Active Directory Hierarchy Coursework Example | Topics and Well Written Essays - 250 words

Active Directory Hierarchy - Coursework Example There will be three organizational units in the active directory namely, Agents, Accounting and Management. Additionally, there will be one central hub site that has the major organization infrastructure and accounting systems and the central management. There will be 10 sites for the 10 agents working for the company. The Active directory diagram is shown below in figure The company will have three user groups namely: Agents, accountants and Managers belonging to each organizational unit in the organization. The users will include the ten agents who are members of the agent's group, the Accountant who is a member of the accountant's group and the manager belonging to the Managers group.The server in the organization will have 2 hyper-v machines that have individual dedicated Network Interface Cards (NIC). The main server shall provide DNS and the DHCP to all the clients.  

American industry during the era from the late 19th century to the Essay

American industry during the era from the late 19th century to the 1930s - Essay Example The prime purpose of the paper is to present and discuss about the influence of managers and workers towards controlling of wage structure and application of newly used methods other than strike. The history of labour in United States is determined as the history of working people and organized labour. The umbrella labour federations of organized unions consist of citywide federations and AFL-CIO have merged, evolved, split, participate and fought against the periodic federal government interference and changing priorities. In 1894, Samuel Gompers was elected as AFL-CIO leader. At the time of emergence of mechanization, it has become pivotal to replace machines from highly skilled craftspeople. At the time of late 19th century to early part of 20th century, most of the Americans left small towns and farms to work in factories which was effectively categorized by steep hierarchy and organized by mass production. The effect of industrialization has been enormous on working people and result of the alteration of worker lead to the increase in the competition of jobs, loss of the bargaining power and lack of personality on relationships between employer-employee in any new organization1. Unskilled labours were paid less. Moreover, the working condition was often dangerous and unhealthy. The increase of industrialization and rapid upsurge of economic growth meant that percentage of wages growth from 1860 to 1890 in United States was around 60%2. The wage structures for American skilled workers are much higher than that of other countries in Europe. Under the leadership of Samuel Gompers, the Federation of Organized Labour and Trade Unions came in to existence. It has been estimated that between year 1881 and 1905, more than 37,000 strikes were organized by the labour unions. The influence of managers and workers has been supreme towards the formation of strikes. The main goal for occurrence of routine events of

Assignment in English Essay Example for Free

Assignment in English Essay A good listener can easily respond if he/she possesses an effective listening if they can evaluate the meanings, sound patterns and the vocabulary of each words. (Rost, 2002) defines listening, in its broadest sense, as a process of receiving what the speaker actually says (receptive orientation); constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation); and, creating meaning through involvement, imagination and empathy (transformative orientation). In the process of communication, 40% came from listening while speaking have only 35%. It means that listening is the most important tool in communication process. It may become ineffective if the listener have some difficulties in recognizing the sound pattern and the structure of each words. It may also affect the communication procedure when there is misunderstanding to the speaker through its barriers which is the noise. And most of the time, the listener itself lose their attention and interest to the topic which can affects the relationship between the speaker and listener. So they should motivate their listeners so that they will continue in delivering their messages to their respective audience. There are three levels of listening; each is characterized by certain behaviors that affect listening effectiveness. Level 1 has the highest potential for understanding, retention and effective communication; level 3 has the lowest. These are general categories to help us understand our listening; they overlap and interchange depending on the situation. All of us listen at different levels of effectiveness throughout the day, as the circumstances and people around us change. For example, it is difficult for most people to listen effectively in the midst of a highly conflicted situation, when they are dealing with emotional people, when they are being criticized, when they are being corrected, or when they are feeling fearful, anxious, or angry. Others listen very effectively when they are working or ministering, only to tune out when they arrive home. These are the three levels of listening; a. ) the active listening that gives the full attention to listening when another is talking and focuses on what is being said and doesn’t allow the distraction but fully alert and engaged; b. the passive listening where the listener hears words but does not really listen because he couldn’t really understand the significance of what is being said; and c. ) the non-listening where the listener’s attention and response is not real and he/she pays attention to himself and own thoughts. Very few people spend most of their time listening at level 1. Most of us listen at all three levels over the course of a day, but the more we listen at level 1, the more effective we will be as leaders. Listening is a five-step process consisting of listening preparation, receiving, constructing meaning, responding, and remembering (Hybels Weaver, 2007). The first three steps are crucial. Skipping a step can be disastrous. How accurate of a response can be derived without first preparing to listen followed by receiving information? There could not be enough information to accurately construct a meaning. The first step, preparation, is the foundation for listening. Having the proper mindset and environment are critical. The second step in the active process of listening is receiving. A number of processes involved in comprehension are intrapersonal; that is, they take place inside your head. This section familiarizes you with the nature of human information processing and the concept of inner speech. c. Remembering There has been a great deal of research on memory. Remembering is essential if you intend to apply what you have heard in future situations. This chapter acquaints you with the three basic memory systems and the work that has been done in listening training and assessment with regard to the memory process. d. Interpreting When you interpret message you do two things. First, you take into accounts the total communication context so that you are better able to understand the meaning of what is said from the speaker’s point of view. Your ability to empathize, or to see a situation from the other person’s perspective, requires that you pay attention to emotional meaning and to the communicate context. Second, effective listeners let their partners know that they have been understood. e. Evaluating You listen from a unique point of view and are influenced by your perceptual filters- your past experiences, attitudes, personal values, and predispositions.

The importance of investment appraisal

The importance of investment appraisal Investment appraisal helps the investors or the financial institutes to identify the attractiveness of any investment proposal among different available methods, for instance IRR (Internal Rate of Return), NPV (Net Present Value), Payback period etc. Investment Appraisal is a fundamental body of Capital Budgeting which is also applicable in the areas where the return may not be quantifiable. Investment Appraisal is important as because it shows the investors to calculate the outcome of the investment. Furthermore, with the help of Investment Appraisal the investors can easily identify the best or most profitable option among the available alternatives. (Investment Appraisal, [n.d.]). (b) What is the payback period of each project? If AP Ltd imposes a 3 year maximum payback period which of these projects should be accepted? The payback period is the time frame required to recover the invested amount. In the case of the cash flows with an annuity (same amount in each year), then payback period can be easily calculated by dividing the cost by the annual cash flow. Otherwise we subtract the cash flows from the cost until the remainder is zero. For any sort of investment firms prefer short payback period as the investment can be used somewhere else. Generally, firms maintain some maximum allowable payback period against which all investments are compared. It is a popular method as is quick and easy to calculate and importantly it gives a measure of the liquidity of the project. (Timothy R. Mayes, [n.d.]) Payback Period for Project A: Year Cash Flow Cumulative Cash Flow 1 38 38 2 42 80 3 48 128 4 50 178 5 70 248 The payback period for Project A= 2+ (115000-80000)/48000= 2+ 0.73= 2.73 years Payback Period for Project B: As this is a constant stream of cash flow, the payback period for Project B = 115000/43000= 2.67 years Both the projects can be accepted, If AP Ltd imposes a 3 year maximum payback. But between these two projects, B will be preferred over A. (c) What are the problems of the payback period? Though the payback method provides real usefulness by providing information on how long funds will be engaged in the project it suffers from two primary problems: Payback Period does not consider the time value of money: In this calculation, Cash Flows are simply added without discounting. This violates the most basic principle of financial analysis which stipulates that cash flows occurring at different points can be considered only after suitable compounding/ discounting. (V S RAMA RAO, 2008) This measure does not consider a projects profitability. It is just a measure of a projects capital recovery. Though it measures a projects liquidity, it does not indicate the liquidity position of the firm as a whole. (V S RAMA RAO, 2008) The payback period method leads to ignore projects generating substantial cash inflows in later years. (Sarma, Deepak, nd) (d) Determine the NPV for each of these projects? Should they be accepted explain why? Project A: Year Cash Flow Discount Factor Net Present Value 1 38000 0.896860987 34080.72 2 42000 0.804359629 33783.10 3 48000 0.721398771 34627.14 4 50000 0.646994413 32349.72 5 70000 0.580264048 40618.48 Total 175459.16 So, Profit = Total Inflow- Initial Investment = 175,459.16-115,000.00 = 60459.17 As the NPV of Project A seems a profitable one (Projects NPV is bigger than the Initial Investment) it can be accepted. Project B: Year Cash Flow Discount Factor Net Present Value 1 43000 0.896860987 38565.02 2 43000 0.804359629 34587.46 3 43000 0.721398771 31020.14 4 43000 0.646994413 27820.75 5 43000 0.580264048 24951.35 Total 156944.74 So, Profit = Total Inflow- Initial Investment = 156944.74- 115000 = 41944.74 As the NPV of Project B seems a profitable one (Projects NPV is bigger than the Initial Investment), it can be accepted. (e) Describe the logic behind the NPV approach. The net present value (NPV) is the difference between the present value of the cash flows (the benefit) and the cost of the investment (IO): In other words, this is the projected increase in wealth that the shareholders will receive out of any accepted project. All projects with NPV greater than or equal to zero should be accepted. A project with positive Net Present Value means the IRR is greater than the Weighted Average Cost of Capital (WACC). NPV, Net Present Value, allows you to value a companys assets at their correct current value when the accounts are prepared. The calculation of NPV takes into account the assets original cost, less all accumulated depreciation allowed against that asset in previous tax computations. The NPV method is based on a logical approach. An NPV of zero signifies that the projects cash flows are exactly sufficient to repay the invested capital and to provide the required rate of return on that capital. If NPV > 0, then the project is generating a larger amount of cash that required to service debt and to allow a return to shareholders. So if the firm takes on projects that have positive net present values (NPV) then the wealth of shareholders will increase, enticing them to increase their investment in the firm. The NPV method of capital budgeting dictates that all independent projects that have positive NPV should accepted. The rationale that is behind that assertion arises from the idea that all such projects add wealth, and that should be the overall goal of the manager in all respects. If strictly using the NPV method to evaluate two mutually exclusive projects, you would want to accept the project that adds the most value (i.e. the project with the higher NPV). Net present value is defined as a way to improve the effectiveness of project evaluations through the use of discounted cash flow techniques. To find the present value of a project, you must first find the present value of each cash flow discounted at the cost of capital. Then, sum the discounted cash flows. If the NPV is positive, accept the project. If NPV is negative, reject the project. It is important to remember that if two projects are mutually exclusive, the project that has the higher NPV should be selected. Net present value is defined as a way to improve the effectiveness of project evaluations through the use of discounted cash flow techniques. To find the present value of a project, you must first find the present value of each cash flow discounted at the cost of capital. Then, sum the discounted cash flows. If the NPV is positive, accept the project. If NPV is negative, reject the project. It is important to remember that if two projects are mutually exclusive, the project that has the higher NPV should be selected (f) Discuss the relationship between NPV and cost of capital. NPV has a direct impact on the capital budgeting decision. These two factors are directly inter-related. NPV NPV = 0 implies IRR = Cost of Capital: Provides the minimum return. Probably reject from the cash flow perspective. Others factors could be important. NPV > 0 implies IRR > Cost of Capital: Screen in for further analysis. Other investments may provide better returns and capital should be rationed, i.e., go to the most profitable projects. Others factors could be important. (g) Calculate the IRR for each project. Should they be accepted? IRR of Project A: NPV at 25% Year Cash Flow Discount Factor NPV 1 38 0.8 30.4 2 42 0.64 26.88 3 48 0.512 24.576 4 50 0.4096 20.48 5 70 0.32768 22.9376 Total 125.2736 Initial Investment 115.0000 Net Present Value at 25% 10.2736 NPV at 30% Year Cash Flow Discount Factor NPV 1 38 0.769230769 29.23077 2 42 0.591715976 24.85207 3 48 0.455166136 21.84797 4 50 0.350127797 17.50639 5 70 0.269329074 18.85304 Total 112.2902 Initial Investment 115 Net Present Value at 30% -2.70976 So, IRR For Project A = 25%+ {10.2736/(10.2736+2.7097)} x (30%-25%) =25%+3.95% =28.95% As the IRR of Project A is a positive one, it can be accepted, considering the remaining factors constant. IRR of Project B: Net Present Value at 25%: Year CashFlow Discount Factor NPV 1 43 0.8 34.4 2 43 0.64 27.52 3 43 0.512 22.016 4 43 0.4096 17.6128 5 43 0.32768 14.09024 Total 115.639 Initial Investment 115 Net Present Value at 25% 0.63904 Year CashFlow Discount Factor NPV 1 43 0.769230769 33.07692 2 43 0.591715976 25.44379 3 43 0.455166136 19.57214 4 43 0.350127797 15.0555 5 43 0.269329074 11.58115 Total 104.7295 Initial Investment 115 Net Present Value at 30% -10.2705 So, IRR For Project A = 25%+ {6390/(6390+102705)} x (30%-25%) = 25% +0.29% =25.29% As the IRR of Project B is a positive one, it can be accepted, considering the remaining factors constant. (h) How does a change in the cost of capital affect the projects IRR? The internal rate of return (IRR) is considered as the discount rate that nullify the present value of a particular projects projected cash inflows to the present value of the projects cost (interest rate) or equivalently, the IRR is the rate that forces the NPV to equal zero The  discount rate often used in capital  budgeting  that makes the net present value of all cash flows from a particular project  equal to zero. Generally speaking, the higher a projects internal rate of return, the more desirable it is to undertake the project. As such, IRR can be used to rank several prospective projects a firm is considering. Assuming all other factors are equal among the various projects, the project with the highest IRR would probably be considered the best and undertaken first. The logic behind the IRR method is: The IRR on a project is its measured rate of return. If the internal rate of return exceeds the cost of the funds used to finance the project, a surplus will remain after paying for the capital, and this surplus will accrue to the firms stockholders Therefore, taking on a project whos IRR exceeds its cost of capital increases shareholders wealth. On the other hand, if the IRR is less than the cost of capital, then taking on the project will impose a cost on current stockholders. It is this breakeven characteristic that makes the IRR useful in evaluating capital projects. (i) Discuss why the NPV method is often regarded to be superior to the IRR method? The IRR is defined as the discount rate that equates the present values of a projects expected cash inflows to the present value of the projects costs (Page 351). Additionally, when dealing with independent projects, the NPV and IRR methods will always yield the same accept/reject result. However, in the case of mutually exclusive projects, NPV and IRR can give conflicting results. One shortcoming of the internal rate of return is that it assumes that cash flows received are reinvested at the projects internal rate of return, which is not usually true A conflict exists if the cost of capital is less than the crossover rate. Two basic conditions can cause NPV profiles to cross, and thus conflicts to arise between NPV and IRR: (1) when project size (or scale) differences exist, meaning that the cost of one project is largest than that of the other, or (2) when timing differences exist, meaning that the timing of cash flows from the two projects differs such that most of the cash flows from one project come in the early years while most of the cash flows from the other project come in the later years (Page 355) The value of early cash flows depends on the return we can earn on those cash flows, that is the rate at which we can reinvest them. The NPV method implicitly assumes that the rate at which cash flows can be reinvested is the cost of capital, whereas the IRR method assumes that the firm can reinvest at the IRR (Page 355). Because of the above criteria The NPV method is considered as more reliable method than IRR. The best assumption is that the projects cash flows can be reinvested at the cost of capital (Page 355). The IRR is a popular technique primarily because it is a percentage which is easily compared to the WACC. However, it suffers from a couple of flaws: The calculation of the IRR implicitly assumes that the cash flows are reinvested at the IRR. This may not always be realistic. Percentages can be misleading (would you rather earn 100% on a $100 investment, or 10% on a $10,000 investment?) Using both measures gives better results than using either alone. IRR is also useful alone in virtually all time-value-of-money problems.

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

Hemophilia Manitoba :: essays research papers fc

Hemophilia Manitoba Hemophilia Manitoba, or hemophilia, is a sex-linked genetic disorder that is effecting about 20,000 Americans, most of which males. A person with hemophilia either has an inactive or inadequate supply of one of several blood factors needed for blood to clot. Because of this hemophilia can be mild, moderate, or severe. Severe hemophiliacs are at risk for bleeding during surgery, trauma, or even dental work. There are two types of hemophilia, A and B (Christmas disease). Hemophilia B is extremely rare. The majority of the people have hemophilia A. In hemophilia A, the particular factor missing is 8 for clotting. Because hemophilia is sex-linked disorder, it can be passed on from mother to child. This is because the gene responsible for making blood factors 8 and 9 are only found on the X-chromosome. If a female is a carrier that means that she has one bad gene and one good gene for this disease. There is a fifty percent chance that she would pass it on to her child because she can only pass on one of the two chromosomes. If a male has hemophilia, he will have normal sons and all of his daughters will be carriers of the hemophilia disorder because all he can pass on is the defective X-chromosome. Males mostly have hemophilia, but women can also have hemophilia. This is extremely rare though because two defective X-chromosomes would be needed. In fact, the first proven case of women having hemophilia was not until the 1950’s (Bornstein 89). Female carriers are also at risk. These women are known as asymptomatic carriers and may suffer excessive menstrual bleeding, bruising, nosebleeds, and problems during childbirth. One serious problem with hemophilia is joint bleeds. When a joint bleeds, a small amount of blood leaks into joint space and can not escape the joint because it is covered by a capsule of tissue. If the bleeding is not discovered by this stage, blood will continue to fill up the joint space. The joint begins to swell and become uncomfortable. Eventually, the pressure inside will be greater than outside and the bleeding stops. Fortunately, the blood makes digestive enzymes that eats up the trapped blood. Unfortunately, the digestive enzymes will also attack the cartilage that covers the bones. After several bleeds, the cartilage can become worn out and the enzymes can eat away at the bone. Hemophilia is either treated each time an internal bleed

Breaking The Rules in Rostands Cyrano de Bergerac :: essays research papers

Cyrano de Bergerac, written by Edmond Rostand, is a play about a poetic swordsman with a bad temper, an attitude, and a hideously long nose. As one reads along in this drama, one will find that the people are different in the way they speak, dress, and socialize. With the characters in this book living in 17th century France, it is not a wonder that their customs are far removed from ours today. Cyrano de Bergerac has three cultural themes: attitude, social ranking, and dress. The attitude of this play is very interesting. Looking closely, one notices that most of the characters in Cyrano de Bergerac are very formal in the way they address others. They always seem to keep their opinions to themselves, or if they do share it, they do so in a very inoffensive way. Cyrano, however, is very loud and obnoxious. He likes attention and he wants to be the superior. He doesn’t care if other people think he is rude or boastful as long as they are afraid of him. In Cyrano’s first appearance, he frightened an actor off a stage. In Act One, a man asks Cyrano, â€Å"Why do you make so many enemies?† (24). The man starts naming some of them, and after a few, Cyrano replies, â€Å"Enough. I’m overjoyed.† Cyrano’s attitude, it seems, is quite different than that of his peers. Social ranking was extremely important during the 17th century. The musketeers, officers, tradesmen, and managers were highly respected. The poor, pickpockets, and common folk were not. Cyrano was egotistical and poor, which made some people despise him. He was also a poet and a swordsman, which made others intrigued by him. The ladies thought of him as a hero and a gentleman. The men were simply afraid of him. Obviously, Cyrano evoked mixed opinions. Style of dress was a significant factor in Cyrano de Bergerac. Men wore frills, ribbons, lace, and gloves. Women wore dresses with petticoats and jewels. Cyrano was a poor man, therefore, he didn’t have the fancy attire like the other men. In Act One, he claimed that he clothed himself in independence and security, and that what shining gems he owned, he wore inside (20). Breaking The Rules in Rostand's Cyrano de Bergerac :: essays research papers Cyrano de Bergerac, written by Edmond Rostand, is a play about a poetic swordsman with a bad temper, an attitude, and a hideously long nose. As one reads along in this drama, one will find that the people are different in the way they speak, dress, and socialize. With the characters in this book living in 17th century France, it is not a wonder that their customs are far removed from ours today. Cyrano de Bergerac has three cultural themes: attitude, social ranking, and dress. The attitude of this play is very interesting. Looking closely, one notices that most of the characters in Cyrano de Bergerac are very formal in the way they address others. They always seem to keep their opinions to themselves, or if they do share it, they do so in a very inoffensive way. Cyrano, however, is very loud and obnoxious. He likes attention and he wants to be the superior. He doesn’t care if other people think he is rude or boastful as long as they are afraid of him. In Cyrano’s first appearance, he frightened an actor off a stage. In Act One, a man asks Cyrano, â€Å"Why do you make so many enemies?† (24). The man starts naming some of them, and after a few, Cyrano replies, â€Å"Enough. I’m overjoyed.† Cyrano’s attitude, it seems, is quite different than that of his peers. Social ranking was extremely important during the 17th century. The musketeers, officers, tradesmen, and managers were highly respected. The poor, pickpockets, and common folk were not. Cyrano was egotistical and poor, which made some people despise him. He was also a poet and a swordsman, which made others intrigued by him. The ladies thought of him as a hero and a gentleman. The men were simply afraid of him. Obviously, Cyrano evoked mixed opinions. Style of dress was a significant factor in Cyrano de Bergerac. Men wore frills, ribbons, lace, and gloves. Women wore dresses with petticoats and jewels. Cyrano was a poor man, therefore, he didn’t have the fancy attire like the other men. In Act One, he claimed that he clothed himself in independence and security, and that what shining gems he owned, he wore inside (20).