Several factors have helped bring Essay Example for Free

Several factors have helped bring Essay Several factors have helped bring about progress in medicine. In this essay, I will be discussing these factors. Firstly, I will be discussing how the government has helped to bring about progress in medicine. I will do this by giving an example and explaining. One good example is the measures taken by the government in Britain from the year 1900 to the year 1945. In total, there were nine acts and campaigns to improve health in Britain. This improved conditions in Britain and as a result, the death rate from illnesses and diseases decreased dramatically. Here is a table showing what the government did to improve medicine in Britain. 1902 Midwives Act, compulsory training and setting of standards. 1906 Education (Provision of Meals) Act, local authorities allowed to provide meals in elementary schools. 1907 Notification of Births Act, so that health visitors could be sure they visited all new babies. 1907 Education (Administrative Provision) Act, medical services provided for children at school. 1911 National Insurance Act, free medical treatment for workers who paid a contribution, but not their families. 1918 Maternal and child welfare Act, allowed local authorities to provide free clinics from pregnant woman and infants. 1930 Housing Act, slum clearance undertaken. 1940 Diphtheria immunisation campaign. 1940s Funding for the development of penicillin. War has helped and hindered progress in medicine in many ways. Medical help is needed mostly in wartime. In all wars soldiers were wounded this opened the possibilities for more progress in medicine. The best example is the progress made in the First World War, many things in medicine were improved because of the Great War. WWI was a massive worldwide conflict, more people died in it than in any other war before it. This was a result of new and deadly weapons being used for the first time. The most important breakthrough was through surgery, I will be discussing this later on in the essay. Many powerful guns and weapons were used this caused more severe wounds. In addition, more people were wounded this gave doctors and surgeons more opportunity to experiment with new techniques. Blood transfusion was very effectively improved, the storage and the transportation. Many recruits in the army had low standards of health. This made the government worry more and it also made them more eager to improve health care back home. The soldiers who fought in the war were promised good housing when they returned as a reward. This speeded up the process of getting rid of unhealthy slums in Britain. The soldiers, however, were never given these houses so they were in a way tricked into joining the army. In some ways, the First World War hindered the development of surgical techniques. It stopped a great deal of medical research. However, the war helped more than hindered. During the conflict surgeons did their best for the wounded but their methods, which worked well in a clean hospital operating theatre, were not so effective on a dirty battlefield. They had to develop new techniques to deal with the problems. Some of these techniques had an impact on surgery in civilian hospitals after the war. There were three main improvements in surgery, X-Rays, Blood transfusion and fighting infection. X-Rays were invented before the war but during the war, X-Rays were used for the first time. The X-Ray machine improved the success rate of surgeons in removing deeply lodged bullets and shrapnels, which would otherwise cause fatal infection. Blood transfusion had been used since the 1800s, but mysteriously it only worked sometimes. During WW1, scientists discovered that there were different blood groups and that the patient only recovered if he were given a blood transfusion with the same blood group as his own. This was an important discovery, which saved many lives. Finally, infected wounds, this was a real problem as most soldiers with wounds died from infection. During WW1, fighting infection was improved slightly. Surgeons cut away infected tissues and soaked the wound with a saline solution. War hindered progress in medicine in the following ways: Bullet wounds caused infection and powerful guns caused sever wounds, which not all doctors could cure. Millions of soldiers were killed and war stopped medical research doctors were taken away from their normal work to help the wounded in the war. I agree with the statement: chance by itself has never brought about progress in medicine. This is evident with Pasteurs discovery of a vaccine for chicken cholera. One of Pasteurs scientists injected a chicken with cholera; the scientist was confused because next day the chicken was not dead. Pasteur then asked him which cholera did he use, the scientist found out that the cholera he used was old and that it had been exposed to the air for a long time. They then injected the chicken with some fresh germs and they didnt work on the animal either. Pasteur decided the fresh germs were faulty he decided to try the fresh germs on different chickens. He found out there was nothing wrong with the fresh germs. Pasteur had found another vaccination. The old germs had protected the first group of chickens just like Jenners vaccine. Chance by itself has never brought about progress in medicine but it did play a big part in medicine but without the geniuses like Pasteur we may never have found out treatments and cures for deadly diseases.

Same-sex marriage debate Essay Example for Free

Same-sex marriage debate Essay The world is constantly changing and evolving. It isnt possible to stop this from happening, but it is possible to stand up for what is morally right and for what isnt. And now, we are faced with what many people feel is the inevitable evolution of marriage: legalizing homosexual marriages. Not allowing homosexual marriages to be recognized by the government and to be legal would prevent changing a fundamental institution, would prohibit breaching the Charter of Rights and Freedoms, and would prevent unthinkable consequences. Marriage has been around for as long as anyone can remember. And after all this time, it has changed very little in the eyes of the law. Every major religion and culture has embraced marriage as a unique relationship between a man and a woman. One of the only times marriage was altered, was when no-fault divorce was legalised. No-fault divorce was introduced, and it has proven to be a complete disaster for children and often for the adults involved. Statistics now show that 53% of marriages end in divorce. And now, we find ourselves gambling yet again with an institution that is foundational to the well-being of our children and a healthy society. The same argument once made in support of no-fault divorce, This will not affect good marriages and healthy families, is now being made in support of gay marriage. Yet we have no credible evidence to prove that altering our marriage laws again will be any less problematic for children and society than was no-fault divorce. The painful lessons we have learned as a result of no-fault divorce should stop this process cold in its tracks. To fundamentally change an institution whose worth has been proved over thousands of years and in hundreds of cultures risks unintended and unexpected consequences. It is with infinite caution that any man ought to venture upon pulling down an edifice which has answered in any tolerable degree for ages the common purposes of society. Secondly, it has been argued that prohibiting homosexuals to marry would breach the Charter of Rights and Freedoms. The Charter was modified in 1981 with the following heading Whereas Canada is founded upon the principles  that recognize the supremacy of God and the rule of law. With such an acknowledgement, how could the acceptance of same-sex marriages even be considered? Time and again, the Bible clearly states and demonstrates Gods position on homosexuality: Sodom and Gomorrah were destroyed because of homosexuality (Gen 18:20-21; 19:5-7, 13); Homosexuals will not inherit the kingdom of God (1 Cor 6:9-10); Those who practice homosexuality are called perverted men (Jdg 19:22); The penalty under the Old Testament for homosexuality was death (Lev 20:13); It is abominable, whether committed by men or women (Ro 1:26-27) Three Ontario judges stated that prohibiting gay couples from marrying violates the Charter The Charter, acknowledging the supremacy (ie. dominion, preeminence) of God strikes down any notion that same-sex marriages can be accepted in Canada. Thirdly, the Marriage Act of Ontario, when speaking of a marriage mentions a man and wife. How does a same-sex couple fit this definition? The same document outlines a list of people whom a man cannot marry (grandmother, mother, daughter, sister, granddaughter). Likewise, a list of people whom a woman cannot marry is provided (grandfather, father, son, brother, grandson). If the Marriage Act permitted homosexual marriages, why is a man not restricted from marrying his grandfather, father, son, brother, grandson? And likewise, why is a woman not restricted from marrying her grandmother, mother, daughter, sister, granddaughter? It is for the simple reason that same-sex marriages do not fall within the framework of the Canadian Charter of Rights and Freedoms, the Marriage Act of Ontario, or most importantly, Gods holy word. To change the definition of marriage would be to change the nature of marriage; to recommend that, the full impact of the change must be understood. And that impact must be considered not just at the individual level, but most importantly at the societal level, and not just for the present, but also the future. Definition (and language in general) create human reality. We dont just change words, we change the nature of an entity when we redefine it. Definitions are frames that we place on events, concepts or circumstances, in order to give them meaning we frame reality with language in order to find meaning in that reality. Those in the gay community who want same-sex marriage are right to seek meaning in their relationships and to want to have that meaning publicly recognized. They are wrong, however, to try to do it by co-opting the institution of marriage. The institution of marriage cannot function in that way without being deformed and destroyed.

Working Memory Capacity in Generalized Social Phobia

Working Memory Capacity in Generalized Social Phobia Nader Amir and Jessica Bomyea INTRODUCTION According to DSM-5TM (2013), Social Anxiety Disorder (Social Phobia) is a †Marked fear of one or more social situations in which the individual is exposed to possible scrutiny by others.† Also they fear they will be judged negatively which might result being humiliated or face rejection to one (Comer, 2010). According to the report on working memory capacity the availability of cognitive resources depend on social cues and these cognitive abilities have a significant impact on people with social phobia. However, very few studies have been conducted so far regarding working memory and social phobia (Amir, Bomyea, 2011). It has been found in many studies that people suffering from social anxiety disorder has maladaptive cognitive assumptions which presumably results of worsening the symptoms associated with this disorder. This cognitive process can be without conscious effort and the availability of the cognitive resources can prevent the illogical thought processes which might arise if the mental resources are low. These executive control processes is referred as processes that are related to cognitive functions (Amir, Bomyea, 2011). It has been also found that people with social anxiety disorder has problems with attention thus it can hurt the performance of cognitive tasks. This has been proven in verbal reasoning, spatial reasoning and many other studies which were done on the purpose of proving that anxiety has an impact on the central processes. This is due to the fact that the anxious person has to focus on many other tasks rather than the main purpose and waste its mental resources without b eing effectively used. For instance, as the client has social phobia will evaluate oneself negatively on something that was stored on autobiographic memory. This wasting of cognitive resources in perceiving oneself in negative situations like this can affect the performance of working memory of an anxious person compared to a non-anxious person thus doing poor on tasks that requires cognition. (Amir, Bomyea, 2011). This research was done in order to assess the impact on working memory capacity performance with neutral and social threat stimuli, among clients who have been clinically labeled with generalized social phobia. This was the first study done to compare WMC with neutral and threat stimuli on anxious individuals and these individuals use bottom-up information processing which enables them to be caught up in threat related stimuli. (Amir, Bomyea, 2011). Therefore, they proposed the hypothesis as; Ho: individuals with generalized social phobia show a greater WMC performance when exposed to a threat related stimuli than a neutral stimuli. H1: individuals who are non-anxious shows a greater WMC performance when exposed to a neutral stimuli than a threat related stimuli Method Participants There were 36 individuals in experimental group and 35 in the control group. In the experimental group patients are chosen with regard to the criteria mentioned in Diagnostic Statistical Manual ( DSM-IV) which includes taking a Structured Clinical Interview(SCID) as well as getting a score above 60 on Liebowitz Social Anxiety Scale. Those who met the criterion were also in an ongoing treatment by the Center for Understanding and Treating Anxiety at San Diego state university. Among the 36 interviews which was videotaped, 20% percent was randomly rated by an independent clinician and got an interrater score of k=0.89 which increases the reliability of the selection procedure. As for the control group with non- anxious 35 individuals selected from the community had to undergo SCID screening aided by a clinic staff to check whether they met any past or present criteria’s of the disorder. Moreover they had to have a score that didn’t exceed beyond 29 on self-report version of LSIS. In this experiment all participants $20 for their collaboration. (Amir, Bomyea, 2011). Materials and Procedure This experiment was conducted empirically and the data was collected for a quantitative study although it was done by means of electronic media. This assessment was done by a computer based OSPAN (Amir, Bomyea, 2011). In which Operations Span paradigm (OSPAN) the members are supposed to recall words in a succession at the same time performing simple math problems. While keeping each participant in about a distance of 30cm from the computer screen, a fixation (+) at the center was shown for 500ms and then shows a blank screen for 500ms and finally shows a solved mathematics problem preceded by a word for 800ms.the math equation can be for example 2+3=4, which are researched to be used in WMC tasks. Once the decision is made the participant presses the right key on the mouse and then continues this same procedure for 2-6 times. Once this is done for2- 6 times the participants has to recall the order of the words which are shown on a screen and which were shown during the process. Words like â€Å"chair† which is neutral and â€Å"stupid† which is socially threatening were shows to study the effect of neutral and threat words on WMC span. Along with the words extra words are used as distractions on the screen during the 20 trials each participant finished. (Amir, Bomyea, 2011). Before the start of the experiment each participant was allowed to sign a consent form and do a LSAS( by the anxious) and LSAS-SR(by the non-anxious) tests with similar psychometric value. The participants were given a trial round before the real experiment and advised to remember the words and do as fast as possible while doing the math problems at the same time. The words used during the practice rounds were not included in the experimental sessions as part of accuracy. (Amir, Bomyea, 2011). Results Self-Report Measures At the end of the 20 sessions the group with generalized social phobia was reduced to 32 participants with the elimination of 3 participants due to lack of math accuracy below 85% and one participant having a math solving capacity three times higher than the mean standard deviation. Also the non-anxious group was reduced to 30 after elimination of 5 due to low math scores. However, the groups didn’t differ that much in age and education. (Amir, Bomyea, 2011). Math Reaction Times In this study participants were removed due to low math performance or too high performance which is consistent with other studies done earlier. The reaction times was calculated as a median value which shows that bot the generalized anxiety group and non-anxious group had close results when solving problems with social threat, t(60)=1.10,p=.28 or neutral words, t=(60)=1.60,p=.11. (Amir, Bomyea, 2011). Working Memory Span Scores WMC scores were calculated by the partial-credit load scoring where each participant gets one point for a word in its correct order in the list. The figure 1 below shows the comparison of means and standard error bars in both groups. The results obtained are consistent with the results from prior research. The results were also put into mixed design analysis of ANOVA with anxious, non-anxious, social threat and neutral as 2Ãâ€"2 designs. This test showed the interaction among the Group and Word type was significant. To add more value t tests was done which showed the worst WMC in GSP and NAC when neutral words are compared. Comparing non-anxious with two word types it doesn’t show much difference unlike the generalized social phobia group who recalled threat words by, t(31) = 2.30, p=.028. (Amir, Bomyea, 2011). Figure 1. Working memory capacity scores for generalized social phobia(GSP) and non-anxious control(NAC) groups. Discussion Results prove that non-anxious group did great when remembering neutral information. Also the generalized social phobia group was better at remembering threat related than neutral stimuli. This support the idea that anxious people are worse at recalling neutral information and thus support that their inability to maintain attention on one task leads to wasting of cognitive resources thus, doing bad at tasks. (Amir, Bomyea, 2011). Limitations This study itself has its own limitations including the idea the participants in GSP were more depressed than anxious, this hinders the understanding of anxiety on the results. This may be why they GSP group did much better on recalling social threats. Furthermore, they are unable to compare people with different levels of anxiety with the type of stimulus. The study also was not able to represent an entire population of people suffering generalized social phobia as the sample size is not representative plus the elimination of members from each group reduced its population size. . (Amir, Bomyea, 2011). Suggestion for future research In future they could compare patients suffering from various stages of generalized social phobia to explain the extent of anxious nature can impact on the working memory performance (Amir, Bomyea, 2011). Also they could select a sample that represents the population and has equal number of participants in both groups to improve accuracy. Moreover, in this study 72% of GSP and 50% NAC group represent female population which makes it unable to compare among the genders. So if the experiments can be conducted on genders we could understand how this anxious nature can have an impact on women and men that are equivalent in severity of the disorder to understand how powerful cognitive resources in both genders. This can also enable to assess the amount of damage that generalized social phobia can act on the cognitive resources in both genders WMC when a stimulus is a neutral one. This may in turn help to give proper attention to the people suffering from generalized social phobia and may recover easier with proper care for the individuals. Moreover, they could conduct experiment again with the DSM-5 criteria since it’s a recent version compared to DSM-IV text revised edition. References Amir, N., Bomyea, J. (2011). Working memory capacity in generalized social phobia.Journal Of Abnormal Psychology,120(2), 504-509. doi:10.1037/a0022849 APA (2013). Diagnostic and Statistical Manual of Mental Disorders (5th Edition; DSM-5). Comer, R. J. (2010). Abnormal Psychology (7th Edition). New York: Worth Publishers.

Physics and Surfing :: physics surf surfing

When a wind begins to blow across a flat body of water ripples form almost immediately, then wavelets, and finally nearly fully developed waves, having almost definite wave lengths and shapes. Surface waves will also form, during calm wind, where opposing currents meet. This is known as current rips and can be dangerous for small or overloaded boats. A good estimate of the wind speed can be obtained by observing its effect on the water. For example, at 5 knots only small wavelets can be observed. A 10 knot wind speed will produce a few whitecaps. At 15 knots whitecaps can be seen up to 30% of the area. At 20 knots whitecaps can be seen up to 60% of the area. At 30 knots whitecaps and spray can be seen all over and foam from the breakers begins to form. At 40 knots streaks of foam can easily be seen. At 50 knots visibility is reduced and the sea begins to take on a white appearance from all the foam. Current directions and speed will greatly affect the areas covered by spray and breakers. Factors Affecting Wave Heights: 1. Wind. 2. Wind duration. 3. Length and width of wind fetch. (This is the distance over the water in which the wind blows in nearly the same direction.) 4. Depth of the water. 5. Direction and speed of the current. 6. Rate of precipitation. 7. Air temperature. 8. Amounts of flotsam, ice, or seaweed in the fetch area. 1. How high will the waves get? Maximum wave heights (in feet) will not get any higher than * the wind speed in knots. This is correct over 90% of the time. Note: Wave height begins to increase when the depth of the water is less than or equal to 1/4 of the wavelength because the wave starts to touch the sea floor. 2. What is the difference between waves and swells? Waves occur where the wind is blowing. Swells are waves that have moved away from the wind generating area and frequently give warnings of an approaching storm. 3. What is the significant wave height? Significant wave height (SWH) is the average height of 1/3 of the highest waves, or the height of the waves an observer is most likely to report. The significant wave height is used in the marine forecasts. Table 1.Wave heights in relationship to the significant wave height (SWH) Most frequent wave height .5 x SWH

The Changes of Canadian Children Since the 1800s Essay examples -- Ca

The Changes of Canadian Children Since the 1800's   The world has experienced many changes in past generations, to the present. One of the very most important changes in life had to be the changes of children. Historians have worked a great deal on children’s lives in the past. â€Å"While we try to teach our children all about life, our children teach us what life is all about.†- Author Unknown Children were strong and ambitious. They were the money makers of the family. This paper will argue how the mindset of a child has advanced in Canada, through the 1800s to the present era, in representing a different perspective of how a child evaluates the perception of how they approach life. Canada holds many histories of the past. The differences with children from to the past to the present are that children worked and produced a lot of labor, to keep the families from starving through the 1800s, present children rarely need to work. The educational system of the past has differed a great deal from the system they have created thought out the times that have developed. Children would use their imagination to create games and play, until the generation of television came into effect. Times have changed and children are one of the many. The social construction of childhood from the 1800s is a whole lot different from the construction of childhood from the 1970s. The agenda of chil dren have changed and adults are not concerned with children working because the standard of living in families has developed a whole new concept, for how families should live life.   Ã‚  Ã‚  Ã‚  Ã‚  The childhood of the past has changed through many eras of time. The labor work of children is not needed in a great deal no more. The 1800s was a time of labor for children. Families would have more children than now, because without a child many families could not survive. Children were needed to bring home money and feed the family. The girls were used to do the chores around the house, while the boys were used to do outside work, like cut wood. Children were influenced to do labor. They would not believe in an education, both rural and urban children. Through the industrialization children started working in family farms or in small workshops. Boys and girls would find work at mines or large factories. Children were seen as the important economic survivals to their families. By the 1890s, Canada ... ...om starving. The educational system of the past had differed a lot from the system they have created for the present. Children would use their imaginations, until the generation of television had came into effect. The children have experienced many changes. And childhood will always be a different story to tell for generations to come. Bibliography MLA Format Prochner, L. & Howe, N. (2000). Early Childhood Care and Education in Canada. Vancouver & Toronto: UBC Press. Sutherland, N. (1997). Growing Up: Childhood in English from the Great War to the Age of Television. Toronto: University of Toronto Press Incorporated. Sutherland, N. (1978). Children in English-Canadian Society. Toronto: University of Toronto Press Incorporated. Parr, J. (1982). Childhood and Family in Canadian History. Toronto: McClelland & Stewart Limited. Ashworth, M. (1993). Children of the Canadian Mosaic: A Brief History to 1950. Toronto: The Ontario Institute for Studies in Education. Parr, J. & Janovicek, N. (2003). Histories of Canadian Children and Youth. Canada: Oxford University Press. Ishwaran, K. (1979). Childhood and Adolescence in Canada. Canada: Mcgraw-Hill Ryerson Limited.

Heart of Darkness - Outline :: essays research papers

Marlow stands on the Thames River and remarks that the land he and his   Ã‚  Ã‚  Ã‚  Ã‚  comrades is standing on was once a place of darkness and an uncivilized   Ã‚  Ã‚  Ã‚  Ã‚  wilderness  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Through nostalgia he remembers an incident from his past when he commanded a   Ã‚  Ã‚  Ã‚  Ã‚  steamboat on the Congo River.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  He talks about the Company’s chief accountant who first mentions Kurtz to him.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The accountant tells him that Kurtz supplies more ivory for the company than   Ã‚  Ã‚  Ã‚  Ã‚  everyone else combined.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Marlow’s interests in Kurtz is perked.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Marlow discovers that the steamer he is supposed to command has been destroyed   Ã‚  Ã‚  Ã‚  Ã‚  in a wreck.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  He meets the local manager who mentions Kurtz in conversation.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  He tells Marlow that Kurtz is ill and he must get to Kurtz swiftly and bring him   Ã‚  Ã‚  Ã‚  Ã‚  back for medical treatment.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Marlow speaks with a brick maker who admires and envies Kurtz.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Marlow eavesdrops on a conversation between the manager and uncle. He learns   Ã‚  Ã‚  Ã‚  Ã‚  that the manager resents Kurtz.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Three months pass. Marlow and a crew set sail towards Kurtz’s location.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fifty miles before Kurtz’s station, they discover a hut bearing wood for the   Ã‚  Ã‚  Ã‚  Ã‚  steamboat and message to proceed with caution.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Two days later they awaken to an attack by the savages. The helmsman is killed.   Ã‚  Ã‚  Ã‚  Ã‚  Kurtz blows the steamboat whistle to frighten away the savages. Dumps dead   Ã‚  Ã‚  Ã‚  Ã‚  helmsman’s body overboard so cannibals don’t get any ideas about eating him.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  They arrive at the Inner Station. Greeted by a Russian that takes care of Kurtz.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Through conversation with the Russian, they learn that Kurtz has not been the   Ã‚  Ã‚  Ã‚  Ã‚  most upstanding and moral person. He’s been abusive to the natives.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Kurtz appears, carried on a stretcher.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  They carry Kurtz onboard the steamboat.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The manager tells Marlow he disapproves of Kurtz.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Russian makes a visit to Marlow, tells him that Kurtz ordered the attack on   Ã‚  Ã‚  Ã‚  Ã‚  their vessel that killed their helmsman.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Kurtz escapes and swims ashore. Marlow goes after him and cuts him off.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  They make a departure, savages show up, Marlow blows whistle and scares them   Ã‚  Ã‚  Ã‚  Ã‚  away again.

Gain access to the homes of individuals Essay

Be able to identify agreed ways to gain entry to and leave individuals homes Entry and departure to the service users home will have been agreed at the initial risk assessment and if a key safe is installed then the code will have been disclosed. Other ways of entry could be by being let in by a relative or family member and this should be advised by the carer’s office. This should also be documented in the care plan folder. Agreed times and preferences in respect of entry and departure will also be documented in the care plan folder Be able to gain entry to an individuals hom Entry and departure will be usually by use of a key safe, a relative, home manager or the service user themselves. The service user will usually be expecting a visit by their carer who should always introduce themselves to the service user and show their identity card. Be able to take appropriate action when unable to gain entry to an individual’s home If the carer is unable to gain entry then they should ring their office and inform them of the problem. The office will then attempt to contact the service user by telephone and if this is unsuccessful then a relative of registered key holder will be informed. In some cases it may be necessary to contact the emergency services if there is immediate cause for concern. These are the usual agreed ways of working in my organisation. It will be crucial to record and report any difficulties to the office so this information can be shared with others on a need to know basis. Read more:Â  Describe How Accessing a Range of Services and Facilities Be able to deal with emergencies encountered after gaining entry If the carer finds themselves in an emergency situation after gaining entry then depending on the type of emergency then they should contact the appropriate emergency service and their office so the that the event/incident can be reported and recorded. The type of emergency could be that the service user or family member is seriously ill or has fallen, there may be a fire. In the case of a known self harming service user there could be a suicide attempt Health and safety procedures in respect of the carer and service user to be adhered to at all times Be able to ensure security when leaving individuals homes The carer should ensure that the house is securely locked and that any windows should be closed unless otherwise advised by the service user. Keys should be replaced in the key safe and the key safe should be cleared. Be able to review the procedures for entering and leaving an individuals home The carer should be mindful at all times and should they suspect a breach in security or feel that the entry procedure should be reviewed then they should discuss this with the service user and report any agreed changes of codes and discuss any change in entry routine with their Manager.