Negative Effects of Genetically modified food Essay Example for Free

Negative Effects of Genetically modified food Essay Since the beginning of life, nourishment is the first requirement for all kind of alive. According to Chassy (2007), early humans lived a hunter gatherer lifestyle and that around 10000 years ago they started to transition into an agricultural lifestyle. Also they feed animals to their milk, meat and eggs. Later, some people interested in agriculture in order to survive and earn money. In today’s world, technological developments and medical improvements resulted in higher life standards and world population become more and more crowded. Lots of farmers and food companies emerged in order to meet the needs of this growing population. Organic foods started to be insufficient for human beings because of the increasing population. As a result of this insufficiency, people seek different kind of foods with the help of technological developments and they created genetically modified foods (GM foods). Genetically modified crops first appeared commercially in the mid-1990s and today GM crops are grown commercially by 8. 25 million farmers on 200 million acres spread throughout 17 countries (Schmidt, 2005). Genetically modified foods or biotech foods can be described simply as foods derived from genetically modified organisms. These crop plants created for human or animal consumption using the latest molecular biology techniques. In his essay â€Å"Genetically Modified Foods: An Insight† Raaz Maheshwari (2012) explains that â€Å"Genetically modified foods are derived from genetically modified organisms. Genetically modified organisms have had specific changes introduced into their DNA by genetic engineering, using a process of either Cisgenesis or Transgenesis. These techniques are much more precise than Mutagenesis (mutation breeding) where an organism is exposed to radiation or chemicals to create a non-specific but stable change. † At the beginning, these crops have a bright and promising future. However, safety of genetically modified foods was started to questioned and become a central issue driving the genetic engineering controversy today (Carman, 2004). Although some scientists claims that food derived from GM crops on the market does not have greater risk to human health than organic foods, there is a idespread research on several negative effects of GM foods , including safety issues, economic concerns and environmental hazards. Recently, concerns about GM foods have raised by all environmental activists, religious organizations, public interest groups, professional associations, other scientists and government officials. Also, they criticized potential hazards of GM food (Whitman, 2000). Specifically, this study posed the r esearch question: What are the general negative effects of genetically modified foods on earth’s ecology and human health. As I mentioned earlier, humanity always requiring all kind of food. Although they meet their requires from hunting very beginning, agriculture is the main food resources when the first crop harvested. However food resources doesn’t enough for humanity because of huge crowds, because of th? s reason people find a new form of food which named genetically modified foods or biotech foods. These foods derived from genetically modified organisms. Since mid-1900s genetically modified foods using our daily meal and from these time these foods always negotiated. There is no exact consequences of these negotiations. However, there are lots of negative effects of genetically modified foods on earth’s ecology and human health such as; allergetic diseases, poisoning both human and animals and killing beneficial insects. To begin with, lots of result of researches show us genetically modified foods are dangerous for natural life. According to Batalian(N. D. ) studies about GM products shown that these products can kill beneficial insects which most notably the monarch butterfly larvae. He also said there are other studies related to the death of bees which are died during a contained trial with Monsanto’s Bt cotton, springtails and ladybird beetles. He said his same essay other studies about GM potatoes, spliced with DNA from the snowdrop plant and a viral parameter, show us these potatoes was poisonous to rats. Between the many insect pollinators of agricultural crops, honey bees are the best known (O’Callaghan, 2005). According to O’Callaghan, cotton nectar is really attractive to them and produces useful honey, but if these cottons are genetically modified from engineers it can be harmful for bees why these cottons not natural and it includes different types of proteins and concentrations. Another effect of GM foods on natural life about gene transfer to non-target species. Deborah B. Whitman said his article â€Å"Another concern is that crop plants engineered for herbicide tolerance and weeds will cross-breed, resulting in the transfer of the herbicide resistance genes from the crops into the weeds. These ‘superweeds’ would then be herbicide tolerant as well. Other introduced genes may cross over into non-modified crops planted next to GM crops. † Genetically modified foods effects the natural life where the people plant them. For example GM trees or ‘super-trees’ are being developed which can be sprayed from the air to kill literally all of surrounding life, except the GM trees (Batalian,N. D. ). He also said these trees are often sterile and flowerless which is in contrast to rainforest teaming with life, or where a single tree can host thousands of unique species of insects, fungi, mammals and birds in an interconnected ecosphere. There are also terminator trees which has developed plants with the New Zealand Forest Research Agency to create still more lethal tree plantations. These super deadly trees are look like super-trees, however these kind leaves exuding toxic chemicals to kill caterpillars and other surrounding insects(Batalian,N. D. ) Like the other effects of GM foods it also causes increasing numbers of resistant pests. According to Mellon (N. D. ), â€Å"There are signs that the most popular HT crops-those resistant to the herbicide glyphosate-will lose effectiveness as weeds become resistant to the herbicide. Scientists expect that BT crops, too, will succump to pests that evolve resistance to the BT toxins. Secondly, consumption of genetically modified foods from humans effects their health negatively. First effect of GM foods on human health is allergenicity. According to Bakshi (N. D. ), food allergy is a very important health issue with the prevalence of immunoglobulin E antibody-mediated food allergies among adults being approximately 2% and nearly 5% in children. Bakshi also said consumption of genetically modified foods may trigger all ergic reaction. For example Bakshi said kiwi fruit not associated with any allergies in the 1960s. However , there are some people who are currently allergic to it; the allergenic protein in the kiwi fruit was identified to be actinidin. Bakshi also said â€Å"Genetically modified foods can introduce novel proteins into the food supply from organisms that are never consumed as foods. Some of those proteins could be allergenic. † Second effects of GM foods on human health is antibiotic resistance. Antibiotic resistance is the ability of an organism to be unaffected by the antibiotic, occurs naturally by evolution. According to Bakshi(N. D. , genetic engineering usually involves the use of genes for antibiotic resistance as ‘selectable markers. ’ These markers help to choose cells that consolidated foreign genes. There are concerns that these chosen genes might recombine with pathogenic bacteria in the environment or with naturally occurring bacteria in the gastrointestinal tract of mammals who consume genetically modified food, contributing to the growing public health risk associated with antibiotic resistance for infections that cannot be treated with traditional antibiotics. It must be true negative effects of GM foods because lots of European countries including Britain have refused to allow the Novartis Bt corn to be grown because the ampicillin resistance gene might be transferred from Bt corn to bacteria which these bacterias making a far less effective antibiotic against bacterial infections (Bakshi,N. D. ). Similarly Bakshi , enhs. umn. edu, said â€Å" In recent years health professionals have become alarmed by the increasing number of bacterial strains that are showing resistance to antibiotics. Bacteria develop resistance to antibiotics by creating antibiotic resistance genes through natural mutation. Third effect of GM foods on human health is cancer and degenerative diseases. According to article of Batalian (N. D. ) , lots of researches show us GM foods or hormones which is used for increased milk production in cow causes breast and prostate cancer. Also he said some of Canadian researches prove that GM organism which injected rats mammals l ike humans, this organism damaged thyroid cysts and internal organ. Besides , consuming GM foods causes autoimmune diseases, inflammation, arthritis and lymphoma(Batalian,N. D. ) Lastly, gene transfer from GM foods to body cells can cause disease. According to WHO(N. D. ), â€Å"Gene transfer from GM foods to cells of the body or to bacteria in the gastrointestinal tract would cause concern if the transferred genetic material adversely affects human health. This would be particularly relevant if antibiotic resistance genes, used in creating GMOs, were to be transferred. † In the light of all above mentioned studies, it could be said that scientist have not discovered the true researches consequences about genetically modified foods. They growth a non-natural nutrition, however they do not know their effects on human body and environment. It can be cause lots of bad diseases on human body and harm environment. Because it is dangerous for all kind of alive and natural systems, GM foods production processes should be controlled by new ministry and GM foods may be tested before selling in markets. Those who are support GM foods said these foods have benefits on future hunger and they also support we all need these foods in future. According to Feuilherade (2011),humanity needs 40% more foods by the middle of the century and GM foods is the only solution of this big problem. He also add these foods are healthy for human body because if we change the DNAs of foods, lots of vitamins and drugs may added inside the foods. However, www. webmd. com(N. D. ), mentioned these foods are not natural and has no guarantees, also has some important risks, such as; introducing allergens and toxins to food, accidental contamination between genetically modified and non-genetically modified foods, antibiotic resistance and adversely changing the nutrient content of a crop. Scientists and governments always discuss this topic, however there is no exact result about harms or benefits of GM foods. Nobody do not know consequences of GM foods. Maybe after 50 years it will cause lots of diseases even will kill millions of people. There should be more and more researches about these foods and scientist and governments should give more importance, also all government which country interest growing GM foods, they should open new ministry and specific research center of GM foods before sell these product to innocence people. In conclusion, about GM foods, there are lots of researches and its effects on health and environment are not obvious. The scientist will move to improve these foods and sell them billions of people worldwide. With the support of governments and big bosses, poor and ignorant people buy these uncertain foods. Finally, I personally believe that GM foods will cause lots of die forth coming years, because of these reason these procedure should limited and controlled strictly by the government before selling. Also natural agriculture should be supported and use of organic food promoted.

Sexual Health for Learning Disabilities

Sexual Health for Learning Disabilities Sexual Health For People With Learning Disabilities This leaflet is about people with learning disabilities and their sexual health. While there is considerable legislation concerned with disability from the 1970 Social Services Act to the 1995 Disability Discrimination Act and beyond, it is not always clear that the needs of this user group are being addressed in appropriate ways. This is because there is a lack of research into how this user group live their lives and how they feel about life and sexuality. Legislation and Anti-Oppressive Practice Under the terms of the NHS and Community Care Act of 1990 social services have a duty to make an assessment of need to any person in their area who may have need of their services. With regard to people with physical or learning disabilities the department also has a duty to find out about such people in their area and to offer an assessment of need even if that has not been requested. The social worker must take account of the 1998 Human Rights Act when dealing with anyone. It is illegal for social workers to discriminate against people or hinder their access to services on any basis. A social workers should act in the best interests of their clients, the service users, and engage in anti-discriminatory and anti-oppressive practice. Anti-oppressive practice can involve the social worker attempting to take care over the way in which he/she uses language. In order to fully engage in such practice a social worker would need to take care that in dealing with service users who may have difficulty in communicating their needs the social worker does not end up imposing their own agenda on the service user. When it comes to people with learning disabilities here is a need for different models and levels of participation depending on the service user’s circumstances. Participation empowers some service users while others may not be able to be truly involved at any recognisable level without the intervention of a third person – an advocate. The agency for mental health MIND suggests that many people with learning or mental health difficulties should have an advocate who is impartial and who can inform them what is available in terms of services and support and who will promote their best interests as service users. Those who are able to engage with the process often go on to promote the rights of other service users. The service user movement has been a driving force in the struggle for people with mental health problems or learning difficulties’ entitlement to live as ordinary a way of life as they can (Carr, 2004). People with learning difficulties may have multiple and complex needs, nevertheless under the 1998 Human Rights Act, they are entitled to be treated with dignity and local authorities have a duty to abide by the requirements of this Act (Moore, 2002). Nevertheless there are areas where the Act is sometimes ignored and this is most apparent when it comes to the sexual health of people with learning disabilities. Learning Disabilities and Sexual Health There has been very little research into the lives of people with learning disabilities. The first of its kind was a government survey of 2,898 people which was carried out between June 2003 and October 2004. The report dealt with people with learning disabilities (to what extent they were learning disabled is not always defined) between the ages of 16 and 91. The report found the following: 45% of the people interviewed were under the age of 30 6% were from minority ethnic communities. 92% of all people with learning difficulties who took part in the study were single and 7% of these had children but only half that number looked after their children themselves. 7% either lived alone or with a partner. There is an even greater dearth of information when it comes to the sexual health of people with learning difficulties. In fact media reports suggest that many people with learning difficulties are actively discouraged from engaging in what most people regard as a healthy sex life. There have even been instances where family members have tried to have girls with learning disabilities sterilised so that they could not bear children. A (2006) report from the University of Ulster Out of the Shadows, found that the sexual health of people with learning disabilities was all too often ignored. This is because family members and professionals do not want to acknowledge that this user group has such needs. The report found that: People with learning disabilities want to have relationships and express fears of being lonely. But the feel over-protected by professionals and family carers. Consequently there are few opportunities to develop relationships and meet new people. Some family carers want their child to have the same rights as everyone else. But they feel embarrassed to talk about sex with their children and are concerned for their safety. Feeling unsupported and isolated stops them from raising these issues in the home. Professionals and front line staff are aware that the issues around sex and sexuality are not being addressed. However they are inhibited by being under resourced, under trained, and at times restricted by a lack of clear guidelines and policies to support them (http://news.ulster.ac.uk/releases/2006/2892.html). Clearly insufficient attention is being paid to what this group of service users actually want. People are embarrassed by the fact that people with learning difficulties may have the same hopes, fears, and aspirations as everyone else. Clearly there is a need for more research and for education so that a greater understanding of people with learning disabilities and their needs is actually met. Further information on people with learning disabilities and their needs can be found at the following websites: http://www.lancaster.ac.uk/fass/ihr/index.htm website concerned with the inclusion of adults and young people with learning disabilities in all areas of life. http://www.inspiredservices.org.uk/ website about community living, when it may be necessary and how it is meant to empower people. http://www.ndt.org.uk/ website that campaigns for inclusion of people with learning disabilities at all levels of ordinary life http://www.dh.gov.uk/en/Publicationsandstatistics/Surveys/Othersurveys/Generalsurveys/DH_4081207.Government survey Elder Abuse The agency called Age Concern is concerned that the rights of older people often get overlooked. This is particularly the case where the person is either unable or unwilling to speak for themselves. Thus Age Concern maintains that older people need advocates (a disinterested third party) to put their case when the rights of an older person are being ignored or overlooked. Since the publication of the National Service Framework for Older People in 2000 there has been a directive for more advocacy when it comes to addressing the needs of older people and this move that has been welcomed by Age Concern. Advocacy is about protecting the rights of people as human beings and making sure that their wishes are taken into account when decisions are being made that affect what may happen to them. Advocacy therefore, is meant to empower those people who may have the least power in society. There are those who maintain that there should be specialist advocacy with regard to the problems of age. Service user participation involves rights and responsibilities on behalf of both the service user and a service provider. When it comes to older people who may be confused about what is happening, or who refuse to become involved in the process then a definition of rights and responsibilities is problematic because without equal cooperation it is difficult to find a way of ensuring that these are fulfilled. At the very least it has to be acknowledged that everyone has the right to be protected from abuse and to be treated with respect. The aim of good advocacy is to ensure that older people are aware that the local authority has a duty of care with regard to their needs. Advocates also try to ensure that older people have an understanding of what to ask for and what to expect when it comes to support and services. When this is possible it enables older people to exercise their rights as citizens, however, some elderly people may have no idea what is going on and may be confused by the whole process. In cases like this an advocate would look at the older person’s circumstances and needs, as well as listening to the carer’s input, and would then put forward a case for their care and ask for an assessment. This is not, however, a guarantee that the person will receive residential care, however much a family might want it. A social worker would listen to what the family and perhaps the advocate had to say and would then ask what provisions were currently in place, whether these were provided by social services or by the family. Once they had assessed the situation the information would be given to a care manager who would decide what could be offered (Moore, 2002). In some cases this would be residential care. As people grow older they can develop fears that they did not have before. Many older people, for example, are afraid to leave their homes for fear of being attacked, and numbers of them are also afraid of being attacked in their own home. However, figures from the British Crime Survey 2001, tend to suggest that the likelihood of being a victim of crime decreases with age. Despite this, many elderly people live in fear of being burgled or attacked in their homes by a stranger. Yet the figures support the idea that this fear is largely unfounded the burglary figures for 2001 yield the following information: In 1000 households of people aged between 16 and 24 17.6% had been burgled In 1000 households with residents of 75 and over only 2% were burgled Despite these figures many elderly people are haunted by the fear that they are not safe on the streets and may not be safe in their own home. At the same time some media reports tend to suggest that older people are safer in their own homes than they might be if they went into residential care. Older people may not always be willing to go into residential care but an assessment may be asked for by other family members or by carers who are feeling the strain of looking after a demanding elderly relative. Some older people, however, may have become so frightened in their own homes that they want to go into residential care. Care and Abuse Despite the fact that some elderly people feel that they will be safer in residential accommodation there are factors which suggest this feeling may be misplaced. The marketisation of care, and the growth of private care homes means that there is some evidence which supports the view that the elderly may be more at risk of abuse of their rights and criminal assault in residential settings than in their own home (Ward et al, 1986). The 1990 NHS and Community Care Act, and the introduction of market forces into the care sector has meant that many former council run residences are now privately owned and run for a profit. This is the case even if the person does go into a council run home, they or their family members will be expected to make some contribution to the cost (Kerr et al, 2005).Even if people are in council run homes then they or their families are expected to make at least some contribution to the cost of their care. The shift to a mixed economy of care means that some car ers have little or no personal care about the job they are doing and this can lead to older people being at risk of neglect and abuse. There have been plenty of media reports of neglect and abuse in residential care where older people’s human rights go unacknowledged and mismanagement and a lack of proper supervision can lead to neglect and abuse (Smart, 1997). At a time when they should be receiving more care and attention some older people are being abused by the very people who are meant to be looking after them. It would seem that marketisation has led to a lack of proper control over what goes on in some residential homes and there needs to be some mechanism whereby such places are inspected on a regular basis. Useful resources http://www.elderabuse.org.uk/Media%20and%20Resources/Useful%20downloads/AEA/AP%20Monitoring.pdf http://www.elderabuse.org.uk/ http://www.aoa.gov/eldfam/Elder_Rights/Elder_Abuse/Elder_Abuse.asp Vulnerable Adults There are general guidelines related to social work practice and this is especially the case when it comes to the protection of the weak and vulnerable. All local authorities have a duty to be aware of the number of people in their area who might be considered vulnerable adults. The legislative framework that governs the actions of a social worker working with vulnerable adults is based on the following: 1948 National Assistance Act Part 3 Local Authority Social Services Act 1970 The Chronically Sick and Disabled Persons’ Act 1970 National Health and Community Care Act 1990 Depending on the age of the vulnerable adult they are dealing with then the social worker will also have to bear in mind: Section 45 of the Health Service and Public Health Act 1968 Section 117 of the Mental Health Act of 1983 General understanding of the 1998 Human Rights Act The National Services Framework for Older People Social workers should also be conversant with the terms of the 1995 Disability Discrimination Act before they make any assessment of a vulnerable adult. A lot of the problems that vulnerable adults experience, particularly if they have mental health problems, are due to the fact that many professionals (particularly medical professionals) still work with the medical model of disability. This model holds that a person’s problems and vulnerabilities are rooted in their pathology i.e. they are part of that person’s make up. The problem with this model is that there is a tendency to hold the person responsible for whatever their problems may be (Oliver, 1996). A more favorable model for the service user is the social model. This model looks at factors that are external to the service user such as environmental factors and any other social factors that may give rise to ill health or vulnerability. Who Are Vulnerable Adults? Vulnerable adults might be those people who need care because for one reason or another they cannot look after themselves. This might include the following: Older people People with mental health difficulties People with physical disabilities People with learning disabilities Substance Misusers Homeless People In an abusive relationship According to media and Government reports, older people are often subject to abuse by the people who are meant to be caring for them. The same thing happens to people with the sort of physical disabilities that prevent them caring for themselves, people with mental health difficulties and people with learning disabilities. In some cases women are more vulnerable and more at risk than men as in some cases they face the risk of sexual assault by carers, particularly if they are not family members. Government concerns over the abuse of vulnerable adults led to the setting up of the POVA the Protection of Vulnerable Adults Scheme in England and Wales. The scheme is implemented with regard to care homes for vulnerable adults, checking the backgrounds of people who work with vulnerable adults, either in a care home or in the person’s own home. The problem is that until a crime is committed there is no actual legislation that deals with the protection of vulnerable adults. Some local authorities have produced guidelines for multi-agency working in case of the abuse of vulnerable adults. Harm and Abuse of Vulnerable Adults Vulnerable adults can be abused or harmed in a number of ways, some of which are criminal. Non-criminal abuse might include not paying sufficient attention to their needs, denying them their human rights by not treating them as a person of equal human worth. Abuse can also occur by default when a carer neglects to take proper care of someone who is vulnerable by leaving them in an unclean state or leaving a confused person to wander without supervision. The more criminal aspects of the abuse of vulnerable adults can include stealing from them, misappropriating money from their accounts and physical or sexual assault. Sometimes it is as a result of harm that a vulnerable adult comes to the attention of social services and it is then the social worker’s job to assess the needs of that person. When a social worker makes an assessment of need, even if the person in need is recognized as a vulnerable adult, they can only provide services if certain criteria are satisfied. Those people who have a score lower than 4,5 or 6 may only be entitled to information and advice (Moore, 2002). This means that a lot of vulnerable adults are left out in the cold and it is sometimes the case that they become involved with mental health services by being sectioned under the 1983 Mental Health Act. Here an ASW or Approved Social Worker can recommend to a mental health team that a person be sectioned or forcibly detained for a period of 28 days if they are regarded as being at risk or posing a risk to others. Vulnerable adults are another group who may at sometime need the services of an advocate to put forward their concerns. It is also the case that unless and until there is some legislation in place for the protection of vulnerable adults this abuse and neglect will continue. Useful resources Disability Discrimination Act 1995 http://www.drc-gb.org/thelaw/thedda.asp http://www.after16.org.uk/pages/law5.html http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4085855 Moore, S. 2002 3rd Edition Social Welfare Alive Cheltenham, Nelson Thornes Mental Health Local authorities now have a duty to act in ways that are conversant with the 1998 Human Rights Act and this means that social workers have a duty to help people with mental health difficulties to deal with any problems they encounter. Some research tends to suggest that over the last fifteen years those who use mental health services have been treated in a prejudicial way. This is largely a result of the fact Government discourse is phrased in such a way that this group is seen mostly in terms of the risks they may pose to the rest of society. Some social workers have a lot of power when it comes to people who are assessed as having mental health problems. In Britain we have what are known as Approved Social Workers, these social workers are often involved in sectioning a person – that is to say a person can be detained for twenty eight days without their consent for assessment of their mental capabilities. This can be problematic because if a service user is being aggressive it is not always easy to tell whether this is just in response to whatever is going on at that moment or whether the person actually does have a mental health problem or a psychosis. Hannigan and Cutliffe (2002) argue that the medical model of health is the most prevalent in the mental health sector. Under the terms of the 1983 Mental Health Act this often results in medical treatments that may involve, for example, the use of drugs or electro-convulsive therapy without the person’s consent. What is most worrying about this is that it can be used as a threat against vulnerable adults who may not need this kind of treatment but who may be irritating the professionals with whom they come into contact. This is especially the case if the adult concerned has a tendency to be a bit aggressive. Professionals may often assume that this person is displaying psychosis when they are simply displaying an exaggerated form of annoyance at what is going on. Current legal definitions of what constitutes a mental disorder (and the guidelines with which many professionals work) are not necessarily the same as psychiatric definitions of what constitutes mental illness. With recent changes to the Mental Health Act this situation becomes even more worrying because it widens the net to include other definitions of mental illness, definitions which could just as well be a result of social misfortune as something inherently wrong with a person. Some research tends to suggest that the mental health system is racist and that black and white youths who may behave in a similar manner are treated differently and black youths are more likely to be assessed as having a mental health problem. The disproportionate use of compulsory sections of the Mental Health Act 1983 for black people, and the links between mental health and the criminal justice system, suggest that the basic rights of many black service users are under threat. A holistic model would emphasise basic human rights and require great caution in the use of statutory powers in mental health services. Black service users rights would be safeguarded through anti-discriminatory procedures, accessible appeals and complaints systems, and accurate monitoring. Safeguards include quality assurance systems based on service users views. These should incorporate indicators of service outcomes based on improvements to black service users quality of life (Ferns, P. 2000 no pagination) Increased use of sectioning under the Mental Health Act could be regarded as a form of blackmail in mental health – just another way of saying you behave the way I say you will behave or this is what will happen to you. The police also have greater powers under the 1983 Act. Section 136 gives them the right to detain people in a safe place for 72 hours if they are considered to be a risk to themselves or others, even if they haven’t been aggressive or done anything else that would warrant being detained. This is a frightening state of affairs because it means that anyone who upsets authority in some way could be at risk of losing their liberty without charge and without trial. The mental health charity Mind say that actual psychosis is far less prevalent in Britain than some figures would have us believe and that the 1983 Act is in danger of being used as a means of social control rather than the protection of the public and of vulnerable adults. Clearly there are many issues around Mental Health that are extremely worrying. If you are homeless you are automatically seen as having mental health problems and some literature also refers to women who have experienced domestic violence in these terms. Mental health issues and social blackmail it would seem are very closely related. Useful resources http://www.communitycare.co.uk/articles/article.asp?liarticleid=7951 Full ref. in bibliography http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre http://www.lho.org.uk/HIL/Disease_Groups/MentalHealth_Inequalities.htm London Health http://www.mind.org.uk/Information/Factsheets/Statistics/Statistics+3.htm http://www.mind.org.uk/Information/Factsheets/Statistics/Statistics+3.htm http://www.nacro.org.uk/about/Youth justice are we getting it right.pdf

American Indian Stories Essay -- essays research papers

In her book American Indian Stories, Zitkala-Sa's central role as both an activist and writer surfaces, which uniquely combines autobiography and fiction and represents an attempt to merge cultural critique with aesthetic form, especially surrounding such fundamental matters as religion. In the tradition of sentimental, autobiographical fiction, this work addresses keen issues for American Indians' dilemmas with assimilation. In Parts IV and V of "School Days," for example, she vividly describes a little girl's nightmares of paleface devils and delineates her bitterness when her classmate died with an open Bible on her bed. In this groundbreaking scene, she inverts the allegation of Indian religion as superstition by labeling Christianity. Also, the book as a whole reflects her empowerment, but also speaks eloquently in a conquering culture's language of what it is to have no power over your destiny or selfhood. Her integration of several competing selves led her to write this, in "The Great Spirit": "The racial lines, which once were bitterly real, now serve nothing more than marking out a living mosaic of human beings." In "The Great Spirit" she demonstrates her rhetorical savvy in embedding palatably her critique of oppressive hierarchy. She evokes this theme again in "Sun Dance Opera," which she composed later in life. Here and elsewhere, she illustrates that the...

The Sage :: essays research papers

Throughout history, there have always been stories. From the myths of ancient civilizations long since past to today’s epic blockbuster movies, civilizations have used stories not only as entertainment, but as a way to convey ideas, or to pass down oral history through the generations. However, over time, as we look through these myths, books, movies, and other mediums, we find a common similarity in many of them. We find repeated patterns of situations, characters, and other parts. The patterns have been classified as â€Å"archetypes.† For instance, one of the archetypes we often see in myths, books, and movies is the â€Å"outcast.† The outcast is one who has been exiled from his home to wander the world without rest.   Ã‚  Ã‚  Ã‚  Ã‚  In Greek mythology, one of the well-known outcasts is Perseus, the son of Zeus and the daughter of the king Argos however, a god once prophesized to Argos that the son of his daughter would kill him, so he sent the child in a box across the sea to wander the world forever. Over this time, Perseus completed many fantastical quests, such as slaying the infamous Medusa. However, when he returned to his home and participated in a fighting competition, he was pitted against Argos, and accidentally hit him, thus fulfilling the prophecy.   Ã‚  Ã‚  Ã‚  Ã‚  In the Greek play of Philoctetes, Philoctetes is an outcast who has been left behind by his fellow soldiers after being bitten by a snake. His wound had become so foul smelling and his cries were so irritating, that the soldiers abandoned him on an island in the Aegean Sea. Greek heroes Odysseus and Neoptolemus arrive at the island in search of Philoctetes’s bow and arrow, which a seer prophesized would end the Trojan War. The two, knowing Philoctetes would attack any of the Greeks that abandoned him, decide to pose Neoptolemus as a mistreated soldier in order to get him close to Philoctetes. But, Neoptolemus is moved by the outcast’s misery and confesses the plot and begs him to join. Philoctetes agrees to join them, but only because Heracles declares a mandate that his wound shall heal when he arrives at Troy.   Ã‚  Ã‚  Ã‚  Ã‚  In the Holy Bible of Christianity, in Genesis, Adam and Eve are forever banished from the Garden of Eden, when they eat the forbidden fruit of God. This makes humanity itself an outcast. Also, the first children of Adam and Even, Cain and Abel, bring about another tale of an outcast.

growaw Metamorphosis of Edna Pontellier in Kate Chopins The Awakening :: Chopin Awakening Essays

The Metamorphosis of Edna Pontellier in The Awakening The Awakening, written by Kate Chopin, tells the story of a woman, Edna Pontellier, who transforms herself from an obedient housewife to a person who is alive with strength of character and emotions which she no longer has to repress. This metamorphosis is shaped by her surroundings. Just as her behavior is more shocking and horrifying because of her position in society, it is that very position which causes her to feel restrained and makes her yearn to rebel. Adele Ratignolle is Edna's close friend and confidante, but the two women are nothing alike. Adele is the perfect housewife and mother; she is the epitome of what a Creole woman and mother ought to be. She lives her life for her children, always being sure that they are properly cared for, clothed, and educated. Unlike Adele whose life is fulfilled through loving and caring for her children, Edna is "fond of her children in an uneven, impulsive way" (Chopin, p. 18). They are not enough to justify her life. Adele could not understand how Edna could say that she "would never sacrifice herself for her children, or for anyone" (Chopin, p. 47). Edna's being is taking on a new importance in her life. She is starting to realize just how important it is to be true to herself. She has never done that before. She went along with the way things were supposed to be, holding her socials and tending to her house until she became aware that she needs more from her life. Edna's marriage to Leonce is safe, but there is no passion or excitement. "She grew fond of her husband, realizing with some unaccountable satisfaction that no trace of passion or excessive and fictitious warmth colored her affection, thereby threatening its dissolution" (Chopin, p. 18). While this lack of emotion is enough to satisfy Edna for the majority of her marriage, after she begins to allow her true self to come forth, she feels trapped and seeks a way to escape. She realizes that she needs intrigue and flavor in her marriage, especially, in her life. Leonce cannot understand that she does not fit the mold of the typical Creole woman. Her lifestyle is suffocating her. The person whom Edna truly admires is Mademoiselle Reiz, who is a brilliant pianist.

Breach of Contract in the Business World

| Breach of Contract in the Business World| | | | | | | Table of Contents Executive Summaryiii I. Introduction1 II. Breach of Contract1 III. Immaterial Breach of Contract1 IV. Material Breach of Contract2 V. Remedies3 VI. Remedies at Law3 VII. Remedies in Equity5 VIII. Summary6 IX. Bibliography8 Executive Summary This paper discusses the legal concept of a breach of contract and the options a business has in pursuing a breach of contract case.It defines what constitutes a breach of contract, how a party may breach a contract, and it compares the legal distinction between an immaterial and material breach of contract. This paper concludes with a description of what remedies are available to the non-breaching party when a contract has been breached. It describes the types of remedies at law (monetary damages) and remedies in equity that may be awarded in a breach of contract case. Introduction Contracts form the very foundation of every legal business endeavor.They can dictate how a bu siness is formed, the terms and conditions of employment, or a sales agreement between a business and its customer. In a perfect world, both parties would benefit from a contract and no disputes would arise. In the real business world, delays occur, financial problems happen, and unexpected events may prevent a contract from being fulfilled. It is imperative that a business understands what constitutes a breach of contract, how a party may breach a contract, and what legal remedies are available to recover any damages that may be incurred.Breach of Contract A breach of contract occurs when one party fails to perform any term of a contract, written or oral, without a legitimate legal excuse (Hill, Breach of Contract). A businesses’ course of legal action against a breach of contract will depend on what type of breach has occurred, whether the breach is material (substantial) or immaterial (minor), and what damages have been incurred. Immaterial Breach of Contract An immaterial breach of contract does not substantially impair the value of an entire contract.An immaterial breach allows the non-breaching party to sue for the actual damages it sustains, but it does not excuse the injured party from its contractual obligations (Gifis, 2010). In the contract case of Jacob & Youngs v. Kent, the court dealt with the matter of an immaterial breach of contract (Jacob & Young v. Kent, 1921). In the case, the plaintiff sued the defendant for not paying for the installation of pipes in his home.The defendant refused to pay because the defendant learned that some of the pipes installed in his home were of the brand name Cohoes, instead of Reading. The defendant argued that the plaintiff should replace all of the piping with the brand agreed upon in the contract before having to pay the plaintiff. The plaintiff refused and asked that the final payment be made. The court found that the breach of contract by the plaintiff was immaterial because the pipes that were instal led were the same type and quality to which the parties had originally agreed.The only difference between the two pipes was the brand name. The defendant was ordered to remit the final payment to the plaintiff and received no damages because the actual difference of value between the two brands of piping was zero. Material Breach of Contract A material breach of contract discharges the non-breaching party from further performance under the contract and entitles the injured party to sue for damages or for performance of the contract (Jentz & Miller, 2007, p. 218).The Restatement (Second) of Contracts lists the following criteria to determine whether a specific failure constitutes a material breach: In determining whether a failure to render or to offer performance is material, the following circumstances are significant: (a) the extent to which the injured party will be deprived of the benefit which he reasonably expected; (b) the extent to which the injured party can be adequately c ompensated for the part of that benefit of which he will be deprived; (c) the extent to which the party failing to perform or to offer to perform will suffer forfeiture; (d) the likelihood that the party failing to perform or to offer to perform will cure his failure, taking account of all the circumstances including any reasonable assurances; (e) the extent to which the behavior of the party failing to perform or to offer to perform comports with standards of good faith and dealing. (Restatement (Second) of Contracts, 1981) In the previously mentioned law case of Jacob & Youngs v. Kent, if the piping installed had been an inferior quality or material, the breach of contract would have been a material breach. In this case, the court would have agreed with the defendant and ordered the plaintiff to replace all of the piping with the correct brand and quality of piping. RemediesA remedy is the relief given to an innocent party to enforce a right to compensate for the violation of a ri ght (Jentz & Miller, 2007, p. 7). In law there are two types of remedies: remedies at law and remedies in equity. Remedies at law are typically classified as monetary damages while remedies in equity usually include rescission and restitution, specific performance, and contract reformation. A breach of contract case normally entitles the non-breaching party to sue for monetary damages (a remedy at law). In some cases, however, when the remedy at law is inadequate, a court will allow the non-breaching party to sue for an equitable remedy. Remedies at Law In most breach of contract cases, the non-breaching party is entitled to sue or monetary damages, also known a remedy at law. Monetary damages are designed to compensate the non-breaching party for the loss of the bargain and to try and put the innocent party in the position they would have occupied had the terms of the contract been fulfilled (Jentz & Miller, 2007, p. 226). Compensatory Compensatory damages are an amount of money aw arded by the court to compensate the non-breaching party for a particular detriment or injury sustained as a direct result from the loss of a bargain due to a breach of contract. The amount awarded is intended to replace the amount the non-breaching party lost and nothing more (Gale, 2010). ConsequentialConsequential damages or â€Å"special damages† are damages that arise only from the consequences of a breach of contract. Consequential damages may be awarded in a breach of contract case when it includes the loss of profit or revenue as a result of a breach of contract. The damages may only be collected if it is determined that the damages were reasonably foreseeable when the contract was made (Hill A. , 1974). Punitive Punitive damages are awarded to compensate the injured party, to punish the breaching party, and to deter others from committing the same act. Punitive damages are monetary damages awarded above and beyond what is necessary to compensate a party for their los ses.Punitive damages are normally not awarded in a breach of contract case unless a tort is involved but some suggest the stance on this may be changing (Sullivan, 1976-1977). Nominal Nominal damages are a small amount of money (such as one dollar) awarded to the non-breaching party in a lawsuit to show that the loss or harm suffered was technical rather than actual. It is also used to establish that the defendant acted wrongfully (Hill G. a. , Nominal Damages, 2010). Remedies in Equity In some breach of contract cases businesses are not interested in monetary compensation. In these cases, money is an insufficient substitute to the original terms of the contract and the non-breaching party may wish to sue for an equitable remedy instead. Rescission and RestitutionThe rescission of a contract essentially terminates the contract and returns the non-breaching parties to their former positions before the contract was made. Rescission is available when fraud, mistake, duress, or failure of consideration is present in a contract. The rescinding party is also entitled to restitution (Williston, 1922, p. 1455). Restitution requires both parties to return any goods or money that was given to the other party. Restitution is used to prevent the unjust enrichment of another party (Williston, 1922, p. 1456). Specific Performance Specific performance is an equitable court-ordered remedy that calls for the precise performance of the act promised in the contract (Wild, 2006).This remedy is often ordered by the court in the sale of a rare article or unique piece of land because awarding monetary damages would be insufficient to cover the perceived loss by the non-breaching party. Reformation Contract reformation is an equitable remedy available to parties of a written contract when the contract does not truly express the intention of both parties. â€Å"The mistake may be the mutual error of both parties to the contract, or the oversight of one party which the other knew or s uspected at the time of entering the agreement. † (American Home Ins. Co. v Travelers Indemnity Co, 1981) Contract reformation is also used when fraud is present and it allows the contract to be rewritten to reflect the parties’ true intentions. SummaryA breach of contract occurs when one party fails to perform any of the contract terms. The breach may be immaterial or material depending on whether or not the value of the contract has been substantially impaired. Remedies are the compensation awarded to the non-breaching party in a breach of contract case. There are two types of remedies for a breach of contract: remedies at law and remedies in equity. Remedies at law are pecuniary damages awarded to the non-breaching party to compensate them for the loss of the bargain while remedies in equity may include rescission and restitution, contract reformation, and specific performance. Bibliography American Home Ins. Co. v Travelers Indemnity Co, 122 (Cal.App 3d 951,961 1981 ). Gale, T. (2010). West's Encyclopedia of American Law. Retrieved April 21, 2010, from Answers. com:http://www. answers. com/library/Law%20Encyclopedia-cid-6927283 Gifis, S. H. (2010). Law Dictionary. Retrieved April 21, 2010, from Answers. com: http://www. answers. com/topic/breach-of-contract Hill, A. (1974). Breach of Contract as a Tort. Columbia Law Review (74), 40. Hill, G. a. (n. d. ). Breach of Contract. Retrieved January 6, 2010, from Law. com Dictionary: http://dictionary. law. com/Default. aspx? selected=93 Hill, G. a. (2010). Nominal Damages. Retrieved April 21, 2010, from The Free Dictionary by Farlax: http://legal-dictionary. hefreedictionary. com/Nominal+Damages Jacob ; Young v Kent, 230 (N. Y. 1921). Jentz, G. , ; Miller, R. (2007). Fundamentals of Business Law: Summarized Cases (Seventh ed. ). Mason: South-Western Cengage Learning. Restatement (Second) of Contracts  § 241. (1981) Sullivan, T. J. (1976-1977). Punitive Damages in the Law of Contract: The Reality and the Illusion of Legal Change. Minn. L. Rev (61), 207. Wild, S. (Ed. ). (2006). Webster's New World Law Dictionary. Retrieved April 21, 2010, from Yourdictionary. com: http://www. yourdictionary. com/law/specific-performance Williston, S. (1922). The Law of Contract. New York: New York Baker, Voorhis & Co.

Nursing and Student

INTRODUCTION The aims of the assignment is to examine how the reflective account or our experience of facilitating learning opportunities assessing and teaching a student will help the future development with in the mentor or practice teacher role. In order to achieve this teaching session, educational theories. The formulation of a lesson plan wills be included focusing on my objectives rational for my action. In assessment session a brief Introduction will be given on relevant theories, concepts and principles of assessment in practice with further discussion of the assessment process. Assessing a student in clinical area will take place.Effectiveness of my mentoring will be critically analysed and skills in teaching and assessing will be reflected up on evaluation of developing my mentorship role will be discussed, highlighting any changes that can be made to my practice to improve mentorship. It has now mandatory requirement that qualified nurses and midwives becomes mentors affe ct one year of registration and practice (N. M. C 2008). Mentors play a vital role in supporting, teaching and assessing students in practice Quinn (2007) define a mentor as someone who experienced, and many cases more senior than the learner, and who provide support, encouragement, and guidance.PART II : ROLE AS A MENTAR An N. M. C. 2008 mentor is registrant who following successful completion of an N. M. C approved mentor preparation programme. According to N. M. C mentor should exclusive the knowledge, skills and competence are required to meet the defined outcome. Mentors are responsible and accountable for organizing and co-ordinating students learning activities in practice (N. M. C 2008). Mentor need to supervising students in learning situations and providing them with constructive feed back on their achievements. Mentor should assess the total performance including skills, attitudes and behaviours.The fitness for practice and purpose report of the U. K. C. C. post Commissio n Development Group 2001 looked at the competencies of newly qualified Nurses. They concluded that the mentor was to be responsible to contribute constructively to the learning environment for the evidence progress of student, be approachable and supportive to gain confidence of the students have knowledge of assessment tools to assess the competence in order to ensure patient safety, be competent to share knowledge of patient care, make time for interviews to discuss the specific requirements of the student.Provide time for reflection and encourage enquiry based learning. As per N. M. C 2008 there is a developmental frame work to support learning and assessment in practice. There are 8 dominants in the frame work. It includes: 1Establishing effective working relationship 2Facilitation of learning 3Assessment and accountability 4Evaluation of learning 5Creating an environment for teaching 6Evidence based practice 7Leadership As per N. M. C standard Student need to spend minimum 40% of the time with their mentor.As a role as mentor, their knowledge, skills and competency need to update ongoing basis. Each mentors as reviewed every 3 years to ensure that only those who continue to meet the mental requirements. Remain on the local register mentor at least two student with due regard with in 3 years period participate annual updating. Duffy states that N. M. C. Standard for the preparation of mentors provides a tool for preparation but it is the mentor knowledge, skills, ineffectively arrying out their role that protect the public by ensuring that students who are lacking incompetence do not progress to become registered nurse or midwives. The reality of being a mentor is that as per R. C. N tool kit for Nurses 2007 all mentors supporting students, gain registration, have responsibility to ensure that they are fit. Mentor should be prepared to assess student performance in practice and will be accountable for their decision to pass, refer or fail a student. N. M.C recognise that failing student may be difficult and that all assessment decision must be evidence based, mentor should recognise various assessment†¦Ã¢â‚¬ ¦that direct care, simulation, OSCES and other†¦Ã¢â‚¬ ¦ Common criteria for sign off mentor, the N. M. C states Registrant who makes judgement about whether a student has achieved the required standards of proficiency for safe and effective practise must be on the same part or sub part of the register as that which the student is intending to enter. Only sing off mentors and practise teachers that are the same part of the register and the same field of practise.May confirm to N. M. C that student have met relevant standards of proficiency for the particular programme leading to registration. Signing off proficiency must be assessed by all existing sign-off mentor at least 3 occasions. The role of mentor on the preparation of practitioners who are fit for practice is paramount. However mentor need to be supported in her demanding role (Glyniscells pellet 2006). Mentors in the study identified constraints on their role owing to staff shortage, busy clinical work atmosphere, too many students.This result in lack of time to spend with students and left mentor feeling guilty. Kathleen Duffy (2004) identified some mentors failed to fail students early on their programme, pick things up later. Nurse mentors are faced with many difficulties in fulfilling the dual role of facilitator and assessor (Sharples Ketal 2007) ASSESSMENT Assessment defined as the measurement of candidate’s level of competence in theoretical and practical Nursing Skills (Brooker 2001, as cited in Howard and Eaton, 2003, page 46).Assessment in clinical practice ensures safety and competent standard of practice. Assessment is a critical element of the mentoring process, as Duffy (2204) explains mentors must ensure that assessment of clinical skills does occur as required. Many mentors have been passing students who should have failed in the hope that they will improve later although they are aware that this puts patients at risk. Kathleen Duffy was commissioned by the N. M. C to investigate the reasons for this.The four main issue is that emerged in her report of January 2003 included the mentor leaving the indication to the student about their problem for too late in their placement, the mentor having difficulty to take action during their placement because such action could eventually cause critical consequences to the student, the mentor having to face the challenge of a weak student because Nursing is viewed as a caring profession and such action would be uncaring and lack of adequate time for assessors in the clinical environment to work with students (Fraser et al 1998), lack of support for the mentor from lecturers when faced with a fail situation (Sharp 2000). Stuart (2007 page 1) defined assessment as the judgement of performance during clinical practice and any other ways of measuring profession al learning. There are 3 methods of assessment. They are Continuous Assessment, Formative Assessment and Summative assessment. Continues assessment provides a measure of how the student is progressing according to the level and knowledge expected at each stage of their training (R. C. N 2007).The assessment consists of formative and summative dimensions, the later being as all the outputs from the student in the clinical area are observed, providing opportunities for Nursing Practice to be explored and not missed. Gibbs (1998) suggests that assessment should be continues as they are more authentic. Formative assessment occurs throughout the placement and during learning activities using feedback and feed forward and can determine whether re-explanation, arrangement of further practice or moving to the next level is required. Summative assessment normally takes place at the end of the placement and focuses on how much students have learned and have the learning outcomes been met. It does judge achievement of the specified competencies for the student to progress in training.The formative and summative assessment are reliant on each other as Formative Assessment provides a facilitating process which guides and increases learning and serves to give a series assessments whereby a summative assessment can be made. Regardless of the type of assessment, employed every effective assessment must meet the four cardinal criteria. Which are Validity, Reliability, Discrimination and Utility (M. Quinn 2007). Dogra and Wass (2006) note any assessment of clinical performance need to accommodate the diversity of patients and their needs. So performance is judged in terms of cultural sensitivity. A mentor has an important part to play in the assessment of practical work, as well as providing education, role modelling and direct feed back (Nicklin & Ken worthy 2000).We assess the knowledge of the students and how competent they are (what) (In the case of the student nurse, how c ompetent she is in administering oral drugs). The staff nurse achieved this by asking the questions set out in the lesson plan (appendix 4) and evaluating the return demonstration. We assess because (why) we need to test the progress of the student, provide feedback to learners leading to future improvement and demonstrate to students that they have attained a goal or acquired a new skill (Cox & Harper 2000). In this situation, the staff nurse assessed (How) the skills and competency of the student through questioning and observing the return demonstration.As part of the preparation for the role of the mentor, the assessment of the student nurse related to the practical procedure of drug administration began prior to the procedure itself. The student mentor assisted the learner previously with information about other topics and skills in the clinical environment which helps her to reduce assessment stress as the learner was comfortable due to previous interactions as predicted by Ca lnan, 1983. In addition to this, to ensure that all relevant issues were covered, the mentor observed the student throughout the lesson by using a performance checklist as stated by Quinn, 2000 (p. 231) which was designed to identify the knowledge, skills and attitude required for efficient performance.The mentor also communicated clearly and assertively, which helps to interact in a more effective way (Wondrak, 1998). He gave verbal guidance to the learner and informed the student, prior to approaching the ward area that feed back would be presented in the privacy of the office to avoid embarrassment and promote confidence and discussion between the two. When I assessed my student the assessment tool choose to use observation and the use of checklist. Questioning, an important part of the assessing was aided by blooms classification system which enabled the student mentor to ask questions at different intellectual levels to determine the level of knowledge of the student. The learn er received ample time to answer the questions to her full potential.To facilitate self reflection, the staff nurse encouraged the student to discuss (Muijs & Reynolds, 2005) upon her own performance and the students realised how the assessment enhanced here knowledge. A mentor is also provided with the privilege to provide feed back targeting the improvement of the student. The staff nurse chose to give constructive feed back where criticism follows praise and then ends with a positive note which is hoped to give the student adequate confidence to deal with more negative aspects of his/her performance (Neary, 2000). The assessing section of the teaching session proved comparatively easier. I used Blooms Classification system to formulate questions at different intellectual levels in order to understand extend of the student knowledge.The practical demonstration was easy to assess as the checklist provided the exact actions that I should be looking for an assessing. I felt confident while assessing the student and observed every step he took carefully. Assessing is something that I thought it is always done automatically rather than theoretically and methodically it was quite interesting to relate it to theory. My assessor was pleased with my performance and advised me to keep it up. I think my confidence in the subject influenced the student to learn more from me as the image presented through usually givers other a good impression. If a situation arises again I would try my best to keep up my good performance. I feel that the improvement I could make realise on time.I should probably try to make the session longer so that the student has enough and more time to understand, improve, reflect and perfect. It would also help me to build up a better support with the student. This session provided me enough confidence. TEACHING Professional teaching in Nursing, Midwifery and Specialist Community Public Health Nursing, teaching is an International Enterprise that a ims to facilitate learning. It is characterised by an acceptance of responsibility for facilitating other people’s learning by means of planned and purposeful educational interventions (Quinn 2007 p. 183). Teaching can either be formal or informal. Formal is normally pre-planned whereas informal teaching tends to be spontaneous (Hinchiff 2004).For effective teaching to be carried out, it is important to understand the process of learning. Reece & Walker (2000) defines learning as a relatively permanent change. There are different learning theories associated with teaching, firstly, behaviourism, this theory is based on stimulus and response Pavlow (1936 – 1949) among other physiologist experimented on this theory. The humanist theory is however linked to feelings and experience. Maslow (1971) defines this theory as motivation and hierarchy of needs. Meaning the student must identify what he or she wants to learn. Lastly, the cognitive theory, this theory involves think ing and the mind.According Hinchiff (2004) suggest that some key elements are essential in creating a good environment for the student, which are approachable staff, welcoming confident enough to share knowledge supportive, helpful, available and contactable and knowledgeable. Teaching session was carried out to prepare staff nurse to be a mentor oral drug administration was the topic chosen for this session. The rationale for this decision is the fact it is an integral part of a patients care. I notice that numerous management students have been failing their drug assessment test. There are two management students in our ward, next week they have a drug exam. I choose this topic to try to create a difference to these unfortunate occurrences.Knowles indicate that adults are self directed and expect to take responsibility for decisions motivated about by the identification of humanistic needs (Knowles 1985). My students are adult and thus I chose andragogy to teach my students. Andra gogy is defined as the art and science of helping adults to learn. In contrast pedagogy, which can be defined as the art and science of teaching children (Knowles 1973)? According to Knowles 1990, andragogy is where a student controlled approach is employed and thus enhance the students self concept, promotes autonomy, self direction and critical thinking. While encouraging reflection on experience and involves student in the diagnosis, planning, enacting and allows the student to evaluate his or her own learning needs (Knowles 1990).On other hand, Pedagogy implies that learning occurs as a result of the input of others, the student – teacher relationship is unequal – student’s look-up to their teacher, teaching methods is teacher-led and the teacher accepts responsibility for the students learning (Hinchiff 2004 p. 69). The session took place in the staff room at the acute respiratory unit on Tuesday afternoon at 16. 30 hrs commenced after coffee break. The tim e chooses as there would be less activity compared to morning time. The rationale for this decision was to maximize concentration by the student and me (Gibbs 1998). The room was calm and quiet and devoid of any disturbance. It was also well ventilated, spacious and bright which ensured comfort for everyone in to the room. The atmosphere was positive for learning. The session was well planned and the room was arranged beforehand to produce the best possible learning atmosphere.The student mentor prepared handouts for the students prior to the teaching session in order to provide record of what had to be taught (Hinchiff 2004). The mentor prepared a lesson plan before the lesson, thus ensuring that everything was prepared; she made SMART aims and objectives (Hinchiff 2004) to reach perfectionism. British National Formulary was used to teach the student where to look for information pertaining to groups of drugs. The domains of learning described in Booms Taxonomy were used for the se ssion. In Bloom’s Taxonomy, the Domains of learning include Cognitive, the Psychomotor and the affective (Bloom 1972). I started the session by introducing myself and my assessor to the students. In addition I explained the aims and objectives of the lesson.Then I asked some few question regarding the drug administration (Cox & Harper 2000) to understand the scope of the student’s previous knowledge us it. The staff used Bloom’s Taxonomy of educational objectives (1956) to formulate questions at different intellectual levels (Bloom 1956) in the session. Staff Nurse described the N. M. C. guidelines and Whippscross Policy of oral drug administration. The Staff Nurse used a drug chart and explained to the student how to read it, explained the important document features to ensure safety. At the end of session the staff nurse demonstrate to the student the administration of oral drugs. The mentor followed the step by step policies of the N. H. S. efore and after th e administration of the drug while explaining the rationale for each action. After her demonstration, he asked the student for a return demonstration to facilitate evaluation. Finally, a short feed back session was held in the office and the student was provided with the opportunity to clarify her queries. The staff nurse began with positive feed back and then moved on to negative and constructive feed back. Ultimately the student asked to complete questionnaire to evaluate the session (see appendix 3). After the session, my assessor and myself sat down to reflect on the session. He gave me aspiring feedback about the session. ReflectionReflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and to inform learning about practice (Reid 1993). Reflection enables the practitioner to explore, understand and develop meaning, and also highlights contradictions between theory and practice (Johns 1995). Reflection can be two categories namely r eflection on action, which involves looking back at events that have occurred and reflection in action, which involves learning as it happens and adapting to new situations (Bulman & Schutz 2004). Baud et al (1998) defined reflection as an active process of exploration and discovery which often lead to much unexpected outcomes.Reflection helps to create an environment where professionals are helped to analyse and review their practice, thus enabling the professional to work in a more responsive, creative and untimely more effective manner (Redmond 2004). Reflection has been analysed by many and models have been designed to facilitate reflection. I choose the model, Gibbs’ Reflective Cycle (1998) to help me reflect on my session. I incorporated it into the teaching and assessing of my lesson for a methodical approach. Reflection is said to encourage practitioners to challenge the way they think, feel and believe (Burnard 1989). Reflecting on an experience is a highly skilled a ctivity, it requires an ability to analyse action to make judgements regarding their effectiveness in particular situations.Clearly, Boyd & Fales see self awareness and learning from experience as the key features of reflection. In Reflection, I felt that , humanistic approach was effective as it helped to make the student felt good about her. Contrary to my early fears, the students appeared to be confident about what she needed to know and asked questions accordingly. I would use pictorial demonstrations because this would have reduced the number of doubts that the students presented as many areas would have been self explanatory. Conclusion To develop the role of the mentor, I have made some recommendations. Staffs needs to be encouraged the student to teaching is a part of their role and need to be enthusiastic about this.Attending regular mentorship updates in order to provide relevant, evidenced based information and keep abreast of developments in students teaching may motiva te them and enhance professional development. A regular informal meeting at L. S. B. U between students and mentors to identify problems that arise and act accordingly. This would give both parties the opportunity to discuss what is expected and reduce barriers in the learning /teaching role and may improve the working relationship between mentors and students. Regular audit which are useful in identifying strength and weakness for teaching in the clinical area and all staff are to take part, they should be informed of date and time of audit and have the opportunity to participate in the ward evaluation. In conclusion becoming a mentor is one of the difficult roles of the nurse.It is a very big and serious responsibility because it is in the hands of a mentor to shape the development of the potentials and skills of the students. It is not just teaching a student, what he or she knows, it is about making sure that students will be knowledgeable and competent, enough to practice as a Professional Nurse in the future. Mentors are essential part of the Nursing Students and prepare the next generations to inherit our jobs and further improvement. To let students achieve their maximum potential, supportive and experienced mentors are required. An incompetent and different mentor could impair the students motivation to learn and thus create choose in the future.The N. M. C guidelines state that mentors are essential, however I am afraid they have left out the fact that enough time is also required to maintain the high standards set. This would ensure that students stretch their abilities to the maximum and that mentors are able to reflect upon their experiences and thus improve and perfect themselves to become much more experienced and competent. 10th December, 2008 To, Pauline Mills, Dear Madam, Please find enclosed herewith my mentorship essay preparation. Kindly check and re-correct the essay and return it at your earliest. Thanking you, Yours truly, SARAMMA KORUL LA Encl: Mentorship Essay (p. 1 -11)