Look At A Critical Incident That Occurred In Practice Nursing Essay

Look At A Critical Incident That Occurred In Practice Nursing Essay The aim of this report is look at a critical incident that occurred in practice and relates this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice; that is to say, what skills were and were not used at the time of the incident. Confidentiality will be maintained as required by the Nursing Midwifery Council Code (NMC, 2008).    There is a discussion appraising the concept of reflection both generally, and in my particular area of practice of urgent care. Reflection is part of reflective practice and is a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal Jones, 2009). Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001).  This is supported by (Fleming, 2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice. Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2009). Reflective practice has been identified as one of the key ways in which we can learn from our experiences. Reflective practice can mean taking our experiences as an initial point for our learning and developing practice (Jasper, 2003). Many literatures have been written in the past that suggest the use of reflective assignments and journaling as tools to improve reflection and thinking skills in healthcare (Chapman et al, 2008). Reflective journals are an ideal way to be actively involved in learning (Millinkovic Field, 2005) and can be implemented to allow practitioners to record events and document their thoughts and actions on daily situations, and how this may affect their future practice (Williams Wessel, 2004). MODELS In order to provide a framework for methods, practices and processes for building knowledge from practice there are several models of reflection available. All can help to direct individual reflection. Some may be particularly useful for superficial problem solving, and other better when a deeper reflective process is required. Reflective models however are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. Johns (2004) reflects on uncovering the knowledge behind the incident and the actions of others present. It is a good tool for thinking, exploring ideas, clarifying opinions and supports learning. Kolbs Learning Cycle (1984) is a cycle that reflects a process individuals, teams and organisations attend to; and understands their experiences and subsequently, modifies their behaviour. Schà ¶n (1987), however, identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action can also be described as thinking whilst doing. Reflection-on-action involves revisiting experiences and further analysing them to improve skills and enhance to future practice. Atkins and Murphys model of reflection (1994) take this idea one step further and suggest that for reflection to make a real difference to practice we follow this with a commitment to action as a result. Terry Bortons (1970) 3 stem questions:  What?,  So What?  and  Now What?  were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an  experiential learning cycle, and added trigger questions that can be used to complete the cycle. Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what you would do if the situation arose again. CHOSEN MODEL The reflective model that I have chosen to use is Gibbs Reflective Cycle (1988) as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. Gibbs (1988) will help me to explore the experience further, using a staged framework as guidance ad I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising what has been learned from the situation. Benner (1984, cited by Kacperek, 1997) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Context of incident In the scenario the patients name will be given as Xst.   Ã‚  The consequences of my actions for the client will be explained and how they might have been improved, including what I learned from the experience. My feelings about the clinical skills used to manage the clients care will be established and my new understanding of the situation especially in relation to evidence based practice will be considered.   I will finally reflect on what actions I will take in order to ensure my continued professional development and learning.    Description Miss Xst is 55 year old woman who has a 10 year old daughter.   She suffers from psychiatric problems, lack of motivation and has difficulties in maintaining her personal hygiene and the cleanliness of her flat. She was one of my mentors clients to whom I had been assigned to coordinate and oversee her care. Mental health Nurses owe their patients a duty of care and are expected to offer a high standard of care based on current best practise, (NMC 2008).   Ã‚   Miss Xst had been prescribed Risperidone Consta 37.5mg fortnightly, which is a moderate medication. Risperidone belongs to a group of medicines called antipsychotic, which are usually used to help treat people with schizophrenia and similar condition such as psychosis. Although her condition is acute, it is not extreme and the reason for this medication is to help Miss Xst to stabilise her thought so she is able to support herself in the community (Healey, 2006). Miss Xst did not like attending depot clinic and she missed three consecutive appointments. My mentor decided after the third non-attendance to raise the issue in the handover meeting where it was decided to see Miss Xst in the morning but when we arrived she was not there. We left a note for her to call the office. We did not hear from her and a further home visit was carried out to arrange for her next depot clinic appointment. I called a meeting of the multi-disciplinary team (MDT) who agreed that there would be a problem if the next injections were missed. The social worker who was part of the team said that she will arrange for a community support worker to help clean Miss Xsts flat on a weekly basis (Adams 2008). We waited for about an hour for Miss Xst to attend the clinic for her depot injection but she failed to attend. I then informed the Community Psychiatry Nurse (CPN) that Miss Xst had expressed negative feelings about her medication and thought she did not need them; she had claimed she was already feeling well and therefore wanted the medications to be discontinued.   At a subsequent meeting with the patient, she agreed a joint visit with the CPN and myself to re-assess her condition and consider if it was necessary to   Ã‚  refer her case to the consultant (Barker, 2003).   I was given the opportunity to carry out the initial assessment, which showed that her behaviour was very unpredictable and very forgetful. Her inability to take her medication and to manage her personal hygiene clearly demonstrated that she was not well. The assessment tool I used was the Mental State Examination which helps determine the level of her insight into her illness and indeed I found out that she was in denial (Barker, 2004). I talked to Miss Xst about her non-concordance with her medication, but she persisted in saying she was well.   I reminded her that continuous use of the medication would benefit her mental health and protect her against relapse.   We agreed that she could discuss this with the doctor on her next outpatient appointment, with the option of reviewing or reducing her medication. I stressed the importance of her communicating any side effects or reservations she may have about the medication to doctor. She appeared to understand this and following the discussion, she finally complied with her depot injection. Even though the NMC (2008) maintains that nurses have a responsibility to empower patient in their care and to identify and minimise risk to patient. The principle of beneficence (to do well) must be balanced against no maleficence (doing no harm) (Beauchamp and Childress, 2001).   All these transactions were recorded in Miss Xsts care plan file and in computer. Good record keeping is an integral part of nursing and midwifery practice, and is essential to the provision of safe and effective care. It is not an optional extra to be fitted in if circumstances allow NMC (2009).   The consequences of my actions for the patient and her daughter were that she attended to her daughters needs and to her personal hygiene, and made regular fortnightly visits to the clinic. Her mental condition was improved, she was allowed to continue on her moderate medication and she did not have to be readmitted in the hospital. Feeling During the handover, I was nervous as I felt uncomfortable about giving feedback to the whole team. I was worried about making mistakes during my handover that could lead to inappropriate care being given to Miss Xst or could cause her   readmission to hospital. As a student nurse I felt I lacked the necessary experience to be passing information to a group of qualified staff members.   However, I dealt with the situation with outward calm and in a professional manner. I was very pleased that my mentor was available during the handover to offer me support and this increased my confidence. Evaluation What was good about the experience was that I was able to carry out the initial assessment and identify what caused Miss Xst failure to comply with the treatment regime.   From my assessment I documented the outcome and related what had happened to the MDT with minimal assistance. Accurate documentation of patients care and treatment should communicate to other members of the team in order to provide continuity of care (NMC, 2008).   The experience has improved my communication skills immensely, I felt supported throughout the handover by my mentor who was constantly involved when I missed out any information. Thomas et al, (1997) explains that supervision is an important development tool for all learners. The team were very supportive throughout the process as they took my information without doubt.   What was not good about the experience was the fact that my mentor had not informed me that I was going to handover the information; as a result I had not mentally prepared myself for it.   I also felt that I needed more time to observe other professionals in the team carrying out their handovers before I attempted to carry out mine.   During the original MDT meeting, I felt that we did not provide enough time to freely interact with Miss Xst to identify other psychosocial needs that could impact on her health. However, in any event, she was unable to fully engage because of her mental state. Turley (2000) suggests that nursing staff should include their interaction with the patient when recording assessment details, which can be used to provide evidence for future planning and delivery of care. Dougherty and Lister (2004) have suggested that healthcare professionals should use listening as part of assessing patient problems, needs and resources.      Analysis The literature regarding communication and interpersonal skills is vast and extensive. Upon reading a small amount of the vast literature available, the student was able to analyse the incident, and look at how badly this situation was handled. I realised communication is the main key in the nursing profession as suggested by Long (1999) who states that interpersonal skills are a form of tool that is necessary for effective communication. I found it difficult to communicate with a patient because I did not understand her condition. It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. However, Bulman Schutz (2008) argue that this is failure to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Through effective communication I was able to convince Miss Xst of the need to take her medication. I was able to pass on the information to the MDT for continuity of care.     Roger et al (2003) concluded that communication is an on-going process but can be a difficult process when dealing with mental health problems.   During the handover I was pleased that the MDT members were supportive and interested in what I was saying and they asked questions.   The patient had no recollection of what she had said to me and since the incident she has made these comments to other staff, which has put me at ease and made me realise that I had done nothing wrong. My mentor explained that a patient with Parkinsons can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about Parkinsons and am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion   In conclusion, I have learnt that through effective communication, any problem can be solved regardless of the environment, circumstances or its complexity.   Therefore, nurses must ensure they are effective communicators.   I have identified the weaknesses that should be turned to strengths. I am now working on strengthening my assertiveness, confidence and communication skills. Participating in the care of Miss Xst, I have realised that a good background information and feedback about mental health problems before providing care to a clients can assist in accurate diagnosis and progress monitoring.  Ã‚   A good relationship between client and staff nurse is therapeutic and help in building trust.   This can be achieved by a free communication that allows the client to express their feelings and concern without the fear of intimidation.   From the experience, I feel the knowledge I have acquired will aid me in future while in practice should such situation arise again. ACTION PLAN FOR MY LEARNING NEEDS So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future. I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. Learning Need Planned action to meet this learning need Target time to meet the learning need. To improve my knowledge about patients illnesses and the risks of relapse associated with not taking Medication. Read books about different illnesses and causes of relapse End of third year To identify and have good background information and feedback about patients mental health problems before providing care to them To read my patients notes. On- going To ensure a good rapport exist between my patient and I, in order to build up a therapeutic relationship with them and to gain their trust. I will have regular meeting with my client On-going Effective communication with the patients and other members of the multidisciplinary team A locating time to talk to patients and their relatives participating in the ward round. On-going skills to develop throughout the training. Being prepared Talking with senior members of staff On-going CONCLUSION I have clearly demonstrated that by using a reflective model as a guide I have been able to break down, make sense of, and learn from my experience during my placement. At the time of the incident I felt very inadequate It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. According to Bulman Schutz (2008), nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what Schon (1987) refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. REFERENCES Adams, L. (2008). Mental Health Nurses can Play a Role in Physical Health. Mental Health Today. October 2008 pp27 Barker, P. (2004). Assessment in Psychiatric and Mental Health Nursing. Cheltenham, Nelson Thornes Barker, P.   Ed (2003). Psychiatric and mental health nursing: The craft of caring Arnold, London Beauchamp, T. and Childress, J. (2001) Principles of Biomedical Ethics, (5th   Edition): Oxford University   Press. Bolton, G. (2001) Reflective Practice. Writing and Professional Development. Paul Chapman Publishing Limited, London. Bulman, C. Schutz, S. (2008) An Introduction to Reflection. In: Bulman, C. Schutz, S. (ed.) Reflective Practice in Nursing, 4th edition. Oxford, Blackwell Publishing Ltd, pp 6 8 Burns, T. Sinfield, S. (2008a) How to organise yourself for independent study. In: Essential Study Skills The Complete Guide to Success at University. 2nd edition. London, Sage Publications Ltd, p 64. Burns, T. Sinfield, S. (2008b) Going to University. In: Essential Study Skills The Complete Guide to Success at University. 2nd edition. London, Sage Publications Ltd, p 16. Dougherty, L. and Lister, S. (2004) Royal Marsden of clinical nursing procedures. 6th edition. London: Blackwell publishers.   Gamble, C and Brennan, G (2005) Working with serious mental illness: a manual for clinical practice. Oxford: Bailliere Tindall. Kenworthy et al (2003) Marrelli, T. M (2004) The Nurse Managers Survival Guide: Practical Answer to Everyday Problems, United States of America : Elsevier Nursing and Midwifery Council (2004) Code of Professional Conduct NMC: London. Nursing and Midwifery Council (2008) The Code Standards of conduct, Performance and Ethics for Nurses and Midwives. London: Nursing and Midwifery Council. Nursing and Midwifery Council (2009) Record keeping: Guidance for nurses and midwives. London: Nursing and Midwifery Council.  Ã‚   Rolfe,   G., Freshwater, D. Jasper, M (2001) Critical Reflection for Nursing and the Helping professor; a Users Guide. Palgrave Macmillan, London. Roger, B. Ellis, Bob Gates, Neil Kenworthy. (2003) Interpersonal Communication in Nursing: Theory and Practice, 2nd edn. Churchill Livingstone, London, UK. Schon, D.A. (1983) The Reflective Practitioner. Basic books. Harper Collins, San Francisco Schon, D. (1987) Preparing Professionals for the Demands of Practice. Educating the Reflective Practitioner. San Francisco, Jossey Bass, pp3 21. Thomas, B. Hardy, S. and Cutting, P. (1997) Mental health Nursing: Principles and Practice London: Mosby Turley, J.P.( 2000) toward and integrated view of health informatics. Information Technology in Nursing 12 (13).

Agriculture Sector in India: Trends, Issues and Challenges Essay

Introduction Agriculture is a critical sector of the Indian economy. Though manufacturing and service sector industries gained attention during the last couple of decades, agriculture remains to be the most important contributor of growth in India. Nearly two-thirds of India’s population depends directly on agriculture for its livelihood. It meets the food requirements of the people and produces several raw materials for industries. From agricultural point of view, India has vast expanse of level land, wild climatic variations suited for various types of crops, rich soils, abundant sunshine and a long harvesting season (rabi and kharif). Approximately, 140-145 million hectares of land is under agriculture. Post Independence, large areas in India have been brought under irrigation but only one-third of the cropped area is actually irrigated. There are many reasons responsible for the low productivity of agriculture. Farming depends mainly upon monsoon rain and farmers own small pieces of land and grow crops primarily for consumption. Another reason for low productivity of agriculture is insufficient storage facilities for crop yield. About one-third of land holdings are very small and less than one hectare in size. Due to small size of land holdings, modern way of cultivation cannot be used. Even today the farmers are using very old methods, tools and implements for farming. Artificial ways of cultivation are not implemented in India. Because of various reasons like lack of awareness, most farmers do not use better quality of seeds, fertilizers and pesticides. There is lot of exploitation of marginal farmers. There is also low productivity because of increasing pressure on land and absence of bank credit. Agriculture contributes in foreign exchange of our country. India exports agricultural products and earns foreign currency. Agricultural exports have helped India in earning valuable foreign exchange and thereby improving economic development. Objective India is an emerging market and the objective of this project is to study the important role that the agricultural sector will play in the economic growth in India. Though more than 70% of the population depends on the Indian agriculture, the productivity has decreased post independence area. Lot of emphasis is given on the service sector which has shown tremendous growth in the last few years. It’s time now that policies are introduced to take care of the different issues and challenges in the Agricultural sector. Performance of agriculture sector in india The agriculture sector in India has undergone significant changes in the form of decrease in share of GDP from 30 percent in 1990-91 to 14.5 percent in 2010-11 indicating a shift from the traditional agrarian economy towards a service dominated one. The same is reflected from the below Figure 1. This decrease in agriculture’s contribution to GDP has not been accompanied by a matching reduction in the share of agriculture in employment. About 52% of the total workforce is still employed by the farm sector which makes more than half of the Indian population dependant on agriculture for sustenance. However, non-farm activities also contributed to the growth from rural economy. Source: CSO Figure 1: Sectoral Composition of GDP â€Å"The average size of operational holdings in India has diminished progressively from 2.28 ha in 1970-71 to 1.55 ha in 1990-91 to 1.23 ha in 2005-06 (Figure 2). As per Agriculture Census 2005-06, the proportion of marginal holdings (area less than 1 ha) has increased from 61.6 percent in 1995-96 to 64.8 percent in 2005-06. This is followed by about 18 percent small holdings (1-2 ha.), about 16 percent medium holdings (more than 2 to less than 10 ha.) and less than 1 percent large holdings (10 ha. and above).†(Reference #3) Source: Department of Agriculture and Cooperation, Agricultural Census Division, Ministry of Agriculture. Figure 2: Average size (ha) of holdings as per different Agriculture Census Because of increasing population, land fragmentation is increasing which is reducing availability of cultivated land area per household. Added to this, because increasing challenges in agriculture sector, this remains to be least contributor of employment opportunities in rural areas. Because of this additional employment opportunities in the non-farm and manufacturing sector (especially in agro based rural industries) have to be created. Because of this, people have to enhance their skills in corresponding sectors to gain employment. This way, more and more employment opportunities can be created which will be useful in making agriculture practical in a sustainable manner. Figure 3: Farms in rural India. Most farms in India are small plots such as in this image. â€Å"The growth performance of the agriculture sector has been fluctuating across the plan periods (Fig 4). It witnessed a growth rate of 4.8 per cent during the Eighth plan period (1992–97). However, the agrarian situation saw a downturn towards the beginning of the Ninth plan period (1997–2002) and the Tenth plan period (2002–07), when the agricultural growth rate came down to 2.5 percent and 2.4 percent respectively. This crippling growth rate of 2.4 percent in agriculture as against a robust annual average overall growth rate of 7.6 per cent for the economy during the tenth plan period was clearly a cause for concern. The trend rate of growth during the period 1992-93 to 2010-11 is 2.8 percent while the average annual rate of growth in agriculture & allied sectors-GDP during the same period is 3.2 percent.†(Reference 3). Source: CSO Figure 4: Growth Rates: GDP (overall) and GDP (Agriculture & Allied Sectors) Note: Figures are at 2004-05 prices. Source: CSO. Figure 5: Comparative Performance of Growth of GDP and Agri-GDP Government policies in agriculture sector The Indian government has employed several steps to improve the situation of agriculture sector in the country. Land Reforms: Land reforms were introduced. The government has encouraged consolidation of land holdings to promote use of modern farm machines. The government took lands of big land owners away and redistributed to landless laborers. The government abolished the Zamindari System. Public investment: Modern methods of cultivation were introduced in the country. The government has improved on providing infrastructure facilities such as irrigation, electricity and transportation. Agricultural equipment such as pesticides, pump harvesters, tractors, fertilizers were made available to farmers. Constructing irrigation reservoirs has helped in supplying water for irrigation in the areas of water scarcity. To ensure a significant growth in this sector, the government is taking steps to provide the necessary infrastructure in terms of cold storage, food grain storage, food processing, refrigerated transported as the industry is estimated to be losing 20% of its produce due to poor storage facilities. The governments have allowed foreign equity participation of up to 51% in cold chain projects. Major policies * The government has introduced significant changes in Incentive policies and Input subsidies. Getting finance from banks was made easier for the farmers. * The crop insurance was another step to protect the farmers against losses caused by crop failure on account of natural calamities like flood cyclone, drought etc. * High-yielding varieties of seeds, fertilizers and irrigation gave birth to Green Revolution. All these led to tremendous increase in the production of crops. Output subsidies * Procurement-cum-distribution policies * Minimum support prices announced by Commission for Agricultural Costs & Prices * (CACP) during sowing * Food Corporation of India (FCI) buys all the grains offered for sale at these prices (Above points are from class PPTs) suggestions–new policy measure to help agriculture sector * The Eleventh Five Year Plan has highlighted such a holistic framework and suggested the following strategy to raise agricultural output. * Rate of growth of irrigated area has to be doubled * Water management, watershed development and rain water harvesting has to be improved * Degraded land to be reclaimed and focusing on soil quality * Reducing the knowledge gap by organizing awareness camps * Diversification of high value outputs like fruits, vegetables, flowers but with adequate measures to ensure food security * Animal husbandry and fishery to be promoted * Reforms in improving the incentive structure and functioning of markets * Provide easy access to credit at affordable rates * Agriculture can impact poverty alleviation and rural development with far reaching ability. There are several areas of importance for the agriculture sector growth. These include, increasing public sector investment in research, effective transfer of technology along with institutional reforms in the research set up to make it more accountable and geared towards conservation of land, water and biological resources, the development of rain fed agriculture, delivery, the development of minor irrigation, timely and adequate availability of inputs, support for marketing infrastructure, an increase in flow of credit particularly to the small and marginal farmers. * Achievement of food and nutrition security and alleviation of poverty and unemployment on a sustainable basis depend on the efficient and judicious use of natural resources (land/soil, water, agri-biodiversity and climate). Inefficient use and mismanagement of productive resources, especially land, water, energy and agro-chemicals has vastly reduced fertility and damaged to the physical, chemical and biological properties of the soil. The limitation on availability of agricultural land has already reached. We have continuous failed to utilize the non-renewable natural resources and this will have serious implications. * Three fourths of total investments in agriculture are by private investments. These are the primary drivers of transition from traditional to high value agriculture. To ensure smooth transition from traditional to high value agriculture, government should support private investments by way of providing greater investments in R&D, public irrigation, roads and other infrastructural facilities. * A strategic vision for agriculture must factor in three important elements: (a) India’s comparative advantage; (b) efficient markets at home and freer trade; and (c) environmental sustainability. There is a lot of scope for major reforms, from marketing to investment and institutional change, especially in water management, new technologies, land markets and creation of efficient value chains. Conclusion The country on an average has enough in stock to meet the food requirements of its citizens. There is a significant increase in the productivity of the land through the years, but there is still a huge gap between the current productivity and international productivity levels. Indian agriculture is quite diversified into various sectors and contributes largely to the nation’s economy. But the coming years pose a lot of challenge in this area with an estimated outburst of population that would reach to approximately 1500million. This would require a huge amount of food grains along with non-food grains. India has to use its vast potential of agriculture in a systematic and planned manner along with reforms in export and import policies of agricultural products. Indian agriculture sector remains to be one of the most interested subjects for academicians around the world. Nobel Memorial prize winner, Prof. Gunar Myrdal of Stockholm University, has rightly remarked, â€Å"It is the agricultural sector that the battle for long term economic development of India will be won or lost.† In fact the prosperity of agriculture is the prosperity of Indian economy. We should not build industries at the cost of agricultural land. References 1. http://nicsr.in/?p=1241 2. Reserve Bank Of India – http://www.rbi.org.in/scripts/AnnualPublications.aspx?head=Handbook%20of%20Statistics%20on%20Indian%20Economy 3. http://agricoop.nic.in/SIA111213312.pdf

Things You Wont Like About Help with Physics Problems and Things You Will

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How to Replace a Lost or Stolen Social Security Card

Replacing your lost or stolen Social Security card is something you may not really need or want to do. But if you do, here is how to do it. Why You Might Not Want to Replace the Card According to the Social Security Administration (SSA), it is far more important that you simply know your Social Security number than it is to actually carry your card with you.While you may need to know your Social Security number for filling out various applications, you are rarely required to actually show anyone your Social Security card. You do not even need your card when applying for Social Security benefits. In fact, if you carry your card with you, the more likely it is to be lost or stolen, greatly increasing your risk of becoming an identity theft victim. Guard Against Identity Theft First Before you even start thinking about replacing your lost or stolen Social Security card, you need to take steps to protect yourself from identity theft.If your Social Security card has been lost or stolen, or if you suspect your Social Security number is being used illegally by someone else, the SSA and the Federal Trade Commission (FTC) recommend that you take the following steps as soon as possible: Step 1 Place a fraud alert on your credit file to prevent identity thieves from using your Social Security number to open credit accounts in your name or access your bank accounts. To place a fraud alert, simply call the toll-free fraud number of any one of the three nationwide consumer reporting companies. You only need to contact one of the three companies. Federal law requires the company you call to contact the other two. The three nationwide consumer reporting companies are: Equifax - 1-800-525-6285Trans Union - 1-800-680-7289Experian - 1-888-397-3742 Once you place a fraud alert, you are entitled to request a free credit report from all three credit reporting companies. Step 2 Review all three credit reports looking for any cases of credit accounts you did not open or charges to your accounts you did not make. Step 3 Immediately close any accounts you know or think have been used or created illegally. Step 4 File a report with your local police department. Most police departments now have specific identity theft reports and many have officers dedicated to investigating identity theft cases. Step 5 File an identity theft complaint online with the Federal Trade Commission, or by calling them at 1-877-438-4338 (TTY 1-866-653-4261). Do Them All Note that credit card companies may require you to take all 5 steps show above before they will forgive fraudulent charges made to your accounts. And Now Replace Your Social Security Card There is no charge for replacing a lost or stolen Social Security card, so watch out for scammers offering card replacement services for a fee. You can replace your own or your childs card, but you are limited to three replacement cards in a year and 10 during your lifetime. Replacing a card because of legal name changes or changes in U.S. citizenship and naturalization status does not count against those limits.To get a replacement Social Security card you will need to: Complete Form SS-5 - Application for a Social Security Card. (This form can be used to apply for a new card, to replace your card or to correct information shown on your card.);Present an unexpired original document, like a drivers license, with identifying information and preferably a recent photograph that proves your identity;Show evidence of your U.S. citizenship if you were born outside the United States and did not show proof of U.S. citizenship when you got your original card; andIf you are not a U.S. citizen, show evidence of your current naturalization or lawful noncitizen status. Replacement Social Security cards cannot be applied for online. You must either take or mail the completed SS-5 application and all required documents to your local Social Security Office. To find your local Social Security service center, see the SSAs Local Office Search website. 12 or Older? Read This Since most Americans are now issued a Social Security number at birth, anyone aged 12 or older applying for an original Social Security number must appear in person at a Social Security office for an interview. You will be asked to produce documents proving that you do not already have a Social Security number. These documents could include school, employment or tax records showing you never had a Social Security number. Documents You Might Need U.S. born adults (age 12 and older) will need to produce documents proving their U.S. citizenship, and identity. The SSA will only accept original or certified copies of documents. In addition, SSA will not accept receipts showing that the documents had been applied for or ordered. Citizenship To prove U.S. citizenship, the SSA will only accept an original or certified copy of your U.S. birth certificate, or your U.S. passport. Identity Clearly, the goal of the SSA is to prevent unscrupulous people from obtaining multiple Social Security numbers under fraudulent identities. As a result, they will only accept certain documents to prove your identity.To be accepted, your documents will need to be current and show your name and other identifying information like your date of birth or age. Whenever possible, documents used to prove your identity should a recent photograph of you. Examples of acceptable documents include: State-issued U.S. drivers license;State-issued non-driver identification card; orU.S. passport. Other documents that might be acceptable include: Company employee ID card;School ID card;Non-Medicare health insurance plan card; orU.S. military ID card. The SSA also provides information on how to get new, replacement, or corrected Social Security cards for children, foreign-born U.S. citizens and noncitizens.