Case Study: Gambias Youthful Population

As Gambia is an LEDC, they lack the funds to employ a vast amount of doctors to the area. This means that for every doctor, there are 14,536 patients meaning that the inhabitants don't receive much healthcare. This has contributed to a relatively short life expectancy of just 54 years for a man and 57 years for a woman. The lack of healthcare available has also meant that there is an extremely high infant mortality rate of 73 per 1000 people, even though it is lower than it has been in the past. As many children die at an early age, parents tend to have a large number of children to help with daily tasks, to bring a higher income to the family and to look after the parents when they reach ill health. Gambia has a high birth rate of 40 per 1000 people because of this and in 2003, the average fertility rate was 5.13. What are the positive and negative impacts? Due the high birth rate, falling infant mortality rate and improvements in the level of healthcare available, the population has been increasing rapidly. In fact, Gambia's population doubles every 28 years and in 2009, it is estimated to be around 1.7million people. 63.55% of the population is estimated to be aged below 25 years and only 3.36% of the population is aged over 65 years. This had meant that there is a high dependency ratio of 86:100 working people. Each working person has to earn enough to support 1.86 people including themselves, which makes trying to earn a living in an LEDC an even harder task than it already is. In the future, it will become harder to find employment and accommodation and even more stress will be put on food resources, the infrastructure and the health service, which is already struggling. However, also in the future, there will probably be a large and cheap workforce. Overall, the Gambia's youthful population is not an asset to the country. What are the policies/solutions being put in place to help the situation? One of the solutions to the youthful population of Gambia has been â€Å"The Gambia Family Planning Radio Project†. This was a 2-year education, information and communication campaign which used radio dramas (named â€Å"Fakube Jarra†) aimed at less-educated women in Gambia in order to better inform them about family planning options and change their attitudes to family life. This project was considered to be a success, based on the findings of a survey carried out on 400 randomly selected men and women in 1991. Those who had heard the radio drama could name more methods of contraception than those who had not and they tended to have more positive attitudes to family life. The most important observation was that those who had heard the radio drama were more likely to use a method of contraception than those who had not. The number of people using contraception increased from 10% to 27%, so it nearly tripled. The Gambia Family Planning Association were the ones who initiated this radio campaign and they have also made many further attempts to alleviate the problems associated with a youthful population, such as running 8 family planning clinics throughout Gambia. The association focuses mainly on increasing awareness of the contraception available and knowledge of how to use it, whilst also encouraging smaller families and changing the attitudes of the adults living in Gambia. All in all, the results have been very positive.

Explain how Blacks disagreed amongst themselves in the 1960’s about the best way to try to gain more civil rights

Although people had been campaigning for equal rights for a long time, it wasn't until the mid 1950's that the civil rights movement began to gain popularity and support. Rosa Parks was a 42-year-old black protestor who had organised a kind of experiment on the 1st December in Montgomery, Alabama. Rosa Parks was on her way home from work on the bus. When the bus became full, she was asked to give up her seat, for a white man, and to stand up at the rear of the bus, as the law stated. Rosa refused to move. She was arrested and fined $10. After this, the black civil rights campaigners and her family and friends organised a 24 bus boycott, which was so successful they decided to carry on boycotting the bus companies until they agreed to seat all passengers on a ‘first-come' basis. Since 75% of the bus' business came from black passengers, the buses eventually gave in, but not without resistance. The victory over the bus companies was mainly due to a campaign with the slogan â€Å"Don't ride it for freedom†. It was this protest that saw the emergence of one of the most influential figures in the black civil rights campaign, Martin Luther King. He helped to lead this campaign. Dr Martin Luther King was a black minister who believed that mass non-violent protest was the best way to resist injustice. He took examples of direct action from Mahatma Gandhi, who fought against the British troops in India using, what he called â€Å"non-violent non-co-operation† campaigns. King was a pacifist, so did not believe that violence was the right way to get what they wanted but he knew that going through the courts to change the law would also not have been very successful, as all the people involved in the legal system and courts were usually white and some were members of the KKK. In 1957, he formed the Southern Christian Leadership Conference (SCLC) with other clergy from Southern States to fight against racial segregation. They organised non-violent protests such as sit-ins, Freedom rides and marches. In 1960, four black students asked to be served at a Woolworths lunch counter in Greensboro, reserved for white customers only. The black waitress refused to serve them so they staged a sit-in demonstration. Two days later, 85 civil rights campaigners staged another sit-in protest. 70,000 people in the next 18 months took part in similar sit-ins across the South. During these sit-ins, people poured drinks and sauces over them and even sprayed them with paint. 3,000 civil rights workers were arrested. All this attracted the media and drew attention other injustices endured by black people. The freedom rides tool place on interstate travel buses. The Supreme Court had ordered that these and the waiting stations for the buses should be desegregated in 1960. In 1961, CORE (Congress of Racial Equality) decided to put these ignored laws to the test. Thy found that although the coaches were desegregated, the services in the bus stations were not. They organised a group of civil rights campaigners to travel on the buses and, at the stations, use opposite facilities to those they were supposed to (black campaigners used the white facilities and white campaigners used the black facilities, including toilets and waiting areas. ). Many freedom rides were organised to try and force the coach companies to abide by the law and desegregate their stations. Unfortunately, anti civil rights, such as the KKK, got involved and violence broke out at many of the freedom rides. Bombs were even planted on some of the buses. One example of a protest that ended with violence took place in Birmingham, Alabama in May 1963. Alabama had the highest amount of members in the KKK and the Governor and police department were both against desegregation. Martin Luther King was arrested before the demonstration began. When the demonstration starts, it is led by children. Bill Connor, head of the police department, arrested protestors, including the children, some of them as young as six. On the second day, the police used fire hoses, horses and dogs to attack the protestors, again, including the young children at the front of the demonstration. After that, Martin Luther King began to doubt whether or not the demonstration was a good idea because of the violence created. Soon, a deal was struck with the state authorities that all the public facilities would be desegregated within 90 days if the protestors called off the demonstration. Again, this caused a backlash from the KKK, who started riots fires and bombings. The demonstration got a lot of attention from the national media and pictures of young children being mauled by dogs set on them by the police caused outrage in the rest of America. But King knew that the police and public would use violence against demonstrators and that this would attract the media. He also knew that it would attract more attention if the children were at the front of the demonstration and therefore the first to be caught up in the violence. This caused some followers to doubt Martin Luther King's methods. Others began to think that the non-violent protesting was not getting them very far. In the mid 60's, the civil rights movement began to split. Different groups began to gain popularity. The emergence of the Black Power movement began, which were groups who were against working with white people and expelled white people from their campaigner groups. They encouraged blacks to set up their own business so they depended on white people as little as possible. Only the NAACP and SCLC continued to support the ideas of non-violent direct action and co-operation with whites. One of the groups associated with ‘Black Power' was the Nation of Islam, or Black Muslims. Their most well known leader was Malcolm X. He, with the Nation of Islam, believed that getting racial equality in white society was impossible because whites were racist and would never change. They campaigned for a black state inside the US that would be ruled by black people, for black people, without white people. They also rejected the civil rights movement, as they didn't want to have any part in white society and believed that Blacks should use violence to protect themselves, if necessary. But even the Nation of Islam had disagreements among its members about the best way to get what they wanted. In 1964, Malcolm X began to change his mind about the civil rights movement and began to accept that white people could play a useful role in helping black people achieve justice. The Nation of Islam split and Malcolm X led a breakaway group. In 1965, he was assassinated by 3 members of the Nation of Islam. In 1975, the leader of the Nation of Islam died and his son changed the policy on the organisation on accepting white Muslims as members. This caused another split in the Nation of Islam. Another group associated with ‘Black Power' were the Black Panthers. They were quite a small group but attracted a lot of attention because of the way they looked their revolutionary ideas and their use of armed violence. They had the most violent reputation and used armed patrols in the black areas to protect black communities from ‘police terrorism'. Although the blacks may have disagreed with policies to gain civil rights, most would recognise the effects of Martin Luther king as the most powerful influence over civil rights.

Reaction Paper on the 11th Hour

The film documentary was most likely called the 11th hour to give emphasis to what would become of humanity in the near future. The latest possible moment – we all must work hand-in-hand to make this a favorable possibility for everyone. It is a challenge we would all face today, but in due time we may reap a great harvest for our fellow people if we persevere. In the field of business, the role of this documentary is to give those in the corporate sector as well as those who own small enterprises an in depth look to why corporate social responsibility is important. They are given the opportunity to look back at the past, present and strive for a future that can still be altered. As the film progresses, the issues on global warming, extinction of species, deforestation as well as the slowly disappearing ocean habitats is depicted giving the viewer the chance to think about what he/she ought to do now. These concerns are actually our country’s own, too. Deforestation as a result of illegal logging had played its part in making matters worse for the past few years – floods had devastated lives, no trees to stop it in its tracks. The drought the country is experiencing – a sign of global warming. Polluted bodies of water had driven out the freshness of the fish as well as other aquatic creatures. Even though it has its share of endangered species, the Philippines however, does not have concerns on the extinction of any at the moment. This is most likely because of many other things the government is busy with. But no matter how we look at it, what is happening to the ecosystem around the world is a large outcry to the acts of the past recurring now.

Choose 1 Topic Essay Example | Topics and Well Written Essays - 750 words

Choose 1 Topic - Essay Example Here we are going to discuss about the globalization strategies implemented by Toyota in its production line. Company Overview Toyota, a Japanese automobile manufacturer having headquarters at Toyota, Japan was founded in the year 1937. It started its production operations in America in the year 1957. For more than fifty years, the Toyota automobiles have continuously expanded their operations in 170 countries and regions throughout the world. Today, it has its presence in the major markets of North America, Europe and Asia. With the development of their exports the firm has started to localize their production bases, keeping pace with the policy of "producing vehicles where the demand exists". Presently they have 51 production bases in around 26 different regions globally (toyota-global.com). Moreover, there are R&D and design bases in almost nine locations in the foreign market, exhibiting that "from development and design to production, as well as sales and service, Toyota has now achieved consistent globalization and localization." Production System The company has gone through several hurdles while globalizing their production units. One of the most important factors of this process is quality assurance, which emphasizes on the statement, â€Å"no matter where Toyota vehicles are made, they must have the same high level of quality." The company doesn’t follow the policy of putting a "Made in The USA" or "Made in Japan" tag on their products. Instead they prefer to put the label of "Made by TOYOTA† on all its vehicles. This clearly defines the company’s manufacturing philosophy which is the "Toyota Way" and they like to advertise themselves in this manner throughout the world. The firm believes that through educating people they will be able to achieve quality assurance. Therefore they established the Global Production Center (GPC) in 2003 inside the Motomachi Plant in Toyota City. In addition to this, Toyota commenced regional Global P roduction Centers in 2006, in the United Kingdom, Thailand and United States to perform its respective activities in the Asia-Pacific, North American and European regions. The illustration below shows its design and production houses in several regions of the world- The production process of the company is based on two main principles which are continuous improvement and respecting the employees. Toyota's production system is a means of "making things" which is often known as "lean manufacturing system" or a "Just-in-Time (JIT) system.† The production system has been set up on the basis of constant improvements, with the aim of "making the vehicles ordered by customers in the quickest and most efficient way, in order to deliver the vehicles as quickly as possible."   The company’s production process is based on two models- "Jidoka" that refers to mechanization along with some human touch. It implies whenever an issue arises, the apparatus stops instantly that prevents defective production. "Just-in-Time† concept where every process makes the particular part that will be required by the next process and in this way the production flows. Based on these two concepts, Toyota globally produces exactly whatever is in demand within time and in a cost effective manner. Objectives The main objective of Toyota is to offer world class quality and to meet the customer’

Industry & Market Analysis Essay Example | Topics and Well Written Essays - 3000 words

Industry & Market Analysis - Essay Example In response to the continuous economic development in Smithfield, this study will purposely conduct an industry and market analysis for a coffee shop in Smithfield, Dublin. Basically, the proposed coffee shop is totally different from a typical coffee shop. On top of the high quality service, this particular coffee shop will offer added services such as the use different types of IT and communication facilities like printers, fax machine, free access to the internet, and so on. As part of examining the coffee industry in Dublin market, a Porter’s five forces analysis will be conducted in this study. After discussing the coffee shop’s target market, its expected revenue will be estimated based on some assumptions that are related to the company’s target market. After analyzing the market trends, strategic ways on how the company will increase its competitive advantage over its close competitors will be tackled in details. Industry Analysis In general, the Michael Porter’s Five Forces Analysis can be use to analyze the market competition within the coffee shop industry in Smithfield, Dublin. Through the use of the five forces framework, the business owner can easily identify internal and external factors that could directly or indirectly affect the bargaining power of its accredited suppliers and prospective buyers. Aside from discussing the risks for product substitution, the use of this particular industry analysis framework will make the business owner easily track down not only the presence of potential rivalry within the coffee shop industry but also signs of potential threats of new entrants or new businesses that wish to enter the coffee shop industry in this area (Porter 17). Rivalry among Existing Firms There is a high concentration of market competitors within the coffee shop industry in Smithfield, Dublin. Aside from the presence of Starbucks, there are also hundreds and thousands of coffee retailing companies that are curre ntly operational in this area. Because of the presence of numerous competitors that aims to compete for the same group of customers, product differentiation and offering a unique store ambiance is necessary to make coffee shop retailers win the long-term loyalty of their customers. For example, Starbucks managed to take advantage of product differentiation by offering coffee with different flavors such as amaretto, hazelnut, mint, and raspberry into its specialty coffee. This gives people some reason to become a loyal customer (Schrage). Other local-based coffee shops have publicly introduced specialty coffee like Mocha Cookie Crumble Frappuccino (Newenham) whereas Kopi Luwak is known for its caramel and cinnamon flavored Arabica coffee that offers smooth flavor with tastes of cacao and a hint of berries (Irishtimes.com). Other than product differentiation, most of the existing coffee retailers are also competing with one another in terms of the quality of its customer service, conv enience, and the ambience or atmosphere offered within the coffee retailing outlet (Newenham). The coffee retailing industry in Smithfield, Dublin is perfectly competitive (Grant 69). On top of the local coffee shops that are being managed by Quails (McKay), the Coffee Kiosk Ballsbridge, the Greenbean Coffee Roasters, Starbucks, Java Republic Coffee Company, and Kopi Luwak are among the newly opened coffee retailing shops in Dublin (Boyd; Newenham; Irishtimes.com). One of the main reasons why the number of coffee shop retailing company is excessively high

Nature and Role of Women in Victorian America Essay

Nature and Role of Women in Victorian America - Essay Example Moreover, as for the women living in the United States of America during the Victorian Age, it was a matter of struggle for the fair sex to establish their rights on the society and find out their ways of living. Despite countless restrains imposed on them by society at large, the Victorian women in America exhibited a degree of tenacity and strength of will that significantly redefining the socio-economic role of women for generations to come. It is both naive and unsound to divorce the condition of women in Victorian America from the condition of women in the Europe. The Victorian American women ventured their ways in the new found land with almost the same grace as they did in the European continent. However, the conditions in the US were all the more challenging for women. Home and a new world far away from the culture and society they knew - these were the immediate surroundings that they found themselves in. Their husbands were in search of prospect in the new land. Feeling of distanced from their roots was very disturbing. America was still largely rural, and daughters (much like sons till the turn of the 18th century) were still considered to be commodity possessions. The more farm hands a family had the more usage could they make from the available land. On the one hand, those women had to handle the household jobs and on the other they had to cope with the alien world outside their homes. Belonging mostly to middle class stature, the young ladies of the Victorian era were brought up within the strict boundaries of thankless domestic chores, spending their time in needle work and managing the kitchen (Plante, P.2) with no regard to their inherent potentials to emerge victorious in the man's world. In spite of that, the ladies nurtured and cherished within them the forlorn hope of personal achievement and never quivered to come out of their domestic holds in times of need. The Northern part of the American continent, in particular, presented a tough challenge for the women living there. This was a place which was known for the harsh weather and other social adversities. European women were completely new to such a world. Their husbands and other members of their families were hardly by their sides when they fought against all the problems occurring in that region. Women also had to protect their religious beliefs in this completely new land. They not only handled all the household jobs but also stood by their husbands who were prospecting in different dangerous places. The experience was not a matter of joke. None of them were rich and could not afford anything they wanted. This was why women living in those parts of the country had go through a huge number of compromises. In the face of such adversity, Victorian women in America started to formulate their own ideas about living a healthy life. They created new theories regarding how to look after the household jobs and perform well as mothers, too. Denied of a place in the 'outside' world, the kitchen became the space where the Victorian American women had to explore forming newer ideas. They did not get everything they used as raw materials in the European countries. America was a new place and new ingredients crept into the kitchens resulting in cooking of new dishes. Invention of these new typically American cuisines was something for which we should give the whole credit to the housewives during this

Mobile Website Development Assignment Example | Topics and Well Written Essays - 1000 words

Mobile Website Development - Assignment Example This assignment overviews the topic on mobile devices and talks about the development of a simple mobile website from a third party mobile website template. The difference in expectations of site users and their interaction varies from the site model, in that, website users can move in a pattern that is vertical. This movement tends to be side by side for mobile site users, that is, right for the next page and left to move back to the homepage. The screen resolution for mobile site users is far much smaller. This can make browsing from mobile phone to be a difficult experience. A content designed for the main site will not properly display on a mobile site browser hence the need for changes. On a blog site, it is difficult to access earlier posts as it is not possible to view all the parts of the site on a mobile phone or a small device. Images and page elements meant for main websites can look garishly on mobile phone devices, requiring the need for resizing to fit onto the mobile sites. Design elements like color sheds and contrast are less important, especially for mobile phones with small screens, as information clarity becomes the priority. The designed mobile website target audience is people interested in tourism businesses in Melbourne, Australia. The website is designed to increase accessibility by potential and existing tourists. A mobile website is designed to increase the daily traffic up to 20%. Mobile site users get to see websites that are mobile optimized first before they get to see the normal websites. This gives the mobile sites first priority over the main sites (Mehta, 2008). The fact that mobile phones are available everywhere and are highly portable poses a threat to the existence of use of main computer website access. Advantages and disadvantages of viewing a

THE CAUSAL LINK BETWEEN GERD AND CHRONIC COUGH Essay

THE CAUSAL LINK BETWEEN GERD AND CHRONIC COUGH - Essay Example Fortunately, the many studies and publications on the relationship between GERD and chronic cough have helped pediatrics to treat and mange GERD-related chronic cough better. However, there are still debates on the causal links between GERD and chronic cough, prompting the writing of this state of the science paper, which seeks to explore the already researched and published findings on the subject. Objectives: To assess the GERD treatment on chronic cough in adults and children with prolonged cough and GERD that is not interrelated to an underlying respiratory illness (for example, nonspecific chronic cough). Literatures and study findings reviews will highlight the causal link between these conditions so that the management and treatment of infants, children, and adolescents with GERD and GERD-related chronic cough could be made more accessible and effective. In this state of the science paper, different types of literatures will be reviewed, among them books, magazines, electronic and print articles from public and institutional libraries. The paper will focus on the various issues on the topic on which medical experts agree and disagree, mentioning any gaps therein. Specifically, the causal link between GERD and chronic cough in pediatric patients will be explored. ... State of Science Paper Topical Outline I. Introduction Gastroesophageal reflux disease (GERD) and chronic cough are examples of the many diseases that pediatricians encounter in their professional interaction with infants and children. GERD is a condition characterized by food (solid or liquid) already in the stomach being thrown back into the esophagus, causing irritation and the commonest and most obvious symptom of GERD, heartburn (Benich & Carek, 2011). Statistics show complications that result from GERD include asthma, Barrett's esophagus, and chronic cough or hoarseness. Research supports that chronic cough, though an indication of underlying disease is a major cause of health facility visits among infants and children. Among the causes of cough are sinus infections, allergic rhinitis, asthma, and esophageal reflux of stomach contents. Even with a recommendation and research support, the ever-changing definition of GERD, insufficient equipment, and lack of randomized controlled trials also make it rather difficult to establish the causal links between chronic cough and GERD (Fishwick & Barber, 2008). Consequent to these difficulties in ascertaining the causal and effect links between cough and GERD, opinions greatly vary between respiratory and gastroenterology stakeholders on the link between these conditions. Background Information: This will be used to establish the context and depth of the problem and will provide a foundation to explore a number of chronic cough prevention and management guidelines that have been designed with some having more positive effects on patients. Information will include the following: 1. Statistics of chronic cough in patients with gastroesophageal reflux 2. Supportive research and

Closed Circuit Television Essay Example | Topics and Well Written Essays - 500 words

Closed Circuit Television - Essay Example But generally speaking the number of staff to monitor the whereabouts of the children would go down. If properly equipped advanced CCTV technology is used, facial recognition and the use of multiple cameras at once can cut down on time to locate a specific child when his or her caregivers come to pick them up. Different colored badges for the children can also be used to readily distinguish between boys and girls. DISADVANTAGES The presence of CCTV does not mean that the daycare administration can relax by turning over the task of safety and security to a system. Rather the CCTV should supplement the already established security in place. Extreme care and caution should be used when sending a child off from the center and care should be taken to see that the child leaves with an established and known caregiver or relative. In case the staff suspects anything out of the ordinary, contact must be established with the parents or caregivers of the child in every doubtful circumstance. An other thing is that the persons monitoring the CCTV cameras must be alert and vigilant at all times. There should be proper shifts established and more than one person monitoring at one time, depending on the size of the center. A plan should be in place as to what to do in case of suspicious activity.

Learning Skills for Personal & Professional Development Essay

Learning Skills for Personal & Professional Development - Essay Example The main skills that I have figured out, which I have managed to acquire through my beginning of this nursing career have been: Time management- this is because I was initially poor at managing time and when it comes to planning for my assignments, something always came up which distracted me in the course and made me fail to meet the required deadlines. I realized that my research skills were highly affected since I could not research well and I was always up and down in the last minute rush to do my research and complete the necessary tasks (Ward, 2001, pp. 47-53) Internet skills for nurses. Nursing Standard 15 (21): 47-53. There are other areas that suffered seriously such as the quality of my work that I submitted after I rushed it up having poorly managed my time. This usually led to me getting poor grades. Managing time to ensure efficiency and effectiveness was my main problem; Correct use of referencing and in the process avoiding plagiarism is another learning skill that I h ave developed. This skill is well enhanced when I stick to my school’s chosen format for reference, which is Harvard style. I learned that in Harvard style, there are certain measures that should be taken once I have used someone’s work as part of my sources and thus whatever ideas that I have borrowed from any author to support my argument need to be well referenced in Harvard. This style requires that one indicates the name of the author, year of which the work was published, and then be able to note the exact page numbers that such ideas, arguments, or models have been extracted. I learned a lot about this referencing style including the format to cite various forms of sources such as documents from the websites, reports, interviews, and peer-reviewed articles, among others. With strict adherence to this Harvard style of referencing or citation, the issue of plagiarism is taken care of since I recognize somebody’s work or contribution to a given theory or mod e of thinking and avoid blatant theft of literary or intellectual property through rights violations, which is very criminal and should be shunned by all means; and finally, Numeracy skills for nursing- although I have not fully started the numeracy module for my nursing education, I am expecting to start soon as per the modules’ plan. However, I have started appreciating the importance of acquiring numerical skills in my nursing profession practice. I am therefore gearing up to tackle numeracy with full vigor once the module comes on the table. In the meantime, while I was at my place for the feeding program, I realized that it was important for James to be monitored in terms of right dosage and at what intervals. This made me appreciate the value that numerical skills would have on my nursing professional practice and personal development. This paper is written in the first person (Hamill, 1999, pp. 38-40) and will thus deal broadly with the above-identified skills that I a m in the process of refining. It will also reflect heavily on some modules such as NCFP 4004 which is the foundations for professional practice and NCFP 4005 called the problem based learning assessment. The reflective learning model that I have used is the Gibbs Reflective Cycle (Jasper, 2003, pp. 2-18), which will be well applied in the course of my discussion.

Success is about hard work and not luck Essay Example for Free

Success is about hard work and not luck Essay This is the case of 74 year old male patient heavy smoker (2 packs per day) presenting to the floor of MGH for the above chief complaints. History goes back to 15 days when the patient noticed 3 successive episodes of blood with urination at morning, one hour apart, painless ,of large amount, complete stream ,also the patient recorded that he saw 2 pieces of clots after voiding at noon of same day .then the color of urine was back to normal as the patient said. there’s associated nocturia, urgency, and drippling of one month duration .also weight loss of 15 kg within 3Â  months.NO burning sensation , no pain ,no dysuria, no fever ,no flank pain,no back pain, no nausea no vomiting, no constipation ,no other system involved symptoms. The patient was admitted to MGH for further investigations. PMH : DM 25 years ago HTN 10 years ago CAD 10 years ago Medications: concor 5 mg one at morning aspicot 100 mg OD Lipitor 20 mg OD glucophage 750 mg PO BID amaryl 4 mg PO daily tritase 10 mg PO daily PSH: CABG, hemorroidectomy , left herniectomy, right hip fixation by plates and screws(duration unknown by the patient). Family history: Mother(DM,HTN,CAD) Allergy : No known drug or food allergy. Physical examination: General examination: The patient is conscious, cooperative, oriented, pale, sitting, thin , cachectic ,having foley catheter.(seen 2 days postop) Vital Signs: RR: 24/min Pulse: 64/min Temp.: 37.4 C BP: 160/90 mmhg. HEENT : pallor, no cyanosis, no jaundice, no ecchymosis, no mouth ulcers , bad oral hygiene Decreased visual acuity (presbiopia) ,arcus senilis ,diplopia No tinnitus, no vertigo (Dix hallpike test not done) Chest ex:good bilateral air entry. No rub, no crepitations, no wheezes. cardiac ex: Regular S1S2 with no murmurs. Abdomen ex: 1. Inspection: non distended symmetrical abdomen No visible pulsation or peristalsis No localized bulge Male pattern of hair distribution Umbilicus is slightly shifted downwards, no discharge No full flanks Normal subcostal angle No spider angiomas No visible veins No scars, or scaling red colored urine(in the foley’s bag) but the urine is clear due to irrigation of bladder 2.Auscultation: audible bowel sounds, no renal artery bruit 3.Palpation: soft non tender abdomen, warm, no palpable masses, Lower border of liver is not felt, upper border at 5th ICS along the MCL Spleen is not palpable Both kidneys are not palpable , no CVA tenderness. no suprapubic pain. 4.Percussion:tympanitic urinary bladder 5.DRE: not done 6.Genitalia examination: not done Lower limbs :positive pedal pulses no lower limb edema, no redness no bruises no muscular atrophy. Differential diagnosis: 1- bladder cancer 2- BPH 3- Prostatitis 4- Urolithiasis 5- Prostate cancer incidental or advanced. Investigations : Labs : CBCD, BUN, Creatinine ,electrolytes, CRP, HBA1C,FBS,LDL,HDL,triglyceride PT ,PTT ,PSA, urine analysis and culture. Imaging : CT urography(uroscan),cystoscope and urine cytology. What was done at the hospital : Item Minumum Maximum Value pre op Hemoglobin Urine analysis : normal Ultrasound of pelvis : no post residue voiding ,small thick wall, prostate is enlarged measuring 39 grams Management : Control the glucose level preop TURBT TURP to relieve obstruction with biopsy of prostate Send the samples to pathology and wait the results. If the tumor did not invade the detrusor muscle it’s superficial and managed according to grading and depth (Ta low grade TUPBT only ,T1 low grade or Ta high grade TURBT + intravesicle injection of chemotherapy , T1 high grade TUPBT and relook after 1 month) if invade the detrusor muscle : T2 = metastatic workup CT abdomen ,chest , and bone scan.then remove the bladder and do urinary divergence by neobladder or ileostomy(conduit).

General Trends of English Politics Before The Viking Invasions Essay Example for Free

General Trends of English Politics Before The Viking Invasions Essay Do you detect any general trend or trends in the pattern of English politics before the Viking invasions? Although there were sporadic Viking attacks on the coasts of the Anglo-Saxon kingdoms from 793 onwards, the Viking invasions, when large forces started to appear for sustained campaigns, should probably be seen as beginning in 865, when a heathen army encamped on Thanet.1 Before this time, we see a trend in English politics of increasingly extensive overlordship of some kings over others. There is debate about the extent of these overlordships, but it seems reasonable to suggest that certain kings at certain times were able to dominate other kingdoms, and also that there was some increase in the area a king might aspire to control. However, there is more argument about what this trend might mean, and particularly whether it can be seen as part of an inexorable progression towards the unification of the Anglo-Saxon kingdoms in the ninth and tenth centuries. I shall argue that the pattern tended to a limit, and that there is no reason to see unification as its inevitable result, for three main reasons. Firstly, we see another trend that, as kingdoms grew both in size and strength, it became harder to convert overlordship into amalgamation, although this is seen in some cases. Secondly, I shall contend that the overlordship seen was based upon opportunism, with little or no institutional continuity between different overlords. Thirdly, the nature of Anglo-Saxon politics was such that no kingdom before the Viking invasions could sustain its ascendancy sufficiently for the trends to represent long-term moves towards unification. The best way to explain the eventual unification is not as a result of long-term trends, but as West Saxon opportunism at a time when the other kingdoms were weak, buttressed by a latent sense of united ecclesiastical identity, which the Viking threat brought to the surface. The main trend that we see in the pre-Viking Anglo-Saxon kingdoms is the growth of overlordship, whereby one political unit, while retaining a degree of separate identity, and quite possibly its own ruler, was dominated by another. Bede uses a variety of terms to refer to different rulers, including rex, princeps and subregulus. The impression that one gets from this is a complex patchwork of kings, with some subordinate to others: Dumville and Campbell both justifiably point out that the terminological variety suggests that there was no universal pattern, but a web of dependent relationships; this is similar to the situation in Ireland at the same time. It is likely that such relationships go back to the beginning of the Anglo-Saxon period; Kirby points out that this would hardly be surprising, since Tacitus describes similar hierarchies in Germany. However, we do see overlordship being exercised over increasingly large areas: the traditional starting point here is Bedes list of sev en kings who ruled over all the southern kingdoms. 2 The evidence does generally support the view that these kings exercised considerable power over large parts of England. Keynes asserts that it is inconceivable that Aelle of Sussex and Ceawlin of Wessex, the first two rulers, could have wide ranging power. We know little about them, but the Chronicle entries do suggest that they were significant and had successes, particularly against the Britons.3 Furthermore, Myres studies of the distribution of pottery fragments suggest that both rulers exercised some authority in the Midlands and East Anglia, since pottery finds match those in their native kingdoms. The evidence is not sufficient to suggest that they had control as far north as the Humber, but we would be unwise to dismiss the idea that these kings had some form of overlordship over much of southern England. Furthermore, Keynes is sceptical about Aethelbert of Kents power, suggesting that Bedes reiteration of the claim that he was king of all the land south of the Humber4 shows that this was dubious, requiring repetition to convince readers. However, the papal appeal that Aethelbert should spread the Word to his subjects suggests that he had considerable power, as Higham argues, even if he was not literally king of the English, the style accorded to him by the appeal.5 It is less easy to rebut Keynes diminution of Raedwald of East Anglia, since we know very little about him. If we could be more certain that the person buried at Sutton Hoo is indeed Raedwald (as many historians posit), we could assume that he was a very rich and powerful king; however, Keynes does not give us any positive reason to doubt Bedes claim regarding Raedwalds wide overlordship. Although Keynes asserts that Bede makes inflated claims about the scope of the influence of Edwin, Oswald and Oswiu of Northumbria, there is no strong evidence to support this: Bedes account is internally consistent, giving examples of these kings intervening in the Mevanian Islands (Angelsey and Man),6 Wessex,7 East Anglia,8 and Mercia9 at various times. These interventions could be entirely military (as is implied for the islands) or could involve peaceful shows of power, such as Oswalds participation in the baptism of Cynigils of Wessex. It seems reasonable to conclude that these kings did exert influence across large parts of Southumbria and it appears that the areas they could control increased; Keynes attempt to deny extensive overlordship in this period to strengthen his (already strong) case against a formal Bretwaldic institution is not particularly convincing. Furthermore, overlordship did not end with Oswiu: indeed, the later Mercian kings were possibly even more successful in securing practical overlordship across much of Southumbria. Bede acknowledges that the southern kingdoms were subject to Aethelbald at the time he was writing,10 supporting Dumvilles conclusion that the omission of the Mercian kings from the earlier list was prompted by concern to curtail the digression from Aethelberts death, rather than Northumbrian bias. There is evidence of Mercian hegemony in the south before Aethelbald: Bede explicitly states that the South Saxons were subject to Wulfhere11 and Eddius refers to Wulfheres ability to draw forces from all the southern kingdoms.12 Furthermore, charters give us evidence that Mercian kings were overlords in Southumbria: in the Ismere Diploma, Aethelbald is styled king not only of the Mercians but also of all provinces which are called by the general name South English';13 Offa could confirm a land grant by an ealdorman of the South Saxons;14 Offa was apparently the most beloved lord of the Hwicce;15 Offa was in a position to revoke a grant of land by the King Egbert of Kent;16 Wiglaf could grant land in Worcestershire;17 and Brihtwulf could do the same in Berkshire.18 This charter evidence is very important: it demonstrates that the kings of Mercia in this period claimed authority over other southern kingdoms and also implies that this authority could have practical manifestations, such as the right to grant land or at least to confirm grants made by their underkings. The extent of their authority seems to decline after Offa, but the principle of overlordship, in a more limited sense, continued. One of the most debated possible indicators of widespread Mercian overlordship is the document known as the Tribal Hidage. The difficulties and ambiguities of this text are such that the charter evidence cited is a far stronger sign of extensive Mercian overlordship, but there is a significant possibility that the Tribal Hidage is a Mercian tribute list, estimating the tribute that the Mercian kings hoped to collect from southern kingdoms. Highams bold self-confidence in dismissing a Mercian origin is unwise, in that such levels of certainty are wholly inappropriate in this context: all we can do is suggest hypotheses, while accepting that other hypotheses may be valid. As Featherstone and Sawyer point out, the methodical arrangement, with the kingdoms being arranged in an approximately clockwise order around Mercia, hints at a Mercian origin. The inclusion of a figure for Mercia, which Higham sees as evidence that the document is a Northumbrian tribute list, might be an assessment of internal food renders, Featherstone suggests. The preservation and copying of the Tribal Hidage imply that there was some practical purpose in estimating the hidation of Southumbria: it is still possible to accept tentatively the claims of Davies and Vierck that the Tribal Hidage is an indicator of widespread Mercian overlordship. There is some agreement that Egbert of Wessex, whom the Anglo-Saxon Chronicle appends to Bedes list of overlords and styles Bretwalda (Manuscript A ruler of Britain) or Brytenwalda (other Manuscripts wide ruler), was overlord of extensive territories. Keynes accepts the Chronicles claim that Egbert conquered the kingdom of the Mercians, and everything south of the Humber;19 this statement must cast doubt upon Stentons assertion that the extent of Egberts overlordship was not comparable to Offas. Nevertheless, Keynes claim that Egbert was the first, not the eighth, wide ruler is dubious: the evidence very strongly suggests that overlordship had been an aspect of Anglo-Saxon politics for centuries. However, the territories being brought under a single overlord were tending to increase in scale: the archaeological record suggests that the early great kings, like Aelle and Ceawlin, could aspire to rule much of the land south of the Humber, but nothing like as much as the later Mercians and Egbert. This trend was not relentless: in the period between Offa and Egbert, there is little evidence of comprehensive overlordship on the scale of either of these rulers. Although we observe this trend towards the formation of more extensive overlordships, we should not conclude, as Stenton and John do, that this trend could be extrapolated to encompass the unification of the Anglo-Saxon kingdoms. In the first place, it seems to have been increasingly difficult to convert overlordship into the actual amalgamation of kingdoms. Initially, with small kingdoms, it may not have been unduly difficult to effect such assimilation: Yorke points out that East Kent seems to have consumed West Kent sometime during the sixth century. Indeed, much amalgamation probably occurred in the sixth century, before the various kingdoms that we see emerged. Furthermore, it was often possible for a larger kingdom to digest a smaller one: this is seen in the cases of Deira (eventually subsumed into Bernicia after 651) and the Hwicce (gradually divested of independence by Mercia in the eighth century). However, integration was not always smooth: despite being united under Aethelfrith and Edwin, Deira was ruled separately under Oswine from 642 until 651. In the latter part of the pre-Viking period, it would have been very difficult for one of the greater kingdoms to consume another permanently: this is suggested by the fact that, despite their struggles and periods of subjection to one another, Northumbria, East Anglia, Mercia and Wessex all survived until the Viking onslaught. An illustration of this difficulty is the case of Mercia: Oswiu of Northumbria was only able to rule Mercia directly for three years after his victory in 655; he was driven out by the Mercian ealdormen in 658. Similarly, Egberts domination of Mercia was not secure: he was recognised as king by the Mercians in 829 but Wiglaf was restored in 830. Indeed, it would seem that political union was most successful when it was pursued gently: unlike Offas aggressive attempts to dominate Kent from 764 until 785, Wessexs absorption of Kent and Sussex was done with sensitivity to the local nobles; this did, however, mean that the sense of union was perhaps not cemented, as is suggested by Aethelwulfs proposed division of Greater Wessex, with Aethelbert succeeding in the East and his other sons taking Wessex itself in turn. However, unification in the ninth and tenth centuries can be explained in that the situation after the coming of the Vikings was different, since Mercia, East Anglia and Northumbria were seriously weakened by the attacks, aiding Wessexs expansion. Moreover, the overlordship that we see was probably highly opportunistic, without institutional underpinnings. Yorke is probably right that the principal motivation for overlordship was the collection of tribute: Bede mentions tribute in connection with overlordship20 and Eddius says that Wulfheres purpose in attacking Northumbria was to gain tribute.21 Furthermore, the Mercians could presumably have conquered a tribe like the Hicca (assessed at a mere 300 hides in the Tribal Hidage), had they wished to do so; that such tribes existed as notionally independent entities suggests that, if the Tribal Hidage is a Mercian tribute list, the Mercians were content with tribute rather than political union. However, John argues that there was some kind of institutional framework and that overlordship was being gradually translated into unification. Key to this argument is the adoption of formal titles by kings: John contends that the ideal of a united Britain was a real one in kings minds, citing the use of various titles. The most famous of these is Bretwalda or, as John prefers, Brytenwalda, which appear in different versions of the Anglo-Saxon Chronicle;22 I shall not become drawn into an argument about which style is the original, because the ambiguity and confusion is sufficient of itself, as Wormald argues, to cast doubt upon the existence of such an institution in reality. Clearly, whoever was copying the manuscripts was not familiar with the term, which suggests that it was a literary construct devised retrospectively to describe Egbert; its frequent application to kings like Aelle and Raedwald is therefore probably anachronistic and Kirbys vision of kings striving to become Bretwalda23 is most likely to be fanciful. John also argues that other titles imply the existence of some kind of abstract concept of overlordship separate from the individual kings who happened to be overlords. For example, he highlights that Adomnan says that Oswald was ordained by God as emperor of all of Britain24 and that Boniface refers to Aethelbald wielding the glorious sceptre of imperial rule over the English.25 This evidence, combined with the point about Bretwaldas, is a rather thin basis for a case: it is quite possible that the titles were simply being used for flattery; the fact that Boniface calls Aethelbald king of the Mercians in his letter asking Herefrith to deliver the previous communication suggests that the imperial title used in the letter to Aethelbald was unofficial.26 Moreover, Offa is also generally styled king of the Mercians,27 as is Cenwulf.28 In their charters, they tend to claim to be kings of various kingdoms, rather than stressing titles of institutional overlordship. If there was no institution of overlordship, each de facto overlordship would have to start afresh in trying to create cohesion: the trend of increasingly extensive overlordship was not therefore destined to result in the formation of England, since there was often little continuity between the different overlords. The sense of common identity that began to emerge by the later ninth century (Alfred could speak of Angelkynn and Englisc) probably had far more to do with religious unity in the face of the pagan Viking threat. As Wormald argues, the Church, rather than the so-called Bretwaldas, was the institution that provided a common reference point for the Anglo-Saxon kingdoms, by stressing that the Gens Anglorum was a chosen people, selected to receive the Word. Given that there were most probably no institutions to produce continuity in overlordship, momentum towards unification could only be maintained as long as a particular kingdom was in the ascendant; however, the nature of Anglo-Saxon politics in this period was such that success tended to be transient. We see this is Northumbria, whose hegemony collapsed very quickly after defeats at the Battle of the Trent (679) and Nechtansmere (685). Likewise, Mercian hegemony seems to have declined gradually after Offa. There was, to a significant extent, a natural instability in the pattern of politics: kings required land to grant to warriors (to secure their support), which required the conquest of land, which required more warriors; this pattern was clearly unsustainable in the longer term. The importance of giving gifts to warriors is seen in Beowulf, where Hrothgar says that he will dispense / his God-given goods to young and old;29 Bede shows that such gifts were necessary in the real world, expressing concern that excessive endowment of secularised monasteries had left Northumbria with insufficient land to grant to warriors. 30 There is evidence to suggest that warriors would desert their lord, if he ceased to provide them with treasure and land: Aldhelm expresses disapproval of those who do this in his letter to the clergy of Bishop Wilfrid.31 Probably, the importance of conquering new lands explains why the initiative shifted away from the south-east to Northumbria, Mercia and Wessex: these kingdoms could, at least for a while, conquer land from Britons, in a way that kingdoms like Kent could not. A notable feature of both Beowulf and Anglo-Saxon politics is that kingdoms tended to come to grief sooner or later; success was rarely lasting. Another source of instability was internal dynastic politics: there seem to have been frequent civil wars. This is hardly surprising given that, according to Dumville, any aetheling could claim the throne through descent in the male line from the founder of the kingdom: the multiplicity of aethelings32 would not infrequently compete for the kingship. The Historia Regum attributed to Simeon of Durham demonstrates that four different dynasties competed for the Northumbrian throne between 759 and 796, with murders, exiles and (probably forced) tonsures being common.33 Similarly, there is evidence of the threat of dynastic instability in Mercia, in that Offa decided to eliminate his son Cenwulfs potential competitors; Alcuin attributes conflict in Cenwulfs reign to this policy and says that this was not the strengthening of his kingdom, but its ruin. 34 Given that there were such internal problems, it is hardly surprising that kingdoms could lose overlordship quickly, as dynastic politics came to predominate. The importance of dynastic stability is seen in the eventual rise of Wessex: Egberts successes against Mercia came when the latter was probably engaged in dynastic wrangles; Campbell suspects that neither Ludeca (825-7) nor Wiglaf (827-40) were related to their predecessors. On the other hand, the West Saxon succession was more stable, as Dumville points out: this is seen in the succession in turn of Aethelwulfs sons, even if it did not conform entirely to Aethelwulfs intentions. However, dynastic tension was generally a feature of the pre-Viking period: this contributed to the rapid rise and fall of kingdoms, meaning that overlordship could not consolidate into unification. We do therefore see a trend towards greater overlordships in this period, though it must be noted that this trend was gradual and not entirely linear. Nevertheless, it is clear that certain kings were able to exert influence over far larger areas just before the Viking invasions than others could at the beginning of the Anglo-Saxon period. However, it would be unwise to extrapolate this trend and interpret it as some kind of progression towards the eventual unification of the Anglo-Saxon kingdoms under the West Saxons. It became harder to translate overlordship into political amalgamation as kingdoms grew, and overlordship was not itself stable, given the internal vicissitudes of kingdoms. We see that, before the later ninth and tenth centuries, no kingdom could sustain overlordship for long and, in the absence of recognised institutions of overlordship, this meant that whatever progress might conceivably have been made towards unification under one overlord was lost when his kingdoms power waned. The rise of Wessex was predicated upon factors that mostly could not have been foreseen: it was able to take advantage of the weakness of the other English kingdoms in the wake of the Viking attacks and could exploit the latent sense of religious unity, which was probably made stronger by the common, external, pagan threat. Bassetts extended metaphor of a knockout football competition, which inevitably produces a single winner, is not particularly apposite; while we might nowadays modify Kembles nineteenth century allusions (he described overlordship as a mere fluctuating superiority such as we may find in Hawaii, Tahiti or New Zealand, due to success in war and lost in turn by defeat35), his basic conclusion, that the overlordships that we see in the pre-Viking Anglo-Saxon kingdoms were not leading inexorably towards unification, still seems entirely reasonable. Bibliography Sources: Adomnan, Life of Columba, ed. and trans. R. Sharpe (1995) Anglo-Saxon Chronicle, in English Historical Documents, i, 1, ed. and trans. D. Whitelock (1955) Beowulf, trans. S. Heaney (1999) Bede, Ecclesiastical History, ed. and trans. B. Colgrave and R.A.B. Mynors (1969) Bede, Letter to Egbert, in English Historical Documents, i, 170, ed. and trans. D. Whitelock (1955) Eddius, Life of St Wilfred, in English Historical Documents, i, 154, ed. and trans. D. Whitelock (1955) Simeon of Durham, Historia Regum, in English Historical Documents, i, 3, ed. and trans. D. Whitelock (1955) Charters: in English Historical Documents, i, 54, 66-7, 76-7, 79-80, 85-7 Letters: in English Historical Documents, i, 165-6, 177-9, 191-3, 195, 197-200, 202, 204-5, 208-10, ed. and trans. D. Whitelock (1955) Secondary works: S. Bassett (ed.), The Origins of the Anglo-Saxon Kingdoms (1989) M.P. Brown and C.A. Farr (eds.), Mercia: An Anglo-Saxon Kingdom in Europe (2001) J. Campbell, Bedes Reges and Principes (Jarrow Lecture 1979), in J. Campbell, Essays in Anglo-Saxon History (1986) J. Campbell (ed.), The Anglo-Saxons (1982) J. Campbell, The Impact of the Sutton Hoo Discovery on the Study of Anglo-Saxon History, in J. Campbell, The Anglo-Saxon State (2000) W. Davies and H. Vierck, The Contexts of the Tribal Hidage: Social Aggregates and Settlement Patterns, in Frà ¯Ã‚ ¿Ã‚ ½hmittelalterliche Studien 8 (1974) D.N. Dumville, The Aetheling: a study in Anglo-Saxon Constitutional History, in Anglo-Saxon England 8 (1979) D.N. Dumville, The Terminology of Overkingship in Early Anglo-Saxon England, in The Anglo-Saxons from the Migration Period to the Eighth Century: An Ethnographic Perspective, ed. J. Hines (1997) N.J. Higham, An English Empire: Bede and the early Anglo-Saxon kings (1995) D. Hill, Offas Dyke: Pattern and Purpose, in Antiquaries Journal 80 (2000) E. John, Orbis Britanniae and the Anglo-Saxon Kings, in E. John, Orbis Britanniae (1966) J.M. Kemble, The Saxons in England, ed. and revised W. De G. Birch (1876) S. Keynes, Raedwald the Bretwalda, in Voyage to the Other World: the Legacy of Sutton Hoo, ed. C.B. Kendall and P.S. Wells (1992) S. Keynes, England 700-900, in The New Cambridge Medieval History II, c.700-c.900, ed. R. McKitterick (1995) D.P. Kirby, The Making of Early England (1967) D.P. Kirby, The Earliest English Kings (1991) J.N.L. Myres, Anglo-Saxon Pottery and the Settlement of England (1969) P.H. Sawyer, From Roman Britain to Norman England (1998) F.M. Stenton, The Supremacy of the Mercian Kings (1918), in F.M. Stenton, Preparatory to Anglo-Saxon England (1970) F.M. Stenton, Anglo-Saxon England (1971) A. Williams, Kingship and Government in Pre-Conquest England c.500-1066 (1999) P. Wormald, Bede, the Bretwaldas and the Origins of the Gens Anglorum, in Ideal and Reality in Frankish and Anglo-Saxon Society: Studies presented to J.M. Wallace-Hadrill, ed. P. Wormald et al. (1983) P. Wormald, The Venerable Bede and the Church of the English, The English Religious Tradition and the Genius of Anglicanism, ed. G. Rowell (1992) B. Yorke, Kings and Kingdoms of Early Anglo-Saxon England (1990) 1 Anglo-Saxon Chronicle, 865 2 Bede, Ecclesiastical History, ii, 5 3 Anglo-Saxon Chronicle, 485, 491, 568, 577, 584 4 Bede, Ecclesiastical History, i, 25; ii, 3; ii, 5 5 Bede, Ecclesiastical History, i, 32 6 Bede, Ecclesiastical History, ii, 5; ii, 9 7 Bede, Ecclesiastical History, ii, 9; iii, 7 8 Bede, Ecclesiastical History, ii, 14 9 Bede, Ecclesiastical History, ii, 16 10 Bede, Ecclesiastical History, v, 23 11 Bede, Ecclesiastical History, iii, 30 12 Eddius, Life of St Wilfred, 20 13 English Historical Documents, i, 67 14 English Historical Documents, i, 76 15 English Historical Documents, i, 77 16 English Historical Documents, i, 80 17 English Historical Documents, i, 85 18 English Historical Documents, i, 87 19 Anglo-Saxon Chronicle, 829 20 Bede, Ecclesiastical History, ii, 5; iii, 24 21 Eddius, Life of St Wilfred, 20 22 Anglo-Saxon Chronicle, 829 23 Kirby, The Making of Early England, p 54 24 Adomnan, Life of Columba, i, 1 25 English Historical Documents, i, 177 26 English Historical Documents, i, 178 27 English Historical Documents, i, 191, 198, 210 28 English Historical Documents, i, 204, 205 29 Beowulf, lines 72-3 30 Bede, Letter to Egbert 31 English Historical Documents, i, 165 32 Dumville, The aetheling: a study in Anglo-Saxon constitutional history, p 13 33 Simeon of Durham, Historia Regum, in English Historical Documents, i, 3 34 English Historical Documents, i, 202 35 Kemble, The Saxons in England, volume ii, p 17

Robotic Cultivation System Design

Robotic Cultivation System Design Abstract Population of the world is growing rapidly and this rapid growth demands more food. Due to the advancement and revolution boost in petrochemical industries, the agriculture industry also have some developments, but at the cost of soil, environment, and our health. The conventional agriculture industry needs sustainability, improvement, robustness, and automation. Moreover, to keep pace with the requirements, we require machinery support that can perform its tasks more precisely and swiftly, according to the given instruction. In our proposed idea of Robotic Cultivation System, the crux objective is to flourish your garden without any supervision of the farmers. This system works effectively in such areas where farmers face difficulties in farming. The system is designed to perform many tasks including weeding tool, soil moisture, seed injecting, and watering. All these parameters are remotely accessible through any device and continues update of the aforementioned parameters on the w ebsite. Robotic Cultivation System can operate on grid as well as on renewable solar energy. However, it can be scalable from your backyard to agriculture industry. Subsequently, due to less energy consumption and its vital properties, Robotic Cultivation System will be a great revolution in agribusiness. Introduction Pakistan is an agricultural country, where cultivation plays a vital role to maintain the economy. Population of our country is growing rapidly and this rapid growth demands more food. The number of agriculture universities and lack of awareness and research, also has a great influence on the production of food. Developing countries are converting farmer hardship into modern scientific methods by using automation that works more accurately, swiftly, and produce more yield per acre. Farmers waste a lot of water to irrigate their lands which affects the growth of crops, therefore the new conventional paradigm has to devise some method to control the wastage of water. The inadequate quality control measures and poor seeding also affects the augmentation of food production. All these repercussions need to be revamped in order to get fresh and healthy crops. Moreover, through research and past knowledge we can use less human struggle to cover more land per cultivation reducing hectic and tiresome practices. The use of chemicals, which are being used to kill pesticides, herbicides, and fungicides, also needs to be curbed, as these chemicals lead to serious health hazards. Limited and unleveled land with low per acre yield are prominent factors which we are facing in production of food crops. Now-a- days engineers have designed various methods which can help the farmers to overcome these limitations and increase food production. Being an agricultural country, we need a lot of improvement and prosperity to overcome the major problems in cultivation system of Pakistan. When presented with the current food production system one cannot look past how broken it is. We have surrendered our knowledge in control over, how our food been produced and as a result we are destroying our health and the environment. We have to change that by an idea of new pyridine of food production. The idea lies in the intersection of automation, the open source DIY maker movement and small scale polygraph farming. The Robotic Cultivation System is designed to move around X, Y, and Z space, day and night, seven days a week growing food. The system precisely sows seeds in any pattern and density you want and waters them efficiently, the exact amount that each plant needs based on its type, according to the plants age, soil, local weather conditions and your growing preferences. The Robotic Cultivation System can grow variety of crops, all in the same area, at the same time. Each plant is cared individually in an optimize and automated way. By growing many type of plants at onc e, your garden will benefit from the natural advantages of poly cropping and croporation. Using the onboard camera and advance computer vision software, the system intelligently monitors your garden. With the soil sensor, it tells how your gardens moisture level changes over time, enabling smarter and more efficient farming with each passing season. By this system your garden will flourish, and your plants will frieze. Moreover, you can control Robotic Cultivation System with powerful web based interface. The hardware design of the system is scalable, from your backyard to agriculture industry. Also, it can operate on renewable solar power. The system is perfect to get started in a small space, can be placed outdoors or in a green house or even on a roof top. Objectives Construction and Implementation of Cultivation Robot. It has two operating nodes, off grid and on grid. Remote access through any device and continues update of four parameters such as, moisture of soil before and after watering, quantity of water, and parameter measuring time stamp on website. Online access of weather conditions of the area to define the watering pattern for different vergtion in order to maintain moisture level of the area. Cost analysis of the project based on the real time data collected parameter in step number three. Optional Yield a vegetation pattern of a person and recommend to grow vegetable needed for the person for food using age, blood sugar, and weight. One person has the input over the cycle of one year (Diet Chart). Plant inspection using Digital Image Processing.

A Comparison of High School and College :: Compare Contrast Comparring Essays

School plays an important role in our lives. Many people will spend more than fifteen years at school in order to get the qualifications that are required to work in a specific field. Those years are broken down into several levels, some of them being more enjoyable than others. Two very important levels that people go through are high school and college. Even though some think that these levels are almost the same, there are significant differences between them. The cost of high school is not the same as the cost of college. Also, some differences apply from an academic point of view. Typically, the social environment also differs from high school to college, which can be related to the question of freedom versus responsibility. High school and college are different in many ways. It is true to say that college is more expensive than high school. Of course, it provides a higher level of education, but that expensive fees make it hard for those that come from low income families. At college you also have to buy books where in high school you borrow them from the school. Paying for education can get expensive, but some people pay even more than imaginable. Some cities do not have colleges, so students that want a higher education have to move away to another city where they can get a higher education. This often involves paying for an apartment, food and transportation. However, the cost is not the only thing to consider when comparing high school to college. As college provides a higher level of education, the amount of homework increases. At high school, where it is more of a general education, the time spent at home doing homework is a lot less. This does not mean that in high school, t here is no work; it just means that it is a lot easier in some sense. At college you can also choose from subjects related to your field of study if you desired. There are also some differences between the social environment of students at high school and students at college. Since college students have more work to do at home, they have a limit on the time they can spend outside of school.

Food Division In Grass Soup :: essays research papers

Food Division in Grass Soup Zhang's attitude towards splitting up food rations at the reform camp suggests he has not been completely broken down and reformed by The Party. The significance of the dividing of foods illustrates his remaining integrity and emotions that the hunger has affected, but not removed. "Unfortunately, no matter what group I was assigned to, the others always trusted me" (164). Being trusted usually is a positive sign of your character, but Zhang feels it is an unfair burden and responsibility that he would rather not have dealt with. The fact that the other convicts trusted him indicates the fact that he was a cerebral convict who had some integrity left. In this way Zhang is not as reformed as his fellow intellectuals because the other small workers are quick to criticize others, especially other intellectuals - a form of betrayal. Their betrayal displays the self centered attitude that makes others doubt that particular convict would be fair in the partition. Zhang is more unwilling to turn people in and overanalyze what others say so that he can seem better in the authorities' eyes. Only when he is asked specifically about Babylon does Zhang reveal something negative about him, yet even then he withholds comments that would have surely been used a gainst Mr. "I like to eat watery things". Convicts cannot trust criminal convicts either because it is obvious they are not worthy of anyone's trust and would partition the food completely unequally without fear of retribution. These convicts have no rectitude and are already accustomed to no one trusting them. "When it came to the question of how to divide up food, criminal convicts were not given a say" (166). Criminal convicts cannot participate in the partitioning of food, because they would undoubtedly cheat others out of their food. The division of food is much too important a responsibility to be placed on a criminal. The fact that they can underhandedly attain more food (i.e. - by stealing) also leads the intellectuals to believe that the people who rely merely on the partitioned food would divide it honestly and equally. The fact that Zhang steals food and still is trusted enough to divide the food is indicative of his worthiness. The convicts in the camp do not seem completely void of emotions. "Seeing it, one could believe that these men, scraped clean of everything including freedom, could have made an aeroplane with their own bare hands" (165).

Marketing Research Essay -- GCSE Business Marketing BTEC Coursework

Marketing Research 1. EXECUTIVE SUMMARY Sasel Research has developed a research proposal for Epic Developers to investigate the needs and wants when buying inner-city luxury apartments. The information that we collect will determine the advertising strategies that will be employed. Background information must be considered before research design and data collection methods are implemented. We have collected a variety of secondary information including Australian Bureau of Statistics and focusing on recent surveys and reports they have published. This information paved the way to developing our further research methods. We have decided that a questionnaire and focus groups would be the most appropriate method of research when considering our target audiences. The information gathered will allow Epic Developers to create a successful advertising campaign. Limitations within our research have also been addressed and further research has been outlined in our proposal. 2. PROBLEM DEFINITION Sasel Marketing Research has developed a primary research project that utilises a communications approach. We will be directly questioning respondents to obtain data by using a questionnaire. In order to give our recommendations on the best way to promote a new complex, we need to successfully obtain the necessary data. To acquire this data we need to come into direct contact with potential apartment buyers and existing apartment owners to find their perceptions and motivations that drive their behaviours. The communication method has been chosen, as it is fast, versatile, generally inexpensive and allows more control over the data-gathering activities. Our objectives can be met sufficiently through the communication method of collecting primary data. 3. OBJECTIVES The aim and objective of this research project is to determine the factors that interest of potential apartment buyers of units with out a view so as to create an advertisement that will effective advertise the apartment. These findings will assist the organization in their selection of the elements of the ad. So as to communicate more effectively to their target audience. This research project will take into account the different elements of purchasing a new apartment, in the city, which has no views. And will look into the areas that the apartment has to offer, our uniqu... ...dvertisement and the placement of the ads. Post testing—sales figures and questionnaires To measure the success of the campaign after the sales of the apartments, we will measure the effectiveness by looking at the sales figures. This will give us an estimated idea of the effectiveness of the ads. But to confirm the results, a questionnaire will be posted to the buyers to evaluate the results. A questionnaire will also be done via a telephone interview to the participants that were called upon before. This will give us an estimate of what is the awareness of these people. Bibliography: AusStats: Home Ownership and renting [on-line]. (1999). Available WWW: http://www.ab†¦/ [2001, September 5]. AusStats: Housing motivations and Intentions, Western Australia [on-line]. (1999). Available WWW: http://www.ab†¦/ [2001, September 21]. AusStats: Special Article – First home Buyers (Year Book Australia, 2000) [on-line]. (2000) Available WWW: http;//www.ab†¦/ [2001, September 21]. AusStats: Types of Dwellings [on-line]. (1999). Available WWW: http://www.abs†¦/ [2001 September 21]. Churchill, G.A. (2001). Basic Marketing Research. The Drydon Press: Florida.

E Books and Traditional Books Essay

Throughout history of people, writing is the most significant way of communication and knowledge sharing. Human written on the walls and stones in the beginning. After that papers took the place of walls and stones. At the present time, thanks to technological advancement, lettering can write on electronic devices that called as e-books. This situation causes argument between e-book and paper book. It is argued that e-books will take the place of paper books in the future; in spite of benefits of e-books people should paper books, since it causes negative results such as physical sickness on human body, being less interactive and being easily copied. It is claimed that e-books can be read anywhere such as on the bus, in a cafe, subway, airplanes thanks to computer and smart phones; however this advantages result in physical sickness on human body. Computers and smart phones can have hundred of e-books in their memories. For this reason their using areas increasing day to day. Nevertheless this situation is not suitable in terms of human health. Because of making heavy weather of electronic devices for instance looking at screen for a long time, some disorders observable such as eye strain and headaches. Furthermore, due to screen resolution lower than paper, reading on e-books is more difficult. It is clear that e-books devices are harmful for human body. Another frequently heard arguments in favour of e-books is based on thanks to e-books nature is protected, however electronic books without paper less interactive. It stated that forests are destroyed for paper. Therefore e-books are appearing like eco-friend. Nonetheless only old and broken trees are cut to produce paper. In addition, electronic books are lower interaction between reader and writer. As Stokes states e-books are make it difficult to easily mark them up via underlining, highlighting and marginal notes (n. d). In briefly, paper books should be preferred in terms of interaction. Although it is argued that e- books are more available in global world and they are more economic, they are make it difficult to duplicate. It is often maintained that when you have a laptop and wireless internet connection, you can download all of books. Besides cost of e-books are lower than printed versions due to no printing expenses. However, e-books can be downloaded and shared via internet. Thanks to computer and smart phones, e-books are copied without difficult. Besides e-books can be easily hacked,stolen,lost on the internet without approval from the author or publisher. It is indicated in Wikipedia, duplicating of paper books in an amateur printing press is more difficult. To sum up, traditional books should be prefer by readers because they are more interactive, more reliable for preventing to copy and they do not have physical sickness on human body. Even if electronic devices are improved rapidly, none of them can not give friendliness and paper smell of traditional books to readers. They might be our closed friend whatever our age.

Nursing and Student

INTRODUCTION The aims of the assignment is to examine how the reflective account or our experience of facilitating learning opportunities assessing and teaching a student will help the future development with in the mentor or practice teacher role. In order to achieve this teaching session, educational theories. The formulation of a lesson plan wills be included focusing on my objectives rational for my action. In assessment session a brief Introduction will be given on relevant theories, concepts and principles of assessment in practice with further discussion of the assessment process. Assessing a student in clinical area will take place.Effectiveness of my mentoring will be critically analysed and skills in teaching and assessing will be reflected up on evaluation of developing my mentorship role will be discussed, highlighting any changes that can be made to my practice to improve mentorship. It has now mandatory requirement that qualified nurses and midwives becomes mentors affe ct one year of registration and practice (N. M. C 2008). Mentors play a vital role in supporting, teaching and assessing students in practice Quinn (2007) define a mentor as someone who experienced, and many cases more senior than the learner, and who provide support, encouragement, and guidance.PART II : ROLE AS A MENTAR An N. M. C. 2008 mentor is registrant who following successful completion of an N. M. C approved mentor preparation programme. According to N. M. C mentor should exclusive the knowledge, skills and competence are required to meet the defined outcome. Mentors are responsible and accountable for organizing and co-ordinating students learning activities in practice (N. M. C 2008). Mentor need to supervising students in learning situations and providing them with constructive feed back on their achievements. Mentor should assess the total performance including skills, attitudes and behaviours.The fitness for practice and purpose report of the U. K. C. C. post Commissio n Development Group 2001 looked at the competencies of newly qualified Nurses. They concluded that the mentor was to be responsible to contribute constructively to the learning environment for the evidence progress of student, be approachable and supportive to gain confidence of the students have knowledge of assessment tools to assess the competence in order to ensure patient safety, be competent to share knowledge of patient care, make time for interviews to discuss the specific requirements of the student.Provide time for reflection and encourage enquiry based learning. As per N. M. C 2008 there is a developmental frame work to support learning and assessment in practice. There are 8 dominants in the frame work. It includes: 1Establishing effective working relationship 2Facilitation of learning 3Assessment and accountability 4Evaluation of learning 5Creating an environment for teaching 6Evidence based practice 7Leadership As per N. M. C standard Student need to spend minimum 40% of the time with their mentor.As a role as mentor, their knowledge, skills and competency need to update ongoing basis. Each mentors as reviewed every 3 years to ensure that only those who continue to meet the mental requirements. Remain on the local register mentor at least two student with due regard with in 3 years period participate annual updating. Duffy states that N. M. C. Standard for the preparation of mentors provides a tool for preparation but it is the mentor knowledge, skills, ineffectively arrying out their role that protect the public by ensuring that students who are lacking incompetence do not progress to become registered nurse or midwives. The reality of being a mentor is that as per R. C. N tool kit for Nurses 2007 all mentors supporting students, gain registration, have responsibility to ensure that they are fit. Mentor should be prepared to assess student performance in practice and will be accountable for their decision to pass, refer or fail a student. N. M.C recognise that failing student may be difficult and that all assessment decision must be evidence based, mentor should recognise various assessment†¦Ã¢â‚¬ ¦that direct care, simulation, OSCES and other†¦Ã¢â‚¬ ¦ Common criteria for sign off mentor, the N. M. C states Registrant who makes judgement about whether a student has achieved the required standards of proficiency for safe and effective practise must be on the same part or sub part of the register as that which the student is intending to enter. Only sing off mentors and practise teachers that are the same part of the register and the same field of practise.May confirm to N. M. C that student have met relevant standards of proficiency for the particular programme leading to registration. Signing off proficiency must be assessed by all existing sign-off mentor at least 3 occasions. The role of mentor on the preparation of practitioners who are fit for practice is paramount. However mentor need to be supported in her demanding role (Glyniscells pellet 2006). Mentors in the study identified constraints on their role owing to staff shortage, busy clinical work atmosphere, too many students.This result in lack of time to spend with students and left mentor feeling guilty. Kathleen Duffy (2004) identified some mentors failed to fail students early on their programme, pick things up later. Nurse mentors are faced with many difficulties in fulfilling the dual role of facilitator and assessor (Sharples Ketal 2007) ASSESSMENT Assessment defined as the measurement of candidate’s level of competence in theoretical and practical Nursing Skills (Brooker 2001, as cited in Howard and Eaton, 2003, page 46).Assessment in clinical practice ensures safety and competent standard of practice. Assessment is a critical element of the mentoring process, as Duffy (2204) explains mentors must ensure that assessment of clinical skills does occur as required. Many mentors have been passing students who should have failed in the hope that they will improve later although they are aware that this puts patients at risk. Kathleen Duffy was commissioned by the N. M. C to investigate the reasons for this.The four main issue is that emerged in her report of January 2003 included the mentor leaving the indication to the student about their problem for too late in their placement, the mentor having difficulty to take action during their placement because such action could eventually cause critical consequences to the student, the mentor having to face the challenge of a weak student because Nursing is viewed as a caring profession and such action would be uncaring and lack of adequate time for assessors in the clinical environment to work with students (Fraser et al 1998), lack of support for the mentor from lecturers when faced with a fail situation (Sharp 2000). Stuart (2007 page 1) defined assessment as the judgement of performance during clinical practice and any other ways of measuring profession al learning. There are 3 methods of assessment. They are Continuous Assessment, Formative Assessment and Summative assessment. Continues assessment provides a measure of how the student is progressing according to the level and knowledge expected at each stage of their training (R. C. N 2007).The assessment consists of formative and summative dimensions, the later being as all the outputs from the student in the clinical area are observed, providing opportunities for Nursing Practice to be explored and not missed. Gibbs (1998) suggests that assessment should be continues as they are more authentic. Formative assessment occurs throughout the placement and during learning activities using feedback and feed forward and can determine whether re-explanation, arrangement of further practice or moving to the next level is required. Summative assessment normally takes place at the end of the placement and focuses on how much students have learned and have the learning outcomes been met. It does judge achievement of the specified competencies for the student to progress in training.The formative and summative assessment are reliant on each other as Formative Assessment provides a facilitating process which guides and increases learning and serves to give a series assessments whereby a summative assessment can be made. Regardless of the type of assessment, employed every effective assessment must meet the four cardinal criteria. Which are Validity, Reliability, Discrimination and Utility (M. Quinn 2007). Dogra and Wass (2006) note any assessment of clinical performance need to accommodate the diversity of patients and their needs. So performance is judged in terms of cultural sensitivity. A mentor has an important part to play in the assessment of practical work, as well as providing education, role modelling and direct feed back (Nicklin & Ken worthy 2000).We assess the knowledge of the students and how competent they are (what) (In the case of the student nurse, how c ompetent she is in administering oral drugs). The staff nurse achieved this by asking the questions set out in the lesson plan (appendix 4) and evaluating the return demonstration. We assess because (why) we need to test the progress of the student, provide feedback to learners leading to future improvement and demonstrate to students that they have attained a goal or acquired a new skill (Cox & Harper 2000). In this situation, the staff nurse assessed (How) the skills and competency of the student through questioning and observing the return demonstration.As part of the preparation for the role of the mentor, the assessment of the student nurse related to the practical procedure of drug administration began prior to the procedure itself. The student mentor assisted the learner previously with information about other topics and skills in the clinical environment which helps her to reduce assessment stress as the learner was comfortable due to previous interactions as predicted by Ca lnan, 1983. In addition to this, to ensure that all relevant issues were covered, the mentor observed the student throughout the lesson by using a performance checklist as stated by Quinn, 2000 (p. 231) which was designed to identify the knowledge, skills and attitude required for efficient performance.The mentor also communicated clearly and assertively, which helps to interact in a more effective way (Wondrak, 1998). He gave verbal guidance to the learner and informed the student, prior to approaching the ward area that feed back would be presented in the privacy of the office to avoid embarrassment and promote confidence and discussion between the two. When I assessed my student the assessment tool choose to use observation and the use of checklist. Questioning, an important part of the assessing was aided by blooms classification system which enabled the student mentor to ask questions at different intellectual levels to determine the level of knowledge of the student. The learn er received ample time to answer the questions to her full potential.To facilitate self reflection, the staff nurse encouraged the student to discuss (Muijs & Reynolds, 2005) upon her own performance and the students realised how the assessment enhanced here knowledge. A mentor is also provided with the privilege to provide feed back targeting the improvement of the student. The staff nurse chose to give constructive feed back where criticism follows praise and then ends with a positive note which is hoped to give the student adequate confidence to deal with more negative aspects of his/her performance (Neary, 2000). The assessing section of the teaching session proved comparatively easier. I used Blooms Classification system to formulate questions at different intellectual levels in order to understand extend of the student knowledge.The practical demonstration was easy to assess as the checklist provided the exact actions that I should be looking for an assessing. I felt confident while assessing the student and observed every step he took carefully. Assessing is something that I thought it is always done automatically rather than theoretically and methodically it was quite interesting to relate it to theory. My assessor was pleased with my performance and advised me to keep it up. I think my confidence in the subject influenced the student to learn more from me as the image presented through usually givers other a good impression. If a situation arises again I would try my best to keep up my good performance. I feel that the improvement I could make realise on time.I should probably try to make the session longer so that the student has enough and more time to understand, improve, reflect and perfect. It would also help me to build up a better support with the student. This session provided me enough confidence. TEACHING Professional teaching in Nursing, Midwifery and Specialist Community Public Health Nursing, teaching is an International Enterprise that a ims to facilitate learning. It is characterised by an acceptance of responsibility for facilitating other people’s learning by means of planned and purposeful educational interventions (Quinn 2007 p. 183). Teaching can either be formal or informal. Formal is normally pre-planned whereas informal teaching tends to be spontaneous (Hinchiff 2004).For effective teaching to be carried out, it is important to understand the process of learning. Reece & Walker (2000) defines learning as a relatively permanent change. There are different learning theories associated with teaching, firstly, behaviourism, this theory is based on stimulus and response Pavlow (1936 – 1949) among other physiologist experimented on this theory. The humanist theory is however linked to feelings and experience. Maslow (1971) defines this theory as motivation and hierarchy of needs. Meaning the student must identify what he or she wants to learn. Lastly, the cognitive theory, this theory involves think ing and the mind.According Hinchiff (2004) suggest that some key elements are essential in creating a good environment for the student, which are approachable staff, welcoming confident enough to share knowledge supportive, helpful, available and contactable and knowledgeable. Teaching session was carried out to prepare staff nurse to be a mentor oral drug administration was the topic chosen for this session. The rationale for this decision is the fact it is an integral part of a patients care. I notice that numerous management students have been failing their drug assessment test. There are two management students in our ward, next week they have a drug exam. I choose this topic to try to create a difference to these unfortunate occurrences.Knowles indicate that adults are self directed and expect to take responsibility for decisions motivated about by the identification of humanistic needs (Knowles 1985). My students are adult and thus I chose andragogy to teach my students. Andra gogy is defined as the art and science of helping adults to learn. In contrast pedagogy, which can be defined as the art and science of teaching children (Knowles 1973)? According to Knowles 1990, andragogy is where a student controlled approach is employed and thus enhance the students self concept, promotes autonomy, self direction and critical thinking. While encouraging reflection on experience and involves student in the diagnosis, planning, enacting and allows the student to evaluate his or her own learning needs (Knowles 1990).On other hand, Pedagogy implies that learning occurs as a result of the input of others, the student – teacher relationship is unequal – student’s look-up to their teacher, teaching methods is teacher-led and the teacher accepts responsibility for the students learning (Hinchiff 2004 p. 69). The session took place in the staff room at the acute respiratory unit on Tuesday afternoon at 16. 30 hrs commenced after coffee break. The tim e chooses as there would be less activity compared to morning time. The rationale for this decision was to maximize concentration by the student and me (Gibbs 1998). The room was calm and quiet and devoid of any disturbance. It was also well ventilated, spacious and bright which ensured comfort for everyone in to the room. The atmosphere was positive for learning. The session was well planned and the room was arranged beforehand to produce the best possible learning atmosphere.The student mentor prepared handouts for the students prior to the teaching session in order to provide record of what had to be taught (Hinchiff 2004). The mentor prepared a lesson plan before the lesson, thus ensuring that everything was prepared; she made SMART aims and objectives (Hinchiff 2004) to reach perfectionism. British National Formulary was used to teach the student where to look for information pertaining to groups of drugs. The domains of learning described in Booms Taxonomy were used for the se ssion. In Bloom’s Taxonomy, the Domains of learning include Cognitive, the Psychomotor and the affective (Bloom 1972). I started the session by introducing myself and my assessor to the students. In addition I explained the aims and objectives of the lesson.Then I asked some few question regarding the drug administration (Cox & Harper 2000) to understand the scope of the student’s previous knowledge us it. The staff used Bloom’s Taxonomy of educational objectives (1956) to formulate questions at different intellectual levels (Bloom 1956) in the session. Staff Nurse described the N. M. C. guidelines and Whippscross Policy of oral drug administration. The Staff Nurse used a drug chart and explained to the student how to read it, explained the important document features to ensure safety. At the end of session the staff nurse demonstrate to the student the administration of oral drugs. The mentor followed the step by step policies of the N. H. S. efore and after th e administration of the drug while explaining the rationale for each action. After her demonstration, he asked the student for a return demonstration to facilitate evaluation. Finally, a short feed back session was held in the office and the student was provided with the opportunity to clarify her queries. The staff nurse began with positive feed back and then moved on to negative and constructive feed back. Ultimately the student asked to complete questionnaire to evaluate the session (see appendix 3). After the session, my assessor and myself sat down to reflect on the session. He gave me aspiring feedback about the session. ReflectionReflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and to inform learning about practice (Reid 1993). Reflection enables the practitioner to explore, understand and develop meaning, and also highlights contradictions between theory and practice (Johns 1995). Reflection can be two categories namely r eflection on action, which involves looking back at events that have occurred and reflection in action, which involves learning as it happens and adapting to new situations (Bulman & Schutz 2004). Baud et al (1998) defined reflection as an active process of exploration and discovery which often lead to much unexpected outcomes.Reflection helps to create an environment where professionals are helped to analyse and review their practice, thus enabling the professional to work in a more responsive, creative and untimely more effective manner (Redmond 2004). Reflection has been analysed by many and models have been designed to facilitate reflection. I choose the model, Gibbs’ Reflective Cycle (1998) to help me reflect on my session. I incorporated it into the teaching and assessing of my lesson for a methodical approach. Reflection is said to encourage practitioners to challenge the way they think, feel and believe (Burnard 1989). Reflecting on an experience is a highly skilled a ctivity, it requires an ability to analyse action to make judgements regarding their effectiveness in particular situations.Clearly, Boyd & Fales see self awareness and learning from experience as the key features of reflection. In Reflection, I felt that , humanistic approach was effective as it helped to make the student felt good about her. Contrary to my early fears, the students appeared to be confident about what she needed to know and asked questions accordingly. I would use pictorial demonstrations because this would have reduced the number of doubts that the students presented as many areas would have been self explanatory. Conclusion To develop the role of the mentor, I have made some recommendations. Staffs needs to be encouraged the student to teaching is a part of their role and need to be enthusiastic about this.Attending regular mentorship updates in order to provide relevant, evidenced based information and keep abreast of developments in students teaching may motiva te them and enhance professional development. A regular informal meeting at L. S. B. U between students and mentors to identify problems that arise and act accordingly. This would give both parties the opportunity to discuss what is expected and reduce barriers in the learning /teaching role and may improve the working relationship between mentors and students. Regular audit which are useful in identifying strength and weakness for teaching in the clinical area and all staff are to take part, they should be informed of date and time of audit and have the opportunity to participate in the ward evaluation. In conclusion becoming a mentor is one of the difficult roles of the nurse.It is a very big and serious responsibility because it is in the hands of a mentor to shape the development of the potentials and skills of the students. It is not just teaching a student, what he or she knows, it is about making sure that students will be knowledgeable and competent, enough to practice as a Professional Nurse in the future. Mentors are essential part of the Nursing Students and prepare the next generations to inherit our jobs and further improvement. To let students achieve their maximum potential, supportive and experienced mentors are required. An incompetent and different mentor could impair the students motivation to learn and thus create choose in the future.The N. M. C guidelines state that mentors are essential, however I am afraid they have left out the fact that enough time is also required to maintain the high standards set. This would ensure that students stretch their abilities to the maximum and that mentors are able to reflect upon their experiences and thus improve and perfect themselves to become much more experienced and competent. 10th December, 2008 To, Pauline Mills, Dear Madam, Please find enclosed herewith my mentorship essay preparation. Kindly check and re-correct the essay and return it at your earliest. Thanking you, Yours truly, SARAMMA KORUL LA Encl: Mentorship Essay (p. 1 -11)