Mahatma Gandhi Essay Example for Free

Mahatma Gandhi Essay Mahatma Gandhi Leadership Style The Father of the Nation is now being held up as the master strategist, an exemplary leader, and someone whose ideas and tactics corporate India can emulate. Gandhi reinvented the rules of the game to deal with a situation where all the available existing methods had failed. He broke tradition. He understood that you cannot fight the British with force. So he decided to change the game in a fundamentally different way. He unleashed the power of ordinary people, inspired women and men in the country to fight under a unifying goal. Resource constraint did not bother him. That was the motivation. Gandhis leadership style is being termed as follower-centric and one that took into account existing conditions before determining the strategy. Gandhi advocated having leadership styles that were dependent on the circumstances. When Gandhi was in South Africa, he launched his protests in a suit and a tie. But when he came back to India, he thought of  khadi  (handspun and hand-woven cloth) and launched non-violent protests on a greater scale, It shows that Gandhi’s leadership style was situational leadership style. A Quote from the book: Count your chickens before they hatch by Arindam Chaudhuri Mahatma Gandhis example to me is a perfect case of adopting styles to suit the culture. The country today stands divided on whether what he did was good or bad I just know one thing: there was never a leader before him nor one after him who could unite us all and bring us out in the streets to demand for what was rightfully ours. To me, he is the greatest leader  our land has ever seen. It is Theory I management at its practical best: productively and intelligently utilizing whatever the resource you are endowed with, says Chaudari.

The Perceived benefits of a Pupil Referral Unit

The Perceived benefits of a Pupil Referral Unit In todays society it is widely accepted that every child has the right to an education. Therefore, even children who show signs of challenging behaviour in schools should be entitled to the same attention from staff and the same standard of education as other children in the school. However, there are some children who cannot be educated within the confines of a mainstream school for a variety of different reasons. Sodha and Margo (2010) have produced data that suggests ; 7.4% of children may have ADHD; 15% of 15 year olds have conduct problems; around 15% of children who start school at age five have troublesome behaviour that might make it difficult to learn; and research suggests that up to 5% of pupils display challenging behaviour at some stage in their school career. In response to these problems Pupil Referral Units (PRUs) were set up. They provided a service which operates outside of mainstream schools and is designed to support children with challenging behaviour and address their behaviour in a more nurturing environment so as to meet their often very complex needs. Get the Right School, (2000-2011) Challenging Behaviour Challenging behaviour can be thought of as being a conflict between a child and the environment according to Loreman (2005). Loreman explains that these conflicts can occur when a child responds to his or her educational environment in ways that differ significantly from age-appropriate expectations and interfere with his or her own learning. This definition appears to suggest, however, that these conflicts are due to an inherent fault within the child that necessitates the removal of that child from a mainstream school. A more reasonable explanation is that these conflicts occur not only because of the child, but also due to the reaction of the professional or service in response to their behaviour, and it is this reaction, therefore, that determines whether the behaviour is challenging of not. (Clark, and Griffiths 2008). This suggests that there is a fundamental need that the service or member of staff, should possess a particular level of ability to enable them to understand and recognise the needs of the child, and it is this ability, therefore, that would determine whether the behaviour of the child was actually challenging or not. There is a whole range of reasons why young people may be required to attend a PRU. Cohen and Hughes, (1994) for example, suggest that these children fall into two distinct categories. Firstly, children who have recognised learning disabilities and particular emotional and behavioural problems, and secondly, those whose behaviour is so disruptive that the mainstream schools decide they cannot offer the appropriate care and help. However in many cases both categories can apply to a child even though the causative and associative factors may differ. However there are a rising number of children who have none of these specific problems but are required to attend a PRU, children who just find it hard to adjust to mainstream schools and also pregnant girls. (DCSF 2008) It can be seen that there is a widely varying mix of children attending these centres. Importance of a Pupil Referral Unit The latest national statistics on permanent and fixed period exclusions from mainstream schools in England produced by the the Department for Education (2010), suggests that that there was an estimated 6,550 permanent exclusions from primary, mainstream secondary and all special schools in 2008/09. The DfE also stated that there were 12,800 young people attending Pupil Referral Units in 2010. Additionally, permanent exclusion from a school has been linked to wider exclusion from society and in order to overcome this, the education system needs to work towards achieving a school which is inclusive for all young people by adopting a culture, pedagogy and curriculum which will support all learners who attend schools which are in areas that have been characterised by social exclusion. (Hayton, 1999) It has also become apparent that there are increasingly mixed views within education as a whole, and even the professionals working within the Pupil Referral Units themselves, disagree on how to deal with young people that actually have more complex needs. Sonia Sodha (2010) makes the point that PRUs are being seen increasingly as sin bins or dumping grounds that schools use to remove problem children from their responsibility. Additionally, the resultant enforced association with anti-social peers, may be counterproductive and actually increase behavioural problems. However, the benefits of a PRU may be perceived very differently from different peoples perspectives. Management and employed staff working within PRUs have just as high a responsibility as any other teacher in mainstream schools, to enable the young people to achieve their full potential in their education and support them in preparing and furthering their personal understanding of what is expected of them within their working life after school. (Ofsted 2005) The Annual Report of Her Majestys Chief Inspector of Schools (2004) states that the number of PRUs has steadily increased. The report states that 25 out of 38 PRUs inspected in 2004/05, were `good` or `better`, providing effectively for the young people they serve. The report also stated that in almost all units, the pupils behaviour and attitudes to learning were judged to have improved since the pupils joined them after moving from their previous schools. It is therefore apparent that for the majority of its children, PRUs do provide an essential and relevant service that cannot be provided in a mainstream school. But is this service based on a `one size fits all` basis? For as we have seen many children have very different problems and needs and it is the sheer diversity of pupils for whom provision within a PRU must cater, that presents the main obstacle to the perceived success of this type of setting. (DCSF 2008). Indeed, according to Gray, (2002), a number of PRU staff would argue that many young people are wrongly placed within PRUs and in actual fact should be placed in more suitable settings for their particular needs e.g. in day or residential special schools. They also argue that reintegration rates would be higher if these pupils within the provision, had less complex needs, and those with much more complex needs should be placed elsewhere for a more appropriate provision in relation to those needs. However, budgetary limitations may well prevent this type of provision emerging. Gray, (2002), explains that the costs per place for these kind of special school provisions are typically more expensive then PRUs probably being for greater than existing financial provision within the LEA. Barriers to Learning Exclusion and truancy are a fundamental challenge in all areas of education and the numbers of truanting and excluded children every day is in the tens of thousands which will have far reaching and serious implications on their education. Rendall, and Stuart (2005). For this reason Local Authorities are actively working together with schools to enable the process between the transfer of a young person from a mainstream school to PRU to be as quick as possible, as well as ensuring they follow all the correct procedures. However the period between pupils being referred to a PRU and actually beginning their time there can often be quite a lengthy period and result in a significant amount of education time being lost. DCSF (2008) Ofsted,( 2007), identified particular challenges that a large variety of different PRUS were now facing, when providing children and young people with a good education. They cited a number of factors, such as pupils with diverse needs and who are of differing age groups, and many pupils arrive with no planning or preparation for those special needs. Staffing issues were also highlighted regarding the limited number of specialist staff who could broaden the curriculum. They also state the difficulties PRUs faced regarding the reintegrating pupils back into mainstream schools. Poor accommodation is also a major factor which can seriously limit the scope of the curriculum available to be taught due to inadequate space. This is particularly relevant in relation to physical education, ICT design and technology, art and music. Therefore Local Authorities have to take this on board when managing education building assets by surveying buildings regularly and prioritising building work including Pupil Referral Units in their plans. DCSF (2008) Longman, and Agar, (1999), also make reference to similar barriers of learning within PRUs, and suggested that many PRUs were physically very small ,with limited staff and facilities. This they suggested, made the provision of expertise and the wide range of practical apparatus that was essential for the success of the PRU, very problematical. The success of PRUs is essentially down to the way they respond to challenges set and the help and support they receive from their Local Authorities (LAs). The LA`s therefore have a specific responsibility in relation to these problems and are required to intervene and take action particularly regarding resources and building issues. (Ofsted, 2007). The Governments policy which is set out under The Childrens Act 2004 aims to improve the outcomes for all children and young people. However many children and young people who attend PRU`s are vulnerable or disadvantaged, and therefore may face more barriers to learning compared to other young people and are at much higher risk of failure as a result. (Department for Education and Skills, 2007), PRU`s and Reintegration into Mainstream Education Hayward, (2006), also makes the point that in theory temporary or part time placements in pupil referral units are available. However, as they are rapidly filling up this is not actually the case, and many young people are continuing their stay into long term placements, which is a real cause for concern as there is no availability for the young people who need short term placements within them. Therefore, it would appear on this evidence that PRUs are in actual fact, not fulfilling their purpose of supporting young people, specifically within the process of reintegrating children and young people back into mainstream schools. Within the actual process of reintegration, there are a large number of different supporting roles designed to help support the pupils that attend, by enabling them receive a good education and help them to achieve their full potential with regard to their social and emotional development during their time in the setting. Kyriacou, (2003), discusses a number of studies that have taken place over the years which highlight the important role that needs to be played by inter agency cooperation both in supporting pupils and schools when a pupil is at risk of exclusion and in helping to support a pupil returning to school after a fixed period exclusion or moving to a new school after a permanent exclusion. One particular study carried out by Normington and Kyriacou (1999) emphasises the importance of communication between agencies. Within this study a number of professionals, such as education psychologists, education welfare officers and teachers to name but a few, were interviewed and asked to focus on the interdisciplinary work that follows permanent exclusions for a sample of pupils who were based at a pupil referral unit. The overall outcome from all professionals involved, suggested that the interagency cooperation is often hampered by heavy case loads and by difficulties in the different agencies keeping each other fully informed. Normington and Kyriacou (1999) cited in Kyriacou, (2003). The professionals taking part in the study also mentioned how improved resources were key, to becoming more successful in this area of interagency cooperation. Conclusion While the need for a PRU is becoming more essential, the findings of Ofsted (2007), reflect a very disappointing situation, with many Pupil Referral Units described as offering an uninspiring curriculum and with a lack of clear vision. The report stated these points as the reason for the failure to reduce days lost as a result of exclusion and failure to improve pupils attendance. It is therefore apparent that while many Pupil Referral Units are an essential struggling to fulfil their responsibilities, particularly in reintegrating young people back into mainstream education. It should be remembered that this was the purpose they were specifically set up to fulfil. All the PRUs made sure personal and social development was emphasised: it was integrated into all lessons and activities, as well as being taught well at discrete times. The PRUs generally monitored personal development well but academic progress less so. I am currently in the process of researching one particular Pupil Referral Unit, which I attended as part of my placement, and I am particularly interested to listen to the views of both the staff and students of this PRU and focus on what they perceive as the benefits, if any, of attending the PRU A number of the staff at this PRU have expressed their opinion that many of these children would benefit more from being referred to a separate provision such as a special school, which focuses on their particular needs in more depth. New Initiatives The DCSF report (2008) maintains that due to the challenges posed by these particular children it is important that PRU`s are constantly assessing their procedures and instigating new systems and initiatives to support the ever changing demands presented by the young people in their provision. For example the PRU where I have been on placement is currently rolling out the practice of Restorative Justice. Wright (1999 cited in Hopkins, 2004) states that restorative justice is not about stating who is to blame and what the punishment will be as a result of a persons harmful actions, but to explore deeper into what happened and being able to put more time into repairing harm done to relationships. The process involves asking questions such as: Who has been affected by what happened? How can we put right the harm? What have we learnt from what has happened and how to make different choices next time? In basic terms restorative justice is a new approach for dealing with situations in a more effective and positive light, enabling young people to move forward in their relationships and learn from what they have done. Wright, (1999), cited in Hopkins, B, (2004).

Overview of Epilepsy

Overview of Epilepsy Epilepsy Table of Contents Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Page 1 What is epilepsy? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Page 2 Diagnosis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Page 2-4 Types of Seizures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Page 5-9 Types of Treatments †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Pages 9-10 Further Research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Pages 11-12 Physiological issues with Epilepsy †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Page 12 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Pages 12-13 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Pages 14-15 Introduction Epilepsy is a neurological disorder that targets 1 in 100 people in North America. Epilepsy is one of very few diseases without a definite cure. In fact scientists to this day cannot figure out what triggers these seizures. This is quite amazing considering the modern technologies medicine uses today. Throughout my paper I will explain what epilepsy is and what happens during an epileptic seizure, I will cover the different categories of seizures, how doctors diagnose epilepsy, and different types of treatment to help the patients with epilepsy. What is epilepsy? Epilepsy is a neurological disorder that attacks the nervous system. Another term for epilepsy is â€Å"seizure disorder† (www.epilepsy.com). To this day the exact factor that triggers an epileptic seizure is unknown. In other words epileptic seizures are idiopathic (Ogden, 2005). Seizures occur when too many brain cells get excited at the same time. A seizure is like an electrical storm in your brain. During this electrical storm your brain cannot perform its usual tasks, causing sudden changes in behaviour, sensations, movement, and awareness (www.epilepsysociety.org.uk). A typical seizure usually last between a few seconds, to a few minutes. Once the seizure is finished the victim enters a â€Å"post-ictal period. (The greek word â€Å"post† meaning â€Å"after†, and the Greek work â€Å"ictal† meaning â€Å"seizure† [http://www.behindthename.com]). During this post-ictal period, which can last from seconds to hours, the brain begins recovering, and the victim’s awareness will gradually increase. It is common to experience confusion and drowsiness during this phase. Diagnosis Epilepsy is the conditions of having spontaneous seizures. This means having one seizure is not enough to be diagnosed with epilepsy, there must be two or more. To be considered an epileptic seizure the seizure must occur spontaneously, without a direct factor (www.epilepsy.com). Doctors use three main ways to diagnose epilepsy. Neurological History – Doctors must be given specific description of previous seizures in the past. Such as; how long they lasted, what were you doing when the seizure occurred, what was your body’s behaviour/feeling before the seizure took place, and your body’s behaviour after the seizure ended (www.modernmedicine.com) People who suffer from having seizures do not remember what happens while a seizure takes place. That being said a description from a witness to your seizures could be very beneficial (www.epilepsyfoundation.org). Electroencephalograph – An electroencephalograph or an EEG is the most common tool used to diagnose epilepsy. An EEG measures the electrical signals passed from one neuron to another within the brain (www.epilepsyfoundation.org) ( see image 1). To measure these electrical signals doctors attach wires, known as electrodes, on the patients scalp (www.chp.edu). During an EEG no electricity is taken from the patient’s brain, and no electricity is injected into the patients brain. The EEG simply measures the electrical current travelling through the patient’s brain. Magnetic Resonance Imaging – a magnetic resonance imaging or MRI is a procedure used to create detailed images of the damaged area of your body. When diagnosing epilepsy an MRI can show damaged regions of your frontal lobe. (see figure 2) Wu XingXiaovi WangFangfang Xie Weihua, L. (2013) An MRI is done by using a large field of radio waves. An MRI is much more effective than an EEG, the neuron images created from an MRI shows exactly where the damaged area of the brain is (Robert F. LaPrade) From there procedures can made to repair or remove the damaged section of the frontal lobe that is causing epileptic seizures. Types of Epileptic Seizures Epileptic seizures are a very broad term. When diagnosing the type of epileptic seizures doctors categorize in two main categories; partial seizures, and primary generalized seizures. Within these two main categories there are more specific types of seizures (Stephen C. Schachter). The first category is â€Å"primary generalized seizures†. When a primary generalized seizure takes place both sides of the brain are affected at once, with a large amount of electrical discharge at the same time. The body is then accompanied by sudden movements, loss of awareness, or loss of consciousness. There are three types of primary generalized seizures: Clonic seizure (Grand Mal) – This type of seizure that most people visualize when they hear the word â€Å"seizure†. When a clonic seizure takes place the victim will stiffen and lose consciousness. – This is the â€Å"tonic phase†. The tonic phase usually lasts from thirty seconds, to a couple minutes (www.hopkinsmedicine.org). Next the body’s muscles then start to contract and back will begin to arch, and elbows and legs will start the flex. The last phase of the clonic seizure is jerking. The victim will lose all control of their body and will begin to jerk uncontrollably, this phase usually lasts around two or three minutes (www.nlm.nih.gov). Absence seizures (Petit Mal) – Absence seizures disconnect the victim from the world for a matter of a few seconds. This type of seizure is triggered from abnormal activity in the brain. Absence seizures occur mostly in children (www.epilepsy.com). There are two types of absence; Simple absence seizures, and Complex absence seizures. Simple Absence seizure – Usually last ten seconds or less. During these ten seconds the person â€Å"zones out† or stares off into the distance. This type of seizure is very difficult to diagnose (www.mayoclinic.org). Complex absence seizures – Usually lasts twenty seconds or less. During this time period then victim will â€Å"zone out† but will also be doing some sort of movement, such as; chewing, blinking, hand motions, or rubbing their fingers. (www.epilepsy.com). Myoclonic seizures – A myoclonic seizure is very brief, only lasting a matter of seconds. During this few seconds both sides of your body has sudden jerks at exactly the same time. During a myoclonic seizure the patient does not lose consciousness and does not have any memory loss (Orrin Devinsky, 7/2013). A myoclonic seizure can be compared to being in contact with a single jolt of electricity, sudden hiccups, or the jolt of waking up from sleep state very quickly (www.hopkinsmedicine.org) (Orrin Devinsky, 7/2013). Like absence seizures, myoclonic seizures are hard to diagnose and usually over looked because the seizures are so brief. The second category is â€Å"partial seizures†. When partial seizure takes place there is a large amount of electrical discharge in a certain area of the brain (Mary Ellen Ellis, July 25, 2012). Since only a specific location of the brain is effected, only a specific location of the body will be effected, depending on the location of the seizure in the brain. There are two types of partial seizures; Complex partial seizures, and simple partial seizures. Simple partial seizures: A typical simple partial seizure usually last between 30 seconds to two minutes (emedicine.medscape.com). When a patient has a simple partial seizure they are fully awake, alert, and able to interact with peers around them. The patient might lose one of their senses temporarily, be unable to move one of their fingers, or even stiffen one of their body parts (www.epilepsy.com). For the seizure to be considered a â€Å"simple partial seizure† memory, awareness, and consciousness must be preserved. Complex partial seizure – Similar to simple partial seizures, a complex partial seizure typically last between 30 seconds and two minutes (emedicine.medscape.com). During a complex partial seizure there are symptoms known as automatisms. Automatisms consist of lip-smacking, chewing, walking or pacing back and forth, swallowing, patting or fumbling (emedicine.medscape.com). A main difference between the two types of partial seizures is; consciousness, awareness, or memory is impaired. Unlike primary generalized seizures, partial seizures usually have a warning sign to inform the patient a seizure is near. This warning sign is called an â€Å"aura† (Columbia University, P. (2013)). An aura usually takes place a few seconds, or a few minutes before the seizure occurs. Aura’s can come in many different ways, such as; numbness, headaches, being light-headed, upset stomach, dizziness, the sensation of fear, forced thinking, abnormal sensations, or unusual tingle in a certain area of your body. When an epileptic patient senses one or more of these symptoms there is high probability a partial seizure will be soon to follow (William H. Blahd, Jr, August 25, 2011). Types of Epileptic Treatment The most common type of epileptic treatment is anti-epileptic drugs or AEG’s. With over twenty different choices seventy percent of epileptic patients choose anti-epileptic drugs. Although these medications to not cure epilepsy, it only suppresses the seizures (see figure #3, located on the top of the next page) (www.webmd.com). The way this medication works is by lowering the amount of electricity each neuron passes in the brain. This type of treatment is very useful in cases of generalized seizures. The only down fall from using anti-epileptic drugs is the side effects and because the medication acts on the brain and the body there is numerous side effects. The main four side effects are headaches, balancing troubles, more difficult to focus your eyes, and trouble thinking properly. This medication is not guaranteed to work; in some cases patients experience both seizures and side effects. When this occurs a new treatment is needed. This can be a switch to a different anti-e pileptic drug or a non-medicated treatment (Juan G Ochoa, Selim R Benbadis). If a patient does not have a seizure for two years and shows no sign of epilepsy on an EEG the doctor will slowly begin to ease off the medication. (FAULKNER M. A. (2014)) The other option of treatment for patients with epilepsy is the non-pharmaceutical route. Although anti-epileptic drugs have the highest success rate, non-medicated treatment has substantial research to support it (www.epilepsyontario.org). Brain surgery is the most common non-medicated treatment; the only issue with brain surgery is that it only works for partial seizures. The reason why is only works on partial seizures is because doctors can locate the specific area of the brain and remove sections of it. On grand mal seizures both hemispheres are triggered at the same time, in order to fix the epileptic problems doctors would have to remove too much of the brain, the patient would not live (www.epilepsyontario.org). New research always shows diet can be very beneficial; his is called the ketogenic diet. Its takes a lot of commitments considering no sweets or treats are allowed and 80 percent of the diet must be fatty foods, but low in carbohydrates. The ketogenic diet has success rates from 30 percent up to 50 percent (www.epilepsyontario.com). Further research Epilepsy has become more and more common in the past 20 years. Now that it has become more common scientists all over the world are beginning to test for a cure, weather that is a new class of medicine, gene therapy, or a non-medicated cure. The newest research for curing epilepsy is gene therapy. In 2009 scientist were able to figure out that the gene for epilepsy is located on chromosome 15 also known as â€Å"15q13.3†. (www.sciencedaily.com). With this knowledge and the proper technologies scientists can inject a virus containing the normal gene into chromosome where the epileptic mutation is. From there the normal gene will splice into the DNA strand, fixing the abnormal gene. In result epilepsy will be cured from the patient, and when they reproduce they can pass on a normal gene to their children. With this being said we can potentially remove epilepsy from our society. So far scientists have been able to cure rats with epilepsy using gene therapy, and now they have also been successful in Border Collie dogs. (Keijiro MizukamiAkira Yabukihye-Sook ChangUddin, M.) Another example of further research is new drug classes for epilepsy that are advancing each year. A good example of this is: September 2013 a new epileptic drug called Perampanel was released in United States. This new drug showed up to 35 percent more responsive outcomes than any other drug on the market. (www.ncbi.nlm.nih.gov). The only factor that is holding science back from curing epilepsy is funding. There is not enough funding going into epilepsy research. With the proper amount of Government funding or public donations epilepsy would be cured within the matter of five years from now. Physiological Issues with Epileptic patients Epilepsy does not affect the patient only physically, but also mentally and emotionally. Patients who suffer from epilepsy also have to deal with low self-esteem. Low self-esteem and epilepsy go hand and hand because patients with epilepsy are afraid of going out in public, or even doing the normal day to day things because the thought of having a seizure in public. (Ogden, 2005) It is extremely embarrassing for a patient suffering from epilepsy to have a seizure in front of their friends, family, or even strangers. Another emotional barrier that is part of suffering from epilepsy is the thought of never getting a driver’s license. Not getting a driver’s license makes everything in a normal adult life difficult. From getting to work, or getting groceries, or any sort of transportation. In some cases epilepsy makes the patient one hundred percent dependent on other people. Conclusion Life with epilepsy makes any day to day task more difficult. Epilepsy has impacted millions of people in a negative manner but further research is getting close to a cure, by using gene therapy research, and finding new classes of medicine. With the proper funding from the government epileptic medicine will continue to grow and be redefined. The research going into epilepsy is constantly growing, at this rate epilepsy will have a definite cure within the next decade, and using gene therapy epilepsy will also be removed from our society all together, allowing everyone to live epileptic free. Resources http://www.behindthename.com/names/usage/greek-mythology http://epilepsy.com/learn/epilepsy-101/what-epilepsy Ogden, 2005 http://www.epilepsysociety.org.uk/what-epilepsy#.UzXDJPnIZ5V http://www.professinals.epilepsy.com/page/after_ab_pos http://www.epilepsyfoundation.org/aboutepilepsy http://cedars-sinai.edu/Patients/Programs-and-Services/Epilepsy-Program/Diagnosing-Epilepsy/ http://www.modernmedicine.com/modern-medicine/news/neurological-assessment-refresher http://web.a.ebscohost.com/ehost/detail?vid=11sid=467a451f-9d21-4962-a627-675ecbe6d893%40sessionmgr4004hid=4204bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aqhAN=94116054 http://web.a.ebscohost.com/ehost/detail?vid=3sid=867d5b74-4a00-46de-86e1-686c17975c83%40sessionmgr4003hid=4112bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aqhAN=85968889 Figure 2 http://www.webmd.com/epilepsy/seizure-mri http://www.epilepsy.com/learn/types-seizures http://www.hopkinsmedicine.org http://nlm.nih.gov/medlineplus/ency/article/000695 http://epilepsy.com/learn/types-seizures/absense-seizures http://mayoclinic.org/diseases-conditions/petit-mal-seizure/basics/definition/con-20021252 http://www.epilepsy.com/learn/types-seizures/myoclonic-seizures http://www.hopkinsmedicine.org/neurology_neurosurgery/specialty_areas/epilepsy/seizures/types/myoclinc-seizures.html http://emedicine.medscape.com/article/1183962-overview http://emedicine.medscape.com/article/1183853-overview http://web.b.ebscohost.com/ehost/detail?vid=4sid=e018e8f4-ed9b-4c77-929f-f00e8685f286%40sessionmgr115hid=103bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=khhAN=39005165 à ¯Ã†â€™Ã… ¸(EBSCO #3) http://www.webmd.com/epilepsy/aura-and-seizures http://www.webmd.com/epilepsy/aura-and-seizures à ¯Ã†â€™Ã… ¸ William H. Blahd, Jr http://web.a.ebscohost.com/ehost/[emailprotected]gr4005vid=5ui=16088672id=59600950parentui=59600950tag=ANdb=aqh à ¯Ã†â€™Ã… ¸ Image #3 http://www.emedicine.medscape.com/article/1187334-overview à ¯Ã†â€™Ã… ¸ Juan G Ochoa, Selim R Benbadis http://epilepsyontario.org/non-pharmaceutical-treatments/ http://web.b.ebscohost.com/ehost/detail?vid=4sid=b0940d9f-1c3e-465e-af24-23be73f63bc7%40sessionmgr110hid=122bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aqhAN=15877590 http://www.sciencedaily.com/releases/2009/01/090114075919.htm http://web.a.ebscohost.com/ehost/detail?vid=3sid=d6e55ff9-b6e5-4a6d-ab81-7e59cc92f267%40sessionmgr4001hid=4209bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aqhAN=95333447 Overview of Epilepsy Overview of Epilepsy TASK 3 REPORT ON EPILEPSY Epilepsy is a neurological disorder marked by sudden episodes of bodily disturbance, loss of consciousness, or seizures, related to abnormal electrical activity in the brain. Anything that injuries the brain can result in epilepsy. Some of the common causes are head injuries and strokes. Other more infrequent causes are brain tumours and some genetic disorders like tuber sclerosis. A seizure is the only observable symptom of epilepsy. There are various types of seizures and symptoms of each type. Seizures typically last from a few seconds to a few minutes. A person may lose awareness. They may not recall what occurred during the seizure or may not even realise they had a seizure. Seizures that make you fall to the ground or make the muscles stiffen or move out of control are easy to recognise. Some seizures might make you gaze into space for a few seconds. Others may only involve a few muscle jerks, a turn of the head, or an odd smell. Epileptic seizures often happen without notice. A seizure ends when the abnormal electrical activity in the brain stops and brain activity begins to return to normal. Idiopathic Generalised Epilepsy In idiopathic generalised epilepsy, there is often a genetic history of epilepsy. Idiopathic generalised epilepsy have a tendency to appear during childhood although it may not be diagnosed until maturity. In this type of epilepsy, no nervous system condition, other than the seizures, can be identified on either an EEG (EEG a test which measures electrical impulses in the brain) or MRI (imaging studies). People with idiopathic generalised epilepsy have ordinary brainpower and the outcomes of the neurological exam and MRI are usually normal. The results of the EEG test may show epileptic releases affecting one or more areas. The types of seizures that affect patients with idiopathic generalised epilepsy: Myoclonic seizures (unexpected and very short length of jerking) Absence seizures (staring spells) Generalised tonic-clonic seizures (affect the entire brain) Idiopathic Partial Epilepsy Idiopathic partial epilepsy begins in youth (between ages 5 and 8) and may be part of a family history. It is considered one of the mildest types of epilepsy. It is almost always outgrown by puberty and is never diagnosed in adults. Seizures tend to arise during sleep and are most often partial motor seizures that involve the face. This type of epilepsy is usually identified with an EEG. Symptomatic Generalised Epilepsy Symptomatic generalised epilepsy is caused by brain damage. For example, injury during birth is the most common cause of symptomatic generalised epilepsy. When the cause of symptomatic general epilepsy cannot be identified, the disorder may be referred to as cryptogenic epilepsy. Symptomatic Partial Epilepsy Symptomatic partial epilepsy is the most common type of epilepsy that begins in maturity, but it does occur often in children. This type of epilepsy is caused by a local condition of the brain, which can consequence from strokes, tumours, trauma, birth brain condition, scarring of brain tissue, cysts, or infections. These brain conditions can be seen on MRI scans, but often they cannot be recognised, because they are microscopic. Symptomatic partial epilepsy may be successfully treated with surgery. Identify and watch for a specific behaviour or physical and emotional signs that come before attacks. Its not exceptional, to feel annoyed or joyful several hours prior to the seizure, and immediately before the attack. The person may become conscious of a warning aura perhaps a taste or a smell. This notice may let the person to lie down in time to avoid falling down. In situations where the aura is a smell, some people are capable of fighting off seizures by smelling a strong odour, such as garlic or roses. When the first signs include depression, irritability, or a headache, an extra dosage of medication may help prevent an attack. Electroencephalogram (EEG) An EEG test measures the electrical activity of your brain through electrodes placed on your scalp. During the test, a person might be asked to breathe deeply or to close their eyes, as these activities could expose unfamiliar brain activity related to epilepsy. A person might also be asked to gaze at a flashing light, but the test will be stopped immediately if it seems like the flashing light could cause a seizure. Magnetic Resonance Imaging (MRI) Scan An MRI scan can often spot possible causes of epilepsy, such as faults in the structure of your brain or the existence of a brain tumour. At the moment there is no remedy for epilepsy. Anti Epileptic Drug (AED) Anti Epileptic Drugs are commonly the first choice of treatment. They work by changing the levels of chemicals in your brain. This reduces the chances of seizures. Around 70% control their seizures with AED. Vagus Nerve Stimulation (VNS) Vagus Nerve Stimulation is a therapy that is recommended when the Anti-Epileptic Drug dont work and epilepsy is still poorly controlled. This involves surgically implanting an electrical device, like a pacemaker, under the skin, near the collarbone. The electrical device has a lead that is bound around one of the nerves on the left side of your neck, identified as the vagus nerve. The electrical device passes a regular amount of electricity to the nerve to stimulate it. This can help to reduce the occurrence of seizures. Surgical procedure Surgery will only be suggested if a single area of one side of the brain is causing seizures. As with all types of surgery, this surgical procedure carries a threat. One person in 100 has a stroke after surgery and five in 100 suffer from memory problems. Yet, around 70% of people who suffer from epilepsy, after the surgical procedure they become absolutely free of seizures. Epilepsy Ireland was established in 1966 by a group of people who were eager to progress the quality of life of people with epilepsy in Ireland. Over 50 years, Epilepsy Ireland have grown and expanded. They now provide a range of services from their head office in Dublin and from regional offices in Cork, Dundalk, Galway, Kerry, Kilkenny, Letterkenny, Limerick, Sligo and Tullamore. Epilepsy Ireland is committed to working and consulting the needs of everyone with epilepsy in Ireland and their families. Certain objectives of Epilepsy Ireland are; to be committed to working and considering the needs of everyone with epilepsy in Ireland. To provide support, information and advice on health to people who are dealing with epilepsy. To undertake any awareness campaigns to improve peoples understanding of epilepsy, also to increase funds to support its work in an awareness-creating method. One of their main objective is to assume, inspire and support research into the source of epilepsy and a cure for it. Many people with epilepsy live standard lives. Progressive brain scans and other procedures allow greater accurateness in diagnosing epilepsy and defining when a patient may be aided by surgery. More than 20 different medications and a diversity of surgical methods are now available and offer good control of seizures for most people with epilepsy. Other treatment selections include the ketogenic diet and the vagus nerve stimulator. Research on the fundamental causes of epilepsy, include the recognition of genes for some types of epilepsy and seizures, it has managed a great improvement of understanding about epilepsy that may lead to more effective treatments or even some new ways of preventing epilepsy in the future. Works cited http://www.epilepsy.ie/index.cfm/spKey/info.what_is_epilepsy.what_causes_epilepsy_.html http://www.webmd.com/epilepsy/tc/epilepsy-symptoms http://www.webmd.boots.com/a-to-z-guides/epilepsy-basics?page=2 http://www.hse.ie/eng/health/az/E/Epilepsy/ http://www.epilepsy.ie/index.cfm/spKey/about.html

The Reality of Reality Television Essay -- Media Reality Television Pa

The Reality of Reality Television "The winner of the first Survivor competition is...Rich." It was the name heard 'round the country the night of August 23, 2000, as 51 million television viewers tuned in to the finale of Survivor. The questions, the predictions, the bets, and the reality rested on that one name. For three months, America watched and wondered. Who could it be? Who is the ultimate survivor? With the unveiling of that single, now infamous, name, you could almost feel the country erupt with emotion. The collective gasp of the shocked was shrouded by the cheers and hollers of all the Richard Hatch fans scattered across the country's living rooms and sports bars. But just how real is this reality tv? The idea of a "reality tv" show was first presented by MTV in the early 90's. The concept of the show was to place seven strangers in a common house for six months, all the while recording their social interactions. The intention was to observe the social dynamic and development of the housemates as they (according to the show's opening slogan) "stop acting polite and start getting real." The Real World debut was a major success for the network, especially in attracting a large teenage audience. Set in New York City, the show thrived by airing the housemates adventures both in and out of the house. From downtown raves to bedroom battles to intimate encounters, every move the housemates made was seen by the curious eyes of the American public. The Real World, now in its 10th season, has become a mainstay for the MTV network. Changing cities each season, the show constantly explores the issues and problems that young people face in today's society. In this way, the show tends to reach only a sp... ...F? Who Wants to Divorce Their Ungrateful Spouse? Survivor: In Space? Well, once again I am shocked by the newspaper headlines. Released to the press (I kid you not) on September 12, 2000: "NBC strikes deal for 'Survivor' show in space." How on earth could that possibly happen? How real can that actually be? I'm sure they have it all figured out. We instead should ask ourselves, does the degree of reality determine the quality of the entertainment? Maybe a better question is, should the degree of reality determine the quality of the entertainment? The decision lies in the viewer's hand, which grasps that all-powerful television remote. Many fates are determined by the simple click of a button. As for me, you can bet I'll be the first one watching as that lucky winner is launched into the stratosphere during the most exciting live broadcast in TV history.

Hamlet Essay -- essays research papers

â€Å"To Be or Not To Be†   Ã‚  Ã‚  Ã‚  Ã‚   The â€Å"To Be or Not To Be† speech in the play, â€Å"Hamlet,† portrays Hamlet as a very confused man. He is very unsure of himself and often wavers between two extremes. In the monologue, he contemplates death; over whether he should commit suicide or seek revenge for his father’s death. The play also shows how Hamlet thinks over things too much. From the analysis over life and death he comes to the conclusion that he would rather live and seek revenge for father’s death than die. So he follows out his plans and kills Claudius after much person debate as he had done in his soliloquy. Evidence of his unsureness, fickleness, and thinking too much is not only shown in this speech, but throughout the entire play.   Ã‚  Ã‚  Ã‚  Ã‚  In the soliloquy, Hamlet considers suicide. His character is clearly shown in this speech. The speech itself shows that he thinks too much. He is wavering between the two extremes: life and death. â€Å"Whether ‘tis nobler in the mind to suffer The slings and arrows of outrageous fortune Or to take arms against a sea of troubles, And by opposing end them† (3, 1, 56-60). He wonders whether he should live and suffer or die and end the suffering. He believes that life is synonymous with suffering. The â€Å"whips and scorn of time, Th’oppressor’s wrong, the proud man’s contumely, The pangs of disprized love, the law’s delay, The insolence of office, and the spurns That patient merit of th’unworthy takes...

Administer Medication to Individuals Essay

This governs the manufacture and supply of medicines. This requires that the local pharmacist or dispensing doctor is responsible for supplying medication. He or she can only do this on the receipt of a prescription from an authorised person e.g. a doctor. According to the law (The Medicines Act 1968) medicines can be given by a third party, e.g. a suitably trained care worker, to the person that they were intended for when this is strictly in accordance with the directions that the prescriber has given. The Misuse of Drugs Act 1971 and Amendments 1985, 2001 see more:handling medication This controls dangerous or otherwise harmful drugs designated as Controlled drugs. (CD) The main purpose of this act is to prevent the misuse of controlled drugs. Some CD’s are prescribed drugs used to treat severe pain. Some people abuse them by taking them when there is no clinical reason. The  purpose of the legislation impacts on care homes by requiring special arrangements for storage, administration, records and disposal. The misuse of drugs (Safe custody) Amendment Regulation 2007 This specifies how controlled drugs are stored and is referred to in the Standards for care homes. Controlled drugs must be kept in a Controlled drugs cabinet that complies with these regulations. The regulations specify the quality, construction, method of fixing and lock and key for the cupboard. The safer management of controlled drugs (2006) This specifies how controlled drugs are stored, administered and disposed of. Controlled drugs must be kept in a controlled drugs cabinet that complies with these regulations. Records must be made for all controlled drugs transactions. Care Home Regulations 2001 Regulation 13 states that a registered provider must make arrangements for the recording, handling, safekeeping, safe administration and disposal of medicines received into the care home. This applies to all medicines including controlled drugs. Health & Safety at Work Act 1974 To maintain safety for all in the workplace your employer must ensure that anyone administering medication has attended the appropriate training. The risks associated with the handling or administration of any medicine should be assessed for both staff and patients. Control of Substances Hazardous to Health Regulations 2002 (COSHH) The law requires employers to control exposure to hazardous substances for both employees and others who may be exposed and to ensure employees and properly informed, trained and supervised. Care Standards Act 2000 Regulates and inspects services used by people for care services, provides guidance and information. The Act, has a major impact on the quality of care provided to children and vulnerable adults, and could make the system of regulation and inspection of care in particular simpler, more transparent and navigable. All care including that provided by local authorities falls within the scope of the Act. Its key provisions are: * The creation of a National Care Standards Commission (NCSC) for England to undertake the  regulation of care. * The creation of a General Social Care Council (GSCC) for England and a Care Council for Wales to register social workers, regulate the training of the social care workforce and raise standards in social care through the production of codes of conduct and the maintained of a register of social care staff Access to Health Records Act 1990 The act defines who can see medical records. The individual can see his or her own records, but nobody else can except with the individuals permission. This includes next of kin and friends. Data Protection Act 1998 The Act applies to any organisation that keeps personal records on a computer to register as a data user and they must comply with specific regulations. They must be secure, allow the individual to have access to their records, record only relevant information, only be used for its stated purpose. Hazardous Waste Regulation 2005 Dispensed medication for individual service users either at home or in a care setting can be described as household waste or is covered by the Hazardous Waste Regulations 2005. These medications can be returned to the dispensing pharmacist for disposal. However, care situations that provide nursing care not covered by this legislation and must make their own arrangements for the disposal of unwanted medicine through a licensed waste management company. There should be a written policy in place which describes the local procedure for recording of unwanted medication to be returned to the pharmacist. All medication should be recorded and signed for by the receiving pharmacist and a copy kept by the organisation. National Minimum Standards * Standards 9.5 and 20.7 states that controlled drugs should be kept in a designated CD cupboard until staff are responsible for giving them to people. * Standards 9.7 and 20.9 Controlled drugs should be given by care workers who have been trained and designated to do so. Another trained and designated member of staff should witness this process. * Standards 9.8 and 20.11 care homes should keep additional records of receipt  administration and disposal of controlled drugs in a register. Working in line with your organisation’s policies and procedures enable you to work in line with best practice and the law (legislation). There must be a policy at your work place for the receipt, recording, storage, handling, administration and disposal of medicines. Check your policies and procedures file which should list the procedures relating to administration of medication with regards to your job role. 2.1 Common side effects from medicines All medicines can potentially cause side effects or adverse reactions and these can vary from person to person. Side effects may be minor or extreme enough to be life threatening. Common side effects include: rashes, stiffness, breathing difficulties, shaking, swelling, headaches, nausea, drowsiness, vomiting, constipation, diarrhoea, weight gain. Side effects can either present as one symptom or as a combination of symptoms. Staff must monitor all medication given and record and adverse reactions in the service users care/support plans. The service users GP must be contacted and the medication stopped until informed otherwise. All medication should come with a description leaflet, which lists possible side effects. These should be retained for future reference. If medication for service users come in MDS packs then the pharmacist should be contacted for information on all medication dispensed in this manner. Older people are particularly susceptible to reacting adversely to medication and are often already taking many different types of medication. Staff should be particularly vigilant with older people. Common adverse reaction symptoms in older people are: restlessness, falls, confusion, drowsiness, depression, constipation, incontinence, and Parkinson’s symptoms. Policies and procedures should be put in place locally, describing the steps to be followed in the event of an adverse reaction to a medicine, whether minor or life threatening. Read more:  Medication to Individuals Essay Common types of medication Types of medication Function Antibiotics To fight infection Analgesics To relieve  pain Anti-histamines To relieve allergy symptoms Antacids For digestion Anticoagulants To prevent blood clots Psychotropic medicines which interact with the nervous system Diuretics Used to get rid of excess fluid Laxatives To alleviate constipation Hormones E.g. steroids or insulin Cytotoxic medicines to treat some forms of cancer Medication Common side effects Hypnotics and sedatives –Temazepam and Nitrazepam Causes drowsiness in the morning Antibiotics such as Erythromycin and Amoxicillin Nausea and vomiting, diarrhoea and skin rashes. Analgesics Strong painkillers such as codeine and morphine Nausea and vomiting, drowsiness, confusion and constipation. Antidepressants such as Amitriptyline becoming sleepy and confused. 2.2 Some medication which demands the measurement of specific physiological measurements are as follow: Insulin (blood glucose testing) to ensure the blood glucose is not too high (which prevents healing and increases the risk of damage to the nerve endings among many other effects) or too low (could induce a loss of consciousness for example) and warfarin (a blood thinner) which requires the blood to be checked regularly to monitor how effective the drug is i.e. is it preventing the blood being too â€Å"thin† (which could cause an internal bleed) or under anti-coagulated leaving the patient at risk of blood clots. There is also Digoxin. The pulse should be recorded prior to administration of the drug. Also a test is used to monitor the concentration of the drug in the blood. The dose of digoxin prescribed may be adjusted depending on the level measured. A doctor may order one or more digoxin tests when a person begins treatment to determine if the initial dosage is within therapeutic range and then order it at regular intervals to ensure that the therapeutic level is maintained. Apart from the administration of insulin you may not be expected to have a full knowledge of the others above or to take out the clinical activities but there should be an awareness of the reasons for clinical monitoring and to ensure that these take place as directed by a clinician. 2.3 The individuals you work with may experience unwanted or adverse effects after the administration of medication and you need to recognise this and take action. Adverse effects could be: * Anaphylactic shock – occurs sometimes after the use of an antibiotic. * Swelling of body parts, skin changes, breathing difficulties etc. If you observe any adverse changes you need to follow the laid down procedures at your workplace which you need to write out to support your answer of the appropriate action to take. * Inform the manager and seek professional help immediately. * Observe the individual * Document all adverse reactions and action taken * Treat the symptoms following clinical advice. * Record the medicine and reaction in the care plan and MAR chart. * Inform the individual’s own doctor and the pharmacist as soon as possible. 2.4 Administration Route * Oral – by mouth, tablets and syrups * Aural – ear drops * Rectal – suppositories * Vaginal – tablets, creams * Sublingual – under tongue * Nasogastric – via a nasogastric tube * Buccal – between the lips and gums * Inhaled – into lungs via inhaler or nebuliser * Ocular/ophthalmic – eye drops * Nasal – sprays, drops * Topical – skin creams * Intra venous – directly or via a drip into a vein * Intramuscular – injection into muscle * Subcutaneous – injection into subcutaneous layer of skin * Transdermal – injection under top layer of skin, patches e.g. HRT * Peg – Percutaneous Endoscopic Gastrostomy – medicines are introduced via a PEG tube which has been inserted directly into the service users stomach. 3.1/2 Using a few of the different routes of administration highlight the materials or equipments involved. For example * A service user who has a severe chest condition may require a nebulizer. This devise pumps air through a mask/mouthpiece that contains the medicine in a chamber. The medicine is converted into a fine mist and the service user inhales the medicine. * Oral administration – spoon, pill pot, water, gloves * Topical administration – gloves to avoid cross contamination and potential harm to yourself. 5.3 An example of this would be what to do when you make an error in administration of medication. Anyone can make a mistake but it is important that you report the incident immediately to your manager to avoid any damage or deterioration to the health of the individual. Your workplace should have a policy in place of what to do when an error in administration has been made and why. Read and summarise. If you have administered medicine to an individual and they develop an adverse effect which you are not competent to handle you need to report following the procedures at your workplace. Medication errors happen, but you should report errors immediately. An error in the administration of a medicine can be at best inconvenient or at worst  fatal. Common medication errors include; – * Under administration * Over administration * Incorrect medication * Incorrect prescription * Non administration * Non recording * Administration of wrong medicine to wrong service user * Administration at wrong time. When any error in administering medication occurs, the local procedure must be followed immediately and should include the following steps:- * Report immediately to your line manager and follow directions given * Report immediately to the prescriber/GP/pharmacist and follow directions given * If serious error is made the service user may need hospital treatment * Document error fully All incidents should be fully investigated, the results documented and every possible action taken to prevent the mistake happening again. If serious negligence or an attempt to cover up the mistake is discovered, this should be treated as a disciplinary offence. Failure to record medication errors is a Registration Offence for qualified staff and should be reported to the NMC. The Care Commission and CQC also require to be notified of medication errors. 5.5 Even if an individual wishes to self administer their medication it is still necessary to maintain a record of their current medication as stated in the National minimum standards which states â€Å" The service user, following assessment as able to self administer medication, has a lockable space in which to store medication, to which suitably trained, designated care staff may have access with the service users permission† It is necessary to confirm that the individual actually takes the medication because you are required to complete the MAR (Medicines Administration record) accurately. If the individual passed the medication to another individual, that person  could become seriously ill as could the person who the medication was intended for. You are responsible for the administration and its accuracy and it is your duty of care to protect individuals from harm. 5.7 CONTROLLED DRUGS Special arrangements apply to the disposal of Controlled Drugs (CD’s) in care homes registered to provide nursing care in England and Wales: * If supplied for a named person: denature CDs using a kit designed for this purpose and then consign to a licensed waste disposal company * If supplied as a ‘stock’ for the care home (nursing) : an authorised person must witness the disposal. For all other social care settings, the CDs should be returned to the pharmacist or dispensing doctor who supplied them at the earliest opportunity for safe denaturing and disposal. When CDs are returned for disposal, a record of the return should be made in the CD record book. It is good practice to obtain a signature for receipt from the pharmacist or dispensing doctor. Handling non prescribed controlled drugs and their disposal Sometimes people bring illicit substances into care homes. The care setting should take advice from local police and if necessary the Serious and Organised Crime Agency concerning appropriate procedures for dealing with this. Homecare providers should devise policies and procedures in relation to service users using illicit drugs. This may include a requirement for care workers to vacate the premises if a service user is smoking, consuming or injecting illegal substances. Legal advice should be sought in situations where care workers may be at risk of aiding and abetting a service user to perform an illegal act. DISPOSAL OF MEDICINES All care settings should have a written policy for the safe disposal of surplus, unwanted or expired medicines. When care staff are responsible for the disposal, a complete record of medicines should be made The normal method for disposing of medicines should be by returning them to the supplier. The supplier can then ensure that these medicines are disposed of  in accordance with current waste regulations. In England, care homes (nursing) must not return medicines to a community pharmacist but use a licensed waste management company. Additional advice is provided by CQC in safe disposal of waste medicines from care homes (nursing). The situations when medicines might need to be disposed of include: * A person’s treatment has changed or is discontinued – the remaining supplies of it should be disposed of safely (with the persons consent) * A person transfers to another care service – they should take all of their medicines with them, unless they agree to dispose of any that are no longer needed * A person dies. The person’s medicines should be kept for seven days, in case the Coroner’s Office, Procurator Fiscal (in Scotland) or courts ask for them * The medicine reaches its expiry date. Some medicine expiry dates are shortened when the product has been opened and is in use, for example, eye drops. When applicable, this sis stated in the product information leaflet (PIL). All disposals of medicines must be clearly documented. Administer Medication To Individuals Essay The Medicines Act 1968. This governs the control of medicines for human and veterinary use which includes the manufacture and supply of medicines – the Act defines three categories of medicine:- 1. Prescription Only Medicines (POM) These are available only from the chemist /pharmacy if prescribed by GP. 2. Pharmacy Medicines Available from the pharmacy but without a prescriptions 3. General Sales List (GSL) Medicines which may be bought from any shop without a prescriptions. Human Medicines Regulations 2012 These Regulations set out a complex regime for the authorisation of medicinal products for human use, Manufacture, import, distribution, sale and supply of those products. For the labelling and advertising and for drug safety. See more:  Masters of Satire: John Dryden and Jonathan Swift Essay The Misuse Of Drugs Act 1971 This act creates three classes of controlled substances A, B, and C, and ranges of penalties for illegal or unlicensed possession and possession with the intent to supply are graded differently within each class. The lists of substances within each class can be amended by order so the Home Secretary can list new drugs and upgrade or downgrade or de-list previously controlled drugs with less of the bureaucracy and delay The Misuse of Drugs (Safe Custody) Regulations 2001. The Misuse of Drugs Act controls the export, import, supply and possession of dangerous or otherwise harmful drugs. In effect the Act largely renders unlawful all activities in the drugs controlled under the act except provided for under the regulations made under the Act. The drugs which are subject to the control of the Misuse of Drugs Act 1971 Health Act 2006 An Act to make provision of the prohibition of smoking in certain premises, places and vehicles and for amending the minimum age of persons to whom tobacco may be sold, to make provisions in relation to the prevention and control of health care associated infection, to make provisions in relation  to the management and use of controlled drugs, to make provision in relation to the management and use of controlled drugs, to make provision in relation to the supervision of certain dealings with medicinal products and the running of pharmacy premises and about orders under the Medicines Act 1968 and orders amending that Act under the Health Act 1999 Health and Social Care Act 2008 (2012) The main focus of the Health and Social Care Act 2008 was to create a new regulator whose aim and purpose was to provide registration and inspection of health and adult social care services together for the first time, with the aim of ensuring safety and quality of care for service users. The Care Quality Commission was established by statute, with enhanced powers to regulate primary care services, including hospitals, GP practices, Dental practices, Ambulance Services and Care Homes. These powers include failing registration, fines and even closing practices down which do not adhere to the Fundamental Standards in Quality and Safety. This cohesive approach has led to the CQC becoming one of the most powerful regulatory bodies in the UK. Read more: The Health and Social Care Act 2012 made minor changes to the 2008 Act, but for the purposes of Health and Adult Social Care professionals looking at the registration and inspection regime, this only amounted to terminological clarification, a strengthening of the relationship between the CQC and Monitor and the establishment of The Healthwatch England Committee as part of the CQC. In addition to this the following institutions have been abolished: The Office of the Health Professions Adjudicator, The National Information Governance Board for Health and Social Care, The National Patient Safety Agency and The NHS Institute for Innovation and Improvement. The Controlled Drugs (Supervision and management And Use) Regulations 2006 The Misuse of Drugs Regulations 2001 divide controlled drugs (CDs) into five schedules corresponding to their theraputic usefulness and misuse potential. A Number of changes affecting the prescribing, record keeping and destruction of CDs have been introduced a s a result of amendments to the Misuse Of Drugs Regulations 2001. The Controlled Drugs (Supervision of Management and Use) Regulations 2006 came into effect on 1st January 2007. The Health and Safety at Work Act – The Health and Safety at Work Act 1974 is also referred to as JSWA, The HSW Act, The 1974 Act or  HASAWA. This is the primary piece of legislation covering occupational health and safety in Great Britain. The Health and Safety Executive with local authorities (and other enforcing authorities) is responsible for enforcing the Act and a number of other Acts and Statutory Instruments relevant to the working environment. Essential Standards (Regulation 13) 2008.2010 – This is a very small part in Regulation 13 as in, The registered pewrson must have suitable arrangements in place for obtaining and acting in the best interest of the individual. Where they are able to give valid consent to the examination, care, treatment and support they receive. Understand and know how to change any decisions about examination, care, treatment as in medication and support that has been previously agreed, can be confident that their human rights are respected and taken into account accordance with the consent of service users in relation to the care and treatment provided for them. Data Protection Act 1998 – The Act’s definition of â€Å"personal data† covers any data that can be used to identify a living individual. Individuals can be identified by various means including their names and address, telephone number or email address. The Act applies only to data which is held or intended to be held on computers (equipment operating automatically in response to instructions given for that purpose) or held in a relevant filing system. Control Of Substances Hazardous to Health (COSHH) Regulations 2002 The occupational use of nano materials is regulated under the Control of Substances Hazardous to Health (COSHH) is the law that requires employers to control substances that are hazardous to health and includes nano materials. This covers controlled drugs as well The Environmental Protection Act 1990 & The Waste and Contaminated land Order 1997 – place a Duty Of Care on anyone who produces, collects, treats and disposes of waste. This includes feminine hygiene, clinical, sharps, medicines, dental wastes, confidential waste or other waste to be recycled. The main principles of duty of care are about documenting the transfer of waste and checking up on anyone you transfer waste to (e.g. if they are a registered carrier of waste, if they are taking waste to suitably licensed / permitted sites). You should only use a Contractor who can provide proof of compliance with the legislation. Hazardous Waste Regulations 2005 – The regulations replaced the special waste regulations 1996 in England and fully meet the requirements of the Hazardous Waste Directive. The regulations  remove the current need to pre-notify the Environment Agency before hazardous waste can be moved off site, and include a simpler method for tracking wastes once they have been moved. The include a new system to ensure that certain sites where hazardous waste is produced are notified to the Environment Agency. This will improve the whole regulation of the hazardous waste chain from source site to waste site. These regulations had previously amended certain clinical, medicinal and dental wastes they are now affected by the new Regulations as well as you must not mix hazardous with non-hazardous waste. Soft/hard Clinical waste, Sharps and pharmaceutical-sharpes This waste may be classed as hazardous, due to its infectious nature. The Department of Health has produced important new guidance in Safe Management of Healthcare waste. Offensive waste-Sanitary, Incontinence, red lidded sharps. Feminine hygiene, nappy and incontinence and fully discharged syringes are not classed as hazardous or special waste and do not require consignment notes. The Guideline policies and procedures in the Care Home I work in In my workplace, I have access Common Types of Medication Effects Potential Side Effects Analgesics. e.g. Paracetamol Analgesics are used to relieve pain such as headaches Addiction to these can happen if taken over a long period of time. Also, irritation of the stomach, liver damage and sleep disturbances as some analgesics contain caffeine. Antibiotics. e.g. Amoxicillin Antibiotics are used to treat infections that are caused by bacteria Diarrhoea, feeling sick and vomiting are the most common side effects. Some people get a fungal infection such as thrush after  treatment with antibiotics for a longer period of time.   More serious side-effects of antibiotics include kidney problems, blood disorders, increased sensitivity to the sun and deafness. However, these are rare. Antidepressants. e.g. Citalopram Antidepressants work by changing the chemical balance in the brain and that can in turn change the psychological state of the mind such as depression Common side effects include blurred vision, dizziness, drowsiness, increased appetite, nausea, restlessness, shaking or trembling and difficulty sleeping. Other side effects include, dry mouthy, constipation and sweating Anticoagulants. e.g. Warfarin Anticoagulants are used to prevent blood clotting A side effect common to all anticoagulants is the risk of excessive bleeding (Haemorrhages) This is because these medicines increase the time that it takes clots to form. If clots take too long to form, then you can experience excessive bleeding. Side effects may include passing blood in your urine or faeces, severe bruising, prolonged nosebleeds (Lasting longer than 10 Minutes) Blood in your vomit, coughing up blood unusual headaches, sudden sever back pain and difficulty breathing or chest pain. Some Side effects with warfarin include rashes, diarrhoea, nausea (Feeling sick) and vomiting Identify Medication Which Demands The Measurement of Specific Physiological Measurements Describe The Common Adverse Reactions To Medication, How Each Can Be Recognised And the Appropriate Action(s) Required Unexpected adverse reactions can happen for any drug potentially that an individual is taking. For example one individual I work a person may have an adverse reaction to penicillin, anaphylactic shock; the signs of this are the swelling of for example the lips or face, a skin rash and the individual may also have breathing difficulties. This is why it is important that all information about an individual is recorded in full in their care plan and on the MAR sheet. Other severe adverse reactions could include a fever and skin blistering; if adverse reactions are not treated they could fatal. These usually occur within an hour of the medications being administered. Sometimes adverse reactions can develop a few weeks after and may cause damage to the kidneys or liver. If a service user at my place of work happened to have an adverse reaction to a medication, I would notify the Nurse on duty and/or House Manager. It would be up to them to contact the local GP for advice, and if necessary to make arrangements to get the service user to hospital for treatment. Explain the Different Routes Of Medicine Administration Routes Of Administration Explanation Inhalation Inhalers and nebulisers are used for individuals who have respiratory conditions as these deliver the medication directly to the lungs. Conditions such as Asthma and COPD Oral This medication is taken via the mouth. This can be in the form of tablets and capsules. If am individual finds it difficult to swallow tablets oral medication is also available in liquids, suspensions and syrups. Sub lingual medications are for example when tablets are placed under the tongue to dissolve quickly Transdermal Transdermal medications come in the form of patches that are applied to the skin normally to the chest or upper arm. They work by allowing the medication to be released slowly and then absorbed. For example, Hormone Replacement Therapy (HRT) patches and nicotine patches. Topical Topical medications come in the form of creams and gels and are applied directly to the skin surface usually to treat skin conditions. Instillation  Instillation medications come in the form of drops or ointments and can be instilled via the eyes, nose or ears. Drops can be used for ear or eye  infections. Nose sprays are used for treating for example hay fever. Intravenous Intravenous medication enters directly into the veins and absorbed quickly. This route can only be done by a doctor or trained nurse Rectal/Vaginal Rectal medications are absorbed very quickly. Suppositories are available and are given into the rectum. Pessaries are given into the vagina. Only after training can these medications be administered. Subcutaneous Subcutaneous medications are injected just beneath the skin i.e. insulin is administered in this way. Only after training can these medications be administered. Intramuscular Intramuscular medication is injected directly into the large muscles in the body, i.e. the legs or bottom. This route can only be done by a doctor or trained nurse. Administer medication to individuals Essay Current legislation, guidelines, policies and protocols relevant to administering medication are:- The Medicines Act 1968 – requires that local pharmacist or dispencing doctor is responsible for supplying medication. The Misuse of Drugs Act 1971 – controls dangerous and harmful drugs, I.e. controlled drugs (CD’s) The Misuse of Drugs and the Misuse of Drugs Regulations 2007 – specifies about handling, record keeping and storing controlled drugs correctly. The Safer Management of Controlled Drugs Regulations 2006 – specifies how controlled drugs are stored, administered and disposed of. Common types of medication include:- Medication Effects Side effects PareacetamolIt is commonly used for the relief of headaches and other minor aches and pains Mild to no side effects. Prolonged daily use increases the risk of upper gastrointestinal complications such as stomach bleedingOmeprazole suppresses gastric acid secretion by specific inhibition of the H+/K+-ATPase in the gastric parietal cell. By acting specifically on the proton pump, omeprazole blocks the final step in acid production, thus reducing gastric acidity headache, diarrhea, abdominal pain, nausea, dizziness, trouble awakening and sleep deprivation Levothyroxine Levothyroxine is approved to treat hypothyroidism and to suppress thyroid hormone release in the management of cancerous thyroid nodules and growth of goiterrs. See more:  First Poem for You Essay Levothyroxine may increase the effect of blood thinners such as warfarin. Therefore, monitoring of blood clotting is necessary, and a decrease in the dose of warfarin may be necessary. AsprinUsed to relive minor aches and pains such as headaches. It can be also used to thin the blood to reduce the possibility of a blood clots, heart attacks and strokes. Aspirin use has been shown to increase the risk of gastrointestinal bleeding2 Medication that demands the measurement of specific psychological measurements includes :Spironolactone – blood pressure Furosemide- blood  pressure Digoxin – blood pressure Warfarin – INR blood test 3 Common side effects to medication include: Side effects How can be recognised Actions required Weight gain Visual and my weighing Diet control Constipation Not being able to pass a bowel motion LaxitivesDrowsiness Person being very sleepy Rest until drowsiness wears off Rashes Visual appearance on the skin Stop medication and consult GP Vomiting Person is vomiting Consult GP DiahorreaPerson having loose bowlesSeek advice from GP Swelling Swelling of limbs face ectStop medication and consult GP Breathing difficulties Person finding in difficult to breath Ring 999 4 Different routes of medicine administration: Oral – tablets, capsules, liquids etc. These are swallowed by the person. Sublingually – tablets or liquids are administered under the tongue for speed of absorption. Inhalation administration – this is breathed in through the nose or mouth so its delivered straight into where it is most needed i.e. the lungs. Intramuscular (IM) injection administration – injected into large muscles onto the body e.g. legs, bottom. Can only be performed by a trained doctor or nurse.Intravenous (IV) injection administration – administered directly into the veins so it is rapidly absorbed into the body.Subcutaneous injection – medicine is injected directly under the skin, most common type of medicine injected in this way is insulin. Instillation administration – these can be a suspension or liquid and can be administered in a number of ways via ear nose or eyes. Rectal Administration – these are usually suppositories and are absorbed into the body quickly by this route. Vaginal administration – only really used to treat conditions in the vagina such as thrush Topical application administration – creams, ointments and gels are applied to the skin. Transdermal patch – this is applied the skin for slow absorption into the body. Explain the types, function and purpose of equipment and materials used when administering medication. Type Purpose and function Gloves They protect the skin and stops cross contamination Aprons They protect cloth and create a barrier which helps prevent cross contamination Sharps bin This is used for the safe disposal of needles etc. Needles These are available in an array of sizes so they are specific to the function and resident using them. They are used to inject insulin into diabetics Syringe These are available in different sizes and are used to obtain the correct amount on medication. Medication pots These are used to safely transport and hold the medication before being administered to the resident. Monitored dosage system (MDS) This is system pharmacists use to dispense medicines and must be used with accordance to the MAR record. inhalers You can also compliance aids such as Aerochambers to aid to inhale the medicine correctly. The required information on prescriptions and medications charts include: The name or names and address of the patient or patients. The name and quantity of the drug or device prescribed and the directions for use. The date of issue. Either rubber stamped, typed, or printed by hand or typeset, the name, address, and telephone number of the prescriber, his or her license classification, and his or her federal registry number, if a controlled substance is prescribed. Strength The time the medication should be administered. Outcome 4 In order to ensure I follow standards to prevent infection control I must make sure that I wash mu hands before and after each resident. You should always wear gloves if you run the risk of handling them inadvertently if they are cytotoxic. Medicines should always be stored in a clean and tidy environment. All medication a resident takes will be recorded on the MDS chart and all staff trained in administering medication will know how to record and understand the MAR charts. If resident B requests some pain relief you should always refer to the MDS chart to see what type of pain relief medication they are taking. It will also state how often they can have the medication and by what route the medication should be given. When preparing medication you should always refer to the MDS chart as it will tell you the exact time that the resident had their last pain relief. If it is ok to give the resident the medication then you should prepare the medication and then take it straight to the person. You should then immediately record the transaction onto the MDS chart either by signing it to say that the medicine has been taken or recording the reason for non-administration. This is done be a code described on the MDS chart. You have to obtain the residents consent before administering them their medication. They must know what the medication they are taking and have the right to refuse medication. The resident may ask what their medication is for and I must give them this information. If a resident is not capable of making an informed choice i.e. the resident has got a mental illness and it is essential that that resident has their medication then it may have to be administered covertly (hidden or disguised in food) this must only be done after discussion with a doctor. All medication for each individual resident will be stored in MDS and are clearly labelled so selecting to correct medication is easier. After selecting all the correct medication with accordance to the MDS chart you should then check you have the correct type and dosage against the MDS chart. If any medicines have to be prepared for example having 10mls of lactulose you should ensue you prepare the correct amount them double check the amount against the MDS chart. There are different routes for administering medication. You should always read the label of medication to ensure that are administering it in in the correct way. If you are giving insulin to a resident it is important to  alternate sites of injection, so you must look in their insulin record book to see which site was used for the last injection. You must also make sure that the site is clean before you inject. You must ensure that you give the correct medication at the correct dose by the correct route at the correct time with agreed support. You must always use the medication system in place at the home and make sure that medication is given as stated on the MDS charts. My doing this you will stay in line with legislation and the homes policies. There may be immediate problems when administering medication which have to be resolved and reported such as: Missed medication – the medication may have been missed as the resident was asleep, or because they go out regular social events. If they miss their medication on a regular occasion that you should talk to their GP or pharmacist to see if their medication regime can be changed so it is more suited therefore they do not miss medications. Spilt medication – this may occasionally happen you may knock over a resident dispersible aspirin, if this happens you should give them the last dose from the MDS blister pack and record to say why this is missing. A person decides not to take prescribed medication – you must find out why the person is choosing not to take their medication. You can explain the side effects if the person does not take their medication but you cannot force then to take it. You must inform their GP of their wishes not to take the medication. Wrong medication used – mistakes can happen in social care especially if poor systems are in place. If a medication error has been made you must follow the correct procedures. You must seek advice from a doctor to make sure the medication that has been given in error does not react with any other medication that the resident is taking. You must them fill out an incident report. Adverse reaction – these may occur when a resident takes any medicine. They may have been taking the medication for a short or long time before that reaction happens. It is important to document the reaction when it occurs and inform the doctor. All of the above must be reported to the senior member on shift and also recorded in their care notes. When administering medication you must monitor the resident throughout so you can observe if any adverse reaction are taking place. If any adverse reactions are taking place you must take the appropriate action depending on the type of reaction. This must then also be recorded in their care notes and their doctor will also have to be informed. It is necessary to confirm that the resident has taken their medication and does not pass it on to others as the medication if taken by another resident may be harmful to them. The resident if they have mental health issues may not realise that the medication is only for them to take and may believe them to be sweets. You must also ensure they take them so that you can sign the MDS chart or else you cannot correctly sing the chart as you are signing to say they have took the medication. You should only leave medication with a resident if a risk assessment has been carried out. All medication must be stored in a locked dry room. The room must not be above 25 °Ã¡ ¶Å" to ensure that they are stored within their product licences and their stability is maintained. The MDS chart must also be stored in a locked cupboard as all information about a resident medication is confidential. The drugs trolley’s whilst in use must be kept in good vision in order to maintain security. After each medication round the trolleys must be locked up in the locked cupboard at the senior member on shift should hold the keys to this room in order to maintain security. Any out-of-date and part used medication must be sent back in the correct way in accordance to your MDS. All medication must be counted and recorded on the medication returns record. You have to record which resident’s medication it is, what strength, the amount being returned and the reason for disposal. Two members of staff have to sign and count the medication being returned, the pharmacist then collects the medication and will return the receipt that the homes keeps to record that the medication has been returned.

Printed Circuit Board and Acme

Introduction Acme Electronics and Omega Electronics were spin off companies from the original Technological Products of Erie, Pennsylvania that was bought out by a Cleveland manufacturer. The two companies were in the business of manufacturing printed circuit boards. Acme Electronics retained its original management while Omega Electronics hired a new president but upgraded several people within the plant. Both companies being in the same line of business and geographically close to each other often competed for business. In 1976, both companies were asked by a major photocopy manufacturer to produce 100 prototype memory units that would be used in a new experimental copier. The company with the winning bid would be awarded the contract to assemble these memory units. They had two weeks to come up with the prototypes. This paper examines the different goals pursued by Acme and Omega, their impact and strategies used to achieve the goals. It also looks at effectiveness of both methods used as well as the best results from the company that got the winning bid. Analysis It is clear from the case that the two companies had different goals. Omega’s goals seemed to be excellent internal processes and employee satisfaction whereas Acme’s goals were profits that came from operations being run very efficiently. Top management in any organization usually sets the strategy and communicates it down to the line worker to ensure that the whole organization was working together to achieve common goals. This was no different at the two organizations above. Acme’s president credited his organization’s success and effectiveness to the high degree of efficiency they were able to achieve. This was because employees had clear cut responsibilities and narrowly defined jobs that led to high performance. Omega’s president on the other hand had great emphasis on employee relations. As soon as Acme got the blueprints, they divided the work among the different departments and each went off to work diligently but with no contact with other departments. This caused problems early on in the project as the different departments were acting like little organizational silos – not sharing information or challenges they were facing. The end result was that Acme delivered the prototypes late and had a 10% defect rate but was within budget. Omega got the blueprints and immediately created cross-functional teams that worked together on the project. Even though they encountered similar problems as Acme, they were able to quickly resolve them and deliver the prototypes on time and with zero defects. At first it seemed like Omega would automatically win the bid but it turned out that Acme delivered at a lower cost and the contract was split between both firms with clear instructions to reduce final costs and maintain zero defects. In the end, the final contract was awarded to Acme due to their extensive cost-cutting efforts that saw them realize a 20% reduction in unit cost. Their goals definitely helped them win the contract because as the president had stated; their structure was best suited for high volume manufacture of printed circuits and their subsequent assembly. This created great high performance resulting in great efficiency and profits. Although they had problems in the initial stages, their president’s constant interaction with the client helped them out. He obviously handled the external relationship better. Summary In conclusion, both companies were effective in their own way. This is because they are pursuing different goals. Acme managed to stay highly efficient and win the contract whereas Omega maintained the high level of employee satisfaction. This however could cost them a lot of business in the long run. They should strike a balance between employee satisfaction and delivering on the bottom line.?