Radiological Health Engineering

Nuclear & Health Physics/Radiological Health Engineering by: Monika Thompson The Texas A&M Nuclear Engineering Department consists of two branches: Nuclear Engineering, â€Å"the development and application of nuclear technologies to energy production, medicine, industry, research, etc.†, explores the possibilities of nuclear power and environment interaction. While Health Physics/Radiological Health Engineering, â€Å"a profession devoted to the protection of man and the environment from unwarranted radiation exposure.", explores the possibilities of nuclear technology, such as x-rays and its relation to medicine, which benefits mankind. Currently one-hundred undergraduates and one hundred graduates are taking the challenge of these two branches under the supervision of eighteen professors and one lecturer. This curriculum currently ranks in the top ten, nation wide. There are several fields for exploration with a major in Nuclear and Health Physics/Radiological Health Engineering. All Nuclear Engineering Department, students learn subjects relating to the Design of Space Reactors, Inherently Safe reactors, Interactions of Radiation on a Microscope Scale, Design of New Cancer Therapies, Novel Uses Radiation, and Advance in Radiation Protection. The following areas, programs, and organizations involve nuclear disciplines: the Space Program, Semiconductors, Oil and Gas Exploration, Nuclear Power Industry, National Laboratories, Education and training, Government Agencies, Medical Life Science and the Military. These organizations and companies lead to great job opportunities. In Texas, job opportunities are at Houston Power & Light Company, TU Electric Company, Medical Facilities, and Schlumberger, Halliburton and other companies to all fresh Texas A&M graduates every year. Texas A&M has outstanding facilities for it is students to work with and learn form. The Nuclear Science Center contains a TRIGA Reactor, Hot Cell, radiochemi... Radiological Health Engineering Free Essays on Nuclear & Health Physics/Radiological Health Engineering Nuclear & Health Physics/Radiological Health Engineering by: Monika Thompson The Texas A&M Nuclear Engineering Department consists of two branches: Nuclear Engineering, â€Å"the development and application of nuclear technologies to energy production, medicine, industry, research, etc.†, explores the possibilities of nuclear power and environment interaction. While Health Physics/Radiological Health Engineering, â€Å"a profession devoted to the protection of man and the environment from unwarranted radiation exposure.", explores the possibilities of nuclear technology, such as x-rays and its relation to medicine, which benefits mankind. Currently one-hundred undergraduates and one hundred graduates are taking the challenge of these two branches under the supervision of eighteen professors and one lecturer. This curriculum currently ranks in the top ten, nation wide. There are several fields for exploration with a major in Nuclear and Health Physics/Radiological Health Engineering. All Nuclear Engineering Department, students learn subjects relating to the Design of Space Reactors, Inherently Safe reactors, Interactions of Radiation on a Microscope Scale, Design of New Cancer Therapies, Novel Uses Radiation, and Advance in Radiation Protection. The following areas, programs, and organizations involve nuclear disciplines: the Space Program, Semiconductors, Oil and Gas Exploration, Nuclear Power Industry, National Laboratories, Education and training, Government Agencies, Medical Life Science and the Military. These organizations and companies lead to great job opportunities. In Texas, job opportunities are at Houston Power & Light Company, TU Electric Company, Medical Facilities, and Schlumberger, Halliburton and other companies to all fresh Texas A&M graduates every year. Texas A&M has outstanding facilities for it is students to work with and learn form. The Nuclear Science Center contains a TRIGA Reactor, Hot Cell, radiochemi...

The Special Education Resource Room

The Special Education Resource Room The Resource Room is not just a place, but also a placement.   Because the resource room removes a child from a general education classroom for even part of the day, it is increasing the restrictiveness which is defined and proscribed except when necessary by IDEIA (Individual with Disabilities Educational Improvement Act.)   It is part of the placement process and is considered necessary for children who are easily distracted in the general education setting, especially when new information is being introduced.   Resource rooms  is a separate setting, either a classroom or a smaller designated room,  where a special education program can be delivered to a student with a disability individually or in a small group.   It is for the student who qualifies for either a special class or regular class placement but needs some special instruction in an individualized or small group setting for a portion of the day. Individual needs are supported in resource rooms as defined by the students IEP. Sometimes this form of support is called Resource and Withdrawal (or pull out). The child getting this type of support will receive some time in the resource room, which refers to the withdrawal portion of the day and some time in the regular classroom with modifications and/or accommodations which are the resource support in the regular classroom. This type of support helps ensure that the inclusional model is still in place. How Long Is a Child in the Resource Room? Most educational jurisdictions will have time increments that are allocated to the child for resource room support. For instance, a minimum of three hours a week in time increments of 45 minutes. This will sometimes vary on the age of the child. The teacher in the resource room is, therefore, able to concentrate on the specific area of need with some consistency. Resource rooms are found in elementary, middle and high schools. Sometimes the support in the high school takes on more of a consultative approach. The Teachers Role in the Resource Room Teachers in the resource room have a challenging role as they need to design all instruction to meet the specific needs of the students they service to maximize their learning potential. The resource room teachers work closely with the childs regular classroom teacher and the parents to ensure support is indeed helping the student to reach their full potential. The teacher follows the IEP and will take part in the IEP review meetings. The teacher will also work very closely with other professionals and paraprofessionals to support the specific student. Usually, the resource room teacher will work with small groups helping in one to one situations when possible. How Resource Rooms Helps Students Individual Needs Some older students feel a stigma when they go to the resource room. However, their individual needs are usually met better and the teacher will work closely with the regular classroom teacher to help support the child as much as is possible. The resource room tends to be less distracting than the regular classroom setting. Many resource rooms also support the social needs of their students in the small group setting and will provide behavior interventions. It will be very rare for a child to spend more than 50% of their day in the resource room, however, they may spend up to 50% in the resource room. Students in the resource room are usually assessed and tested in the resource room as it provides a less distracting environment and a better chance at success. A child will be re-evaluated every 3 years to determine special education eligibility.

How does John Lewis profit sharing with their employees benefit the Literature review

How does John Lewis profit sharing with their employees benefit the company - Literature review Example When the employees get the feelings of ownership, they increase their contribution toward the business profitability. The profit sharing approach works best when the business and the management educate the employees in understanding the business challenges hence work hard to get solutions. There are two way communications that create a hardworking culture; employee involvement and flat management (Melton, Smith & Yates 2008). In this strategy, the employer provides the employees cash and bonuses. The employer pays the workers extra money depending on either their individual level of performance or the company’s performance level. The management will have to deduct the extra payment as an expense but will pay income tax from that amount (Latta 2005). A company can also award the performance-based incentive in the form of deferred compensation plan. In such a strategy, the employer will add a bonus amount to a pension scheme followed by a deduction of the contribution. The employee will then have to pay the income tax that the contribution amounts to when he/she receives the money from the trust. Various researches indicate that cash reward strategies give better productivity motivation than the deferred compensation plans. The difference is explained by the immediacy resulting from the positive behavior reinforcement (Hallman & Rosenbloom 2003). The last method that a business can use in this strategy is the stock option. Developing companies can use this process, but should be in markets that are growing fast. The company awards the employees the opportunity to buy shares at a specified period at a set price. The employees wait until the company executes the plan in order to start getting the benefits. The company offers stock option as a bonus to employees for inclusion in the profit sharing plan (Gitman & Joehnk 2005). One of the major benefits of this strategy is that it is cheap and flexible while implementing. The employer can

Catholic Church Essay Example | Topics and Well Written Essays - 1250 words

Catholic Church - Essay Example Therefore, it is very rare that one can find in the Catholic tradition a simple answer to complex issues related to war and violence (Gremillion 1976). The pacifist view relies on the values of Gospel and views war as intolerable act that can never be justified. The core of this view is the transcendence of God and the dignity of the human being which reflects the presence of God in the world. Consequently, the Church shall take efforts to protect dignity of each human being. Since life is the realm of God, life of every person is sacred and must be protected. In fact, this view is the founding principle of Christian religion that led its earliest followers to the pacifist stance and refection of violent behaviors under any circumstances and situations, including resolution of conflicts (Pastoral Constitution, 1966). Origins of the just-war theory can be traced back to the fourth century when the Christian faith had finally turned into the official religion of Rome. At that time, the Roman Empire faced massive challenge from the Vandals whose attacks grew increasingly aggressive and threatening. Since the pacifist non-violent nature of the Christianity barely justified involvement in the warfare, St. Augustine of Hippo made an attempt to provide theological justification for violence. Augustine's teaching became known as the just-war theory (Walzer, 1977). Another outs... war must be declared by the authority of the state; there must be a just cause; the intention must be just; war must be the last resort; only right means may be' employed in the conduct of war; there must be a reasonable hope of victory; the good to be achieved must outweigh the evils of war (Shannon, 1983) Recently four more circumstances have been set forth in the Catechism of the Catholic Church to provide moral underpinning for a war, namely: the damage inflicted by the aggressor on the nation or community of nations must be lasting, grave, and certain; all other means of putting an end to it must have been shown to be impractical or ineffective, that is, war must be waged as a last resort; there must be serious prospects of success; the use of arms must not produce evils and disorders graver than the evil to be eliminated (Catechism of the Catholic Church, Art. 2302-2317). The example of how the just-war principles are applied in practice was provided by the Catholic Church over the last two decades. Thus, the Gulf War and a war in Iraq that was proclaimed morally justifiable by its proponents met strong opposition from the Vatican. In January 2003, Pope John Paul II stated in the Address to the Diplomatic Corps that "War is never just another means that one can choose to employ for settling differences between nations.war cannot be decided upon . . . except as the very last option and in accordance with very strict conditions" (Owen, 2003). Pope Benedict XVI also supported this view claiming that "reasons sufficient for unleashing a war against Iraq did not exist [because] proportion between the possible positive consequences and the sure negative effect of the conflict was not guaranteed. On the

Foreign Exchange Rates and Exchange Rate Risk Essay

Foreign Exchange Rates and Exchange Rate Risk - Essay Example The rates therefore are either determined through the market forces or by the central bank of the country to maintain and manage them at a reasonable level. It is also important to understand that when global firms deal in foreign exchange they also expose themselves to various risks. Every firm which deals in foreign currency therefore have to fact these risks and use different hedging methods. These methods vary depending upon the needs of the organization as well as the nature of the transaction. It is however, critical that each firm has to face these risks and must also manage them in order to avoid losses or reduce the risks and manage it at acceptable level. An exchange rate is the rate at which one currency is actually converted into another currency. It is also the value of currency of one country in terms of the value of the currency of another country. The value of two currencies is mostly determined in the open market in which many buyers and sellers actually determine the value based upon overall demand and supply of each currency. It is important to note that there are usually 2 types of exchange rates i.e. spot rates and forward exchange rates. Spot exchange rates are the rates which are offered on the spot for the buying and selling of any particular currency. However, forward exchange rates are determined for the currencies to be purchased or sold in given future date. When international organizations actually receive their payments in foreign currency, they contact foreign currency dealers to offer them either spot or forward rates. Foreign currency dealers however, always quote two different rates i.e. the rate at which the dealer will buy the currency and the rate at which he will sell the currency to the organization. The difference between the bid and ask price (buying and selling price) is considered as the

Care Of People With Learning Disabilities

Care Of People With Learning Disabilities Regardless of the above mentioned fact, a large majority of the population, in the UK continues to suffer from blatant neglect in terms of receiving quality health care. Although there are various services offered by the government at various levels to ensure proper care of patients, the more psychological and moral aspects of care for the soul and dignity in health care are usually ignored. This paper, aims to probe the various issues related to the element of dignity as it pertains to provision of health care of people suffering from learning disabilities, and explores the range of services available to them, at various stages of life, from birth till death. People with Learning Disabilities are one of the most Vulnerable groups in the society (Department of Health 2001). It is estimate that there are over 800,000 people in the UK aged over 20 years who have a learning disabilities and this number could be rise by 14 percent to 900,000 by 2021 (Department of Health 2005a). Dignity in care has become an important policy thrust for the people with learning disability and its a fairly recent trend for governments to feel that it is their role to enlighten people how to do their job rather than just set broad guidelines/policy parameters for the Health and social service (Wainwright. 2008) Meaning and Definition of the terms and Concepts used: The terms and / or concepts which are frequently used throughout this study, such as Dignity, Learning Disability, and Disenfranchised Death, are explained in the following section: The term Dignity is defined as: Dignity is concerned with how people feel, think and behave in relation to the worth or value of themselves and others. To treat someone with dignity is to treat them as being of worth, in a way that is respectful of them as valued individuals (RCN, 2008). Dignity in care consists of numerous overlapping phases which pertaining to respect, privacy, independence and self-esteem. The impermanent sense of dignity used as a guide which based on standard dictionary definition. At state, quality or manner worthy of esteem or respect ; and self-respect. Dignity in care, therefore, means the kind of care, in any setting, which supports and promotes, and does not undermine, a persons self-respect regardless of any difference. (A desk research report prepared for the Department of Health 2009): Learning Disability: In the UK in 1995 there was a ground swell of opinion and referred to as mentally handicapped their families and those who worked with them, brought about a change in terminology from mental handicapped to learning disability(M.Brown-2003). Learning disability includes the presence of: A significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with a reduced ability to cope independently (impaired social functioning); and a condition which started before adulthood, with a lasting effect on development (Scottish Executive, 2010). Disenfranchised Death: Disenfranchised death is death that is not openly acknowledged with the dying person, where the dying person is socially excluded from the process of dying and deliberately excluded from the decision making processesà ¢Ã¢â€š ¬Ã‚ ¦ (Read, 2006: 96) However, reviewing different context of learning disability care reveals a variety of ways in which the term has been defined several times (Department of Health 2001a, Gates 2003,Grant et al 2005, O Hara Sperlinger 1997). Within the United Kingdà Ã‚ ¾m leà Ã‚ °rning diц¢Ãƒ Ã‚ °bility iц¢ the term uц¢ed when referring tà Ã‚ ¾ Ñâ‚ ¬eà Ã‚ ¾Ãƒâ€˜Ã¢â€š ¬le with Ñ Ãƒ Ã‚ ¾gnitive imÑâ‚ ¬Ãƒ Ã‚ °irment. à Ã‚ rà Ã‚ ¾und the wà Ã‚ ¾rld termц¢ inÑ lude intelleÑ tuà Ã‚ °l diц¢Ãƒ Ã‚ °bility, develà Ã‚ ¾Ãƒâ€˜Ã¢â€š ¬mentà Ã‚ °l diц¢Ãƒ Ã‚ °bility, mentà Ã‚ °l hà Ã‚ °ndiÑ Ãƒ Ã‚ °Ãƒâ€˜Ã¢â€š ¬ à Ã‚ °nd mentà Ã‚ °l retà Ã‚ °rdà Ã‚ °tià Ã‚ ¾n. à Ã‚  leà Ã‚ °rning diц¢Ãƒ Ã‚ °bility iц¢ à Ã‚ ° life-là Ã‚ ¾ng Ñ Ãƒ Ã‚ ¾nditià Ã‚ ¾n thà Ã‚ °t uц¢uà Ã‚ °lly beginц¢ à Ã‚ ¾n à Ã‚ ¾r à Ã‚ °rà Ã‚ ¾und the time à Ã‚ ¾f birth à Ã‚ °nd reц¢ultц¢ in à Ã‚ ° reduÑ ed à Ã‚ °bility tà Ã‚ ¾ underц¢tà Ã‚ °nd new à Ã‚ °nd Ñ Ãƒ Ã‚ ¾mÑâ‚ ¬lex infà Ã‚ ¾rmà Ã‚ °tià Ã‚ ¾n à Ã‚ °nd Ñ Ãƒ Ã‚ ¾Ãƒâ€˜Ã¢â€š ¬e indeÑâ‚ ¬endently. Research Question: The basic research question this paper tries to address is: Dignity in health care for people with learning disabilities (LD): Fact or a Farce? Through this question an attempt is made to: Examine the range of services currently provided to people with learning disabilities. Whether such services are in conformity with the overall objectives set by the government. Whether there exists any discrimination or prejudice between people with learning disabilities and the normal public in providing such services. Whether the claims made by the government concerning equality and fair treatment of such people hold true. The answers to the above questions, as provided through the literature review will help in determining whether dignity in care for people with learning disabilities is a fact or a farce. Aims and Objectives: The main aim of this study is to explore the issues related to dignity as it pertains to health care of people suffering from learning disabilities. The objectives include: To explore the range of challenges faced and problems encountered by people suffering from learning disabilities Assess the quality of health care services available to them Investigate the need for a comprehensive and an all-encompassing health care policy for such people To understand and compare the type of services offered and available to them To explore the role of carers, health care institutions and other support services in enhancing their status and ensuring their well-being. Ethics: The concept of ethics has evolved recently from the modest definition of the term that of conventional ethics, to its gradual transformation into various branches and sub-types such as bio ethics, ethics related to human rights and to the more recent, health policy ethics. Ethics in terms of health care refers to the equitable and fair distribution of resources, benefits and services among the people, regardless of their age, gender, race, ethnicity, socio-economic background or the kind of illness they are suffering with. Equity in treatment of illnesses, hence, is an inevitable and inseparable part of health care ethics. On account of growing concerns regarding the inequitable treatment given to people with learning disabilities the initiatives related to providing adequate and good quality health care have gained momentum. Activists worldwide, campaigning for the cause of provision of adequate health care facilities for people with various disabilities, have actively pushed for dignity in health care, especially towards people with learning disabilities. They have demanded a thorough review of policies and principles of health care to ensure dignity of such people. (Morrison, 2008). As the civilization confidently strides towards a new millennium, there is likely to be a rise in group of supporters campaigning for and advocating ethics in health care with a special stress on protecting and defending human dignity. Such a cause which is advocated by academic scholars, researchers, human right groups and activists alike, must, hence be taken up seriously and appropriate policies are developed at the local, regional as well as national levels to ensure compliance (Fulford et al, 2002). Ethics in general and in health care in particular, has undergone a major transformation from a concept which was initially confined to protecting the interests of an individual to a full-fledged social concern. Hence it is inevitable for the health care institutions to take such a matter into consideration while developing strategies and implementing health care policies, which involves people with learning and other developmental disabilities. Project Methods/Methodology: For the purpose of this study, phenomenological research methodology is chosen, whereby observations are made on the basis of data collected from trusted government websites such as the NHS, published research reports, medical journals, books as well as magazines and newspapers. In order to accomplish the research objectives, an attempt was made to explore, analyze and seek information related to qualitative studies which aimed at: Assessing the plight of people suffering from learning disabilities. The perception of such people towards the health care facilities made available by the government. The existence of various services and its effectiveness and addressing the key issues and challenges faced by such people. The need for trained carers and the knowledge which they must possess in order to be able to deal with such people, in a better and efficient manner. The various obstacles which may be encountered while dealing with patients suffering from learning disabilities right from detection to end-of-life care, etc among others. This research is based on the phenomenological research methodology, which takes into consideration the perspectives of other researchers, and research reports published by government departments comprising of first hand information and accounts of people suffering from learning disabilities. According to Dilthey, (in Rapport, 2004): The quest to understand more and better is essentially a qualitative pursuit that requires an experience-near language. It starts with experiences we already understand and expands and deepens these understandings into broader and different contexts through dialogue with otherness. Such understanding proceeds by a mode of analysis in which meaning arises out of relating parts to whole (Pp. 80) Literature review helps in assessing, analyzing and interpreting various studies conducted by scholars, and researchers with regard to the topic under study and helps in justifying and substantiating the research hypothesis. Literature reviews help in summarizing the various perspectives presented by the researchers with regard to the given topic and lend more credibility to the subject being discussed. According to Burns and Grove (2005): Literature review is an organized written presentation of what has been published on a topic by scholars. The purpose of the review is to convey to the reader what is currently known regarding the topic of interest (Pp.93). Literature Review: People with learning disabilities are often excluded within society also have little control over their own lives, and were more likely than others to have bad things happening in their lives (Joint Committee on Human Rights, 2008). People with learning disabilities, and particularly older ones, are among those groups of people who are faced with various barriers, such as access to good quality health care and equality in opportunities and health care services available to them, which add to their woes by making it all the more difficult to cope with their disability (Jenkins, 2005; Frey, 2006). People with learning disabilities comprise of a highly vulnerable section of the society and have limited access to health care facilities / services offered to them. Hence they are often faced with obstacles and challenges while copying with grave situations such as loss and bereavement of loved ones, personal illness, death etc (Elliott, 1995). which in turn tends to aggravate their situati on and increase their dependence on the society which includes their friends, family and loved ones as well as the community in general. They are known to have been ignored persistently in terms of providing services in the need of personal illness, death, and other challenging life situations, thus increasing their vulnerability all the more. One of the most common characteristics observed in case of people with learning disabilities, on the basis of various studies, is their inability to communicate effectively. Although some of them can communicate their thoughts, feelings, fears and emotions effortless, a majority of them find it difficult to communicate accurately, in a meaningful manner. Such a drawback, often leads to further serious complications, such as detection of any major health problems, thus putting their lives at risk (Gates, 2007; Great Britain: Joint Committee on Human Rights Report, 2008). According to Tuffrey-Wijne (2003), one of the most effective means of accurate medical assessment is appropriate and effortless communication and any irregularity in communicating issues related to ones health often, invariably leads to disastrous results, which affects the health of the individual in question, and leads to incorrect and undesirable outcomes. The outcome of ineffective communication and inability to communicate ones health problems is even more lethal in case of people with learning disabilities. According to Tuffrey-Wijne (1997) any inefficiency on the part of the individual suffering from learning disability, to communicate their health problems, may lead to a late diagnosis which further leads to an incorrect prognosis, and ultimately ends in untimely death of the individuals concerned. Office of Population Censuses and Surveys (OPCS 1998) showed that 48% of people with learning disabilities have impairment in one sensory domain and 18% are doubly impaired. Most s ignificant issues are eating problem, nutrition, sleeping, respiratory function problems, foot care, skin conditions, pressure sores, bowel problems and gear disease (J.OHaraA.Sperlinger, 1997). Improved access to health care services for people with learning disabilities is a step ahead in ensuring their well being. Good quality physical and mental care services can go a long way in ensuring their long term safety. Furthermore increased commitment on the part of the carers and other health care service providers is probably one of the fastest and cheapest ways to ensure their better health. One of the most important and crucial elements of health care services is offering end-of-life care services to people with learning disabilities. Communication, with respect to people with learning disabilities, is not restricted to the mere transfer of thoughts to the other person/s but in fact, it includes the ability that other person, to whom the information is being communicated, to accurately interpret the thoughts being conveyed, respond promptly on the information made available to them, and ensure follow up. Such a form of reciprocal communication is an extremely important and fundamental survival tool, for people with learning disabilities. According to Kerr et al (1996) available statistics have indicated that as many as 50% of the people suffering from learning disability suffer from some form of communication impairment, which includes difficulties in cognition, hearing, language, speech or social interaction (Ambalu, 1997). This is a matter of grave concern for the care givers as well as the government health care institutions which are involved in providing health care services to people with disabilities. Another equally critical aspect, which is generally observed with regard to the people with learning disabilities, is the negative perception about such people among the common public, which in turn further gives rise to an equally negative reaction from people with learning disabilities which arises from the feeling that they are being negatively viewed (Gates, 2007). According to Thornton (1996), Lindop and Read (2000) and Read (2006) the major reasons behind such negative perception of people with learning disabilities is the lack of adequate knowledge as well as lack of professional experience which invariably leads to negative attitudes among people towards those with learning disabilities. According to Mencap (2004) such factors may further culminate into professional incongruity and prejudicial treatment, thereby further hampering their mental and physical well-being ultimately leading to institutional discrimination and poor health care for such people. Create awareness and b uild up interpersonal relationships with people with learning disabilities, consideration needs to be given to how to maintain relationships, using everyday opportunities to engage in valued conversation. Often, as carers, main interaction with people is associated with personal care (Ambalu in OHara Sperlinger1997). The government White Paper Valuing people: A new strategy for Learning Disability for the 21st Century (Department of Health 2001a) clearly set the agenda for us, in offering appropriate and effective support people with learning disabilities in their everyday lives. Critical Commentary: Learning Disability is a label. People with learning disability are people first. The British Institute of Learning Disabilities, 2010 Thus it is imperative that such people receive utmost care and quality health care services which, if not better, at par with the facilities and services enjoyed by the rest of the population, regardless of their mental / physical health. People, regardless of their backgrounds i.e. race, ethnicity, gender, age, or socio-economic backgrounds they belong to, have an equal and just right to have access to quality health care services, and the denial of such a basic right, is the denial of human rights. It has been observed, on the basis of the above research, that people suffering from learning disabilities are often victims of negative public perception and lack of professionalism displayed by the carers, which forces this group to succumb to their illnesses, which often goes undetected. Such disenfranchised deaths, are common among people with learning disability (Read, 2006) and hence requires active steps to be taken on the national level. In order to eliminate and / reduce the occurrence of such disenfranchised deaths among people with learning disabilities; it is necessary and extremely important for the general population to treat such people with dignity, and respect. They deserve an equal right to be treated as adults and equal citizens. Such a policy entails implementation of creative health care strategies specifically aimed at people with learning disability, as well as active participation and cooperation on the part of the carers, in order to ensure effective communication, which in turn, as observed from the above research, ensures better understanding of the problems faced by them, a prompt analysis and diagnosis and an effective treatment. Conclusion: Dignity in care is a very critical element of health care, and considering the fact that people with learning disabilities are amongst the largely socially disqualified and hence highly vulnerable, groups in the UK it requires immediate attention at both institutional as well as national level. People suffering from learning disabilities are socially ignored, and often are subject to prejudicial treatment, partly owing to lack of awareness and more so, on account of the lack of availability of opportunities. They rarely have proper employment and have little or no control over the carers who are appointed for looking after their well-being. Moreover their concerns are barely discussed on a wider platform. This situation is grave and calls for immediate change and positive reforms. People with learning disabilities are equally respectable members of the society and they need to be treated with dignity and care which they deserve. Concerns such as unemployment, proper health care, education, housing, social security, etc should be addressed by the government in association with the local councils and ensure its proper access to the people with in dire need of such services. Proper implementation of well designed policies and measures and synchronized co-ordination of all members of the community can go a long way in securing the well being of such people. It can be difficult at times, and extremely challenging but such positive practice by the health care service providers and carers alike can pave way for better networking, collaborative working and interdisciplinary support, thus ensuring their health and safety in the long run (BILD,2010).. It is imperative that the government and the leading health care institutions champion this cause, and instigate, lead and encourage such good practice initiatives by providing professional and well trained carers for people with learning disabilities. Hence gaining trust and building relationship over a period of time are important consideration not only establishing and maintaining relationships, but also in thinking about ending (I. Peate D. Fearns 2006). In conclusion, strict guidelines and policies are not enough at times, and it needs a collaborative effort on all fronts to strive to provide better care to people with learning disabilities.

Regents of the University of California v. Bakke :: American America History

Regents of the University of California v. Bakke Established in 1968, the medical school at the University of California implemented a special admissions program to increase the representation of minorities in each entering class. There was one underlying problem with their special admissions program that was not addressed until 1973 when Allan Bakke submitted his application to the University of California. Their special admissions program worked by reserving sixteen percent of the entering class for minorities. The minorities entering through this special admissions program were processed and interviewed separately from the regular applicants. The grade point averages and standardized test scores from the special-admissions entrants were significantly lower than the grade point averages and standardized test scores of the regular entrants, including our dear friend Allan Bakke. In 1973 Allan Bakke applied to the medical school at the University of California. His application was rejected because it was turned in near the end of the year and by the time his application was up for consideration they were only accepting those who had scored 470 or better on their interview scores. Bakke had only scored a 468 out of the possible 500. When he learned that four of the special-admissions spots were left unfilled at the time his application was rejected he wrote a letter to Dr. George H. Lowrey, the associate dean and chairman of the admissions committee, stating how the special admissions system was unjust and prejudiced. When Bakke applied again in 1974 he was once again rejected. This time Bakke sued the University of California. His position was that the school had excluded him on the basis of his race and violated his rights under the Equal Protection Clause of the Fourteenth Amendment, the California Constitution, and civil rights legislation. The trial court ruled in Bakke's favor, however they did not order the University of California to admit him. Bakke appealed to the California Supreme Court where they ruled that the school's admissions programs were unconstitutional and ordered the school to admit Bakke as a student. The school appealed this decision and brought it to the Supreme Court to argue their case on October 12th 1977. The Supreme Court upheld the California Supreme Court's decision with a 5-4 vote. The Court also ruled that the special-admissions program constituted reverse discrimination and was therefore illegal. The Court also said that schools could continue to look at race as a factor when accepting applicants, but they could not set up a quota system or look at race as the only deciding factor. Regents of the University of California v. Bakke :: American America History Regents of the University of California v. Bakke Established in 1968, the medical school at the University of California implemented a special admissions program to increase the representation of minorities in each entering class. There was one underlying problem with their special admissions program that was not addressed until 1973 when Allan Bakke submitted his application to the University of California. Their special admissions program worked by reserving sixteen percent of the entering class for minorities. The minorities entering through this special admissions program were processed and interviewed separately from the regular applicants. The grade point averages and standardized test scores from the special-admissions entrants were significantly lower than the grade point averages and standardized test scores of the regular entrants, including our dear friend Allan Bakke. In 1973 Allan Bakke applied to the medical school at the University of California. His application was rejected because it was turned in near the end of the year and by the time his application was up for consideration they were only accepting those who had scored 470 or better on their interview scores. Bakke had only scored a 468 out of the possible 500. When he learned that four of the special-admissions spots were left unfilled at the time his application was rejected he wrote a letter to Dr. George H. Lowrey, the associate dean and chairman of the admissions committee, stating how the special admissions system was unjust and prejudiced. When Bakke applied again in 1974 he was once again rejected. This time Bakke sued the University of California. His position was that the school had excluded him on the basis of his race and violated his rights under the Equal Protection Clause of the Fourteenth Amendment, the California Constitution, and civil rights legislation. The trial court ruled in Bakke's favor, however they did not order the University of California to admit him. Bakke appealed to the California Supreme Court where they ruled that the school's admissions programs were unconstitutional and ordered the school to admit Bakke as a student. The school appealed this decision and brought it to the Supreme Court to argue their case on October 12th 1977. The Supreme Court upheld the California Supreme Court's decision with a 5-4 vote. The Court also ruled that the special-admissions program constituted reverse discrimination and was therefore illegal. The Court also said that schools could continue to look at race as a factor when accepting applicants, but they could not set up a quota system or look at race as the only deciding factor.