Physics The Maglev train is based on – 1. Magnetism – When two sets of magnets, one on the guide way and the other on the train have like poles facing each other repulsion takes place. It is this repulsive force that drives the train forward. 1. Electromagnetism – The magnets used are no ordinary magnets – they are electromagnets. A solenoid is made using wires and an aluminium core. When current flows through the wires the magnet is magnetised. The speed of the train can be controlled by the amount of current being supplied to the electromagnets. How is magnetic levitation achieved? There are two ways to levitate the train – 1. Electromagnetic suspension where electromagnets on the train body get attracted to the iron rails. After this, constantly switching the electromagnets on and off at a fast rate allows the train to levitate 2. Electro-dynamic suspension where the magnetised coil running along the guide way repels the magnets on the undercarriage of the train. Both these techniques allow the train to levitate 1 to 10 cm above the ground and give the feeling it is floating in air. How are Maglev trains propelled? Once the train has got levitated power is supplied to the coils in the guide way walls to create a unique system of magnetic fields that pull and push the train. The current supplied is AC, alternating current, and thus it keeps alternating to change the polarity of the magnetised coils. This ensures that any one time the magnets behind the carriage are repelling it to push it forward while the coils in front are attracting it, pulling it forward. This push and pull occurs simultaneously. The Newest Technology Maglev trains regularly reach speeds of 500 km/h since they do not need to resist friction. The only resistance is air resistance. This too can be overcome by building vacuum tubes through which these trains would travel and theoretically speaking such trains could even reach speeds such as 3500 km/h making inter – continental travel possible. Performance Comparison Maglev trains are much more efficient than common trains which run on fuel. Firstly, they are faster since they do not deal with friction. Secondly, they are cheaper since no fuel is burnt during the propulsion and minimal electricity is used since only certain parts of the track need to be energised at one point. Thirdly, it is safer since there is no chance of collision or derailment or at least a very minute chance compared to common trains. Lastly, these trains are much more environmentally friendly since they do not pollute the environment by releasing any toxic gases unlike common trains which do so. Bibliography Information Source The Guide Way and the Undercarriages http://science. howstuffworks. com/transport/engines-equipment/maglev-train. htm Future of Maglev Trains http://www. bbc. com/future/story/20120504-the-floating-future-of-trains How do Maglev Trains Levitate? http://www. lanl.gov/orgs/mpa/stc/train. shtml History and Introduction to Maglev Trains http://www. 21stcenturysciencetech. com/articles/Summer03/maglev2. html Magnetic Propulsion http://ffden-2. phys. uaf. edu/211_fall2002. web. dir/Adam_Caswell/page%201. htm Image Pg No. Source Maglev.

The Concept of Equitable Globalisation

The Concept of Equitable Globalisation Rebecca Knighton Globalisation Debates: The Concept of Equitable Globalisation and the Offshoring of Jobs ‘One of the fundamental questions of todays world is undoubtedly the question of equitable globalisation’, these were the words of Dr Janez DrnovÃ… ¡ek (2004), then President of the Republic of Slovenia, in a speech addressing members of the Alliance of Liberals and Democrats for Europe. In order to realise the importance of that sentence, an understanding must be gained of what is meant by globalisation. A word that Godin (2006) described as a buzzword; globalisation is today used to define, justify and legitimise the interconnectedness of the world. Theodore Levitt and his 1983 article The Globalisation of Markets in the Harvard Business Review are accepted by many commentators as the origin of the mainstream use of the term (Mullen, 2006; Abdelal Tedlow, 2006). Equitable globalisation can be defined as an interconnected world in which progress made is fair and development is impartial. When comparing this ambition to how modern day global relationships operate, it’s clear that globalisation today does not possess these qualities. Joshi (2009) explores globalisation and describes it as the increasing economic interdependence of national economies across the world, attributing this interdependence to a rapid increase in the cross-border movements of ‘goods, service, technology, and capital’, while this idea does not contradict the pursuit for fairness, the real and tangible effects of global interconnectedness do not always embody fairness or impartiality. The debate that will be the focus of this discussion, one that routes from the equality – or lack of equality – within global interconnectedness, is centred on offshoring. Offshoring is the process of moving parts of a business’s operations to a different country – this can be either through subcontracting with a contractual agreement or setting up business further premises in another carrying out tasks there. Mankiw (2004) describes the notion as the latest manifestation of the gains from trade ‘that economists have talked about at least since Adam Smith’, his opinion is that this so-called ‘phenomenon’ (Vedder, Guynes and Reilly 2010) is simply the next step businesses can take to profit in many ways in a progressing business environment. The source of the debate leads on from the aforementioned pursuit of equitable globalisation and the contrasting opinions, and justifications of those opinions, between those who support or dis parage offshoring. The debate itself can be separated between the country a business originates from and its chosen destination of offshoring, arguments from both locations identify reasons either for or against. Throughout the debate, the economic, political, social and cultural elements of this element of globalisation will be examined. The first area of the debate to be examined is the contrasting opinions about offshoring in the country of the business’s origin. For the purpose of this discussion, there will be a focus on the USA. A word that seems synonymous with these contrasting opinions is ‘protectionism’ – Mankiw and Swagel look into the term in their insightful 2006 article and conclude that in different arguments it come with entirely different connotations. Members of the American public are looking for some security and consistency in their job and the services they receive, and the term ‘protect’ is tantamount to this, and something they feel the US Government should prioritise. Brothers Ron and Anil Hira are prominent authors within this globalisation debate, and their book Outsouring America (2005) represents the debate well. Their view is that America policy, representative of MEDC’s around the world, is ‘naà ¯ve’ – stating that †˜the formula of free, deregulated markets and faith in American superiority ignores how the international economy has slowly and gradually shifted in the last few decades ‘. Their point follows on from book’s foreword by Lou Dobbs, in which the accusation is made that globalisation and its consequential offshoring have and continue to lead to economic insecurity which is in direct contradiction of the American Dream. This argument is somewhat fuelled by the media (Mankiw Swagel 2006; Amiti Wei 2005). Within the last decade, political events such as the publishing and the controversy surrounding CEA’s February 2004 Economic Report for the President Report in the run up to the 2004 election which mentioned offshoring have coincided with impartial reports and media attention regarding job losses and economic slowdown. These overlapping events have led to the subject of offshoring becoming thought of as a justification for a faltering labour market. In addition to the argument of a loss of American jobs, an element of this debate is about the quality of exported services. A customer survey by American Banker/Gallup (2004) found that of the two thirds of respondent aware of offshore outsourcing, the vast majority (78%) held an unfavourable opinion. Exemplifying this point is the relocation, and consequential return, of a call centre for the computer technology firm Dell due to customers complaining that upon its move to India, standards dropped and customer service quality was reduced, this was discussed by Taylor and Bain (2004). Although this case is not alone it its controversy, may call centres have remained in India and other popular offshoring locations – part of the Asian information technology enabled services (ITES) industry estimated to be worth US$1.5–1.6 trillion in 2020 (NASSCOM 2009a). To refer back to the aforementioned point of varying connotations of protectionism, the opinions found in academic and particularly economic literate are that the notion carries negative implications. This academic literature forms part of the discourse that offshoring is a positive contribution to a country’s economy. In order to justify the concept of outsourcing, economists look into the theory that defines their subject area – a part of this theory is comparative advantage. This is the ability for one party to produce a good or provide a service at a lower marginal cost to its competitor (Baumol Minder 2009) and can also be applied to whole countries. The comparative advantage that, for example, India can offer US companies for elements of their business that can be outsourced, is the driver of offshoring. One view of this concept is that of Bhagwati (2008), who labelled the phenomenon ‘kaleidoscopic comparative advantage’ is recognition of its complex ity. In direct contradiction to the so-called protectionists’ opinion of a negative effect on the economy, McKinsey Consulting (2003) calculate that overall net US income rises by about 12–14 cents for every dollar of outsourcing; this is due to the increased profits of companies being contributed to tax, being used to develop and grow the business – leading to more US employment, and consumers paying lower prices for products and services that have been made cheaper by offshoring. A further point in the debate that this embodiment of globalisation is good for the economy is that these global economic developments could be liken to a third Industrial Revolution. Blinder (2006) explored this idea – he identified that such vast and unsettling adjustments are not unique today as the same repercussions were felt during both the agricultural and the manufacturing industrial revolutions, but added that both of those economic changes are looked back upon as succ essful and relevant steps forward. The article goes on to address the opinion that jobs are risk of being relocated are those that are typically lower paid; using an example of taxi drivers, aeroplane pilots, janitors and crane operators as ‘safe’ jobs, compared with accountants, computer programmers, radiologists and security guards as jobs that could potentially be outsource. The range of jobs that are or are not at risk do not correspond to traditional distinctions between high-end and low-end work. A further point opposed to the argument against the offshoring of job to America is the contest to opinions that it lead to a reduced quality of customer service. Blinder (2006) comments on the constant improvements in technology and global communication, says that due to this there has been little or no degradation in quality. The education of the employees in foreign companies is discussed by Doyle (2012) – he used the example of the recent vast improvements of English Language education in India and puts forward the point that this in turn eliminates a potential language barrier that may have supposed negative effect on the customer service provided by companies that outsource their call centres to country that don’t have English as a first language. Having explored both view of offshoring in the country of the business’ origin, the nest step to gaining an understanding of this globalisation debate is that of the country hosting these outsource jobs. Similarly to the previous arguments, using a case study will allow a more in depth investigation into the opinions and justifications of this debate. India will be the focus of this debate – chosen due to its popularity amongst business as a destination for offshoring jobs. According to the Tholons 2013 report of the top worldwide outsourcing destinations, six Indian cities are within the ten most favourable, including the 1st and 2nd being Bangalore and Mumbai respectively. The offshoring of jobs to India is regarded as the main vendor of offshored jobs, with some estimates that an additional 400 people are employed a day due to jobs that have been offshored (Bergh et al, 2011). This contribution to the economy is the main positive with this globalisation debate in favour of outsourcing jobs to India; a contribution estimate by Nasscom to be growing 19% per year (Nasscom, 2012). Bergh et al (2011) go on to discuss the impacts of this input into the India economy, such as vast improved have been made to infrastructure that has in turn allowed further expansion and an increased quality of life. A further part of the debate is the social side of this embodiment of globalisation: this impacts of increased employment. Despite criticism, that will be explored further into this discussion, there is evidence within academic literature and other publications that improvement are made to the quality of lives of those employed by companies that have offshored their jobs to India, Ball et al (2005) explore this point, their findings indicate that those employed by subsidiaries of the original company that has outsourced the jobs benefit from working conditions better than if they were employed by companies based in India, as well as a better sense of job security. Another point is the claims that these companies recognise the nature of the work, identifying that by working and travelling home overnight employee would be increasingly vulnerable, and by offering security and transport services care is taken of these employees (Messenger and Ghosheh, 2010). Whilst this argument of the positive effects on the vendors’ economy and the satisfactory to good working conditions provided is legitimised by academic papers on the subject, the opposing opinions come from a strong stand point and are very well justified by both academic research and events in the media. One underlying point of this discourse relates back to the point of equitable globalisation and the impartiality of development – a concept which ties in with the opportunity to develop sustainably. A major criticism of the presence of outsourced jobs and the effects of these in India and other vendor nations is the instability of and speed in which changes are being made. Whilst governments, such as in India, have been recognised as paramount in facilitating an inflow of not only foreign capital but also knowledge and technology. Winters and Yusuf (2007) highlight the pressure felt governments by internationally trading companies to aid their overseas operations – attributing this to the fast growth and lack of forward planning when implementing incentive schemes. This potential instability is worsen by claims that India may be losing its popularity amongst multi-national companies leading to a slowdown in investment (Helyah, 2010; The Economist, 2013). A second element to this discourse is explored by Messenger and Ghosheh (2010), and is based on the deep rooted cultural differences between vendor countries, i.e. India, and the companies’ country of origin. This leads to difficulties in integration and segregation between higher management and workers, which is turn can very negatively affect moral. A further point in the issue of cultural difference, is the westernisation of the nation a company is operating – an example of this is demonstrated in a Post-Colonial perspective investigation into recent changes in Indian culture and an example within the paper, by Ravishenkar et al (2013), is the education system in India that is said to ‘mimick’ Western concepts and ignore local stakeholder. Whilst this change would not be considered a negative by all commentators, it exemplifies a potential loss of national identity which has been explored in the wider sense of globalisation by Featherstone (2005). A final point in the discussion of this debate is the working conditions of people employed in offshored jobs. Ghimire (no date) commentates the topic and highlights the following point as issues within the sector: disturbed social and family life due to overbearing work commitments and a lack of flexibility by employers; detachments from local culture and lifestyle; racist abuse from customers abroad. This list is increased by further contributions from Messenger and Ghosheh (2010) who explain that of their sample over 50% have suffered from work related illnesses and conditions including back and neck pain, sleep problems and headaches; they also reveal that many regulations set out by India’s government are not adhered to or are interpreted in the favour of employees: example are having the breaks required by law being dependant on outputs and call levels (in call centres) or breaks cut short due to overloading workloads and missed, sometime considered unattainable, targets . Due to the nature of companies with insufficient working condition, data is not available across the board due to secrecy and strict employee contracts; information in the media gives an insight into how conditions are worse than this, but cannot be relied on to be true and legitimate sources in an academic discussion. By investigating the debate with what can be identified as four separate discourses, a comprehensive understanding can be gained of the opinions, justifications and evidence of each opposing argument. The exploration of such a topical and global debate bring some difficulties – such as contradicting literature and misinterpretation of statistical evidence. The question of the practice of offshoring is a prominent debate within globalisation; and due to its so called ‘kaleidoscopic’ complexity (Bhagwati, 2008) and multiple standpoints it demonstrates the complexity in the global interconnectedness of today’s world. When returning to the initial concept of equitable globalisation, this debate highlights how the pursuit of that ideal is somewhat unattainable; the impartiality of the concept is impossible to obtain due to the nature of the profit driven forces that dominate the global relations and drive globalisation itself. References Abdelal, R and Tedlow, R S (2003) Theodore Levitt’s ‘The Globalization of Markets’: An Evaluation after Two Decades. Harvard NOM Working Paper No. 03-20; Harvard Business School Working Paper No. 03-082. [Online] Last accessed 04/01/14 at http://papers.ssrn.com/sol3/papers.cfm?abstract_id=383242 American Banker/Gallup (2004), What Americans think about overseas outsourcing? American Banker. 169 (192) 18 Amiti, M and Wei, Shang-Jin (2005) Fear of Service Outsourcing: Is it justified? Economic Policy. 20 (42) 308-347 Anon (2004) Economic Report of the President, 108th Congress, 2nd Session [Online] Last accessed 06/01/14 at http://www.gpo.gov/fdsys/pkg/ERP-2004/pdf/ERP-2004.pdf Anon (2013) India No Longer Automatic Choice for Services and Back Office Work. The Economist. (Special Report). Bain, P and Taylor, P (2004) Call Centre Offshoring to India: The Revenge of History? Labour and Industry: A Journal of the Social and Economic Relations of Work. 14 (3) Baumol, W and Binder, A (2009) Economics: Principles and Policy. Ohio: South Western Cengage Learning Bergh, A, Israels, R, Mehta, S, Sheychenko, A (2011) A decade of offshore outsourcing to India: Define your strategy for the next decade. [Online] Last accessed 07/01/14 at http://www.quintgroup.com/content/library/A_Decade_of_Offshore_Outsourcing.pdf Bhagwati, J (2008) The selfish hegemon must offer a New Deal on trade. [Online] Last accessed 06/01/14 at http://delong.typepad.com/egregious_moderation/2008/08/jagdish-bhagwat.html Blinder, A (2006) Offshoring: The Next Industrial Revolution? Foreign Affairs. 85 (2) 113-128 DrnovÃ… ¡ek, J (2004) Speech by President DrnovÃ… ¡ek at the opening of the meeting of European Liberals in Ljubljana [Online] Last accessed 04/01/14 at http://www2.gov.si/up-rs/2002-2007/jd-ang.nsf/dokumentiweb/A28B9C6C3EC2ABFEC1256F95002CB360?OpenDocument Farrell, D, Baily, M, Agrawal, V, Bansal, V, Beacom, T, Kaka, N, Kejriwal, M, Kumar, A, Palmade, V, Remes, J, Heinz, T (2003) Offshoring: Is it a Win–Win Game? McKinsey Global Institute Featherstone, M (2005) Undoing Culture: Globalisation, Postmodernism and Identity. London: Sage Publications Ghimire, b (no date) Social Impact of Outsourcing. Understanding Outsourcing. Professional Education, Testing and Certification Organization International [Online] Last accessed 07/01/14 at http://www.peoi.org/Courses/Coursesen/outsrc/outsrc6.html Ghosheh, N and Messenger, J (Eds) (2010) Offshoring and Working Conditions in Remote Work Godin, B (2006) The Knowledge-Based Economy: Conceptual Framework or Buzzword. The Journal of Technology Transfer. 31 (1) 17-30 Guynes, C, Reilly, R and Vedder, R (2010) Offshoring Limitations. Review of Business Information Systems. 14 (1) Helyar, J (2012) Outsourcing: A Passage out of India. Bloomberg Business Week Companies and Industry Hira, A and Hira, R (2005) Outsourcing America: What’s behind our national crisis and how we can reclaim American jobs. New York: AMACON Joshi, R M (2009) International Business. New Delhi and New York: Oxford University Press Levitt, T (1983) Globalization of Markets. Harvard Business Review. May/June. 92-102 Mankiw, G and Swagel, P (2006) The Politics and economics of Offshore Outsourcing. Journal of Monetary Economics. 53 (5). Mullen, J (2006) An ‘Original Mind’ of Marketing Dies. Advertising Ages. 77 (8) NASSCOM. (2009) Gender inclusivity in India: Building an empowered organisation. [Online] Last accessed 06/01/14 at: http://www.nasscom.in Tholons (2013) 2013 Top 100 Outsourcing Destinations: Rankings and Report Overview. p2 Winters, A and Yusuf, S (2007) Dancing with Giants: China, India and the Global Economy. Washington: World Bank Publications

Correlation Between Family and Domestic Violence

Correlation Between Family and Domestic Violence Assessment Task 1 The following essay is a discussion of the correlation between family and domestic violence and impacts this has on mental health. Authoritative journal articles which form the basis of evidence-based practice will be used to discuss the impact of domestic violence on mental health taking into consideration bio psychosocial factors influencing domestic violence and mental health for adults and children. This essay will discuss nurses role that identified holistic and consumer-oriented recovery approach by using effective therapeutic communication and it will be also focusing on nursing professional boundaries that recognize a range of nursing assessment and legal responsibility. Domestic violence is one of the main factors of mental health issues that affect the psychosocial well- being of thousands of families a year (Healey, 2014). Domestic violence is defined as occurring when an abused person within an intimate relationship is intimidated, threatened or controlled by the abusing partner (O’Brian et al, 2013). Domestic violence includes emotional, psychological, physical, sexual and economic abuse (Healey, 2014). Amnesty International Australia (2013) identified that in the majority of cases, women and children are the victims of domestic violence. Children experience trauma witnessing violence in the family, which can have a prolonged psychological effect (Amnesty International Australia, 2013) for example, children living where they witness that their father abusing the mother on daily basis, can result in an aggressive mentality towards women. O’ Brian et al., (2013) stated that domestic violence can also occur between female on male, and between same-sex couples. There are many types of family structure including single parent families, same sex parents’ families, nuclear families and blended families. For the purpose of this essay, the main focus will be on the correlation between on the family members and domestic violence and the impact this has the mental health of the mother, father, and child. According to O’Brian et al., (2013) men are more likely to be the act of continuous, physical and sexual abuse whereas women are more likely to exhibit emotional abuse. In terms of the impact of domestic violence on mental health, there is a consensus among the literature which indicates similar feelings and experiences of men and women which include fear and loss of feelings of safety, feelings of guilt and shame, anxiety, unresolved anger, loneliness and isolation and depression. Although, the physical and psychological issue is common in domestic violence, psychological abuse has long-term adverse effec t on victim’s well-being (Ramsay et al., 2012). In domestic violence studies, physically and sexually assaulted women have a high rate of depression which leads to post-traumatic stress disorder (PTSD) (Lacey et al., 2013). Most of the studies mainly focus on female victim; the main reason behind violence against men goes unreported due to fear of humiliation from the society and lack of available support group for men (Dirjber, Reijnders, Ceelen, 2013). Studies found that men are experiencing less physical assault; however, mostly they face emotional, psychological and verbal abuse (Day et al., 2009). Although, men and women experiencing domestic violence differently; the long-term impact are same which associate with different mental disorder such as dysthymia, anxiety disorder, post-traumatic stress disorder, bipolar affective disorder, depression, schizophrenia and non-affective psychosis (Trevillion et al., 2012). Growing up in the violent environment, children will hav e less attachment with their parents and antisocial behavior later on their life (Herrenkohl et al., 2011; Bailey Eisikovits, 2014). Lanius, Vermetten and Pain (2010) stated that physical abuse is one of the major factors of childhood trauma which lead to risk for psychiatric morbidity. The conflict between partners, not only affected their relationship it also impacts on mental status of their children. Health professional spend more time to assess their patient, which allowed them to identify patients problems and determined to choose the best action for the recovery. Wright, Sparks and O’Hair (2013) have identified that the verity of assessment is the main tool to connect and communicate with the patient to detect key problems. Hungerford et al., (2015) have stated that the assessment determines what patient experiencing and how these experience affecting them. It can be only possible when health professional build therapeutic communication with the patient. A bio psychosocial approach brings together all the aspects to avoid conflicts which consider biological, psychological and social dimensions (Hungerford et al., 2015; Melchert, 2010). According to Sadigh (2013) a bio psychosocial assessment useful to get past and current information, and look for patients’ future condition. Therefore, this identifies patients past and present issues and encourage them to discuss about what changes that they would like to make to recover from those issues. Person-centred care is an approach which involves patient and their families’ decisions to assure most appropriate need (Clissett at al., 2013; Hungerford et al., 2015). When health professional taking person-centred care approaches, they have to consider patients own decision about how they wish to receive. It is also important that health professional should not prejudge to the mental health patient and build trusting relationship by applying therapeutic communication (Hungerford et al., 2015). Nursing consideration is all about gathering more information from the client, by using various types of assessment and communication techniques. It is also important for the nurse to aware patients’ age, gender, religion, employment status and relationship with their family or partners. Townsend (2015) described that a therapeutic interpersonal relationship is the nursing process, where psychiatric nurse focuses to get more information from the patient in various mental health setting. A therapeutic interpersonal relationship classified in four phases: the interaction phase, the orientation phase, the working phase and the termination phase. In preinteraction phase nurse prepare for first meeting with the client, during orientation phase nurse create environment to establish trust with the client, working phase nurse maintain trust promoting clients’ insight and perception, and termination phase evaluate client condition for the further assessment. According to Townsend (2015) while implementing therapeutic interpersonal relationship, nurse must be aware of the boundaries in nurse and client relationship; which includes: materials, social, personal and professional boundaries that allow nurses to recognise acceptable limit. For example, touching clients provide them comfort and encouragement as nature of nursing care; however, nurse must considerate professional bounda ries and apply appropriate non-verbal communication. Nurse must maintain the professional relationship towards client instead of personal relationship; i.e. romantic, sexual, or other similar personal relationship is not appropriate between nurse and client. Every individual patient have their own triggers, the nurse must understand and implement accordingly. Although, mental health assessment considers all aspect of the patient, each time it should occur when health professional interaction with the patient (Hungerford et al., 2015). Mental state examination (MSE), clinical risk assessment, and suicidal assessment are the most common assessment mental health (Hungerford et al 2015). Mental state examination is the fundamental factor of patients’ assessment, clinical risk assessment identifies potential risk and minimized the level of risk (Szmukler and Rose, 2013) and suicidal assessment include variety of interventions to assure patients safety and encourage better health. Every state has their own mental health assessment and framework, whereas New South Wales implemented the Mental Health Outcomes and Assessment Tools (MH-OAT) to measure the effectiveness of the health care provided (NSW Health, 2013). MH-OAT includes MSE, substance use, physical examination, family history and development history (Hungerford et al 2015). MH-OAT helps health professionals to work effectively and efficiently by ensuring NSW meet National Standard of Mental Health Care and which provide standard clinical document that include triage, assessment, care plan, review and discharge (NSW Government Health, 2014). According to the Australian Collage of Mental Health Nurses (2013) standard practice provide practical benchmark which minimise level of performance for register nurses in mental health setting; this includes 9 standard practices which are: acknowledging cultural diversity, establishing collaborative partnership, developing therapeutic communication, values other s takeholders contribution, reduce stigma, demonstrate evidence-based practice, practice common law and specialist qualifications. It is very important that nurses must familiar with the legal and ethical context of mental health care. In Australia, each state has its own mental health legislation which known as ‘Mental Health Act (MHA)’; MHA protect as individual and community by emphasising on providing right treatment in least restrictive environment (Hungerford et al 2015). In conclusion, this essay successfully correlated between family and domestic violence which lead to various mental health problems by giving perfect example of affected family. It discussed major mental health priorities and strategies such as effective therapeutic communications, therapeutic interrelationship, person-centre approach and bio psychosocial approach which reduce conflict and minimize potential risk for themselves and patients. It also explained the importance of the nursing assessments and legislations for the nurses. References Amnesty International Australia. (2013, July 19). Mythbusting violence against women. Retrieved from www.amnesty.org.au. Bailey, B., Eisikovits, Z. (2014). Violently reactive women and their relationship with their abusive mother. Journal of Interpersonal Violence, doi: 10.1177/0886260514549463, 1-24. Clissett, P., Porock, D., Harwood, R. H., Gladman, J. R. (2013). The challenges of achieving person-centred care in acute hospitals: A qualitative study of people with dementia and their families. International Journal of Nursing Studies, 50(11), 1495-1503. Day, A., OLeary, P., Chung, D., Justo, D. (2009). Domestic Violence Working with Men: research, practice experiences and integrated responses. Leichardt, NSW, Australia: The Federation Press. Dirjber, B. C., Reijnders, U. J. L., Ceelen, M. (2013). Male victim of domestic violence. Journal of Family Violence, 28(2), 173-178. Healey, J. (2014). Domestic and family violence. Balmain, NSW: The Spinney Press. Herrenkohl, T. I., Moylan, C. A., Tajima, E. A., Klika, J. B., Herrenkohl, R. C., Russo, M. J. (2011). Longitudinal Study on the Effects of Child Abuse and Children’s Exposure to Domestic Violence, Parent-Child Attachments, and Antisocial Behavior in Adolescence. Journal of interpersonal violence, 26(1), 111-136. Hungerford, C., Hodgson, D., Clancy, R., Monisse-Redman, M., Bostwick, R., Jones, T. (2015). Mental Health Care: An Introduction for Health Professionals in Australia (2nd ed.). Retrieved from http://online.vitalsource.com/books/9780730317487/epubcfi/6/62. Lacey, K. K., McPherson, M. D., Samuel, P. S., Sears, K. P., Head, D. (2013). The Impact of Different Types of Intimate Partner Violence on the Mental and Physical Health of Women. Journal of Interpersonal Violence, 28(2), 359-385. Lanius, R. A., Vermetten, E., Pain, C. (2010). The Impact of Early Life Trauma on Health and Disease: The Hidden Epidemic. United Kingdom: Cambridge University Press. Melchert, T. P. (2010). The growing need for a unified biopsychosocial approach in mental health care. Procedia Social and Behavioral Sciences, 5(1), 356-361. NSW Government Health. (2014, August 28). MH-OAT for Mental Health Professionals. Retrieved from http://www.health.nsw.gov.au/mhdao/DM/Pages/professionals.aspx NSW Health. (2013, October 30). MH-OAT for Mental Health Professionals. Retrieved from http://www.health.nsw.gov.au/mhdao/mhprof_mhoat.asp O Brian, K.L., Cohen, L., Pooley, J. A., Taylor, M. F. (2013). Lifting the Domestic Violence Cloak of Silence: Resilient Australian Women’s Reflected Memories of their Childhood Experiences of Witnessing Domestic Violence. Journal of Family Violence, 28(1), 95-108. Ramsay, J., Rutterford, C., Gregory, A., Dunne, D., Eldridge, S., Sharp, D., Feder, G. (2012, Sep). Domestic violence:knowledge, attitudes, and clinical practice of selected UK primary healthcare clinicians. British Journal ofGeneralPractice, 1(1), 647-655. Sadigh, M. R. (2013). Development of the biopsychosocial model of medicine. Virtual Mentor, 15(4), 362-365. Szmukler, G., Rose, N. (2013). Risk assessment in mental health care: Values and costs. Behavioral Sciences the Law, 31(1), 125-140. The Australian Collage of Mental Health Nurses. (2013). Standards of Practice in Mental Health Nursing. Retrieved from http://www.acmhn.org/publications/standards-of-practice Townsend, M. (2015). Psychiatric Mental Health Nursing: Concepts of Care in Evidence-Based Practice (8th ed.). Philadelphia, PA: F. A. Davis Company. Trevillion, K., Oram, S., Feder, G., Howard, L. M. (2012). Experiences of Domestic Violence and Mental Disorders: A Systematic Review and Meta-Analysis. PLoS ONE, 7(12), e51740. Wright, K., Sparks, L., OHair, D. (2013). Health Communication in the 21st Century (2nd ed.). New York: Wiley-Blackwell.

Fighting and School Violence Should Not Be Tolerated :: School Violence Essays

When you are a middle or high school public school teacher, events happen instantaneously, and you have to be equal to the task of confronting the challenge of an unexpected situation face to face. You never know when or where school violence will erupt; a teacher only knows that it inevitably will. Teachers not only must be wary of being inadvertently injured by enraged â€Å"students† fighting in the hallway or the cafeteria, a peer might even wind-up becoming a threat to one’s physical safety. I recall one particular eighth grade Washington trip. As usual, I was chaperoning one hundred twenty eighth graders on the Hammonton Middle School’s annual class DC trip. We had just arrived back at the Mt. Vernon Motel after visiting the Jefferson Memorial. The nine chaperones were fatigued, but the â€Å"students† were still rambunctious. Since the â€Å"children† had been well behaved, the school rewarded them with a pizza party in the motel’s Madison Room. Five of the Hammonton’ chaperones escorted the first half of â€Å"students† from the party back to their rooms, which were located in a remote section of the expansive motel. The other half of the entourage was later escorted to their quarters by three other chaperones and myself. Another male teacher and I made sure all of our â€Å"students† had evacuated the Madison Room, and we brought up the rear of the second batch of sixty kids. Suddenly, a male chaperone from a Catholic high school class that had also been staying at the Tyson’s Corner motel came running over to us, screaming the larynx out of his throat. â€Å"Are you in charge of those nasty kids on the other side of the building?† he hollered. â€Å"Yes we are,† I answered. â€Å"There are five of our chaperones already over there.† â€Å"Well, your kids are banging their fists on the walls and setting a bad example for my kids!† he angrily shouted with a crimson face. â€Å"You’d better get over there quick and settle them down or I’m gonna’ call the cops!† â€Å"Look,† I calmly replied, â€Å"I’ve been assigned to this group of sixty students. Our school has five very capable chaperones already over there to deal with that problem.† Apparently, the livid fellow did not relish my explanation. He took a huge swing at my jaw. I ducked down just in the nick of time. His blow glanced off the top of my head and knocked my baseball cap off.

ophelia :: essays research papers

Hurricane Ophelia was downgraded to a tropical storm again Monday as the indecisive weather system moved slowly off the coast, its outer bands of rain not quite reaching land. Despite Ophelia’s waxing and waning strength and slow progress, residents’ attention had been focused by the devastation caused elsewhere by Hurricane Katrina. That was on the mind of Steve King as he grudgingly skipped a football game on television to move his sea kayak out of harm’s way. â€Å"They keep saying this storm is two or three days out,† he said. â€Å"I think we’re all waiting for something to happen.† Ophelia’s sustained wind speed slowed Monday morning to about 70 mph, 4 mph below the threshold for a hurricane, but it had the potential to regain hurricane strength over the next day or so, the National Hurricane Center said. A tropical storm warning and a hurricane watch were in effect from Cape Lookout south to Edisto Beach, S.C. Some calls for evacuations With the storm’s path uncertain, South Carolina Gov. Mark Sanford called for a voluntary evacuation Monday of oceanfront and riverside areas in his state’s northeastern corner. â€Å"This is a serious storm that’s got the potential to do a lot of damage and put lives in jeopardy if we don’t take it seriously,† Sanford said. In North Carolina, Gov. Mike Easley on Sunday ordered 200 National Guard soldiers to report to staging centers in the eastern part of the state. The governor also ordered a mandatory evacuation of nonresidents from fragile Ocracoke Island on the Outer Banks, reachable only by ferry. At Wrightsville Beach, lifeguards ordered swimmers out of the surf Sunday. â€Å"They are saying they don’t want anyone to even touch the water,† said Kathy Carroll, 37, of Wilmington. â€Å"Now I know how a flounder feels. I was getting tossed all over the place.† Despite the warnings, there were no long lines at Roberts Grocery in Wrightsville Beach, where customers bought chips and beer — not bottled water and batteries. â€Å"Usually, they are buying all the bread and milk,† said store manager Teresa Hines. â€Å"Some of the regulars have told me they have their hammers and nails ready just in case.† With a history of destructive storms, New Hanover County has a well-rehearsed disaster plan. But Katrina, which was a powerful Category 4 hurricane before it made landfall in Louisiana and Mississippi, was on residents’ minds even though Ophelia was only Category 1 and had been waxing and waning in strength.

Principles of Safeguarding Essay

Introduction OCR has reproduced this exemplar candidate evidence to support teachers in interpreting the assessment criteria for the unit HSC 024, Principles of safeguarding and protection in health and social care. This exemplar evidence should be considered alongside the unit requirements, the Learning  Outcomes and Assessment Criteria. This content has been selected by the OCR Chief External Verifier for the Health and Social Care Diplomas, to illustrate how the assessment criteria are applied, and to provide some commentary on what factors contributed to the final outcome. The exemplar candidate evidence is intended to demonstrate how criteria have been met and are supported by a commentary. While the exemplars are intended to be useful in interpreting the specification’s Assessment Criteria, they should in no way be regarded as definitive evidence. This resource is provided for advice and guidance only. Read more: Identify ways to ensure that evidence of abuse is preserved  essay 4 Unit HSC 024 Exemplar Unit: HSC 024 – Principles of safeguarding and protection in health and  social care  unit purpose †¢ Raises awareness of how to recognise signs of abuse †¢ Raises awareness of how to respond to suspected or alleged abuse †¢ Introduces national policies and local systems of safeguarding †¢ Introduces ways to reduce the likelihood of abuse †¢ Raises awareness of how to recognise and report unsafe practices 5 Unit HSC 024 Evidence for Learning Outcome 1 Know how to recognise signs of abuse Assessment Criteria: AC1.1 – Define the following types of abuse: †¢ Physical abuse †¢ Sexual abuse †¢ Emotional/psychological abuse †¢ Financial abuse †¢ Institutional abuse †¢ Self-neglect †¢ Neglect by others AC 1.2 – Identify the signs and/or symptoms associated with each type of abuse Extract from Assignment: Assignment: ‘Define the following seven types of abuse and for each include their associated signs and symptoms: ‘physical, sexual, emotional/psychological, financial, institutional, self-neglect and neglect by others.’ Response: ‘1) Physical abuse is deliberate physical force that may result in bodily injury, pain, or impairment. Both old and young people can be physically abused. There are signs or indicators to show physical abuse and there are ways in which victims and abusers act or interact with each other. Physical abuse includes the smashing of furniture and personal belongings, being pushed or shoved, being held against your will, slapped, bitten, kicked, pinched, punched, choked or ducked under water, threatened or hurt with a weapon, threats of violence, locked in or out of the house, hair pulled †¦burnt with cigarettes, acid, an iron, hot food or water †¦ Signs of physical abuse in adults are: bruising, particularly in well-protected and covered areas, fractures, sprains or dislocations, lacerations, burns – including friction burns and scalds, drowsiness, pressure sores, cowering and flinching, unexplained hair loss, significant weight loss, etc†¦. Symptoms include feeling low, angry and in pain. 2) Sexual abuse is when a person is forced or tricked into taking part in any kind of sexual activity. When sexual contact is non-consensual, it is an abuse. It can happen to men and women of any age that is both old and young. It can include sexual penetration of any part of the body with a penis, finger or any object, sexual exploitation, making threats about sexual  activities, exposure to pornographic material, touching of breast or genitals, kissing, etc. Activities such as showing pornographic material, forcing the person to watch sex acts or forcing the person to undress are also considered sexual abuse. The signs and symptoms of sexual abuse in the elderly can be bruises around breasts or genitals, genital infections, unexplained vaginal or anal bleeding, torn, stained, or bloody underwear, disturbed sleep patterns, vulnerable adult appears withdrawn and fearful, inappropriate dressing, etc†¦ 3) Emotional Abuse is where one person gains power and control over another through words and gestures which gradually undermine the other’s self-respect†¦Emotional abuse can be name-calling, blaming, screaming, making threats, yelling†¦.neglecting, manipulation, not listening, withholding affection†¦belittling and untrue accusations. Signs of emotional abuse are depression, anxiety, withdrawing or refusing affection, fearful or agitation, lower self-esteem and self-confidence, shouting or swearing, behaviours such as rocking, hair twisting and self-mutilation, vulnerable adult withdrawn and fearful†¦ 6 Unit HSC 024 Response continued: 4) Financial abuse is stealing or defrauding someone of money, goods and/or property, allowing others to steal money or property, tricking or threatening individuals into giving away money or property, withholding money, refusing to allow individuals to manage their finances, etc. for example when a support worker is taking money from a service users’ purse without his or her knowledge. Signs of financial abuse are signatures on cheques that do not resemble the service users’ signature, or signed when the service user cannot write, unexplained withdrawals of large sums of money by a person accompanying the  service user, lack of amenities, such as TV, personal grooming items, appropriate clothing, that the service user should be able to afford, deliberate isolation of service user from friends and family, resulting in the support worker alone having total control, the unexplained sudden transfer of assets to a family member or someone outside the family†¦. Symptoms include the person feeling fearful, anxious, embarrassed and belittled. 5) Institutional abuse happens when the lifestyles of service users are sacrificed in favour of the routines and/or restrictive practices of the home. Institutional abuse comprises neglect, physical abuse, sexual abuse, verbal abuse, discriminatory abuse, psychological and emotional abuse, financial abuse, service users not being allowed to go out, their personal letters are opened and read, their privacy not respected, their interest not at the centre of every decision being made, excessive medication and complaints procedure not made available for the service users. Signs and symptoms include lack of own personal clothing and possessions, †¦no flexibility of bedtimes, eating times or waking times, dirty clothing or bed linen, misuse of medication, lack of care plans, lack of heating, staff entering into service users’ rooms without knocking. 6) Self-neglect is when a person does not pay attention to their health and well-being. Service users can neglect themselves due to illness or depression or might intentionally neglect themselves. The signs and symptoms include: living in dirty conditions, poor personal hygiene, poor nutrition†¦not getting medical help, not being interested in the way they look, long toe nails not taking medication. 7) Neglect is when a carer does not carry out their duty of care and fails to care for a service user this can be deliberate or unintentional due to the carer being ill or stressed†¦ Signs and symptoms of neglect include absence of food, water, and heat†¦ poor personal hygiene including soiled clothing, dirty nails and skin†¦inappropriately dressed for cold or hot weather, bedsores†¦.constant hunger, withdrawn, illness†¦ COMMENTARY FOR EVIDENCE FOR ACS 1.1 and 1.2 †¢ Assessment Method: The learner has completed an assignment to explain the meaning of each of these seven types of abuse as well as their associated signs and symptoms. The learner has produced factual details that provide evidence for ACs 1.1 and 1.2. The assessment method is valid as it measures the learner’s understanding and knowledge of the definitions and signs and symptoms associated for each type of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own understanding of the meaning of each type of abuse. The learner also provides a very detailed account of the signs and symptoms associated with each type of abuse and distinguishes well between signs (what can be seen) and symptoms (the way the individual feels). The information that the question extracts from the learner is more than is required to meet this AC; as the learner provides a description, where a list of the different signs and/or symptoms would have been sufficient. †¢ Breadth of Evidence: The learner has stated clearly the meaning and signs and symptoms of each type of abuse. The learner’s evidence meets AC1.1 fully in terms of providing a definition and the signs and symptoms of the following types of abuse: physical, sexual, emotional/psychological, financial, institutional, self-neglect and neglect by others. 7 Unit HSC 024 Assessment Criteria: AC1.3 – Describe factors that may contribute to an individual being more vulnerable to abuse. Extract from Written Questioning: Written Question: ‘Describe different factors that may contribute to an individual being more vulnerable to abuse’: Response: Living with the carer may increase the chances for abuse to occur as this may cause stress and resentment if the carer feels they cannot cope. If an individual is looked after staff who do not have the right training, any supervision at work or support, are stressed, have personal problems or do  not like working in care then this can increase the risk of an individual being abused. If an individual is not mobile, is confused, has dementia, or is aggressive or challenging then this can increase the risk of abuse as the carer might not know how to deal with this, get frustrated and might take it personally and abuse the individual. Domestic violence can also play a part as can the relationship between the individual and their parent or spouse if it was poor and involved abuse.’ COMMENTARY FOR EVIDENCE FOR AC 1.3 †¢ Assessment Method: The assessor has used an open written question with this learner ‘Describe different factors†¦Ã¢â‚¬â„¢; this encourages the learner to think about the different ways an individual can be more vulnerable to abuse and provides them with an opportunity to provide a more detailed response and to also provide evidence for AC1.3. The assessment method is valid as it measures the learner’s understanding and knowledge of the factors that may contribute to abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the different factors that may contribute to an individual being more vulnerable to abuse in terms of the social care worker, the carer, the individual including the relationship between these as well as the health and social care setting itself. †¢ Breadth of Evidence: The learner has detailed clearly the different factors that may contribute. The lea rner’s evidence meets AC1.3 fully in terms of providing a description of the factors that may contribute to an individual being more vulnerable to abuse. 8 Unit HSC 024 Evidence for Learning Outcome 2 Know how to respond to suspected or alleged abuse Assessment Criteria: AC2.1 – Explain the actions to take if there are suspicions that an individual is being abused Extract from Written Questioning: Written Question: ‘Explain the actions to take if there are suspicions that an individual is being abused: Response: ‘If I suspect abuse through noticing a sign of physical abuse or change in the behaviour of an individual, I will make sure that I ask the individual what has happened telling the individual the changes that I have noticed. If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this. I will listen to the individual carefully; it is up to them to tell me, I would not ask them any questions about this as this is not part of my job role and would stay calm. I will make sure that I record what the individual tells me using the individual’s own words. I will make sure that I reassure the individual and explain that their safety is the most important and that it is my duty of care to tell the manager. I will make sure that I let my manager know what has happened immediately and pass this information on in private and make sure my report is also confidential. I will only report and record the facts – what the individual has told me. Depending on what is found out the individual might need to continue to be monitored and a plan of care will be put in place that must be followed to protect the service user. ‘I will make sure that I let my manager know and report and record this in private but if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ 9 Unit HSC 024 Assessment Criteria: AC2.2 – Explain the actions to take if an individual alleges that they are being abused Extract from Written Questioning: Written Question: ‘Explain the actions to take if an individual alleges that they are being abused: Response: ‘If an individual alleges that they are being abused, I will make sure that I listen to the individual carefully to know exactly what happened. If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this. I will make sure that I record the detail of all allegations that the individual tells me using the individual’s own words; I will not ask any questions or make any judgements about what I have been told and I will stay calm. I will make sure that I record the date and time when the abuse was reported and then sign this record. I will make sure that I take the allegations seriously and reassure the individual that they are right to tell me as their safety is the most important.  I will make sure that I let my manager know and report and record this in private but if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ COMMENTARY FOR EVIDENCE FOR ACS 2.1 and 2.2 †¢ Assessment Method: The assessor has used an open written question with this learner ‘Explain the actions to take†¦Ã¢â‚¬â„¢ for each AC; this encourages the learner to think about the different actions that need to be taken when there are suspicions and allegations of abuse made. The assessment method is valid as it measures the learner’s understanding and knowledge of how to respond to both suspicions and allegations of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the two different sets of actions that need to be followed for suspicions and allegations of abuse including when nothing is done in response to these: ‘if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ The learner also details own knowledge of who may be implicated in both allegations and  suspicions of abuse and the actions that must be taken: ‘If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this†¦ if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ †¢ Breadth of Evidence: The learner has detailed cl early the actions to take for both suspicions and allegations of abuse. The learner’s evidence meets ACs 1.1 and 1.2 fully in terms of providing an explanation of the actions to take if there are suspicions that an individual is being abused and if an individual alleges that they are being abused. The learner’s response can also be cross referenced to ACs 5.1 and 5.2. 10 Unit HSC 024 Assessment Criteria: AC2.3 – Identify ways to ensure that evidence of abuse is preserved Extract from Written Questioning: Written Question: ‘List different ways to ensure that evidence of abuse is preserved: Response: ‘Ways to ensure that evidence of abuse is preserved are as follows: By leaving things as they are and not touching anything.  By not removing, cleaning or washing what the individual is wearing and by not handling the individual’s clothes or bedding. By keeping the area safe and not allowing anyone to enter into the area. By recording and reporting carefully, confidentially and in full all that was told to me by both the individual and others if present at the time and also what I noticed; stating the facts only. By preserving any first aid items used. COMMENTARY FOR EVIDENCE FOR AC 2.3 †¢ Assessment Method: The assessor has used a clear written question with this learner ‘List different ways †¦Ã¢â‚¬â„¢ ; this encourages the learner to identify  different ways to ensure that evidence of abuse is preserved. The assessment method is valid as it measures the learner’s understanding and knowledge of the different methods of how to preserve evidence of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the different ways of preserving evidence of abuse and includes a range of practical ways this can be done in terms of both protecting evidence physically as well as clear recording and reporting procedures. †¢ Breadth of Evidence: The learner has clearly identified the different ways of preserving evidence of abuse. The learner’s evidence meets AC 2.3 fully in terms of identifying ways to ensure that evidence of abuse is preserved. 11 Unit HSC 024 Evidence for Learning Outcome 3 Understand the national and local context of safeguarding and protection from abuse Assessment Criteria: AC 3.1 – Identify national policies and local systems that relate to safeguarding and protection from abuse AC 3.2 – Explain the roles of different agencies in safeguarding and protecting individuals from abuse Extract from Written Questioning: Written Question: ‘List the national policies and local systems that relate to safeguarding and protection from abuse and explain the roles of different agencies: Response: ‘National policies – †¦.’Safeguarding Vulnerable Groups Act 2006, the Vetting and Barring Scheme run by the Independent Safeguarding Authority (ISA), Criminal Records Bureau, Human Rights Act 1998. Local Systems – Safeguarding Adults Boards, Safeguarding policies and procedures for vulnerable adults.’  Safeguarding Adults Boards – these bring together a number of different local agencies that work with vulnerable adults to share information and monitor their work i.e. local agencies like the police, MIND, housing teams, advocacy groups. The Police – their role is to safeguard vulnerable adults, investigate all reports of vulnerable adult abuse and protect and uphold the rights of vulnerable adults. CQC – to monitor and provide guidance on what all health and social care providers must do to safeguard vulnerable adults from abuse; the safeguarding policies, procedures and systems developed are in place to prevent vulnerable adults from being abused.’ COMMENTARY FOR EVIDENCE FOR AC 2.3 †¢ Assessment Method: The assessor has used a clear written question with this learner and paired together these two ACs ‘List the national policies and local systems †¦and explain the roles of different agencies’ ; this encourages the learner to identify relevant policies and systems as well as explain the role of different agencies in safeguarding and protecting individuals from abuse. The assessment method is valid as it measures the learner’s understanding and knowledge of national policies, local systems and the role of agencies. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of both national policies and local systems that relate to safeguarding and protection and then details the specific role of three different agencies: Safeguarding Adults Boards, The Police and the CQC in safeguarding and protecting vulnerable adults from abuse. †¢ Breadth of Evidence: The learner has clearly identified national policies and local systems and detailed the roles of different agencies in safeguarding and protecting individuals from abuse. The learner’s evidence meets ACs 3.1 and 3.2 fully in terms of identifying national policies and local systems that relate to safeguarding and protection from abuse and explaining the roles of different agencies in safeguarding and protecting vulnerable adults from abuse. 12 Unit HSC 024 Assessment Criteria: AC3.3 – Identify reports into serious failures to protect individuals from abuse Extract from Written Questioning: Written Question: ‘List reports into serious failures to protect vulnerable adults from abuse: Response: ‘A report about Castlebeck Care Ltd which failed to ensure that the vulnerable living at Winterbourne View were adequately protected from risk, including the risks of unsafe practices by its own staff. Individuals in Winterbourne View which is a home owned by Castlebeck Care Ltd were pinned down, slapped, doused in cold water and repeatedly taunted and teased by staff in the home. Castlebeck Care Ltd failed to notify the Care Quality Commission of these incidents, injuries to individuals and of occasions when individuals had gone missing. A report about the murder of Steven Hoskin, a young man with learning difficulties who was abused and murdered in July 2006. In addition to being pushed over the railway and falling from a great height, it was also found that Steven had taken paracetamol tablets, had been drinking alcohol and had sustained recent injuries from cigarette burns. In addition he suffered appalling treatment from his abusers who took over his bed sit and he had neck bruises from having been hauled around his home by his own pet’s dog-lead and the backs of his hands had the  marks of foot-prints.’ COMMENTARY FOR EVIDENCE FOR AC 3.3 †¢ Assessment Method: The assessor has used a clear written question with this learner ‘List reports into serious failures to protect individuals from abuse’; this encourages the learner to identify reports into serious  failures to protect individuals from abuse The assessment method is valid as it measures the learner’s knowledge of different reports into serious failures to protect vulnerable adults from abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of two different reports where there were serious failures to protect vulnerable adults from abuse. The information that the question extracts from the learner is more than is required to meet this AC; as the learner provides a description, where a list of reports into serious failures would have been sufficient. †¢ Breadth of Evidence: The learner has clearly identified reports into serious failures to protect individuals from abuse. The learner’s evidence meets AC 3.3 fully in terms of identifying reports into serious failures to protect vulnerable adults from abuse. 13 Unit HSC 024 Assessment Criteria: AC 3.4 – Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse Extract from Oral Questioning: Oral Question: ‘Where can you go to get information and advice about your role in safeguarding and protecting individuals from abuse?: Response: ‘Local authority Adult Services Department like Social Services My manager, colleagues My company’s policies and procedures on safeguarding The internet Care Quality Commission Independent Safeguarding Authority Books Training and advice from training centres.’ COMMENTARY FOR EVIDENCE FOR AC 3.4: †¢ Assessment Method: The assessor has used a clear oral question with this learner ‘Where can you go to get information and advice†¦.; this encourages the learner to identify different sources of information and advice in safeguarding and protecting vulnerable adults. The assessment method is valid as it measures the learner’s knowledge of different sources of information and advice. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of the different sources of information and advice available from both own workplace and external agencies. Due to this AC being an ‘identify’ the information could also have been presented in the form of a spidergram. †¢ Breadth of Evidence: The learner has clearly identified sources of information and advice. The learner’s evidence meets AC 3.4 fully in terms of identifying sources of information and advice about own role in safeguarding and protecting individuals from abuse. 14 Unit HSC 024 Evidence for Learning Outcome 4 Understand ways to reduce the likelihood of abuse Assessment Criteria: AC 4.1 – Explain how the likelihood of abuse may be reduced by: †¢ working with person centred values †¢ encouraging active participation †¢ promoting choice and rights Extract 1 from Discussion: Discussion: ‘Tell me about how working with person centred values can reduce the likelihood of abuse: Response: ‘Person-centred values include the individuality of the person, the rights of  the individual, the individual’s choice, the individual’s privacy, the individual’s independence, the individual’s dignity and the individual being respected If person centred values are taken into consideration when supporting an individual there is less likely to be abuse as all the staff will be working in the same way and will feel shamed if they abuse because of the way that they have been taught to work. If an individual is considered to have a say in what he or she wants and is at the centre of any decision, it will be more unlikely that there is abuse. The individual will know what suits him or her and will not get so frustrated. I always put the service users I work with, their families and friends at the centre of any decision about them and they are an active partner in their own care. Individuals decide what to do, where to go, what clothes to wear and are tr eated with dignity, respect, confidentiality and are able to make their own choices.’ Extract 2 from Discussion: Discussion: ‘Tell me about how encouraging active participation can reduce the likelihood of abuse: Response: ‘Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. So if the individual participates actively in their daily activities, which is what I practice, then the risk of abuse is low. For example in choosing the kind of meal to prepare I support individuals to make the lists of what they want to buy and go shopping with them so that they can choose the brand they want. The individual cooks the food the way they want it with little or no support. This is the same with all choices of clothes and outings.’ Extract 3 from Discussion: Discussion: ‘Tell me about how promoting choice and rights can reduce the likelihood of abuse: Response: ‘Individuals are supported to make their choices in anything they want like in choosing food or drink, in what to wear, whether to use hot or cold water  to bathe, etc. No individual will choose what will hurt him or her therefore abuse is reduced to the minimum. Individuals’ rights are promoted throughout the service. My service user has the right to do anything that they wish to do and if it is what they want as long as it is not dangerous; a risk assessment is then done to stop any abuse happening. I ensure that I promote service users’ rights and choices by allowing them to make their own choices and support them to have the rights of anyone else.’ 15 Unit HSC 024 COMMENTARY FOR EVIDENCE FOR AC 4.1 †¢ Assessment Method: The assessor has used discussion to encourage the learner to think about how the likelihood of abuse can be reduced. ‘Tell me about†¦Ã¢â‚¬â„¢ encourages the learner to provide a more detailed response and to also provide evidence to fully meet AC4.1. The assessment method is valid as it measures the learner’s understanding of how to reduce the likelihood of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because it reflects a full understanding of how the likelihood of abuse occurring can be reduced. The learner divides up own response to address each part of this AC in full and details how working with person-centred values, encouraging active participation and promoting choice and rights can each specifically reduce the likelihood of abuse from occurring. The learner also includes some good examples of how she applies these approaches to own working practices in own health and social care setting. †¢ Breadth of Evidence: The learner has detailed clearly how the likelihood of abuse may be reduced. The learner’s evidence meets AC4.1 fully in terms of providing an explanation of how working with person-centred values, encouraging active participation and promoting choice and rights can reduce the likelihood of abuse occurring. 16 Unit HSC 024 Assessment Criteria: AC 4.2 – Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse Extract from Discussion: Discussion: ‘Tell me about why an accessible complaints procedure is important for reducing the likelihood of abuse’: Response: ‘The complaints procedure gives the complainant the right to be heard and supported to make their views known. An accessible complaints procedure is understandable and easy to use. It sets out clearly how to make a complaint, the steps that will be taken when the complaint is looked into. It also provides flexibility in relation to target response times. An accessible complaints procedure resolves complaints more quickly as the complainant feels that they are being listened to and their complaint taken seriously. This sets up an open culture of making sure that abuse will not be tolerated in any form and encourages the complainant to not accept this. I remember when Mr R felt very happy when his complaint of being denied sleep was recorded in the complaints procedure. I supported him to write down the complaint and this was taken seriously†¦.’ COMMENTARY FOR EVIDENCE FOR AC 4.2: †¢ Assessment Method: The assessor has used discussion to encourage the learner to think about the importance of an accessible complaints procedure. ‘Tell me about†¦Ã¢â‚¬â„¢ encourages the learner to provide a more detailed response and to also provide evidence to fully meet AC4.2. The assessment method is valid as it measures the learner’s understanding of the importance of an accessible complaints procedure for reducing the likelihood of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because it reflects a full understanding of how the likelihood of abuse occurring can be reduced by an accessible complaints procedure. The learner begins by detailing her understanding of the meaning of an accessible complaints procedure and then ends on an example of the support provided to an individual in own health and social care setting. †¢ Breadth of Evidence: The learner has detailed clearly how the likelihood of abuse may be reduced. The learner’s evidence meets AC4.2 fully in terms of providing an explanation of the importance of an accessible complaints procedure for reducing the likelihood of abuse. 17 Unit HSC 024 Evidence for Learning Outcome 5 Know how to recognise and report unsafe practices Assessment Criteria: AC 5.1 – Describe unsafe practices that may affect the wellbeing of individuals Extract from Personal Statement: Personal Statement: ‘Describe unsafe practices that may affect the wellbeing of individuals’: Response: ‘Unsanitary conditions can spread infection as cross-contamination can occur and can affect the well-being of the individual and others. Improper hand washing can also pose a risk. Dirty kitchen surfaces and equipment can spread infections, not covering hair when cooking can pose a risk to individual as can not reporting faulty equipment when working or not having cleaning materials can also be unsafe. In terms of health and safety not having risk assessments in place when a service user hurts themselves. Staff not checking when a service user is ill or unsteady on their feet. Staff not recording in care plans about a service user’s wellbeing and health and not monitoring them. Other unsafe practices which also amount to abuse can occur such as leaving a service user on the toilet too long, ignoring or not listening to them.  Marks on body not taken seriously and complaints not taken seriously can put them at more danger, harm and risk of abuse. I ensure that I keep to all the procedures for checking for abuse and the wellbeing of the individuals that I work with; by following these and the individual’s care plan I keep within  the minimum standards of care and also work in a person centred way to make sure all individuals are happy and safe.’ COMMENTARY FOR EVIDENCE FOR AC 5.1: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of unsafe practices. The assessment method is valid as it measures the learner’s understanding and knowledge of unsafe practices that may affect the wellbeing of individuals. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of a range of different unsafe practices that may affect the wellbeing of individuals including those relating to the spread of infection, health and safety, neglect and abuse of individuals. The learner concludes by confirming how she works in line with agreed ways of working: ‘I keep within the minimum standards of care and also work in a person centred way to make sure all individuals are happy and safe.’ †¢ Breadth of Evidence: The learner has given a detailed account of a range of different unsafe practices. The learner’s evidence meets AC5.1 fully in terms of providing a description of unsafe practices that may affect the wellbeing of individuals. 18 Unit HSC 024 Assessment Criteria: AC 5.2 – Explain the actions to take if unsafe practices have been identified Extract from Personal Statement: Personal Statement: ‘Explain the actions to take if unsafe practices have been identified ’: Response: ‘If I identify unsafe practices then I must follow the whistle-blowing procedure and report to the appropriate person(s). I will report to my manager immediately or if it involves my manager then to another appropriate person(s). I will monitor all unsafe practices and make sure that I record  and report in full all the evidence and then will talk to my manager because all unsafe practices are dangerous practices that could cause harm to the individual and others. For example, I talked to my manager last week about things being left on the stairs that may cause service users and others to fall over and hurt themselves. She has talked to the staff and now this has stopped.’ COMMENTARY FOR EVIDENCE FOR AC 5.2: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of the actions to take over unsafe practices. The assessment method is valid as it measures the learner’s understanding and knowledge of the actions to take when unsafe practices have been identified. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of the full actions that need to be taken when unsafe practices have been identified. The learner concludes by explaining the actions taken when unsafe practices were identified in own health and social care setting: ‘†¦I talked to my manager last week about things being left on the stairs that may cause service users and others to fall over and hurt themselves. She has talked to the staff and now this has stopped.’ †¢ Breadth of Evidence: The learner has given a detailed account of the actions that must be taken when unsafe practices occur. The learner’s evidence meets AC5.1 fully in terms of providing an explanation of the actions to take if unsafe practices have been identified. 19 Unit HSC 024 Assessment Criteria: AC 5.3 – Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response Extract from Personal Statement: Personal Statement: Describe the actions to take if suspected abuse or unsafe  practices have been reported but nothing has been done in response: Response: ‘If suspected abuse or unsafe practices have been reported but nothing has been done in response or if it has to do with my manager then I will report to the next level or manager. If it has to do with my manager then I will report to management, then to the social worker and safeguarding team and to the care quality commission and even to the police depending on the response I get. When I worked in a nursing home there was some abuse of service users being left too long on the toilet and I talked to the nurse in charge and changes were made immediately. I had to record the information and give the nurse and manager a copy of my confidential report. If the nurse or manager had not done this then I would follow the whistle blowing procedure.’ COMMENTARY FOR EVIDENCE FOR AC 5.3: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of the actions to take over reported suspected abuse or unsafe practices that have not been responded to. The assessment method is valid as it measures the learner’s understanding and knowledge of the actions to take when unsafe practices or suspected abuse have been reported but nothing has been done in response. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of the full actions that need to be taken when suspected abuse or unsafe practices have been reported but nothing has been done in response. The learner concludes by explaining the actions taken in relation to unsafe practices that were identified in a health and social care setting: ‘†¦When I worked in a nursing home there was some abuse of service users being left too long on the toilet and I tal ked to the nurse in charge and changes were made immediately. I had to record the information and give the nurse and manager a copy of my confidential report. If the nurse or manager had not done this then I would have followed the whistle blowing procedure.’ †¢ Breadth of Evidence: The learner has given a detailed account of the actions that must be taken when suspected abuse or unsafe practices occur and nothing has been done in response. The learner’s evidence meets AC5.3  fully in terms of providing a description of the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response. 20 Unit HSC 024 Summary of How Exemplar Evidence for HSC 024 Meets the Assessment Requirements and Assessment Criteria Variety of assessment methods used Yes Oral and Written questioning Personal Statement Assignment Discussion Valid assessment methods used Yes All assessment methods used were appropriate for validating the learner’s knowledge of all the assessment criteria in this unit. Quality and Breadth of evidence sufficient Yes Evidence provided meets all the assessment criteria fully. 21 Unit HSC 024 This resource has been produced to support your delivery of OCR’s Health and Social qualification. These are not mandatory but are provided to offer you creative and informative materials that you may wish to use with your learners. Disclaimer Please note that whilst every effort has been made to ensure the accuracy of the content, OCR’s resources are provided for general information purposes only to be used at the discretion of teachers and centres. The resources are provided for guidance purposes only and do not constitute an endorsed teaching method that is required by the Board. OCR shall not have any liability whatsoever for any losses, including losses for any misinterpretation, or subsequent impact howsoever caused. 22 CONTACT US Keep up to date on the latest news by registering to receive e-alerts at www.ocr.org.uk/updates OCR Customer Contact Centre Vocational qualifications Telephone 024 76 851509 Facsimile 024 76 851633 Email vocational.qualifications@ocr.org.uk For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored.  © OCR 2013 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.