UK Economic Policies Dissertation Example | Topics and Well Written Essays - 500 words

UK Economic Policies - Dissertation Example Economic Policy Measures undertaken on or before the 1990s. †¢ Privatization ï  ¶ Mainly aimed to tackle the stagflation that gulped the nation during the 1970s and to prevent further such developments. However has been criticised by a number of economists. ï  ¶ Also enabled the revision of labour laws so as to reduce the power of the labour union and assign more power to the company. ï  ¶ Moreover, the competitive spirit that the step would instil among the producers will help the nation to achieve a comparatively advantageous position. ï  ¶ Most relevant sectors, other than the postal system, were privatized. ï  ¶ The scheme was preceded by a number of failures and required a lot of effort from the then Prime Minister, Margaret Thatcher, before it finally achieved success almost a decade later. †¢ Reduction in unemployment benefits combined with a modification of tax laws that might act as an incentive for higher production and thus an improved GDP position (Wagnur, 2000). †¢ Modification of the education system in the country and providing maximum financial coverage to the students. †¢ New pension plans so as to shift the burden from the state to the individuals. ï  ¶ Introduction of pay-as-you-go scheme in the occupational structure, where the individual has to purchase and become a part of some pension benefit scheme (Taylor-Gooby, 2006). †¢ Increased housing ownership due to introduction of buyer-side subsidies. †¢ Capital account convertibility that helped the inflow foreign investments.

Anaesthetic care

Anaesthetic care In the following text I the author will provide an account of the anaesthetic care given to a paediatric patient in my care during a surgical procedure to repair her cleft palate. I will discuss the rationale behind the chosen anaesthetic technique and will analyse why the method was identified as the most suitable backing the findings up with related literature. The text will explore the care given to the patient and the preparation needed to ensure a safe procedure starting from the pre-assessment visit right to the anaesthetic room looking at the roles of some of the multi disciplinary team members involved in the childs care. An episode of care for any individual patient is a complex series of interactions that make up the process of care. The recipient of this anaesthetic care is an 8-month-old female, who, as patient confidentiality forbids the use of her real name (NMC 2002a) shall be known as Eve. Eve was born at 41 weeks gestation, during a routine prenatal scan at 23 weeks gestation an abnormality of her facial structure was noted, her parents were informed of this and counselling and advice was offered. The extent of the abnormality was not seen until Eve was born. She was born with a unilateral cleft lip and palate, which is were there is a single cleft of the lip, and the hard, and soft palate are also divided (Shprintzen and Bardach 1995) but was otherwise fit and well. In accordance to Watson et al 2001 clefts of the lip and palate may be isolated deformities or may be a part of a syndrome. Eve has not been diagnosed with a syndrome there for this is an isolated deformity. Watson (2001) suggests that non-syndromic clefts are multi-factorial in origin and could occur due to gene involvement, various environmental factors or embryo development in relation the mothers life choices during pregnancy i.e. excessive alcohol, drug abuse etc. Eve had previously undergone the first stage of the surgery, which was a repair to her cleft lip. This is done between the ages of two and four months within our trust. This is mainly due to cosmetic reasons but also to encourage oral feeding and sucking and to encourage the tissues to grow at the same rate as the childs facial structure (Watson Et al, 2001). Eve was admitted to hospital the day prior to her surgery. Eves mother had requested this rather than attending pre-admission clinic as she had problems with transportation to the hospital. This highlights good communication (Department of Health, 2003) between the nursing staff and Eves mother, which is of benefit to both the child and the familys needs (Clayton, 2000). The Department of Health (1989) states that the welfare of the child is paramount, however Smith and Daughtrey (2000) believe that it is also important to ensure that parental needs are also met. Wong (1999), states that good family centred care is considerate of all family members needs and not only the needs of the child. The initial assessment of Eve involved her primary nurse, Eve and her mother Joanne. The cleft palate pathway was used as assessment aid and highlighted any needs that Eve and her family had. The anaesthetist (Dr A) then examined Eve and was able to explain the procedure to Eves mother. This meeting with Dr A provided Eves mother with both verbal and written information therefore equipping the family with knowledge and support (Summerton, 1998). During Dr As visit she was able to assess Eves physical and mental condition ensuring that it would be safe to administer a general anaesthetic. During this assessment Dr A was able to request that routine blood samples were taken including cross match in case Eve should need a blood transfusion due to high blood loss during the procedure. She was able to read the operation notes from Eves previous visit making notes of the ET tube size used, the analgesia given, there amounts and if they had the given effects on Eves pain relief and do an assessment of Eves airway. Dr A was aware that Eve would have a difficult airway due to her cleft palate and the fact that her mother reports of her snoring whilst asleep, however she is also aware that assessment of this can be difficult due to Eve being uncooperative or asleep and that most tests used in adult practice including the mallampati scoring system are not validated for use in the paediatric population and are not really useful in the y ounger child (Sumner and Hatch, 1999). She was able to discuss the proposed anaesthetic and pain relief techniques and pre warn eves mother about the monitoring that she may see being used on eve in both the anaesthetic and recovery rooms. Dr A also discussed the use of premeditation such as madazalam with Joanne, it was decided that Eve would not have this as rendering her semi or fully unconscious with a respiratory depressant drug can become hazardous due to Eves cleft palate as her tongue may fall backwards and obstruct her already compromised airway (Sasada, M and Smith, S.2003). All information obtained during the pre assessment by Dr A should and was relayed to the operation department practioner (ODP) who was working alongside her during the case, ensuring that all equipment needed was readily available as and when needed. As Morton (1997) states the motto â€Å"Be Prepared† is a very important principle in anaesthesia. If things were to go wrong during the anaesthesia, intervention must be immediate to avoid harm to the patient; therefore preparation and the checking of equipment and drugs are vital. At the start of each case careful attention to detail is required when setting up the work area. The anaesthetic machine both in the anaesthetic room and in side theatre must be checked in accordance with The Association of Anaesthetists guidelines (Appendix 1) and the manufactures guidelines, and all equipment required must be gathered. There seems to be no set guidelines stating the exact equipment needed so the anaesthetist and the ODP must work together and decide for themselves what they need. â€Å"The success of a paediatric procedure depends not only on the skill and knowledge of the anaesthetist, but also on the possession and utilisation of the proper equipment† (Bell.1991.pg81) Bell (1991) offers the Pre-Anaesthesia Checklist: SCOMLADI that may help towards the selection of equipment: SCOMLADI is a mnemonic for Suction Circuit Oxygen Monitors Laryngoscope handle and blades Airway oral, nasal, ETT, +/- LMA Drugs: Intravenous drips (Bell, 1991.) In Eves case the pieces of equipment that were made available were: Suction, this can be a vital piece of equipment during anaesthesia. This is due to the fact that it can remove gubbings that may cause airway obstruction quickly ensuring the safety of the unconscious patient, although great care must be taken when using suction on an oral wound to ensure no further damage or trauma to the repaired area (Stoddart and Lauder, 2004) Circuit, the Jackson Rees modification of the Ayres t-piece is the main choice as it was designing for paediatric use and it is said to decrease the resistance to breathing by eliminating valves and decreases the amount of dead space in the circuit. Oxygen, this is readily available on the anaesthetic machine. The oxygen is delivered to the machine via a pipeline from the hospital stores. There must also be a full cylinder on the machine for use in case of a malfunction of the pipeline supply. This must be checked during the machine check. Monitors and monitoring aids. Some of the important aids are: Pulse oximeter, this gives a continuous reading of the oxygen saturation in the blood via a fingertip sensor. Although extremely reliable the probes may not pick up a good trace if the patient is cold of has a poor peripheral perfusion. ECG, This provides us with the information of the heart rate and rhythm. This is a valuable aid in detecting bradycardia and arrhythmias in paediatric patients. Blood pressure (bp), the most common way to measure Bp is by using a cuff this is known as non-invasive. Parameters are set on the monitoring console to enable the cuff to inflate and record the patients blood pressure at regular intervals. Arterial Bp can be measured via a cannula placed in an artery, which attaches to a transducer, this is known as invasive monitoring and can give continuous readings. In Eves case a cuff was used in accordance to Dr As wishes. Capnography This is attached to the breathing circuit and analyses the gas mixture. The monitor displays the concentration of oxygen, nitrous oxide, carbon dioxide and volatile agents. This information is useful for assessing the adequacy in ventilation and the depth of anaesthesia. The presence of carbon dioxide on the reading confirms that the ET tube is in the right place (Morton, 1997). Temperature Infants lose heat very quickly and there ability to maintain their own temperature is blocked by the anaesthetic (Kumar, 1998). A naso/oesophageal probe is placed in Eves nostril instead of her mouth, as that is where the surgery is taking place. There is other methods of monitoring available such as blood gases, central venous pressure, neuro muscular transmission etc but in Eves case these would only be used if Dr A requested them. Laryngoscope and blade, the different choices of blades are due to the variation in the anatomy found in small infants and children, this is due to the fact that a childs larynx lies higher and more interiorly in the neck and there epiglottis is longer and thinner than adults (Watson, 2001). The use of different size and shape blades is down to the anaesthetists personal choice Dr A prefers to use a lateral approach with a straight blade such as a Magill (Morton.1997). Dr A also likes to have a piece of rolled up gauze filling the cleft to ensure that the blade does not get caught in the deep cleft. The difficult intubations trolley is also essential this is because there is a large selection of different blades, handles, bougies and airways such as cut/uncut endotracheal tubes, guidell airways, laryngeal masks and face masks which are all available on hand. Airways, A selection of pre-formed south facing, uncut and reinforced endotracheal tubes. The size of which can be calculated by using a formula (age / 4 + 4.5 = estimated tube size) or by the childs weight (Morton, 1997). Eve should take a 4.0mm tube but it was noted on her last anaesthetic sheet that a 3.5mm tube was used with a gauze pack insitu due to her different anatomy. Drugs, There are many different types of anaesthetic drugs available such as Volatile induction agents (Gas), Intravenous induction agents, muscle relaxants, reversal agents, anti emetics, local anaesthesia and analgesics. All of which have the own pros and cons for using them. Dr A has chosen to use the volatile agent Sevoflurane in order to initially anaesthetise Eve this is due to the fact that Eves Venous access is poor due to her being a â€Å"podgy† baby. Sevoflurane is the least pungent and irritant of the volatiles and rivals many of the other inhalation induction agents for children. Eve was induced with oxygen, nitrous oxide and 8% sevoflurane, her airway was difficult to maintain due to her tongue being large in relation to her oral cavity which is normal in infants (Wong, 1999) therefore a size 1 guedel airway was used in order to keep the tongue from causing an obstruction. Anaesthesia was maintained with oxygen, nitrous oxide and isoflurane another of the volatil e agents also used within paediatrics with the feeling that this is mainly due to the low cost. Eve also had an infusion of the opioid remi-fentinal. Intra-Venous (IV), IV access was gained when an adequate depth of anaesthesia was reached and endoteacheal intubation was achieved. In total four IV lines were inserted, one to administer IV drugs such as anti emetics, anti biotics and IV pain relief etc. another for the IV infusion of Remi fentinal pain relief. Another for the maintenance fluids and the last on as a spare of to use if blood products are needed. Fluid therapy is important in both adults and children due to the fact that they have been nil by mouth for many hours before there procedure in accordance to hospital guidelines. IV fluids are given as maintenance to preserve hydration, to compensate fluid/electrolyte defects as a result of fasting and also to replace ongoing loss due to evaporation and surgical bleeding (Wong, 1999). As well as the preparation of the anaesthetic room the ODP must also ensure that all equipment needed inside theatre and during the procedure is available such as an operating table that is in good working order, a cleft palate mattress to ensure the correct positioning of Eve, a warming blanket to ensure temperature maintenance and a jelly mat to protect from pressure area sores (Kumar, 1998). It is also the ODPs responsibility along with Dr A to ensure that Eve is transferred in to theatre and on the to operating table safely, that all monitoring equipment is transferred to the inside machines and that all IV therapy equipment is connected before the surgeon preps and drapes the patient as this helps towards maintaining the sterile field around the patient. Throughout the surgery it is seen as best practice for the ODP to remain within close proximity to the patient and anaesthetist in case there is a problem (Kumar, 1998), one such problem noted in Eves case was that when the surgeon inserted the gag needed to keep Eves mouth open he unintentionally moved the position of the ET tube causing a drop in her O2 saturations. Dr A listened to Eves chest with a stethoscope whilst hand ventilating her, this enable her to reposition the ET tube back in to the correct position. Once back in the right place more tape was applied, and the tube was fastened in more securely. If Dr A was unable to just reposition the tube she would have had to remove the tube and reintubate Eve, this means that she would have needed a new Et tube the laryngoscope and blade, maybe a face mask in order to pre oxygenate before re intubation. This is the main reason why all intubation equipment used in the anaesthetic room must follow with the patient into theatre. Whilst in theatre a mechanical ventilator is use in order to ventilate Eve. The Newfield 200 is the vent used within this trust it works by intermittently occluding the expiratory limb of the t-piece and is able to compensate for any leaks around the tube. The ventilator can be adjusted in accordance to Dr As request meeting Eves needs by changing the pressures and times needed. Ventilation was once carried out purely by squeezing the bag by hand; leaving the anaesthetist with just one hand to do other important things such as administer medication or record information, meaning that the Newfield 200 is the preferred method of ventilation in recent times (Sumner and Hatch, 1999). Following the procedure Dr A stopped the infusion of Remi Fentinal and turned off the volatile gas this was to help with the waking up procedure and the safe extubation of Eve. Dr A also ensured that the pack inserted at the beginning was removed safely without causing trauma. Extubation should take place when the patient is fully conscious with there protective reflexes fully intact (Sumner and Hatch, 1999), this is even more important in Eves case due to the nature of her surgery as there could be excessive bleeding or oedema due to the trauma of the oral surgery causing more obstruction to her airway. Although suction should be available during extubation it is noted that large suction catheters such as a yanker should not be used and suction kept to a minimum this is to lower the risk of airway obstruction caused by trauma or by disruption of the surgical repair site. Eves was extubated safely and was transferred to the recovery room with out the need of ICU or HDU intervention. There she was given o2 and monitored by trained recovery staff until they were satisfied that she was able to maintain her own airway and o2 saturations, there was no or minimal blood loss from the wound site and she was pain free. Dr A had prescribed Eve with analgesics to be given back on the ward if needed, this was to ensure that she had a pain free recovery preventing her from getting upset and crying which can encourage the healing process of the wound and maintaining her patient airway. The process of Eves anaesthetic ran a smooth cause. She remained safe throughout the procedure. Great care and planning by both Dr A and the ODP ensured that all events that may have occurred were well prepared for.

Bad Science :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bad Science   Ã‚  Ã‚  Ã‚  Ã‚  On Monday, November 15th, 1982 the New York Times published an article entitled â€Å"Out of Death, a Zest for Life.† The title caught my eye because it seemed to be the only one that didn’t have to do with politics, the economy, or terrorism. The author, Nadine Brozan, wrote this article based on an interview with a woman named Dr. Gisella Perl. Dr. Perl was a Hungarian gynecologist and a survivor of the Holocaust from one of its most famous death camps; Auschwitz. As a prisoner, she was allowed to work as a doctor who was forced to aid Dr. Josef Mengele. Dr. Mengele was a man who practiced very bizarre, unethical medical experiments on the prisoners of Auschwitz and he eventually became known as â€Å"the doctor of death† or â€Å"the angel of death.† Dr, Perl said, â€Å"One of the greatest crimes in Auschwitz was to be pregnant.† (Brozan C: 20) Not only did Dr. Mengele perform horrible experiments on pregnant women, but he also preformed tests on handicapped prisoners and twins (which he is most famous for).   Ã‚  Ã‚  Ã‚  Ã‚  Dr. Mengele tricked Dr. Perl into sending the pregnant woman to him. â€Å"He said that they would go to another camp for better nutrition....I learned that they were all taken to the research block to be used as guinea pigs, and then the two lives would be thrown in the crematorium.† (Brozan C: 20) As far as sanitation was concerned at Auschwitz, there really wasn’t any. It is a fact that Dr. Mengele’s hospital had no beds, no operating tools, not even bandages. (Brozan C: 20) When compared to the hospitals in the United States, I feel that a hospital in Auschwitz does not deserve the title, â€Å"hospital.† Apparently, Dr. Perl felt the same way. She took it upon herself to find the women held prisoner in the camp, and some how made them deliver their babies prematurely (Brozan C: 20). â€Å"Hundreds of times I had premature deliveries. No one will ever know what it meant to me to destroy those babies, but if I had not done it, both mother and child would have been cruelly murdered.† (Brozan C: 20) It really makes me think how horrible it must have been for Dr. Perl. A very powerful quote taken from the article has her saying, â€Å"God, you owe me a life, a living baby.† For her to say this every time she enters the delivery rooms makes it difficult to imagine the massive amounts of babies she delivered that did not possess a life; that had even gotten the opportunity to take a breath of air.

Knowledge and justified true belief

Prior to Edmund Gettier, philosophers believed that knowledge was equivalent to justified true belief.   Since Plato, it had generally been agreed among philosophers that there are three criteria of propositional knowledge, individually necessary and jointly sufficient (Pryor, 2005; Cushing, 2000).   Before the Gettier philosophy, the following JTB Analysis (justification, truth, and belief) formed the basis of the theory of knowledge: â€Å"S knows that P iff: P is true (truth criterion) S believe that P (belief criterion) S is justified in believing P (justification criterion)† A classic example of the above proposition would be the one by Carl Ginet on fake barns.   A person is driving through rural Pennsylvania where there are a lot of fake barns: mere wooden fronts that look like barns from the road.   The person driving through is not aware of this and has no reason to suspect it.   As the person looks off to his or her right, and sees something that looks like a barn, then that person believes, â€Å"That’s a barn.†Ã‚   As a matter of fact, it is a barn, as it is one of the few barns in the region which is not a fake.   But then that person would just be lucky.   If he or she had looked at a fake barn instead, then he or she would have believed that it was a barn (Pryor, 2005). In this case then it would seem that the person’s belief that he or she drove by a barn is justified or reasonable simply because it looks like a barn and the person was not informed that the region was full of fake barns.   Then in this case, the person’s belief is also true.   But then the question is if that person knows that he or she is driving by a barn (Pryor, 2005). It seems then that justified true belief is not sufficient for knowledge.   It is this theory that Edmund Gettier is criticizing. Exposition Gettier’s main objection is to the claim that justified true belief is sufficient for knowledge.   He presented examples in which the subject has a justified true belief which intuitively fails to count as knowledge (Pryor, 2005).   He does not question whether the three criterion are each necessary.   Rather, what Gather provides is that these propositions are not jointly sufficient.   In other words, Gettier provides that we can justifiably believe the true proposition P but not necessarily know P (Cushing, 2000). In his philosophy, Gettier (1963) makes two important points.   First, the proposition wherein S is justified in believing P is a necessary condition of S’s knowing that P is open to the possibility that a person is justified in believing a proposition that is in fact false. The second point is that for any proposition P, if S is justified in believing P, and P entails Q, and S deduces Q from P and accepts Q as a result of this deduction, then S is justified in believing Q (Gettier, 1963).  Ã‚   Stated differently, these two points represent two assumptions: 1) it is possible for someone to be justified in believing something false; and 2) if S is justified in believing P and P entails Q, then S is justified in believing Q (Cushing, 2000). A classic Gettier example to illustrate these two points or assumptions would be the one about the Ford car.   Suppose a person called Smith has a justified belief   that someone in his office owns a Ford.   It is also true, as a matter of fact, that someone in the office does indeed own a Ford.   However, Smith’s evidence for his belief concerns Jones, from his office, who as it turns out does not own a Ford.   Smith’s belief that someone in the office owns a Ford is true because someone else in the office owns a Ford (not Jones). The person who in fact owns a Ford is actually, for example, called Brown.   Yet all of Smith’s evidence concerns Jones, and not Brown, so it seems that intuitively, Smith doesn’t know that someone in his office owns a Ford.   It would seem then that Smith doesn’t know, even though Smith has a justified belief that someone owns a Ford, and as it turns out, this belief happens to be true (Pryor, 2005). From the above example, it would seem that Smith has a justified belief in a true proposition (in that someone in his office owns a Ford), but this is not to say that he has knowledge of that proposition (since the owner of the Ford is Brown, not Jones, as Smith thought).  Ã‚   What Gettier (1963) thus tells is that even if the three criterion composed of truth, belief, and justification are individually necessary for knowledge, they are not jointly sufficient (Cushing, 2000).   This has been widely called as the Gettier Problem (Pryor, 2005; Cushing, 2000; Stanford Encyclopedia of Philosophy, 2006). Thus, the JTB Analysis, previously mentioned as the existing proposition prior to the Gettier problem, does not state a sufficient condition for someone’s knowing a given proposition (Gettier, 1963).  Ã‚  Ã‚   In the example given on the Ford, the Gettier problem arises because of the proposition that a person knows that someone owns a Ford based on evidence that falls short of certainty.   If knowledge requires absolutely certain evidence, then the person Smith in the Ford example would not be in a position to know that someone owns a Ford .   His (Smith’s) evidence after all was not absolutely certain or infallible because he was mistaken as to who owned the Ford (Pryor, 2005). Assuming that Gettier’s philosophy is correct, then a possible solution to the Gettier problem then would be that knowledge is justified true belief where the reasoning on which a person’s belief is based on does not proceed through any false steps or falsehood (Pryor, 2005).   However, the Gettier examples need not involve any inference, so there may be cases of justified true belief in which the subject fails to have knowledge although the S’s belief that P is not inferred from any falsehood. The lesson from the Gettier problem then is that the justification condition by itself cannot ensure that belief that is true cannot be mistakenly identified as knowledge.   Even a justified belief (which is belief based on good evidence), can be true because of luck (Stanford Encyclopedia of Philosophy, 2006), such as the example on the Ford car wherein Smith’s belief that someone owns a car is true in the sense that someone (Brown) does indeed own a car, but Smith’s justified belief or good evidence as to the someone who owns the Ford actually pertains to someone else (Jones). Assuming that Gettier is correct, a possible option for working out an account of what knowledge is.  Ã‚   Knowledge is justified true belief absent luck or accident.  Ã‚   Gettier’s fourth condition to knowledge (on the absence of falsehood) is not necessary as his cases indicate that a person can still hold on to a true belief based on luck or accident.   The third criterion in the JTB Analysis, on justification, itself requires that luck be excluded (Sudduth, 2005).   Thus, justified true belief may be sufficient for knowledge only if you eliminate luck or accident. Conclusion According to Gettier (1963), justified true belief can fail to constitute knowledge.   Justified true belief may not be sufficient for knowledge, and he further tells us that the three criterion of truth, belief, and justification are not jointly sufficient.   Gettier proposes a third condition, that true belief should not be based on any falsehood.   However, his philosophy involves the elements of luck or accident which allows the subject to hold on to a true belief.   Thus, it would seem that justified true belief may be sufficient for knowledge providing luck or accident are eliminated from the justification criterion. REFERENCE Cushing, Simon.   (2000).   Edmund Gettier: â€Å"Is Justified True Belief Knowledge?†Ã‚   University of Michigan-Flint.   Retrieved November 1, 2006 from Gettier, Edmund L.   (1963).   Is Justified True Belief Knowledge?   Analysis 23: 121-123.   Transcribed into hypertext by Andrew Chrucky, September 13, 1997.   Retrieved November 1, 2006 from: http://www.ditext.com/gettier/gettier.html Pryor, Jim.   (Spring 2004).   Theory of Knowledge – The Gettier Problem.   Princeton University.   Retrieved November 1, 2006 from: http://www.jimpryor.net/teaching/courses/epist/notes/gettier.html Sudduth, Michael.   (2005).   Justification and the Gettier Problem.   Dr. Michael Sudduth’s Philosophy Courses Webpage.   Retrieved November 1, 2006 The Analysis of Knowledge.   (January 16, 2006). Stanford Encyclopedia of Philosophy.   Retrieved November 1, 2006 from: http://plato.stanford.edu/entries/knowledge-analysis/   

Mr Rana

SUPPLEMENTARY INFORMATION FORM SEPTEMBER 2013 ENTRY This is not an application for admission. To obtain admission application information, please visit http://futurestudents. yorku. ca. Current York students applying for Delayed Entry (Year 2) should complete a BBA Delayed Entry Application form and attach it to this Supplementary Information Form. Information packages for Delayed Entry are available at W262P, Seymour Schulich Building. All candidates must submit a completed Supplementary Information Form to the Schulich School of Business by the applicable deadline date indicated on this form. York Reference Number: Program Choice: 13127592 (9 digit code sent by York Admissions) ? Bachelor of Business Administration (BBA) ? International Bachelor of Business Administration (iBBA) Which category are you applying for? (Check only ONE): ? 1st-year Entry applicants. Submit this Supplementary Form by February 6, 2013. ? 2nd year (Delayed Entry) applicants. Submit this Supplementary Form by March 14, 2013. Personal Details Rana Zeeshan 01 09 95 Surname First Name Date of Birth (dd/mm/yy) Address / / ? Male ? Female 388 E2- Wapda Town Punjab 54810 Country Province/State Pakistan Postal Code/Zip Code Current or most recent Educational InstitutionLahore Grammar School City and Province/State of Institution Lahore, Punjab Protection of Privacy: Personal information in connection with this form is collected under the authority of The York University Act, 1965. The information will be used to process your application and upon registration and enrolment, will form part of your student record at the Schulich School of Business. If you have any questions about the collection of this information by York University, please contact: Manager Information Service, 99 Ian MacDonald Blvd. , York University, 4700 Keele Street, Toronto, Ontario – Canada, M3J 1P3, 416. 36. 5000 York Reference Number: 213127592 Initials: Z. Rana Schulich Supplementary Information Form for Septemb er 2013 ______________________________________________________________________ INFORMATION AND INSTRUCTIONS FOR COMPLETING THIS FORM The purpose of the Supplementary Information Form is to help us determine the candidate’s leadership potential, communication skills and well-rounded approach to education. †¢ Leadership Profile and answers to essay questions must be typed in the space provided. Include your York reference number and initials at the top of each page.Do not send originals of certificates, ribbons, projects, etc. The Schulich School of Business cannot return any submitted materials. Do not send photographs, videos or audiotapes. Waiver Please read carefully, sign and date. WAIVER – A clear sense of academic honesty and responsibility is fundamental to good scholarship. Conduct that violates the ethical or legal standards of the University community will result in automatic disqualification. I hereby certify that the information provided in this applica tion and in any material filed with this application is, to the best of my knowledge, true and correct.The Leadership Profile and Essay responses are completed by me. I understand that the misrepresentation of this information is grounds for the Schulich School of Business to cancel my admission to, or registration at the University. I have read all the text carefully and am making this my one and final submission. Signature Date Submission of your Supplementary Information Form Incomplete forms will not be processed. Please review the â€Å"Checklist for Submission† below. Once completed, print all pages of the Supplementary Information Form and submit it to the address below by the applicable deadline date indicated on page one.It is recommended that your Supplementary Information Form be submitted prior to the deadline date. Limited space is available in our programs. Please send your completed supplementary information form (in person or by mail) to: Undergraduate Program s Unit Division of Student Services and International Relations Schulich School of Business, Room W262 York University 4700 Keele Street Toronto, Ontario M3J 1P3 CANADA CHECKLIST for Submission ? Personal Information ? Leadership Profile ? Three Essay Questions ? Signed Waiver ? I have a copy (for my own record) of my completed Supplementary Information Form ?Explanation for why you have repeated a course(s) (if applicable) 2 York Reference Number: 213127592 Initials: Z. Rana Submission of your Academic Documentation All other information, including academic transcripts, language proficiency test scores, address changes, etc. , must be sent to the York University Admissions and not to the Schulich School of Business. The Schulich School of Business cannot be held responsible for forwarding your documents to York Admissions. Please mail any academic documentation directly to: York University Office of Admissions Bennett Centre for Student Services 99 Ian MacDonald Blvd Toronto, ON M3 J 1P3 CANADAConfirmation of Receipt Confirmation of receipt of your Supplementary Information Form can be checked on â€Å"MyFile† at http://www. yorku. ca/myfile. Due to high volume, it may take approximately 14 business days from receipt (by the Schulich School of Business) of a Supplementary Information Form, for â€Å"MyFile† to be updated. We appreciate your understanding that we are dealing with a sustained high volume of applications from December through February, and may not be able to provide receipt confirmation via telephone or e-mail. For tracking purposes, applicants may send their Supplementary Information Form via courier rather than general mail.Leadership Profile Instructions & Example Complete Leadership Profile using the space provided below on Page 4 and Page 5 (please type). List any extracurricular activities and/or community involvement that you participated in during the last two calendar years. (i. e. 2011 and 2012). Examples include student c lubs, events, organizations, band, sports, competitions, conferences, volunteer work, community service, paid employment, etc. Include activities where you made an impact. Include contact details for a referee, as we will contact them as deem necessary.Referees will be able to confirm the information that you have indicated on the form and holds a position that oversees or is responsible for the activity. EXAMPLE: Activity (include your role/position) Referee Contact Info (name, role, email, phone) Mr. John Doe Teacher [email  protected] com 123-456-7890 Description of activity (125 word limit) Chosen by my school to be a delegate at the Canadian High Schools Model United Nations. At the conference, I debated global issues. I represented Sweden and learned about the challenges in the European economy. I met and worked with students from across Canada and it helped me improve my communication skills.Participant, Model United Nations 3 York Reference Number: 213127592 Initials: Z. R ana Leadership Profile Activity (include your role/position) Referee Contact Info (name, role, email, phone) Description of responsibilities (125 word limit) NASA Space School : July 2011 Muhammad Ali Lecturer (Chemistry) +92 321 8859967 ali. mughal. [email  protected] ail. com I attended the NASA Space School in Houston, Texas during my summer holidays. I was elected by the school administration as the team leader of my school’s team. The program was based on engineering tasks focusing on NASA’s Mars exploration program.One of the most difficult tasks given to us was to build a rover. As team leader, I strategically spent our entire budget to buy all the available wheels but my strategy paid dividends as later on; we were able to sell them to other teams at a profit. This allowed us to buy more resources which led us to our victory. We were successful and were awarded medals of excellence. Activity (include your role/position) Referee Contact Info (name, role, email , phone) Description of responsibilities (125 word limit) Saved Life; Personal leadership Mrs Humera Saved person email: none +923227454321Hundreds of homes were destroyed in the floods that hit Pakistan in 2011. I still can't forget the traumatizing sights of my village where i saw a distressed woman with her new born child crying in her arms with two little children by her side. She had nowhere to go since the roof of her hut had collapsed. I took her to the camp that was created to provide aid and facilities to the affected. This time was very significant for me as I learnt how unpredictable life is. So many people wouldn’t have predicted becoming homeless and helpless with the entire course of their lives changed.I discovered the pleasure of contributing back to the society and those in need which made me realize the significance of volunteer work Activity (include your role/position) Referee Contact Info (name, role, email, phone) Description of responsibilities (125 wor d limit) Fund Raising; Head of Department of Social Events. & Editor-In-Chief of Eye on Lahore Zair Zahir Manger at Next Generation Pakistan [email  protected] com +923234950392 When Punjab suffered from flooding, I organised a convincing campaign under Next Generation Pakistan to facilitate the flood victims.I was heading the department of Social Events which was responsible for arranging various events in the form of fundraisers. This was a great responsibility. I allowed creativity within my team where everyone had the autonomy to brainstorm and reach their maximum potential. It was a success for we collected Rs. 6. 2 million. Soon Eye on lahore, the first ever Pakistani internet youth portal, was launched. Being its Editor-In-Chief, this successful entrepreneurial venture promptedme even more to pursue IBBA and examine the standard framework of how people capitalise on investments. 4York Reference Number: 213127592 Initials: Z. Rana Leadership Profile Activity (include your ro le/position) Referee Contact Info (name, role, email, phone) Description of responsibilities (125 word limit) Youth Advocacy Network (YAN): Volunteer from January 2010 to 2012 Sadia Sarfraz Head of Volunteer Deapartment [email  protected] com +923134904445 In my role as a volunteer for the Youth Advocacy Network (YAN), I was responsible for educating the youth of Lahore about sexually transmitted diseases (STDs) and organize an awareness campaign regarding the issue of drug addiction drug.Our awareness campaign over this issue has been our most successful work. We had made a documentary portraying the after effects of using drugs. My job was to carry out the necessary interviews in the documentary. To take our campaign to the next level, I decided to do something about the growing trend of underage smoking in our community. After discussing it with other club members, I lodged a police complaint against a local shop owner who sold cigarettes to underage smokers. Activity (include your role/position) Referee Contact Info (name, role, email, phone)Description of responsibilities (125 word limit) Lahore Grammar School Mathematics Society President. August 2012 to 2013 Mr Amjad Iqbal Maths Department Head at Lahore Grammar School [email  protected] mail. com +923334200945 This year I was nominated as the Math's Society President of my school. As the President of the Math's society I also had the privilege of organising a large-scale inter school mathemaics contest called â€Å"Parakration†, I was responsible for collecting sponsors, organizing the statistical data of over 700 participants and managing finances. The mammoth budget of Rs 1. 0 million required ample planning with resource allocation. This experience taught me how to handle money effectively and made me realize the importance of time management. Also, I was amongst the top pool of International Mathematics Kangroo Competition, ranking 29th nationwide. Activity (include your role/position) R eferee Contact Info (name, role, email, phone) Description of responsibilities (125 word limit) Play by LGS JT, Marketting Manager Tayyab Shafiq I was a part of a crew for a play. I was working back stage and I realized the importance of letting go of personal interests and give way to theProduction Manager greater solidarity of the group to achieve the set goals. I was responsible for marketing and publicity and it required enough effort to [email  protected] c maintain effective communication between all the group members for om the smooth execution of tasks. Effective communication was pivotal to crisis management and conflict resolving. I contributed in designing +923338440248 publicity tools and advertisements along with reaching out to various schools in Lahore to attend the play. 5 York Reference Number: 213127592 Initials: Z. Rana Essay Questions 250 word limit for each response) A) Tell us why you want to study at the Schulich School of Business. As it is my firm belief t hat businesses can truly flourish if their internal structuring is sound, my hope is to provide in-house, economic and efficient solutions to Pakistani businesses to streamline their day-to-day operations. Therefore, I need a very rigorous specialized, academic and professional undergraduate degree in business studies for the realization of my ambitions. Schulich School of Buisness provides just that perfect blend for honing my personality.It provides an excellent academic curriculum and also plays an extremely pivotal role in nurturing professional skills. The dense network of Schulich graduates in the business world will give me direct access to the top businessmen, entrepreneurs, venture capitalists and economists. Furthermore, the school's exchange program is another reason why i wish to study here. In this extensively interconnected world that we live in, an exchange term would open for me a global range of career opportunities where I will be able to experience the diverse cul ture and business environment of different societies.Moreover, the city of Toronto, as a radiant international social hub also appeals greatly to the passionate learner in me. I truly believe that polishing my skills from a university known for its mastery in buisness would propel me to enormous heights in my career and I am certain that if given the chance, I would give my very best to the program and prove myself a valuable asset to this prestigious institution. B) In an interview by a prestigious journalist, you’ve been asked to share your deepest thoughts on what motivates and shapes your leadership style and deep desire to succeed.How would you respond? I have come to believe that life is leadership. To see it any other way would be a fallacy. Think about it. We live, so we lead our lives. And if we are not doing this, we are drifting into oblivion. To lead ourselves and consequently others, we must also follow – these are two sides of the same coin. We can follow our own ego or what others say, blindly; or we can choose to act wisely by deeply reflecting on what we observe, hear and experience. We need to relate these findings with the immutable laws of nature that govern life, before drawing any firm conclusions.We grow in understanding and vision only when we become acutely conscious and aware of self, of others and of our environment. This ever-expanding awareness is the crucible where the sense of personal leadership begins to take root. You and I represent the zenith of a very long journey of humanity. In this context, I would define success as us being a vital part of this dramatically choreographed continuum in which we learn and share freely, with passion and with responsibility, all along, desiring the best for ourselves and for others, in terms of the abundance life offers.What has shaped my thinking on leadership is the thought that as we grow in awareness and see more clearly, our responsibility increases – responsibility to not only benefit from our rich global heritage, but also to inspire others through our everyday decisions and actions. If continuous learning, living and sharing is not the essence of leadership, I wonder what is! 6 York Reference Number: 213127592 Initials: Z. Rana Please answer either question (C) or (D) C) Select two leaders – one you admire greatly and one you do not. Briefly outline why you see them as leaders, and why you admire one and not the other.D) Recently, the role of corporations in society has evolved to take a more extended view of corporate citizenship, acknowledging and actively engaging in political roles. What do you think should be the role of multinational corporations in rehabilitating the areas stricken by Hurricane Sandy? Please critically discuss the process and social impacts of these multinational enterprises working as non-government organizations. Indicate essay choice: ?C or ?D Well I would go with more unconventional leader. One that I admi re would be my friend who is the president of a local chapter of an international society called AIESEC.I admire his leadership style because he leads by example. Setting standards for his subordinates and yet being humble at the same time. He provides a role model for his team members and guides them to get the specific goals and tasks that he assigns them. The channel of communication is smooth as he takes time out for every member and makes sure that he knows what’s going on in their personal lives hence establishing a very informal and personal connection. I have rarely focused my attention on those whom I do not admire. I believe that such an endeavor serves no purpose.We can and should keep our eyes open to learning from all those we come across. When we witness evil deeds, we realize the value of good. All human beings have potential for good and evil. Our job as leaders is not to harbor prejudice against any individual or group. Instead, we need to behave in ways that increases the likelihood in others of the good within them to surface and flourish. In my view, the root of all evil is our ignorance. Only the light of knowledge can illuminate our minds and hearts to the right path – a path that inspires all that is good in us.However the leader that I won't like to follow would be my football team captain. He has a more commanding leadership style where he doesn’t like criticism & works as a one man-army which affects the team equillibrium. Please provide an explanation for any repeated course(s) Thank you for your interest in the Schulich School of Business! Please check your MyFile account at http://www. yorku. ca/myfile for the status of your application. Schulich does not offer early admission. The first round of offers will be sent in March. GOOD LUCK! 7