How to Reduce Stress

1. In today's smaller Air Force, members are finding themselves doing more with less. This in-turn has caused numerous stressful situations on and off duty. It is incumbent for Air Force members to recognize, treat, and eliminate stress whenever practical to increase morale and mission accomplishment. This paper will cover the emotional, behavioral, and physical signs of stress as well as importance of job stress management in treating and/or eliminating stress. 2. Before we can begin to reduce stress, we must be able to recognize indicators that lead to or help identify stress. Air Force psychologist Capt. Neil S. Hibler has developed a list of early warning signs (2:19). For our purposes we will discuss only a couple from each category. First, from the emotional category, is apathy. Apathy is the doldrums. Things you normally enjoy are no longer pleasurable. Along with apathy is mental fatigue. Being unable to concentrate or staying focus are only a couple of examples of mental fatigue. Emotional signs are very important to recognize, because if they are not noticed early on and addressed, behavioral or even physical problems can surface. The behavioral category signs include: being late to work, poor appearance, and being accident prone are just a few examples of administrative problems. Legal problems are even more evident, such as, traffic tickets, indebtedness, and inability to control violent impulses. As you can see, these signs of stress become more serious the longer TSgt Adams/H-Flt/0805/pfa/19 Jul 97 they go untreated or reduced. Finally, is the physical category; possibly the most serious of all. Stress not only effects the psyche of an individual, but the physical side of ones' being can also be altered. Ailments such as: headaches, insomnia, nausea, changes in appetite, and sexual problems can persist during times of stress. The individual may seek relief from stress by self-medicating and develop a dependence on chemicals that are harmful to the body. These signs are just a few of the more recognizable. Other signs can be very subtle and even more dangerous to the individual and others. This is why it is paramount to detect stress early and if possible treat, reduce, or eliminate before damage is done. 3. Once signs of stress are identified, it is time to tackle them with a few job stress management techniques outlined in â€Å"The Relaxation & Stress Reduction Handbook† (2:211). A 1985 study conducted by the National Center for Health Statistics found that more than 50% of workers surveyed experienced moderate to heavy stress on the job. To effectively combat work-related stress, you first need to identify symptoms and sources of job related stress. This can be accomplished by taking and scoring the survey in the handbook. Next, you need to keep a log on how you respond to your specific job stressors. Label four columns: stressor, feelings, thoughts, and behavior. After you have completed these task, setting goals and motivation is next. Set goals to respond more effectively to your job stressors. Develop a plan to react to stress you can anticipate or even avoid altogether. The idea here is to gain more control of your work environment. Rewards are a very important part of motivation. Create a specific reward for every goal you establish and make sure to give yourself the time to enjoy your reward. The next area to consider is more difficult for most of us. Dealing with your boss, negotiating with co- workers, and changing your thinking can be used to your advantage to help reduce stress. Don't side step these ideas, use them! The last two strategies to consider in job stress management are; pace and balance yourself, and know when to quit. Pace at your own tempo. Don't burn yourself out. This is one of the leading causes of stress at work. To effectively integrate job stress management into your daily lifestyle could take months, in just a day you can identify your job stressors and your responses to them. Getting started is the key! 4. We have discussed identifying stress by looking for: emotional, behavioral, and physical signs of stress. Then, more importantly, we discussed ways to: treat, reduce, or eliminate stress by applying techniques used in job stress management. Job stress accounts for billions of dollars lost annually in productivity, wages, and medical bills. Americans now know that job stress management makes personal and financial sense.

4222-305 Understand Positive Risk Taking for Individuals with Disabilities (Ld 305)

4222-305 Understand positive risk taking for individuals with disabilities (LD 305) 1. Understand that individuals with disabilities have the same right as everyone else to take risks 1. 2 Explain why, traditionally, people with disabilities have been discouraged or prevented from taking risks. In Social Care there is an accountability for the welfare of the individual, whether they are being cared for or enabled to be independent. The enabler has responsibility for the individual, and the Company that provides the service to the client has responsibility towards both the enabler and the individual.They are answerable to families, CQC, the local council, social care workers and the police. An individual, who has the mental capacity to know and understand what they are doing and the consequences, is bound by British Law. Risks are not just about accidents that may happen; they are also about behaviour and social awareness. When a person is not acting in a socially acceptable manner, m embers of the public may complain or at least interfere. They may get hurt, or their belongings damaged. There is a tension between the concept of â€Å"duty of care† and â€Å"empowerment and inclusion†.It is not legal under British Law to put vulnerable people into a place of risk. However, it is not legal to imprison them either. There has been, and still is confusion and tension between the concepts of safeguarding, responsibility, duty of care, inclusion, empowerment, and enablement. In past generations, there was less inclusion for people with learning disabilities, and if a person is not included in everyday life, then they are not included in the risks taken in everyday life. Thinking about my own life – I cook: I cut my finger with a knife by accident. I iron: I catch myself and endure a shallow burn.I cross the road: I take safety precautions, but a random car may speed up, or a motorbike turn without signalling. These are risks I take several times da ily. Why is a person with learning difficulties exempt? They are not exempt, but there is the understanding that their concept of risk could be quite different to mine. Because they have learning difficulties, they may not learn that the knives cut, the iron is hot, and vehicles kill. Therefore they are at greater risk if allowed to cut with sharp knives, iron with hot irons and cross roads alone, than I would be.Do we experience an over-bureaucratisation of care in the Western part of the world? Is there a blame culture, arising from an increasingly litigious society? One mistake and a company is sued. The temptation is to do nothing that incurs risk; with no risks taken there is no chance of an accident. There is no chance of investigation, court proceedings, compensation, increased insurance charges and negative reputation adhering to the company. Companies who deliver Social Care are accountable. They need to follow British Law.Risk assessments should be put in place for activit ies that incur reasonable risk, and these need to be followed. The individual with learning difficulties should be supported so that risks are minimal, documented, prepared for and no unnecessary risks take place through negligence. Andy Alaszewski et al (1999) Empowerment and Protection: a conclusion from this study was that organisations and agencies need to develop risk policies that embrace both protection and empowerment issues if individuals with a learning disability are to enjoy full lives in the community.Another aspect of risk in the community is the right of people who do not have diagnosed learning difficulties to live their life with minimum disruption. I have taken a person with learning disabilities to a cafe where he put his hand in a person’s salad, and tried to sit on their knee. Thankfully the salad had been left by the customer, but they did not want anyone sitting on their knee. I had put risk assessments in place, and thought it a positive place to enter the community, but I had no forewarning that the cafe was far more full than usual, and that there would be no room to sit down immediately.Here we have an example of risk that was assessed, taken, and culminated uncomfortably. The customer left the premises quickly. Do I take the individual again another time? Or should we abandon all attempts to visit the cafe? It would be easier with two enablers, so one could find out information when the individual arrived at the premises, whilst the other enabler supported the individual. But there is no funding for 2-1 care. This leaves a situation where risk will always be present, but the skills of the enablers will hopefully grow as they learn ways of promoting positive behaviour in the community. . 3 Describe the links between risk taking and responsibility, empowerment and social inclusion. Anybody who takes a full role in society takes risks: crossing the road, using a bus, driving a car, and talking to people they do not know. Risk ma y be physical (injury and accident), emotional (humiliation, sense of failure), or mental (stress). A person who is excluded from a group is disempowered. Inclusion is a strong and forceful need. Many people consider being part of a tribe, gang, clique or social group a necessary part of their life. Exclusion is disempowering.We are aware of bullying in schools, and the words still resound in my ears, â€Å"You can’t be part of our gang! † With inclusion and empowerment comes the responsibility and consequences of taking part in society in a socially acceptable way. This is laid out in British Law. A â€Å"gang† may not adhere to British Law, and so there are consequences including extra risk taking leading to injury, death and imprisonment. â€Å"The governing principle behind good approaches to risk is that people have the right to live their lives to the full as long as that does not stop others from doing the same. (Independence, choice and risk: a guide to best practice in supported decision making. Department of Health, May 2007) Duty of care requires everyone to â€Å"take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour. † (Donoghue (or M’Alister) v. Stevenson case, Lord Atkin 26th May 1932). The duty of care requires a person, with or without learning difficulties to consider the consequences of their acts and omissions and to ensure that these do not give rise to a foreseeable risk of injury to another person.The expectation is that a person is expected to act reasonably, not guarantee the safety of others at all times. Risk assessments should be put in place for those individuals who maybe cannot foresee the result of their acts, and would not understand the consequences. The duty of care rests with the social care providers. For a person with learning disabilities, they need social inclusion but are disempowered if they take part in social activi ties and yet do not behave in a socially responsible way. Therefore risk assessments are needed. I do a quick mental risk assessment when I cross the road.A person with learning disabilities may need that risk assessment doing on their behalf, due to lack of traffic awareness. The risk assessment may also identify their need to be fully supported as they cross the road. Once the risk assessment is in place, and adhered to by enablers, the individual can be taken into the community, guided across the road safely and positive consequences experienced. An example of social inclusion and empowerment can be seen in a Cake Bake sale where a group of individuals with learning disabilities baked for the Cake Bake sale, and advertised it around the village.It was held at the Church Hall and announced in the church service. Prior to the Cake Bake sale, two individuals had been regular members of the congregation and supported by enablers to take part in the service. The Cake Bake Sale was wel l attended by many members of the congregation, who also supported by bringing cakes and helping to wash up and put crockery away. There was a huge positive input from the local community. There were many risks involved – from cooking with hot ovens, to walking up the church hall and crossing busy roads to get there.There were risks that the Cake Bake sale may not attract local community members because it was known to be run by people with disabilities. There were also risks in the handling of money and safekeeping of money. But these risks were assessed, catered for, the individuals supported properly and the Cake Bake sale was a resounding success. It raised money for a compost heap and tools for a garden project. 2. 1 Explain the process of developing a positive person centred approach to risk assessment. UBU’s policy is that a risk assessment should be completed when a person is involved in undertaking an opportunity that may put him or her at risk.It does not sto p the person taking part in that activity, but it does show that the risk element has been carefully calculated, evaluating the probability of the risk against the severity of the risk. It is to be discussed with all the parties involved and so becomes a multi-disciplinary approach. The risk is shown to be reasonable and will enhance the individual’s quality of life, but at the same time, all precautions are being considered and put into action. Being a person-centred approach to risk assessment, the person (not the activity, and not the staff or the premises) is at the heart of the risk assessment.The person’s behaviour and (if applicable) condition are taken into consideration. It is considered if the risk will induce emotional harm. High risk areas may be highlighted. A risk is assessed, recorded and monitored to ensure consistency, good communication, and on-going assessment and review take place of any decision taken. This demonstrates that thorough discussions ha ve taken place. Risks are discussed at the three monthly quality review, and six monthly service evaluation. They will be taken into account at any other discussions held to assess a person’s well being and progress.People learn through being given or seeking out opportunities. This may involve different amounts of risk. The first time somebody does something may be more risky than the time they do the same activity six months later. Knowing the person and understanding them is crucial, and this is where risk assessment becomes positive. By knowing the person, their behaviour, medical condition, emotional welfare, habits, enjoyment, strengths as well as weaknesses, the risk assessment can be tailored to their individual needs. Sometimes expert advice from an external professional may also be needed to ensure the best risk assessment is created. . 2 Explain how to apply the principles and methods of a person centred approach to each of the different stages of the process of ri sk assessment. The first step in creating a risk assessment is to create a person centred Care Plan. This is called â€Å"Getting to Know Me† and is ideally created with the individual, keeping it as person-centred as possible. It documents practical information such as the name, address, date of birth, GP details, but also documents likes, dislikes, fears and other personal information. There are two small boxes for each relevant section that are ticked if necessary.One is for Support Plans where extra support is needed. The other is for Risk Assessment, where a formal risk is pin pointed. The Getting to Know Me is kept on Sharepoint, the confidential electronic (computer based) system of UBU. By ticking the box, a risk assessment document is created for the individual and is filled in by the individual and person doing the assessment. The person doing the assessment will have received training to enable them to do this correctly. They will be a Deputy Manager or Team Leader , or higher manager. At the centre of Getting to Know Me, the support plans and the risk assessment lies the individual.The documents allow for individuality, whilst presenting a consistent approach throughout UBU. A risk assessment is headed with the following sections: * Subject * Issue * What has happened in the past? * What could happen in the future and is there anything that could make it worse or make it more likely to happen? * Who would be at risk and how would they be affected? * What is already happening to reduce or remove this risk? Have any other management plans been used or been effective previously? (if not why not) * Based on all the information that has already been considered how likely is it that something will happen? A number is given scaled 1 – 5) * What makes you think this? * Based on all the information that has already been considered if something did happen then how serious could it be? (A number is given scaled 1 – 5) * What makes you thin k this? * A risk value is then produced by the document * What is the risk from this issue? * Are there any benefits to my quality of life from this issue? * What needs to be done to remove this risk or make it less serious * Is there anything else that needs to be done to reduce this risk? * How, when and by whom will this be monitored? * My comments about this assessment (I agree with this assessment, I disagree with this assessment because? ) (The individual is asked to fill this part in). * Where I disagree with any part of this assessment (The individual is asked to fill this part in). * The reason my enabling team feel that this should be included in my plans is†¦ * Does this present a specific risk to my enabling team? There is then room for planning a review. As it can be seen, the individual is part of the risk assessment process and consulted on their agreement or disagreement with it. 2. 3 Explain how a service focussed approach to risk assessment would differ from a person centred approach.Rather than focussing on the individual, their objectives, dreams and their life, the risk assessment is based on statistics. Instead of giving room for the individual and their team to comment on the risks, the assessment and the prevention of undue risk being undertaken leading to danger, tick boxes are provided which do not allow for comment. The focus is on what can go wrong, not what can go right. The person is seen as a problem to be managed instead of a person to be enabled, and an individual who can fulfil ambitions and offer a contribution to society.At worst the person becomes an â€Å"object† for assessment. 2. 4 Identify the consequences for the individual of a service focussed approach to risk assessment. Individuals being supported in social care environments may seem to have less power and status than those who enable them, support and care for them. If they want to take a risk, the question that is most pertinent might be that of, â₠¬Å"How does the risk affect the more powerful people who enable, support, care and manage the place where they are (live). If there is a risk involved that may affect the perceived â€Å"powerful† people, then it is more likely that the individual will be prevented from taking the risk. Sometimes the risk that is feared is more imagined than real. Unpredictable actions from individual can have an impact on the reputation of the service provided by the company. This has happened at Mayfield Court, where a complex individual was taken out into the community where he caused some disruption. An member of the community complained to head office about the treatment of the individual as he was â€Å"saved† from rushing into a road with oncoming traffic.They did not like the way the enabler dealt with the situation. The enable was acting within the boundaries of the Care Plan, Support Plan and Risk Assessments for that individual, but the member of the community was not used t o the complex and unsocial behaviour of the individual. Should he then not be allowed to go walking and bike riding around reasonably safe areas of the locality? As a result companies providing support and care risk assess everything quite intrusively and obsessively focus on every aspect of the lives, behaviours and potential behaviours of the people they support. Proceduralisation† is increased, defensive practices become the norm, and there is a culture of blame avoidance. The parties involved have very different interests from each other. Conflict can result. Cooperation, agreement and action is needed so that individuals do lead the lives they dream of. 3. Understand the legal and policy framework underpinning an individual with disabilities’ right to make decisions and take risks. The Human Rights Act 1998 states: * the right to life * freedom from torture and degrading treatment * freedom from  slavery and forced labour the right to liberty * the right to a fai r trial * the right not to be punished for something that wasn't a crime when you did it * the right to respect for private and family life * freedom of thought, conscience and religion, and freedom to express your beliefs * freedom of expression * freedom of assembly and association * the right to marry and to start a family * the right not to be discriminated against in respect of these rights and freedoms * the right to peaceful enjoyment of your property * the right to an education * the right to participate in free elections the right not to be subjected to the death penalty Many of these rights incur risk. Liberty means no imprisonment against the will. But taking part in freedom does incur risk. We all have the freedom to express our beliefs. Some people may express harsh or discriminatory beliefs. They will have to balance their responsibility to other people, their right to express their beliefs and the consequences that come of their expression. This is harder sometimes fo r a person with learning difficulties. Hence the risk assessments that may need to be in place. Everyone has the right to assembly and association.This leaves vulnerable people open to potential abuse (we all are – property theft, verbal abuse to name two). They also need to be aware that other people have rights and there may be consequences to their actions that are not comfortable or pleasant. If a person with learning difficulties hits a member of public they may end up being arrested, or hit back. These are just some examples of Human Rights, the risks associated and the necessity to make risk assessments for vulnerable people to safeguard them as they do enjoy their full Human Rights as set out in British Law. The Mental Capacity Act 2005, Code of Practice states: 1.Every adult has the right to make their own decisions if they have the capacity to do so. You must assume that a person has capacity unless it can be established otherwise. 2. Individuals should receive supp ort to help them make their own decisions and all possible steps should be taken to try to help him or her to reach a decision themselves. 3. Individuals have the right to make decisions that others might think are unwise. Making an unwise decision does not mean that a person lacks capacity. 4. A person’s capacity must not be judged simply on the basis of their age, appearance, condition or an aspect of their behaviour. 5.It is important to take all possible steps to try to help people make a decision for themselves. 6. Any act or decision should be the least restrictive in relation to its purpose. The Mental Capacity act promotes independence for people and also allows for the making of mistakes and learning through making mistakes. Without experiences people do not develop and learn. However, it also suggests that people are given the support needed, so that they do not come to harm whilst doing so. Risk assessments should not unreasonably restrict a person. They should saf eguard them, but should be relevant to the real risk, not feared and imagined risks.NHS and Community Care Act 1990 sets out how the NHS should assess and provide for patients based on their needs, requirements and circumstances. Each individual has different needs, requirements and circumstances and therefore the provision for each individual should be different. The Act introduced an internal market into the supply of health care, making the State an â€Å"enabler† of health and social care provision, not a provider. The duty for assessing people for social care and support rests on the local authorities, so people who need community care, get the services they are entitled to.People giving care follow a set of rules called â€Å"The Care Value Base. † The care value base is a set of rules and guidelines that every care practitioner has to follow in order to provide services to their clients. The seven principles are: 1. Promoting anti-discriminatory practice 2. Main taining confidentiality of information 3. Promoting and supporting individuals’ right to dignity, independence, choice and safety 4. Acknowledging people's personal beliefs and identities 5. Protecting individuals from abuse 6. Providing effective communication and relationships 7. Providing individualised careWhen all these principles are in balance individuals should receive the support needed to live full and interesting lives, make their own choices and decisions to the extent of their mental capacity and yet be protected from abuse if vulnerable. They have a right to safety, and this is why risk assessments are put in place. Equality Act 2010 requires equal treatment in access to employment as well as private and public services, regardless of the characteristics of age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex, and sexual orientation.This ensures that people with learning disabilities should be able to make choices a nd decisions freely about seeking jobs and accessing all aspects of life. There should be no restrictions. Support should be given appropriately after assessment with support plans and risk assessments to ensure this can take place. General Social Care Council Code of Practice A social care worker must protect the rights and promote the interests of the service users and strive to maintain trust and confidence. The independence of the service users should be promoted, whilst protecting them as far as possible from danger or harm.This is where risk assessments and the adherence to such plays its part. A social care worker must respect the rights of the service user whilst seeking to ensure that their behaviour does not harm themselves or other people. There are consequences to actions, and responsibility lies both with the individual (if they have the mental capacity) and the social care worker. Public trust and confidence from the public with regards to social care services must be upheld. Members of the public should be able to see people with learning difficulties out in the community, but in a safe and sensible way.A social care worker is accountable for the quality of their work. They have the responsibility for maintaining and improving their knowledge and skills. The managers and deputies have the overall responsibility for Care Plans, Support Plans and Risk Assessments, but the enablers also have the responsibility to read them, understand them and put them into practice. Also, when they are reviewed and change, to re-read them and understand the new documents. Valuing People, White Paper 2001 covers four key principles: civil rights, independence, choice and inclusion.It takes a life-long approach starting with an integrated approach to services for disabled children and their families, then, providing new opportunities for a full and purposeful adult life. The proposals should result in improvements in education, social services, health, employment, h ousing and support for people with learning disabilities and their families and carers. Valuing People underpins the individual’s right to make their own decisions, act independently and be included into society. A person with learning disabilities has the same civil rights as everyone else.They also share the same responsibilities, actions have the same consequences, and British Law applies. Whilst British Law strives to promote independence for people with disabilities, it does not protect them from the consequences of risk taking. This is where a balance is needed between duty of care (for both the individual and others), consequences of actions, learning from successes and mistakes, and ensuring an overall wellbeing for all concerned through risk assessment. 4. 1 Analyse why individuals with disabilities may be at risk of different forms of abuse, exploitation and harm in different areas of their lives.An individual who is in supported living is often a more vulnerable pe rson. The term vulnerable person refers to anyone over 18 who is or may be in need of community care services by reason of mental or other disability, age, illness, may be unable to take care of him or her, or is unable to protect him or her against significant harm or exploitation. Who Decides, Lord Chancellor’s Office 1997 Such people may be elderly, physically or mentally frail, suffer from a mental illness including dementia, have a physical or sensory disability, have learning disabilities, or have a severe illness.Abuse is a violation of an individual’s human rights by any other person or persons. It may consist of a single or a repeated act. It is the maltreatment, physical, emotional or financial, of a vulnerable adult. It may comprise threatening behaviour, neglect, sexual abuse, or the misappropriation of finances or material assets. Abuse can be physical, sexual, psychological, financial or material, neglect and acts of omission, and discriminatory abuse. At Mayfield Court different individuals have different risk assessments in place to safeguard them in situations where perceived abuse could take place.One individual has been risk assessed that he should never be allowed to go to the pub alone, and must always have support. Incidents have happened when clients of pubs use threatening behaviour towards him. Another individual has a risk assessment that he cannot go alone into the community because he stares at children, especially young boys. Parents perceive him to be a risk to their children, although there are no grounds for this. He would like to play with the children, as he never could do so as a child due to his medical condition. So he looks longingly at them, and becomes a perceived risk in the community.As a result he could be abused by those who take action to protect their children (quite understandably). Another individual has no competent money and financial awareness. He has been risk assessed so that he must be support ed in the community with regards to shopping. He would spend all his money on goods that were not necessary, often repeat purchases of a single item (one diary is good, several of the same diary is better! ) and would waste his money. This would lead to a situation where bills cannot be paid and the quality of his life would be compromised, so his risk assessments are in place to ensure it does not happen.Whilst this would be his choice, he could easily be abused financially by shopkeepers, or members of the public who take advantage of his good nature and vulnerability. It would also be abusive to pretend to provide support for him, whilst not safeguarding him to manage his money in a reasonable and sensible way. Stopping him buying items that he actually enjoys, would also be abuse. On supporting one individual with severe Down’s Syndrome through the streets of York, a school trip of children aged approximately 10 years old went by. Several of the children pointed their fin gers and shouted out, â€Å"Look at that little man! This could be construed as abuse (although they are children, and probably more interested than abusive). But highlighting a person’s differences negatively is discrimination and bullying. When managers consider the Care Plans for individuals, they need to consider such risks, and write risk assessments to safeguard individuals as they go about their normal, everyday life in community situations, because unfortunately there are risks in life by simply being out in the community for everybody and anybody. 4. 2 Explain how to support individuals to recognise and manage potential risk in different areas of their lives.The enabler is in a key position to support an individual to recognise potential risk in everyday living situations. Once the risk has been recognised the enabler can work with the individual, and possibly Deputy Managers and Team Leaders to manage the risk. It depends on the type of risk presented. Deputy Manag ers and Team Leaders at UBU write the risk assessments that are recorded in risk assessment documents on the Computer System Sharepoint. These may have been flagged up by enablers or keyworkers, but training is needed before the senior staff formally write them.The risk can be recognised by the individual, or by staff supporting them. Risk assessments are often written for an individual from their Care Plan (Getting to Know Me). The individual may be introduced to the perceived risks after the risk assessment has been created. It depends on their own awareness level. One individual thought she knew all about money and could not understand why she could not countersign her own finance records. She has been assessed as having no concept of the value of money, or any recognition of coins and notes.She does know money exists, it is in her purse, and it can be exchanged for goods, but the value is not understood. She has had a risk assessment put in place to state this, and Deputy Manage rs and Enabler Plus staff members sign and countersign the finance records. She has gently been taught to understand that although she loves to sign her name, and she wants to take on independence in this area of her life, it is too risky, and she has had to come to terms with the recognition of money usage and a potential area of abuse that has to be covered by risk assessments that must be adhered to by staff.Talking to individuals and explaining in ways they can understand is a way to help them recognise areas of risk. An individual wanted to use the Spa pool at a hotel near to his home. But he was nervous of the water and use of the pool, due to a perceived bad experience years previously. I took him to the spa pool where he could view the pool area and where he could created his own risk assessment of the facilities and activity. He talked me through his perceived risks, and I wrote them down.Sometimes I pointed out a risk to him, and he decided how to deal with the risk safely . Together we created a detailed risk assessment, that I typed up and put in his folder so all staff could see it. I also gave a copy to the Team Leader so she could type it up onto Sharepoint. (Ref. Swimming Risk Assessment Reflective Statement 205/305/306) I use a â€Å"Stop and Check† method of risk recognition, using open questioning techniques before doing an activity. I ask, â€Å"What shall we do? † â€Å"How shall we do this safely? † This gives the individual chance to come up with the answers.The recall of past experience ingrains the knowledge, it gives them practice in thinking through a situation and safety awareness, and empowerment because they were not told, and they came up with the answer themselves. Some individuals learn through habitual practice and learn by rote. Verbal communication is not a primary method of communication for these individuals. When crossing a road I always enable them to STOP and CHECK before crossing – whether or not there is traffic coming. We ALWAYS walk on the pavement. We ALWAYS use the â€Å"little green man† at the crossings.This way, they learn the habit of safely. I plan with a person in advance, and as we plan activities, we think about and discuss safety, accidents, the best way of doing something, and what the consequences might be if we did not do something. Going to a garden centre on Sunday becomes a risky business if an enabler does not have a bus timetable that is up to date, and shows the Sunday bus service. The consequence could be no transport home, and no money to pay for a taxi. I explain why to those who can understand the concept. An individual wants to iron, and seems very capable.He has cerebral palsy. I have explained to him that because of his mobility issues, and because an iron is hot and unwieldy, it is better that he lets me iron, whilst he puts away. I make sure he feels praised by his putting away skills, rather than undermined because I have not let him try ironing. At Pastimes (a day care centre) individuals have had access to Advocacy Meetings, where they learn about their rights, responsibilities and the consequences of their actions. Education (formal) be it at a college, evening or day class may supply teaching about risky situations.There are many ways to help an individual recognise the risks in their lives, and manage them. But tactfulness, support, and inclusion in the risk management activity is a way of enabling the individual to learn what risks are pertinent to themselves and how to circumvent difficult situations, accidents and injury, humiliation and stress. 4. 3 Explain the importance of balancing the choices of the individual with their own and others’ health and safety. When an individual makes choices, they take responsibility for their actions, and need to think ahead about the potential consequences.Thinking ahead does not always come naturally to everyone, including those who are not assessed as hav ing learning difficulties. An individual wanted to go upstairs at Mayfield Court, to visit a friend who lived on the upper floor. She has been assessed as being at high risk of falling down the stairs. She has had it written into a formal risk assessment that she should not go up stairs. The reasons given are that she may fall and hurt herself badly, she may fall and land on top of somebody else, and she may damage property.She may not be able to get down the stairs. This may lead to a hospital visit, and the unnecessary usage of NHS ambulance and paramedic time. When in hospital, she may use more than her allotted support hours and then have to do without support another day, or pay for the extra support hours. Alternatively, she may have to go to hospital unaccompanied. UBU are accountable for her safety to her parents. The individual does not have the right to chose activities or make decisions that put another person into danger. The worst case scenario is manslaughter.The perso n can be supported to lead a full life, but not one which puts others into unnecessary danger, or may lead to someone’s injury or death. UBU do not have the right to allow the individual to freely do whatever they want without any regard to their own and other’s safety. However, if an individual has the full capacity to make decisions and understand the decisions s/he is making, and chooses to do the activity knowing that they are putting themselves at risk, then there is nothing a UBU enabler can do to stop them.They can encourage them not to, point out the risks, point out the consequences and make very detailed records, but the enabler cannot lock the person up and refuse to allow them out. Thus it was that the individual, who was not allowed to access the upstairs floor, went up anyway, knowing full well she should not do this, having been asked not to, and having had the consequences fully explained to her. She did get up and down the stairs without accident but s he did also put herself into an area of potential risk.She did not have an enabler’s support at that point in the evening and made the decisions by herself. 4. 4 Describe how own values, belief systems and experiences may affect working practice when supporting individuals to take risks. I believe in freedom of choice, as long as it does not affect other people adversely, and as long as it is not obviously going to put the individual in a situation of danger or difficulty. I am a great believer in try it and see, and have a go. I have a very person-centred approach to life and try to include individuals in decisions and choices made.I support individuals to action and complete activities they have chosen to do. But I do adhere to risk assessments that are formally in place, and created risk assessments either formally (e. g. for a holiday proposal) or mentally as a situation of perceived risk arises (e. g. crossing the road/entering a cafe that seems quite full). I do not tak e unnecessary risks. I do think and plan ahead in great detail. This includes physical, mental and emotional risk assessment, as well as secondary concepts such as â€Å"getting tired† which may not seem to be a risk as such, but could lead to other dangers.A tired person, who has been walking more than normal, is more likely to suddenly refuse to go anywhere else, and they and their enabler may end up stuck in town, or far away from bus stops, without the ability to return home. My experiences have been mixed as I have learnt my job. The risk assessment completed for the swimming activity at the Spa pool was a very positive activity. This lead to the individual using the pool facilities and overcoming his nervousness of water. The risk assessments completed before tenants holidays proved detailed and more than adequate to keep the individuals safe.However, there are always ad hoc experiences that one cannot plan for, and risk assessments must be done at the time of the risk being presented. I supported an individual to go to a supermarket and use the bus as transport. As it was the first time she had ever been, and she was new to Mayfield Court, the Deputy Manager went with me (we risk assessed that it was safer to have two of us supporting her, as she can present volatile behaviour). We took enough money for a taxi home if necessary. We went there, shopped successfully and had a fun time as well.We got on the bus home, and as we approached our stop, the individual rang the bell. The bus driver shot straight past the bus stop and we were a long way down the road before he could stop at the next bus stop. We disembarked but the individual lost heart and decided she would not move. We risk assessed at that point that getting a taxi the seemingly (to us) short way home was better than forcing her to try to walk, or creating a great fuss about walking, as we thought it necessary to complete the trip positively. Fortunately a taxi pulled up at a nearby shop , and we asked the driver to take us back to the individual’s home.The risk of the bus over-shooting and missing the bus stop was not foreseeable, but because we had to make quick decisions with regards to the physical, mental and emotional welfare of the individual, and we risk assessed the situation immediately, the decision we did make turned out very positively. On an individual’s holiday the individual asked for the freedom of the hotel, to go round, talk to people she had met, and have a drink with them. I risk assessed the situation as safe as long as I stayed within view, although minding my own business. I could be called on if necessary.The hotel staff’s job was not to look after and support the individual’s on holiday, but the hotel was for people with disablement, and part of their job description is to liaise with enablers and carers, and communicate any needs to them. Therefore I decided that it was a reasonable situation for the individualà ¢â‚¬â„¢s development and although risk (of falling over, having a seizure, annoying staff or guests) was involved, because I was somewhere near and could be sought easily, the risk was minimal. I adhere very strictly to one individuals risk assessment with regards to road safety.He has no traffic sense and would walk in front of a vehicle. I ensure I position myself between him and the traffic. Another individual has no traffic sense, but has been taught to walk on pavements. He does this and only needs strict supervision when nearing road crossings. However, I still do remain mindful and vigilant when out in the community with him. One individual for the most part enjoys going into cafes, but if they are crowded or have the wrong sort of music on, he can display socially unacceptable behaviour. I plan a cafe trip, take the necessary equipment (his bowl, mat, wipes, cutlery, plastic beaker) with us.But when we arrive I make a judgement as to whether to proceed with the cafe activity dependent on his mood presentation, the circumstances within the cafe, and any other factors that need accommodating. The whole purpose of the cafe experience is for the individual to enjoy it, and the risk assessment highlights whether he is likely to enjoy the situation or not. If not, there is no point in doing it. Part of my risk assessment practice is to â€Å"tune into† the individual’s mood and analyse whether he is in the right mind-set to cope with a particular set of circumstances at that particular time.What is a positive experience on one day may be quite disruptive and negative the next day. 4. 5 Explain the importance of recording all discussions and decisions made. When I make decisions on behalf of an individual, especially ones that may have far reaching consequences, I need to evidence why I made them, and in what circumstances. I therefore record my support in a Daily Log, and if there are any incidents, these are recorded in a specific record for v iolent incidents or other incidents.The Daily Log is mostly used, and here we record what the individual chose to do, what they did, how they did it, what happened, and what the outcome was. When decisions are made, I evidence why that decision was made. The enabler is responsible for the welfare and the safety of the person they are supporting and this includes the physical, mental and emotional welfare and safety. UBU is also accountable, and hence have a full set of Policies and Procedures, Care Plans, Support Documents and Risk Assessments in place for each person.The nature of the job as an enabler is to support individuals so that accidents and injury, abuse and harmful decisions are not made. Risks are taken, but the Daily Log can show that the risk was reasonable, and assessment had taken place. The risk assessments can be referred to. The enabler is responsible for adhering to risk assessments, support plans and care plans. If the individual chooses and forces a decision to discount the risk assessment, or ignore it, it must be documented that reasonable persuasion took place. In some cases it can also be documented in the communication book and the individual can sign it.Two tenants decided to share support for the evening so they could go together to a pub for a drink. This meant that one tenant would have to forgo support, in the event of the other, more vulnerable tenant’s safety or health being compromised. I wrote out a contract in both their communication books which stated that they both understood what they were doing, what they were doing, what the consequences would be. They signed their own and each others’ books, and it was also fully recorded in the daily logs. They went out and had a good time.An individual whose risk assessment states he must be supported in the community at all times due to his lack of regard for traffic (after being run over by a car), ignored his risk assessment at a time when he was not supported, and went on a bus to a pub about 2 miles away. He then met another tenant who was there with his supporting enabler. He completed his journey in safety, but had put himself at considerable risk to do the journey. This was explained to him, but his attitude was that he wanted to socialise and have a drink, and he should not have to stay in all evening just because he did not have support.This is a difficult situation, but the individual did present the capacity to understand his decision, to know it went against his risk assessment, and that it may have had severe consequences. He did not show remorse. Some individuals have the mental capacity to choose to disregard their risk assessments knowing the consequences, and others have not. They cannot decide to disregard the risk assessments that have been put in place for their own welfare. They will act on what they think at the present moment. This capacity should also be risk assessed by professionals.A social care manager may have to be brought in to review and put support plans in place if a person repeatedly brought undue risk to them self or to others. A person who has the capacity to make a decision with understanding is accountable to British Law and the consequences of breaking it. UBU and I, as Enabler Plus, must evidence and record that all reasonable steps have been taken, policies and procedures followed, advice sought and followed, and authorities notified in accordance with UBU’s policies and procedures. Susanna Fox 4. 7. 12

Breach Of Contract Essay

Breach of contract simply means non performance without excuse or intrusion with other party’s performance with regards with bargained-for exchange or agreement made by one or more parties concerned. The claimant or the complainant in cases of breach of contract is said to be a plaintiff. It refers to a party seeking for a legal remedy by initiating a charge on the court. He also seeks judgment favorable to him and appropriate from legal basis. Not every single case of breaches of contract will be automatically agreement killers or will end up in incriminate. There is what we call material and immaterial breaches. The lawsuit depends on whether it is material or immaterial and also depends on who the parties are. Immaterial breaches are simple cases which can be ignored. It can be fixed by giving opportunity for the defendant to correct and fix the breach. One case of breach of contract is the 2006 case charge against Howard Stern, American radio personality by CBS radio. The CBA radio takes legal action against their former star due to inappropriate used of radio airtime just to build up his potential employer, the Sirius Satellite Radio. And also he was charged due to gained financial reward thru the help of stock sale of CBS radio(Carter, 2006). With this case, the breach is said to be done because the allegedly defendant is of makings things out of his responsibilities and out of the agreement made. As a defense, he can simply use the issue of personal vendetta. He may say that they only using the charges just to annihilate his image as a radio star. If the breach will end up in victory for the Plaintiff, the CBS, they could attain financial payments for the said breach. Reflection Knowing the ideas on breach of contract is necessary for any business related individual as to know what to do to avoid things concerning breach of contract. Because breach of contract may happen in many ways, it is necessary for me as a business practitioner to be able to know much about this. We should know that breach of contract may happen in following cases, one is when a corporation ordered a product from me as an example and when time of delivery it will not accept it or even accept it but they won’t pay for it, I can charge them breach. Second is when corporation tries to interfere with my business which is also another case. Third is when a one of my former employee opens his own business and when gives criticisms against his my business we can also say that it is a breach. For us as a business entrepreneur, knowing the laws in a business community is an essential part especially if we are only a newcomer to the world of business. Being new does not mean we should always be ignorant of the things we should be most likely aware of. There exist a lot of things that should be known and understood with regards with our business. The topic in breach of contract is one of the noted laws in a business community that seems to have a lot of cases. By giving attention to the topic we could further think of ways how to avoid or if not meant to do so we can find ways to solve it. To be able to attain success, not just know how to make our business work out, we should always consider what the things that should be done and the things not should be done. Preparing for a business seems to be tedious but knowing the game of business can help much in business progress. References: Carter, B. (2006). CBS sues its former star for breaches of contract [Electronic Version]. Retrieved July 13, 2007 from http://www. iht. com/articles/2006/03/01/business/stern. php.

Langston Hughes and T.S. Eliot Essay Example | Topics and Well Written Essays - 1250 words

Langston Hughes and T.S. Eliot - Essay Example Suffering takes place in the lives beings with feelings in a number of ways, which are more so dramatically. The reason the writers of these poems decided to include the theme of suffering in their works is due to the effect it has on human beings as well as the times at which they wrote their works. The theme of suffering is used to show how; many fields of man’s activities are associated with one or the other aspect of suffering in their own ways. The various facets of suffering explored in the poems include nature of suffering, causes and origin, processes of suffering, significance and meaning of suffering, its related behaviors (cultural, social, personal), the remedies of suffering, management of suffering, as well as its uses. The poems â€Å"The Love Song of J. Alfred Prufrock† by J.S. Eliot and â€Å"The Weary Blues† by Langston Hughes in symbolic and imagery ways allude to the theme of suffering. Having been written in the early twentieth century they d epict the silent inward suffering of human beings and song or blues is a metaphor in the poems respectively. An in depth analysis of both shows how music is used as a symbol to communicate the remedy for suffering. In â€Å"The Love Song of J. Alfred Prufrock†, T.S. ... The cause of his suffering on the inside (silent suffering) is that he has too much knowledge of life to even dare approach the woman with whom he intended to have tea. This monologue accelerates torture in his mind as he hears comments made by others about his inadequacies, which causes him to be hard on himself for, ever thinking that it was possible to interact with the woman emotionally. Prufrock in his contemplation and meditation suffers emotional distress by the conclusions he makes in his mind that he is a second rate citizen which is all a matter of self-condemnation (Ackerley 24). J.S. Eliot employs the form that is a dramatic monologue or a soliloquy in which the speaker’s (J. Alfred Prufrock) character is developed and revealed. His suffering is made worse by the fact that he (Prufrock) is urban thus isolated as well as moody and sensitive thinker. The writer uses fragmentation and juxtaposition in propagating the theme of emotional hurt with mental focus as one of the subjects. He portrays that in this modern world, there are destructive and impersonal forces that need to be overcome which the speaker uses pity as a defense. Pity for Prufrock alleviates the suffering he is experiencing mentally by devaluating himself claiming he is no Hamlet. The theme of suffering silently in this poem portrays the fragile or damaged psychological state of human beings in the twentieth century. J.S. Eliot captures the transformed world, which was seen as denigrated, alienated, and fractured. The soliloquy of Prufrock shows the suffering caused by the Great War to which Europe lost a whole generation of young men. This left the survivors struggling to establish their masculinity in a society that had changed radically. â€Å"The Love Song of J. Alfred

Response to 3 students posting with 2 references each Coursework

Response to 3 students posting with 2 references each - Coursework Example by Onwuegbuzie & Leech (2005) who supported the assertion that mixed method research is a matter of natural research process that calls for a more extensive utilization of both qualitative and quantitative methods, in unison. I therefore believe that mixed method research attests to the valid need to integrate the strengths in both methods to come up with more conclusive, reliable and valid research findings. It is highly commendable that you have supported your arguments with as many as four (4) references on expounding the discussion on Mixed Method Research. As you cited the research works of Onwuegbuzie & Collins (2007) have likewise noted from the works of Tashakkori and Teddlies (2003) book, SAGE Handbook of Mixed Methods in Social & Behavioral Research, that there are indeed more than 35 mixed methods research designs, which is just amazing and potentially complex. This just goes to show that there are vast research designs that could be utilized to the advantage of researchers, as long as they have the knowledge, awareness, and proper competencies to apply these tools to their advantage. The assertions from Pole’s (2007) discourse was noteworthy in terms of indicating that â€Å"qualitative researchers viewing the world as interconnected, while quantitative researchers rationalizes the world’s views are scientifically based† (p. 36). One thereby agrees that although there is a valid point in the distinctive differences between the interconnected view of the qualitative research method and the more structured, definitive and scientifically based quantitative method; these disparities form the respective strengths and competitive advantages of each method. However, when taken together and integrated in a particular study, merits from both methods are crucial to validate the findings and make the results more conclusive and reliable. The fact that mixed research method is actually not confined to a number of research designs, as argued by Tashakkori

Analyse the policies of the European Union in broadcasting. Include in Essay

Analyse the policies of the European Union in broadcasting. Include in your answer some reflection on why transnational broadcasting has largely failed in Europe - Essay Example Various diversities such as linguistic, cultural, social, economical and religious , often challenge the smooth functioning of broadcasting. European Broadcasting Union have developed and followed a policy that ensures human rights especially the freedom of opinion and expression. One can find that it gives more emphasis on the protection of fundamental values such as cooperation, solidarity and tolerance. Transnational broadcasting system is a new trend of global audio visual markets. Transnational broadcasting system largely failed in Europe because of various reasons such as, economical, linguistic competition, relationship between channels and publishers, and technological developments. Economical, linguistic competition, relationship between channels and publishers, and technological developments influence the process of transitional broadcasting system. As a result of the existing broadcasting policy European Union have changed their broadcasting methods especially, the implementation of digital broadcasting which has provided a new phase. Under new broadcasting policy all European broadcasters are expected to convey their services on both analogue and digital platform. The existing audio and visual broadcasting policy is highly helpful to European countries in its social, cultural and economic development. Paula Chakravartty, Katharine Sarikakis state that; â€Å"In the case of broadcasting policy, debates about culture and identity ,function around claims for the recognition of difference in contrast to the universalizing tendencies of the market.† (Chakravartthy & Sarikakis 2006, p.87). The new broadcasting strategy will support the construction and allocation of European employment and it will change the social and economic scenario. The book entitled Broadcasting in the European Union: the role of public interest in†¦ provides valuable information about the advantages of new broadcasting policy to the

Schooling and Educational Opportunities for Females in the UK - Essay

Schooling and Educational Opportunities for Females in the UK - Changes - Essay Example This comparison paper looks at the present state of post-16 educational opportunities for females (Archer et al, 2007) in contrast with those available to them in the 1950 and 1960s in the Post World War II era (Evans, 1991). It is evident that much has flowed under the bridge and the past has contributed to the present in a very effective manner. While the Archer article adopts a more clinical research based stance, the merit of the Evans piece is that it is personal and engaging as well. Only at certain points, she guides us as to the points she wants to make. In their paper entitled ‘Class, gender, heterosexuality and schooling: paradoxes within working-class girls' engagement with education and post-16 aspirations’ as published in the British Journal of Sociology of Education of March 2007, the authors discuss ways in which inner-city and ethnically diverse working-class girls' constructions of hetero-femininities mediate and shape their engagement or disengagement w ith education and schooling. This study was based on data collected from 89 urban working-class youth in London. The authors mainly touched upon three main ways through which these young women used heterosexual femininities to construct capital and generate identity value and worth- these were (1) through investment in appearance using glamorous hetero-femininities, (2) through heterosexual relationships with boyfriends, and (3) through the ‘ladette’ phenomena. They maintain that young women's investments in particular forms of heterosexual working-class femininity can affect very deeply their engagement or disengagement from schooling and education. They focus on the paradoxes that arise when these constructions interact with other oppressive power structures. Class, Gender, Heterosexuality and Schooling Paradoxes- A Detailed Analysis Archer et al. (2007) start off by commenting on the lower academic scores that boys typically achieve compared to girls in the GCSE and other competitive examinations and seek to determine the reasons for this. This underachievement is a cause of concern for many countries- from the UK to New Zealand. However, as Epstein and others have noted, it is not as simple as this because a more detailed look indicates that not all boys are doing badly and indeed, not all girls are doing well. There are complexities of social class, gender and ethnicity that underlie these results which must be addressed. Amazingly, Kenway (2003, page ix) found that girls leaving school early had more problems than boys in securing employment.

Organization of nazarene Essay Example | Topics and Well Written Essays - 250 words

Organization of nazarene - Essay Example nternational headquarters was in Kansas City, Missouri, since 2008 the location of Global Ministry Center is Prairie Star Parkway, Lenexa, Kansas (Ingersol 65). The Church puts together congregational and Episcopal policies to come up with the ‘representative’ government. The feature that is silent in this structure is the power that is shared between the clergy and the people as well as between the denomination and the local church. The Assembly acts as the supreme doctrine creating, lawmaking, and one with the elective authority according to the constitution of the church (Ingersol 87). It is made up with representatives from denomination’s district worldwide. General Superintendent is the highest elected office. The local church is the basic unit of organization and it can either be church type mission or an organized church. Local congregations are divided administratively into geographical districts. The Church is usually associated with higher education; it provides college/university (students), faculty leadership, administrative, and spiritual and financial support. The church college/university is an important part of the church and a fraction of every local church’s and district budget is put towards Nazarene higher

Memorandum explaining the discussion of merits of Congress adopting a Term Paper

Memorandum explaining the discussion of merits of Congress adopting a federal Value Added Tax - Term Paper Example The SBT was developed in as early as 1975. The framework of SBT can be scrutinized to understand the practical implementation of the VAT scheme in American context. In the year 2008, SBT was repealed and replaced by another taxation framework called the Michigan Business Tax, which can be regarded as a form of continued VAT implementation. (Roberts, W. D. & Gell, M. B., 2010) At the federal level, the US Congress is trying to institute the VAT scheme since 1982. â€Å"Overall, the options have stressed that a broad-based consumption tax, such as a VAT, could raise large sums less easily than incremental increases in income tax rates, but with less loss of economic efficiency; that excise taxes on selected products could be raised to minor good effect; and that broadening the tax base could raise significant sums and improve economic efficiency.† (Reischauer, R. D., 1994) Current Proposals in Congress for Adoption of a Federal Value-Added Tax The US taxation system is based on a strong historical milieu, and the US Congress is aware of that. The historic Boston Tea Party, which took place prior to the War of American Independence, was related to the unfair tax schemes imposed by the then British rulers. However, the framework of the federal governance of the country remained under scrutiny and criticisms throughout the 19th and 20th centuries. Income tax regulations have been a primary federal concern. The framework of the federal taxation system of America has not been without its problems (Adams, T. S., 1921). Too much dependence on income tax revenues may lead to serious economic problems. The Congress thus proposes to impose a value-added or national sales tax. The Congressional Budgetary Office (CBO) has been pointing at the revenue raising potential of a...The policy pros of the VAT scheme entail the reduction of the American economy’s too much dependence on the income tax revenues. In the United States, people with higher income have to pay a heavier income tax, which is regarded as unfair by many conservatives (Edwards, C., 2009). A strong revenue network through federal VAT can compensate the inequalities in the current income tax rates. More and more Democrats and other policy makers are focusing on the policy process in regard of VAT. According to them, VAT will provide the federal government with a reliable instrumentation to handle deficit and pay off the debts. John Podesta (who led President Obama’s transition team) thinks that the only way to stabilize and grip the troublesome debt situation is to reduce the hike in health care expenditures, reduce federal spending, and add new means to increase revenue input. The progressive value-added tax scheme appears to be a boon in this context. The policy cons of VAT scheme are rather numerous and thought provoking. The European experience of implementing the VAT is important. VAT is supposed to lower the taxes on profit and income.

Environmental Literacy and Sustainability Essay

Environmental Literacy and Sustainability - Essay Example However, many economists disagree with this approach, claiming that constraints on the use of natural resources will inhibit the advancement of modern and creative societies (Allen, Tainter, & Hoekstra, 2003). It has been commented upon that the current discourse may be confounded by political biases, which serve only to limit the ability of societies to plan for a sustainable future (Allen, Tainter, & Hoekstra, 2003). It is generally conceded within the ecological community that there are limits to the human ability to produce and consume of the natural environment. Present research concerns are oriented at global unsustainable development and the threat to human survival within the 'earth household' (Allen, Tainter, & Hoekstra, 2003). From the research findings has arisen an emphasis on sustainability education, both at the academic level, and at the level of the every-day consumer or the corporate executive, all of whom are inter-connected systems of the global ecosystem called Earth. Hence, it is anticipated that this paper will; provide the reader with a reflective review of past and present human activities impact within ecological systems; extend the reader's insight into the core elements of biophysical ecology; inform teacher/researchers about ways to enhance sustainability education; and to contribute toward raising the awareness of consumers as to the critical need for sustainable lifes tyles, industry and economic-political institutions.First, this paper will review the definitions of terms common to sustainability discourse, such as environmental literacy and sustainability. Secondly, three popular theories of sustainability will be outlined. Next, the implications of these theories in regard to ecological education will by highlighted. Finally, a conclusion will synthesize the main points of this paper, present recommendations for future research directions, and emphasize the importance for ecological education in 21st century living. Landscaping the Discourse Environmental literacy Gaining momentum during the early 1970s, the concept and application of environmental literacy has achieved depth and comprehensiveness, and has been adopted into education systems of many industrial and developing nations (Goodland, 2002). In North America, over 1.5 million primary to secondary teachers deliver and participate in environmental education (EE) courses. As such, numerous models of how best to present new information regarding environmental behaviors have been developed. An emphasis is placed on positive engagement of the student will novel forms of new knowledge about ecosystem energetics and the value of biodiversity. However, it had been pointed out by Golley (1998) that, in general, North Americans are unable to articulate environmental knowledge that could be put to practical use such as protecting community health and natural resources, empowering people to live for a sustainable future. Ironically, the discrepancy between public support for EE, and actual sustai nable behaviors, has occurred for over three decades (Golley, 1998). Humans have been remiss in the application of environmental knowledge and some attribute this to a deep believe within industrial cultures that nature is an object to be used, exploited and profited from. Unfortunately, this mindset appears to be embedded across academic