Government (social contract theory and redistribution of wealth) Essay

Government (social contract theory and redistribution of wealth). Chose one of them - Essay Example I am more inclined to believe that man by default is good and influenced by his or her environment where he can be better or slide into misery, as Hobbes argues. Misery and chaos are not the natural conditions of man but, rather, the blank state or tabulasa rasa subject to the condition and influence of the society, environment and government. Hobbes’ argument about the basis of government is also flawed, as per the statement that government is formed by its citizens’ giving up some of its destructive rights to have a government. While it may be partially correct that people must cede or limit some of their freedoms to achieve order, it does not necessarily mean giving up their freedom. Simply, government was not created on the basis of men agreeing not to kill or rob each other; rather because it is better for them if there is a government to set the direction of what the ideal behavior in society is and to protect their rights and freedom. Locke Locke agreed with Hobb es in the fundamental need for a government. They, however, differ in the reason and principle for forming such government. For Locke, government is created by people who agree to bind together and form a government who would look after them for their protection and security of their lives, properties and their freedom. I am inclined to agree with the proposition of Locke because, unlike Hobbes, Locke’s philosophy is hinged on morals where people agreed to bind each other for their mutual protection and security and not because they cannot be left on their own as they are chaotic and miserable, as what Hobbes contended. One of the many facets of Locke’s argument I like is his idea of the basis of government’s legitimacy. I believe he started the idea of democracy. For Locke, government must have the consent of the governed to preside over them. This principle is the basis why we have elections and why the elected officials are beholden to the people and why the people are sovereign compared to the old principle of Divine Right of Kings where kings ruled even without the consent of the governed. This idea of Locke that the government must have the consent of the governed has also its safeguard mechanism against the abuses and incompetence of the government. In cases where government and its officials are abusive, incompetent or corrupt, the governed can hold them accountable during elections by not voting for them, thus, removing them from office. In extreme cases, it is possible to even change the government itself through revolution, as what we have seen in many countries where dictators were toppled because the governed no longer wanted authoritarian rule. Above all, I agree with Locke’s social contract because the Declaration of Independence which is the basis of our government was based on Locke’s social contract theory. Without Locke’s idea of social justice, America as a society will be something else, which coul d be far from the ideal and not what it is today. II. Government responsibility for the citizens I am more inclined to believe in Rawl’s theory of justice. In Rawl’s theory of justice, he advance two kinds of justice, one of which is the merit theory;as the title suggests, it rewards the person depending upon one’s contribution to society. The other one which is more applicable to this case is the need theory which posits that

Consent and learning disability Essay Example | Topics and Well Written Essays - 2500 words

Consent and learning disability - Essay Example People with learning disabilities may have difficulty with the second key component. Yet as part of their autonomy requirements consent cannot be denied to them and it is essential that there is an understanding of the manner in which their autonomy can be enhanced and not compromised. With more and more people with learning disabilities in the United Kingdom seeking generic health care services, as a result of the policies of the health care authorities, consent with regard to people with learning difficulties becomes a significant issue for professionals involved with providing health care services to people with learning difficulties (Brittle, 2004). In the United Kingdom nearly one-and-half million people are estimated to be affected by learning disabilities. Two factors need to be considered when addressing people with learning difficulties. The first is that learning difficulty remains with these individuals throughout the course of their life and the second is that these individuals have their own likes and dislikes, history and opinions and possess the same rights like any other citizen of the United Kingdom. The Royal College of Nursing Learning Disability Nursing Forum, 2006, relates learning difficulties to those individuals, who demonstrate the characteristics of â€Å"a significant impairment of intelligence, a significant impairment of adaptive function and age of onset before adulthood† (The Royal College of Nursing Learning Disability Nursing Forum, 2006). There are no laboratory tests or imaging tests that form the basis of identifying individuals with learning tests. The measure of intelligence based on cognitive assessment, whereby the intelligence quotient (IQ) score is ascertained, is the means to identifying people with learning difficulties. Such IQ tests evaluate the abilities of an individual in areas such as comprehension, expression, knowledge, abstract thinking, memory and problem-solving skills. These tests are normally

Converting gravitational potential energy into kinetic energy Essay Example for Free

Converting gravitational potential energy into kinetic energy Essay Unavoidably, I encountered two anomalous results due to making some of the measurement errors mentioned before. When I plotted my graph, I realised that one of the points was much higher up in relation to the line of best fit while the other was much lower down. I named these measurements A B. The kinetic energy gained by the ball bearing was just more than half of the gravitational potential energy it lost for most measurement e. g. when the ball bearing was dropped from a height of 0. 15 metres, it stored 18. 8 i 10i 4 mJ of potential energy which transformed into 11. 7 i 10i 4 mJ of kinetic energy which is just a bit more than 9. 4 i 10i 4 mJ (half of the gravitational potential energy it stored). Interestingly, for measurement A, when the ball bearing was dropped from 0. 17m, it had gravitational potential energy of 21. 3 i 10i4 mJ but it didnt gain just a bit more than 10. 65 i 10i 4 mJ of kinetic energy but actually gained less than half of the potential energy it stored 10. 2 i 10i 4 mJ. The reason for obtaining this irregular result may have been that I didnt release the ball from the highest point of the runway but a few centimetres further down. This would not have provided enough energy for it to drop down as fast as it did for other measurements because gravitational potential energy ,which the ball bearing stores, depends on height h ( E p = mgh), which is lowered in this case. Therefore, it brought a decrease in the kinetic energy which the ball bearing gained it didnt gain as much kinetic energy as it could have done, had it been dropped from the highest point on the runway. This is why, unlike the other measurements, it gained less than half of the potential energy it stored. Another factor which may have caused this anomalous result could have been that the height of the runway itself wasnt set accurately lower than it should have been so although the gravitational potential energy we calculated = mgh = 0.00125 i 10 i 0. 17 would have been correct theoretically, it would have been practically inaccurate as the actual height set was less than what it should have been (0. 17m) and therefore the ball bearing in reality stored less gravitational potential energy than we calculated . On the other hand, for measurement B, when the ball bearing was dropped from 0. 19m, the ball bearing had gravitational potential energy of 23. 8 i 10i 4 mJ but it didnt gain just a bit more than 11. 9 i 10i 4 mJ of kinetic energy ( 1/2 of the gravitational potential energy) but actually gained a lot more than that. The reason for obtaining the inaccurate result would have been either pushing the ball bearing down the runway or releasing the ball bearing in air on the top of the runway instead of releasing it from rest in contact with the runway floor. Either of these reasons would have provided more energy for the ball bearing to roll down faster therefore it gained more kinetic energy than it did in other measurements when it was released from the top of the runway. Another factor which may have caused this anomalous result can be that the timing of the ball bearing rolling along the distance of 1m was recorded incorrectly or once again, the height wasnt set correctly the actual height set was smaller than what it should have been and therefore the potential energy calculated was less than what the ball bearing had actually stored and therefore the kinetic energy the ball bearing gained was calculated, was more than half of the potential energy which it stored. Finally, if I was going to do this experiment again, I would use more accurate measurement equipment to make my results more accurate. I would   use a computerised stop watch and lasers instead of a manual one to time the ball bearing rolling across the distance of 1m.   do an experiment on more even surfaces to reduce energy being lost in the form of heat by friction when the ball bearing slides down the runway or hits the sides on the way down the runway. Take more measurements for each reading to obtain more reliable and accurate averages Be more careful and alert in measuring and timing.   Have the same person operating the stop watch as different peoples have different reaction times which may not give reliable enough results to reach a firm conclusion.   Do the experiment in the same environment on the same day so that changes in room temperature doesnt affect energy transformations e. g.when the room temperature is higher, the runway floor would become hotter and the ball bearing sliding on it would lose more heat energy by friction. Use an even more accurate metre ruler to make the timing of the ball bearing rolling along the distance of 1m, more accurate.   Enlarge the distance I want the ball bearing to roll along so chances of obtaining inaccurate timing of the ball bearing is reduced.   Use a smoother ball bearing so it loses less energy in the form of heat and sound when it slides along the runway floor.

Learning Disability: Barriers to Effective Communication

Learning Disability: Barriers to Effective Communication Communication is the act or process of using words, sounds, or behaviours to express ideas, thoughts feelings, or exchange information (Merriam – Webster, 2014). People with learning disabilities die younger than other people (Heslop et al, 2013). The Independent Inquiry into Access to Healthcare for People with Learning Disabilities (Michael, 2008) followed the Mencap report Death by Indifference (2007). The report concluded that there are inherent risks in the care system that result in high levels of health needs not being met. The inquiry found that people with learning disabilities appear to receive less effective care and that there are many shortcomings in the way treatment is delivered, with avoidable suffering caused by untreated ill health. Effective communication is essential in ensuring high quality health care (Balandin Hemsley, 2008) and is an essential skill for nurses (Nursing Midwifery Council (NMC), 2007). Because communication difficulties are characteristic of people with learning disabilities, the nurse needs strategies that can be used to promote communication and understanding by removing barriers, and developing their skills and knowledge. Why ? Effective communication is a recurring and pervasive theme in government policies, reports and best practice guidelines (Turner, 2014). Good practice guidance on working with parents with a Learning Disability (Department of Health, 2007), the survey of the human rights of adults with learning disabilities, A life like any other? (Joint Committee on Human Rights, 2008) and valuing people now (Department of Health, 2009). In particular, A Life Any Other? highlights the ways in which barriers to communication can all too easily result in the human rights of people with learning disabilities being breached, unmet communication needs can restrict access to public services. For example, research commissioned by Mencap showed that, of 215 GPs interviewed, 75% had received no training to help them treat people with a learning disability (Taylor Nelson Sofres, 2004, cited in Mencap, 2004). Children with LD Regnard et al. (2007) found more than twenty changes in behaviour in children with learning disability when they encountered distress, and it is likely those who have no verbal language are likely to be more receptive to non-verbal communication (Tuffrey –Wijne McEnhill, 2008). It is therefore vitally important for professionals working directly with children to engage with them however possible. Adults with LD Difficulties with communication have been consistently reported as a barrier in supporting adults with learning disabilities at the end of life . HEALTH NEEDS A high People with learning disabilities are likely to need assistance in communication. It has estimated that there are 1.5 million people in the United Kingdom (UK) with learning disabilities and between 50% and 90% suffer from sensory loss (Eric et al, 2012). Most people with learning disabilities have greater health needs than those with no disabilities. They are also likely to die at a younger age (Mencap, 2007). A number of reports in recent years have shown that there are failings in accessing services and in providing appropriate treatment for people with learning disabilities( Equal Treatment: Closing the Gap(2006); Death by Indifference (2007)). A life like no other (2007), a report into services for people with a learning disability in England, found that adults with a learning disability are particularly vulnerable to breaches of their human rights in healthcare services. There is considerable evidence that people with learning disabilities are not receiving the same level of health care as other people. In the UK, there have been many documented examples of secondary health services causing te preventable death of people with learning disabilities, with contributory factors reported to include poor communication, a failure of heath service staff to recognise pain, delays in diagnosis and treatment, a lack of basic care, and the use of Do Not Resuscitate orders (Heslop et al., 2013; Mencap, 2012a). A UK based Confidential Inquiry into premature deaths of people with learning disabilities (Heslop et al., 2013) estimated that 37% of deaths were potentially avoidable. When people with learning disabilities use health services, staff may have difficulty in meeting their needs because they are unable to communicate effectively with them. A number of reports (Department of Health, 2008; Mencap, 2012; Royal College of Nursing, 2010) highlighted the communication complexity between patient and the staff which have resulted in some cases of deaths and poor quality hospital care. HISTORY A report from Mencap (2007), entitles Death by Indifference, highlights the poor treatment received by six people with learning disabilities admitted to acute adult and mental health service. This poor treatment ultimately led to these peoples’ deaths. The report goes as far to say that institutional discrimination exists within the National Health Service (NHS) towards people who have a learning disability with them getting worse health care than non-disables people. One of the major concerns raised by Mencap was the notion of diagnostic overshadowing. This is neglecting to recognise signs and symptoms of ill health assuming them to be characteristic of a person’s learning disability. Death by indifference In 2004, Mencap published Treat me Right, a report which highlighted the inequities of NHS healthcare provision to people with learning disabilities. This also highlighted that that healthcare professional should not depend on carers or family to communicate with service users with learning disabilities and hospitals must perform their legal duty of care. Healthcare providers are accountable to make sure that these service users have their needs met and this include an easy-read information in place. In 2006, the Disability Right Commission further emphasised concerns that people with learning disabilities were not afforded equitable access to healthcare services and treatment and as a consequence suffered more ill health and were more likely to die. In 2007, Mencap published Death by Indifference, a report which told the shocking stories of six people with learning disabilities who suffered potentially avoidable deaths while in various NHS healthcare service by improving communicati on. A subsequent independent inquiry (Micheal, 2008) and port by the Local Government Ombudsmen and Parliamentary and Health Service Ombudsmen (2009) both confirmed that people with learning disabilities were consistently being placed at risk within primary and secondary healthcare services due to lack of and staff –patient communication http://www.ombudsman.org.uk/__data/assets/pdf_file/0013/1408/six-lives-part1-overview.pdf Death by Indifference (Mencap, 2007) attributed the unacceptable standards if care largely to an ignorance or apathy by nurses and other health professionals to understand and listen to their clients with learning disabilities. It is important that the individual is continually consulted about their care regardless of the extent of their learning disability. 74 deaths and counting (2012) The report by Mencap, 2012 relayed details of more potentially avoidable deaths of people with learning disabilities within NHS services. Reasonable adjustments The failure of public services to make reasonable adjustments regarding communication not only makes it extremely difficult for people with learning disabilities to access services, but it may also breach the Equality Act (2010) and Article 8 pf the European Convention on Human Rights (Micheal, 2008, p24). Poor communication with people who have learning disabilities has consequences that range from the relatively insignificant. For example a service user is given coffee when they would prefer tea. NON VERBAL COMMUNICATION Non-verbal communication is as important as verbal in interactions that influence dignity. For example, in a study of older people’s transitions (include older people with learning disabilities) between care service, Ellins et al. (2012) noted the following: ‘one of the most striking findings was that even the smallest gestures by providers to connect with somebody as a human being, such as a smile or a hug could make MAKATON The Makaton language programme is commonly used by people with learning disabilities. Many people with learning disabilities use speech, there are also a range of altranative methods of communication which can be used in conjunction with speech. Sign systems are used widely among people with learning disabilities, either alone or in conjunction with speech. One of the common systems is Makaton(Williams, 2009). However, Hannon (2003) found that no one at the hospital had heard of it. One of the people with a learning disability involved in the study said any of the health care professionals did not understand him. EASY READ Some people can benefit from written information being into an easy-read format. This involves the use of simple sentences and language and the use of photos or pictures to support the meaning of the written words. When producing written information for patients, it may be worth considering accessibility for patients who may be non-verbal or have a learning disability. An easy –to –read, information resource with picture and images and dew words can support people with learning disabilities to have a greater understanding of information and support their decision making. Talking Mats is ‘a visual framework that uses picture symbols to help people with a communication difficulty communicate more effectively’ (Murphy and Cameron 2005, p.3). Using pictures to represent topics and options and a visual scale with people with little or no speech and people who have difficulty in understanding speech can assist them to express their wishes about what will occur in their own life. Service providers, including case managers, can use this tool to help the person with disability consider and discuss a variety of options. The pictures are placed on a mat so that the person with disability can look at the options and choices available and then move them using the visual scale to indicate how they feel about each option. The visual scale might include symbols for liking something, for being unsure and for definitely not liking or wanting something. More complex visual scales can be created, depending on the person’s needs and abilities. Many people with a variety of disabilities use Talking Mats successfully. Nevertheless, there are some people for whom this system is not suitable. Murphy and Cameron (2005) suggested that to use Talking Mats successfully, the person using the mat must be able to recognise picture symbols and must be able to understand at least two keywords at a time. The person must also have a reliable way of confirming his or her views so that the case manager or service provider can be sure that the placement of pictures on the mat does in fact reflect the person’s views PERSON-CENTRED APPROCH Patient- or person- centred approaches to health are increasingly seen as more effi cient as they promote good communication between the clinician and patient but research to support this is lacking (Lewin et al., 2009). The Mental Capacity Act (2005) is based on person- centred principles and gives legal backing to previous guidelines for good practice (Mencap, 2010). It gives responsibility to all healthcare professionals to follow person- centred guidance in addressing issues of choice and consent in healthcare with the learning disabled. The key principles of this include the person being at the centre of any planning and discussion. This does not mean decisions are simply taken in their best interests but ways are sought to actively involve them in decision- making using accessible communication systems when necessary. McCaffery et al. (2010) argues that although there have been major advances in way to increase patient involvement in health decisions, with the benefits of greater involvement and shared decision-making now widely accepted, there has been little attention given to the development of tools and strategies to support participation of adults with lower literacy, who are members of a group with poor health knowledge, limited involvement in health decisions and poor health outcomes. McCaffery et al. (2010) proposed a framework to consider the different stages of shred health decision making and the tasks and skills required to achieve each stage. The 6cs In 2012, the Department of Health carried out a widespread consultation exercise on values for nurses, which were published in ‘Compassion in Practice: Nursing, Midwifery and Care staff: Our Vision and Strategy’. The vision is based around six values: care, compassion, competence, communication, courage and commitment. The vision aims to embed these values (the 6Cs) in all nursing, midwifery and caregiving settings throughout the NHS and social care to improve care for patients. Conclusion In conclusion, the author highlighted the importance and the barriers of communication when working with people with a learning disability, and the some communication methods that a learning disability nurses can use to work effectively with this client group. Good communication is the basis of effective care provision, and the value of developing a relationship and getting to know the individual demonstrates how this enables effective communication to take place. Health care professionals need to develop competencies in identifying individual communication needs, and developing creative ideas for how to overcome these, using a range of tools to aid communication. Person-centred approaches provide a framework to do this on an individual basis, enable and support people to make choices.

Obstructive Sleep Apnea Essay -- Disease, Disorders

In this day and age, nearly everyone has heard the term â€Å"Sleep Apnea† in one place or another, whether it was on the news, from a friend or relative, or perhaps from their very own physician. What is sleep apnea? Who is at risk for developing sleep apnea? Are there specific signs or symptoms to look for? How is sleep apnea diagnosed? Can it be treated? What additional health problems can be caused if the disorder is untreated? All of these are vital questions. Most people have encountered sleep apnea, but many do not know the answers to these important questions, and knowing these answers may help save their own life or the life of a loved one. Sleep apnea syndrome is a sleeping disorder marked by repetitive episodes of cessation of breathing, 10 seconds or longer, during sleep. During this time, the individual's oxygen level drops, resulting in hypoxemia and sleep disruption. (Bencosme, RDH, MA & Castellanos, RDH, MA, 2011) There is more than one type of sleep apnea, but the most common type is Obstructive Sleep Apnea, or O.S.A. This is a result of relaxation of the soft tissues around the airway in the rear portion of the throat, which block the passage of air, causing obstruction. The cessation of breathing throughout the night disrupts sleep and causes wakeful episodes, as many as hundreds per hour of sleep. These disruptions cause the sufferer to arise the next morning feeling as if he or she did not sleep at all, and they are typically unaware that they actually did not sleep. There are several risk factors for developing sleep apnea. Those who are overweight, especially if considered to be obese or morbidly obese, and those who smoke have a much higher risk for developing sleep apnea. Males have a higher te... ...n cause many other life-threatening illnesses. Evidence shows any case of OSA can become severe if not treated in a timely manner. Anyone with questions regarding this disorder should seek medical advice, because it could help save a life. Works Cited Bencosme, RDH, MA, J., & Castellanos, RDH, MA, S. (2011). Sleep Apnea Syndrome. RDH, 76-77, 115. Berry, MSN, APRN, ACNP-BC, CCNS, CCRN, D. (2008). Case Study: Obstructive Sleep Apnea. Medsurg Nursing, 11-6; quiz 17. Harrington, J. (2007). Sleep Apnoea. Cambridge Handbook of Psychology, Health and Medicine, p. 1. Johns, M. W. (1991). A New Method for Measuring Daytime Sleepiness: The Epworth Sleepiness Scale. Sleep, Vol 6, 540-545. KU Medical Center. (n.d.). Department of Respiratory Care Education. Retrieved from KU Medical Center: http://classes.kumc.edu/cahe/respcared/cybercas/sleepapnea/trenpoly.html

Computers in Teacher Education :: Technology Learning Teaching Essays

Computers in Teacher Education The computer has changed many aspects of American society, and the Teacher Education field is no exception.A future teacher now has to consider the computer along with all of the traditional subjects when preparing to get a teaching degree.Literacy in American schools no longer means that a student can read, write, and do simple math problems.Literacy has a new branch that is required of all students to learn-the computer. The computer is a vital part of the education process of today’s youth.The process of getting a teaching degree now requires that the University student be literate and competent when it comes to using and teaching computers.Future teachers are trained how to utilize the computer to enhance lesson plans and supplement learning.Computers are not only used to drill students on previously learned material, but also to explore new ideas and find new resources.Kevin Ryan explores these new concepts of teaching in Those Who Can, Teach, â€Å"The technology-assisted teacher, however, was facilitating instruction as needed, to bring about a deeper understanding and relevance.†[1]The teacher is no longer alone when thinking up lesson plans and related activities.The computer provides teaching software as well as endless material on the internet that teachers can utilize in their classrooms.The internet provides websites to bring resources together for all teachers to share.The w ebsites include classroom management tips, grade book software, lesson plans, and connections to fellow teachers.Teachers are no longer alone in their classrooms, all they have to do is visit a website, such as http://webpages.marshall.edu/~jmullens/edlinks.html, and everything they could need is accessible from their computer. Some teachers may feel apprehensive to include the computer in their classroom activities, but according to the National Center for Education Statistics[2], more and more teachers are turning to the computer to enhance the learning process. Computers are changing every aspect of the education field.Not only are teachers using the computer to help their students learn, but also the students themselves are going on their own to find resources and information via the computer.According to Ryan[3] a project in Florida, called CHILD (Computers Helping Instruction and Learning Development) students who are grouped together and allowed to work on projects involving the computer and traditional classroom methods ultimately did better on year-end standardized tests than peers in conventional classrooms. The number of students using the computer is continually rising, usage averaging about 1-2 times per month.The Nation’s Report Card researches the usage of computers by twelfth-grade students.

Confidential Industrial Application Form

Return completed applications to [email  protected] Co. UK Application for the role of: Date of Application Candidate Number (Office use only) Personal Title: First name(s): Last name: Address: Post Code: Home Telephone: Mobile: Textron: Email: Work We may need to contact you during office hours (with discretion) National Insurance Number: Do you have any friends or relatives who work for First Response Recruitment Limited?Please specify; Date of Birth: Emergency contact (Please give details of a family member or friend who we can contact if necessary) Education, qualifications and training Include qualifications obtained and any other training courses attended. Dates Professional Qualifications held Please give details (if applicable) Employment history Current or most recent employment first Please note; We need a minimum of 26 weeks employment history, Fill out a section for all periods of no work.If you have been working for an Employment Agency you need to complete a section f or each contract you have worked on for the agency. Start Date Finish Date Employment Status Permanent Temp Through Gag Temp with Company Contract No Work (provide Reason) Sick Jury Service Maternity Leave Other (please Sate) Company Name Company Address Contact Name Telephone Agency Name Agency Address Position Brief Summary of Duties Salary / Rate & Benefits Reason For Leaving Please ask for additional forms if required.I hereby confirm the employment details provided is a true and accurate reflection of my employment history to date. Signed Interviewer Initials (Please do not sign this now, we will run through your history with you first during your interview) References: First Response Recruitment Limited will not offer you any work at all, unless we can obtain two years worth of references, these will be taken prior to any work or role been offered, for temporary workers only. References (2) years worth is required, you must complete this section Please give details of two refe rees who are able to comment on your work ability.One referee should be your current or most recent, employer. References must cover the last two years of employment and must not be provided by a family member or relative. You will not be offered ANY role or assignment without these references being on file. Name: Employer's name and address: Postcode: Relationship of Referee to you: We need to obtain the reference prior to you working for us If you cannot complete this section, you need to advise the Consultant or the Administrator.We will have no option but to cancel the application if you cannot provide information that is vital to our quality checks and screening process. Disability Discrimination Act 1995 (DAD) & Amended Act 2005 First Response Recruitment Limited has a policy of interviewing applicants who have a disability and who meet the essential short listing criteria. The DAD 1995 & 2005 defines disability as a â€Å"physical or mental impairment that has a substantial and Eng-term adverse effect on the ability to carry out normal day to day activities†.Do you consider yourself to have a disability, in accordance with the Act? Yes No Do you require any special arrangements if asked to go for an interview. We want to ensure you receive a fair interview, for example; a sign language interpreter, lip-reads, speech-to-text operator, audio transcription, wheelchair-accessible interview room etc†¦ Would you require any reasonable adjustments to be made if you were offered a position with First Response Recruitment Limited clients? Yes No If yes, please describe briefly what these adjustments would be: Confidential Industrial Application Form Return completed applications to [email  protected] Co. UK Application for the role of: Date of Application Candidate Number (Office use only) Personal Title: First name(s): Last name: Address: Post Code: Home Telephone: Mobile: Textron: Email: Work We may need to contact you during office hours (with discretion) National Insurance Number: Do you have any friends or relatives who work for First Response Recruitment Limited?Please specify; Date of Birth: Emergency contact (Please give details of a family member or friend who we can contact if necessary) Education, qualifications and training Include qualifications obtained and any other training courses attended. Dates Professional Qualifications held Please give details (if applicable) Employment history Current or most recent employment first Please note; We need a minimum of 26 weeks employment history, Fill out a section for all periods of no work.If you have been working for an Employment Agency you need to complete a section f or each contract you have worked on for the agency. Start Date Finish Date Employment Status Permanent Temp Through Gag Temp with Company Contract No Work (provide Reason) Sick Jury Service Maternity Leave Other (please Sate) Company Name Company Address Contact Name Telephone Agency Name Agency Address Position Brief Summary of Duties Salary / Rate & Benefits Reason For Leaving Please ask for additional forms if required.I hereby confirm the employment details provided is a true and accurate reflection of my employment history to date. Signed Interviewer Initials (Please do not sign this now, we will run through your history with you first during your interview) References: First Response Recruitment Limited will not offer you any work at all, unless we can obtain two years worth of references, these will be taken prior to any work or role been offered, for temporary workers only. References (2) years worth is required, you must complete this section Please give details of two refe rees who are able to comment on your work ability.One referee should be your current or most recent, employer. References must cover the last two years of employment and must not be provided by a family member or relative. You will not be offered ANY role or assignment without these references being on file. Name: Employer's name and address: Postcode: Relationship of Referee to you: We need to obtain the reference prior to you working for us If you cannot complete this section, you need to advise the Consultant or the Administrator.We will have no option but to cancel the application if you cannot provide information that is vital to our quality checks and screening process. Disability Discrimination Act 1995 (DAD) & Amended Act 2005 First Response Recruitment Limited has a policy of interviewing applicants who have a disability and who meet the essential short listing criteria. The DAD 1995 & 2005 defines disability as a â€Å"physical or mental impairment that has a substantial and Eng-term adverse effect on the ability to carry out normal day to day activities†.Do you consider yourself to have a disability, in accordance with the Act? Yes No Do you require any special arrangements if asked to go for an interview. We want to ensure you receive a fair interview, for example; a sign language interpreter, lip-reads, speech-to-text operator, audio transcription, wheelchair-accessible interview room etc†¦ Would you require any reasonable adjustments to be made if you were offered a position with First Response Recruitment Limited clients? Yes No If yes, please describe briefly what these adjustments would be: