Definition and Examples of Accessibility in Geography

Accessibility is defined as the ability to reach a place with respect to another place. In this context, accessibility refers to the ease of reaching destinations. People who are in locations that are more accessible will be able to reach activities and destinations faster than those in inaccessible locations. The latter will be unable to reach the same amount of locations in a certain period of time. Accessibility determines equal access and opportunity. The public transport accessibility level (PTAL) in the United Kingdom, for example, is a method of transport planning that determines the access level of geographical locations in regards to public transportation. Mobility and Accessibility Mobility is the ability to move or be moved freely and easily. Mobility can be thought of in terms of being able to move throughout various levels in society or employment, for example. While mobility focuses on moving people and goods to and from various locations, accessibility is an approach or entrance that is either obtainable or attained. Both forms of transportation modes rely on each other in some way, depending on the scenario, but remain separate entities. A great example of improving accessibility, rather than mobility, is in the case of a rural transport scenario where water supply is needed at houses far away from the source. Rather than forcing women to travel long distances to gather water (mobility), bringing services to or closer to them is a more efficient effort (accessibility).  Distinguishing between the two is critical in creating a sustainable transportation policy, for instance. This type of policy may include a sustainable transportation system which is also referred to as Green Transport and considers, social, environmental, and climate impacts. Transportation Accessibility and Geography Accessibility in regards to geography is an important element in mobility for people, freight, or information. Mobility is determined by people and affects infrastructure, transport policies, and regional development.  Transportation systems that offer better opportunities of accessibility are considered well-developed and efficient and have a cause and effect relationship to various social and economic options. Capacity and arrangement of various transportation options largely determine accessibility, and locations range in terms of equality due to their level of accessibility. The two main components of accessibility in transportation and geography are location and distance. Spatial Analysis: Measuring Location and Distance Spatial analysis is a geographical examination that looks to understand patterns in human behavior and its spatial articulation in mathematical  and geometry (known as locational analysis.) Resources in spatial analysis typically surround the development of networks and urban systems, landscapes, and geo-computation,  a new field of research to understand spatial data analysis. In measuring transportation, the ultimate goal is typically around access, so that people can freely reach their desired goods, services, and activities. Decisions around transportations typically include tradeoffs with different types of access, and how it is measured affects larger impacts.  To measure transportation system data, there are three approaches some policymakers use, including traffic-based measurements, mobility-based ones, and accessibility-based data.  These methods range  from tracking vehicle trips and traffic speed to traffic time and general travel costs. Sources: 1. Dr. Jean-Paul Rodrigue, The Geography of Transport Systems, Fourth Edition (2017), New York: Routledge, 440 pages.2. Geographic Information Systems/Science: Spatial Analysis Modelling, Dartmouth College Library Research Guides.3.  Todd Litman. Measuring Transportation: Traffic, Mobility, and Accessibility. Victoria Transport Policy Institute.4.  Paul Barter. The SUSTRAN mailing list.

Great Expectations the World of Laws, Crime and Punishment

centerbThe World of Laws, Crime and Punishment in Great Expectations/b/center brGreat Expectations criticises the Victorian judicial and penal system. Through the novel, Charles Dickens displays his point of view of criminality and punishment. This is shown in his portraits of all pieces of such system: the lawyer, the clerk, the judge, the prison authorities and the convicts. In treating the theme of the Victorian system of punishment, Dickens shows his position against prisons, transportation and death penalty. The main character, a little child who has expectations of becoming a gentleman to be of the same social position of the girls he loves, passes from having no interest on criminality and its penalties to be very†¦show more content†¦Regarding the colonialist question, the Victorians believed that the easiest and cheapest way of eliminating the criminal element from the British society was sending them as far as they could and never allowing them to return under threat of having them executed. Many prisoners were convicted because of little th efts such as stealing pocket-handkerchiefs, watches, and jewellery, and the forgery of banknotes. All these little offences, considered as serious crimes, represented a threat to the Victorian commerce. Dickens writes about transportation in the 1860s, when it ceased to be a system of punishment. Probably, Dickens wanted to show how unfair it was to eliminate criminality of the Victorian society by sentencing convicts to transportation as it were not a social problem. br brThe hulks, the name that received the ships that transported convicts to the penal colony Australia, were used as floating prisons. In the novel, Dickens offers the reader a portrait of the convicts when being transported to the hulks: br brAt that time it was customary to carry Convicts down to the dockyards by stage-coach (...) The two convicts were handcuffed together, and had irons on their legs-irons of a pattern that I knew well. They wore the dress that I likewise knew well. Their keeper had a brace ofShow MoreRelated Great Expectations: Gods Law Vs. 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Coaching for competence Essay Example For Students

Coaching for competence Essay Coaching for CompetenceIntroductionThe field of nursing is both a science and an art. New nurses graduate with, at least, acceptable basic competence. They are expected to have the ability to effectively communicate and make decisions in a complex environment with multiple demands on their practical comprehension. However, they usually lack the experience to apply this learned theory. This limited knowledge results in anxiety and difficulty in transitioning from the role of student to leader. How these students can best learn these skills is a topic that has come under considerable debate. We know that most become overwhelmed with multiple tasks and not able to prioritize with critical thinking in a fast pace acute hospital. This begs the questions: How do we make that transition phase easier for them and the staff around them? How do we get the doing and thinking to intertwine together? The article, Coaching for competence, gives one example of how to foster critical thinking skills in novice nurses as well as establish a culture that would help its entire staff to grow and excel together. Model concept and implementationThe nursing leadership of a 37-bed acute medical unit at the Mayo Clinic in Rochester, MN faced a challenge when they had significant numbers of new nurses hired during the year for a busy acute care general medical unit. The original policy for new nurses involved a six to eight week orientation with a preceptor who assisted new hires to assume complete care for an increasing number of patients. Once the new hire was handling a full patient case load independently, a resource nurse with her own full patient assignment remained available for direction and guidance for the next four weeks. While this orientation process was considered extensive, an extended learning period was needed due to the number of new hires. For this reason, the leadership team began to devise a plan to blend the acts of thinking with doing. This plan needed to encourage and stimulate the new nurses to develop self-directed, self-correcting, and innovative strategies in dealing with challenges. They were to develop competency and critical thinking in the novice nurses to a higher level of professional thinking. Thus, a coaching concept model was developed by the nurse manager, clinical nurse specialist, and nursing education specialist Preparing to initiate the programOnly staff members with solid work histories, who demonstrated sound clinical skills and a commitment to encouraging growth in novice nurses, were invited to become coaches. The goal of the unit coach was to build critical thinking skills and judgment in newer staff to allow them to become confident and competent more quickly. The coaches worked for three weeks along with the leadership staff to develop the program. A four hour training session was provided for each coach to build a general list of questions that would provoke critical thinking by the newer nurses. When the time came, they launched the new program with a sports theme lunch, posters and the coaches wore symbolic whistles. The coaches were there to witness all actual practice, prompt thinking and evaluate the outcome. They were to ask questions from the nurses instead of telling. They were not to be disciplinary. Nurse leadership designed lists of preferred activities for the coaches. The coaches who were assigned this role were not to give patient care or be extra staff. Rather, they would be assigned several new orientees after they were done with their initial orientation. They were to be available for the new nurses to ask questions; they prompted the nurses to think and reflect on the best course of action. The initial implementation of this program demonstrated the need for the newer nurses to have this guidance available. The new nurses asked multiple questions and needed help in prioritizing care. Their lack of knowledge included areas of patient discharge arrangements, administration of m edications, patient teaching resources and strategies. As the program continued, the charge nurses began to utilize the coaches for directions for prioritizing, classifying patients for acuity, determining staffing needs, workplace competencies, documentation and charting. The questions by the newer nurses and staff grew to more complex issues involving dealing with anxious patients and handling difficult situations like patient death. .ua1db8fde082224368b8bd55b6d215f61 , .ua1db8fde082224368b8bd55b6d215f61 .postImageUrl , .ua1db8fde082224368b8bd55b6d215f61 .centered-text-area { min-height: 80px; position: relative; } .ua1db8fde082224368b8bd55b6d215f61 , .ua1db8fde082224368b8bd55b6d215f61:hover , .ua1db8fde082224368b8bd55b6d215f61:visited , .ua1db8fde082224368b8bd55b6d215f61:active { border:0!important; } .ua1db8fde082224368b8bd55b6d215f61 .clearfix:after { content: ""; display: table; clear: both; } .ua1db8fde082224368b8bd55b6d215f61 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua1db8fde082224368b8bd55b6d215f61:active , .ua1db8fde082224368b8bd55b6d215f61:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua1db8fde082224368b8bd55b6d215f61 .centered-text-area { width: 100%; position: relative ; } .ua1db8fde082224368b8bd55b6d215f61 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua1db8fde082224368b8bd55b6d215f61 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua1db8fde082224368b8bd55b6d215f61 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua1db8fde082224368b8bd55b6d215f61:hover .ctaButton { background-color: #34495E!important; } .ua1db8fde082224368b8bd55b6d215f61 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua1db8fde082224368b8bd55b6d215f61 .ua1db8fde082224368b8bd55b6d215f61-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua1db8fde082224368b8bd55b6d215f61:after { content: ""; display: block; clear: both; } READ: The Importance of Voting Essay We will write a custom essay on Coaching for competence specifically for you for only $16.38 $13.9/page Order now Evaluation and evolutionThe overall impact of the program was positive; the staff members felt that new hires were more competent and the newer nurses reporting less anxiety. After a new clinical nurse specialist was hired, the coaches moved to the evening shift. Finally, once the need for the coaches diminished, they returned to their previous positions. When a large number of new nurses were hired again, the staff wanted the coaching positions to return. As money was not available in the budget, this was not possible. However, the principles and the methods used by the coaches were adopted by the preceptors. A subsequent program was developed from the coaching model that included training preceptors in coaching techniques, a preceptor handbook, a preceptor council with monthly meetings and a preceptor newsletter. Another outcome from this experience was a decrease in turnover in staff. While the innovative approach to the crisis faced at the Mayo Clinic may not be feasible as a reg ular program, a solid foundation for precepting new nurses was developed as a consequence. ConclusionHistorically, preceptors and coaches have served as liaisons between graduate nurses and the reality of the workplace. The function of coaches is to train new or transitioning nurses to function more efficiently in a short period of time. This concept has become increasingly more important in recent years. In order to accomplish this goal, leadership must promote positive attitudes in the expert nurses toward accepting and functioning in the roles of coaches and preceptors. Without the support of a coach, novice nurses would not develop the ability to be creative or think critically. The overall conclusion of the coaching concept model demonstrates that patient care and nursing job satisfaction are significantly enhanced where critical thinking skills are fostered and promoted.In todays environment of nursing staff shortages, budget constraints and a higher patient acuity, this is no small task to accomplish. However, it is still our primary responsibility in our profession to take the actions necessary to enhance our practice. Rather than being discouraged over the reality of our situation, we should become more creative in our solutions. This creativity was expressed in development of the coaching model. Finally; we found that nursing units that promote critical thinking, professionalism and cohesion will result in higher staff retention rate ReferencesGrealish, L. (2000) The skills of coach are an essential in clinical learning. Journal of Nursing Education, 39(5), 231-233. Nelson, J., Apenhorst, D., Carter, L., Mahlum, E., Schneider, J., (2004) Coaching for Competence. Medsurg Nursing, 13(1), 32-35. Publication Manual of the American Psychological Association. (5th ed.). (2003). Washington DC: American Psychological Association. Wright, A. (2002) Precepting in 2002. The Journal of Continuing Education in Nursing, 33(3),138-141.