Legislative Initiative

On April 1, 2008, House Bill 2833 entitled Food Security Act passed the Senate Committee on Finance and would only require majority approval in the Senate floor to become a full fledged law (Office of Sen. Rice, 2008). This initiative is the output of the Oklahoma Task Force on Hunger established May last year and aimed at the concretization of its recommendations based on the study regarding the issue.Bartfeld, Dunifon, Nord and Carlson (2006) defined food security as â€Å"the access by all people at all times to enough food for an active and healthy life† (p.4). Reports reveal that Oklahoma ranks fifth among U.S. states currently experiencing high levels of food insecurity and seventh among states with high poverty levels (Oklahoma Task Force on Hunger, p.5, 8). This means that many individuals in the state do not meet the daily required nutritional needs in order to realize their full physical and mental potentials because they can not afford to buy food.From 2003-2006, st udies showed that Oklahoma’s wage and salary employment rates have steadily increased and resulted in remarkable economic growth. The state’s workforce is concentrated in the retail, health services, accommodations and food services and manufacturing industries as well as in local government and administrative and waste services (Snead and Barta, 2007). However, there are 10 counties which experienced job losses within the period.Improvements in the economy are not equally distributed in the state. Barta and Snead (2007) underscore the observation that â€Å"larger economies have a built in competitive advantage through economies of scale and greater amenities for residents relative to smaller regions and should be expected to outperform smaller regions† (p. 3). Thus, out of the state’s 77 counties, people in the metropolitan areas have higher standards of living than those in the 35 smaller, rural counties mostly located in the northwest region.Hence, a significant number of Oklahoman families in these areas are middle to low income earners and may account for the 14.6% of the population who are hungry or the 17% who are living below the poverty line. They lack the capacity to sufficiently obtain all their needs such as housing, healthcare, education and utilities. Family budgets for food are compromised in order to cover all basic needs. More expensive nutritious foods are replaced by cheaper but unhealthy foods and deprivation results in poor eating habits (Oklahoma Task Force on Hunger, p. 5).The Task Force on Hunger estimated the following: â€Å"a single parent with one school age child living in Tulsa Country needs to earn $13.53 an hour to be economically stable while a single person needs $7.52† (p. 9). However, the state’s minimum wage is pegged at $5.85 an hour while the costs of basic necessities are quickly and steadily rising. Although jobs are being created, most are temporary as in the manufacturing sec tor, adding job insecurity to low pay.Food insecurity impacts greatly on children.   Ã‚  Ã‚   They make up more than a third of the poor population in the state where 1 out of every 5 children potentially experience hunger on a daily basis (Office of Sen. Rice, 2008). Insufficient nutrition affects their physical and mental growth, evidenced in poor school performance, susceptibility to disease and the high obesity rates. According to the Sodexho Foundation findings, these consequences of hunger cause the state to lose $1.4 billion annually (Oklahoma Task Force on Hunger, p. 5).The passing of HB 2833 in the Senate will create the Oklahoma Food Security Committee as the body responsible for its implementation. In the immediate, it seeks to increase the utilization of state welfare food programs and the reach of non-government charitable organizations providing food relief for families and children (Oklahoma Task Force on Hunger, 2007). In the long term, it will address insufficient family income and raise food security levels.The Food Stamp Program currently allows persons to use electronic benefit cards to buy food items with an equivalent of $90 under the Thrifty Food Plan. The Women, Infants and Children Program, on the other hand, provides services such as nutrition education, health care referrals and supplemental food for needy families. The Senior Food Program targets the health, nutrition and social needs of the elderly. School nutrition programs provides for children through free lunches and snacks.In addition, private organizations operate soup kitchens, shelters and food pantries among others. Meanwhile, taxes may be deducted from low income earning families through claiming the Earned Income Tax Credit. Taxes imposed on small farmers in the market may also be lessened through the Sales Tax Credit Relief. Secondary to this, the agricultural sector also needs a boost in order to locally produce adequate food stuffs for the state’s nutrition n eeds.Through these measures, the Food Security Act will work to increase the amount that families may spend for food and other needs as well as harness all available resources to generate more food supplies. Increase in net income and supporting food relief will decrease the number of families and especially children, who are poor and hungry. This effort will raise the state’s food security levels towards acceptable levels within the next 5 years.Although, the Food Security Act as a legislative initiative is laudable in its objectives, I think that ultimately, significant change in economic status is the result of secure employment and sufficient pay. If the state should raise its minimum wage, even by a fraction, then that is a concrete step.The state should also complement the existing welfare food programs with similar initiatives in health care and education. This will further reduce the full burden of lower income earners in shouldering the food, school and health care n eeds of their children. The state should also put primacy in allocating funds to sustain these programs.List of ReferencesBartfeld, J., Dunifon, R., Nord, M. and Carlson, S. (2006). What Factors Account for State- by-State Differences in Food Security?. Economic Information Bulletin, 20. Retrieved   Ã‚  Ã‚  Ã‚   4 April 2008 from http://www.ers.usda.gov/publications/EIB20/eib20.pdf.Office of Senator Andrew Rice (2008). Food Security Act Advances to Senate Floor.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved 4 April 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.ok.gov/newsroom.php?page_id=681&type=1.Oklahoma Task Force on Hunger (2007). Hunger is Not Ok. Retrieved 4 April 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.hungerinoklahoma.org/Task%20Force%20Report.pdf.Snead, M.C. and Barta, S. (2007). Economic Recovery Growth Patterns in Oklahoma 2003-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2006. The Oklahoma Economy Research Release. Retrie ved 4 April 4, 2008 from    http://economy.okstate.edu/search/research.asp.

5 Stages of Grief Hamlet Essay

Following the death of Prince Hamlet’s father, the former King of Denmark, not only do those related by blood to the great Dane experience the five stages of grief as laid out by Kubler-Ross, but the whole kingdom does as well. It is clear through many examples from the text that the kingdom as a unit experiences the grief of losing their king and others throughout the play both as one dysfunctional family and individually. The individuals in this dysfunctional family include: Hamlet, Gertrude, Claudius, Polonius, Laertes, and Ophelia. A major tenet of the ‘Five Stages’ theory which is vital to understanding its practical use is that one is not required to go through the five stages in order, nor is one required to go through all five stages. This is especially important because as a single family, the Danes do not go through all five stages together, instead, however, they go through the five stages individually, and will be addressed in the order stated by Kubler-Ross while identifying parts of the play where these stages were reached with no regard to chronological order. (Kubler-Ross) Denial is the first stage of Kubler-Ross’ grief map. Denial is a reaction in which a person, attempting to avoid the truth of the situation, develops a false reality or simply ignores the reality at hand. This is likely the most common stage, as denial affects those dealing with all magnitudes of trauma, large and small. (Santrock, 56) Though Hamlet does not go through the stage of denial, it is evident starting in act one, scene two, that the royal family is very much in denial of how much they should be affected by the loss of their king. This is seen through the royal ‘we’ that Queen Gertrude uses to display her and her new husband’s feelings to Hamlet while covering up their sadness with royal duties. â€Å"QUEEN GERTRUDE Why seems it so particular with thee? HAMLET Seems, madam! nay it is; I know not ‘seems.’ ‘Tis not alone my inky cloak, good mother, Nor customary suits of solemn black, Nor windy suspiration of forced breath, No, nor the fruitful river in the eye, Nor the dejected ‘havior of the visage, Together with all forms, moods, shapes of grief, That can denote me truly: these indeed seem, For they are actions that a man might play: But I have that within which passeth show; These but the trappings and the suits of woe.† (Shakespeare, 1.2.2) The Royal family, in this scene, had only just recently lost their king before Claudius and Gertrude married and started their work as regents once again. The biggest implication of their being in the stage of denial is their preoccupation with Fortinbras’ perceived anger rather than Hamlet’s actual sadness. They are too in denial about their son’s and perhaps their own guilt and trauma that they do not help or address the grief at all. Gertrude is a perfect example of denial because of her lying to herself and telling herself that everything is perfect and back to normal when it is clearly not. Ophelia also goes through denial on a smaller scale in the first act, as her trauma is losing her love, Hamlet, because of her father’s orders. This denial only grows when she loses her father and he is not given the proper burial rites or respect. She then feels what Hamlet thinks he felt, yet says and does nothing until her suicide because she was very likely in denial about her ability to help at all. Anger is the second phase of Kubler-Ross’ five stages which is characterized by loss of judgment and simple rage at either the event which they are grieving, others, and/or themselves. Anger is often associated with madness as it impedes the objective observation skills and, like insanity, can cloud the mind with anything but the truth. (Santrock, 57) The angriest character in all of Hamlet the title character himself, Hamlet. Hamlet’s anger is especially clear in his rash dealings with his family, which, he is supposed to be bonding with over this shared grief, his visions of his father as a ghost, and his violent outbursts against the denizens of his kingdom. When he enters his mother’s chambers in act three, scene four, he shows many signs of madness and anger, including visions of violence inciting figures, lashing out against his mother, and the murder of Polonius behind the veil. â€Å"HAMLET How is it with you, lady? QUEEN GERTRUDE Alas, how is’t with you, That you do bend your eye on vacancy And with the incorporal air do hold discourse? Forth at your eyes your spirits wildly peep; And, as the sleeping soldiers in the alarm, Your bedded hair, like life in excrements, Starts up, and stands on end. O gentle son, Upon the heat and flame of thy distemper Sprinkle cool patience. Whereon do you look?† (Shakespeare, 3.4.18) Bargaining and Depression are slightly similar stages of grieving that as seen in Hamlet, can happen at the same time. Bargaining is characterized by an attempt at negotiating with fate, while depression understands the imminence of death. This being said, there is no reason why Hamlet could not have been experiencing both of these stages at once. In fact, Hamlet seems to have drifted in and out of these stages in between going through anger and acceptance. (Santrock 58, 59) In act one, scene two, Hamlet demonstrates bargaining and depression by almost asking the all-powerful to take his life away completely, because he is too saddened and maddened by all of this outrageous behavior that he would rather die. â€Å"HAMLET O, that this too too solid flesh would melt Thaw and resolve itself into a dew! Or that the Everlasting had not fix’d His canon ‘gainst self-slaughter! O God! God! How weary, stale, flat and unprofitable, Seem to me all the uses of this world! Fie on’t! ah fie! ’tis an unweeded garden, That grows to seed; things rank and gross in nature Possess it merely.† (Shakespeare, 1.2.6) Again in act three, scene one, Hamlet makes another speech that implies his fickle, suicidal-bargaining tendencies. In this speech he talks about his self-loathing due to his cowardice and he wishes that it could all be over, like a sleep, a quiet end. â€Å"HAMLET To be, or not to be: that is the question: Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them?† (Shakespeare, 3.1.1) Hamlet is not the only character to go through bargaining and depression, though. Ophelia also, in her singing and solemn visits to her father’s â€Å"burial site†, clearly shows signs of depression. She acts on these depressed thoughts by taking the bargain of suicide; if she cannot be happy in this world, she should take herself out of it to avoid the pain, and she does. Acceptance is the bittersweet end to grieving in which individuals come to terms with the fate they are handed, whether it be death, loss, or a reminder of their mortality. (Santrock, 60) The final scene before Fortinbras arrives to Elsinore, it is almost as if each character is asking for forgiveness through their passing through the stage of acceptance. Every action, the voluntary drinking of the cup that Claudius does, Laertes’ last words to Hamlet, Gertrude’s voluntary drinking of the cup so Hamlet would live a bit longer, they all seemed to be actions of final absolution. Kubler-Ross’ five stages of grief are plentiful in Shakespeare’s dramas, especially Hamlet, simply because of the massive amounts of tragedies that occur within Hamlet that warrant grieving. The grieving process in Hamlet is easily visible because of the steps laid out by Kubler-Ross and how they match almost exactly with the feelings and actions of not only Hamlet, but the whole kingdom, including: Gertrude, Claudius, Laertes, Polonius, and Ophelia. Works Cited â€Å"The Kà ¼bler-Ross Grief Cycle.† The Kà ¼bler-Ross Grief Cycle. N.p., n.d. Web. 31 Mar. 2014. Santrock, John W. Kubler-Ross P. 57,58,59,60. A Topical Approach to Life-span Development. Boston: McGraw-Hill, 2002. N. pag. Print. Shakespeare, William, and Harold Jenkins. â€Å"Act One, Scene Two, Act Three, Scene One, Act Three, Scene Three.† Hamlet. London: Methuen, 1982. N. pag. Print.

An Analysis of the Impact of Decreasing Trees in the Amazon Rain Forest

An Analysis of the Impact of Decreasing Trees in the Amazon Rain Forest Environmental Issue In recent years, there have been concerted efforts by leaders and nations around the world to confront the array of environmental issues currently facing the global community. Whether coming through dedicated promises to scale back on detrimental practices, or taking action in reducing the unsustainable business operations that many undertake, it is clear that we are at a pivotal time in history that will determine the well-being and future of our planet. In doing so, there are a plethora of issues that threaten future generations and environmental stability, with one of the more prominent and wide-reaching being that of deforestation. The concept of deforestation, in a simplistic sense, is that of cutting down trees and natural agricultural life as a means of using the lumber and resources for production purposes. Undoubtedly, trees are a crucial part in providing lumber for a broad range of activities, ranging from papermaking to building homes, and without such natural resources w ould have made it historically impossible to scale and grow civilizations at the rate that they have. However, recent technological advancements have provided new means of producing the very same resources in more sustainable manners, yet major corporations and proponents of deforestation continue to employ practices that are unsustainable. In order to better understand the overarching impacts of deforestation, it is necessary to first analyze the historical background of the issue, and how it has become such a major issue today. In doing so, deforestation has had a long history, dating back more than 500 years, as humans realized the benefits that came with transforming trees into lumber and other raw materials to be used in the production of various goods. As such, the impacts of deforestation and the centuries which it has lasted have left marks on the natural world, providing insight as to how detrimental it has been. Studies provide insight into the various periods throughout human history wherein deforestation occurred, shedding light on how long the practice has truly been around. As such, â€Å"In the classical worldGreek expansion to the eastern Mediterranean and Roman expansion westward led to remarkable deforestation; the consequent soil degradation was a major factor in the decline of the classical world. F or the medieval periodthe ways in which remarkable increases in population, medieval technology of plows and horsepower, cottage industry, shipbuilding, and crusades led to large-scale deforestation.† (Williams, 2008) Although these are only two examples of specific eras where deforestation was witnessed, it is clear that the methodologies existed for much of human history, and have only been magnified at scale in recent years. With the start of the Industrial Revolution throughout Europe, and processes of acquiring these resources became more automated, the world shifted into an era of inordinate unsustainability, one in which the modern community is continuing to undergo. As these actions became more efficient and profitable, it has since led to extensive declines in the forests around the world, with one of the most notable including that of the Amazon rainforest. Before delving into the case of the Amazon rainforest, it is necessary to touch on the impacts that deforestation has on the global community. In doing so, â€Å"the act of deforestation has impacted on the world in term of depreciating the natural environment and wildlife. It has also impacted on humans on the account of changes in environmental support processes such as weather conditionsFor more than one hundred years, the number of trees on the planet has plummeted, resulting in devastating consequences such as biodiversity loss, soil erosion, species extinction, global warming, and interference with the water cycle.† (EarthEclipse) The inevitable and explicit impacts of deforestation are apparent in the continued detriment to the climate, degradation of animal species and biodiversity, and an overall skewing of the Earth’s natural processes. In this regard, deforestation has had some of the most significant impacts on human lifestyles and the planet as a whole, beg ging the question as to why new methodologies have yet to be implemented. When it comes to the Amazon rainforest, this region is renown for its lush and vibrant ecology, the abundance of animal and insect species that find their homes in the area, and unfortunately, is one of the few remaining thriving rainforests left in the global community. With a plethora of resources available for commercial reasons, corporations began to take advantage of the benefits the region would provide them, setting up their operations in close proximity in order to maximize their profits. Specifically so, â€Å"forests in the Amazon were cleared faster than ever before in the late 1970s through the mid-2000s. Vast areas of rainforest were felled for cattle pasture and soy farms, drowned for dams, dug up for minerals, and bulldozed for towns and colonization projects. At the same time, the proliferation of roads opened previously inaccessible forests to settlement by poor farmers, illegal logging, and land speculators.† (Butler, 2017) With productions processes growing more and more efficient, large corporations opted out of changing their strategies towards sustainability, and rather continued to use detrimental practices to fuel their revenues and bottom line. The impact that these large corporations have had on the Amazon rainforest is breathtakingly disastrous, and manifest themselves in various ways. This includes the degradation of ecosystems and animal life, leading to extinctions of species, increased fires as a result of selective logging, natural droughts, record-breaking pollution levels found in the air, as well as natural disasters such as landslides that have directly cost human lives. These are just a few of the overt and explicit effects that deforestation has had on the Amazon rainforest, as such effects continue to worsen without any meaningful reform taking place. Understandably so, the issues that are debated on both sides have created chatter in the public sphere, making it clear that there must be some extent of resolution fo und to alleviate the concerns of both sides. However, thus far, attempts to implement such policies have been futile, despite the capabilities that advancements have provided to reduce reliance on natural resources derived from deforestation. Stakeholder Groups In understanding the various stakeholder groups which exist in regards to the deforestation issue, it can be found that these people include the heads of corporations that find their industry reliant upon these resources, environmentalists that believe reform can be made to allow for more sustainable productions, as well as public policy officials that aim to appease both of the aforementioned stakeholders to remain popular and be reelected. These three groups all of differing intentions and arguments when it comes to deforestation, and providing a cohesive resolution for all sides is the only way to reduce the level of forest clearing that has run rampant in recent years. First and foremost, it is crucial to understand the arguments and claims made by corporate individuals, as they look to increase their profits and ensure their companies continue to thrive. One of the primary arguments made by proponents of deforestation is that it provides a greater area to be inhabited by people, especially considering the burgeoning population issue that is currently taking place. In doing so, their claims state that, â€Å"with 10 billion people expected to be on the planet by 2050 and the never-ending growth explosion in sight, space has become more of a premium necessity on Earth. When there are forests on lands that could be utilized for habitation, then removing them can create more livable space. Commercial establishments and homes will also be built using the products that have been removed from the biome.† (GreenGarage) This point, which is valid in and of itself, then is backed up by another argument, that the resources derived from deforestation c an be used to better the lives of individuals who use those resources. Whether lumber for homes, or the plants and parts used to make paper and napkins, corporate executives can make the argument that deforestation provides the resources and goods that people purchase around the world. Another common claim that is made by proponents of deforestation is that it provides much needed economic support to the nations in which the practice occurs. Due to the fact that many of the major forests, especially the Amazons, are present in underdeveloped and impoverished countries, companies claim that deforestation allows them to establish operations in these countries, providing jobs for the locals who desperately need them. In this sense, the proposed establishments will bring about a win-win situation, both due to the affordable labor and acquisition to resources for the major companies, as well as providing wages and means of subsistence for people who live within close proximity of the forests and factories in question. According to proponents, deforestation creates job opportunities, given that â€Å"as deforestation increases demand from the lumber, manufacture, transportation, and construction industries, more people will be needed to get the job done, thus an increas e in employment opportunities.† (FutureofWorking, 2016) Although this is undoubtedly a reasonable claim to make, the fact of the matter is that such jobs and employment have not benefitted those who are living in the area. Rather, any employment opportunities have been meager and detrimental to the laborers, as their wages are immensely subpar and working conditions can be dangerous. When it comes to the environmentalist viewpoint on deforestation, it is clear why so many eco-conscious and environmentally-friendly individuals have denounced the clearing of rainforests. In doing so, there are many arguments that are made in terms of the sustainability and capability to keep up these practices, and the overarching impacts that they have on the natural world. In doing so, one of the foremost claims regarding deforestation made by environmentalists is that such practices can lead to permanent and negligent outcomes for the planet, and the climate which is present throughout it. As such, â€Å"excessive clearing or thinning of forests can destabilize the world’s climate by releasing into the atmosphere millions of tons of greenhouse gasses normally stored in wood in the form of carbon. This can damage the atmosphere and lead to global warming and eventually climate change. By storing carbon, forests provide a major environmental benefit by reducing global warm ing.† (CIFOR) This is a claim not only echoed by opponents of deforestation, but similarly the world community, as the impacts and consequences of climate change are becoming ever more prevalent throughout the world, and measures are being taken to combat this issue. If deforestation remains such a prominent practice in the corporate and commercial world, it can lead to detrimental impacts of releasing more greenhouse gasses into the environment, which has already been scientifically proven to dramatically alter the climate and weather of the planet. This is a relevant and valid argument against deforestation, as the consequences that are apparent have a far more detrimental outcome than the positives that are proposed. Furthermore, another reason why environmentalists are so severely against the concept of deforestation, is due to the fact that it has disastrous effects on the biodiversity and ecosystems of the abundant plant and animal life that find their homes in the Amazon rainforest. In doing so, â€Å"most of the planet’s valuable biodiversity is within forests, particularly tropical ones. Moist tropical forests such as the Amazon have the greatest concentrations of animal and plant species of any terrestrial ecosystem; perhaps two-thirds of Earth’s species live only in these forests. As deforestation proceeds, it has the potential to cause the extinction of increasing numbers of these species.† (Pimm, 2016) With more animal species becoming extinct what seems like on a daily basis, it is clear that the impact of human’s has had an unnatural effect on the animals and other living creatures that are on the planet as well. These different species similarly have impor tant roles in the global community, and the eradication of their kind can lead to imbalance and unwanted consequences in the future if not confronted. This is a valid claim made by many environmentalists in regards to the results of deforestation, and provides insight as to how unsustainable practices can be detrimental to the Earth, and to our own species in terms of the lifestyles that are currently lived. The final group of stakeholders in this regard is that of policymakers around the world, but more specifically and importantly, those in the United States. It is apparent in the global community that many follow the lead established by US politicians, and the actions taken by them can make meaningful impacts when done in the right way. In regards to their interests and needs, these policymakers are primarily focused on catering to the interests of their constituents so as to be reelected, as well as the whim of corporate lobby groups, from whom they receive immense amounts of funding and campaign contributions to be reelected at all. This has created an interesting and difficult dichotomy between the interests of people and corporations, with the latter emerging victorious for the most part. This is primarily due to the fact that the general constituency is less aware of the environmental matters at hand, and do not have the funding to make it a widespread issue come election time. N onetheless, it is these people that have the capabilities and power to implement policy reforms that will benefit the environmental world, and without their leadership, no such changes can be made. Policy Approaches and Analysis The current policy in regards to deforestation is quite lax and nonexistent to begin with. Corporations have the ability to reach out to foreign governments, such as the ones in Brazil, and establish partnerships by which the company can establish their manufacturing plants in prime locations with close proximity to the rainforests, and on the other end the government is paid out quite handsomely by these corporate executives. Although the Brazilian government has become far more protective about their rainforests, the reality is that the United States has done little-to-nothing to dissuade corporations that are already established in the country to implement new and more sustainable processes. This, as a result, has led to no decrease in the purchase of raw materials coming out of the Amazon, and rather incentivized corporations to continue their destructive behavior. One of the potential policy options that can be implemented to combat deforestation is that of corporate establishments. In doing so, â€Å"one of the most profitable and ecologically sound alternatives to mass deforestation in the Amazon is to attract not only responsible logging companies but entice these companies to build production facilities within the nations that they are logging from. Most of the logging industry cuts down the timber and immediately ships it to foreign countries where their factories process the wood into timber and other wood products.† (Blahnik, 2002) The fact is, that even though companies claim they are bringing jobs into the country, they are simultaneously doing everything they can to pay as little as possible for the finished goods. Given the restrictions on some forms of timber and logging, corporations ship out their products immediately so that they are not tracked or cause concern for conservationist groups in the country. By enforcing law s that would ensure these companies set up their production facilities in the home country in which they get their resources, it would not only decrease the amount of deforestation that occurs, but furthermore provide the jobs that they claim to want to provide. A second way to ensure that deforestation can be better regulated and decreased in the global community, is through an incentive or punishment type of policy that can be levied by world governments. In doing so, â€Å"financial incentives created by REDD+ can also change business practices. The success of ‘payments for environmental services’ in such countries as Costa Rica and Mexico and the work of Brazilian ranchers and nongovernmental organizations to develop sustainable agriculture standards show how this can be done. Economic incentives combined with political activism offer a powerful lever for promoting development without deforestation.† (UCSUSA, 2010) The benefit of this is that companies can be provided incentives monetarily if they fit certain standards, and implement practices that would offset their negative impact on the environment. On the other hand, there can also be a punishment if there is an unwillingness to implement such operations. In doin g so, major countries that purchase from these companies, namely the United States, can levy higher tariffs and taxes on imports of these goods and the corporation as a whole, which will reduce the desire to practice unsustainably. Essentially, this will allow corporations the option to adopt the more ethical and conscious practices as a means of not only reducing their environmental footprint, but being able to sell their goods at a more effective and efficient manner Conclusion Overall, when looking at the concept of deforestation, and the widespread detriment it has caused to the environmental world, it is clear that we are reaching a point in history, where our actions will have long-term, perhaps permanent, effects and consequences on the planet. With deforestation ramping up as a result of technological advancements and innovations, it is even more important that these progressions are used for positive means, and not destructive ones. By implementing new policies and reforms that will empower corporations to be more sustainable, while punishing the ones who forgo the needs of the natural environment, it will reduce the level of unsustainable deforestation in the global community, while ensuring that the benefits and advantages of such regions remain intact for years to come.

What did Theodore Roosevelt mean when he said the US should be the Essay

What did Theodore Roosevelt mean when he said the US should be the 'policemen' of the Caribbean - Essay Example He told Germany that the United States would act as the ‘debt collectors’ on their behalf. This meant that the US would collect all the money owed to Germany by the Caribbean islands and give it to them. When Roosevelt said that the US should be the policemen of the Caribbean, he was of the opinion that the United States should do everything in its power to assist the Caribbean in all ways possible. This was inspired by the fact that the Caribbean islands were very close neighbors of the United States (DiNunzio 143). Roosevelt, therefore, felt that it would be easy for the United States to gain full control of the Caribbean. It is clear that Roosevelt wanted to end the political unrest experienced in the Caribbean so as to gain control over its economy. He, therefore, felt that it was necessary for the US to be policemen of the Caribbean so as to eliminate the interference caused by the Europeans in the Caribbean. He felt that the Europeans interfered with the affairs of the Caribbean under the guise of collecting their debts but with the intention of ensuring their presence is felt in the area so that they would eventually take over the region (DiNunzio

Principles of research and evidence based practice Essay

Principles of research and evidence based practice - Essay Example The focus in this paper is on evidence-based practice in the nursing field that has gained a lot of momentum and the definitions vary. The findings of research, clinical knowledge, knowledge gathered from science, and all the medical expert opinions fall under what many in the field call "evidence" although practices that are based on research findings always tend to result in the required patient outcomes in different settings the geographic locations notwithstanding. According to Schofield, the impetus and desire for this evidence-based practice in matters nursing comes from healthcare practitioners, readily available medical information. Evidence-based practice requires changes in nursing education and other aspects like practice-relevant kind of research, and closer working relationships among all the concerned groups, that is, researchers and clinicians. Evidence-based practice does provide many opportunities for the whole concept of nursing care to be a bit more effective, indi vidualized, dynamic and streamlined. This, nevertheless, helps in minimizing the effects of the clinical judgments. In incidences where evidence is used to define some of the best practices rather than just supporting the existing practices, the profession of nursing care manages to keep pace with some of the latest technological advancements and also takes advantage, in many ways, of new medical research findings and knowledge developments. The different types of evidences vary on the basis of the fact that they are normally from different sources. This evidence based practices, often abbreviated as EBP, basically aims at applying the best valid and reliable evidence  which has been gained by use of scientific method  to making clinical  decisions. This evidence for practice is extremely important in the sense that it seeks to help in assessing the strength and validity of evidence of the benefits and risks of  treatment, or even lack of it and medical diagnostic tests. It helps clinicians to learn and be in a position to know whether given treatments plan will do more harm or good. According to Margolis (1999, pg. 135,) the evidence’s quality can be accessed on the basis of the type of source, that is, from  those clinical tests that are controlled and trials, systematic and analytical reviews of  the double-blind variety, and not forgetting other aspects like conventional wisdom. This can also be based on other factors like clinical relevance, validity of the statistics, and currency. According to Ehrenberg (2003, pg 281,) evidence based practice recognizes the fact that most of the aspects of medical and health care depend on very particular and individual factors like quality or   life value judgments, and this are normally subject to scientific research methods. This evidence based practice , however, attempts to clarify those medical activities and practice parts that are principle and part of the scientific methods and applying tho se methods in ensuring that best  prediction of expected outcomes in treatment of medical illnesses , even as the raging debate on what desirable outcomes should be (Ramstadius,1997,pg. 5). The research process is well known by most of the researchers in the medical field. Those involved in the carrying out of research in evidence based practice, if the current research finding are anything to go by, are well versed with the scientific research process. The systematic process that characterises research has to be strictly adhered to whenever those who intend to do any kind of medical researching .This ensures that the findings and data that is collected

Introduction to Financial Market Instruments. End of Course Assignment

Introduction to Financial Market Instruments. End of Course - Assignment Example Together the capital and money markets are used to manage risk and liquidity for individuals, governments and companies. The main players in the financial market are banks, households, sovereign entities, firms, insurance companies and other financial institutions (Williams, 2011). The report will focus on the UK capital market including equities, corporate bonds and government debts, UK property and commodity markets of UK. The commodity market will include gold as well as oil markets of United Kingdom. Five year viewpoint of the following markets will also be provided in order to provide recommendation on the best asset class. Factors which will drive the upcoming performance of UK capital markets will also be taken into consideration. The equity market of UK is the global market as more than 70% of profits generally come from the overseas; therefore it reflects the international market. It has fairly a big sector of resources and the mining and oil sector are the major sectors. They together contribute more than 15% and due to this reason the economy of UK is quite strong (Wall, 2015c). Though, the equity market of UK is expected to become volatile because of the turbulent election prevailing in the country. The overall increase of the revenue is also anticipated to remain exigent in the current year i.e. 2015. The alteration in the agenda of general election is the major reason of ambiguity for the equity market of the United Kingdom (Barnett, 2015). The main factor which is constantly overshadowing the equity market performance is the interaction between growing cynicism of the investors on the worldwide economic viewpoint and the capability of the policymakers towards creating the circumstances to strengthen p rospects of growth where necessary. The recent euro zone performance and the Chinese economy’s presentation is concerning. This is due to the reason that weaker than anticipated progress in these regions

Case study Essay Example | Topics and Well Written Essays - 2750 words

Case study - Essay Example In order to remain competitive and keep strong corporate image, Eurobank creates its culture based on a strong corporate philosophy and unique national values and traditions of the home country. The relationships between corporate and national culture can be explained by a strong impact on national traditions and cultural values typical for France. They involve "loyalty and long service, paternalistic values and commitment to labor laws in its redundancy policy" (Baron & Walters 1994). Eurobank adopts the national culture as the core of its ethics and corporate image. Eurobank favors attributes that allow it to define organizational identity from the perspective of organizational actors' experiences (e.g., leadership, governance structure, professional qualities required for climbing the corporate ladder). Top management presents quality service to customers as one of the bank's main defining attributes. This is clear from the presentation of customer service as a mission, a primary goal, a tradition, a constant, a strength, a reason for everything else the bank does, and a distinctive Eurobank trademark (Brake et al 1995). A company's culture is actually an aggregate of subcultures that have developed in response to unique challenges faced, by different groups within the organization (Brake et al 1995). ... The organization provides a broad range of financial services and has an extensive national and international network. It is a highly visible and successful organization that has vied for a superior position among its competitors on many levels. The goals of the organization are pursued in accordance with an underlying ideology, or philosophy, based on beliefs, values and attitudes (Brake et al 1995). This ideology determines the 'culture' of Eurobank and provides a set of principles which govern the overall conduct of the organization's operations, codes of behavior, the management of people and its dealings with other organisations. These sets of principles may be recognized and implemented informally as 'accepted conventions' of the organization or they may be stated formally in writing. It is mission is to "offer a localized service which mirrors the values of local customers yet provides access to a sophisticated banking network is an important strand in the business strategy" ( Baron & Walters 1994). In this sense, Eurobank management has an effect on corporate culture by setting an expected standard. Managers have a high degree of autonomy which allows them to reward employees within their departments. Still, day to day, interpretations of corporate values are left up to the individual employees. They may be somewhat independent in thought, but there also may be a "groupthink" that develops in much the same way as assumptions do. Leadership helps to influence values within the corporate culture but, still, it cannot control them. Aspects of culture bleed into every activity of the organization. For Eurobank, they are often intangible qualities, but they are significant none the less. To be part of the organization's identity, an

Classical music Essay Example | Topics and Well Written Essays - 250 words

Classical music - Essay Example Indeed classical and romantic composers developed a genre of music that many folks instantly loved and related to. However, contemporary classical works such as those of Boulez and Stockhausen are not as popular in present times as Mozart and Beethoven were in theirs. Even in movies, television series and so on, very little classical music is promoted in the form of themes, soundtracks, and content, as other forms of music take center-stage. Another reason why this decline has been inevitable is the rise of new music genres such as hip hop, rock, and RnBs, that have so effectively won over hearts. Stereotypically hence, and with research evidence pointing to the same too, most blacks are now into rap music as whites are with rock, with most females taking into Rhymes and Blues. These claim a huge chunk of the fan base that was once a domain of classical music. Many of our children are now growing into the world where rock and hip hop are the way to go. And with the financial and repu tation glamour these new genres offer, many young aspiring talents opt for these forms over classical music. There are also the rivalries predominant in such other forms as hip hop and rock that serve to excite fans and at the same time better artists’ performance and wittiness. These other genres are getting better and their artists seriously getting down to business, always striving to best one another – a trait sadly missing in contemporary classical music (Horowitz, 413).

Universally effective and desirable leadership attributes Essay

Universally effective and desirable leadership attributes - Essay Example Essential leadership characteristics include: leadership inspiration (feeling the need to lead but not by searching for power/leadership forcefully), drive, self-confidence (this accounts for emotional stability as a leader), integrity and honesty, knowledge, and intellectual ability. There is little proof that versatility, creativeness and charisma are traits that should be exhibited by leaders. Our belief is that the important leadership traits always come in handy in enabling a leader to acquire skills necessary for coming up with a desired achievable vision and taking the necessary measures in the implementation of the vision. This is a paper that is interested in highlighting the effectiveness and desirability of leadership traits universally with regard to being an international leader. I will show, in this paper on universal effectiveness and desirable leadership attributes that are constituted and exhibited by an international leader, illustration and some examples of the traits that an international leader should exhibit. Leadership has been described by some as the procedure of public influence that one individual can solicit the help and assistance of other people in a bid to successfully perform and conclude a prevalent task. Another common definition of leadership is that it is a process in which a particular person influences a group of people for the achievement of a common vision. (Northouse, 2007, p3). A leader is that said to be the person in charge of the group accomplishing the task. He is the one with the ability to his influence and other traits while commanding a group for the accomplishment of the desired task. Concepts of leadership In accordance to Bass, the concept of leadership declares that there exist three primary approaches to describe how individuals are initiated to leadership (Bass, 1990, pp. 20). The approach depicted in the first two describes the leadership growth for some individuals. One of the concepts of leadership is that a person may rise to the occasion when an important event or a looming crisis occurs making the individual to behave like a leader and exhibit some of the important traits necessary for leadership. An example of such a leader is Nelson Mandela. He grew up i n South Africa a normal person like any other but due to the invasion of South Africa by colonialist he rose to the occasion to fight for the independence of his people and this made him recognised as a hero. This is called the great events concept. The other trait is referred to as the Trait concept (Schwartz 2010). This is the concept that says that some individual traits will act as a natural guide to people that will lead them leadership tasks/roles. The third concept is the process or transformational leadership concept. It states that leadership traits can be learnt and thus people have the ability to become leaders by choice. Global leadership The interdisciplinary research of the key components that leaders of the future in all areas of the personal expertise should obtain to successfully get familiar themselves with the emotional, physical, regional, anthropological, geopolitical and sociological results of globalization is referred to as global leadership (Hayes, 2011). Gl obal leadership takes place when a person or a group of people get around collaborative initiatives of distinct stakeholders through ecological sophistication towards a perspective by utilizing a global attitude. As an effect of styles, that start at colonialism and get perpetuated by the increase in press channels, advancement that come to being due to interconnection on networks

Legal Aspects of Nursing. Homework 5 Case Study

Legal Aspects of Nursing. Homework 5 - Case Study Example These difficulties could have easily resulted in errors in the manual documentation. This hints at problems in the process, rather than a willful act of fraud on the part of the nurses and the nurse under trial in particular. (Case Facts, n.d.) 2. The testimonies of the other nurses are very relevant. They point to difficulties in following the process steps and in being accurate in their accomplishment of the manual documentation for the medications. First the nurses testified that the process prompted them to instances when they were prone to making errors in the manual documentation, because of problems with recall with regard to dosages and to the medicines administered. This is because the documentation was done towards the end of the shift, or during breaks, and not at the point of the administration. Second, this problem was compounded by the fact that in practice, nurses signed narcotics electronically in anticipation of need, and then threw them away when they were not used, especially with regard to the IV bags. This means that there were additional opportunities to make mistakes in the manual documentation later on (Case Facts, n.d.). 3. ... I would have ruled in favor of the nurse ,due to lack of evidence of fraud, and due to the testimony of other nurses that there is a flaw in the process that can understandably result in nurses making mistakes with the manual documentation (Case Facts, n.d.) ANSWERS TO HOMEWORK 5 FORM QUESTIONS (The responses are numbered in order of the appearance of the questions in the assignment form) 1. Patient safety principles relating to the accuracy of medications administered and in the accuracy and integrity of patient records are at play in this case. That there are mistakes in documentation that are used to keep track of patient progress, and that are used to plan future interventions, means that the well-being of the patients are put at risk. The testimonies by the nurses point to fundamental flaws in the hospital processes that need to be admitted to, as a first step to making changes to correct the discrepancies (Suydam et al., n.d., pp. 361-363; Sharpe, 2003; American Medical Associa tion, 2009; Ohno-Machado et al., 2004) 2. Strictly speaking, the nurses are not negligent in delaying the documentation for the medications that they took. For one, there are the electronic signings that cover them, and signify their earnestness to follow the rules. For another, they have to prioritize the manual documentation alongside other tasks, such as attending to the patients and helping the doctors in acute care. These are very pressing tasks. If a patient is unable to breathe on his own or has a very dire condition that needs full attention from the nurse, the documentation can fall by the wayside understandably. The issue is not negligence, but that the work flow forces the nurses to prioritize

Introduction of the bachelor and master system Essay Example for Free

Introduction of the bachelor and master system Essay Globalization and liberalization are two factors that greatly impact on the potential that nations have for generating value. Of the numerous dynamics that affect the society in the current operational environment, globalization comes up as the most influential due to the effect that it has on nearly all sectors of the modern economies (Neal 129). With increase in interaction between different communities a need for standardization has developed due to difference in standards and approaches that are employed across different societies (Lee 43). Electronic standard, wireless protocols, international courts and trading blocks have all come up as a result of the need to standardize approaches that the current societies use. The European which is the largest trading block globally has also come to terms with the fact that there is need for standardization especially in the area of higher education thus the Bologna accord (Loosvelt and Gysen 163). However, the effect of standardization of higher education is viewed differently with some claiming that it impacts positively on the education standards in Europe while some positing to the fact that it could reduce flexibility and therefore relevance of the education system to individual societies (Alesi and RosznyaI, 396). This study employs the aid of existing researches and theories to explore the effects of the Bologna process including its advantage on both employers and employees with the aim of seeking to develop a clear picture of its implication and areas that may need further address to ensure that Europe optimizes gains in its educational and social systems. The Bologna Process The main motivation to the Bologna accord was to ensure increased compatibility of higher education standards across Europe (Van Biesen and Rahier 222). The naming of the Bologna process follows directly from the Italian city in which it was signed (Dobrenkova 46). Though 29 nations were the initial signatories to the process, the number has increased with time. The signing of the Bologna process is considered the end process of numerous processes notably in Germany and Western Europe universities that were aimed at harmonization of the architecture or systems that is used in higher education (Lindblom-Ylanne and Hamalainen 161). Nearly all members of the council of Europe are signatories to the accord through there are nations that despite applying were denied a position to be in the process. The basic approach that is employed by the Bologna process employs three stages or cycles of higher education qualification. The main defining factors of the Bologna process are the qualification and ECTS credits. Bachelor’s degree, masters and doctoral degrees are some of the key variables that are considered under qualification. Most nations in Europe employ the 3-2-3 year cycle to ensure completions of the three levels in higher education as per the Bologna accord (Malan 295). Though the actual naming of the degree course may vary from one nation to the other, an academic year is standardized to 60 ECTS credits (Pusztai and Szabo 102). There is a clear correlation between this new system and the approaches that are employed in North America and even in Japan with many researchers and educators stating that this may be the way forward with respect to global education (Becker 265). A noticeable change that is a result of the Bologna process is more emphasis being awarded to practical training and even research projects. This is in line with developments in education that have generally been geared towards adoption of approaches that are more practice oriented. The credits being a measure of the input that students have in their education is reflective of not just the overall cognitive abilities but also presentation skills (Patricio and Engelsen 601) innovation, hours spent studying and even general skills (Tauch 277). Many education experts are of the view that this development brings educations closer to the society and requirements in practice where theoretical and practical skills are all important in ensuring efficiency and improvement of the nature of practice. The main issues that the Bologna process sought to address arise from responsibility in higher education, governance, research, values, changes in the nature of society and increase in complexity that institutions and organizations face which has led to high qualification needs. With the implementations of the Bologna process educations is provided with higher flexibility that makes it easier for students to move from one institution to the other within Europe (Berner and Richter 251). Other benefits that have come up as result of the Bologna process include increased attractiveness of higher education in Europe, a broader higher education framework that places emphasis on quality and advancement of knowledge base and an increase in the levels of convergence between US and Europe with respect to higher education standards which increases the scope of education and its absorption of European students into mainstream job markets. Like all change processes the Bologna process was criticized from some quarters with some being of the view that the framework adopted favored the UK especially England and Ireland while presenting numerous difficulties to continental Europe nations (Vogel 133). Economic and Academic Background Higher education like all other systems in the current society is affected by increase in cost of operations. Many educators are of the view that the basic factor that underpins a number of plans developed by the EU is economic consideration and this is reflected in the Bologna process. Researchers and education theorists are of the view that the Bologna process is aimed at enlarging the higher education system in Europe with the aim of cutting down on cost and therefore ensuring a Europe wide standardization (Beertsen 107). The changes are cited as being in line strategies that have been proposed by the WTO and GATS in education that have generally been aimed at minimizing and even eliminating the control that political systems have over higher education. The academic aspect is considered central to the numerous differential viewpoints that have been developed of the role of the Bologna process in ensuring that educational goals are met (Moshkin 10). In fact nearly all controversies that surround the Bologna process have their basis on the academic and social impact of the Bologna process rather than the impact that it could have on economies. Continental Europe nations mainly employ a model that was inspired by the German educational system where a clear difference existed between vocational and academic training (Ash 264). This system from the upgrades that it has received was viewed as counter-productive thus the adoption of a system that is in line with the English. The main areas that were of concern under such an educational system which was employed by a majority of continental Europe nations is the fact that vocational training was not developed with the aim of further studies. Masters level education was a minimum level requirement in some fields for instance engineering which limited the applicability of Bachelors level education in some fields (Chuchalin 200). Moreover, the continental approach to Bachelors degree did not prepare the students for employment rather it was aimed at preparing them for master’s level education. This reduced the skills that such students had and the level of efficiency that they display in the workforce. Despite the disparity in level of skills that Bachelors level student displayed with respect to their ability to manage workforce issues, they were awarded the same title as engineers. One of the key implications of the Bologna process is therefore an urgent need for steps that are aimed at harmonization of professional bodies which requires revaluation and in some cases change in qualification (Hibbert 34). Moreover a number of key assumptions that have been made by the Bologna process have been under spotlight for instance 60 ECTS per year requirement is based on the assumption that 1500-1800 hours will be available in a year which presents a complexity in its implementation if it is considered that it does not standardize semesters. Other critics claim that some courses were just redefined with no change in course content or requirement which due to ECTS requirements effectively implies additional demand with little gain (Sanz and van der 34). These are some of the key issues that have been highlighted as being central to controversies surrounding the objectivity in implementation of the Bologna process. However, the fact that it is being employed and nations seek being signatories implies that an understanding of the benefits is critical in determining the areas that it could be lacking in and therefore the development that can be incorporated to ensure that the society gains for it is the future of European education. Implication on Selected Educational Systems A review of selected educational systems shows that the implications of the Bologna accord have had differential effects across Europe. The Finish system of higher education was least affected by the implementation of the Bologna accord. The major changes are the inclusion of engineering and military programs into masters and bachelors systems and increase in adoption of English as the main language. A course that has basically remained the same as it was before the adoption of the Bologna accord is medicine which still runs on a five years program (Cooper 259). The Italian system was based on award of a degree after the first three years of undergraduate level education that had no value in the market unless one went ahead and finished graduate level course has changed considerably. A three plus two year system has been adopted though there are some exceptions to the structure of â€Å"Nuovo ordinamento† (Kilic 319). Medicine and some areas of science have not changed and place a requirement of up to six years of undergraduate level education before one can proceed to master’s level. In UK the implication of the Bologna accord differs with the nations. The educational systems in England, Scotland and Wales display some significant differences due to the nature of their formulation. The England system though relaying some similarities to the Italian system is fundamentally different from others in Europe (Georgantopoulou 13). In Wales it was possible for a student straight from high school to undertake a program that would lead to attainment of a master’s degree without having to undergo undergraduate level education. The Scottish system which is one of a kind due to the flexibility that it offers lower level educational stakeholders like school heads to formulate curricula was also affected considerably. Under the Bologna accord all this systems can actively seek educational goals and students can easily transfer from one institution to the other without having to worry about the grade that he has attained and even difficulty in integrating into the new system. There is no doubt that the Bologna accord has played an important role in convergence of standards that are used in higher level education which is an important factor in ensuring that the role of the EU in ensuring labor mobility is attained. Employers Advantages Pro Bologna Reform activists are generally of the view that it is the best development that has happened in Europes educational systems for a long time (Stallmann 24). This is the same view that is held by computing enthusiasts on the level of development that computing has attained due to the standardization of protocols. Standardization is generally perceived as an avenue through which development within any industry can be molded in a manner that increases the level of interrelationship between existing systems. A melange of degree titles defined the higher education systems in Europe before the implementation of the Bologna accord. The effects of the confused state on European employees were high due to the effect of EU policies that were seeking economic integration (Rauhvargers 341). Employers found it hard to develop an objective measure that could be used in determining the potential of job seekers by objectively assessing their academic credentials. Under such an environment the benefits that European nations sought through economic integration and ensuring workforce mobility was reduced. Business and management education is one of the areas that have been affected by the Bologna accord. Globally employers and HR executives were becoming more confused with the bachelor, Lauren and Diplomkaufmann titles that were held by jobseekers (Verhesschen and Verburgh 134). Complexity in assessing the potential of a job applicant is further brought out if the array of master’s degree programs that were offered is considered. The effects of the Bologna accord are numerous and impact on not just the educational systems or employers but also governments (Sanz 141). Countries that have employed the Bologna accord are more likely to partake in the benefits that it offers especially with respect to reducing the recurring costs of higher education. Moreover, the quality and competitive degree programs that are offered under the Bologna accord present such nations with an edge with respect to attracting students into their institutions. Such students may play a role in ensuring overall development in host nations. The benefits that the Bologna accord present with respect to predictable educational budget, fixed course durations, predictable enrolment and graduation rates which aid in budgeting and educational planning and shorter graduate study will play a role in ensuring that the span of productivity is increased (Giuliano 103). The introduction of shorter masters degree level courses that is pushed for by the Bologna Accord will play an important role in ensuring that education in Europe is compatible to standards that are being employed in other nations. In a global environment where commercialization of education is widespread the international students that pay considerably higher than their domestic counterparts will pave a way for the education systems to gain more revenues. However, a number of issues arise relating the specific details in implementing the strategies. Language is a key issue that has been central in discussions relating to success that can be attained in ensuring integration. Generally English being the most developed and popular language in global circles has been adopted by a number of masters programs. Relaxation of immigration and permit requirements has come up as one of the areas that governments must be wary of to ensure gains from the Bologna process (Griffin 98). Such a process must be carried out in tandem with simplifications of visa conversion from study to employment if Europe to gain the most out of the benefits presented by the Bologna accord. The nature of strategies and even systems that are employed by the education systems is affected by workforce requirements. Employer requirements are cited as critical factors in determining the curricular and even activities that are embedded into school systems especially at higher level of learning. Higher education strategies are highly dependent on the nature of requirements that they are placed on social systems (Sakari 179). Employees are cited as playing a key role in determining the level of success that can be attained in implementing the Bologna accord. Unless employers can actively seek and employ Bachelors level graduates then the value of this level of education will be lost across Europe. Researchers are of the view that though standardization has been achieved with the adoption of the Bologna accord by various stakeholders’ success in its implementations is highly dependent on collaboration between employers, instructors and evens students. Unless higher education seeks to develop critical lifelong learners the benefits that employers stand to gain from the Bologna accord are minimal. This is in line with the fact that employers having realized the role played by critical reflective skills spend consummate funds on development of interpersonal, leadership and communication skills (Widerberg 137). The key challenge that European educational institutions face in ensuring success with the aid of the Bologna accord is to provide students with high transformational potential that will ensure they are easily employed. As the Bologna accord takes root, many will seek graduate level education and therefore employers will be provided with a far much wider pool of experienced job seekers to choose from. This is one of the key goals that were sought in formulating the EU. Moreover, a clear description of the course presents a common approach to assessment that encompasses all areas that employers seek and aid in accurately determining the exact qualifications required for a given job title (Jaschke and Neidhardt 306). Employees have to take steps in ensuring that their requirements and overall HR departments are aware of the differing qualifications that are offered by institutions. Despite initiatives that have sought employment of Bachelors degree holders, it is generally believed that master’s level education will continue being a key prerequisite for entry into mainstream employment (Zgaga 253). However, most researchers are of the view that this condition can be reversed with the input of the public sector which is in fact the largest employer in all European nations. If the public sector seeks bachelor’s level education then there is a high likelihood that other employers with follow suit which will aid in ensuring Bologna accord goals are attained. With time and maturity of the job market, both bachelors and graduate job seekers will be effectively absorbed into the job market thus increased workforce availability. Another benefit that employers stand to gain from business oriented degrees is their ability to offer a platform upon which bachelors degree holders from other fields can seek further studies in business related subjects (Labi A36). Such a process leads to graduates who have diversified skills that are relevant to global operational environment. It is important to note that experience has been highlighted as one of the factors that greatly determines the pay and even suitability of an employee irrespective of the level of education that one has attained. Employees The Bologna accord is considered a platform upon which students are presented with new opportunities that they can effectively use in sidelining the long cycle to seeking graduate level education into stages with increase in platform upon which they can seek further education. Increased student mobility associated with the accord is likely to present the platform upon which employees can seek further their careers. The choice though complicated offers students with the opportunity to either continues with their education or seek employment after undergraduate level which presents a wider platform for decision making. This is further complicated by the multitude of courses that students have in choosing the course or areas of specialization at graduate level. This is likely to lead to an increase in the levels of diversity that is displayed by employees which may directly translate to increase in the level of competition in the job market or reduced competition depending on the qualification that a employees display (Konjic and Sarajlic 219). The Bologna accord is also cited as being a catalyst to increased academic activities across Europe. Employees are under increased pressure to ensure that they update their skills and acquire multiple skills to develop in their areas of professionalism. Another area that employees are likely to benefit from is applicability of their skills. A factor that has for a long time been central to the difficulties that students and even employees face in making the most out of the freedom that they are presented by the EU is language barrier and the differential systems that were used across Europe (Sandstrom 61). The Bologna accord presents a standardized education system that predominantly uses English as the main mode of transmission thus increased availability of jobs in even areas that were least accessed due to language barriers. Another area that the Bologna accord has impacted on is decision making. Most employers often consider their jobs as their source of livelihood. Decision making as one of the most important variable that determine the direction that ones life will take is complicated by the number of options that one has (Augusti 258). The Bologna accord presented employees and students with multiple options on which to base their professional development each of which impact directly in the quality of education that they can attain. Having such a large basis presents complexity in decision making which may even lead to the development of firms that seeks to guide professionals into their career paths. This is an example of a development and even complexity that is presented with standardization of education across Europe. Employers awareness There is a large potential that has been presented to European employees with respect to seeking suitable candidates by the Bologna accord (Adelman 11). However, surveys across Europe show that the level of awareness that employers have of the potential that is presented by the Bologna accord is low (Jung-Eun 36). Generally the low level of awareness that employers have of the accord is a worrying situation considering the role that employers have to play in ensuring that its goals are attained. Numerous independent studies have shown that up to 64% of employers are unaware of the existence of Bologna process in the UK (Shearman 177). The same trends are observed in Finland with a far much grim picture painted in Italy where up to 80% of the employers are not aware of the existence of the Bologna process (Guth 331). These statistics paint a grim situation and a clear need for politicians and policy makers to work round the clock to ensure that the state is corrected failure to which the potential benefits that could be attained with the implementation of the accord may never be experienced. A far worse picture is created if research findings on employers that are informed on the internal details of the accord are considered. Basically less than 5% of all employers in Europe are aware of the details relating to the implementation of the accord and the implications that it could have on the nature of the job market (Salzer 656). Awareness is first developing on this poor state in implementation of the accord and has led to a number of taskforces and even researches that have sought to determine corrective measures that can be put in place to ensure that the initial goals of the accord are driven at (Wex 76). The measures not only seek to raise the levels of awareness that employers have of the Bologna accord but are also aimed at devising systems and means through which employers can reduce their transaction costs when seeking new employees (Burnett 287). A systematic exchange of information between parties that are involved in the Bologna accord is one of the recommendations that have been developed to aid address the worrying situation. Sharing experiences between students has also been cited as a possible avenue to ensuring that future employers are aware of the benefits presented by the Bologna accord in the higher education framework in Europe (Witte and van der Wende 217). Increased involvement of employers and career advisers by developing information packages that are targeted at this audience is one of the directions that can be sought in ensuring that career goals are accurately sought. Analysis A deeper analysis of the Bologna accord shows that it has implications that may be further than the current economic effect that it is assessed under. The EU as an economic system is an important factor in determining the level of efficiency that can be attained with the application of the accord and is a critical reference point with respect to its effect on the political, social and organizational systems (Veiga and Amaral 61). From the discussions it is apparent that though the freedom that is presented by the EU in terms of movement serves as an effective platform for the Bologna accord, there are several policy issues that are yet to be addressed that would ensure ease of movement and even transformation of students into active workforce. The effects of globalization and an improved information system together present an effective platform upon which students from different cultural backgrounds can easily interact to ensure gain from the education system (Karran 7). Though there have been some resistance to the implementation of the accord the levels of adoption that it has received is reflective of the growing appreciation of its relevance in consideration of the nature of the modern society. Multiculturalism is fast developing within Europe which presents a suitable avenue to ensuring ease in accessing employees of different background. This diversity that is presented to employers is cited as being a critical ingredient to generating value in competitive business segments (Sall and Ndjaye 47). However, an understanding of the complexity that is associated with management of diversity has to be developed for any value to be generated. Though diversity is associated with generation of value, an understanding of how it can effectively be managed is important in ensuring that this benefit is gained. In general there are a number of strengths and benefits that are associated with the Bologna accord. One of the notable threats is the erosion of the level of awareness that curricula have to issues that are of interest to a particular society (Gaston 17). The implementation of the Bologna accord is based on the assumption that the effects of globalization in Europe is high to the extent that Europe can be considered a single society that is faced with similar educational challenges. The reality is that Europe is diverse and made up of both developed and developing nations that have different needs and are of different perception on what can be considered an effective higher educational system. Recommendations Though the goals and even theory beneath the implementation of the Bologna accord are noble, practical implementation issues pose a threat to the achievement of its objectives. Creating awareness among employees and developing further avenues for employment are some of the issues that have to be addressed in seeking its goals. Incorporation of other nations in the EU is also important in ensuring that overall development of the EU as a region is attained (Petit and Foriers 16). More research ought to be conducted on avenues that can be used in ensuring that challenges that are unique to communities are accurately addressed failure to which the role of higher education in ensuring address of social and even communal issues may be lost. Works Cited Adelman, Clifford. â€Å"Accountability Light: Our Version Is Going the Way of the Dollar vs. the Euro†. Liberal Education, 94. 4(2008): 6-13. Alesi, Bettina and RosznyaI, Christina. â€Å"The Implementation of Bachelor and Master Programmes in Hungary†. European Journal of Education, 42. 3(2007): 395-409. Ash, Mitchell. â€Å"Bachelor of What, Master of Whom? The Humboldt Myth and Historical Transformations of Higher Education in German-Speaking Europe and the US†. European Journal of Education, 41. 2(2006): 245-267. Augusti, Giuliano. â€Å"Transnational recognition and accreditation of engineering educational programmes in Europe: perspectives in a global framework†. European Journal of Engineering Education, 31. 3(2006): 249-260. Becker, Frank. â€Å"Globalization, curricula reform and the consequences for engineers working in an international company†. European Journal of Engineering Education, 31. 3(2006): 261-272. Beertsen, Wendy. â€Å"PhD Programmes†. European Journal of Dental Education, 10. 2(2006): 107 Berner, Heike and Richter, Roland. â€Å"Accreditation of Degree Programmes in Germany†. Quality in Higher Education, 7. 3(2001): 247-257. Burnett, John. â€Å"Tilling the soil of the European higher education area†. Educational Action Research, 15. 2(2007): 283-293 Chuchalin, Boev. â€Å"The Russian system of higher education in view of the Bologna process†. International Journal of Electrical Engineering Education, 44. 2(2007): 109-225. Cooper, David. â€Å"International restructuring of higher education: comments on implications of global trends, for restructuring of Sociology in South Africa†. South African Review of Sociology, 37. 2(2006): 260-292. Dobrenkova, Erick. â€Å"Problems of Russias Entry into the Bologna Process†. Russian Education Society, 50. 4(2008): 42-51. Gaston, Paul. â€Å"Bologna: A Challenge for Liberal Education and an Exceptional Opportunity†. Liberal Education, 94. 4(2008): 14-19 Georgantopoulou, Catherine. â€Å"Medical education in Greece†. Medical Teacher, 31. 1(2009): 13-17 Giuliano, Augusti. â€Å"Accreditation of engineering programmes at European level†. International Journal of Electrical Engineering Education, 44. 2(2007): 101-208 Griffin, Gabriele. â€Å"Womens/Gender Studies,1 Professionalization and the Bologna Process—Cross European Reflections†. NORA: Nordic Journal of Womens Studies, 14. 2(2006): 87-102 Guth, Jessica. â€Å"The Bologna Process: The Impact of Higher Education Reform on the Structure and Organisation of Doctoral Programmes in Germany†. Higher Education in Europe, 31. 3 (2006): 327-338 Hibbert, Lee. â€Å"Time serving†. Professional Engineering, 20. 7(2007): 33-34. Jaschke, Hans-Gerd and Neidhardt, Klaus. â€Å"A Modern Police Science as an Integrated Academic Discipline: A Contribution to the Debate on its Fundamentals†. Policing Society, 17. 4(2007): 303-320. Jung-Eun Oh. â€Å"Equity of the Bologna System†. European Education, 40. 1(2008): 35-50. Karran, Terence. â€Å"Pan-European Grading Scales: Lessons from National Systems and the ECTS†. Higher Education in Europe, 30. 1(2005): 5-22. Kilic, Puljak. â€Å"Studying electrical engineering and information technology at the University of Split, Croatia†. International Journal of Electrical Engineering Education, 44. 2(2007): 175-357. Konjic, Tatjana and Sarajlic, Nermin. â€Å"Higher education structure at the Faculty of Electrical Engineering, University of Tuzla: Influence of the Bologna agreement†. International Journal of Electrical Engineering Education, 44. 2(2007): 166-339. Labi, Aisha. â€Å"Bologna Conference Highlights Progress and Limits of Europes New Degree Cycles†. Chronicle of Higher Education, 53. 39(2007): A36 Lee, Hibbert. â€Å"Degrees of separation†. Professional Engineering, 21. 6(2008): p43-44. Lindblom-Ylanne, Sari and Hamalainen, Kauko. â€Å"The Bologna Declaration as a Tool to Enhance Learning and Instruction at the University of Helsinki†. International Journal for Academic Development, 9. 2(2004): 153-165. Loosvelt, Hugo and Gysen, Marleen. â€Å"Engineering education at the Association K. U. Leuven: A changing higher education landscape†. International Journal of Electrical Engineering Education, 44. 2(2007): 146-300. Malan, Thierry. â€Å" Implementing the Bologna Process in France. † European Journal of Education, 39. 3(2004): 289-297. Moshkin, Mikhail. â€Å" EMOTIONS RUN HIGH OVER BOLOGNA†. Current Digest of the Post-Soviet Press, 59. 43(2007): 9-10. Neal, Sturgess. â€Å"Clive Bologna and the MEng: ‘Sleepwalking into unknown and unpredictable territory’†. International Journal of Electrical Engineering Education, 44. 2(2007): 129-266. Patricio, Madalena and Engelsen, Corine. â€Å"Implementation of the Bologna two-cycle system in medical education: Where do we stand in 2007? -Results of an AMEE-MEDINE survey†. Medical Teacher, 30. 6(2008): 597-605. Petit, Pascale and Foriers, Andre. â€Å"The introduction of new teaching methods in pharmacy education—I. Lessons learned from history†. Pharmacy Education, 8. 1(2008): 13-18. Pusztai, Gabriella and Szabo, Peter. â€Å"The Bologna Process as a Trojan Horse. † European Education, 40. 2(2008): 85-103. Rauhvargers, Andrejs. â€Å"Improving the Recognition of Qualifications in the Framework of the Bologna Process†. European Journal of Education, 39. 3(2004): 331-347. Sakari, Ahola. â€Å"From ‘Different but Equal’ to ‘Equal but Different’: Fi

Think Tanks in the United States Essay Example for Free

Think Tanks in the United States Essay A think tank (also known as a policy center) is a non-profit research institution that conducts studies on public policy (Columbia University Libraries, n. pag.). Aside from public policy analysis, a think tank also engages in developing solutions for national or commercial problems (Rohrer, n. pag.). Although there are some think tanks that are strictly nonpartisan (their research on public policy issues are not affected by political outcomes), think tanks are generally regarded as organizations that provide intellectual support to political parties and or politicians. Hence, a think tank is considered as an important part of the American political scene (Columbia University Libraries, n. pag.). However, think tanks affect American foreign policy and economic development abroad by coming up with ethnocentric and xenophobic perspectives. In some cases, American think tanks create unsustainable, violent and even genocidal policies, majority of which the US government imposes on Third World countries. Worse, the civilian nature of these organizations allows them to escape accountability for their detrimental ideas (Hayes, 3).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the article A Litany of Horrors: America’s University of Imperialism (2008), Chalmers Johnson wrote that the RAND Corporation, one of the oldest existing think tanks in the US, was â€Å"the premier think tank for the US’ role as hegemon of the Western world (Johnson, n. pag.). To support his argument, Johnson detailed the history of RAND’s active participation in US military intervention since it was founded after World War II. During the Cold War, RAND perpetuated the â€Å"arms race† between the US and the Soviet Union by urging the latter to create huge demands for weapons such as atomic bombs, nuclear submarines, intercontinental ballistic missiles and long-range bombers. In the 1960s and the 1970s, RAND’s anti-Marxist rhetoric heavily influenced the US to get involved in the Vietnam War and to establish puppet governments in Third World countries that included the Philippines, Thailand, Chile and Taiwan (Johnson, n. pag.).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   RAND was also heavily involved in the Iraq War in 2002. During 9/11, former Defense Secretary Frank Carlucci was the co-chair of the RAND Center for Middle East Public Policy Advisory Board and was also a member of the RAND Board of Trustees. However, he was likewise the chairman of the Carlyle Group, a defense contractor with strong connections to the Saudi Royal Family and the Bin Laden clan. Other key players in the Iraq War that held important positions in the RAND Corporation were Paul Wolfowitz, Condoleeza Rice and Donald Rumsfeld (Here in Reality, n. pag.).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aside from the RAND Corporation, other American think tanks that were also occupied with the promotion of American foreign policy and economic development abroad were the National Institute for Public Policy (NIPP) and the Project for a New American Century (PNAC). Akin to RAND, the administration of the NIPP and the PNAC are both composed of unilateralist ideologues, most of which are former executives, consultants or major shareholders of the country’s biggest defense contractors. Some of the individuals who were connected to these think tanks went on to become government officials. Hence, it should no longer come as a surprise if US military intervention has increased in the previous decades (Ciarrocca Hartung, n. pag.).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The NIPP has strong ties with the nuclear weapons industry. Most of the members of its advisory board were formerly connected with the arms and nuclear divisions of major defense contractors. Kathleen Bailey, for instance, worked as an analyst for the Lawrence Livermore nuclear weapons laboratory for six years. Robert Barker, meanwhile, worked for the weapons laboratory of Lawrence Livermore for 30 years. Charles Kupperman was Lockheed Martin’s vice president for its national missile defense programs (Ciarrocca Hartung, n. pag.).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The leadership of the PNAC is made up of William Kristol (editor of the Weekly Standard), Robert Kagan (senior associate at the Carnegie Endowment for International Peace, contributing editor at the Weekly Standard and columnist for the Washington Post) and Bruce Jackson (a longtime Lockheed Martin executive). Founded in 1997, PNAC’s principles were based on â€Å"the Reagan administration’s success (in ending the Cold War)† and called for the revival of â€Å"a military that is strong and ready to meet both present and future challenges† (Ciarrocca Hartung, n. pag.). It must be noted that the founding document of PNAC was signed by major players in the Bush national security team, such as Paul Wolfowitz, Dick Cheney and Donald Rumsfeld. Furthermore, PNAC’s deputy director Thomas Donnelly was hired by Lockheed Martin in 2003 (Ciarrocca Hartung, n. pag.).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Given the background of RAND, PNAC and NIPP, it is very clear that there is a conflict between the objectives of think tanks and American foreign policy (which focused mainly on promoting American values abroad). Most of the think tanks that are affiliated with the US government are also connected with companies that benefit financially from war. It is therefore just a matter of common logic to assume that think tanks like RAND, PNAC and NIPP will advise the US government to wage war on other countries (no matter how flimsy the justification is) simply because the defense contractors that they are connected with will earn immensely from doing so.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore, there are some US politicians who are likewise affiliated with organizations that profit from war. Former President George Bush, Sr., for instance, is a former Senior Advisor in the Carlyle Group. Former Secretary of State and Secretary of Treasury James Baker, meanwhile, was former Carlyle Senior Counselor. Carlyle Managing Director Richard Darman also happens to be the White House Budget Advisor (Here in Reality, n. pag.). It is very obvious that their affiliation to Carlyle makes them view war as an avenue for profit, and not as an atrocity that claims countless innocent lives.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While think tanks are excellent sources of information and ideas, conflict of interest arises when these institutions affect government policy. Think tanks doing business and making money while advising the US government at the same time should be considered as a grave cause of concern. Indeed, what will think tanks do when private business clash with public policy? What will be their stand when the very same government official that they supported is criticized for applying the ideas that they have formulated? Works Cited Ciarrocca, Michelle and Hartung, William. â€Å"The Military-Industrial-Think Tank Complex:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Corporate Think Tanks and the Doctrine of Aggressive Militarism.† January-February The Business of War. 9 June 2008 http://www.multinationalmonitor.org/mm2003/03jan-feb/jan-feb03corp2.html. Hayes, Peter. â€Å"The Role of Think Tanks in Defining Security Issues and Agendas.† Nautilus Institute. 21 October 2004. 8 June 2008 www.nautilus.org/collaborative/essay/2004/1021_Hayes.pdf.   Johnson, Chalmers. â€Å"A Litany of Horrors: America’s University of Imperialism.† 29 April TomDispatch.com. 8 June 2008 http://www.tomdispatch.com/post/174925/chalmers_johnson_teaching_imperialism_101. â€Å"Meet the Carlyle Group.† n.d. Here in Reality. 09 June 2008 http://www.hereinreality.com/carlyle.html. Rohrer, Finlo. â€Å"Just What Is A Think Tank?† 15 January 2008. BBC News. 08 June 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://news.bbc.co.uk/1/hi/magazine/7189094.stm. â€Å"The People We Pay to Think.† n.d. Here in Reality. 09 June 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.hereinreality.com/news/rand.html. â€Å"Think Tanks Policy Centers.† n.d. Columbia University Libraries – Lehman Social Sciences Library. 08 June 2008 http://www.columbia.edu/cu/lweb/indiv/lehman/guides/ttanks.html.

Building The Skill To Administer Intramuscular Injections

Building The Skill To Administer Intramuscular Injections The aim of this essay is to reflect on how I have become competent in a particular clinical skill. The clinical skill I have selected is administering intramuscular (IM) injections. I will provide a rationale for choosing this skill and use appropriate literature to demonstrate my knowledge underpinning this skill. Although there are five sites for administration of IM injections, for the purpose of this essay I will discuss only two of the sites. Firstly, the dorsogluteal (DG) site as this is the site I used when giving IM injections in line with the local trust policies and procedures. Secondly I will discuss the ventrogluteal (VG) site, as recent literature has shown this site to be the safest to use when administering IM injections. I will then reflect on my learning and how I have become competent in this area. There is a need for nurses to be skilled in the administration of intramuscular injections in the learning disability field. The National Institute for Health and Clinical Excellence (NICE) (2006) suggests that when de-escalation and intensive nursing techniques have failed to calm the patient and they are at risk of harming themselves or others, then rapid tranquillisation should be used as a last resort. Although oral tranquilisation will be offered first, due to the high state of aggression, agitation or excitement the patient may be unable to give their consent. Therefore the 1983 Mental Health Act and the guidance on Consent to Treatment (DH 2002) must be followed. Consequently, rapid tranquilisation will be achieved by the administration of medication through IM injection to control severe mental and behavioural episodes and to calm the patient quickly. Greenway (2006) suggests that IM injections are generally likely to happen in association with the administering of antipsychotic medication in the form of depot injections and/or rapid tranquilisation, for managing mental illness and/or challenging behaviour for people with a learning disability. Greenway also implies that there will only be a small number of learning disability nurses that will actually use the skill of administering IM injections after they have qualified, due to a decline in depot administration. However, the Nursing and Midwifery Council (NMC) (2004) identifies that the role of the learning disability nurse is forever changing and the administration of injections will depend on the client group and the practice areas in which they work. They recognise that it is a key challenge for learning disability nurses to update their knowledge and maintain competence in a skill that they may use infrequently. Irrespective of this, the clinical procedure should be develope d and maintained in line with evidence based practice, regardless of how often it is used. The administration of IM injections is a vital component of medication management and is a common nursing intervention in clinical areas. Less pain to the patient and unnecessary complications can be avoided by the nurse being skilled in the injection technique used (Hunter 2008). The National Patient Safety Agency (NPSA) (2007) notes that the injecting of medication is complicated and patients can be put at risk. Incompetency, lack of training and varying knowledge levels of nurses were factors highlighted in errors made around injecting medicines. Adhering to the aseptic technique during preparation and administration of the injection, and inspecting the injection site for any signs of skin deterioration are vitally important to prevent infection and complications (Dougherty 2008). Alexander et al (2009) describe the correct way to give an intramuscular injection in the DG site using the Z tracking technique. Using the thumb or the side of the non-dominant hand stretch the skin taught over the site of injection maintaining the tautness during the procedure. With a darting motion, insert the needle at 90 degrees to the skin, 2-3mm of the needle should be exposed at the surface and the graduation marks on the syringe barrel must be visible throughout. Use the remaining fingers of the non-dominant hand to steady the syringe barrel, whilst using the dominant hand to pull back on the plunger to aspirate. If blood appears all equipment should be discarded and the procedure should be started again. It is safe to carry on if no blood appears. The plunger should be depressed at a rate of 1ml per 10 seconds to give the muscle fibres time to expand and accommodate the drug. After a further 10 seconds remove the needle and then release the traction on the skin. The injection site may be wiped with dry gauze if need be. A plaster can be applied if the patient requires and if they have no known allergy to latex, iodine or elastoplasts. Controversy lies around the site area chosen for administering the IM injection. Although the DG site is the traditional choice by nurses for the administration of IM injection there are risks associated with this site of injection. The DG site is situated in the upper outer quadrant of the buttock and is often landmarked by visually quartering the buttock horizontally and vertically, then repeating this action in the top right hand square. Evidence shows that the use of this site for IM injection can run the risk of injury to the sciatic nerve and the superior gluteal artery (Small 2004). Additionally it can cause skin and tissue trauma, muscle fibrosis and contracture, nerve palsy and paralysis as well as infection (Zimmerman 2010). The belief by nurses that the VG site is hard to landmark suggests reluctance on their part to change a practice they are competent in. Although once nurses have become familiar with location of the VG site and the surrounding anatomy, they will become confident in using this site (Greenway 2006). Hunter (2008) suggests to locate the VG site the nurse should place the palm of her right hand on the patients left hip (the greater trochanter), then make a v by extending the index finger to the anterior iliac spine. The injection is given in the middle of the v in the gluteus medius muscle. Administering IM injections using anatomical features leads to a more specific and correct way of carrying out the procedure. In contrast to the DG site, the VG site has no major complications associated with the administration of IM injections. Zimmerman (2010) also strongly advocates the use of the VG site. Although there appears to be a lack of current evidence for choosing the VG site rather than the DG site for rapid tranquilisation during restraint of a patient. Because of the nature of the situation during this procedure, safety for all involved has to be considered. Local policies should be utilised for specific guidance on positioning the patient safely and for use of specific holds needed to allow the VG site to be landmarked and the injection administered. The VG site can be used if the patient is prone, semi-prone or supine (Greenway 2006).However, following a literature review of damage to the sciatic nerve from IM injections, Small (2004) recommends that the VG site should be chosen over the DG site for IM injection. Zimmerman (2010) concurs with this, strongly advocating the use of the VG sit e for IM injections of more than 1ml in patients over the age of seven months. More evidence for choosing the VG site is a study carried out by Nisbet (2006) showing that the subcutaneous fat level of the DG site is significantly higher than that of the VG site. It also showed that penetration of the target muscle at the DG site was only 57 percent meaning the remainder of the injection would deposit into the subcutaneous fat leading to a deficit in the uptake of the drug. Emerson (2005) reports an increased risk of obesity in people with a learning disability. In one study 90 percent of adult females and 44 percent of adult males had fat deposits in the DG site area that were one inch deeper than the shorter IM needles would reach (Zaybak et al, 2007). The VG site has a shorter distance to the targeted muscle and is a safe alternative choice for the administration of an IM injection, Greenway (2006), Small (2004) and Zimmerman (2010) suggest it is time for professionals to rethink the site of IM injections in people with a learning disability. I will now discuss how I have become competent in carrying out this clinical skill and to do this I will use a reflective model. Reflection is a way in which nurses can bridge the theory-practice gap. The process of reflective practice allows the nurse to explore, through experience, reflection and action, areas for developing their practice and skills. It is an important part of gaining knowledge and understanding. The use of a recognised framework allows for a more structured approach when reflecting upon practice (Johns, 1995). I have decided to use Gibbs (1998) Reflective Cycle, as it provides a straight forward and structural framework and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what the nurse would do should the situation arise again. In describing what happened in learning this skill the theory of experiential learning can also be used as a framework. The theory of experiential learning was developed by Steinaker and Bell (1979). The Experiential Taxonomy highlights 4 levels of learning that the nurse will go through in learning a new skill i.e. exposure and participation, identification, internalisation and dissemination. During exposure there is a consciousness of the event and the nurse will have observed a competent practitioner carry out the task. In this case I had an awareness of needing to be able to administer IM injections competently due to the client group involved. In my first week of placement I observed a qualified nurse administering PRN and depot IM injections several times while the nurse talked me through the procedure step by step. As she was demonstrating the procedure and talking me through it my thoughts and feeling at the time were that I would not be able to remember all the steps needed to administer the IM injection safely and I was also feeling anxious about potentially causing pain and/or injury to the patient. Participation involves the nurse becoming part of the experience. After observing the practice I participated in the drawing up of the injection and then administering it. Identification involves the nurse becoming competent in the skill. On reflection as soon as I started on placement I realised that I would have to gain as much experience as I could administering IM injections, not just the actual procedure of giving the injection but also the knowledge to underpin this skill. Internalisation occurs when the new skill becomes part of everyday routine. Several weeks into my placement I felt that I had eventually become competent in administering IM injections, my anxieties began to lessen and I started to feel more confident that I was becoming proficient in carrying out the procedure. I found that the more times I carried out the procedure the better I felt about it. Dissemination involves the nurse being able to influence others and showing others how to carry out the skill. Although this was only my second placement I feel totally competent in carrying out the task. I also feel that I have a good understanding of the underpinning knowledge involved. Therefore I feel I would be able to teach others how to do this. On reflection I do not think I would have learned this skill any other way, I have realised that initial anxieties about carrying out a new task are usual. But I will have to remember this will pass as I practice more and become more experienced. I have also realised through reflection the importance of having underpinning knowledge in relation to clinical skills and understanding why we do things rather than just simply learning how to do them. In conclusion, this assignment has explored one clinical skill in which I have gained competence. A rationale was provided in that IM injections are an important part of everyday life for the client group involved. IM injections are considered to be a routine procedure, it is a valuable and necessary skill for nurses. To provide safe practice and ensure accurate and therapeutic drug administration, the nurse should use clinical judgement when choosing the injection site, understand the relevant anatomy and physiology, as well as the principles for administering an IM injection. By using a reflective model and theory in relation to experiential learning I have discussed my own personal and professional development in terms of my knowledge and skill acquisition in this area of clinical practice.