Literature review of five journal articles about The Shortage of Research Paper

Literature review of five journal articles about The Shortage of Qualified Workers - Research Paper Example Increased Demand for Labor: According to Barnow, Trutko and Schede (2010), if demand for labor increases continuously and faster than the supply of labor, there occurs a is equilibrium where some work will not be done. They argue that a special phenomena may occur which would require special skills which making the specialist take time and hence during that period there will be a labor shortage. For instance, after the 2nd World War, a situation occurred where engineers were needed to deal with effect of great shock of Hiroshima and Nagasaki. During that period, the demand for engineers was high than the supply. Rasool and Botha (2010) argued that it is only in time of abruptly that demand of labor supply and demand can cause a labor shortage else people will be there since supply of quality laborers is increasing with population growth. Decreased supply of labor: Hajela (2012) indicates that when bodies entitled to train professionals cannot do so due to lack of the minimum qualification to join the course, there will be a low rate of producing graduates and this will lead to lack of personnel to work on specific positions. If I quote â€Å"Shortage of skills revealed may suggest that the educators do not impart them during training. An implication that would mean that the employees’ lack competences, since they do not have the requisite skills†. This leads to graduates who cannot perform and hence labor shortage. Research by Rasool & Botha, (2011) showed that the literacy rate was 36% and numeracy rate was 35% amongst Grade 3 children. Only 10% of the children scored above 70%. This is a clear show that competent people who get out of school with needed skills are very few. Emigration: According to Rasool & Botha, (2011), emigration is another worrying factor in South Africa for the role it is playing in skills crisis. South Africa is

Of Man and the stream of time by Rachel Carson Essay

Of Man and the stream of time by Rachel Carson - Essay Example Carson’s essay proposes a thesis that the sole objective of man in his nature is to make nature submissive yet nature is not something to be conquered but to be made accommodative. As human beings continue to find new ways to harness the natural resources, they end up destroying the nature itself.Carson has adequately supported the thesis through her expression of emotions related to how people treats nature wrongly. The fact that it took her ten years to prepare for this perspective is an indication enough that the thesis is researched comprehensively. The writer then explains how the efforts that man has been putting to control nature have given less that positive results. The misuse of knowledge and technology that destroys nature makes man feel that he is making the nature submissive. What he does not realize is that nature fights back even more strongly. The writer’s argument begins with statements on what the feelings about nature and the implication of human activities are. Carson describes what she feels are the wrong actions of man towards his efforts to tame nature. With this, she takes the reader back to the historic perspective of nature protection. She illustrates the difference in the views are currently from the traditional views. In the end, the writer regrets that her generation was unable to give a positive report and hopes that the current generation will do better.

Interpretation of Laws in the United Kingdom Essay

Interpretation of Laws in the United Kingdom - Essay Example This paper declares that the literal rule demands that the judiciary should use the ordinary meaning of a statute by merely reading the text irrespective of the outcomes. The rule is based on the assumption that the objective of Parliament is well captured in the plain and natural sense of the choice of words is uses in drafting a statute. As the report stresses the case of Fisher v Bell magnifies the superiority of the literal rule. The court’s decision was inspired by the literal meaning of The Restriction of Offensive Weapons Act 1959, which outlawed the offering for sale of select offensive weapons such as flick knives. James Bell created a display of such unlawful weapons in his shop, prompting his arrest and charges. In its decision, the Divisional Court absolved him of any offense as per the literal meaning of the statute, arguing that the mere display of the knives by the defendant did not amount to an offer for sale. The plain meaning of the contract law stipulates that displaying something at a point of sale should not be misconstrued to mean an offer for sale; rather it is just a mere invitation of potential customers to learn more about the item and tender their offers. The literal rule has merits and demerits. It limits litigations, promotes clear drafting of legislations and enhances easier interpr etation of laws by laymen provided they can understand the language used. Nonetheless, the literal rule may lead to interpretation of legislations out of context and narrowing of the parameters of a law. The golden rule Greeawalt (2012) has pointed out that the golden rule requires judicial members to give life to the literal rule so as to achieve a better interpretation of the law. The rule states that in the event that the literal rule fails to yield a proper meaning of a law, it is rational to explore another sense in the words. Lord Wensleydale in the case of Grey v Pearson (1857) HL Cas 61 is credited with creating a precedent when he stated that the literal meaning of an Act should be read and construed as it is, but if by doing so, a judicial officer would face an absurdity, then the person should modify the literal value of the text (Wagner, Werner, and Cao, 2007). The golden rule was invoked in the case of Adler v George (1964) to prevent an absurdity in court. The Official Secrets Act 1920 Â § 3, outlaws any distraction to the HM Forces around a forbidden base. Frank Adler’s violated the law and was charged with causing distraction to the officers. In his defence, Adler argued that he was actually inside a prohibited place and not in its vicinity.

Of Man and the stream of time by Rachel Carson Essay

Of Man and the stream of time by Rachel Carson - Essay Example Carson’s essay proposes a thesis that the sole objective of man in his nature is to make nature submissive yet nature is not something to be conquered but to be made accommodative. As human beings continue to find new ways to harness the natural resources, they end up destroying the nature itself.Carson has adequately supported the thesis through her expression of emotions related to how people treats nature wrongly. The fact that it took her ten years to prepare for this perspective is an indication enough that the thesis is researched comprehensively. The writer then explains how the efforts that man has been putting to control nature have given less that positive results. The misuse of knowledge and technology that destroys nature makes man feel that he is making the nature submissive. What he does not realize is that nature fights back even more strongly. The writer’s argument begins with statements on what the feelings about nature and the implication of human activities are. Carson describes what she feels are the wrong actions of man towards his efforts to tame nature. With this, she takes the reader back to the historic perspective of nature protection. She illustrates the difference in the views are currently from the traditional views. In the end, the writer regrets that her generation was unable to give a positive report and hopes that the current generation will do better.

Impact of Changes on Target Companys Structure Assignment

Impact of Changes on Target Companys Structure - Assignment Example Jones postulates that the organizational structures are two in kind, namely: mechanistic structure and organic structure (209). Wei, Liu and Harden postulate that the degree to this subdivision of jobs is the work specialization in the organization (19). Securing and Goldbach refers to the term centralized as â€Å"the concentration of authority and responsibility for decision making in the hands of managers at the top of an organization’s hierarchy† (214). In other words, Kumar and Bhat describe the term centralization in an organization as â€Å"the degree to which decision making is concentrated in a single point† (346). The degree of decision making concentrated in numerous points shows decentralization in an organization (Applebaum & et.al., 2008). The Target Company has a mechanistic organizational structure. It has a high level of specialization which allows it to divide the jobs into significant groups. The work specialization requires that each person should be placed according to his/her qualifications and experience to ensure a maximum level of specialization in their work. Each department has been allotted different work that is not given to the other department in the organization (Ouchi, 1977). The answer to this question is that all stores of the company are centrally controlled through a centrally located center for every region. Target Company has a mechanistic structure that allows it to have a centrally located center that has the highest degree of decision-making power to control all the stores located within its jurisdiction. The answer to this question is that the change in the company structure through the incorporation of a grocer sector in Target Company will positively impact its vertical and horizontal aspects. Previously, the Target Company had a focused company strategy to have 5 self-managed teams (an i.e. horizontal aspect of the company structure). Furthermore, the horizontal aspect of the company structure  included decision making through consensus and voting. Dries and Swinnen argued that vertical and horizontal spillover effects produce improved quality of product and significant growth of small and medium suppliers (1525).  

An Education Film Essay Essay Example for Free

An Education Film Essay Essay Analyse how conflict (either internal or external) was used in a film you have studied to help us better understand a main character. â€Å"Often, it’s not about becoming a new person, but becoming the person you were meant to be, and already are, but don’t know how to be.† An Education directed by Lone Scherfig is a film about coming of age and discovering whom we are. The film is set in the early 1960’s a time ruled by moral code and strong feminist rules. Jenny is the main character who is 16 and aspiring to read English at Oxford. She soon meets playboy David, who seduces her and they fall in love. This relationship lets Jenny see into a whole new world of thrilling and current things. This creates a big internal conflict for Jenny who now must decide what she wants to do with her life. She has three pathways she can choose from, and the characters of Helen, Mrs. Stubbs and Jenny’s mother Marjorie model all of these paths. She must decide if she wants to live an exciting life but is filled with fraud and larceny. She can also living a boring life of teacher marking ‘pony essays’ but also one that has had the purpose of an education and is fulfilling in numerous ways. Jenny can also become a housewife though like her mother Marjorie, this is the most common paths for women in the 1960’s and is a tedious and unfulfilling lifestyle. Jenny is internally conflicted between all three of these paths, because whic hever one she picks will determine the rest of her life. Very early on in the film we are introduced to the character of Helen, she is an affluent person and lives an abundant life style of which many people in the 1960’s would be jealous. She has the privilege of lavish clothes, attending fabulous concerts, going to art auctions, eating in Michelin star restaurants and traveling the world. This is the life Jenny wants to live. Jenny is able to access this life style through David; he opens her up to all sorts of new possibilities. When we first meet Helen at the concert in Saint James Square we can tell the Jenny is in awe of Helen. Jenny strokes Helens velvety fur cape, admiring the fine piece of clothing. Jenny asks Helen â€Å"it is beautiful, where did it come from?† Helen being very wealthy probably has many coats and beautiful clothes like this and so simply replies â€Å"oh South Ken somewhere.† The area Helen is talking about is South Kensington and is one of the wealthiest areas of London. This is the kind of area that Jenny wouldn’t have been able to afford anything from so when Helen suggests to her that they should go shopping together there and that David can pay, Jenny is a little taken back because something so luxurious and exorbitant shouldn’t come so easily. Jenny realises that this life can become possible if she sticks with David. There is no need for her to attend Oxford to have a fun and fulfilling life. With David she can live Helen’s life, where she can go to France; her escape in life â€Å" I want to be French. She wouldn’t have to deal with her parents, school and Oxford. With David she is not confined in her life, she can do whatever she wants. Jenny must make a decision as to whether she wants to stay with David and to continue living this exciting lifestyle or to continue on the path of life she had originally planned out for her life in Oxford and one of an Education. Jenny must remember that â€Å"when life’s path is steep to keep your mind open† Jenny is focused on David in the movie because she thinks it is what she wants. We must all keep be level minded when we are making decisions, Lone Scherfig has alerted this too the audience that these choices we make are important and they will leave a mark on us forever. Mrs. Stubbs is a very influential person in Jenny’s life. Mrs. Stubbs life could foreshadow one that Jenny might live if she gets an education at Oxford. Mrs. Stubbs is Jenny’s English teacher, and she studied at Cambridge. Cambridge is a very prestigious school, which is very similar to Oxford. Both schools hold high reputation and only the elite and highly respected can attend these two schools. Judging from the lifestyles of the female role models around her, Jenny’s future can be narrowed down to two options; housewife or a secretary if she doesn’t get an education. In order to avoid those to paths in life, Jenny’s caring but overly concerned parents Jack and Marjorie and Mrs. Stubbs forcefully suggest an education at Oxford. In order to market herself as a valuable candidate, Jenny must ace English, Latin, French (hence the title), and show cultural breadth (her â€Å"hobby† is the cello). Yet, if all goes according to plan, Jenny will meet a similarly cultured wealthy man and will no longer need to do any of those things. The irony, of course, is that an Oxford education is simply a means of making the bait more alluring. Jenny comes to this realisation early into Scherfig’s film and asks the question â€Å"Why must I attend Oxford when I could easily take a shortcut and reach the same inevitable conclusion by attending the school of life? I’d have a lot more fun.† David is a shortcut past Oxford and is also a lot more entertaining and fun. Jenny must open her mind up to the possibilities that Oxford and an education can grant her. She must again keep her mind open; sometimes the path that is not as clear is often the better choice. As the viewer we want Jenny to go to Oxford and we can see how her decision will make a last imprint on her. We want her to attend and it makes us reflect on all those important decisions we have all had to make in our lives. In order to market herself as a valuable candidate, Jenny must ace English, Latin, French (hence the title), and show cultural breadth (her â€Å"hobby† is the cello). Yet, if all goes according to plan, Jenny will meet a similarly cultured wealthy man and will no longer need to do any of those things. The irony, of course, is that an Oxford education is simply a means of making the bait more alluring. Jenny comes to this realisation early into Scherfig’s film and asks the question â€Å"Why must I attend Oxford when I could easily take a shortcut and reach the same inevitable conclusion by attending the school of life? I’d have a lot more fun.† David is a shortcut past Oxford and is also a lot more entertaining and fun. Jenny must open her mind up to the possibilities that Oxford and an education can grant her. She must again keep her mind open; sometimes the path that is not as clear is often the better choice. As the viewer we want Jenny to go to Oxford and we can see how her decision will make a last imprint on her. We want her to attend and it makes us reflect on all those important decisions we have all had to make in our lives. In order to market herself as a valuable candidate, Jenny must ace English, Latin, French (hence the title), and show cultural breadth (her â€Å"hobby† is the cello). Yet, if all goes according to plan, Jenny will meet a similarly cultured wealthy man and will no longer need to do any of those things. The irony, of course, is that an Oxford education is simply a means of making the bait more alluring. Jenny comes to this realisation early into Scherfig’s film and asks the question â€Å"Why must I attend Oxford when I could easily take a shortcut and reach the same inevitable conclusion by attending the school of life? I’d have a lot more fun.† David is a shortcut past Oxford and is also a lot more entertaining and fun. Jenny must open her mind up to the possibilities that Oxford and an education can grant her. She must again keep her mind open; sometimes the path that is not as clear is often the better choice. As the viewer we want Jenny to go to Oxford and we can see how her decision will make a last imprint on her. We want her to attend and it makes us reflect on all those important decisions we have all had to make in our lives. The final route Jenny can take is one of the most common paths young women in the 1960’s take and that is to become a housewife and mother. This path requires no education apart from how to cook, clean and sew. These three things are all taught at school along with dancing and posture. These are all qualities a good housewife needs to make their husband look first class and not themselves. In the very opening scenes of the movie we see a montage of shots that exhibit the young girls in the 1960’s learning these qualities. This opening scene illustrates to the audience the traditional expectations of young women. This kind of education the women are getting is to set them up to be wives, to be like Marjorie. Jenny however is different to the other girls. Her education will not stop her hopefully but instead it will continue on at Oxford. One of the most important scenes shown in the movie is when Jenny comes home after being out for the night with David for the first tim e. When we see Marjorie in this shot we can see her through the kitchen door trying to clean a casserole dish. Marjorie is completely framed inside her world. By marrying Jack it has trapped inside this world, there is no fun parties or lavish concerts, instead she is a housewife, â€Å"and I cant get this casserole dish clean. We had hot-pot tonight, and its all burnt round† Jenny is confused though as â€Å"its twenty-five to twelve. We finish tea at seven.† Jenny soon realises that this is a life you get trapped in, and once you enter into it there isn’t any escape. Jenny is different from the other girls at school she is smart. She will not become a housewife and we can see how fantastic it is to stand out and be different. With this comes choice though resulting in hard decisions. Jenny is forced to make one and as the viewer Lone Scherfig has positioned us to see how all the choices we make in our lives will and can affect us. Jenny is forced to make a difficult decision, and she is conflicted between what she wants to do in life. At this stage in her life she can has to choose between becoming her mother, Helen or Mrs. Stubbs. With decisions comes conflict and Jenny is internally conflicted with all of these options. Lone Scherfig has effectively made the audience look back on all of the decisions we have had to make in our lives and how they have shaped us into who we are today. Our paths should lead us all to a goal and desire. We can only know this when â€Å"if youre walking down the right path and youre willing to keep walking, eventually youll make progress.†

Science of Epidemiology

Science of Epidemiology Edward Truelove EPIDEMIOLOGY Introduction This assignment will identify and explain what epidemiology is and describe how epidemiologists collect and analyse specific data. It will then identify a number of aspects of the science and then look a disease and see how epidemiologists data was used to influence health promotion. What is Epidemiology? Epidemiology is the ‘science concerned with the study of the factors determining and influencing the frequency and distribution of disease, injury, and other health-related events and their causes in a defined human population. Also, the sum of knowledge gained in such a study. There are two main types of Epidemiology. The first one is descriptive which describes the occurrence of the disease according to people, place and time and the second is analytic which determines the causation, risk factors for health, disease and association. Descriptive epidemiology describes and investigates the scale of the problem. This is the amount of people that have developed or caught the disease over a specified period. e.g. in 2004 there were 44,659 cases of newly diagnosed breast cancer in the UK. From this epidemiologists would look at the prevalence, the number of people that have the disease or condition at any particular time. e.g. the number of people who are regular smokers within a specified time period. The next factor is to look at how the condition is spread. This is done by analysing categories such as age, gender, socioeconomic class and ethnicity e.g. women from lower social classes are much more likely to smoke than women in higher social classes. Examples of questions asked to collect this data are as follows: What are the health problems? How many people are affected? Who is affected? Which communities are affected and why? What are the trends? Answers to these questions can indicate if primary prevention is possible and it can show the seriousness of the problem and how individuals and communities may be affected. Analytical epidemiology aims to answer the question, why did it happen? This is done by identifying and determining the causes and risk factors for health and disease. Comparisons have to be made between groups with or without the disease and between groups exposed and not exposed to a possible causal factor. Causation can show if there is a link from a certain disease to environmental influences, lifestyle or socioeconomic factors. To find the cause, epidemiologists can use inferential statistics to draw inferences about apopulationfrom arandom sample. From analysing the results and assessing the risks, a link between events and contributory factors can be draw and this can vary from negligible to high. Assessing the needs and analysing the data The first step in planning health promotion is to assess the needs and this consists of two elements. Firstly are the health service needs, which are determined from health data such as occurrence, frequency, mortality and morbidity. Secondly is the community determined needs covering issues that individuals and communities have brought to the attention of the local authority, politicians and letters etc. Sometimes these two elements overlap but it is important to identify which are priorities for communities. Health data is analysed according to who has been affected and this shows which communities are affected the most so that resources can be allocated. From this information about prevention begin. Prevention Primary prevention consists of trying to keep people healthy and free from disease such as immunization and encouragement of healthy lifestyles. Secondary prevention tries to identify the disease and persuade people to go for treatment at the earliest opportunity. Examples could be a cough that could lead to tuberculosis or a fever that could lead to influenza. In some conditions once the disease has developed it can often be too late, so one of the key roles of health promotion is to encourage screening i.e. breast cancer. Tertiary prevention involves actions if the disease has become very serious. This is to promote recovery and focus on rehabilitation to help speed the recovery. An example of primary prevention would be lung cancer as it is know what causes it, but it is not suitable for breast cancer as the causes are not yet known. Prevention can only take place if the causes can be established. Causes Epidemiologists need to establish causes and to look at many factors such as the environment, society and individuals. They also need to find out what causes the cause as there can be a whole chain of causal factors triggering a chain of events. These study designs are used for finding out possible causes, although they do not prove causal relationships as they just look at associations. There are two types of analytical study designs. The first is group one which are used for finding out possible causes. Ecological studies compare studies of a particular disease in different communities to try to ascertain the cause. Cross-sectional studies sample a section of society at one particular time to see if there are common characteristics between people. Case control studies compare a sample of people with a disease to a sample without and a conclusion can be drawn to see if characteristics are more likely to be found in people with the disease. Group two analytical studies are stronger design studies which are used to provide evidence for causal relationships. Cohort studies, also known as prospective or longitudinal studies are when a large sample of the population is followed over a long period of time to monitor their lifestyle and exposure to the risks. From this, the incidence of the disease can be followed to look for causal risks. Examples of this are following a sample of the population for fifty years to see if there is a link between smoking and lung cancer. Intervention study involves exposing a random selection of people to a health promotion trial to find out if the if intervention has health benefits and then to compare the results to a group of people who have not. Results can be analysed to establish if there are key variable such as income, age, distribution, etc. Relative or attributable risk provides a measure of the strength of a causal relationship. Decisions can be made from this as to how many lives c ould be saved if the causal factor was removed. Epidemiologists have also to work out which are confounding factors, ones that can appear to be associated with a disease but are not a causal. From all the information and studies undertaken there has to be a systematic review to identify which studies have strong conclusions. From the evidence, reasons can be worked out for showing the causes of health problems and disease and an action plan for health promotion can be set out. Epidemiology is an essential key discipline in health promotion and unless the specific factors that cause a health problem are identified, action cannot be taken to prevent it and promote health. Swine flu and Epidemiology What are the health problems? In the case of swine flu, dry cough, sore throat, headache and fatigue are the most common associated symptoms. Typically patients will have a fever over 38C. Most people recover in a week without any specific treatment. How many are affected In swine flu the number of cases in the UK rose quickly after the first established cases in Scotland. By May 312009, there were 252 confirmed cases in the UK.Seventy of these had been to Mexico or the US seven days prior to infection, and 178 reported that they had not been abroad. Who is affected? In the case of swine flu, in the first months of its outbreak in the UK, it mostly affected young people, and was most commonly spread through contact at schools. These findingsare based on an analysis ofthe first 252 cases of the disease diagnosed in the UK after news of the virus broke What are the trends? Of the 168 who contracted the infection it was established the likely place of viral transmission: 60% had been acquired in school; 25% from a household environment; 8% in the community; 1% (two cases) acquired in the workplace; Less than 1% (one case) in a healthcare environment; 5% acquired elsewhere. (nhs.uk) Which communities are affected and why? People of all genders and ages, including infants and the elderly were developing the disease equally. Due to a larger proportion of younger people travelling abroad and being in contact with younger people, the average age of the first 252 infected people was 20 years. Of the 178 first cases in the UK, 22% reported contact with someone who had developed the infection overseas (secondary infection) and 70% reported contact with a secondary case. 7% were not aware that they had contacted anyone (nhs.uk) Influence on health promotion The disease was first identified in Mexico in April 2009 and quickly spread round the globe. Initially the HNS had to make the public aware of the health problems through the media and do everything to contain the disease such as closing schools. After a while it was classed as a pandemic and moved from a containment status to treatment status. Generally the disease was fairly mild and was usually more serious in patients with other health problems. Part of the health promotion campaign was to offer antiviral medicines, Tamiflu or Relenza. Another step was to identify who and which communities are affected, and those people that are in high risk groups, as they are more likely to develop to complications. Vulnerable people are those who have lung disease, heart disease, kidney disease, liver disease, neurological disease and diabetes. Also at risk are people who have had drug treatment, pregnant women, people over 65 and children under five. A health promotion campaign through the Television and media was used to make these particular groups aware of the potential risks. Swine flu vaccination began in October 2009 The NHS issued information to the public to stop the disease spreading such as good respiratory and hand hygiene i.e. sneezing into a tissue and putting it a bin and to wash your hands and work surfaces at home regularly. Other public health information includes a National Pandemic Flu website and telephone number for the public to call for any information. The public were asked to call their GP if they had flu like symptoms and particularly if they had a serious condition that weakens your immune system, if they are pregnant, have a sick child under one or if the condition suddenly gets worse. The Service assesses the symptoms and if required will provide authorisation to collect antiviral medicine. Carers also have been identified as at risk as they come into contact with the most vulnerable in the community and steps have been taken in the second phase of vaccination to protected them from the risk of infection Conclusion The science of epidemiology involves elements of biology, social sciences and ecology and it is therefore it is a bio-social-environmental science focusing on disease in populations. Epidemiology is a key discipline in Health Promotion as is analyses specific factors of a disease. From this data action can be taken to prevent the disease spreading and promote health i.e. smoking and lung cancer, asbestos and cancer, alcohol and liver disease. However, mistakes can be made as some diseases such as heart disease have many influential factors including diet, exercise, smoking, blood pressure and genetic history. Epidemiology is a population science and investigations of health problems in populations have been very important for public health. Its techniques in examining the disease patterns between populations have been widely applied and there is no consensus of the best means to measure health. As epidemiology is a study of populations it does not tailor health promotion needs for the individual and quite often complicated data and government health warnings such ‘eat five portions of fruit and vegetables a day can be largely ignored by a sceptical public, and therefore destructive activities still persist. This report has identified what epidemiology is and explained how epidemiologists assess the spread of illness and analyse data collected. It has also listed aspects of epidemiology and stated how they have an influence on health promotion. References Cancer Research (2009) [Online], Available at: http://info.cancerresearchuk.org/cancerstats/types/lung/incidence/index.htm 1 ( (Accessed 22 Nov 2009) Hubley, H. and Copeman, J. (2008) Practical Health Promotion, Polity Press: Cambridge. Naidoo, J. and Wills, J. (2009) Foundations for Health Promotion, 3rd Edn, Bailliere Tindall: London. Naidoo, J. and Wills, J. (2008) Public Health and Health Promotion, 2nd Edn, Bailliere Tindall: London. NHS (2009), [Online], Available at: http://www.nhs.uk/news/2009/07July/Pages/Swinefluearlyepidemiology.aspx 1 (Accessed 2 Dec 2009) NHS (2009), [Online], Available at: http://www.nhs.uk/conditions/pandemic-flu/Pages/Introduction.aspx?WT.srch=1 (Accessed 2 Dec 2009)