EMPLOYMENT LAW Essay Example | Topics and Well Written Essays - 2000 words - 4

EMPLOYMENT LAW - Essay Example For example, the legal status of a worker as an independent contractor or employee is fundamental in determining the rights of a worker, particularly in light of the increasingly employee centric protective legislative framework. The focus of this paper is to critically evaluate the approach of the judiciary to employee status and in particular to consider the advantages and disadvantages of each test. The conventional approach has been to implement checklist tests to distinguish between independent contractor and employee and it is submitted at the outset that the issue remains contentious particularly in light of the continuous changes in working practices. To this end, it is submitted as a central proposition in this paper that whilst the traditional test of employee status was logical in distinguishing between employee and self-employed; the changing nature of contemporary work arrangements have led to inconsistency in tribunal determinations distinguishing between employee and self employed status. In turn, the central disadvantage of the judicial approach to employee status is that whilst attempting to frame the test as definitive legal principles; the results have sometimes fuelled uncertainty (Pitt 2007). This is further supported by the earlier empirical study of Burchell et al on â€Å"Employee Status of Individuals in Non-standard Employment† (1999), which asserted that â€Å"there is concern that the existing classifications fail to reflect the growth of certain flexible or non-standard forms of employment, in particular causal work, zero hour contracts, fixed terms and task employment and freelancing† (Burchell et al, 1999, p.5). From a statutory perspective, the legal definition of employee is described under Section 230(1) of the Employment Rights Act 1996 (ERA) as â€Å"an individual who has entered into or works under†¦Ã¢â‚¬ ¦..a contract of employment†. The section 230 definition has been criticised for being

Propaganda and War Document Analysis Essay Example | Topics and Well Written Essays - 2250 words

Propaganda and War Document Analysis - Essay Example At the end of the war, Russia withdrew its claims on the territories in the peninsular region and the Ottoman Empire maintained its sovereignty until the next war. However, there were severe casualties on either side: While over 220,000 died on the Russian side, total casualties of the French, English and Ottoman empires amounted to 375,000. It should be noted that the Allied forces began with more manpower than Russia – 1,000,000 as opposed to 720,000. The Crimean war has the distinction for being the first war that was covered exclusively by war correspondents. One among them was William Howard Russell; who wrote for the Times. The English public (the intended audience for the article in question) was kept informed of the day-to-day incidents at the war front. Towards the end of the war, there was widespread antagonism among the English public that culminated in several riots; the â€Å"Snowball riot† 1 the most famous among them. War correspondents like Russell, who travelled with the English forces and gave first hand accounts of their activities, were to a large extent responsible for the way the English public felt about the war – this2 was in part due to several tactical errors on the English, the ‘Charge of the light Brigade’ among them. ... ently in flowing praise for the English hence: â€Å"It was as much as our Heavy Cavalry Brigade could do to cover the retreat of the miserable remnants of that band of heroes as they returned to the place they had so lately quitted in all the pride of life. At thirty-five minutes past eleven not a British soldier, except the dead and dying, was left in front of these bloody Muscovite guns3†. Journalists by trade are expected to give as objective an account of the events as possible, but that this has not been possible since as long as the beginning of war correspondence is evident in these lines. It is however equally questionable whether the author portraits the enemy (the Russians) in any more monstrosity as a correspondent might do today. Further, the author has remained neutral in tone for the larger part of the article. However, it does seem that the author has the traditional English values of valour and courage in a battlefield. The English, being a people that have fo ught many wars have always been quick to praise and reward bravery in the face of death, particularly in the defence of the nation. At the beginning of the given article (itself a subtext of a more detailed account of the Battle of Balaclava) Russell point to the line of Turkish soldiers who run away at the sight of the enemy and remarks that he and the other soldiers observed this with â€Å"disgust†. He is profuse in praise for the generals who are willing to plunge into battle despite knowing that they are facing certain death. The narration is unlike the reports that we read today in newspapers, that tend to be objective and remain as factual as possible. The use of metaphoric language, poetic phrases, overly description of the geography of the land etc is unheard of in modern newspaper

Information About Strategic Teaching, Strategic Learning and Thinking Skills Essay Example for Free

Information About Strategic Teaching, Strategic Learning and Thinking Skills Essay Teachers, whether brand new to the classroom, or veterans of many years of service, are always looking for ways to make what they do more effective and more efficient. That even goes for students in teacher preparation programs, as well it should. Efficiency is a measure of what is obtained (results) in relation to what was expended (resources). Effectiveness is a bit more elusive. To be sure, effectiveness in anything, including teaching, can be difficult to describe and to measure. The following is a discussion about some fundamental principles that may lead to actual improvement of instruction. Please read on. In order to use any instructional technique effectively, anyone who teaches must, of necessity, understand the fundamental principles and assumptions upon which the specific technique is based. There is certainly no shortage of descriptions or labels for activities that may be classified as pertaining to instruction. From the ever-popular lecture method to complex student-teacher, student-student interactions, instruction encompasses a broad range of teacher behaviors. At one end (the lecture method) the teacher is an imparter of information, and the students are the intended recipients of the information the teacher imparts. At the other end of the range of teacher behaviors are methods in which teachers interact with students in vastly more complex ways. Most researchers and experts in the field are in agreement that the most permanent and meaningful learning takes place at this end of the range. Strategic teaching, and, concomitantly, strategic learning are techniques in which significant student-teacher interaction and resultant learning and thinking are at the high end of the scale. To learn strategic teaching techniques, and to foster the ability of students to engage in strategic learning, it is important to define some terms. In fact, one of the principles of strategic teaching is to define terms. Below are terms that are relevant to this process. Strategic teaching describes instructional processes that focus directly on fostering student thinking, but goes well beyond that. Strategic teaching and strategic learning are inexorably linked. A strategic teacher has an understanding of the variables of instruction and is aware of the cognitive requirements of learning. In such an awareness, comes a sense of timing and a style of management. The strategic teacher is one who: 1. s a thinker and decision maker; 2. possesses a rich knowledge base; 3. is a modeler and a mediator of instruction. Variables of instruction refer to those factors that strategic teachers consider in order to develop instruction. These variables, as the name implies, change, and therefore the teacher must be aware of the nature of change as well as the actual variables themselves. These variables are: 1. characteristics of the learner; 2. material to be learned (curriculum content); 3. the criterial task (the goals and outcomes the teacher and learner designate); 4. earning strategies (goal directed activities in which learners engage). In teaching content at the elementary, middle, or secondary level, the strategic teacher helps guide instruction by focusing on learning strategies that foster thinking skills in relation to the content. In connecting new information to what a student already knows, learning becomes more meaningful, and not simply retained for test-taking purposes. There are numerous strategies that teachers can develop that accomplish this purpose. To give one information is not difficult, but to help one be able to develop the tools to both know what information is relevant and the means to acquire it, is perhaps the most important function of any social studies teacher. There are numerous techniques for engaging students in thinking about content. Besides thinking skills, there are such practical matters as how best to present a lesson on weather, teaching map and globe skills, helping students work together in groups, how to question effectively, and how to answer student questions. The first and foremost criterion is that the teacher thoroughly know the content, the second criterion is that the teacher have a set of rules for classroom management that are understood and implemented, and the third criterion is that the teacher have the resourcefulness and knowledge to rehearse unfamiliar techniques, and more importantly, have the capacity to adjust any lesson plan to maintain academic focus. Many of these tasks are learned on-the-job. Nothing you can learn in any course is more valuable than learning what to do when you dont know what to do. When you can do that, you are well on your way to becoming a great teacher. Strategic Learning Strategic learning is, in effect, a highly probable outcome of effective strategic teaching. Reduced to its essentials, strategic learning is learning in which students construct their own meanings, and in the process, become aware of their own thinking. The link between teaching, thinking, and learning is critical. As a teacher, if you are not causing your students to think about what you are presenting, discussing, demonstrating, mediating, guiding, or directing, then you are not doing an effective job. You must be more than a dispenser of information. You must create conditions and an environment that encourages thinking, deepens and broadens it, and which causes students to become aware of how they think. The process of thinking about how we think is referred to as metacognition. In helping students create knowledge, it is useful to think of knowledge as occupying space that can be thought of as a pyramid. At the bottom of the pyramid is declarative knowledge, or knowledge of what is. Declarative knowledge is akin to awareness. One step up on the pyramid is procedural knowledge, or knowledge of how something works, or functions. At the top of the pyramid is conditional knowledge, or knowledge of when or why a particular procedure will work. Conditional knowledge is closely related to the predictive function of knowledge. When students develop a broad and deep system of conditional knowledge, they are able to predict more accurately, solve problems more efficiently, and in a sense, are more free because they can identify and articulate more options from which to choose. Strategic learning is a valuable system to help your students develop conditional knowledge. Content Connections The creation of knowledge is, in the most practical and profound sense, a primary and direct result of learning. As teachers, we must strive to assist our students to develop intellectual tools by which they can create knowledge. Any knowledge, once created, becomes a part of a larger system that enhances learning and is capable of integrating and accommodating new information with greater efficiency and reliability. Each person creates knowledge in similar, yet uniquely distinct ways. Connecting information provided or described by others in novel and personal ways is a key to learning and developing knowledge. The more one knows, the more one can know. The idea of content links or connections is not exactly new, but offers some unique opportunities to chart your own course, learn, and add to your knowledge system. Enter the idea of Constructivism. Constructivism is a philosophy as well as a psychology of education. Constructivism is about how knowledge is created.

The outbreak of the cold war between the years of 1945-49 Essay Example for Free

The outbreak of the cold war between the years of 1945-49 Essay Question: Using sources A,B,C,D,E and F your own knowledge, who do you think was to blame for the outbreak of the cold war between the years of 1945-49? There is numerous numbers of arguments that blame the Russians for the Cold war this was by people with clear orthodox views. This is shown in sources A, B, C and D. But however many revisionists have also argued that USA was at fault, this can be seen in source E. However post revisionist argues that cold war was both Russias and the USAs fault this can be seen in source F. Source A is from a historian who talks about the need for American self interest. The importance of the American economy. I think that this source shows that Americas was not at fault for the Cold war and that they were only trying to stabilise their economy and avoid another depression. The source is clearly written by a person with orthodox views as it also say that post-war period was a perfect way of America spreading its idea of peace and prosperity. This source I feel clearly shows that Russia was to blame as it shows that America was only interested in self interest. Furthermore Source B highlights the point the point that Russia was to blame for the cold war this is because source B is a picture of a traditional Russian Bear smothering the world and crawling all over it. This shows that the Russians intended to spread their word of communism all over the world. The source is clearly drawn by a person with orthodox views and who believes that Russia was trying to bring the whole world under its sphere of influence. This again shows that Russia was to blame for the cold war. In addition Source D which was written by Arthur Schlesinger who was a key orthodox writer? Source D shows that after the war Stalin had a lingering hunger for world domination which was driven by his paranoia and also says that the cold war was a response by America which was trying to liberate the communist aggression. This clearly shows that the Russia was to blame for the Cold war this is because of when Schlesinger stated that Stalin wanted world domination this shows that America only countered to stop the world from falling into the hands of Stalin. Furthermore in Source C it firstly says that America provoked Russia but however it quickly moves to establish the point that the USA was responding to a range of dangers from the Soviets for e.g. the Iron Curtain which Churchill spoke about. Source C is also a clear orthodox view as it shows that USA only reacted to Russia initial actions. It also say that the USAs reaction was also a response to the results of the Second World War. Furthermore other facts that can be said that shows that Russia started the Cold war was the fact of its Salami Tactics and how it brought down many eastern European countries also the Czechoslovakian coup and the infamous death of Czech Patriot Jan Masuryk and also The Berlin Blockade. However Source E contradicts the fact that Russia was at fault for the Cold war this source shows that the Soviets only desired security in the form of friendly states and not in the form of invasion. But however instead of Russia paranoia the Americans paranoia that the soviets were planning to take over the world provoked them in taking an aggressive get tough with Russia policy. This is a revisionist view as it points the blame to the USA for the cold war. Furthermore during 1945-49 there was many things in which the Americans done to provoke the Russians such as in the infamous Iron curtain speech by Churchill also the Kennan Long telegram these are signs that America had started the Cold war because they started to provoke Russia first. However Source F contradicts both the Orthodox and the Revisionist view as its is a picture which shows that the Americans and the Russians trying to split the world in half. This post revisionist picture indicates that may be both the superpowers were at fault because they both seemed to want to bring counties into its sphere of influence the post revisionist view is what most neutral see as the correct view this is because if you weigh up all the actions between 1945-49 such as The Marshall plan, Truman doctrine and Berlin airlift vs. the Salami Tactics, Soviet pressure on Iran and the Berlin blockade then you can see that they just provoked each other. In conclusion I feel that the orthodox and revisionist view both highlight key points and show faults of the other sides but I feel that the post revisionist is the most accurate as it shows that both camps were at fault for the Cold war. This is because both the USA and the Russians had done things to accredit them with the blame of the cold war. Finally I believe that the cold war was a bilateral thing and only lasted so long because of both of the camps lack of negotiation.

High Risk Pregnancy and Women with Complex Health

High Risk Pregnancy and Women with Complex Health For this assignment I have been asked to look at the care I have seen and been involved in giving to a woman with a high risk pregnancy. I intend to identify how my practice could be developed to meet the similar needs of women in the future. To do this I am going to use a reflective approach. I am going to look at the normal anatomy and physiology and analyse the patho-physiology in relation to high risk pregnancy and birth. For most women, their midwife is their first point of contact so they have a crucial role to play in identifying any risks. Included in their extensive role is facilitating pregnancy and childbirth as a positive and fulfilling experience. This is most fundamental for those women whose childbearing experience has been categorised as high risk (Page, 2006). A pregnancy is classed as high risk if there are any factors that may adversely affect the fetal or maternal outcome. Risk factors must be identified as early as possible to increase the chances of an improved outcome (Queenan et al, 2007). When a woman is booked for her maternity care, her medical and obstetric history is taken to ascertain whether she would be suitable for midwifery led care (low risk) or consultant or obstetric led care (high risk). A woman can change from either group during her pregnancy. For example, she may start her care as low risk but then something may happen or a condition may develop so she may therefore require consultant input into her care. Factors which could mean a woman has a high risk pregnancy include epilepsy, diabetes, cardiac problems, multiple pregnancy, hypertension, obesity and previous obstetric complications, i.e. caesarean section, previous haemorrhage (whether that be antepartum, intrapartum or postpartum), recurrent miscarriages or previous intra-uterine death. Using Gibbs (1988) reflective cycle, I am going to discuss a woman I recently cared for whilst working on Central Delivery Suite, whose pregnancy had been assessed as high risk. This was due to her having had a previous emergency caesarean section and a previous ventouse delivery. In accordance with The Code (NMC, 2008) I have changed all names mentioned to respect their confidentiality. Description: Laura, aged 39 years old, was 39+1 weeks pregnant, gravida three, para two. As just mentioned, her obstetric history meant she would see an obstetric consultant during her pregnancy. As Laura was planning on having a vaginal birth after caesarean section (VBAC) this increased her risk. It was also apparent she had tested positive for Group B Streptococcus (GBS) in both her previous pregnancies. Laura had gone into spontaneous labour. Laura and her partner had both requested antibiotics to be started as soon as possible due to the previous GBS. This was not something my mentor could agree to as Laura had not tested positive for it at any point during this pregnancy. However, due to Lauras admission temperature reading being 38.1 °C and in view of the previous two pregnancies testing positive for GBS, it was decided by the obstetric consultant on duty that she would receive antibiotics during labour. We confirmed she was in established labour by performing a vaginal examination, with consent, and finding the cervix was 4-5 cms dilated, partially effaced and membranes were felt intact. After Laura was cannulated, the antibiotic Benzylpenicillin (Penicillin G) 3g was administered intravenously. Then at four-hourly intervals she was given 1.5g until delivery. Due to Lauras high risk status a cardiotocograph (CTG) was commenced to keep a trace on the fetal heart rate and the uterine contractions. Laura laboured for approximately 6 hours in total, and went on to have a normal vaginal delivery of a healthy baby boy. Postnatally, Lauras observations were taken and baby observations were also taken six hourly and observed for a minimum of twelve hours in accordance with Local Trust Guidelines (Local Trust, 2005). Feelings: This event particularly sticks in my mind due to my own curiosity about Group B Streptococcus. When Laura was showing a temperature of 38.1 °C, I recognised this was out of the normal range so I informed my mentor. I knew a high temperature could indicate a sign of infection so it was important I made my mentor aware. I felt calm at the time and knew my mentor and the obstetric consultant had the matter under control. My mentor made me feel included in the situation and explained fully what she was doing and when. She went through the process of preparing the drugs and the IV line with me. I was very happy with the outcome of the situation. At the end of the day, we all wanted a normal, natural delivery of a healthy baby and that was achieved. Evaluation: The ultimate goal of this situation was a healthy mother and baby, which was successfully achieved. I am glad the consultant made the decision that Laura would be started on antibiotics as I was aware of how anxious she was. Analysis: The final outcome was Laura had a healthy baby with no signs of GBS disease. Contributing factors to this were how I relayed important information to my mentor and how the obstetric consultant made the right choice offering Laura antibiotics, even though she had not tested positive for GBS in this pregnancy. I believe Laura should have been offered a test for GBS to confirm if it was present in this pregnancy or not. She was very anxious about the situation so I feel this would have at least helped put her mind at rest knowing either way. Her and her partner had come to CDS demanding antibiotics as a precaution anyway, and luckily for her, her high temperature meant she received them. Had she not had the high temperature that decision would have been down to the consultant. Conclusion: I learnt from this experience the correct drugs to be given in labour, and the quantities and times stages they should be given. I also learnt the drug to be given if the woman is allergic to the primary choice drug. Plus, from using this topic as my high risk assignment, the further reading I have undertaken has also taught me a lot. Action Plan: If the situation happened again, I would feel more confident in my knowledge of explaining to the woman and her family why we would advise her to have the antibiotics. In this particular situation, Laura knew a lot about GBS due to her previous pregnancies being tested for it and she was then subsequently treated during the labours. However, if a woman I was caring for had little knowledge of GBS, I feel I could explain it. Laura was classified as high risk due to her previous obstetric history. However, I am going to concentrate on the Group B streptococcus (GBS) she was concerned she had, after having it in both previous pregnancies. I also have a personal interest around GBS as this was something I tested positive for during my pregnancy and I did not really understand what it was or the complications of it. I was screened routinely as I was living in Spain at the time. Laura was only aware of her GBS, in her previous pregnancies, due to routine screening in Germany. She had not been screened here in the UK for GBS in this pregnancy, due to the uncertainty of clinical evidence and cost effectiveness of the routine screening (NICE, 2003). As mentioned in my reflection, this was something Laura was concerned about and requested she receive antibiotics during her labour as a precaution. Group B streptococcus is a common type of streptococcus bacterium. Approximately a third of men and women are carriers of GBS in their intestines and a quarter of women carry it in their vagina. Most people are unaware they are carriers as it can be difficult to detect and does not cause any symptoms. Carrying it is perfectly normal as it is one of many different bacterias that live within our bodies. Problems can arise when GBS is transmitted to the fetus. This could happen if the membranes rupture, during labour or the delivery. The fetus could come into contact with GBS if the bacterium travels upwards from the womans vagina and into the uterus due to the membranes not being there to protect the fetus. If there are prolonged rupture of membranes there is increased risk of transmission due to more time for the micro-organisms to be transported from the vagina into the cervix, and then to the uterus. According to the Group B Strep Association there is also evidence that GBS may cross intact membranes to expose the fetus whilst it is still in the womb. This could therefore cause preterm births, stillbirths or miscarriages. The fetus could also be exposed while passing through the birth canal. A preterm infant would be more susceptible as their lesser-developed bodies and immune systems are more vulnerable to GBS infection than older infants. The fetus could become infected if they swallow or inhale the bacteria (GBSA, 2011). If the fetus acquires GBS in utero this is known as early onset (Chapman, 2003). GBS can also be found on the hands and in the respiratory tract of a colonised person. So once a baby is born, GBS could be passed on to it from the hands. This is why, especially within the first 3 months of a babys life, it is so important for anyone who comes into contact with a baby, washes and dries their hands thoroughly. If the baby was to develop the disease from repeated exposure, this is called late onset (Chapman, 2003). In Lauras case, we were concerned about in utero transmission which could cause early onset GBS disease. This gave us the option for the administration of prophylactic antibiotics during labour, and at least two hours before delivery, which has been shown to reduce the frequency of neonatal GBS infection (Local Trust Guideline, 2009). Antibiotics given during labour can be very effective at preventing this transmission. A guideline written by The Royal College of Obstetricians and Gynaecologists (RCOG, 2003) state a woman should be offered intrapartum antibiotic prophylaxis if they have the following risk factors: à ¢-  previous baby affected by GBS à ¢-  GBS bacteriuria detected during the current pregnancy à ¢-  preterm labour (less than 37 completed weeks of pregnancy) à ¢-  prolonged rupture of the membranes (more than 18 hours before delivery) à ¢-  fever in labour (a temperature of more than 37.8 °C) Although Laura only had one of the above risk factors, she was offered the antibiotics at the discretion of the consultant. Women must also be reminded of the risks with taking antibiotics and be given all the information so they can make an informed choice. The antibiotics a woman receives will also depend if she has any allergies to medication. The recommended antibiotic for those allergic to penicillin is clindamycin, 900mg administered intravenously, from onset of labour and every 8 hours until delivery (GBSS, 2007, Local Trust Guideline, 2005). During my placement on the Neonatal Unit, I also cared for a baby that had to be admitted for antibiotics as its mother had tested positive for GBS during her pregnancy. She was unable to receive antibiotics as the the delivery was so fast and there was not enough time. Therefore the baby was admitted to the Neonatal Unit so he could receive antibiotics. Blood cultures from the baby were obtained and he was treated with penicillin until the culture results were available. This enhanced the importance of the woman receiving the prophylactic antibiotics during labour. In any high risk situation it is vital that maternal and fetal well being is monitored. As Laura was high risk she was placed on continuous cardiotocograph (CTG) monitoring. This gave us a recording and trace of the fetal heart rate so we could indentify any deviation from the norm, in comparison with the baseline for that baby. The primary aim of the CTG is to identify a fetus that may be hypoxic so additional assessments of fetal well-being can be used (i.e. fetal blood sampling) or the fetus being delivered by an instrumental vaginal birth or caesarean section. The use of this kind of technology is justified in being able to save the life a fetus that is shown to be in distress. The CTG detects the fetal heart rate (FHR) and the uterine activity (toco) simultaneously and displays it in the form of graph. It is important to check the maternal pulse at the same time as applying the CTG, to ensure the machine is recording the fetal heart rate, and not the mothers. The modern machines we use at my Trust have a maternal pulse sensor which the mother applies to her finger, which then records the maternal pulse rate on the graph that is printed out. The continuous electronic monitoring using the CTG is vital to get a contemporaneous recording of the fetal heart rate. It will give us the baseline heart rate (usually between 110-160 beats per minute), accelerations (momentary increases in the fetal heart rate) and decelerations (momentary decreases in the fetal heart rate). Some aspects of labour will cause natural alterations in the FHR patterns. For example, the pattern will be different when the fetus is asleep or awake. External factors, like uterine contractions and maternal movement can cause the FHR to change. The FHR can also be affected by opiate based painkillers, like pethidine. Some of these changes are quite subtle and can only be detected by continuous CTG e.g. baseline variability, temporal shape of decelerations. To be a competent midwife, it is imperative I have knowledge on how to interpret the recorded traces of a CTG. I have seen many CTG traces whilst on my hospital placement due to the high number of high risk women my Trust cares for. However, I still feel I am learning new things every time I see one, as everyone is different. I can distinguish between baseline tachycardia (where the fetal heart rate baseline rises above 160 beats per minute) and baseline bradycardia (the opposite, where the fetal heart rate baseline goes below 110 beats per minute) (Mukherjee, 2007). Baseline tachycardia could be physiological if the trace is from a preterm fetus due to immaturity or secondary to maternal pyrexia or dehydration. It could also be a sign of fetal hypoxia. The fetus would try to increase the cardiac output mainly by increasing the heart rate to supply vital organs with oxygen and nutrients. Baseline bradycardia could be physiological if the trace is from a post-term fetus or possibly a large fetus, provided there are also accelerations present and there baseline variability is above the normal range (>5 beats per minute). If it is just baseline bradycardia with no other normal or reassuring factors, this would need immediate action. Another form of technology used within Lauras pregnancy was screening. When she was initially booked for her antenatal care, her blood and urine would have be sent for screening, after she consented to this. She would also have attended ultrasound scans which are also a form of screening. This is something that is offered to all pregnant women and regardless of their risk status, it is used in both low and high risk pregnancies. It is a process which has been developed, which was not done previously due to lack of knowledge and technology. The standard screening during the antenatal period is urine; to check for any sign of infection, and blood; to check the womans blood group, her rhesus status, her iron levels, if she is immune to rubella, and to check for hepatitis B, syphilis and HIV (NHS Choices, 2011). In line with the National Institute for Clinical Excellence (2003) pregnant women should be offered evidence based information and support to enable them to make informed decisions regarding their care. This means women should be informed of all screening tests available to them. I believe this should include information about screening which is not necessarily available within the NHS but could be carried out privately, for example, GBS screening. There are arguments for and against introducing routine screening for GBS in the UK. Plumb, Holwell and Clayton (2007) argue that in the UK, GBS prevention is inadequate. They believe the NHS should offer testing for GBS in late pregnancy, thus giving women the opportunity to establish whether their baby is at higher risk of developing the GBS infection. My current Trust guideline (2005) state there is not enough evidence for it at this time. GBS awareness campaigners, Group B Strep Support, are pushing for routine testing to be introduced in the UK (Prince, 2011). According to GBSS, Western countries that routinely test, have a lower incidence of infection in new born babies, where as cases in the UK are on the rise. Even since the introduction of the Royal College of Obstetrics and Gynaecologists guideline for preventing GBS infection in newborns, in 2003, there has not been a decrease in either the number or the incidence of GBS infections in babies (GBSS, 2007). The table below shows the how the GBS infection in babies has increased throughout England, Wales and Northern Ireland. Year report published Number All cases (babies 0-90 days old Incidence per 1000 live births Number Early onset (babies 0-6 days old) Incidence per 1000 live births Number Late onset (babies 7-90 days old) Incidence per 1000 live births Number 2003/3004 311 0.48 207 0.32 104 0.16 0.48 2006/2007 409 0.61 248 0.37 161 0.24 0.61 2007/2008 421 0.61 258 0.37 163 0.24 0.61 2008/2009 470 0.66 279 0.39 191 0.27 0.66 (data published by the Health Protection Agency taken from www.gbss.org.uk/filepool/GBS_Infections_on_the_Increase.doc) Table 1 Number and rate (per 1000 live births) of group B streptococcal bacteraemia reports in infants 0à ¢Ã¢â€š ¬Ã‚ 90 days old in England, Wales and Northern Ireland: 2003-2009. The overall number of GBS infections within adults is also reported to have increased by more than 72% from 2001 to 2008: (data published by the Health Protection Agency taken from www.gbss.org.uk/filepool/GBS_Infections_on_the_Increase.doc) Table 2 Number of GBS infections in both males and females within England, Wales and Northern Ireland: 2001-2008. A better indication of the rise in GBS infections would be taken from women only, who are 35-37 weeks pregnant. I believe this would give more of an insight into pregnancy GBS infection rates. While the evidence states the increase in rates, I could not find any reasons for the increases. Some factors I believe may contribute to the rise include the lack of personal hygiene, modern living or even due to lifestyle. For example, many years ago clothing and underwear used to be boiled when washing but now people may be washing their clothes on a 40 °C wash and this may not be enough to kill all the bacteria. It may not be due to any of these factors; it may just be we have a better awareness of GBS now then what we did years ago. With the constant improvement of technology, we will also be finding out new things. Although the internet is not a form of technology we use within midwifery, it is certainly a form of technology we definitely need to be aware of. Within the last ten years or so, the internet has become increasingly popular. This means the general public can find about anything, more importantly medical information they may not have been able to access before. Therefore, we need to be aware of those women that we care for, that may have either some basic knowledge or an in-depth knowledge of a medical issue, for instance GBS. The NHS even has a website called NHS Choices (www.nhs.uk) which people can access to check symptoms and research illnesses and also pregnancy. I think this is mainly a good thing, although women may read so much into something they find online and it may make them more anxious or worried. It should not replace the direct contact with their midwife. The Nursing and Midwifery Council (NMC, 2008), state we should be delivering care based on the best available evidence. By reading the research I have found to write this assignment I am adhering to The Code by giving women evidence based advice. I may not be able to radically change my operational practice but I will definitely be more aware of what to look for and how to manage the situation. I will also ensure I am aware of those women who may have a more in-depth knowledge about GBS and understand their anxieties. From writing this assignment I have identified the risks of GBS, who the risks affect and to what degree it could affect them. I feel I would be able to recognise the signs and be aware of the treatment and management. I have acknowledged the main technology used is for the screening of GBS within the laboratory investigation systems and believe this should be carried out routinely within the UK. Final Word Count: 3,361

Beginning Of Basketball Essay -- History Basketball

The Beginning of Basketball Have you ever had an interest in how something was invented? An interest in how your favorite activity or hobby came about? Ever since I was introduced to sports and how competitive it was, I became hooked. I enjoy playing football, basketball, and baseball. Of the three main sports that I play, basketball seems to be my favorite. It challenges endurance, speed, accuracy, agility, and strength. I feel guilty not knowing who created the game that takes up most of my free-time. It is time for me to learn about the inventor and the games past. Basketball is one of the most popular games in the United States. There are many different versions of it based on where one has grown up. In the less fortunate areas of the United States, a type of basketball originated called And 1. It is all about stunning the crowd with tricks. This form originated a league of amazing basketball players that are sponsored by And 1. And 1 is a brand of basketball accessories, and the name of a team that travel from city to city. The And 1 team takes on other teams, with the same playing styles, that think they are worthy enough of playing them. This form of basketball throws out some of the rules, such as traveling and carrying, in order to broaden up the ability to achieve tricks. Although there are different versions of the game, the original game is one of the largest played world-wide. He was born on November 6, 1861 in Almonte, Ontario, Canada, where he later attended high school. The man of average height, and weighing about one-hundred eighty pounds, lead an amazing life. His name was James Nasmith. After James graduated high school, he accomplished many incredible things. Nasmith started in 1887 with getting his phi... ...y of such accomplishments would be responsible for creating the game of basketball. It amazes me that not only did he invent basketball, he achieved getting 4 degrees, served in the military, won awards for being best rounded athlete, was a professor, a minister, a basketball coach at the University of Kentucky, a director, and a doctor. James Naismith was also "the first to introduce the use of a helmet in American football" (James Naismith). It makes me wonder if there is a man in the whole world that has ever accomplished more than the great James Naismith. Works Cited "Hall of Famers-James Naismith" Naismith Memorial Basketball Hall of Fame. 2000. 27 Feb. 2007 "James Naismith." Wikipedia The Free Encyclopedia. 24 Feb. 2007. 27 Feb. 2007 Petersen, Mary "The Basketball Man (Dr. James A. Naismith)" Highlights for Children. November 1, 2005.27 Feb. 2007.

Presidencial Election Essay -- American Government, Politics

Every four years, the presidential election cycle sparks a renewed interest into American politics. While the candidates debate on what seems like a weekly occurrence, the public itself is in a struggle to find out who best suits their interests. Rhetoric resembling that of Kennedy and Reagan reappears and talk of â€Å"Change† invokes a sense of optimism. However, many fear that the nominees are simply attempting to win over the electorate, and what began as a promise on the campaign trail will evolve into the status quo in Washington. Examining the past can provide insight into the future and provide direction for a political party. I am choosing to compare the positions of four distinct groups: Colorado Democrats, Libertarians, as well as the ’28,’68, and 2008 platforms of the Democratic Party. State Party vs 2008 National Party (Health Care Reform) One of the most intriguing core values of the Colorado Democratic Party is its stance on Healthcare. They believe that the health of its citizens is of the utmost priority. The State party has indicated that the healthcare system â€Å"should be focused proactively on wellness, preventive medicine, public health, and disease prevention, as well as primary care† (CO Democratic Party, 2010). Additionally, the party supports President Obama’s healthcare reform legislation â€Å"as a first step toward a quality universal single-payer health care system, independent of employment† (CO Democratic Party, 2010). On the national level, the Democratic Party platform for 2008 bares a strong resemblance to that of Colorado. President Obama campaigned on the promise of increasing coverage while reducing the cost and social burden. Affordable, quality healthcare for all Americans was a cornerstone of... ...rtion can be defined as a wedge issue: â€Å"policy concerns that may divide the voter bloc of the opposing party† (Liscio et. al. 256). Typically, a pro-choice stance is one that is supported by Democrats, however Libertarians tend to vote Republican and are fiscally conservative. In the past, minority parties have pursued wedge issues to regain control (Liscio et. al 256). During the 1950’s and 1960’s, the Republicans were pushed to the fringe. In 1968, Richard Nixon campaigned on restoring â€Å"law and order†, attracting conservative white Democrats who were unhappy with their party’s position on race (Liscio et. al. 257). In essence, Libertarians are a faction of the Republican party. Every party has a group that branches off and is contradictory, however, they â€Å"have been fairly successful at submerging their differences in order to win office and govern† (Reiter 43).