Is Large-Scale Biomass Combustion a sustainable Option for Energy Essay

Is Large-Scale Biomass Combustion a sustainable Option for Energy Generation - Essay Example It also encompasses the dead remains of biological species that can be utilized further as a fuel or chemical product (Basu, 2010). In this similar concern, energy is fundamentally described as the ability or the capacity of an individual or a person to perform a particular task. It possesses a significant need in everyday life. For instance, energy is being used for various activities that include the execution of cars for moving one place to another and televisions for the purpose of entertainment among others. Moreover, energy is also used for producing electricity and heat for different purposes. It has been apparently observed that a large percentage of energy is obtained from the combustion of biomass (Need, 2012). In this paper, a critical discussion about the use of sustainable energy will be taken into concern. Moreover, the determination of large-scale business combustion as one of the sustainable options for energy generation will also be discussed in this paper. Large Sca le Biomass Combustion as a Sustainable Option for Energy Biomass Combustion is principally described as the method of burning through which 90% of the world’s energy is released to supply heat and energy services like material processing that includes food preparation, electricity and transportation. It has been viewed as the process through which fuels are burnt with the help of oxygen (Overend, 2004). Biomass Combustion Biomass combustion is considered as the oldest type of combustion that largely exploited by human beings. It is also regarded as one of the most complicated forms of combustion system. This process of combustion entails the use of solid fuels in a multi-phase reaction system interacting with different mass fluxes. The prime understanding of the solid fuel combustion system reveals with reference to the fact that only fuel can burn and release heat. It has also been viewed that solids and liquids do not burn by themselves but consume heat in the process of dr ying which are required to be chemically transformed into fuel gas. There are several different materials that can be considered as biomass. These materials include solid wood, fats and proteins (Overend, 2004). The process of biomass combustion fundamentally takes place in 6 phases that comprise drying, coke combustion, volatile ignition as well as emission, volatile flame burning along with volatile flame extinction. It has been apparently observed that the process of biomass combustion initially takes place in the homogenous stage and later in the heterogeneous stage. The procedure of the biomass combustion can be better understood with the help of the following illustration. Fig.1: Process of Biomass Combustion Source: (NEST, n.d.) The deliverance of sustainable energy has been noted to be one of the critical issues in recent times linked with the procedure of biomass combustion. In this similar context, it can be stated that human beings might face a tough challenge in the upco ming years about accessing different energy sources. According to various researches, biomass combustion is regarded as an important source that might make a greater contribution towards the fulfilment of the demand for energy in future. Presently, it has been viewed that biomass is one

Psychology (various techniques for developing memory) Essay

Psychology (various techniques for developing memory) - Essay Example I studied the poem I had developed for 2 minutes. One hour later, I attempted to recall both the acrostic poem and the concepts to which it was related. 3) I sung the poem, The Ballad of Rudolph Reed, by Gwendolyn Brooks out-loud to the tune of the nursery rhyme, Humpty-Dumpty. I practiced singing the poem three times and then one hour later I attempted to recite the poem from memory. 4) My final experiment consisted of attempting to remember a list of 10 items by using the techniques of the Loci method. The list I attempted to remember was as follows: Tomatoes, Trumpet, Scissors, Wallet, Motorcycle, Sofa, Elephant, Newspaper, Subway train, and Faucet. I walked a route familiar to me within the vicinity of my home in accordance with the technique. I assigned one of these items to each of ten locations within the designated route and practiced associating the items and the image of the location. An hour later I retraced my steps, attempting to remember the list by association with the locations on the route that I had selected. The four experiments produced various different results. Personally, I found that the technique for developing an acronym or using an acrostic to remember concepts and lists were particularly useful. These two experiments produced by far the best results.

Role of Teacher on Society Essay Example for Free

Role of Teacher on Society Essay Who are we? What are we? A lot of what we are was implanted in us as young children by teachers who cared enough to teach it to us. Throughout my life I was taught many of the values I have today by my educators. I was instilled with the skills of how to get along with my peers, knowing right from wrong, and realizing that the best way to get what I wanted was to respect others first. The teachers I’ve had along the way have inspired me to become a better person. They have made me recognize how I wish to be like them. I too want to help children realize their full potential. I want to be a person in their lives that they can look back on and say she helped me hope and strive for the best that I could be. In today’s society there are so many distractions in students’ lives. They have to deal with family traumas, drugs, extra-curricular activities, making their place in the world, peer pressure, jobs, etc.. When all these things are on someone’s mind it’s often hard to concentrate on school work and rules. I want the students to come to my class with the attitude that it is a place of refuge. I want them to forget about their fulfilled lives and see that learning can be fun and interesting. I want to make them realize that school isn’t just a boring place where the cafeteria food is bad. I want them to be interested by finding something they enjoy doing and maybe they’ll be able to find their places in this world a little better. It is so hard to make students understand how crucial education is. Especially in today’s society. I want to try and raise their self-esteem so they can become the people they want to be. I want to be involved in their lives so maybe if they are having problems at home they can feel like they can come to me for comfort or help. There are a few teachers who I could have gone to for assistance. I now appreciate them more than ever because they made me see hope in people. I want to be like them if not better. In order to be the teacher I would like to be I first want to challenge my students to be the best they can be. I agree with a Nation at Risk when it calls for greater academic rigor, and higher expectations for students. I want to enforce these values in my classroom as well. I’ve always been a fan of learning in groups. I found that a little assistance from fellow classmates always aided me further in my learning progress. That’s why cooperative learning will definitely be applied in my classroom. Since cooperative learning helps to amplify students interactions and processing skills it will assist children to strive for the higher expectations that society will put on them as they get older. Cooperative learning can improve on students grades, self-esteem, personal relationships, and understanding of others. Which I feel is a very good incentive to try and promote in my own curriculum. The groups should be small and circular to promote easy conversation. Within the group the assignment should be shared and the work load should be evened out between how many students there are. If the labor is shared then all students will feel like they have contributed in some way and might take it more seriously if a whole group is depending on them instead of just one person. If a student understands that he or she has a responsibility to do something within their group they will more than likely do it, because if they don’t then the individuals in the group might be upset with them and it would serve as an incentive for them to do well. Students often receive approval or rewards for a job well done in their overall performance. When I obtained praise for my accomplishments I usually always tried to repeat what I did well. I’m a firm believer in awarding children and reinforcing them when they behave and do a good job. In my classroom, I will try to make students feel like they are doing things right, and maybe they will try and achieve at everything they do. I like the idea of project-based instruction as well as cooperative learning. Trying to have children learn with real life situations is a very good concept. Asking the students higher level questions and having them involved in their own projects gives the students a taste of what â€Å"real life† has to offer. It also excites and motivates students to want to learn. If I combine cooperative learning and project-based instruction in my classroom I feel that it will be an effective way of approaching learning and getting the curriculum across to the students in a fun way. I’m aware of the different fundamental principles of teaching. Which include: essentialism, perennialism, progressivism, existentialism, reconstructionism, and behaviorism. Each have their own unique techniques of teaching, but I prefer progressivism. I’m ecstatic that there was a progressivist movement that stimulated schools to broaden their curricula, making education more relevant to the needs and interests of students. I feel that it was brilliant on John Dewey’s behalf when he states, â€Å"as we alter our relationship with our environment, we ourselves are made different by the experience. † I believe that we are changed everyday by encounters we have. Everything we do alters our lives in some way and that makes us who we are. I’m a fan of progressivism because it emphasizes the ability to have intelligent free-thinking citizens. I like the idea that progressivism is a hands on technique of teaching. John Dewey thought there should be more observing and experimenting withe the subjects. He proposed a five step methods for solving problems: (1) become aware of the problem, (2) define it, (3) propose various hypotheses to solve it. (4) examine the consequences of each hypothesis in light of previous experience, and (5) test the most likely solution. I want to apply this style of teaching in my classroom and hope that the students respond as well as I think they will. In conclusion, I want to state that I feel strongly about promoting students to excel. I feel it is essential that children are confident about themselves and what they achieve while they are attending school. I want to present to the students in my classroom that they can feel free to be themselves and try to have them interacting with others. In teaching there are teachers and then there are great teachers. I will prove to be a great teacher!

The Philosophy of Freidrich Froebel Essay Example for Free

The Philosophy of Freidrich Froebel Essay Friedrich Froebel was born in 1782 in Oberweissbach, Germany. His mother died when he was 9 months old and his father was away on pastoral duties quite often so he went and lived with his uncle when he was 10 years old. Froebel was not completely interested in school but enjoyed forestry, geometry, and land surveying (Dunn 169). His upbringing and interests, along with his Christian faith strongly influenced his educational philosophy. Friedrich used learner-centered, child-centered, experience-based ideas to develop the worlds first kindergarten, a school for young children (Henson 8). The father of kindergarten was the title usually associated with Froebel and his philosophy. His methods allow children to grow and move on as they conquer new concepts not when educators or administrators decide. Froebels philosophy was influenced by the teaching methods of Pestalozzi (Dunn 169). He agreed with many of Pestalozzis ideas but thought that there was too much focus on memorization and direct instruction. Froebel balanced group activities with individual play, direction from teachers was balanced with periods of freedom, and the studies of nature, mathematics, and art were balanced by exploring (Froebel Web). Through exploration by the child and observation by the teacher education could be distributed as was needed in the best interest of the child. He wanted students to figure things out for themselves through discovery. If a child can discover a concept on their own that child is more likely to grasp and clearly understand that concept because they were the means by which they learned the information. Play was a major aspect of his philosophy because it gave children a chance to externalize their inner nature and a chance to imitate and try out various adult roles. Children had the chance to try on many faces and figures so that they could find out who they were and who they should be. Even today people try to find out who they are because in the essence of each of us we feel that who were are or supposed to be is already in our souls we just have to discover who that is. Through play and role playing children could learn how to solve their own problems. Much of what people learn comes through their experiences, if children are able to practice and experience certain problems they will develop the skills necessary to problem solve. If children could work through these situations there could be a decrease in behavioral problems as children grow because they had the chance to develop their problem solving skills at a young age. According to Froebel, the ultimate purpose of education is the realization of a faithful, pure, inviolate, and hence holy life (Dunn 170). Since Froebels philosophy was based on idealism he believed every person had spiritual worth and dignity. If a person assumes that each individual they encounter has worth and thus should be treated so more people in life would be, simply put, happier. It comes down to respecting each individual for whoever they are. Thus like idealists he believed that children had within him all he was to be at birth. As Dunn states, practice in education should be designed to develop and cultivate individuals toward attainment of their destiny (170). Starting children off in kindergarten gave them a chance to grown and be what they were destined to be, by partaking in play and role playing with plenty of space to develop properly. In todays society there is a lot of talk about finding yourself and taking space to figure out who they are. I think a lot of that is because people never had a chance to do so when they were young. Todays society just speeds through life trying to get one step ahead of the next person and later in life they stop to reexamine who they have become because they didnt take the chance to discover that person when they should have. Froebel stressed the importance of creating a happy, harmonious environment where the child can grow; and where the value of self activity and play are foundation to the development of the whole person (Froebel Web). Teachers should observe students during play so that they know how and what to teach and gear toward each student because you need to cultivate the inner person in each. It isnt all about chaos because there is order and structure in play and free will. Play and freedom are structured through gifts and occupation. The gifts are used to help children understand concepts and the occupations to make products. Froebel was trying to create a school that uses the childs imagination and creativity already in them to foster an education plan that fit their minds and souls. We have been taught in the bible to be like children because they are pure and clean, if more of us became like children then the world would be a better place. The effects this theory has on the classroom can be positive and negative. The idea of a child-centered classroom is a terrific idea but can make the classroom seem very chaotic and haphazard which is difficult for some teachers and parents. With a child-centered classroom the planning a teacher puts into her lessons must be flexible and follow the needs of each individual, which is difficult because each child has different needs so planning could be a lot of different activities and flexibility. This philosophy allows opportunity for all students to completely succeed because it works with the childs strengths and educational pace. A problem with that is that children dont develop at the same rate so children will be going over different material at the same time. By allowing children to work on their own, the behavior they have will improve because they feel that they have more control over their own education and pace. As many positive effects as this free child-centered philosophy has, it also has in negative effects. Students may not reach their potential if they are not challenged by high expectations. There are also fewer concrete assessments to gage child success and failure. The philosophy could be a huge success if employed by a highly committed teacher who is prepared to truly encourage individual growth. The teachers role in the classroom is not just as observer who watches children play and explore independently but to guide the children to make discoveries. Open ended questions are a great way for teachers to foster critical thinking because the teacher does not provide the student with opinions (Froebel Web). Teachers are guiders and helpers for children to explore who and what they are to become. There are a lot of great ideas that have come from this philosophy, one being the introduction of kindergarten into the educational system. Some people today even think that it is too early to start a child in school but when is it really a great time to start? There are more people who are starting to embrace the idea of a child-centered approach because too much of education is focused on what we think children need to learn and not necessarily what they need to learn or are ready to learn. Teachers today need to stop and look at educators and philosophers of the past to recognize simple theories they employed. Todays education has become caught up in speed and necessity to be better than the next guy, we have forgotten to look at the people we are teaching and the fact that some are not ready for what we think they should be. There is a need for adults to get back to a simpler way of life so that we dont forget that children are precious gifts that must be treasured and fostered. Works Cited Dunn, Shelia G. Philosophical Foundations of Education: Connecting Philosophy to Theory and Practice. Upper Saddle River NJ: Merrill/Prentice-Hall, 2005. Froebel Web. Online Resource. 1998. http://www. froebelweb. org/webindex. html. Henson, Kenneth T. (Fall 2003). Foundations for Learner-Based Education: A Knowledge Base. Education, 1, Retrieved 10/28/06.

A Midwifery Community Profile Health And Social Care Essay

A Midwifery Community Profile Health And Social Care Essay This community profile is based on an area in the outskirts of Glasgow and the objective is to identify the current provisions of maternity care and other health care services, which cater for the needs of the local population in the physical, emotional, intellectual and social needs for groups in the community, additionally, commenting on any deficits in care. Health promotions have been identified as resources that will enhance the health of this specific communitys health and are included in the profile. Also, the role and contribution of the midwifery services is explored, along with other primary healthcare providers and how they use teamwork to deliver healthcare to the community. Professional and ethical issues have been discussed throughout the profile and as all aspects of health are unrelated and interdependent, (Ewles Simnett, 1992: Ch1 p7), a holistic and professional view has been taken to evaluate the needs, and health services of this community. The RCM believes that truly woman-centered care must encompass midwifery-led care of normal pregnancy, birth and the postnatal period and services that are planned and delivered close to women and the communities in which they live or work, (NHS Evidence, 2008). This statement shows the importance of a community midwife, as their role is to not only provide the clinical skills, but also be accessible for support and advice at the time of much adjustment for a woman. If the midwife can become a part of the womans community, getting to know the woman and her family more personally, learning to understand their lives and the nature of the life around them, she will be able to be more responsive and understanding to them as individuals, and move away from the depersonalization of the institution. Individual societies each have their own specific needs and characteristics, and it is vital for a midwife to know her area well in order to respond appropriately, along with poverty levels and racial mixes (Fraser and Cooper 2009, p. 43). Community-based care can be in the home or in community hospitals and centers, but is a process that emphasizes consultation, collaboration, and referral to the professionals who are most appropriately prepared to meet the women ¹s needs (Walsh, 2001). It is also vital that women are educated and women should be given appropriate, accurate and unbiased information based on research that would allow and encourage them to make informed choices in relation to their care (Baston Green, 2002). Women from different backgrounds, and areas can often have very contrasting education levels and as a midwife, it is essential to know your neighborhood well in order to take these into consideration when communicating with a woman. The area chosen for this community profile is in the south west of Glasgow, which will now be referred to as area X, with a population of 10,024 (RDC Registrar Generals Census, 2001). Table 1: Age Distribution Area X Indicator Number Percentage Population aged 0-15 2,400 23.9% Population ages 16-64 6,463 64.5% Population aged 65+ 1161 11.6% The majority of the population is in the age range 16-64 years and the relevant health care services in the community for this group are the antenatal clinics, family planning and screening clinics. Graph 1: Hospital admissions for heart disease Area X With respect to the social and economical characteristics of the area, this graph shows the volume of people admitted to hospital for heart disease in Area X. Heart disease is more accurately described now as a disease of social and economical disadvantage and poverty (Blackburn, 1991:Ch2 p36) and the major risk factors contributing to heart disease are smoking and diet. These lifestyle factors also may echo a life associated with lower social class (Bond Bond, 1994: Ch 4 p 70). Nearly half of the houses in Area X are owner occupied, and that amount can be split into two; ex-council houses and private housing estates. The other half are tenanted homes, renting either from the council or private renting. Almost a quarter of all homes in the area suffer from overcrowding. These statistics indicate there are many occupants of tenement flats and these tend to be low-income families who have little or no choice about the type or standard of accommodation they live in (Blackburn, 1991). Higher income groups tend to live in the private housing sector, and have choices in the location and type of heating which are important influences affecting the health of families (Lowry, 1991). Table 2: Housing Area X Indicator Number Percentage Owner Occupiers 1,851 41.1% Overcrowding 1,000 22.2% (RDC Registrar Generals Census, 2001). Glasgow is home to the most workless households in the UK, according to the Office for National Statistics, (ONS). Figures measured in 2007 indicate 29% of households in the Glasgow City council area had members of working age who were unemployed (BBC, 2009). Area X also has a high percentage of people unemployed according to Scotlands Census from 2001, with both those who are unemployed and claiming and those who are economically inactive. Long-term unemployment can be a self-perpetuating cycle that leads to low morale and poor health (NHS: Greater Glasgow, 2005). Other effects of unemployment are the increased rates of depression, particularly in the young-who form most of the group who have never worked (BMJ, 2009). It is obvious from this that unemployment can alter both our mental and physical state, and in Area X almost 40% of the population of children live in a workless household, which would also have an influence on these childrens quality of life. Table 3: Unemployment Area X Indicator Number Percentage Unemployed Claimants 360 5.8% Economically inactive 3,128 43.6% Children in workless households 1.010 38.9% (RDC Registrar Generals Census, 2001). The role and contribution of midwifery services in Area X are vital in supporting childbearing women and their families, through a holistic approach. It is very important that midwives had a good understanding of social, cultural and context differences so that they can respond to the womens needs in a variety of care settings This is attained by an integrated midwifery service being part of an expert multidisciplinary team, allowing midwives to draw on other organizations to meet the holistic needs of individual women and providing a complete range of services. (Fraser Cooper 2009, p. 7). Midwives in Area X use the local hospital, and local health centers for antenatal and postnatal clinics, as well as parentcraft classes, working along side hospital doctors and GPs. The GP usually confirms the pregnancy and thereafter, an appointment is given to the woman to be introduced to the community midwife for a Booking visit, as these midwives often better understand social situations through working in the area. The women are generally referred, by the GP, to either the local hospital or a nearby health clinic to meet one of the midwives who work in Area X. These midwives work in teams of around 5, covering 2 or 3 certain postcodes in Glasgow each, and each team named after a colour to make it simple for women and their families to understand which group of community midwives they will be receiving care from, e.g. The Blue Team. This system also works well as it allows a certain degree of continuity as each woman will only be seen by the community midwives in her allocated t eam. Continuity of carer and care has been a key policy principle since the early 1990s. Research evidence demonstrates that women value continuity of carer in the antenatal and postnatal period (Waldenstrom Turnbull 1998, Homer et al 2000, Page 2009). Working in Area X requires a high level of continuity in care as it has a lower social class and experiences problems related to pregnancy such as 49.9% of the population of Area X are smokers. Other statistics for Area X include 38.6% of women smoking during pregnancy, a total of 160 women over a 3 year total. It is well known by midwives and obstetricians that smoking in pregnancy is associated with well recognized health problems and as midwives usually have the most professional contact with pregnant women, they have an important role in providing this advice and support (Buckley, 2000). Glasgow has a very well-organised network of smoke-free pharmacy services who provide NRT for smoking cessation services. They monitor carbon monoxide levels on a weekly basis and only dispense NRT if the breath test is negative (Mcgowan et al, 2008). Smoking cessation services are provided for Area X by specialist midwives, allowing continuity during pregnancy. These midwives speak to the woman and let them know what is available, without pushing them into quitting, and find out what their thoughts and feelings are, focusing on how good it is when women want to stop smoking. The chief executive of ASH Scotland, Sheila Duffy, stated in 2010 life expectancy, health problems, smoking rates, and deaths fro m smoking are all markedly different between Scotlands richest and poorest communities. Research in Scotland has found that smoking is a greater source of health inequality than social class. This shows clearly that deprived areas such as Area X are at the greatest risk of being affected by smoking issues. 43% of adults who live in deprived areas smoke, compared with 9% in the least deprived areas and this is shown in the prevalence of tobacco related diseases and deaths. 32% of deaths in Scotlands most deprived areas are due to smoking compared to 15% in the most affluent (Duffy, 2010). This is also reflected in the rates of newborn deaths as the death rate for newborn babies is more than twice as high in deprived towns compared with affluent areas and the high rate of deaths in poor areas was linked to premature delivery or birth defects (BBC, 2010). This leads on to why so many pregnant women smoke in deprived areas, such as Area X. Smokers typically report that cigarettes calm t hem down when they are stressed and help them to concentrate and work more effectively (Jarvis, 2004), and this prospect could be highly desirable to those suffering from stress and anxiety due to financial problems and other socio-economic factors such as low employment, high crime rates, poor housing and poor health care. Graph 2: Nicotine intake and social deprivation. Data from health survey for England (1993, 1994, 1996) As reported in the recent Midwifery Practice Audit 1996-1997 (END, 1997), midwives are the lead professionals in providing care for childbearing women. However, midwives need to acknowledge that other health-care professionals also contribute to each womans experience. Midwives work together with other professionals within the primary health-care team, providing integrated approaches to care delivery. Midwives have to use their own skills and expertise with the knowledge of how to access the expertise of other practitioners when required, allowing the women to receive holistic care (Houston S M, 1998). In the recent programme of work Midwifery 2020, a statement was made that women should be cared for in a multi-agency and multi-professional environment and NHS providers should have a collaborative working relationship with all other agencies based on mutual trust and respect to ensure that women and families receive optimum support. They should also ensure clear understanding of role s and facilitate effective communication between professionals and other agencies (Midwifery 2020, 2010). The first booking visit for antenatal care is important and a successful visit lays the foundation for building that special relationship between mother and the midwifery services on which so much depends (Cronk Flint, 1989:ch2 p9). The visit enables the midwife to establish any physical, psychological or social needs that will form the basis of the womans plan of care. In area X, the booking visit also allows midwives to inform the woman about the Healthy Start programme. Healthy Start is the Department of Health Welfare Food Scheme that helps pregnant women and eligible families, with children under 5, buy milk, fresh fruit and vegetables, infant feeding formula milk, and receive free vitamin supplements (NHSGCC, 2010). This is a clear example of how health services have integrated to allow women all the benefits they are entitled to, helping them achieve the best possible ex perience throughout their pregnancy. As the pregnancy progresses, parentcraft education classes are offered to prepare women for the birth experience (Jamieson, 1993) and raise awareness to the advantages of breastfeeding, giving support to mothers who choose to breastfeed. Area X presents midwives with many teenage pregnancies and antenatal services should be flexible enough to meet the needs of all women, bearing in mind the needs of those from the most disadvantaged, vulnerable and less articulate groups in society are of equal if not more importance (Lewis, 2001). As Area X is a deprived area, this contributes greatly to the teenage pregnancy statistics and throughout the developed world, teenage pregnancy is more common among young people who have been disadvantaged in childhood and have poor expectations of education or the job market. Teenagers seem to be more likely to have sexual intercourse if they come from the lower social classes or unhappy home backgrounds. Another explanation may be that many young people lack accurate knowledge about contraception, STIs, what to expect in relationships and what it will mean to be a parent (Allen, 2002). There are also serious psychological concerns related to teenage pregnancy, which the midwives in Area X must address while working with these girls. The teenage years are a time of much change and difficulty without the added stress and anxiety of a pregnancy, birth and finally motherhood. It is a midwifes duty to give the necessary advice and proper holistic care, hopefully improving the service provision and having a good obstetric outcome. Comprehensive holistic antenatal care programmes specifically for pregnant teenagers have been found to be effective in reducing poor maternal outcomes (Fullerton, 1997). For teenage pregnancies in Area X, there is a specific midwife who will be contacted at the booking visit and will be a support network for girls 18 and under, available at all times for advice, encouraging continuity and individualized, spec ific care for young mums. To conclude, through writing this community profile on Area X, I have discovered how difficult it is to work as a midwife in the community, especially in a deprived area such as Area X. From reading a large variety of articles on the psychological and social effects of poverty on pregnancy, there is much evidence that poverty has a significant effect on midwifery practice, and these women need the best care plan possible to ensure a positive experience. By having an awareness of the restrictions poverty can inflict on pregnancy and childbirth, the midwife can adapt her skills and provide care accordingly, keeping in mind aspects such as smoking during pregnancy and teenage pregnancies (Salmon et al, 1998). There is a reoccurring trend throughout this community profile confirming the link between lower socio-economic status and adverse pregnancy outcomes, such as prematurity, and the midwife is ideally placed to help identify and manage stresses, as it has been a very important conseq uence for the health and wellbeing of both mother and infant (Alderdice Lynn, 2009). Working in Area X on clinical placement has given me an insight into the importance of individualized care, as every woman is in a different situation and therefore has different needs, socially and psychologically. Some women may need more specialized care and support than others, however they are all of equal importance. Investigating the role of the midwifery service in Glasgow has opened my eyes to how both the midwives and the primary health care team deals with problems, and how without integrating health services, it would not be possible to give women the best possible care. Only by working as an integrated team with users will health inequalities be reduced, social exclusion be limited and public health become relevant and cost-effective (Henderson, 2002). The importance of involving women in decisions about their care has long been part of the everyday practice of midwives (Proctor, 1998) , and the importance of communication has been highlighted to me clearly throughout this community study, and through my placement, forcing me to realize how important it is for a midwife to fulfill her role. References: NHS Health Scotland (2004) Greater Shawlands; a community health and well-being profile [Online] Available at: http://www.scotpho.org.uk/nmsruntime/saveasdialog.asp?lID=604sID=1268 [Accessed 16 December 2010] NHS Greater Glasgow, South East Glasgow Community Health and Care Partnership (2006) Health Improvement Plan 2006-07 Draft [Online] Available at: http://library.nhsggc.org.uk/mediaAssets/library/health_improvement_plan_2006-07_south_east_glasgow.pdf [Accessed 20 December 2010] NHS Evidence National Library of Guidelines (2008) Women centered care (position statement) [Online] Available at: http://www.library.nhs.uk/GUIDELINESFINDER/ViewResource.aspx?resID=30150 [Accessed 2 January 2011] Griffin K, Maternity, Gateshead Health NHS (2009) Pregnancy: Weight Matters [Online] Available at: http://www.gatesheadhealth.nhs.uk/patients-visitors/patient-leaflets/documents/Obstetrics/IL206%20Pregnancy%20Weight%20Matters.pdf [Accessed 2 January 2011] Fraser D M Cooper M A eds (2009) Myles Textbook for Midwives 15th ed. Churchill Livingstone, London Nursing Midwifery Council (2008) The code in full [Online] Available at: http://www.nmc-uk.org/aArticle.aspx?ArticleID=3056 [Accessed 2 January 2011] Walsh L V (2001) Midwifery: Community-Based Care During the Childbearing Year Saunders, USA Baston H A Green J M (2002) Community Midwives role perceptions British Journal of Midwifery, Vol 10, No1 Community Councils Glasgow, Arden, Carnwadric, Kennishead Old Darnley (2008) Local history and Geography [Online] Available at: http://www.communitycouncilsglasgow.org.uk/dack/PlainText/PlainText.aspx?SectionId=4bf12ad1-a06e-4f7f-9a24-1f7fc2522504 [Accessed 3 January 2011] Bond J Bond S (1994) Sociology and Health Care (2nd ed), Ch 4, p 70, Churchill Livingstone, Edinburgh Cronk M Flint C (1989) Community Midwifery: A Practical Guide, Ch2, p 9, Heinemann Nursing, Oxford Ewles L Simnett I (1992) Promoting Health: A Practical Guide, (2nd ed), Scutari Press, Middlesex Fuller G, Award Finalist: NHS Greater Glasgow (2005) Complementary Medicine [Online] Available at: http://www.cipd.co.uk/NR/rdonlyres/FAD0C2B3-5901-4AE5-A1B9-4524C770521B/0/pmawrd05nhs.pdf [Accessed 2 January 2011] BBC News Scotland (2009) Glasgow has the worst UK unemployment [Online] Available at: http://news.bbc.co.uk/1/hi/scotland/8000029.stm [Accessed 3 January 2011] Lowry S (1991) Housing and Health, British Medical Journal, London Blackburn C (1991) Poverty and Health, Ch 2, pp32-36, Open University Press, Buckingham Dorling D, BMJ (2009) Unemployment and Health [Online] Available at: http://www.bmj.com/content/338/bmj.b829.full [Accessed 3 January 2011] Houston S M (1999) Multi-professional education programmes in midwifery British Journal of Midwifery, Vol 7 No 1, p 32 NHS Scotland, Midwifery 2020 (2010) Core role of the Midwife Workstream [Online] Available at: http://www.midwifery2020.org/documents/2020/Core_Role.pdf [Accessed 4 January 2011] Homer, C et al. (2000) What do women feel about community based antenatal care? Australian and New Zealand Journal of Public Health, 24, pp. 590-595. Buckley E R (2000) Helping pregnant women stop smoking British Journal of Midwifery, Vol 8 No 10, pp. 101-103 Mcgowan A, Hamilton S, Barnett D, Nsofor M, Proudfoot J Tappin J M (2008) Breathe: The stop smoking service for pregnant women in Glasgow Midwifery 26, e1-e31, Elsevier, Glasgow ASH Scotland, Duffy S (2010) Deaths from smoking in deprived areas double that of affluent [Online] Available at: http://www.ashscotland.org.uk/media/recent-press-releases/deaths-from-smoking-double-in-deprived-areas [Accessed 4 January 2011] BBC News Health (2010) Newborn deaths higher in deprived areas [Online] Available at: http://www.bbc.co.uk/news/health-11899900 [Accessed 4 January 2011] Jarvis M J (2004) Why people smoke British Medical Journal, Vol 328 No 7434 Lewis, G (ed) (2001) Why Mothers Die 1997- 1999: the fifth report of the confidential enquiries into maternal deaths in the United Kingdom. London: RCOD Press Fullerton D (1997) Preventing and reducing the adverse effects of teenage pregnancy. Health Visit 70(5): 197-9 Allen E J (2002) Aims and associations of reducing teenage pregnancy British Journal of Midwfery, Vol 11 No 6, pp.366-367 Salmon D Powell J (1998) Caring for women in poverty: a critical review British Journal of Midwifery, Vol 6 No 2, pp. 108-111 Alderdice F Lynn F (2009) Stress in pregnancy: identifying and supporting women British Joural of Midwifery, Vol 17 No9, p 553 Proctor S (1998) Womens reactions to their experience of maternity care British Journal of Midwifery, Vol 7 No 8, p 492 Henderson C (2002) The public health role of a midwife British Journal of Midwifery, Vol 10 No 5, p 268

The Ethics of Student-Faculty Business Deals :: Argumentative Persuasive Teacher Essays

The Ethics of Student-Faculty Business Deals The Akamai Corporation has meant big money for one Massachusetts Institute of Technology professor and one of his students. Back in 1995, Tom Leighton, a professor of applied mathematics at MIT, started playing around with ways to use complex algorithms to ease congestion on the Web. He enlisted several researchers, including one of his graduate students, Danny Lewin. At the time, they weren't thinking about starting a company. But Mr. Lewin, following the keen instincts of a cash-strapped graduate student, suggested they enter the project in the Sloan School's annual business-plan competition. They won the software category in the preliminary round and then entered the finals, where they finished among the top six. Mr. Leighton and Mr. Lewin were still interested in the technology mainly as an academic exercise, but the possibility that their work could have real-world applications pulled them inevitably into business. They launched Akamai Technologies Inc. in the fall of 1998, and took it public the following October. Opening day saw the stock soar from $26 a share to more than $145, giving the company a day-one market cap of $13.13 billion. This sounds like a great business venture, but there still is a small problem. Mr. Lewin was one of Mr. Leighton's students when they formed the Akamai Company. This brings about the moral question of the case. Should students and professors be allowed to start companies together? Although there is no clear answer, there is widespread agreement among administrators that schools need to address the question. As a result, many M.B.A. programs are in the process of reviewing and, in many cases, implementing policies and guidelines governing student-professor business collaborations. The burden of this moral question falls mostly on professors since student is not an establish profession and thereby has no formal code of ethics. On one side of the issue are those who point to ethical considerations and insist that schools can't tolerate the possibility that students may perceive any conflict of interest on the part of a professor. On the other side are those who've invested substantial time and money in a business-school education specifically to gain access to professors. These people don’t want to consider any restriction on their ability to conduct their business lives as they see fit. Caught in the middle are administrators, who must protect their schools' academic integrity while trying to accommodate students and faculty alike.

The Prince Essay -- essays research papers

â€Å"All the states, all the dominions, under whose authority men have lived in the past and live now have been and are either republics or principalities.† In Machiavelli’s, The Prince, timeless keys to a successful principality are examined. The keys are understanding human nature, respecting that nature, and reaffirming that successful leadership can exist in the same fashion yesterday, today, and tomorrow.   Ã‚  Ã‚  Ã‚  Ã‚  Machiavelli’s perspective of human nature is founded on the principle that people in general don’t want their culture changed by an outside influence. Machiavelli demonstrates in the book that the nature of people is to defend who they are. When â€Å"the prince† attempts to change their culture in any way the subjects will do any number of things to crush this attempt or even change the leadership. If a prince uses force to try to change people this will lead to hostility, because as Machiavellis says, â€Å"they remain, defeated, in their own homes.† This underlying fact will lead to a rebellion of some sort. One way this rebellion can happen is when a powerful foreigner invades the principality. The now â€Å"defeated† people will join this powerful foreigner, in hopes that their culture will now be respected, to dethrone the prince. When the prince tries to use force to control the people it only creates enemies. Machiavelli explains this aspect of human nature when he writes, â€Å"he harms the whole state by billeting his army in different parts of the country, everyone suffers from this annoyance, and everybody is turned into an enemy.† On the contrast if a prince allows the people to keep their customs Machiavelli states that the people will remain content when he writes, â€Å"For the rest, so long as their old ways of life are undisturbed and there is no divergence in customs, men live quietly.† Another natural tendency of people comes with freedom. Once they have had a taste of freedom, they virtually cannot live without it. This feeling of control over one’s life is a quality that once molded is nearly impossible to reshape. Machiavelli asserts this idea when he writes, â€Å"a city used to freedom can be more easily ruled through its own citizens...than in any other way.† The same tendency lies in the control that the prince gains over the people in the principality. Once the prince has control he finds that gi... ...ook† Mao used positive reenforcement to oil the gears of one of the worlds strongest super powers. Mao didn’t try to use force and change the culture in China rather he persuaded the people into having great national pride. This pride enabled Mao to control the people also build a strong military and defend his land. In China Mao did and still today, decades after his death, have a hand in every aspect of Chinese life. Both of these leaders project how timeless Machiavelli’s ideas truly are.   Ã‚  Ã‚  Ã‚  Ã‚  The first rung of the ladder to a successful principality is the understanding of human nature. A nature that values consistency over forced change and an atmosphere of control over one’s self instead of someone blatently controlling another. Through this understanding of human nature can a prince hold his power. Once he holds this power the best way to keep it is by providing defense for the people whom he has power over. These ideas were present in the infamous reigns of Hitler and Mao. Machiavelli is correct there are either principalities or republics, and I have come to the conclusion I prefer the latter.   Ã‚  Ã‚  Ã‚  Ã‚   The Prince Essay -- essays research papers â€Å"All the states, all the dominions, under whose authority men have lived in the past and live now have been and are either republics or principalities.† In Machiavelli’s, The Prince, timeless keys to a successful principality are examined. The keys are understanding human nature, respecting that nature, and reaffirming that successful leadership can exist in the same fashion yesterday, today, and tomorrow.   Ã‚  Ã‚  Ã‚  Ã‚  Machiavelli’s perspective of human nature is founded on the principle that people in general don’t want their culture changed by an outside influence. Machiavelli demonstrates in the book that the nature of people is to defend who they are. When â€Å"the prince† attempts to change their culture in any way the subjects will do any number of things to crush this attempt or even change the leadership. If a prince uses force to try to change people this will lead to hostility, because as Machiavellis says, â€Å"they remain, defeated, in their own homes.† This underlying fact will lead to a rebellion of some sort. One way this rebellion can happen is when a powerful foreigner invades the principality. The now â€Å"defeated† people will join this powerful foreigner, in hopes that their culture will now be respected, to dethrone the prince. When the prince tries to use force to control the people it only creates enemies. Machiavelli explains this aspect of human nature when he writes, â€Å"he harms the whole state by billeting his army in different parts of the country, everyone suffers from this annoyance, and everybody is turned into an enemy.† On the contrast if a prince allows the people to keep their customs Machiavelli states that the people will remain content when he writes, â€Å"For the rest, so long as their old ways of life are undisturbed and there is no divergence in customs, men live quietly.† Another natural tendency of people comes with freedom. Once they have had a taste of freedom, they virtually cannot live without it. This feeling of control over one’s life is a quality that once molded is nearly impossible to reshape. Machiavelli asserts this idea when he writes, â€Å"a city used to freedom can be more easily ruled through its own citizens...than in any other way.† The same tendency lies in the control that the prince gains over the people in the principality. Once the prince has control he finds that gi... ...ook† Mao used positive reenforcement to oil the gears of one of the worlds strongest super powers. Mao didn’t try to use force and change the culture in China rather he persuaded the people into having great national pride. This pride enabled Mao to control the people also build a strong military and defend his land. In China Mao did and still today, decades after his death, have a hand in every aspect of Chinese life. Both of these leaders project how timeless Machiavelli’s ideas truly are.   Ã‚  Ã‚  Ã‚  Ã‚  The first rung of the ladder to a successful principality is the understanding of human nature. A nature that values consistency over forced change and an atmosphere of control over one’s self instead of someone blatently controlling another. Through this understanding of human nature can a prince hold his power. Once he holds this power the best way to keep it is by providing defense for the people whom he has power over. These ideas were present in the infamous reigns of Hitler and Mao. Machiavelli is correct there are either principalities or republics, and I have come to the conclusion I prefer the latter.   Ã‚  Ã‚  Ã‚  Ã‚