Pavlovs and Eriksons Theories Essay - 1976 Words

Ivan Pavlov developed a theory called classical conditioning which proposes that learning process occurs through associations between an environmental stimulus and a naturally occurring stimulus. Classical conditioning involves placing a neutral signal before a naturally occurring reflex like associating the food with the bell in Pavlov experiment. In classical conditioning, behavior is learnt by association where a stimulus that was originally neutral can become a trigger for substance use or cravings due to repeated associations between those stimuli and substance use (Pavlov, 1927). The other aspect in classical conditioning is extinction, which occurs when a conditioned stimulus is no longer paired with an unconditioned stimulus. For†¦show more content†¦If this care is not given to a child, the child becomes insecure and does not learn to trust others. This stage therefore, brings hope. The second stage is where the child learns autonomy versus shame. During this stage the child gains a little control of his or her life thus building self esteem and autonomy. It is in this stage that the child struggles for his or her own control and to separate from others. The child learns what is wrong and right by the parent’s use of â€Å"no† and this creates the important skill of will. If not dealt with well, the child may develop shame and doubt. Children with disability may become shameful and doubtful of their conditions if not well counseled and helped to negotiate through the stage as Davidson Strauss (1992) notes. During the third stage, th e child learns initiative versus guilt, which occurs during the play age. Here, the child learns to imagine and to cooperate with peers. With the new found freedom, the individual pursues new tasks that will empower him or her in order to manage the society’s expectations. The development of these attributes may be hindered by guilt resulting to the individual becoming fearful and continuing to depend on adults. The fourth stage is development of industry versus inferiority. As the world enlarges for the child, he or she learns more formal skills in life like how to relate with peers and neighbors,Show MoreRelatedRaising Children Essay2293 Words   |  10 Pageshealthy development of human beings. Research and theories from K. S. Berger’s textbook, Developing Person Through the Life Span can be applied to the ten core concepts. This paper will expand upon six of the ten concepts including how a person advances through the nature-nurture phenomenon, cultural influences, self-regulation, building relationships, uniqueness, and vulnerability to risks and influences. The following scientists research and theories will be used to help validate the concepts actualityRead MoreClassical Conditioning and Multiple Choice4163 Words   |  17 Pageshave been made about human growth is referred to as a ____________ theory. A. behavioral B. psychoanalytical C. humanistic D. developmental Answer: D [Q2] Multiple Choice - 1 point 2) _________theorists try to make sense out of observations and construct a story of the human journey from infancy to adulthood. A. Developmental B. Psychoanalytical C. Behavioral D. Humanistic Answer: A [Q3] Multiple Choice - 1 point 3) Which theory answers the question: Do early experiences of neglect or attachmentRead MoreEssay about Useful Theories of Human Development1807 Words   |  8 PagesThere are many areas of psychology. The field of human development is divided into five main theory groups. The theory groups are psychodynamic, biological, cognitive, behavioral, and systems. Each theory group has many contributing theorists, all with different views, beliefs, research methods, and life experiences. All theories are valuable in the field of psychology, however some theories may prove to be more helpful than others, in specific careers. There are some theoretical approaches thatRead More A Developmental Study Of Alex In Kubricks A Clockwork Orange2066 Words   |  9 Pagesdistinction between the two is triggered by the gentle sounds of Ludwig Van Beethoven. nbsp;nbsp;nbsp;nbsp;nbsp;The psychology of Alex would be that of a serial killer. He is a classic example of Darwins, Skinners, Freuds, Eriksons, and Adlers major theories. nbsp;nbsp;nbsp;nbsp;nbsp;Alex is not truly close to any other person that he comes in contact with in the film. He is using his parents for a place to live, and they show no emotion towards him, good or bad. His love for his gangRead More Lifespan reflective paper6038 Words   |  25 Pagesindividuals’ interactions and relationships with others grow, change, and remain stable over the course of life. Those who study lifespan development approach the field from different perspectives. These perspectives are based on various developmental theories. Six major theoretical perspectives are used in lifespan development: psychodynamic perspective, behavioral perspective, cognitive perspective, humanistic perspective, contextual perspective, and evolutionary perspective. Although each has addedRead More Discussing Developmental Theorists and Their Theories of Human Development5003 Words   |  21 PagesDiscussing Developmental Theorists and Their Theories of Human Development For ease of review in discussing the developmental theorists and their theories of human development I have subdivided each theorist into their respective schools of psychology. These schools include the psychoanalytic school, behavioral school, humanistic school, cognitive school, and the individual schools of psychology. Each developmental theorist holds their own unique ideas and theories about various components of human developmentRead MoreDevelopmental Psychology Essay4989 Words   |  20 Pages ecological systems theory    evolutionary approaches    Instructor Explanation: The answer can be found in Section 2.2 The Psychodynamic Perspective, in Adult Development and Learning.    Points Received: 1 of 1    Comments: Question  7. Question : Erikson’s ideas are an example of ____________.    Student Answer: a theory involving stages    social cognitive learning theory    ecological systems theory    behaviorist theory    Instructor Explanation: Read More2301 Final Exam Workbook Essay6573 Words   |  27 Pages(CR) stimulus generalization stimulus discrimination extinction (in classical conditioning) spontaneous recovery Exercises 1. (Voluntary, reflexive) responses are subject to classical conditioning. 2. In the table below, identify each element in Pavlovs original experiment. Unconditioned Conditioned Stimulus UCS CS Response UCR CR 3. Learned and acquired are synonyms for (unconditioned, conditioned). 4. Natural and unlearned are synonyms for (unconditioned, conditioned). 5. MatchRead MoreEssay about 2301 Final Exam Workbook 2 6510 Words   |  27 Pages(CR) stimulus generalization stimulus discrimination extinction (in classical conditioning) spontaneous recovery Exercises 1. (Voluntary, reflexive) responses are subject to classical conditioning. 2. In the table below, identify each element in Pavlovs original experiment. Unconditioned Conditioned Stimulus UCS CS Response UCR CR 3. Learned and acquired are synonyms for (unconditioned, conditioned). 4. Natural and unlearned are synonyms for (unconditioned, conditioned). 5. MatchRead MoreFactors Affecting Motivation to Learn English25117 Words   |  101 PagesInfluence 1.9.6 Teacher Influence 1.9.7 Learning Styles 20 21 22 2 LITERATURE REVIEW 2.1 Introduction 2.2 Pass Research on Use of English as a Second Language 2.3 Theories Relating to the Study 2.3.1 The Behaviourist Theory 2.3.2 The Nativist Theory 2.3 3 The Social Cognitive Theory 2.4 Justification for choosing the Social Cognitive Theory As Theoretical Framework 2.4.1 Parents as Socializing Agents 2.4.2 Socializing by Teachers and School Culture 2.4.3 Socializing and Peer Influence 2.5 Other Research

Essay on Christopher Columbus - 1614 Words

Christopher Columbus Although nearly every phase of any exploration had its good and bad outcomes the benefits of Columbus discovery of the New World far outweigh the negative results of that enterprise; because his discovery stimulated further development of both Europe and the New World. His voyage was an epochal and magnificent discovery in that it confirmed the roundness of the earth and gave new validity to science, expanded trade and opened new markets and led to the industrialization of Europe, and opening the doors to a new world because the Old World was overcrowded and torn by strife. Columbus did not just discover land and resources rather he discovered the New World. A New World that offered hope, freedom, and a new†¦show more content†¦As an explorer, Columbus not only confirmed the world was round, but he decoded the Atlantic wind system, discovered the magnetic variation in the Western hemisphere and, among other things, contributed to the mapping of the Atlantic and the New Wor ld (Fernà ¡ndez-Armesto, 182). Columbus great skill in navigation paved the way for later explorers to come to the New World. Before he had set out in pursuit of the East Indies, he studied charts, maps, and journals from earlier explorers and was certain that he could reach the Far East by sailing westward. His calculations were beyond correct and he never quite realized the fact that he was nowhere near the Far East, but in reality was on a whole other continent. The task he set for himself Ââ€" to cross the Ocean Sea was literally beyond the capacity of any vessel of his day. The task he performed Ââ€" to cross from Europe to a New World Ââ€" was beyond the conception of many of his contemporaries (Fernà ¡ndez-Armesto, 183). Nobody thought that Columbus could reach the Far East Ââ€" much less anything at all. He achieved the highly impossible and instead of being praised, is put down for his faults. Although Columbus did not find the spices of the East Indies there were still many new things to trade in the New World. Tomatoes, peppers, peanuts, sunflowers, cashews, potatoes, and tobacco were brought to the Old World and sugar,Show MoreRelatedEssay on Christopher Columbus? Or Not Christopher Columbus?1329 Words   |  6 Pages On Columbus Day students across the nation will learn how Columbus discovered the New World and about his fantastic travels to the New World. Children will learn poems, stories, songs and rhymes about his travels and about himself as well on this day. When introduced to Columbus as a young student he is portrayed as a respectful gentleman and as a hero, when in reality he is a selfish man who takes advantage of lesser people and schools should be teaching their students about who Columbus reallyRead MoreThe Christopher Columbus741 Words   |  3 Pages Little may one know about Christopher Columbus, other than the fact that â€Å"Columbus sailed the ocean blue in 1492†. Even though he was claimed to have discovered the Americas, he was never the first to arrive there because (according to historians) the Vikings were there first. But, his discovery led other people in Europe know about the Americas therefore changing the world. Columbus shaped the world as we know it today. Columbus was born around 1451 in the republic of Genoa (what today wouldRead MoreChristopher Columbus And The Columbus1365 Words   |  6 PagesChristopher Columbus Most people think of Christopher Columbus as the person who discovered the Americas. However, Leif Ericson, a Viking, was the first European to see the Americas. â€Å"Christopher Columbus - born Cristoforo Colombo but was called in Spain Cristobal Colon†(Heat-Moon 4) was born to Domenico Colombo and Susanna Fontanarossa sometime between August 25 and October 31, 1451 in Italy near Genoa (Heat-Moon 4). â€Å"Christopher Columbus had four other siblings; Bartholomew Columbus, BianchinettaRead MoreChristopher Columbus And The Columbus898 Words   |  4 Pages Christopher Columbus â€Å"In fourteen hundred ninety-two / Columbus sailed the ocean blue.† In grade school, I was taught this rhyme to learn about Christopher Columbus. Most of what I learned about Christopher Columbus then, was that he thought the world was round (and others didn’t); and that he wanted to sail to India, but messed up, and landed in America, calling the natives â€Å"Indians.† As I grew older, I learned a little bit more about Columbus’s trips to the Americas. I was told that ChristopherRead MoreThe Journey Columbus By Christopher Columbus1628 Words   |  7 PagesDeveloped Through the Uncovering of San Salvador in 1492 Christopher Columbus’s adventitious finding of San Salvador led to the initial European â€Å"discovery† of the New World. Columbus, an Italian explorer, attempted to sail west from Spain to India, funded by King Ferdinand II of Aragon and Queen Isabella of Castile (Christopher Columbus’s Exploration). He sailed west using three boats: the Nià ±a, the Pinta, and the Santa Maria (Christopher Columbus the Italian Explorer). They reached the island of GuanahaniRead MoreChristopher Columbus Essay1097 Words   |  5 PagesChristopher Columbus was born in 1451 at Genoa. Genoa was a seaport that was on the Ligurian sea. His name was Cristoforo Colombo and that was translated into English as Christopher Columbus. Christopher Columbus had two brothers, which he was older than both. Christopher Columbus had little schooling just like most of the people during that age. Genoa was a busy seaport and Christopher Columbus learned much from the sailors. Christopher Columbusâ €™s father was a poor weaver. Christopher Columbus workedRead MoreThe Voyage of Christopher Columbus1541 Words   |  7 PagesAmerican History I 07/08/05 Christopher Columbus Voyage to North America Spanish exploration first began with a series of revolutions. First, the Commercial Revolution generated economic stability. Second, the Intellectual Revolution generated interest in the Earths composition and the pursuit of exploration. Europe then called for a political revolution to end the disorganized and disorderly rule of its government. This revolution returned order and stability to the government and renewed interestRead MoreChristopher Columbus Is Not A Hero Essay1610 Words   |  7 PagesChristopher Columbus is commonly known as the â€Å"discoverer† of the Americas. From a young age students are taught all the wonderful things he did for our land and how well he interacted with the Natives. Although the truth is disregarded and as students grow, they come to learn that Columbus was not a hero in fact. Columbus came close to causing a genocide of the Native Americans, and basically began the â€Å"white power† movement that America is forced to deal with t oday. The truth of what ChristopherRead MoreLegacy of Christopher Columbus2614 Words   |  11 PagesThe Legacy of Christopher Columbus Abstract After many centuries, a lot of controversy still surrounds Christopher Columbus. He remains to be a strange figure in history regarded as a famous explorer and a great mariner who made many discoveries in his days. Other people still regard him as a visionary and a national hero while others chose to remember him as a brutal and greedy person who used the rest of the humanity for his own selfish gains. Despite the fact that there have been protests inRead More Christopher Columbus Essay474 Words   |  2 Pagesin search of a direct sea route from Europe to Asia, Christopher Columbus accidentally discovered the Americas. However, in four separate voyages to the Caribbean from 1492 to 1504, he remained convinced that he had found the lands that Marco Polo reached in his overland travels to China at the end of the 13th century. To Columbus it was only a matter of time before a passage was found through the Caribbean islands to the cities of Asia. Columbus was not the first European to reach the Americas Vikings

Catheterization and Cardiovascular Interventions

Question: Discuss about the Catheterization and Cardiovascular Interventions. Answer: Introduction: In the present case, Mr Bright has undergone a coronary angioplasty for treating the stenotic coronary arteries of the heart. Angioplasty is referred to the minimally invasive endovascular procedure undertaken for widening obstructed or narrowed veins or arteries, usually for treating arterial atherosclerosis (Wald, 2013). A Percutaneous coronary intervention (PCI) has been performed with stable coronary artery disease for the reduction of chest pain (Levine et al., 2013). A possible medical complication related to angioplasty is impaired tissue perfusion related to haematoma formation or bleeding. Bleeding occurring in relation to procedures like angioplasty and stent insertion for treating coronary syndromes is common in many cases, and this has emerged as a major issue in the management of patients who have coronary syndromes (Sanborn et al., 2015). Bleeding after angioplasty holds significant implications for prognosis, patient outcomes and healthcare costs. Evidences point out t hat patients who have major bleeding episodes are at a high risk of major complications and even death in the following months if not checked (Sanborn et al., 2013). Different mechanisms underlie the relation between, blood transfusion, femoral bleeding and increased mortality. Relentless haemorrhage directly increases the risk of death by virtue of hemodynamic compromise, and this is witnessed more in patients who have a poor cardiac reserve and other rigorous comorbidities (Aradi et al., 2015). It is pivotal for the health care professionals to carry out a suitable nursing assessment on the patient in relation with impaired tissue perfusion and bleeding. The most important assessment that is to be done for identifying signs of bleeding is the assessment of the puncture site for bruises. Any bruise appearing at the puncture site and around it is a serious problem and is an indication of femoral artery leakage (Al Azzoni et al., 2017). People have chances of bleeding to death from such kind of bleeding and therefore are to be presented to the emergency room. The second most important assessment for the patient would be an assessment for numbness and/or weakness in the extremities in the legs and arms where the catheter had been inserted. Such swelling and numbness in the legs or arms may be signs of improper blood circulation and hematoma (Kaplow, 2015). A patient suffering from type II diabetes has major implications for bleeding. Hyperglycemia, or increased blood glucose level is highly associated with enhanced platelet activation, thrombin formation and fibrin clot in patients having acute coronary syndrome. Several mechanisms have been related to the disadvantageous impact of hyperglycemia in patients with acute myocardial ischemia such as the activation of blood coagulation and blood platelets, increased oxidative stress, increased inflammation, and dysfunction of endothelial cell (Bhatty et al., 2011). In the present scenario, the patient Mr Bright had been successfully assessed by the nurses for any presenting bruises and swelling or numbness in the feet as the patient had been subjected to the angioplasty procedure with the stent being inserted in the leg. Mr.Bright is found to be suffering from Type II Diabetes Mellitus. The patient was therefore correctly assessed for blood glucose level that forms a major element of patient assessment after angioplasty pertaining to blood clotting. Significant bleeding occurring at the puncture site is an indication of major complication and needs instantaneous assessment and proper treatment. Computed Tomography (CT) is the imaging modality advised for the detection of size and location of hematomas (Harris, 2016). A hematoma is referred to the collection of blood clotting outside a certain blood vessel. It takes place when the blood vessels wall, capillary, vein or artery has been subjected to damage and blood has come out into the nearby surrounding (Almenawer et al., 2014). CT is done for identifying resultant significant bleeding that requires surgical intervention. The bleeding can spread in a number of ways, and the most common ones are retroperitoneal and groin bleeding. The spread of the bleeding can lead to further complications in the patient. It is, therefore, necessary to conduct a CT for assessing the size and location of hematoma since hematoma is usually not visible. Oozing from the puncture site indicates poten tial bleeding, and therefore the patient needs to be assessed for oozing from the puncture site. The patient needs to be assessed for the vital signs at regular intervals. The rationale behind this is that bradycardia, fluctuating blood pressure response and hypertension is all signs of retroperitoneal bleeding. Such bleeding refers to the accumulation of blood in the retroperitoneal space (Sanborn et al., 2015). In the present case, CT is a key nursing assessment that was not performed on Mr Bright in relation to bleeding and hematoma. In addition, the patient was also not checked for pressure dressing for bleeding or oozing from the puncture site. Moreover, the vital signs of the patient were also not recorded after the angioplasty procedure that is an essential part of the nursing assessment for a patient. As a nurse at the ward in a tertiary healthcare facility where the patient, Mr Harry Bright has been admitted after undergoing an angioplasty this communication is regarding the patients need for consultation for a doctor after complaining of chest pain. The patient has undergone an angioplasty procedure to his left coronary artery. The patient is now suffering from chest pain and needs immediate interventions. Patient name- Harry Bright Age- 65 year old, height- 175 cm, weight- 100 kg, BMI- 32 (obese) Past medical history-Patient had been suffering from increasing frequency unstable angina, Type II diabetes, hypertension, hypercholesterolaemia. The patient is a regular smoker with 20 cigs/day and is an occasional drinker. CNS- Grossly intact Abdomen- soft, non-tender, no mass Allergies- Nil Procedure underwent- The patient has undergone a coronary artery angioplasty. A drug-eluting stent has been placed, and there had been 10% residual stenosis at the site. The procedure of angioplasty was a difficult one for the patient. Cardiac monitoring at the time of placement of the stent has revealed some myocardial ischaemia. The sheath has been removed after the surgery. Recurrent angina that is chest pain or chest discomfort may occur after the stent implantation in coronary artery angioplasty in certain cases. Mr Bright is suffering such recurrent angina. This may be due to severe coronary spasm. Due to stent implantation, the blood vessels are dilated and extensively stretched. As a result, they are sored, and inflammation occurs like a cut in the skin. Until complete healing takes place, the vessels may undergo spasm since there are massive irritation and inflammation. The patient, in this case, must be having bouts of coronary spasm, giving rise to angina. The chest pain after the coronary intervention is most likely to be of benign character. The pain may also be indicative of acute coronary artery closure or myocardial infarction. However, chances are there that the chest pain that the patient has been suffering is due to local coronary artery trauma. A distinction done between these two conditions is vital for optimal care delivery (Olson, 20 14). Commonly, patients undergoing percutaneous transluminal coronary angioplasty (PTCA) and exhibiting chest pain have distinct lesion sites that suggest that the pain is either due to coronary arterial wall stretching or due to coronary artery spasm. The frequency of the chest pain after implantation of the stent may be higher that prior to the stenting (Monreal Blevins-McNaughton, 2017). The chest pain for Mr Bright is without any signs of ischemia. However, ischemia was indicated at the time of angioplasty. Non-ischemic chest pain after insertion of a stent is due to the severe stretching of the arterial wall as a result of the stent being inserted at the position. The reason is the minimised elastic recoiling after PTCA. Recommendation Appropriate measures are to be taken for controlling the chest pain suffered by the patient. The patient is to be administered Nitroglycerin for the treatment of high blood pressure and controlling chances of heart attack. Nitroglycerin is a nitrate acting by widening or relaxing the blood vessels. Chest pain results from a deficit of oxygen and widening of the blood vessels would allow easy flow of blood. The patient is not allergic to any food or medication and therefore can be prescribed nitroglycerin. The prescribed medications administered to the patient are Metformin, Aspirin and Clopidogrel and therefore their interaction with nitroglycerin is to be assessed. The patient does not suffer from anaemia, low blood volume or low blood pressure. Nitroglycerin may lead to light-headedness, blurred vision or dizziness. Interventions are to be provided for checking these symptoms (Bellchambers et al., 2016). Vital signs are to be monitored at regular intervals and recorded accurately. The patient is to be assessed for signs of chills, fever, numbness, tingling or coolness in the leg where the puncture has been done. The stimulus triggering increased pain are to be identified and avoided. Morphine may be administered if required (Macdonald et al., 2016). The patient is to be given a healthy diet to promote healing and recovery. Antacids may be given to relieve pain. The patient is also to be supported with mobility in order to facilitate recovery. Repositioning may be considered for relieving pain (Matthews, 2017). References Al Azzoni, A. M., Macrae, E., Renu, S., Alzayer, H., Patel, C., Schwalm, J. D., ... Natarajan, M. (2017). Assessment of the safety of performing coronary angioplasty without interrupting oral anticoagulants.Journal of the American College of Cardiology,69(11), 1156. Almenawer, S. A., Farrokhyar, F., Hong, C., Alhazzani, W., Manoranjan, B., Yarascavitch, B., ... Singh, S. (2014). Chronic subdural hematoma management: a systematic review and meta-analysis of 34829 patients. Aradi, D., Kirtane, A., Bonello, L., Gurbel, P. A., Tantry, U. S., Huber, K., ... Siller-Matula, J. M. (2015). Bleeding and stent thrombosis on P2Y12-inhibitors: collaborative analysis on the role of platelet reactivity for risk stratification after percutaneous coronary intervention.European heart journal,36(27), 1762-1771. Bellchambers, J., Deane, S., Pottle, A. (2016). Diagnosis and management of angina for the cardiac nurse.British Journal of Cardiac Nursing,11(7), 324-330 Bhatty, S., Cooke, R., Shetty, R., Jovin, I. S. (2011). Femoral vascular access-site complications in the cardiac catheterization laboratory: diagnosis and management.Interventional Cardiology,3(4), 503-514 Harris, K. (2016). Cardiac Rehabilitation for Heart Failure Patients: An Evaluation of Knowledge and Practice Patterns of Nurse Practitioners. Kaplow, R. (2015).Cardiac surgery essentials for critical care nursing. Jones Bartlett Publishers. Levine, G. N., Bates, E. R., Blankenship, J. C., Bailey, S. R., Bittl, J. A., Cercek, B., ... Khot, U. N. (2013). 2011 ACCF/AHA/SCAI guideline for percutaneous coronary intervention.Catheterization and Cardiovascular Interventions,82(4), E266-E355. Macdonald, N., Jones, J., Leslie, S. J. (2016). Acute coronary syndromesthe role of the CCU nurse. Part I: Initial management.British Journal of Cardiac Nursing,11(9), 453-458. Matthews, R. (2017). Surgical procedure and nursing care for coronary heart disease.benefits,10, 32. Monreal, D., Blevins-McNaughton, J. (2017). Case Presentation for Percutaneous Transluminal Coronary Angioplasty and Coronary Artery Disease. InInternational Journal of Exercise Science: Conference Proceedings(Vol. 2, No. 9, p. 105). Olson, K. (Ed.). (2014).Oxford handbook of cardiac nursing. Oxford University Press. Sanborn, T. A., Mehran, R., Genereux, P., Witzenbichler, B., Brener, S., Kirtane, A. J., ... Nikolsky, E. (2013). Tct-292 reduced bleeding complications and increased event-free survival with femoral vascular closure device use and bivalirudin in stemi patients undergoing primary angioplasty in the horizons-ami trial.Journal of the American College of Cardiology,62(18), B95. Sanborn, T. A., Tomey, M. I., Mehran, R., Gnreux, P., Witzenbichler, B., Brener, S. J., ... Nikolsky, E. (2015). Femoral vascular closure device use, bivalirudin anticoagulation, and bleeding after primary angioplasty for STEMI: Results from the HORIZONS?AMI trial.Catheterization and Cardiovascular Interventions,85(3), 371-379. Wald, D. S., Morris, J. K., Wald, N. J., Chase, A. J., Edwards, R. J., Hughes, L. O., ... Oldroyd, K. G. (2013). Randomized trial of preventive angioplasty in myocardial infarction.New England Journal of Medicine,369(12), 1115-1123.

Information Pack free essay sample

With an international reputation for innovation, high quality education and research, and global relationships, it is not surprising that Oxford Brookes University has been voted the best modern university in the Sunday Times Good University Guide for seven years in succession. The Business School is one of the leading schools for teaching and learning in the UK, being a national Subject Centre in Business, Management, Accountancy and Finance, and Oxford Brookes University is one of only sixteen institutions across the UK to have received two multi-million pound awards to establish more than one Centre for Excellence in Teaching and Learning. Oxford Brookes University – like other UK universities – has degree awarding power, granted by Royal Charter. But what does this mean? Well, these powers are granted on the basis of Oxford Brookes University having appropriate procedures for assuring the quality and standards of its awards in both design and operation, and being subject to the scrutiny of the QAA, the body responsible to the UK Governments Department for Innovation, Universities and Skills for assuring the quality of UK Higher Education in the public interest. So although you don’t physically attend Oxford Brookes University to gain the BSc (Hons) degree in Applied Accounting, the degree programme is of the same rigorous standard as other degrees offered by Oxford Brookes University and meets standards set by QAA. In an independent assessment of teaching quality, the Business School was one of only two in the country to achieve the maximum score (24/24) across more than one subject area. The Schools reputation has also been recognised through the award of a national, multi-million-pound Centre of Excellence in Teaching and Learning, which has developed a new learning centre on campus with the latest technology to support learning in a cafe-style environment. In a recent QAA audit of Oxford Brookes University it concluded that it has broad confidence (the highest category available) in the quality and standards of its awards. So by gaining the BSc (Hons) in Applied Accounting, awarded by Oxford Brookes University, you will not only demonstrate to potential or existing employers that you possess all the relevant graduate skills to equip you for a brilliant career in accounting and finance, but that it is from a university that has a reputation for excellence. 4 2. Eligibility To be awarded the BSc (Hons) in Applied Accounting you must:  · Be eligible for the degree. This means you must be registered with Oxford Brookes University i. . opted-in to the BSc degree scheme before passing any of the three ACCA Fundamentals papers, F7, F8 and F9  · pass the three ACCA Fundamentals papers F7, F8 and F9 and pass other papers as required to successfully complete all nine Fundamentals level papers  · complete the ACCA Professional Ethics module before submitting a Research and Analysis Project to Oxford Brookes University.  · complete and pass the Oxford Brookes University Research and Analysis Project The degree must be completed within 10 years of your start date onto the ACCA’s professional qualification otherwise your eligibility will be withdrawn If you are unsure on your eligibility for the BSc (Hons) in Applied Accounting degree, then you should firstly refer to myACCA which will tell you whether or not you have opted in to the degree scheme and whether or not you are eligible. If you are not eligible for the degree programme, then it will be for one of the following reasons: You enrolled with ACCA before the BSc (Hons) in Applied Accounting degree was introduced When the degree programme was introduced in 2000/2001, all eligible registered students were required to opt into the degree scheme by November 2001. Any student who did not do so, would have been automatically withdrawn.  · If you registered with ACCA prior to 2001, have yet to complete Papers F7-F9 and are within 10 years of your start date, please contact ACCA Connect to opt into the degree programme. You ticked the box on your ACCA registration form stating you did not wish to join the Oxford Brookes University degree programme If you are yet to complete Papers F7, F8 and F9, you may opt back in to the BSc degree by contacting ACCA Connect.  · If you have already passed ANY of Papers F7, F8 or F9, then unfortunately it is now too late to opt back into the degree programme.  · If you hold exemptions for any of Papers F7-F9, then you may contact ACCA Connect to forfeit these in order to remain eligible. This must be done before sitting any of the other core Papers of F7-F9 once you have forfeited your exemption you cannot reverse this decision. 5 You do not hold a suitable English language qualification  · Providing you complete Paper F4, then this will be acceptable. Oxford Brookes University deems Paper F4 as proof of English proficiency therefore you should complete this exam and opt in with ACCA before passing Papers F7-F9. You enrolled with ACCA over 10 years ago  · The BSc (Hons) in Applied Accounting degree has a 10 year deadline starting from a student’s start date with ACCA. If this has expired in your case, we regret that you are no longer eligible to complete the degree with us. 6 3 Conversion arrangements ACCA exam conversion arrangements Oxford Brookes University will recognise any passes or exemptions from Part 1 and Part 2 exams in the ACCA Professional scheme that are converted to the Fundamentals level of the ACCA Qualification, as contributions towards the award of the BSc degree. ACCA Professional Scheme exam passes before June 2000 You will be subject to both the requirements of the transitional arrangements, published when the degree was introduced, and the requirements of these conversion arrangements. 7 4. Aims and outcomes The principal aim of the BSc degree programme is to widen access to Oxford Brookes University (OBU) and enable ACCA students across the world the opportunity to obtain an OBU degree. The BSc degree aims to enhance and extend the knowledge and skills gained by you in your professional studies, and to improve your effectiveness as a professional accountancy student and future finance professional. 4 . a) Programme regulations Admission The minimum academic entry requirements for registering on the BSc degree are two A Levels plus three GCSEs (grade C or above) in five separate subjects including Maths and English. Oxford Brookes University recognises a number of other qualifications which satisfy the minimum English language requirement, including a Pass in ACCA Paper F4, Corporate and Business Law. Further details can be obtained from the ACCA office at Oxford Brookes University. If you registered with ACCA under the mature student entry route (MSER) and do not have an acceptable English Language qualification, you will be permitted to register for the BSc degree only after you have passed Paper F4, Corporate and Business Law. If you are a CAT student, and have passed the CAT Advanced level exam papers, you meet all the entry requirements for the BSc degree. Exemptions As a registered student, you may be given exemptions from one or more of the nine ACCA specified exam papers. Exemption decisions are made by ACCA and ACCA exemption policy is periodically reviewed by Oxford Brookes University. However, if you wish to achieve the BSc degree you must sit and pass all of the three ACCA subjects F7, F8 and F9. No exemption can be given from the Professional Ethics Module or from the Oxford Brookes University Research and Analysis Project (RAP). Progression When you register with ACCA to undertake the ACCA Qualification, you are automatically registered with Oxford Brookes University for the BSc (Hons) in Applied Accounting, unless you opted-out of the BSc degree programme at the time of initially registering with ACCA. If you have opted-put, you may re-register for the BSc degree scheme provided you have not passed any of the three subjects – F7, F8 and F9. If you have passed any one of these three subjects you cannot then register on to the BSc degree. Conversion arrangements have been developed for completion of the BSc degree if you have passed one or more ACCA professional scheme exams by, or at, the June 2 0 07 ACCA exam sitting. 8 Oxford Brookes University Research and Analysis Project You must pass or be exempt from the ACCA Fundamentals exams, including sitting and passing all of F7, F8 and F9, and complete the Professional Ethics module before submitting a RAP to Oxford Brookes University. You will need to find a project mentor to assist you with your RAP, by providing guidance and advice on your RAP and also to verify that you made an oral presentation at the end of your project research. Your project mentor should be a member of staff at an ACCA tuition provider, your line manager or an ACCA qualified member. Please note that this is different role to the role of the workplace mentor you need when completing your practical experience requirements, although you may find that your line manager is the most appropriate person to fulfil both these roles. Oxford Brookes University has two submission periods each year during which you may submit an OBU RAP. An OBU RAP that is submitted after the end of a submission period will be returned unmarked to you, but it may be resubmitted in the following submission period. You are required to pay a project submission fee to Oxford Brookes University with any project submission. See the section on Submission Periods for the current submission fee. 4 . b) Programme learning outcomes On completing the degree programme, you will have demonstrated a capability to: Knowledge and understanding K1 Critically evaluate accounting concepts and principles and their application in solutions to practical accounting problems. K2 Prepare financial statements of entities, including groups of companies, using relevant financial information, accounting techniques and standards; and to analyse and interpret such financial statements. K3 Use relevant management accounting techniques with cost information, for planning, decision-making, performance evaluation and control, within different business settings. K4 Apply financial management techniques to issues affecting investment, financing, and dividend policy decisions of an organisation. K5 Understand the general legal framework, and apply specific legal principles relating to business, including taxation legislation as applicable to individuals, single companies and groups of companies. K6 Explain the process of carrying out the assurance (audit) engagement and its application in the context of the professional (audit) regulatory framework. K7 Describe the organisational context of the accountant and of the development of accounting information systems; to understand the need for the efficient use of resources within an organisation. K8 Understand the ethical responsibilities of professional accountants, including the principles of the ACCA code of conduct, and to reflect on ethical dilemmas and potential solutions. 9 Disciplinary and professional skills D1 Prepare non-complex financial statements using generally accepted accounting principles. D2 Evaluate and comment on the performance and financial situation of organisations using a range of interpretative techniques. D3 Select and apply appropriate accounting and financial management techniques to organisational business planning, decision-making and control. D4 Understand the limitations of accounting techniques and the implications of such limitations. D5 Understand the limitations of acquired knowledge of legal and taxation issues and recognise the need to seek further specialist advice where necessary. D6 Communicate analysis of accounting and financial information and recommendations to a variety of different audiences. Transferable Skills T1 Solve problems through the identification of key issues, synthesis of information and analytical tools, and the presentation and critical evaluation of a range of options. T2 Communicate appropriately in writing and through an oral presentation.