By Andrew J. Robinson
For almost a decade Garak has longed for only one factor -- to head domestic. Exiled on an area station, surrounded by means of extraterrestrial beings who detest and mistrust him, going again to Cardassia has been Garak's one dream. Now, eventually, he's domestic. yet house is a global whose panorama is stuffed with demise and destruction. Desperation and dirt are consistent partners and comfort is a pitcher of unpolluted water and a hot position to sleep.
Ironically, it's a letter from one of many extraterrestrial beings on that house station, Dr. Julian Bashir, that evokes Garak to examine the material of his existence. Elim Garak has been a pupil, a gardener, a undercover agent, an exile, a tailor, even a liberator. it's a existence that was once charted via the forces of Cardassian society with little or no realizing of the individual, or even much less compassion.
But it's the tailor that is aware who Elim Garak was once, and what he might be. it's the tailor who sees the ruined cloth of Cardassia, and who understands the right way to deliver this ravaged society again jointly. this can be unusual, simply because a tailor is the only factor Garak by no means desired to be. however it is the tailor whom either Cardassia and Elim Garak desire. it's the tailor who can placed the items jointly, who can take a sew in time.
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Extra resources for A Stitch in Time (Star Trek: Deep Space Nine, Book 27)
London: Department of Health; 2009. 20 General Medical Council and the Postgraduate Medical Education and Training Board. Report of the Education and Training Regulation Policy Review: recommendations and options for the future regulation of education and training. London: General Medical Council; 2010. pdf 21 Department of Health. A Health Service of All the Talents: developing the NHS workforce. London: Department of Health; 2000. 22 Greiner AC, Knebel E, Committee on the Health Professions Education Summit.
Clinical governance and the Chief Medical Officer’s review of GP education: piecing the New NHS jigsaw together. Med Teacher. 1999; 21: 5–6. 5 National Health Service Executive. Working Together: securing a quality workforce for the NHS. London: Department of Health; 1998. 6 Macleod N, Moloney R, Chambers R. The Education and Training Needs of Primary Care Groups. Stafford: Staffordshire University; 1999. 7 Greiner AC, Knebel E, Committee on the Health Professions Education Summit. Health Professions Education: a bridge to quality.
All teachers can compare their practice against these standards to assess their performance level and to identify areas for development. CONCLUSION In order to meet organisational and other changes within the healthcare system it is increasingly important to formalise teaching. Many varied ways of defining a healthcare teacher’s role and how well they perform are being developed. Important changes are also occurring in the way that teaching is delivered in formal settings. However, all healthcare professionals teach at some time.