Small Medium Enterprises Of Brunei Darussalam Business...

Project Topic Small Medium Enterprises in Brunei Darussalam: Business ecosystem, economic constraints counter measures. The project objectives are as follows; †¢ To define what are SMEs and determine the business ecosystem in the country. †¢ To identify economic challenges that SMEs are facing in Brunei Darussalam †¢ To determine what kind of counter measure that has been done and potential solution for the problems. The following project questions were formulated based on the project objectives; †¢ What are SMEs and what kind of business ecosystem they situated in within the country? †¢ What are the economic challenges that SMEs are facing in Brunei? †¢ What has been done to solve such challenges and the potential solution to the problems? Rationales for the choice of topic Brunei Darussalam is heavily dependent on the petroleum industry and its economy is inevitably prone to aggressive fluctuations of global oil price due to the market force of supply and demand. Recently, global oil prices have fallen sharply below $100 per barrel and have adversely affected the economic performance of oil-producing countries worldwide. Thus, in Brunei’s perspective, there is an upmost importance for economic diversification via promoting the growth and development of small medium enterprises (SMEs). SMEs play an indispensable role in the development of a less economically developed country to improve its economic outlook. However, the SMEs within the local business ecosystem are

Should Abortion Be Illegal - 1142 Words

Madison Bobe Mrs. Monts Enriched English II 25 April 2015 Should Abortion Be Illegal? Thousands of women in the world have abortions. â€Å" Since the 1970’s, abortion has been a very controversial issue throughout the United States. Anti-Abortion and pro choice organizations often express their differences of opinion in lawful demonstrations† (Andryszewski 10).Think of it this way, all of the fetuses are in life or death situations. Their mother is choosing whether or not she wants to keep them or abort them. The children that are getting aborted will never get the chance to live. The children that are aborted will never get a choice.They will never get to go through all of the good, and even the bad, times of life. Life is a blessing, and everyone should get the chance to live their life. Women who just don’t want a child, or even women who have been raped, are wanting abortions all throughout America. Whatever the reason for the abortion, the pregnant woman should not have the choice of taking a life that they created. There are reasons and ot her options why women should not get abortions. Abortions should be illegal because these women are murdering a child that is unborn, it could be harmful to women, and if not always, then almost always, women have the choice of adoption. Reason one for not getting an abortion is that women are having someone murder their child that is unborn. â€Å" The baby’s heartbeat starts at around 12 to 18 days, so it’s murder to kill someone withShow MoreRelatedShould Abortion Be Illegal?859 Words   |  4 PagesThousands of women decide to have an abortion each year. An abortion is when a mother decides that they do not want to continue their pregnancy so they terminate the baby/fetus. Abortion is just another term for murder. The baby is an innocent human being who does not get a say about whether or not they want to be born. There are usually two ways that an abortion can occur: a pill or surgery. Abortions affect not only the immediate family, but also their relatives. Abo rtions come with many physical and emotionalRead MoreAbortion Should Not Be Illegal Essay1123 Words   |  5 PagesAbortion is widely debated across the world and in 1973 Roe v. Wade would start an issue with ethical and legal issues. There are multiple cases arguing why it should or shouldn’t be lawful to go through with this procedure. Women should have the right to get an abortion as It is her rights to decide if they aren’t able to be able have a child, the woman shouldn’t have to rely on anyone else, she should be able to make this decision as they have to carry it for 9 months and endure the physical painRead MoreShould Abortion Be Illegal?899 Words   |  4 Pages Abortion is a very invasive and tragic medical procedure that is used to terminate a pregnancy and ultimately end an innocent life that is known as the unborn fetus or baby and should be illegal. This medical procedure consists of in most cases regrettable choices and an emotional toile on a person’s life that cannot be undone. Abortion should be illegal because it’s sending a very negative message to the younger generation that being promiscuous and making bad decisions can have almost no responsibilityRead MoreShould Abortion Be Illegal?1930 Words   |  8 PagesJacqueline Naour 9th Hour â€Å"Abortion does not make you un-pregnant, it makes you the mother of a dead baby†-Jacqueline Naour. Before researching this report I did not really think about how they kill the child or how the abortion actually occurs, so I did not really think much of it or know it was such a bad thing. As I have written this report I realized that it is honestly one of the worst things I’ve ever read about and should be illegal without question. Abortion should be illegal because it makes humanRead MoreAbortion Propaganda: Abortion Should Be Illegal593 Words   |  2 PagesAbortion is murder no matter what a person believes ! There are many reasons abortion should be illegal . Think about The health threat to the mother after going through with the procedure as well as the lifelong health risks that remain , also the emotional damage that occurs . Personally I’m against abortion and you should be as well . Many may not know that abortion can be a threat to a women’s health because all they see or choose to see is the reason why she is going through with the procedureRead MoreEssay Abortions Should Be Illegal1264 Words   |  6 PagesWhy are abortions legal? Do the doctors enjoy killing the babies since they can’t fight back or protect themselves? Do you know what the doctors do to the child when they are giving an abortion? Abortions are wrong and should be illegal around the world or at least in the United States. Abortions should be illegal; an abortion kills a human being that cannot fight back. How would you like if someone pulled you out of bed and duct taped your mouth shut, then just cut off your head? I don’t thinkRead MoreAbortion Should Be Illegal 3768 Words   |  4 PagesABORTION SHOULD BE ILLEGAL Jenny Martinez Mrs.Cholish American History I 12/16/10 Jenny Martinez Mrs. Cholish American History I 12/16/10 Abortion Should be Illegal Abortion is no different than murder no matter when a person believes a human life becomes official. This controversy will remain for centuries, but in no country should it be legal. The fact that a potential life has ended before given a chance is murder. Most people agree thatRead MoreShould Abortion Be Illegal? Essay845 Words   |  4 Pagesthink abortion should be illegal and the choice of women to choose what to do about their own bodies and pregnancies is being considered getting taken away from them? Abortion is a medical procedure that terminates pregnancy. It is usually done during the first twelve months of pregnancy, called the first trimester. Abortion has been legal ever since 1973 after the Roe v. Wade court case. This court case overturned all state laws in the United States restricting a woman’s access to abortion proceduresRead MoreAbortion Is Unsafe And Should Be Illegal1487 Words   |  6 Pagescould you do this to me ¨. Abortion is a horrific experie nce, that no one should ever endure. I am Pro-Life because of the consequences for mothers, the availability of adoption instead of abortion, and finally the Pro-Life movements in America. First I d like to talk about the consequences for mothers. This is a big reason why I think abortion is unsafe and should be illegal. The first thing I want to address is the mental state of the mothers who have had an abortion. Most times the mental stateRead MoreShould Abortion Be Legal Or Illegal?939 Words   |  4 Pagesissues is abortion. Abortion has been around at almost every point in American history. Consequently, since the Supreme Court decision of Roe v. Wade there have been approximately 57,762,169 abortions in America (â€Å"Are You†). This raises the question of should abortion be legal or illegal, and is this immoral or moral to do? The decision to have an abortion can be a difficult time in a woman’s life, but is not a moral way to end a pregnancy. Abortion in the United States should be illegal because of

Support Individuals to Maintain Personal Hygiene Free Essays

string(53) " practice in the performance described in this unit\." Elements of competence |HSC420. 1 |Raise awareness of the value of leisure opportunities and activities for individuals | |HSC420. 2 |Negotiate and agree leisure opportunities and activities for individuals | About this Unit For this Unit you will need to promote opportunities for individuals to participate in leisure activities. We will write a custom essay sample on Support Individuals to Maintain Personal Hygiene or any similar topic only for you Order Now Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Awareness raising audiences: sports and recreation associations; employers’ associations; local government planners; community self-help groups; governors; trustees; shareholders; the general public. Communicate using: the individual’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communications; human and technological aids to communication. Leisure activities related to: hobbies; interests; sports (as a spectator or participant); entertainment (e. g. ccess to the theatre or visiting theatre groups), socialising (e. g. eating out, talking to others about the old days). They may take place within or outside the care environment. People and organisations who are suitable and able to provide leisure opportunities and activities include: those who organise or provide recreation and leisure activities in t he care setting (e. g. care workers, entertainers); those who provide leisure activities for the general public (e. g. theatres, swimming pools, sports centres); those who provide leisure activities for specific groups within the community (e. g. Women’s Institute, youth workers). Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and that of others with whom you work; your role, the level of responsibility you have within your organisation to manage activities to achieve an optimum service; the depth and breadth of understanding that will enable you carry out your job role and support others to perform competently; the need to be able to solve problems and resolve conflicts; the need to be able to evaluate, assess situations and act appropriately; systems and processes within your own and across other organisations and the need for you to be able to work in collaboration with individuals[1] Values underpinning the whole of the Unit The values underpinning this Unit have been derived from the key purpose statement[2], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the f our UK countries. If you are working with children and young people they can be found in the principles of Care Unit HSC44. If you are working with adults they can be found in HSC45. To achieve this Unit you must demonstrate that you have applied the principles of care outlined in either Unit HSC44 or HSC45 in your practice and through your knowledge. Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf. |SPECIFIC Evidence Requirements for this unit | |Simulation: | |Simulation is NOT permitted for any part of this unit. | |The following forms of evidence ARE mandatory: | Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a | |significant amount of the performance criteria for most of the elements in this unit. For example how you were able to make | |and develop relationships with individual people for whom you are providing care, which enabled you to advise on and promote| |leisure opportunities and activities. | |Reflective Account/professional discus sion: You should describe your actions in a particular situation and explain why you | |did things. For example you could write about the ways you create opportunities to advise and inform individuals and groups | |of the benefits an active lifestyle holds, explaining what research and reading you used and how you selected appropriate | |information to share with others. |Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: | |Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures | |which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness | |may also ask questions to clarify aspects of your practice. | |Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion| |and feedback on reflective accounts. | |Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor | |has not seen. This could be provided by a work colleague, individuals or other key people. |Products: These can be any record that you would normally use within your normal role e. g. communication records, reports | |and records; minutes of meetings, policies and procedures, etc. | |You need not put confidential records in your portfolio, they can remain where they are normally stored and be checked by | |your assessor and internal verifier. If you do include them in your portfolio all names and identifying information must be| |removed to ensure confidentiality. | |These may also be assignments/projects: For example from HNC, O. U. courses. You could also use evidence of previous | |in-house training courses/programmes you have completed showing professional development. |GENERAL GUIDANCE | |Prior to commencing this unit you should agree and complete an assessment plan with your a ssessor which details the | |assessment methods you will be using, and the tasks you will be undertaking to demonstrate your competence. | |Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are | |relevant to your job role. | |The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the| |principles of best practice within the Care Sector. This will include the National Service Standards for your areas of work| |and the individuals you care for. | |All evidence must relate to your own work practice. | Knowledge specification for this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. You read "Support Individuals to Maintain Personal Hygiene" in category "Essay examples" When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. You need to provide evidence for ALL knowledge points listed below. There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance. |You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |Values | | |1 The ways in which stereotyping, discrimination and stigmatisation might affect risk assessment and| | |how to guard against this. | | |2 How to apply the principles of equality, diversity and anti-discriminatory practice to your work. | |Legislation and organisational policy and procedures | | |3 The specific legislation, guidelines of good practice, charters and service standards which relate| | |to the work being undertaken, and the impact of this on the work. | | |4 The effect which Health and Safety legislation may have on the leisure opportunities and | | |activities promoted. | | |5 The boundaries and limits of your role in terms of promoting leisure opportunities and activities,| | |particularly in respect of the level of risk involved. | | |6 The role of the agency and its services and how they relate to other agencies and services in the | | |sector. | |7 The agency’s policy and procedures regarding confidentiality of information and the disclosure of | | |information to third parties, and the specific circumstances under which disclosure may be made. | | |8 Any particular factors relating to the agency’s policies and practices which affect the work | | |undertaken. | | |9 Your own role and responsibilities and from whom assistance and advice should be sought if you are| | |unsure. | | |Theory and practice | | |10 The role which recreation and leisure plays in the health and well-being of individuals. | |11 The effects of the therapeutic value or stimulation provided by leisure activities. | | |12 Evidence based practice in promoting leisure opportunities and activities to meet individual | | |needs and how to apply this evidence to your own work. | | |13 Methods of presenti ng information and encouraging interest in and about the role of leisure, in | | |meeting individual’s needs and promoting well-being. | | |14 The particular difficulties that individuals may face in seeking leisure opportunities and | | |activities. | | You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |15 National and local schemes and agencies (statutory, private and voluntary) which are involved in | | |providing, promoting or creating leisure opportunities and activities, for whom they are designed | | |and how to access them. | | |16 The range of local leisure opportunities and activities, the forms these take, who they are aimed| | |at and how to access them. | | |17 The potential concerns which people and organisations may have about providing leisure | | |opportunities and activities for individuals, why it is important to acknowledge their concerns and | | |how to offer information to help them make informed decisions. | |18 How to gauge the level of interest and ability of people and organisations who may offer leisure | | |opportunities and activities to individuals. | | |19 How to alter communication when working with different individuals and representatives of | | |different agencies. | | |20 The options for promoting leisure opportunities and activities and which are the most appropriate| | |options for the people and organisations concerned. | | |21 Methods for assessing and managing risk. | |22 Methods of evaluating your own competence, determining when further support and expertise are | | |needed, and the measures to take to improve your own competence in this area of work. | | HSC420. 1Raise awareness of the value of leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You identify, contact, meet and communicate appropriately with | | | | | | | |people and organisations to establish their interest in the value | | | | | | | |of leisure activities for individuals. | | | | | | |2 You present clear, accurate and relevant information to awareness| | | | | | | |raising audiences about: | | | | | | | |(a) the relationship between and benefits that appropriate leisure | | | | | | | |activities can bring to individuals | | | | | | | |(b) the impact of discrimination, oppression and social exclusion | | | | | | | |on individuals | | | | | | | |(c) ways of offering leisure opportunities and activities to | | | | | | | |individuals | | | | | | |3 You give people the opportunity to ask questions and confirm | | | | | | | |their understanding of the information provided. | | | | | | | |4 You seek further support and advice in areas that are outside | | | | | | | |your expertise to deal with. | | | | | | | |5 You refer people and organisations who need information and | | | | | | | |advice that is outside your expertise to provide, to other | | | | | | | |appropriate sources. | | | | | | |6 You challenge constructively attit udes and behaviour which are | | | | | | | |ill informed, misguided, abusive or discriminatory. | | | | | | | |7 You identify and encourage people and organisations to become | | | | | | | |champions in the provision of leisure opportunities and activities | | | | | | | |for individuals and support them to raise the awareness of other | | | | | | | |people and organisations. | | | | | | | HSC420. Negotiate and agree leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You encourage people and organisations to consider their capacity| | | | | | | |and any reasonable adjustments that they could make, to enable them| | | | | | | |to offer individuals leisure opportunities and activities. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony HSC420. Negotiate and agree leisure opportunities and activities for individuals (cont) |Performance criteria | | | DO |RA |EW |Q |P |WT | |2 You evaluate the willingness and ability of people and | | | | | | | |organisations to provide leisure opportunities and activities for | | | | | | | |individuals. | | | | | | | |3 You identify people and organisations who are suitable and able | | | | | | | |to provide leisure opportunities and activities. | | | | | | |4 You examine with people and organisations who are suitable and | | | | | | | |able to provide leisure opportunities and activities: | | | | | | | |(a) the potential challenges and rewards | | | | | | | |(b) any resources which will be required | | | | | | | |5 You clearly explain your role and responsibilities to people and | | | | | | | |organisations who can provide leisure opportunities and activities. | | | | | | |6 You discuss and agree with people and organisations that have | | | | | | | |agreed to offer leisure opportunities and activities: | | | | | | | |(a) the number of individuals they are able to cater for | | | | | | | |(b) t he type of leisure opportunities and activities they are able | | | | | | | |to offer | | | | | | | |(c) any reasonable restrictions on those o whom the opportunities | | | | | | | |would be made available | | | | | | | |(d) any reasonable adjustments (beyond those that are legally | | | | | | | |required), they will need to make and who will resource and make | | | | | | | |the adjustments | | | | | | | |7 You confirm agreements in writing and take appropriate actions to| | | | | | | |enable the leisure opportunities and activities to be accessed. | | | | | | | |8 You record and report processes and outcomes within | | | | | | | |confidentiality agreements and according to legal and | | | | | | | |organisational requirements. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony To be completed by the Candidate | |I SUBMIT THIS AS A COMPLETE UNIT | | | |Candidate’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Candidate’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |To be completed by the Assessor | |It is a shared esponsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the | |assessor to ensure the accuracy/validity of each evidence claim and make the final decision. | | | |I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT. | | | | | |Assessor’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Assessor’s signature: †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | |Assessor/Internal Verifier Feedback | | | | | | | | | | | | | | | To be completed by the Internal Verifier if applicable | |This section only needs to be completed if the Unit is sampled by the Internal Verifier | | | |Internal Verifier’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Internal Verifier’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [1] If you are working with children and young people the term â€Å"individuals† covers children and young people and â€Å"key people† covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship [2] The key purpose identified for those working in health and social care settings is â€Å"to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care† How to cite Support Individuals to Maintain Personal Hygiene, Essay examples

Two Sides Of The Brain Essay Example For Students

Two Sides Of The Brain Essay Your brain has two sides. And each has a distinctly different way oflooking at the world. Do you realize that in order for you to read this article, the twosides of your brain must do completely different things? The more weintegrate those two sides, the more integrated we become as people. Integration not only increases our ability to solve problems morecreatively, but to control physical maladies such as epilepsy and migranes,replace certain damaged brain functions and even learn to thin into thefuture. Even more startling is evidence coming to light that we havebecome a left-brain culture. We will write a custom essay on Two Sides Of The Brain specifically for you for only $16.38 $13.9/page Order now Your brains right and left side have distinctly different ways oflooking at the world. Your two hemispheres are as different from eachother as, oh, Micheal Wilson and Shirley Maclean. The left brain controlsthe right side of the body (this is reversed in about half of the 15percent of the population that is left-handed) and, in essence, is logicalanalytical, judgemental and verbal. Its interested in the bottom line, inbeing efficent. The right brain controls the left side of the body andleans more to the creative, the intuitive. It is concerned more with thevisual and emotional side of life. Most people, if they thought about it, would identify more withtheir left brain. In fact, many of us think we are our left brains. Allof that non-stop verbalization that goes on in our heads is the dominantleft brain talking to itself. Our culture- particularly our school systemwith its emphasis on the three Rs (decidedly left-brain territory) effectively represses the intuitive and artistic right brain. If you dontbelieve it, see how far you get at the office with the right brain activityof daydreaming. As you read, your left-side is sensibly making connections andanalysing the meaning of the words, the syntax and other complex relation-ships while putting it into a language you can understand. Meanwhile,the right side is providing emotional and even humerous cues, decodingvisual information and maintaining an integrated story structure. While all of this is going on, the two sides are constantlycommunicating with each other across a connecting fibre tract called thecorpus callosum. There is a certain amount of overlap but essentiallythe two hemispheres of the brain are like two different personalitiesthat working alone would be somewhat lacking and overspecialized, butwhen functioning together bring different strengths and areas of expertiseto make an integrated whole. The primitive cave person probably lived solely in the rightbrain, says Eli Bay, president of Relaxation Response Inc., a Torontoorganization that teaches people how to relax. As we gained more controlover our environment we became more left-brain oriented until it becamedominant. To prove this, Bay suggests: Try going to your boss and sayingIve got a great hunch. Chances are your boss will say, Fine, get methe logic to back it up.The most creative decision making and problem solving come aboutwhen both sides bring their various skills to the table: the left brainanalysing issues, problems and barriers; the right brain generating freshapproaches; and the left brain translating the into plans of action. In a time of vast change like the present, the intuitive side ofthe brain operates so fast it can see whats coming, says Dr. HowardEisenberg, a medical doctor with a degree in psychology who has studiedhemispheric relationships. The left brain is too slow, but the rightcan see around corners.Dr. Eisenberg thinks that the preoccupation with the plodding leftbrain is one reason for the analysis paralysis he sees affecting worldleaders. Good leaders dont lead by reading polls, he says. They havevision and operate to a certain extent by feel.There are ways of correcting out cultural overbalance. Playingvideo games, for example, automatically flips you over to the right brainBay says. Any artistic endavour, like music or sculpture, will also doit.In her best-selling book Drawing on the Right Side of the Brain(J.P. Tarcher Inc., 1979), Dr. Betty Edwards developed a series of exercisesdesigned to help people tap into the right brain, to actually see or processvisual information, differently . She cites techniques that are as old astime, and modern high-tech versions such as biofeedback. .u00fe8c1574ae0d26f9dcdb40b82430c4 , .u00fe8c1574ae0d26f9dcdb40b82430c4 .postImageUrl , .u00fe8c1574ae0d26f9dcdb40b82430c4 .centered-text-area { min-height: 80px; position: relative; } .u00fe8c1574ae0d26f9dcdb40b82430c4 , .u00fe8c1574ae0d26f9dcdb40b82430c4:hover , .u00fe8c1574ae0d26f9dcdb40b82430c4:visited , .u00fe8c1574ae0d26f9dcdb40b82430c4:active { border:0!important; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .clearfix:after { content: ""; display: table; clear: both; } .u00fe8c1574ae0d26f9dcdb40b82430c4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u00fe8c1574ae0d26f9dcdb40b82430c4:active , .u00fe8c1574ae0d26f9dcdb40b82430c4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .centered-text-area { width: 100%; position: relative ; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u00fe8c1574ae0d26f9dcdb40b82430c4:hover .ctaButton { background-color: #34495E!important; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .u00fe8c1574ae0d26f9dcdb40b82430c4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u00fe8c1574ae0d26f9dcdb40b82430c4:after { content: ""; display: block; clear: both; } READ: The Right To Be Free Persuasive EssayAn increasing number of medical professionals beieve that being intouch with our brain, especially the right half, can help control medicalproblems. For examplem Dr. Eisenberg uses what he calls imaginalthinking to control everything from migranes to asthma, to high bloodpressure. We have found, he says, that by teaching someone to raise toraise their temperature by imaging they are sunbathing or in a warm bath they can control their circulatory system and terefore the migrane.Knowledge of our two-sided brain began in the mid-1800s whenFrench neurologist Paul Broca discovered that injuries to the left side ofthe brain resulted in the l oss of speech. Damage to the right side,however did not. Doctors speculated over what this meant. Was the brainschizophrenically divided and non-communicative?In the early 1960s, Nobel Prize winner Dr. Roger Sperry proved thatpatients who had their corpus callosum severed to try and control epilepticseizures could no longer communicate between their hemispheres. Thestruggle can be seen quite clearly in the postoperative period whe thepatient is asked to do a simple block design. This is a visual, spacialtask that the left-hand (controlled by the right brain in most of us) cando very well but the right hand (controlled by the language-oriented leftbrain) does poorly. The right hand may even intervene to mix up thedesign. Some people with epilepsy can control their seizures by concentratingactivity on the hemisphere that is not affected. In the case of left lobeepilepsy, this can be done by engaging in a right-brain activity such asdrawing. One intriguing question is why we have two hemispheres at all? Inbiology you always have the same thing on one side as the other ears,lungs, eyes, kidneys, etc. explains Dr. Patricia De Feudis, director ofpsychology at Credit Valley Hospital in Mississauga, Ont. But with thebrain there is more specialization. You can have something going on oneside and not not be aware of it in the other.Our knowledge of the brain is general is only beginning. We knoweven less about how the hemispheres operate, Getting in touch with how thetwo sides work can only do us good, if just to keep us from walking aroundhalf-brained.