Evaluating Performance of Starbucks Case Study Example | Topics and Well Written Essays - 1250 words

Evaluating Performance of Starbucks - Case Study Example These ideas are closely connected with concepts of growth, achievements and satisfaction which help Starbucks to increase productivity and ensure stable market position. Motivational principles are based on equity theory. The theory is based on idea that "people need to feel that there is a fair balance between inputs and outputs" (Equity Theory 2007). The core of the staff works full-time in the organization while next to them or with them are employees on temporary assignments, part-time workers, and people working in joint venture settings. The result may therefore be individuals working together whose allegiances and concerns may involve differences that are highly important to Starbucks. Relationships, views, and expectations among those who are all part of one group-or who view themselves as part of the same company or as "insiders"-are different from the types of relationships and communication patterns that develop among those who view themselves as belonging to different gro ups. The aim of HR is to motivate both part-time and full-time employees and level possible differences. Equity has a great impact on satisfaction and achievements of employees. Starbucks provides provide financial and other resources for developing and implementing career programs for full-time and part-time employees, particularly programs emphasizing personal growth. They provide recognition of the frequently temporary nature of contemporary work settings while at the same time encouraging positive relationships between individuals and organizations over the long run. To achieve growth, Starbucks develops skills in the employees not previously realized and thus eventually prove beneficial to the individual and the organization. Starbucks uses such strategies as financial rewards and recognition to motivate and inspire employees of all ranks and positions. These accounts are linked to individual work patterns and individual work behavior in a more immediate manner. These plans foc us on health and welfare benefits as much as if not more than pay and pension concerns.). Equity theory can be seen as a strategy for achieving organizational growth and success rather than as a fixed cost of doing business. Also, these motivational strategies support high performance teams and influence cohesiveness and friendly atmosphere, cooperation with the workers, managers, and leaders, personal commitment and high productivity (Robbins, 2004).

Newly Qualified Nurse Responsibilities

Newly Qualified Nurse Responsibilities The aim of this assignment is to discuss the global roles and responsibilities of the newly qualified nurse. The exercise will begin by briefly looking at the transition from student to nurse and thereafter outlining the basic roles of the newly qualified nurse and try to fit them into appropriate professional skills. In addition, there will be a critical examination of two roles in more detail with one of them focusing on Patient Group Directions (PGD), and justify their importance. We will then look at some legal, professional and ethical considerations before making a conclusion on the future role development of the nurse. The NMC require a student nurse to demonstrate professional and ethical practice, be competent in care delivery and care management, and show personal and professional development in order to join the register (NMC, 2010). On becoming a qualified nurse, the expectations and dynamics of relationships changes fundamentally. Suddenly the newly qualified nurse is the one who must know the answer, whether it is a query from a patient, a carer, a work colleague or a student. The newly qualified nurse will encounter many challenging situations where she or he must lead care delivery. This includes dealing with care management within the team, dealing with patients/service users, dealing with other professionals, and dealing with the required needs of the whole workplace environment. These changes require a large shift from the experience of being a student and a mentored supervised learner, so it is essential that one is equipped with all the skills required to successfully make the transition. The newly qualified nurse must demonstrate they are fit to enter the NMC register and therefore be eligible to practice as a qualified nurse. In all cases, the newly qualified nurse is seen as: Provider of care Educator Counsellor Collaborator Researcher Change Agent Patient Advocate Manager The above are typically the roles of a newly qualified nurse which can be compressed into the NMC professional skills requirements listed below: Maintaining standards of care Making ethical and legal decisions Being accountable Teamworking Teaching others Being in charge. It is recognized that there is a certain amount of overlap in these professional skills and that some concepts cross all of them, in that there are no clear lines drawn where one skill ends and another starts. For the purpose of this analysis, we will look at the issue of making ethical and legal decisions and the Patient Group Direction. Decisions and actions are taken by nurses in the course of day-to-day practice. One would not usually consider each of the skills or concepts in isolation in relation to particular incidents but would make a decision based on the factors contributing to the situation. However, when analysing any situation, in the decisions made and the actions taken, some of the individual conceptual principles may be recognized and highlighted. For example, asking a member of staff to complete a task on your behalf is delegating. This fits neatly into leadership theory and also relates to aspects of accountability. Completing a health and safety audit in the work environment might relate to management theory and responsibility taken on. Completing a review of an individuals care and setting goals for them in multidisciplinary meetings might relate to team working theory. Reporting of poor practices or environments might relate to aspects of accountability and maintaining standards of care. However, all of the above aspects could arise from analysing one situation where the nurse has to make decisions about a certain aspect of care management thus emphasizing the great importance of making ethical and legal decisions. DECISION MAKING PROCESS Nurses are problem solvers who use the nursing process as their tool. The chief goal of ethical decision-making process is to determine right and wrong in situations where clear demarcations are not apparent, and then search for the best answer. For a newly qualified nurse, the following will be a guide to making ethical decisions: State the Dilemma State dilemma clearly, determine whether the problem/decision involves the nurse or only the patient, focus attention on ethical principles and follow the clients wishes first while considering the family input in case of unconsciousness. Collect and Analyze Data Know clients and familys wishes and all information about the problem. Keep abreast of any up to date legal and ethical issues; which may also overlap. Consider Choices of Action Most ethical dilemmas have multiple solutions, some of which are more feasible than others. The more options that are identified, the more likely it is that an acceptable solution can be identified. It may require input from outside sources and other professionals such as Social workers etc. Make the Decision The most difficult part of the process is making the decision, following through with the action, and then living with the consequences. Ethical dilemmas produce differences of opinion and not every one is pleased with the decision but it must be emphasized that clients wishes always supercede the decision by health care providers but ideally, a collaborative decision is made by client, family, doctor and nurse thus producing fewer complications. Act Once a course of action has been determined, the decision must be carried out. Implementing the decision usually involves collaboration with others. Evaluate Unexpected outcomes are common in crisis situations that result in ethical dilemmas. It is important for decision makers to determine the impact an immediate decision may have on future ones. It is also important to consider whether a different course of action might have resulted in a better outcome. If the outcome accomplished its purpose, the ethical dilemma should be resolved and if the dilemma has not been resolved, additional deliberation is needed. Patient Group Direction (PGD) The legislation (Statutory Instrument, 200a) states that Patient Group Direction means in connection with the supply of a prescription only medicine a written direction relating to the supply and administration of a description or class of prescription only medicine or a written direction relating to the administration of a description or class of description only medicine, and which in the case of either is signed by a doctor and by a pharmacist; and relates to the supply and administration, or to administration, to persons generally (subject to any exclusions which may be set out in the Direction). In practice this means that a PGD, signed by a doctor and agreed by a pharmacist, can act as a direction to a nurse to supply and/or administer prescription-only medicines (POMs) to patients using their own assessment of patient need, without necessarily referring back to a doctor for an individual prescription. When can PGDs be used? The law is clear that the majority of care should be provided on an individual, patient-specific basis, and that the supply and administration of medicines under PGDs should be reserved for those situations where this offers an advantage for patient care (without compromising safety), and where it is consistent with appropriate professional relationships and accountability. The RCN interprets this to mean that PGDs should only be used to supply and/or administer POMs to homogeneous patient groups where presenting characteristics and requirements are sufficiently consistent for them to be included in the PGD e.g. infants and children requiring immunisation as part of a national programme. Which POMs can be supplied or administered under a PGD? PGDs can be used to supply and administer a wide range of POMs although there are currently legislative and good practice restrictions in relation to controlled drugs, antimicrobials and black triangle drugs. Controlled drugs The use of controlled drugs continues to be regulated under the Misuse of Drugs Act 1971 and associated regulations made under that Act. The Home Office has agreed to allow the supply and administration of substances on Schedule 4 (with the exclusion of anabolic steroids) and all substances on schedule 5 to be included in PGDs. Antimicrobials can be included within a PGD but consideration must be given to the risk of increased resistance within the general community. When seeking to draw up a PGD for antimicrobials, a local microbiologist should be involved and approval sought from the drug and therapeutics committee or equivalent. Black triangle drugs and medicines used outside the terms of the Summary of Product Characteristics Black triangle drugs (i.e. those recently licensed and subject to special reporting arrangements for adverse reactions) and medicines used outside the terms of the Summary of Product Characteristics (SPC) sometimes called off label use (for example, as used in some areas of specialist paediatric care) may be included in PGDs. Their use should be exceptional and justified by best clinical practice, and a direction should clearly describe the status of the products. How should PGDs be drawn up? The law (Statutory Instrument, 2000a) requires that PGDs should be drawn up by a pharmacist and the doctor who works with the nurses who will be using them. The relevant health authority should also ratify the PGD. In England, when PGDs are developed locally, HSC 2000/026 (NHSE, 2000) requires that a senior doctor and a senior pharmacist sign them off with authorisation from the appropriate health organisation, i.e. the trust, and that all nurses using the directions are specifically named within the PGD and signed by them. The RCN acknowledges this as good practice and recommends the following steps be taken throughout the UK. The NMC Standards for Medicines Management (2007) state that the administration of drugs via PGDs may not be delegated and students cannot supply or administer under a PGD. Students would however be expected to understand the principles and be involved in the process (NMC 2007). Failure to ascertain that a PGD is the most appropriate route can lead to waste of valuable time and resource and place increased risk on delivery and quality of patient care. Anyone involved with PGDs (whether developing, authorising or practising under them) should understand the scope and limitations of PGDs as well as the wider context into which they fit to ensure safe, effective services for patients. Any extension to professional roles with regard to administration and supply of medicines must take into account the need to protect patient safety, ensure continuity of care and safeguard patient choice and convenience. It also has to be cost effective and bring demonstrable benefits to patient care. Any practice requiring a PGD that fails to comply with the criteria falls outside of the Law and could result in criminal prosecution under the Medicines Act. With regard to the written instruction required for the supply and administration of medicines by non-professionals, Medicines Matters (2006) (3) clarifies that a suitably trained non-professional member of staff can only administer medicines under a Patient Specific Direction (PSD). Medicine Matters (2006) states that: Patient Specific Direction is the traditional written instruction, from a doctor, dentist, nurse or pharmacist independent prescriber, for medicines to be supplied or administered to a named patient. The majority of medicines are still supplied or administered using this process. There is nothing in legislation to prevent PSDs being used to administer medicines to several named patients e.g. on a clinic list. PSDs are a direct instruction and therefore do not require an assessment of the patient by the health care professional instructed to supply or administer the medicine. Pharmacy Only (P) and General Sales List (GSL) Medicines Medicines legislation states that a PGD is not required to administer a P or GSL medicine. The use of a simple protocol is advisable for best practice and from a governance perspective. All medicines administered must be recorded in the patients medical record. Where a GSL medicine is to be supplied it must be taken from lockable premises and supplied in a pre-pack which is fully labelled and meets the GSL requirements. A PGD will be necessary for the supply of P medicines by anyone other than a registered pharmacist. Recommend further advice to be sought from a pharmacist. (Ref: NPC PGDs 2004). For safe administration of drugs, the newly qualified nurse must give the right dose of the right drug to the right patient in the right route at the right time. When giving medications, the nurse needs to be aware of possible interactions between the patients different drugs. It is the nurses responsibility to protect the patient from harm. If they think the wrong drug or the wrong dose has been ordered, they must ask for help from the nurse or the doctor in charge. The newly qualified nurse needs to know the doses of the drug which are safe to administer. Sometimes the pharmacy gives out drugs in grams when the order specifies milligrams, or the other way around. They need to know how to convert these. It is important to know what types of dilemmas newly qualified nurses may face during their careers and how they may deal with it. It is also important for nurses to understand what malpractice is and how they may protect themselves from a malpractice suit. Firstly, it is important to understand the difference between law and ethics. Ethics examines the values and actions of people. Often times, there is no one right course of action when one is faced with an ethical dilemma. On the other hand, laws are binding rules of conduct. When laws are broken, it is punishable by an authority. There are four types of situations that pertain to law and ethics. The first would be an action that is both legal and ethical. An example of this would be a nurse carrying out appropriate doctors orders as ordered. A nurse may also be faced with an action that may be ethical but not legal, such as allowing a cancer patient to smoke marijuana for medicinal purposes. The opposite may arise where an action may be legal but not ethical. Finally, an action may be neither legal nor ethical. For example, when a nurse makes a medication error and does not take responsibility to report to it appropriately. The right of service users to expect practitioners to act in their best interests is reinforced by professional codes of conduct and legislation such as the Mental Health Act. It is also reflected in equality of opportunity legislations such as the Sex Discrimination Act and the Race Relation Act, which aim to ensure that everybody has equal access to and is offered equal care by health and social care service. Patients right to confidentiality under statutory duties is stipulated in the Data Protection Act, Article 8 European Convention of Human Rights, Access to Personal Files Act 1987 and Access to Health Record Acts 1990. The code does require that nurses must disclose information if they believe someone may be at risk of harm in line with the law. As a nurse, respecting autonomy means you must effectively communicate with patients, be truthful, enable patients to make decisions freely, provide appropriate information and accept the patients preferences. Legally, patients must be given enough information to make a balanced judgement however we must be aware that if nurses fail to comply with the legal duty of disclosure, they could face a negligence claim. However, under the principle of therapeutic privilege they can legally withhold information that they think will harm the patient Some patients whether children or adults are unable either to make or to communicate their decisions therefore they lack (or have limited) capacity. The Mental Capacity Act 2005 that create and clarifies the common law on consent in England and Wales, affects everyone aged 16 and over, and provides a statutory framework to empower and protect people who may not be able to make some decisions for themselves. The moral justifications for acting without consent are the principles of beneficence (the duty to do good) and non-maleficence (the duty to do no harm). Paternalism is overriding someones autonomy because you think it is for their own good. However, it is justifiable if we can demonstrate that the patient is at risk of significant, preventable harm, or the action will probably prevent the harm, or the patients capacity for rational reflection is either absent or significantly impaired, or at a later time, it can be assumed that the patient will approve of the decision taken on his/her behalf, or the benefits to the patient of intervention outweigh the risks. Also, we live in a society where demands for accountability and taking responsibility are so commonplace that pinning the blame on someone or something has become almost a fad. The NHS culture of blame has developed basically because no one wants to be accountable or responsible for actions or omissions hence there are no longer any accidents or mistakes. Principles of beneficence and non-maleficence underpin the concept of fault which lies at the heart of negligence law. Beneficence means that you must act in ways that benefit others (i.e. duty to care), and Non-maleficence means that you have a duty not to harm others nor subject them to risk of harm. Every nursing intervention that aims to benefit patients may at the same time also harm them. Sometimes the harm will be unavoidable or even intentional and at other times it can be unintentional and unexpected, therefore it is appropriate to think about the principles of non-maleficence and beneficence together in order to balance harm and benefits against each other. We can resolve this problem responsibility and accountability. These words are sometimes used interchangeably because they do overlap but in actual fact they do not mean the same thing. Being responsible can mean that it is your job or role to deal with something and/or that you have caused something to happen. Accountability on the other hand is about justifying your action or omissions and establishing whether there are good enough reasons for acting in the way you did. Even where the newly qualified nurse delegate tasks to others, such as nursing auxiliaries or care assistants she/he is accountable to the patients through a duty of care, underpinned by a common-law duty to promote safety and efficiency, and legal responsibility through civil law, the employer as defined by your contract of employment, the profession as stated in the relevant codes of conduct and the public. Conclusion All newly qualified nurses were faced with assumptions from others that they should know everything. This was also a high expectation they had of themselves. In meeting the NMC standards of proficiency the nurse should have demonstrated the relevant knowledge and skills in order to practise in their relevant specialized fields. However, it is important to recognize that not every nurse knows everything about everything in their field, especially if they are practising in highly specialized fields. What they need is to be able to develop and adapt to changing situations. Therefore, for the nurse it is impossible to know everything, but they should have developed the skills to find out relevant information, reflect on it, and apply this to their practice. In essence they should have learned how to learn. There is a great deal to be learned once qualified, especially related to a nurses new area of work and a good deal of the development needs to take place on the job.

True Meaning of Love Revealed in Snow Falling on Cedars Essay -- Snow

True Meaning of Love Revealed in Snow Falling on Cedars      Ã‚  Ã‚   David Guterson's novel, Snow Falling on Cedars, is one that covers a number of important aspects in life, including some controversial topics like racism and the Japanese internment during America's involvement in the Second World War. It speaks to this reader on a more immediate and personal level, however, through the playing out of Ishmael and Hatsue's relationship-one which Hatsue seems to be able to walk away from, but which shapes the way Ishmael tries to "live" his life because he cannot let go of the past, or a future that is not, and was not meant to be.    Ishmael never recovers from the severance of his romantic relationship with Hatsue because of the type of relationship that it was for him, and that it was not for Hatsue. During the internment, Hatsue realized that she "loved him and at the same time couldn't love him" (231). For Hatsue, the relationship was a friendship that grew into something it was not meant to; something she did not expect, yet allowed to continue because she could not decide if it was right or wrong. Ishmael, on the other hand, was in love. His was not a passionate lust, or a romantic love, but what true love is: an action, a decision, yet something beyond his control. For Ishmael also, the friendship grew into something unexpected, but for him it was a discovery that "[a]fter all these years that we've been together, I find you're a part of me. Without you, I have nothing" (222). Ishmael's relationship with Hatsue was something he had to hold on to, because it was all that he had.    During the War, after Ishmael's return, and throughout the trial of Kabuo, Hatsue's husband, Ishmael struggles with his feelings, hi... ... is not something that can be defined, controlled, or conquered. But through Ishmael, Guterson reveals to his reader that it is possible to love someone without letting one's passions destroy life when that relationship is not meant to be, and never will. There is a reason to hope for something greater, something more in life than a dream that will never come true. This reader would like to believe Ishmael will never stop loving Hatsue because his love is true love, which, like God Who is Love (1 John 4:7) never changing. But Ishmael learns to see that loving Hatsue means moving on with his life and doing what Hatsue always knew, and what he now realizes, are the great things he is destine to do in life.    Work Cited: Guterson, David. Snow Falling on Cedars. New York: Vintage, 1995. New American Standard Bible. Reference ed. Chicago: Moody Press, 1975. True Meaning of Love Revealed in Snow Falling on Cedars Essay -- Snow True Meaning of Love Revealed in Snow Falling on Cedars      Ã‚  Ã‚   David Guterson's novel, Snow Falling on Cedars, is one that covers a number of important aspects in life, including some controversial topics like racism and the Japanese internment during America's involvement in the Second World War. It speaks to this reader on a more immediate and personal level, however, through the playing out of Ishmael and Hatsue's relationship-one which Hatsue seems to be able to walk away from, but which shapes the way Ishmael tries to "live" his life because he cannot let go of the past, or a future that is not, and was not meant to be.    Ishmael never recovers from the severance of his romantic relationship with Hatsue because of the type of relationship that it was for him, and that it was not for Hatsue. During the internment, Hatsue realized that she "loved him and at the same time couldn't love him" (231). For Hatsue, the relationship was a friendship that grew into something it was not meant to; something she did not expect, yet allowed to continue because she could not decide if it was right or wrong. Ishmael, on the other hand, was in love. His was not a passionate lust, or a romantic love, but what true love is: an action, a decision, yet something beyond his control. For Ishmael also, the friendship grew into something unexpected, but for him it was a discovery that "[a]fter all these years that we've been together, I find you're a part of me. Without you, I have nothing" (222). Ishmael's relationship with Hatsue was something he had to hold on to, because it was all that he had.    During the War, after Ishmael's return, and throughout the trial of Kabuo, Hatsue's husband, Ishmael struggles with his feelings, hi... ... is not something that can be defined, controlled, or conquered. But through Ishmael, Guterson reveals to his reader that it is possible to love someone without letting one's passions destroy life when that relationship is not meant to be, and never will. There is a reason to hope for something greater, something more in life than a dream that will never come true. This reader would like to believe Ishmael will never stop loving Hatsue because his love is true love, which, like God Who is Love (1 John 4:7) never changing. But Ishmael learns to see that loving Hatsue means moving on with his life and doing what Hatsue always knew, and what he now realizes, are the great things he is destine to do in life.    Work Cited: Guterson, David. Snow Falling on Cedars. New York: Vintage, 1995. New American Standard Bible. Reference ed. Chicago: Moody Press, 1975.

Intelligence and Wisdom Essay

Intelligence is an abstract term whose definition depends upon current social values and scientific ideas. Intelligence is the ability to understand and learn from experience or in other words, it is the ability to retain and acquire knowledge known as mental ability. An intelligent person has the capacity for adequate reasoning, problem solving, learning, communication and planning (Gillespie Diane, 1992. Intelligence is the ability to learn from, understand and interact with the surrounding environment. In the modern society, intelligence refers to a variety of mental capabilities such the ability to solve problems, reason, learn quickly, learn from experience or comprehend complex ideas. The concept of intelligence is related to thinking capacity of an individual and ability to apply wisdom in solving certain problems. An individual’s intelligence is measured or obtained through intelligence quotient tests. The tests aim at measuring the capacity of an individual to solve problems and reason. A good example in real world situation of an intelligent person is Bill Gates who developed Microsoft. Ranked as one of the world’s wealthiest people, Bill Gates came up with a software company that is in use today. He used his intelligence and today Gates is a known entrepreneur and promoter of computer revolution. Bill Gates used knowledge a reflection of how wise he is to come up with software widely used by computer operators. This leads to a close link between intelligence and wisdom as is applicable in an individual’s life. There are certain aspects of individual’s intelligence that do not measure up to the expected standards of life and these needs improvement. Some individual’s use their brain or knowledge to violate laws and other ethical aspects which is illegal. For instance, hackers use their intelligence in information technology to access other people’s information, which is unethical. Wisdom is a common term applied in real life situations and it is a Biblical term that was given to David. Wisdom means accumulated knowledge that reflects a test of time and it means the ability to discern information for truth. Wisdom is gained through personal triumphs or traits and both positive and negative experiences in life (Wagman Morton, 1993) Exposure of an individual to life experience is very important as a means of measuring intelligence. Wisdom is a reflection of values and criteria applied to an individual’s knowledge and helps individuals to differentiate between wrong and right. Wisdom relates to the ideas of intelligence in which wisdom is the practical concept of successful intelligence. This means that for an individual to be intelligently successful, he or she should apply traits of wisdom (Barsalou Lawrence, 1992) Knowledge is of essence because an intelligent person has thorough knowledge and experience in many life experiences. Intelligence encompasses the application of various wisdom traits such as perceptions and insight to produce desired results. Wisdom can be measured through observation of an individual’s action which is supposed to be consistent with his or her ethical considerations. Self-knowledge is another measure of a wise person which reflects intelligence in an individual. In this aspect, King David is a good example of a person who used intelligent when he killed Goliath with a sling but does not show wisdom because he just aimed at the forefront which was not protected. It is a Biblical teaching that relates to psychology of mind and application of natural intelligent to overcome certain problems.

Mental Disorder

Project In Health Submitted by: Rochel Marie Jaranilla 4th- Jade Submitted to: Ms. Amarro Health & PE Teacher A  mental disorder  or  mental illness  is a  psychological  pattern, potentially reflected in behavior, that is generally associated with  distress  or  disability, and which is not considered part of  normal  development  of a person's  culture. Mental disorders are generally defined by a combination of how a person  feels,  acts,  thinks  or  perceives. This may be associated with particular regions or functions of the  brain  or rest of the  nervous system, often in a  social context.The recognition and understanding of  mental health  conditions have changed over time and across cultures and there are still variations in definition, assessment and  classification, although standard guideline criteria are widely used. In many cases, there appears to be a  continuum  between mental health and mental illness, making diag nosis complex. According to the  World Health Organisation  (WHO), over a third of people in most countries report problems at some time in their life which meet criteria for diagnosis of one or more of the common types of mental disorder.The  causes of mental disorders  are varied and in some cases unclear, and theories may incorporate findings from a range of fields. Services  are based in  psychiatric hospitals  or in the  community, and assessments are carried out by  psychiatrists,  clinical psychologistsand  clinical social workers, using various methods but often relying on observation and questioning. Clinical treatments are provided by various  mental health professionals. Psychotherapy  and  psychiatric medication  are two major treatment options, as are  social  interventions,  peer support  and  self-help.In a minority of cases there might be  involuntary detention  or  involuntary treatment, where legislation allows. Stigmaà ‚  and  discrimination  can add to the suffering and disability associated with mental disorders (or with being diagnosed or judged as having a mental disorder), leading to various  social movements  attempting to increase understanding and challenge  social exclusion. Prevention is now appearing in some mental health strategies. ConclusionStigma is both a proximate and a distal cause of employment inequity for people with a mental disability who experience direct discrimination because of prejudicial attitudes from employers and workmates and indirect discrimination owing to historical patterns of disadvantage, structural disincentives against competitive employment and generalized policy neglect. Against this background, modern mental health rehabilitation models and legislative philosophies, which focus on citizenship rights and full social participation, are to be welcomed.Yet, recent findings demonstrate that the legislation remains vulnerable to the very prejudicial attitudes they are intended to abate. Research conducted during the past year continues to highlight the multiple attitudinal and structural barriers that prevent people with mental disabilities from becoming active participants in the competitive labour market. Project In Health Submitted by: Jiovanni Kim Agustino Submitted to: Ms. Amarro