Labour Market in the United Kingdom Essay Example | Topics and Well Written Essays - 1500 words

Labour Market in the United Kingdom - Essay Example The employment pattern in Britain is however different today. With over 70 per cent of the population in United Kingdom classified as being in work, there has been a notable trend of movement towards part-time employment from full-time employment (Mabey, Salaman, & Storey 1998). Worth noting is the fact that the number of women in employment in steadily increasing. For instance, women accounted for just over half all part-time employment in 1998 (Mabey, Salaman, & Storey 1998). Moreover, it was estimated that in the same year 45 per cent of women in United Kingdom were in part time employment as compared to 8 per cent of men. Additionally, the flexibility of the labour market in United Kingdom allows people to have more than one job. For example, nearly 1.3 million people had two or more jobs by 1998 (Mabey, Salaman, & Storey 1998) Although changes in the labour market in the United Kingdom have been towards a more open and non-discriminatory system, there has been criticism that the market employs a "voluntaristic" tradition (Mabey, Salaman, & Storey 1998). However, some economists view the labour market as a form of free market. In such a setting, there is freedom for employers to implement meaningful utilization of labour while avoiding impracticable and induced level of labour costs (Mabey, Salaman, & Storey 1998). Furthermore, the free labour market attracts inward investment in United Kingdom (Mabey, Salaman, & Storey 1998). In contradistinction, it is noteworthy that a very flexible labour market may compromise work relations or undermine worker output. As Mabey, Salaman, and Storey (1998) noted, employers in the free about market may seek low-cost strategies to access labour. Such a move would result in underinvestement in training, poor skills at work, low pay for the workers and fierce competition at the lower level of the labour market [Streeck 1992, cited in Mabey, Salaman, and Storey (1998)]. From the aforementioned perspectives, it is worth noting that the effects of transformation in the labour market in United Kingdom in the past decade are amenable to discussion. While some changes have brought plausible benefits, some have caused compromise in the workplace employee relations (Blyton & Turnbull 2004). As noted above, a flexible labour market encourages employer-independence in making decisions. Nevertheless, since the market is subject to competition, employers may use strategies such as pay adjustments to win employees. As such, employers may pay their employees based on performance (Blyton & Turnbull 2004). Effects of flexible labour market Although the free labour market allows employers freedom to employ without constraint, employers have to comply with the minimum wage directive that was introduced in 1997 (Howell 2005). Moreover, the flexibility in the labour market has caused a significant drop in the number of members joining trade unions. For example, while 49 over cent of the workforce in the United Kingdom were registered with labour unions, the figure dropped to 26.8 per cent in 2000 (Howell 2005). This may imply that employees enjoy better work relations currently than in 1980 hence the decline in

The Ways Football Has Affected Society Essay Example for Free

The Ways Football Has Affected Society Essay You should answer ALL parts of ALL questions in this booklet. If you need more space for any answer, use the page(s) provided at the back of this booklet and clearly number the question. Check that this booklet has pages 2–11 in the correct order and that none of these pages is blank. YOU MUST HAND THIS BOOKLET TO YOUR TEACHER AT THE END OF THE ALLOTTED TIME. You are advised to spend 60 minutes answering the questions in this booklet. In the box below, name the large natural environment you have studied. Large natural environment: Question One: patterns A large natural environment is a distinctive part of the earth’s surface and is defined by its common characteristics or elements. Each of these characteristics creates patterns on the earth’s surface. Natural characteristics (elements) of an environment include: climate landforms soils vegetation. Circle the TWO natural characteristics from the list above whose patterns you wish to explain in this question. (a) In the box below, draw an annotated sketch map or diagram of your chosen large natural environment to show the patterns created by TWO natural characteristics of your chosen environment. Title: Key: (b) Fully explain the pattern created by EACH natural characteristic from (a) on your large natural environment. Support your answer with detailed evidence. Characteristic 1: Characteristic 2: Question Two: INTERACTIONs The natural environment is constantly evolving as the elements (characteristics) and processes interact with each other. The level of interaction varies in size (scale) over time and from place to place. Natural characteristics (elements) of an environment include: climate landforms soils vegetation. Circle the TWO natural characteristics from the list above whose patterns you wish to explain in this question. Discuss how the interaction between TWO characteristics varies from place to place in your large natural environment. In your answer, you should: explain how the characteristics interact fully explain how the interaction varies in different parts of the large natural environment use specific detailed evidence to support your answer. You may draw diagrams / maps in the box on page 7 to support your answer. Question Three: PerCEPTIONS Different groups of people and individuals perceive the natural environment in different ways. This perception can change over time. People’s perceptions are shaped by their background, their experiences, and their involvement with the particular natural environment. Name TWO different groups OR individuals linked to the large natural environment you have studied. Group / individual 1: Group / individual 2: (a) Complete the table below to show the perception each group / individual held about this large natural environment at TWO different points in time. In your answer, clearly state each point in time you are referring to, and include supporting evidence from your large natural environment. Group / individual Perception Perception 1 Point in time: Point in time: 2 Point in time: Point in time: (b) Fully explain why each group / individual’s perception has changed over time. Use detailed evidence to support your answer. (i) Group / individual 1: (ii) Group / individual 2: Extra paper for continuing your answers, if required. Clearly number the question. Question number Extra paper for continuing your answers, if required. Clearly number the question. Question number

The Ashley Treatment Essay -- Medical Research

Parents, no matter their profession, are eternally in the business of raising their children. From their earliest ages, kids are told who they can play with, what they can eat, where they can go, and even when they have to go to bed. But is there a point where parents go too far? In other words, is there a time when in raising a child, a parent interjects in a child’s life so much that those actions become detrimental to the child’s development? This is the physically moral dilemma that comes out of the Ashley Treatment. The procedure that has opened up society’s view on human development brings with it an incredible amount of controversy. Turning to a more theological approach, this procedure raises so many questions regarding the human condition. For instance, how do humans accommodate those with severe disabilities without stripping them of certain natural human rights that every individual is afforded? To take it to a more fundamental level, what ought we to do as humans to help people with disabilities, while at the same time making sure we are treating them as equal beings? Once questions like these can be addressed, the more pointed question can be reflected upon: is the Ashley Treatment ethical? When answering this, it is important to remember that all people deserve a voice in the goings on in the world, particularly when those issues pertain to themselves. Additionally ponder the fact that there are unique cases in which someone else may need to speak on behalf of an individual for that person to be heard. Such is the case for many with profound disabilities like Ashley. The Ashley Treatment is a pretty novel and groundbreaking procedure with incredible ethical discord. This treatment was devised by the doctors of ... ... over their child, in particular regards to profound disability and the â€Å"Ashley Treatment.† Liao, S., Julian Savulescu, and Mark Sheehan. â€Å"The Ashley Treatment: Best Interests, Convenience, and Parental Decision-Making.† Hastings Center Report. 37.2 (2012): 16- 20. Web. 25 Mar. 2012. This essay weighs the benefits and consequences of the â€Å"Ashley Treatment† procedure. It looks at how it was created, why it was used, and ethical justification to validate its use. Ryan, Christine. â€Å"Revisiting the Legal Standards that Govern Requests to Sterilize Profoundly Incompetent Children: In Light of the Ashley Treatment, Is a New Standard Appropriate.† Fordham Law Review. 77.1 (2008): 287-325. Print. This article talks about the controversial â€Å"Ashley Treatment† from a legal and ethical standpoint. It uses the court decisions on this matter to create the author’s argument.

John F Kennedy and Nikita Khrushchev

Following World War II, the world felt the intensifying of the Cold War. Although the primary players were the United States and Russia, countries around the globe sat on the edge of their seats, waiting for the tension to rupture and a third World War to erupt. Two leaders had the fate of the world in their hands, during this era of world history, Nikita Khrushchev and John F. Kennedy. This paper will begin by overviewing each of these powerful leaders. Following these overviews, the leadership styles will then be compared and contrasted. In so doing, a clearer understanding will be developed of how two very different leaders could so effectively lead the two most powerful nations, during one of the most intense times in world history. John F. Kennedy was the 35th President of the United States, leading the nation from 1961 until his assassination on November 22nd, 1963. He was the youngest person ever to have been elected as President, and the youngest President to die. He is often seen as an American martyr (â€Å"John F. Kennedy†, 2005). Kennedy is known for his strong domestic and foreign policies. Although most of his civil rights policies didn't come into full fruition until his successor, Lyndon Johnson, came into office, due to his untimely death, Kennedy was an innovator both within and outside of America's borders. He was a visionary that had a the dedication needed to bring these visions to life. His leadership skills would be honed when a young Kennedy was finally accepted into the U.S. Navy, in 1941, where he earned the rank of lieutenant and commanded a patrol torpedo boat, or PT boat (â€Å"John F. Kennedy†, 2005). In 1943, Kennedy's leadership skills would be demonstrated, 18 years prior to his holding office and leading a nation in a tumultuous time. Kennedy's boat, the PT-109 was rammed while involved in a military raid near the Solomon Islands. Although Kennedy was thrown across the deck and injured his back, which had previously plagued him with problems, he was able to tow a wounded man three miles across the ocean to an island. He was awarded the Navy and Marine Corps Medal, with the following citation that sums up his exemplary leadership. â€Å"During the following 6 days, (Kennedy) succeeded in getting his crew ashore, and after swimming many hours attempting to secure aid and food, finally effected the rescue of the men. His courage, endurance and excellent leadership contributed to the saving of several lives and was in keeping with the highest traditions of the United States Naval Service† (as cited in â€Å"John F. Kennedy†, 2005). Following World War II, Kennedy began his career in politics. In 1946, Kennedy won the vacated seat of Representative James M. Curley, by a large margin. He was reelected to this position twice, but his voting record was often contradictory to President Harry Truman, as well as divergent from the Democratic Party as a whole (â€Å"John F. Kennedy†, 2005). This voting record was a demonstrative example of a Kennedy who would go on to prove that he was a man unto himself, as a future President. In 1952, Kennedy moved his political career one step forward with the defeat of Republican incumbent Henry Cabot Lodge, Jr. for Senator of Massachusetts. His bid for the position of Vice President nomination at the Democratic National Convention, in 1956, although turned down, also bolstered his career. He also adroitly handled the Civil Rights Act of 1957 by voting for final passage, but also earlier had voted for the jury trial amendment which would have made the Act quite ineffective (â€Å"John F. Kennedy†, 2005). Nikita Khrushchev was born in the village of Kalinovja, in what is now known as Kursk Oblast of the Russian Federation. He was originally trained and worked as a pipe fitter for a variety of mines, but it was during World War I, that Khrushchev's leadership would begin to emerge, as he began to be involved in trade union activities, following the Bolshevik revolution, in 1917. A year later, Krushchev became a Party member and held various management and Party positions in both Donbass and Kiev. In 1931, he transferred to Moscow, and four years later, he became 1st Secretary of the Moscow City Committee. In 1938, he was given the position of 1st Secretary of the Central Committee of the Ukranian Communist Party. Krushchev continued to work his way up the Party ladder and was a member of the Politburo from 1939 (â€Å"Nikita Khrushchev†, 2005). During the Second World War, Khruschev served as a political officer, holding a rank similar to Lieutenant General, in the United States. He coordinated the defense of the Ukraine and then was the senior political officer in the South of the Soviet Union throughout the war. Stalin's death in March of 1953 instigated a power struggle between several different factions within the Party. Khrushchev prevailed and became Party leader on September 7th, 1953 (â€Å"Nikita Khrushchev†, 2005). A Comparison of Kennedy Versus Khrushchev: Khrushchev was a powerful leader of Russia during a chaotic time. He immediately began to seek a course of reform, which was exemplified in his famous Secret Speech, that was given to the 20th Party Congress, in 1956. Khrushchev alienated himself from the more conservative members of his Party, speaking out against Stalin's actions, especially those crimes committed during the Great Purges (Khrushchev, 1956). This is in direct comparison to Kennedy's early leadership style. Kennedy too refused to simply do as the Democratic Party demanded. He often voted against Party lines, to the chagrin of traditional Liberals. Although both men would alienate themselves from some of their Party members, both would gain increased acceptance from more moderate Party members, and respect from many because of their willingness to do what they felt was right, not what was popular. Their dedication to their visionary leadership goals was a similarity, while their personal styles were in severe contrast. Khrushchev was often seen as uncivilized and boorish. He had a reputation for his significant temper and often resorted to interupting speakers to insult them. Khrushchev was known for pounding his fists on the table and shouting during a United Nations conference in 1960, and even taking off his shoe and pounding it violently on the table, when asked how he could oppose Western captilist imperialism given his actions to rapidly assimilate Eastern Europe (Khrushcheva, 2000). Whereas Kennedy grew up in a wealthy, refined family and would never have considered to resort to such measures to get his point across. Yet, both men were incredibly charismatic, able to eloquently express themselves and rally their citizens behind them in a call of patriotism. Although both men had significantly different styles, they were both able to manipulate the emotions of their citizens to secure their leadership position and accomplish tasks such as the development of space programs, that others afterwards were able to complete. Even today, Kennedy receives much of the credit for great steps that he only had a small part in, such as the Civil Rights Act, which was conceived by his brother Robert Kennedy, and implemented by Lyndon Johnson. Yet, because of their ability to lead, in a difficult time, both men will be remembered as powerful opposing leaders who had much in common.

Hero and Beowulf

Epic heroes possess many traits that other characters lack. Among these are physical strength, bravery, and wisdom. These attributes aid the heroes with their journeys throughout the epic. Beowulf exemplifies each of these traits somewhere is the story. They aid him in his battles with monsters and allow him to be a leader to his people. These traits cause Beowulf to stand out among his peers and endear him to the reader. Beowulf is definitely a perfect example of an epic hero. Beowulf's physical strength, bravery, and wisdom characterize him as an epic hero.Beowulf's physical strength is revealed to the reader through his amazing feats and his unbelievable battles with mystical creatures. In lines 91 and 92 it states that Beowulf was the strongest man in the world. These words come from the Geats who are barbaric people to begin with. The fact that they speak so highly of Beowulf's strength is a testament to its truthfulness. After Beowulf arrives in Denmark he quickly travels to He rot to prepare for his battle with Grendel. In the lines following 307 it is stated that Grendel was instantly seized by Beowulf upon trying to clutch him.This is a feat that no man was able to accomplish before Beowulf's arrival. Beowulf's strength is also shown in his battle with Grendel's mother. In lines 465 and 466 it states that Beowulf was able to throw the she-witch to the ground. This only reemphasizes Beowulf's great physical strength. Finally, Beowulf's strength is shown in his battle with the dragon. Beowulf's battle with the dragon occurs when he is an old man. The fact that Beowulf is still able to defeat the dragon shows the reader the extent of his great strength.Beowulf's great physical strength is one of the characteristics that make him an epic hero. The second characteristic that Beowulf embodies is bravery. In the beginning of the story it is made obvious to the reader that Beowulf has led a glorious youth. He preformed feats that no other man would dare try. As soon as word of Grendel reaches the shores of Geatland, Beowulf makes it his personal mission to defeat the monster. During the battle with Grendel on lines 295 and 296, Beowulf lies patiently on the floor and waits for Grendel to seize him.He also chooses not to use weapons to fight the monster. When pursuing Grendel's mother on lines 307 and 308, Beowulf jumps into the lake without a second thought. As he sinks to the bottom the thoughts crossing his mind are of the battle to come and the glory he will gain. During the battle with the dragon Beowulf continues fighting alongside Wiglaf even after all others abandon them. One of the main sources of Beowulf's bravery is his belief that â€Å"God† is in control. Beowulf believes that he has no control over his own death.With this knowledge Beowulf can storm into battle with no hesitations. Beowulf's bravery is the second characteristic that makes him an epic hero. The final characteristic that sets Beowulf apart as an epic her o is his wisdom. From the beginning of the story Beowulf is painted as a wise individual. On the long journey from Geatland to Denmark Beowulf serves as the boat captain. He is the figurehead of his fellow Geats and is shown as the leader. During his battle with Grendel, Beowulf displays superior fighting ability and combat strategy.By pretending to be asleep, Beowulf surprises Grendel and gains the upper hand in the fight. When Beowulf is dragged into the she-witches lair he quickly realizes that his weapons have no effect. Beowulf sees the giant's sword hanging on the wall and draws it. Using the sword he severs the head of Grendel's mother and wins the battle. When Beowulf was faced with an unusual condition, he used his wisdom to guide him through the battle. Eventually Beowulf became the ruler of Geatland. His years of fighting had given him the wisdom to effectively lead his people.There he would rule until his return to Denmark and his final battle with the dragon. Beowulf's strength is the third quality that defines him as an epic hero. Beowulf is one of the most popular examples of an epic hero. His physical strength, bravery, and wisdom set him apart from all other warriors. Beowulf was able to defeat enemies that no other man would challenge. Even though Beowulf was eventually slain in battle, he died never knowing defeat. This is an accomplishment that few heroes make. Beowulf represents one of the most notable epic heroes in history.

Rockwood Conservation Area Youth Education Program Essay Example

Rockwood Conservation Area Youth Education Program Essay Example Rockwood Conservation Area Youth Education Program Essay Rockwood Conservation Area Youth Education Program Essay Rockwood Conservation Area Youth Education Program Introduction Take a Hike – Outdoor education is a multidisciplinary team consisting of 6 students from the University of Waterloo. Our goal is to develop and implement outdoor education programs promoting a comprehensive, flexible, and environmentally focused outdoor education program for the Ontario School Board. Purpose of Research The current education system focuses on learning within the confines of a classroom through the use of textbooks and worksheets designed to create a structured learning experience for students. Information obtained from textbooks allows students to comprehend and later regurgitate the material presented; nonetheless, interaction with the natural environment would strengthen knowledge through practical learning and hands-on experience. For that reason, the Rockwood Conservation Area would provide exceptional opportunities for meaningful learning. The purpose of this study is to develop an outdoor education program that employs the environment of the Rockwood Conservation Area. This program would be beneficial to the education of middle-school students as it would enhance their knowledge pertaining to nature, science and geography through active learning, which coincides perfectly with the Ontario School Board Curriculum. The program will be designed to hold neutral ideologies, and therefore, would be applicable to any curriculum (Public, Catholic and additional school boards). Related research on the subject has been compiled and reviewed, and is described in greater detail under the heading â€Å"Literature Review. † Site Information The Rockwood Conservation Area is one of many parks within the Grand River Conservation Authority’s watershed. This 79-hectare property was acquired in 1958, and opened its gates to visitors in 1961 (Chapman 1984). A portion of this property was later sold to the University of Waterloo in 1972 (McKenzie 2011). The Rockwood Conservation Area is located east of Guelph on the outskirts of the village named Rockwood, residing by the Eramosa River (Chapman 1984). Its location is accessible to countless schools in Guelph, Kitchener, Waterloo, Cambridge, Hamilton, and the Greater Toronto Area. The conservation area possesses unique geological features, such as potholes created by the runoff of the Wisconsin glacier several thousand years ago, which includes the creation of the world’s largest pothole, the Devil’s Well (Morgan 2002). Morgan (2002) mentions that other features such as caves, wetlands, gorges, limestone cliffs, forests, trails, lakes and rivers can be found within the Rockwood area. Furthermore, camping, fishing, hiking, canoeing, and mini-golf are a few of the many recreational activities currently offered at the conservation area (Rockwood Conservation Area 2011). Literature Review Four main concepts were uncovered from the literature that was analyzed in relation to the implementation of an outdoor educational program. A deeper understanding of these four key concepts will help develop a more appropriate, as well as an all-encompassing program that would achieve its goal in all fullness. These concepts include curriculum, teaching techniques, benefits of outdoor learning, and conservation. The following paragraphs will specify relevant information pertaining to the proposed outdoor education program. Curriculum All school boards within the province of Ontario share the same curriculum. Under the Ontario School Board Curriculum, grade seven and eight students cover a wide range of topics that would be applicable to the development of learning activities for the proposed outdoor education program. The requirements of geography entails that grade seven and eight students learn about the environment, environmental issues, physical and human geography, and fundamentals pertaining to mapping. Regarding the requirements of science, grade seven and eight students learn about the impacts of pollution, water systems, the use of human technology and the use of fluids in technology and industry (Ministry of Education 2004). Teaching Techniques Through a thorough examination of journal articles, significant and positive teaching techniques were outlined. These methods can be utilized to enhance the learning and the overall outdoor experience for students. One study prepared by Vivian Shulman (2005), illustrated how teacher participation in planning workshops would lead to the development of discovery-oriented activities intended for student learning. This study was conducted in New York City, focusing exclusively on middle schools. Its purpose was to establish the impact regarding planning workshops on student academics. Thus, the study concluded that teacher involvement in planning programs would undeniably lead to a larger number of students meeting curriculum standards (Shulman 2005). An additional study presented by Terry Shaw and Terence Mills (1981), examined the association between outdoor education and student motivation in relation to learning. The results revealed that students preferred hands-on instruction and active learning in comparison to learning within a classroom. Additionally, student-teacher relations improved after such an experience (Shaw and Mills 1981). Simon Beames and Hamish Ross (2010) conducted their research in the Edinburgh area in England, which focused on the importance of student preparation prior to exploring school grounds, as this would reinforce knowledge pertaining to human and ecological influences on the environment. The findings revealed that students acquired the ability to construct their own learning plan appropriate to the demands of the curriculum (Beames and Ross 2010). Ina Stan’s (2009) study assessed the importance of facilitators and teachers that accompany school field trips. The area of study where the research was conducted was in a rural area of the English countryside. Stan (2009) concluded that facilitator presence and interaction with students would irrefutably contribute to a positive and successful outdoor experience. Furthermore, the experience appears to be most positive when the facilitator is directly engaged with the visiting group of students by means of social interaction, and thus, both will share in the learning experience (Stan 2009). Benefits of Outdoor Learning The vast majority of studies analyzed described the positive characteristics associated with outdoor learning. Peter Gibson’s (1979) article discussed the therapeutic benefits associated with outdoor activities. Gibson’s (1979) findings demonstrated that outdoor activities enabled participants to develop superior communication skills along with methods of handling conflict with others. Accordingly, these activities improved relationships amongst participants, while providing a more relaxed and non-restrictive learning environment (Gibson 1979). Chris Taylor, Sally Power and Gareth Rees (2010) performed their research in the United Kingdom, and based on their findings they declared that student participation in outdoor learning activities had essentially enhanced cognitive skills, personal development and improved social interaction capacities. A study performed in Melbourne, Australia by Cecily Jane Maller (2009), examined the correlation between the overall well-being of children in conjunction with hands-on contact with nature. The final results indicated that such activities had a positive impact on the emotional, social, and mental well being of children (Maller 2009). Richard Louv, author of the book entitled Last Child in the Woods, discussed the implications linked to the â€Å"Nature Deficit Disorder,† which was the focal point of the article presented by Kathleen Kennedy Manzo (2008). Louv declared that childhood obesity, depression, and the prevalence of attention disorders would amplify as a result of inadequate outdoor experiences. The necessity of nature-based learning is not limited to matters of health, as outdoor education can provide assistance in regards to student academics, social interaction, self-confidence, and will inevitably create an eagerness to learn and explore (Manzo 2008). Conservation The notion of conservation is quite significant especially when developing outdoor learning programs. The articles reviewed below portray student views in relation to conservation methods, and how their beliefs and attitudes have been altered after partaking in an outdoor education program. The study carried out by John Crompton and Christine Sellar (1981), utilized a sample group of third, fourth and sixth grade classes in Texas to show how outdoor learning can be used to influence children’s thoughts pertaining to conservation. The study concluded that outdoor education increased environmental awareness and sensitivity amongst students, and as a result, these newfound attitudes became a part of their beliefs (Crompton and Sellar 1981). Throughout Pavol Prokop’s (2007) article, he observed the short-term effects field programs had on student knowledge and their attitudes toward the environment. Prokop (2007) conducted his research in Slovakia, and he decided to narrow his study to rural schools, gathering student responses of those in grade six. The results show that student involvement in outdoor field activities had actually strengthened their knowledge of classroom material, and students became more appreciative of biological and ecological matters (Prokop 2007). Jeffery Marion and Scott Reid’s (2007) study centered on the use of low impact educational programs. These programs support a type of interaction with nature that leaves it completely undisturbed. Marion and Reid (2007) concluded that low impact education programs were successful in shifting participants’ attitudes in matters of conservation. As a result, participants were found likely to partake in conservation acts including reducing damage to the environment by means of disposing of garbage appropriately and following park regulations (Marion and Reid 2007). Methods Derived from Literature Review All the studies mentioned above obtained their data through participation and observation, and through the use of questionnaires, as well as focus groups. However, these methods have no implication on the outdoor education program that will be developed. The methodology that will be utilized for this study includes an analysis and observation of terrain and environmental characteristics. Therefore, the proposed study will not consist of data collection or participant input. The articles above were solely used to demonstrate the positive attributes in regards to the necessity of outdoor education programs. Therefore, their methodologies will not be discussed in greater detail. Goals and Objectives The goal of this study is to provide a comprehensive, flexible, and environmentally focused outdoor education program geared towards middle-school students, particularly those in grades seven and eight. This program will foster teamwork, creativity, and an appreciation for the environment, creating a positive experience gained through practical learning. Four objectives are required to achieve this goal. The first objective is to develop potential program activities that could be employed for the outdoor education program. The second objective is to analyze the conservation area for key locations that can be utilized for the program activities. The third objective would include the connection of these key location-based attributes to the designated activities, and relating this to the Ontario School Board Curriculum requirements. The fourth and last objective includes the construction of a flexible program that flows from activity to activity, covering a wide range of topics that coincides perfectly with the Ontario curriculum. Methodology The existing educational programs offered at Rockwood Conservation Area are sufficient for all ages; nonetheless, the research for this proposal will focus on improving the diversity of programs designated for middle-school students. Exploring background information pertaining to the Rockwood Conservation Area is crucial prior to fieldwork, as this will provide insight regarding past and present conditions, including geologic formations. Furthermore, through the use of topographic maps and aerial photographs, additional knowledge concerning the physical attributes of the area can be obtained. The significance of carrying out these methods is for decision-making purposes regarding where proposed educational activities will be positioned along the trail. Several literature reviews were conducted concerning the feasibility of outdoor learning as a core component of the Ontario school curriculum. Corresponding research topics included: learning benefits of outdoor education for both teachers and students, teaching techniques associated with mapping skills, and environmental awareness. The outdoor learning program currently offered at Rockwood Conservation Area was reviewed and taken into consideration for the implementation of proposed educational activities that would concur with any school curriculum. Prior to fieldwork, it is essential to determine the criteria required to construct an exceptional educational experience for students. Examples of such criterion includes the length of walking involved, the necessity of definite stops for discussion exercises, as well as enforcing students to remain on the designated path due to conservation issues and safety concerns. Lastly, the materials required such as maps of the area, a compass, and weather-appropriate gear, must be obtained prior to field research. Materials  · Compass  · Aerial photographs of Rockwood  · Map of the Rockwood Conservation Area  · Pens, pencils, notepad  · Mobile communication devices  · Digital Camera  · First aid kit  · Stopwatch  · Raincoats and boots Flexible Timeline January 7, 2011 (Friday) First class meeting: assemble a research group and decide upon a topic for the proposed research project. January 14, 2011 (Friday) Second class meeting: research was conducted in relation to background and site information of the Rockwood Conservation Area, as well as educational programs currently offered. The topic was narrowed down, and tasks were allocated to all group members. January 19, 2011 (Wednesday) First group meeting held at the Dana Porter Library, where each group member presented the literature they obtained over the past week, and explained its relevance to the proposed project. The project goal and objectives were discussed during this meeting. January 21, 2011 (Friday) Third class meeting: methodology, budget and timeline were considered. Each group member was given a section of the pre-field proposal report to be completed by January 26, 2011. January 26, 2011 (Wednesday) Second group consultation at the Davis Centre Library: integration of all components required for the final pre-field proposal. A team name was deliberated and decided upon. Group members were required to revise and format the field proposal on their own time. January 28, 2011 (Friday) Class meeting: submit a hard copy of the pre-field proposal. Discuss and finalize schedule for field visits. February 4, 2011 (Friday) Class meeting: amend the proposal and enhance project plan. Each group member will be responsible for bringing their own ideas regarding potential education programs to the class meeting. As well, the team must consider how the educational activities will be carried out. February 11, 2011 (Friday) Preparation for fieldwork: arranging rides, buying materials, considering safety precautions, and so forth. It is important to become familiar with the Rockwood Conservation Area through the use of maps. March 4, 2011 (Friday) First field visit to the Rockwood Conservation Area (by ourselves): take notes of the vicinity, and perform and strengthen activities. Take pictures to use in the final report. March 11, 2011 (Friday) Field visit with professor and teacher assistant: complete unfinished tasks from previous visit and carry out any additional work. March 15, 2011 (Tuesday) Group consultation: submit a summary of fieldwork. March 23, 2011 (Wednesday) Group consultation: prepare and practice for final presentation. March 25, 2011 (Friday) Give a class presentation: group seminar. April 15th, 2011 (Friday) Submit final report no later than this date. *Dates are subject to change due to weather variability. Budget Work Hours Research: 40 hours Includes preliminary research on methods and background information on Rockwood Conservation Area. Development of research plan and methodology Meetings: 100 Hours Includes weekly meetings to review and discuss methods, research, fieldwork, and the development of the education program. Reports: 50 Hours Includes production of statement of research and field plan, field work summary, and the final report Fieldwork: 180 hours Time for 6 Take a Hike researchers at Rockwood for 30 hours (Including travel) Analysis of site, selection of trails, and activity testing Summary of hours Item |Estimated* |Actual | |Research |40 | | |Group Meetings |100 | | |Reports |50 | | |Fieldwork |180 | | |Total: |370 | | * Labour costs are $25 per hour Materials/Additional Items Item |Estimated |Actual | |Field Supplies |$300 | | |Printing |$150 | | |Transportation |$250 | | |Meals |$350 | | |Total: |$1050 | | The total estimated labour and material costs for the development of the outdoor education program are $10,300. Actual figures will be provided as milestones are completed and the project progresses. Time Management Schedule Dates |Group Hours |Rey |Peter |Andrew |Rachel |Stephy |Zach | |01/07/2011 (In Class) |2 | | | | | | | |01/14/2011 (In Class) |2 | | | | | | | |01/21/2011 (In Class) |2 | | | | | | | |Components | | | | | | | | |Literature search | |1. 5 |2 |2 |3. 5 |4 |2 | |Methodology | | | | |2 | | | |Budget | | | |1 | | | | |Materials | |0. | | | | | | |Ethics | | | | | | |0. 5 | |Timeline | | | | | |0. 5 | | |Literature review | | |6 | | | | | |Editing |5 | | | | | | | Research and Ethics According to the Office of Research and Ethics, since the development of our project does not consist of research that involves humans as participants or research with animals, we do not need to apply for ethics approval from the University of Waterloo. We have the permission from the University of Waterloo for our research in the course Geography 391 – Field Research. In this course we will be working under the supervision of the Adjunct Associate Professor and Undergraduate Associate Chair, Ian McKenzie for the remainder of the Winter 2011 term. Conclusion The various studies examined confirm that the development of an education program within the Rockwood Conservation Area would be beneficial to its participants. The core components of the Ontario School Board Curriculum for science and geography, particularly for grades seven and eight, could easily be integrated into an outdoor education program using the unique natural landscape of the conservation area. Moreover, the teaching techniques associated with outdoor education programs would benefit both the students and teachers in matters concerning social interaction, academics, cognitive abilities, creativity, and physical health. Finally, nature-based learning exhibits conservation methods used to boost environmental consciousness. Take a Hike – Outdoor education can provide all services needed to accomplish this task and develop a comprehensive program for the Rockwood Conservation Area. ***Still need to work on works cited!!! Bibliography Stan, I. (2009). Recontextualizing the role of the facilitator in group interaction in the outdoor classroom. Journal of Adventure Education Outdoor Learning, 9(1):23–43. ( informaworld. c om/smpp/content~db=all? content=10. 1080/14729670902816611) Marion, J. , Reid, S. (2007). Minimizing Visitor Impacts to Protected Areas: The Efficacy of Low Impact Education Programmes. Journal of Sustainable Tourism, 15(1), 5-27. Retrieved from EBSCOhost. ( informaworld. com/smpp/content~db=all~content=a907373106~frm=titlel ink? words=minimising,visitor,impacts,protected) Chapman, L. J. and Putnam, D. F. (1984) The Physiography of Southern Ontario; Ontario Geological Survey, Special Volume 2, 270p. Accompanied by Map P. 2715 (coloured), scale 1:600,000. Toronto: University of Toronto Press Morgan, D. A. , (2002). The Grand Strategy: May-June 7, 4. Glacial Potholes at Rockwood 1-2. Rockwood Conservation Area, Summer 2010. Rockwood Conservation Area: A geological and biological treasure chest. Beames, S. and Ross, H. (2010). Journeys outside the classroom. Journal of Adventure Education Outdoor Learning, 10(2):95–109. ( informaworld. com/smpp/content~db=all? content=10. 10 80/14729679. 2010. 505708) Shulman, Vivian, and Deirdre Armitage. Project Discovery: An Urban Middle School Reform Effort. Education and Urban Society 37. 4 (2005): 371-397. Scholars Portal Journals. Web. 18 Jan. 2011. Shaw, Terry, and Terence Mills. Involved and Uninvolved Student Perceptions in Indoor and Outdoor School Settings Involved and Uninvolved Student Perceptions in Indoor and Outdoor School Settings. The Journal of Early Adolescence 1. 2 (1981): 135-145. Scholars Portal Journals. Web. 19 Jan. 2011 Prokop, Pavol. â€Å"Short-Term Effects of Field Programme on Students’ Knowledge and Attitude Toward Biology: a Slovak Experience. † Journal of Science Education and Technology 16. 3(2007). Web Jan 2011. DOI: 10. 1007/s10956-007-9044-8 Crompton, John L. Christine Sellar. â€Å"Do Outdoor education Experiences Contribute to Positive Development in the Affective Domain? † The Journal of Environmental Education 12. 4. 1981. Print. Gibson, Peter M. â€Å"Therapeutic Aspects of Wilderness Programs: A Comprehensive Literature Review. † Therapeutic Recreation Journal 2nd quarter. 1979. Print. Ministry of Education. â€Å"History and Geography. † The Ontario Curriculum. 2004. Ministry of Education. â€Å"Science and Technology. † The Ontario Curriculum. 2004. McKenzie. â€Å" Year when University of Waterloo bought property in Rockwood. † Personal Communication. Jan 21,2011.

5 Ways to Become a Great Composer of Your Own Music Essay Full Guide on How to Write a Music Essay

5 Ways to Become a Great Composer of Your Own Music Essay Full Guide on How to Write a Music Essay Just one look around and it is possible to conclude that most people are big fans of music. More and more people tend to wear headphones – they listen to music everywhere on their iPods or phones. A lot of street musicians appear in the central squares – they just play music for pleasure. Besides, there are those who create all the sounds of music and songs that we hear every day. No matter what you like doing with music, now you’ll be informed about the art of composing a music essay. Indeed, the music composing process is similar to the writing process both are personal and creative. For example, Mozart composed the entire pieces of music in his head, then writing it down. Beethoven struggled with an idea for years to realize the full form of the music. In this article, you’ll know all specifics to become a great composer of your own music essay. The Right Choice of Topics Is a Key Success Factor in Writing No paper can be written without the main topic mentioned in the title. Yes, your subject is Music. Thus, it is a general topic. However, you may be assigned to a topic, or have to invent your own one. When a Topic Is/Isn’t Assigned, You Should: Think about the type of paper you are expected to produce. Different types of paper writing entail different objectives either to describe, analyze or compare. Therefore, it should be reflected in your topic. Evaluate a topic according to your own, and academic interest. Your personal interest lies in the concern with a topic as a researcher. As for the academic interest, a topic is meant to be original, valuable and productive. Make sure your topic is fairly specific. According to the objectives you need to pursue while writing, you should choose a narrower topic to discuss. When a Topic Is Too General, Apply the Following List of Specific Topics Music Around Us: The Natural Instruments for Creating Music; The Development of Music Within the Development of Civilizations; Our Daily Involvement with Music: A Variety of Effects; Does Music Without Words Convey the Message? Is Music as a Cure for Health Problems Effective? The Connection Between Music and Emotions: Obvious or Tenuous?; What Types of Mood Can Be Created by Music? Can’t decide whether a topic would be appropriate for your essay? Consider each topic separately: How do you feel about a topic? Are you particularly interested in a topic? How many ideas do you have about a topic? 5 Pre-Writing Tips that Are Helpful in Getting Started on an Essay Whenever you’re assigned with a written task, it doesn’t mean only the writing process itself. You need to do a lot of preliminary work. The amount of time needed for it varies according to your possibilities and deadlines. However, it would be much better if you could: Be focused on thinking about what and how you want to write your paper on. There are many ways of how you can come up with brilliant ideas for your essay. Hit upon the Berkeley Student Learning Center to know the effective prewriting techniques. Find out what sources are acceptable in your writing project. Find Wikipedia a good starting point for investigating a topic? Keep in mind that many educators dont let cite the Wikipedia articles. It is better to search for more authoritative sources among which you’ll face primary and secondary ones. Go through the list of main source types at Santiago Canyon College. Do extensive research on a topic. Usually, the research process determines the quality of essays if you don’t intend to conduct adequate research, be prepared that your essay will show the lack of quality. Analyze well-written essays on a topic. Luckily, you have direct access to sources where you can find useful papers after looking at which you can grasp the idea of writing your own one. Notice what makes them work arguments, evidence, a clear and logic statement, etc. Organize your thoughts in a logical way. After many creative ideas enter your head, you should put them on paper. There are 2 ways of doing it an outline or diagram. Following all these steps will allow you to prepare fully for the writing process. But if you can’t find a source of inspiration for writing, listen to 44 perfect songs that can inspire you to create a real masterpiece. It’s Time to Write a Music Essay: Follow 5 Steps to Do Perfectly No matter what aims of writing you pursue, stick to the basic essay structure. According to the Writing Center at Harvard University, you should carry out several operations in an essay: introduce an argument; analyze the background data; raise counterarguments; conclude. Let’s focus on each of these steps in details. If you skip on any crucial stage, you may rely on lower marks. 1. Give a Compelling Essay Title Want to make people read your essay? According to the article â€Å"How to Write Magnetic Headlines†, on average, 8 out of 10 people read titles rather than read the content itself. Your instructor has to read both the title and text. But capture his/her attention straightaway. You’re given 2 titles. What will you choose to read? The Effect of Rock Music on Human Beings; Rock Music Seizes Young Minds: What Will It Bring? Either way, we provide a brief analysis of both titles so that you will realize the essential details in creating a title for your essays. If you look at the first one, there is just a statement of the main topic. In this case, we understand that a writer will simply state the effects of rock music on people. As a result, nothing useful is mentioned in the title. From this perspective, the second title is more winning as it contains the main point of view concerning rock music that will be presented in an essay. Moreover, it has a question that will attract the readers as well they will start casually answering it, then want to read to know what opinion a writer has. 2. Compose a Thesis Statement It can seem that there is nothing simple than to write a sentence that will tell your readers about the topic you’ve chosen. However, be careful with it as you need to take into consideration two parts a topic and the angle from which you’re going to cover it. You see that the first part consists of keywords rock music, young people and influence. In the second part, there is a list of three main ideas that will be discussed. Once a thesis statement is formulated, you are ready to continue. 3. Work on an Introduction After a reader passes through the title, the next point to which he/she pays attention is the introductory part. It takes no more than 3-5 sentences for short essays, and no more than 1 page for long papers. Here, your task is to hook the reader as well. It isn’t an appropriate way to write ‘This essay will present the issue concerning †¦ .’, or ‘I’m going to write about †¦ .’ Consider what can be a good attention grabber. For example, you can use: startling true statements that will explicitly demonstrate your point of view. It should be the pertinent information with the further explanation. For example, it can be the statistic about how often people listen to music or the most popular means of listening to music. a quote that could illustrate a point. There are surely many thinkers who said something special about music. Look for the most interesting one that would be relevant to your essay topic. Mind all the peculiarities about the citation formatting (in APA, MLA or Harvard). an amusing anecdote. It works effectively as a hook with less formal writing styles or personal essays. an impressive example. If you write an essay about a famous musician, you can add one of his/her personal habits. Choose the strangest one or less known to impress your readers. the summarized data. Find nothing eye-catching about a topic? There is no problem. Provide just the general terms becoming more specific closer to a thesis statement. 4. Write the Main Part of Your Essay Finally, the topic you have chosen can be explained in detail, described vividly, or argued strongly. Remember the objectives are determined by the type of paper you’re going to write, on which you must have decided earlier before writing the body. Look at the outline or diagram you’ve definitely created, only then start writing. If there are 3 or 4 main ideas, you will have to write 3 or 4 body paragraphs with a topic sentence at the beginning of each paragraph. 5. Conclude Correctly The concluding paragraph is a part where you need to provide the final perspective on your topic. Don’t invent anything new at the end of your essay. Just summarize within 3-4 sentences of what you’ve mentioned previously in the introduction and body. Draw your readers to a natural, logical conclusion. The Writing Process Must Go on: Final 3 Steps as Explained by Our Expert Writers Writing the final sentences, many students breathe out because they think the main goal to write an essay is achieved. Is it so actually? Many experienced essay writers will say you, ‘It is not correct to finish writing after a full point is put!’ Besides the coherent structure, in-depth analysis, there is one more point essential for writing a successful essay. 1. Revise Your Paper Accordingly The revision involves several steps that are quite important if you want to meet the high standards of writing. What does it mean ‘high standards of writing’? Check the consistency of language. Most academic subjects require writers to maintain the fixed standard of writing a formal vocabulary, use of references, impersonal style, long and complex sentences. With academic writing, you have to learn special conventions. For example, the idiomatic language isn’t appropriate for an academic paper. It means that you need to use the verb ‘continue’ instead of ‘go on. So, revise your essay to make it polished. Review the instructions for an assignment. Different schools and departments require students to follow different formats for a written work (APA, MLA, Harvard, etc.) Moreover, you can be required to use particular works or types of information. Have written 1925 words but need exactly 1650? It is better to reduce the size as required. Make sure that you follow all the guidelines given by your instructor on how to write a music essay. 2. Proofread Your Essay Carefully Get rid of errors. Double-check your essay to correct some mistakes related to grammar, punctuation, and spelling. Different typographical errors can be observed in works written even by experienced writers. For example, the most frequently occurring mistakes concern pronouns most write occasionally ‘its’ instead of ‘it is’ or ‘than’ instead of ‘then’, etc. Besides, the subject and verb of each sentence should agree. These are the tiniest mistakes. However, sometimes they can cost much. Look at the most expensive typo of all time. Don’t let them happen in your academic papers. 3. Rewrite a Draft into the Final Good Essay Write the final improved paper. After you finish the editing process, you’re highly recommended to rewrite. Only the repetitive process of writing can lead you to great results. Sometimes, it can happen to you when there is a lack of time to pass through all these stages as needed. So, if you are used to facing such problems with written tasks, don’t worry. Our qualified academic writers are at your service 24/7.

How Writing About My Hardships and Sharing My Weaknesses is Leading to My Success

How Writing About My Hardships and Sharing My Weaknesses is Leading to My Success Ive written, published, and received monetary compensation about my bipolar illness since 1995. Though risky to divulge my shortcomings, its also rewarding. My bipolar material first appeared in literary magazines. Kaleidoscope, udsakron.org/kaleidoscope.aspx, specializing in both mental and physical disability, printed The Prodigal Daughter, the first bipolar story I ever wrote. The Missouri Review, missourireview.com/, and The North American Review, http://northamericanreview.org/, picked up my fictional stories with mentally ill main characters, formulated on my personal experiences with the illness. Having Anne, published in The Missouri Review, was shortlisted for an O. Henry Prize in 2000. A big, mental health publication bp Magazine is completely devoted to discussing bipolar illness. I wrote a few humor pieces for these folks. I turned to venues on the internet. Â  In EmpowHER, empowher.com/, I wrote about my early years with bipolar illness, and how I came down with the disease, how I was first treated, how I struggled to adjust, and how my friends and family reacted. I received more positive feedback for that gig. People liked how I made my mental illness experiences funny through lite bipolar personal essays. At Author, authormagazine.org, I wrote specifically about how my bipolar illness affected my writing career. Then I blogged about bipolar illness at PsychCentral, http://psychcentral.com. Â  Since January, Ive written ten blog posts for PsychCentral. Â  Some of the posts included A Tribute to Patty Duke, Living Through a Medication Change, The Good Family Myth, Is Your Diagnosis a Deal-breaker? Â  How to Survive an Adoption Home Study, and Which is Worse, Mental or Physical Illness? Here are three other paying publications that I have personal experience with that specialize in health issues: Womans World (see masthead of actual magazine for contact information) - This weekly magazine readers can pick up in their grocery checkout line prints beautiful stories about women whove dealt with difficult health issues. Â  And they do it in a very upbeat way. Â  (I like this magazine so much that I have a yearly subscription to it.) Â  Im currently working closely with an editor there who is considering publishing a story about my experience with cancer. You Me Magazine, youandmemagazine.com - The Worlds Medical Magazine, You Me publishes nonfiction articles, preferably in first person, about dealing with all medical issues. Â  You Me published a story of mine about lithium usage and pregnancy. Pentimento, pentimentomag.org/ - This Journal of All Things Disability lists itself as a disability-themed literary magazine. Â  They accept poetry, fiction, nonfiction and art and photography. Â  This is a great little journal. Â  Ive been trying to break into it for years. Â  Thats another story. Through writing about my hardships and sharing my weaknesses, Im thoroughly enjoying myself, and I know from the feedback Ive received that Im aiding others. In being sincere about your trials and tribulations, you can find acceptances for your material because editors discern that youve been there, and you know what youre talking about. Â  In a way, youre an expert on misery. Â  Then theres always write what you know. In reality, my life is problematic and often tough, but its also filled with joy because suffering ultimately brings empathy for people, and thats what its all about. So if life has dealt you a difficult hand, consider creating articles, short stories, blog posts, essays, about your experiences. This is not a new concept. We all know that all good writing addresses human problems. Now, go make some lemonade.

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Strategic thinking skills - Essay Example While studying and working with a team, I am able to asses my skills and focus on how I learn. Using my own self assessment, I can decide which way of learning works best for me. Using the best learning skills helps to become more dependent and use my individual skills to benefit the business and the team. These learned skills can also be applied to everyday life scenarios and assist in positive decision making. Each skill requires a specific motive. Some have different motives then others. One of my biggest motives is to become a grade A, or exemplary student. Becoming a grade A student is important and a huge motivator. In order to receive high marks, it is necessary to study, form independence and practice critical thinking skills that are necessary to achieve academic goals. There is much to take from this learning experience. I can use my new critical thinking skills that I have developed toward my future employment. Careers at times require that one learns new skills to better themselves. Using Self Assessment skills can help to take the time to evaluate my performance and make changes if

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Critical Thinking - Assignment Example However, other students who could apply with lower scores successfully were considered and admitted to the college. The Supreme Court condemned the evident rise of such discrimination and regarded it as unconstitutional. During the year 1996, California State endorsed to be the first in eradication of the affirmative actions that was mostly involved in most public schools. The banning of the affirmative actions was done with inclusive of the colleges. The above fact commands critical thinking per Moore work. In support to the inclusion of critical thinking in the article by Moore, vividly highlights that many of the admission done in colleges would consider the applicants race rather than grades. Moore represents the Supreme Court verdict on racial discrimination issue as one of the major factors that should be put into consideration among the rest in the domain of admissions. The justice ruling Supreme Court in the United States strong talks of the banning of the affirmative actions in the schools. Racial discrimination being one of the issues discussed; some of the colleges in Texas has engaged the law enforcement particularly with race issues, Moore, (2005). The University of Syracuse case filed under the US Supreme Court, the Councilor was judged with the affirmative action. If a right judgment of the law has to take the correct order, a collection of fear for integration pace to the factor may seem to be full of hardship. When the racial discrimination takes over the campuses in the US, it will leave the States of Color. Now, the only prime debate that has already kicked off in the US Supreme Court is all about the Michigan University regarding the advantages that people have been relatively getting. The affirmative actions in the schools and colleges has got to a safer side according to the article’s author by demonstrating that, issues like racial discrimination are being observed and discussed by the US Supreme Court for better

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Establising Integrity and Anticipating Ethnical Challenges - Essay Example Participant observations can be considered observations that reveal only the public persona, while the responses of the interview will be intended to reveal the under layers of a relationship. While the public personal can indicates some of those layers, the responses in the interview will hopefully establish a more realistic picture. The concept of the â€Å"shared† construction cannot be ignored as participants are eager to give answers they hope the interviewer is looking to hear. The analysis of the interview will have a built in challenge that seeks to glean unprompted insight from questions that will undoubtedly prompt certain types of responses. When writing about the interviews, it will be important to have a previous concept of which answers will more often be the result of prompting. The anticipated participants will be approached through contact with religious institutions who recommend couples whose marriages appear to have been long lasting. It is anticipated that content couples will be willing to share their experiences. The culture of the religious institution usually creates a culture of people who want to share their experiences. In approaching religious leaders to recommend couples, these â€Å"gatekeepers† are more than likely to recommend those they believe to be content, creating a probability of finding the right couples to interview about a romantic relationship. It will be essential for couples of both male and female gender be approached in order to have a balanced interview. This study will not be using couples in a homosexual relationship because this dynamic is influenced by the culture both within and outside of that configuration. This would be beyond the scope of this particular study. The political, social, and cultural influences would change the focus. Consent will be obtained through a simple form. The purpose of the study will be openly

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Function of afterlife - Essay Example Written in the form of interviews conducted from the famous souls had already departed from the world, the author has given the message that the individuals leading a life in service of humanity in one way or the other would be in peace and under the blessings of the Lord in heavens. On the contrary, the persons, who had inflicted the pains and sufferings upon the fellow humans, are sure to undergo punishments in inferno in afterlife (31). As a result, the individuals including Shakespeare, Edison, Pasteur and others, would be blessed against their wonderful contributions carried out in the field of art, medicine, literature and others. Similarly, the despotic rulers, evil-minded politicians, pagans and purported dogmatists would have to undergo the wrath of Lord for their wickedness and misdeeds (48). Hence, if the individuals give up and forget believing in the messages and lessons manifestly mentioned in the Holy Scriptures that humans are not responsible to anyone after death, ev eryone will start inflicting harms, hurt and throbbing pains upon others (67). On the contrary, strong faith in God as well as His system, based upon justice, truth and benevolence, teaches the humans to be kind, sympathetic and compassionate towards others. Consequently, the author has conveyed the universal message of love and benevolence through his under-investigation work, which urges the readers to observe chastity, mercifulness and compassion towards one

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International financial market INDIVIDUAL2 - Essay Example As a point of departure, it is imperative to note that, the USA central bank tries to attain economic stability by changing the amount of money in flow, rates and availability of credit. In addition, the bank varies the composition of the country’s national debts (Mehnert-Meland, 2005). To achieve the monetary functions, the bank uses three primary instruments, which include: Open market Operations The discount Window Reserve requirements Open market Operations The aspect of open market operations refers to the trading of government bonds by the American central bank (Mehnert-Meland, 2005). The bank buys and sells the bonds. For instance, when the bank buys the bonds, money supply is expanded, and this leads to low interests and if the bonds are sold the money supply is contracted, consequently, increase in interest rates. Reserve requirements This refers to the percentage of commercial banks’ chequering accounts (demand deposit liabilities), which should be maintained on making deposits at the Central Bank as a condition of Banking regulation. This percentage is rarely used, however, when applied it affects the money supply and level of credit conditions (Honeygold, 2009). For instance, when the reserve requirement is raised, it decreases the supply of money by necessitating a larger percentage of the banks, demand deposits to be held by Central Bank. This takes the banks and other financial institutions out of the money supply. This action is done occasionally because it is attributed to long-term alteration of the money supply. The Discount Window This is situation where the commercial banks and other financial institutions are able to have a loan of reserves from Central Bank at a certain discount rate. The rate is usually set relatively below the short-term market rates called T-bill (Honeygold, 2009). This condition enables the commercial banks to know the amount of money to give as loans. In essence, credit conditions are varied, consequent ly affecting the supply of money. This study establishes that of the three instruments, it is the Discount of Window, which the Central Bank does not have full control over. For this reason, the newly formed Rockoslovenia central bank needs to embrace these instruments because the monetary policy is fundamental in a nation’s variance in inflation, interest rates, unemployment levels and the overall economic growth (Honeygold, 2009). The Central Bank has the responsibility of creating a stable financial milieu by allowing savings and investments to occur. This expands the economy of a nation as a whole. For the purposes of efficient incorporation of the American Central Bank model into the newly formed Rockoslovenia central bank, it is essential to consider the major components of the Federal Reserve System their functions (Honeygold, 2009). The American central banking system was formed in 1913. It comprises of three primary components, which include the Board of Governors, 1 2 regional Federal Reserve Banks and the member banks. Board of Governors This body was formed as a federal government agency. The federal administration and Congress have significant influence over the appointments of the seven-member board. The president with the counsel and approval of the senate appoints the seven governors. The primary role of the Board of Governors is to oversee the whole system and wholly responsible for the monetary policy. The board influences the monetary and credit conditions in the

Function of afterlife Essay Example | Topics and Well Written Essays - 250 words

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International Human Resourse Management - Essay Example However, in the recent years, the relationship has improved. The mining deals between Congo and China are based on a win-win strategy whereby China assists the country to develop its infrastructure as China gains in terms of raw materials. Despite this, there have been controversies over the deals with some people seeing the deals as only beneficial to China alone. Investment in Congo by China through the state supported CHINALCO has been faced with controversies. The major issue is on the employment and management of human resources. In the recent years, China has grown to be a very ecumenically influential country. The economy of China has developed to one of the highest in the world. Its influence in manufacturing and technology is felt everywhere (Alden, Large, 2008, 67). Chinese products are found in every country. The economic development in China has come with challenges to the Chinese. To sustain the development, a lot of raw materials are required. The manufacturing industry in the country requires a lot of fuel in terms of oil. Unfortunately, China does not have enough raw materials. Thus, China opts to import the raw materials from other countries. Africa has been the best option for importing the raw materials from. Most of the African countries also have resources that have not been exploited. In addition, most of the African countries are underdeveloped, faced with poverty and without capital to develop their natural resources. Due to this situation, most African countries welcome foreign investment from Chinese firms. Chinese foreign investment is aimed at acquiring control over mining industries. The manufacturing industry in China requires a lot of minerals which amount to thousands of tonnes. These minerals are not available in the country and China has to source for minerals from foreign countries. The prices of minerals and other resources in most developed countries are high (Alden, Large, 2008, 78). Most Chinese companies that deal in the mining industry deal with minerals that are required in the manufacturing companies in the country. Thus, most of the foreign investors receive government support to invest in other countries. Most of the Chinese government's support to their foreign investors comes in form of subsidies. The government also invests in infrastructure in the host countries to make the environment for business to be better (BBC, 2008, 1). In addition, the Chinese government makes deals with the host country to make the business environment favourable. The minerals which China has been interested with include: Oil, Cobalt, Cooper, Diamond and other minerals. The success of China in the mining industries of other countries has been contributed to by their different acquisition approaches. The deals between Chinese companies and the host countries allow the Chinese companies to exploit the natural resources while the Chinese government assists in the development of the countries' infrastructures. The growth of the Chinese economy has led to the development of

Paper chromatography Essay Example for Free

Paper chromatography Essay Aim : to separate and identify of the pigments in leaves by paper chromatography Principle of design: In this experiment, a strip of filter paper containing a small spot of concentrated chlorophyll pigment is dipped in a mixture of developing solvent, the pigments was carried up the strip as the solvents move up. Since the solvents moved at different rates and pigments had different solubilities in them, the pigments gradually become separated. When the solvent was near the top of the paper, the paper was removed. After that, Rf (Relative front) for that substance were calculated. In this experiment, Rf values were used to identify the different substances present in the leaf extract mixture. Instructions: 1. 3 leaves of spinach were ground in pestle and mortar by 2 cm3 of extraction solvent 2. the developing solvent was added into the boiling tube and it just touched the lower edge of the paper strip. 3. The tube was kept stopper to allow it to saturate with the solvent vapour 4. Both sides of paper strip were trimmed to make sure that the sides of paper strip didnt touch the sides of the boiling tube 5. A light pencil line was ruled 20mm from the lower edge of paper strip 6. A capillary tube was dipped into the extract and a small drop of the extract was put in the middle of the starting line. When it was dried, another drop was added and adding was continued until the spot was quite dark. The spot was kept as small as possible. 7. One end of the strip was folded at 90 so that when the paper strip was suspended with a pin from the stopper, the opposite end would just dip into the surface of the solvent. 8. The chromatogram was allowed to develop until the solvent front is 2 cm from the upper edge of paper strip. 9. The paper strip was taken out and a light pencil line was ruled to mark the solvent front. 10. The pigment patches were circled immediately with a pencil. 11. The Rf values for the different pigments in the leaf extract were calculated. Results: The distance that the solvent travels = 9.3cm Rf of the top yellow spot = 8.9/ 9.3 = 0.96cm Rf of the middle orange spot = 6.8/ 9.3 = 0.73cm Rf of the bottom bright green spot = 5.7/9.3 = 0.61cm Rf of the lowest green spot = 4.4/9.3 = 0.47cm Therefore the top yellow spot is carotene pigment, the middle orange spot is xanthophyll pigment, the bottom bright green spot is chlorophyll a pigment, and the lowest green spot is chlorophyll b pigment. Discussion: Chromatography is an effective method of separating the solutes in a solution. Paper chromatography is the process we used to separate various chemicals found in the pigment, in the case is chlorophyll. The four pigments that being separated were chlorophyll a, chlorophyll b, xanthophyll II, and carotene. These pigments were each separated at a different point on the paper. This is because of few different factors. First, each pigments has a different mass, and therefore are heavier and cannot travel up the paper as far, or as quickly. In this experiment, the heaviest pigment is chlorophyll b as it is the lowest, and the lightest pigment is carotene as it is the top of all pigments. The second factor was the solubility of the pigment. The least soluble pigment should travel up the shortest distance, and the most soluble pigment should travel up the longest distance. In this experiment, the least soluble pigment was chlorophyll b, and the most soluble one was carotene. The third factor was adsorption, that is the ability to attract other substances strongly and hold on their surface. The pigment with the greatest adsorption ability traveled up the shortest distance, and the pigment with the weakest adsorption ability traveled up the longest distance. In this experiment, carotene had the weakest adsorption ability, and chlorophyll b had the greatest adsorption ability. The strip of filter paper should be freely suspended in the test tube, this is because the movement of the pigment on the paper in contact or near the glass would cause the particles to be attracted to the side such that net charge of the force would be towards the side. The test tube must be stoppered. This is to produce a saturated atmosphere in the test tube. Also, it was to prevent the evaporation of the solvent, which is toxic. Conclusion: There were four pigments being separated from chlorophyll, they were chlorophyll b, which is the least soluble, heaviest and have the greatest ability of adsorption, chlorophyll a, xanthophyll II and carotene, which is the most soluble, lightest and have the weakest ability of adsorption.

Systematic Review of the Mental Health Review Tribunal

Systematic Review of the Mental Health Review Tribunal A Systematic Review of the Mental Health Review Tribunal: Processes, Roles and Impact 1. What is the Mental Health Review Tribunal? The Mental Health Review Tribunal is a collection of independent judicial bodies that aim to review the cases of suitable applicant patients who have been appropriately detained under the Mental Health Act 1983[1]. Following strict guidelines and statutory criteria for discharge, collectively, members of the tribunal have the power to direct the discharge of applicant patients who satisfy the relevant discharge criteria. According to the official website of the tribunal (Mental Health Review Tribunal[2]), its other principal powers are: To recommend leave of absence from employment or school as appropriate To recommend supervised discharge To recommend transfer to other hospital or relevant health care professional To issue directions regarding procedural matters To reconvene if any of their recommendations from a past Tribunal hearing is not complied with In general, the Mental Health Review Tribunal serves as a safeguard against wrongful admission or unwarrantedly long detention (Wood, 1993[3]). As such, they give detained patients access to an effective appeal mechanism in order to ensure, as far as possible, legal protection of their liberty. All this is carried out in accordance with the Human Acts Right. There are five Tribunal offices in the United Kingdom (Mental Health Act 1983; Memorandum on Part V[4]). Each region in England is operated under a separate MHRT and a separate Tribunal covers the whole of the country of Wales. Accordingly, there are five Tribunal offices that provide administrative support to the respective MHRTs. The MHRT operates under the provisions of the Mental Health Act 1983 and the Mental Health Review Tribunal Rules 1983 (Her Majesty’s Stationery Office, 1983[5]). The powers and duties of the Tribunals are as set out by the Mental Act 1983, subsequently amended in the ensuing policy document, the Mental Health (Patients in Community) Act 1995. The actual Tribunal process usually takes place in the hospital where the applicant patient is being retained, and is usually held in private, unless otherwise agreed by the patient in question and the members of the Tribunal. The actual processes and review procedures of the Tribunal are defined in the Mental Health Review Tribunal Rules 1983 (Her Majesty’s Stationery Office, 1983); similarly, this has also been amended to a more current version. Tribunal procedures and deliberations should always be carried out in accordance with the principles of the statutory instrument and the principles in which the other subgroups operate when considering Definitions, Guardianship and the Mental Health Commission under the Mental Health Act. These include: Non-discrimination Equality Respect for diversity Reciprocity Participation Respect for carers Least restrictive alternative and informality Respect for rights All patients that have been detained under the Mental Health Act 1983 or that are eligible for guardianship or supervised post-discharge care have the fundamental right to appeal, i.e. to apply for a review by submitting an application to the Mental Health Review Tribunal, within the specified time limits as specified in the Mental Health Act. Furthermore, in order to ensure regular reviews of all cases, if the patient fails to make such an application the Tribunal, the appropriate body or personnel is obliged to make a referral of the case to the appropriate regional Tribunal. The party responsible for making this mandatory referral differs for various patients and depends on the restriction status of the patient (discussed further in section on types of patients): In the case of restricted patients, it is the responsibility of the Secretary of State for Justice to refer the case to the Tribunal In the case of non restricted patients, the onus falls on the hospital managers In a review of Representing the mentally ill and handicapped (Gostin and Rassaby, 1980[6]), the authors who are incidentally representatives of the National Association for Mental Health (MIND), highlights the unmet need for legal representation for applicant patients at Tribunal hearings of over 20,000 patients annually. However, as pointed out by John Hamilton (1980)[7] of the Royal College of Psychiatrists, 90% of these patients are, in fact, on short term detention orders and remain as informal patients after the expiry of the said order. In fact, a great majority of patients are compulsorily detained only for very short period of times and (from 72 hours to 28 days) and may not be eligible for a review process during that limited amount of time (Rollins, 1980[8]). As a result, the informal status of the applicant patient is very important because most of the hospitalised mental health patients in England and Wales are informal (Andoh, 2000[9]). Thus applying one safeguard provid ed in the Mental Health Act 1983, less than 10% of mental health patients who are compulsorily detained have a statutory right of appeal from an independent Mental Health Review Tribunal. In Gostin’s replying correspondence (1980[10]), he revisits the Percy Commission, and emphasises the glaring discrepancies in expected and actual rates of Tribunal hearings. According to Gostin (1980), the Percy Commission envisioned that there would be approximately 8000 ­ – 9000 Tribunal hearing every year. However, in reality, there norm is a figure of about 750, with the maximum ever annual rate being 1515 hearings. As a consequence, most Tribunal members hear only one or two cases each year and thus do not have the opportunity to garner experience and familiarity with a diverse breadth of cases that would have been beneficial to improve future judgements. In the past two decades though, there has been a major increase in the number of applicants to the Tribunals (Crossley, 2004[11]). In fact, as reported by Blumenthal and Wessely in 1994[12], applications to the Tribunal rose dramatically in the 10 years between 1983 and 1993, with the figure approaching 10,000, i.e. almost a three-fold increase since 1984 and costing approximately 12 million pounds ( £). 2. Mental Health Legislation Mental health legislation in the Commonwealth countries is changing in some common law jurisdictions (Carney 2007[13]). There is an increasing debate on whether it is, in fact, a health or legal issue and certain schools of thought question the need for special legislation in the present day. There is controversy over the non-therapeutic nature of criminal law, especially in its sentencing and penological aspects; can the inherent workings of law ever be adjusted to incorporate the perspective of therapeutic jurisprudence (McGuire, 2000[14])? Furthermore, some critics also question the beneficial role of Tribunals or legal adjudication of the detention requirements. The very fact that the term ‘detention’ is used to describe the process of admission of these often vulnerable patients is probably evidence of the need for legal contribution. As mental health patients are frequently prone to violence and can be considered a risk to the public and themselves, it is evident t hat both disciplines of health and the law need to collaborate to achieve optimal long-term management of this population. 2.1 The Mental Health Act 1983 The Mental Health Act 1983 provides legislative guidance for the compulsory ambulatory assessment, care and treatment (i.e. the overall management in hospital) of patients with a mental disorder. In the Mental Health Act document mental disorder is defined as â€Å"mental illness, arrested or incomplete development of mind, psychopathic disorder and any other disorder or disability of mind†. As an amendment from the Mental Health Act 1959, the 1983 policy document requires that in order for a patient to fall within the criteria for ‘severe mental impairment’ or ‘mental impairment’, the patient in question has to be associated with abnormally aggressive or seriously irresponsible behaviour (Singh, 1984[15]). This definition excludes an appreciable amount of severely impaired or impaired mental health patients that are neither ‘abnormally aggressive’ nor ‘seriously irresponsible’, and thus these equally vulnerable patients rema in unprotected under the amended Mental Health Act 1983. Thus it would appear that the definitions of, under the Mental Health Act 1959, of severe mental subnormality and mental subnormality would be more considerate and fair towards such patients, as it certainly encompassed in the definition the vulnerability of this mental health patient population (Singh, 1984). In part, the Act states that, ‘severe subnormality being of such a nature or degree that the patient is incapable of living an independent life or of guarding himself against serious exploitation or will be incapable when of an age to do so, and in the case of mental subnormality of a nature or degree which requires or is susceptible to medical treatment or other special care or training of the patients’. Thus the recommendations outlined herein in this document apply not only to patients suffering from ‘more violent mental disorders’, but also vulnerable patients who may find it difficult to express their various needs, or who in some extreme, cases, may not even recognise that they need specialist help. It has been proposed that mental health should be given the same priority as physical health (Kmietowicz, 2005[16]). Application of the 1983 Act should also take into consideration exclusions from the definition of ‘mental health’, as set out in Section 1 (3) of the Act. This section of the policy document states that a person should not be treated under the provisions of the Act, if they are suffering from mental disorder purely by reason of promiscuity, other moral conduct, sexual deviance or substance misuse, including dependence on alcohol or drugs. However, the Act recognises that such behavioural problems as listed above may be accompanied by, or assoc iated with, mental disorder, and as such should be overlooked in its entirety. Real life experience apparently shows that the Act is usually fully implemented with appropriate communication and collaboration between the various disciplines involved (Ourashi and Shaw, 2008[17]). A recent of judicial practice and assessment of risk to the public in detained individuals, based on Sections 37/41 of the Act, showed that, in addition to the primary need to protect the public, an additional and almost equally important intention was to ensure compliance with both after-care services and medication. In the study sample, which was made of 12 judges from crown courts in England, it was found that restriction orders were rarely made contrary to the recommendations of the affiliated medical practitioner. It is worthy of note to consider that the recent Mental Health Act of 2007 have introduced some important modifications to core recommendations and standard roles and responsibilities of mental health practitioners (Kousoulou, 2008[18]). These amendments perhaps gain even more importance when we consider the revolutions that have occurred in psychiatry since the original Mental Health Act 1983 was implemented. Of particular importance, is the notion in 1983, that there was no link between mental illness and violence which has now since been proved invalid (Monahan 1992[19]). From October this year (2008), the Mental Health Act 2007 will be fully implemented in the procedures associated with the Mental Health Review Tribunals. 2.2 The Mental Health Act 2007 Amendments to the 1983 Mental Health Act policy document in the Mental Health Act 2007, which are directly related to any aspect of process of the Mental Health Review Tribunal and outlined topline below (Office of Public Sector Information, 2007[20]): Removal of categories of mental disorder: the key definition of ‘mental disorder’ is amended from that which is outlined in Section 1 (2) of the 1983 Act. For the definition of ‘mental disorder’ and mentally disordered’, substitute ‘mental disorder’ means any disorder or disability of the mind; and ‘mentally disordered’ shall be construed accordingly’. In addition the following statements are omitted in the recent amended version: Those of ‘severe mental impairment’ and ‘severely mentally impaired’ Those of ‘mental impairment’ and ‘mentally impaired’ That of ‘psychopathic disorder’ Amendments to the section on the Mental Health Review Tribunal include specific issues related to: Patients absent without leave Duty of hospital managers to refer cases to the Tribunal Power to reduce periods under Section 68 Restriction orders: in relation to restricted patients Conditionally discharged patients subject to limitation directions 2.3 The importance of making the right decision There have been reported cases of mental health patients who commit suicide within a mere 12 months of contact with mental health services. For example, in a national clinical survey that was carried out in England and Wales, over 2,000 mentally impaired suicide victims had had previous contact with mental healthy services in the year before (Appleby et al, 1999[21]). A review by mental health teams concluded that suicide could have been prevented in more than 20% of these cases. In conclusion, the researchers made logical recommendations for suicide prevention measures in mental health services, including strategies to improve compliance and sustain contact with the appropriate mental health services. In addition, there is also the additional threat to the innocent people of the public. The perceived threat of mentally disordered patients, who have been released from detention, to the public has been explored severally (Norris, 1984[22]; Buchanan, 1998[23]; Jamieson and Taylor, 2002[24]). In fact, several years ago, in New Zealand, there was a controversial case of a mental health patient who committed murder six hours after being released from detention (Zinn, 2003[25]). Interestingly, the said patient was found not guilty of the murder by reason of mental illness. Furthermore, the patient was awarded compensation of the value of  £300,000 after he sued the health authority for failing to detain him as an involuntary patient under the Mental Health Act. As such, it is evident that there are many incentives here for ensuring that the right intervention is applied to the right patient. 3. Members of the Tribunal: The Relevant Stakeholders Essential members who must be present at each Tribunal hearing are (Mental Health Review Tribunals website) include: The regional chairmen A legal member A medical member, and A lay member For each geographic region, the Lord Chancellor makes appointments and decides who sits on the different panels. For the other members other than the legal member (i.e. the medical and lay members), the Secretary of State for Health, for cases in England, and the Secretary of State for Wales, for cases in Wales, are also consulted in the decision making process. Each member has a specific and individual role in the co-ordination of the Tribunal hearing. In addition to the essential Tribunal members outlined above, there are other stakeholders involved in the long-term process of the review process. These could be private non-governmental organisations, such as the National Association for Mental Health (MIND). Whether these members are salaried or not is usually discretionary, but the norm is that there is no salary payable, but that members receive an attendance fee and travel and subsistence allowance. On the contrary, the Tribunal chairman is a salaried role. 3.1 Role of the regional chairman A regional chairman is appointed for each of the two Tribunal regions in England: the North Region and the South Region, which are conveniently based in Manchester and London, respectively. The roles of the regional chairman of the Tribunal are multi-factorial and include (Mental Health Review Tribunals website): The regional chairman appoints specific members to particular Tribunal hearings The regional chairman has the responsibility of ensuring that all the statutory requirements are complied with, making judicial decisions and giving necessary direction a timely and fair decision is reached in each and every case The regional member is also responsible for organising training for the members of the Tribunal to ensure that all members have the updated skills and knowledge that would be necessary to effectively carry out their individual roles It is the role of the regional member to oversee the appraisal mentoring scheme of the members of the Tribunal, thus highlighting training needs (see point above) to continually improve the review process The onus also falls upon the regional chairman to handle any complaints about the conduct of any members of the Tribunal, or to refer the case to higher authorities if warranted 3.2 Role of the legal member The legal member, more often than not, presides over the Tribunal hearings. Legal members of the Tribunal are usually elected or appointed on the basis of their specific expertise in the particular area of jurisdiction (Ferres, 2007[26]). They are required to â€Å"have such legal experience, as the Lord Chancellor considers suitable† (Department for Constitutional Affairs, DCA[27]). In addition, interpersonal skills and a good understanding of the health system are crucial as fundamental qualifications of the Tribunal legal member. The official website of the Mental Health Review Tribunal provides relevant specific information on the requirements of becoming a legal member and outlines the roles of the legal members as: The legal member acts as President of the Tribunal. Revisiting the primary role of the MHRT, which is to review the legality of the applicant patient’s detention in hospital and to direct the discharge of those to whom the statutory discharge criteria apply; and to safeguard the patient’s fundamental human right to be free from unjustified hospital detention (Richardson and Machin, 1999[28]), it is evident that this process is essential a legal one. It is thus only logical that the Tribunal be presided over by a member of the legal profession. In addition, the legal member of the Tribunal has the responsibility to ensure that the proceedings of the review process are carried out in a fair and balanced manner. The legal member is also responsible for ensuring that the legal requirements of the Mental Health Act are properly observed The legal member of the Tribunal also has the role of advising and addressing any questions of law which may arise before the hearing, during the hearing and during the deliberation discussions with the other members of the Tribunal In collaboration with the medical member and the lay member of the Tribunal, the legal member is also responsible for drafting the reasons for the reached decision, and for endorsing the record of the agreed decision One of the major that the legal members of the Tribunal face is the danger that the medical member could dominate what must essentially be a legal process (Peay, 1989[29]). 3.3 Role of the medical member As stated above, a medical practitioner is one of the necessary members of the Tribunal and their role, though clearly invaluable, is fraught with opposing views from the multidisciplinary stakeholders in the field. In 2000, Gibson[30] proposed that the role of the medical member was introduced in the 1959 Act to make the process of medical notes review less arduous â€Å"without ruffling medical feathers†. However, according to Prins (2000[31]), the origin of the required disciplines to sit in Tribunal hearings is much more complex than that, as there were conflicting views that arose during the parliamentary debates leading up to the 1959 Act, as to who was best suited to make that all-important decision regarding the patients’ release or continued detention. It is worthy of note, here, that in those early legislative days, the commonplace law was one which involved a purely judicial decision, which probably explains the disinclination to acknowledge the need for a me dical aspect in the decision making process. The medical member could be the patient’s treating psychiatrist, a nurse or any other member of the mental health team. According to the Mental Health Review Tribunal website (Mental Health Review Tribunal), the medical member is customarily a consultant psychiatrist with several years of extensive experience who is able to advise other members of the Tribunal on any relevant medical matters that should be taken into consideration in the patient’s review. There is evidence that the dual role that is expected of medical practitioners on the Tribunal is a potential barrier to having the fairly balanced and effective hearing that is the main objective of the review or appeal process. As with the legal member and all other members of the Tribunal board, interpersonal skills and a good understanding of the relevant health system are important for all Tribunal members (Ferres, 2007). In addition to this fundamental criterion, Ferres (2007) emphasises the dilemma that is brought upon the medical member as a direct consequence of his/her role as a medical practitioner and a sitting as part of the Tribunal. According to the official website of the Mental Health Review Tribunal (Mental Health Review Tribunal), the basic roles of the medical member of the Tribunal can be categorised as outlined below: Medical role: this member is required to carry out an examination of the patient before the hearing and, in so doing, make any necessary interventions – or simply make any necessary steps – that could potentially aid the decision making process in forming an opinion of the patient’s mental health condition. This is clearly in accordance with Rule 11 of the Mental Health Review Tribunal Rules (Her Majesty’s Stationery Office, 1983), which requires the medical member of the Tribunal to â€Å"at any time before the hearing†¦examine the patient and take such other steps as he (or she) considers necessary to form an opinion of the patient’s mental condition†. Judicial role: the medical member, together with the other members of the Tribunal, have a judicial responsibility to decide the patient’s fate, in terms of if the patient could still represent a danger to self or others and should thus remain in detention, or if the patient is suitably fit to be released into the public domain. Researchers in the past have shown that the duality of their roles on the Tribunal need not lead to knowledge bias, which could cause a flawed opinion (Langley 1990[32]; Brockman B; 1993[33]). However, in drastic contradiction to this, some more recent opinions expressed by critical schools of thought believe that the dual nature of the expected medical member’s role is a possible barrier to open-mindedness (Gibson, 2000; Richardson and Machin, 2000[34]). The, somewhat logical, fear is that doctors’ judicial opinions of patients’ eligibility for release would undoubtedly be swayed by findings from their preliminary observations and assessments. Apparently, for the review process to be carried out fairly, medical members of the Tribunal should strive to make their decisions based only on reports, evidence and witness and patient reports that presented to them during the Tribunal hearing. As such, any details divulged by the patient prior to the Tribunal hearing sh ould not be considered as evidence and must not be taken into account. Similar to this notion, the Law Reform Committee, in 1967, recommended that a doctor should not be compelled to give evidence of issues that he may have had access to with the patient that have no bearing on the patient’s mental or physical health (Law Reform Committee, 1967[35]). Putting it logically, general human nature may well be a barrier to such sentiments. Having conducted an examination of the applicant patient, and presumably consequently forming a clinical opinion, the medical member of the Tribunal is expected to morph into a decision making member to attend the review hearing. As the Council of Tribunals have very aptly described it, the medical member is â€Å"effectively a witness and a member of the Tribunal, deciding the validity of his own evidence† (Council on Tribunals, 1983, paragraph 322[36]). The unanswered question, thus, is: how can the medical member be expected to detach his previous medical knowledge of the said patient from evidence that is presented in the Tribunal and remain objective in his opinions and, if this distinction is necessary, does the inherent benefit of the preliminary assessment then become invalid? These questions also corroborate the idea of the protection of the doctor’s professional confidence una voidably conflicting with the interest of justice (No authors listed, 1967[37]). However, in his correspondence to the editor of the British Journal of Psychiatry, Gibson (2000) stresses the inherent advantages of the preliminary examination prior to the Tribunal hearing. The main benefits are outlined below: The preliminary examination session gives the medical member a chance to review the applicant patients’ clinical notes which may contain crucial data and clinical findings that are omitted from the reports The preliminary examination session also prepares the medical member to ask the most appropriate questions at the hearing, thus ensuring that the benefits of the review process is optimised Furthermore, Gibson (2000) has suggested that, in order to eliminate the potential prejudice that could accrue from the preliminary assessment and the associated disadvantage of the often time consuming nature, that the applicant patients’ notes should be made available to all of the Tribunal members in the half hour before the Tribunal hearing is scheduled to take place, thus dispensing with the need for the historical preliminary examination. The limitations of this proposal, as succinctly put forward by Prins (2000) are two fold: As we all know from our practical clinical experience, in many cases, medical notes are too voluminous and complex to do a proper review in half an hour. In some cases, it would take days to form an understanding of the contents of such files. Also, the feasibility of medical notes review by all members of the Tribunal is doubtful. Without a certain degree of medical expertise, it would be near impossible for the two non-medical members of the Tribunal to comprehend the contents of the applicant’s patients’ medical notes. This would then necessitate the additional step of medical interpretation for the benefit of these members, leading to longer duration of the review process, and thus, increased costs and burden on the health system. 3.4 Role of the lay member According to the official Mental Health Review Tribunal website, the lay member of the Tribunal serves to provide some form of balance to the Tribunal as a representative of the community outside the dominating, and often clashing, legal and medical professions. Normally lay members would have a background or practical experience of working in the health and welfare field in the National Health Service, voluntary organisations or private health sector. The lay member may also be experienced in social services on administration (Lodge, 2005[38]). 4. Other stakeholders involved in the Mental Health Review Tribunal 4.1 Legal representation for the mental health patient In addition to the legal member of the board, legal representation is usually advised for the patient. A legal representative can be useful to explain the law to the patient and help to protect his or her best interests (Mental Health Review Tribunal website). As a matter of circumstances, the mental health patient’s handicap or mental illness, coupled with the possible effects of having been institutionalised and various antipsychotic medications, make self-advocacy invariably difficult (Gostin, 1980). These patients do, however, have the right to choose to represent themselves; nevertheless, this option is not advisable. Furthermore, Larry Gostin of the National Association for Mental Health (MIND), in London, goes on to convincingly justify the need for legal representation for the mental health patient. Patients who attend the Tribunal without legal representation are frequently denied access to the full reasons for his confinement and subsequent decision, and medical and social reports pertaining to his or her case may be withheld from the patient as confidential (Gostin, 1980). When a legal representative is involved and present during the hearing, he or she is party to all relevant documents and can share the information with the client (in this case, the mental health patient). Another even more important advantage of having legal representation is the ability of such a legal professional to examine provision in the community for housing, care and support. Thus as highlighted above, the benefit of legal representation for the mental health patient in the Tribunal cannot be overemphasised. This calls to question the ethics of the preliminary examination session, during which the vulnerable mental health patient is examined by the medical member of the Tribunal towards forming an opinion of his or her ment