Hong Kong Education Essay

The pre-school education voucher scheme was launched by the government of Hong Kong Special Administrative Region in September 2007. The scheme was meant to introduce reforms in education in efforts to promote good early childhood education as the foundation for a child’s lifelong learning (Education Department, 2000). Based on this scheme, every parent who has a child aged between 3 and 6 years should be given a voucher worth $13,000 every year (HKU Faculty of Education, 2008). Out of the $13,000, $10,000 can be used by the parents to pay tuition fees in the kindergartens. The remaining $ 3000 should then be used for the professional development of the teachers in pre-school institutions. The pre-school education voucher should be used under certain conditions. These conditions are, that the voucher should not be used for generating profit, pre-school institutions such as kindergartens must make sure their accounts are open for inspection, the school must attain the set Education Bureau benchmarks within 5 years based on the pre-school quality of education, and tuition fees need to be under $24,000 for half day and $42,000 for full day programs per student, per annum. Due to the restrictions that accompany the pre-school education voucher scheme in Hong Kong, stakeholders in the education sector have shown concern for the impact of the imposed restrictions. This has resulted to a debate that has involved the government and the stakeholders. Since its introduction in the 2007/2008 years, the voucher scheme has been very important for parents with children attending kindergartens. The scheme has provided parents with direct fee subsidy and this has eased their financial burden. It is estimated that a total of 820 kindergartens which represents 85 per cent of the total number of kindergartens in Hong Kong have joined the scheme. In addition, 117,000 pupils are enjoying the benefits from the pre-school education voucher scheme fee subsidy. Since 1997, pre-school institutions in Hong Kong experienced reforms that considered internal effectiveness in schools to be important (Vickers, 2003). According to the Hong Kong government, the implementation of the voucher scheme is an indication of its commitment and support to pre-school education. In addition, the schemes are a positive response to the demands that have been made by the kindergarten principals and teachers. This has become possible through the financial support that the schemes provide for the professional development of the teachers and the principals. It is very important to note that the primary objective of the pre-school education voucher scheme in Hong Kong is to provide parents with direct fee subsidy. It is estimated that over 80 percent of the total number of kindergarten teachers have managed to obtain the Certificate of Early Childhood Education(C (ECE)). Some teachers have enrolled in the courses or have managed to obtain qualifications equivalent to (C (ECE)). To evaluate whether the voucher scheme has been successful in achieving its objectives, the Education Bureau (EDB) in Hong Kong continues to conduct Quality Review studies. By May 2009, the Education Bureau is estimated to have conducted survey on more than 320 kindergartens. The government of Hong Kong acknowledges that pre school teachers experience pressure at work and they need to develop in their profession. The scheme is considered to be one of the ways through which the teachers’ professional development can be promoted. Impact of the Pre-school education voucher scheme on teacher’s professional development Teachers at pre-school institutions have shown their full commitment and dedication to education in Hong Kong . One of the ways through which the pre-school education voucher scheme has impacted positively on the teacher’s professional development is by trying to reduce the workload of the teachers and the principals. Since one of the primary objectives of the scheme is to promote professional development of the teachers, the Education Bureau has continued to enhance communication between the school administration, teachers and other stakeholders in the sector (Andrew, 2008). This has resulted to efficient and continuous implementation of programs that are aimed at improving the teachers’ professional development. The quality review mechanism that has been adopted by the Education Bureau ensures that school self evaluation is done to encourage continuous improvement in education and the teachers professional development. Teachers have been concerned about the pressure at work that results from the quality review done by the Education Bureau as well as the work load at school. However, the quality reviews that are supported due to the implementation of the pre-school education voucher scheme have promoted professional collaboration between teachers. Pre-school education in Hong Kong has for a long time been provided by the private sector and non-profit making institutions. This demands that all pre-school institutions such as kindergartens to be well placed in a manner that the market forces are used to determine the teachers’ salaries at discretion. The launch of the pre-school voucher schemes has increased financial resources for the kindergartens and schools’ management activities (Hong Kong Special Administrative Region Government, 2007). In addition, these resources have been used to finance efforts that aim at providing a working environment that attracts and retains qualified and well performing teachers. The financial resources injected by the voucher scheme have also been very vital in facilitating the payment of good salaries to the teachers. These benefits have acted as a motivation for the teachers to improve their skills and abilities hence their professional development (The Education Bureau, 2009). The Hong Kong government has reaffirmed its commitment in promoting high quality education at the pre-school level by encouraging schools or kindergartens to provide the teachers with qualification allowances. Research studies that have been conducted to determine the impact of pre-school voucher schemes in Hong Kong show that over 52 per cent of parents, principals and teachers agree that the scheme is a fair policy that promotes excellence in early childhood education. The teachers satisfaction with the scheme has been due to the opportunities the schemes have offered to them to improve their professional skills. Teachers consider the voucher scheme to have a positive influence on the schools and their staff. By improving the quality of education offered at the kindergarten, it has become necessary for teachers qualifications to be improved. This has played an important role in the teachers’ professional development. A large number of parents with children in pre-school institutions assert that the schemes have promoted the qualifications of the teachers as well as the improvement made on the school facilities. The schemes have encouraged teachers to pursue higher education or to undertake more education courses. At the pre-school level, extra curricular activities are very critical for children development and learning (Sweeting, 1990). Teachers compliment learning in class by extra curriculum activities. By participating in the coordination and implementation of extra curricular programs in school, the teachers’ ability to lead and teach is improved. The voucher scheme has increased financial resources to be spent for the extra curricular activities in school. By being involved in the activities, the teachers’ professional ability to use the activities in educating the children is improved. By September 2008, about 30% of teachers at the pre-school level had enrolled and attained good qualifications after enrolling for (C (ECE)) courses which are recommended and supported by the Education Bureau. The pre-school principals who are also teachers have had an opportunity to pursue higher education . For example, about 61 per cent or a large number of principals have been enrolled to undertake the Bachelor of Education in Early Childhood Education (B Ed (ECE). A program to certify the qualification of the principals were put into place in January 2008 . By March 2009, about 300 principals who served in the pre-schools had taken a certification course. For continuous professional development in the teachers, many kindergartens have adopted teacher development subsidy (TDC) to offer the teachers’ school based training programs. The pre-school education voucher scheme provides support services that are offered to develop language skills, cognitive abilities and physical development in children. Teachers gain from this by being engaged in creating a good learning environment, proper children learning, portfolio planning as well as curriculum planning and organization. Being engaged in these activities has been vital in improving the professional skills of the teachers when it comes to planning for good learning at school (Bray and Koo, 2005). The Hong Kong Education Bureau participates in promoting the teachers professional development under the voucher scheme by commissioning a professional training course for their principals. By improving the principals’ leadership and management skills, the teachers are able to get good guidance and effective leadership that relate to the teacher’s work (Ranson, 2003). The principal training course is characterized by an offshore programme and provides an on-spot consultative visit to the principal who participates in the course. About 130 principals are estimated to join the training programme. The principals have given positive feedback about the benefits of the programmes. To support the implementation of the pre-school curriculum revised guide, the Education Bureau organizes professional development programmes which relate to school based curriculum knowledge, leadership, curriculum management and pedagogical knowledge in various areas of learning. This effort has promoted the professional development of the teachers through capacity building. Transparency in pre-school institutions has been promoted by the requirements set by the Education Bureau when it comes to the management of the financial resources . The resources provided by the scheme promote the smooth running of the schools, good remuneration for the teachers and provide a good learning environment. These have gone a long way to increase accountability of the principals and the teachers and this has motivated teachers to embrace good values that are important in professional development. Some of the questions that have been raised about pre-school voucher schemes in Hong Kong is whether the schemes can minimize the overall work pressure on the teachers and improve the staff ratio. The pre –school education voucher schemes have promoted professional upgrading for both the principals and the teachers. For those who serve at PEVs-NPM-KGs, a teacher development subsidy is provided in each voucher. The subsidy is utilized for teacher training and development courses. Furthermore, the teachers and the principals who serve in non PEVs-NMP-KGs can claim a reimbursement from the Education Bureau to cater for up to 50 percent of the fees for a degree or diploma course that has been approved in early childhood education. By the year 2011/2012, all teachers serving at pre-school level are expected to have obtained a certificate in Early Childhood Education (LegCo panel on education, 2009). This together with the demand by the scheme that all kindergarten principals who are appointed from 2009 to have a BEd (ECE) have encouraged teachers to pursue higher education. In addition, the requirement for principals to have a one year post qualification experience and a certification course has encouraged principals and teachers to get engaged in professional development activities and programs. All kindergartens under the scheme have put into place measures that ensure there is continuous professional development by providing school based training programmes under the teacher development subsidy program. Areas of school work that are covered include children’s’ development, learning and teaching, management and organization, and children and school culture support. The quality reviews carried out by the Education Bureau assists the teachers to invest their energy and time in professional development as a way of promoting sustainable school improvement. For example, local non-profit making schools starting 2012-2013 will be able to redeem the education voucher if they are able to meet the prescribed standards of the Quality Review framework (Education Department, 2007). The requirements specified in the Education ordinance (Cap 279) ensures that teachers’ professional development can occur when they meet the set educational standards. The first batch pf 130 Quality Review planned visits began in the 2007-2008 school year (Legislative Council of the Hong Kong Special Administrative Region Government, 2008b) and an increase in ratio of graduate teachers in 2008/2009 has raised the professional standards and status of the teachers. The Quality Review Framework promotes transparency and accountability in schools which promotes a culture that is good for professional development of teachers. The Hong Kong government is committed and dedicated to the improvements made in education and the professional development of teachers. The development and implementation of the Pre-school Education Voucher Scheme in Hong Kong is one of the ways through which the government has managed to improve the quality of education and to promote professional development in teachers and principals. High quality education at the pre-school level can be attributed to the pre-school education voucher scheme, classroom inspection and quality reviews in schools. In conclusion, the pre-school education voucher scheme has been promoted through the 2007/08 school year Training Activity, Teacher Development plan for 2008/09 school year, Four-year Teacher Development plan and the professional upgrading of Kindergarten principals and teachers.

Knowledge without application is worthless Essay

A great philosopher once said, â€Å"Without knowledge action is useless and knowledge without action is futile†Good morning ladies and gentlemen I’m Abdul Rafae and today I’m going to speak on ‘knowledge without application is useless’Humans have a common ability of applying almost everything in their life. Talking about new fashions, trends, innovations but when it comes to applying knowledge, situation is slightly different. Not all people r experts but the qs is what lacks in most knowledgeable humans that becomes an obstacle for them to become an expert. Ladies & gentlemen the answer is as simple as that, they simply lack the ability to use that knowledge just wen it is requird.. I’ve often been hearing an old saying†¦knowledge is power. However, I never agreed with it. I knew it had to be corrected to application of knowledge is power because this is what’s important. Cramming us with useless knowledge contributes to no added value. Rote learning of the books particularly ends up is ruining one’s life. I don’t say being a knowledgeable person is bad but if one has the knowledge yet fails to implement it where required†¦he’s a man of no worth!Considering the competition prevailing in our society today, we’re now in a much more complex state where everybody is seeking knowledge either by book or crook, but when it comes to application of that knowledge we fail to see ‘those geniuses’ getting successful. I’ll support my idea by a very well-known example which I know would be acceptable to all my fellow friends sitting here. This example is of Bill Gates. Yes I’m talking about one of the richest men on earth today who is not even a high school pass out yet is controlling consumers around the globe. Now what exactly do you think is the key to his success? Luck†¦ Source†¦ Or excessive knowledge? Let me tell you it was none of these three. In fact for being another Bill Gates you need to have a passion and you need to know how to apply your skills with respect to the need†¦.and ladies and gentlemen trust me it maybe possible that application along may get you to success. However knowledge alone may not do so. Now let me define the difference between having knowledge & applying it. Lets suppose for e.g. you have a novel of your favourite author but you don’t know how to read the words in it. Would you be able to ever finish it?That’s exactly my point, when u don’t know how to apply ur reading skills how wud u read?Interestingly every student wants an exam free life, don’t we hate exams? Yes we do†¦ its bitter but a fact that if we are not tested on what we acquire from our respected teachers we may never learn to apply it. Hence instead of considering them as a nite mare take exams as a step towards applying whatever ur taught. As time is limited I would like to end my speech by saying that I Abdul Rafae have 2 A’s in my o’levels till now and a successful educational background. My purpose is not to show off but I’m proud to say that I’m not only a knowledge person but I’m a man above that†¦ because I believe knowledge is just the information and only by applying that information we make ourselves what we are. Thank you!

History of the Fornication Pants Essay

Jeans today are much more than a simple item of clothing; they are a staple, a comfort and an identity. They are not a piece of clothing that is unique to one culture or society; jeans are jeans no matter where you are. Jeans have transcended nationality, race and even war, and yet they are still one of the most ordinary parts of our lives. What many people take for granted is that Jeans have become such a part of their everyday lives that they never stop to think about where they come from, and what they have done for people. Jeans had a humble beginning, a colourful and influential life and have a bright future. They are a part of North American history and culture and have defined many people’s lives. Cotton denim started being produced in North America in the eighteenth century and with the American cotton industry came slave labour. Plantation owners relied on slaves to keep prices down, and in 1860 there were almost four million slaves in the southern United States. (Kyi p.10) Denim got its name from a French fabric woven of silk and wool. The fabric was made in Nimes, France, and as a result it was dubbed â€Å"serge de Nimes†, but when the fabric began being stocked in English stores, it was shortened to â€Å"deNimes† or â€Å"denim†. (Sullivan p.12) At the time, denim was the strongest fabric and was even thought to have been the fabric of choice for the sails of the ships that Christopher Columbus sailed to the New World. (Sullivan p.14) Jean manufacturers buying denim from mills requested dark blue cloth rather than the pale beige offered as it was a colour that would show less dirt and wear. So denim cloth began to be dyed using indigo, but because of the time needed to make the dye it was one of the most expensive dyes in the world. That changed in the 1880’s, when a German scientist by the name of Johann von Baeyer discovered a way to create the same colour in a lab. The colour blue was now much more accessible and cheaper to achieve using the new synthetic indigo dye. (Kyi p.10) There are two Jean companies that played a major part in the production and distribution of the pants at the end of the 19th century and the beginning of the 20th century, Levi Strauss & Co. and Lee Company. Levi Strauss was born Loeb Strauss in 1829 in Bavaria. After immigrating to the San Francisco, he opened up a whole sale business selling high quality fabrics. He struck it rich during the California gold rush in the 1860’s, but not by finding gold, but by selling his heavy duty work pants. (Kyi p.15) Around the same time in Nevada, a tailor named Jacob Davis, an immigrant from Latvia, was trying to figure out how to make his work pants stronger. Miners were constantly ripping the seams of their denim work pants. Finally while in his barn Davis realised that the copper rivets that were used to reinforce the seams of horse blankets could be used to reinforce pants as well. (Kyi p.18) His pants were a hit, so he contacted his denim supplier, Levi Strauss, to see if he would consider going into business with him and help him purchase a patent. Strauss was convinced and the two applied for a patent in 1873. This was the birth of blue jeans, although they were not called jeans yet. They were still being called high waist overalls or waist overalls. (Kyi p.21) The first cloth called â€Å"jean† was made in Genoa, Italy, and was worn by sailors. In Italian, Genoa is pronounced â€Å"Genes†, but Strauss did not use the Italian fabric and his pants were not worn by sailors so he never used the term â€Å"jeans†. It was not until years after his death that Levi Strauss & Co. Began using the word. (Contini p.158) It did not take long for the riveted jeans to catch on, and production began to soar and Strauss invited Davis to move to San Francisco, where the two hired dozens of seamstresses to work in their new factories. To distinguish which pants were his and to demonstrate how strong they were, Strauss had a leather label designed for the back waistband, that showed a pair of jeans tied between two draft horses going in opposite directions. The horses were trying to rip the jeans apart, but the fabric was too strong. The label worked so well that for decades the jeans were known as the Two-Horse brand. (Kyi p.23) In the 1890’s a pair of Levi Strauss’ jeans cost about one dollar US, about the equivalent of twenty dollars US today, which was enough to make Strauss rich. (Sullivan p.18) When he died in 1902, his company was left in the care of his three nephews, who were eager continue the company’s success, but they were facing competition. The patent on riveted pants expired in 1891, and in the early 20th century, a new clothing manufacturer appeared, Henry David Lee. Lee opened H.D. Lee Mercantile Company in Kansas City in 1899, selling fabric and furniture. Soon he opened up his own factory and began producing what would today be recognized as overalls. (Kyi p.25) He then came up with the idea to sew a denim shirt onto a pair of jeans to form a denim coverall. The Lee Union-All was first marketed to men who loved cars as it could be worn over other clothes to keep them clean. In 1913 it was popular with farmers, engineers, and factory workers, and soon became available for women and children. When the American Army was preparing to join WWI, thousands of Lee Union-Alls were ordered for the soldiers as they were found to be more durable than any other clothing. (Kyi p.26) In 1926, the Lee Company revolutionized jeans, by putting a zipper in place of the buttons in the fly to â€Å"ease access†. During the depression Lee Company managed to convince people that Lee jeans would last twice as long as other pants, making them a good investment. The Company even opened up a new factory in 1936. (Kyi p.31) During WWII, wartime rationing led to shortages of blue jeans, and owning them became a status symbol. At that time jeans were only available in North America, but when soldiers set sail for Europe and Asia, jeans were introduced to the rest of the world. (Kyi p.35) For women working in factories during the war, jeans or coveralls with a bandanna became their dress code, partly because of the famous portrait of Rosie the Riveter proclaiming â€Å"We Can Do It† while wearing a denim shirt. (Sullivan p.70) After the war, the young soldiers who came home became the first teen rebels. They no longer wanted coveralls but pants that fitted snugly around the waist more suited to motorcycle riding than farming. (Kyi p.39) This developed a style that was popularized by Hollywood and stars such as James Dean in Rebel without a Cause. (Sullivan p.92) Marilyn Monroe began wearing hip-hugging jeans that became popular for women in the 1950’s, making jeans sexy for women as well as men. (Sullivan p.96) Jeans were now something that you could wear while hanging out with your friends; they were no longer just for working on the farm or in a factory. Parents began to worry that their children were running wild, and jeans were banned in US schools and in churches in England. (Kyi p.41) It seemed as though Brigham Young could see into the future when in the 1830’s he called jeans the â€Å"fornication pant†, appalled at the button fly. (Sullivan p.9) Denim had left behind its army reputation and had become the newest style trend. Hollywood stars such as Marilyn Monroe and Bridget Bardot began wearing them for press appearances and parties, and that’s when the worldwide love affair with denim began. (Sullivan p. 98) Jeans are now a staple of pretty much everyone’s wardrobe in the 21st century. No matter what ethnicity or social class, everyone wears jeans. You see them on movie stars, your teachers, Presidents and Princes, and when you see news footage of a peace rally in Israel; the protestors are wearing jeans. They now come in over 200 sizes and countless styles and washes, with some made for wear on the farm and others perfect for a date on a Friday night. In the 19th century a pair of Levi’s would set a buyer back about $1.50 US, but today the sky is the limit. Jeans vary in price (for adults) from around $20 US at Wal-Mart to a pair of diamond and gold studded jeans that were sold in 2001 in Italy for $500,000 US. (Kyi p.13) Light wash or dark wash, boot cut or flare, diamond studded or embroidered, jeans are jeans, and are a North American icon. Jeans are one of the only pieces of clothing that have survived over ten decade’s worth of styles, and have always looked pretty much the same, and will be around for many more years to come. Works Cited 1.Kyi, Tanya Lloyd. The Blue Jean Book: The Story behind the Seams. New York, New York: Annick Press, 2007. 2.Sullivan, James. Jeans: A Cultural History of an American Icon. New York, New York: Gotham Books, 2006. 3.Contini, Mila. 5000 Years of Fashion. Secaucus, New Jersey: Chartwell Books, Inc., 1977.

Criminals are Made Not Born

One of the longest debates held in criminology concern the criminal behavior.   There are those who have been supporting the notion that criminals are born while other have been arguing that criminals are actually made no born.There is not side which can claim to have the correct answer for the question owing to the dimension of the issue and the amount of research that is used to back each claim.One of the most important factors about the debate is that they both try to explore the criminal behaviors. Past researches have proved that criminals can either be made while other has shown that criminals can be born. Based on the long standing debate in psychology on nurture vs. nature, the debate on criminal behavior has become more complicated and more confusing.   (Komiya, 1999)As early as 19th century, the debate had taken the centre stage in criminal psychology with high minded physician like Cesare Lombroso taking a number of skull measuring with an aim of proving that criminals usually have smaller brains compared to the law abiding citizens.This study elicited different feelings   with some giving it an interpretation that it showed criminals are actually born while others like Richard Herrnstein a Harvard Professor arguing that it showed that criminals are born with constitution factors which actually expose them to crime.The conclusions of most of these researches have shown that off render usually differs from non-offenders in different characteristics in physique, intelligence and the personality. (Hare and Forth, 2003)There are also a number of studies which have rooted on nurture rather than nature as the cause of crime. These studies have asserted that the environmental factors including the environment where one is brought up in contributes to the overall risk of one becoming criminals.These studies have been based on the increased patters of crime which have been identified on some places like where there is high poverty compared to areas wher e the families are well up. These studies therefore assert that criminals are actually made rather than born. (Bowling and Farrel, 1999)The nature and nurture debate  The nature verses nurture debated is pegged on the relative important that can be attached to   the personal innate qualities as opposed to the individual experiences in   the way they determine   the difference in physical and the behavior development of   the person.This debate can be traced back to the time Darwin published his book Origin of species which rooted for the individual traits as the main factor leading to the development in physical and behavioral traits. This means that the growth factors or genes which are inherited from parents are held responsible for determining the future of the individual person. (Meaney, 2001)On the other hand the Darwin view of the genetic factors being responsible for individual growth was opposed by behaviorist who argued that the environment rather than the inherit ed genetic factors should be held responsible for individual growth in physical and behavioral traits. This is the nurture side of the debate.Those proposing on this side argue that the environment under which we live has a great effect on our overall development. This is supported by a number of social theorists who came up with several social and conditioning theories to support their argument. (Jennie, 2003)The nurture and nature debate soon found its way into the world of criminology. The nature side of criminal behavior assert that criminal are born as criminals while the nurture side argues that criminals are made which means that the environment under which they live in   can be help responsible for   their criminal behaviors.Those asserting that criminals are born supports their view with the argument that crime tend to run in families and children who are born of   criminal parent have are three times more likely to become criminal in their adult life.On the other han d those asserting that criminals are made assert that there is a high level of crimes which are committed on some areas especially where there is rampant poverty compared to other well up areas. They also support the argument showing that some environmental factors like a high exposure to lead and other are likely to result of criminal adults. (Lykken, 2005)

Clinical guideline for nursing care of central venous catheters in Essay

Clinical guideline for nursing care of central venous catheters in adult intensive care - Essay Example Using pulsating technique, vigorously flush the catheter while maintaining pressure at the end of the flush to avoid reflux (after flushing, continue to hold plunger of syringe while closing clamp on the catheter, then disconnect syringes. For catheters devoid clamps, as the last 0.5-1ml of fluid is flushed, withdraw the syringe) Use antiseptic on site (0.5% chlorhexidine preparation with alcohol or tincture of iodine/ 70% alcohol in case of contra-indication to chlorhexidine) (avoid topical antibiotic ointments or creams on site0 Process applies to PICCs and tunneled catheters. Unless stated by manufacturer, change weekly or when there are signs of blood, cracks, precipitate, leaks, or other defects such as when septum is no longer in contact. (Procedure conducted under aseptic conditions.) Stabilize port with one hand and remove needle with the other and maintain positive pressure while de-accessing by flushing the catheter while withdrawing needle from septum. Dispose of used

Healing hospital paradigm Essay Example | Topics and Well Written Essays - 750 words

Healing hospital paradigm - Essay Example Healing hospitals avail a healing culture that aids patients to feel safe and comfortable. For instance, Mercy Gilbert Medical Centre focuses on delivering a healing facility, reinforced by a healing environment and healing culture grounded in three essential elements, namely: a healing physical milieu, the incorporation of work plan and environment, and a tradition of radical loving care. A Healing Physical Environment This concept dwells on healthcare personnel care for patients, in addition to the manner, in which healthcare personnel connect with the patient’s families and other caregivers. This encompasses developing an empathetic, affectionate, and gratifying setting that is calm and stress free. As a result, the loving, calm, and satisfying environment enables the patients and their families to manage tension accompanying their infirmity (Chapman, 2003). Hospitals should promote a serene environment that is free from physical turbulence such as strange sound or dull arr angement of hospital settings. The Integration of Work Design and Technology This element details the combination of work design and technology allows the medical providers to carry out their tasks more proficiently, besides providing confidentiality and security to the patients. The implementation of sophisticated technology aids in facilitating and sustaining a healing environment (Hutchinson, 2011). A Culture of Radical Loving Care This philosophy facilitates and reinforces the healing of patients through an all encompassing orientation that satisfies the patient’s bodily, psychological, and spiritual needs. Healing Hospital Paradigm Relationship to Spirituality Spirituality  infers an individual’s experience of meaning and purpose in life, a sense of association with people and things in the world. Healing is mainly spiritual, intangible, and experiential, comprising of integration of body, mind, and spirit (Puchalski & McSkimming, 2006). The integration avails t he individual with a sense of peace. Spirituality encompasses a belief system centering on intangible elements that convey vitality and meaning to life’s events. Spirituality is one of the significant factors that positively influence a patient’s potential health since the body, mind, and spirit work as one. Individuals are cared for and afforded support for not only their medical well being, but also their emotional and spiritual health. Challenges of Creating a Healing Environment Healthcare personnel mainly  diagnose and treat diseases, and may possess few skills on how to respond to the spiritual side of the patients. Furthermore, ethical practice demands that the physicians refrain from impinging their beliefs on patients. Acting within the boundaries of medical ethics, while responding to the spirituality of patients, may be a significant challenge to healthcare personnel. Similarly, the American culture of religious pluralism provides a broad range of belief s ystems and the physicians may not be expected to comprehend all the beliefs systems and practices of the diverse faith communities. Other challenges reported involve developing strategies to aid healthcare providers to differentiate spiritual care from  excellent customer service. There is a thin line between customer service

To what extent have Standard Charges improved the practice of planning Literature review

To what extent have Standard Charges improved the practice of planning obligations in the United Kingdom - Literature review Example The most common form of Standard Charge in relation to planning is the, so called, ‘roof-tax’, which is a tariff imposed ‘on development’ (Syms 2010, p.206). Despite the initial concerns regarding the role and the value of Standard Charges, it has been proved that the specific measure could help towards the improvement of planning obligations in Britain. The ways in which the above target is achieved are analytically explained in this paper; reference is made to the potential differentiation of Standard Charges from other, similar, approaches of planning obligations practice, such as the negotiated approach. 2. Critical review of planning obligations practice The framework of the planning obligations practice in Britain has been extensively examined in the literature; the contribution of these obligations in community development has been considered as one of the most important causes of this phenomenon. However, the emphasis on the planning obligations prac tice has been also related to various political interests, as analytically explained below. ... In accordance with Ratcliffe et al (2009) in their initial form, planning obligations were considered as ‘land-use/ amenity – related gains and social/ economic – related gains (Debenham et al. 1988 in Ratcliffe et al. 2009, p. 16). Another characteristic of planning obligations system in Britain is that the specific system is based ‘upon negotiation and bargaining’ (Ratcliffe et al 2009, p.16). It is assumed that planning obligations system is not fully standardized, but it can be rather transformed and customized in accordance with the needs of each particular case. In this context, flexibility is an additional characteristic of planning obligations system; it is this characteristic, which can result to problems for the effective operation of the specific system, a gap that is covered through Standard Charges, as they are analytically explained below. The planning obligations practice in Britain has to address a series of issues, the most important of which is the demand for increase of development across the country. In a report published by the House of Commons in 2006 reference is made to the need for urban development in the greater London area (House of Commons, 2006, p.198); furthermore, it is explained that the planning obligations practice could help the efforts of the London borough – and the Councils of the surrounding boroughs also – to support land development across London so that the housing needs of the local population to be covered. In the above context, it is made clear that the planning obligations system in London ‘should ensure that increases in value are captured and used to support infrastructure investment to maximize capacity and sustainability’ (House of Commons 2006, p.198).