Telecommunications Services in the UK

Telecommunications Services in the UK Introduction Telecommunication can be specifically defined as â€Å"The science and technology of communication at a distance by electronic transmission of impulses, as by telegraph, cable, telephone, radio, or television† (Thefreedoctionary.com 2009). This brief introduction Traces back the telecommunications services in the United Kingdom, and sketches the evolution of BT from a monopoly in the UK to a global organization. BT is the worlds oldest telecommunications company. The company dates back to the first telecommunications company that was set up in the United Kingdom. As the various smaller companies amalgamated and were taken over by the big ones or collapsed, the companies that survived came to being under the state control, i.e. under the Post office. The British Telecommunications Act, which was passed in the year 1981 transferred the responsibility for telecommunications services from the Post Office, as a result two corporations were created. BT later on transferred into a privatized organization and came to be known as ‘British Telecommunications ‘. In the year 1982, the Government formally announced its intention to privatize British Telecom, with the idea of selling 51 percent of its shares to the public and investors. This intention was put into action by the government passing, the Telecommunications Act, 1984, In November of the year 1984, more than 50 per cent of British Telecom shares were sold to the public and interested investors and the process of privatization was complete. It was no more a state owned organization. It is the worlds oldest communications company. Fast forward to today and technology is the heart to BTs business. Innovation as put forward by BT is the combination or putting together of the technical know-how with commercial acumen, which as a result becomes even more crucial in todays, competitive world. 1.0-Mission Statement A ‘Mission statement is a very important and key factor of the organization as it clarifies the organizations purpose, its goals and its achievements in which the company sets their future objectives. Big companies generally avoid making the mission statement too narrow or either too broad. Organizations believe that the mission statements should be specific and market orientated. Mission statements should also be realistic and motivating. They should also be specifically precise in identifying the main domain in which the organization intends to operate. BTs ‘mission, their central purpose of existence, is to be the leader in delivering converged networked services, provide world-class telecommunications and information products and services, and to develop and exploit our networks, at home and overseas, so that we can: meet the requirements of our customers by being dedicated to helping customers thrive in a changing world. sustain growth in the earnings of the group on behalf of our shareholders, and make a fitting contribution to the community in which we conduct our business. Evidence to support the last point in the mission statement of BT is as follows, this is what the organization had to say towards the disabled community â€Å"Our mission is to drive consideration of disability issues deep into the operations of BT so that we enable equality of access to BTs portfolio and to communicate that effectively to our target audiences, so as to improve the quality of life of disabled people, and enhance shareholder value (Wiki.answers.com 2009 Accessed at 10-12-2009) 2.0-Key Objectives As a consultant, on the basis of detailed research carried out the key objectives of British telecommunications are as follows- Enhancing Customer satisfaction- BTs new CEO, Ben Verwaayen, places a major emphasis on enhancing consumer and customer satisfaction. He believes that corporate social responsibility is an integral step in enhancing consumer satisfaction. If the organization is responsible towards the society it helps creates a large consumer base. .British Telecommunications transformation programme specifically highlights three key objectives, namely being: To enhance the customer experience To accelerate product to market times To reduce BTs cost base- This can be done by aiming for ‘economies of scale. BT further needs a future-proof, flexible and intelligent network so as to enable them to deliver communications services that will meet the customers requirements and satisfy them which will in turn help BT achieving their goals. A few other objectives of British Telecommunication that the research highlights are as follows: Pursuing profitability- BT want to migrate existing customers to the new wave of products and services that they introduce, such as network IT services, broadband, mobility and managedservices. Maximizing the potential of the organizations traditional businesses. Retaining the market share- At present BT has more than 20 million business and residential customers with more 29 million telephone lines.

Brick-clad buildings

The dissertation will comprehensively discuss the effectivity of insulators in stabilizing indoor-temperature as an outcome of controlling heat gain and heat loss particularly with brick-clad structures that are constructed either with concrete form or timber frame materials for its walls. The objectives of the dissertation are as follows: a. To determine the insulation properties of bricks; b. To compare and contrast ICF wall construction over timber-framed construction; c. To measure the effectivity of insulators to control heat-gain or heat-loss.The dissertation will delve into the qualities of brick as a building material and at the same time discuss the manner by which cladding is installed. Why is the conventional method of brick laying more appreciated over the faster new system of installation? Through literature readings, we shall decipher why bricks continue to be the material of choice for many residences. Included in the literature review is the relevance of brick as a bu ilding material to the present trend in design and construction.The structural capacity of bricks will be analyzed and the proponent will discuss the reason behind its shelving in favor of the more robust reinforced concrete (pre-stressed and post-tensioning system) and structural steel. The dissertation will also discuss the concept of brick-cladding and rate its relevance to the construction of buildings. Moreover, we shall be determine whether application is better for ICF wall construction or best for timber-framed buildings. Also, we shall try to explore the different insulation presently used and the degree by which it affects the total thermal environment.Because of weather extremes, temperature plays a very important part in the development of materials that seek to solve the perennial problems of heat-gain in summer and heat-loss coefficients in winter. Vital segments of this dissertation include experiments conducted that would clarify the data presented in various handboo k and manuals. A statistical test method was adapted to quantify known data while results were interpreted based on scientific information. The first two objectives shall be resolved through the use of qualitative data only, which was obtained from available literature.The last objective of this dissertation will be resolved through an improvised scientific experiment with the data interpreted through statistical testing. Finally, recommendations were discussed on the resolve of nagging issues of energy conservation and the effects of the manufacture of construction materials to ecological balance and the global warming phenomenon. II. Review of Related Literature The Development of bricks In prehistoric times, man’s quest for durable shelter from weather elements leads them to find comfort inside caves.Once domesticated and agriculture-dependent for food, man built structures made from materials found within his turf. In areas where timber was plenty, wooden dwellings develo ped, mud bricks were likewise used where materials was rare. The Mesopotamians (c. 2000-700 B. C. ) were the first known civilization to use bricks in their dwellings. Brick made during this period was a mixture of clay or mud and straws (added for strength) and then sun-dried or kiln dried; a product that is purely endemic to the region, owing to the scarcity of stones, timber and other building materials (Fletcher, B.1961, p. 50). The Egyptians likewise had their share in the use of bricks as a suitable building material; as new advances were made in curing, texture, color and drying techniques. Different types of bricks were used to adorn structures, from Temples to Mastabas or even simple abodes (Fletcher, B. 1961, p. 13). Hebrew slaves were hired, cruelly dealt and oppressed so production of bricks and construction of monumental buildings could be achieved. In the end, the domination of the Egyptians culminated with the Hebrews departure to the Promised Land (Christian Communit y Bible, 1997, p.85). The later part of the 17th and the entire 18th century bricks were utilized as lining for timber framed residences, to serve as insulation against the cold weather, which was later called brick nogging (Friedman, D. 2006). Bricks were fitted in the cavities between the vertical and horizontal studs; mortar was applied as adhesive and finished off with plaster. Thus today, old buildings can be easily identified through its brick nogging on the wall and the year it was constructed could probably be determined (Friedman, D. 2006).Brick as a building material played a key-role in the development of Architecture and the building industry for a span of over 2,000 years. Frank Lloyd Wright (1867-1959), the famous American Architect, found full artistic expression in natural materials—bricks included and exploited its potential by using it not only on residences but also on high-rise buildings. He is credited for the saying â€Å"in their hands the ordinary bri ck became worth its weight in gold†. Important landmarks in cities and urban centers are clad with bricks; some were imported if not available locally (Larkin Building, n.d. ). At the start of the 20th century modern architecture, the popularity of bricks waned. In its place, concrete and steel became the material of choice because of the demand for bigger and taller structures. Brick does not have the structural capabilities for these structures; besides, modernist’s (Architects) opted for simpler designs and faster construction application. So, buildings of concrete, steel and glass replaced brick structures (Beardmore, R. 2006). Overview on Brick Wall Cladding SystemsBrick or hardened clay is literally dull, uninteresting and devoid of radiant color, yet when placed to adorn buildings, residences or even lobby’s, it exudes an aura of sophistication, strength, stability and grandeur not evident in any other building material. Apart from stone, brick is probably the oldest and its resurgence as a choice material has baffled Architects since no comparable material comes close to its character, apart from being cost effective, durable and eco friendly (Wikipedia contributors, 2007a). On timber framesBrick-cladding on timber frames has been with us since the start of the 20th century and continues to be popular in the construction industry. That is why series of innovations have proliferated particularly in the installation process. Normally bricks are laid out on a stable masonry foundation and piled one over the other with mortar and joint pointing is done using the proprietary pumped system (Self Build Houses, n. d. ). At every strategic horizontal layer of brick, metal ties are integrated to keep the piles in place and normally these are anchored to timber studs.The metal ties hold the brick walls from collapsing over, especially during extreme thermal changes, extreme wind pressure or during earthquakes (Parker, H. 1968b, p. 28). On conc rete walls Brick-cladding on concrete or masonry walls is performed simultaneously with the block piling, or can be installed separately on existing walls. Bricks are piled together hand in hand with the concrete blocks and share the same foundation bed but is separated by an air gap that is totally independent of each other. It is like building two walls at the same time, one of concrete blocks the other made of bricks.At every 3rd layer of concrete block, steel ties are laid out connecting both the vertical reinforcement (concrete and brick) at widths not exceeding 600 mm, this should give structural stability to the installation (Baggeridge Brick Plc, 2003). In cases where walls are constructed prior to the installation of bricks, dowel provisions are made at wall points not exceeding 600 mm on center, both vertically and horizontally. Metal ties connected to the bricks vertical reinforcement are then welded to the wall dowels (Parker, H. 1968a, p. 91).If dowels are not provided, workers will drill-in anchor bolt to strengthen the installation. All metal ties are provided with slot for thermal movement because bricks expand over time while concrete does the contrary, shrinks (Parker, H 1968a, p. 256). New brick installation system In terms of brick installation, some methods have been developed to reduce construction cost and speed-up completion time. One system uses a galvanized steel backing plate that holds a specially designed brick (Baggeridge Brick Plc, 2003); another type employs inter-locking brick panels and eliminates the use of mortars (Self Build Houses, n. d.); there are still others who have designed options to promote ease in the installation system. This new trends in brick application, though practical and cheaper, have been used only in the mass housing business, because these types are not designed to endure strong quakes and will most likely collapse (Dunn, V. 2001). For most residents, if they can spare the cost, would still prefer the real thing—that is to install bricks the conventional way. This sentiment, as shared by many, drives up the resale values of real estate because buildings made the conventional way project an image of durability and a lasting antique appeal.New building technology The use of SIP’s, or the Structural Insulation Panel was developed as outer wall envelopes on timber-framed structures. It is actually a wall system combining an Oriented Strand Board (OSB) with an insulation panel. It speeds-up construction time, reduces timber framings and improves the energy performance of buildings (Wikipedia Contributors, 2007c). The ICF System or the Insulated Concrete Form Wall Construction is the counterpart of the SIP, but solely developed for concrete buildings.It utilizes lightweight blocks made from either Expanded Polystyrene (EPS) or Extruded Polystyrene (XPS) with a core 4, 6, 8 or 12 inches depending on the structural requirement. The blocks are arranged around the perimeter o f the building, structural bars are installed and concrete is pumped into the core, giving a continuous wall of concrete and insulation. Much like the SIP panels, ICF improves the insulation coefficient of buildings (Toolbase Services, 2006). Energy performance Bricks when subjected to direct sunlight absorb a lot of heat which normally takes 3 to 5 hours to dissipate.Thus, when not properly insulated, it affects the inside temperature of buildings or residences, thereby putting a lot of strain on the air-conditioning system to raise energy cost. This condition is most likely during the summer months but is preferred during the winter season because it helps stabilize room temperature up to about 8 or 9 in the evening (Claybricks & Tiles Sdn. Bhd. 2006). Bricks, the symbol of traditional culture, serve its purpose only as a decorative material. SIP panels on timber-framed structures reduce heat transfer coefficients both during winter and summer time.SIP panels stabilize humidity an d room temperatures. It is likewise the most energy efficient wall cladding devised for timber structures. This system of construction reduces timber dependence and helps our ecosystem (Wikipedia Contributors, 2007c). For the insulated concrete form (ICF) wall construction, conduction of heat between the brick and concrete panel is reduced since EPS or XPS insulating material envelopes the wall, both inside and outside, freeing buildings from the usual problems of energy efficiency.The thickness of the EPS or XPS barrier is usually 2 inches, while that of concrete varies from 4 inches to as much as much as 12 inches. If structural considerations suggest that thickness be over standard sizes, then special panels are manufactured (Amvic Inc, 2003). Normal brick cladding systems can be applied over the panels or for added protection, moisture barriers are installed before bricks are laid directly on the EPS and XPS panels (McMichael, C. 2006). Construction EfficiencyConstruction speed and efficiency in brick cladding is best observed in timber-framed buildings because the system of attachment is easier, thereby work schedule is accurately met (Self Build Houses, n. d. ). Before bricks are laid, an asphalt based felt-paper or vinyl-based building wrap is stapled to the wood studs on the perimeter of the building as moisture insulation and metal ties are simply anchored to hold the structure (brick wall). The same method is used for plastic shielded galvanized steel backing because it can be screwed on timber studs, so construction time is swifter (WIE, 2004).The contrary is observed in concrete construction. The system proves to be more complex and time consuming. Construction of concrete wall and brick cladding is started simultaneously with an air space between the panels; besides metal ties are harder to install to further delay construction time. On previously finished concrete walls, the installation is quite similar but metal ties are either welded or provid ed with anchor bolts. It is observed that construction costs are much higher in concrete structures compared to either timber or steel (REU, n. d. ).Brick cladding in concrete walls should be confined to manageable areas since both materials behave in opposite ways. As wall installation ages, brick walls tend to expand while concrete walls contract. For a thirty meters brick wall, total expansion is found to be at the rate of 11. 4 millimeters. Thus, when walls are not provided with expansion joints it buckles and no amount of metal fastener can hold it in place (REU, n. d. ). The brick wall will most likely crack or collapse if the moorings are abruptly released or the concrete wall where it is attached may suffer considerable damage (Dunn, V.2001). Every installation should be carefully studied and expansion and contraction joints thoroughly spaced so untoward damage can be prevented. Brick installations over two floors in height are now provided with slip joints to give them (bri ck clad walls) freedom of horizontal movement during earthquakes. Acoustic Absorption Brick as a material is porous so expect sound to pass through, it cannot be used to shield confined spaces from outside sounds, nor is it effective in containing inside sounds so that it becomes inaudible from the outside.But when bricks are used in the interiors, it helps control echo, reverberation and standing sound. In short, bricks improve the acoustic rating of a particular room (Acoustics, n. d. ). Brick clad timber framed structures have very poor sound containment coefficients, particularly in containing sounds coming from the outside. While concrete structures with brick cladding somehow fare well since sound transmission is muffled as it crosses through the panels (concrete), it remains a poor sound absorbing material so walls have to be treated with acoustic materials (Acoustics, n.d. ). Bricks are classified according to its degree of porosity, it could be a common brick, a compressed brick or perhaps a firebrick. Each type is designed to serve different requirements. Brick panels installed inside living areas or conference rooms not only enhance aesthetic appeal but also improve acoustic resonance. Brick walls absorb sound—whether standing sounds and reverberating sounds and to a degree correct echo and flutter echoes (Encyclopedia Britannica, 2007). Since bricks transmit sound readily, additional barriers should be introduced to contain sound.If a brick wall is made as partition between rooms, privacy will be totally lost, since others would be privy to conversation made on the other side of the room. Not so much with concrete walls, since concrete walls are naturally dense and when properly plastered is massive enough to mute sound transmission. However, it does not have the absorption quality of bricks, so its acoustic resonance is practically nil (Encyclopedia Britannica, 2007). The introduction of heavy drapes, carpeting and cushions could easily be a good remedy. Durability Without a doubt, brick is the most enduring of all man-made building materials.The specific proof of this are the Mastaba (burial mound) of the Egyptian’s that was built over two thousand years ago, recently unearthed, but the brickwork inside are still in excellent condition (Fletcher, B. 1961, p. 23). In fact brick walls can withstand harsh weather conditions, could be soaked in salt water indefinitely and above all the most potent of man-made chemicals do not seem to have an effect on it. Architecturally, the aesthetic appeal of bricks is enhanced over time as it ages, probably the same as wine since its taste also improves as it matures (WIE, 2004).The abject durability of a monolithic poured reinforced concrete could not be discounted. Proofs to these are the embankments made during the 2nd World War that continue to exist even without maintenance. In fact plain concrete is a product of the 20th century, although the main material cement was act ually invented by the ancient Roman Civilization. Cement during the Roman period was made out of volcanic ash mixed with lime and other substances and was used extensively for their buildings (forums, thermae, collosseums, circus, aqueducts and temples) that house different activities (Fletcher, B. 1961, p. 210).

Mentorship reflection Essay

This is my reflective account of my performance as a mentor in a clinical setting, assessing the learning environment and the strategies used for teaching and assessing a newly qualified theatre nurse. The purpose of this essay is to reflect upon aspects of my professional practice and development that I have encountered during my time as a student mentor. This reflective essay shall be written in the first person, In accordance with the NMC (2002) Code Of Professional Conduct, Confidentiality shall be maintained and all names have been changed to protect identity. I have been teaching students and newly qualified theatre practitioners as a registered ODP for more than 10 years and as a SODP for one year. Working with different mentors in the past, has helped me to understand the different characteristics of being a mentor and develop my own style of facilitating learning within a clinical setting. I have experience of conveying knowledge to others in a way that is comprehensible and significant through my work as a multi-skilled theatre practitioner. Whilst ODPs have a separate code of professional standards, this essentially provides a similar outline to supervision and mentorship (HPC 2008). The concept of mentoring is also part of the NHS Knowledge and Skills Framework whereby practitioners have to assist in the development of others through a variety of learning approaches and must demonstrate these through portfolio development (DH 2004). In order to be an effective role model the mentor must have high standards, must be able to demonstrate these high standards consistently, and must have good attitudes and beliefs regarding the role of their relevant profession in the wider context of healthcare (Murray & Main 2005) As this assignment is a reflection of my performance in mentoring and assessing a mentee in nursing/theatre settings ,I have chose to use Gibbs Reflective Cycle as it is clear and precise, allowing for description, analysis and evaluation of the experience helping the reflective practitioner to make sense of experiences and examine their practice. To reflect is not enough, you then have to put into practice the learning and new understanding you have gained therefore allowing the reflective process to inform your practice. Taking action is the key; Gibbs prompts the practitioner to formulate an action plan. This enables the reflective practitioner to look at their practice and see what they would change in the future, how they would develop /improve their practice. Gibbs reflective cycle (1998). On the first day of meeting my mentee (Helen) immediately after her orientation of the department, we had a meeting to draw up her learning opportunities so that there was an awareness of what Helen hoped to gain from her new profession as a theatre nurse. As part of her learning opportunities a teaching session and assessment was arranged. The teaching session included both formal and informal assessments . Both sessions were carried out in the theatre operating room , the formal assessment involved performing a surgical hand scrub which is always done prior to any surgical procedure. Even though I am a competent practitioner, I still had a moderate level of stress and anxiety regarding fulfilling my role as a mentor. However, upon reflection I could draw on my previous experiences as a basic life support key trainer , previous teaching sessions I have delivered, and the support I have had from my sign off mentor (Teresa). My Mentor has helped me a great deal throughout my career, we have a great understanding of each other , and have built up a trusting and honest relationship over the years. For Helen this was her first experience of theatre post qualification, Helen had no theatre placements during her nurse training, so theatre is a totally new setting for her. Before any learning lesson took place, it was crucial to build an effective working relationship with Helen ,by being supportive to her and offering assistance for any needs she might have,it was also important that Helen felt that she is part of the team and that she doesn’t feel alone. Gopee (2008) categorically states that mentors should be ‘aware of their impact as role models on students’ learning of skills and professional attitudes’. Armstrong (2008) states, however, that role modelling is not just about observing practice, but also includes considered linkage between practical skills acquisition and the underpinning knowledge that relates to the skills, i.e. closing the theory-practice gap. I planned my teaching session to ensure Helen was aware of the current information and guidelines about effective surgical hand-washing. Prior to the assessment I discussed with Helen the varying techniques that colleagues use and how they may differ,however, I informed Helen I will show her how to scrub correctly in the format used by the scrub nurse team in our department. My aim was to give her more confidence and enable her to gain the necessary knowledge and  skills to carry out the procedure. I planned to use the Peyton 4 stage approach throughout the process. Peyton (1998), a general surgeon, describes an excellent and widely advocated model for teaching skills in simulated and other settings, known as the ‘four-stage approach’. See below This model may be expanded or reduced depending on the background skills of the learner. As with all teaching, the learner must be given constructive feedback and allowed time for practice of the skills. A surgical skill has both a cognitive and a psycho-motor component. In fact, in those with reasonable manual dexterity, the instructions require to teach a skill that centres on the cognitive process of combining the steps of the operation in the mind, and ensuring this combination has occurred before attempting the skill. Basic techniques from effective surgical hand washing to scrubbing for a minor procedure, may be most efficiently and effectively taught in the four stage procedure based on the work of Peyton. The learner can go from a unconscious incompetence (where they do not know the procedure), through conscious incompetence (where they realise what they do not know), to conscious competence (when they begin to understand and carry out the task to the required standard). The final phase to unconscious competence is achieved through experience until the task becomes a habit or routine (Immenroth, M, 2007). These stages allow the learner to quickly progress through the first three of the four levels of learning. It is essential during the first 3 stages of skills training that the procedure is carried out on each occasion in as close as possible to a uniform manner, without any bad practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee. Similarly, in the fourth stage when the trainee both explains and carries out the procedure, any significant deviation from the pattern should be immediately corrected so that bad habits are not allowed to develop. In the event that the trainee is unable to carry out stage four, then the process should be repeated from stage two through stage three to stage four. A common mistake in teaching is to continue to oscillate between stage two to stage four, missing out on stage three which is one of the most important parts of the process, particularly when it comes to more complex procedures which will be discussed later (Grantcharov,TP, 2008). I planned to  try and build up Helen’s confidence by expressing to her that at any point of the teaching session, if she did not understand a protocol, or why things were done, or why that thing is important, I will be there to explain and guide her. The learner must be made feel that they are welcome and important; this way will assist the learner to incorporate themselves into the clinical environment (Welsh and Swan 2006). The setting of our formal and practical learning session was essential as Helen was not familiar with working in a hospital theatre based environment. Present during the procedure were myself, Helen, and my sign off mentor (Teresa).The chosen location was a unused theatre suite, it was chosen as it is a quiet area,and would minimise interruption. This setting also ensured that Helen had my full attention during the teaching session. Using Peyton;s 4 Stage approach allowed me to have a structured session in place with observation, discussion and direct questioning, so Helen is fully aware that she is being assessed at the time of questioning. I had taken into account in which manner Helen learns ,as it is important to recognize her learning style ,so that it can be incorporated into the learning material to facilitate effective learning (McNair et al 2007). Recognizing her individual learning style helps me to arrange her learning preferences. According to Kolb (1984) there are four distinct styles of learning or preferences which are based on four stages, diverging, assimilating, converging and accommodating learning styles. Being approachable and friendly, I was able to maintain a trusting and comfortable relationship beneficial to learning. Helen felt that my character was strong with a professional relationship throughout the learning experience. According to Helen and Teresa feedback, I had delivered the teaching session well,it was well structured and with a relationship hich reduced her tension and anxiety and helped her ability to learn. Personally I thought it went very well, having planned my session and using the 4 stage approach, it gave me and Helen a greater understanding of the process and also has given me more confidence for further experiences. Personal attributes of the mentor is sometimes the number one barrier when creating an effective learning experience. You need to be a good role model to be a good mentor.To be a successful mentor, it is important that you will find ways to improve the learning environment. It can be a difficult task when creating a suitable environment and can affect the  learning experience. Students can come from varying nursing backgrounds and have also had varying experience working in their chosen healthcare setting. Therefore, it is necessary to make an appropriate environment for each individual to take full advantage of the learning process (Lowenstein and Bradshaw 2004). The operating theatre can be a fantastic clinical learning environment. However, students sometimes feel that they are left to their own devices for too long and can feel like ‘a spare part’, due to not working with their mentors enough and perhaps more worryingly working in ways which were not relevant to their practice as a theatre nurse. Observations, perhaps highlight that it is not only students that need to reflect on their practice, but also mentors as learning is a lifelong process (Gopee 2008). Mentorship has been forever present in healthcare for many years. Gopee (2008) suggests that this concept has been evolving and developing since the early 1970s, but it was formally adopted by the nursing profession in the 1980s and subsequently by Operating Department Practitioners (ODPs) (CODP 2009). The philosophy of supporting junior colleagues and students has had many different titles and names since its inception: preceptor, assessor, supervisor and clinical facilitator to name but a few (Gopee 2008, Myall et al 2008, Ousey 2009). There have been many different definitions of mentors, and according to Jackson (2008) these definitions have added to the ambiguity of the role of the mentor in today’s nursing press, perhaps the most clear definition is by the Nursing & Midwifery Council (NMC 2008) who state that â€Å"A mentor is a practitioner who has met the outcomes to become a qualified mentor and who facilitates learning and supervises and assesses students in the pra ctice setting†. Nevertheless, mentorship is now an integral part of nursing and other healthcare practitioners’ roles (Jackson 2008, Ali & Panther 2008). Indeed, Ali & Panther (2008) suggest that mentoring is an important role that every nurse and ODP has to accept at some point in their working life. Mentoring is also a part of the respective codes of professional conduct which state that â€Å"Nurses must facilitate students and others to develop their competence’s and that nurses must ‘be willing to share skills and experiences for the benefit of colleagues† (NMC 2008). Duffy (2003) suggested that there needed to be a change of emphasis for assessing and mentoring students, She argued that there was evidence of mentors  Ã¢â‚¬Ëœfailing to fail’ students whose competencies were under question. This certainly defies the CODP (2009) standards for mentorship preparation and also contradicts the two separate codes of professional conduct (HPC 2008). Duffy (2003) states that â€Å"Although sometimes the reasons for failing students proves to be difficult, the consequences of not doing so are potentially disas trous†. It is imperative that nurses and ODPs understand their accountability for their assessment decisions of a student’s competence. Practitioners are accountable to their professional bodies and are also accountable for the safety of future patients. The RCN (2007) states that mentors are accountable both for their professional judgements of student performance, and also for their personal standards of practice, the standards of care delivered by their students, and the standards of teaching and assessing of the student under their supervision. A mentoring relationship is therefore a very complex and demanding role and one for which nurses and ODPs should be adequately prepared (Duffy 2003). The recommendations from the Francis report (2013) and the NHS England Constitution (2013) both emphasise the importance of strong leadership at all levels and by all disciplines of staff. Good leaders should be role models for their peers and students, they should exhibit the values expressed in both the Francis report (2013) and NHS England Constitution (2013). These are compassion, caring, respect and dignity, competence, commitment, putting patients first, ensuring we improve people’s lives and that everyone counts regardless of who they are. This is particularly important for mentors as you are guiding and shaping the practitioners of the future and we need to ensure your student takes on and displays these values. As professionals we must equip and support our students in all care environments and at all levels of organisations to really embed â€Å" Compassion in Practice†. There should be a clear relationship between strong leadership, a caring and compassionate culture and high quality care. We all have parts to play in providing strong compassionate leadership within and across teams, and across organisational boundaries. The Francis Report 6Cs (Care,Compassion, Competence, Communication, Courage,Commitment) are values for leadership, this action area is concerned with the support and empowerment of professionals, to enable them to lead change locally and motivate their teams to improve the  experience and outcomes of the people using their services. The 6Cs belong to all health and care staff from nurses, midwives and doctors to executive boards and commissioning boards. For the vision of Compassion in Practice to become a reality, every person involved in the delivery and management of the healthcare system should commit to ensuring that staff work in supportive organisational cultures. (Compassion in Practice – One year on Author NHS England/Nursing Directorate Publication Date 26 November 2013). In conclusion, it is clear that the role of the mentor is not an easy one. The task revolves around two key characteristics, namely being a good role-model and being an active facilitator of learning. It is highly complex and carries a great deal of responsibility and accountability. Indeed, mentorship formulates the new generation of healthcare professionals and therefore poor mentorship can lead only to a lack of dedicated, knowledgeable and competent practitioners of the future. Successfully teaching and nurturing a student for myself has been be a very satisfying experience. Mentoring has also helped me to keep my practice up to date and has allowed me to network with other students and their mentors. Reference List Ali PA, Panther W (2008) Professional development and the role of mentorship. Nursing Standard. 22, 42, 35-39. April 3 2008. Armstrong N 2008 Role modelling in the clinical workplace British Journal. of Midwifery 16 (9) 596-603. College of Operating Department Practitioners 2009 Standards, recommendations and guidance for mentors and practice placements London, CODP. Compassion in Practice – One year on Author NHS England/Nursing Directorate Publication Date 26 November 2013. Department of Health 2004 NHS Knowledge and Skills Framework London, HMSO Department of Health 2013 The NHS Constitution: the NHS belongs to us all (for England) 26 March London, DH. Duffy K 2003 Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice London. Francis R QC,The Mid Staffordshire NHS Foundation Trust Public Enquiry Final Report 2013.[Online]www.midstaffspublicinquiry.com/report (Accessed April 2014). Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods. London: Further Education Unit. Gopee N, 2008 Mentoring and  supervision in healthcare London, Sage Publications. Grantcharov TP, & Reznick RK: Teaching Procedural Skills: British Medical Journal 2008; 336. Health Professions Council 2008 Standards of conduct, performance and ethics London. Immenroth M, Burger T, et al: Mental Training in Surgical Education: Ann Surg 2007; 245. Jackson D, 2008 Random acts of guidance: personal reflections on professional generosity Journal. of Clinical Nursing 17 2669-70. Kolb D 1984 Experiential Learning: Experience on the source of [Learning and development London. Lowenstein, Arlene J. 2004 Bradshaw, Martha J. Fuszard’s Innovative Teaching Strategies in Nursing,Published by Jones & Bartlett Publishers. McNair W, 2007 A vision of mentorship in practice Journal. of Perioperative Practice 17 (9) 421-30. Murray C, Main A 2005 Role modelling as a teaching method for stud ent mentors Nursing Times 101 (26) 30. NMC (2002) Code Of Professional Conduct, Confidentiality, London. Ousey K , 2009 Socialization of student nurses-the role of the mentor Learning in Health and Social Care 8 (3) 175-84. Peyton J (1998) Teaching and Learning in Medical Practice. Herts, Manticore Europe Limited. Royal College of Nursing 2007 ,Guidance for mentors of nursing students and midwives 2nd ed London. Welsh, I & Swann, C, 2002 Partners in Learning: A Guide to Support and Assessment in Nurse Education, Radcliffe Publishing.

The Arc Of American History - 1376 Words

â€Å"The arc of American history almost inevitably moves toward freedom. Whether it s Lincoln and the Emancipation Proclamation, the expansion of women s rights or, now, gay rights, I think there is an almost-inevitable march toward greater civil liberties.† -James McGreevey Civil liberties are the freedom of a citizen to exercise rights, without government interference. Every citizen of the United States is allowed right, but what about refugees? Ten-thousand Syrian refugees fleeing a war-torn country will be accepted into the United States. The big question within this debate is â€Å"Is this right and should it be allowed, according the United States Constitution?†. This specific debate is not a debate on who is right and wrong in the situation. This debate deals with the morals of the people of this country and people’s live could be drastically affected either way this with pan out. This civil discourse will reveal the true colors of not only the politicians dealing with this, but the American public. The reason behind Syrians fleeing their home country is to get away from the absolute violence, Syrian civil war has caused, the collapsing infrastructure of the country, and to keep children safe.The outbreak of a civil war in March 2011 caused 9 million Syrians to leave since then (â€Å"Syrian Refugees: A Snapshot of the Crisis – in the Middle East and Europe† 1). The Syrian Civil War has left more than two-hundred forty thousand people dead, including twelve thousand children.Show MoreRelatedThe Caribbean Plate And Its Evolution, Origin And The Active Physical Process Within Tectonic Environments1685 Words   |  7 PagesNorth American Plate, Nazca Plate and the South American Plate surround the Caribbean plate (Figure-1) (HARGRAVES, 1984). 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