Land law Essay Example | Topics and Well Written Essays - 1250 words

Land law - Essay Example In the case of William and Catherine, both of them hold a separate license agreements to the property, otherwise known as a â€Å"License to Occupy†, which was for an unspecified short term. Since the agreement does not stipulate a fixed duration, it can be terminated at the will of the landowner, provided that the notice requirement under Article 4 (1) (2) of the Landlord and Tenant Act of 1954 has been satisfied. There is no exclusive possession in this kind of agreement as the licensee does not enjoy exclusive occupation over the property. In fact, based on the agreement, there was a provision which allows Judith, the licensor, to enter the flat and share the couple’s bedroom any time she wishes.  This is merely a temporary arrangement and cannot ripen to a full lease agreement. In the case of In  EC Commission v United Kingdom  (Case C-359/97) [2000] STC 777,804, the European Court held that: â€Å"The term ‘letting of immovable property’ must be construed strictly. The  Court concluded, that the term ‘letting of immovable property’ cannot be considered to cover contracts where, the parties have not agreed on any duration for the right of enjoyment of the immovable property, which is an essential element of a contract to let." While in the case of Timmons v. Cropper (40 Del. Ch. 29, 172 A.2d. 757, 759) ‘License with respect to real property is a privilege to go on premises for a certain purpose, but does not operate to confer on, or vest in, licensee any title, interest, or estate in such property. In addition, â€Å"Licenses to occupy are somewhat less than leases and do not grant ‘possession’ or a legal interest in the land, which is the usual right of exclusive occupation. One example of a license is that of a lodger in a landlord's home. The lodger has no exclusive possession of any part, and shares facilities. The landlord has total control though there is a small element of protectio n in that even residential licensees can appeal to the courts against summary eviction† (Landlord Zone). Hence, Elizabeth has the right to enter the property at anytime she wishes and claim the portion of the property being used by William and Catherine and revoke the license, provided the notice requirement has been sent to the licensors. In the case of the first floor of the property, since Philip was an employee of Judith who served as the handyman in the house, Philip’s stay in the property served as part of his fringe benefits as an employee. As an employee, his stay in the house did not create exclusive use of that portion of the house where he is presently occupying, as evidenced by the key to the flat to do housekeeping. However, since the property was sold to a third party, the ownership and possession of the property has now been automatically transferred to the new owner, Elizabeth. Although there was no mention as to the term of the lease agreement, it is pr esumed that the owner can claim the property at anytime she wishes as she remains to be the owner of the property. The same treatment shall be applied to Beatrice, Judith’s niece who was granted a gratuitous license to use the top flat for free since was unemployed. â€Å"A gratuitous license is revocable by notice at any time† (Duhaime). Lord Mackay Clashfern,  Halsbury's Laws of England has stated that:   "A license is normally created where a person is granted the right to use premises without becoming entitled to exclusive possession of them. If the agreement is merely for the use of the property in a certain way and on certain terms while the property remains in the owner's possession and control, the agreement operates as a license. It does not create any

China's Development Essay Example | Topics and Well Written Essays - 2500 words

China's Development - Essay Example To many citizens around the world, it would seem that the traditional Chinese customs have carried on for many generations, and have not been forgotten. In fact they have done just the opposite, the customs have faded and are only practiced by a handful f Chinese citizens. China like any other country has been changing and continues to change. However, China has and still is facing numerous problems with change. When Jou Brown first set up the justice system in China it was opposed by many. Opposition is still a part f China and many aspects f the country are still challenged such as the economic policies, political views, trade partners, and relations. During the Han Dynasty (206 BC-AD 220) Confucianism was taught to the people f China. They believed that a leader must be a role model, everyone could become "perfect," and they can use their intelligence and wisdom to overcome obstacles instead f using brute force. During the Ming (1368-1644) and Qing (1644-1911) dynasties the economic policies f China were adjusted once again. Western foreigners were watched closely to insure the safety f the Chinese people. The economy became firmer. In modern China, some believe that the internal affairs f China and economic progress were more important than worrying over a few western traders. The Ming dynasty contributed greatly to Chinese literature, art, and philosophy. (Yabuki 1995) It is recognized for its sea exploration, and its strong and complex government that unified and controlled the empire. However, it was the complexity f its government that prevented it from adapting to change in society, which soon led to its decline. The Qing dynasty, which took power, next was the most powerful dynasty that China had ever had. After a century f gloriousness the Qing dynasty became brittle and inflexible. The dynasty could not adjust itself to combat the new problems that arose. Bad harvests, warfare, reb ellions, overpopulation, economic disaster, and foreign imperialism contributed to the dynasty's collapse. A revolution soon erupted in October 1911 and the emperor f the Qing dynasty, Xuantong (1912) stepped down and ended the last dynasty f China. (Chen 2000, 1-15) Soon the views and economic structure were to be radically opposed and changed as China moved, slowly, into modernization. A leader by the name f Mao Zedong (1893-1976) believed that China must upgrade its technology, weapons, and change the way the economy is built and operated. Mao Zedong redistributed the land, eliminated landlords, and established industry in the cities. (Mody 293-325) Mao Zedong also sought to insure political unity in China. To do this Mao Zedong launched several campaigns, some included, "Suppression f the Counterrevolutionaries," "Three-Anti," and "Five-Anti." Mao Zedong also launched another campaign shortly after called the "Hundred Flowers" Mao Zedong urged the intellectuals to criticize the Chinese Communist Party (CCP). Mao Zedong later launched another set up campaigns called "The Great Leap Forward" (1958) and "The Cultural Revolution" (1966).

Mustafa Kemal Atatrk Research Paper Example | Topics and Well Written Essays - 1250 words

Mustafa Kemal Atatrk - Research Paper Example Due to this decision, Turkey, under leadership from Mustafa, fought with three different enemies- The French, Greek and Armenian forces. He was able to defeat the Armenian forces and the Greeks due to heavy influx of arms and gold from the Russian Bolshevik government. The Greeks were able to extend their occupation of Ottoman land by a considerable extent up until Mustafa Kemal pushed the forces back and eventually launched an all-out attack, made effective due to the complacency on the part of the Allies towards his growing hold over their captured territories. Unfortunately, the Armenian genocide is one blotch on Mustafa’s military record. Under the Treaty of Sevres, the Armenian population was given certain safeguards to lands claimed by them. However the Allies, knowing fully well that the Armenians would need support until they could rebuild and develop, left the people to their own devices. Kemal then breached the frontier, forced the Armenians to renounce their claims for Turkish-Armenia, break the treaty of Sevres and even cede Russian Armenian districts (Hovannisian). The atrocities conducting by Mustafa Kemal’s ruling party, through the trio of Enver, Cemal and Talat Pasha (Freedman) will forever stain his record. On the fateful day of the 29th of October 1923, the Republic of Turkey was presented to the world and with it, Mustafa Kemal Attaturk the first president of the newly born state. He then set about the task of modernizing the state of Turkey, with economic, social and political reforms that were loosely based on the successful Western states. The most noticeable, and first reform he issued, was that of the ideology of the state. Mustafa Kemal believed in the... This research paper talks about Mustafa Kemal Ataturk as great person who make a huge mark on history of Turkey. His surname, Atatà ¼rk (meaning "Father of the Turks"), was granted to him in 1934 and forbidden to any other person by the Turkish parliament. Mustafa Kemal was a military officer during the Italo-Turkish War and have won in a famous battle at Libya against the massive forces of the Italians. He later fought in the Balkan Wars and was promoted to colonel for his service to the Ottoman Empire. His second finest success on the battlefield was in World War I when he was commander of the 19th division and managed to hold off the British army. But for most Turks nowadays, Mustafa Kemal’s finest moment on the field was his leadership role in the War of Independence. On the historic day of the 29th of October 1923, the Republic of Turkey was presented to the world and with it, Mustafa Kemal Attaturk the first president of the newly born state. He set about the task of modernizing the state of Turkey, with economic, social and political reforms. The most noticeable, and first reform he issued, was that of the ideology of the state. Mustafa Kemal believed in the right of total independence and sovereignty. Thus he rejected the ideals of fascism and totalitarianism, and went forward with the removal of the interference by religion, on the state’s affairs- secularism. In fact theories propose that Turkey’s current standing among other Muslim Majority states is due to its split from the Sharia form of law (Kuran).

Effects of health education intervention on patients knowledge, Essay

Effects of health education intervention on patients knowledge, attitude and health behaviour in asthma - Essay Example However, findings are unlikely to be generalizable to patients with asthma in whom a complex interplay of factors complicate management and who are therefore often excluded from or fail to attend standard research. Asthma is the most common medical chronic disease in western society. Despite advances morbidity rates are increasing. According to a study from Harty et al (2003), in 1996 a threefold increase in prevalence over a decade was demonstrated in Irish schoolchildren aged four to nineteen years of age that reflect the early childhood years when asthma tends to be more prevalent and hospital add mission rate tend to be higher. Otherwise, deaths due to asthma are uncommon and most of the deaths occurred in people over 65 years. In the 5 to 34 year age group, there was a rise in the death rate in the early to mid 1980s, peaking in 1986, and then decreasing (Glasgow et al, 2003). However, Asthma is a chronic inflammation of the bronchial tubes (airways) that causes swelling and narrowing (constriction) of the airways (Bell et al, 2000). The result is difficulty breathing. The bronchial narrowing is usually either totally or at least partially reversible with treatments. Bronchial tubes that are chronically inflamed may become overly sensitive to allergens (specific triggers) or irritants (non-specific triggers). The airways may become twitchy and remain in a state of heightened sensitivity. It is likely that there is a spectrum of bronchial hyperreactivity in all individuals. However, it is clear that asthmatic patients and allergic individuals (without apparent asthma) have a greater degree of bronchial hyper reactivity than non-asthmatic and non-allergic people. In sensitive individuals, the bronchial tubes are more likely to swell and constrict when exposed to triggers such as allergens, tobacco smoke, or exercise (Butz et al, 2006). Moreover, the frequency and severity of asthma is a serious health issue over the entire world, crossing all national, cultural, social, and economic boundaries (Johnson, 2003). Health education interventions should be a major component of treatment, as they have the ability to make significant impacts both in terms of public and practitioner policy as well as personal suffering (Cote et al, 2006). The symptomatic and lifestyle effect of asthma upon the patients can be debilitating. Accordingly, when assessing, planning and evaluating the care of the asthma patient, nurses and healthcare providers must be especially aware of the conditions, quality of life issues, and therapies associated with the disease. Further, because asthma involves significant patient self-help behaviour associated with most chronic diseases, education is vital. Accordingly, the issue of both practitioner and patient awareness is particularly significant: A health education initiative will have a positive impa ct upon these individuals. The fact that the onset of physiological responses can happen very quickly and, in severe cases, cause asphyxiation, means patient assessment should be based upon symptomatic presentation and observable behaviours. The frequency and

Obstacles Teachers May Face Essay Example for Free

Obstacles Teachers May Face Essay The process of how an individual learns is based on the theories surrounding behaviorism, conditioning, modeling and self regulation. Students can be problematic if proper resolutions aren’t put in place when a dilemma arises. There is a great emphasis on the importance and relevance in motivating the students in the classroom. Without the knowledge of extrinsic and intrinsic motivation and what drives students to learn, teachers may not know what inspires or how to encourage students to work to the best of their ability. Teachers must portray themselves in a professional manner at all times, whether they are dealing with students, parents or colleagues. Professionalism can be defined in several ways and some characteristics of a professional teacher include being committed to learners in a way that incorporates a code of ethics, have the ability to make routine and efficient decisions in a complex and ill-defined situation, conduct a critical self examination of one’s teachings, i. . reflective practice, and acquire the element of professional knowledge to constantly improve, develop and expand one’s methods of teaching to maximize learning environments (Eggan, P. Kauchak, D. 2010. pp, 4 – 6). One obstacle a teacher may face is if he or she gets asked a question that they don’t know the answer to. Students look up to teachers and depend on them for the knowledge they require (Yero, J. L. , 2002. P173). Understanding each topic is simply not enough; a teacher needs to be able to represent topics in an understandable way that is appropriate to the age of the learner. For example, the solution to explaining how to multiply numbers is to firstly acquire the knowledge of content then illustrate how to multiply the numbers. This is referred to as pedagogical knowledge. Pedagogical knowledge requires the teacher to understand principles of instructional strategies and classroom management. Involving each student in the learning process in order to enhance productive learning comes with knowledge and experience. Instructional strategies that promote productive learning include: selecting topics that are important for students to learn, provide clear learning objectives and prepare learning activities respectively, design assessments that relate to the workload and maintain the instructional alignment between the three, i. e. the connection between learning objectives, learning activities and assessments (Eggan, P. Kauchak, D. 2010. pp390 – 394). A teacher must have a positive and caring attitude, be organized, communicate effectively, respect and encourage rather than punish and constantly question and prompt incorrect answers to manage a productive classroom (Nelson, J. , Lott, L. Glen, S. p20-27). Identifying clear standards of acceptable behavior i. e. rules, be supportive to each student and create a sense of equilibrium are all strategies to ensure a produc tive and manageable classroom. The aim of all teachers is to promote as much learning as possible. Behaviorism focuses on the idea that learning is â€Å"influenced by stimuli from the environment† (Eggan, P. Kauchak, D. 2010. p,164). For example, feeling nervous before an exam is a learned behavior due to previous experiences/knowledge of exams. This feeling is involuntary to the individual, and it is referred to as classical conditioning. Classical conditioning can be positive or negative, depending on which, it can have different effects on the learner. If the teacher uses positive reinforcement within the classroom the students will gradually associate learning to the teacher’s manner and thus feel safe within the classroom resulting in a productive learning environment. In contrast negative or non-reinforcement results in the cessation of a behavior and results in a classroom environment that is not productive. Children learn acceptable behaviors through observing adults, therefore teachers are role models, and it is important for a teacher to demonstrate respect, tolerance, and values to motivate learning (Call, N. Featherstone, S. 2004 p. 47). Cognitive modeling is essential to the learning process as teachers use this to perform a demonstration and verbalize the thinking behind the actions taken (Eggan, P. Kauchak. D. , 2010. p. 182). An obstacle one may face is if some children are having trouble learning how to pass a netball to one another. Often, children instinctively bounce the ball, instead of passing it, as clas sical conditioning has taught them to do so from a young age. The teacher must describe one’s thoughts of how to pass a netball, whilst performing the action, which in turn encourages students to verbalize their understandings in any situation, resulting in a productive learning environment. Modeling is the key concept of social cognitive theory. Cognitive, behavioral and emotional change in children is a result of observing models. Modeling affects people by learning new behaviors, facilitating existing behaviors, changing inhibitions and by arousing emotions (Eggan, P. Kauchak, D. 2010. p. 183). These observations lead to learner expectations, which in turn are accomplished through self-regulation. Settings goals and monitoring that progress is an essential element of learning. The student observes another student passing the netball. He then models the observation, uses that experience to expand his knowledge thus takes responsibility and control of his learning. Teaching is constantly developing and changing, and the need for motivation is a necessary procedure to support and increase student learning and the teaching process. A common obstacle teacher’s face is how to motivate uninterested and unengaged students. Some students seem naturally enthusiastic about learning, but many need or expect their instructors to inspire, challenge and stimulate them. An unmotivated student is likely to choose work that is inappropriately easy, show a negative attitude, give up quickly and leave tasks unfinished. This can disrupt the students around him and cause interruptions in the learning environment (Nelson, J. Lott L. , Glenn, S. 1997 p. 72). There are two broad forms of motivation; extrinsic – where some students will be motivated by the approval of others, for example, by getting a good grade, and intrinsic motivation, where the learner studies in order to understand the content presented to them because they like the challenge and want to perform (Eggen, P. Kauchak, D. 2010. p. 287). To encourage students to become self motivated and independent learners, teachers can give frequent, early, positive feedback. This supports the students beliefs’ that they can, and are doing well as viewed by the humanistic theory of motivation. The teacher can also help students find personal meaning and value in the material as viewed by cognitive and social cognitive theory of motivation, and create an atmosphere that is open and positive which help students feel that they are a valued member of the learning community which is based on the socioculural theory of motivation. In addition, a teacher can ensure opportunities for students’ success by assigning tasks that are neither too easy nor too difficult which is a view shared by behaviorist theories (Eggen, P. Kauchak, D. 2010. p. 289). It must be understood that individuals are motivated through a wide variety of needs. While teachers can’t make or teach students to be self-motivated, they can encourage and promote this highly desirable trait. To conclude, there are many solutions to the obstacles a teacher may face in a learning environment. A teacher should act and approach a classroom with a professional attitude and an academic manner by being knowledgeable and recognizing the importance for assessing oneself. Teachers must be aware of the influence they make on students’ learning and how to promote positive and engaging classroom environments in order to solve the dilemmas they may be presented with in regards to behaviors students display. Furthermore, teachers need to understand that the process of motivation stems from stimulation, which in turn is followed by an emotional reaction that leads to either a positive or negative behavioral response. By understanding the theories based on solutions to the problems a teacher may face in the classroom, they may have a better chance at expecting when a problem may arise, and resolve the situation immediately.

Interprofessional Working in Nursing

Interprofessional Working in Nursing Mr Alfred Robinson is 85- year-old and lived happily with his wife for 50 years in a London inner city borough. They had no children but got on well and socialised with friends and neighbours. Mr Robinsons wife, Lucy, recently passed away. Alfred seems to carry on with his life as usual, going to bingo, having lunch twice a week with friends and doing gardening. Six months after the wifes death, he seemed less communicative, unkempt and frail. He confided in Susan, a family friend, that he was missing his wife, having no appetite, and feeling tired all time. After discussion, Susan volunteered to accompany Alfred to his GP for a check up. Mr Robinson was diagnosed with chest infection and admitted to hospital. Within a short time he had two further admissions, one with dehydration, and weight loss, and the other with a fall which affected his self-caring ability and confidence to walk. Three hospital admission, Mr Robinson needs were met holistically by different health and social care professionals through an inter-professional working teamwork and he always made good progress. Using relevant literature, observations made and experiences gained during my clinical placements, this essay will discuss the case of an 85-year old frail and widowed man, Mr Alfred Robinson, who appears to be grieving from the loss of his wife, has suffered a chest infection, suffering from loss of appetite and weight and has had a fall which has affected his self-caring ability and confidence to walk. In addition to discussing interprofessional working, this essay will identify three health and social care professionals, and their roles within the interprofessional working team in their quest to restore Alfreds health. The essay will next focus, in greater detail, on one of the professionals and will cover issues such as accountability, responsibility, legal, moral, ethical and statutory regulation of the professional body to which the individual belongs. The essay will then reflect on how engaging in group discussion and presentation helped in writing this piece, and then conclud e with a summary of the main points raised. Interprofessional working, simply put, means working and learning together and sharing knowledge to achieve a common goal in relation to a patient care. As specialization grows in all the healthcare professions, so too does the need for the simultaneous development of practice that encourages working together. As Bleakley et al (2006, p467) have pointed out, there is a growing body of evidence to suggest that interprofessional practice offers greater benefits for patient care and safety than multi-professionalism. Hutchings et al (2003) opined that it is impossible for one professional to possess all the skills, knowledge and resources needed to meet the total healthcare needs of the society. Quality care and effectives services are the product of good team and these aspirations should be central in clinical guidelines, position statements or standard of practice. In spite of the apparent benefits of interprofessional practice, there are obstacles to interprofessional working. Headri ck et al (1998, p773) have identified some barriers to interprofessional working. These include: differences in history and culture, historical interprofessional and intra-professional rivalries, differences in language and jargon, varying levels of preparation, qualifications and status, fears of diluted professional identity and accountability, as well as concerns regarding clinical responsibility. Three health and social care professionals this essay has chosen to collaborate in order to restore Mr Alfred Robinsons health are: a bereavement counsellor, a dietitian and a physiotherapist. The bereavement counsellors role is to help Alfred to adapt to the death of Lucy, his wife for 50 years. Alfreds response and reaction to the loss (grief) of his wife includes physical, psychological, social and spiritual components. Alfred appears to be experiencing more complicated grief reactions to his bereavement and loss (Doka, 2006) and lack of progress towards psychical assimilation after passage of time and appears to be exhibiting the presence of maladaptive behaviours (Freud, 1917). The bereavement counsellor will assist in healing of Alfreds grief psychically in order that he experiences a less psychologically painful living without Lucy. The counsellor will also assist Alfred to have within the self an inner awareness of movement through his grief and towards a more adaptive relationship with Lucy (Fenn, 2011). A dietitian is a healthcare professional who focuses on proper food and nutrition in order to promote good health (WHO, 2010). Dietitians assess, diagnose and treat diet and nutrition problems at individual and wider public level. Uniquely, dietitians use public health and scientific research on food, health and disease which they translate into practical guidance to enable people make appropriate lifestyle and food choices (The British Dietetic Association, 2011). Working in consultation with other health care givers, a dietitian was involved in the diagnosis and dietary treatment of Mr Robinson. As Mr Robertson had poor appetite and had lost weight, the dietitian would have advised and provided a nutritional plan based on a comprehensive needs assessment of Mr Robinson, against which progress was monitored and outcomes evaluated in order to optimise his nutritional status and prevent re-infection and further weight loss. For instance the dietitian would have prescribed special diet , and nutritional supplement and Mr Robinsons weight reviewed regularly to ensure that the desired progress was being made. The rest of the essay will focus on physiotherapist, statutory regulatory of the physiotherapy practice, professional body of physiotherapy and the roles of physiotherapist. The rationale for the choice of a physiotherapist is that Mr. Robinson had had a chest infection and a fall which had affected his self-caring ability and confidence to walk. The physiotherapist would have helped restore Mr Robinsons movement ability and confidence to walk. The physiotherapist would have, in addition, helped treat his chest infection through the removal the excess secretion in Mr Robinsons lungs, assisted cough, and tried to improve ventilation of the lungs by physical means. All physiotherapists in the United Kingdom have received training on dealing with chest diseases and infections. (The Jennifer Trust, 2009). As a student nurse, I had the opportunity to observe, explore, interact and collaborate with physiotherapists in delivering quality care to patients during my clinical placement. I was once placed in a stroke rehabilitation unit where I worked closely with other health and social care professionals. These include doctors, nurses, dieticians, physiotherapist, clinical psychologists, occupational therapist, speech and language therapist, healthcare assistants and others. During the placement I had the chance to observe the physiotherapist helping an elderly patient in maintaining his mobility and independence after a fall. I also had a unique chance to assist a stroke patient to walk around under the supervision of a physiotherapist. I also observed a speech therapist helping the same patient to re-discover his speech while a dietitian offer advice on nutrition and diet to the same patient who happened to be a diabetic as well. The World Congress of Physical Therapy in1999 described the nature of physiotherapy as providing services to people and populations to develop maintain and restore maximum movement and functional ability throughout the lifespan. Besides, physical therapy is concerned with identifying and maximising movement potential within the spheres of promotion, prevention, treatment and rehabilitation, (cited in Hammond and Wheeler, 2008, p3). The Chartered Society of Physiotherapy (CSP) (2002b) defines physiotherapy as a health profession concerned with human function and movement and maximising potential. Physiotherapy uses physical approaches to promote, maintain and restore physical, psychological and social well-being, taking into account of variations in health status. Physiotherapy is science- based, committed to extending, applying, evaluating and reviewing the evidence that underpins and informs its practice and delivery. The exercise of clinical judgement and informed interpretation is at its core (Hammond and Wheeler, 2008 p3). In the CSP revised Scope Professional Practice (2008), the definition of scope of physiotherapy practice is based on four pillars of massage, exercise, electrotherapy and kindred forms of treatment (cited in Dimond, 2009, p4). With its root in massaging, the therapeutic touching of patients sets physiotherapy aside from other professions. Physiotherapists continue to use massage therapeutically in addition to manual techniques such as manipulation and reflex therapy. Therapeutic handling underpins many aspects of rehabilitation, requiring the touching of patients to facilitate movements (Hammond and Wheeler, 2008, p3). To practise in the profession of physiotherapy in the UK, one is required by law to be registered with the Health Professions Council (HPC), UKs statutory regulator for health professions. The titles physiotherapist and physical therapist are protected by the powers of Health Profession Order 2001 and may only be used by persons who are on HPCs statutory register. The essence of this is to protect patients from unqualified or inadequately skilled healthcare providers. HPC keeps a register for health professional that meets its standards and it takes action if registered health professionals do not meet those standards. The HPC sets the standards of professional training, performance and conduct for fifteen professions including physiotherapist (HPC 2011). The HPC has since 2006 put in place a system, requiring re-registration at intervals of two years and that all physiotherapists provide evidence that they have been developing and are continuing to develop their skills and knowledge while they are registered. The Continuing Professional Development (CPD) standards require physiotherapist to supply a profile on request demonstrating fulfilment of the CPD standards (tested through sample audit). The standard requires all registrants to maintain a continuous, up-to-date and accurate record of their CPD activities. This is to ensure that registrants CPD has contributed to the quality of practice, service delivery and benefits the service user. All registrants are expected to able to demonstrate that their CPD is a blend of learning activities relevant to current and future practice. Physiotherapists are fully autonomous practitioners and do not require a medical referral in order to see a patient. Patients may access a physiotherapist directly themselves, or may be referred to a physiotherapist by other health professionals. The Chartered Society of Physiotherapy (CSP) is a professional body for physiotherapist. The CSP provides a framework for curriculum of physiotherapy education and approves those physiotherapy programmes that meet the requirements of the framework on behalf of the profession. Additionally the CSP publishes rules of professional conduct and standards of physiotherapy practice derived from within the profession and are in harmony with those of the HPC. Anyone on the HPC physiotherapist register may call themselves a physiotherapist, however, only those who are also members of the CSP, may call themselves as chartered physiotherapist. It is worthy to note that relationship with the HPC is one of registrant; with the CSP it is one of membership. The breadth of activity and resources that the CSP undertakes and provides seek to establish a level of excellence for the physiotherapy profession. Its education and professional activity is centred on leading and supporting its members delivery of high-quality, evidence-based patience care. The CSP is the primary holder and shaper of physiotherapy practice in the UK and works on behalf of the profession to protect the chartered status of physiotherapists standing, which is the one denoting excellence (Hammond and Wheeler, 2008, p2). The CSP sets standard and ideals of behaviours for its members. The CSPs Rules of Professional Conduct was first endorsed in 1895 (Barclay, 1994) and has been revised and updated periodically since that time. A new Code of Professional Values and Behaviour which will supersede the Rules of Professional Conduct (still valid) is being piloted with members (CSP, 2011). The Rules of Professional Conduct (the Rules) defines the professional behaviour expected of chartered physiotherapists which are intended to safeguard patients. The Rules require chartered physiotherapist to: respect and uphold the rights, dignity and individual sensibilities of every patient; ensure the confidentiality and security of patient information; work safely and competently; not exploit patients; and act in a way which reflects credit on the profession and does not cause offence to patient and carer (CSP, 2002a). The CSP has since 1990, periodically published CSP Standards of Physiotherapy Practice (the Standards), the fourth edition was in 2005 and currently being revised (CSP, 2011). The Standards describes the professional consensus on the practise of physiotherapy and reflect the collective judgement of the profession. The Standards provides statements about the practical application of the ethical principles set in the Rules. The core standards provide a framework within which all chartered physiotherapist and associate members are required to practise. The core standards play a central role in the delivery of safe and effective physiotherapy to patients. For instance, the Core Standards 2 (CSP, 2005a) states Patients are given the relevant information about the proposed physiotherapy procedure, taking into account their age, emotional state and cognitive ability, to allow for informed consent. The expected measurable performance or activity set out for this standard include: the patient s consent is obtained before starting any examination/ treatment; treatment options, including significant benefits, risks, and side-effects, are discussed with the patient; the patient is given the opportunity to ask questions; the patient is informed of the right to decline physiotherapy at any stage without that prejudicing future care; the patients consent to the treatment plan is documented in the patients records. The Standards include clinical audit tools for measurable performance or activity to be assessed against. The clinical audit tool consists of a template for physiotherapist to assess both core and service standards so as to identify areas of good practice and also areas for development work. The essay will now consider some of the roles physiotherapists play in the health delivery system. Physiotherapists work in outpatients department of healthcare institution where they treat spinal and joint problems, accidents and sports injuries. In caring for the elderly like Mr Robinson, physiotherapists help maintain mobility and independence, rehabilitation after falls, treat arthritis and chest infection. In neurology, physiotherapists help restore normal movement and function in stroke and multiple sclerosis in patients. Physiotherapists play important roles in mental healthcare delivery by giving classes in relaxation, improving confidence and self-esteem through exercising. Physiotherapists work in hospice where they treat terminally ill people suffering from ailments such as AIDS and cancer. In paediatrics care, physiotherapists treat injured and sick children as well as those with severe mental diseases and physical deformities and conditions such as cerebral palsy and spi na bifida. This essay was facilitated by the feedback received during the group presentation. It helped me to research more to understand the topic in general and also to plan and structure the essay. In conclusion this essay has taken a cursory look at interprofessional working, its benefits and challenges in general and specifically how a dietitian, bereavement counsellor and physiotherapist collaborated in restoring Mr Robinson to good health. The essay explored the HPC as statutory regulators of physiotherapy to ensure high standards and to protect patients from unqualified or inadequately skilled healthcare providers. The CSP is the primary holder and shaper of physiotherapy practice in the UK and works on behalf of the profession to protect the chartered status of physiotherapists standing, which is the one denoting excellence.

The Innumerable Meanings of Moby Dick Essay -- Moby Dick Essays

The Innumerable Meanings of Moby Dick Call me Ishmael. The first line of this story begins with an assertion of self-identity. Before the second page is reached, it becomes quite clear to me that within this assertion of self-identity lay an enticing universality. Ishmael represents every man somehow and no man entirely. He is an individual in his own right, while personifying a basic human desire for something more, something extraordinary. As his name implies, "he is an outcast from a great family" (p.18). Although we all share Ishmael's yearning for adventure (however deeply hidden it may be), to throw aside our civilization (despite its discontents ) could mean societal suicide. So, we look through his eyes, we cling to his desire, we dream of his escape. This world of ours in all its absurdity is seemingly as vast as an ocean beyond its horizon. Yet with all its opportunity, with all its splendor, we somehow manage to spoil the prospects it so generously offers. We pack ourselves into overcrowded spaces; we cram our brains with bits and pieces of irrelevancy; we herd ourselves along a well-beaten path; we cloud our souls with a veil of conformity. And yet there still remains, somewhere deep inside every one of us, the desire to cast aside restraint and venture into whatever indulgence tugs at our heartstrings and innermost fantasy. For Ishmael this was the sea: "Whenever it is a damp, drizzly November in my soul; whenever I find myself involuntarily pausing before coffin warehouses...then I account it high time to get to sea as soon as I can" (p. 18). For Ishmael to remain on shore would mean to "grow hazy about the eyes" and lose sight of what makes him happy, the drive that makes him human- his love of the sea. ... ...story of stories . However, its greatness does not lay in the particular formulation of particular words in particular sentences into particular paragraphs and so forth. As with any great story, Moby Dick is comprised of infinite, multifaceted, and often allusive levels of meaning. What makes a novel great is its interaction with its readers. The degree to which a story remains unguarded and flexible while simultaneously enticing and provoking its readers, is what makes it great. The meanings I find hidden within the text of Moby Dick are unlike any others. Yet, they are mine and mine alone. As in Moby Dick, the innumerable meanings that lie dormant within stories are like ungraspable phantoms. With Moby Dick representing an epitome, the beckoning ungraspable phantoms concealed in stories, are the key to their command. Works Cited: Melville, H. Moby Dick.