Survey assignment Essay Example | Topics and Well Written Essays - 500 words

Survey assignment - Essay Example Whether we like it or not, they are still our Congress and they are our representatives in the government The result of the survey made me think that we are not putting much importance to our civic privileges. I think we became so immersed with other concerns that we overlooked how lucky we are. In the Middle East of which we barely cared about, people there, particularly in Syria that we do not know right now, has to fight a bloody war risking their lives and the people they cared about just to have a fraction of the civic privileges that we are enjoying now. What is particularly bothersome is our seeming total lack of awareness of our judicial system as suggested by the respondent ignorance of our supreme magistrate. We do not seem to appreciate our right to have a fair trial and due process which many countries have still to fight for. The low score in geographic literacy in the survey is quite understandable because we already have a lot of problems to mind here in the US to bother about other countries. Apparently, most of us only know about Iraq and Iran and little about the rest of Middle East. It is an eye opener that almost all respondents do not know where Israel (1 out of 10) is when it is a major flashpoint of conflict in the Middle East not to mention that US played a significant role in Israel. I have to mention also that the survey questions about geography are very basic and that we have to mind Middle East because a significant aspect of our foreign policy and military budget allocation is directed there. What I am trying to say is, whatever happens there affects us so we have to care. In the final reflection on the result of the survey, I understood why it is necessary for us to study American Government class. It is not only to inform us about the names, numbers and dates of aspects of governance, but also to understand how our political system works that we may become better Americans in

The European Union Business Essay Example for Free

The European Union Business Essay INTRODUCTION:   Fraser Eagle can take you places! Fraser Eagle, a UK based company dedicated to transport management started in the year 1919. The company boast of providing the most professional and reliable service with their comfortable coaches in the UK. Their coach fleet had served many people for vacation and other coach service imaginable. As one of UK’s leading suppliers of managed travel and transport services, they are able to serve their clients in UK and throughout Europe. The company encompassed the basic coach services they can offer, but the term transport management goes beyond more than just the transportation aspect. The company employs other reliable services like coach trains in UK’s grand central, corporate travel and transport requirements, accommodation reservations, both flight and rail ticketing services, and transport contract in their executive coaches, mini-buses, and vetted taxi rates. Since 1919 the company had dedicated their objectives in providing the best and quality service to travelers in the UK and in Europe. But as any company in the global market, there lies the factors of the business environment that affects the company in many of their decision-making processes. The company belonging to the complex and diverse business environment of the European Union experienced its share of transition and adaptation in the changes influenced by the growing and market environment. In this paper, we will evaluate the factors that influence the company as a leading transport management group. The European Union business environment, being as diverse and complex as it is, poses many opportunities and threats to the businesses included in that particular market. The paper must address these different economic opportunities and threats to the company so as to general assess how the business environment affects that growth and commerciality of the company. OVERVIEW Europe over the past years has been coping up with the integration of ten European countries objectively gearing towards a stronger economy competitive in the global market.(Harris, 1999) The paper attempts to evaluate the opportunities and threat of the European business environment in the specified company which caters to transport management. In general, the European economy is governed by an administrative body called the European commission which aims to integrate the different enterprise policy for the European Union economy. In general, the enterprise policy of the EU is to create an environment and venue for European entrepreneurs. It aims to favor the European environment to contribute to productivity in terms of growth, job opportunities and wealth necessary to carry the objectives of the European Council in March 2000.(Mercado, 2001) The High level group chaired by Wim Kok in November of 2004 reported the current situation of the European economies to address the Lisbon objectives. The European economies targets to reduce the total administrative burden of integrating economies of ten key cities, to improve the quality of legislation, to facilitate the rapid emergence of new and small enterprises and the creation of a healthy competitive environment which support the million businesses in Europe.(Darmer and Kuyper, 2000) It also aims to ensure the necessities of a competitive community industry, since the EU is composed of ten key cities, and encourages small and medium enterprises to initiate economic activities. ANALYSIS and DISCUSSION In order to evaluate the opportunities and threats of the European business in the transport sector, the generalized policies governing the EU economy will greatly be used as a referring factor and as a background of the EU economy. The Fraser Eagle Company that is concerned with transport management is an established company that is influenced by the different economic policies of the EU. The company which has improved its standards and qualifications are concerned with addressing the priorities of the EU economy. Since the company was established in UK and their services are specific in the European nations, the study of its environment can be referred to the different influence generated in its environment. One aspect in which we see the opportunities laid by the EU economy to the company is generating a proper avenue in which the company can adhere to necessary factors in their need to expand and improve their services. One opportunity of the EU is attributed to its environmental requirements that go hand in hand with the appropriate balance of environmental, economic and social objectives. As a transport management group, the must be able to ensure the proper standards of meeting the EU industrial policy. As a response, the company ensures the quality and efficiency of their energy and energy consumption that allows them to participate in the growth of their economy striking the balance between environmental, economic and social activities. The EU economy also encourages growth in productivity by addressing the need of the working sector. Fraser Eagle, along with the improvement of the company’s services had addressed this by continuously implementing other services that needs and requires other human skills. Starting from the coach services, the company expanded their services by cooperating with Grand Central of UK in providing coach servicing through railway to people. This opportunity brought by the growing economy of the EU had influenced the company to provide this kind of services. The company’s goal is to widen their scope of services and the opportunity brought by the Grand Central railway transport system of UK had presented them with that. Another one launched at the age of technology advancement is when the company employed a telecommunications service for their clients which aims to address the need of their customers. The EU encourages use of the advantages of communication in the united countries of European nations. Another way that Fraser Eagle handled this opportunity is setting up their own call center that caters to the continuous influence of communication in acquiring their transport services. The customer care program of the company is an easy and convenient way for the company to answer the needs and inquiries of their consumers. Also with this motivation, the company had provided another opportunity for work of Europeans. Being dynamic and global as it is, the EU had proposed several additional policies that encourage the companies to invest in languages that is proven to boost competitiveness among the companies included in the EU economy. Reports of the European Commission have stated that more European companies lose their business due to the lack of language skills. As the European Commissions response to this, the UK national Center for Languages was used to generate the information and to inform the different companies in the EU economy. Fraser Eagle used this information and included this in their e-telecommunications services and this had developed their coherent language strategies.   (Mercado, 2001) The transport sector of the European Union had faced a dramatic change over the course of period the EU was established. Before, the citizens of the different European Nations are denied of transportation to different regions of the country. For generations, the Europeans are denied with this privilege. In context of the economy, the transport sector, may it be air, land or sea concerns the mobility of economic activities. The transport sector in the EU economy is of great importance. One of the greatest threats of the EU economy is congestion which is 1% of Europe’s GDP. The transport sector is roughly responsible for this as it contributes to C02 emissions. Jacques Barrot, the Commissioner for Transport of the European Commission entails that meet all the challenges of the EU in terms of environment, oil dependency, congestion and road safety, innovation is the seen solution to address these challenges.(Harrison et al., 2000) The transport sector’s innovativeness can greatly affect the future of the economy and discovery the many advantages that the transport sector can use and utilize. One worthy innovation Fraser Eagle made is manufacturing for and providing Grand Central, Europe’s main mode of transport coach type trains. The company faced much adversity before in talking with the Grand Central authorities for acquisition of their services but with persistent efforts, the company had closed and deal. Now with ten members states in the European Union, transport management services of the company allows greater profitability and provision for people to acquire their services. Europeans now has the freedom to travel and that is one of the greatest opportunities the EU business environment and policy contributed. For the threats, congestion was addressed as one of the challenges seen in the integration of ten key cities of the EU. It will be a pursuit for the company to widen the scope and area to which they can offer their services and also to make the services available to a greater number of consumers. There is also the continuous motivation to ensure the growing number of traveling individuals their safety thus the attempt to address the need for road safety in Europe. A transport growth forecast expects the freight transport to increase by 50 percent in the year 2020. Also this consequently adds to the 35 percent increase in passenger transport in the same predicted year. The challenge of the European Union is to address the greater number of people to cater too because of a more unified economy. There must be a strengthened effort to address the need for growing population and growing number of potential consumers. Changes in the European market have disadvantages and advantages in an established transport management company like Fraser Eagle. EU encourages the small and medium enterprises to bravely face the competitive EU economy. Given that Fraser Eagle is already well established, the competitiveness and spirit of small and medium enterprises encouraged by the EU can pose as a challenge for them. Several scenarios of which entail that SME can propose newer services that the Fraser Eagle does not have and thus incurring a loss in profitability. The SME can also be a reflection of the company’s strength and weaknesses . A SME smart enough to see what the company lacks will take the opportunity to present it to the growing and diversified population and consumers. Fraser Eagle also will have difficulty in adjusting to the European Commission’s policy on deindustrialization. In this process, Fraser Eagle will have to effectively deliver the demands of the policy in terms of the reduction of fossil fuels and other materials employed in their services. Being a transport management company that is very much influenced by this factor, Fraser Eagle will have to adhere to the EU policies. Given that innovation and competitive environment the EU is promoting, Fraser Eagle will indeed face many other competitors in the market. The competitive advantage of the company relies on its history and innovation practices but there still remains the challenge posed by the increasing number of key players in the EU economy. CONCLUSION AND RECOMMENDATION: The integrated economies of the ten members of the European Union have led companies to deliver the most diverse and asset in the growing economic community of the EU. The sustainability of the economy of EU relies on how companies treat and adhere to the opportunities and threats of the policies and nature of the business environment of the EU. One key aspect is innovation. Fraser Eagle will remain in its competitive stance if innovation persist and is adapted. The company had already taken most of the opportunity of the EU, including the greater number of consumers that rely on their transport management service. They had also used the great advantage of technology in competing with other transport service companies. The main threat of a unified economy is that the economic activities become homogenous and confined in Europe along, in and between the member countries. This limits the number of competition and key players that can affect the growth of its economy. There should be further study on the implication of the opportunities and threats of the European Union environment in different aspects of the society. Like mentioned, as business-oriented as the policies are, a study regarding how these opportunities and threats are perceived and received by the companies part of EU. There should also be study of the internal challenges of EU in response to the opportunities it gives to the business sectors and the threats that limits the capability of the companies to expand and increase their opportunity to profit.       Bibliography: BULCKE, D. V. D., ZHANG, H. ESTEVES, M. D. C. (2003) European Union direct investment in China : characteristics, challenges, and perspectives, New York, Routledge. CALOGHIROU, Y., VONORTAS, N. S. IOANNIDES, S. (2004) European collaboration in research and development : business strategy and public policy, Cheltenham, UK ; Northampton, MA, E. Elgar. CRANE, F. A. A. MATTEN, D. (2004) Business ethics, a European perspective : managing corporate citizenship and sustaintability in the age of globalization, Oxford ; New York, Oxford University Press. DARMER, M. KUYPER, L. (2000) Industry and the European union : analysing policies for business, Cheltenham, UK ; Northampton, MA, USA, Edward Elgar. DAVIES, P. G. G. (2004) European Union environmental law : an introduction to key selected issues, Aldershot ; Burlington, VT, Ashgate. DUTTA, S. (2006) The information society in an enlarged Europe, Berlin, Springer. EL KAHAL, S. (1998) Business in Europe, McGraw Hill. GREENWOOD, J. (2003) The challenge of change in EU business associations, Houndmills, Basinstoke, Hampshire ; New York, Palgrave Macmillan. GROSSE, R. E. (2005) International business and government relations in the 21st century, Cambridge ; New York, Cambridge University Press. HARRIS, N. (1999) European Business, Macmillan Business. HARRISON, A. L., DALK ¸RAN, E. ELSEY, E. (2000) International business : global competition from a European perspective, Oxford ; New York, Oxford University Press. KASHMERI, S. A. (2007) America and Europe after 9/11 and Iraq : the great divide, Westport, Conn, Praeger Security International. MATTHÈAUS-MAIER, I. VON PISCHKE, J. D. (2005) EU accession : financial sector opportunities and challenges for Southeast Europe, Berlin ; New York, Springer. MERCADO, W., R. AND PRESCOTT, K. (2001) European Business, FT Pitman Publishing. OXELHEIM, L. GHAURI, P. N. (2004) European Union and the race for foreign direct investment in Europe, Amsterdam Boston ;, Elsevier. RICHARDS, E. L. (1994) Law for global business, Burr Ridge, Ill., Irwin. SCHADLER, S. (2005) Euro adoption in Central and Eastern Europe : opportunities and challenges, Washington, D.C., International Monetary Fund. SMITH, M. E. (2004) Europes foreign and security policy : the institutionalization of cooperation, Cambridge, UK ; New York, Cambridge University Press. TRASER, J. (2006) European Citizen Action Service: Whos Still Afraid of EU Enlargement. Bruxelles, Belgium, ECAS. WINK, R. (2004) Academia-business links : European policy strategies and lessons learnt, New York, Palgrave Macmillan.

A Video Recorded Interview To Look At Skills Social Work Essay

A Video Recorded Interview To Look At Skills Social Work Essay I was asked to complete a video interview to practice my interviewing skills and analyse my ability to do so effectively. In this essay, I will highlight my strengths and weaknesses, and identify any future learning needs I wish to develop. It is vital for social workers to conduct successful and ethical interviews in their profession, it is therefore critical that I understand the values and techniques used, so that I myself can complete a profitable interview in the future. Firstly, I considered practicalities, such as venue and environment, where I tried to create an atmosphere where the client felt comfortable. I tried to not consciously fidget or distract the client (by playing with my hair/hands) and tried to avoid any intrusions (no one knocked at the door) which could disrupt the clients concentration or affect her mood. I also ensured that we had complete privacy throughout the interview, as this would make the client more comfortable and willing to share information. The working alliance, outlined by Koprowska (2005), indicates that a more successful interview will take place when the interviewer is understanding, attentive and respectful. I believe I demonstrated all these qualities, but my strongest attribute was showing the client respect. I did this by listening attentively, demonstrated by appropriate eye gaze (Egan, 2010) and nodding (Koprowska, 2005), which suggested interest and encouragement (Mehrabian, 1972). I sometimes used vocal prompts, such as yes yes, which also encourages the client to continue talking, but do not act as interruptions to her speaking (Koprowska, 2005). Another way in which I conveyed respect was by being courteous, which is highlight by the GCSS Code of Practice. I was polite and demonstrated good manners, but also communicated core values of social work such as anti-oppressive practice (by recognising the uniqueness of the client Thompson, 2006) and adopting a person-centred approach (by putting the clients needs first), which in turn highlighted my respect to the clients worth and dignity (Koprowska, 2005). I also delivered the interview in accordance with the GSCC Code of Practice by being clear and concise I used direct, simple language and kept the conversation on the subject at hand and directed at the key issues. I used both open and closed questions in the interview as I wished to gain factual information from the client (Koprowska, 2005), but I mainly used open questions as I wanted to elicit more expansive answers (p 83). I also demonstrated use of a probing question so that the client would elaborate on one of her answers. Edenborough (2002) recognises that a probing question can be used to gain further information but it has been suggested that too many probing questions can make the client feel as though she is being interrogated. Therefore, I did not use many. However, they were not necessary as the client was quite articulate in her answers. Tone of voice and pace of speech is another important aspect of verbal communication, especially when working with visually impaired service users (Koprowska, 2005). I believe my tone of voice varied appropriately in the interview, but I was not aware of the pace of my speech. However, I can recall from my shadowing experience, that the social worker spoke slowly and allowed small silences between questions to ensure that the service user had finished talking and giving their answers. I believe this to be a very valuable skill to have when working with visually impaired service users. Walmsley (1994) reports that while only 7% of words and 38% of voice leads to communication, a majority of 55% of communication is due to gestures and expression, and Argyles (1975) research suggested that a persons physical gestures and their mode of sitting can tell us much about that person. It is therefore vital to use non-verbal communication in social work interviews. I sat back in my chair and faced the client squarely to demonstrate a relaxed, open atmosphere to create a sense of involvement with the client (Egan, 2010). My facial expression was neutral with occasional smiles, but it was not distracting as Egan (2010) points out that this can create a tense and uncomfortable environment. Being natural helps put the client at ease (Egan, 2010). I demonstrated a natural persona by laughing with the client when she made a humorous comment. This showed empathy and hopefully added to the rapport building relationship. However, this is the extent of my non-verbal communication and an area that should be improved to include non-vocal prompts and gestures. This will aid the client to understand and validate the verbal conversation I am communicating (Koprowska, 2005). Another limitation in my interview skills is that I did not reflect or summarise at the end of the interview. Edenborough (2002) names the reflecting question, which is the ability to reflect back on the clients answers, which is something I did not consider. Neither did I paraphrase, which checks out understanding (Koprowska, 2005, p87). In addition, I did not end the interview well. I did not conclude or summarise, which Koprowska (2005) identifies as being important to collect up and agree key points (p87). Although, I politely thanked the client for attending the interview, I demonstrated a very poor ending to the interview which should be improved. Not only did I not end the interview well, I did not particularly start it well either. In the engage and explain phase of the interview, I said hello and informed the client that I would be asking her some questions, but I did not elaborate, did not introduce myself or check the clients understanding about the purpose of the interview. This may have jeopardised our relationship and rapport-building. Fortunately in this case, I believe that this did not affect the conversation and there was open and free communication between myself and the client. To conclude, I believe I demonstrated some strong qualities and abilities throughout the interview (for example, showing respect), but there are many aspects which I need to improve on, such as summarising and non-verbal communication. Although I attempted to create a friendly and relaxed environment, the interview appeared to be quite structured and forced, but this may have been because the interview was being recorded and assessed. However, this was my first interview that I have conducted and my nerves may have caused this slight inconsideration. Undertaking reflection upon the interview has highlighted the importance of preparation and planning needed for a successful interview and how this process with essentially help me to develop a more confident approach in future social work practice. Argyle, M. (1975). Bodily communication. Methuen: London, UK Edenborough, R. (2002). Effective interviewing: A handbook of skills and techniques. Kogan Page Ltd: London, UK Egan, G. (2010). The skilled helped: A problem-management and opportunity-development approach to helping. Brooks/Cole, Cengage Learning: Belmont, CA, USA Koprowska, J. (2005). Transforming social work practice: Communication and interpersonal skills in social work. Learning Matters Ltd: Exerter, UK Mehrabian, A. (1972). Non-verbal communication. Aldine Atherton: Chicago, USA Thompson, N. (2006). Anti-discriminatory practice. (4th Eds). Palgrave Macmillan: Hampshire, UK Walmsley, H. (1994). Counselling techniques for managers. Kogan Page: London, UK UNIT TWO SHADOWING A SOCIAL WORKER The organisation in which my shadowing opportunity took place was the visual impairment team (VIT) in Rotherham. I shadowed the only social worker in the team for one day. When people are experiencing sight problems, they are referred to an ophthalmologist by their GP or optician, where they are either registered as severely sight impaired or sight impaired. If consent is given, their information is passed on to the social services, where the VIT will contact them to arrange a home visit. I had the opportunity to assist SW* on two of these initial home visits. The VIT offers a person-centred assessment of the care needs of people with a visual impairment and provides specialist equipment and independence training in mobility, communication and daily living skills. Information about some of the resources available to service users was made apparent by the SW during an initial home visit which I was able to observe. Debbie* was a widow in her 50s who had recently been registered as sight impaired. This was the first visit SW made to Debbie, and SW was interested in finding out what Debbies strengths and needs were. Debbie was quite articulate in explaining where she needed help and extra support. For example, she explained that the lighting in her lounge and bedroom was not bright enough for her to see, so SW explained that she would liaise with the council to fit brighter lights. Debbie also expressed that she had trouble reading, and was becoming bored of watching television all of the time, so SW recommended the talking newspaper and audio books, which Debbie was quite interested in. Debbie explained that she frequently visited a local resource centre to engage in activities and would be interested in other groups she could attend. Debbie lived in an elderly neighbourhood and found this quite isolating, and stated that she only had one regular friend. Debbie stated that she had previously bee n prescribed with anti-depressants, at this point SW advised Debbie to seek medical advice from her GP as it appeared that her isolation may be impacting on her emotional wellbeing. On reflection I feel that the SW was able to investigate this further by effectively asking probing questions (see Edenborough, 2002). This communication skill is highly important for SW as verbal communication is vital in this area of social work, as non-verbal communication may be lost on the visually impaired service users. Gaining more information allowed SW to identify appropriate intervention (GP advice) as she was actively analysing/processing the information being given. This type of thinking is closely linked to reflective practice (see Fook Gardner, 2007). When SW asked for my thoughts, I was also able to reflect on the situation and identify that although Debbie presented with low self-esteem and confidence, she appeared to be motivated by wanting to become more involved in community based resources/activities and therefore a good method of intervention would be to encourage and support her to access this.. Below is what I would consider to be an important quote from the Person-Centred Support: What Service Users and Practitioners Say (2008) report: An idea which came from service users themselves will only be realised if individuals are empowered to play their full part, not only in determining their own lives but also in the transformation of public services (p1). Person-Centred Support: A Guide for Service Users (2008) identifies eight important aspects of person-centred support. These included choice and control, listening and information. SW listened intensively to Debbie and was able to pick up hidden feelings behind what Debbie said. SW also gave Debbie plenty of information about available resources and services, which allowed Debbie to have control and make choices about what sort of services she would like. Allowing service users to make their own choices is also written in the GSCC Code of Practice (1.3) and encourages anti-oppressive practice (AOP). Dominelli (2002) states that in order for a practitioner to engage in AOP, they must conceptualise their relationships with clients and move away from privileging their own expert knowledge while devaluing those of the people with whom they work (p34). Essentially, this means that the social worker and service user should work in partnership, where they negotiate with one another to set and achieve goals and objectives (page 36). This empowers the service user and creates a person-centred approach. It was evident that SW adopted a person centred approach and was also able to empathise with the service user as she also had a visual impairment and is also herself a service user. SW demonstrated her knowledge of section 5 of the National Occupational Standards (NOS). She had in-depth knowledge of the services available and of direct payments. During my shadowing opportunity, we discussed relevant legislation and SW reminded me that the VIT work within the statute of the Disability Discrimination Act (DDA 1995, 2005) and NHS and Community Care Act (1990). SW demonstrated many skills and values, which are outlined by the Code of Practice. For example, SW promoted Debbies independence by assisting her to understand her rights (3.1) and promoted her interests by treating her as an equal (1.4), which is also in accordance with the DDA. SW worked in accordance with the NOS by exercising good practice and contacting Debbie after she was referred to the VIT (2G) and by arranging a formal initial assessment to assess Debbies needs (2H), which is also in accordance with the NHS and Community Care Act. Prior to my shadowing opportunity, I was worried as to whether I would be able to follow all the rules and procedures set out by the Code of Practice and NOS once in the world of social work, but after observing SW I was assured that knowledge and skills would come with practice and time. I was already familiar with some of the theoretical perspectives and legislation behind SWs work and believe completing any forthcoming placement will allow me further opportunities to apply theory to practice and to identify appropriate methods of intervention in different social work settings. *False names have been used to respect the confidentiality of the social worker and service user. Disability Discrimination Act (1995, 2005) Dominelli, L. (2002). Anti-oppressive social work theory and practice. Palgrave Macmillan: Hampshire, UK Edenborough, R. (2002). Effective interviewing: A handbook of skills and techniques. Kogan Page Ltd, London Fook, J. Gardner, F. (2007). Practising critical reflection: A resource handbook. McGraw-Hill Companies: Berkshire, UK General Social Care Council Code of Practice for Social Care Workers (2004) National Occupational Standards for Social Work (2002) National Health Service and Community Care Act (1990) Person Centred Support: A Guide for Service Users (2008) Joseph Roundtree Foundation Person Centred Support: What Service Users and Practitioners Say (2008) Joseph Roundtree Foundation UNIT THREE REFLECTING ON FUTURE LEARNING NEEDS During the past five months, I have gained a wide theoretical/knowledge base of social work principles and had the opportunity to apply this to some practical practice experiences (interview and shadowing). Reflecting on these experiences has helped me to identify some key areas which I feel may need to be improved in order to develop my learning, and are highlighted within the body of this report. Writing assessments and reports has been recognised as core skills in social work practice. Therefore, it is essential that I am capable of collecting and presenting information in the form of an assessment/report, especially as my placement is with a Youth Offending Team and I will be required to write coherent reports for other professional bodies that can provide accurate insight of service user experiences and needs that are backed up by relevant theory and knowledge. From completing the ICT assignment, I have gained knowledge on how to format Word documents and search for information on the internet, which will be highly useful when it comes to writing a report. Although I possess these basic skills, learning how to complete a successful assessment/report within legislative and policy frameworks is a major area for development, as this will play a large role in my placement. A major learning goal for my next academic year is that of reflective thinking and writing. Before starting this course, I had not completed a reflective account of writing. Rather, I had only completed experimental reports and critical essays. Even though my skills in reflective writing are improving, I still find this quite difficult. I also need to improve my ability to critically reflect upon my work. Giddens (1991) highlights that I will have to constantly adapt to changing conditions (cited in Fook Gardner, 2007, p10) in the world of work, and critical reflection will allow me to stand back to analyse the issue and manage it more effectively, which in turn will act as a process for me to learn and develop my professional practice (Fook Gardner, 2007). In order to critically reflect back on my practice, I must first learn how to effectively apply theory to practice. I must use a theoretical framework to inform my decisions when on my placement, and then use formal and informal knowledge sources to guide my practice (Oko, 2008). The GSCC Code of Practice clearly points out that a social worker must strive to establish and maintain the trust and confidence of service users (p14). This is vital to form a healthy professional relationship between the social worker and the service user. Service users may be vulnerable and susceptible to discrimination or unjust treatment; therefore, the social worker must not abuse the service users trust or demonstrate oppressive practice, but instead be honest and trustworthy (2.1), communicate in a straightforward way (2.2) and respect confidential information (2.3). I believe two of the most important aspects highlighted by the Code of Practice is that the social worker should be reliable and dependable (2.4) and should honour work agreements and arrangements (2.5). Service users, who can sometimes feel lost and helpless, rely on their social worker to provide services and support to help them lead an independent life as possible, but if the social worker cannot commit to ag reed meetings or agreed plans (Koprowska, 2005, comments on the importance of punctuality), the service users trust and confidence in the social worker and social care services will diminish. Social workers should be sensitive to the needs and experiences of service users and should act appropriately. I aim to develop my skills in understanding the experiences of service users and IDENTIFYING their needs, as this information and knowledge will allow me to target specific potential problem areas and produce more focused support and services. A way I have been able to demonstrate my ability to identify a service users need is when I visited Debbie* during my shadowing opportunity. Debbie had sight problems, and the aim of the visit was to assess any specific areas that she may need help/SUPPORT with. Later, when discussing/reflecting with the social worker I was shadowing, I was able to identify that although Debbie needed practical sight-related help, (e.g. brighter lights in her lounge), she also appeared to be isolated/depressed and have low self-esteem. I discussed/considered various group activities and social groups that may help Debbie to overcome her loneliness and boost her confidence in herself. These were discussed with Debbie, to ensure a person-centred approach was taken and allowed her choice and control. Adopting this approach essentially lends support to the principles of anti-oppressive practice (Thompson, 2006). Another way in which I believe I have demonstrated sensitivity towards service users was in my video interview. Although this was not conducted with a service user, this video analysis enabled me to reflect back on my performance, where I realised I showed great respect towards the client. This is a skill I will transfer when practising social work. Although I believe to have some shown some strengths in my interview assessment and shadowing experience, questioning my techniques has helped me to consider areas on which I need to improve. I acknowledge that my reflecting and summarising in the interview was weak and is an area I definitely need to work on. I must do this to ensure that the client understands the information which was referred to and understands any goals, aims or objectives (Koprowska, 2005). I learned from both experiences that effective communication is of critical importance when working with service users and must be a two way process that values the input of service users. Reflecting on my shadowing experience and working with clients who experience sight impairments is a good example of how communication is key, especially verbal communication, as non-verbal communication and the clients ability to interpret body language may be lost on them (Koprowska, 2005). As a social work student I need to develop on all of these skills during my placement and to build on my academic learning to progress professionally. In addition, I need to increase my confidence and ability to apply this to social work practice and intervention. I acknowledge that continuous reflection of my learning needs is going to be vital to ensure that I become a competent social worker. One who can successfully transfer these learned skills and attributes to different social work settings and to different service user groups to ensure that the best possible care and support is provided. *False names have been used to respect the confidentiality of the service user General Social Care Council Code of Practice for Social Care Workers (2004) Giddens, A. (1991). Modernity and self-identity. Polity: Cambridge, UK Koprowska, J. (2005). Transforming social work practice: Communication and interpersonal skills in social work. Learning Matters Ltd: Exerter, UK Oko, J. (2008). Transforming social work practice: Understanding and using social work theory. Learning Matters Ltd: Exeter, UK Thompson, N. (2006). Anti-discriminatory practice. (4th Eds). Palgrave Macmillan: Hampshire, UK Fook, J. Gardner, F. (2007). Practising critical reflection: A resource handbook. McGraw-Hill Companies: Berkshire, UK

Howards End :: essays research papers

Young, pretty Helen has left her London home to visit the Wilcox family estate, Howards End. (Helen and her sister Margaret met Mr. Wilcox and his wife while traveling in Germany.) Margaret was also invited to Howards End, but stayed home to care for their 16-year-old brother Tibby who has hay fever. From Howards End, Helen sends Margaret several letters describing the beautiful estate and the energetic, materialistic Wilcoxes. Her last letter sends a shock through Margaret when she reads it: Helen has fallen in love with Paul the youngest Wilcox son. When Mrs. Wilcox dies not long afterward, she leaves a handwritten note behind asking that Howards End be given to Margaret. But her pragmatic husband,Henry, a prominent businessman, and her greedy son Charles, a struggling businessman, refuse to act on the matter and never mention it to Margaret. One night, Margaret and Helen run into Henry, and they discuss the case of Leonard Bast; Henry warns them that Leonard's insurance company is doomed to failure, and they advise him to find a new job. But poor Leonard, who associates the Schlegels with all things cultural and romantic--he reads constantly, hoping to better himself--resents this intrusion into his business life and accuses them of trying to profit from his knowledge of the insurance industry. Margaret and Henry develop a halting, gradual friendship. When the lease expires at Wickham Place, the Schlegels begin looking for another house (their landlord wants to follow the general trend and replace their house with a more profitable apartment building). Henry offers to rent them a house he owns in London, and when he shows it to Margaret, he suddenly proposes to her. She is surprised by her happiness, and after considering the proposal, she accepts. Shortly before Margaret and Henry are scheduled to be married, Henry's daughter Eviemarries a man named Percy Cahill; the wedding is held at a Wilcox estate near Wales. After the party, which Margaret finds quite unpleasant, Helen arrives in a disheveled state, with the Basts in tow. She declares indignantly that Leonard has left his old company, found a new job, and been summarily fired; he is now without an income. Helen angrily blames Henry for his ill-considered advice. Margaret asks Henry to give Leonard a job, but when he sees Jacky Bast, he realizes that he had an affair with her 10 years ago, when she was a prostitute in Cyprus. Margaret forgives him for the indiscretion--it was before they even met--but she writes to Helen that there will be no job

Coopertaive Learning

Cooperative learning is a teaching method used by educators in all grade levels, in all areas of curriculum, and there are many different ways that cooperative learning can be applied in the classroom. The use of cooperative learning centralizes on the goal of getting students to understand the material presented. Cooperative learning allows students to communicate their ideas with each other, brainstorm responses or ideas, and work together to solve problems. The importance of students becoming more involved with the learning process has been emphasized and needs to be implemented in classrooms around the globe (Ross, Seaborn, & Wilson, 2002). Multiple studies have been conducted on student-lead learning groups and the results are supportive of cooperative learning. â€Å"Research on cooperative learning is one of the greatest success stories in the history of educational research† (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). The enthusiasm for cooperative learning is widespread and this paper will explore the history and methods of cooperative learning. The strategy of cooperative learning was developed to reduce competition in American schools (Knowles, 1971). Knowles explains that in 1959 James Coleman sought to reduce competition in American schools, which he deemed to be a negative component to the education system (1971). Coleman conducted a two-year study of students at nine Midwest high schools and developed what he called a â€Å"climate of values† for the â€Å"adolescent society† in which he conducted his study. Based on his findings and research, Coleman suggested that instead of encouraging competition in a classroom setting, which he stated he felt impedes the process of education, schools should introduce a more cooperative approach to instruction (Knowles, 1971). Many researchers have since elaborated on the work of James Coleman. Currently, some of the most published researchers in the field are as follows: Dr. Robert Slavin, Dr. Spencer Kagan, David and Roger Johnson. Each of these researchers has developed theories and strategies that can be used to effective implement cooperative learning. Dr. Robert Slavin suggests cooperative learning for enhancing student achievement focuses on two important elements: group goals and individual accountability (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin reported that when group goals and individual accountability are used, achievement effects of cooperative learning are consistently positive (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin noted that positive results from the implementation of cooperative learning could be found at all grade levels, in all major subjects, and in rural, urban and suburban schools (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin goes on to state that the effects of cooperative education are equally positive for all levels of achievers (Slavin R. E. , Synthesis of research on cooperative learning, 1991). It is also important to mention that Dr. Slavin has found that the positive effects of cooperative learning have been found in areas such as the following: self-esteem, intergroup relations, acceptance of accountability, handicapped students, attitudes toward school and the ability to work cooperatively (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Spencer Kagan’s model of cooperative learning advocates for two basic principles. Dr. Kagan states, â€Å"The world is not just competitive and in some important respects is becoming less so; I do not advocate exclusive use of cooperative learning methods, but rather a healthy balance of cooperative, competitive, and individualistic classroom structures to prepare students for the full range of social situations† (Kagan, 1999). Dr. Kagan’s structures stress positive interpersonal peer relationships, equality, self-esteem and achievement. Dr. Kagan reported that cooperative learning teaches empathy and an understanding of those who are different from oneself by building ethnic relation between students. In addition, Dr. Kagan has credited cooperative learning with increasing students’ higher level thinking skills (Kagan, 1999). Dr. Kagan stresses his ideas by stating, â€Å"At an accelerating rate we move into a rapidly changing information-based, high -technology, and interdependent economy. Along with the traditional role of providing students with basic skills and information, increasingly schools must produce students capable of higher-level thinking skills, communication skills, and social skills† (Kagan, 1999). David and Roger Johnson have identified five basic elements of cooperative learning. Johnson and Johnson state these pillars of cooperative learning to be the following: individual accountability, positive interdependence, face-to-face promotive interaction, social skills and group processing (Johnson & Johnson, Making cooperative learning work, 1999). Johnson and Johnson have reported that it is critical for teachers to understand the five basic elements of cooperative learning. Johnson and Johnson state that understanding and developing the five elements, â€Å"†¦allows teachers to (a) adapt cooperative learning to their unique circumstances, needs, and students, (b) fine tune their use of cooperative learning, and (c) prevent and solve problems students have in working together (Johnson & Johnson, Making cooperative learning work, 1999). Johnson and Johnson also stress that cooperative learning ensures all students are meaningfully and actively involved in learning, which will limit disruptive, off-task behaviors in the classroom. Cooperative learning is thought of as a versatile method of instruction that can be used in a variety of ways. Cooperative learning groups can be implemented to teach specific topic, to ensure knowledge and comprehension of information presented, or to provide long-term support for academic proce ss (Slavin & Madden, 2001). Formal cooperative learning groups are created to achieve a specific purpose, have fixed members and can have duration of one class period or several weeks. Johnson and Johnson describe formal cooperative learning groups as consisting of students working together to achieve a shared learning goal (Johnson & Johnson, Making cooperative learning work, 1999). Informal cooperative learning groups are typically temporary and do not have fixed members. Johnson and Johnson state that, â€Å"During a lecture, demonstration, or film, informal cooperative learning can be used to (a) focus student attention on the material being learned, (b) set a mood conductive to learning, (c) help set expectations as to what will be covered in a class session, (d) ensure that students cognitively process material being taught, and (e) provide closure to an instructional session. † (Johnson & Johnson, Making cooperative learning work, 1999). Cooperative based groups are long term, heterogeneous, and consist of three to four members. Johnson and Johnson describe cooperative based groups as base groups. Johnson and Johnson state, â€Å"Base groups give the support, encouragement, and assistance each member needs to make academic progress and develop cognitively and socially in healthy ways. Base groups meet daily in elementary school and twice a week in secondary school. They are permanent and provide the long-term caring peer relationships necessary to influence members consistently to work hard in school (Johnson & Johnson, Making cooperative learning work, 1999). In order for these types of cooperative learning group to be successful, it is essential for the five basic elements identified by Johnson and Johnson to be included. The basic elements are often referenced by the acronym â€Å"PIGS FACE†. If these elements are not incorporated then cooperative learning is not taking place. The five basic elements are outlined below with a description following each term. Positive interdependence is the percept ion gains that of individuals or groups are linked, so that one cannot succeed unless everyone is successful (Kagan, 1999) (Johnson & Johnson, Making cooperative learning work, 1999). Individual accountability exists when each individual group member is assessed and results are given back to the student and the group. Individual accountability tests for understanding from individuals and prevents one member of the group from performing all the work (Johnson & Johnson, Making cooperative learning work, 1999). Group processing exists when group members converse on the group achievement and individual achievement of goals. Group processing allows students to work through and difficulties relating to each other or the achievement of the group (Johnson & Johnson, Making cooperative learning work, 1999). Social skills are the skills cooperative education groups need to develop to effectively work together and maintain the group (Slavin & Madden, 2001). It fosters the growth of social skills that are needed to succeed in the classroom, workplace and community in individuals that are socially unskilled (Orlich, Harder, Callahan, Trevisan, & Brown, 2010). Face-to-face promotive interaction promotes each group member’s success through helping, assisting, supporting, and encouraging each member to be successful (Johnson & Johnson, Making cooperative learning work, 1999). Once the five basic elements of cooperative learning have been addressed, the teacher can implement cooperative learning strategies in the classroom. There are wide varieties of cooperative learning strategies and a few are described below. Think-Pair-Share as described by Dr. Slavin, â€Å"This is a four-step discussion strategy that incorporates wait time and aspects of cooperative learning. Students and teachers learn to listen while a question is posed, think of a response, pair with a neighbor to discuss responses, and share their responses with the whole class. (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Jigsaw as described by Dr. Kagan, â€Å"Students are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Individual members of each group then break off to work with the â€Å"experts† from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory. (Kagan, 1999) Student Team Achievement Divisions is a teaching method that is made up of five major components including a whole group presentation, student practice teams, quizzes on the presented information, setting goals for improved achievement levels, and team recognition based on performance (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Roundtable is a strategy that can be used for brainstorming, reviewing or practicing while fostering teambuilding. There are two variations of roundtable that a teacher and use in the classroom. In sequential form, students are in groups of three or more with one-piece of paper and one writing instrument. The teacher poses a question that can have multiple answers. Students take turns writing their answer on the paper and passing the paper around the group. When time is called, the group with the most answers listed is recognized. In simultaneous form each student starts with a piece of paper, writes an answer and passes the paper, so multiple papers are being passed at once (Kagan, 1999). The three-step interview is a structured group activity. Students take turns being the interviewer and interviewee. Pairs then join to form groups of four. Students take turns introducing their partners and share what they learned from their partners (Kagan, 1999). Although aforementioned strategies are imperially based, there is a discussion-taking place about the value of cooperative learning. Most educators agree that cooperative learning celebrates diversity by allowing students to work with all types of people and allows students to acknowledge individual differences (Ross, Seaborn, & Wilson, 2002). Research has shown that cooperative learning can benefit student’s interpersonal development and provide more opportunities for personal feedback (Ross, Seaborn, & Wilson, 2002). In addition, researchers have found that cooperative learning actively engages students in learning and there is a variety of methods available for teachers to use (Johnson, Johnson, & Stanne, Cooperative learning methods: A meta-analysis, 2000). Some critics of cooperative learning suggest that group work is an avoidance of teaching. They stress that cooperative learning places the burden of being responsible for each other’s learning on group members (Ross, Seaborn, & Wilson, 2002). Some research has shown that lower achieving students could potentially fall behind due to a passive nature or lack of self-confidence in the group. If high achieving students dominate group activities and discussions, lower achieving students might feel uncomfortable and isolated from the group, which could lead to the learning opportunity passing by them (Ross, Seaborn, & Wilson, 2002). Johnson, Johnson and Stanne summarize the research on cooperative learning in this way, â€Å"Knowing that cooperative learning can significantly increase student achievement when properly implemented does not mean, however, that all operationalizations of cooperative will be effective or that all operationalizations will be equally effective. † (Johnson, Johnson, & Stanne, Cooperative learning methods: A meta-analysis, 2000) In conclusion, cooperative learning is an instructional approach that has been shown to promote a variety of positive cognitive, affective, and social outcomes. The intent of cooperative learning is to foster academic achievement through student discussions, learning from each other and dividing tasks to align with student strengths. I feel that cooperative learning gives students an opportunity to establish a group culture and work within the constraints of that culture. I believe that students will carry this cultural paradigm into adulthood. I also believe that cooperative learning promotes diversity and cross-cultural friendships. Through cooperative learning, I believe schools can play a significant role in reducing racism, prejudice and discrimination in the larger society.

Fluorine Facts - Atomic Number 9 or F

Fluorine Facts - Atomic Number 9 or F Fluorine is a halogen that exists under ordinary conditions as a pale yellow diatomic gas. The element is found in fluoridated water, toothpaste, and refrigerants. Here are facts about this interesting element. Fluorine Atomic Data Atomic Number: 9 Symbol: F Atomic Weight: 18.998403 Discovery: Henri Moissan 1886 (France) Electron Configuration: [He]2s22p5 Word Origin:  The name fluorine comes from the Latin and French fluere: flow or flux. Sir Humphry Davy proposed the element name, based on its presence in fluoric acid. The -ine suffix is consistent with the naming of other halogens. However, the element is named fluor in Greek and Russian. In early papers, it is referred to as fluorum. Properties: Fluorine has a melting point of -219.62 °C (1 atm), boiling point of -188.14 °C (1 atm), density of 1.696 g/l (0 °C, 1 atm), specific gravity of liquid of 1.108 at its boiling point, and valence of 1. Fluorine is a corrosive pale yellow gas. It is highly reactive, participating in reactions with virtually all organic and inorganic substances. Fluorine is the most electronegative element. Metals, glass, ceramics, carbon, and water will burn with a bright flame in fluorine. It is possible that fluorine can substitute for hydrogen in organic reactions. Fluorine has been known to form compounds with rare gases, including xenon, radon, and krypton. Free fluorine has a characteristic pungent odor, detectable at concentrations as low as 20 ppb. Toxicity: Both elemental fluorine and the fluoride ion are highly toxic. The recommended maximum allowable concentration for a daily 8-hour time-weighted exposure is 0.1 ppm. Neither fluorine nor its ion, fluoride, are considered trace nutrients for human nutrition. However, fluoride does impact bone strength. Uses: Fluorine and its compounds are used in producing uranium. Fluorine, in the form of fluorite, is added during smelting to help reduce the melting points of metals. Fluorochlorohydrocarbons are used in refrigeration applications. Fluorine is used to produce many chemicals, including several high-temperature plastics. The presence of sodium fluoride in drinking water at the level of 2 ppm may cause mottled enamel in teeth, skeletal fluorosis, and may be associated with cancer and other diseases. However, topically applied fluoride (toothpaste, dental rinses) may help reduce the incidence of dental caries. Sources: Fluorine occurs in fluorspar (CaF) and cryolite (Na2AF6) and is widely distributed in other minerals. It is obtained by electrolyzing a solution of potassium hydrogen fluoride in anhydrous hydrogen fluoride in container of transparent fluorspar or metal. Element Classification: Halogen Isotopes: Fluorine has 17 known isotopes ranging from F-15 to F-31. F-19 is the only stable and most common isotope of fluorine.Density (g/cc): 1.108 ( -189 °C) Appearance:  At room temperature and pressure, pure fluorine is a very pale, greenish-yellow, pungent, corrosive gas. Liquid fluorine, like chlorine, is bright yellow. Solid fluorine is found in alpha and beta allotropes. The alpha form is opaque, while the beta form is transparent. Atomic Volume (cc/mol): 17.1 Covalent Radius (pm): 72 Ionic Radius: 133 (-1e) Specific Heat (20 °C J/g mol): 0.824 (F-F) Fusion Heat (kJ/mol): 0.51 (F-F) Evaporation Heat (kJ/mol): 6.54 (F-F) Pauling Negativity Number: 3.98 First Ionizing Energy (kJ/mol): 1680.0 Oxidation States: -1 Lattice Structure: Monoclinic CAS Registry Number: 7782-41-4 Fluorine Trivia Fluorine in the form of the mineral fluorite was used in the 1500s to aid in ore smelting.Fluorine was suspected to be an element as early as 1810 but wasnt successfully isolated until 1886. Many chemists trying to isolate the element would be blinded or even killed by the violent reactions that generally accompany fluorine gas.Henri Moissan earned the 1906 Nobel Prize in Chemistry for being the chemist who finally successfully isolated fluorine (and also invented the electric arc furnace).Fluorine is the 13th most common element in the Earths crust.Fluorine is the 24th most abundant in the universe. Fluorine Fast Facts Element Name: FluorineElement Symbol: FAtomic Number: 9Appearance: Pale yellow gas.Group: Group 17 (Halogen)Period: Period 2Discovery: Henri Moissan (June 26, 1886) Sources Emsley, John (2011). Natures Building Blocks: An A–Z Guide to the Elements (2nd ed.). Oxford: Oxford University Press. ISBN 978-0-19-960563-7.Greenwood, N. N.; Earnshaw, A. (1998). Chemistry of the Elements (2nd ed.). Oxford: Butterworth Heinemann. ISBN 0-7506-3365-4.Moissan, Henri (1886). Action dun courant à ©lectrique sur lacide fluorhydrique anhydre. Comptes rendus hebdomadaires des sà ©ances de lAcadà ©mie des sciences (in French). 102: 1543–1544.Nielsen, Forrest H. (2009). Micronutrients in Parenteral Nutrition: Boron, Silicon, and Fluoride. Gastroenterology. 137 (5): S55–60. doi:10.1053/j.gastro.2009.07.072Patnaik, Pradyot (2007). A Comprehensive Guide to the Hazardous Properties of Chemical Substances (3rd ed.). Hoboken: John Wiley Sons. ISBN 978-0-471-71458-3.