Health care Capstone Discussions week 4 Essay Example | Topics and Well Written Essays - 750 words

Health care Capstone Discussions week 4 - Essay Example How important is it for human resource to address training and development needs within the workplace? Evaluate and discuss two situations from a health care setting in which one method would be more appropriate vs. the other method. Question 1: Analyze the overall concept of leadership as reflected in the activities of those who may be referred to as â€Å"managers,† â€Å"supervisors,† or others who direct the efforts of people. How do you believe leadership relates to the concepts of authority, power, and influence? In your discussion post, provide examples of leaders from real life to clarify/support your ideas. As reflected in the activities of those who may be referred to as â€Å"managers† and â€Å"supervisors†, the concept of leadership varies among others who direct the efforts of people. Being a manager or supervisor gives you the authority to accomplish certain tasks and objectives in the organization but not the power of being a leader. Managers or supervisors get assigned leadership by position, making them the â€Å"boss† and not the leader who take a lead to influence others in achieving great things. Based upon the reflection, one can see the relevance of leadership to authority, power and influence. Leadership can be formal or informal and is defined as the ability to influence others towards the attainment of a goal (Marshall, 2011, 62); thus, one must have the skill of influencing other to take the role of leadership. Authority is derived from a formal position or endowed ability, accountability, or right to act and make decisions in an organization which extract obedience from others (Marshall, 2011, 62). Having authority corresponds to assigned leadership by position and does not guarantee that influence towards other members despite obedience. On the other hand, power is the ability to exert influence and the key to leadership (Marshall, 2011, 62). Effective leadership comes with power. In general, one must have the

Argue for Johnny F.Sale Essay Example | Topics and Well Written Essays - 1500 words

Argue for Johnny F.Sale - Essay Example In order to claim his benefits, Sale should work hard to progress from an amateur level to professional level. As such Sale would take advantage of his pictures, jerseys, videos and other promotional items that would generate him individual revenue. Briefly, NCAA is a none-profit organization that generates its revenues from television contracts, game events and so forth. Research shows that, NCAA primary source of revenue is television contracts. For example, in fiscal year 2006 – 2007, television and marketing revenue accounted for approximately 81.9 percent of the NCAA’s total revenue. This statement indicates that NCAA receives a lot of money from revenue generated from selling of player’s pictures, jerseys and other promotional items. Though making a lot of profit, players are not shareholders or beneficially. NCAA incurs its expenses through its operation activities that include staff wages, events organization just to mention but a few. NCAA has set forth rules for protecting its revenue. However, this paper presents a case where an Amateur player â€Å"Johnny F. Sale† demands a share of the revenue generated from his pictures, jerseys that contain his name, videos and so forth. According to NCAA rules, Sale being an amateur does not qualify to enjoy any share or revenue generated by NCAA. Such privileges are for professional players. NCAA rule state that for a player to qualify to professional level, he needs to do two of the following: (1) Try playing for a professional team and one is responsible for his expenses. Contrary, for expenses in a period of up to 48 hours, one can receive a reimbursement. (2) One may also look for a job at a hockey school. The wages for teaching are not a violation of NCAA rules. The two rules simply mean a student is not a beneficiary of the revenue generated from promotional items bearing his name, picture or video clip. Sale felt that he had the potential to benefiting from revenue generated f rom the selling of his name, pictures and video clips on NCAA website despite being a student. As a result of restrictive NCAA law, the organization has faced numerous cases in court for not complying with a player grievance. Summary of Facts In fact, NCAA benefits from the players’ names, pictures, videos clips and other promotional items. On the other hand, players do not benefit, and NCAA has put in place rules that restrain the players from benefiting until they attain professional status. This clearly shows a violation of their right to earn a living from their sporting activities while still under training. As a result, Sale would like to sell his own pictures, name, video clips and likeness. However, as per the existing rules, should he choose to do so, he will be violating NCAA rules hence becomes ineligible to compete in intercollegiate athletics. His long-term focus is to continue playing under amateur level. Moreover, he was intending to benefit from pictures of hi s own and other promotional items that concern him. Sports being in the business industry like any other business should earn the participants income from the activities they carry out while in that industry. Therefore, there are Sports law set forth to provide policies for players, sponsors and training institutions. Policies that concern players are in three categories namely; amateur, professional and international sports policies. There is

To what extent are a company's annual report and accounts useful in Essay - 1

To what extent are a company's annual report and accounts useful in understanding and analysing its market, productive and fi - Essay Example Other than the owners, there are other internal and external parties who need to study final reports and accounts of a business like the management body, investors, creditors, government agencies, labour unions and tax authorities. This paper discusses the usefulness of annual reports in understanding a company’s market, production and financial performances. Rules of accounts The final reports and accounts of a business enterprise are prepared by the directors whose primary responsibility is to provide a â€Å"true and fair view of the state of the company’s financial position and results†2 at the end of a financial year. In every country there is the Companies Act that provides directions, rules and regulations regarding the format and content of the final accounts that need to be strictly followed. The final reports and accounts are comprised of profit and loss account, balance sheet, cash flow statement, statement of total recognised profit and loss, note on historical cost profit and losses, activities done with funds of the shareholders, notes to the accounts.3 Together these form the financial statements of a business enterprise and they reflect the strength of market relationship, productivity and financial position of the business, and whether it has the ability to sustain and develop in the competitive market in the long run. The profit and loss account which is also known as the income statement provides a summary of the activities of a business and the financial achievements in a particular financial year. It provides information about the â€Å"sales or turnover, operating expenses, exceptional items, interest payments, taxation charges and dividends paid and proposed.†4 Although the profit and loss is prepared in a prescribed format, it is designed in a manner that meets the information needs of the management.5 An example of a published profit and loss account of Pickers PLC is shown in Fig.1. Fig.1: Profit and loss ac count for the year ended 31 March 2003 ?000s ?000s Turnover 20,300 Cost of sales (13,850) Gross profit (or loss) 6,450 Distribution costs (2,314) Administration expenses (1,424) (3,738) Operating profit 2,712 Income from other fixed asset assessment investments 125 2,837 Interest payable and similar charges (813) Profit (or loss) on ordinary activities before taxation 2,024 Users of accounts The main purpose of financial statements is to â€Å"reveal the results and financial position of the business.† For this purpose in every business organization final accounts are prepared at the end of every financial year.6 In a business enterprise, it is not only the owners, shareholders or the management body who need to study the final reports and accounts but there are other internal and external parties who have equal rights to know about the financial condition and stability of the company for variable reasons. These parties are investors, employees, lenders, suppliers and other c reditors, customers, government and their agencies, and the public. Investors are those people or organizations that take risks by investing their monies to buy shares of a company. In

Why Special Education Students Dont Graduate From High School Dissertation

Why Special Education Students Dont Graduate From High School - Dissertation Example Education Week and the Editorial Projects in Education (EPE) Research Center conducted a national report, which states that approximately 1.3 million youth drop out of high school every year.   However, the White House reports the number as a slightly lower figure of 1.2 million.   A quantitative review of statistics by Sum, et al. shows that â€Å"the incidence of institutionalization problems among young high school dropouts was more than 63 times higher than among young four-year college graduates†.   The need for effective dropout prevention strategies is important because the increasingly significant gap between the student who leaves high school without earning his diploma and the high school graduate has increasingly widened since the 1970s with regard to career mobility, unemployment rates, and wages.    Education Week and the Editorial Projects in Education (EPE) Research Center conducted a national report, which states that approximately 1.3 million youth dro p out of high school every year.   However, the White House reports the number as a slightly lower figure of 1.2 million.   A quantitative review of statistics by Sum, et al. shows that â€Å"the incidence of institutionalization problems among young high school dropouts was more than 63 times higher than among young four-year college graduates†.   The need for effective dropout prevention strategies is important because the increasingly significant gap between the student who leaves high school without earning his diploma and the high school graduate has increasingly widened since the 1970s with regard to career mobility, unemployment rates, and wages.    Research forecasts an even grimmer outlook for special education students who drop out of high school.   These students typically earn less than other dropouts and are less likely to succeed later in life. Feng and Sass report that the likelihood a special education student will drop out of school is double that o f his/her peers. Furthermore, â€Å"compared to their nondisabled peers, students with disabilities are more likely to experience unemployment or underemployment, lower pay, and job dissatisfaction†.This contemporary concern contributes to this qualitative case study which seeks to identify a number of common critical reasons special education students abandon their educational pursuits prior to earning their high school diplomas. Using information from interviews with recent dropouts from Ridgeville High School (pseudonym for a Virginia high school), in conjunction with findings from current literature, this study will contribute to the development of recommendations for more effective dropout prevention programs for special education students. TABLE OF CONTENTS ACKNOWLEDGMENTS iv TABLE OF CONTENTS 2 CHAPTER I 3 INTRODUCTION 3 Background 2 Problem Statement 9 Purpose of the Study 11 Research Questions 12 Hypothesis 12 Identification of Variables 13 Definition of Terms 14 Res earch Plan 16 REFERENCES 20 APPENDIX A 26 CHAPTER I INTRODUCTION High School Dropout Concerns Education Week and the Editorial Projects in Education (EPE) Research Center (2010) conducted a national report, which states that approximately 1.3 million youth drop out of high school every year. However, the White House (as cited in America’s Promise Alliance, 2009) reports the number as a slightly lower figure of 1.2 million. A quantitative review of statistics by Sum, et al. (2009) shows that â€Å"the incidence of institutionalization problems among young high school dropouts was more than 63 times higher than among young four-year college graduates† (p. 9). The need for effective dropout prevention strategies is important because the increasingly significant gap between the student who leaves high school without earning his diploma and the high school graduate has increasingly widened since the 1970s with regard to career mobility, unemployment rates and wages. Researc h forecasts an even grimmer outlook for special education (special ed) students who drop out of high school. These students typically earn less than other dropouts and are less likely to succeed later in life. Feng and Sass (2010) report that the likelihood a special education student will drop out of school is double that of his/her peers. Furthermore, â€Å"compared to their nondisabled peers, students with disabilities are more likely to experience unemployment or underemployment, lower pay, and job dissatisfaction† (Dunn, 1996 as cited in Levinson and Palmer, 2005, p. 11). This contemporary concern contributes to this qualitative case study which seeks to identify a number of common critical reasons special education students abandon their educational pursuits prior to earning their high school diplomas. Background Because an American’s financial stability and professional achievement have primarily depended on his educational attainment, obtaining a high school di ploma significantly enhances an American’s potential to build a solid foundation for achieving professional success (Shore, 2003). â€Å"

Neighbourly Relations Essay Example for Free

Neighbourly Relations Essay Examine the argument that neighbourly relations are characterised by friendly distance. Neighbourly relations are an aspect of life which affects every single one of us at some point in our lives. When we look to live somewhere we not only consider the property and general area, but are also curious about our neighbours. A common question when viewing a property is ‘what are the neighbours like? ’ and the answer is usually ‘they are really nice’ whether they are or not! But what makes a good neighbour? Some people get on with their neighbours but just as many don’t and usually it’s due to what can appear as trivial disputes. This essay will look at the term ‘friendly distance’ which plays a huge part in how neighbours interact with each other. Many studies have asked the question ‘what makes a good neighbour? ’ and social scientists have found that despite different back grounds or settings the majority of people want the same set of standards from the people living near or around them. People need to be friendly and be there for each other but at the same time respect each others’ ‘need for privacy and reserve’ (Willmott. , cited in Byford, 2009, p. 253). So you have to be friendly but keep your distance at the same time. So how do we do this? Neighbouring relations comes with it’s own set of unwritten rules. These rules are constantly being portrayed and carried out in our day to day lives subconsciously. A 2004 study carried out in Manchester neighbourhoods further shows that this is a widespread practice. Neighbours of various areas demonstrated similar actions and practices of what is expected from neighbours, a common one being that they will chat with their neighbour when they are outside of the house if they see them but wouldn’t they wouldn’t go in each other’s house (Harris and Gale, cited in Byford, 2009, p. 55). This type of understanding of what is expected of a neighbour is also echoed in another study where neighbouring is seen as an ‘occasioned activity’ (Laurier et al. , cited in Byford, 2009, p. 256). This study showed that whilst neighbours can exchange pleasantries quite happily with one another if they meet in a public place, they would only directly go to the neighbours house and ring their door bell if there was something specific they wanted of if something was wrong. Although similar studies were carried out in the USA and findings were very much the same as the UK, other countries and cultures can be quite different. In 1970, the anthropologist Stanley Brandes visited Spain to study how modernisation and urbanisation affected small rural communities there. He resided in the village of Becedas and observed the daily life of it’s residents. What he found there was quite different to the UK, in that neighbours would enter each other’s houses without knocking or a second thought. They introduced themselves immediately by name and offered their help and went out of their way to make Brandes feel welcome. (Brandes, 1975, cited in Byford, p. 260). But as Brandes resided there longer he came to understand that what appeared at first as welcoming and friendly practices, it actually belied a community that in reality was quite mistrusting and critical of each other. Privacy was not seen as necessary and someone who required it would be considered rude and impolite. The poor status of the village meant that the villagers relied on each other for daily help with manual labour and other traditional activites. Without each other they felt they couldn’t surive even, but this high dependence on each other masked the underlying feeling of distrust they had for each other. But what about when neighbouring goes wrong? As human beings we can’t get it right all the time and relations can break down leading to disputes and disagreements. Noisy neighbours is a common complaint and one that is suffered more commonly in overcrowded housing estates where insulation is poor. This in turn leads to a lack of privacy and leads to a neighbours making adjustments within their daily life to prevent embarrassment of being overheard. These adjustments can referred to as ‘distancing mechanisms’ (Bourke, 1994, cited in Byford, p. 266). Such adjustments could include turning the bed away from the adjoining wall, and other ways of preventing noise from being heard. So although people can do what they like in their own homes, they are expected to take necessary steps to minimise what other’s can hear. Another much more serious example of neighbourly relations going wrong is exhibited within the cases of the murders of Catherine Genovese and James Bulger. Although neighbours assume they offer security to one another and ‘look out for each other’ (Attwood et all. , cited in Byford, p. 271) the public exposure of both the above cases uncovered a massive breakdown in neighbourly relations. In both cases a large number of residents heard screams, or observed unusual behaviour which left them concerned but they failed to do anything. A number of studies were carried out to study ‘bystander intervention’ to determine why these people didn’t help. One study carried out showed that if one person helps out then nother may do as well, but people are led by each other’s actions (Latane and Darley, cited in Byford, p. 279) and this was referred to as the ‘bystander effect’. In another study by Levine (1999) he found that the percieved relationship between the three boys in the Bulger case led to the reason why no-one intervened. People failed to get involved because they assumed the boys were all brothers and it was nothing to do with them. As neighbours we commonly share a social identity, or even a collective identity through our relationship with each other. This shared identity should profer a loyalty to each other as people within a shared group usually ‘stick together’. However, it would seem neighbourly relations are alot more complex than merely a shared identity. Neighbouring practices are carried out without thinking within our normal day, and these practices allow us to manage the fine line of private and public space. Neighbourhood life is ordered and defines how people should live together, and go about their daily lives without interfering but also by being there for each other too.

Personal Experience Of Interprofessional Working

Personal Experience Of Interprofessional Working In order for an individual to receive holistic, high quality health and social care services, effective communication and multi disciplinary working between professionals is imperative (Ashcroft et al, 2005). I will discuss my personal experience of interprofessional working, both in regards to the conference and the on line group work undertaken. I will also explore how the module relates to my own experiences in practice, drawing on literature and policy of both a political, professional and social nature. The team of which I was a member consisted of students studying adult nursing and medicine. I was the only group member studying social work which initially did create a barrier in respect of the perception held by the other group members of what a social work practitioners role is. It was clear, following initial introductions, that some group members held a stereotypical view of social workers and were very dismissive of the work carried out by practitioners. It is essential, when working interprofessionaly that practitioners are mindful of the various methods employed by associated health and social care professionals and vital, therefore, that practitioners become aware of their own possible prejudices, through reflection on their practice. This reflective process assists to ensure potential negative stereotyping does not hinder the outcome of the work carried out by the team and have a detrimental effect on the care provided to the service user ( Fook, 2002). Through discussion it transpired that much of this stereotypical view had been constructed through the influence of the medias portrayal of social workers. During the conference group members cited television documentaries in which social workers failings were highlighted. Lombard ( 2009) argues that this type of media attention is damaging not just to social work but to all allied health and social care staff, attributing it to a possible lack of comprehension of the profession. Earlier this year a national advertising campaign was introduced. This aimed to draw attention to the role social workers play in safeguarding children and adults and to achieve a more positive, public perception of the profession ( McGregor, 2010). The perceived lower professional position of social workers, held by other health professionals, however, is argued by Barbour (1985) as being a source of high anxiety for students studying on social work courses. However, it became apparent as the conference continued and discussions were held, that as a social work student I had gained experience of a wide range of practice settings and of working interprofessionally in order to achieve the best possible care provision for the service user. These practice experiences enabled me to reflect on both positive and negative factors of working with other professionals and to contribute to the group discussion with examples of interprofessional work in which I had participated. An example of which is regarding a case I care managed whilst working within a hospital social work team. In order to facilitate a safe discharge home for an older person with dementia, input was required from various disciplines. Occupational therapy support was ne cessary to ensure the home environment would still be suitable and assessment from the community psychiatric nurse was also completed in respect of service provision to maintain the emotional and mental well- being of the service user. Ongoing communication between involved professionals was therefore essential, for an effective outcome for the service user to be achieved. This illustrates the highly significant role of interprofessional education for students studying to practice in the health and social care field. Reeves et al (2009) argue that interprofessional education has impacted notably on patient care in, for example, the improved knowledge and expertise of staff providing care to individuals with mental health issues. The discussion of practice experience, I feel, added positively to the group and perhaps began to reduce the preconceptions held by other group members of lack of professional competency executed by social workers (Carpenter Hewstone,1996). Through the process of exchanging opinions, discussions and working as a group, the potential to overcome stereotypical views and facilitate change was engaged in (Mullender Ward, 1991). Being a member of a group can determine a sense of familiarity, group members may have experiences in common and this sharing of situations can act as a supportive, cathartic procedure ( Johnson Johnson, 1994). A fundamental element of effective interprofessional partnership, therefore, is trust. If facilitation and engagement in open debate and sharing of ideas between professionals is to occur, this must be apparent ( Cook et al, 2001). The example of interprofessional working in respect of facilitating a safe discharge home from hospital, also raised further discussion regarding the role of input from the service user and their carers. They should be seen as part of the group, not externally from it and involved fully in the decision making process. This was challenged by one of the group members studying medicine, who felt that the responsibility to make decisions about care provision should be held solely by the professionals involved. Payne (2000) argues, however, that a focus on the interactions between the professionals can undermine the participation of the people who use the services. Involvement of service users, family and carers and recognition of their role as being experts by experience, may begin to create equality of power between professionals and the individuals they are supporting ( Domenelli,1996). We explored this further through discussion within the group and I felt concerned by some of the group members attitudes towards the notion of making a decision as professionals, whilst excluding the service user from this process. This is an oppressive way to practice and the empowerment of individuals through maximization of control and choice, should be striven towards in all provision of health and social care services ( Banks, 2006). Respect for the individual choices and interests of the service user should always be paramount throughout provision of health and social care and the assessment process, as detailed in the National Occupational Standards for social work (2009). Ongoing communication has been actively engaged in during my personal practice experience. However, throughout the module there was very little online participation from the team via blackboard. This was disappointing, as through the proactive exchange of ideas from the varying professionals perspectives, a more cohesive and beneficial learning experience may have been achieved. Indeed, the centre for the advancement of interprofessional education (1997) has documented that there are significant benefits in students from varied fields, learning together. In contrast to the team work which took place at the conference, my experience of working alongside allied health and social care professionals in practice has been extremely positive. An example of which is in my previous employment within an adult care community team in which I attended weekly meetings with the district nursing team and local G.Ps. enabling effective sharing of information to take place. This communication enabled all involved professionals to gain knowledge of changes in service users health and care needs and provided a forum for any concerns regarding safeguarding issues, to be shared and explored further. Within the conference team, therefore, further discussion and exploration of the differing views regarding this topic was carried out. The conclusion of which was the establishment of one of the teams sentences as be open minded and willing to accommodate other professionals values, within a team working environment. The ideologies of interprofessional working are not always apparent in practice however, resulting in catastrophic failings in care. Victoria Climbie died after suffering serious abuse whilst under the care of the NHS and social services. Lord Laming (2003) reported a lack of sharing of information between professionals and argued that when practitioners did raise child protection concerns, there was a lack of feedback and little or no further communication between agencies. The death of Baby Peter Connelly also sadly highlights concerns regarding how professionals work together. The serious case review reports that at a significant case conference held regarding Baby Peter, there was poor attendance from professionals, with neither doctors, police or lawyers turning up ( Laming, 2009). This illustrates that even after the reported failings in communication between professionals in the Victoria Climbie case, interprofessional working does not always appear to be fully engaged in. (Word count 1368) Section 2 Discuss how you would take what you have learnt about Interprofessional working into practice. Attendance at the conference provided an opportunity to explore the process of working effectively with other professionals. In practice, the active joint working between health and social care professionals and the voluntary sector has become increasingly important with the introduction of the personalisation agenda, as detailed in the social policy Putting people first: a shared vision and commitment to the transformation of adult social care (2007). The personalisation of social care services enables service users to take increased control of their own support packages and provides a high level of empowerment. I will discuss this further in relation to interprofessional working and its application in practice. Service users are now provided with the option to choose from which provider their care is sourced ie, from the private, pubic or voluntary sector. In 2004 the strategic concurrence between the NHS, Department of health and the voluntary sector of making partnership work for patients, carers and service users (2004) was formed, which indicated a dedication to interprofessional working and a fully person centered approach to practice. However, the change in government this year and recent significant cuts in funding to the welfare state proposed by the coalition government may impact significantly on the initial goals set out in this policy ( Dunning, 2010).Significant changes in how funding is allocated impacts greatly on social care practice. On qualification as a social worker I will endeavor to carry out effective interprofessional practice, however with increasing reductions in front line staff and higher caseloads it raises concerns regarding how achievable this will be. My own experiences of working within an adult care management team have been of positive interprofessional working. I have attributed this to the comprehensive, ongoing sharing of information between social work practitioners and community nursing teams, which took place. The desire to strive towards a common goal and achieve the best possible care for the service users, provided an effectual construct for professionals to practice within. The recognition of individual differences regarding ethnicity, culture and relationships by all involved professionals enabled truly anti-oppressive practice to take place (Dominelli 2002). However, during the conference, team members voiced concerns regarding how engaging in interprofessional working may cause their specific professional identity to become vulnerable. This has been identified by Frost et al (2005), who postulates that the fusion of professional margins can create apprehension and resentment between practitioners. This discussion was an interesting aspect of my personal learning within the group. As a social work practitioner the opportunity to engage in joint working with other professionals is embraced and is essential to effectual, safe practice. The varied perspectives between group members however, has provided a deeper insight into how other professionals may view this method of working and I will be mindful of this in future practice. Interprofessional working was illustrated further during the conference by a presentation from the Bristol Intermediate care team. The team consists of health professionals working alongside social work practitioners, aiming to reduce hospital admissions, providing a holistic approach to practice and enabling service users to remain in the community and to be cared for at home (Drake Williams, 2010). I feel the cohesive working style of this team, provides the best possible outcome for service users through application of an anti oppressive, person centered approach. This interprofessional method of practice provides for less of a risk adverse approach to practice which can be present in community care teams consisting exclusively of social work practitioners (Roe Beech, 2005). This may be due to the presence of multi disciplinary professional opinions being readily provided, enabling a more holistic view of a situation and perhaps also the fundamental ethos of the team which is to promote independence. The ethic of empowering others to achieve independence however, is a core value of social work and I endeavor to implement this within my own future practice. In order to facilitate change in my practice, I will be conscious of the importance of information sharing with other professionals and engaging in the process of reflection on my previous experiences of working interprofessionally (Payne, 2006). An example which occurred whilst working within an adult care management team is regarding an allocated case concerning a couple, living at home in the community, both of which had multivariate care needs. In this circumstance a wife was providing care for her husband who has dementia, however she has limited mobility and depends on him to support her with some physical tasks. Joint working with other health and social care professionals was imperative in order to safeguard the needs of both service users (Meads Ashcroft et al, 2005). Combined assessments were carried out by myself as a social work practitioner, the district nursing team and community psychiatric nurse, enabling all involved professionals to be aware of each others role and involvement. This method of working was also highly beneficial to the service users in respect of limiting the amount of assessment meetings which took place and avoiding repetition of the same information to several professionals, which can become exhausting and create further anxiety ( Walker Beckett, 2003). I did encounter difficulty in interprofessional working when liaising with the GP regarding a requested review of the couples medication. The GP held the opinion that both service users should be placed in residential care due to their age and health problems and was reluctant to engage in any discussion regarding alternative options. Through joint working between other professionals however, funding for a live in carer was secured to support the couple, alongside ongoin g support from the community matron to ensure both health and community care assessed needs continued to be met fully and safely, in accordance with the NHS and Community Care Act (1990). On reflection this was a challenging experience and I felt frustrated by the apparent disregard of the wishes of the service users and the discriminative attitude exhibited in respect of their age, by the GP. The reluctance to engage further with any of the involved professionals following a case conference in which the GPs opinion had been challenged by myself and others working on the case, highlighted to me the hierarchy which is still in place within health and social care professions. Monlyneux (2001) argues that professionals who are assured in their professional role, are able to explore disparities in opinions and practice outside their own professions margin without feeling vulnerable. The importance, therefore, of maintaining focus on the service users wishes rather than difficulties in communication between professionals, ensuring their needs are met fully, is paramount. However, this incident demonstrates the difficulties which can occur when working within a team and the need for respect and equality for all members, in order to ensure effective interprofessional working takes place (Conyne, 1999). The discussions held amongst the team during the conference have highlighted further to me the disparity between perspectives held by health professionals, who apply the medical model of practice and social work practitioners implementing the social model. As argued by Petch (2002), in order to respond fully and positively the uniqueness of the individuals needs should be identified. Through this process, empowerment and equality can begin to be accomplished. Both perspectives, therefore, are valuable when striving towards holistic health and social care provision. These are issues I will be mindful of in my future practice and I will endeavor to continue to practice with integrity and in an anti-oppressive way in order to implement person centered care provision. To conclude, as a result of my practice experience and learning achieved from the conference, I feel strongly that a critical part of my future role as a qualified social worker is to facilitate the sharing of information between professionals. When appropriate, to advocate the service users individual wishes and to ensure all professionals are aware of these shared common goals. I feel this will contribute significantly to achieving the highest level of care for the service user and aims to support the safeguarding of both adults and children. (Word count 1338 ) Section 3. References Ashcroft, J. Meads, G. With, Barr, H. Scott, R. Wild, A. (2005) The case for Interprofessional collaboration: In health and social care. Oxford, Blackwell Publishing. Banks, S. (2006) Ethics and values in social work. Basingstoke, Palgrave Macmillen. Barbour, R.S. (1985) Dealing with the transsituational demands of professional socialisation. Sociological Review 3: 495 531. Carpenter, J. Hewstone, M. (1996) Shared learning for doctors and social workers: evaluation of a programme, British Journal of Social Work 26: 239- 57. Centre for the advancement of interprofessional education (1997) Interprofessional education: A definition. London, CAIPE. Conyne, R, K. (1999) Failures in group work: How we can learn from our mistakes. London, Sage Publications Ltd. Cook, G, Gerrish. K, Clarke, C. (2001) Decision making in teams: issues arising from two evaluations. Journal of Interprofessional Care 15: 141 51. Dominelli, L. ( 1996) Deprofessionalising social work: Equal opportunities, competences and postmodernism. British Journal of Social Work 26 : 153- 75. Dominelli, L. (2002) Anti-oppressive social work theory and practice. Basingstoke, Palgrave Macmillen. Drake, S. Williams. V. The Intermediate care team: Interprofessional working seminar 7th October 2010. UWE Bristol, IPE Level 2 Conference. Dunning, J. (2010) Claim of extra  £2bn for social care challenged as cuts loom. Community care ( Magazine) 28 October 2010, p.5. Fook, J. (2002) Social work critical theory and practice. London, Routledge. Frost, N. Robinson, M. Anning, A.(2005) Social workers in multidisciplinary teams: issues and dilemmas for professional practice . Child and family social work 10: 187 96. Johnson, D.W. Johnson, F.P. (1994) Joining together: Group theory and group skills (5th edn), Boston, Allyn Bacon. Laming, Lord (2003) The Victoria Climbie Inquiry: report of an inquiry by Lord Laming. London, The Stationary Office. Available from: http://www.Victoria-Climbie-inquiry.org.uk/ (Accessed 29 October 2010). Laming, Lord ( 2009). Peter Connelly Serious case review. Available from: http://www.haringey/scb_org/executive_summary-peter-final.pdf (Accessed 17 November 2010). Lombard, D. (2009) Negative coverage often fails to give right of reply. Community care (Magazine) 12 May 2009, p.21. Making partnership work for patients, carers and service users: A strategic agreement between the Department of Health, the NHS and the community and voluntary sector (2004). Available from: http://www.dhgov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4089516.pdf (Accessed 28 October 2010). McGregor, K. (2010) Unison campaigns to boost appreciation of social workers. Available from: http://www.communitycare.co.uk/articles/2010/03/15/114049/unison-campaigns-to-boost-appreciation-of-social-workers.htm (Accessed 04 November 2010). Meads, G. Ashcroft, J. With, Barr, H, Scott, R. Wild, A. ( 2005) The case for interprofessional collaboration in health and social care. Oxford, Blackwell Publishing. Molyneux, J. 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The Targeting Rule in College Football Essay -- Reducing Head Injurie

The targeting rule in college football could be the â€Å"most significant rule† change ever made in the game (Matter). According to Greg Johnson of the NCAA, the rule was passed by the Football Rules Committee of the NCAA in February of 2013 to be implemented with the 2013 fall football season and is consistent with the committees’ continued attempt to address player safety. The new rule now places a tougher penalty on the defensive player for dangerous contact with the offensive player, notably direct helmet-to-helmet hits, or hits aimed above the shoulders of the offensive player. This direct, helmet-to-helmet contact is known as targeting. Although the implementation of the new targeting rule is controversial, it will help to reduce the number of serious lifelong head injuries to football players and make college football a safer sport. The targeting rule will help to reduce the number of head injuries received by football players, both in college and the NFL, that lead to lifelong health issues. As Geoff Calkins from The Commercial Appeal notes in his article about Brian McCrary, there are many former college football players who suffer from moderate to severe brain damage later in life due to playing college football and having received targeted hits. The long-term effects of these head injuries suffered in the game are just being understood and acknowledged (Johnson). Andy Staples, from Sports Illustrated, notes that the targeting rule is the committees attempt to recognize the problem and help to make football a safer sport. The main purpose of the rule is to â€Å"save players’ brains† from permanent damage, with the secondary purpose to help make the sport safer (Couch). Football is a contact sport, but with this ... ...13. Web. 19 October 2013. Matter, Dave. â€Å"SEC official calls latest targeting rule dramatic.† St. Louis Post-Dispatch. 18 July 2013: Newspaper Source Plus. Web. 19 October 2013. Mihoces, Gary. â€Å"More padding the issue of concussions and better helmets.† USA Today Sports. 23 August 2013. Web. 29 November 2013. National Collegiate Athletic Association. 2013 and 2014 NCAA Football Rules and Interpretations. Indianapolis: NCAA, 2013. Print. Reardon, Dave. Editorial, Further Review Column. The Honolulu Star-Advertiser. 21 July 2013: Newspaper Source Plus. Web. 19 October 2013. Shapiro, Leonard. â€Å"Appealing and Appalling.† The Commercial Appeal. 27 October 2013. 3V. Print. Staples, Andy. â€Å"New targeting rule well intended, but bound to spark controversy.† Sportsillustrated.com/college-football. 23 July 2013. Web. 19 October 2013.