International Business (Globalization) Essay Example | Topics and Well Written Essays - 1750 words

International Business (Globalization) - Essay Example Nevertheless, it is significant not to run away by means of the plan that the kind of globalization we have been discussing also involves multinationals turnover, on a number of outsized scale, to translational: International businesses are at present largely restricted to their where they originated from, only if we consider their overall business operations and activity; they stay heavily nationally rooted and carry on to be multinational, to a certain extent than translational ,organizations . (Palmisano 2006) While full globalization in this organizational sense may not have occurred on a large scale, these large multinational corporations still have considerable economic and cultural power. Multinationals can impact upon communities in very diverse places. First, they look to establish or contract operations (production, service and sales) in countries and regions where they can exploit cheaper labour and resources. While this can mean additional wealth flowing into those communities, this form of globalization entails significant inequalities. It can moreover, it may lead to outsized scale job loss in especially for those whose industries were in the past located. The wages paid in the recent settings can be nominal, and workers privileges and conditions pitiable. For instance, a 1998 study of exceptional economic zones in China showed that manufacturers for organizations such as Ralph Lauren, Adidas and Nike were the ones paying low wages, to the extent of 13 cents per hour Second, multinationals continuously look new or else under-exploited markets. They look to increase sales - often by trying to create new needs among different target groups. One example here has been the activities of tobacco companies in southern countries. Another has been the development of the markets predominantly populated by children and young people. There is increasing evidence that this is having a deep

Issues, Theories & Practice in Organizational Behavior (Hospitality Essay

Issues, Theories & Practice in Organizational Behavior (Hospitality Industry) - Essay Example s by proposing ways through which the hotel can use to improve the human resource aspect while adopting the globalization trend moving into the future. Globalization can be defined as a way through which companies move from the native countries and start their operations in other countries. It entails several aspects like operations, products among others. It can be identified as a means through which companies avail their services in many countries around the world. In recent times, the desire for companies to attain globalization has been on the rise. Going international makes many companies discover new markets. In the hospitality industry, the globalization trend has been extensively employed as there are numerous hotels within this industry which have an international outlook. The demand for high standards of hospitality services can be identified as the global feature driving these companies towards globalization. The demand for hospitality services has been on the rise as international business increases across the globe. The rate of movement by people around the world has increased tremendously in the 21st century. The demand for hospitality services like hotel rooms continues to increase annually as the years progress. Hotels continue to expand their services in the aim of satisfying their clients. Loyal clients of hotels have been the main reason for the desire to globalize within the hospitality industry. The competition within the industry continues to rise as new organizations come into the market (Aaker, pg 5). Globalization has become the new way to create an extra market for the organization within the hospitality industry. The creation of an international brand is crucial for many organizations within this industry. People travel from numerous places in the world, and with an international brand, a hotel can easily sell the name once it enters into the new market. While creating an internationally recognized brand is an essential requirement for

Comparison Of Learning Theories

Comparison Of Learning Theories There are three main categories of learning theories, behaviourism, cognitivism, and constructivism. Behaviourism is concerned with observable behaviour; it classified learning as acquiring new behaviour based on environment. Cognitivism basically is concern with person thinking process. On the hand congnitivism philosophy of learning based it premise that as person reflect on past experiences they construct their own meaning of experiences and knowledge. These three theories will be discussed with some focus on their likeness and differences. Since, they all have implication to teaching and learning. Such as, keeping students thinking process in mind; looking at students responses and the consequences of those responses. Introduction There is not single set of learning theory that if devotedly followed guarantee educators perfect results in the classroom. However, the study of learning has generated much discussion for many years. It has been at the core of educational psychology. Although the importance of learning as a topic of study is agreed by psychologists; they often disagreed on the mechanics of how learning process occurred. (Wittrock, 1977) cited by (Good and Brophy 1995) defined learning as the process of acquiring relative permanent change in understanding, attitude, knowledge, information, ability and skill through experience. This paper seeks to explain congnitivism, behavioural and constructivist theorists of learning, examining the similarities and differences between the theories, gives examples of how theses theories could used in the classroom. Cognitive theories focusing on how people process information and learn. They discuss concept such as memory, problem solving and decision making. David Ausubels (1963) cognitive theory distinguishes reception learning from rote and discovery learning. It is concern with how students or persons learn large amount of meaningful material thought a verbal expository teaching method (Woolfolk1990 P. 292). He suggested that learning is based on presenting information in a hierarchical sequential, organized, manner to learners. This aid and encourage meaningful learning, connection and retention of new information. Since, information presented is usually related to previous learned subsumer. A subsumer is a concept or idea that includes others concept (Woolfolk, 1990). Simple put, for learning to become meaningful there must be a possible fit or incorporation between learners existing cognitive structure and the information to be learned. To do this Ausubel postulates that educator should always start with advance organizer. Advance organizers are simple statement used to introduce higher- level concepts to be learn. They provide a structure for new information in a general manner and covers the concepts to be learnt (Slavin, 2003). To illustrate, as a teacher I at times uses the KWL chart to teach certain topics, such as the continents. First I gave the students a KWL chart; I encourage them to record what they already knows about the continents, then want they wants to know about continents and finally what new information they learned. Therefore with knowledge of advance organizers in mind educators should be cognisant of students prior knowledge and pre-requisite capabilities should be determined before giving any instruction. When teaching new concepts teachers should incorporate and commence with advance organizers. Instructions or concepts should be integrated which will encourage integrative review, links and transfer of information. Moreover, to facilitate transfer of knowledge teachers should present information in a progressive way starting with lower- level skills before moving up to higher-level skills. Additionally, a much as possible learning material taught in one subject area should facilitate learning in another subject area. For example, students can be encouraged to make links between some English words and Spanish words or Latin words. Also, in the classroom, instructions should include both discovery and receptive teaching. To facilitate this, after given instructions teachers should follow up with questions and assessments which will provide opportunities for students to encode material in their own way and apply the concept learn. Furthermore, provide instructions in simple steps, organizing information in sequential and logical ways which will be easy to follow. This will also aid and facilitate mastery of information at each stage. This hierarchical format of giving instruction was supported by Gagnes theory. Robert Gagne (1979) has proposed a theory of instructions (Woolfolk, 1990). Gagne postulate several types of learning which needs different types of instructions. According to (Good Brophy, 1995) Gagne identified five major types of learning. They are attitudes which are internal state that influence personal choices, for example how student feel after reading a poem. Motor skills involve using your reflexes such as tying your shoes. Information entails facts and knowledge stored in the memory, for example addition and subtraction facts. Using intellectual skills that allow learners to discriminate between concrete, define concepts, and solve problems using rules. Finally, use personal ways to guide learning, acting and develop solutions to problems. Additionally, (Woolfolk, 1990) said Gagne was more interested in the quality, permanence and usefulness of students learning. To achieve this, he postulated that teacher used nine instructional events. First teachers must gain students attention. This can and should be done using a variety of approaches and methods. For example, to get my Kindergartens attention I sometimes incorporate music, drama, nursery rhymes, or poems to introduce my lessons. These are expected to grab students attention and interest since children generally like these activates. After students attention is gain, Gagne proposed that teachers communicate to learners of the objectivities of the lesson. This can be done by reviewing prerequisites, oral questioning or quizzes. Teachers can also provide demonstrations of learning products or outcomes (Slavin, 2003). For example, when teaching students how to use different shapes to build a house I will present then with a model of what they can finally make themselves. When attention is gain educators must stimulate students recall of prior learning. This involves getting students to retrieved information they have learned. Then, present the stimulus that is presenting the material to be learnt, followed by providing learning guidelines. This could be anything from guided discovery activities, explanations or demonstrations, however, information presented should be in a logical and understanding way. After doing this (Woolfolk ,1990) said learning does not stop there. Since, teachers has to insure learner demonstr ate understanding of taught information. Gagne proposed this is done by his next step which involves providing guidance to learners. Gagnes sixth instructional event involves questioning students for understanding, their responses allow teachers to evaluate learners comprehension this also provides reinforcement, feedback and assess performance, which Gagne posited as his seventh and eight instructional level. His theory indicates that after each topic is taught teachers should assess pupils performance, this can be done via formal or informal evaluation. Finally, educators must enhance retention and facilitate transfer of knowledge to other top and subject areas and real life situations. With this information in mind, educators must be mindful that different instructions are required for different learning outcomes. For example in my classroom when I want my class to identify letter a I do not focus on the letters sound but on its formation or differentiating it from others. Furthermore teachers must be purposeful in selecting instruction strategies, understanding the limitations and advantages of the strategies they choice. Additionally, strategies choice should be based on the students, content and situation of it used, for individual differences are to be considered. Likewise, lessons should commence with declaration of what and why students are required to learn the information. Additionally, Pavlovs and Skinners theory were behaviourist. Behaviourism is concern with observable and measurable aspects of human behaviour (Good Brophy, 1995). This means that their theories focused on observable, measurable behaviour. Classic conditioning is a term used to describe learning which has been acquired through experience. According to Legge Harari, 2000). Pavlov used animals mainly dogs in his experiments to demonstrated classical conditioning, he arranged for the study of salivary conditioning. The dogs he used showed a salivation response when they where offered food (unconditional stimulus). The food was offered a number of times with the sound of a buzzer (conditional stimulus). After this, the sound of the buzzer alone could produce the salivation response. This theory has some links to classroom situations. For instance, a bell ringing is used in schools to indicate the end of instruction time, recess time, or use a whistle to get students attention during physical educati on exercises. Like Pavlovs theory B. F. Skinner agreed that some human reflexive behaviour is clearly encouraged by specific stimuli. However, Skinner proposed that reflexive behaviour accounts for only a small proportion of all actions (Slavin, 2003). He proposed the use of pleasant and unpleasant consequences. He work focused on placing subjects in controlled situations and observing their behaviour. Operant conditioning is sometimes referred to as instrumental conditioning is a method of learning involving reward and punishment of behaviour (Legge Harari, 2000). Skinners theory has has some important principles, is that, behaviour changes according to its immediate consequences. Pleasant consequences strengthen behaviour, unpleasant consequences weakens it (Slavin 2003). Simple put a person will repeat a behaviour if the consequences of that behaviour is pleasing or pleasant. Slavin also, posit that pleasant consequences are call reinforcer, unpleasant consequences are called punishers. Reinfo rcers are any consequence that strengthens or increase behaviour. Reinforcers can be positive or negative and both are used to strengthen behaviour. Positive reinforces which are favorable events that are presented after the behaviour, such as, praise, grades and stickers. Negative reinforcers are unfaviourable Negative reinforcers involve the removal of an unfavorable events to strengthen a behaviour.( ww.psychology.about .com) Obviously, teacher can apply Skinners and Pavlovs theories. They can decide what behaviours they want students to emulate, and reinforce these behaviours when they occur. For example in my class when I want my students to practice raising their hand to indicate they desired to give an answer, I praise them when they do so and over time I get the desired behaviour I want. However, as teacher we must be careful not to praise or reward work that do not deserve praise. Since, students may not strive to work to their fullest capabilities. Also, after determining of the objectives teachers must analyze the task into prerequisite skills and sub-skills. Additionally, rewards for academic effort should be meaningfully, such as extra recess time, opportunities to work on the computer or extra credit on key projects. Furthermore, students should know what behaviour you desire and when students exhibit the desired behaviour and they are reinforce, you tell them why. Additionally, as educators we must ensure reinforcement is truly reinforced. For example, when presenting class rules, set up both negative and positive consequences for breaking or following the rules. Also, use cues to help establish new behaviours. Sometimes at the beginning of the school year I Call students attention to the notice board, which usually has list of material they should have or will need when official class begins. Moreover, teachers must remember to reinforce appropriate behaviour as soon as possible. For delayed reinforcement are usually less effective than immediately reinforcement. In addition, one must keep in mind anything children like can be use as an effective reinforcer, although all can not be utilize in the classroom. However, as a teacher I sometimes use what whatever practical reinforcement to motivate my students. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. According to Slavin (2003) it draws many of it philosophy on the work of Piaget and Vygotsky, they emphasis the social nature of learning, and both suggested the use of different abilities grouping to promote conceptual change. Jean Piaget (1896-1980), is one of the most influential child psychologies. He proposed a theory of cognitive development which has many implications on teaching and learning. In Piagets theory he viewed cognitive development on two biological tendencies organization, and adaption( Legge Harari 2004). Organization as Piaget saw it involved organising experiences and observation into cohesive systems. Adaption involves adjusting to the environment. It is a process by which individual create matches between their pervious learnt information and new information that might not exactly fit together. This is where individuals demonstrate patterns of behaviour or thinking described by Piaget as schema (Slavin 2003 P.30). This involves using two techniques assimilation and accommodation. Assimilation involved trying to understand something new by fitting it into what one already knows. For example, the first time many children see the moon they call it a ball. They are assimilating the information into their current view of the world. If the child observation does not fit into their existing schemas they accommodate or change schema. When the individual has strik e a balance between assimilation and accommodation that person has achieved equilibrium because existing schemes and change schemas now fits. Therefore, with the above information in mind teachers or educators should facilitate assimilation process by matching new learning experiences with learners existing thinking patterns. However, the match between new experiences and existing thinking scheme of learners should not be too exact, for no or little accommodation will occur. When planning teachers should create opportunities of experiences that generate novel ideas and divergence views this will require some reconstructing of thinking and belief. Also, when presenting new information to learners it is essential that this is done in a sequential and meaningful way this will facilitate organization of information and encourage learners to organize their thought into main ides, concepts and generalisation; this helps students to consider past learning in a divisive and integrated way which can becomes problem solving tools. According to (Woolfolk 1990) Piaget also postulates a stage theory. He suggested that all children regardless of factors such as race and gender go though different stages of development, and that at each stage they think qualitatively different to the stage before. In the first stage sensorimortor, (birth to 2 years) is the time when infants gain knowledge about the world though manipulating objects and innate reflexes. They learn that an object will continue to exit even if it is out of sight Woolfolk (2003). The preoperational stage (2 to 7 years) children can now use imagery based on his or her memory of previous behaviour in the same situation (Good Brophy, 2008). Preschoolers language develops at an incredible rate. However their thinking remains egocentric and central. Therefore, teachers should use visual aids whenever possible. When given instructions to preschoolers, educators can allow them to act it out as well as give them oral information and do not expect students in the preoperational stage constantly see the world from others perceptive. Moreover opportunities must be provided for group word, this facilitates co-operation, and reduce subjectivity. The next stage is the concrete operational (age 7 to 12) Children at this age are in schools they are able to solve concrete (hands on) problems (Slavin 2003). They heavily depend on concrete experiences to facilitate his or her thinking. Therefore, teacher must provide opportunities for learner in this stage to meaningfully manipulate objects. For example, when I am teaching topics such as addition or time I give student models of clocks or counter to aid their understanding. . Also, importantly students must have occasions to interact with the physical and social environment The final stage (age 12 and beyond) of cognitive development is defined by the childs ability to think abstractly and use logical hypothesis testing to solve problems. Teachers must therefore integrate new examples and illustration from previously taught lesson to extend old learning. Also provide higher level problems to engage student in critical abstract thinking. In my teaching my questions and problems are set at different levels such as requires knowledge to answer, others required comprehension skills while other may need analysis skills. Vygotsky (1896-1934) is a Russian psychologist who made significant contributions to developmental and constructivism theory. He proposes a theory of development in which he presented several key concepts Legge Harari 2004). He viewed cognitive developments as a result of a dialectical process, where a child learns through shared problem solving experiences with someone else. It is primarily through their speech that adults are assumed to transmit to children the rich body of knowledge that exists in their culture. As learning progresses, the childs own language comes to help as his or her primary tool of intellectual transformation (Slavin 2003). Another concept is his theoretical construct of the zone of proximal development (ZPD) which provides an explanation of how a child develops with the help of others (Woolfolk 2003). It is the gap between what children are already able to do and what they are not quite ready to accomplish by themselves (Slavin 2004). He explains how children develop through contact with others such as parents, teacher, siblings or a peer.The person interacting with the child undertakes most of the responsibility for guiding the problem solving, but gradually this responsibility transfers to the child. Vygotsky also posited scaffolding. It is similar to scaffolding around a building. In that, it can be removed after the need for it ends. For instance, when a child is shown how to something and has mastered the idea he or she can now complete this assignment on his or her own. Vygotskys theory can be applied to the classroom, he suggests the teachers Is important in the process of the transmission of knowledge .This means teacher must ensure information given are accurate and useful to learners. Moreover, they must provide opportunities for peer tutoring, cooperative learning arrangements among student with mix-abilities. Personally I can attest that this approach works. Since, I have successful use this in many of my lessons. Allow students to gradually take on more independent responsibilities, removing the scaffold. Teachers responsibilities are to facilitate learning, what teachers do in the classroom are important to the overall effect of students learning. Therefore, teachers endeavour to making learning occur must be his or her best efforts. In so doing teachers can draw of all of the theories discussed in the essay. However, one must be mindful that these theories ha some thins in common and differences. Behaviourism is concern about behaviour that can be observed while cognitive psychology assumes that humans have the capacity to process and organise information in their mind. It is concerned less with observable behaviour and more with the thought processes behind it. Constructivism like congnitivism focuses on thinking processes and problem solving but also considered students reactions which is an important feature of the behaviourist theory. All three discussed theories attempt to explain and describe how learning occurs and viewed education and the instructional process as a whole. However, behaviourism formed the basis for all learning theories. Cognitivism and constructivism both stressed the importance of forging relation between previous learnt information to new information. In other words, learners are expected to relate new information to prior knowledge and experiences. As stated before there is no ideal educational theory. However the approach teachers used in their daily instructions are important. The approaches they use should be based on a variety of issues, such as the age of the students, their cognitive processing level, the subject matter and difficulty of the required task in order to successfully achieve all the objectives.

Lemonhead :: essays research papers

Lemonhead Nobody knows why Ethan had an enormous lemon shaped head. It was a major debilitating factor in his life that prevented him from doing many activities. He couldn’t wear a football helmet or hats. Ethan couldn’t even play in the play places at McDonalds because his head wouldn’t fit through the tubes. Ethan wasn’t born with a lemon shaped head he just kind of slowly grew into it. When he was seven it was only about the size of a watermelon and was just starting to take the shape of a lemon. By the time Ethan hit middle school his head was about a foot and a half wide and two feet tall.   Ã‚  Ã‚  Ã‚  Ã‚  Many people would ask Ethan why he had such a large head. His responses over the years to questions about his head differ. When he was ten he would cry and run away, but when he was fourteen he would respond with witty sarcasm. A girl named Whitney once asked â€Å"wow†¦why is your head so big† and he responded with â€Å"why is your nose so big, I guess god hates me and you† If Ethan was in a really bad mood he would just simply give them the finger and say â€Å"why do you ask dumb questions.† Some people revered Ethan for his comicalness and for his personality but others called him lemon head or big head and made fun of his large head. Ethan never took too much offense to the teasing though; he figured they were just ignorant. After all Ethan was not short of friends he had plenty.   Ã‚  Ã‚  Ã‚  Ã‚  Ethan was the kindest hearted and most outgoing person you’d ever meet and he rarely ever hated life. He didn’t let the size of his head affect his life in a negative way. In fact Ethan rarely cared what his head looked like. But he began to care when Daria moved into the house next door.   Ã‚  Ã‚  Ã‚  Ã‚  Daria was the new girl in town and Ethan noticed her as soon as she stepped out of the moving van that brought her here. She was stunningly beautiful she had brown hair that flowed around her as if it was always in a breeze. She had the most gorgeous blue eyes and had creamy light brown skin that could make any heart melt. She was perfect in every aspect in Ethan’s eyes. As soon as Ethan could gather up enough courage he went next door to talk to her.

Noli Me Tangere by Jose Rizal Essay

PURPOSE OF THE TEXT: Jose Rizal wrote Noli Me Tangere during the time of the Spanish occupation in the Philippines. The novel is a reflection of what the Filipinos were going through during that time. He wrote it to open the eyes of the Filipinos to the reality that they were being oppressed. Rizal’s book persistently unmasks contemporary Spaniards in the Philippines of every kind. He exposes corruption and brutality of the civil guards which drive good men to crime and banditry. He focuses on an administration crawling with self-seekers, out to make their fortune at the expense of the Filipinos, so that the few officials who are honest and sincere are unable to overcome the treacherous workings of the system, and their efforts to help the country often end up in frustration or in self-ruin.The Noli is Rizal’s exposà © of corrupt friars who have made the Catholic religion an instrument for enriching and perpetuating themselves in power by seeking to mire ignorant Filip inos in fanaticism and superstition. According to Rizal, instead of teaching Filipinos true Catholicism, they control the government by opposing all progress and persecuting members of the ilustrado unless they make themselves their servile flatterers. STYLISTIC FEATURES: Rizal exaggerated a bit, as in his portrayal of characters like the friars Damaso, Salvi, and Sibyla; the two women who were preoccupied with prayers and novenas, and, the Espadaà ±as but, on the whole, the novel follows the basic rules of realism. Humor worked best where a more serious presentation of the general practices of religion during that time (and even up to present time) would have given the novel a darker and pessimistic tone. Rizal’s description of the lavish fiesta showed the comic antics at church and the ridiculous expense for one day of festivities. TONE: The superstitious and hypocritical fanaticism of many who consider themselves religious people; the ignorance, corruption, and brutality of the Filipino civil guards; the passion for gambling unchecked by the thought of duty and responsibility; the servility of the wealthy Filipino towards friars and government officials; the ridiculous efforts of Filipinos to dissociate themselves from their fellowmen or to lord it over them–all these are ridiculed and disclosed. Nevertheless, Rizal clearly implies that many of these failings are traceable to the misguided policy of the government and the questionable practices of the friars. TITLE: â€Å"Noli me tangere† is a Latin phrase that Rizal took from the Bible, meaning â€Å"Touch me not.† In John 20:13-17, the newly-risen Christ says to Mary Magdalene: â€Å"Touch me not; I am not yet ascended to my Father, but go to my brethren, and say unto them I ascend unto my Father and your Father, and to my God and your God.† STORY/CONTENT: The first of two canonical 19th-century novels, Noli Me Tangere revolves around Crisostomo Ibarra who, after a seven-year stay in Europe to study, comes home to his town of San Diego, brimming with the desire to contribute to the development of the townspeople. More specifically, as a reformist, he aims to make education accessible to more people. His idealism, however, cannot bear fruit because of insidious forces bent on destroying him. Ibarra learns that his father, Don Rafael, had been embroiled in a conflict with Padre Damaso, who eventually causes his humiliation and death. It is not only political power that the friar wields; he has also used power to seduce the mother of Maria Clara, Ibarra’s sweetheart. Ibarra has another enemy in the person of Padre Salvi, who lusts after Maria Clara. It is also Padre Salvi who almost causes Ibarra’s death at the groundbreaking ceremonies for the school. Things come to a head when Ibarra is implicated in a failed uprising instigated by Padre Salvi. The young man is imprisoned but is eventually rescued by Elias, whose life Ibarra has saved in the past. As the novel ends, the thoroughly disillusioned Ibarra sees a bleak future. CHARACTERS: * Juan Crisostomo Ibarra, the main character, is a young illustrado who has been studying in Europe for 7 years according to the wishes of his father. Influenced by his father, his studies and his observations of other countries, he has developed patriotic and progressive ideas which he wishes to put into action in his country. He is very much like Rizal himself. Quoted as saying that to achieve liberation, they need the â€Å"catuiran ng lakas† , or the use of force. * Marà ­a Clara de los Santos is Ibarra’s faithful, pure and modest sweetheart. She is the portrait of an ideal woman, partly drawn perhaps from Rizal’s love Leonor Rivera. * Padre Dà ¡maso was once a good friend of Ibarra’s father. He was, until the start of the novel, the domineering and condescending curate of San Diego, where the property of the Ibarra family is located, and continues to be a powerful figure in San Diego. Biological father of Marà ­a Clara, as he takes adva ntage of Doà ±a Pia, mother of Marà ­a Clara and wife of Capità ¡n Tiago * Padre Salvà ­ is the new parish priest of San Diego, who lusts after Maria Clara. * Elà ­as, a common laborer whose family has suffered much, dreams of revolution. He may be said to represent another side of Rizal. * Pilosopong Tasio is an old man who received an excellent education in his youth but was persuaded into discontinuing his studies, which he was told would lead him away from his faith. The character is based on Rizal’s older brother, Paciano. * Sisa is the mother of two young boys who disappear. With her mother love, her grief and her frustration, she is thought to represent the suffering motherland. * Crispà ­n- brother of Basilio. Dies at the hands of the â€Å"sacristan mayor† and Padre Salvà ­. * Basilio- brother of Crispà ­n and son of Sisa and Pedro. Last person to see Elà ­as alive. * Capità ¡n Santiago de los Santos – also known as Capitan Tiago, he accepts Marà ­a Clara as his own daughter. * Doà ±a Victorina is a native woman who desperately tries to look like a Spaniard. She was so determined to marry a Spaniard that she was willing to settle, late in life, for a toothless stuttering man. She convinces him to pretend to be a doctor to raise their status and society. * Don Tiburcio is a former customs official who pretended to be a prestigious medical doctor in town as his bread and butter. He is the lame, stuttering husband of Doà ±a Victorina. * Doà ±a Consolacià ³n is the muse of the cuartel. She is the violent wife of the Alferez and has treated Sisa cruelly. * Alfonso Linares is the godson of Padre Damaso and a distant cousin of Don Tiburcio from Spain. He is hard pressed to be Maria Clara’s fiance instead of Ibarra. * Padre Sibyla is a Dominican friar who is the curate of Binondo. His character is a stark contrast to that of Padre Da maso. PROBLEM: There was a cancer in the time of our national hero Jose Rizal that he elaborately depicted through his novel â€Å"Noli Me Tangere,† metastasized in every fiber of Philippine society back then, having its roots in the prolonged oppression of the Filipinos by our Spanish colonizers. Today, we see cancer in the Philippines again, and our people and environment have shriveled badly from this cancer, which is on its terminal stage. What is the main problem with the Philippines? Put in another way, what is Philippine society’s cancer today? The main problem with the Philippines can be seen from the perspectives of different sectors; and thus, there can be many answers to this question. From the point of view of the citizens, the main problem is the dirty politics of traditional politicians. There is no end to election fraud and accusations of election fraud. Then there are also politicians in power who bicker and accuse endlessly. Some even kill their political opponents, and the murders they commit to keep themselves in power are barbaric. Thus, our nation is in a constant mode of being destabilized from all sides – from those in power and those who are not in power. From the point of view of entrepreneurs or the market, the main problem is graft and corruption in government offices. It has become abnormal not to pay â€Å"under-the-table† to get a business permit or a government clearance. From the point of view of politicians, the main problem is a personality-based politics, wherein celebrities without any platform nor preparation for public service win by a landslide at the polls and end up mismanaging their public office and the public funds. From the point of view of public administration employees or civil servants, the main problem is their low pay such that they need to earn extra from extortions and sideline-selling to adequately provide for their families. From the point of view of the Church, the main problem is the Government’s interference on matters of faith as it pushes bills that undermine morality and one’s religious beliefs, although advocates of those bills see them as timely remedies to socio-economic problems. Just like the Indian tale of â€Å"The Blind Men and The Elephant,† wherein not one of the six blindmen saw the elephant, but rather one claimed it was a wall, another a spear, another a snake, another a tree, another a fan, and the last one a rope, because each of them experienced only a part of the elephant and not its entirety, so also each sector of our society see but facets and symptoms of the cancer that has kept us way behind the nations that used to learn at our heels. What is our cancer? What cannot we touch? Rizal’s writings and martyrdom sparked the hearts of the Filipinos towards a fight for freedom from our foreign oppressors. But ironically, whereas our people’s struggles before were against foreign domination, our modern-day â€Å"Noli Me Tangere† is about the Filipinos’ struggle against fellow Filipinos entrusted with the role to lead and serve the nation. This is our cancer today: Filipinos are against fellow Filipinos. MESSAGE: Noli Me Tangere or Touch Me Not†¦ was the a controversial novel of Rizal aside from the predicaments he encountered just to publish this novel. He did it to ridicule the friars and let the Filipinos be awoke of the oppression and learn to fight. It contained all the immoralities of the spaniards. So I think the messege we can get from it is learn how to fight in a peaceful manner, fighting doesnt need a bolos, a sumpit or lantakas but it can also be possible using your pen, your wisdom. As a Filipino we should learn to be united in deeds and be educated and learn to argue rationally.

Education and Qualifications

I have successfully completed an Introducing Childminding Practice course, which is a part of CACHE Level 3 Certificate in Childminding Practice. Currently I am studying for a Teaching Assistant course via Distance Learning College, which is a NCFE Level 3 Accredited course. Experience/knowledge/skills I have a year experience in working as a Nursery Assistant for a private nursery. I have also been volunteering for past 6 months in a Toddler Group for a Charitable organisation. As a Nursery Assistant I have an experience of working and caring for children under various age groups ranges from 6 months old babies to 5 years old preschoolers. I had to be a hands-on member of a staff team who provide a caring, motivating and safe environment in which babies and young children are supported and encouraged to achieve their full potential. I had to provide full practical support in the day to day running of the nursery. As a Nursery Assistant I had to develop good knowledge of children and learn what makes them happy and engaged in activities. I had to gain knowledge of being able to instruct them in a way that they can readily understand. Whilst I have good understanding of caring and supporting children from work experience, I also have an experience of being a mother of 3 children (including twins). So over the years I have developed a good understanding of early childhood development and learning. Until recently I had chosen to leave my full-time employment to concentrate on raising a young family. As a part of my role as Nursery Assistant , I had been provided with training to ensure the provision of a high quality environment to meet the needs of individual children from differing cultures and religious backgrounds and stages of development. There are many legislation, policies and codes of practices for supporting children and young people in the UK. Legislations such as the health and safety act Work Act, Data protection Act and Children Act are some of the main and important legislations for the schools and nurseries. I understand that under the health and safety at work Act I have a responsibility to make sure that I carry out my duties safely without risking myself, children, visitors and other staffs. I also have to cooperate with others who have duties for health and safety by reporting any unsafe practices. The Early Years Foundation Stage (EYFS) sets the standards to ensure that children learn and develop well and are kept healthy and safe by the schools and child care providers. There have been recent changes as simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. The new EFYS framework sets a number of improvements such as simplifying the statutory assessment of children’s development and reducing the number of early learning goals from 69 to 17. It puts a stronger emphasis on the three prime areas which are most essential for children’s healthy development, which are communication and language, physical, and personal, social and emotional development. In my previous role as Nursery Assistant my duties also included acting as a key worker for children, monitoring their progress and sharing information about their development with their parents. I also had specific child care tasks around the preparation and completion of activities to suit the child’s stage of development. I am IT literate and able to use word, Excel, Access, PowerPoint, Internet and Email. I am fluent (both written and spoken) in Punjabi and Hindi language. I have an ability to work well on own initiative and demonstrate a self-reliant required to work in pressurised working environments. I am also a good team player with the ability to understand group dynamics and always keen to learn and adapt to new ideas, innovations. I am fortunate for having valuable experience both from my professional and personal life for working with children and ensuring that they are cared for in a happy, safe and stimulating environment. Now I am looking for a position that offers further knowledge, experience and long term career development opportunities. I feel I have the compassion for and understand of young pupils needs which would enable me to succeed in being an effective learning assistant. While I was in India, I taught at a primary school for over 3 years. My work there helped me to develop my teaching skills. I supported the development of my pupils, literacy and innumeracy skills, giving more confidence. I kept written records of pupil’s progress and was better able to support them through these reports. My reports also allowed me to look at each of my pupils individually, giving them support when and where it was needed. Through my work I have also developed an understanding of the factors affecting children’s learning. For example, my job at the early years involved planning activities, documents the progress of the children, playing with the children, supervising, reporting to the manger and meeting up with parents, working with group of children and with individual children, monitoring and display children’s work and attending staff meetings. Throughout I used my verbal and written communication skills. I feel it is important to gain the relevant training to be able to support a child’s to highest standard. Last month I just started volunteer with Rebecca cheetham nursery age group is 3 to 5 and I am gain more work experience with that age of group. I learn more about children development and health and safety which is really good experience for me. In that sitting they preparing the children for school. I am prepared to undertake any other relevant training being offered me. I am able to work calmly and with patience. In my role as a child care worker, I understand full barriers to children’s learning and development. The barriers of learning can be visual impairment, learning difficulties, health issues, lack of confidence and low self esteem. I regard pupils as individual in their own right and respect and value each and every one. This sets a good example for the pupils to learn. Pupils learn from adult, from example, if the pupils see that I hold door open for another member of staff and other member of staff replies by saying Thank you, the pupils see that we respect each other and therefore will follow this example. I strongly believe that education should be accessible to every one and that every pupil has the right to be included. For example: a pupil I have worked with has poor motor skills and poor hand and eye-coordination, therefore the pupil needed to use a thicker pencil and other tool. With in my role I make sure that my setting is inclusive and where every one feels welcome and where the pupil can focus on their learning. Having considered my personal characteristics and previous work experience, I believe I have that right attitude to carry out the roles and responsibilities required for the post. I know I will vary effective in this a role. I have the right blend of personal qualities, such as; being supportive, patient and respectful, people orientated and have huge amount of motivation. I feel I am ready for the challenge and would maintain high standards role at your school.

The Topic Can Be Proposed By The Writer Example

The Topic Can Be Proposed By The Writer Example The Topic Can Be Proposed By The Writer – Assignment Example Darco Transportation v. Elmer Dulen Darco Transportation v. Elmer Dulen Issue: Is Dulen en d to receive workers’ compensation after engaging in sex with his co-driver while driving a tractor-trailer rig across the railroad? Rule Statement: Workers Compensation law is the applicable rule of law in this case. An employee can seek compensation for injuries related to work provided that: (1) the injuries were sustained in the course of duty, and (2) the injuries arise from the employees’ employment (Mallor et al., 2013).Analysis: Workers’ Compensation law, for an employee to be entitled to workers’ compensation benefits the employee must have suffered his or her injuries while in the course of duty and the injuries must have occurred out of the employee’s employment. In the case, Dulen was an employee of Darco Transportation and suffered injuries from accident while in the course of duty, ferrying goods San Francisco. Dulen involved in the accident afte r malfunctioning of the railroad’s signal arm, leading to the track smashing by train, which killed Dulen’s co-driver. Clearly, the injuries suffered by Dulen were work related. Even though Dulen was found to engage in negligent act by having sex with his co-driver while on the road, he was maintaining his driver seat, thus did not abandon his work or responsibility at the time of the accident. The injury of the complainant was clearly tied to his employment and originated from risk intrinsic to the nature of his work or employment. Therefore, despite the fact that Dulen was engaging in inappropriate behavior during the time of accident, he was executing his mandated role as a driver and the cause of his injuries can be tied to the failure of the railroad protective arms.Conclusion: Dulen’s injuries were on-the-job injuries, thus he deserved workers’ compensation. The court ruled in Dulen’s favor because the injuries were established to be work-rel ated.ReferenceMallor, J. P., Bowers, L.T. and Barnes, A.J. (2013). Business law: The ethical, global, and e-commerce environment, 15th Ed. Boston, Mass: McGraw-Hill/Irwin.

Infection and its prevention Essay Example

Infection and its prevention Essay Example Infection and its prevention Essay Infection and its prevention Essay Infection and its prevention have been a prime concern of mankind for a long time. Infection is a condition that results when a microorganism is able to invade the body, multiply and cause injurious effect or diseases. (McCall Tankersley, 2007:71) Infection control therefore refers to policies and procedures used to minimize the risk of spreading infections, especially in hospitals and human or animal health care facilities. The purpose of this is to reduce the occurrence of infectious diseases. The aim of this essay is to look at how infection control and the theatre environment impact on a patient undergoing surgery. The first part of the essay looks at infection control in the hospital setting in general; touching on issues such as hospital acquired infection like Methicillin-resistant Staphylococcus Aureus (MRSA) and Clostridium Difficile (CD). Then the essay delves into the design of the surgical theatre and how it impacts on patients; it further talks about surgical etiquette placing much emphasis on hand washing as this is the first defence in preventing transmission of pathogen (Radford et al, 2004). Finally a conclusion is drawn on all the issues raised and their impact on the patient undergoing surgery. In the past, surgery would have been performed in a convenient location such as the patients home or a hospital ward with only basic infection control in place (Essex-Lopresti 1999). In Phillips (2004) describes the process for preparing the room as rudimentary, amounting to little more than removing furniture and non essential items and boiling linen, perhaps fumigation if time allows. Today, most surgery takes place in operating theatres that are specially designed for that purpose. There are two types of infection, the endogenous and exogenous infection. Endogenous infection occurs when microorganisms that normally exist harmlessly in one part of an individual to become pathogen, whereas exogenous infection happens when microorganisms from other source or from other person, object, animal or the environment (Woodhead 2005). Infection control refers to policies and procedures used to minimise the risk of spreading infection especially in hospitals. Nosocomial or hospital acquired infection (HAI) occur in approximately 5% of all hospital patients. The longer a patient stays in hospital, the higher the risk of getting HAI and sometimes even leading to death. There are many reasons why patients infected with HAI: Firstly weak immune system which makes them more vulnerable to infection due to patient sickness or treatment. Secondly, infection agent can be introduced to the patient by medical procedures and thirdly, on admission with infectable disease agent, patient can transfer diseases to a patient or patient to staff or visitor (Jones, 2008). HAI has, over the past few years dominated the media with its coverage of the superbugs, in particular MRSA and CD. A HAI or nosocomial is that which is acquired or develops as a result of treatment while the patient hospitalised for more than 48 hours and who did not have signs and symptoms of such infection on admission. Radford et al (2004) cited the research of Emmerson et al (1996) 9% of patients admitted to hospital acquire HAI from surgical wound infection after hospital discharge. MRSA has the ability to resist to one or more conventional antibiotics. Study suggests many people are carriers of MRSA but are colonised in their nose or back of their throats and on their normal flora. Report from BBC news (2005) stated that about 100,000 get infected with MRSA each year when they get admitted into hospital. The only way health care workers can reduce this infection is; a good hand washing between patients, a good standard hygiene in hospital and patients with MRSA treated in a highly isolated as much as possible. The operating theatre is designed in accordance by national and processional guidelines as described by Woodhead et al (2005). Each department is divided into three zones, the outer or dirty zone which is unrestricted area where normal clothing can be worn; it contains the entrance to changing areas and usually has access to remove theatre waste. The clean or semi-restricted zones are the staff changing rooms, anaesthetic and recovery rooms and sterile supplies. Access is restricted and all personnel and patients have to wear theatre attire. There is exception sometimes to patients that need support, such as children, mental ill patients or translators to the anaesthetic room. The sterile or restricted zones include the operating theatre, preparation rooms and the scrub areas. Surgical attire and possible masks will need to be worn at all times (Davey Ince 2004). Sterile areas should avoid overcrowding by theatre staff to reduce the risk of accidental contamination to sterile instruments and layout. To reduce airborne contamination, movement of staff and patient should be kept to a minimum. This helps to reduce airborne bacteria from entering the operating theatre (Woodhead 2005). Ventilation, temperature, humidity and airborne contamination have an important role in the design of a good operating theatre. In order to control the movement of air, the operating department requires specialised ventilation system. Usually the system employed in ventilating modern operating departments are laminar airflow (LAF) technology and positive pressure (PP) systems; these are in theory designed to reduce surgical site infections. The theatre is particularly arranged in a way so that air pressure is filtered moving air from clean to less clean areas and this continues when the theatre room is not in use. This is in place to reduce the airborne contamination, reduce expired anaesthetic gases and to control temperature and humidity, thus reducing and minimising bacterial growth. Adequate ventilation in theatre can be achieved by properly closing theatre doors, windows are well sealed, ceiling solid and the floor impermeable to washable material with no gaps or cracks and cove red joints where it meets the wall. Also shelving should be kept to a minimum (Weaving P, et al 2008). In orthopaedic theatre the air is ultraclean. These system are used when the risk and consequences to developing infection are greater. Ultra clean air, provided by the laminar flow systems, is designed to move particle free air over the aseptic operating field in one direction; it can be in vertically or horizontally sweeping away particle in its path. These canopies have the capacity to provide up to 400 to 500 air change per hour and can reduce the incidents of surgical site infection ,so together with good practice and the use of prophylactic antibiotics, the impact of surgery upon the patient should be favourable (Woodhead et al 2005) . 37à ¯Ã‚ ¿Ã‚ ½ C and high humidity is the optional where most bacteria reproduce, to keep a theatre room free from bacteria the temperature should be between 20 to 24oc and humidified air levels of 50 to60%, this help to suppress bacteria growth, also help create a good impact upon the surgical patient, as infection rates are considerably lower (Davey and Ince 2004). Infants, children and burnt patient need a warmer temperature to avoid hypothermia, therefore each operating theatre have its own controls for regulating the temperature (Mangum 2001). There are two types of lighting found in theatre, the laminar lighting used to light the operating theatre and auxiliary and the surgical lighting. Both harbour microorganisms on it surfaces due to the movement and activities of staff in the operating theatre (Phillips 2004). This should be clean regularly to reduce the risk of infection. The theatre must be damp dusted before the first case of the day, and it is essential to clean and disinfect all contaminated areas of the theatre at the end of each case (Mangum, 2001) Infection control as defined earlier as policies and procedures use to minimize the risk of spreading infection, staff do not always go by this policies and guidelines. For example policies on air movement in the department, normally doors between the anaesthetic room and theatre are mostly left open by staff therefore affecting the positive pressure from working effectively. Staff need constant trainings and made aware of updated policies. These measures will help to control infection. According to Woodhead et al (2005), 300 million skin squames are shed per day and about 10% of this have microorganisms of which smaller particles stay as airborne for some hours. Some big particles may rest on work surfaces, furniture and equipment. 37% of airborne microbial contamination can be reduced if in every 3 minutes air is changed in the theatre. Different type of waste should be separated and disposed of in the right way. All waste known, or considered to cause disease in humans or other living organisms is considered infectious waste (DH, 2006). In the authors trust yellow is the colour coding for clinical waste which can cause a risk of infection or can be hazardous. Green bags for the linens. All waste bags should not be more than three quarters full (Davey Ince, 2004) and it is the duty of the staff to ensure that and dispose off in the appropriate manner to meet the requirement of the control of substances hazardous to health regulation (COSHH). Maintaining a safe and clean environment is essential for a good impact upon surgical patients, but staff themselves can be a source of microbial contaminated (Green et al, 2003). Staffs are screened by their occupational health department. They are annually screened for such infections as human immunodeficiency virus (HIV) and hepatitis B.; this screening is mandatory and is design to protect patients from exposure from infected staff. Microorganisms are shed from exposed skin, hair and mucus membranes, so to achieve a sterile field and to reduce infection for both patients and staff; staff need to wear appropriate clothing, prepare patients, use sterile equipment and eliquette during surgery. According to Radford et al (2004), every staff working within the theatre context needs to change into suit and trousers as classed as personal protective equipment (PPE) made from cotton fabric to reduce skin cells to the surroundings. Other PPE such as footwear, mask, eye protection etc. are also worn by staff as an infection control measure during surgery. Hospital Acquired Infections may not be eradicated but many outbreaks can be prevented through effective hand washing. Transient microorganisms are easily removed during hand washing therefore it is one of the most important procedures to prevent the spread of infection (Woodhead Wicker 2005). Hand antisepsis started in the 1860 by Joseph Lister. He realised decay is caused by microorganism and it can be prevented by disinfecting the clinical environment and all equipment with carbolic acid. It also included staff having their hands washed in a solution of 5% carbolic acid before undertaking surgery. Other development on surgical hand antisepsis occurred including scrubbing the hands and arms with a brush where the term scrub comes from. Also introduction of alcohol rubs in the late 1990s which contain antiseptic agent such as chlorehexidine gluconate alcohol solution which when rubbed on the hands does not need rinsing (Tanner 2008). Hand washing takes place before and after patient contact, following removal of protective clothing, immediately following contamination with blood or body fluids and after handling contaminated or potentially contaminated articles (Davey and Ince 2004, p39). This hand washing is a form of standard precautions for all staff to practice since staff cannot tell which patient is contaminated; therefore it is one of the most important procedures to prevent the spread of infection. Healthcare workers handling patient with their catheter, bed linen, wound, disposal of linen and waste come in contact with microorganisms. Also staff or practitioners caring for MRSA patients can have the pathogen on their skin for a few hours, this means it can transfer to another patient or staff easily. During these times, hand washing is vital to help stop the spread of infection. Surgical hand scrubbing gets rid of transient microorganisms which help to minimise the number of resident microorganisms in the recent study of Tanner 2008. Before hand scrub, all jewellery with the exception of single plain band must be removed. False nails and nail polish is not acceptable, since they harbour pathogens as studied by Heddewick et al (2000). Aqueous antiseptic solution such as Chlorhexidine gluconate and providone-iodine are efficient in removing transient organisms and reducing resident organisms to a safe level. Frequent hand wash minimise a low bacterial count under gloves which is accepted by all healthcare workers. To start effective hand scrub, temperature of the water must be checked; also arms and hands must be wet before applying anti-microbial solution. The hands and arms are washed from fingertips to the elbows and hands are held higher than elbows in order to prevent microorganisms dropping back to the fingertips. There is no agreed time for how long a surgical hand wash should last, but between 2 5 minutes have been vouched for by most researchers as enough and effective. Hands should be properly dry. Alcohol based hand rubs are also effective for use between patient contact. When used, the right technique should be employed to ensure it covers the relevant areas and left to dry (Woodhead et al 2005). Sterile gowns are worn after hand scrub to prevent bacteria from scrub staff to the surroundings or operating site, thus reducing surgical side infection (SSI) (Radford et al ,2004). Gloves must be put on using the closed gloving technique, not touched by the staff members bare hands. During orthopaedic operation, double gloving is recommended as any perforations will be highlighted and sterility will not be compromised. Surgical instrument and sterile equipment are prepared in the preparation room just before use, thus minimising the risk of contamination from airborne microbes. Patients are then positioned on to the table before a scrub nurse wheels the trolley into the operating area (Davey and Ince, 2004). A patients skin around the incision site is disinfected to reduce the number of bacteria present so as to reduce the risk of endogenous infections. The most effective antiseptic are those which are alcohol based. This has to be left on the skin to evaporate before draping begins (Weaving et al, 2008). The rationale behind this is to reduce the natural flora from getting into the incision and avoiding the patient contracting SSI. The rest of the patient is covered by draping which comes in disposable or reusable; this is to provide a sterile field in which the operating team can work without risk of contaminating themselves or the instrument. Draping start from the incision site working out towards the peripheries and should not be removed until dressing applied and surgery completed (Radford et al, 2004). Infection can not be totally eliminated and has serious consequences for the patient; however the risk of contracting infection can be reduced by adhering to infection control procedures and policies such as effective hand washing, wearing the appropriate personal protecting equipment. The design of the operating department also plays an important role in the success of controlling infection. Ventilation system needs to be working effectively to achieve its use; temperature and humidity parameters need constant checking. The continuous education of staff about theatre policies and regular update of the policies will go a long way to help reduce infection in theatre.

3 Types of Quotation Errors

3 Types of Quotation Errors 3 Types of Quotation Errors 3 Types of Quotation Errors By Mark Nichol In the following sentences, something about the treatment of a quotation interferes with comprehension. Discussion of the error, and a revision of the sentence, follows each example. 1. â€Å"We are seeing our efforts having some effect on their financial flows. And it’s difficult to get a handle on just how much because of the different illicit ways in which they are handling their finances, but you’ve seen the efforts that our military has taken to take out cash-storage sites, and I think it is our hope and expectation that that will have demonstrable effects. On what order of magnitude, I think it’s difficult to say,† said Lisa Monaco, President Barack Obama’s counterterrorism adviser. It is not until the end of this seventy-seven-word statement that we learn who said it. Attribution of a speaker or writer should occur much sooner, preferably at the end of the first of two or more sentences, or even interrupting two independent clauses within the first sentence: â€Å"We are seeing our efforts having some effect on their financial flows,† said Lisa Monaco, President Barack Obama’s counterterrorism adviser. â€Å"And it’s difficult . . . .† 2. At times, I would succumb to a, â€Å"I’m not sure they’re going to make it† mind-set. When a quotation that represents a categorical statement follows the article a/an or the, no punctuation should precede the quotation: â€Å"At times, I would succumb to a ‘I’m not sure they’re going to make it’ mind-set.† (The phrase can also be written without quotation marks but linked by hyphens: â€Å"At times, I would succumb to a I’m-not-sure-they’re-going-to-make-it mind-set.† However, because that extended phrasal adjective could conceivably be spoken, and it is cumbersome as a hyphenated phrase, the format treating it as a quotation is preferable.) 3. She rallied the crowd by crying â€Å"shame on you, John.† The verb that precedes this quotation should be followed by a comma, and the first word should be capitalized. Also, a cry is a loudly delivered statement, so an exclamation point is appropriate: â€Å"She rallied the crowd by crying, ‘Shame on you, John!’† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:12 Types of LanguageWhat is Dative Case?35 Synonyms for Rain and Snow

Interviews and Observations in Education Essay Example | Topics and Well Written Essays - 4250 words

Interviews and Observations in Education - Essay Example The objectives in the third section deal with the similarities and differences between the two methods: interviews and observations. First of all, through the process of reflecting on different research, the writer must determine how similar the two methods are. Next, also through the process of reflecting on real research, the writer must determine the main differences between both methods with regard to: sensory, and participation. The aims of the fourth section deal with the different types of interviews and observations that can be conducted in different situations. First of all, the writer discusses both structured and unstructured interviews. Next the different ways of conducting observations in different places and for different purposes are discussed in detail. Finally, the aims of the fifth section are mainly to sum up the research paper. In this section, the main points of the paper are summed up and the main points drawn from the use of interviews and observations are discussed. Also, some recommendations for researchers in the field of education for the best use of data collection methods according to the different purposes of the research are included. The interviews and observations that were chosen for the purposes of this paper were selected based on their academic quality and overall relevance to the topic. Interviews and observations are solid methods and topics to discuss with regard to data collection in the educational field because of the quality of the data that they produce. The data is collected based on these methods because it is both primary and direct in nature. Therefore, it yields highly useful information that educational professionals can use to better manage the educational efforts that they participate in and perform on a daily basis. In order to select the specific interviews and observations that were discussed in the context of this particular paper, a basic Internet search was performed using the Google search engine. It is key to note that only the academic resources that were returned in the hit list were utilized. Common books and journal articles were chosen from the search string that was returned. Any potential resources that were determined to not be of solid academic quality, yet were returned in the hit list, were rejected for that very reason. In addition to the above method of resource location, a standard library search was conducted in order to obtain materials that were deemed to be of the same quality and standards. According to Inside Higher Ed (2008, pg. 1), "The problem is near-universal for professors who discover, upon assigning research projects, that superficial searches on the Internet and facts gleaned from Wikipedia are the extent - or a significant portion - of far too many of their students' investigations. It's not necessarily an issue of laziness, perhaps, but one of exposure to a set of research practices and a mindset that encourages critical thinking about competing online sources." The same research concept applies to the selection of the content of this paper. Great measures were taken to assure that this problem did not occur while research was being conducted to piece together this particular paper. The Different Research Methods that are Commonly Used for

Comparising Essay Example | Topics and Well Written Essays - 1000 words

Comparising - Essay Example As commonsense would dictate, a person's words are only as convincing as the listener's opinion of it. Two distinguished explorers have written historical accounts of their trip to China during the Mongol period. Both explorers wrote about the geographic details of the land, the cultures and beliefs of the inhabitants, and the political aspect of the society. However, seeing that William of Rubruck was a Flemish Franciscan missionary who, under Louis IX's orders, set out from Constantinople on a missionary journey to convert the Tartars, obviously illustrates the idea that his view is that of a religious individual's view. Whereas, Marco Polo, an explorer who came from a family of Venetian traders, may have views that are more freethinking in nature, as well as may bend towards the more political side. Although William of Rubruck was in China earlier than Marco Polo, they wrote historical accounts that could be compared to each other, especially on the physical and cultural circums tances surrounding these voyagers among different societies during the Mongol period. Life under the Mongol rule was illustrated by both writers, and both showed that indeed, during that time in history, it is the Khan who held power. In William of Rubrick's account, he told of how people bowed in reverence to the Mangus Khan, and that the latter was so powerful in society that once he summoned an individual, he hastens to the court of the Mangus Khan. In one of William of Rubrick's anecdote during his stay at Karakourum, he noted that once the Khan notices an irregularity and questions it, those questioned seem to tremble in fear of such circumstance. Marco Polo's account regarding the Khan's position in society was very much similar to that of William of Rubrick's. Polo described the Khan as a powerful individual, wherein each city they passed were all subject to him, and his power in conquering kingdoms is highly stressed by Polo. Polo also mentioned of the Great Khan's authority over the decisions and fate of the cities and its inhabitants. However, William of Rubrick wrote about the Mangus Khan in a more religious view. He talked about the Mangus Khan and his wives, taking into particular detail who were pagans, and who were Christians. He also noted his life in Karakourum, the encampment of the Mangus Khan, wherein he was fed well, as were the other priests, but that there were many inhabitants who were hungry and they had to share everything that they had with these unfortunate individuals. Polo, on the other hand, related about the Great Khan's power in a more political view. He acknowledged the Great Khan's power when he mentioned in his account the Great Khan's taking of Siang-yang-fu city in the province of Manzi, wherein he, his father, and his uncle were acknowledged and given credit for the successful taking of this city due to their idea. It is also stated in Marco Polo's narratives that he governed the city of Yang-chau for three years. Whereas, compared to William of Rubrick, Marco Polo enjoyed a higher pos ition of authority in society during

MGT 407 Module 5 Essay Example | Topics and Well Written Essays - 750 words

MGT 407 Module 5 - Essay Example Finance and security are other possible departments that may participate in the program along with HR. Risk assessment, standards and procedures, defined roles, designated official, communication, internal reporting and program assessment are the areas that should be according to the article covered by any such corporate ethics program. Ethics particularly in the context of Human Resources generally refer to the principles or laws distinguishing between right or wrong conducts. The recent decades in the USA there has been almost a mushrooming of ethical crises. It is more likely true that in the present era of communication coverups are harder to effectively carry out and hence such instances are being revealed although they have been around for ages. Misrepresentation, Covering up details of anomalies, cheating in essence have been discovered to have proliferated all the layers of corporate America. And surprisingly in many cases these are understood to be almost necessary practices for growth. Blossoming profit making practices by managers via utilization of insider information on shareholder details and stock have emerged as common place. In the face of such falling standards, the role of the HR professional has assumed an unprecedented importance. It is the responsibility of the HR department to create proper e thical codes of conduct, introduce ethical training through different programs as well as employing officers who specialize in ethics. Unethical actions on the part of any employee(s) affects all related customers, employees, shareholders and managers alike. An Employee has to make a many choices each day which if unethical can greatly harm the companys reputation, productivity as well as profits. Such actions can be of various forms and shapes. Utilization of company resources for personal gains (using company phone lines to make personal calls), failing to report

New orleans after hurricane Essay Example | Topics and Well Written Essays - 250 words

New orleans after hurricane - Essay Example Many people in New Orleans experience post traumatic stress and need a lot of support and counseling to deal with this issue according to Rhoads, Pearman, and Rick (Nd). Nutrition and metabolism focus on food and fluid consumption patterns in relation to the metabolic needs according to Daniels and Daniels (2004). This involves evaluation of local nutrient supplies and their adequacy. In New Orleans, new restaurants have been established as well as new and improved types of foods such as praline, red beans and rice. The Foods Policy Advisory Committee has been established by the City Council of New Orleans to study access to health food access and reduce disparities experienced in accessing healthy food. Other issues such as problems related to tissue integrity, gastrointestinal system, fluid balance and host defense are also identified through this pattern. Elimination is a pattern where data collection focuses on patterns of excretion (Sonoma, nd). In New Orleans excretory problems including diarrhea and constipation were experienced due to disparities in food access after the hurricanes. Data collection is done annually by researchers in the health sector to establish changes in food consumption in New Orleans.

Week 7 discussion questions Essay Example | Topics and Well Written Essays - 250 words

Week 7 discussion questions - Essay Example , our inquisitive car owner can safely assume that he/she can (at least for a very brief period of time) pack approximately 20 students into his/her Volkswagen. The number is slightly lower than the equation yields because of the fact that unusable space such as headroom and foot space will be unusable. 2. Most useful and interesting to me of the different activities we performed were the probability games. I found these interesting because seemingly simple probability problems had unexpected and unique twists that left the problem solver at times baffled as to how something so simple could be so complex. Specifically, wrapping my head around the Monty Hall problem was a bit of a stretch. Mathematics and probability are not at all times fascinating or captivating; however, when what seems like common sense and logic proves wrong it helped to make a memorable and lasting impression on me. Additionally working with the tessellation patterns in MS Paint also helped to break down the notion of volume and size to the content of their respective

Organizational Philosophies and Technology Paper Essay - 2

Organizational Philosophies and Technology Paper - Essay Example 1). A company's approach to the use of technology to help set and manage ethical standards and guidelines can have a tremendous influence on the type of work environment or culture a company promotes. The extent to which there is an overall laid back attitude toward ethics, or a serious one, or the extent to which employees feel trusted and comfortable in their work environment, all has a lot to do with a company's decisions about how it chooses to deploy technology to establish and maintain ethical behavior. Businesses must tread carefully when making these decisions, for they risk unintended repercussions that might result from an overly zealous attempt to manage employees' ethical behavior, such as low morale and job satisfaction that lead to reduced productivity and costly turnover. In addition to managing ethical guidelines, companies today are increasingly turning toward technology in order to perform human resources functions. Many of the administrative aspects of human resources have become automated and transformed into self service functionality by technology. These include management of such routine HR activities as benefits and leave management. This too can have an impact on company culture by forging an atmosphere of high efficiency and cutting edge capabilities, or else can lead employees to feel isolated without personal HR service. Ultimately, whether a company chooses to deploy technology as a means of monitoring employee activities and behavior, or to facilitate their execution of routine functions, the potential repercussions must be weighed against to anticipated benefits of such technology. Unfortunately, the former are often not as easy to predict as the latter. Setting Ethical Standards via Technology "The need to address ethics in companies that deal with information technology has increased over the past several years as more and more transactions are handled using information systems" (Stanwick & Stanwick, 2001, para. 2). Technology has raised employee ethical concerns in the areas of property rights and obligations, policies pertaining to company proprietary as well as customer information, and employee privacy and monitoring (para. 5 - 9). Companies today are leveraging technology more than ever before to communicate expectations for performance and behavior to employees. Most companies have intranets containing a wealth of information regarding policies and procedures to which employees can refer when they have questions. For example, workers can often retrieve employee handbooks, review HR procedures and processes, view and make changes to tax information, benefits elections, and so forth. Online learning has become another key venue for communicating with employees about appropriate behavioral and performance expectations. In the wake of the corporate accounting scandals of a few years ago, many companies have required employees to take e-learning classes on how to ensure legal compliance with Sarbanes-Oxley. These types of courses often provide guidance on what to do when presented with various types of ethically challenging scenarios, and give the company an opportunity to clearly communicate ethical standards and guidelines to every employee. Technology has also given companies the ability to track

Week 7 discussion questions Essay Example | Topics and Well Written Essays - 250 words

Week 7 discussion questions - Essay Example , our inquisitive car owner can safely assume that he/she can (at least for a very brief period of time) pack approximately 20 students into his/her Volkswagen. The number is slightly lower than the equation yields because of the fact that unusable space such as headroom and foot space will be unusable. 2. Most useful and interesting to me of the different activities we performed were the probability games. I found these interesting because seemingly simple probability problems had unexpected and unique twists that left the problem solver at times baffled as to how something so simple could be so complex. Specifically, wrapping my head around the Monty Hall problem was a bit of a stretch. Mathematics and probability are not at all times fascinating or captivating; however, when what seems like common sense and logic proves wrong it helped to make a memorable and lasting impression on me. Additionally working with the tessellation patterns in MS Paint also helped to break down the notion of volume and size to the content of their respective

Nursing Theorist Grid Essay Example for Free

Nursing Theorist Grid Essay 1. Theorist Selected: Florence Nightingale born on 5/12/1820, a writer, a philosopher, a theorist, a â€Å"reformer, a statistician, an administrator, a researcher† (Attewell, 1998), an educator, and a nurse leader. 2. Description of key points of the theory: Nightingale was one of the first theorist to connect the environment with the patient’s well being. Nightingale believed a persons health depended on their environment and that patients will be compliant to treatment because they wanted to be cared for and be healthy. Nightingale believed (as cited by Alligood, 2010, p. 101), â€Å"that the person was a holistic individual and thus had a spiritual dimension. She believed nursing was a spiritual calling, and with that belief she assumed that nurses could help those clients who were in spiritual distress.† She believed that the way the home, community or hospital room was kept affected the patient’s healing process. She created â€Å"13 cannons: Ventilation and warmth, light, cleanliness of rooms and walls, health of houses, noise, bed and bedding, personal cleanliness, variety, chattering hopes and advices, taking food, what food, petty management and observation of the sick† (Alligood, 2010, p.101-102) that help aid in the care of the patient and the environment to help promote good health. She also believed that nurses should be caring in nature and want to care for the ill and not for personal gain. Nightingale promoted a well balanced diet to help the patient with the healing process. 3. Theory’s historical background: Nightingale developed her passion young in life. Cook wrote (as cited by Selanders, 2010) â€Å"She records in her diary an interaction with God at age 16 when He â€Å"called her to His service†. Nightingale clarified (as cited by Alligood, 2010, p.98), â€Å"nursing knowledge is distinct from medical knowledge.† Nursing focuses on the patient and the environment to promote health where medicine focuses on disease process and medicinal use for health. In 1854-60 Nightingale cared for the wounded soldiers in the Crimean War with â€Å"emphasis on hygiene† (Attewell, 1998). During her time in the Crimean war she persuaded the education of army soldiers and doctors, which then lead to an opening of a pathology lab. She was an advocate for nursing education and clinical experience. â€Å"In 1860 founded 1st program to educate nurses in St. Thomas Hospital in London† (Alligood, 2010, p.98). In 1882 she wrote 2 articles â€Å"nurses, training of†, â€Å"nursing the sick†, they were in reference to how nursing school should be training. Let us not forget how she help analyze data she collected. â€Å"Statistics were a vital component of Nightingale’s systemic approach to health care† (McDonald, 2010). Complete the following grid based on the selected theorist information. Define each term according to the selected theorist. Explain how the selected theorist’s approach to each element of the metaparadigm applies to the following: Nursing practice Nursing education Nursing research Term Definition Applied to Nursing Practice Applied to Nursing Education Applied to Nursing Research Person According to Alligood (2010, p98), â€Å"most of Nightingale’s writings refer to the person as the one who is receiving care, she did believe that the person is a dynamic and complex being†. The one whose health is affected by the environment. The patient allows the nurse to provide care and help promote a healthier environment. McDonald noted (as cited by Hegge, 2013) â€Å"Nightingale realized that working-class women needed education to become competent nurses, so she began designing educational elements that would later be used in the Nightingale School of Nursing.† Nightingale’s research and data collection was done for the benefit of the patient. Creating evidence based practices. Health According to Alligood (2010, p 98) Nightingale wrote, â€Å"Health is not only to be well, but to be able to use well every power we have.†Ã‚  Nightingale created the 13 canons to help promote health. Getting patients back to their functioning status before they fell ill. Nightingale promoted patient health education, especially in the young women so her children could be healthy. Nightingale statistical expertise help make changes to improve a patients care and overall health. Nursing Whall noted (as cited by Alligood, 2010, p. 99)â€Å"Nightingale saw nursing as the â€Å"science of environmental management.† Nightingale set four steps for nursing process: observation of patient’s health status, identification what needs changing in the environment, implementation of nursing care plan, reassessment of patient’s health status with documentation of all steps. Nightingale advocated for nursing education. Schools taught nurses how to observe a patient, how to alter the environment and implement changes. We report back to the physician from our assessments and reassessments. Nightingale had the hospital collecting data report data such as mortality and length of stay. The data was analyzed and then changes in practices were implemented. Environment Selanders stated (as cited by Alligood, 2010, p98) that â€Å"environment can be defined as anything that can be manipulated to place a patient in the best  possible condition for nature to act†. Placing the patient in the appropriate environment. For example, Creating a pleasant, calm, soothing and quiet environment in a nursery so babies can rest and stay healthy without distress. Schools created to help educate the future nurses. In those teachings were the â€Å"how to change, alter, or improve the patient’s immediate environment. Nightingale’s collected statistics on the environment in which the soldiers dwelled in and analyzed it creating changes. Reference: Alligood, M.R. (2010). Nursing theory: Utilization application (4th ed.). Maryland Heights, MO: Mosby Elsevier. pgs 98. Retreived from the UOP ebook collection. Attewell, A. (1998). Florence nightingale (1820-1910). Prospects, 28(1), 151-166. doi:http://dx.doi.org/10.1007/BF02737786. Retrieved from the UOP online library Selanders, L. C. (2010, March). The Power of Environmental Adaptation: Florence Nightingale’s Original Theory for Nursing Practice. Journal of Holistic Nursing, 28(1), 81-88. doi:10.1177/0898010109360257. Retrieved from the UOP online library Hegge, M. (2013, July). Nightingale’s Environmental Theory. Nursing Science Quarterly, 26(3), 211-219. doi:10.1177/0894318413489255. Retrieved from the UOP online library McDonald, L. (2010, March). Florence Nightingale Passionate Statistician. Journal of Holistic Nursing, 28(1), 92-98. doi:10.1177/0898010109358769. Retrieved from the UOP online library

Post-insertion Catheter Care Audit

Post-insertion Catheter Care Audit Portfolio Activity 1 Permissions and ethics considerations This audit is a part of quality assurance (QA) that aim is to assess the adequacy of existing practice about the post-insertion catheter care against the standards, in order to minimize the central venous catheter related infections (CVCRIs) in a medical ward. This QA activity will possesses a negligible risk (NHMRC 2015) because the data will be analyzed for the purpose of maintaining standards and data will not be gather beyond that which is collected routinely from the participants (NHMRC 2014). That includes assessing nurses’ practice about the central venous catheter (CVC), its dressing skills, and patient’s CVC condition. Therefore, this audit will own more benefits than harm and will not require human research ethical committee (HREC) permission (NHMRC 2014). However, permission will be obtained from non-HREC. Informed consent: The opt-out approach will be used to recruit the participants into this audit, where the general information about this audit will be shared to all participants and their involvement. Those participants who are not willing to participate will notify the auditor; otherwise their participation is presumed (NHMRC 2015a). This audit information will be posted on the unit notice board a week before the actual audit starts. The poster will only contain the general information about the infection control audit and will not specify, which infection control policy is going to assess. The reason for not disclosed all the information to participant is to obtain the true data of staff practice about the CVC, because if participants get familiar with the audit aim, they will intentional started to behave differently (NHMRC 2015a). Moreover, before starting of the each shift, auditors will notify participants that those nurses, who are going to perform CVC dressing skills, will accompany auditors. But auditors will not permit participants’ to know what aspect of dressing skills will be assessed. However, once audit will finish, its aim and method will be shared and posted on the unit notice board. The data about the condition of CVC and nurses ‘dressing skills will be obtained by assessing the patients’ CVC site and nurses’ practice about the CVC dressing on patients. Thus, auditor will also take the verbal consent from the patients. Patients’ who are highly dependent on medical care or not capable of making decision, consent should be sought from participant’s guardian (NHMRC 2015b). Privacy and confidentiality: Participants’ confidentiality will be maintained (HREC 2008). The collected data will not contain any personal identifying information about participants. Collected data will be shared, once it get analyzed without disclosing the participants’ name to staff, head nurse, clinical nurse instructor, manager, director of nursing services and infection control committee (ICC) in order to develop the action plan based on identified needs. While assessing the patient CVC site and nurse’s practice about the CVC dressing, auditor will ensure patient privacy (HREC 2008). Moreover, to maintain the patient privacy, two auditors will be selected from the ICC, from which one would be male and other would be female. Female auditor will assess the female patient CVC site and same goes with male auditor. Infection Control Committee (ICC): Permission will be obtained from the ICC because they have following responsibilities: to manage infection control programs; to monitor hospital acquire infections through frequent audits; to facilitate in continuing education and ongoing training programs for HCWs to prevent and control all aspect of infections. Moreover, ethical issues about this audit will be discussed and modified after ICC feedback. Nursing Director and Manager: Permission will be obtained from nursing director and manager because they are responsible for safety and quality of their hospital; staffing; employee satisfaction; consumer satisfaction; and budgeting. Head Nurse (HN): Permission will be taken from the unit HN because they have a responsibility to manage their unit; to assure the quality care to all patients. Moreover, HN assists and conducts education and training programs for their unit staff. Portfolio Activity 2: Barriers and Facilitators: Impact on clinical practice change Elements of practice that assist my project: The element that will assist my project are the dominant organization culture leaders that includes the nursing directors, manager and ICC have significant impact on the ability of head nurse and clinical nurse instructor (CNI) to bring about the changes in nursing practice (Helfrich et al. 201). ICC will be involved in this audit as a stakeholder (ECDC 2013), facilitator to bring changes on staff practice and sustainability of that project. Because they are: Expert in infection control field. Responsible to develop, revise and implement the infection control policies based on standard guidelines. Conducting audits to evaluate the practice and performance of health care workers with standards and participate in those activities that improve compliance by monitoring parameters with regard to process or outcome. Identifying barriers to adherence with policy and procedure, by involving health care workers. Facilitate clinical care organization to implement infection control guideline, e.g. through proper training of employees about the infection control and prevention. Unit HN and Clinical Nurse Instructor (CNI) will be involved during the process of change management and sustainability of that project because both are responsible to regularly conduct the unit rounds. During the unit rounds, they will assess the staff performance and practice about the CVC on regular basis; reinforce staff to follow the ICC guidelines; and conduct the training session for their staff based on identifying needs particularly about the CVC. Elements that become a barrier for my project: Jeffery Pickler (2014) have identified the following barriers to become non-compliance with CVC guideline could be the cognitive and contextual factors. Cognitive barriers: Nurses are working with the many competing priorities of patient needs that lead them to prioritize their activities. Therefore, they are skipping those activities which they considered least important. Nurses are not following the guidelines when they do not see evidence of harm; understand the rational of policy’s; and want to waste the resources. Lack of knowledge and forgetfulness about the policy. Nurses do not wash their hands frequently, when they are continuously using patient’s CVC site. Contextual barriers: The organization is placing an importance to such activities that staff consider least valuable. These priorities includes aspect of documentation (staff feels that they are documenting more than providing care), frequent changes in practice, and lack of training. Shortage of staff, resulting in taken shorts cuts. Unavailability and inaccessibility of supplies and equipments. Strategies that assist staff and sustain to change their practice: Jeffery Pickler (2014) have mentioned some strategies that assist staff to change their practice are as follows: Commonly supplies and equipment should be readily available. Training and education about the infection control policy should be offered to all staff. User-friendly documentation system should be made. Sanitizer should be available on patient’s bedside. Staffing should be adequate. Other strategies stated by SA Health (2012a) SA Health (2012b) could be: Surveillance and auditing programs should be frequently performed by ICC. Ongoing feedback or appraisal should be given to staff to improve their practice. Ensure that online infection control policy should be accessible to all the staff or posted on the notice board. Encourage staff to use incident reporting system to notify any breeches in infection control practice. Elect the infection control nurses (ICN) from each shift that will be responsible to monitor the infection control practices in their own groups. So in this way, unit staff will start taken the responsibility to prevent and control the rate of infections from their units (Kitson Straus 2013). To conclude, this audit will only achieve its aims and significant outcome, when organization will understand the staff barriers and take some actions against those barriers, which staffs are facing at interpersonal, intrapersonal and organizational level, results in sustainability of this project. References: European Centre for Disease Prevention and Control (ECDC) 2013, Core competencies for infection control and hospital hygiene professionals in the European Union, Stockholm, ECDC. Helfrich, CD, Yu-Fang, L, Sharp, ND, Sales, AE, 2009, ‘Organizational readiness to change assessment (ORCA): Development of an instrument based on the Promoting Action on research in health services (PARIHS) framework’, Implementation Science, vol. 4, no. 1. Human Research Ethics Committee (HREC) 2008, Quality Assurance Guideline, viewed on 27 May 2015, http://www.newcastle.edu.au/research-and-innovation/resources/human-ethics/policies-and-guidelines?a=28875> Jeffery, AD, Pickler, RH 2014,’ Barriers to Nurses’ Adherence to Central Venous Catheter Guidelines’, The Journal of Nursing Administration, vol. 44, no. 7/8, pp. 429-435. National Health and Medical Research Council 2014, Ethical Considerations in Quality Assurance and Evaluation Activities, viewed 26 May 2015, https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/e111_ethical_considerations_in_quality_assurance_140326.pdf> National Health and Medical Research Council (NHMRC) 2015, Chapter 2.1 Risk and Benefits, viewed 22 May 2015, http://www.nhmrc.gov.au/book/chapter-2-1-risk-and-benefit> National Health and Medical Research Council (NHMRC) 2015a, Chapter 2.3: Qualifying or waiving conditions for consent, viewed 23 May 2015, http://www.nhmrc.gov.au/book/national-statement-ethical-conduct-human-research-2007-updated-december-2013/chapter-2-3-qualif> National Health and Medical Research Council (NHMRC) 2015b, Chapter 4.4: People highly dependent on medical care who may be unable to give consent, viewed 23 May 2015, http://www.nhmrc.gov.au/book/chapter-4-4-people-highly-dependent-medical-care-who-may-be-unable-give-consent> South Australia Health 2012a, Healthcare Associated Infection (HAI) Action Plan 2012 – 2014, viewed 23 May 2015, http://www.sahealth.sa.gov.au/wps/wcm/connect/7ec93b004d4617539bc8dbf08cd2a4a7/Clinical+Directive_HAI+Action+Plan+2012-2014_Oct2012.pdf?MOD=AJPERESCACHEID=7ec93b004d4617539bc8dbf08cd2a4a7> South Australia Health 2012b, Health care associated infection prevention: Strategic Framework, viewed 23 May 2015, http://www.sahealth.sa.gov.au/wps/wcm/connect/fa5710804d461a0f9c0adff08cd2a4a7/Clinical+Directive_HAI+Strategic+Framework_Oct2012.pdf?MOD=AJPERESCACHEID=fa5710804d461a0f9c0adff08cd2a4a7>