Peer Group Essay

1. Peer group education in formal educational settings Peer group education in schools is initiated by the teachers with the aim to subsequently give over the responsibility of the programme to the students and pupils. During the process of the programme the role of the teacher changes from initiator and teacher to facilitator and consultant, in the ideal case, the teacher should eventually become redundant for the succession of the programme. In methodological terms, this could mean teacherless groups, pairing of students, proctoring (Keller, 1968) and the opening of formal educational settings to a wider public. (Project reference in section 5: The mediation programme in schools of the Jugendbildungswerk Offenbach, Germany) Definitions ‘Peer group. Technically a peer group is any collectivity in which the members share some common characteristics, such as age or ethnicity. It most commonly refers to age groups in general, but more specifically to adolescent groups where members are closely bound together by youth culture. Adolescent peer groups tend to have: (1) a high degree of social solidarity, (2) hierarchical organisation, (3) a code which rejects, or contrasts with, adult values and experience. From an adult perspective, peer groups are often deviant because delinquency is supported by the rewards of group membership.’ (A peer is a member of a peer group.) (Abercrombie, 1988) ‘Peer group education is a method of information transference or role modeling where a particular type of behaviour is promoted or information transferred. The peer educators closely match the target group in some manner; whether it is by age, sexuality, gender, etc.’

Employment Relations Essay

In the last 20 years, there has been a shift in the importance of Unions in New Zealand. The introduction of the 1991 Employment Contracts Act and the following Employment Relations Act 2000 allowed employees and employers the freedom to negotiate in a Good Faith Bargaining environment without the involvement of the Government. And therefore the unions and collective agreements were no longer mandatory to guarantee good work conditions. This year, a big example of Employment Relations involving Union and employers disagreements is the AFFCO plants lockout. Since February 2012, 1250 union members have been involved in 6 AFFCO plants lockouts due to disputes between New Zealand Meat Workers Union (NZMWU) and AFFCO. The disagreement finally ended in late May with an arrangement between the parties. This case study will use the Employment Relations theories to explain the relevance of the dispute between a fast growing company and the union trying to protect its member’s rights in the current employment environment. Earlier this year the media spotlight turned to the dispute between AFFCO, a meat processing organisation and the New Zealand Meat Workers Union. It brought up a radical side of unionism that does not reflect the majority of Union activities in New Zealand. Who are the parties involved? And what is the conflict that caused grief to employees and employers really about? On one side of this dispute is AFFCO, a meat processing organization owned by the Talley’s family since 2001. In 1936 a Yugoslav immigrant, Ivan Talijancich, opened a fish shop in Motueka and bought a boat to supply it. His sons, Peter and Michael, took over the business when he died in 1964. Since then the business has grown and the family is now worth $300 million and Talley’s Group owns: eight meat plants in New Zealand (AFFCO), four fish processing plants, vegetable farms, 53% majority of milk processor Open Country, Ice-cream factory in Motueka and the Rutherford Hotel in Nelson1. On the other side of the dispute is the New Zealand Meat Workers Union. The NZMWU was created in 1971 in an attempt to form a National Union to support meat workers and related trades. In the 1990s, however, another union was formed in the North Island, the Meat and Related Trades Workers Union of Aotearoa (MUA), allowing workers the freedom to choose between the two different unions. In 2005 a decision was made to disband all the members from MUA to NZMWU forming one single union to represent meat workers over the entire country. Since then sacrifices were made by its members through strikes and negotiations to achieve the good working conditions of today2. In February this year the meat processor AFFCO locked out more than 760 unionised employees in 5 of its North Island plants over a contract dispute3. Some unionised workers were kept in some strategic operational areas while the more radical union members were locked out. The union claimed that the lockout was illegal and it was an attempt by AFFCO to break the collectivism and reduce workers memberships, they accused the Talley’s family of being anti-unionism. In March AFFCO announced that all the union members that were still engaged at work would get paid holidays over Easter as long as they did not participate on strikes planned by the union. The lockout continued over the Easter Holidays. After the holidays all the unionised workers that were still allowed in the plants, including workers from the other unaffected AFFCO plants went on a 5 day strike. In May 2012 the Employment Court put the dispute under investigation in an attempt to end the 3 month lockout. The dispute finally ended late May when AFFCO and the New Zealand Meat Workers Union implemented a new collective agreement. Overall, the dispute over a new collective agreement lasted for 12 weeks with both parties unwilling to give up their power of negotiation. AFFCO had offered a pay rise of 4. 3 per cent over the following two years, but the union also wanted to protect its members from AFFCO’s efforts to implement new technology and flexibility in staffing levels. What later came to light, the New Zealand Meat Workers Union took AFFCO to the Employment Court over â€Å"illegal† random drug testing. According to AFFCO the drug testing was a way to protect its employee’s safety while working in â€Å"sensitive areas† of the meat processing plant. They showed the media photos of drug paraphernalia found on site. The AFFCO lockout is not the only case of a breakdown of management of Employment Relations to be highlighted by the media this year. Another example is the Port of Auckland versus the Maritime Union that led to its members striking and causing shipment delays over the whole country. Both of these cases show two different sides to the Conflict Theory Frame of Reference as described by Rasmussen, 20094. Each party has an opinion about how they work. In the case of AFFCO the Unitarism model is followed, and, in the other second case, the New Zealand Meat Workers Union follows the Radical model of the Conflict theory. The Unitarism model adopts the idea of all members of an organisation working towards its goals; therefore the conflict with the union upset the path of development. The workers are viewed as resources to the process and the management as the authority. AFFCO is a big privately owned company that is driven by competitiveness to achieve success. Being slowed down by negotiations over collective agreements with the union and being stopped to develop new technologies and systems to improve production and lower costs, AFFCO believed that the NZMWU were trouble makers expressing employee’s greed. This ideology was relevant to small, family owned companies in New Zealand where team work and loyalty to the group were for a long time valued above individual achievement (Rasmussen, 2009, p. 9). However today, as Alan Fox suggested, a number of factors had conspired to make the unitary view inappropriate for analysing the realities of employment relations policy and practice (Fox, 1973, p. 192)5. These factors included urbanisation, the increasing size and complexity of work organisations, the weakening of traditional attitudes towards authority, the growing power of unions, and a greater personal assertiveness and striving for individual achievement and success (Rasmussen, 2009, p. 29). Therefore, for a period of time between the 1960s to the 1980s the pluralist and radical models found more favour. The recent attitude of the New Zealand Meat Workers Union however, is described by Rasmussen 2009 as a radical model. This ideology assumes that there is no balance of power between employees and employers. It focuses on the social and class structures and on the attitudes and behaviours of the parties involved. The conflict between AFFCO and the New Zealand Meat Workers Union is a great example of this frame of reference. Even when AFFCO agreed with a pay increase of 4. 3 per cent over 2 years, the NZMWU did not settle, they wanted more for their members under the assumption that the negotiating power was still in the meat processor’s hands. Both of these reactions seem somehow to be â€Å"prehistoric†. Since the 1990s a lot of the relationship between unions, employees and employers has changed. First, with the introduction of the Employment Contracts Act 1991 making unionism voluntary and giving employees the options of personal grievance procedures. And then, with the following Employment Relations Act in 2000 that kept many key points from the previous act and added the promotion of collective bargaining and unionism (Rasmussen 2009 p. 102-103). With the introduction of the Employment Relations Act 2000, the legislative employment relations framework appears to be less controversial and surrounded by something of a consensus (Rasmussen 2009 p. 123). The main issue during collective bargaining in the last 20 years has been the communication between the parties involved, as reported by Leeanne Templer, 20116. Therefore, the ERA also creates the environment for Good Faith Bargaining. The Good Faith Bargaining reinforces employment relationships based on trust and good faith. Now, by law, an understanding between employers and employees (with or without their unions) must be clear, respectful and with open exchange of information. As described by Rasmussen, 2009, Good faith collective bargaining requires at least the following things: * That the parties have to agree on a bargaining process; * That the parties must meet each other; That they have to consider and respond to bargaining proposals; * That they must recognise and respect the bargaining authority of the other side and avoid undermining this authority; * That the parties will provide the necessary information to substantiate claims; * That they must take into account relevant good faith codes, the proportion of employees who are union members, and the circumstances of employer and union. As can be seen from the media coverage of the bargaining conflict between AFFCO and the New Zealand Meat Workers Union, it appears that a few of the GFB points were ignored. For example, the introduction of the random drug testing was not communicated appropriately between the parties involved and the agreement on a bargaining process was then rejected. While the act introduces the Good Faith Bargaining, it also allows lawful strikes and lockouts. In this particular case, the legality of the AFFCO lockout is debatable. The Union argued that AFFCO’s owners, the Talley’s family, are using this action to undermine collective bargaining and to retaliate against the court actions bought by the NZMWU. The New Zealand Meat Workers Union also felt that Talley’s wished to force its employees to relinquish their union memberships. The Employment Relations Act defines that strikes and lockouts are lawful if: * Thy are in support of a collective agreement; and * The employees concerned are not bound by a current collective agreement; and * The parties involved have already negotiated for at least 40 days; and * In the case of the essential services listed in the act, the notice requirement has been met. Overall, the recent Employment Relations Act has achieved a safe guideline for employments issues negotiations between employees and employers. Conclusion (not quite finished yet) The Employment Relations in New Zealand is supported by legislative set of rules that can be used to resolve disputes between workers and their employers. These disputes can be in individual or collective actions as demonstrated by AFFCO and New Zealand Meat Workers Union’s 3 month conflicts. The long lasting dispute occurred because either AFFCO or NZMWU were willing to compromise its negotiation power. Each one had their own frame of reference theories. AFFCO was defending its own rights as an organisation to have its goals followed by its employees. And NZMWU was purely defending their members against AFFCO’s process developments that would lead to staffing flexibility. Changes in the Employment Acts allowed the grievances of employees and employers to be negotiated between the involved parties without the government’s input. It also created a Good Faith Bargaining environment which reinforces employment relationships based on trust and good faith.

Western Heritage 8th Edition

Brittney Henley Pd. 2A Chapter 12: Age of Religious Wars Key Topics; -War between Calvinists and Catholics in France. -The Spanish occupation of the Netherlands. -Struggle for supremacy between England and Spain. -The devastation of Central Europe during the Thirty Years’ War. Vocabulary |Notes | | | | |Counter Reformation- A movement within the Rome |Renewed Religious Struggle | |Catholic Church that sought to revitalize the |Peace of Augsburg (1555)- A regions rule would determine its religion, However it | |church and oppose Protestantism. did not recognize Non Lutheran Protestants | | |Geneva became a refuge for persecuted protestants and an international school for | |Baroque Art- 3 dimensional display of life and |protestant leaders | |energy. | | | | |Politiques- Ruler who urged tolerance and |French Wars of Religion | |moderation and compromise on religious matters |Anti-Protestant Measures and the struggle for political power | | |French Protestants are known as Hu guenots. | |They were persecuted by the French, when King Charles of Germany / Spain captured | |Huguenots- French Protestants. |Frances King’. To pacify King Charles, France persecutes the Huguenots in the | | |hopes of gaining the freedom of the King of France. | | | | |Edict of Fontainebleau—Subjected French Protestants to the inquisition | | |France remain hostile to the protestants until King Henry of Navarre gains the | | |throne | | | | | |3 competing fraction for the Kings (Francis II) ear in France | | |Bourbons- power in the south and west | | |Montmorency-Chatillons- controlled the center of France | | |Guises- dominate in eastern France / Strongest power and had more influence over | | |the king due to family connection | | |Bourbons and Montmorency-Chatillons developed strong Huguenot sympathies | | | | | |Conspiracy of Amboise (1560) – Bourbons and Montmorency-Chatillons plotted to | | |kidnap the king of France (Frances II) | | | | | |Appeal of Calvinism | | |Huguenots were in important geographic areas and were heavily represented among | | |the more powerful segments of French society. They wanted to establish sovereignty| | |with in France. | | | | | |Catherine De Medici and the Guises | | |Catherine mother to 15 year old Frances II becomes the regent of France upon the | | |death of her husband Henry II. | |On the death of Frances II her younger son Charles IX becomes king where she | | |resides as regent. Catherine fears the power of the Guiles family and sought | | |alliances with the Protestants. | | |She issues the January Edict which allows protestants freedom to worship publicly | | |outside of towns. | | |Duke of Guise surprised a protestant congregation at Vassy, Champagne and | | |massacred the worshipers.This is the beginning of the French wars of Religion | | |March 1562 | | | | | | | | |Peace of Saint-Germain-en-Laye (1570) | | |Ended the thirty year war, the crown acknowledging the power of the Protest ant | | |nobility, granted Huguenots religious freedoms within their territory. | | |Catherine fearing the mounting power of the other two families and Protestants she| |Coligny: leader of the Huguenots, Charles IX most|cultivates the support of the Guise. | |trusted advisor. | | | |The Saint Bartholomew’s Day Massacre | | |Catherine tried to have Coligny assassinated by a bullet.Fearing the fallout from| | |the attempt, she convinces King Charles that the Huguenots were attempting to | | |attack Paris | | |On Saint Bartholomew’s Day August 24, 1572, Coligny and 3000 Huguenots were | | |massacred in Paris. Within 3days another 20,000 were executed | | | | | |The Rise to Power of Henry Navarre | | |Henry III sought the middle ground and gained support from a growing body of | |Protestant Resistance Theory: |neutral Catholics and Huguenots. | | | |John Knox- wrote First Blast of the Trumpet |Peace of Beaulieu (May 1576)- granted the Huguenots almost complete religio us and | |against the Terrible Regiment of Women |civil freedom. It was later recanted because of political pressure of the Catholic| |-He declared removal of a heathen tyrant was |League. Both religious orders pick up arms. | |permissible | | | |Henry Navarre led the Protestant army. Henry III brother-in-law) | |Francois Hotman- wrote Franco-Gallia | | |-Humanist argument that representative Estate |Day of the Barricades –Henry III surprise attack on the Catholic League (Spain | |General held more authority then the French king |Supported) and failed. Henry then assassinated the Duke and Cardinal of Guise. | | |Reprisal from the League was fierce causing Henry III to join forces with Henry | |Theodore Beza- wrote On the Right of Magistrates |Navarre. Henry III was killed; Henry IV (Navarre) is the next successor to the | |Over their Subjects |throne. |-Permissible for lower authorities to overthrow | | |tyrannical rulers |Protestant as king, the League wants France to be Catholic but politically weak so| | |Spain sends in troops to help achieve this goal in hopes of putting his daughter | |Philippe du Plessis Mornay- Defense of Liberty |on the throne. | |Against Tyrants |The French rallied behind their king disbanding the League and outing the Spanish. | |-Princes, Nobles and magistrates are guardians |Henry IV turns Catholic.Ending the war of religion in France | |and to take up arms against tyranny in other land| | | | | | | | | |Edict of Nantes | | |Proclaimed a formal religious settlement it recognized minor religions in an | | |official Catholic country | | | | | |Treaty of Vervins -ended hostility between France and Spain | | | | | |Imperial Spain and the Reign of Philip II | | |Gold Silver and bullion were being imported from Spain’s colonies in the New | | |World. | | |The increased wealth and population in large cities in Europe triggered inflation. | | | | | |Fewer jobs, less food, wages stagnated and greater coinage in circul ation while | | |prices increased. | | | | |The Revolt in the Netherlands- | | |Antoine Perrenot- Cardinal Granvelle. | | |Perrenot hoped to break the local autonomy of the Netherlands providences and | | |establish a centralized royal government directed from Madrid, and religious | | |conformity to Catholic. | | |Granvelle proceeded to reorganize the Netherlands. | |William of Nassau (Prince of Orange) & Count of Egmont organized the Dutch | | |nobility in opposition, which had Granvelle removed from office | | | | | |The Compromise- | | |Margaret (Regent of Spain) spurned the protesters. Leads them to call for aid and | | |rebel against Spain; however the nobility does not support the rebellion. | | |Duke of Alba-sent to the Netherlands to gain control back. | | |He had several thousand suspected heretics publicly executed. | | |He then taxed the people of Netherlands to pay for the suppressing of the revolt. | | | | |Pacification of Ghent- | | |November 4 1576: Spanish mercen aries ran amok in Antwerp killing 7000 people in | | |the streets known as the Spanish fury. | | | | | |Pacification of Ghent (November 8, 1575)- Catholic regions and Protestant regions | | |in the Netherlands unified to oppose Spain. | | | | | |Perpetual Edict- provided for removal of all Spanish troops from the Netherlands | | |within 20 days. | | | | | | | |Netherlands Independence- | | |King of Spain Phillip II declared William of Orange an outlaw. | | |December 1580 William of Orange publicly denounced Phillip as a Heathen and tyrant| | |and should not be obeyed. | | |Known as The Apology. | | |Peace of Westphalia in 1648 – Netherlands is fully recognized | | | | | | | | | | | | | | | | | | | |England and Spain 1553-1603 | | |[pic] | | | | | |Jane Grey (granddaughter to Henry), 3rd Queen | | | | | | | | | | | |Mary I – reign lasted 5 years | | |Edward VI died. | | |Lady Jane Grey tried to ascend to throne. | | |Mary Tudor was the rightful heir. Grey-9 days Queen then beheaded. | | |Mary marries Prince Philip II of Spain. Mary | | |Had Parliament repeal the Protestant laws.Mary | | |Decreed all of England Catholic, burned Protestant leaders at the stake. | | |Dies 1558 | | | | |The Compromise: A solemn pledge to resist the |Elizabeth I – takes throne 1558 | |decrees of Trent and the Inquisition. |Daughter of Henry and half sister to Mary. | | |Advisor William Cecil. | |Passed laws for religious toleration | | | | | |Act of Supremacy 1559- Repealing all anti-Protestant legislation of Mary Tudor. | | | | | |Phillip II seeks marriage with Elizabeth. | | |Mary Stuart, Queen of Scots seeks England throne. | | |Supporters claim Elizabeth is illegitimate. | | |Queen of Scots is the granddaughter to Henry the VIII’s sister Margaret. | |Raised French and Catholic. | | | | | |Deterioration of Relation with Spain | | |Spanish Duke of Alba (1547)- marched troops into the Netherlands; England sees | | |this as a threat du e its close proximity to England. | | |Elizabeth allows pirating of Spanish vessels. | | | | |Mary Queen of Scots | | |Elizabeth executes Mary Queen of Scotts (second cousin) for plotting against the | | |crown. | | |Mary’s husband is killed by her lover, who is acquitted, and then marries Mary. | | |This causes outrage from her people. | | |Mary surrenders her throne to her one year old son James VI, who later becomes | | |Elizabeth’s heir to throne. | |The pope authorize Spain to invade England for the killing of Mary who was their | | |hope to turn England Catholic | | | | | |The Armanda | | |May 30 1587 -130 ships with 25,000 sailors sent to invade England. | | |Spain wanted the ships to dock in France before continuing the invasion. | | |France prohibits the ships from leaving and a fog roles in around the channel. | | |England has advantage and wins. | | | | |Thirty Year War | | |Preconditions for War | | |Germany = Holly Rome | | |Germany consists of 360 a utonomous entities. | | |Each had its own tolls, taxes, coins and religion, making it difficult to travel | | |and do business | | | | |Four Periods of War- | | |Bohemian (1618-1625) Swedish (1630-1635) | | |Danish (1625-1629) Swedish-French (1635-1648) | | | | | |Bohemian Period- | | |Ferdinand ascends to the throne and wants to return the region to Catholicism. | | |He revokes the religious freedoms of the Bohemian Protestants. | | | | | |Defenestration of Prague- Protestant nobility in Prague throw Ferdinand III’s | | |regents out of window in reaction to the revoke of religious freedoms. They did | | |not die, landed on manure which cushioned their fall. | | | | |Ferdinand was managed to subdue the Protestants and re-Catholicize Bohemian | | | | | |Danish Period- (1625-1629) | | |Lutheran King Christian IV of Demark picks up Protestant banner-invades Germany | | |and loses. | | |Ferdinand attacks Demark and breaks Protestant resistance. | | |Causes fear among all Protestants. | | | | | |Edict of Restitution in 1629- Calvinism is illegal and orders the return of all | | |church lands acquired by the Lutherans. | | | | | | | |The Swedish Periods (1630-1635) | | |Gustavus Adolphus king of Sweden | | |Was a unified Lutheran nation, bankrolled by France, an wished to keep the | | |Habsburg armies tied down in Germany. | | |Adolphus won several battles due to a lighter army and better weapons. | | |Adolphus is killed on the battlefield. | | | | |Peace of Prague in 1635- majority of the Protestants states reached a compromise | | |with Ferdinand, barring the Swedes | | | | | |Peace of Prague plunged them into the fourth war. | | | | | |The Swedish-French Period (1635-1648) | | |The French join the war in 1635. | | |Dragged on for 13 years with Spanish, French and Swedish soldiers looting Germany. | | | | |About 1/3 of the German population died as a direct result of the war. | | | | | |Treaty of Westphalia- | | | | | |The Treaty of Westph alia 1648 -brought all hostilities within the Holy Roman | | |Empire to an end.Ended Edict of Restitution and reasserted the Peace of Augsburg,| | |which allows each ruler to determine its religion. | | | | | |German princes become supreme over their principalities. | Summary: From Martin Luther’s death in 1546 until the middle of the seventeenth century, European life was dominated by religiously and politically inspired violence. France descended into nearly 50 years of civil war before emerging with a united monarchy under the terms of the Edict of Nantes in 1598. Spain escaped civil strife and remained firmly Catholic.Spain’s American empire provided immense wealth, but Spain failed to subdue Protestant nationalism in the Netherlands and suffered defeat of its Armada naval fleet at the hands of the English. As a result, Spain’s position in international affairs declined. Unlike the French, the English managed to avoid civil war under the inspired leadership of Queen Elizabeth I. In Germany, the original center of the Reformation, Lutherans and Catholics had come to tolerate each other. But in the early seventeenth century the temporary compromises collapsed. The resulting free-for-all, known as the Thirty Years’ War (1618–1648), consumed much of Europe’s energies until it was resolved in the Peace of Westphalia. ———————– Elizabeth I 4th, Queen Mary I 2nd, Queen Edward VI 1st, King Henry VIII King

Suggestions on the strategic quality Assignment Example | Topics and Well Written Essays - 500 words

Suggestions on the strategic quality - Assignment Example In this case the prospector strategy. Prospector strategy involves active programs that enable a firm expand into new markets stimulating new opportunities. An organization following this type of prospector strategy should be highly innovative and continuously seeking new markets and prospects (Sun, 2006). The firm should be conversant with growth and should be able to take risks (Millington, 2015). KFC should use prospector strategy because they are a growing market and need to experiment regularly with potential responses to environmental trends that are emerging from the new market that they are creating. Instead of KFC centering their focus on the young generation, they can develop a new idea that should be serving different categories of customers with different meals. It can come out with a family package that serves the whole family KFC can also come out with new products and including them in their menu. They can also venture into catering services and functions like after school parties and site selling for outdoor events. It should also encourage its employees to develop new ideas and products so as to excel in the business market (Millington, 2015). Organizations that adopt the defender strategy are companies that produce a restricted set of products directed at a very constricted section of the total market (Sun, 2006). These organizations ignore trends and progress outside their distinct area and their growth is often based on market penetration (Marek, 2014). Firms with this kind of strategy try to avert other companies from entering their market. McDonald’s has a global, extensive presence and acclaimed products. It is an already established company and can use this strategy to deter other firms from entering its market by lowering prices that their competitors would fail to meet in regards to making profits. McDonald’s is a capital intensive company ranked at the top in terms of sales and assets. It can, therefore, use

National Issue Research Paper Example | Topics and Well Written Essays - 1750 words

National Issue - Research Paper Example The first and far most important consideration in this connection however, remains the worker and his needs. The needs are subjective and may have a variation of meanings for various cultures and individuals. The technological advancement and a change in human life style have a profound impact on working hour averages in first world countries like United States of America. The fast pace life of these social setups require specialized solutions for issues like maximum hours that an employee should work to earn his livings and to ensure the maintenance of social system. Despite being personal in nature the issue is no more a private concern and living societies have to address it in a collaborative and collective manner. The communal effect of the issue makes it a candidate for legal authenticity and legitimacy. However, Fleck (2009, p.3) has wisely inquired, â€Å"The number of hours individuals work stimulates debate on the quality of life in an international context: do some societ ies live to work while others work to live?† 40-Hours Week a Balanced Approach The human history in terms of labor rights protection has not been very bright. Specially extended working hours from the emergence of industrial revolution have received the stanch criticism of social reformists. â€Å"The widespread poverty and harsh labor and living conditions of the working class spurred those interested in economic and social reforms to develop new ideas to change how the industrial society functions† (Weiner, Mark & George, 2008, p.36). Apart from any idealist stance we have to acknowledge that the standard of 40-hours week is a not only acceptable but a balanced approach to address the concerns of all stakeholders. The presence of two extreme end workers in this age of globalization; those working more then 40-hours a week and a majority working below this limit, still suggest that 40-hours work week is the balanced, wise and practical approach to the issue. However, t here is a need to bridge the gap between two extreme end workers. Amendments and improvements should be suggested to bring into effect a harmonized system with more comforting arrangement for the working class while keeping the working hours cap at 40-hours a week. A Social Indicator A debate on the suitable limit for maximum working hours is essentially a debate on the standard of life people enjoy not only in local context but in the context to other nations of the world. The international organizations constantly review their statistics in this regard to establish the living conditions in a society and issue reports that are largely referred to gauge the standard of life in a particular region of the world. It may be surprising for many people that American workers work more hours than their European counterparts. â€Å"The OECD data series showing that U.S. workers work more hours per year, on average, than their European counterparts appears to be slightly inflated because of differences in sources and methods, but the difference is nonetheless real.† Fleck (2009, p.27). Despite some inherent biases, the comparison has international acceptance and should be honestly used to learn our lessons as liberal nation. â€Å"The evidence presented in this article confirms that biases are inherent in data sources used to measure hours worked.† Fleck (2009, p.27). We have to decide whether the Fair Labor Standards Act 1938 can still govern

Islamic history Research Paper Example | Topics and Well Written Essays - 750 words

Islamic history - Research Paper Example For this reason, it made him the legitimate successor to the Prophet. This implied that all other rulers were not legitimate. The Ottomans and Safavis rulers also used religion to legitimize their rule through the use of propaganda. From the safavid reading, the semi-secret Shi’ite had a propaganda that taught that all rulers of Islam were illegitimate and that the head of the Muslim community who is the Imam would one day appear and over through the mighty in order to set things right. This meant that the person who will over through the mighty rulers would be the one chosen by God.1 The rulers legitimized their rule by indicating that whoever God has given power or authority, no person can be able to resist. This prevented any person to go against or challenge a ruler who has been put into power by God.2 According to the report of the Carmelite mission, religion was put in display by building large mosques where people went to pray.3 Religion was also seen through the rituals that people performed. A good example was the use of prayers where people went to mosques for prayers thrice a day. This was in the morning, noon, and in the evening. Before prayers, people wash and call the name of God and â€Å"Ali in their prayers.4 Religion is also put on display through their daily activities.5 The Persians were allowed to have one wife who was placed in special places called the saraglios. These women were closely protected and hidden. The rulers’ use of religion changed it for their own benefit. They used religion to present themselves as gods especially to their soldiers. This was to the extent that soldiers went to fight without armor because they believed that their leaders are protecting them. Others went into battles without armor because they were willing to die for their monarch.6 When going into battles, most of these men fought in the name of the rulers because they considered them to be prophets and gods.7 The rulers also personalized

Organizational Cultures Essay Example | Topics and Well Written Essays - 750 words

Organizational Cultures - Essay Example The significant aspect lies on the basis of these societal and industrial cultures bringing about an imperative basis for the organizational culture to exist in the most basic sense. One must understand that the organization cannot exist in seclusion and it has to remain in constant touch with the society in which it exists and the industry under which it finds competitors for its own selves and the strategic alliances, mergers and unities that form as a result of the same. (Deeks, 1993) Now the foundation lies merely on the manner under which the strategic and the tactical moves are adopted by this organization under study and how best it delivers towards the needs of the stakeholders, customers and employees working for the benefit of the organization itself, both from the short term perspective as well as an investment in the long run. Societal and industrial cultures change with the passage of time and since their change is somewhat of a certainty, one can easily predict the impact the same has on the organizational cultural regimes. This is very true in the case of the society being an extremist one, which does not encourage freedom of speech and expression. What this does is to limit the creative talent of the inhabitants of the society and thus shelve them in a corner for as long as it could. This marks the basis of the changing industrial culture which gives out a strong meaning of seclusion and quietness in the related realms. The message that goes out to the cultural basis of the organization under study is that it has to confine its meaning and value deliverance in accordance with the industry which up till now has listened to what the society had to speak for its own self. (Collins, 1998) The result is self-evident. There have been changes made in the wake of the organizational culture which has taken its basis from the industrial modifications coming directly from the society

A Memoir tells a story of an important moment in our lives and its Essay

A Memoir tells a story of an important moment in our lives and its significance to us - Essay Example Many of them were standing here and there, talking in groups. Some of them expressed the dislike and arrogance to the new comers. As a student who, at the first time coming out of the security of home, I was homesick and worried very much. I did not see any one really. How can I, since I was blind with tears? Many of them were using English fluently. They asked something to me also. I did not give a reply since I was unable to open my mouth. At that moment I noticed one girl standing among the old students of the hostel. They were asking her many questions .It was not a dialogue, but it was an interview that I heard. From there conversation I came to know that her name was Treesa. I did not see a tint of fear or agitation on the face of that girl. She was bold and courageous. I also felt a slight admiration for her at any corner my heart. Sometimes I wished to become someone like her. Treesa became the favorite one for all among the new comers. She talked well and also became friendl y with all the students within one day. I found her consoling some other students who were bitterly crying for keeping themselves away from their kith and kin. I heard many others talking about Treesa. Though I felt friendly with her I did not show that forwardness to her. That day came!, the day on which we wanted to self –introduce to the inmates of the hostel . Usually it was after one week of the entry. I heard many stories about that day from some of the seniors who were friendly to me. Among them there was a girl who had fainted during the question hour. But now she was the chief among those fellows to interview the new ‘preys ‘. The session was divided into three. During the first part which lasted for three or four minutes, we wanted to introduce ourselves. The second part which was also lasted for three or four minutes, they would ask some questions to us. In the last session, we wanted to present a programme, a song, mono act ,dance or any other item whi ch they felt, would entertain them . I had already learned one song. All of us were expressing each other the worries and thoughts about the ‘impending disaster ‘, which would envelop them at any moment. All were prepared well with at least some programme and I overheard some of them even practicing the same secretly in their rooms. But our Treesa was very confident all the time. Some prickly girls even commented that since Treesa was the pet of all she would not have to face a tough time with the inmates. Somehow it started!!. Those who finished their session expressed the relief in many different ways. It was the time for Treesa. Everybody pierced through the sides to see what would happen on stage. Treesa introduced herself. The audience asked her to sing a song. She sang melodiously and the applause lasted even for one minute. Suddenly everybody heard a piercing sound. â€Å"Will you sing a fast number?† Yes, very coolly she accepted. Everybody enjoyed it well . For the second time another question came,† a rock please†. She did that also well. The chief among them came with a different one â€Å" What about a raga†, To the amazement of all, with same unstirred mind, Treesa sang a beautiful raga. Treesa confronted with another question now. â€Å"Who taught you these songs†. â€Å"My DAD†, the answer came soon. What is your father? , â€Å"He is a business man†. Where is your Dad doing business, What kind business is he doing? There were many questions ... but the answer was â€Å"

Left with writer to choose one from the list emailed to him Essay

Left with writer to choose one from the list emailed to him - Essay Example Emily is the round and dynamic characters in Faulkner's work while the flat and static characters are his father and the townsmen for no changes or developments. The setting of the story is the funeral of Emily attended by her relatives and the townspeople. The life of Emily has always been an open book. The story of her life is narrated in the third person point of view or narrated in the eyes of the townspeople. Emily's life has always been filled with all the rich and elegant belongings for her father raised her to be a fine and beautiful woman. She has lived a life comparable to a princess wherein the townspeople admired and adored her beauty. Women of her age envied her social status for all the men in the town focused on her admirable beauty. The limelight has made Emily the apple of the people's eye. She was always watched, applauded and criticized. The people in the town had control of how to live her life. Emily's father wanted to secure her by preventing any eligible bachelor to be Emily's future partner in life. The constrained life of Emily seemed to be ideal for everyone who only saw one side of the story. They were not able to feel the emptiness and loneliness that Emily felt because of his controlling father and the manipulative hands of the townspeople. Faulkner's story had an unexpected turn. ... Her affair with Homer was a union of two souls bound by their love and commitment symbolized freedom for Emily. She felt liberated by the idea of disobedience of her father's will and the people's expectations of her. Everyone believed that Emily deserved someone better than Homer and that she did not have to settle for anyone less simply because she felt lonely and alone. The climax in Faulkner's story was when Emily gave up everything she had when she chose Homer. She knew that her father would never take her back and the people would never forgive her for her own decision to get married to Homer. All throughout their relationship, Emily realized that the life of a married woman was no more than perfect. When Emily found out about Homer's fervent desire to have leave and that Homer was not willing to give up his drinking pals and his vices, she felt dismay and fear. She has already accepted the truth that she could never have him forever and she did not have enough strength to face the consequences of this revelation. Emily has always been afraid to live alone for she spent her younger years with his father's support and love that when her father died, it was hard for her to accept the truth that she will no longer be able to see his father again. Her denial caused her to become sickly and weak. In this time of distress, she sought for a new pillar of strength which she thought she found in Homer. He expected that Homer was courageous enough to leave all of his worldly activities and settle in peace with Emily. She gave everything that Homer wished. It was like she doubted the love and trust of Homer for if she really believed that he loves her without any restrictions,

Critical Thinking in 21st Century America Essay Example for Free

Critical Thinking in 21st Century America Essay The intellectual roots of critical thinking date back to the teachings of Socrates, who discovered a method of analytical questioning; known today as â€Å"Socratic questioning,† establishing that one could not rationally justify their assured claims to knowledge. Socrates established that people cannot depend upon those in authority to have sound knowledge and insight. He demonstrated that individuals may have power and high position and yet be deeply confused and irrational. He established the importance of asking questions and thinking deeply before we accept an idea as worthy of belief. Socrates stressed the significance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done. This, I believe, is essential to living a successful and knowledgeable life; question everything and everyone. I strongly agree with Socrates’ idea that we cannot depend upon an individual of higher power to have all-encompassing knowledge and insight solely based on their status. The use of certain words, in just the right way, is enough to make some individuals believe just about anything; most successful lawyers have built their entire careers simply by knowing what to say, how to say it, and when to say it. Although I feel that critical thinking is a necessity throughout life, along with analyzing and questioning everything; I also feel that it is not something that is simply learned. Today, in our contemporary 21st century American society, we are certainly allowed to be and/or trained to be critical thinkers, but it is only certain individuals who will use critical thought to its highest ability to expand their knowledge and open up the mind. These individuals, sometimes rare, have the ability to reflectively question common beliefs and justifications, and use this to carefully distinguish those beliefs that are reasonable and logical from those which lack acceptable evidence or rational foundation to justify a certain belief. Socrates’ practice was followed by many great critical thinkers, such as Plato, Aristotle, and the Greek skeptics, all of whom emphasized that things are often very different from what they appear to be and that only the trained mind is prepared to see through the way things look to us on the surface, misleading appearances, to the way they really are beneath the surface, the deeper realities of life. Critical thinking, amongst many other definitions, is the ability to understand and apply, to infer and to meaningfully investigate given information; the skills needed to see equivalents, comprehend connections, identify problems, and develop justifiable explanations. It identifies bias, and a bias is not necessarily bad; it is simply a preferred way of looking at things. However, critical thinking does not necessarily benefit everyone; it can alter relationships, change attitudes, and cause family and friends to part ways. In light of our readings, many of the individuals we have discussed stress the need for a critical society, but additionally stress that it is not always beneficial, especially for those susceptible to nonsense. John Stuart Mill feared conformism among society as a whole, he saw this as a uniformity which enforced narrow-minded views and illogical rules on those individuals more open-minded and educated. A few years back while researching religion for a paper, I came across Mill’s idea of â€Å"hell belief,† where he argues that the belief in hell is made inconsistently both strong and weak by a total system failure in critical thinking; that hell belief is incompatible with the belief that God is good. He explains that the same mind set that enables them to accept a theory involving these contradictions prevents them from seeing the logical consequences of the theory. Mill’s ideas of â€Å"hell belief† are very similar to those of my own. Many, if not most, people are introduced and expected to abide by a certain religion by the time they speak their first words. Naturally, more often than not, religion and religious values are the first thing that many are taught; however religion allows little, or no room, for critical thinking. Many people carry their religious beliefs and values throughout life, where critical thinkers challenge and question it; they find the stuff that doesn’t quite make sense and demand to know where the logic lies and why exactly they’re supposed to life by these ideas. In Mill’s ideas, people come to believe in it and manage to stay sane about it for the same reason, a lack of critical thinking. In our readings, we see that Bertrand Russell emphasizes the importance of open and free analysis, and the critical need to create education systems that raise open-minded pursuit of knowledge and cautions the dangers inherent in rigid ideologies. I agree with Russell and believe that children should be taught to think critically as soon as they start their education because as adults it is almost impossible to learn, it is not simply a skill you can up and decide you want to possess. If more schools implemented a system that encourages children to keep an open mind and consistently put certain ideas and theories to the test, they would be better prepared for future education, encouraged to socialize with their peers even if they’re not from the same religious or ethnic background, and overall be well prepared for life itself; the habit of questioning everything leads to the development of well-rounded knowledge. When referencing the answers that many of us strive for, Russell explains that if philosophy cannot answer all of our questions, it at least holds the power of asking questions which increase the interest of the world, and show the strangeness and phenomenon lying just below the surface even in the simplest things of everyday life. He identifies a need for a theory of knowledge that will merge what appears to be from what really is, as well as the importance to practice knowledge responsibly. Russell explains to us that in order to make statements or hold beliefs about knowledge, we must be able to substantiate that our knowledge is accurate to reality. Although uncertainty and doubt are Descartes enemy, he wanted to use doubt as a tool or weapon to combat uncertainty. What, if anything, could not be doubted after subjecting all of his knowledge to the acid wash of doubt. The one thing that Descartes concluded could not be doubted was that he was doubting. There has to be an â€Å"I† who is thinking. Descartes famous dictum, Cogito Ergo Sum, means â€Å"I think therefore I am†.

The Sociology of Dentistry

The Sociology of Dentistry Sociology as applied to dentistry is an essential part of training for dentists. The case for asking, even requiring, medical and other students of the health professions to engage with the multiple ways in which health-related phenomena, from individual behaviours through classifications of and strategies for coping with medically defined disease to the funding of healthcare systems, are embedded in the social world remains undeniable (Scambler 2008). He or she needs it at the very least for protection against the very real hazard of frustration and unhappiness when it proves difficult to implement medical measures; but above all it is needed if the medical and other health-related professions are to make their greatest potential contribution to the welfare of the populations they are privileged to serve (Margot Jefferys 1981, in Scambler 2008) Sociology is the study of how society is organized and how we experience life (British Sociological Association 2010). It seeks to provide insights into the many forms of relationship, both formal and informal, between people. Such relationships are considered to be the  ´fabric ´ of society. Smaller scale relationships are connected to larger scale relationships and the totality of this is society itself (British Sociological Association 2010). It is a relatively new addition to the dental curriculum, having been initially introduced in the 1980s. An increasing recognition of the importance of social factors associated with various illness states has ensured medical sociology a continuing place in teaching and research endeavours (Reid 1976). The General Dental Councils learning outcomes for the first five years specifically states that as part of the undergraduate curriculum, students should be be familiar with the social, cultural and environmental factors which contribute to health or illness (GDC 2008) and many of the other learning outcomes have a sociological approach at their heart. The General Dental council highlight six key principles that dental professionals are expected to follow (GDC 2005). The first two of these principles regard a patient centred approach to dentistry. They specifically state that dentists should be putting the patients interests first, acting to protect them and that as dentists we have to respect a patients dignity and choices. In order to fulfil these standards it is imperative that we understand that each individual will experience a number of different influences on their health, and how that individual will react to each influence will depend greatly on what has come before and what will come after. Without this basic understanding, dentists will fail to ever understand their patients or provide them with the best care. How a patient will act in any given situation will very much depend on several factors that have influenced their life. What is accepted as normal to one patient may be completely different to another patients view. With particular reference to health and illness, social and cultural variables have a significant part to play. Aukernecht showed this in 1947 when studying a South American tribe. The tribe had a skin condition that according to biomedical standards was a disease. But this disease was considered normal by the members of the tribe, so much so that if they did not have it they were not allowed to marry! (Aukernecht 1947). Although this might be regarded as an extreme example, if you consider some of the data from the most deprived areas of the UK, our view on what is regarded as normal may be challenged. In the most recent childrens inspection, it was shown that 52.1% of primary seven children in the most deprived category showed obvious signs of decay experience (Scottish Dental 2010). Similarly if we look at the most recent adult dental health survey, it was shown that over half the people living in the most deprived areas (DEPCAT 6 7) were reliant on either full or partial dentures (ADHS 1998). It is normal for people in deprived areas to experience dental decay. What the people in this group in society regard as disease may be entirely different than our perception. The world health organisation defines health as the complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO 1948). It is important that dentists receive training in the sociological influences that determine what health means to different people in order that they understand that this definition is unattainable for the majority of the population. The medical model of disease causation as localisation of pathology is flawed. There should be a change away from our focus on disease. Shifting dentists perceptions away from a disease orientated view that dental diseases are the result of discrete pathology, to the view that health or illness occurs as a result of complex interactions between several factors including genetic, environmental, psychological and social factors is key (Tinetti Fried 2004). Our focus should be shifted to a view of health that encompasses an individuals ability to be comfortable and function in a normal social rol e (Dolan 1993). It is essential that dentists are trained to have a holistic approach to the care of their patients, and are able to acknowledge the impacts that socio-environmental factors have on health. As described by Dahlgren and Whitehead in 1991, patterns of oral health and illness cannot be separated from the social context in which they occur (Figure 1). http://www.nap.edu/books/030908704X/xhtml/images/p20008090g404002.jpg Figure 1. Main determinants of Health (Dahlgren Whitehead 1991) Even with this knowledge, dentists must be able to relate this to their patient. The world is not an equal place and dentists must be trained to acknowledge the effects that inequality can have on health. As previously discussed, socio-economic status has a major influence on the health status of an individual. As early as 1842, Edwin Chadwick looked at life expectancy of those in different social classes (Chadwick 1842). This showed that the average age at death in Bethnal Green at that time was 35 for gentry and professionals but only 15 for labourers mechanics and servants. Although life expectancy has improved for all classes in Britain since this time, inequalities have remained. The Black Report, published in 1980, showed that there had continued to be an improvement in health across all the classes (DHSS 1980). But there was still a co-relation between social class and infant mortality rates, life expectancy and inequalities in the use of medical services. In 1998 The Acheson Report again highlighted the growing gap between the richest and poorest in society in relation to health and life expectancy (Stationary Office 1998). Regardless of whether you look at mortality, morbidity, life expectancy or self- rated health status, the gradients remain the same and the health of those at the bottom of the class system is worse than that of those at the top. When looking at Oral Health a similar pattern emerges. Social inequality in oral health is a universal phenomenon (Peterson 2005). More deprived areas have higher levels of disease in the industrialized and non-industrialized world alike. The inequalities between groups are relatively stable and persist through the generations. In the 1998 Adult Dental Health Survey, dental health was reported to be worse in the lower social classes and that there was a clear gradient between the rich and poor. Between 1978 and 1998, big improvements in the numbers of edentate adults were detected. However, the gap between those in the lower and upper classes was still apparent. By 1998, those in social class IV and V had only reached levels of oral health found in social classes I, II and IIIm in 1978. In a more recent survey of childrens oral health in 2003 (Childrens Dental Health Survey 2003), similar patterns were found. Those in lower social classes were more likely to experience tooth decay, were more likely to have teeth extracted due to decay and were twice as likely to have unmet orthodontic need than their wealthier peers. Access to dental services has also been shown to vary between social classes. The 1998 adult dental health survey showed that people from a higher social class were more likely to use dental services, and that middle class adults were more likely to attend for preventive treatment whereas working class adults were more likely to attend for relief of symptoms. Working class adults were also most likely to experience problems in paying for dental treatment, and more likely to attend irregularly. Socio-economic inequality shows no signs of reversing, quite to the contrary. In the last 20 years the gap between rich and poor has widened. According to the office for national statistics, data shows that the top 1% of the population own 21% of the wealth. Perhaps more staggering is the fact that approximately half the population share only 7% of the total wealth (ONS 2003). This has a major impact on how we deliver dental services. Dentists have to be aware of the financial restraints that face a large portion of the population. With a limited budget to hand, dental treatment or indeed preventive measures such as toothpaste and floss may become a luxury that they cannot afford. There is also a need for dentists to be trained to recognise the effects of other inequalities such as gender, ethnicity and age on health. There are key differences between men and women that not only determine their position within society, but also their position in the health spectrum. Women are less likely to hold a position of power and are paid less than their male counterparts (Scambler 2008 p134-140). They are also more likely to suffer ill health, although perhaps surprisingly they outlive their male counterparts, so much so that women from social class 5 live significantly longer than men from social class 1- ? this ref, in notes but cant find elsewhere! (ONS 2000- ? 2004). There is debate about the effect that gender has on oral health, with some studies suggesting that gender does effect oral health, with women experiencing poorer dental health than their male counterparts (Todd Lader 1991)(Downer 1994). Other studies suggest that the reverse is true (Scambler 2002). Th e issue appears to be related to the inability to draw a conclusion on whether it is gender alone that is causing the inequality, or if it is by virtue of the fact that women are in lower social classes than men and are currently living longer. Age is the single biggest reason for the decrease in sound and untreated teeth across the population as a whole, with the next most important factor being region of the UK, the more deprived the area, the more disease. Older people are more likely to be living in poverty than any other sector of the population. In 2007/08, an estimated 2 million pensioners in the UK were living in poverty (ONS 2010). As seen in the discussion on social class, this will have obvious implications for their oral health. Whilst life expectancy is increasing this does not necessarily mean that people are living longer in good health and there is some debate about the idea of healthy life expectancy (in notes). It can be surmised that perhaps an aging population will bring with it a catalogue of dental disease as they are not only more susceptible to disease by living longer, but by virtue of them falling down the social ladder. Older people currently experience higher levels of poor oral health than other groups and overall they make less use of dental services and receive poorer care than other groups (in notes). However, the older population is changing. More people are retaining natural teeth into their old age, and are more likely to make regular use of dental services. Dentists have to be aware of the changes that are going to happen with their patient demographic over the next few years. This group of patients will require more restorative and cosmetic treatments but will be further down the soc ial ladder and less able to pay for such treatments. Poor socioeconomic status is also thought to account for the differences that are seen in oral health of ethnic groups (Parliamentary Office of Science and Technology 2007). Programmes have been designed to improve dental students understanding of and attitudes to patients, such as Wagners cross-cultural patient instructor programme to improve dental students understanding of and attitudes towards ethnically diverse patients (Wagner et al 2008). But what this type of programme fails to address is that the biggest factor in determining the health of an individual is their socio-economic status (Watt and Sheiham 1999). Not only do people in the lower socio-economic groups experience more ill-health, they also are more likely to perceive a lack of control over their health. Cornwell (1984) found that people in low socio-economic groups would go to great efforts to prove lack of responsibility if they became ill. In addition to this, Blaxter (1982) found that people in lower socio-economic groups tended to define health in a functional way. These two points are crucial for dentists to grasp. On the whole, dentists by nature of their profession fall into a traditional middle class status. Middle class people are more likely to take a moral responsibility for their health and to feel that they can do something about it (Scambler 2002). Given that the majority of the population in the UK view themselves as working class (BBC 2006), it is highly likely that the dentist and the patient will have very different views on not only how they define health but also on their personal ability to change their heal th status. The differences between dentists and their patients do not stop there. Recent research suggests that the lower the socio-economic status the less likely that a patient will attend health services in the first place. Several barriers have been suggested including fear (Todd and Lader 1995), availability of dentists (get ref), cost and dissatisfaction with care. It is worth noting that the presence of barriers increases the lower the socio-economic status of the individual. Even when people recognise that they are experiencing symptoms, they do not necessarily seek medical help (Zola 1973). Decisions about help-seeking are intricately bound-up with the social circumstances that people find themselves in. Evidence clearly demonstrates that there is a significant amount of unmet need in the community and that many people who experience symptoms do not seek help from medical or dental professionals. By far the most common illness behaviour is self treatment with over-the-counter medicines such as pain relief (Wadsworth 1971 in Scambler pg 49) Others have indicated the presence of a lay referral system, whereby the whole process of seeking help involves a network of potential consultants from the intimate confines of the nuclear family through successively more select, distant and authoritative laymen until the professional is reached (Friedson 1970). A situation in which the potential patient participates in a subculture which differs from that of doctors and in which there is an extended lay referral system would lead to the lowest rate of utilisation of medical services (Scambler 2008:48). This all adds fuel to the fire of the inverse care law which states that those in need of the most healthcare have least access to it (Tudor-Hart). Consulting behaviour has also been seen to not be solely related to the experiences of symptoms, with as many as 48% of those experiencing severe pain not consulting a dentist (Locker 1988- in notes). The type of symptom (i.e. pain) is only one factor and the effect that the symptom has on day-to-day life is also an important consideration. It is essential that dentists are educated in sociology as applied to dentistry in order that they are able to treat their patients effectively. Without an insight into the bigger picture, dentists will effectively be tidying the deckchairs on a sinking ship. The society in which a person lives shapes the health, illness, life expectancy and quality of life of those within it. In order to make any change on an individual level, then changes have to occur on a societal level. From work done by Wilkinson and Picket (2009) it would seem that the best way of reducing health inequalities would be to reduce the income inequalities that exist in the UK. Their work showed that there is a very strong tendency for ill- health and social problems to occur less frequently in the more equal countries. With increasing inequality, the higher is the score on our index of health and social problems. Health and Social problems are indeed more common in countries with bigger income inequalities. The two are extraordinarily closely related- chance alone would almost never produce a scatter in which countries lined up like this. Dentists have to be aware of this problem. There is a need for dentists to push for government to implement policies that will tackle these inequalities. Dentists (and other health professionals) need to work together to try to encourage government change. There has to be a move away from dentists accepting disease at face value, dentists have to be trained to realise that no amount of restoration placed within a patients mouth is going to bring about the change that is needed to help that individual have a healthy life. Every mouth we see is part of a person, which is part of a family, which is part of a society. Dentists should be taught to think sociologically (Scambler 2008). By thinking sociologically we can start to realise that whilst we are all knitted together in the rich tapestry which is society, we are also co-creators of the blueprint for that tapestry. Dentists need to take a more active role in the creation of that blueprint, a role that is essential if we hope to achieve a more equal society. Unit 1- Health, Disease and Society Aim: To introduce the relationship between health, disease and society and to define and explore key models within health and oral health. Objectives: Define Disease, Illness, Health and Oral Health Disease- a biomedically defined pathology within the human system which may or may not be apparent to the individual Illness- the lay interpretation of bodily or mantal signs or symptoms as somehow abnormal Illness and disease exist in a social framework and indices of disease and illness produced by dental and medical professionals do not always make sense to the lay population. Understandings of health and illness are constructed through the interplay between the symptom experience and the social and cultural framework within which this experience occurs. Health is a multifaceted concept that can be experienced in different ways by different people at different times and in different places Oral health- a comfortable and functional dentition that allows individuals to continue their social role. Describe key historical variations in disease patterns- Knowledge about the body, about disease and about medicine, are products of their time; they are socially constructed by what is known or thought to be known at any point in time. Diseases themselves are socially constructed and can change over time. Describe key theories of disease causation- monism and localisation of pathology Monism- all disease in due to one underlying cause (usually one of balance) in the solid or fluid parts of the body. Balance distrupted, illness will occur. Restoration of balance, cure and illness irradicated Localisation of pathology- Medical science developed this theory. Cases Discuss the changing nature of dental disease patterns in adult populations Unit 2- social structure and health- inequalities Aim: To introduce the nature of social structure and how this relates to patterns of oral disease in the UK population Objectives: Introduce and discuss the meaning of social structure and social stratification Describe ways of measuring inequalities Discuss the relationship between social class and health Discuss the relationship between social class and oral health Discuss explanations for social class related differences in health/oral health Unit 5: Social Structure and Health II Gender; Ethnicity; Ageing and Oral Health Aims: To describe social differences between the genders in relation to such factors as equality, work, marital roles, and health behaviour. To examine the health and oral health of ethnic minority groups in Britain today. To look at the impact of ageing and the lifecourse on health experiences, incorporating expectations of old age and differential treatment of older people. Objectives: Define gender, ethnicity and ageing. Understand the mortality and morbidity differentials for men and women. Understand gender differences in health behaviour. Outline and discuss gender differences in oral health. Be aware of the inequalities in the general health and oral health of ethnic groups. Have knowledge of some of the major dental health problems of older people. Be aware of the social impact of ageing on dental health. Unit 5: Health and Illness Behaviour and the Dentist- Patient Relationship Aim: To introduce the concepts of health and illness behaviour and assess the range of factors which influence what happens when people become ill. Objectives: à ¢Ã¢â€š ¬Ã‚ ¢ To outline and discuss different perceptions of health and illness. à ¢Ã¢â€š ¬Ã‚ ¢ To discuss the clinical iceberg in populations and its implications for dental health. à ¢Ã¢â€š ¬Ã‚ ¢ To introduce and discuss the core variables Influencing illness behaviour. à ¢Ã¢â€š ¬Ã‚ ¢ To discuss the concept of triggers for seeking dental care and their implications for the dental treatment experience. à ¢Ã¢â€š ¬Ã‚ ¢ To introduce the concept of access to health care. à ¢Ã¢â€š ¬Ã‚ ¢ To discuss the nature of the dentist -patient relationship. In order to begin to look at these inequalities, individuals can be stratified into different groups, according to specified criteria and resulting in a hierarchy with those at the lower end suffering in comparison with those at the top of the system. Social stratification involves a hierarchy of social groups. Members of a particular stratum have common identity, similar interests and a similar lifestyle. They enjoy or suffer the unequal distribution of rewards in society as members of different social groups. (Haralambos and Holburn 2000). Webber devised a hierarchical model, in which class relates to occupational standing. Occupational type is considered along with social status and power. This model forms the basis for the two models of social class which are most often used within research in the UK: Registrar Generals Model of Social Class and National Statistics Socio-economic Classification. Social Class has long been associated with levels of health.

Use of ICTs in Healthcare Delivery Systems

Use of ICTs in Healthcare Delivery Systems Literature identifies the growing innovation and use of ICT devices within the healthcare delivery system. However, there is a lack of exploratory qualitative research to investigate into the perspectives and experiences of patients that use ICT devices/tools for home care. Therefore, this research project suggests the qualitative method to investigate into this phenomena. Keywords: ICT, healthcare, technology, innovation NO CPT The use of information and communication technologies (ICTs) has benefited both developed and developing countries; especially in terms of the wide use of ICTs within the healthcare system. This is known as e-health system and with the rapid growth of e-health systems healthcare professionals (HCPs) are able to diagnose and treat patients, immediately (Qureshi, Kundi, Qureshi, Akhtar, Hussain, 2015). ICTs acts like an aid, which enables the hospitals, physicians, and nurses to work together either from home or the office visits and facilitates the transfer of patient data within the hospital (Salerno, 2015). Furthermore, the advancements in ICTs has resulted into a better and developed healthcare system, especially, in rural areas. The implementation of telemedicine has improved the health conditions of rural patients. Whereas the number of clinical services that provide awareness and help to rural poor patients is less. However, due to the presence of academic research centers, tel emedicine awareness and comprehension exists among the people of rural areas. These research centers also play an important role and provide tele-education, within the rural areas. On the other hand, the high rate of mobile phone usage, facilitates telemedicine, which eventually benefits the clinical practices (Mars, 2013). According to Qureshi et al (2015), the use of tele-health is rapidly increasing within the developing countries; such as mobile phones, computers, texting, video chat, and hotlines that provide immediate access to physicians. Thus, the use of ICTs has enabled an active and interactive role on behalf of patients and HCPs residing in different locations and working in different institutions and hospitals, respectively (Scholl Olaniran, 2015). This has resulted into the potential to save time and effort, reduce transportation costs and minimise drug stock-outs (Nilseng et al., 2014, p. 1). Moving on, the use of ICTs in healthcare delivery system requires a number of ICT skills and professional attitude because it influences the adoption and develops a positive attitude towards e-health by HCPs (Olok, Yagos, Ovuga, 2015). However, lack of ICT skills and motivation is considered as a barrier that hinder the effective use of e-health system by HCPs. Additionally, motivational barriers ex ists due to the association of high risk perceptions with social media (Dalton et al., 2014). Furthermore, the use of ICTs has resulted to increase the knowledge of HCPs and improves patient care on all the levels of healthcare system (Nilseng et al., 2014). Moreover, with the aid of ICT tools, HCPs can support patients suffering from chronic illnesses and can guide them to achieve healthcare while staying in their homes. This shows that, the roots of ICTs are strongly embedded within the healthcare system. And it benefits the patients through providence of increased accessibility to home care. Eventually, this results in gain of control over their chronic illnesses and promotes patients self-care. However, there is a need for qualitative studies to understand the use of ICTs at home from the perspectives of patients and their immediate or close relatives (Lindberg, Nilsson, Zotterman, Sà ¶derberg, Skà ¤r, 2013). Therefore, this research project proposes to investigate qualitatively upon the use of ICTs at home through the perspectives and experiences of patients. Whereas the findings of the study will be able to describe the patients accessibility to home care and promotion of self-care. Eventually, these findings will help the HCPs, businesses, ICT engineers, and patients to better understand the role of ICTs to provide support and gain control over chronic diseases, respectively. Relationship of the Topic to 699 Class Figure 1: Taken from AEHRC (2015) The above figure 1 represents the broader picture of the identified problem and the relevance of this project to the 699 class. The figure thoroughly describes the use of ICTs by the patients for home and self-care the HCPs mentor and keeps a track of the patients health. Through the use of ICTs and mobile applications. Eventually, this represents the use of ICTs in the form of an android application that enables the patients and the HCPs to keep a track of patients overall health that includes physical activities and on-time medications (Nilseng et al., 2014). Furthermore, the figure also represents patients data synchronisation, which are also one of the many benefits of ICTs (Salerno, 2015). Therefore, keeping these details in view, it can be seen that this project lies within the scope of 699 class. Definitions of Commonly Used Terms    Information and Communication Technologies- it is an umbrella term and it comprises of all means of electronic communication; such as computers, mobile phones, network, hardware and software, television, satellite systems, and long distance video chatting etc. (Rouse, 2014) Healthcare Delivery System- a system that comprises of all the medical help and support available and delivered to the patients Healthcare Professionals (HCPs)- represents as list of medical professionals; such as physicians, nurses, medical practitioners, midwives, and clinicians etc. Chronic Illnesses- diseases that last for long time or life time, for example, high cholesterol, high blood pressure, type II diabetes etc. Telemedicine- patients diagnosis or treatment through ICT Tele-education- represents the use of ICT to spread education and knowledge A large variety of ICT tools are used by HCPs and patient for home care because there is an increase accessibility of the ICT tools (Lindberg et al., 2013). According to Kà ¶nig et al (2015), the designing of ICT tools in healthcare delivery system requires the input from patients, caregivers, clinicians, ICT engineers, and businessmen. Whereas all these work together in the form of a team. However, among this list, most important are the patient needs that is given a lot of attention and with the screening of patient needs the rest of the team (caregivers, clinicians, ICT engineers, and businessmen) co-design ICT tools through generation of ideas. Moreover, the process involves a prototype development it and the test of its easability and usage on the patients. Furthermore, patients suffering from life threatening diseases use ICT tools to overcome the different challenges, for example, the use of ICT tools has proven to facilitate Alzheimer patients, through early identification. Besides, ICT tools are cost-effective and save time therefore they are popularly used by clinicians (Kà ¶nig et al., 2015). Therefore, this research proposal seeks to answer; what are different perceptions and needs of patients using ICT tools at home? And in order to answer this questions, this research will adopt a qualitative explanatory research design because there is a need for qualitative studies to investigate into this phenomenon (Lindberg et al., 2013). Eventually, the findings of this study will provide better insight of the different perceptions and needs of the patients. Thus, this study comes into the domain of applied research as this information will be useful for the caregivers, clinicians, ICT engineers, and businessmen to co-deign better ICT tools for healthcare delivery system. Conceptual Framework Given below is the conceptual framework that describes the inputs and deliverables of this study: The above conceptual framework s self-explanatory and represent the research question that is to be investigated through this research project. A literature review conducted by Gurses Xiao (2006), indicates the vast advancements within healthcare delivery system. They reviewed published literature from 1990 to 2005 about ICT tools, necessary information required for the design of ICT tools, effect of ICT tools, and the different measure through, which ICT tools can be evaluated. The researchers started collection of published literature through investigation from the communication within the healthcare delivery system. And then expanded their research to the communication through ICT tools between patients and HCPs. Moving on, the researchers also defines the patient-centric information tools that are used by HCPs to keep a record of the patient history; such as medication lists, nursing flow sheets, and bedside patient monitoring devices etc. Additionally, the analysis of the review involves a successful categorization of the different use of ICT tools and the researchers analysed these tools to further assess and evaluate the effect of tools on the care and satisfaction of patients. Furthermore, the use of ICT has gone beyond just then just the treatment and diagnosis and this has been identified in another review by Blaschke, Freddolino, Mullen (2009). The researchers investigated the literature for the role of assistive technologies (AT) and ICTs to improve the physical and mental health and delay the onset of different diseases. Whereas the investigation in this review started through the evidence collection of different technological tools that are used by older adults. Moreover, the review also investigated to learn more about the effectiveness and utility of these ICT tools, within the healthcare delivery system. Additionally, the researcher extended the literature review scope and identified the importance of social work practice within the digital age and discussed the limitations and effectiveness of ICT tools. Furthermore, in another review the extended role and effectiveness of ICT was investigated within the field of nursing education. Now-a-days, m ore universities train and provide e-education to HCPs through the use of ICT tools. Eventually, this improves the overall role of ICT within the healthcare delivery system. The researchers conducted this literature review through analysis of the published articles between January 2001 and December 2012. These articles mainly focused upon the use of ICT within the healthcare education. The review was concluded with future directions that, the use of ICT tools are important for lifelong learning skills within the nursing students and other HCPs. And the healthcare delivery system should incorporate e-learning through the use of ICT tools (Button, Harrington, Belan, 2014). Moving on, in developing countries, ICT sustainability is a concern and requires a lot of attention. This has been identified in a literature review and the researchers attempted to develop a conceptual framework for a sustainable telemedicine information systems within Middle East countries. The literature review was conducted through identification of the need of telemedicine technologies within the developing countries; such as Saudi Arabia, Jordan, Kuwait and Syria. The review further identifies the different issues and barriers that does not support telemedicine information systems; such as lack of funding, IT trainings, doctors and patients resistance, less knowledge and education, and poor technological infrastructure. The reviews concluded with the importance and the need of telemedicine information systems to promote healthcare delivery systems. The review was able to identify the common barriers that hinder the growth of ICT in developing countries. Additionally, the resear chers also commented that, education and awareness are essential to promote the use of ICT in healthcare delivery systems (Jaber, Ghani, Herman, 2014). On the other hand, there a lot of risks, challenges, and potential harm associated with the use of telemedicine (telecare or telehealth) at home. This has been identified in literature review that was conducted from 6 different electronic databases. The literature review began with the initial focus on the patient safety issues that is associated with the potential risk of telemedicine home care. Moreover, the literature investigated into the different harm that telemedicine can cause to patients at home and was unable to identify any specific trainings that are provided to patient to identify patient safety issues. With the help of the systematic literature review, the researchers were able to identify the associated risk factors in the use of telemedicine at home and how these risk factors are highlighted within the patients telecare training. The paper concludes that, ICT tools should identify the different patient safety risks and reframe the different challenges that patients ca n suffer due to the implementation of ICT tools within the healthcare delivery system (Guise, Anderson, Wiig, 2014). According to Dalton et al (2014), HCPs also suffer from different challenges during the implementation of different ICT tools. For instance, in case of midwives the different barriers that exists are; material access, skills access, usage access and motivational access (p. 168). Similarly, in another systematic review, the researcher investigated the different factors that affect the adoption of e-health applications by HCPs. The review covered published articles from 4 databases published from the period of 2000 to 2014. The researchers began their investigation from the different perceptions of HCPs regarding the barriers and facilitators that occur during the use of ICT tools. The literature showed that, out of 4223 papers only 33 met identified the different barriers at individual, organizational, and contextual levels. Whereas the different factors that affect the use of ICT tools by HCPs are given as; perceived usefulness and ease of use, design and technical concerns, cost, ti me, privacy and security issues, familiarity with the technology, risk-benefit assessment, and interaction with others (colleagues, patients, and management) (Gagnon, Ngangue, Payne-Gagnon, Desmartis, 2015, p. 1). Focus of the Current Research Based on the above literature review, it can be analysed that less information and published peer-reviewed and scholarly articles available on this problem statement, due to the exploratory nature of the identified gap. Therefore, it is essential to expand the lens and focus of the search of the published articles throughout the different time periods to attain support from the literature. Moreover, it is important to search for different words that are used interchangeably for ICT tools; such as digital technologies, digital interventions, innovative technologies, and any name of device that helps patients with home care. Given below is literature review that has been attained through the increase of the scope of research to the use of ICT on different levels; such as different age groups and illnesses. A meta-analysis conducted by McLean et al (2016), on the use of digital technologies (ICT) by the asthma patients. The scope of the search was limited to patients aged 16 years or older. The use of different digital interventions and care with the use of comparator was observed. Whereas the outcomes indicated that the use of self-management digital technologies is cost-effective and improves asthma patients well-being and quality of life. Khosravi Ghapanchi (2016) also contributed and added that, the use of innovative technologies is cost-effective. However, less research is available to support the use and acceptance of innovative technologies in daily life by seniors. Therefore, in this review, the researchers collected information from different databases and investigated into the studies that looked into the assistive and innovative technologies in geriatric care (old age care). Moreover, the paper also enlists the different assistive technologies; such as general ICT, robotics, telemedicine, sensor technology, medication management applications, and video games (p. 17). Besides, the paper depicted that, a positive relationship exists between the use of assistive technologies and improved quality life in geriatric care. Moving on, ICT project not always attain success within the field of healthcare delivery systems. Therefore, it is important that businesses should implement a patient-centric modelling approach to better understand the challenges and changes within the healthcare delivery system. Keeping these issues in view, a review was conducted to check the implementation of circle of caring model (CCM) in three different case studies. And it revealed that with the help of CCM and application of patient-centric approach, ICT engineers and businesses are able to identify the gaps and improve the implementation of ICT. Furthermore, it is also suggested that, intervention of different approaches are also necessary along with the updated technology (Price, 2016). Eventually, this explains the necessity of the different components mentioned above in the conceptual framework. Furthermore, due to the increased life expectancy in western countries, there is an increased pressure on the community services, that is, caregivers. This has increased in the demand of technological advancements and innovations for home care older people in the form of personal emergency response system (PERS). The perceptions about the use of PERS was further investigated in a literature review and the review explored the different experiences of older people across different studies. The results showed that, the caring practices evolved across studies as the technology emerged and the older people played active roles. Besides, the literature also identified that telemedicine requires different abilities, resources, and attitudes for enhanced technological innovations. On the other hand, ICT also requires actors, networks, and contexts (Stokke, 2016). Regardless, of all the updated and innovative technologies, there is still a need for the society to get aware and educated about t he self-care patients can achieve from ICT devices. A review conducted upon the received e-health education indicated positive changes towards the attitudes of patients and resulted in decreased barriers, towards the use of ICT devices (Nwolise, Carey, Shawe, 2016). Another review conducted by Calvillo, Romà ¡n, Roa (2013), identified that the use of technology within healthcare delivery system has increased patient empowerment (PE). However, it is necessary that health literacy of patients, remote access to health services, and self-care mechanisms (p. 643) should be given more value because without these it is difficult to accomplish PE. Regardless of the updated technology, there is still a need to change the attitudes of patients, professionals, policy makers etc. (Calvillo, Romà ¡n, Roa, 2013). Therefore, it can be argued that the identified problem or research question is not investigated throughout the different time periods. It is depicted from the literature that, patients perceptions and experiences are assumed to be good due to the innovative technologies. However, no evidence exists in the literature. On the other hand, patient self-care management has been given a lot of importance for the effective implementation and use of ICT devices. Whereas patient self-care is also an integral part to accomplish patient empowerment. Other than this, stakeholders; such as businesses, HCPs, and ICT engineers needs to know the different perceptions and experiences of patient with the home self-care ICT devices. Thus, this need will be investigated through the future proposed exploratory research. A research paradigm or philosophy is a guideline that helps a researcher throughout the investigation because it is a framework that consists of assumptions and knowledge of nature. The two of paradigms that are mostly used by researchers are interpretivism and positivism (Collis Hussey, 2009). Therefore, in this research the primary focus is on interpretivism. Interpretivism- In the philosophy of interpretivism, a researcher plays an important role and acts like an investigator and a social actor. The researcher investigates a real situation and interprets it with the help of analysis of peoples thoughts and existing literature. Interpretivism involves investigation on behalf of researcher and is usually related to qualitative research (Saunders, Lewis, Thornhill, 2009). Moreover, this philosophy utilizes small sample sizes and results in the development of theories, texts, models, and useable information (data). Whereas the research findings are used to shape theories (Collis Hussey, 2009). According to Easterby-Smith, Thorpe, Lowe (2002), reality is non-subjective, therefore, after collection of data, different meanings can be interpreted. Furthermore, data collection is easier through the help of interpretivism approach and no additional focus is on writing style. Additionally, the findings of this approach is safe from researchers a nd participants/respondents biasness (Lee Lings 2008). Therefore, keeping these facts in view, it is better to implement this paradigm to investigate fully into the research question. Research Approach Research refers to the systematic investigation and collection of information, which is further interpreted through different methods (Saunders et al., 2009). Whereas research approach explains the different means through, which information is collected and further analysed. Moreover, research approach is based on different philosophical and theoretical assumptions (Collis Hussey 2013). According to Saunders et al (2009), inductive (qualitative) and deductive (quantitative) approaches are the two broad research approaches that are adopted by a researcher. However, a researcher can either pick of these two or can implement both together in the form of mix methodology. Besides, the requirements of the research decides the kind of approach that has to be adopted. Inductive approach Inductive approach is defined as, a theory building process, starting with observations of specific instances, and seeking to establish generalisations about the phenomenon under investigation (Hyde, 2000, p. 83). Furthermore, a research can investigate an identified gap and get to a conclusion with the help of inductive approach. And this further helps the researcher to collect the responses of respondents and generate theories (Collins Hussey 2009). Besides, the sequence of investigation in inductive approach follows a pattern of information from general observation to development of information patterns and these patterns are further refined into tentative information, which are later derived into theories. Because inductive reasoning is open-ended and exploratory (Trochim 2005). Therefore, based on this information, this research project will follow an inductive approach and will be qualitative in nature. Whereas no hypothesis will be tested, instead, the resu lts and conclusion of the study will result into a new hypothesis (theory generation), which is a characteristic of qualitative study. Data Collection Method This research project will follow semi-structured interview to investigate into the research question. With the help of semi-structured interviews patients perceptions, behaviours, and understandings of the ICT tools can be easily investigated. According to Matthews Ross (2010) the qualities of semi-structured interview will allow the researcher to follow a set of common questions and ask new questions during the interview. Moreover, the quality of semi-structured interview will also enable the patients to answer the questions upon their individual comprehension. Additionally, with semi-structured interviews the researcher can also observe and investigate into the attitudes, expressions, and body language of the patients. Furthermore, this study will conduct one-to-one interviews because Zikmund (2013) stated that, it will make the interviewee (patients) feel comfortable and they will be able to answer questions with honesty. Additionally, under the interpretive paradigm, interviews are concerned with exploring data on understandings, opinions, what people remember doing, attitudes, feelings and the like, that people have in common and will be unstructured (Collins Hussey 2009, p. 144). Therefore, this research study lies under the umbrella of descriptive exploratory research and it will follow an interpretivist approach to analyse the semi-structured interviews. Target Population This research study will select patients of any age group that use ICT tools provided by HCPs at the hospitals for home care and this will be done with the help of non-probability purposive technique because this sampling technique is suggested with the conduction of semi-structured interviews by Matthews Ross (2010). Furthermore, based upon the convenience of the researcher, the research will also follow non-probability convenience sampling and data will be collected from patients of Bryn Mawr Hospital and Chester County Hospital, Pennsylvania. Additionally, the patients using the ICT tools at home will be selected purposively either at the hospitals or at their home. According to Matthews Ross, the number of interview participants is dependent upon the saturation of data, that is, a researcher needs to conduct interviews until the data repeats. Therefore, the sample size of this research project will follow the rule of data saturation. Designing of Interview Questions- In this study, the interview questions were designed with the help of identified gaps from the literature review and from the developed conceptual framework. The procedure involved, identification of themes from literature review, which were further divided into dimensions and then into sub-dimensions (Collins Hussey 2009). Lastly, from these sub-dimensions, interview questions are developed. Whereas the researcher also developed new questions during interview process because of the quality of semi-structure interviews (Collins Hussey 2009). Data Analysis Method In qualitative research, the research plays an important role and acts like a primary tool for data analysis of raw social data. Moreover, the researcher stays involved in the whole process of data interpretation. Whereas with the help of memos and personal comprehension the researcher interprets the data and develop new themes. This process is known as Thematic Analysis (Matthews Ross, 2010). Thematic Analysis- It is defined as, a process of working with raw data to identify and interpret key ideas or themes, as a process of segmentation, categorization, and relinking of aspects of data prior to final interpretation (Matthews Ross 2010, p. 373). In this process, the researcher plays the primary role and looks for repetitive information, words, or meanings across different interviews. Eventually, this results in the interpretation and identification of social data and themes, which is further used to develop a thematic analysis map. Moreover, the identified themes are either represented in the tabular or in the graphical form (Matthews and Ross 2010). Therefore, this study will use the process of thematic analysis to interpret the social data. Validity According to Creswell (2013), there are two different method to increase the validity; such as the use of rich data and interviewee validation. With the use of these methods, researchers biasness and reactivity can be reduced. Moreover, systematic literature review investigation will increase the validity of the raw social data. And with the use of respondent validation, researchers biasness can be reduced. Eventually, with the implementation of these two will increase the validity and quality of this research paper. Given below is the propose work plan to implement the research project Chapter 1- Introduction 10 days Chapter 2- Literature Review 20 days Chapter 3- Methodology 20-25 days Chapter 4- Analysis and Evaluation 15-20 days Chapter 5- Conclusion, Discussion and Recommendations 10-15 days References and Bibliography 5 days Revision, Correction, and Submission Depends upon the time available. However, should not take more than 7 days This research proposal identifies the need for exploratory qualitative study to investigate into the perspective and experiences of patients upon the use of ICT devices for home care. Whereas this objective will be achieved through semi-structured interviews with the patients selected through researchers non-probability purposive sampling and convenience sampling methods. Moreover, the findings of this study will provide support to HCPs, businesses, ICT engineers, and patients. References AEHRC. (2015). Smarter safer homes platform. Retrieved January 14, 2017, from The Australian E-Health Research Center, https://aehrc.com/research/projects/smarter-safer-homes-platform/ Blaschke, C. M., Freddolino, P. P., Mullen, E. E. (2009). Ageing and technology: A review of the research literature. The British Journal of Social Work, 39(4), 641-656. doi:10.1093/bjsw/bcp025 Button, D., Harrington, A., Belan, I. (2014). E-learning information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34(10), 1311-1323. doi:10.1016/j.nedt.2013.05.002 Calvillo, J., Romà ¡n, I., Roa, L. M. (2013). How technology is empowering patients? A literature review. Health Expectations, 18(5), 643-652. doi:10.1111/hex.12089 Collis, J. and Hussey, R. (2013). Business research: A practical guide for undergraduate and postgraduate students. Palgrave Macmillan. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. Dalton, J. A., Rodger, D. L., Wilmore, M., Skuse, A. J., Humphreys, S., Flabouris, M., Clifton, V. L. (2014). Whos a