The, Socio Economics And Critical Legal Theories Essay

The author will investigate and analyse the topic under consideration by using observations from earth sciences, socio-legal studies, socio-economics and critical legal theories. And blend textual, and intentionalist approach to discuss the possibility of criminalizing extensive environmental degradation. The central idea here is to use scientific evidences and frameworks, such as planetary boundaries and others, to first establish, reasonably if not conclusively, that changes in the natural systems are directly imputable to man-made activities. That environmental degradation, without being alarmist, has reached such a proportion that it’s no longer feasible to brush the issue under the carpet. That a robust scientific proof validates the institution of the robust international legal framework, and affords much needed scientific benchmark for an action. Insights from legal theories are particularly useful since they provide a legal basis, alias foundation, for constructing a stringent and holistic mechanism. It is a well-accepted reality that the role of science in law-making is pivotal in order to formulate a responsive and reflective legal provision. Building upon scientific evidences, hence, these legal arguments further gather force and liveliness .In this context, using the templates and thoughts from green criminology, public-international law’, wild-life law, jurisprudence, Human Rights, International environmental law, (treaties, national law and Customary law)asShow MoreRelated Juvenile Crime and Socio Economic Factors Essay1610 Words   |  7 Pagespresence of socio economic factors behind each juvenile crime committed is almost accepted by all. No one is a born criminal and it is evident that the surrounding socio economic environment acts as an important element and a catalyst in turning a young boy or girl into a criminal who might be breaking into some one’s house or threatening someone at gun point. In the following paragraphs, a detailed analysis has been made to explore the different avenues through which these socio economic factors contributeRead MorePolitical Feminism And Marx s Theory Versus Liberalism2513 Words   |  11 Pages What role does liberalism play in socio-legal theory? How do the theories you’ve chosen address law’s liberalism? Natural law, Legal Feminism and Marx’s theory versus Liberalism. â€Æ' What role does liberalism play in socio-legal theory? Liberalism is a theory where the rule of law is based on principles of equality and freedom. The first principles for this theory came from the classical liberalism while the latter principles known are more obvious in social liberalism. The first liberals embracedRead MoreMarxism Is A Method Of Socioeconomic Analysis1495 Words   |  6 Pagesclass relations and societal conflict using a materialist interpretation of historical development and a dialectical view of social transformation. Marxist methodology originally used economic and sociopolitical inquiry to analyze and critique the development of capitalism and the role of class struggle in systemic economic change. According to Marxist analysis, class conflict within capitalism arises due to intensifying contradictions between highly productive mechanized and socialized production performedRead MoreWomen s And Disability Issues Within A Broad Socio Cultural And Geographic Context Essay891 Words   |  4 Pagesprofessor in the School of Geography Earth Sciences at McMaster University. She has written on a variety of topics intersecting women’s and disability issues within a broad socio-cultural and geographic context (McMaster University website. 2015). Her topics include a critical feminist view of disabled women and issues such as legal rights, housing, employment, mental illness, social assistance, and health care (Academia.edu. 2015). In 2010, she also co-edited a book on disabled people’s perspectivesRead MoreThe Path For Underserved Students Transitioning From Community College980 Words   |  4 Pagesthe maximum of their individual abilities and without regard to [socio]economic status, race, creed, color, sex, national origin or ancestry, [which] is [the] major goal of American democracy† (United States Zook, 1947, p.  3). Thus, the purpose of this essay is to analyze the path for underserved students transitioning from community college to a 4-year university, while reconceptualizing the American Dream. Through a critical race theoretical lends, this essay will outline the historical trendRead MoreConflict Theory926 Words   |  4 PagesConflict theories are perspectives in social science that emphasize the social, political or material inequality of a social group, that critique the broad socio-political system, or that otherwise detract from structural functionalism and ideological conservativism. Conflict theories draw attention to power different ials, such as class conflict, and generally contrast historically dominant ideologies. It is therefore a macro level analysis of society. Karl Marx is the father of the social conflictRead MoreCritical Race Theory And Social Darwinism1248 Words   |  5 Pageslonger than four lines (approx. 60 words): †¢ CRITICAL RACE THEORY Critical race theory recognizes that in a society, the racism is inevitable which leads to the exploitation of people of inferior races in the hand of people of superior race. The theory recognizes that the power structure in the society leads to the exploitation of coloured people by white people. †¢ SOCIAL DARWINISM Social Darwinism is a popular social evolution theory in 19 century propounded by Herbert Spencer. It refersRead MoreThe Internationalization Of International Marketing1524 Words   |  7 PagesMacDougall (1957) stated that, the competitive force of modern nations is upgraded when they make new products or production processes. An items business position is known to change after some time as is its profitability and the product life cycle is a theory to perceive particular phases of the sales history of an item (Lancaster Wesenlund, 1984). Lastly, the objective of this essay is to show the theoretical development in internationalization for firms and the selection of their foreign country marketsRead MoreHow Law Is A Socialist Ideology Crafted By Bourgeoisie As Means Of Social Control1707 Words   |  7 PagesBritish Columbia (1950). This case is the golden proof of how Marxism and communistic ideals were perceived by the Canadian legal system during the time when the hysteria of Red Scare was in full effect. Martin was denied his admission to the council on the grounds that he was a self-confessed communist (Pavlich 88). The judiciary believed that the Marxist philosophy, in its theory and practice is such a threat to the Canadian constitutional system that a person professing such ideas is not fit to practiceRead MoreGlobal Health Competency Among Advanced Practice Nurses1515 Words   |  7 Pageson government food supplementation, and social support. Nursing as a discipline will need to adapt and expand its skill sets in order to meet growing needs of these populations and is ideally rooted in cultural and systems theories embracing holistic-care and transcultural theory. Review of the literature has documented very low levels of consistent global health preparation and competency among health care providers. Much debate has been needed and undertaken to define global health properly and

Technology And Society Technology - 888 Words

Technology and Society Technology has played an integral part in shaping society in many different ways. Throughout history, technological inventions have changed everything from the way humans are clothed and fed to the very ways we communicate and interact as a species. Examining the effects technology has on society illustrate both how technology shapes culture and society and how society can affect future technology. This can be seen by examining a few of the major technological innovations in human history followed by a look at a new technology and how it may shape future society. The Microwave One of the most life changing technological innovations is the microwave oven. Invented by accident in 1946 by Dr. Percy LeBaron Spencer, the microwave oven was originally received poorly like many other new forms of technology. Fears that the microwave radiation would escape during use, or that it would ruin the art of cooking were some of the worries that many people had when this technology was released (Gallawa, 2007). Through years of refinement however, the microwave oven has become commonplace in kitchens across the globe. While fears of people giving up traditional cooking methods proved to be unfounded, microwaves have proven to be a valuable tool used by everyone from young kids to master chefs. In addition, an entire new food service industry was created based on the ability to quickly prepare food. Frozen foods and microwave popcorn are just a couple of the items weShow MoreRelatedWhen I first enrolled in Technology and Society, I honestly did not know what to think of th is1100 Words   |  5 Pagesfirst enrolled in Technology and Society, I honestly did not know what to think of this class. I thought I was going to feel awkward because maybe it was going be a class full of nerds, which there wasn’t, and all we would talk about was different kinds of inventions and how they effected society. After completing the course it was pretty much true, the class discussed many inventions and how they have effected society throughout the years, even how society has effected technology. One of the mainRead MoreA Weekly Magazine Newsweek By Kevin Maney773 Words   |  4 Pagesfamous, second largest weekly popular magazine in USA. This article is pretty uptodate from 2015. The author of this article Kevin Maney is a credible, best-selling author, award-winning columnist, and musician. He writes a weekly column about technology and society for Newsweek, appearing both online and in the printed magazine. The audience of this article can be newsweek magazine’s reader, business man, politicians, computer and google workers, the employees and employers from Apple and lastly theRead MoreHow Technology Affects Children2439 Words   |  10 PagesGoogle: How does technology affect children? As I walked the toy isle of Wal-Mart, searching for the perfect gifts for my two nieces’, I realized that a majority of the toy selection was based mainly on modern era technology. By that I mean that there were toy cell phones, toy computers, toy tablets and etcetera. I rolled my eyes thinking to myself, is this really necessary? When I was a child and still received toys for Christmas it was all about the Barbie or dolls, kitchen sets, and dress upRead MoreTechnology : Technology And Society740 Words   |  3 PagesENG 123 -01 08 October 2017 Technology and Society Are technological advancements a hindrance or burden on society? It is a long fought conflictual battle for society to say that technology has gone too far. There are many valid points on both sides of the spectrum that could be proven true. In Asimov’s book â€Å"I, Robot† he declares many instances that show disapproval from a society of modern technology. Society has the opportunity to look at conflict with technology in a positive or a negativeRead MoreTechnology And Society : Impact Of Technology On Society1511 Words   |  7 PagesIntroduction Technology has impacted people, businesses and society as a whole. The roles that technology has played on communication, business and education have been more than impactful. As the power of computers continue to increase with help from databases, social networking and businesses, it adds an increase to office productivity compared to using typewriters, and filing cabinets. Although there are plenty of good things about technology, the way we use it determines if it impacts are positiveRead MoreTechnology : The Effects Of Technology And Society1283 Words   |  6 Pages The effects of technology with society has beneficial impacted the way we live. With technology is providing many advantages, but also it has some disadvantages it has on children and adults. There is little room for people that wish to live without technology, moreover than living the way they did in the old days. Technology has its advantages, it’s has changed the way people have communicated by email, social media, the way traveling has improved. Have you ever heard the saying ‘Children are bornRead MoreSociety s Technology On Technology875 Words   |  4 PagesDependendancy on Technology You can’t turn around and not see a person on a cell phone. Everyone from grandparents to toddlers is using cell phones and tablets to do everything imaginable; so much that everyone thinks that society is becoming too dependent on technology. â€Å"Technological progress is like an axe in the hands of a pathological criminal.† Albert Einstein. Even before today’s advancement in technology Albert Einstein made perfect sense with this statement. Today’s society seems to be unableRead MoreImpact Of Technology On Society : Technology1281 Words   |  6 PagesImpact Of Technology On Society Technology, without a doubt has an impact on society. As a matter of fact, we experience this impact in our daily lives. The evolution of technology has dramatically changed the way we think, with the rapid new advancements being made with each passing day, to the tremendous opportunities it provides us with. It has an effect on the growth of our culture, living standards and our economy. At the end of the day technology plays a significant role in almost all fieldsRead MoreTechnology And The International Society Of Technology2218 Words   |  9 PagesIntroduction Continual advancements in technology have resulted in recognition by many of the importance of ensuring that learners have the technological skills and knowledge to enable them to participate and be competitive in an increasingly digitalised society. In fact, transformative learning with technology is considered to be such a fundamental principle of effectuating effective pedagogy that the International Society of Technology in Education (ISTE) has made it a central focus for teachersRead MoreTechnology Effects On Society : Technology Essay1986 Words   |  8 PagesTechnologies Effects on Society We are all guilty of constantly looking down at our phones looking to fill the void of an awkward silence or just to make the time go by faster. We become oblivious to the notifications. We find ourselves scrolling through an endless list of emails, reminders, and checking the likes we get on our latest Instagram post. We become wrapped up and lose track of valuable time because we are so engrossed in things that should be of little importance to us. It is no secret

Chapter 29 The Dream Free Essays

string(23) " the sentence for him\." It comes down to this,† said Hermione, rubbing her forehead. â€Å"Either Mr. Crouch attacked Viktor, or somebody else attacked both of them when Viktor wasn’t looking. We will write a custom essay sample on Chapter 29 The Dream or any similar topic only for you Order Now † â€Å"It must’ve been Crouch,† said Ron at once. â€Å"That’s why he was gone when Harry and Dumbledore got there. He’d done a runner.† â€Å"I don’t think so,† said Harry, shaking his head. â€Å"He seemed really weak – I don’t reckon he was up to Disapparating or anything.† â€Å"You can’t Disapparate on the Hogwarts grounds, haven’t I told you enough times?† said Hermione. â€Å"Okay†¦hows this for a theory,† said Ron excitedly. â€Å"Krum attacked Crouch – no, wait for it – and then Stunned himself!† â€Å"And Mr. Crouch evaporated, did he?† said Hermione coldly. â€Å"Oh yeah†¦Ã¢â‚¬  It was daybreak. Harry, Ron, and Hermione had crept out of their dormitories very early and hurried up to the Owlery together to send a note to Sirius. Now they were standing looking out at the misty grounds. All three of them were puffy-eyed and pale because they had been talking late into the night about Mr. Crouch. â€Å"Just go through it again, Harry,† said Hermione. â€Å"What did Mr. Crouch actually say?† â€Å"I’ve told you, he wasn’t making much sense,† said Harry. â€Å"He said he wanted to warn Dumbledore about something. He definitely mentioned Bertha Jorkins, and he seemed to think she was dead. He kept saying stuff was his fault†¦.He mentioned his son.† â€Å"Well, that was his fault,† said Hermione testily. â€Å"He was out of his mind,† said Harry. â€Å"Half the time he seemed to think his wife and son were still alive, and he kept talking to Percy about work and giving him instructions.† â€Å"And†¦remind me what he said about You-Know-Who?† said Ron tentatively. â€Å"I’ve told you,† Harry repeated dully. â€Å"He said he’s getting stronger.† There was a pause. Then Ron said in a falsely confident voice, â€Å"But he was out of his mind, like you said, so half of it was probably just raving†¦.† â€Å"He was sanest when he was trying to talk about Voldemort,† said Harry, and Ron winced at the sound of the name. â€Å"He was having real trouble stringing two words together, but that was when he seemed to know where he was, and know what he wanted to do. He just kept saying he had to see Dumbledore.† Harry turned away from the window and stared up into the rafters. The many perches were half-empty; every now and then, another owl would swoop in through one of the windows, returning from its night’s hunting with a mouse in its beak. â€Å"If Snape hadn’t held me up,† Harry said bitterly, â€Å"we might’ve got there in time. ‘The headmaster is busy. Potter†¦what’s this rubbish, Potter?’ Why couldn’t he have just got out of the way?† â€Å"Maybe he didn’t want you to get there!† said Ron quickly. â€Å"Maybe – hang on – how fast d’you reckon he could’ve gotten down to the forest? D’you reckon he could’ve beaten you and Dumbledore there?† â€Å"Not unless he can turn himself into a bat or something,† said Harry. â€Å"Wouldn’t put it past him,† Ron muttered. â€Å"We need to see Professor Moody,† said Hermione. â€Å"We need to find out whether he found Mr. Crouch.† â€Å"If he had the Marauder’s Map on him, it would’ve been easy,† said Harry. â€Å"Unless Crouch was already outside the grounds,† said Ron, â€Å"because it only shows up to the boundaries, doesn’t -â€Å" â€Å"Shh!† said Hermione suddenly. Somebody was climbing the steps up to the Owlery. Harry could hear two voices arguing, coming closer and closer. â€Å"- that’s blackmail, that is, we could get into a lot of trouble for that-â€Å" â€Å"- we’ve tried being polite; it’s time to play dirty, like him. He wouldn’t like the Ministry of Magic knowing what he did -â€Å" â€Å"I’m telling you, if you put that in writing, it’s blackmail!† â€Å"Yeah, and you won’t be complaining if we get a nice fat payoff, will you?† The Owlery door banged open. Fred and George came over the threshold, then froze at the sight of Harry, Ron, and Hermione. â€Å"What’re you doing here?† Ron and Fred said at the same time. â€Å"Sending a letter,† said Harry and George in unison. â€Å"What, at this time?† said Hermione and Fred. Fred grinned. â€Å"Fine – we won’t ask you what you’re doing, if you don’t ask us,† he said. He was holding a sealed envelope in his hands. Harry glanced at it, but Fred, whether accidentally or on purpose, shifted his hand so that the name on it was covered. â€Å"Well, don’t let us hold you up,† Fred said, making a mock bow and pointing at the door. Ron didn’t move. â€Å"Who’re you blackmailing?† he said. The grin vanished from Fred’s face. Harry saw George half glance at Fred, before smiling at Ron. â€Å"Don’t be stupid, I was only joking,† he said easily. â€Å"Didn’t sound like that,† said Ron. Fred and George looked at each other. Then Fred said abruptly, â€Å"I’ve told you before, Ron, keep your nose out if you like it the shape it is. Can’t see why you would, but -â€Å" â€Å"It’s my business if you’re blackmailing someone,† said Ron. â€Å"George’s right, you could end up in serious trouble for that.† â€Å"Told you, I was joking,† said George. He walked over to Fred, pulled the letter out of his hands, and began attaching it to the leg of the nearest barn owl. â€Å"You’re starting to sound a bit like our dear older brother, you are, Ron. Carry on like this and you’ll be made a prefect.† â€Å"No, I won’t!† said Ron hotly. George carried the barn owl over to the window and it took off. George turned around and grinned at Ron. â€Å"Well, stop telling people what to do then. See you later.† He and Fred left the Owlery. Harry, Ron, and Hermione stared at one another. â€Å"You don’t think they know something about all this, do you?† Hermione whispered. â€Å"About Crouch and everything?† â€Å"No,† said Harry. â€Å"If it was something that serious, they’d tell someone. They’d tell Dumbledore.† Ron, however, was looking uncomfortable. â€Å"What’s the matter?† Hermione asked him. â€Å"Well†¦Ã¢â‚¬  said Ron slowly, â€Å"I dunno if they would. They’re†¦they’re obsessed with making money lately, I noticed it when I was hanging around with them – when – you know -â€Å" â€Å"We weren’t talking.† Harry finished the sentence for him. You read "Chapter 29 The Dream" in category "Essay examples" â€Å"Yeah, but blackmail†¦Ã¢â‚¬  â€Å"It’s this joke shop idea they’ve got,† said Ron. â€Å"I thought they were only saying it to annoy Mum, but they really mean it, they want to start one. They’ve only got a year left at Hogwarts, they keep going on about how it’s time to think about their future, and Dad can’t help them, and they need gold to get started.† Hermione was looking uncomfortable now. â€Å"Yes, but†¦they wouldn’t do anything against the law to get gold.† â€Å"Wouldn’t they?† said Ron, looking skeptical. â€Å"I dunno†¦they don’t exactly mind breaking rules, do they?† â€Å"Yes, but this is the law,† said Hermione, looking scared. â€Å"This isn’t some silly school rule†¦.They’ll get a lot more than detention for blackmail! Ron†¦maybe you’d better tell Percy†¦.† â€Å"Are you mad?† said Ron. â€Å"Tell Percy? He’d probably do a Crouch and turn them in.† He stared at the window through which Fred and George’s owl had departed, then said, â€Å"Come on, let’s get some breakfast.† â€Å"D’you think it’s too early to go and see Professor Moody?† Hermione said as they went down the spiral staircase. â€Å"Yes,† said Harry. â€Å"He’d probably blast us through the door if we wake him at the crack of dawn; he’ll think we’re trying to attack him while he’s asleep. Let’s give it till break.† History of Magic had rarely gone so slowly. Harry kept checking Ron’s watch, having finally discarded his own, but Ron’s was moving so slowly he could have sworn it had stopped working too. All three of them were so tired they could happily have put their heads down on the desks and slept; even Hermione wasn’t taking her usual notes, but was sitting with her head on her hand, gazing at Professor Binns with her eyes out of focus. When the bell finally rang, they hurried out into the corridors toward the Dark Arts classroom and found Professor Moody leaving it. He looked as tired as they felt. The eyelid of his normal eye was drooping, giving his face an even more lopsided appearance than usual. â€Å"Professor Moody?† Harry called as they made their way toward him through the crowd. â€Å"Hello, Potter,† growled Moody. His magical eye followed a couple of passing first years, who sped up, looking nervous; it rolled into the back of Moody’s head and watched them around the corner before he spoke again. â€Å"Come in here.† He stood back to let them into his empty classroom, limped in after them, and closed the door. â€Å"Did you find him?† Harry asked without preamble. â€Å"Mr. Crouch?† â€Å"No,† said Moody. He moved over to his desk, sat down, stretched out his wooden leg with a slight groan, and pulled out his hip flask. â€Å"Did you use the map?† Harry said. â€Å"Of course,† said Moody, taking a swig from his flask. â€Å"Took a leaf out of your book, Potter. Summoned it from my office into the forest. He wasn’t anywhere on there.† â€Å"So he did Disapparate?† said Ron. â€Å"You can’t Disapparate on the grounds, Ron!† said Hermione. â€Å"There are other ways he could have disappeared, aren’t there, Professor?† Moody’s magical eye quivered as it rested on Hermione. â€Å"You’re another one who might think about a career as an Auror,† he told her. â€Å"Mind works the right way. Granger.† Hermione flushed pink with pleasure. â€Å"Well, he wasn’t invisible,† said Harry. â€Å"The map shows invisible people. He must’ve left the grounds, then.† â€Å"But under his own steam?† said Hermione eagerly, â€Å"or because someone made him?† â€Å"Yeah, someone could’ve – could’ve pulled him onto a broom and flown off with him, couldn’t they?† said Ron quickly, looking hopefully at Moody as if he too wanted to be told he had the makings of an Auror. â€Å"We can’t rule out kidnap,† growled Moody. â€Å"So,† said Ron, â€Å"d’you reckon he’s somewhere in Hogsmeade?† â€Å"Could be anywhere,† said Moody, shaking his head. â€Å"Only thing we know for sure is that he’s not here.† He yawned widely, so that his scars stretched, and his lopsided mouth revealed a number of missing teeth. Then he said, â€Å"Now, Dumbledore’s told me you three fancy yourselves as investigators, but there’s nothing you can do for Crouch. The Ministry’ll be looking for him now, Dumbledore’s notified them. Potter, you just keep your mind on the third task.† â€Å"What?† said Harry. â€Å"Oh yeah†¦Ã¢â‚¬  He hadn’t given the maze a single thought since he’d left it with Krum the previous night. â€Å"Should be right up your street, this one,† said Moody, looking up at Harry and scratching his scarred and stubbly chin. â€Å"From what Dumbledore’s said, you’ve managed to get through stuff like this plenty of times. Broke your way through a series of obstacles guarding the Sorcerers Stone in your first year, didn’t you?† â€Å"We helped,† Ron said quickly. â€Å"Me and Hermione helped.† Moody grinned. â€Å"Well, help him practice for this one, and I’ll be very surprised if he doesn’t win,† said Moody. â€Å"In the meantime†¦constant vigilance, Potter. Constant vigilance.† He took another long draw from his hip flask, and his magical eye swiveled onto the window. The topmost sail of the Durmstrang ship was visible through it. â€Å"You two,† counseled Moody, his normal eye on Ron and Hermione, â€Å"you stick close to Potter, all right? I’m keeping an eye on things, but all the same†¦you can never have too many eyes out.† Sirius sent their owl back the very next morning. It fluttered down beside Harry at the same moment that a tawny owl landed in front of Hermione, clutching a copy of the Daily Prophet in its beak. She took the newspaper, scanned the first few pages, said, â€Å"Ha! She hasn’t got wind of Crouch!† then joined Ron and Harry in reading what Sirius had to say on the mysterious events of the night before last. Harry – what do you think you are playing at, walking off into the forest with Viktor Krum? I want you to swear, by return owl, that you are not going to go walking with anyone else at night. There is somebody highly dangerous at Hogwarts. It is clear to me that they wanted to stop Crouch from seeing Dumbledore and you were probably feet away from them in the dark. You could have been killed. Your name didn’t get into the Goblet of Fire by accident. If someone’s trying to attack you, they’re on their last chance. Stay close to Ron and Hermione, do not leave Gryffindor Tower after hours, and arm yourself for the third task. Practice Stunning and Disarming. A few hexes wouldn’t go amiss either. There’s nothing you can do about Crouch. Keep your head down and look after yourself. I’m waiting for your letter giving me your word you won’t stray out-of-bounds again. Sirius â€Å"Who’s he, to lecture me about being out-of-bounds?† said Harry in mild indignation as he folded up Sirius’s letter and put it inside his robes. â€Å"After all the stuff he did at school!† â€Å"He’s worried about you!† said Hermione sharply. â€Å"Just like Moody and Hagrid! So listen to them!† â€Å"No one’s tried to attack me all year,† said Harry. â€Å"No one’s done anything to me at all-â€Å" â€Å"Except put your name in the Goblet of Fire,† said Hermione. â€Å"And they must’ve done that for a reason. Harry. Snuffles is right. Maybe they’ve been biding their time. Maybe this is the task they’re going to get you.† â€Å"Look,† said Harry impatiently, â€Å"let’s say Sirius is right, and someone Stunned Krum to kidnap Crouch. Well, they would’ve been in the trees near us, wouldn’t they? But they waited till I was out of the way until they acted, didn’t they? So it doesn’t look like I’m their target, does it?† â€Å"They couldn’t have made it look like an accident if they’d murdered you in the forest!† said Hermione. â€Å"But if you die during a task-â€Å" â€Å"They didn’t care about attacking Krum, did they?† said Harry. â€Å"Why didn’t they just polish me off at the same time? They could’ve made it look like Krum and I had a duel or something.† â€Å"Harry, I don’t understand it either,† said Hermione desperately. â€Å"I just know there are a lot of odd things going on, and I don’t like it†¦.Moody’s right – Sirius is right – you’ve got to get in training for the third task, straight away. And you make sure you write back to Sirius and promise him you’re not going to go sneaking off alone again.† The Hogwarts grounds never looked more inviting than when Harry had to stay indoors. For the next few days he spent all of his free time either in the library with Hermione and Ron, looking up hexes, or else in empty classrooms, which they sneaked into to practice. Harry was concentrating on the Stunning Spell, which he had never used before. The trouble was that practicing it involved certain sacrifices on Ron’s and Hermione’s part. â€Å"Can’t we kidnap Mrs. Norris?† Ron suggested on Monday lunchtime as he lay flat on his back in the middle of their Charms classroom, having just been Stunned and reawoken by Harry for the fifth time in a row. â€Å"Let’s Stun her for a bit. Or you could use Dobby, Harry, I bet he’d do anything to help you. I’m not complaining or anything† – he got gingerly to his feet, rubbing his backside – â€Å"but I’m aching all over†¦.† â€Å"Well, you keep missing the cushions, don’t you!† said Hermione impatiently, rearranging the pile of cushions they had used for the Banishing Spell, which Flitwick had left in a cabinet. â€Å"Just try and fall backward!† â€Å"Once you’re Stunned, you can’t aim too well, Hermione! â€Å"said Ron angrily. â€Å"Why don’t you take a turn?† â€Å"Well, I think Harry’s got it now, anyway,† said Hermione hastily. â€Å"And we don’t have to worry about Disarming, because he’s been able to do that for ages†¦.I think we ought to start on some of these hexes this evening.† She looked down the list they had made in the library. â€Å"I like the look of this one,† she said, â€Å"this Impediment Curse. Should slow down anything that’s trying to attack you. Harry. We’ll start with that one.† The bell rang. They hastily shoved the cushions back into Flitwick’s cupboard and slipped out of the classroom. â€Å"See you at dinner!† said Hermione, and she set off for Arithmancy, while Harry and Ron headed toward North Tower, and Divination. Broad strips of dazzling gold sunlight tell across the corridor from the high windows. The sky outside was so brightly blue it looked as though it had been enameled. â€Å"It’s going to be boiling in Trelawney’s room, she never puts out that fire,† said Ron as they started up the staircase toward the silver ladder and the trapdoor. He was quite right. The dimly lit room was swelteringly hot. The fumes from the perfumed fire were heavier than ever. Harry’s head swam as he made his way over to one of the curtained windows. While Professor Trelawney was looking the other way, disentangling her shawl from a lamp, he opened it an inch or so and settled back in his chintz armchair, so that a soft breeze played across his face. It was extremely comfortable. â€Å"My dears,† said Professor Trelawney, sitting down in her winged armchair in front of the class and peering around at them all with her strangely enlarged eyes, â€Å"we have almost finished our work on planetary divination. Today, however, will be an excellent opportunity to examine the effects of Mars, for he is placed most interestingly at the present time. If you will all look this way, I will dim the lights†¦.† She waved her wand and the lamps went out. The fire was the only source of light now. Professor Trelawney bent down and lifted, from under her chair, a miniature model of the solar system, contained within a glass dome. It was a beautiful thing; each of the moons glimmered in place around the nine planets and the fiery sun, all of them hanging in thin air beneath the glass. Harry watched lazily as Professor Trelawney began to point out the fascinating angle Mars was making to Neptune. The heavily perfumed fumes washed over him, and the breeze from the window played across his face. He could hear an insect humming gently somewhere behind the curtain. His eyelids began to droop†¦. He was riding on the back of an eagle owl, soaring through the clear blue sky toward an old, ivy-covered house set high on a hillside. Lower and lower they flew, the wind blowing pleasantly in Harry’s face, until they reached a dark and broken window in the upper story of the house and entered. Now they were flying along a gloomy passageway, to a room at the very end†¦through the door they went, into a dark room whose windows were boarded up†¦. Harry had left the owl’s back†¦he was watching, now, as it fluttered across the room, into a chair with its back to him†¦.There were two dark shapes on the floor beside the chair†¦both of them were stirring†¦. One was a huge snake†¦the other was a man†¦a short, balding man, a man with watery eyes and a pointed nose†¦he was wheezing and sobbing on the hearth rug†¦. â€Å"You are in luck, Wormtail,† said a cold, high-pitched voice from the depths of the chair in which the owl had landed. â€Å"You are very fortunate indeed. Your blunder has not ruined everything. He is dead.† â€Å"My Lord!† gasped the man on the floor. â€Å"My Lord, I am†¦I am so pleased†¦and so sorry†¦.† â€Å"Nagini,† said the cold voice, â€Å"you are out of luck. I will not be feeding Wormtail to you, after all†¦but never mind, never mind†¦there is still Harry Potter†¦.† The snake hissed. Harry could see its tongue fluttering. â€Å"Now, Wormtail,† said the cold voice, â€Å"perhaps one more little reminder why I will not tolerate another blunder from you†¦.† â€Å"My Lord†¦no†¦I beg you†¦Ã¢â‚¬  The tip of a wand emerged from around the back of the chair. It was pointing at Wormtail. â€Å"Crucio!† said the cold voice. Wormtail screamed, screamed as though every nerve in his body were on fire, the screaming filled Harry’s ears as the scar on his forehead seared with pain; he was yelling too†¦Voldemort would hear him, would know he was there†¦. â€Å"Harry! Harry!† Harry opened his eyes. He was lying on the floor of Professor Trelawney’s room with his hands over his face. His scar was still burning so badly that his eyes were watering. The pain had been real. The whole class was standing around him, and Ron was kneeling next to him, looking terrified. â€Å"You all right?† he said. â€Å"Of course he isn’t!† said Professor Trelawney, looking thoroughly excited. Her great eyes loomed over Harry, gazing at him. â€Å"What was it. Potter? A premonition? An apparition? What did you see?† â€Å"Nothing,† Harry lied. He sat up. He could feel himself shaking. He couldn’t stop himself from looking around, into the shadows behind him; Voldemort’s voice had sounded so close†¦. â€Å"You were clutching your scar!† said Professor Trelawney. â€Å"You were rolling on the floor, clutching your scar! Come now. Potter, I have experience in these matters!† Harry looked up at her. â€Å"I need to go to the hospital wing, I think,† he said. â€Å"Bad headache.† â€Å"My dear, you were undoubtedly stimulated by the extraordinary clairvoyant vibrations of my room!† said Professor Trelawney. â€Å"If you leave now, you may lose the opportunity to see further than you have ever -â€Å" â€Å"I don’t want to see anything except a headache cure,† said Harry. He stood up. The class backed away. They all looked unnerved. â€Å"See you later,† Harry muttered to Ron, and he picked up his bag and headed for the trapdoor, ignoring Professor Trelawney, who was wearing an expression of great frustration, as though she had just been denied a real treat. When Harry reached the bottom of her stepladder, however, he did not set off for the hospital wing. He had no intention whatsoever of going there. Sirius had told him what to do if his scar hurt him again, and Harry was going to follow his advice: He was going straight to Dumbledore’s office. He marched down the corridors, thinking about what he had seen in the dream†¦it had been as vivid as the one that had awoken him on Privet Drive†¦.He ran over the details in his mind, trying to make sure he could remember them†¦.He had heard Voldemort accusing Wormtail of making a blunder†¦but the owl had brought good news, the blunder had been repaired, somebody was dead†¦so Wormtail was not going to be fed to the snake†¦he, Harry, was going to be fed to it instead†¦. Harry had walked right past the stone gargoyle guarding the entrance to Dumbledores office without noticing. He blinked, looked around, realized what he had done, and retraced his steps, stopping in front of it. Then he remembered that he didn’t know the password. â€Å"Sherbet lemon?† he tried tentatively. The gargoyle did not move. â€Å"Okay,† said Harry, staring at it, â€Å"Pear Drop. Er – Licorice Wand. Fizzing Whizbee. Drooble’s Best Blowing Gum. Bertie Bott’s Every Flavor Beans†¦oh no, he doesn’t like them, does he?†¦oh just open, can’t you?† he said angrily. â€Å"I really need to see him, its urgent!† The gargoyle remained immovable. Harry kicked it, achieving nothing but an excruciating pain in his big toe. â€Å"Chocolate Frog!† he yelled angrily, standing on one leg. â€Å"Sugar Quill! Cockroach Cluster!† The gargoyle sprang to life and jumped aside. Harry blinked. â€Å"Cockroach Cluster?† he said, amazed. â€Å"I was only joking†¦.† He hurried through the gap in the walls and stepped onto the foot of a spiral stone staircase, which moved slowly upward as the doors closed behind him, taking him up to a polished oak door with a brass door knocker. He could hear voices from inside the office. He stepped off the moving staircase and hesitated, listening. â€Å"Dumbledore, I’m afraid I don’t see the connection, don’t see it at all!† It was the voice of the Minister of Magic, Cornelius Fudge. â€Å"Ludo says Berthas perfectly capable of getting herself lost. I agree we would have expected to have found her by now, but all the same, we’ve no evidence of foul play, Dumbledore, none at all. As for her disappearance being linked with Barty Crouch’s!† â€Å"And what do you thinks happened to Barty Crouch, Minister?† said Moody’s growling voice. â€Å"I see two possibilities, Alastor,† said Fudge. â€Å"Either Crouch has finally cracked – more than likely, I’m sure you’ll agree, given his personal history – lost his mind, and gone wandering off somewhere -â€Å" â€Å"He wandered extremely quickly, if that is the case, Cornelius,† said Dumbledore calmly. â€Å"Or else – well†¦Ã¢â‚¬  Fudge sounded embarrassed. â€Å"Well, I’ll reserve judgment until after I’ve seen the place where he was found, but you say it was just past the Beauxbatons carriage? Dumbledore, you know what that woman is?† â€Å"I consider her to be a very able headmistress – and an excellent dancer,† said Dumbledore quietly. â€Å"Dumbledore, come!† said Fudge angrily. â€Å"Don’t you think you might be prejudiced in her favor because of Hagrid? They don’t all turn out harmless – if, indeed, you can call Hagrid harmless, with that monster fixation he’s got -â€Å" â€Å"I no more suspect Madame Maxime than Hagrid,† said Dumbledore, just as calmly. â€Å"I think it possible that it is you who are prejudiced, Cornelius.† â€Å"Can we wrap up this discussion?† growled Moody. â€Å"Yes, yes, let’s go down to the grounds, then,† said Fudge impatiently. â€Å"No, it’s not that,† said Moody, â€Å"it’s just that Potter wants a word with you, Dumbledore. He’s just outside the door.† How to cite Chapter 29 The Dream, Essay examples

A Critique On Professional Aspects Of Registered Nurses - Samples

Question: Discuss about the Critique On Professional Aspects Of Registered Nurses. Answer: Clinical Governance: There are various approaches made to increase consumers participation in the health care systems. The consumers are defined as the people who do avail the services provided within the scope of the installed infrastructure and policies of a health sector enterprise with investment of their valued resources. The most effective method to increase the participation extent on the part of the consumers is through educating them via training and learning sessions (Goldsmith Piscopo, 2014). Training, education and learning are three intermingling areas that overlap each other in delivering complete effectiveness. The term teaching incites different perceptions among different people. The term teachers poses a picture of an authoritative individual beaming in the glory of knowledge to some while some do recall an elegant experience of having company of an enigmatic individual. The term training is more goals oriented and emphasizes on learning of particular set of skills which have direct im plementation in applications. Education is the achievement of these combined processes which enables an individual to upgrade his or her perspective to perceive a particular topic and deal with it accordingly (Wilson, 2014). Effective education and training can help in increasing the participation by the consumers. This endeavor generates the prospect of adults to be a learner and use some key aspects of this learning in decision making regarding their own health care ventures. This education model is scientific and authentic which therefore has obtained it a model name called Mindmap for Education Learning and Training Model (Pudelko et al., 2012). It reveals various facets of effective training and education programs in ascertaining increased participation by consumers in health sector. The model gives a consent that collaborative learning environment among adult patients and families is challenging and comparatively new in health care domain and can be encouraged upon seeing the fruitful result of such educating process. This model also gives an insight in the balancing of power and freedom on the part of the parties taking part in health care services. Consumer participation can be increased through proper grievance and riddles addressal. This increases the willingness and trust factor of the consumers to be involved with the concerned organization to serve their individualistic interests. Organizations need to implement surveys; acceptance mechanism of feedbacks; meeting consumer complaints with priority and addressing freedom of information requests (Savage Hyde, 2014). Consumer feedbacks can also be introduced in developing the information resources and strategies to communicate with patient parties, families and assistance seekers (Oliver et al., 2014). My Experience: I can increase the participation of the consumer in making the treatment plan upon informing the patient with relevant information relating to his or her condition and thereby asking his or her opinion and suitability in accordance with the proposed treatment plan. The implementation process may require educating and making patient aware about merits and demerits of each step in the treatment regime and thereby encourage in participating following the course of the treatment accurately. The evaluation process may include inclusion of more specific information about the sickness in diagnosis from patients end and empowering patient with the information of available diagnostic and curative or preventive methods. National Safety and Quality Health Service Standard There are ten standards all total present within the scope of National Safety and Quality Health Service. These standards include governing of quality and safety in organizations working in health sector; making partnership with patients, prevention and regulation of infections among patients; safety in terms of medication; identification of patients and ordaining treatment procedure; clinical handover; guidelines pertaining to blood transfusion; management of pressure wounds; addressing acute health conditions and prevention of additional injuries like falling down among elderly patients (Safetyandquality.gov.au, 2017). The pertinent guideline that is to be delved in within the scope of this text is the norm dealing with the prevention and regulation of infections among patients. There are several outcomes related to it if the best practice is not met. The possible outcomes include aggravation of the present condition of the patient; further onset of secondary opportunistic infectio n by opportunistic pathogens; complication of symptoms; generation of need of different diagnostic procedure and associated treatment plan and in extreme cases the patient might die due to lack in meeting this standard. Infection causing organisms do evolve with passing time span and this poses a great challenge to infection prevention and treatment (Hossain et al., 2013). The gram negative organisms change their o-side chains in order to be viable as infectious agents. The organisms get resistant to most prevalent antibiotics due to over exposure to them. These organisms may include Methicillin resistant Staphyllococcus aureus and Vancomycin resistant enterococci (Gruenheid Moual, 2012). There will be patients in close proximity in Australian settings of health care and these patients might undergo operative procedures. Some patients might get administered medicine with attached set up of infrastructure and some might get immunosuppressive medicine or broad spectrum of antibiotics. These situations describe the significance in maintaining awareness regarding infections and their pervasive prevalence in Australian health care system. Each year many patients get diagnosed with nosocomial infections and other hospital ward infections in Australia and some of these infections require more powerful medication along with complication of pre-existing condit ions. The asserted steps in regulating infections include infection assessment and prevention strategies, managing patients with infection, antimicrobial stewardship, disinfection and sterilization procedure and communication with patient (Runciman et al., 2012). My Experience: I as a nurse can be more cautious during sterilization procedure of hospital instrument via processes like autoclaving, ethylene oxide administration or ethanol washing to avert infections of patients. I can therefore plan a suitable antimicrobial care procedure in collaboration with physician to alleviate the burden of infection on the patient after analyzing the vital signs of the patient. Inventory on Leadership traits among Nurses: Leadership qualities among nurses can be a helpful tool to empower health care services. Their leadership role examples can be found in government organizations distributed among array of levels including participation in steering committees (Doody Doody, 2012). These roles can impart tremendous experience and understanding of changing demands of health care system. Nurses have a clear view of how political, social and economical factors shape the health care world and the respective needs of the consumers coming from varying background in terms of cultural aspect and ethnic backdrop of individuals in Australia. Their professional role also enables them to have an insight in the effectiveness of various services being provided by several health care service providers groups. Registered nurses do develop a strong aptitude to identify the possible challenges and enablers in making a particular care giving system effective and efficient in Australian health community (Hutchinson Jacks on, 2013). Hence, nurse leaders are approached not only to ponder on thenursing activities within the organizations but they are usually asked to give their consideration on achieving suitable patient care that would be the ultimate goal of any patient care facility. Nurse leaders play crucial roles in many areas of leadership and whistle blowing initiatives that include patient centered value driven care system and clinical perspective to add to the national database about the strategic direction and progress of indigenous health sector (Brunetto et al., 2013). Leaders after achieving this level are expected to understand the necessary changes that will be required to put a reform into work. Nurses do play an important role at this level of leadership in shaping the overall strategies of the entire organization as well as they provide their professional clinical support on the daily basis. The instances of registered nurse leadership are most prevalent in organizations where formal structuring is well maintained and in these organizations nurses are rendered executive roles as well. They are usually offered designations like chiefnursing officers or directors ofnursing facilities. The critical analysis suggests that nurse leaders being equipped with relevant clinical knowledge and management skills play one of the major roles in structuring the quality service to be rendered and the business opportunity as well as humanitarian aspect of the health care organizations (Dignam et al., 2012). My Experience: I do highlight on the strategies of management of patients grievances and proper resolution of the riddle in order to make the treatment experience better for the patient. The strategy to achieve this goal includes taking proper feedback from the patient using a preordained indent of query statements in survey forms. The authenticities of these feedbacks are to be checked and the necessary actions are to be taken up wherever felt necessary. Suitable assessment and evaluation processes should be present there to ascertain the impact of these corrective steps on the overall growth of the organization. Learning Culture and Professional Development: There have been various researches in past decades about incorporating learning prospects in working field while working in firsthand experience in health care sector. This enables the worker to gather different social and professional experiences pertaining to the ordained task in the respective designation (Taylor Cranton, 2012). The learning and participation in the work are to be viewed as reciprocal and complementary processes to each other in order to generate quality work force within the organization. The notion of relational dependence in between the decision calls made in the professional work and the conventional practice in the sector is of prime importance in this regard as room for improvisation is left here which can be best possibly devised upon possessing good professional learning outcomes. A good practice can be therefore further included in conventional approaches. Work place learning is usually termed as informal process as it comes as a byproduct of the imparti ng service process. This individualistic learning approach requires confidence and belief and depends on the willingness and earnestness of concerned individual regarding his or her workplace responsibilities. This is especially applicable in regard of the challenging professional fields like that of registered nurses in Australia. The agenda of work place activities and associated learning can be well addressed via well structured curriculum in this scenario as per some schools of thoughts (Adamson Dewar, 2015). This curriculum will provide direct and indirect support to nurses in learning activities while working in health care sectors concising their approach making it more goals oriented. The work place administration should encourage in activities which increase both the theoretical and practical knowledge of the registered nurses. There are three aspects associated with the work culture that encourages work place learning. These angles include participation in community work; engagement in interpersonal relationship and access to important knowledge resources. Discrepancies in abilities among the nurses show that nurses acquire more learning objectives and favorable outcomes upon being assigned to particular critical job assignments which have scopes to learn. This in turn imposes an effect on the development and growth of nurse individuals as a professional and in humanitarian values (Zuber-Skerritt Teare, 2013). My Experience: I would preferably design strategies to understand how lack of clinical knowledge and cultural disposition affect treatment care and the ways to overcome these barriers. I would emphasize on workplace learning of various cultural considerations of the patients and their predispositions to certain beliefs. How these beliefs can be assimilated with the perspectives of the ordained treatment plan would be my major goal in dealing with the patient. I would like to educate patient more on the clinical condition and possible resolving process. This prime knowledge not only makes the experience of the patient in availing a health care system better but also enables the patient to actively take part in the treatment procedure upon highlighting on critical steps in the treatment plan as per his or her considerations. Role ambiguity and stress on registered nurses: Nurses do undergo various instances of role ambiguities during their service period in medical support giving centers and these scenarios produce potential stress factors to them. This particular phenomenon is more perceived in situations where nurses get promoted to case manager designation from normalnursing phase. Four major areas associated with it come in to focus in this regard. These areas include professional image, interpersonal relationship, time bound service and business perspective of the organization. The interpersonal relationships in this regard with respect to patients and as well as intra and inter department relationships among professionals play a major role in the service. The conflict arises while working in this domain is the coercion in between the business policy of the concerned organization and the basic need of the patient being prominent after a detailed conversation. This in turn can pose stress factors reducing professional satisfaction and self confide nce (Lu et al., 2012). The conflict becomes more severe in cases when a nurse has been promoted as a case manager without proper prior training. The concerned individual in this situation does not become aware of the plausible job responsibilities and hence the inner dilemmas get increased. This ethical issue in choosing between interests of the employer and consumer becomes more cumbersome in situations where euthanasia is in question or has been approached. They need to be given appropriate inputs on balancing in case management, chalking out viable options, identifying vulnerable individuals and sense of responsibility without sense of authority. There can be various approaches that might deal with workplace stresses of registered nurses. Stress is usually considered as a physical response which begets from psychological strain of some manner. Small amount of stress is useful and beneficial in some contexts while major sources of stress can do havoc in ones life. It also plays an important role in eleva ting and decreasing the motivational level among individuals (Happell et al., 2013). My Experience: I would personally prefer to implement two stress buster processes as a solution to the work place stress due to some operational dilemma among registered nurses. One method is keeping a personal notebook and noting down all occupational conflicts or controversial points and concerned development along with personal perspective regarding that. This is a methodical approach and by doing this the consistent revolving pattern of stressful thoughts gets blocked. Another approach to reduce workplace stress is to keep the moral conscience at the balanced level. One registered nurse has to keep in mind always that the service being provided is always from a professional point of views and not personal. Thus some critical aspects of moral inclination and decision making dangling between patient interest and institutional policies subject to analysis can be exempted in regard of a registered nurses job role when the balancing factor and organizational regulations come into picture. References: Adamson, E., Dewar, B. (2015). Compassionate Care: Student nurses' learning through reflection and the use of story.Nurse education in practice,15(3), 155-161. https://www.sciencedirect.com/science/article/pii/S1471595314001164 Brunetto, Y., Xerri, M., Shriberg, A., Farr?Wharton, R., Shacklock, K., Newman, S., Dienger, J. (2013). The impact of workplace relationships on engagement, well?being, commitment and turnover for nurses in Australia and the USA.Journal of Advanced Nursing,69(12), 2786-2799. https://onlinelibrary.wiley.com/doi/10.1111/jan.12165/full Dignam, D., Duffield, C., Stasa, H., Gray, J., Jackson, D., Daly, J. (2012). Management and leadership in nursing: an Australian educational perspective.Journal of nursing management,20(1), 65-71. https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2834.2011.01340.x/full Doody, O., Doody, C. M. (2012). Transformational leadership in nursing practice. https://ulir.ul.ie/handle/10344/2782 Goldsmith, E. B., Piscopo, S. (2014). Advances in consumer education: European initiatives.International Journal of Consumer Studies,38(1), 52-61. https://onlinelibrary.wiley.com/doi/10.1111/ijcs.12063/full Gruenheid, S., Moual, H. (2012). Resistance to antimicrobial peptides in Gram?negative bacteria.FEMS microbiology letters,330(2), 81-89. https://onlinelibrary.wiley.com/doi/10.1111/j.1574-6968.2012.02528.x/full Happell, B., Dwyer, T., Reid?Searl, K., Burke, K. J., Caperchione, C. M., Gaskin, C. J. (2013). Nurses and stress: recognizing causes and seeking solutions.Journal of nursing management,21(4), 638-647. https://onlinelibrary.wiley.com/doi/10.1111/jonm.12037/full Hossain, M. S., Rahman, N. N. N. A., Balakrishnan, V., Puvanesuaran, V. R., Sarker, M. Z. I., Kadir, M. O. A. (2013). Infectious risk assessment of unsafe handling practices and management of clinical solid waste.International journal of environmental research and public health,10(2), 556-567. https://www.mdpi.com/1660-4601/10/2/556/htm Hutchinson, M., Jackson, D. (2013). Transformational leadership in nursing: towards a more critical interpretation.Nursing inquiry,20(1), 11-22. https://onlinelibrary.wiley.com/doi/10.1111/nin.12006/full Lu, H., Barriball, K. L., Zhang, X., While, A. E. (2012). Job satisfaction among hospital nurses revisited: a systematic review.International journal of nursing studies,49(8), 1017-1038. https://www.sciencedirect.com/science/article/pii/S0020748911004536 Oliver, K., Innvar, S., Lorenc, T., Woodman, J., Thomas, J. (2014). A systematic review of barriers to and facilitators of the use of evidence by policymakers.BMC health services research,14(1), 2. https://bmchealthservres.biomedcentral.com/articles/10.1186/1472-6963-14-2 Pudelko, B., Young, M., Vincent?Lamarre, P., Charlin, B. (2012). Mapping as a learning strategy in health professions education: a critical analysis.Medical education,46(12), 1215-1225. https://onlinelibrary.wiley.com/doi/10.1111/medu.12032/full Runciman, W. B., Hunt, T. D., Hannaford, N. A., Hibbert, P. D., Westbrook, J. I., Coiera, E. W., ... Braithwaite, J. (2012). CareTrack: assessing the appropriateness of health care delivery in Australia.The Medical Journal of Australia,197(2), 100-105. https://www.mja.com.au/journal/2012/197/2/caretrack-assessing-appropriateness-health-care-delivery-australia?0=ip_login_no_cache%3Ddf4fbb8c07b4fb75247f37de7be8a216 Safetyandquality.gov.au. (2017). Retrieved 11 September 2017, from https://www.safetyandquality.gov.au/wp-content/uploads/2011/09/NSQHS-Standards-Sept-2012.pdf Savage, A., Hyde, R. (2014). Using freedom of information requests to facilitate research.International Journal of Social Research Methodology,17(3), 303-317. https://www.tandfonline.com/doi/abs/10.1080/13645579.2012.742280 Taylor, E. W., Cranton, P. (2012).The handbook of transformative learning: Theory, research, and practice. John Wiley Sons. Edition: March 13, 2012. https://books.google.co.in/books?hl=enlr=id=AyT2UTqOPBYCoi=fndpg=PT8dq=Taylor,+E.+W.,+%26+Cranton,+P.+(2012).+The+handbook+of+transformative+learning:+Theory,+research,+and+practice.+John+Wiley+%26+Sons.ots=oNq9pFKPJlsig=lieCO9oY1GrI58bJpQqn92Q4IFw#v=onepageq=Taylor%2C%20E.%20W.%2C%20%26%20Cranton%2C%20P.%20(2012).%20The%20handbook%20of%20transformative%20learning%3A%20Theory%2C%20research%2C%20and%20practice.%20John%20Wiley%20%26%20Sons.f=false Wilson, J. P. (2014). International human resource development: Learning, education and training for individuals and organisations.Development and Learning in Organizations,28(2). https://www.emeraldinsight.com/doi/full/10.1108/DLO-02-2014-0010 Zuber-Skerritt, O., Teare, R. (Eds.). (2013).Lifelong action learning for community development: Learning and development for a better world. Springer Science Business Media. https://link.springer.com/chapter/10.1007/978-94-6209-389-8_1