HCM427-0801A-01 Human Resource Management in Health Care - Phase 4 Essay

HCM427-0801A-01 Human Resource Management in Health Care - Phase 4 Individual Project - Essay Example The checklist includes passport type photograph, payment of nonrefundable fee of $100.00, Criminal History Background Check, official transcript of records and NBCOT. Aside from this, the applicant for occupational therapy should have completed 24 weeks of supervisory role while 12 weeks are required for occupational therapy assistants. Physical therapy aims to improve a person’s productivity and usefulness in spite of any physical dysfunction. On a personal note, physical therapy is beneficial for people who underwent surgery, stroke or any other medical disorders and would want to be able to do their activities of daily living with minimal supervision and maximum adaptation to their current condition. The requirements for licensure are similar to the requirements in Occupational Therapy namely payment of application fees, submission of official transcript of records, completed application form, Criminal History Background Check and licensure examinations. To apply for licensure it is necessary to pass documentations such as an endorsement letter written by New Jersey Board of Nursing, payment of application fee worth $75 and licensing fee of $65 and submission of licensure verification from the state or country where he or she is currently licensed. Application for license to work as a dentist in New Jersey, official transcript of records must be submitted to American Dental Association as well as CHBC wherein the results may take awhile. It is highly advisable to starting securing these permits and records first. There are two fees to be paid, application fee of $125 and a registration fee later

Should Alternative Dispute Resolution be Made Compulsory?

Should Alternative Dispute Resolution be Made Compulsory? Introduction. It is a sad fact of life that disputes can and do arise from even the most trivial incidents and activities. They are always totally unexpected and usually highly predictable.[1] For a long time, people have been worried about civil litigation. It is costly, time consuming, worrying and takes a long time to decide.[2] Alternative Dispute Resolution (ADR) is a term which refers to various procedures developed in the United States over the last 15 years or so in an attempt to overcome some of the weaknesses in the litigation and arbitration processes.[3] This essay will look at Alternative Dispute Resolution in England. I will start by looking at the concept of Alternative dispute resolution. I will briefly examine Lord Phillip’s speech delivered in India on 29 March 2008. Finally, I will give my views on whether Alternative Dispute Resolution should be made compulsory in England and the problems that would be encountered if Alternative Dispute Resolution is made compulsory in England. Alternative Dispute Resolution A focus on rights has played a significant part in the transformation of Western political culture from the harmony ideology of feudal societies in to 20th century participatory democracy. However, 30 years on from the birth of the civil rights movement in the United States, there are those who now express scepticism over the achievements of a rights oriented public culture.[4] As a consequence, some now propose a rethinking of rights ideology, as both a method of dispute resolution and a definition of social relations, and the development of alternative process for dealing with conflicts and claims.[5] Such strategies are generally described as offering alternatives, since adjudication according to rights remains the formal approach to dispute resolution in the west.[6] In common law jurisdictions, conversation about alternatives to litigation began to take institutional shape from the early 1980’s, in a range of disparate experimental procedures sharing the common label ‘Alternative Dispute Resolution’, with its universal acronym ADR.[7] The relationship of this growing complex of practices to lawyer negotiations, litigation and adjudication is far from straight forward. Some of the innovations taking place are directed towards speedy settlement of disputes between litigants without the involvement of lawyers, others appear to be implicated in, and are indeed extensions of legal practice, while others appear as supplements to, or modifications of court process.[8] The English Legal System is based on the adversarial system of litigation. This means that both sides to a case separately prepare their respective submissions and then arrive at court and participate in a quasi-gladiatorial contest until the tribunal of fact (in civil trials this usually being a judge) pronounces the winner.[9] In recent times, there is now been an acceptance that alternatives to the adversarial system of justice may be appropriate due to the high cost involved in the adversarial system of justice. One of the easiest alternatives to implement is to encourage disputes to be resolved other than by recourse to litigation. This has led to the establishment of Alternative Dispute Resolution (ADR).[10] Since 1990, many British lawyers, have taken an active interest in ADR, as a means of avoiding the public and private expense and the private pain of litigation.[11] The increased importance of ADR mechanisms has been signalled in both legislation and court procedures. For example the Commercial Court issued a practice statement in 1993, stating that it wished to encourage ADR, and followed this in 1996 with a further direction allowing judges to consider whether a case is suitable for ADR at its outset, and to invite the parties to attempt a neutral non-court settlement of their dispute.[12] In cases in the Court of Appeal, the Master of the Rolls now writes to the parties, urging them to consider ADR and asking them for their reasons for declining to use it. Rule 26.4 of the Civil Procedure rules (CPR) 1998 enables judges, either on their own account or at the agreement of both parties, to stop court proceedings where they consider the dispute to be best suited to solution by some alternative procedure, such as arbitration or mediation.[13] There is no universally accepted definition of ADR. The phrase ADR encompasses a range of procedures other than litigation which are designed to resolve conflicts. ADR processes include negotiation, mediation, conciliation, expert determination, adjudication, and arbitration.[14] Alternative Dispute Resolution or ADR may be defined, ‘’as a range of procedures that serve as alternatives to litigation through courts for the resolution of disputes, generally involving the intercession and assistance of a neutral and impartial third party. In some definitions, and more commonly it excludes all forms of adjudication.[15] The Department for Constitutional Affairs defines ADR as , ‘’ The collective term for the ways that parties can settle civil disputes, with the help of an independent third party and without the need for a formal court hearing.[16] There are three principle forms of ADR. Arbitration, Mediation and Conciliation. Some commentators argue that ADR can be divided in to two classes, those being adjudicative and consensual.[17] The former is called arbitration, and it is quite similar to court proceedings and this has led critics to ask, if there is anything alternative about ADR.[18] Four goals of ADR are : To relieve court congestion, as well as undue delay and cost; to enhance community involvement in the dispute resolution process; to facilitate access to justice and finally; to provide more effective dispute resolution.[19] Lord Phillip is a staunch supporter of Alternative Dispute Resolution. I believe that he wants ADR to be made compulsory in England Conclusion. Alternative Dispute Resolution no doubt has many advantages. There is a chance that you may quickly resolve your problem and you may be awarded compensation. The procedure is less formal court proceedings. In some cases, the decision may be binding on one of the parties, but not on the other party, thereby leaving one party free to pursue the matter through the court if he wishes. Alternative Dispute Resolution is usually much cheaper than going to court and the procedure is confidential. ADR will be difficult in disputes between more than two parties, where the parties have not already contracted for a consolidated arbitration and the parties will not agree to arbitration, going to court is potentially the only way of getting interlocking disputes resolved by the same tribunal.[20] A party that is proposing to enter a number of related contracts should particularly bear this situation at the drafting stage. There are two specific aspects to the matter. First, the related contracts should provide for an identical scheme of dispute resolution otherwise that party may find itself involves mediation or arbitration or litigation depending on which other party is involved.[21] Secondly, the drafting must address the need for multi party proceedings, and establish a back to back set of contractual obligations for this purpose. A difference in the powers at different levels will make the mufti-party proceeding very difficult to conduct.[22] If these two aspects of the matter are not addressed, the parties will be better off, with litigation as the fall back method of dispute resolution.[23] Where a number of actions raise substantially similar issues, such that a decision in one of them will probably enable the parties in the others to compromise their dispute, litigation is likely to be preferable[24]. Where there is a difficult question of interpretation of common form contract, or of the application of a common form of contract to some event which affects a large number of similar contracts or the operation of a market, it may well be preferable to obtain an authoritative ruing of the courts on the point.[25] In numerous jurisdictions, legislation ensures that in the case of a consumer dispute, where the terms upon which the consumer purchased the goods or services includes an arbitration clause, the consumer has a choice of whether to take his dispute to arbitration or litigation.[26] Bibliography Bevan, A.H (1992) Alternative Dispute Resolution, Sweet Maxwell, London Brown, H Marriott, A (1999) ADR Principles and Practice, Sweet Maxwell, London d’Ambrumenil, P.L (1998) What is Dispute Resolution, LLP Referencing Publishing, London Darbyshire, P (1992) English Legal System, Seventh Edition, Sweet Maxwell, London Elliot, C Quinn, F (2005) English Legal System, Sixth Edition, Pearson, Harlow Fiadjoe, A (2004) Alternative Dispute Resolution: A developing world perspective, Cavendish, London. Frank, E (2003) How Arbitration Works, Sixth Edition, Bureau of National Affairs, Washington D.C Freeman, M (ed.) (2006) Alternative Dispute Resolution, Dartmouth Publishing, Aldershot Gillespie, A (2007) The English Legal System, Oxford University Press, Oxford Lord, Phillips (2008) Alternative Dispute Resolution: An English View Point, can be assessed at http://innertemplelibrary.wordpress.com/2008/04/04/alternative-dispute-resolution-an-english-viewpoint-judiciary-of-england-and-wales/> MacFarlane, J, (ed.) (1997) Rethinking Disputes: The Mediation Alternative, Cavendish, London Palmer, M Roberts, S (1998) Dispute Processes, ADR and the Primary Forms of Decision Making, Butterworths, London Petley, M (1992) Alternative Dispute Resolution: An Introduction, College of Law, London Slapper, G Kelly, D (2003) The English Legal System, Cavendish, London Tweeddale, A and Tweeddale, K (2005) Arbitration of Commercial Disputes, Oxford University Press, Oxford Tackaberry, J Marriott, A (2003) Bernstein’s Handbook of Arbitration and Dispute Resolution, Sweet Maxwell, London 1 Footnotes [1] d’Ambrumenil, (1998) p.5 [2] Bevan (1992) p.2 [3] Bevan, (ibid) p.2 [4] MccFarlane, J (1997) p.1 [5] MccFarlane, J (ibid) p.2 [6] MccFarlane, J (ibid) p.2 [7] Palmer, M Roberts, S (1998) p.2 [8] Palmer, M Roberts, S (ibid) p.2 [9] Gillespie, A (2007) p.469 [10] Gillespie, A (ibid) p.470 [11] Darbyshire, P (1992) p.12 [12] Slapper, G Kelly, D (2003) p.314 [13] Slapper, G Kelly, D (ibid) p.314 [14] Tweeddale, A Tweeddale, K (2005) [15] Brown, H Marriott, A (1999) p.12 [16] citied in Gillespie, A (ibid) p.470 [17] Shipman, 2006 p.182 cited in Gillespie, A (ibid) p.470 [18] Boon and Levin, 1999, p.373 Gillespie, A (ibid) p.470 [19] Freeman, M (2006) p.98 [20] Tackaberry, J Marriott, A (2003)p.22 [21] Tackaberry, J Marriott, A (ibid)p.23 [22] Tackaberry, J Marriott, A (ibid)p.23 [23] Tackaberry, J Marriott, A (ibid)p.23 [24] Tackaberry, J Marriott, A (ibid)p.23 [25] Tackaberry, J Marriott, A (ibid)p.23-24 [26] Tackaberry, J Marriott, A (ibid)p.24

A Brief History of the Hybrid Vehicle Essay -- essays research papers

Brief History of Hybrid Vehicle Development First built in the early 1900s by inventors tinkering with combinations of the electric motor and the gasoline engine, hybrid vehicles were dropped when gasoline-fueled vehicles became more reliable and easier to start, and gasoline fuel more readily available. Research and development of hybrid vehicles was revived by concern about oil dependency in the1970s and about air pollution in the late 1980s. A number of hybrid vehicles have been built and tested since 1980. Some of these vehicles have impressed analysts with their performance and low levels of exhaust and petroleum consumption. Interest in hybrid vehicles jumped in late 1993 with the announcement of funding for two major collaborations. The US Department of Energy signed a five-year, $138 million development agreement with General Motors and a $122 million agreement with Ford to design and build preproduction hybrid prototypes that could be marketed in less than 10 years.[1] All these were done because hybrid electric vehicles are expected to be the future of vehicles worldwide. Definition One considers a vehicle to be a hybrid when it combines two or more sources of power. For example, a mo-ped (a motorized pedal bike) is a hybrid because it combines the power of a gasoline engine with the pedal power of its rider. Similarly, the gasoline-electric hybrid car is a combination of both an electric car and a gasoline-powered one. That is, it makes use of both electricity and gasoline to provide the energy to turn the wheels of the car. Figure 1 shows a gas-powered car. [2] Components Of A Gasoline Powered Car The 4-cylinder engine converts gasoline into motion so that the car can move. The easiest way it does this is to burn the gasoline inside the engine. Therefore is acts as an internal combustion engine i.e. combustion takes place internally. Gasoline powered car engines typically have over 100 horsepower and operate at speeds up to 8000 RPM. The fuel tank stores and supplies gasoline to the engine. It can typically store enough fuel to provide the engine with energy capable of moving the car through a distance of 300 miles or more. Figure 2 below shows an electric car, which has a set of batteries that provides electricity to an electric motor. The motor turns a transmission, and the transmission turns the wheels. [3]... .......................How I found my references........................... Send me your comments...........................Homepage...........................Comments -------------------------------------------------------------------------------- [1] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 101 [2] http://auto.howstuffworks.com/hybrid-car1.htm [3] http://auto.howstuffworks.com/hybrid-car1.htm [4] http://auto.howstuffworks.com/hybrid-car2.htm [5] http://auto.howstuffworks.com/hybrid-car3.htm [6]http://web1.infotrac.galegroup.com/itw/infomark/155/298/52759225w1/purl=rc1_ITOF_0_A122672547&dyn=5!xrn_15_0_A122672547?sw_aep=swar94187, Electric and Hybrid Vehicles Today, Sept 30, 2004 p0 , Article A122672547 [7] http://auto.howstuffworks.com/hybrid-car4.htm [8] http://www.morphizm.com/observations/borah/borah_corner1.html [9] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 100 [10] http://auto.howstuffworks.com/hybrid-car8.htm [11] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 2 [12] Electric and Hybrid Vehicles Today, Oct. 7, 2004, p0; Article A122947647 A Brief History of the Hybrid Vehicle Essay -- essays research papers Brief History of Hybrid Vehicle Development First built in the early 1900s by inventors tinkering with combinations of the electric motor and the gasoline engine, hybrid vehicles were dropped when gasoline-fueled vehicles became more reliable and easier to start, and gasoline fuel more readily available. Research and development of hybrid vehicles was revived by concern about oil dependency in the1970s and about air pollution in the late 1980s. A number of hybrid vehicles have been built and tested since 1980. Some of these vehicles have impressed analysts with their performance and low levels of exhaust and petroleum consumption. Interest in hybrid vehicles jumped in late 1993 with the announcement of funding for two major collaborations. The US Department of Energy signed a five-year, $138 million development agreement with General Motors and a $122 million agreement with Ford to design and build preproduction hybrid prototypes that could be marketed in less than 10 years.[1] All these were done because hybrid electric vehicles are expected to be the future of vehicles worldwide. Definition One considers a vehicle to be a hybrid when it combines two or more sources of power. For example, a mo-ped (a motorized pedal bike) is a hybrid because it combines the power of a gasoline engine with the pedal power of its rider. Similarly, the gasoline-electric hybrid car is a combination of both an electric car and a gasoline-powered one. That is, it makes use of both electricity and gasoline to provide the energy to turn the wheels of the car. Figure 1 shows a gas-powered car. [2] Components Of A Gasoline Powered Car The 4-cylinder engine converts gasoline into motion so that the car can move. The easiest way it does this is to burn the gasoline inside the engine. Therefore is acts as an internal combustion engine i.e. combustion takes place internally. Gasoline powered car engines typically have over 100 horsepower and operate at speeds up to 8000 RPM. The fuel tank stores and supplies gasoline to the engine. It can typically store enough fuel to provide the engine with energy capable of moving the car through a distance of 300 miles or more. Figure 2 below shows an electric car, which has a set of batteries that provides electricity to an electric motor. The motor turns a transmission, and the transmission turns the wheels. [3]... .......................How I found my references........................... Send me your comments...........................Homepage...........................Comments -------------------------------------------------------------------------------- [1] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 101 [2] http://auto.howstuffworks.com/hybrid-car1.htm [3] http://auto.howstuffworks.com/hybrid-car1.htm [4] http://auto.howstuffworks.com/hybrid-car2.htm [5] http://auto.howstuffworks.com/hybrid-car3.htm [6]http://web1.infotrac.galegroup.com/itw/infomark/155/298/52759225w1/purl=rc1_ITOF_0_A122672547&dyn=5!xrn_15_0_A122672547?sw_aep=swar94187, Electric and Hybrid Vehicles Today, Sept 30, 2004 p0 , Article A122672547 [7] http://auto.howstuffworks.com/hybrid-car4.htm [8] http://www.morphizm.com/observations/borah/borah_corner1.html [9] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 100 [10] http://auto.howstuffworks.com/hybrid-car8.htm [11] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 2 [12] Electric and Hybrid Vehicles Today, Oct. 7, 2004, p0; Article A122947647

Cardiovascular Disease Information Essay

Cardiovascular disease is the number one cause of death in over half of the people in this country. It affects all aspects of the heart function, from the arteries that supply the blood to the valves to the heart muscle itself. Heart and blood vessel disease- cardiovascular disease – includes numerous problems, many of which are related to a process called atherosclerosis. Atherosclerosis is a condition that develops when a substance called plaque build up I the walls of the arteries. This buildup narrows the arteries, making it harder for blood to flow through. If a blood lot forms, it can stop the blood flow. This can cause a heart attack or stroke. Some of the symptoms associated with cardiovascular disease are chest pains, sudden numbness of arms or face, strokes or congestive heart failure. Cardiovascular disease can be managed by following a lean strict diet, keeping your cholesterol down, not smoking, maintaining your blood pressure and exercising regularly. It is said that if you exercise for about 30 minutes a day every day, that will keep you healthy and your heart pumping. Congestive Heart Failure refers to a poorly pumping heart that causes a fluid back up in the heart, lungs and other organs. The symptoms are shortness of breath, swelling in the body and debilitating fatigue. It is said that congestive heart failure is the most common cardiac condition among the elderly. Heart failure can start from an unnoticeable condition, which can progress to a debilitating disease. The way to check to see if you have a heart problem is by having an Echocardiogram which monitors your heart and makes sure everything is functioning properly. This disease can also be controlled by maintaining a healthy diet, not smoking, controlling your weight, and following a good exercise regimen. Maintaining your weight is also an important factor.

Education and Students

Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Institution: City & Guilds Course: 6302 Preparing to Teach in the Lifelong Learning Sector PTLLS Unit: 1 Task: Theory 1 Words: 1231 Title: Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle.As a teacher in Beauty Therapy I would have many roles and responsibilities some of which can be lesson planning, identifying a students needs and referring students to other agencies or services, to set goals and motivate students, understand and respect students, attend meetings so I can keep up to date with relevant guide lines and legislation relating to my subject in which I teach, to name just a few. Teachers require many skills and qualities such as knowledge in the subject in which they teach, confidence, being organised and trustworthy.I also have a duty of care to my students to look after their health and safet y in the environment in which I teach. I have to set boundaries within which to work, in order to keep my student/teacher relationship on a professional level and to be able to deliver quality teaching within a safe environment. In terms of the training cycle a teachers’ role and responsibilities involve the following: Identifying needs It is essential I find out the needs of the subject and students in order to plan lessons.Students’ needs should be established from interviews, application forms, ice-breakers etc. Any special requirements can be picked up at this stage and planned for e. g. dyslexia, dysphasia and also any disabilities which may influence class location e. g. access, specialised equipment etc. I will discuss with the student what he or she wants to achieve and how to go about this, the objectives are the steps taken to attain this outcome. It is important to know a students needs in order to do a suitable lesson plan.I will treat each and every studen t as an individual with respect to their own individual needs for example if a student needs extra support from another source I need to be able to tell them where they can get the support they require. I need to make sure all resources and facilities are available to the students when they need them. Identifying needs and an understanding of my students as well as good communication is essential to successful teaching, whether it be with primary age children, GCSE level students to further education students wanting to gain skills relevant to their work or wishing to embark on a areer change. â€Å"Variety in teaching and learning will ensure that your sessions are meeting individuals’ needs and are addressing different spans of attention† (Wilson L 2008 : 38 ) It is forbidden to copy or resell this work without written permission Http://www. studentcoursework. co. uk 1 Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Plan and Design The course content needs to relate to the syllabus and any constraints should be considered e. . time, resources, methods of delivery, variety, health and safety etc. Activities and resources should be tailored to the needs and level of the students whilst also being aware of individual needs. Activities should vary in order to keep my students interested and help them to learn progressively again, health and safety issues need to be taken into account when performing any activities and also availability of resources.There may be a need for a risk assessment if the activities include a field trip and resources may need to be booked in advance e. g. IT equipment, transport. â€Å"when delivering learning, plan tasks in a logical order, relating theory to practice and involve students with their own experiences. Always state clearly what you are going to do and why. Recap and summarise topics, repeat key words and ask questions to check learning. Try not t o do too much or complicate your delivery as knowledge takes time to be assimilated.Keep things simpleâ€Å". (Garvells A 2007 : 6 ) Deliver / Facilitate When planning and delivering I will need to acknowledge and respect the individual needs of a student, and where more help and support is needed students can be referred to Learner services for the appropriate support. I will deliver lessons in a way my students will understand. My Knowledge transfer is important to any student. I shall make sure a student understands the information I am delivering and I will do so in a way which an individual student will understand.I need to be flexible with my techniques a lesson plan is only a guild and I may have to make adjustments as I deliver. I will aim to motivate my students and encourage students to participate in discussions and debates, ask them to share their knowledge and experiences. I need to manage my time well and keep to my goals and enjoy each lesson. â€Å"Ensure that ever y lesson includes methods that appeal to visual, auditory and kinaesthetic learners. Follow a structured style introduction, middle and an end. † ( Wilson L 2008: 169 ) Assess I will be constantly assessing from the very first application form which is completed.Every lesson is an assessment and as the teacher I will be looking for each and every ones input into the lesson. Questions and answers are relevant when assessing it is a way of knowing whether my students are absorbing and understanding the information which I am delivering to them. Without questions and answers assessing would be impossible. There are different ways of assessing it can be achieved by means of written tests, verbal tests or discussions, performing activities as a group or as an individual, assignments and projects.I should always be fair with my assessments and explain to my student if there are any issues with the assessment. I will explain why I have failed him/her, be open to constructive criticis m and don’t take things personal if a student disagrees with me. Also know my boundaries, there is no favouritism, I will encourage feed back and keep records ranging from a register to IPL’s and records of achievement which can be used to track a students progress and development as well as a way of evaluating.It is forbidden to copy or resell this work without written permission Http://www. studentcoursework. co. uk 2 Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Evaluate It is important to evaluate the learning process in order to ascertain its effectiveness. It helps to identify any problem areas and highlight where improvements can be made. Evaluation can be via feedback from students at the end of a lesson.It can also be in the form of self evaluation and reflective practice in order to help development and improve on teaching skills. I will encourage my students to keep a journal as this will help me and my student to identify their progress, their highs and lows in specific areas of their course. You can also recognise some ones stronger areas and their weaknesses allowing you to give them support in the areas that need that extra input and praising them for the areas which they have excelled.This also reflects on my delivery skills as a teacher allowing me to have the opportunity to touch up on my skills or areas in which students find challenging. It maybe I need to deliver this in a different way for a particular student to understand, resulting in a better method of teaching. Evaluation helps you look at things from a bigger picture, as course work comes together I will become aware if a student is falling behind or keeping up with the pace of the course in which I may want to change my methods of delivery or my lesson plan to suit the student.This brings me back round to the beginning stage of the cycle again where I can reassess and reflect before starting the whole cy cle again. Improvements and changes can then be made if necessary. References Gravells A. (2008) Preparing to teach in the Lifelong Learning Sector Third addition. Learning Matters Ltd Wilson L. (2008) Practical Teaching a guild to PTLLS & CTLLS Delmar It is forbidden to copy or resell this work without written permission Http://www. studentcoursework. co. uk 3