Local, State, and Federal Laws and Policie Essay

One of the most important aspects of teaching is providing a safe environment where student learning can be achieved. The only way this can be achieved is by staying up-to-date on all laws and polices in place to help schools and teachers provide a safe environment. There are many documents provided for teachers and students to help them get familiar with all the local, state, and federal laws and polices. This essay will focus on a â€Å"Student/Parent Guide†, â€Å"Faculty Handbook†, and a â€Å"Comprehensive School Safety Plan.† The first artifact is a â€Å"Student/Parent Guide.† This book is considered both a rule book and an information booklet to help in all aspects of student life. It contains a multitude of information regarding the rules governing students, student activities, school curriculum, and general information about the school and it’s procedures. The first pages describe in detail two Acts dealing with a students’ enrollment, attendance at school, and the right to retain a driver’s license. It also describes the state law relating to the â€Å"Quiet Reflection Time† that public schools are required to uphold. The next section deals with general school information. This section has policies ranging from absences and truancy to first aid and emergency procedures. The next part in the book is the rules governing students section. This section includes the policies dealing with fighting, dress code, drugs, cheating, and many other rules and their consequences. The third section is titled Instructional Program and deals with the school’s curriculum. This section begins by stating the school’s accreditation and also states that it meets and exceeds â€Å"Section 504† in it’s special  education program. It also stats the policies on parent conferences, graduation requirements, and summer school. The last section is the school’s policies on student actives and assemblies such as pep rallies. Overall, this booklet contains a massive amount of information containing all levels of polices and procedures aimed for student and parent usage. The next artifact is a â€Å"Faculty Handbook.† This handbook is designed as reference book for teachers. It is the centralized book containing all school policies. It beginnings by describing the faculty absentee policy and how to prepare for a substitute teacher. The book details many types of leave such as professional, sick, and personal, and what to do for each situation. The next section of the handbook covers many policies on posting attendance, lesson plans, and grade posting. Classroom procedures, which include discipline, structure, and monetary collections is discussed in the next section. The last section in the handbook explains the policies on field trips, purchase orders, report cards, summer school, and the school’s philosophy of education. With all the policy and procedural information contained in this handbook, a teacher can be better prepared for any situation. The last artifact for discussion is a school’s â€Å"Comprehensive School Safety Plan.† The school system devised this 100 page plan to ensure the â€Å"highest degree of safety and security in the school environment†. In the first section, a detailed description is given on emergency contacts, school crisis teams, and a list of emergency supplies in school. The second part deals with teacher training for emergencies. It describes how communications should be handled, securing the grounds, student supervision. The last section in the safety plan details a multitude of security risks and their procedures. Some examples include bomb threats, hostage situations, sexual assault, fights, and severe weather. The first is to always be prepared for whatever situation may arise, and with this document, teachers are better prepared to deal with almost all safety situations. In conclusion, with all these documents, students, teachers, and parents can be up to date on all policies that affect them in and around the school  environment.

How to make friends?

Good morning Principal, teachers and fellow students, Welcome all new Form 1 students. This is the first school assembly. It's our honour to have all come back to our school and to feel the harmonious atmosphere around the school. Form 1 stage is a critical period in which students need to adapt to the new environment. It's a transitional period for you and you have to overcome these sorts of psychological changes. In the new school year, you will meet different people who are new to you, you will have many subjects that you haven't encountered in primary school. I am the Chairman of the school counseling service. My name is Chris Wong from 6S. I am going to give all Form 1 new students some suggestions on how to make friends. Firstly, let me tell you the importance of making friends briefly. According to Confucianism, ‘friends' are one of the five important elements in interpersonal relationships. Friends give consolation, point out the mistakes you make and urge you to correct them. Friends are to be trusted and have the responsibility to ‘monitor' each other. Friends are spread all over the world. Confucius even said, ‘Teachers are also your FRIENDS because they not only teach you knowledge and learning tactics, but they also teach you social ethics and morals. Morals are clues to guide you – not to act improperly, not to go astray.' You see, friends are so important to us! Okay, let us move to ‘what attracts people to each other'. There are two definitions. From a micro-view, people are always attracted by same gender, same age, same school, same residential building, and so on. This is because making friends depends on the interpersonal distance between them. The closer they are and the more often they see each other, the greater chance there is of making friends. From a macro-view, friends are not limited to the aforementioned factors – friends are spread all around the world. There are no boundary limitations to making friends. If people only have the same hobbies and feel good to meet each other, they will become friends. I hope you will catch what I mean. Maybe I give you some real examples on ways to make friends, then you will have a better understanding on what I mentioned before. Firstly, ‘being active' is of the utmost importance in making friends. Try not to be shy and dare to initiate the conversation. This is ‘interaction' because the relationship of friends is bilateral, it can never be unilateral. For example, you can start the conversation by saying, ‘Hi! It's hot. It'll be good to go swimming. I like swimming, do you like swimming?†¦' The content of the conversation is mainly about the same hobby. Of course, there are other ways to make friends, say, inviting somebody or even a group of people to a party, to a ball, to a feast, etc. Invitations are a symbol of sincerity. People like to see someone else treat them in a friendly manner, so it is another good way to make friends. Ah†¦May I add a point? Just now, I talked about making friends who have the same hobby as you. You may even bring your actual stuffs along with you and give them a look. Say, if you like collecting stamps, you may being a stamp album along. So, when you feel bored, you can take out the album and discuss with your friends the meaning of collecting stamps, like learning others' practices and customs and enhancing cultural awareness. Or if you like playing ball games, you can take a ball with you. You'll find it very useful in case you need it. There are additional benefits, playing sports is fun and improve our cardiovascular functions. Let me discuss the ways to make friends. In the ‘Age of the Information Explosion', people can make friends on the Internet with the aid of devices, like ICQ, MSN and Skype. If you have a web camera and a microphone connected to the computer, you can even have audio and visual conversations with your acquaintance on the other side of the world. Making friends in the Net is not ‘virtual' as some people say, but it may be risky sometimes. So, let's move on how to make friends carefully. Not everyone is kind-hearted, some are criminals and crooks, especially when we make friends on the Net, and we need to be very careful since you don't have a face-to-face contact with the other even though you have a web camera. So, my advice is first, don't meet the ‘friend' you make on the Net alone, in case. Meet him or her along with your parents. Second, don't tell your private personal information, say, ID cxard number, phone number, address to them under any circumstances. Of course, we need to be self-disciplined when making friends. Don't tell lies on the Net! Indeed, there are two kinds of friends. One kind is called ‘true friends' and another kind is called ‘acquaintances'. It is very difficult to find true friends who totally have no barrier between you and him or her. But, you can make acquaintances very easily. So, the best way to do is to ‘turn your foes into your acquaintance.' An enemy is no good, so you can turn them to acquaintances by just saying hello and goodbye to them. In this way, you can keep him with certain distance but the relationship is not antagonistic. In the meantime, you should try hard to consolidate and enhance your relationship with your true friends. Treasure them! Value them! Don't lie to them! In conclusion, it's never difficult to make friends unless people become extinct. So, try your best to make good friends who are beneficial to you. I hope all you guys adapt to our school life this year. Thank you!

Middle School Teachers' Understanding of School Bullying in Mainland Literature review

Middle School Teachers' Understanding of School Bullying in Mainland China - Literature review Example The concept of bullying was perceived at a certain point of time to be a ritual in relation to passage or rather a harmless form of conduct that aided in forming characters in the young age. However, presently this particular idea of bullying is considered to pose long-term physical, emotional and academic consequences on the bully as well as on the victim (Blazer, 2005). The increasing rate of bullying activities is gradually emerging to be a grave matter for numerous elementary students. Bullying is identified to be amongst the triggering factors of violence which calls for the immediate correction for this kind of a behaviour. The conduct of bullying is often regarded to be a form of personal conducts which is acquired from the surroundings. Therefore, it implies that bullying, being a learning behaviour, makes it competent of being assessed and altered according to the needed requirements that get deciphered from the evaluation (Blazer, 2005). According to Olweus (1996), a student is found to fall a victim to bullying behaviour when that specific individual constantly remains open to the elements related to abusive activities or nuisances and irritations caused by the other students. The main intention behind such kind of bullying activities is believed to be the foremost concern of gaining dominance and power over the other students or the individuals. Majorly, three different forms of bullying behaviour has been identified which entails physical form, verbal form and psychological form. The physical outward appearance of bullying behaviour is known to encompass kicking, pushing, property destruction, hitting, spitting and stealing. In the similar context, the verbal kind of bullying behaviour has been learnt to engage various activities such as depicting malevolent wit, making coercion, screening hurtful behaviour and name calling. Furthermore, the psychological form of bullying activities is found to entail influencing social relationships, extortion, spreading rumors, intimidation and segregation from a certain peer group (Blazer, 2005; Cohn & Canter, 2003). The aspect of this particular kind of behaviour, i.e. bullying, is learnt to engage two vital constituents that have been recognised as the psychological or the physical form of threats often found to take place frequently with time along with the factor of power imbalance. It becomes quite imperative to be mentioned in this respect that there are certain kinds of behaviours

Overcomming adversity Essay Example | Topics and Well Written Essays - 500 words

Overcomming adversity - Essay Example Some are learning disabled. How we overcome these adversities in the traditional classroom marks our teaching effectiveness. As a teacher I am going to try my best to embrace diversity and different methods of learning in every way. This is just one experience but there is diversity in the way we learn, our socio-economic backgrounds, our ethnic backgrounds – The list can go on forever. I am going to give it my all to teach to the individual while creating a cohesive classroom where nobody feels left out and everyone feels like a little part of them as become a process of group learning in a positive way. Diversity is what makes life interesting and I plan to continue to emphasize this in each lesson plan I create! I plan to connect, not disconnect, ALL of my student’s to the curriculum. Only be embracing diversity can we overcome adversity in the classroom. A key way of overcoming adversity is to embrace online learning. This helps learning disabled students as it prov ides a better learning forum for them. Online education has undergone vast improvements over the last decade. Initially online courses were not acknowledged to the level that they are today. It was rare for a college or university to offer an online course. Today the case is a lot different. Far more than half of the universities and colleges offer online education. Over the years progression has lead to two different types of online models.

The Value of the Internet to our Knowledge and Thinking Essay

The Value of the Internet to our Knowledge and Thinking - Essay Example The internet is a broad and intricate network of interlinked computers. The exponential growth of this huge, artificial information system has been a significant factor that motivates research scientists to adopt a new angle on how they view the human brain. According to Carr, the brain is highly adaptable since it can imagine the mechanics of using a new technology even before the technology exists (Carr 129). Apparently, the human brain and the internet have a lot of similarities. For starters, they both are highly non-random interconnected network that enhance the communication between distant elements. Such a similarity may seem remarkable given the huge disparity between the two. One possibility provided by scientists is that fact that both the internet and human brain have evolved to meet the general fitness measure. Both the human brain and the internet are highly effective in processing information and can rapidly adapt. The human brain is more like a muscle. The more one exercises it the stronger, flexible and versatile it becomes. The internet can be likened to a weight training machines for the brain while books are analogous to free weights. Each avenue has its merits, but when used efficiently one works the brain harder. Weight machines are more directive as they persuade a person to think that he or she has worked harder though with minimal effort. The same case applies to the internet, it usually shows us what we think we know and while misinforming us at the same time.

Compare and contrast two Indian states Essay Example | Topics and Well Written Essays - 250 words

Compare and contrast two Indian states - Essay Example These states are good exporters and active in production of goods and commodities which have significant export value The Indian state of Gujarat speaks Gujarati and Maharashtra has the regional language of Marathi. The capital of Maharashtra is the ultra- modern city Mumbai whereas Gandhinagar, the capital of Gujarat is a mediocre city.Even though Gujarat is an industrialized state in comparison with Maharashtra it is way behind latter.Gujarat is self sufficient in agriculture while Maharashtra is not. However, the capital of Maharashtra is the most modern and sophisticated city of the country. The educational ratio of Maharashtra is higher with 78% than that of Gujarat which is only 70%.The infrastructure of Maharashtra is more sophisticated and developed than that of Gujarat. Moreover, the transportation system of Gujarat is not developed as Mumbai as the latter possess quality railway and roadway

The effect of social networking sites on LSBF Students Research Proposal

The effect of social networking sites on LSBF Students - Research Proposal Example The expected outcomes of the study include that there is a relation between academic performance and use of networking sites for instruction and that academic performance augment with the use of social networking sites. The research proposal will consist of a number of areas that will act as an important guide in the completion of the research project on the effect of social networking sites on LSBF Students academic performance. A background of the study will be established followed by the statement of the research question and aims of the project. The theoretical framework, methodology, timescale and ethical limitations will form the other components of this research proposal. The advent and extended use of social networks for academic, business, and personal activities has been tremendous. The effect has been the emergence of web-based technologies, internet broadband services, smartphones, and mobile devices used in different facets of human lives to aid in achieving better results and the expense of limited resources. The use of social networking sites for education instruction has been on the rise begging for the need to have an understanding of its effectiveness in ensuring academic performance (West, April 24, 2012, 1). Relevant literature has mainly been aimed at investigating the use of social networks by college students and its impacts on their performance. Literature accessed on the use of social networking sites for educational instruction depicts the effectiveness in improving academic performance forming the basis for this study in understanding its effectiveness at LSBF (Adeoye, 2014, Laire et al., 2012, Lerner et al., 2011). The research w ill provide a platform for the improvement of social networking sites at LSBF and the benefits derived by the students when social networking sites are used for education instruction (Benson, & Morgan, 2014). The research will make use of varied sources including books

How was the Civil War Driven by the people or the leader of the time Assignment

How was the Civil War Driven by the people or the leader of the time (Mod 4 Disc2) - Assignment Example According to McPherson & Hogue, (2010), the invention of a cotton gin lead to expansion of cotton plantation that lead to demand of more slave labor in the South state, but it brought crisis because the Northern people tried to abolish the slavery or start a system of gradual emancipation to reduce the abuse. The two states agreed to outlaw the importation of slaves from overseas in 1808, the slaves holding state agreed to prohibition on the slave trade because they feared if the afro-Caribbean slaves brought in would bring with them the slave rebellion and cause the conflict between the people. The people of the south state though they agreed with the abolishment of the slave in the plantation, they continued with slaves’ trade to earn income. This was worse because the North state saw it has denial of the people of the human right and dignity in the nation. As the nation expanded westward, it was clear that maintaining the political balance between the two states was difficult, and the leaders were unable to form new measures to solve the problem. The leaders played a part of the war because they compromised between the sections on the issues of abolishment of the slave trade that led to crisis that threatened to disrupt the nation social and economic stability. The leaders had no jurisdiction over the conditions and laws regulating slavery within the individual states, they were unable to address the rapid economic and social changes brought about by the industrial rebellion in the two states (McPherson & Hogue, 2010). The corruption among leaders also contributed to the war because they were torn between the political and social benefit they would get from the implementation of the laws. In conclusion, the civil war was a people and a leader’s war because both would stop the crisis but they did not due to selfish driven

Summary on Review of Literature Essay Example | Topics and Well Written Essays - 500 words

Summary on Review of Literature - Essay Example Even with their limited resources, they do not only produce more jobs but are also more innovative than large firms. Chia (2009) undoubtedly reckoned that Singapore’s SMEs play an important role in the country as they are a critical pillar to Singapores economy, employing 60 per cent of the workforce. There are about 160,000 SMEs, hiring 1.7 million workers and contributing 40% non-oil foreign exchange to Singapore’s GDP (MTI 2009; Shin and Soh 2009). The major problems Singapore SMEs face as a result of the recession include loss of revenues that happens because their sales volumes have drastically been reduced as they could not export many of their products to overseas; insufficient capital to fund some of their operations due to the restrain on lending from banks and other lending institutions as the financial crisis bit harder; a drop in production as industries attempt to cut cost by firing some of their workers (OECD & APEC 2008, pp.103-104). Barton (2009) found out that Asian sub-continent might have found itself in this recession mess because of its over-dependence on Western economy, coming from the crisis spearheaded by the sudden demise of Lehman Brothers and other giants Western financial powerhouses. This condition, according to Holland et al (2009) has caused contraction or shrinking of Asian economies. Even as a leader in private banking, Schuman and Chowdhury (2009) found out that all past efforts have meant little in the face of the current downturn. It is as a result of this that Singapore Government realized that prompt actions must be taken in order to salvage its SMEs while maintaining overall economy growth in the country (Chia 2009; Asia Monitor, 2009). While the recent global recession is receding (Economic Survey of Singapore Second Quarter 2009, 2009), declining GDP, competitiveness, new world order, soaring unemployment rate and long-term job losses are always the most politicized and demoralizing fa ctor which

The Aim of Creating Suspense and An Unsettled Atmosphere Essay Example for Free

The Aim of Creating Suspense and An Unsettled Atmosphere Essay Macbeth is thought to be one of Shakespeares greatest tragedies due to the unique and dramatic plot. Act one, scene 3 is an important scene as it shows the transition between Macbeths two personalities from valiant and noble to ambitious: one of the plays mains themes. The three witches feature in this scene; this is why it is important to create an unsettled atmosphere with the use of stage techniques. Speech techniques are also used, prose is spoken by lesser important characters. Whilst other types of speech are used to show the attributes of the main characters, such as And the very ports they blow, all the quarters that they know. The use of rhyming couplets with the witches suggests an incantation and gives the impression of supernatural or sub-human beings. During this scene the witches prophesize Macbeths future, telling him, Hail thee thane of Cawdor, Hail thee who shalt be King hereafter. This creates suspense and introduces eth audience to the plot and main themes associated with the play. Additional suspense is created by the actors behaviour on stage and the use of lighting and scenery. William Shakespeare wrote Macbeth to flatter King James I between 1603 and 1607. King James I was a profound witch hunter and was considered an expert in witches and the supernatural. In the Jacobean era people were very frightened of witches: they were indeed thought to be not like the thinhabitants oth earth. Macbeth would have been performed at the Globe Theatre, because it is an open theatre it would have to be performed in daylight; this meant language and acting would have to be used to create suspense. Modern theatres would use special effects and lighting creating an unsettled atmosphere. During the reign of James I people were scared of witches and genuinely believed in a sieve Ill thither sail. Modern audiences know witches dont exist, but they are willing to suspend their disbelief. In Act one, scene three the three witches prophesize to Macbeth that he will become Thane of Cawdor and King hereafter. Macbeth and Banquo are amazed at this information, Macbeth is already thinking about murder: whose murder yet is but fantastical. Rosse and Angus tell Macbeth that he is Thane of Cawdor thus proving the first part of the witches prophecy right. This is a dark scene, it maybe early morning suggested by so foul and fair a day I have not seen, to suggest this stage would be backlit in dim blue. The lack of light increases the tension. Little scenery would be used this allows eth actors to move more freely and this means that the movement of the witches could be synchronised showing they are one. The dark light makes the audience focus on the subject, flashing white lights suggests thunder and lightning, sound effects could be used to create a thunder clap, and this is a prophetic fallacy, reflecting the evil of the witches. To suggest the blasted heath wind sound effects will be used. The effects help the audience suspend their disbelief in order to communicate with the play. The witches would be lit with red, because Banquo exclaims, What, can the devil speak true. Red is associated with the devil and could link the witches with the paranormal, thus creating suspense and fright with the association of evil. The witches play a key role in act one, scene three. During this scene they reveal their supernatural links using rhyming couplets and talk of sailing in a sieve: but in a sieve Ill thither sail. To develop the theme of being inhuman, they could chant in a monotonous tone. During the scene, the witches act as one, they are intimate with each other and often speak consecutively. The line The weird sisters hand in hand, suggests that they are close to show this their proxemics and orientation will suggest intimacy. The faces of the witches should be white to reflect the red spot light this shows the link between the witches and the devil. They should wear black cloaks and move about in swooping motions to suggest them being bird-like. Macbeth says Into the air, and what seemed corporal Melted as breathe into the wind; the witches should fly off stage to suggest melting into the air. When the witches speak, there should be no distinct accent, but they should speak softly and flowingly. The witches use rhyming couplets such as Ill drain him dry as hay, Sleep shall neither night nor day, to suggest an incantation, in conjunction with this the soft flowing speech should enable the audience to detach from reality and create a distinct boundary between the human characters and the inhuman witches. The witches act together in my stylised interpretation of the script. When they prophesize about Macbeth they speak consecutively, All hail Macbeth! Hail thee thane of Glamis . All hail Macbeth! Hail thee, Thane of Cawdor. All hail that shalt be King hereafter. This shows how the witches interact with each other, to stage their relationship they should laugh or cackle together, as if eth prophecy is a joke. Macbeth and Banquo had been fighting in a battle, so they would be tired and haggard from this, he also may be injured, for this reason Macbeth should walk on with his arm around Banquo supporting himself to show the injuries and to show immediately they are both close friends. They would also be slow looking up enquiring about the weather, so foul and foul a day i have not seen. As they enter the lights should turn blue as the red lights would create a false image of Macbeth and Banquo. Because they come from a battle in which Macbeth has showed himself to be like valours minion, they would be wearing blood stained armour which reflects both his nobility but also his blood thirst which is revealed in the latter part play. They will be talking very informally, showing they are close friends. To emphasise Macbeths change in personality when he finds out about the prophecy, whose murder is yet fantastical, the lights should turn red again. This creates contrast and adds the suspense. Through this scene there is tension between the witches, Banquo and Macbeth. Banquo and Macbeth dont know who or what the witches are: what are these, For this reason Macbeth and Banquo would be stood together away from the witches, to suggest they are frightened, they should have their hands holding the hilt of their swords. Their bloody language should subtly show the audience they are unnerved by this. Their shoulders should be hunched, their eyes open wide and looking around tentatively. When the witches reveal the prophecy it is a dramatic in the play, Banquos line That he seems rapt withal, suggests that Macbeth is motionless because of this dramatic news. To really articulate and dramatize this moment, flashing strobe lights could be used in conjunction with thunder sound effects. This relates to the scene setting: Thunder. Enter three witches. The thunder is a metaphor for the evil of the witches. To show Macbeths shock at the prophecy, a spotlight should concentrate the light on Macbeths face. This will direct the audiences attention to his facial expression. The actor playing Macbeth should keep still and have his mouth open slightly, this is to create an effect of awe and develop the audiences emotional understanding of Macbeth. From line eighty eight to the end of the scene Macbeth delivers soliloquies intermittently. These soliloquies reveal Macbeths inner thoughts and feelings, he says I thank you gentlemen. He is revealing that he believes the prophecies to be true. The soliloquies focus on Macbeth so the lighting of the other characters should be dimmed to show Macbeth is not talking to them. The soliloquies are important because they show Macbeths ambition swelling up inside and the excitement, The greatest is behind, to show this Macbeth should pace the length of the stage in deep thought. Before Macbeth delivers his soliloquy, Rosse and Angus inform Macbeth that he has become Thane of Cawdor as the witches prophesized. Unlike the witches, Rosse and Angus speak in blank verse, thus showing their importance and that they are close to God. In contrast the witches dont speak in blank verse, this shows there alignment with the Devil. Shakespeares uses a variety of linguistic techniques to show the ambition of Macbeth and the evil of the witches; for example soliloquies, rhyming couplets and prophetic fallacy. The importance of characters can be shown using blank verse and iambic pentameters, but how the play is staged has an impact on how people perceive the characters and understand them. Lighting could be used to suggest personality and scenery, the witches lit in red suggests evil and blue is a neutral color suggesting good. These techniques help the understanding of the play and ultimately suspend disbelief.

Policy for Psychiatric Nursing in Ireland: Analysis

Policy for Psychiatric Nursing in Ireland: Analysis Critically evaluate the relevance of a  current national (Irish) strategic policy  document for your area of practice (Psychiatric nursing) Introduction As one of the most important facets of health care, nursing has been and remains one of the most undervalued and undeveloped professions (Salvage and Leenders, 2005). Salvage and Leender (2005) state that countries need a national action plan for nursing as it assists in the development of the profession. They offer the following ten advantages, as evidence for the foregoing that shall aid in serving as a basis for the evaluation of the relevance of the present Irish national strategic policy for Psychiatric Nursing along with other inputs (Salvage and Leenders, 2005): The presence of a national action plan aids in reinforcing nursing goals, results and orientation in health care. Through the existence of a national action plan, nursing contributions can be optimized through the focusing of â€Å"†¦ nursing resources to achieve the best possible results and †¦ value for money† (Salvage and Leenders, 2005). A national action plan helps to â€Å"†¦ build and maintain vision for nursing †¦Ã¢â‚¬  (Salvage and Leenders, 2005). The preceding is a result of aiding nurses in maintaining their perspectives, which can be lost in the busy and demanding everyday demands of their profession. The existence of a national action plan can result in â€Å"†¦ a clearer sense of direction †¦Ã¢â‚¬  (Salvage and Leenders, 2005). A ‘plan’ can aid in making â€Å"†¦ nursing achievements more visible †¦Ã¢â‚¬  (Salvage and Leenders, 2005). Salvage and Leenders (2005) point to the fact that the contribution of nurses is acknowledged by clients and patients but not â€Å"†¦ in medical textbooks, conferences and influential discussions †¦Ã¢â‚¬ . A ‘plan’ â€Å"†¦ can spur nurses and their supporters to be more active †¦Ã¢â‚¬  and through strategic planning, a ‘plan’ â€Å"†¦ helps to uncover or inspire unexpected new coalitions †¦Ã¢â‚¬  that can aid in these aspects working â€Å"†¦ together to improve health care †¦ (Salvage and Leenders, 2005). It, a ‘plan’, â€Å"†¦ can coordinate current nursing activities †¦Ã¢â‚¬  and aid in nurses identification of projects and innovations that are underway to incorporate these into practice as well as aiding in the development of frameworks for further improvements and implementation. A ‘plan’ can aid in the creation of â€Å",,, closer links between policy and practice †¦Ã¢â‚¬  (Salvage and Leenders, 2005). They explain that the policy making process is usually remote from those who are responsible to its implementation, and that through the utilization of a planning process that involves as well as includes the â€Å"†¦ services users, practitioners and †¦ policy makers †¦Ã¢â‚¬  aids in reducing the â€Å"†¦ gaps between thinking and action, data and perceptions, policy and operations, planning and implementation †¦Ã¢â‚¬  (Salvage and Leenders, 2005). Through the existence of a ‘plan’ the profession of â€Å"†¦ nursing is more likely to win support from the people, policy makers and other professionals† if said ‘plan’ states clearly â€Å"†¦ where it is going and what it hopes to achieve (Salvage and Leenders, 2005). And finally, a ‘plan’ â€Å"†¦ can help nursing control its own work and future †¦ (Salvage and Leenders, 2005). Salvage and Leenders (2005) explain that the existence of a ‘plan’ can aid in nursing controlling â€Å"†¦ its own work and future †¦Ã¢â‚¬  because traditionally they have â€Å"†¦ had little control over their destiny †¦Ã¢â‚¬  as a result of them â€Å"†¦ as the servants of another profession †¦Ã¢â‚¬  (Salvage and Leenders, 2005). Salvage and Leenders (2005) argue that a ‘plan’ represents the â€Å"†¦ starting point for †¦ (nurses) †¦ becoming equal partners in health care work †¦Ã¢â‚¬  as well as in their relationships with the other professions in the field. In order to better understand the context of this examination, the definition of the profession of nursing is deemed an important underpinning. The ‘Scope of Nursing and Midwifery Practice Framework’ defines nursing as a profession that â€Å"†¦ helps individuals, families and groups to determine and achieve their physical, mental and social potential †¦Ã¢â‚¬  (Nursing Board, 2000a). The definition goes on to add that nurses require â€Å"†¦ competence to develop and perform functions that promote and maintain health †¦ as well as prevent ill health† and that such â€Å"†¦ includes the (assessment) planning and giving of care †¦ (encompassing) †¦ the physical, mental and social aspects †¦Ã¢â‚¬  (Nursing Board, 2000). As the context of this examination represents the field of psychiatric nursing, the following definition as supplied by the ‘International Society of Psychiatric-Mental Health Nurses’ (ISPN) pro vides clarity. They, ISPN, define this area of nursing, psychiatric, as â€Å"†¦ a specialized area of nursing practice committed to promoting mental health through the assessment, diagnosis, and treatment of human responses to mental health problems and psychiatric disorders† (ISPN, 2006). The An Bord Altranais â€Å"†¦ was established by the Nurses Act, 1950, (An Bord Altranais, 2007a) â€Å"†¦ is the statutory body †¦(that) †¦ provides for the registration, control and education of nurses †¦ (and other matters) †¦Ã¢â‚¬  related to the practice of nursing in Ireland (An Bord Altranais, 2000). As of 2004, there were 76,045 nurses registered with the An Bord Altranais, as shown by the following (An Bord Altranais, 2007b): Table 1- Total of Nurses and Qualifications Registered (An Bord Altranais, 2007b) Nurses Registered Females Male Active Inactive Total Number of Nurses 60,774 15,271 70,231 5,814 76,045 Table 2 – Total of Nurses and Qualifications Registered Qualifications Registered (An Bord Altranais, 2007b) Females Male Active Inactive Total General 60,986 2,677 50,637 13,026 63,663 Psychiatric 8,301 3,525 9,566 2,260 11,826 Sick Children’s 4,578 51 3,759 870 4,629 Intellectual Disability 3,961 473 3,860 574 4,434 Midwifery 16,857 21 13,179 3,699 16,878 Public Health 2,551 1 2,084 468 2,552 Tutor 537 104 513 126 639 Other 585 26 290 321 611 Total 98,356 6,876 83,888 21,344 105,232 The examination of the Code of Conduct and other legislation shall be reviewed against the ten point standards of the World Health Organization and other documents in order to gauge the relevance of policies in this area. National Strategic Policy for Nurses in Ireland The strategic national policy document for the nursing profession in Ireland is generated by An Bord Altranais that states that the practice of nursing â€Å"†¦ should always be based on the principles of professional conducted †¦Ã¢â‚¬  as contained â€Å"†¦ in the latest version of the Code of Professional Conduct for each Nurse and Midwife †¦Ã¢â‚¬  (Nursing Board, 2000b) with practices contained in Scope of Nursing and Midwifery Practice Framework (Nursing Board of Tasmania, 2006) and the Standards for the Scope of Nursing Practice 2001 as prepared by the Commonwealth Department of Education, Science and Training (DEST, 2001). The evaluation of the preceding documents shall be compared against the ten-point plan outline as put forth by Salvage and Leenders (2005) to serve as a guide. Scope of Nursing and Midwifery Practice Framework The Scope of Nursing and Midwifery Practice Framework for Ireland states that it utilizes the ANMC National Competency Standards for the Registered Nurse, Australian Nursing Midwifery Council, (ANMC, 2006) as its basis for the determination of â€Å"†¦ regulations, organizational policies and procedures †¦Ã¢â‚¬  (Nursing Board of Tasmania, 2006) as support in its practice setting. The Scope of Nursing and Midwifery Practice Framework (SoP DMF) states that the determinations concerning the â€Å"†¦ scope of practice need to be †¦Ã¢â‚¬  (Nursing Board of Tasmania, 2006) 1. â€Å"proactive†, 2. â€Å"responsive to internal and external forces†, 3. â€Å"flexible; and†, 4. â€Å"able to provide guidance in decision making by both the individual nurse †¦ and the profession as a whole†. The SoP DMF indicates that the foregoing â€Å"†¦ is applicable to all nurses and midwives across all practice settings †¦Ã¢â‚¬  and tha t such have been put into force to ensure â€Å"†¦ that practice decisions are based on the individual context and patient †¦Ã¢â‚¬  as opposed to the â€Å"†¦ defining nursing †¦ by tasks or procedures† (Nursing Board of Tasmania, 2006). The latitude offered from the preceding represents room for individual interpretation that can and also cannot be a wise choice in a profession that represents the fragile state of mind of patients under psychiatric care. Evidence of the problem in having such broad latitude is presented in an article by Sean Fleming â€Å"Psychiatric Abuse of Ireland† which details accounts of the use of drugs in treatment that were either later found to be inappropriate, and or had side effects that worsened the patients condition (Fleming, 2005). Such is also the subject of a report issued by ‘Aware’, a voluntary organization devotes to assist those who are afflicted with depression (Aware, 2007a). The report mentions the continuity of care with regard to psychiatric services as an area needing improvement along with eighteen other points and represents an aspect that the broad latitude in interpretation (Aware, 2007b). And while every instance of care treatment cannot be categ orized, and set forth procedurally, guidelines represent an effective means to provide tighter controls as well as instructions and steps that nurses can utilize when appropriate. Salvage and Leenders (2005) under item 4 indicate that a national action plan provides â€Å"†¦ a clearer sense of direction †¦Ã¢â‚¬  and under item 8 states that the existence of a ‘plan’ can aid in the creation of â€Å",,, closer links between policy and practice. The SoP DMF states that through providing transparency in its policy that it â€Å"†¦ greatly benefits all nurses and that it thus â€Å"†¦ provides an effective tool †¦ nurses can maximize their nursing practice †¦Ã¢â‚¬  in the standards of the profession. It states that there are six figures, with â€Å"†¦ each supported by a set of guiding principles† that can assist nurses in the discussion as well as clarification of â€Å"†¦ practice issues with their colleagues and employers† (Nursing Board of Tasmania, 2006). The preceding are 1. â€Å"Guiding Principles for Map of Role Relationships among Health Personnel†, 2. Guiding Principles for Improving the Health Outcomes of the Patient†, 3. Guiding Principles for Delegation among Nurses and Midwives, 4. Guiding Principles for Delegation to Students of Nursing, 5. Guiding Principles for Delegation to Unlicensed Health Care Workers; and, 6. Guiding Principles for Maximising th e Scope of Practice for Registered Nurses and Midwives (Nursing Board of Tasmania, 2006). The Sop DMF states that these â€Å"†¦ six figures highlight the importance of†¦Ã¢â‚¬  1. â€Å"clinical assessment by the registered nurse or midwife†, 2. â€Å"lawful authority†, 3. â€Å"preparation and experience†, 4. â€Å"risk management†, 5. â€Å"confidence†, 6. â€Å"competence†, 7. â€Å"delegation by the registered nurse or midwife: and†, 8. â€Å"acceptance of the delegation and the required level of supervision (direct or indirect† (Nursing Board of Tasmania, 2006). The foregoing harkens back to the room for latitude and actually indicates under item number 1 that nurses are making clinical assessments. This also stated, assessment, under â€Å"Scope of Nursing and Midwifery Practice Framework April 2000† (Nursing Board, 2006b). The foregoing analysis with regard to the latitude is indicated in the Sop DMF d ocument under Figure 2. ‘General Principles for Improving the Health Outcomes of the Patient’ which states under â€Å"patient †¦ Clinical Assessment †¦ have I considered the consequences of my planned action?† (Nursing Board of Tasmania, 2006). The following further illustrates this issue (Nursing Board of Tasmania, 2006): The Figure indicates that if the answers to all questions are ‘yes’ that the nurse should proceed, and that if there is a ‘no’ answer to any question, then the nurse should seek advice on the issue (Nursing Board of Tasmania, 2006). The preceding represents a procedural attempt to shore up the wide latitudes present in the guidelines, still leaving room for varied interpretations. Standards for the Scope of Nursing Practice 2001 The ‘Standards for the Scope of Nursing Practice 2001’ represents a copulation of statutory material that was obtained as a result of the utilization of electronic searching in the sites of Lexis Nexus, Canlii, Austlii and other legal sites. The ‘Standards for the Scope of Nursing Practice 2001’ indicates that there were legislation aspects that could not be accessed and other measures utilized, with an instance whereby no data could be obtained (DEST, 2001). The preceding means that the document is not wholly complete. The ‘Standards for the Scope of Nursing Practice 2001’ also adds the documents from which it was based, in some instances, referred to other documents and or legislation or regulations and standards that were not included is what was accessed, and were unavailable for use in formulating the document as a whole (DEST, 2001). Interestingly this supports the broad latitude contention as mentioned under â€Å"Scope of Nursing and Midwifery Practice Framework† in that it states â€Å"Given the complexity and variability of the sources of information about the standards of nursing practice †¦Ã¢â‚¬  that it is reasonable â€Å"†¦ nurses might experience some difficulty in keeping abreast of these issues† (DEST, 2001). The preceding is explained in the document as representing the difficulties in the interpretation of the ‘†¦ intent of the legislation (DEST, 2001). DEST (2001) indicates that the primary objective of â€Å"†¦ statutory regulation †¦ is the protection of the public. The utilization of the copulation technique to derive the document obviously has flaws that need correcting, however, the fact that the government of Ireland has recognized the need to produce such a document represents a critical step in the right direct, as espoused by Salvage and Leen ders (2005). Quality And Fairness: A Health System for You Action Plan Progress Report 2005 The National Health Strategy â€Å"Quality and Fairness – A Health System for You†, as stated in the document â€Å"†¦ was announced by the government †¦ to provide vision and strategic direction for the health and personal social services† and identifies â€Å"†¦ a 121 point Action Plan †¦Ã¢â‚¬  as central to implementation of a nationwide strategy and put varied â€Å"†¦ aspects of the Strategy into †¦ action (Department of Health and Children, 2005). Under National Goal No. 1, item 2, it sets forth the â€Å"Statements of Strategy †¦Ã¢â‚¬  with regard to â€Å"†¦ all relevant Government Departments †¦Ã¢â‚¬  that are to devise guidelines and strategy statements for human resources as well as other areas. Its relevance to this examination lies in the preceding. A Vision for Change Report of the Expert Group on Mental Health Policy This document represents â€Å"†¦ a comprehensive model of mental health service provision for Ireland† (Department of Health and Children, 2006). Under item 1.5 ‘Vision’, the document sets forth that its policy represents the creation of â€Å"†¦ a mental health system that addresses the needs of the population †¦ as a result of focusing â€Å"†¦ on the requirements of the individual† (Department of Health and Children, 2006). The ‘Policy Framework’ indicates that its purpose is to create â€Å"†¦. A systematic framework and plan for mental health †¦Ã¢â‚¬  (Department of Health and Children, 2006). This aspect represents the reference to psychiatric nursing, which is the subject of this examination. The document covers ‘Mental Health in Ireland’ covering the differing disciplines, along with â€Å"Implementation† that defines relationships in the management of mental health and the plan to b ring the diverse aspects into closer proximity from the present system that â€Å"†¦ has encouraged isolation of catchments from each other †¦Ã¢â‚¬  which â€Å"†¦ has hindered the development of specialist services† (Department of Health and Children, 2006). The broad areas covered under â€Å"Manpower, education and training †Ã¢â‚¬ ¦ sets forth â€Å" †¦ the education and training required to produce competent professional personnel †¦Ã¢â‚¬  (Department of Health and Children, 2006). This document does not provide the details of policy and other facets of specificity related to strategic policy for psychiatric nursing, which are contained under â€Å"Scope of Nursing and Midwifery Practice Framework† and â€Å"Standards for the Scope of Nursing Practice 2001† in limited fashion. It, the document – â€Å"A Vision for Change Report of the Expert Group on Mental Health Policy† does recognize that there are â€Å"Shortcomings in Current Education and Training†, but its usefulness as a policy statement for psychiatric nursing is not its intention. Conclusion The present strategic policy for psychiatric nursing in Ireland is an area that is still under development. The varied documents reviewed, â€Å"Scope of Nursing and Midwifery Practice Framework†, â€Å"Standards for the Scope of Nursing Practice 2001†, â€Å"Quality And Fairness: A Health System for You Action Plan Progress Report 2005†, and â€Å"A Vision for Change Report of the Expert Group on Mental Health Policy† as well as other documents referenced herein are in the evolutionary stages. This incompleteness does not actually represent a cause for too much concern and the Government of Ireland, through the issuance of these documents, acknowledges the deficiencies in this area and have set about the process to correct this aspect as stated in â€Å"Quality And Fairness: A Health System for You Action Plan Progress Report 2005† under National Goal No. 1, as well as in â€Å"A Vision for Change Report of the Expert Group on Mental Health Poli cy†. Salvage and Leenders (2005) indicate the global problem concerning nursing policy and strategy, and the importance of having such plans in place, or under development to enable the profession to achieve higher standards and more connectivity with the field of medicine in general. They, Salvage and Leenders (2005), state that strategic plans are extremely important in providing the foundation for frameworks to develop that will increase the proficiency of the profession through documentation that can be thus shared, compared and utilised for further refinement. Ireland is in the beginning stages of this evolutionary process, as is the United States, the United Kingdom and other countries owing to their lack of attention and importance concerning the contributions of the field of nursing. The criticisms levied at the broad interpretational latitudes that exist in present policy statements in Ireland as found under the document prepared by the Sop DMF concerning the â€Å"Scope of Nurs ing and Midwifery Practice Framework† is an outgrowth of this developmental process. Clearly, a great deal of work still stands before the various governmental agencies and departments in achieving a substantive document that achieves the objective of providing nurses engaged in psychiatric care with the guidelines and procedures to enable them to weave their way through the difficult profession they are engaged in. The present plans, though incomplete, do represent a means whereby psychiatric nursing leaders have a platform to move forward from to collaborate in revising and amending what is established. The preceding is acknowledged by Salvage and Leenders (2005) as a huge as well as important step in the right direction. Bibliography An Bord Altranais (2000) An Board Altranais: The Code of Professional Conduct for each Nurse and Midwife, April 2000. An Bord Altranais An Bord Altranais (2007b) Nurse Registration Statistics – 2004. Retrieved on 12 January 2007 from http://www.nursingboard.ie/ An Bord Altranais (2007a) Role and Functions of An Bord Altranais. Retrieved on 12 January 2007 from http://www.nursingboard.ie/ ANMC (2006) National Competency Standards for the Registered Nurse. Australian Nursing Midwifery Council Aware (2007) Aware. Retrieved on 14 January 2007 from http://www.aware.ie/ Aware (2007b) Suicide in Ireland: A Global Perspective and a National Strategy. Retrieved on 14 January 2007 from http://www.aware.ie/online books/suicide.html Department of Health and Children (2006) A Vision for Change Report of the Expert Group on Mental Health Policy. Department of Health and Children Department of Health and Children (2005) Quality and Fairness – A Health System for You: Action Plan Progress Report 2004. Department of Health and Children DEST (2001) Standards for the Scope of Nursing Practice 2001. Retrieved on 13 January 2007 from http://www.dest.gov.au/archive/HIGHERED/nursing/pubs/nurse_regulation/3.htm Fleming, S. (2005) Psychiatric Abuse in Ireland. Retrieved on 14 January 2007 from http://www.critpsynet.freeuk.com/PsychiatricAbuseinIreland.htm ISPN (2006) Psychiatric Mental Health Nursing Scope Standards. Retrieved on 12 January 2007 from http://www.ispn-psych.org/docs/standards/scope-standards-draft.pdf Nursing Board (2000b) Guidance to Nurses and Midwifes on the Development of Policies, Guidelines and Protocols, December 2000. Retrieved on 12 January 2007 from http://www.nursingboard.ie/publications/Guidance2000.pdf Nursing Board (2000a) Scope of Nursing and Midwifery Practice Framework April 2000. Retrieved on 12 January 2007 from http://www.nursingboard.ie/PolicyGuidelines/SNMidwifePractiFworkApril2000/scope.html Nursing Board of Tasmania (2006) Scope of Nursing Practice Decision Making Framework: February 2006. Nursing Board of Tasmania Salvage, J., Leenders, F. (2005) National Action Plans for nursing and midwifery, In Salvage, J., Heijnen, S. (2005) Nursing in Europe: A resource for better health. World Health Organization, Regional Office for Europe, ISSN 0378-2255