Learning at Universities Essay

discipline at University The multinational scholar own1 Meeri Hellsten Macquarie University, School of didactics meerihellstenmq. edu. au Anne Prescott Macquarie University, School of learning anne. prescottaces. mq. edu. au This opus reports on research that explores internationalisation of the Universitys broadcast religious offerings and how this affects international learners. The primordial focus of this paper is to highlight near of the student commentary on communion surrounded by teachers and students exemplifying the way it subsequently affects the gauge of student attainment.The paper concludes by raising some questions concerning how we whitethorn best twin the necessarily of international students by drawing on inclusive belief philosophies. Inclusivity and diversity, international students, internationalisation and sustainability, transition go across INTRODUCTION The internationalisation of course in Australian universities has plusd significantly in recent years. International students (IS) argon now an integral break of university education classes.The rapid increase in international student numbers game is in addition reflected in rising research. However, relatively little research has focused on the student panorama (Ballard and Clanchy, 1991 J cardinals, Robertson, and Line, 1999 Ramburuth, 2001 Reid, 2002). This paper is a contri hardlyion to this bea of higher education research. The registration of IS is an important goal in the Australian higher education domain that is reflected in the commitment to quality education and design line expertise.The benefits of the integration of IS into the Australian pedantic cultures be highly esteemed by university leadership. The diversity of our university populations is heighten by IS and elevate research may be found by exploring how diversity may add protect to the transition knowledge as a whole (McInnes, 2001). However, reports on students experiences in terpret a somewhat setback understanding of that experience. For example, Reid (2002) conducted a comprehensive study, which surveyed oer 300 postgraduate IS at Macquarie University.Contrary to green beliefs, active students from Asiatic backgrounds in point, IS students were reported to value the interactive modality (i. e. spick-and-spans based learning) of unit manner of speaking over a sometimes assumed teacher centred elan. An new(prenominal) example is the common unimaginative belief that students from Asian backgrounds prefer rote-learning calls and tend to be hands-off in classroom fundamental interaction. It seems then, at to the lowest degree rhetorically, that ideas round what constitutes high quality learn and learning differ in the midst of international students and academic personnel.1 This paper is adapted from one presented at Celebrating educational activity at Macquarie 28-29 November 2002 (Hellsten and Prescott, 2002). Hellsten and Prescott 345 If the executes that mark quality are perceive and acted out differently by members of Hesperian and Eastern ethnical groups it assumes a questioning of the very meaning of concepts much(prenominal) as quality and inform. These can account for deeply distinguish expectations of educational practice.International students cultural traits have been blamed for subsequent statement and learning problems (for example, Burns, 1991 Jones et al. , 1999 Le anticipate, 1999 McInnes, 2001 Ryan, 2000). Some problems include poor position language and precise thinking skills, failure to participate in the cooperative learning mode (for example, group discussions), differences in cultural communication, academic literacy styles, and expectations of rote learning resulting in lack of independent learning initiatives. Whither does this occur? Some researchers have refuted these claims.Biggs (1999) provides a broad review of research findings that reveal institutional stereotyping of stud ents from Asian backgrounds. He argues that such students continue to rank in the top aims of university courses, which testifies to their ability to ordinate well into the Western learning cultures. The electric outlets and problems are no different from those for the most part raised by researchers in the field of the startle year experience of mainstream students undergoing the transition to an academic university culture (Levy, Osborn, and Plunkett, 2003 McInnes, 2001).Biggs (1999) reports on results showing that at least for some, the mainstream transition experience is fraught with uncertainties about fitting in to disciplinal cultures in terms of academic writing genres (for example, Krause, 2001). Anecdotal evidence extracts that students chop-chop develop the ability to work out their position within disciplinary cultures, with fetchning students being able to guess at what is important as sanctioned disciplinary practice within three weeks of commencing their stu dies in a major hold in area. therefore, research is needed into the acquisition of disciplinary know-how that seems promptly accessible by students in universities a skill that would not in such cases be spotd by the academic community. What seems to be at the core of the debate is the notion of communication between IS and university lag (Hellsten, 2002). There seems to be a need to increase cultural understanding that is reflected in the ways in which pedagogy and practice are mediated between IS and academics.There in like manner seems to be a need to establish opportunities for discussion between IS and staff about the communicative differences that constitute pedagogy, and the way in which these are reflected in the university teaching settings. In order to examine the affinity between cultural practices and pedagogy among incoming students we conducted one-hour, semi-structured sessions with volunteer IS in their inaugural year in Australia. The 48 participants (under graduate and postgraduate) were enrolled in many different discipline areas of the University, as shown in Table 1, and came from a range of countries around the world, presented in Table 2.Table 1. Participants course of study Accounting Actuarial traffic Economics Translation TESOL Linguistics Languages Education Anthropology Computing Exchange original Undergraduate 3 3 1 1 1 1 1 2 1 4 18 Postgraduate 1 2 13 3 6 3 2 30 Total 4 3 3 1 14 3 7 1 3 2 1 6 48 346 Learning at University The International bookman Experience Table 2. Participants verdant of origin (N=48) Country China South Korea USA Japan Germany Vietnam Thailand mainland China No. 16 13 5 2 1 1 1 1 Country Sweden Sri Lanka Spain capital of Singapore Malaysia Kenya In founderesia Hong Kong No.1 1 1 1 1 1 1 1 Of primal delight was the first six-month time period following overseas students reach that constituted their transition period between the old and new learning purlieus. The questions centred on the students encounters with Australian communities, learning environments and the academic disciplines. We were also interested in the students overall sense of experience as reflected in subsequent viva-voce referrals to fellow students in their home country. We found important impressions inherent in such descriptions.They provided insight into aspects that might differentwise have been hidden payable to discursive tact and courtesy constraints of the interview. Below are some peculiaritys of their commentary. communication IN CLASS One of the common assumptions made about IS from Asian cultures is that they find it difficult to contribute in class and to participate in classroom discussions. There are many substantial explanations for this, the most prominent being that IS feel self-conscious if colloquyal flow does not coif easily in the English language.This shows in their reluctance in attempting to enjoin English words for fear of failure in front of the appraising(prenominal) eye of other native enunciateers. Yes. Um they teachers think its a job. They ask some involvement. We say nothing cause we wanna say but (inaudible) uncertain. And Im afraid sometimes Ill make a mistake, so I dont want to like that I think, my friends, sometimes they persist in one course for two months. Because their character very shy. They dont want to say, you know, anything even though they know everything. They know everything.So teachers didnt know that. Its just hard and difficult. I dont know the feeling, the nuance, I dont know those in English so.. I Im not a safe(p) English speaker at all. Its very uncomfortable when I talk with somebody. So I think I When I speak with Australians I feel they treats me as a pincerren, you know. And they think of me as a just aindicates height of a child with hand that language aim person. Like a ten year old kid. In conversation with native speakers the student in the third example feels she is being speak to in the diminutiv e voice.The erudition that others speak to her as a child must be damaging to her self-esteem as an academically productive individual. The perpetuation of this science may in turn result in a reluctance to speak in public, thereby accentuating a bother in the learning process. COMMUNICATION ISSUES A common communicative feature is for speakers to adjust their conversational style to suit each other in terms of genre and register. Australian spill the beansrs of IS are perceived to lower their level of language use in the hope of making their teaching more rough-and-ready and beneficial for low level language speakers ( Jones, 2001).Hellsten and Prescott 347 The consensus was that the mode of delivery was easier than that expected of mainstream students. The necessary feedback may not have reached the lecturers overdue to culture-specific constraints for politeness in discourses. For example, students from some cultural backgrounds did not feel comfortable offering criticism of their teachers as a gesture of respect The one thing is they (lecturers) try to speak easier (laughter) because sometimes we mis understand. And lecturer say to student but nobody nodded. So he try to explain again.So I think most of the Australian lecturer try to give lecture (in an) easier way. Delivering lectures using lower level language registers can be perceived as contrary to IS expectations of improving English proficiency as part of their student experience in an English speaking country. Before I came here I think uh, if I got to Australia I will repair my English skills really very fast. But its just a dream. I must do everything. Every day I coiffure, practise, practise for this. Within this commentary is the realisation that achievement in the learning experience hinges solely on personal investment of time and practice.The interpretation here is the refusal of the lecturer to provide the necessary skills to which the student aspires. It is also a reply to the r ealisation that the low level of language provided by the classroom interaction would not provide him with advanced level linguistic ability a rather troublesome side effect of an overseas university experience in an English-speaking country. It seems, based on our student commentary, that the slowing down of English language learning results, at least in some cases, is a lack of challenging classroom opportunities.So adjusting to a conversational style may not be useful and may be interpreted by IS as a gesture that further marginalises them from mainstream students. Leaving the loving comfort of home country for study in a conflicting country, language and culture can be a harrowing experience, oddly for younger international students. The mentoring programs in place within universities go some way toward contact the basic transition needs. However, the interviews revealed that IS consign the responsibility of teaching to lecturers rather than the institution.On this theme, o ne feature of the discussion is the student perception of a lack of support by the teaching staff. For example So, I want teacher to encourage that, and like mum or pa yes, to take care of them (other IS) a lot because they are really shy and they sometimes they dont understand. Just to say OK. I want our teachers to know that. So there is a consultant. He consult with me. But he is really busy. I cant contact easily. Just the one (consultant) and a lot of students here. So, and he tho work I think, twice maybe three days a week.So I cant meet. (Is this a reference to a teacher or a student counsellor? ) I gabble many times this office. When I need their help I am looking for someone but I cant. Commentary about the inaccessibility of consultation opportunities is extensive among newly arrived international students in our study. We suggest that this lack of resources is partly a biproduct of the current global economic rationalization in the higher education sector the effect of which is compounded for IS who much have greater needs than local students.There is a perception that special efforts should be made by academic staff to conform incoming students needs. This is attributed to the need for care and emotional support, and in a familial sense as tantamount to so-called parenting. This is especially voiced in talk about the younger IS groups. The ethic of care is an expectation of the teaching practices by the students interviewed. 348 Learning at University The International Student Experience The unavailability of part-time staff poses a further problem for international students due to the pressures imposed by their timed candidature.There is a sense of compulsion about the study program and waiting to see staff who are not usable is interpreted as obstructing progress toward the completion of the degree. much(prenominal) concerns are directly linked with the marketing of education in the new global knowledge economy (Rizvi, 2000). Certainly, i nternational emulation for student places and resources is of rudimentary interest to Australia as one of the Western English speaking countries with extensively developed international education targets. Australia is competing against other English speaking countries for IS numbers.The competition and urgency of this new global dynamic is then reflected in the responses of IS and may result in the experiences perceived as less desirable as in the above commentary. The commitment to internationalising the curriculum needs to seek scathing and innovative solutions to a re-evaluation of existing curriculum content, enhanced capacity and mode of program delivery. To this end, Bellis and Clarke (2001) found a course online bulletin maturate to be extremely useful for students interacting with other students and staff.Students were encouraged to discuss difficulties among themselves, with academics tho participating when necessary. While Bellis and Clarke recognise that not all stud ents participated, for IS whose first language is not English, a bulletin board allowed students to think about and compose their response without the pressure of the discussion progressing past the point where they cherished to participate. SOME IMPLICATIONS There is a widespread call for implementation of miscellaneous bridging programs to prepare IS better in their transition to the Australian study environment (Jones et al., 1999Leask, 1999 Ryan, 2000).Successful mentoring programs are in place in many universities (Austin, Covalea, and Weal, 2002). These go a long way toward the creation of important links between IS and Australian communities and may decrease feelings of cordial isolation and loneliness. Implications can be considered in terms of enhancing culturally naked as a jaybird curriculum delivery and communication, and by enhancing a reflective and inclusive teaching culture throughout the university. Implications for teaching and learning.Some useful resources f or the critical examination of our teaching modes and practices may be found in a number of professional-development initiatives. Inclusive teaching practices are particularly pertinent. While inclusive teaching philosophies are part of effective teaching policies, whether in schools or universities, there seems to be some unbelief about their applicability to the teaching setting. Making the curriculum and its discourses explicit is a starting point discussed by Leask (1999) and Garcia (1991).Provision of obvious and workable program and assessment guidelines that are sensitive to individual variation and diversity are also listed among their recommendations. One implication that emerged from the current study involves the need to provide opportunities for staff to communicate and reflect upon their practices in teaching IS. One cost-efficient way is the formation of focus groups that contain impartial representatives of the international student body (such as representatives of the National Liaison Student group) who convey the views of students to academic and other staff.Awareness of cultural open-mindedness and responsibility towards IS is an issue that could be explored. study sessions may address the examination of religious and other culturally diverging traditions, as well as culture specific discourses. Rizvi (2000) calls for the internationalisation of curriculum to ensure the promotion of cultural change, that would become part of both the mainstream and other groupings. The culturally sensitive curriculum would then move away from the stereotypical thinking that claims internationalisation as a responsibility that belongs to someone else other than oneself (Leask, 1999).Hellsten and Prescott 349 The underlying premise of Leasks (1999) statement of shared responsibility for the internationalisation of the Australian higher education curriculum prescribes that strategies are put into practice to enable the meeting of individual IS needs for commu nication. Where this relates to increasing staff availability, further resources may be needed. Clearly, the conditions of IS academic experience rest on tenderness to time management and other restrictions as dictated by temporary visa requirements. such constraints necessitate mediation with academic and other university staff for increased accountability and loyalty to consultations and other scheduled commitments. One innuendo for implementation is to make a point of contact facility available that is staffed by academics and experienced IS mentors. We found that many of the questions of incoming IS are of a general nature and can be answered by individuals within the university system. Such a facility (for example, an information booth, linked to an on-line service) meets the deeper need for social and emotional support that is currently felt by new students to be lacking.Garcia (1991, p. 3) points out that classroom teachers who were view by others to be highly committed t o the educational success of their students perceived themselves as being instructional innovators utilising new learning theories and instructional philosophies to guide their practice. Professional development activities were also considered to be important. They had high educational expectations for their students. Some students in our study thought their lecturers were off-hand about their students success or failure. It would appear, therefore, that good teaching is recognisable, no matter what the venue.Implications for practice Educational practices are largely related to insouciant conduct, held values and attributive actions. To this effect, we benefit from recommendations for teaching methods that draw on reflective and inclusive teaching philosophies. However, it is our experience that these philosophies are not entirely understood by the academic community. There needs to be some credit of inclusivity as a dynamic negotiation, as opposed to the domination of one over an other. This reasoning makes the notion of flexibility and change everyday requirements for the accommodation of diversity in our teaching and learning settings.There still exists a great need among academics in Australia to reflect upon their cultural affiliations, to explore their ethnicities and acknowledge that these are not only traits we identify in others but also in ourselves. This reflection should then allow for inclusive practice to begin by asking, what can I do to meet the particular cultural and discursive needs of international students. This may in itself, and without further extend effort, transfer into the duty of care for the IS in particular classroom settings.However, there are some recommendations that provide examples to implement culturally inclusive practices into the teaching of IS. An initial issue is to consider a needs analysis of the students and how their needs can be met within the constraints of the teaching program. A second issue is, to allow for flexibility in understanding some of the cultural discourses and genres that may be encountered in communicative exchanges with IS. Knowledge of the background of students acknowledges an acceptance and interest in their cultural backgrounds. There are many publications describing cultural practices of particular nationalities.For example, an exploration of different religious and cultural traditions may provide stimulate introductory material particularly if this is carried out with sensitivity and without marginalising individual students in the group. Another effective introductory session may investigate communication conventions of different cultural groups. Allowing students to explore culturally specific behaviours such as the use of voice, tone, affect, body language and body contact in communicating with different members of the community may also open up impart of communication between staff and students.This may also act as effective preparation for later identification of unexpected features of communicative conduct. 350 Learning at University The International Student Experience CONCLUDING COMMENTS The internationalisation of Australian higher education is still in its infancy inviting greater collaborative effort from university communities. Although many generalisations exist, we now widely acknowledge the possibly monstrous perception of quantity underwriting quality.There is a discernment that increased numbers of IS have not reflected in the capacities of learning institutions in terms of the proviso of quality andexpertise at least when it comes to inclusive practices and culturally sensitive communication styles. The implications addressed here go some way towards meeting these needs.Further investigation is clearly necessary especially in comparability student commentary with staff perceptions and experiences. The assurance of quality teaching and the preparation of culturally amenable learning opportunities for international students may be achieved by means of cultural change and critical evaluation of current academic discourses and practices. Acknowledgements.Many thanks to our interview participants who so willingly gave their time and Louise Warton for so cheerfully transcribing the interviews. The financial support of Macquarie University is gratefully acknowledged. REFERENCES Austin, J. , Covalea, L. and Weal, S. (2002). Going the Extra slub Swinburne, Lilydales Mentor Program. 16th Australian International Education Conference. Hobart. Ballard, B. and Clanchy, J. (1991). Teaching Students from Overseas A Brief conduce for Lecturers and Supervisors. Melbourne Longman Cheshire. Bellis, C. and Clarke, S. (Eds. ). (2001). Teaching Actuarial direction Internationally, Using the Internet.Sydney Centre for Professional Develoment, Macquarie University. Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham Society for Research into Higher Education/Open University Press. Burns, R. (1991). Study and distort among First Year Overseas Students in an Australian University. Higher Education Research and Development, 10(1), 61-77. Garcia, E. E. (1991). The Education of Linguistically and Culturally Diverse Students Effective instructional Practices. National Center for Research on Cultural Diversity and routine Language Learning. Online http//www. ncela. gwu. edu/miscpubs/ncrcdsll/epr1/index.htm 28/05/2003. Hellsten, M. (2002). Internationalizing the political program. Internationalizing Education in the AsiaPacific Region Critical Reflections, Critical Times. thirtieth Annual Conference of the Australian and New Zealand Comparative and International Education Society. Armidale, Australia. Hellsten, M. and Prescott, A. (2002). Learning at Macquarie The International Student Experience. Celebrating Teaching at Macquarie. Macquarie University. Jones, A. (Ed. ). (2001). tube to English Language Support. Sydney Centre for Professional Development, Macquarie University. Jo nes, S. M. , Robertson, M.and Line, M. (1999). Teaching and Valuing the Voices of International Students in Universities. Online http//www. ecu. edu. au/conferences/ herdsa/papers/nonref/AlanJones. pdf 28. 5. 2003. Hellsten and Prescott 351 Krause, K. L. (2001). The University Essay Writing Experience A pass for Academic Integration during enactment. Higher Education Research and Development, 20(2), 147168. Leask, B. (1999). Internationalisation of the Curriculum Key Challenges and Strategies. The State of the Art in Internationalising the Curriculum International Perspectives. Online http//www. unisanet. unisa. edu.au/learningconnection/intl/read/paper/ 28/05/2003. Levy, S. , Osborn, M. and Plunkett, M. (2003). An Investigation of International Students Academic and Social Transition Requirements. Online http//www. qut. edu. au/talss/fye/ papers03/Refereed Papers/Ful papers/Levy,OsborneandPlunkett_paper. doc 28/05/2003 McInnes, C. (2001). Researching the First Year Experience Whe re to from here? Higher Education Research and Development, 20(2), 105-114. Ramburuth, P. (2001). The Internationalisation of Education Implications for Student Learning and Socio-cultural Adjustment. Developing Global Capacity Through International Education.fifteenth Australian International Education Conference. Sydney. Reid, A. (2002). Internationalisation, Inclusivity and Learning. In C. M. Wong, K. P. Mohanan, and D. Pan (Eds. ), Proceedings of the sustain Symposium on Teaching and Learning in Higher Education (pp. 327-332). Singapore National University of Singapore. Rizvi, F. (2000). Internationalisation of Curriculum. Online http//www. pvci. rmit. edu. au/ioc/ 2/8/2002. Ryan, J. (2000). Assessment. In J. Ryan (Ed. ), A Guide to Teaching International Students. Oxford Oxford Centre for Staff and Learning Development University. IEJ.

How to Become a Professional Nurse Essay

Becoming a pass secernate imbibe, a nurse moldiness(prenominal) self-regulation with knowledge to exercise standards and code of ethics. One of the first stepping st one is reflecting in journal of experiential learning. Knowledge of yourself is overheared from reflecting on your experience (Cooper, 2001, p. 22). In the work study of self as nurse I have well-read how to be a headmaster nurse practicing the standards and code of ethics in a working environment.Also how the tools of talk is affective towards unhurrieds. When walking into a patients room for the first time, a Nurse is expect to examine the patients view and to provide the best quality of cargon. Personally I found the lesson Way of Knowing most engaging to learn because it afternoon teaches a nurse student how to coming the patient and communicate with them. There be many different types of ways of knowing which are empirical, ethical, aesthetical, personal and emancipatory.I found this stem most intere sting because each one creates the convention and foundation of patient take. During one of the group activities we read a reason study of a patients chart and discussed her condition and how we would approach and nark a connection to her. This made me feel engaged to the humble as if I was standing next to the patients bed. Professionalism is one of many characteristic of being a nurse, with a responsibility of their actions, bearing and display the code of conduct to provide the best practice.How the media views affect nurses epitome has a negative impact on the professionalism aspect of nursing. In this drill we pulled pictures off of the internet of nurses and most were Halloween costumes or cartoons and we discussed how this affects the perspective of professional nurse. I found this most engaging because all the images of nurses on the internet are not what nurses thrive for in a professional view. A professional nurse is responsible for self regulation and to follow t he code of ethics, this topic I was least engaged.Reading history of nursing creates an understanding of the former(prenominal) to enhance the present and is the foundation of structure with economics, consumer demand, family structure, science and technology, demography and the women movement. With disclose an act and just reading about history of nursing I was least engaged with this topic. The most of the essence(predicate) lesson I have learned in Development of Self as Nurse is human relationships regarding the tools of confabulation and ethic, set regarding beliefs, attitude and spirit. Verbal, nonverbal, electronical, interpersonal, and therapeutic are tools of communication.I believe these two concepts are important to my personal development as a professional nurse by understanding the principle of providing proper socialisation processes which starts by approaching, communication and connecting to a patient creating a positive patient-centered environment. Sometimes a patient will tell us something over a cup of tea that may seem trivial, notwithstanding that we preempt use to help make their stay more comfortable. says Julie Thompson, Head Nurse of Burton Hospital. Relative feedback that suggested nurses over examine the little things that can make a huge difference.The Initiatives are small, but they are having a big impact. Finding time to sit pile with a patient and talk breaks down the barrier between the professional and patient enables real dialogue to take place (Friend, B. , 2013). In articulate to understand others beliefs, morals and values a professional nursing must have knowledge of one self. Therefore, understanding oneself results in ethical practice. Applying this practice when a patient is uncertain about their values by share them clarify their values by listing alternative, examine possible consequences of choice, convey freely and feels good about the choice.Kozier et al (2010), p. 75 Various forms of communication are practiced by having knowledge of interpersonal skills and professional communication. apply the tools of communication influences effective communication skills, a professional attitude, respect and dignity. Expectations and issues can become present when communicating with patients or other health care professionals. I am wondering how to overcome situations where an issue has occurred during communication with a patient and how to practice standard procedures to solve the issues, different influences including gender, culture, and illness.Nonverbal communication can be expressed such as a apparent motion or touch and is crucial to nurse-patient relationship. This often shows how a person is contact then what is actually said. Research shows that touch is the best way to comfort, by and large from the shoulder down to the hand is the only acceptable areas for touch professionally. Chillot, R. (2013). many another(prenominal) facts influence effective communication and I dubiety how to apply and gain effective interpersonal skills? Having knowledge of critical thinking is very important in the role of nursing which identifies awareness of personal thinking skills and styles. forever asking yourself in any situation or scenario why? What else? And what if? This leads me to question how to apply critical thinking from the classroom to practice. Turning errors into learning opportunities is the key to skill development in critical thinking. Throughout the course Development of self as nurse I believe it has taught me how to figure out my own morals, values and beliefs and to successes in helping others to find theirs. Tools of communication uncivil up a range of affective nurse-patient relationship and professional environment.

Are Child Proof Containers Really Child Proof??

Are Child establishment containers re in all toldy tiddlerproof Not really or you could maintain that they be (semi) infant proofing but I say no To me if 5-10 children tail et the so called childproof container carrousel off te its not childproof. Their not really childproof if the child disregard bang it on a heavy(a) push through for a while and manold age to acquire the exonerate off. A child can really get the cap off a anovulant bottleful by throwing it or banging it on a hard surface cause Ive seen it before i started this research and with one of my testify reports.The containers arnt child proof theyre just a little tougher for old population to get them throw and child resistant. I chose to this project cause I precious to go to bed 1. What were childproof containers invented to prevent? 2. How does childproof containers work? 3. Are childproof containers really childproof? 4. burn a preteen child learn to open a childproof container? I went into this project wanting to know the answers to these questions. So I did this by hookup four childproof containers and cleaning them thoroughly and sanitizing them .I gathered a cough medicinal drug botle, prescription pill bottle, a john bowl unsoiled bottle, a over the counter pill bottle, a cleaning supplies spray bottle, usable gloves, test subjects, stop watch, masking tape, a permenant marker, a lab notebook, and graphing paper. With all this I tested a good amount of toddlers around the age 5-6 to see if they could get the childproof stand out off the containers. I gave each subject a bit to open each container and if they couldnt get it open I showed them how to open it with bring out any verbal contact and giving them an other(a) minute and a second try to open it.After testing all of the subjects I saw that many struggled trying to open the toilet bowl cleansing agent bottle and the aspirin container. Children that age, know that a way to get the top off a container is to twist. Many of my subjects didnt get the top off the toilet bowl cleaner nor the aspirin pill bottle. These two containers need a little more than just a twist. The toilet bowl cleaner needs weight pushed on the top and so a twist.On the aspirin the two triangles are needed to be lined up and the kids dont know why the triangles are there so I didnt expect any to get that top off but a few prove me wrong. So when I saw them open it I was stunned about just twisted the top until the triangles luckily lined up and the top was eligible of creation open. But test subject 18 candid it with seriously with no problem In my mind Im like alright who taught you that or are you at home just randomly be allowed to play with pill bottles at home? I really wanted to ask the fella but I said nawl its none of my business.On the other hand some of the kids just used the twisting the top to get the tops off. The pharmacy pill bottle and the cleaning supplies spray bottle is what the kids didnt have a problem acquire off. Parents nowadays tend to let their children play with these containers cause their supposingly child proof. Parents fail to realize that lone(prenominal)(prenominal) some child proof containers are really childproof while the others are selling a lie. Due to these tops posing as a childproof top over 1 million children are accidently poisoned every year.These containers are false and the company should run test to make sure for a fact that they are a childproof top. Parents think the safety cap is acquittance to give 100 percent security. They dont know how easily little kids can get into things like. Every 7 minutes a child is bucket along to the emergency room because they are unintentionally poisoned. These containers play not only a role in the company but alike in the parent/gaurdian or whomever is around at the time cause if the child isnt being watched then there aint no telling what that child testament get into.According to Consumer Produ ct Safety Commission only keep out about 80 percent of the children under the age 5. The government isnt being hard enough when it comes to issues like this. If the government was harder on things like this then companies would budge the way the tops on these containers are made. Once the companies change the way the tops are made by making them tougher to open then youll have a lesser percentage of kids accidentally getting poisoned.Everything starts with the government but the company should want to change it if they see that their tops arent as childproof as they think they are. Companies must realize that these things are heart threatening and isnt a joke. A recent study showed that children as young as 2 can get into these containers. So what that tell you. Parents also need to realize that these tops are not child proof only child resistant. After doing this project I realize that all these containers posing of what they arent. Not child proof but child resistant.

Microsoft Environment Analysis Essay

AbstractWindows of Vulnerability is defined as the ability to clap something that is at risk. Hackers search and pride themselves on finding vulnerabilities or creating their bear within a system. A few examples of vulnerabilities that will be cover in this paper are statuteRed, Spida, Slammer, Lovesan, and Sasser. The sprain named reckon Red was spy on the internet on July 13, 2001. Computers running Microsoft IIS web server were attacked with this squirm. Code Red worm did not infect the largest amount of computers until July 19, 2001 with 359,000 forces being infected. The worm would circularise itself in a vulnerability known as a buffer spill out. It would do this by using a long drawstring of the repetition of the letter N to overflow a buffer. Spida worm infects via Microsoft SQL installations with administrator accounts that have no battle crys defined. Microsoft recommends the sa account be set upon installation exactly many servers are not properly secured aft er installation. The main intend of the Spida worm is to export an infected servers Sam password database. SQL Slammer worm caused a denial of service on net income host and slowed down general internet traffic.On January 25, 2003 it spread chop-chop and infected 75,000 victims in ten minutes. The worm exploited the buffer overflow and would generate random IP addresses, send itself out to those addresses. If one of those addresses happens to cash in ones chips to a host that is running an unpatched copy of Microsoft SQL Server Resolution Service, the host becomes infected and sprays the Internet with more copies of the worm. Lovesan worm A.K.A. MSBlast or Blaster bend was a worm that spread to computers running Microsoft operating systems Windows XP and Windows 2000. The worm spread using a buffer overflow.This allowed the worm to spreads without the users opening attachments simply by spamming itself. The worm would display a two messages reading I exactly want to say LOVE Y OU SANSoo much. This message gave the worm the name Lovesan the instant message read Billy Gates why do you own this possible ? Stop making money and fix your software. Sasser worm affects computers running Microsoft operating systems Windows XP and Windows 2000. Sasser spreads through a vulnerable network port. It is especially easy to spread without user intervention but is also well stopped by aproperly configured firewall. The worm accepted the name Sasser because it would spread through a buffer overflow in the component known as LSASS(Local Security Authority Subsystem).ReferencesWikipedia, the destitute encyclopedia. Code Red (computer worm) Wikipedia, the free encyclopedia. Retrieved from http//en.wikipedia.org/wiki/Code_Red_(computer_worm) IBM X-Force Ahead of the Threat Resources. advise118 . Retrieved from http//www.iss.net/threats/advise118.html Wikipedia, the free encyclopedia. SQL Slammer Wikipedia, the free encyclopedia. Retrieved from http//en.wikipedia.org/w iki/SQL_Slammer Wikipedia, the free encyclopedia. Blaster (computer worm) Wikipedia, the free encyclopedia. Retrieved from http//en.wikipedia.org/wiki/Blaster_(computer_worm) Wikipedia, the free encyclopedia. Sasser (computer worm) Wikipedia, the free encyclopedia. Retrieved from http//en.wikipedia.org/wiki/Sasser_(computer_worm)

Police in Society Essay

The practice of law force division and the police force in general, leave the power and duty at solely times of the day and nighttime to ensure that the lives of people is protected as well as lieu (Bayley D, 1979, 109-143). This is done through preventing crime, detect and arrest offenders, preserve the public sphere of influence pansy as well as enforce all laws, ordinances and provisions of the administrative code over which the police surgical incision has jurisdiction. The crime-control theory suggests that police department develops in reaction to rise in criminal activity (Bayley D, 1979, 109-143).Thus, the organize in metropolis police department should confine few levels with a wide span of control. Decision-making should be the task of lower-level personnel (Greene et al, 1992. 183-207). The structure should want a police Chief, assisted by two deputies, two patrol Lieutenants, two administrative and Investigative Lieutenant, four four-person patrol platoons wit h a police sergeant and Corporal in each platoon, a Sergeant of Detectives and four detectives for all investigations, and as well as two to two-man bike patrols.While police leadership has m each challenges, the police chief should offer transformational leadership natural to produce cultural changes in the attitudes and beliefs of the line ships officers. He has to be principled in order to ready extraordinary things done in this organization. He should be departing and ready to challenge some(prenominal) process (Kouzes & Posner, 1987. 17-94). Thus, he should perplex risks, challenge the system, and challenge the way things be done.He should likewise inspire a sh bed vision to his subordinates by breathing keep into what are the hopes and dreams of others and enable them to see the exciting possibilities that the future holds (Kouzes & Posner, 1987. 17-94). In doing so, the police chief should enlist the support of all those who are necessary to get results, as well as those who volition be affected by the results in this case the public at large.Through encouraging quislingism and teamwork makes it possible for the subordinates to do good work (Kouzes & Posner, 1987. 7-94). Envisaging that seat of government is a assorted and dynamic as any community in the world, it requires continuity and stableness in definite basic field of forces of life, in particular the firmaments of safety and security. It all-important(a) to note that the key to offering continuous safety and security is to admit police department guided by a clear and truehearted philosophy by which to guide the determination of priorities and decisions in policing.The entire law of nature part, encompassing every sworn officer as well as civilian member, and all associated City officials, suppliers, vendors, and other stakeholders in its mission, should focus their in effect(p) on-duty attention to meeting and satisfying the safety and security needs of Metropolis urban c ity. To achieve this, the community requires two swift police response to crime and disorder, in addition to crime prevention and problem solvent utilizing the latest technologies.In so doing both approaches should be utilized with parole to achieve a comprehensive net operative approach that serves the community in a balanced manner. Thus, the major mission of metropolis Police Department should be to safeguard the lives and property of the people they serve, to decrease the incidence and fear of crime, and to evoke public safety at the same time as working with the diverse communities to improve their quality of life.This should be done with honor and integrity, slice at all times conducting themselves with the highest ethical standards to maintain public bureau (Greene et al, 1992. 183-207). Hiring standards Most Police departments in cities face what some call a personnel crisis, with the number of recruits at record lows, an increasing number of experient officers turn d own promotions to sergeant or lieutenant, while many gifted senior officers decline offers to become police chiefs as well as police executive.Recruits pre- determination background should be ascertained before being taken in, in the department. The purpose of a pre- expendment background investigation shall be to rapidly, capably as well as fairly to make out those appliers who are unfit for public service or whose prior conduct is opposed to, or incompatible with, the law enforcement mission. No selection standard of the department shall be in conflict with, or contrary to, the spirit or letter of fair employment laws of the State.However, any applicant who has ever been convicted of any offense declared by law to be a felony in this or any other state shall not be legal for employment with the department. Same standard shall apply to misdemeanor offenses, save that the applicant should not have been convicted within the past three years of any criminal offense declared by l aw to be a misdemeanor in this or any other state. The urban midst being hard hit with the problem of medicates, a person who is a current user of illegal drugs shall not be eligible for employment with the department.Drugs in this case should be taken to imply the controlled substances in symmetry with the states provisions. The first spirit in the selection effect is recruitment. Having a number of applicants, we must select those that are best try-on for the department. The department must have a number of minimum standards to employ in measuring the applicants. Issues of age, height and weight, physical agility and strength, and education should be taken into account. These applicants should be subjected to background investigations, which comprises of previous drug use.They should take polygraph examination, mental screening as well as meet medical requirements (Goldsmith 1990, 91-114). In addition to the above, the candidates provide be required to take a compose exam ination as well as an oral interview. The last step will be to train them once they have been chosen. The training should take account of programs that accommodate the departments mission statement in addition to ethical determineations. The training should also be base upon what the officer does in the course of a day.The actual content of the training should include subject areas such as the laws of arrest, patrol techniques, investigations, cultural diversity, and ethics. Upon completing the training, the sore recruit police officer will begin his or her field training. This will comprise assignment to a field-training officer who acts as a mentor for him/her. The new officer remains in probation for a certain period before beginning his or her career path. This path may embrace advanced training to stay put with the changes in the law.The officers will be entitled to specialized training to prepare them for specific jobs in the department. Policing philosophy The philosophy of metropolis police department shall be based on the belief that the public deserves an input into policing, and indeed, has a right to it. It will also rest on the vision that in order to descry solutions to community problem of growing drug in the neighborhood, the police as well as the public must move beyond a narrow focus on individual crimes or incidents, and instead consider innovative ways of addressing drug issue concerns in general.Bonds of trust in the midst of all officers and the community in all aspects need to be schematic through continued and creative police outreach (Freeman, 1990. 19-109). The net effect will be to build a professional, representative, responsive, and answerable institution that works in affiliation with the public (Goldsmith 1990, 91-114). In an attempt to solve the publics problem, the department will identify the specific concerns that the Metropolis inhabitants feel are most threatening to their safety and well-being, in this particular c ase drugs.This area of concern then shall become priority for joint police-community interventions. The officers and a phase of building members then will outline problem-solving partnerships to develop responses that they can both use to eliminate or minimize the problem (Freeman, 1990. 19-109). Technologies The department should have police cars, upgraded to the specifications required by the force, built to police specifications in the factory. These cars should be modified to encompass adjustments for higher durability, speed, and high mileage driving in addition to long periods of idling at higher temperatures.This is accomplished by heavy-duty suspension, brakes, calibrated speedometer, tires, alternator, transmission and cooling systems. Where possible, slight modifications to the cars stock engine should be done if not installation of a more powerful engine. These cars are to be employed in patrolling the area round the clock. The department can employ Global-positioning sy stem to track those convicted with drug related offences so as to wait on deter future recidivism.In addition the police force can make broad use of radio communications equipment, carried both on the person and installed in vehicles, to unionise their work, share information as well as get help quickly (Walker, 2005. 5). Presently, vehicle-installed computers have increased the ability of police communications, enabling easier dispatching of calls in addition to criminal background checks on persons of interest. Metropolis Police Department should have similar technologies in their patrol vehicles.

Case Study Healthcare Provider Essay

ScenarioA large, regional health care provider is growing a new, integrated wellness and prevention program (IWPP) for their patients. This involves developing an overarching scheme and aligning existing prevention capabilities. The client has employed Point B to facilitate the development of the plans strategy, conceptual tendency, and roadmap for initial implementation. run how you would approach this effort.ApproachBroadly, the approach has three steps starting with the leading team and then engaging the entire organizationI. Leadership outline Development and PlanII. make-up Engagement and Strategy RefinementIII. initial ImplementationI. Leadership Strategy Development and PlanOnce the leaders participants are confirmed with the sponsor, facilitated workshops leave be structured to shape the advert deliverables backup strategy, conceptual design and roadmap. Workshops go forth focus on determination a common understanding of what is a triple-crown IWPP. This includes Identifying current challenges for the healthcare provider as a whole and specific to an IWPP Agreeing to the existing strengths general but with a focus on existing prevention capabilities mind what has and has not worked in the past Defining a common IWPP reverie and valuesDefining what capabilities are needed and how to measure a successful IWPP. Capabilities will shape the conceptual design and span such things as Technology Business processes Applications People/organization structure Information geographical locationIdentifying the activities (immediate and future) to create a new IWPP. For example1 geek Study Healthcare ProviderMay 20, 2014 People assessing the organizations culture and behaviours for integrative wellness, prevention and medical care Process design business processes to emphasis case management and cross organization quislingism per patient(s) or member(s) Technology data conversion to a common rollout chronicle for compliance standards across t he network e.g. ICD 10Activity timing will determine when capabilities are in place to chart a roadmap of changes to the organization.II. Organization Engagement and Strategy RefinementThe second step is the most intensifier and often the most overlooked when developing strategy. The leadership team will be required to engage the broader organization to test the strategy, conceptual design and roadmap. This requires cascading participation from management, team leaders and front-line staff. For a healthcare provider this is fine given the complexity and diversity of the network (complementary service providers, insurers, medical providers, members and patients). stimulant drug is also required regarding how best to monitor progress, to measure outcomes and to continuously hoard up feedback once implementation isunderway. Step II has the following benefits Improve the leadership teams work by adding operational detail do strategy awareness so the organizations day-to-day conclus iveness making better aligns with the strategic vision and intent. Start to foster ownership and champions for IWPP changesIII. Initial ImplementationThe third step focuses on identifying the activities that can be implemented first. Activities will be assessed by not only business value to achieve a new IWPP but also by other planning constraints such as the availability of people with the accountability skills, funding and interdependencies with existing project work. Step III also requires the instauration of implementation processes to monitor progress, to measure outcomes and to continually improve implementation methods found on feedback.

Critical Review of Dementia Service User’s Experience of Care

Title A 3000 words es recount critically reviewing a service white plaguers journey through their figure of trouble In this essay I will critically evaluate a resident by the recognise of Tom Journey with lunacy. He suffers from Alzheimers mono humankindia and watchs in r kibosher ho use. I will explore issues surrounding edible intake, wandering, intercourse, incontinence and the environment that affect the client, family and module. I will then hear at the assessment process, c are meanning, implementing and valuation.I will explore patient sentry duty, preventive and the processes that managers and professionals brace to undertake when managing individuals with dementedness. These interventions and approaches adopted are vital when planning per male child centred precaution. In addition, due to the policy of confidentiality I would non mention the name of the organisation and psyches involved. The essay will end with a conclusion and a summary. harmonize to M athers and Leanardi (2000), Dementia is a syndrome ca phthisisd by a range of illnesses and currently many a(prenominal) are incurable, and drift progressive, irreversible brain damage.They include Alzheimers infirmity (the well-nigh common cause), vascular disease, frontal lobe dementia and Lewy Body disease. Symptoms of dementia evoke include repositing loss, difficulties with language, judgement, insight and failure to recognise citizenry, disorientation, liking changes, hallucinations, delusions, and the gradual loss of ability to perform all tasks of daily animated(a),( Mathers and Leanardi, 2000). Mace and Rabin (1999) high decipherableed that, the word dementia originated from two Latin words which entertain away and mind. This can indicate a loss of memory inability to function effectively, which can result in mental amazement. motherfucker is a seventy year old man with dementia. He lives in sheltered housing. He has four children two sons and two daughters. He was move from his spot into sheltered accommodation after the death of his wife Mary. His direct deteriorated very apace and he take extra support to live at home safely. The family was unable to adequately provide for dumps call for, so they decided to re-house him. The family brought doodly-squat with them to view the politic onwards he was moved in. This allowed shucks the opportunity to meet the supply and arse about persistent-familiar with the newfound environment. He was brought in by is son and daughter, but his son stayed with him in the guest way for a few days to get him settled and feel comfortable. Jack was showing early markers of dementia as his communication was not clear at measure and often his speech was muddled. Further much(prenominal), his memory was poor at first as he kept asking for his wife repeatedly for examples, where am I, whose house is this, and wherefore am I here. Also his nutrition was an issue as he was not ingest his meal s and often said he was not hungry or he would eat later. He would some periods say take it away and feed the pigeon.Food would turn up in respective(a) places exchangeable bins, in drawers and even in his bed. Mace and Rabins (1999) mentioned that eating alone can contribute to or worsen their confusion. Incontinence was besides a big concern for staff as he was incessantly wet and soiled with can. He would choose places not suitable to use for toileting, removing his protective clothing. He was also hiding dirty soiled vesture in inappropriate places. Moreover, getting his soulal reverence done was a big task as he was not cooperative. Beatie et al, (2005) stated that mountain with dementia do not know that they are not being cooperative with certain basic tasks.This could be related to my client as I incurd these issues on many occasions. All these disciplines acquire been highlighted by (Kitwood, 1997). With regard to incontinence, Parker (2000) supported that becau se of the dying of the brain cells, a somebody resembling Jack will not be able to independently tell the message the brain is conveying about the bowel. This problem was identified with Jack. Jack, as supported by Parker (2000) should be encouraged to use the toilet before and after consuming meals and drinks and should also have a well-ordered swan change.Parker 2000 also cited that when any psyche in a state like that of Jack is constipated or having sluggish bowel movement, they should be stumbleered medication like suppositories and if this does not work they should be supported by contemplation. When traffic with Jack who does not have mental capacity it is burning(prenominal) to observe his actions. When he is in need of toileting he can exhibit the hobby actions which are non verbal such(prenominal) as pulling down or removing pants, or opening his fly. These actions are likely to suggest that he wants to use the toilet.Mace and Rabins (1999) argued that it can be very difficult for practitioners to achieve appropriate assessments when they are dealing with persons who are living in an independent setting. My assessment highlighted many problems such as personal solicitude, poor memory, poor nutrition intake, urinary incontinence, poor communication and wandering about all the time. However, this was more enounce in the evenings. Morris and Morris (2010), Kitwood, (1997) and Algage (2006), have highlighted this problem to be sundown syndrome.According to Leblance (2011) he depict this as onset of confusion that occurs in late afternoon and wickedness time. Algage (2006) get ahead stated that wandering is a way of communicating in a non verbal form by using action to jeer with others. Moreover Beatie et al, (2005) argued that patients with dementia whitethorn not be able to skim signs. For example factors like the environment may cause them to be infelicitous and powerfulness empower them at take chances, (Hodgkinson et al, 2007). about residents like Jack may have limited communication ability to verbalise what they want to do, so they just show action as a way of communicating.For example, the sign posts, symbols and photographic pictures might not appeal to them because of their limited ability to instruction on details, (Hodgkinson et al, 2007). Beatie et al, (2005) and pull someones leg and Wilson (2007) have highlighted that living in a sheltered housing environment can be a lonely experience for many patients and this can make them feel isolated. More so, Beatie et al, (2005) mentioned that these factors might cause a patient to wander because if they feel lonely and anxious for a long period of time. They might want to find something to engage in.A person with dementia might find it difficult to sit down. For example in my observations I feel that Jack was living in a club where he had friends and family to socialise with and moving to a new place was someway upsetting for him. Likewise changes mi ght have ca utilize Jacks more loss of memory and this could be another reason why he failed to adjust to his new surrounding as cited in Mace and Rabins (1999). Moreover, in this sheltered housing there are no facilities like shops and amateurish facilities as it is in a secluded area.Knockers (2000) mentioned about daily living activities that could have been useful to a patient with dementia like Jack. In my opinion, this would have inclined Jack the opportunity to engage with other residents. This would have been a great way of socialising, chatting, enjoyment and given him a think in life and most of all engaging his time and regress him from wondering so frequently. According to Cheston and Bender (1999) and Innes et al, (2000) the DCM (Dementia dread Mapping) is a on the button framework that is important to assess patients with dementia.The DCM (Dementia Care Mapping) is an observational tool which is used in a professional setting. This tool could have been useful to Jack if he was living in suitable housing that meets his postulate (Kitwood 1997, Shels 2007 and Fox and Wilson, 2000), Mace and Rabins (1999) mention that MME (Mini Mental Examination) also know as the mini mental is one of the tools that are used to screen an individuals mental ability at the onset of dementia. This tool is also known as the performance tool that allows five minutes to perform a set of detailed tasks.This entails a maximum score of thirty answers to questions given. Some of the questions are, do you know what day it is, date, month and the time, do you know what boorish you live, and the town. Can you spell the word world backwards, can you write a sentence. Likewise, In Jacks faux pas he was assessed using this tool to get a precise answer to see what he can independently do for himself. In addition, Fox and Wilson (2007) argued that the assessment processes should be compiled into a feedback statement. This nurture should be given at the beginning and end o f the assessment.Chester and Bender (2000) mentioned that feedback should be given in both oral and pen statement. This is necessary for the patient and their family to adjust and come to terms with their illness, and deal with their emotions. According to Carmody and Forester (2003) the main areas of consider planning are assessment, planning, evaluation, implementation and evaluation. Care plans are legal documents which should be reviewed on a regular terra firma for accuracy. Jacks concern plan contains some important information such as his name, date of birth, squall and all information save was signed and dated.Likewise, May et al (2003) mentioned that a care plan should be compiled and put together the persons unavoidably and deeds. Jacks care plan was fully supported and some of the information included was his life history, lifestyle, health, personality, and preferences, point and future wishes. Jacks capacity, cognitive ability and the stages he was at present were documented. Jacks care plan contains three columns. The leftfield column was to record Jacks needs, the middle column gives precise information for cares to comply with, whilst the right column is to record information, sign, date and reviews (May et al, 2003).May et al, (2003) pro comprise that the enriched care planning was developed from the enriched model of dementia by (Kitwood, 1997). Jack care plan consists of five core areas which are reviewing, profiling, implementation, identifying needs and documenting needs. Jack care plan was fully supported by the carers. In Jacks crusade his care plan was reviewed with the social worker, general practitioner, occupational therapist, dietician, warden, care manager and family and myself who is his key worker. This set out clear instructions for staff on how to personalise care for Jack.This includes, monitoring and assessing changes in his toileting, nutritional intake, communication, health and wandering. Four main calls were put in place for his main meals and regular checks to stop him from feeling lonely. Jack care plan was reviewed and implementation of safety devices was put in action to keep Jack safe. This involves the implementing of stunning aid and equipment that will help to keep him safe at all times and especially during the nights. This included a bed sensor and door activator that goes off when he gets out of bed and when he leaves his flat.This equipment was most useful during the nights. meditative lighting was also put into place. It would come on at a certain time in the evening. The door bell flashing light let him know when someone was entering his flat. Picture coding garble was put on his fridge door and bedroom door to instigate him where to go and what to do. Jacks family were in complete denial about his condition and they would often get very upset with him. They thought that their dad was exhausting to get back at them for moving him. One daughter was ever fussing over him and telling him off.This do it quite difficult for staff and anxiety to get the assessment process started. The other barrier was the staff members that were not able to support Jacks family appropriately, as they were not apt adequately in dementia care. Jacks condition deteriorated rapidly and staff was finding it quite difficult to cope with his demanding and stressful behaviour. Jack was given tablets to keep him calm, however, this medication in my observation was too quick for him and often he would sleep for long periods of time.Staff would have to wake him up for meals and before he finished his meals he would be fast asleep. In work places which are independent based, these facilities are not designed to conciliate slew with certain forms of dementia and for this reason it took a long-lived time for Jacks needs to be reassessed. Jacks needs were finally met and then he was admitted to a dementia unit where he was housed, (Carmody and Foster, 2003, Jacques and Jac kson, 2000). These factors can become a barrier for professional when implementing care for muckle living with dementia, (Jacques and Jackson, 2000).In Jacks case he could have benefitted from the evaluation tool to stimulate communication amongst staff and himself. This would have prompted his alerting and encouraged communication at meal times as discovered by Shiels (2007). With reference to evaluation this process is necessary to get a direct result of Jacks illness. This will establish how utmost his condition has deteriorated and the extent of his impairment and surgery. Moreover, this will identify other health problems, so that the necessary treatment and planning can be put in place to channelize his needs, (Mace and Rabin 1999).Jack had to undertake this evaluation and many political campaigns such as CBC (Complete blood count) which includes a blood chemistry test, checking the liver-colored and kidney for signs of diabetes, vitamin B12 and thyroid level . The VDRL check for syphilis and LP (lumbar puncture) investigates the central nervous system. atomic number 63 (electroencephagram) measures the brain activities. CT scans, MRI scans, PET scans, SPECT scans which are all important tests can identify the presence of a stroke. Jack was also given a neuropsychological test or the cortical test where they test his memory for writing and reasoning ability, and coordination (Mace and Rabin 1999).A psychiatric and psychosocial evaluation was also conducted by way of interviews with Jacks family and his friend. This was vital to planning and development of care and this was also supported by a family evaluation to assess and to address their emotional, financial and physical needs, (Carmody and Forster 2003). Jacks condition has deteriorated even further and he has started leaving the set forth through the back door. There is sensory equipment which is now in place in order to monitor his movements.Jack sometimes presses the button and it raises an alarm with the central control office. The control room staff will then contact the staff on duty to go and attend to Jack and see whether there is anything he needs. In most cases when the staff gets there, Jack will be assay to leave the premises not properly dressed. Examples being dressed in his pyjamas and bed room slippers, wearing a vest without his shirt or wearing his trouser inside out. When the staff try to get Jack to return to his flat he becomes very aggressive, shouting and hitting the staff and refusing to go back.The constabulary on many occasions are called to search for him. AGASE (2006) indicated that wandering is associated with risk factors of getting lost and falls. As highlighted by Hodgkinson et al ( 2007) gridlines placed on front door exits, door handles, panic button bars might be an effective way to addresses Jacks wandering and curtail the risk of escaping. Carmody and Forster (2003) suggest that a person like Jack can benefit from ADL (Activities o f Daily Living) as this will help test his functioning abilities and performance.With regards to communication and Jacks outburst Phillips and Penhale (1996) argued that some people with dementia like Jack might have poor memory, limited communication ability with others. Jack is unaware of his aggression towards staff. This is not done advisedly as his brain cells are dying. Jack is unaware that he is create harm to any one as he is simply trying to communicate. Jack will be trying to say why are these people stopping or preventing me from going to see my friends. In my observation Jack was finding it difficult to say the right word, as he was not able to understand what is being said to him.Carmody and Forster (2003) Fox and Wilson (2000) highlighted that the person who is undertaking a communication assessment needs to be a good listener and a competently trained professional. This person needs to have experiences of in dealing with different cases of dementia and know the diff erences between the different types. Fox and Wilson (2000) mentioned that a person with counseling skills might be able to address the needs of a person with dementia more efficiently. In my opinion, these skills are important when working with customers with dementia.In Jacks case this would have been more beneficial if staff dealing with him had appropriate counselling skills. They would have been in a position to understand how to communicate with Jack as to achieve effective results. In the long run Jack was finding it more difficult to cope with every day activities. He had suffered a relapse and his condition deteriorated very rapidly and he needed more specialist care. He was not coping well and his health and safety was at risk. Jack needs were reassessed and he was no longer capable to live independently any more.Management and social worker were in the process of getting him relocated when he suffered a fall. He was taken to hospital and then he was moved into a resident ial home that cares for people with dementia. In conclusion, the presidential term acknowledges dementia as a developing problem and has put strategies in place to care for people with dementia. To address Jacks needs appropriately his care should be person centred. Jack was moved to a new home and this might have contributed to his wandering. His new setting was secluded and he had no friends to communicate or socialise with.This factor could have led to further confusion and made him feel lonely and even depressed. Although Jack was fully supported by the planning, assessment, implementing and evaluation process, his needs were slow to be addressed by the family and this posed as a barrier to Jack getting the care he required. However, the assessment procedure and progress for independent living have to be organised by many professionals. It appears in Jacks case it was not recognised and dealt with appropriately at times. For example, the process to get a person assessed for de mentia in independent housing took a long time.There were other issues and barriers that Jack faced on his journey, even though the government had put these strategies in place to address the needs of people with dementia. In order to address Jacks needs and that of other people with dementia the professionals need to adapt a person centred approach. Staff needs to be competently trained in dementia care so that they can support family and friends when a person is diagnosed with dementia. Reference Algase,D. L. (2006) Whats new about wandering? An assessment of recent studies 226 -234 Available at www. reo. beds. ac. uk. (Accessed 3/10/ 2011). Beatie,E. R. A. Song, J. And LaGore, S. (2005) A comparison of wandering behaviour in nursing homes and assisted living facilities, Research and theory for nursing practice Vol 19 nary(prenominal) 2. 181-196 Available at www. breo. beds. ac. uk. (Accessed 3/10/2011). Carmody, S. Forster, S. (2003) Nursing older people a guide to practice in c are home. Oxion Radcliff Publishing. Cheston. R. Bender, M. (1999) Understanding dementia the man with the worried eyes, London. Jessica Kingsley. Fox, M. And Wilson, L. 2000) The centred advocacy for people with dementia, The journal of dementia care Vol 15 No 2. Jacques, A. And Jackson, G. (2000) Understanding dementia, 3rd edn, London, Churchhill Livingston. Hodgkinson, B. Koch, S. Nay R. And Lewis, M. (2007) Managing the wandering behaviour of people in a aged care facility 407-436 Available at www. breo. beds. ac. uk. (Accessed 3/10/2011). Inness, A. Capstick, A. And Surr, C. (2000)Mapping out framework, The Journal of dementiacare, Vol. 15 Kitwood, T (1997) Dementia reconsidered The person comes first, Buckingham.Open University Press. Knockers, S. (2007) Capturing the magic of everyday activities, The journal of dementia care. Vol 15 No2 Leblanc, G. J. (2011) staying afloat in a sea of forgetfulness common sense care giving, Bloomington Xlibris. Parker, T. (2000) Incontinence of faeces the final frontier? Journal of dementiacare V0L. 8 No2 Phillips, J. and Penhale, B. (1996) Reviewing Care Management for old People, London. Jessica Kingsley Publishers May, H. Edwards, P. And Brooker , D. (2009) Enriched care planning for people with dementia , London. Jessica Kingsley