Bipolar Disorder Role of Nursing Profession in Care

Bipolar Disorder Role of Nursing Profession in Care With the increasing incidence and prevalence of mental disabilities like bipolar disorders in Australia (Geller. B, DelBello. M, 2008). the nursing profession will have to attain the knowledge and skills required to care for individuals who have bipolar disorder via a multidisciplinary approach across all nursing settings; acute care, aged care, specialist mental health and community settings. The World Health Organization (WHO) defines disability as â€Å"The inability to engage in any substantial, gainful activity by reason of any medically determinable physical or mental impairment which can be expected to result in death, or has lasted or can be expected to last for a continuous period of not less than 12 months† (World Health Organization, 2010). The term disability is such a broad term, where generally an individual suffering from a disability is known to suffer either mentally or physically. Bipolar disorder is a mental disorder that affects an individual’s psyc hological or behavioural patterns and is known to have a long-term affect upon an individual. The Australian Psychology Society, a leader in providing information in regards to mental health issues to the public, defines â€Å"Bipolar disorder, previously known as manic depression, [as] a mental illness that seriously affects the way a person acts, thinks and feels. It is generally characterised by a cycle of mood swings between elation and depression, varying from mild to extreme. Extreme elation is called ‘mania’ † (The Australian Psychology Society, 2010). Bipolar is the sixth leading cause of disability among illnesses and is associated with both high mortality and morbidity costs (Geller. B, DelBello. M, 2008). It affects one in fifty Australians, where gender and age characteristics do not influence the disorder to predominantly affect one of these specific groups (Better Health Channel, 2010). There are a range of factors that contribute to the disorder, w here genetics, biology, lifestyle and environmental factors can all play a role in the development of the disorder (The Australian Psychology Society, 2010). Some of which are explored below: Although the underlying mechanisms have not been extensively researched and proven, research has identified that there is a strong genetic predisposition (Better Health Channel, 2010). Research has shown that â€Å"relatives of people suffering from bipolar illness are 10 to 20 times more likely to develop either depression or manic-depressive illness than the general population† (Bipolar Genetics Collaboration, 2005). One biological theory that has originated suggests that â€Å"brain chemicals (neurotransmitters) that help regulate mood, called serotonin and nor-epinephrine are thrown out of balance†, therefore it can trigger and cause an episode of mania followed by depression (Better Health Channel, 2010). Research has shown that environmental factors can also have an impact o n an individual’s susceptibility of developing the disorder. Some evidence suggests that â€Å"this disorder varies seasonally, with mania being more common in spring and depression more prevalent in winter† (The Australian Psychology Society, 2010). Other literature suggests that childhood trauma can contribute to an individual obtaining bipolar disorder (Etain et al, 2008). Lifestyle factors can also exacerbate bipolar disorder and cause an individual to be more susceptible to developing it later in life. Bipolar disorder events of mania and depression can be triggered by the stressors in one’s life where each individual has their own triggers for such events (The Australian Psychology Society, 2010)

Business Ethics Essay Example | Topics and Well Written Essays - 1000 words

Business Ethics - Essay Example International Business Ethics These entail rules and regulations set forth to control the business between countries in the world in order to enhance trade between them, bringing out globalization. Globalization diminishes the set barriers between countries on the globe for trade to occur smoothly. Examples of transactions that fall within the ambit of international business ethics include fair trade movement and transfer pricing. The factors looked at to come up with significant international business ethics include the exchange rates, economic growth and rates, working environment, the government control involved and the social ethics involved (Casson 97). International corporations operating in host countries may be perplexed by the customs, rules and laws of the country, some of which conflict with cultural guidelines of their home states. This presents numerous ethical complexities universally; for example, the certain governments’ expectations. Different employees in the many departments in a foreign culture cannot be accorded same salary standards and promotional standards as the ones back home. This is due to different working conditions and environments in the different countries, and also various rules and regulations in conducting business in different countries. For example, economic status of developed countries tends to differ with that of developing countries and the currencies of countries have different values (Casson 97). Various theories of ethics involved include rationality, social ethics and communitarism. Rationality This is a concept used in business, which involves the reasoning of people involved in a business with the motive of solving a problem or achieving a goal in business. As noted by Casson, in international business, the concept of bounded rationality is a key element in the transaction cost theory version of Williamson’s (1975). It also underpins the Hedland’s (1993) arguments that favor the network firm ( Casson 98). Various countries’ representatives come together and discuss certain issues affecting international trade and come up with certain guidelines, which benefit each and every player involved in the international business. The various issues discussed include the exchange rates of different currencies of all world countries. In addition, there has been the formation of various organizations that maintain stability of the different world currencies. These include the World Bank and the International Monetary Fund, which assist countries in maintaining a superior economic position and help in times of economic crisis (Casson 98). Social ethics These include the appropriate behaviors of certain peoples as a whole, especially with regard to their different perspectives on things and beliefs in their various cultures. In such societies, the current principles and values dictate how people should act and deal with one another by setting certain behaviors or standards that s hould be followed by members of society. Factors considered within social ethics include language, race, gender, culture, religion and education, among others. In international business, social ethics is a vital issue as various countries have di

Humanities Assignment Example | Topics and Well Written Essays - 750 words

Humanities - Assignment Example The gods represented in the poem make their actions based on unknown hasty and premature decisions. As a result, the cause of the flood remains unclear: â€Å"Then came the flood, sent by gods intent.† (15). On the contrary, the Bible gives a definite answer: the cause of the flood was the immoral behavior of the people (Gen. 6.5). In other words, in the epic of Gilgamesh, the deadly flood was the result of a whim of the gods, while in the Bible - a punishment for sin. God of the Bible could not accept the immoral behavior of people since it offended His divine plan, and He deliberately decided to destroy mankind. In the poem, there is no explanation as to why Utnapishtim had an opportunity for salvation, while the Bible explains why God chose Noah to be saved: â€Å"Noah was a just man and perfect in his generations, and Noah walked with God† (Gen. 6.9). For this reason, God of the Bible did not regret His decision, while the gods of the poem began to regret their acti ons, blaming Enlil that he did not punish the sole culprit of his anger. The Inferno by Dante is a world masterpiece of medieval literature. This literary work is linked with both ancient heritage and the ideas of Christian Catholicism to convey the most important religious issues that existed in Western Europe in the Middle Ages. This work is characterized by a special vividness of images that have been used by Dante to realize his goals. In The Inferno, the poet portrayed his journey to the afterlife. In general, The Inferno is based on Christian mythology as well as on the doctrine of heaven and hell (Raffa 2). The hero visits various fantastic places: Hell, which has nine circles, Purgatory, and Heaven. Dante sees the amazing wonders, meets with the angels, the righteous, the souls of sinners, God, Lucifer and his minions, as well as the heroes of ancient myths. The moral sense of Dante’s travel

Politcal Science 240 Comparision Report Canada Essay

Politcal Science 240 Comparision Report Canada - Essay Example hough the Aboriginal people originally inhabited the country, the eastern region Canada was a French settlement for more than a century before the white man discovered it. In the late eighteenth and nineteenth century, the country received most of its immigrants from Britain and the United States where some of the people who settled from the US were called Loyalists since they were loyal to the interests of the British. By the late 1800, the country had a countrywide railway system that was able to transport settlers who had European origins and most of these settlers were the underprivileged or those running away from religious or political persecution. Nonetheless, particular groups of immigrants, such as the Jewish were subsequently denied entry into Canada during the consequent world wars as well as the Great Depression. However, since the late sixties, a greater part of the country has developed more tolerance in accepting more political refugees and immigrants from different countries all over the globe. Canada experienced a return of prosperity after World War Two as a result of the continued Liberal governments that allowed national policies to address social welfare such as universal health care, pensions for the older members of the population as well as for the veterans. The financial crisis associated with the Great Depression, along with the extensive corruption in the country, had resulted I the people of Newfoundland relinquishing responsible government 1n1934 making the country a crown colony under the rule of a British governor. Success was restored when the United States military came in with more than ten thousand soldiers together with massive investments in various bases. Popular sentiments started to favour the United States and this alarmed the Canadian government, which wanted the Newfoundland to enter into a confederation rather than joining the United States. In 1948, the people of Newfoundland were given three referendum choices by the

WEEK 3 ASSIGNMENT Example | Topics and Well Written Essays - 1000 words

WEEK 3 - Assignment Example Nevertheless, unresolved conflict may lead to feelings of unhappiness, dissatisfaction; depression, hopelessness as well as a whole wide range of other emotions. In addition it can lead to such behaviors as resigning from jobs, ending of personal relationships, aggressiveness as well as violence (Coombs & Avrunin, 2013). The way one communicates can both be the cause of as well as the cure for conflict. It should be noted that understanding how to communicate effectively as well as satisfactory resolution of disputes can result into a happier and more productive life. The fundamental components of most conflicts include; involvement of 2 or more individuals, there is a perception of incompatibility in regard to ideas, goals, beliefs or actions and finally the opposing parties view their way as the only way to accomplish their objectives and goals (Baack, 2012). Boeing is a top aerospace corporation in the world as well as the largest manufacturer of military aircraft and commercial jetliners. Boeing designs in addition to manufacturing rotorcraft defense and electronic systems, satellites, missiles, launching vehicles etc. The company has been a leader and an authority in aerospace industry for the past century. Boeing’s headquarter is in Chicago, Illinois. It employs more than 27,000 employees in America as well as in 70 other countries (Greenberg & Moore, 2010). On 6th of September, Boeing was on headlines when about 27,000 of its employees in Washington, Kansas, California and Oregon went on strike. At the time, the company was holding negotiations with International Association of machinist and Aerospace Workers (IAM) in regard to benefits pay as well as job security. The main stakeholders in Boeing’s conflict were its employees alongside their families, suppliers and customers affiliated to Boeing. The strike affected several parties spanning from its employees to

Gender Roles Essay Example | Topics and Well Written Essays - 250 words - 2

Gender Roles - Essay Example The approach evaluates the society at a macro-level while focusing on social structures such as gender roles that shape the society as a whole. It addresses the society as a whole by considering by considering its constituent elements such as traditions, norms, institutions, and customs. Herbert Spenser popularized the analogy that presents parts of the society, for example, gender, as organs that function together for the human body to be normal (Magar). Gender roles from a functionalist perspective were articulated in early 1950s. The theory suggests that differences in gender roles are an efficient way of creating divisions in labor. The division, therefore, aims at maximizing the use of resources, as well as, the efficiency of the society’s system. The perspective views the predefined roles as complementary. Men will provide for the families while women manage homes. Gender, therefore, contributes to the society’s stability, in the same way, as other social institutions (Magar). The functional prerequisites refer to the basic needs such as shelter and clothing that people require to live beyond the poverty line. In a similar way, the functional prerequisite also refers to factors that help maintain society order. Gender roles maintain social order by ensuring that the basic needs people need in the society are available

Assessment of Students’ Satisfaction on the Restructured Essay Example for Free

Assessment of Students’ Satisfaction on the Restructured Essay 1.0 Introduction At the University of Ghana there are reports that rooms originally built to take two students, are now officially allocated to five students (after minor modifications), but unofficially occupied by as many as eight or nine – to the knowledge of the university authorities! Apart from the obvious hygiene and health hazards posed, what kind of ambience does this provide for study after classes? All of which have brought most African universities to a state of serious deterioration. This is evident not only to those who work or study in those universities but to even the most casual visitor. – (Association of African Universities, 2004) Housing is a basic human need in all societies and fundamental right of every individual. In advanced countries, housing is more accessible to all categories of people including the poor and the needy as a result of subsidies from the government. The situation is not the same in developing countries of the world. In Ghana, for example, accessibility to housing by the poor is quite a difficult situation which is worsened by the harsh economic conditions and poor enabling environment. Likewise, accessing housing facilities by Ghanaian students at the university is no exception, especially where such university happens to be the dream destination of most Ghanaians entering into tertiary institution. In tertiary institutions worldwide, the provision of accommodation to the students’ population takes different models. This includes; non-residential, where students source for their own accommodation. Residential, where the university houses all its students and dual-residential, where the university houses its student population for a period of time only, probably the first and final year, while the students during the remaining period source for their own accommodations. The experiences of students in tertiary institutions in sourcing and securing for their own accommodation around university communities are likely to be interesting and significant. However, it is worth noting that, University of Ghana, the nation’s premier university has gone through a series of development when it comes to how to accommodate its students, both undergraduates and postgraduates. 1.1 Research problem University of Ghana has undergone a series of reforms when it comes to the residential policy for its students. The ever increasing number of enrollees in the institution is what defines this restructuring of the policy governing students’ accommodation over time. In the past two years what the incumbent vice chancellor of the university term as â€Å"Decongestion† has taken place in anticipation to the fulfillment of the university achieving efficiency in its field of operation. The drive has also been fast tracked by his informal goal that the university should achieve a world-class status. Effective August, 2011, the university effectively implemented its decongestion policy allocating rooms to a maximum of three (3) students and four (4) students in the main halls and annexes respectively. This was done to address the problems of overcrowding that resulted in adverse effects of poor sanitation, pressure on residential utilities such as reading rooms and libraries, kitchen and washrooms, among other poor conditions for effective personal studies by students. Residential facilities have been increased to make the policy successful. Even though, the problem of inadequate accommodation for students is not entirely solved, the restructuring have been effective since its implementation, and it is worth investigating the effects of the new policy, whether it has achieved its goal or it is towards achieving its intended goal or otherwise. 1.2 Purpose of the study The main reason why this research is being conducted is to evaluate the satisfaction of students with the current students’ residential policy and its effects on their studies. 1.3 Objectives of the study Specific objectives of the study are as follows: 1. To assess students perception of sanitation in the halls/hostels now. 2. To assess students perception of security in the halls/hostels now. 3. To investigate students accessibility to some basic hall/hostel utilities. 1.4 Research Questions 1. What is students’ perception of sanitation in the halls/hostels now? 2. What is students’ perception of security and comfort in the halls/hostels now? 3. What is the accessibility status of students to basic halls/hostels utilities now? 1.5 Relevance of the study As a top university in Ghana and Africa and one which is striving to attain a world class status, adequate facilities should be provided and already existing ones improved, especially standards of services and facilities which include providing conducive on-campus student housing facility. The above research provides the grounding for this study and highlights the areas of new knowledge which are needed; to focus upon students’ satisfaction of residential facilities in University of Ghana. A key question is what is the level of students’ satisfaction with regards to the students housing facility (SHF) in the context of University of Ghana? The study contributes to a better understanding of SRS of UG. The results offer valuable feedback to the university authorities, facility managers and university hostel/hall administrators in terms of the present standards or the need for further improvement of the SHF through effective designs and management. The results will help to formulate guidelines in terms of allocation of rooms to students, maintenance and for future developments of student housing ensuring that the university is able to provide adequate and contemporary on-campus SHF. 2.0 Literature Review 2.1 Introduction This section reviews existing literature on the student residential facilities. It is mainly made up of previous studies, journals, articles, periodicals amongst other sources. They form the secondary source of data to the study. 2.2 The Concept of Student Residential Facility Student housing has long been regarded as an essential component of the facilities provided by the higher learning institutions in assisting students to expand their intellectual capabilities. According to Hassanain (2008), well planned student housing facilities (SHF) promote desirable educational outcomes and help to achieve the broader objectives such as social cohesion and responsible citizenship. An earlier study by Zahran (1972) reveals that a good student housing promotes interactions between roommates of different backgrounds and specializations; and thus broadens the students’ knowledge. Amole (2005) argues that facilities such as study areas or meeting places for academic discussions and social gatherings provided in the student housing will encourage informal intellectual activities outside the students’ own faculties. Price et al. (2003) related student interpersonal growth to adequate facilities and Fay (1981) highlighted the importance of students’ satisfaction in the SHF as a strategy to enhance student development. Despite the importance of SHF, little literature is available to evaluate student opinions of their housing facilities. Most studies on post-occupancy evaluation focus on family housing either public or private residences, investigating the interaction between owner-occupiers or tenants and their housing settings. Majority of these studies utilized the concept of housing satisfaction when evaluating the interactions between the residents and their physical environment (Amole, 2009b). Arguing that housing satisfaction can lead towards improving individual’s quality of life, Salleh (2008) investigates dwelling, housing services and neighbourhood factors that influence the residents of private low-cost housing in Malaysia. The study revealed that the residents are more satisfied with their dwelling units and housing services if compared to their neighbourhood facilities. Elsinga and Hoekstra (2005) study housing satisfaction among European communities and find out that except in Austria, homeowners are more satisfied than the tenants because homeownership provides security, freedom and financial benefits. In contrast, James (2008) analyses the influence of age and type of ownership on the level of satisfaction and establishes that tenant satisfaction increases with the age at a much faster rate than the type of homeownership. However, student housing and family housing are not the same. Student housing comprises of basic bedroom units with other shared facilities such as bathrooms, toilets, laundry, kitchens, common lounges and cafeterias located either per floor level, per block or for the whole student housing accommodation (Amole, 2009a). On the contrary, the basic unit for family housing is a house which includes bedrooms, bathrooms, toilets and a living area all as part of the unit with other housing facilities such as playground, shops and school at the neighbourhood (Parkes et al., 2002). In addition, student housing offers limited security of ownership and freedom if compared to family housing. Therefore, the above findings may not apply in the context of student housing. Studies on residential satisfaction (RS) from the student perspective are mostly focused on factors affecting RS; such as reasons for students to maintain their previous residence (Cleave, 1996) and predictors of student residential satisfaction (SRS) (Foubert et al., 1998; Khozaei et al., 2010b). There are also studies on student housing with narrower scopes such as the effects of floor height on over-crowding (Kaya and Erkip, 2001); students’ perceptions on indoor comfort (Dahlan et al., 2009); students’ sense of attachment with a particular student housing (Khozaei et al., 2010a); coping strategies for students staying in student housing (Amole, 2005) and the relationship between satisfaction and levels of environment (Amole, 2009b). These studies offer little guidance as to whether the students are satisfied with SHF provided. Among the limited studies on SRS are studies by Amole (2007, 2009a), Hassanain (2008) and Radder and Han (2009). Amole (2007, 2009a) investigates RS among students in Nigeria and the findings indicated a low satisfaction with the SHF provided. Radder and Han (2009) researched student satisfaction levels in South Africa and the findings indicated again a level of dissatisfaction with campus residences. Alternatively, Hassanain (2008) found that students in Saudi Arabia indicated a level of satisfaction with the SHF provided. However, the studies were conducted in countries where the culture and climate are different from that experienced in the Southeast Asia region, which is likely to affect the perceived environment of the built environment. Therefore, the results of the studies may not be applicable to the study context. 2.3 Evolution of the accommodation structure Originally, halls in the university were built to accommodate two students per room. This provision was adequate for students because not many people sought for higher education. However, as the population of Ghana increased and the need to seek higher education became prominent in the country, the number students enrolled each academic year increased rapidly as well. Residential facilities were increased and expanded to accommodate the ever increasing number of student intake which demanded restructuring of student residential policy given the limited resources the university had. In the midst of the reforms, beyond the expansion and modification of the original rooms to accommodate two persons at a time, the number increased to five (5) in a room officially, both in the main halls and the annexes. The continuous increase in the student intake amidst the unexpanded residential facilities meant that, not all students could be accommodated on campus, therefore, private hostels began to spring up to absorb the excess students who could not secure accommodation on campus. The private hostels motivation to make profit meant that they charge high prices which were unbearable by many students. This brought about one of the prominent terms that everyone who has passed through the four walls of the University of Ghana is popular with â€Å"Perching†. 2.4 The issue of â€Å"Perching† The word connotes students who illegally share residential facilities with official occupants of a room. This resulted in overcrowding in the halls, putting extreme pressure on washrooms, reading rooms, hall libraries, dry lines, among other facilities that were originally constructed for two people. This was happening who many reforms were going on. The two most popular reforms were the â€Å"in-out-out-in† and the â€Å"in-out-out-out† policies. The former meant that, all first year students were qualified for accommodation on campus, this qualification did not mean automatic allocation of rooms to freshmen but allocation was subject balloting for a â€Å"YES† or â€Å"NO† and second and third year students were to look for their own accommodation. Under this policy, final year students like first year students also qualified to be accommodated on campus; it is however, worth noting that, even for the final year students, because of the limited number of rooms available, allocation of rooms was also done via balloting a yes or no by students. The latter policy, in-out-out-out raised a lot of eyebrows as it meant that only first year students were offered accommodation on campus. And for this policy allocation to level 100 students was automatic and assured. With this policy in place the problem of â€Å"perching† worsened. The official number of occupants in a room almost doubled for almost all the halls of residence. The adverse effects of poor situation created a lot of problems; poor sanitation, insecurity, discomfort, which had direct impact on students’ health, hygiene, and efficiency. 2.5 The current residential policy â€Å"The University of Ghana Hostels with a capacity of 26000 beds, which was to be built at the University of Ghana, Legon, with partnership between the university and six banks was a dream come alive as long as finding a solution to the perennial problem of accommodation in our public universities is concerned† this was an assertion made by Professor C. N. B. Tagoe, Vice Chancellor of the university of Ghana (GhanaWeb, 2008). From the above statement I would to acknowledge the â€Å"Contingency theory† one of the prominent schools under the Open Systems perspective of Organizations. This theory as a branch of systems design emphasizes that design decisions are dependent on environmental conditions. Contingency theory is guided by the general orienting hypothesis that organizations whose internal features match the demands of their environments will achieve the best adaptation. Lawrence and Lorsch (1967), who coined the label â€Å"contingency theory†, argue that different environments place differing requirements on organizations. In a recent review article, Lawrence (1993) provides a partial list of factors that one or another theorist has considered important. They include size or scale, technology, geography, uncertainty, individual predispositions of participants, resource dependency, national or cultural differences, scope and organizational life cycle. With concentration on the resource dependency factor, it is indicative that, the adaptation and realization of the said solution was heavily contingent on the provision of financial resources by the six banks which are external to the organization. As the resources from the external environment was provided by the six banks, the expansion of the residential facilities have been a reality indeed, making it possible to establish four different hostels which accommodates about 7, 120 students. It is a combination of these factors that made it possible for the decongestion exercise in the five traditional halls feasible. Currently, some of the hostels have been restructured into halls and run as the traditional halls. The standard rooms accommodate four (4) persons as the annexes do. With other stringent measures put in place to control â€Å"perching† it is believed that, the purpose for which this restructuring was done is being worked towards. It must be stated categorically that, the main reason for this exercise is to improve students’ efficiency in the university. 2.6 Halls of Residence/Hostels The University believes in community living as an essential part of student life. It is therefore primarily residential, providing accommodation in Halls of Residence for both undergraduate and post-graduate students as well as flats and guest rooms for senior members and guests. There are five halls of residence (available to all students) and several Hostels. The present Halls and Hostels are as follows: Each Hall consists of junior members (students) and senior members (academic and senior administrative and professional staff), and is managed by a Council comprising members elected by persons belonging to the Hall. The Master (or Warden in the case of Volta Hall) is the Head of the Hall. Each Hall has Junior and Senior Common Rooms for students and Faculty, respectively. A tutorial system offers an opportunity for counseling students and ensuring their welfare at both academic and social levels. Students maintain interaction with each other and the wider community through recogni zed clubs and societies. Each Hall has a kitchen and a dining hall to cater for students feeding. Chapels and a mosque are also available for use by various religious denominations. A Chaplaincy Board co-ordinate the activities of religious groups. Social life on the campus is organised mainly by the Students Representative Council and the Junior Common Room Committees which provide various kinds of social programmes. LEGON HALL: Legon Hall was the first to be built on the permanent site of the University of Ghana at Legon and is, therefore, the Premier Hall of the University. Its foundation tablet was laid during the Michaelmas Term of 1951 and, in September 1952, the first undergraduates were accepted into residence. On Trinity Sunday, 31st May 1953, the first service was held in the Chapel and the first meal served in the Dining Hall. From these events, the Hall took Trinity Sunday every year as its birthday, celebrated by a common Feast for both its Junior and Senior Members. The Halls motto, Cui Datum (To whom much is given†¦), was selected from St. Lukes Gospel, in recognition of the special responsibility attached to the Halls seniority. Senior Members of the University may be assigned as Fellows of the Hall by the Vice Chancellor and they usually keep their Fellowship for as long as they remain with the University. Persons of academic distinction outside the University may be elected as Honorary Fellows at a General Meeting of Fellows. The rest of the membership of the Hall is made up of persons in statu pupillari. The governing body of the Hall is the Hall Council, members of which are Fellows of the Hall. The principal Hall Officers are: The Master, the Vice-Master, the President of the Senior Common Room, the Senior Tutor, and the Hall Bursar. AKUAFO HALL: Akuafo Hall was established with the appointment of Professor D.A. Taylor, a Master-designate and a Hall Council in 1953. The Hall Council in 1954 decided to name the Hall Akuafo to commemorate the generous gesture of the farmers of Ghana in giving money for the foundation of the University College. A crest which depicts a cocoa tree, an open book and a drum, designed by Professor W.J. McCallien, and a motto, laboremus et sapiamus, suggested by Professor L.H. Ofosu-Appiah, were adopted by the Council. A commemorative plaque with a Latin inscription composed by Professor L.H. Ofosu-Appiah was set up to show the gratitude of the Hall to the farmers of the country and to the British Government who gave the University College funds for the building of the Hall. The Hall was officially opened on 17 February, 1956, but the first students, numbering 131, came into residence on the 5th October, 1955. The Hall has its own statutes governing the election of officers and the administration of its affairs. Once a year, the Master has to convene a meeting of the Fellows, who form the governing body, to receive his annual report. The Senior Common Room is open to all Fellows and their guests, and the Senior Combination Room to all senior members of the University. Senior Members may also invite students to the Combination Room. COMMONWEALTH HALL: The first batch of students was admitted into residence in Commonwealth Hall at the beginning of the 1956-1957 academic year. In the Lent Term of that academic year, Ghana attained its independence from Great Britain, and the Hall, hitherto known as the Third Hall, was officially christened Commonwealth Hall to commemorate Ghanas admission into the Commonwealth of Nations. The official opening of the Hall was performed in March, 1957. It is, so far, the only all-male Hall of Residence in the University. The motto of the Hall, Truth Stands, was taken from a quotation from Satyre by John Donne (1572-1631): On a huge hill, cragged, and steep, Truth stands and hee that will Reach her, about must, and about must goe This motto combines both the physical situation of the Hall (on a hillside overlooking most of the University and beyond) and the proper pursuit of a University education, the search for truth. It is the only Hall of Residence in the University which has a theatre and Amphitheatre for lectures and plays. The Coat of Arms of the Hall depicts the strength and unity of purpose of members of the Hall deriving from the bonds of association enjoyed by the individual members of the Hall. High Commissioners of the Commonwealth countries in Ghana are accorded Honorary Membership of the Hall. There is a Hall Council which administers the affairs of the Hall, assisted by the Tutorial Board and the Senior Common Room Committee. VOLTA HALL: Volta Hall started as the Fourth Hall in the 1959-60 academic year, on 16th November, 1960. The University College Council, on the recommendation of the Hall Council, named it Volta Hall. The Hall consists of the main hall originally designed to accommodate 82 students, and an annex with an original capacity for accommodating 198 students, the occupation of which began in January 1966. The motto of the Hall, chosen during the Halls tenth anniversary celebrations, is in the Akan language and it is: Akokobere Nso Nyim Adekyee. This means that the secret or knowledge of life and nature is a gift to women as it is to men. The Hall has a governing Body which comprises all the Fellows assigned to it and those elected by the assigned Fellows. The government of the Hall rests with this body which delegates some of its powers to a Hall Council. The Hall Council consists of ten members, including the Warden, the Deputy Warden, the Senior Tutor and the Bursar who are ex-officio members. The day-to-day administration of the Hall is carried out by the Warden with the help of the Senior Tutor, who deals with all students affairs, and the Bursar. MENSAH SARBAH HALL: Mensah Sarbah Hall, the fifth Hall of the University, stands in the southern part of the campus. The Hall consists of a main Hall built around a quadrangle and a number of Annexes standing to the north and east. The last two south annexes are attached to the Hall. Until October 1991, Mensah Sarbah was the only co-ed Hall of Residence in the University, which made it quite unique among the Halls. The governing body of the Hall is the Council, which is responsible to the full body of Fellows who form the Senate. Students affairs are handled by students own elected government headed by a President, while the general administration of the Hall is under the Master who is assisted by the Senior Tutor and Tutors on the one hand and the Bursar on the other. Other Hall Officers are the Chaplain, who is responsible fo r the Roman Catholic Chapel, the Prayer Room Warden, who is responsible for the Protestant Chapel, and the Librarian. Senior Common Room affairs are managed by an elected committee under the President of the Senior Common Room. The Hall is named after the famous Ghanaian jurist, writer and statesman, John Mensah Sarbah of Cape Coast. It has been customary for the Hall to celebrate the birthday anniversary of this great man every year. This anniversary is known as Sarbah Day and is highlighted by a dinner and a get-together. The Hall has a crest designed to bring out the principal features of Mensah Sarbahs life. It consists of three elements: a pair of scales, a stool with a book resting upon it, and a hill surmounted by a castle. The scale signifies the legal profession, the stool and the book symbolise culture while the hill and the castle are intended to depict the familiar landscape of Cape Coast with its many hills and forts. At the same time, the castle is intended to symbolise strength and honour. The Halls motto is: Knowledge, Honour, Service three words which aptly summarise the guiding principles of Mensah Sarbahs life. VALCO TRUST HOSTELS: The idea to build a graduate hostel was first nurtured w hen Legon Hall Annex C was prepared exclusively for graduate students of the Hall. The quest for a suitable accommodation for graduate students gained attention when Valco Trust Fund offered to finance the construction of a graduate hostel. As a further boost to this course, Legon Hall Annex C was converted into an Annex of the Hostel. The Valco Trust Hostel, donated to the University by the Valco Trust Fund to ease pressure on student accommodation, is a block of purpose-built, self-contained flats for 190 students. The Hostel, which was completed in June 1997, is the University’s first hostel for graduate students. A second block with similar facilities was opened in January 2006. Located behind Mensah Sarbah Hall on the southern part of the campus, the flats are arranged in single and double study bedrooms with en suite shower and toilet. There is a shared kitchen for every twelve rooms. Facilities in the hostels include common rooms, washrooms and a restaurant. INTERNATIONAL STUDENTS’ HOSTELS: The International Student’s Hostels are located on the southern part of the campus off the road to the Noguchi Memorial Institute for Medical Research. For a long time, it had been the dream of the University of Ghana to create and strengthen links with other universities in order to enhance the international student presence on campus. The first phase was commissioned in June 1999 and the second in January 2006. The Hostels are co-educational and each has 43 single rooms and 85 double rooms. In addition, there are facilities such as a well-fortified security system, kitchenettes and restaurants. REFERENCES Amole, D. (2005),â€Å"Coping strategies for living in student residential facilities in Nigeria†, Environment and Behaviour, Vol. 37, pp. 201-19. Amole, D. (2009b),â€Å"Residential satisfaction in students’ housing†, Journal of Environment Psychology, Vol. 29, pp. 76-85. Association of African Universities (2004), â€Å"Challenges Facing African Universities: Selected Issues†, African Studies Review (2004) Vol. 47, No. 1, 1-59 Dahlan, N., Jones, P., Alexander, D., Salleh, E. and Alias, J. 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(2003),â€Å"The impact of facilities on student choice of university†, Facilities, Vol. 21 No. 10, pp. 212-22. Radder, L. and Han, X. (2009), â€Å"Service quality of on-campus student housing: a South African experience†, The International Business Economics Research Journal, Vol. 8 No. 11, pp. 107-19. Salleh, A.G. (2008),â€Å"Neighbourhood factors in private low-cost housing in Malaysia†, Habitat International, Vol. 32, pp. 485-93. www.ghanaweb.com, (Tuesday, 8th January, 2008) retrieved on 4th October, 2012. www.ug.edu.gh (2012) retrieved on 10th October, 2012 www.ug.edu.gh (2012) retrieved on 2nd November, 2012 www.ug.edu.gh (2012) retrieved on 5th November, 2012