How Apple Can Gain Competitive Advantage through Leveraging Its Coursework - 1

How Apple Can Gain Competitive Advantage through Leveraging Its Internal Resources and Competencies - Coursework Example According to the research findings, it can, therefore, be said that Apple is the second-largest global information technology company by revenues and can leverage its internal resources and core competencies to attain market leadership position in the industry. The PEST (political, economic, social-cultural, and technological) analysis is useful in understanding the macroenvironment facing Apple. The political environment is stable, but Apple is required to adhere to legislation on product quality and consumer health. The economic environment is favorable due to positive economic growth, stable interest rates, and high disposable consumer incomes. The social-cultural environment is characterized by favorable attitudes towards sophisticated consumer electronics, high education levels and high demand for information. The technological environment is favorable for the business activities of Apple due to the recent advancements in mobile computing, research and development, and growth in internet communications. Apple has various internal resources that it can be utilized to attain a competitive edge in the market. Accordingly, Apple has various core competencies that present unique strengths that can be utilized to differentiate its business activities and drive competitive advantage. Apple has both tangible and intangible resources that it can leverage to attain high market share and competitive advantage in the market. Some of the tangible resources of Apple include the plant and equipment, buildings, capital, and human talent. Apple has highly qualified human resources that have the required education, skills and attitudes to drive innovation in the company. Apple has invested heavily in training and development of its research and innovation teams.

Position Paper - Death Penalty Essay Example | Topics and Well Written Essays - 1000 words

Position Paper - Death Penalty - Essay Example Death penalty has been present ever since the societal shift from being primitive communal to the slave society state wherein civilizations were formed and rulers were made. The death penalty was implemented by the earliest civilizations yet there were no formal records of a death sentence being served. According to the Web site library.thinkquest.org, death penalty has very old roots; in fact, there is evidence of its application even in peoples such as Babylonians, ancient Egyptians, Greeks and Romans. (). The earliest recorded death sentence according to the Web site www.pbs.org was in the 16th century when a member of the Egyptian nobility was accused of magic, and was ordered to take his own life. (). Through the ages death penalty was implemented, it was only the manner of which it was executed and of how it was perceived changed through time, the manner changed from the guillotine and hanging through the firing squad and lethal injection, a brief history of how death penalty w as done and the violations which led to a death sentence is presented in the Web site www.pbs.org. () It was only since after World War II, that there has been a consistent trend in abolishing the death penalty. (â€Å"Death Penalty Worldwide†, en.wikipedia.org, ). Political as well has humane considerations have been taken into account in the abolition of death penalty as a punishment for some crimes. Since the start of abolition, the number of death penalty sentences served curved down, although capital punishment was still retained in other countries, most of these countries are those with religious considerations. The Instruments of death were also changed, some were more harsh than others, in some countries morbid methods

Introduction to working with children Essay Example for Free

Introduction to working with children Essay There are three different provisions that provide care and education to children. Upton Infant School is a statutory provision; they are funded by the government. Upton Infant School educates and cares for children from 4 years to 7 years of age. They follow the National Curriculum, and the EYFS. They support and work with the children and family by observing the children, and producing written or verbal feedback to the parents; this can be done by holding parent evenings. They are also supporting the children and parents by having fully trained SEN staff in the setting; so they help the children who require additional support. (Upton Infants School, 2012) The DEBRA charity is an organisation which supports and helps to find a cure to heal or help the children and families that are suffering from a generic skin blistering condition. This condition is called Epidermolysis Bullosa (EB). This is a voluntary organisation; this is funded by the public. They support and help children of all ages from birth. They provide emotional and physical support for families coping with EB. (DEBRA, 2008-2012) Private provisions are organisations that make profits from their services. Buckholme Towers in Parkstone; is an independent day school and nursery, which cares for both boys and girls from 3 to 12 years of age. They provide classes for individual learning. The staff quickly gets to know pupils so that their strengths and talents and be enhanced, and their weaknesses are developed upon. They provide a supportive environment this makes the children feel secure and ready for challenges of school life. They support families that have children with; Emotional Needs, ADHD, Dyslexia, Asthma and Serious Allergy’s. (Poole Family Information Service, 2012) There are various legislations in the UK that supports working with children, these are:- Health And Safety At Work Act 1974 Children’s Act 1989 Children’s Act 2004 Children’s Act 2006 Equality Act 2010 United Convention On The Rights Of The Child 1989 Data Protection Act 1998 The Children’s Act 1989 came into force in October 1990. It aims to help children in every situation; at home, at day-care, or in full time care. Some of the principles are that the welfare of the child is paramount and every child has the right to be free from neglect and abuse, every child should be brought up by their parents, if the child is in need, help and guidance should be provided. Both parents and professionals should consult the child when decision making. (Beaver, et al, 2008) Children’s Act 2004 promotes the five outcomes for the Every Child Matters (2003) legislation for every child; this was created because some of the points in 1989 were not being done. These five points are; 1. Be healthy 2. Stay safe 3. Enjoy and achieve 4. Make a positive contribution 5. Achieve economic well-being (Beaver, et al, 2008) The needs of the child and family are central in the Children’s Act 2006. Local authorities must improve the outcomes for children less than 5 years of age. This was created to focus on the children in question and their families. This is where the EYFS came into practice. This was introduced to support the delivery of quality of education and care in the early years. This Act also entitles parents to get the information they need. (Beaver, et al, 2008) The United Convention On the Rights Of The Child came into force in 1989. This Act contains 54 articles. All the articles were put into place to ensure every child enjoys health and education; every child should be within a caring family and have the right of survival. Every child should be protected from exploitation and abuse at all times and should have the freedom to have their voice and opinions taken into account on significant issues. (Beaver, et al, 2008) The Data Protection Act was put into place in 1998, to protect Information of individuals as this is confidential. Other than the care worker, the information can only be shared between the guardian or parent and the child in question. It is very important that you maintain confidentiality when working with children. This is important because it protect the child in question and the family. (Legislation, 2012) Principles and values are very important when working with children. Principles are a professional rule of action of conduct. Values are beliefs and ideas that are shared between groups of people that are from the same culture. This is important because it will give you an understanding of what is good or desirable and what is not. (Tassoni, et al, 2007) Through positive relations the children learn to be strong and to be independent. According in the EYFS (2012) every child is a unique child; they can have a strong character, confident and are self-assured. Enabling environments are essential in helping the children develop and learn. Every child learns and develops in a different way, every child should be treated equally, and their needs to be taken into account. The education and care of all the children in early year’s provision, including children with special educational needs and disabilities, are covered by this framework. Without a unique child, positive relationships and enabling environment’s there would not be any learning and development. The CWDC principles are to reinforce that the welfare of the child and young person is paramount. The safeguarding, learning and development is reflected in practice and service provision. Practitioners work closely with parents as they are very important in their child’s upbringing, recognising they are the children’s most important careers and educators. The values of CWDC are that every child’s individuality is valued and respected and celebrated. Also the children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child. Self-esteem is very important to every child’s development. Also confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake. Best practice requires a continuous search improvement and self-awareness of how workers are perceived by others. (Children’s Workforce Development Council, 2012). Inclusion and diversity is very important in respecting and valuing each child at a place setting. If this is done correctly it should build the child’s confidence and improve their concentration. This will also remove learning barriers; whether this is emotional or learning where a child may need extra support. (Beaver, et al, 2008) Everyone is different and entitled to their own opinions this means everyone should get treated equally, as they are a unique child, this complies with the EYFS curriculum (Moylett.et al. 2012) According to article.10 UNCRC states that every child has the rights to be able to be heard, valued and listened to. ‘The United Nations Convention On The Rights Of The Child, article 12, says that we must listen to the child’s view and take those views into account in any planning that effects the child’ (Fajerman,2001:12). Both `the children and the staff are benefitting by taking into account the views and the opinions of the child. This builds upon the child’s self-esteem, the children become independent, creative learners, this also makes them aware they have rights and that they do matter. This benefits the staff because they gain an increased awareness of children’s needs, rights and abilities. Also the parents will benefit from this by them feeling involved with their children’s development and their contribution to the setting. (Fajerman, 2001) An example of the place settings giving the children the freedom to express themselves and have their own opinions is at tea time or snack time; this enables them to be able to decide what they want to eat from a plate of food. This way the children will eat what they like and feel valued. According to an early years consultant Margret Collins (2006) children with low self-esteem are timid and are easily bullied. They struggle to take up challenges, and rarely reach their full potential, on some cases people with low self-esteem look at themselves as a failure! On the other hand children with high self-esteem embrace new challenges and see themselves as a success. Children with high self-esteem do usually have an excellent relationship with their teachers as they receive praise. From September 2008, The EYFS emphasis that every person who cares for the children, e.g. child minders and the EYFS practitioners under the age of five have to show the evidence of ‘Look, Listen, and Note’. This shows what development stage the children are at and what the children like doing, also this gives the practitioner a clear understanding of what the child can do or not and if the child needs extra support or not. By doing this you are treating the children like individuals. (Renouf, 2008). People have different opinions this gives them a sense of themselves and others around them. They can also see how individual everyone is. (Graham, 2002). The children will learn that other people have different opinions and feelings; this enables them to be sensitive to others. They will learn that every child believes and their personal views on things can vary, every child has the right to, and need to be treated with respect. Encouraging children to talk about their opinions and their feelings is important because this will build greater relationships with the child and you will be able to understand and help that child more. It is also important for the child to express what they like or dislike doing, and why. (Graham, 2002) There are many professional skills that will support you when working with children. Some of the professional skills are being an effective practitioner: this covers everything from being empathetic and sensitive to having effective communication skills, Being professional: this includes skills such as being reliable and an anti-bias approach, and ensuring you know your roles and responsibility; this involves putting the needs and rights of the child and the family first. (Beaver, et al.2008) Professional standards are essential in working with children; this covers all the professional standards that are needed to be an affective practitioner. Time keeping; is essential because this reflects well on you. Regular attendance is an individual responsibility; you also need to make sure you have everything with you to get the best out of the day. Appropriate dress code; this is important as this will show you have self-respect and that you value the children by not wearing anything inappropriate. It is very important that everyone in each setting understand the different ways of communicating with individual children’s needs. (Beaver, et al, 2008) It is important that everyone smells fresh, and they need to ensure they regularly wash their hands during the course of the day. Smoking is not allowed in public areas, due to a new law that has been recently created. Workers who choose to smoke should do this by going off site, and out of sight of parents and the children. (Beaver, et al, 2008) It is also a good idea to take in hoody or spare clothing so that you do not smell of smoke when you go back. You could also chew on gum, but remember to get rid of it before you go back to the children. All of this is being an effective role model. Study skills are important to being an effective practitioner. Basic needs are the most important one of them all. Without fulfilling your personal needs you will not be able to get the most from your experience and learn properly. Even looking at things like your health and mental health is important, as if you are ill, you are unable to learn to the best of your abilities and get the most from your day. (Northedge, 2005) Motivation is needed in childcare; this is what gets you through the days. Self-motivation comes from deep within, only you can motivate yourself, someone else can only inspire you to do something. By setting yourself little goals, you are able to achieve big goals. (Beaver, et al, 2008) Time management is also important, and this will need to be developed, you need to be able to manage your home life with your college life-try to keep these separate. You need to make sure you are realistic with your time scales to do something, and to be able to do them to your best abilities. (Beaver, et al, 2008) Note taking is important in studying as you will not be able to remember everything that you have learnt over the course of the day. (Beaver, et al, 2008) Planning is essential in childcare, without planning nothing will run smoothly and the days will be hectic. It is also important to plan your assignments this will help you complete it to the deadline. There are many things that learning environments provide to help their students achieve. There things such as learner support, they will help you to improve your work to a higher standard, they provide all sorts of help with your assignments they help you to plan them, they can proof read and check for spellings, and they can help you with referencing. (Beaver, et al, 2008) In childcare it is very important to develop and maintain appropriate relationships with the children, parents and other professionals. A practitioner’s role is to behave in a professional manner. (Tassoni, et al, 2007) Bowlby attachment theory, helps understand relationships, he understands the relationships between; children and carers, and parents and EYP. EYP’s now understand that there will be some children that need a little extra time to feel secure in the setting. This benefits the child because they become more independent and confident. EYP work in partnership with parents, and they should never undermine the relationship between the parent and child. By having a good relationship between the parent and EYP, will benefit the child, this will meet the child’s needs more effectively as the parent has the most knowledge of their child. (Tassoni, et al, 2007) By keeping the family informed about their child performance and any injury or discomfort will build trust. Building and maintaining relationships between colleagues, is essential. This can be done by sharing responsibility and duties equally. (Tassoni, et al, 2007) It is also important to share the information about the child you are about to work with, with the appropriate people. This also needs to be kept updated, by all the members that are working with that child. If there are any frictions between colleagues, the line manager will need to be contacted to help sort out such issues. (Tassoni, et al, 2007) Consistency is the key point in working with children, as you are a role model for children. The information the child receives from adults should be the same, this can have a negative effect on the children, as they pick up things like consistency and tension between parents, EYP, Colleagues and the children. (Tassoni, et al, 2007) Some children may need more than one organisation to help and support them and their families for any additional support. This is called multi-agency team. This consists of various professional that join their skills to help the children to the best of their abilities. It is a practical mechanism to deliver the integrated working required of public services by Every Child Matters, published in 2003, and by The Children Act 2004. (Beaver, et al, 2008) Multi-agency teams benefit the children because they receive tailor-made support for their needs. Some of the benefits of this is easier and quicker access to services and expertise, and reduced needs for specialist services. (Beaver, et al, 2008) Parents are also part of the multi-agency team, and their choices should also be respected and valued. E.g. parents may choose to discuss the situation to other professionals; this is their decision. (Beaver, et al, 2008) It is very unprofessional to discuss another child’s situation with other parents. Some parents find it very daunting for professionals to have contact with them on a daily basis. (Beaver, et al, 2008) Characterises of working with other colleagues and professionals in a multi-agency team are cooperation, this encourages the children to learn to work well with each other. Every team member needs to be consistent this is to ensure that everyone has the same approach of caring for children and working with their family. All members of the team should encourage, praise, stimulate, and support one another. Every member should share their ideas and aims and should feel respected; they should also feel a sense of belong. Every team member needs to be efficient, so all the skills of each individual can be used to the best of their ability. The responsibilities should be shared between every member in the multi-agency team. Workers need to be willing to learn and develop new ways of learning and thinking, and to balance out their weakness and strengths between them. It is also important you remain confidential within a multi-agency team, this shows that you respect your role and the child; you will also be complying with the Data Protection Act. (Beaver, et al, 2008) Common Assessment Framework (CAF) is a process to make sure that children needs are met in the most efficient and pro-active way. This is also a key component in the ‘Every Child Matters-change for children’ program. The CAF aim is to ensure every child receives the universal to which they are entitled and the additional services they need at the earliest opportunity. (Children’s Workforce Development Council 2008) Child-Centred approach is where the children get the freedom to experience, think, question, and research for their own answers. Nursery practitioners get to see how play develops between the children, and not telling them what to do. This enhances the children’s communication skills. This is the complete opposite of Adult-Led; this is where the adult’s initiates play. (Beaver, et al, 2008) The benefits of a Child-Centred approach are that the children get fully involved in activities and are proud of what they can achieve by themselves. They can actively explore the environment and enjoy playing with others. (Beaver, et al, 2008) Although some children find this situation awkward, as they believe the teacher should be in control, whereas others believe they are fully responsible for their play. (Beaver, et al, 2008) There can be issues with the parents too, as they believe children should not learn through playing they prefer their children to learn through literacy and numeracy skills. (Beaver, et al, 2008) Child-Centred approach links to the EYFS because every child is given the opportunity to choose what they want, this encourages every child to be unique. (Beaver, et al, 2008) The practitioners and teachers work in partnership to create a positive relationship and create and enabling environment for the children. The ‘Look, Listen and Note’ observation links to the adult led approach because you can have a better opportunity for observation this way. (Beaver, et al, 2008) The Reggio Emilia approach supports the child-centred approach; an approach based on children’s ideas, thoughts and observations they have gathered through the environment. This was founded by Loris Malaguzzi. (Beaver, et al, 2008) Reggio Emilia believed that the environment, in which the children learn, should be considered as a third teacher. (Wenex Technologies, 2006) Some of the characteristics of the Reggio Emilia approach are that the teachers work in pairs this is called ‘co-teaching’. ‘There is no staff structure, i.e. no head teacher; and staff such as cooks and assistants are regarded as equal with teachers.’ (Beaver, et al, 2008:251) ‘Teachers do plan and make preparations, but there is not a strict curriculum or timetable. Teaching and learning is allowed to evolve and unfold at the pace of the children and follows the interests they develop along the way’ (Beaver, et al, 2008:252) There is four main areas that are Important within your role, limits and boundaries these are; Health and Safety, managing children’s behaviour, child protection and confidentiality. (Tassoni, et al, 2007) It is everyone’s responsibility to ensure the child’s safety. It varies from a basic level by doing little things such as; shutting doors and gates behind you, to a more extreme level; what to do when there is a fire alarm. You also need to consider other aspects of physical safety; this includes things such as one of the children you are with has an accident or the child is unsafe. You will also need to follow policies on personal hygiene this could be simple things such as; wearing a uniform, tying your hair back, and using the supplied resources. (Tassoni, et al, 2007) It is essential to follow the settings policies and procedures, and the policies on hygiene. (Tassoni, et al, 2007) By following the policies and procedures you are reducing the risk of being accused of something such as neglectful behaviour or being in an abusive situation, it also ensures that everyone’s rights and responsibilities are respected, this also shows that the setting is running smoothly and everyone is doing what is expected of them. Having written policies is a requirement of OFSTED. (Tassoni, et al, 2007) It is very important to be aware of how different settings deal with managing children’s behaviour and where it is appropriate to intervene or when not to. (Tassoni, et al, 2007) Also it is important to observe how other professionals deal with the situation. Child protection is very important this will give you the knowledge of how to follow the correct policies to protect children from harm, and abuse. This is to ensure the child id receiving similar messages, so they can feel secure. (Tassoni, et al, 2007) Some children may tell practitioners things that are a cause of concern, this information should be immediately passed onto the appropriate people and no one else. Confidentiality is very important in -settings, as this protects the child and the families. (Tassoni, et al, 2007)

Risk Assessment Research Health And Social Care Essay

Risk Assessment Research Health And Social Care Essay Risk assessment of the potential of violence to self or others has been accepted as a core element of clinical practice in psychiatric forensic community and private clinical environmental settings (Stedman et al., (2000). Risk assessment increases the ability to understand an individuals potential for violent behaviour, assists the individual to change and for organisations to better allocate limited resources to more effective treatment programs (Snowden et al., 2009). There is a significant correlation between substance abuse, psychiatric disorders, non-compliance with medication and the likelihood of aggressive behaviour amongst those with significant mental illness (Daffern et al., 2002). The link between medication noncompliance, violence and the effect medication noncompliance has on the over use of alcohol and other substances needs to be taken into account in conducting a risk assessment (Swartz et al., 1998). Daffern (2002), highlights the need for clinicians to be aware of the link between aggressive behaviours, the influence other environments and personal interactions outside of the hospital situation have on the patient and the need to take this into account when developing any risk assessment plan. There needs to be considerable care taken in developing a risk management plan to ensure that the plan does not focus on control and moves away from the primary goal of management (Heilbrun, 1997). Case Study Risk Assessment Plan James presents with three main issues that need to be focused on in the risk assessment plan. James has ongoing symptoms that would appear to indicate schizophrenia, but a more detailed assessment will need to be conducted. James has issues related to his aggressive behaviour towards others when he feels overwhelmed by his delusion schizophrenia symptoms. The first indicator of these symptoms was when he was 21 and believed he was being watched by cameras at his place of work. James reports that this delusional belief resulted in James assaulting a co worker and that police were involved and he was subsequent hospitalised. James reports twice assaulting his father when he believed his father was in his head. The James also reports a history of using illicit drugs since his early teens at high school. James reports that his marijuana use has been regular since early teens and he has on occasions misused prescription drug Valium. In adulthood, James reports use of beer and vodka has go ne from weekend binge drinking to regular four to five days a week of heavy use of beer and spirits. James also reports his tobacco use has been regular since early teens and has increased to heavy use of 30 cigarettes a day over the last 12 months. This last 12-month period also is reported by James as a period where he has increased significantly his abuse of alcohol and marijuana. From James presentation during the interview, it would be reasonable to assume that he is minimising he level of substance use. Another issue that influences James symptoms and behaviours is the noncompliance with prescribed medication, which needs to be addressed in the overall risk assessment plan (Swartz et al., 1998). Aggression Antonius et al. (2010), highlights the value of risk assessment as a valuable tool to assist the clinician to predict and prevent future violence and to improve current treatment and management protocols. Howells (1996), postulates that it is not possible to eliminate all risks of violence by forensic mental health patients, but therapeutic programs can be effective in changing violent behaviours. Although James level of violence would appear, from his self-report, to be on the lower level of violence, there appears to be in recent time a sense within James that he is becoming overwhelmed in the last 12months. This is indicated by not only what he says but also his use of substances, alcohol and tobacco usage has increased significantly in the last 12 months.. The potential for committing acts that are more violent can also be assumed to be increasing. Snowden et al. (2009), found that the testing with the Classification of Violence Risk (COVR) showed good validity when attempting to assess the risk of violence amongst patients with a history of violence and mental health issues. However, Snowden (2009), also warns that the COVR test requires information from patient files as well as patient self-report, and test results may be affected by the patient who minimises their history or violence, and the lack of access to the patients file. In this case, James presents as guarded in his answers to many questions and clearly only wanted to be out of the hospital, hence there would be a high probability of James minimising his level of violent behaviour. The mention that the police were still outside would give an indicator that they may have more knowledge of James past level of violence. Doing a clinical interview to assess the level of risk without the patients file, as was occurring in this instance, would appear unwise and places the interview into a clinical interview format with low predictor validity (Steadman et al., 2000). The quality of the information that the person conducting the risk assessment has access to, will determine the effectiveness of the risk assessment process (Heilbrun, 1997). Actuarial risk assessments have been found to be significantly more valid in predicting violence than unstructured clinical interviews (Steadman et al.,2000). Hilton et al., (2001), argues that risk assessment of disordered offenders with a history of violence requires the use of actuarial assessment tools to enable a valid indicator in relation to danger to self or others. Howells (1996), argues the benefits of ensure risk management plans requires the individual to attend some form of anger management program, to assist the individual to learn more functional strategies for dealing with their current frustrations. Buchanan (2008), highlights the need for those conducting a risk assessment to be aware of the casual connection between mental disorder and violence. There needs to be more information obtained other than the basic demographic information of age, race, gender and relationship status, which should include family environment, history of victimisation of client, how a client spends their day all of which have been found to correlate with mental illness and violence (Buchanan, 2008). Substance Abuse and Non-compliance with Medication Swartz et al., (1998), found in their study that a combination of substance abuse history and a history of non-compliance with medication, either recent or long term, was found to have a significant association with violent behaviour. Swartz et al. (1998), also made the observation of a correlation between an individual with limited personal insight combined with poor understanding of their illness and role of medication. This non-compliance with medication may not be deliberate behaviour by the individual as non-compliance and substance abuse may be mutually reinforcing which results in self-medicating with alcohol and substances. James would appear to have been self-medicating for many years with a self-reported significant increase in approximately the last 12 months. James reports the misuse of prescription medication Valium at various times. James would appear to view medication as only effective if it gives an immediate reaction and would need to have medication education as pa rt of formulating an effective risk assessment/risk management plan. Any risk management plan for James would also need to incorporate a community based specialised out patient program focused on treating dually diagnosed mental illness clients (Swartz et al., 1988). Research shows a high level of co morbidity between those suffering from a mental illness such as schizophrenia and substance abuse and violent behaviour (Daffern et al., 2002). Mental Illness Although James has admitted to no serious violent acts, his history of symptoms of schizophrenia with delusions elements would have to taken as a warning of potential risk to self or others. James reports that, in the last 12 months he has been finding it increasing difficult to cope. James presents as not having insight into his mental illness, and not wanting to be compliant in any medical treatment. Taylor (1998), found in her research that of the 309 people with psychosis who had killed, the large majority (75%) were deluded at the time of their offence (p49). Patient presentation must be observed carefully when assessing risk of violence apart from the obvivious features of psychosis that may be present, but also delusions may produce symptoms of anxiety or depression and delusions can indicate the patients inability to make or maintain relationships and history of violence (Taylor, 1998). James states during his interview that his illness had caused a break up of a past relatio nship and as a result had not been in a relationship for 3 years when he had to move back to live with his parents. Rogers (2000), makes mention of the need to take into account when conducting a risk assessment not only the risk factors but the protective factors, which are factors that may reduce maladaptive behaviours on the individual. In the case of James, he appears to have a closer connection to his mother than he does with his father. However, his mother would seem to be very passive and his fathers more dominate. James mother may well have a significant impact on James being more complaint with medication, if her assistance was incorporated into a risk management plan. Her participation in the management plan may well assist James to remain compliant with medication and assist in harm minimisation strategies in relation to alcohol and tobacco use by James. Swartz et al., (1988), also advised to be aware when doing a risk assessment on a patient exhibiting non compliance with medication and substance abuse that the patient may have some underlying personality traits that may need testing f or. James does not present as a threat to himself and reports no past history of self-harming behaviours and denies any current thought of self-harming ideation. However, James current file is not available to the interviewer and it would be unwise to accept James own statement as to his current mental state. James presents as depressed, agitated, reactive and extremely frustrated which would require the potential of self-harm to be incorporated for monitoring in any risk assessment, especially if he is kept in hospital for further psychiatric assessment. Douglas et al., (2009), reports that suicide/self-harm is a risk factor when the patient has a history of schizophrenia, violence and substance abuse. Close observation of James during the interview shows that he would go into a rocking motion on numerous occasions, did not maintain good eye contact with the interviewer and indicated a number of times his level of frustration about the time he had waited and not liking hospitals. The pr obability would be that James would be kept in the psychiatric ward of the hospital for 72 hours to allow for a complete psychiatric assessment to ascertain his level of threat to himself or his father. Often people with the current presentation, clinical history and violence of James have a higher potential to assault others especially family members, which further tends to alienate them from their remaining family support (Douglas et al., 2009). Conclusion Rogers (2000) warns that risk only evaluations are inherently inaccurate (p598), which may have consequences on the client by labelling the client as violent. We must also work towards a standardised definition of risk assessment. The New Zealand Mental Health Commission (1998) defines risk assessment as a risk to the progression of symptoms of the illness, risk of the individual intentionally self-harming, the risk of self-harm that was not done intentionally and the risk of causing harm to others either by intent or as a result of risk taking behaviours. Crowe (2003), raises the issue of the need for a more specific defining of risk in the context of risk assessment and risk management. The debate in between health professionals as to whether clinical or actuarial assessment provides a higher level or risk assessment and hence reduces the risk of harm to others as well as the patient continues to be debated. Doyle et al., (2002), reports that although actuarial assessments is shown as statistically superior to unstructured risk assessment techniques, actuarial assessment focuses on static factors and misses dynamic factors such as treatment non-compliance, family dynamics, poor impulse control and substance abuse. Rogers (2000), reports that parents who are more accepting and hence understanding of the patients mental illness has been found to be a strong protective factor to assist the patient. There appears to be a need for further research to develop a more integrated approach to risk assessment to ensure a more standardised process is implemented. The risk management of violent behaviours is a complex process and requires a multidisciplinary approach that needs to focus on social, psychological and medical aspects of the individual (Howells, 1996). In the case of James, any risk management program must be approached from the broader perspective to achieve beneficial for James in the long term. Hilton et al., (2001), suggests that as demand for more valid risk assessment outcomes increase in relation to forensic mental health patients that actuarial assessment will be incorporated as an important part of the risk assessment process.

Sniper Coward or Hero :: essays papers

Sniper Coward or Hero Since the invention of the firearm, skilled individuals with specialized equipment have influenced the ebb and flow of the battlefield. At times this influence has been so great as to turn the tide of history. The long-range sharpshooter or sniper has had a telling effect on the direction, drive, and scope of battle. The sniper has felled the command structure of his enemies, rendered their equipment useless, and driven fear into the heart of the men. Thus, the sniper is one of the most effective weapons on the field of battle. A true sniper is an operative who gathers intelligence for the command structure and occasionally takes the one, well-aimed shot that, if done properly, will save lives. In order to better understand exactly how snipers are valuable, one needs to consider their mission, training, and equipment. The sniper^s primary mission is to deliver long range, precision fire on key targets and targets of opportunity. His secondary mission is the collection and reporting of information. Both missions are very specific and dangerous. To carry out these missions, a sniper must be highly trained in marksmanship and field craft skills to ensure maximum effectiveness with minimum risk (Lanning 88-100). The U. S. Army Sniper School is five weeks of intense training. Before a student can even be considered for attendance to sniper school, he must meet stringent qualifications and pass a mental examination. Classes are usually small, but have a high failure rate. The first week consists of physical training and classroom instruction, concentrating on the construction of a Ghillie Suit, which is a special hand made form of camouflage (Sasser 215). The second, third, and fourth weeks are composed of practical exercises and tests covering everything taught during week one. Emphasis is placed on developing stalking skills. Stalking is the term used when a sniper maneuvers into his final firing position (Lanning 159). After the fourth week and all the field orientated tests have been completed, the students that are left, participate in a four day field training exercise which is run as a real life mission. The students form two-man teams. One is the sniper and the other is his spotter. The spotter^s main function is to observe a target and provide data to the shooter. The spotter must also be fully sniper qualified and trained to carry out the mission. The team receives an operation order, which explains its first mission or objective. The team must then plan its

Michèle Roberts’s The Looking Glass Essay -- Michele Roberts Looking G

Michà ¨le Roberts’s The Looking Glass The understanding of history as a linear and unproblematic narrative, dominated by kings and queens, warriors and heroes, has long been denied by women writers. As Linda Anderson argues, these events ‘take on a different meaning, a different configuration when we begin to see through them – in both senses – to women’s concealed existence in the private sphere of family and home’ (Anderson, p.130). Women have little place in traditional linear history and have come to deny its authority and question its dominance. Frieda Johles Forman, in her introduction to a 1989 collection of essays on women’s temporality, argues that women suffer from a lack of history, an unrecorded past, and that this ‘absence strikes at odd, unsuspecting moments’ (Forman, p.8). But this absence of history is changing, as women begin to write their own stories and their own conceptions of the past. Women’s time and the political implications for femini sm of feminist historiography have spawned a wealth of writing in recent years. Even in the academic world of history, reliance upon major events as the narrative of history has been undermined by the possibility of a narrative of everyday lives, of everyday events and occurrences.1 However, this re-recording and re-making of history is fraught with danger, as Anderson warns: The ‘reclaiming of history’, the discovery of how our foremothers preceded and even anticipated us, can help to assure us that, despite the evidence, we do in fact exist in the world; yet if we ignore how that existence is textually mediated we end up simply reconstituting ‘reality’ as it is. (p.134) Anderson argues that, despite the development of a critique of history’s claim to objectivity a... ... and Sowton, Caoran, eds., Taking Our Time: Feminist Perspectives on Temporality (Oxford: Pergamon, 1989) Heath, Stephen, Flaubert: Madame Bovary (Cambridge: Cambridge University Press, 1992) Irigaray, Luce, Sexes and Genealogies, trans. Gill, Gillian C. (New York: Cornell University Press, 1993) Michaud, Guy, Mallarmà ©, trans. Collins, Marie and Humez, Bertha (London: Peter Owen, 1966) Millan, Gordon, Mallarmà ©: A Throw of the Dice (London: Secker and Warburg, 1994) Oliver, Hermia, Flaubert and an English Governess (Oxford: Clarendon, 1980) Pearson, Roger, Unfolding Mallarmà ©: The Development of a Poetic Art (Oxford: Clarendon, 1996) Roberts, Michà ¨le, The Looking Glass (London: Little Brown, 2000) Spencer, Philip, Flaubert: A Biography (London: Faber and Faber, 1951) Steegmuller, Francis, Flaubert and Madame Bovary (London: Constable, 1993.

Chem pre lab

If you have entered any of your lab data Incorrectly, please use the link below to send a request directly to your TA and Instructor's email Inbox which Is monitored during normal school hours. Reset Data Request Tannest, your calculation is correctly You have not completed your assignment. Double check that you have completed EVERY question or essay. Click Here for next problem. What are the hazards associated with sodium hydroxide (Noah) solution? Sodium hydroxide is toxic and corrosive burns and skin irritation can occur AAA. What burette reading should your record when the liquid level is as shown in Figurer? 3. 5 3. 44 0. 25 0. 5 there will be a color change 3. A student collected the following data in the laboratory: Mass flask (g) 52. 86 Mass flask and sample (g) 53. 46Concentration of Noah solution (M) 0. 109 Initial burette reading (ml) Final burette reading (ml) 23. 75 a. What is the mass, in grams, of the sample (g) 0. 6 b. What volume, in liters, of Noah solution was used in the titration (L) 0. 101 0. 02328 0. 02322 0. 1 c. How many moles of Noah were used in the titration (moles) d. How many moles of ascorbic acid were neutralized (moles) e. How many grams of ascorbic acid is this (g) f. What is the mass percent ascorbic acid in the sample (%)