Tourism strategy Essay Example | Topics and Well Written Essays - 3500 words

Tourism strategy - Essay Example Services offered include travel shops, tour operators, and charter airlines. To complement the company's brand strength, Thomas Cook also owns a whole host of other renowned tour operator brands and airlines, including Thomas Cook Reisen, Neckermann, JMC, Condor, and Thomas Cook Airlines." (SAP customer success story, p.2). Corporate social responsibility is the motto of Thomas Cook Group. They provide support to the responsible tourism programs of the Travel Foundation by minimising the negative impacts arising from intensive tourism and maximising the benefits from the tourism to the local community. Through positively influencing the native society of the tourism destination, they contribute to the development of the industry itself. "Thomas Cook's mission is to "perfect the personal leisure experience." "In keeping with the values of Victorian society, Thomas Cook believed that by offering alternative, more virtuous and educational leisure activities, the lives of working people would be greatly improved and that everyone could become better educated through travel." (Steps towards a sustainable future). In order to achieve the operating profit target of $ 620 million in the period of 2009/ 2010, Thomas Cook differentiates their focusing from the main stream tour operating to independent travel and financial services. "Thomas Cook said it would increase targeted online sales to 35% in 2009/10 as part of its strategy of increasing controlled distribution." (Fearis 2007). Brief synopsis of the sustainable tourism strategy of Thomas Cook: Sustainable tourism is also referred as responsible tourism. It is based on the development of positive attitude towards the community and the environment of the destination to which the tourism is focused. Careful utilisation of valuable local resources for the benefit of the community and the protection of local environment is part of sustainable tourism. In this concept the following points are involved. 1. Admiring the local culture and environment of the destination. 2. Giving adequate economic returns to the people in the local community by buying their products and utilising their services. 3. Considering the savings of water and other natural resources in the environment. To co-operate with the energy saving programs initiated by local government is the main consideration required. 4. Contribution to protect the endangered wild life species in the destination. 5. Safeguarding the natural and cultural heritage of the tourism destination while tourists are in visit. 6. Self enjoyment and at the same time being responsible for one's own actions. 7. Caring and enhancing the attraction of the favourite destination through brilliant actions for the future generations of visitors. Sustainable tourism strategy adopted by Thomas Cook: Thomas Cook adopted sustainable tourism strategy. By holding the concept of social responsibility, they started the first holiday package. The sustainable tourism strategy of Thomas Cook is divided into six sections and for each of the section, detailed insight is provided for fulfilling the targeted goals. Thomas Cook is showing commitment to their sustainable tourism strategies. For the fulfilment of their objective they ensure the support and help from their clients. For helping to boost the local economy, local purchasing is

Weapons proliferation and conflict Essay Example | Topics and Well Written Essays - 250 words

Weapons proliferation and conflict - Essay Example The last one is Type IV that now entails the spread of WMD into other nations such as theft of Pakistan of nuclear secrets from Holland. The government is in a social dilemma when tasked to either spend on guns or butter. This is because spending only on guns has both potential benefits but also grave pitfalls. The benefits involve security of a country’s borders because the armed forces are better armed. Additionally, the presence of prestige is a motivating factor for with guns instead of butter. However, too many guns in the wrong hands increases violence as noted in the US. It equally distracts the government from spending on the most important things (Khan 134). I think the best approach involves giving the citizens more butter and not guns because it is enhance their lives. I think the Barefoot Gen film serves as a testament of the atrocities that war causes to vulnerable civilians. By basing its story on Hiroshima, it challenges our consciousness to stop war at all

How Relevant Are the Early Theories of Le Bon and Freud?

How Relevant Are the Early Theories of Le Bon and Freud? How relevant are the early theories of Le Bon and Freud in comparison to more contemporary theories of crowds? One of the earliest theories of crowd behaviour was presented by Gustav Le Bon in 1895, which he referred to as group mind theory (Le Bon, 1895). He viewed crowd behaviour as acting according to primitive impulses which are lacking in reasoning and rationality. Le Bon proposed that individuals in a crowd behave in accordance with a ‘law of mental unity of crowds’ and no longer identify themselves as individuals, instead becoming anonymous members of a group who lose their sense of self and responsibilities (Bendersky, 2007). They become easily aroused or agitated, and descend into barbarism whereby individual conscience is overtaken by the ‘law of mental unity’ (Le Bon, 1908). Due to their large numbers and anonymity, the crowd gains a sense of strength and power, leading to a ‘special state, which much resembles the state of fascination in which the hypnotised individual finds himslf in the hands of the hypnotiser’ (Le Bon, 1908; Ginneken, 1992 : 131), rendering the individual no longer conscious of his actions. Despite its lack of evidence, Le Bon’s ‘mob psychology’ became a popular theory and continues to be a powerful social influence, including by those in authority (Banyard, 1989). Similarly to Le Bon, Freud (1922) proposed that the collective mind is led almost exclusively by the unconscious. According to Freud (1922), the crowd ‘unlocks’ the individual unconscious mind; the super ego, or conscience, which he maintained controls civilised behaviours, is exceeded by the uncivilised id impulses, or instinctual drive part of the psyche, as provoked by the leader of the crowd. Likened to the hypnosis state identified by Le Bon, identification with and desire for approval from the leader suspends the super ego (Freud, 1922) and associated normal judgement subdues the internalised values of right and wrong and impulse control. Interestingly, Freud identifies that crowd members accept the influence of the group due to a need to feel in harmony with the power the group and its leader exerts, observed in later studies of conformity (Hogg Vaughan, 2005). In later years, Freud (1949) moves beyond his basic drive theory towards the acknowledgment and importa nce of social relationships, such as that of the family, leading to advancements in the area of object relations. Le Bon’s observations of the behaviour of crowds led to the development of a concept referred to as deindividuation, which was first introduced in the 1950s (Festinger et al. 1952). While early theories of crowds suggested that they acted as a primitive mob, Deindividuation theory formed a modern counterpart to this idea. Zimbardo (1969) based his approach largely on Le Bon’s general perspective by proposing that people in crowds experience deindividuation; a loss of their own personal identity, enabling them to merge anonymously into the crowd. His proposal that this loss of identity means that primitive, uncivilised tendencies emerge and people are then prepared to act in ways that are aggressive, cruel and anti-social, compared to how they may act as individuals, is similar to the early observations and theories put forward by both Le Bon and Freud. Early explanations of the effects of deindividuation suggested that a reduced sense of public accountability weakens the normal restraints against impulsive and aggressive behaviour (Festinger et al. 1952; Zimbardo, 1969). Explanations of deindividuation have however evolved over the decades; from a focus on loss to the finding that cues that are specific to the situation evoke social norms that guide behaviour within anonymous groups, leading to a reformulation of the mental processes involved in deindividuation (Diener, 1980). This view holds that situations that reduced public accountability, such as group size (Mann, 1981) and anonymity, do not simply lead to a loss of the salience of people’s personal identities but leads to the loss of objective self-awareness (Diener, 1980). The salience of group identities is enhanced and consequently, individuals in the crowd are more responsive to tensions within the group, increasing the potential for disorder (Schweingruber, 2000). This more recent explanation suggests that these same features of group situations promote greater conformity to situation-specific social norms. Emergent norm theory represented a shift from the earlier theories which focussed on pathological crowd behaviour (Reicher, 2001), by considering crowd behaviour as a norm-governed behaviours which are evident in all types of groups. According to Turner Killian (1972), the fact that a crowd has no formal organisation to regulate behaviour makes it distinctive. The uniformity of the crowd is an illusion created by the distinct actions of prominent crowd members (Turner, 1964). These acts imply a norm, and consequently there is a pressure to conform to these norms, which is likely to increase the potential for antisocial behaviour (Cabinet Office, 2009). Emergent norm theory one of the first to refer to crowd behaviour as normal (Reicher, 2001) and allows researchers to consider collective action and behaviour as normal social processes which possess internal coherence, bound by rules and norms. It does not however account for cultural variations in crowd behaviours (Reicher, 2001). The social identity model of crowd behaviour is based on social identity theory and self-categorisation theory (Turner et al. 1987). Social Identity Theory (SIT) differs from the other positions, in stressing that control of the crowd occurs via a new shared social identity (Reicher, 1996a; Stott Reicher, 1998a) rather than a loss of identity or of control over their behaviours. It proposes that when social identity is salient, group behaviour will occur irrespective of anonymity and that people interact with other people as representatives of their social group, which acts as an interface which shape their interactions (Reicher, 2001). Importantly, SIT proposes that control comes from the individual rather than from pressure from others, so when an individual identifies with the crowd, they accept and adhere to the crowd norms as their own. As with Emergent Theory, the norms are evident in the cultural, ideological, political and situationally constructed norms. The SIT fundamental principle of a shared social identity has remained an important concept in subsequent studies of individual behaviours within crowds. Le Bon’s early theories about crowd behaviour led to important research within the area of crowd behaviour and remains important due to the influence his perspective has had in later and more recent theories of collective and crowd behaviours. His general perspective was used in the research on deindividuation, which conveys the power of situations in determining people’s behaviour in a variety of large group situations and remains prominent in the study of group behaviour (Reicher et al. 1995). However, it makes implicit value judgements about crowds, dwells on loss, and suggests that people in crowds lose all manner of rational thinking. While it appears that deindividuation plays a role in understanding the antisocial behaviour tendencies of crowds, research into crowds and the way that people in crowds perceive what is happening, suggests that his theory is not as powerful as described. Freud’s (1922) Group Psychology and the Analysis of the Ego is one of his most significant contributions to understanding mass psychology and led to many subsequent studies on mass psychology and group dynamics. More recent studies suggest that crowd behaviour is more rational and structured that it is often presented as being. Contemporary theories of crowd behaviour discard the specifics of these earlier approaches and instead move this area of study forward by considering how a norm emerges from within the crowd, which enabled social psychologists to view collective behaviour as a social process bound by social norms. Social Identity Theory enables understanding of the order and purpose of the crowd in terms of the common identity of its members. Theories of crowd behaviour, such as SIT (Tajfel Turner, 1979) and deindividuation theory (Festinger et al. 1952) suggest that crowds often behave in a common manner in yielding to the social influence of the crowd (Myers, 2005). Individual crowd members do however differ in their vulnerability to social influence therefore variables within the situational context may influence behavioural outcomes. Theories of crowd behaviours have significantly evolved over the decades since the ideas put forward by Le Bon and Freud. They are not taken into account in the consideration of crowd behaviours in the present time like more contemporary theories such as the social identity model of crowd behaviour (Cabinet Office, 2009). However, they do present in the evolution of the associated research in the consideration of the development of the ideas specific to crowd behaviour. With the continued development of theories such as the Social Identity model of Deindividuation Effects (SIDE) (Klein et al. 2007), which retains the fundamental principle of anonymity (Cabinet Office, 2009), and the Elaborated Social Identity Model of crowd behaviour (ESIM) (Drury Reicher, 1999), research is beginning to reach an analysis which brings together many levels of explanation, which is needed within the area of crowd behaviour research.

Separation of Father and Son in Genesis Essay -- Holy Bible Genesis Es

"Who is YHWH? However we interpret it, the Name of God means ultimate dominion: He-Whom-There-Is-No-Escaping." ~Thomas Cahill, The Gifts of the Jews1 Ultimate dominion, that God’s rule is final, is the heart and soul of the Book of Genesis. In the beginning there was God; later, God created man (Gen. 1.1, 1.27).2 But how does God’s ultimate dominion affect the relationship that develops between God and man? Several times in Genesis God makes a covenant with man (Gen. 6.18, 17.2-8, 28.13-14). Explicit in this agreement, man is put in charge of perpetuating God’s covenant, or in essence perpetuating the Israelite race. On the one hand, then, it is the father’s job to impart knowledge of this important relationship to his son. On the other hand, the son must also take an active role in learning about and connecting with God. To do so, however, the son is forced to separate himself from his father in order to establish a singular or individual relationship with God. Juggling the father’s role and the son’s role in the passing of the faith from one generation to the next creates a tension t hat at first seems to put a strain on the ultimate dominion of God. It is this very tension, however, that reinforces God as the preeminent being. Examining this relationship of father and son for every male character throughout Genesis would prove overly exhaustive and unnecessary. In fact, the characters themselves are not of singular importance to the doctrine of Genesis. Rather, it is the formula of separation that emerges as the larger "lesson," so to speak, inherent in Genesis. This formula can be derived through an extensive comparison of two primary characters, which, of course, can then be extrapolated to incorporate othe... ... As we have seen, the separation of father from son in Genesis is necessary so that the son can develop an equally personal relationship with God and, in turn, sustain an equally living and vital knowledge of God as the absolute provider and father. Further, the more radical the separation the more strongly impressed in the son’s mind becomes the separation and, in turn, the ultimate dominion of God. It is little wonder, then, that the Hebrew interpretation of God, YHWH, has been carried through hundreds of generations and survived great epochs—after all, YHWH is "He-Whom-There-Is-No-Escaping" (Cahill 113). Works Cited 1. Thomas Cahill, The Gifts of the Jews: How a Tribe of Desert Nomads Changed the Way Everyone Thinks and Feels (New York: Bantam Doubleday Dell Publishing Group, Inc., 1998), 113. 2. The Holy Bible, Authorized (King James) Version.

While a Kestrel for a Knave Begins with a Sense of Hope

While A Kestrel for a Knave begins with a sense of hope, it soon becomes clear that the novel and film are both ultimately about Billy’s defeat. To what extent do you agree with this statement? The statement â€Å"While A Kestrel for a Knave begins with a sense of hope, it soon becomes clear that the novel and film are both ultimately about Billy’s defeat. † is one that I wholeheartedly concur with.A Kestrel for a Knave is a brilliantly written novel by Barry Hines that was successful in overcoming the issues of transference to film presented in From Page to Screen, and, though they are separate art forms, both adaptations (page and screen) capture superbly the bleak existence of Billy Casper, the initial hope and companionship brought by his pet Kestrel hawk but most of all his tragic defeat. As the novel progresses, his hope diminishes and is eventually extinguished in the final moments of both book and film.The film, in my opinion, through what is possible vis ually through the screen and the accompanying soundtrack amplifies the harsh reality of Billy’s life that the book simply cannot, also increasing the sense of hope that Kes brings. Unfortunately for readers it becomes apparent that the novel and film is about Billy’s inevitable defeat and the tragedy of this is increased by the fact that both page and screen adaptations of A Kestrel for a Knave undeniably begin with a sense of hope which is seen when Billy speaks to Mr Farthing’s class about how he trained Kes.In both the novel and film Billy is treated as a failure at school and unhappy at home; however he discovers a new passion in life when he finds Kes, a kestrel hawk. Billy identifies with her â€Å"silent strength† and she inspires and instils in him the trust and love that no-one else, not even his family can provide. Kes gives Billy a sense of satisfaction, achievement and the will to live another day while others is Billy’s position would have given up on life long ago.Kes is effectively Billy’s best friend and whom he spends most of his spare time with and as Billy has trained the hawk himself he feels a great sense of pride when speaking of Kes in Mr Farthing’s class. In the novel Mr Farthing coaxes Billy into speaking about the hawk, and when Billy begins his story he immediately changes. Though Billy lives with his mother and Jud his true closest companion is Kes, and whilst speaking about Kes his whole â€Å"school persona† of one word answers and mumbling disappears. For the first time at school, Billy is engaged as he is discussing his one true passion, the hawk.He sheds his lonely, independent shell and really opens up to the class. In the novel Hines changes his writing style to enhance the sense of emotion and attach the reader to Billy. In the film and novel we (like Mr Farthing) see in this scene Billy’s full potential, what person he could be if given the attention and care he deserves. Billy (vividly in the novel and expertly acted in the film) re-enacts Kes’ flights and states that â€Å"that’s it. I’d done it. I’d trained her. It’s a smashing feeling; you can’t believe that you’ll be able to do it but I did! † and is met with applause from his peers.In this we see that there is hope for Billy; that he will not have to â€Å"go down t’pit† as he states in the first scene with Jud and that his passion for life, his everything, is Kes. Kes is what is keeping him from defeat and against the odds he has found, in his circumstances, something to live for. Unfortunately following this scene where there is a sense hope are scenes where, as readers (and viewers) we realise the tragic situation that Billy is in and the story begins to become one of defeat. Billy is tasked to write a â€Å"tall story† by Mr Farthing; an â€Å"imaginary story† that â€Å"really get his imaginatio n going† (pg. 87).Billy writes what is in reality what we would consider to be an average day. His interpretation of â€Å"something that is unbelievable and far-fetched† (pg. 88) is what we accept every day without a second thought: Mrs Casper has no time for Billy: â€Å"Oh stop pestering me! I'm late enough as it is! † She finds her social life and nights out more important than listening to what Billy has to say, yet in his Tall Story Billy’s mother makes him breakfast in bed and she does not have to work and will be at home for her family. Hines makes effective use of detail as Billy observes the carpet, the radiator and the vase of fresh daffodils.We take these for granted now and they would not have been rare when the novel was written, but they sadly are not part of Billy’s life. The Tall Story tells us of Billy’s longing; not for just a normal home but for his mother to show some affection towards him (she makes him breakfast in bed) , Jud to go away (he joins the Army), his Dad to return, the teachers to be nice to him and for school to be interesting. Billy’s dire circumstances are amplified after reading the Tall Story as we realise that none of what Billy desperately longs and yearns for is going to occur and the sense of defeat becomes more apparent and prevalent in the story.This scene is omitted during the film but, as mentioned in the article From Page to Screen: â€Å"Given the inherent differences in the ways novels and films work to make their meanings and to engage their audiences, and given the different conventions governing the production, distribution and reception of each, it is scarcely surprising that the process of transposition from one medium to the other should be fraught with difficulties (omission of scenes being one of them)† including Billy’s Tall Story in the film would have been highly difficult.The film is not at a loss however as scenes such as the one where Bi lly visits the Youth Employment Office fully capture the sense of defeat and all but extinguish the sense of dwindling sense of hope remaining: Beautifully written by Hines and equally so captured on film, the Youth Employment Office scene is one where Billy, desperate to hide from Jud enters the room only to be met with a harsher reality than Jud’s impending physical retaliation for not placing the bet: his future will be one working in the dreaded mines.The employment officer asks of what Billy is good at and is met with no response. Consulting Billy’s report card the officer prints MANUAL as Billy’s type of employment and when mentioning mining is met with this response: â€Å"I’m not goin’ down t’pit† â€Å"Conditions have improved tremendously†¦Ã¢â‚¬  â€Å"I wouldn’ t be seen dead down t’pit† â€Å"Well there doesn’t seem to be any job in England for you then†.The employment officer inqu ires of Billy’s hobbies but, preoccupied with his thoughts, Billy neglects to mention his one true passion, his one chance to escape his depressing future; Kes. Billy gets up and leaves, not knowing the gravity of what he has just done. The ensuing scene is incredibly sad; Billy sprinting home from school asking all whom he meets â€Å"have you seen our Jud? † and calling out â€Å"Kes! Kes! † As he becomes more and more frantic we and Billy realise something has happened to his beloved kestrel.In the film the shot of Billy alone in the field, swinging his creance and screaming for Kes is incredibly powerful as details such as Billy’s slowly changing facial expression as he becomes more desperate and the sad, slow music that begins to play amplify the sense of defeat that he feels and the realisation from a viewer’s perspective that he has most certainly lost everything, including hope. Billy enters his house and exclaims â€Å"what’s tha d one wi’ it!? † and his mother responds â€Å"Where have you been? Your tea’s getting’ cold! †. Jud throws Billy to the ground when he confronts him and all Mrs Casper can muster is a light slap to his arm.Billy gets up and says to his mother â€Å"he’s gone and killed me hawk† Jud, nonchalantly whilst broddling the fire states â€Å"so what if I have? What are you going to do about it? † In the novel Billy attempts to bury his head into his mother’s skirt and is pushed away out of embarrassment and met with the blow of his mother’s words â€Å"don’t be so daft† however the defeat and despair in Billy’s mind after hearing Jud’s comment is, in my opinion far better expressed in the film; Billy throws himself down onto the couch and buries his in the pillow as his worst fear in the world has now been confirmed.Billy lifts his head to yell repeatedly, through tears â€Å"you’re a bas tard! A big rotten bastard! †. Billy then, to the shock of Mrs Casper yells â€Å"you bastard! You fucking bastard! † The sad notion here is that the swear word that Billy has just used is the worst he can do, his attempt at a â€Å"knockout blow† to Jud as he cannot (nor his mother) physically intimidate; he instead unleashes the largest weapon in his arsenal; language. It is met with this comment from his mother: â€Å"Shut up Billy I’m not having that kind of language in my house! † Billy yells â€Å"well do summat to him then! , begging his mother to understand what Jud has done but she simply disregards this and asks Jud â€Å"what’s tha’ done wi’ it? †. The line that solidifies in viewers and reader’s minds that all is lost for Billy escapes Jud’s lips; â€Å"it’s in t’bin†. We now know that the novel is ultimately about Billy’s defeat as his closest companion in the world, Kes, is dead and in the rubbish bin. Kes, deceased and in the bin is symbolising the sliver of hope that we as readers and viewers had at the beginning of A Kestrel for a Knave; the hope that is now dead.In possibly the most compelling scene in both film and novel Billy grabs Kes from the bin and runs back inside, dangling the bird in front of his mother’s face with tears streaming down his own, desperately yearning for some comfort, some love, affection and understanding. He receives none and Mrs Casper pushes the bird aside. Billy asks his mother to â€Å"give Jud a hidin! † to which she asks â€Å"how? † and Jud snorts in amusement. â€Å"You’ve cried about it long enough now Billy, you can get another can’t you? † Billy cannot take any more of this and lunges at Jud one last time before leaving the house yelling â€Å"You’ll never catch me! , Kes lifeless in his hand. In the film he goes to the wood, stroking his dead feathered hopes and dreams and buries Kes, defeated, however I do believe that the novel’s ending, though difficult to transfer to film is far more apt: Billy returns to the theatre and relives the traumatic experiences of the day his father left home; a combination of his tall story and tragic past. In a dreamlike sequence, Billy imagines himself on the screen, starring in a film with Kes, triumphing over Jud – but he realises this will never happen.The suggestion is that things just won't get any better, that hope is lost and that he has been defeated. Hines has shown a distinct change in his writing here however I believe that his credibility is still intact as the highly staccato surreal sequence expresses Billy’s despair, distress and ultimate defeat; seeing his past and dead hopes for a life with Kes. Billy returns home, and the novel finishes bluntly with him burying Kes and going to bed. The unexpected and unsatisfying ending maintains the harsh, lonely and bitter note of the novel, emphasising ultimately Billy’s defeat.Though A Kestrel for a Knave begins with a sense of hope with the arrival of Kes it becomes apparent from the Tall Story onwards that it will be about Billy’s defeat, something we see from scenes such as the Youth Employment Office and the tragic, highly sad ending where Billy is doomed to work in the pit and has lost the one thing he cared about and cared for him. The day, novel and film ends how it started; with Billy returning to bed with Jud; however he now has no Kes, no hope, and is completely and utterly defeated.

Moving and Handling

Arega Arutiunian NVQ level 2 – Moving and Handling . How to Transfer a Weak Patient from Bed to Chair/Wheelchair . Lying in bed for a long period of time is generally depressing and boring for most patients. Being transferred on a chair enables the patient to execute some slight movements that is beneficial in improving circulation. As for being transferred on a wheelchair, it serves as a way to transport a weak patient on hospital areas , to the bathroom or in the lounge room . First i must inform the patient about the procedure. If the patient wants to be transferred on a chair, i will explain the details .And if there is a need for him to be transferred on a wheelchair, i need to explain the purpose and destination of the transfer. Using a nice tone of voice and right body language. Informing the patient will facilitate cooperation and will make him feel that he is being respected rather than being controlled. Position the chair or wheelchair next to the bed facing the foot of the bed. I need to bring the chair as close as possible to reduce the distance of the transfer. If a wheelchair is used, i will make sure to lock its brake and fold the foot rests, as soon as my position it near the bed.I need to adjust the height of the bed in its lowest position-this way it will be easy for the patient to step down on the floor, thus, decreasing the risk of injury from falling. I will lock the brake of the bed and then assist the patient in doing side lying position, facing the direction of the transfer. I need to lace one arm under the shoulder of the patient and the other arm supporting the patients’ thigh on the opposite side. Count to three and then carefully swing the legs of the patient over the side of the bed and assist him in lifting his trunk and shoulders until he is in sitting position.If patient is strong enough to do some movements, i can allow the patient to participate on the manoeuvre. I will ask patient to use the leg on the outer side of the bed to scoop the leg on the other side. Than carefully swing both his legs on the side of the bed and then assist him in lifting his trunk and shoulders until he is in sitting position. Place my arms around the torso of the patient for support. Put one arm of the patient over my shoulder -while his other arm is extended on the bed, to help support the position.Instruct the patient to scoot over the edge of the bed until feet is flat on the floor. Widen the distance of my feet, with right foot forward, and the left foot back for an easy shift of my weight as i lift the patient. Maintain the position above, with my arms still supporting the torso of the patient. One arm of the patient should still be on my shoulder and his other arm should still be extended on the bed (palm flat on bed). Slightly bend my knees and lean my body. Then i will instruct the patient to get ready for a push from one arm that’s extended on the bed, as i lift him up to standing position.Count to three as i assist the patient to standing position and he is pushing off from at the same time. Need to raise patient to standing position and keep my back straight. Pivot the patient so that his back is positioned in front of the chair or wheelchair- i need to instruct him to grasp on the armrest for additional support, and then slowly assist the patient as he lowers himself on the seat of the chair. Help the patient in positioning himself properly when seated. I need to make sure that his buttocks are entirely rested on the seat and his back firmly resting on the back support.When in a wheelchair, i should place his arms on the armrests and his feet on the footrests. How to Use a Hoyer Lift to Transfer a Patient A Hoyer Lift is a lifting device or hydraulic lift that is commonly used in nursing homes and other medical facilities to help transfer patients from beds to wheelchairs and back again. Special care and attention needs to be used when transferring any patient using a Hoye r Lift, as injuries and even death may result from improper techniques or use of the lift. Position the sling that comes with the Hoyer Lift beneath the patient to be transferred.In some cases, caregivers will be required to carefully roll the patient from side to side in order to position the sling properly. I need to make sure that the sling is evenly distributed, without wrinkles and is correctly positioned, the seam side of the sling away from the skin of the patient. Need to move the Hoyer Lift so that the extended legs slide under the bed. The legs of the Hoyer Lift are able to open and close to facilitate wheelchairs. I should slide the Hoyer legs under the bed until the swivel bar hook of the lift is directly over the patient's abdomen. Attach the einforced â€Å"O† rings in the sling straps that have been placed around the patient's legs first, connecting to the â€Å"S† hooks of the Hoyer Lift first. Need to make sure that the leg straps (if two are present) are positioned to prevent the patient from slipping out of the sling. Should point the tips of the â€Å"S† hooks away from the patient's face for extra safety. Need to attach the shortest web strap through the hole for the back and head support part of the sling, which will help make sure the patient will have neck and head support when lifted. Then, i must attach the web   straps to the swivel bar.Press the button that will engage the lift and slowly lift the patient, maintaining control of both the sling and the lift. The Hoyer Lift should always be used with two people. One person should be helping control movement of the patient while the other operates the lifting mechanism and opens the legs of the lift for optimal stability. One person should always maintain control of the patient in the sling while the second person operates the lift. Once the patient is centred over a wheelchair or bed, lower the lift and then reverse the process used to place the sling .