Corporate Social Responsibility Essay Example | Topics and Well Written Essays - 2500 words

Corporate Social Responsibility - Essay Example Corporate social responsibility, though very important, may rarely come without serious concern for better financial performance or increased market share. In other words, studies reveal that managers are more likely to opt for investment in social ventures if they are certain of monetary gains. Since in most cases social responsibility is closely linked with better financial performance, thus managers are willing to invest in ventures for the public good. Lydenberg et al. (1986) maintain that "Companies fight hard for even a small percentage gain in market share for their products. If and when corporate managers become convinced that their company's social record affects market share, they will be forced to take social initiatives seriously." Social responsibility has also become a buzzword because of the availability of a large variety of similar goods. When a product comes into the market, it has to fight very hard for consumer's attention because there are several other rival goods competing for the same. A marketing and design consultant (Neuborne, 1991) states: "There was a time when you bought a product just for its price or performance...but with the number of products available, it is increasingly difficult to differentiate one product from another." In this situation, a consumer may base his buying decision on a company's image and its commitment to public good. This is clearly indicated by a book, 'Shopping for a Better World' that has been selling millions of copies since it first came out in the market. the book rates and ranks companies according to their social responsibility performance. As a result of this in 1989 alone, 78% of buyers switched brands. (Davids1990). World Bank defines CSR as: "Corporate So cial Responsibility is a term describing a company's obligations to be accountable to all of its stakeholders in all its operations and activities." While it is now true that corporate social responsibility is highly desired, it has not always been the accepted practice for corporations. In 2004, for example, Henry Miller in The Miami Herald, Henry Miller wrote, "Businesses do not have social responsibilities; only people do." (Miller, 2004). Similarly 'The Economist' failed to see why corporations must be forced to adopt a socially responsible framework. Thus in its 2005, issue The Economist skeptically reviewed the firms that were contributing to tsunami relief effort: "All things considered, there is much to be said for leaving social and economic policy to governments."(The Economist) Milton Friedman was probably the first theorist and economic expert to reject the theory of "social conscience of business" when in 1970 essay, he declared: "There is one and only one social responsibility of business-to use its resources and engage in activities designed to increase its profits."

Risks and Benefits of Children Using the Internet

Risks and Benefits of Children Using the Internet INTRODUCTION Technology tools such as radio, television, telephones, computers, and the Internet can provide access to knowledge in sectors such as entertainment, education and human rights, offering a new realm of choices that enable the person to improve their knowledge for future needs. The curiosity of the Internet makes children and young people to try to know or learn as much as possible about new things to be more advanced than adults in using the Internet. Optimists view the emergence of the Internet as a chance for democratic and community-based participation, for creativity, self-expression and play, and to enhance the expansion of knowledge, whereas pessimists lament the end of childhood, innocence, traditional values and authority (Livingstone, 2002) Children are being described as the ICT generation or the computer generation in information and communication with this technology. Now, many children know more than or as much as their parents or teachers know about these technologies. This scenario shows that internet can be one of the tools to develop the children knowledge in this new urban life. When a child has a project or homework to do, the internet is a portal to extensive amounts of information, a superb resource for children nowadays. There are many useful sources to be found, such as libraries, bookstores, news room and even virtual school. While the Internet is an amazing resource, parents have reasonable concerns about how they can secure a wholly beneficial Internet experience for the children. There are few risks for children who use online services such as internet. Children are particularly at risk because they often use the computer unsupervised and because they are more likely than young people to participate in online discussions regarding companionship, relationships, or social activities. In another survey, it was disclosed that 9 out of 10 children and teenagers between 8-16 years old had seen pornographic websites accidentally while searching for information for their school home-works (Utusan Malaysia, 2005) Maximizing the benefit of the internet for children may require more than just controlling what they have access to but to monitor how much time their child spends online, whom the child come in contact with online, and what is viewed. In a newspaper column, a journalist relates the flow of harmful information in the Internet with escalating numbers of murder and rape by young juveniles in the year 2003 in Malaysia (Abdul Malek, 2004). Some solution can be implemented to balance the abundant educational value with the need for security and protection. Something entirely new is the idea of a web browser with filtering because children are anxious to explore cyberspace, so parents need to supervise their children and give them guidance about using the Internet. Filters can give parents and guardians a false sense of security to believe that children are protected when they are not around. However, did the use of this web filters provide more benefits in the development of knowledge or it just constrain for children learning process through internet. For these such of reasons, the aim of this study is to examine the kind of monitor the children that participate in the activities by using web filter software and to know how the use give a significant or effect to development of children knowledge in learning process through internet. The underlying of these reasons also, there are several questions that need to be resolved in order to answer some questions that may arise in this paper: Can be internet be beneficial to development of children knowledge? Can we allowing the children to make full use of internet outweigh the risks of exposing to harmful or inappropriate content to them? How dangerous exactly is the internet for unsupervised children? Do the benefits of using web filter in controlling children activities through internet? Is it practical/ necessary to monitor the availability of internet content to children? Who should responsible for this? Method In this study also involved a survey aimed at obtaining a general view of the concern about the development of childrens knowledge through the Internet. Target respondents for this paper is in an area of housing in urban areas of the Taman Bukit Kemuning, Section 32 Shah Alam that most residents here have the internet as a tool as one way of living. The survey involved responses via questionnaire to be answered by the parents of 20 families who have children under the age of 6 to 17 years and have Internet service at home. This range of ages had been chose because most of children at these ages are fascinating in using internet seeking materials or information for homework while they currently still study in school. Of the total respondents, 12 of which are made up by mothers and the rest are among fathers. From the survey results will conclude a few questions and the actual scenario happens and also about topics discussed through the feedback given by them. Development of Children Knowledge through Internet The participation of children and young people in the Internet is considered a positive development towards enhancing their educational skills and knowledge. This type of skills is more than accessing an online encyclopedia and looking up a subject. It is making use of sites that are designed specifically to help them with their homework. Some online services provide specific areas to assist with homework given by teachers, including the ability to send questions or homework problems through e-mail to the experts in that subject area and receive responses within seconds. In Malaysia, the full support and encouragement from the Malaysian government to the use of ICT in schools can be seen from the development of Multimedia Super Corridor (MSC) and other programs related to ICT such as provide and increase the number of computer laboratories to facilitate schools in Malaysia whether in urban or rural areas(Syahirah, 2006). A total of 70% of respondents said they provide Internet service at home is to facilities for their children to develop their learning process. Only 25% said it was for equipment for their own work and 5% were said to provide Internet services because it is considered a mandatory tool in every home today. This shows that parents today are also aware of the importance of the Internet as a learning tool for children in exploring their knowledge to be more advance than others. Many of people communicate through e-mail with family and friends around the world and use the social network website and chat engine to make new friends who share common interests and children are not excluded. The Potential Risks of the Internet on Children The Internet has changed the way we communicate, learn and live by opening up our world to endless possibilities. The Internet has an amazing potential as a learning and communication tool, but it also contains hidden threats to the safety and well-being of children, including online gaming sites that can result in unhealthy addiction, cyber bullying and victimization through mobile phones that can bring about severe consequences to a childs self-confidence and personal development, as well as exploitative marketing that may have financial consequences on the child and his parents. Another threat that may not be immediately obvious but is of great concern is the potential for children to be exposed to sexual harassment, exploitation and pornography through online chats and social networking sites. Children are also vulnerable as targets of fraudsters who try to gain knowledge about them to abuse, terrorize, blackmail, steal or even kidnap them. Besides, they also expose to inappropriate and potentially dangerous contact. The predators may use the Internet to befriend vulnerable children and teens by pretending to be another child or a trustworthy adult, or by playing on teens desire for romance and adventure, and then trying to persuade kids to meet them in person. The children are also potential risk by the cyber bullies. Most people play nice online, but some use the Internet to harass, belittle, or try to intimidate others. Attacks may range from name calling to physical threats and are rarely seen by parents. Furthermore, the children are also invasion of their privacy and online fraud. Children may innocently share photographs or personal information about themselves or their families on personal Web pages, when playing games, or in registration forms. Such information could put children at risk from Internet thieves or child predators. To counter these threats, parents and caregivers are primarily responsible for protecting their charges, by supervising their access to cyberspace, coaching children in personal safety and installing parental control software. Schools, public authorities, community groups, Internet service providers, media industries and regulatory bodies also have a responsibility to ensure that children are properly advised on the benefits and perils of cyberspace and equipped with the skills to safeguard themselves. Web Filter to Monitor Child Safety on Internet A Web filter is a program that can screen an incoming Web page to determine whether some or all of it should not be displayed to the user. The filter checks the origin or content of a Web page against a set of rules provided by company or person who has installed the Web filter. A Web filter allows an enterprise or individual user to block out pages from Web sites that are likely to include objectionable advertising, pornographic content, spyware, viruses, and other objectionable content. Vendors of Web filters claim that their products will reduce recreational Internet surfing among employees and secure networks from Web-based threats. Web filters have been around since the early days of the Web and they can play an important role in preventing young children from accessing inappropriate content. But theyre not a replacement for parental involvements. Before installing and configuring a filter, parents need to decide if their child needs to have software controlling how they can use the Internet and, if so, how the filter should be configured. Filters can be a convenient way to keep young children from stumbling onto material that might gross them out or disturb them. Young children generally seek out a limited number of sites, but its certainly possible for them to stumble onto inappropriate ones. The Responsible Party of these Issues Keeping children safe on the Internet is everyones job. Parents need to stay in close touch with their kids as they explore the Internet. Teachers need to help students use the Internet appropriately and safely. Community groups, including libraries, after-school programs, and others should help educate the public about safe surfing. Kids and teens need to learn to take responsibility for their own behavior with guidance from their families and communities. Its not at all uncommon for kids to know more about the Internet and computers than their parents or teachers. If thats the case in your home or classroom, dont despair. You can use this as an opportunity to turn the tables by having your child teach you a thing or two about the Internet. Ask her where she likes to go on the Internet and what she thinks you might enjoy on the Net. Get your child to talk with you about whats good and not so good about his Internet experience. Also, no matter how Web-literate your kid is, you shoul d still provide guidance. You cant automate good parenting. Just as adults need to help kids stay safe, they also need to learn not to overreact when they find out a child or teenager has been exposed to inappropriate material or strayed from a rule. Whatever you do, dont blame or punish your child if he tells you about an uncomfortable online encounter. Your best strategy is to work with him, so you both can learn from what happened and figure out how to keep it from happening again. The challenges posed by the Internet can be positive. Learning to make good choices on the Internet can serve young people well by helping them to think critically about the choices they will face. Today its the Internet; tomorrow it may be deciding whether its safe to get into the car of someone a teen meets at a party. Later it will be deciding whether a commercial offer really is too good to be true or whether it really makes sense to vote for a certain candidate or follow a spiritual guru. Learning how to make good choices is a skill that will last a lifetime. References: N.a. (2005) 90% sekolah layari laman lucah. Utusan Malaysia. 27th July Livingstone, S. (2002). Young People and New Media, Childhood and the changing media environment, London: SAGE Publications,p 2. Abdul Malek, Yusri. (2004). Laman Web-Rogol-Boleh pengaruhi remaja jadikan kanak-kanak mangsa seks ganas. Op cit., n. 12. Syahirah Abdul Shukor (2006). Protecting Children s Rights in the Internet: Challenges A Preliminary Study Based on the Malaysian Experience, UK: Keele University, Staffordshire. Educational Cyber Playground (1997), Internet Safety Rules For Parents learn how to keep children safe on the Internet.

Canada: The Quiet Revolution in Quebec :: Canadian Canada History

Canada: The Quiet Revolution in Quebec The English-French relations have not always been easy. Each is always arguing and accusing the other of wrong doings. All this hatred and differences started in the past, and this Quiet revolution, right after a new Liberal government led by Jean Lesage came in 1960. Thus was the beginning of the Quiet Revolution. Lesage had an excellent team of cabinet ministers which included Rene Levesque. The Liberals promised to do two things during the Quiet Revolution; one was to improve economic and social standards for the people of Quebec, and the other was to win greater respect and recognition for all the French people of Canada. The Liberals started a program to take control of hydro-electric power companies. French-Canadian engineers from all over Canada returned to Quebec to work on the project. Slogans during these times were "we can do it" and "masters in our own homes". The government also started to replace programs the Church previously ran, which included hospital insurance, pension schemes and the beginning of Medi-Care. For these programs, the Quebec Liberals had to struggle with Ottawa for a larger share of the tax dollars. One of the greatest reforms was the modernization of the entire school system. The Church used to own the schools of Quebec. Most of the teachers were Priests, Nuns and Brothers. They provided a good education but Quebec needed more in business and technology. Lesage wanted a government-run school system that would provide Quebec with people in engineering, science, business and commerce. With the new freedom of expression, lots of books, plays and music about French culture were all developed in Quebec. French contemporary playwrights were very famous during that time. However, not all was going well in Quebec. The French-English relation was going bad. Many studies showed that French-Canadian Quebecers were earning the lowest wage in all of the ethnic groups in Canada. Other complaints were that the top jobs in Quebec were given to English speaking Canadians. Canada was going through the worst crisis in its history, and unless equal partnership was found a break-up would likely happen. Some Quebecers thought that separation was the only solution. They thought that as long as Quebec was associated with the rest of Canada, French-Canadians would never be treated equal. The FLQ (Front De Libà ©ration Du Quà ©bec) was founded in 1963. It was a smaller, more forceful group of separatists. They were a collection of groups of young people whose idea was to use terrorism to

Western Civilization before the Thirty Year War

Roman Emperor, Father of Europe, or the Chief Bishop Larry Ray December 15, 2013 Charlemagne was one of the greatest European rulers of medieval times. He was both part warrior and part scholar. He was also know to many as Charles the Great or Just Charles in his inner circle. He lived from 747 to 814. Charlemagne was a Frank. Franks' were German tribes who controlled the area of northwestern Europe that is now western Germany and northern France.Not much is known about Charlemagne's childhood, however her grew up to be a very religious righteous man. He boasted with Christian spirit and it is with that spirit that he wanted to rule. He believed in education and in virtuous work. Even his own children would be tasked with menial work. Charlemagne was known for his â€Å"greatness of spirit† and steadfast determination. L His autobiographer, Inward wrote many times of the fact that Charlemagne recognized and lived by traditional Roman Virtues. He single handedly battled to exte nd the area on all sides of his kingdom.Eventually he went from being King of the Franks to Emperor of the West. However, â€Å"According to this title, Charlemagne as not the Roman emperor crowned by the pope but rather God's emperor, who governed the Roman Empire along with his many other duties. † 2 By the time Charlemagne had died, his Freakish Empire was as big as the Byzantine Empire. 3 Charlemagne was a lover of the Liberal Arts. He was never satisfied with his own language so he went on to learn several others, most of all Latin. He could understand Greek but he never learned to speak it well.In the Kings spare time he studied rhetoric, astronomy, and dialectics. It wasn't until later in his life that he started to write in Journals documenting his wisdom and ideas about religion and owe the stars and the planets existed. In one of the most accomplished endeavors that Charlemagne took on, was the education of children. He was truly a visionary of his time. He himself was quite educated verbally and in reading but he never mastered the art of writing. He thought that every child should have a chance to go to school, even commoners.He felt with education that he could lead his people to eternal salvation. What better way to spread the word of God, and then teach it along side general education? In Charlemagne's conquests there were several newly conquered lands and or people hat needed saving, so he took upon himself to build school and fill them with the most educated of educators. He vowed to have the teachers teach grammar, psalms, math, and reading. Charlemagne would offer free schooling to anyone ages six years and up that would offer there children to the Church, attaching them to the monastic life permanently.He would task the nuns and monks to educate these children with little or no down time. If the child successfully completed the first series of education they would then be allowed to continue in his educational program, which would in clude subjects such as, geometry, music, astronomy, and math. 4 The end result of Charlemagne's school curriculum well surpassed anything he could have imagined. â€Å"It led too kind of literacy renaissance†. Scholars from all over Europe would come and teach different subject.These scholars from Italy, Spain, Ireland, and England influenced the regions culture not only raising questions about religion and social issues but they also influenced the way Charlemagne's own children were being raised. Charlemagne married at his mother's request the daughter of Desirous, the King of the Lombardi. However it is said she was sent away a year later because she could not have children. 6 He later took a Sabina woman as his partner and had four sons and five daughters. Charlemagne was unlike other rules with children.His autobiographer would often say that he bonded with his children, always making time for them. He would eat dinner with them, and he never would travel without them. T hey were educated Just as other children, first in the Liberal Arts, with emphasis in math and grammar and then on to the higher level, which included music and geometry. After a certain age the boys were taught how to ride horses ND carry a sword. The girls were taught how to work wool, so they would value hard work. 7 He never did marry off any of his daughters.It is speculated that he was too worried about having to give up land by the request of their suitors, so he never strove to marry them off. Each went on to have several illegitimate children. 8 One thing is for sure; Charlemagne was a visionary and a skilled warrior. He knew that education was the key and he also knew it should be available to anyone who wanted it. His successors would continue on his legacy of learning by educating their officials and by spreading the word of God throughout the lands.

The Twilight Saga 4: Breaking Dawn Acknowledgments

As always, an ocean of thanks to; My awesome family, for all their incomparable love and support. My talented and hawt publicist, Elizabeth Eulberg, for creating STEPHENIE MEYER out of the raw clay that was once just a mousy Steph. The whole team at Little, Brown Books for Young Readers for five years of enthusiasm, faith, support, and incredibly hard work. All the amazing site creators and administrators in the Twilight Saga online fandom; you people astound me with your coolness. My brilliant, beautiful fans, with your unparalleled good taste in books, music, and movies, for continuing to love me more than I deserve. The bookstores who have made this series a hit with their recommendations; all authors are indebted to you for your love of and passion for literature. The many bands and musicians that keep me motivated; did I mention Muse already? I did? Too bad. Muse, Muse, Muse†¦ New gratitude to: The best band-that-never-was: Nic and the Jens, featuring Shelly C. (Nicole Driggs, Jennifer Hancock, Jennifer Longman, and Shelly Colvin). Thanks for taking me under your collective wing, guys. I would be a shut-in without you. My long-distance pals and fonts of sanity, Cool Meghan Hibbett and Kimberly â€Å"Shazzer† Suchy. My peer support, Shannon Hale, for understanding everything, and for feeding my love of zombie humor. Makenna Jewell Lewis for the use of her name, and her mother, Heather, for her support of the Arizona Ballet. The new guys on my â€Å"writing inspiration† playlist: Interpol, Motion City Soundtrack, and Spoon. The phenomenon continues. . . . STEPHENIE MEYER

Intellectual Property Notes Essays

Intellectual Property Notes Essays Intellectual Property Notes Essay Intellectual Property Notes Essay One of the most valuable and neglected property of yours! OR You might be neglecting one of your most valuable properties! OR One of the most valuable properties of yours! If you ask someone walking down the street and ask him â€Å"What is a property? † Brand  is a name, design, symbol, or any other feature that identifies one sellers good or service as distinct from those of other sellers. What is a brand? * Brand  is a name, design, symbol, or any other feature that identifies one sellers good or service as distinct from those of other sellers.Example: Coca Cola  is a brand which is the intellectual property of The Coca-Cola Company. Apple is a brand which is the intellectual property of Apple Inc. * It is the most valuable fixed asset of any corporation. * Branding is a concept where consumers buy ‘the brand’ instead of the product. * Brand name, logo, design and any other attributes associated with it, are part of the brand and eventually part of intell ectual property. * Brand is a part of intellectual property. What is Intellectual Property (IP)? It is a legal concept, which refers to the creations of mind for which exclusive rights are recognized. * Creations of mind include: * inventions * literary and artistic works * formulas * symbols * names * images * designs used in commerce. * IP involves patents, copyright, trademarks, designs, brands etc. * It can also be defined as â€Å"information with a commercial value†. Types of intellectual property * Trademarks, including service marks * Copyright and related rights * Geographical indications * Industrial designs * Patents * Layout-designs (topographies) of integrated circuits Undisclosed information, including trade secrets Categories of Intellectual Property (IP) * IP is divided into two categories: 1. Industrial property: * inventions (patents) * trademarks * industrial designs * geographic indications of source 2. Copyrights Rights: a. Copyrights: i. literary works * novels * poems * plays * films * musical works ii. artistic works * drawings * paintings * photographs * sculptures * architectural designs b. Rights related to copyright: iii. performances of performing artists, iv. producers of phonograms in their recordings, . Broadcasters in their radio and television programs. Copyright  © * It is the â€Å"right to copy†, a form of â€Å"intellectual property† applicable to any expressible form of an idea or information that is distinct and applicable. * A legal concept in which a set of exclusive rights are granted to the creator/owner of an original work for a limited period of time to protect the originality of work piece. * They do not extend beyond the territory of a specific state unless that state is a party to the international agreement of ‘Copyright’. It is moral and economic right of authors, writers, publishers, performers and producers of sound recordings (phonograms). * The duration of copyright pro tection is life time of the author plus 50 years thereafter. The Exclusive Rights of Copyright  © * Only the copyright holder is free to exercise exclusive rights while others are prohibited from using the work without the copyright holder’s permission. * Major exclusive rights include: * To produce copies or reproductions of the work and to sell those copies (including electronic copies) * To import or export the work To create derivative works (adaptation from original work) * To perform or display the work publicly * To sell or assign copyrights to others * To transmit or display by radio or video Categories of Copyright Work/Registration Intellectual Property Organization (IPO), Pakistan has categorized the Copyright work/registration into following: Part-I:  Literary works * Books, * Magazines, * Journals, * Lectures, * Sermons, * Dramas, * Novels, * Computer Programs and * Compilation of Data Part-II:  Artistic works * Paintings, * Photographs, * Maps, * Charts, C alligraphies, * Sculptures, * Architectural Works, * Drawings, * Label Designs, * Logos, * Monograms etc. Part-III:  Cinematographic works * Motion Pictures, * Video Cassettes, * VCD’s, * DVD’s  Ã‚   etc. Part-IV:  Records Works * Audio Cassettes * CDs What is Copyright Infringement/Piracy? * It is the unauthorized and illegitimate use of materials held by copyright. * Infringing the copyright holder’s â€Å"exclusive rights†. * The copying of â€Å"intellectual property† without written permission from the copyright holder. What are Intellectual Property Rights (IPR)? IPR are the rights given to persons over the creations of their minds. * They usually give the creator an exclusive right over the use of his/her creation for a certain period of time. * IPR are customarily divided into two main areas: c. Copyright and rights related to copyright: The rights of authors of literary and artistic works (such as books and other writings, musical co mpositions, paintings, sculpture, computer programs and films) are protected by copyright, for a minimum period of 50  years after the death of the author. . Industrial property: Industrial property can usefully be divided into two main areas: vi. Protection of distinctive signs, in particular trademarks and geographical indications to ensure fair competition and to protect consumers, by enabling them to make informed choices. vii. Other types of industrial property are protected primarily to stimulate innovation, design and the creation of technology such as inventions (protected by patents), industrial designs and trade secrets.The protection is usually given for a finite term (typically 20 years in the case of patents). What is WIPO? * WIPO was established in 1967 and stands for World Intellectual Property Organization. * In 1974, WIPO joined the system of United Nations, becoming one of 15 specialized UN agencies dedicated to the use of intellectual property to encourage innov ation and creativity. * WIPO has currently 185 member states, which accounts for more than 90 percent of the countries of the world. These member states determine the strategic direction and activities of the Organization by meeting in the assemblies, committees and working groups which are WIPO decision-making bodies. What does WIPO do? * WIPO is to promote innovation and creativity for the economic, social and cultural development of all countries, through a balanced and effective international intellectual property system through: * Services systems which make it easier to obtain protection internationally for patents, trademarks, designs and labels of origin; and to resolve IP related disputes. Laws helping in developing the international legal IP framework in line with society’s evolving needs. * Infrastructure by building collaborative networks and technical platforms to share knowledge and simplify IP transactions, including free databases and tools for exchanging info rmation. * Development by building capacity in the use of IP to support economic development. How WIPO Works? * The WIPO Convention sets out terms governing WIPO’s mandate, functions, finances and procedures. * WIPO works with a wide spectrum of takeholders, including other inter-governmental organizations, non-governmental organizations, representatives of civil society and industry groups. * Some 250 NGOs and IGOs currently have official observer status at WIPO meetings. * WIPO has 185 member states which collectively determine the direction, budget and activities of the Organization through the decision-making bodies. WTO-WIPO cooperation agreement 1995 * The WTO and WIPO cooperation agreement was signed in 1995 and share a mutually supportive relationship.What is Geographic Indication (GI)? * According to the TRIPS Agreement, a GI identifies a good as originating in a particular territory where a given quality, reputation or other characteristic of the good is essentially attributable to its geographical origin (Article 22. 1). * GI does not only say where the product was made, it identifies the products special characteristics, which are the result of the product’s origins. * Well-known examples include â€Å"Champagne†, â€Å"Scotch†, â€Å"Tequila†, and â€Å"Roquefort† cheese. Wine and spirits makers are particularly concerned about the use of place names to identify products, and the TRIPS Agreement contains special provisions for these products. But the issue is also important for other types of goods. * Using the place name when the product was made elsewhere or when it does not have the usual characteristics can mislead consumers, and it can lead to unfair competition. * The TRIPS Agreement says countries have to prevent this misuse of place names. Some exceptions are allowed, for example if the name is already protected as a trademark or if it has become a generic term. * For example, â€Å"cheddar† now refers to a particular type of cheese not necessarily made in Cheddar, in the UK. But any country wanting to make an exception for these reasons must be willing to negotiate with the country which wants to protect the geographical indication in question. Trade-Related Aspects of Intellectual Property Rights (TRIPS) * WTO negotiated an agreement with WIPO by introducing intellectual property rules into the trading system, known as TRIPS. The policies to protect intellectual property include granting of patents, trademarks and copyrights. * TRIPS contains requirements that nations laws must meet for copyright rights, including the rights of performers, producers of sound recordings and broadcasting organizations; geographical indications, industrial designs; integrated circuit layout-designs; patents; monopolies for the developers of new plant varieties; trademarks; trade dress; and undisclosed or confidential information. TRIPS also specifies enforcement procedures, remedies, an d dispute resolution procedures. * It establishes minimum levels of protection that each government has to give to the intellectual property of fellow WTO members. * It strikes a balance between the long term benefits and possible short term costs to society. * Society benefits in the long term when intellectual property protection encourages creation and invention, especially when the period of protection expires and the creations and inventions enter the public domain. The TRIPS agreement covers five broad issues: * Application of basic principles of the trading system and other international intellectual property agreements. * Giving adequate protection to intellectual property rights. * Enforcement by countries of these rights adequately in their own territories * Procedure to settle disputes on intellectual property between members of the WTO * Special transitional arrangements during the period when the new system is being introduced. TRIPS requires member states to provide st rong protection for intellectual property rights. * Under TRIPS: * Copyright terms must extend at least 50 years, unless based on the life of the author. (Art. 12 and 14) * Copyright must be granted automatically. (Art. 9) * Computer programs must be regarded as literary works under copyright law and receive the same terms of protection. * Patents must be granted for inventions in all fields of technology provided they meet all other patentability requirements and must be enforceable for at least 20 years (Art 33). Exceptions to exclusive rights must be limited (Art. 13 Art  30) * Legitimate interests of third parties have to be taken into account by patent rights (Art  30). What is WTO? * WTO stands for World Trade Organization, which was established on 1st January, 1995 with its head-quarters located at Geneva, Switzerland. As on 24 August, 2012, WTO has 157 countries as members. What does WTO do? * WTO operates and deals with a system of trade rules between nations on a glob al or near-global level. * It is an organization for trade opening. It is a forum for governments to negotiate trade agreements, to settle trade disputes with aims for liberalizing trade. * It is a place where member governments try to sort out their trade problems with each other. Functions of WTO * Administering WTO trade agreements * Forum for trade negotiations * Handling trade disputes * Monitoring national trade policies * Technical assistance and training for developing countries * Cooperation with other international organizations WTO- Purpose * WTO settles trade related disputes among countries involving conflict of interests. WTO is all about negotiations and everything done by WTO is the result of negotiations, which are signed by the bulk of world’s trading nations. * These documents provide the legal ground rules for international commerce and are essentially contracts, which bind governments to keep their trade policies within agreed limits. * The goal of such c ontractual bindings is to help producers of goods and services, exporters, and importers to conduct their business, while allowing governments to meet social and environmental objectives. WTO helps trade flow as freely as possible, as long as there are no undesirable side-effects. * It ensures that individuals, companies and governments know what the trade rules are around the world while giving them confidence that there will be no sudden changes of policy as the rules have to be â€Å"transparent† and â€Å"predictable†. WTO Trade Barriers * Trade liberalization or free trade involves the removal of trade restrictions or barriers on the free exchange of goods between nations. * Trade barriers include custom duties or tariffs and non-tariffs barriers, such as import bans or quotas restrictions. WTO negotiations have helped to liberalize trade by lowering these trade barriers especially for countries which have faced them and wanted them lowered. * However, WTO rules support maintaining trade barriers in some circumstances such as consumer protection, environment protection and disease prevention. WTO Agreements * WTO agreements cover principles of liberalization such as: * Transparent trade policies * Procedures in place for settling disputes * Lowering tariffs and barriers etc. * Any change in policies would have to be notified to WTO.WTO- Basic Trading Rules or Principles * Non-Discrimination: e. This rule has two major components which are incorporated in major WTO rules on goods, services and intellectual property. viii. The Most Favored Nation (MFN) Rule: A WTO member countries cannot discriminate between their trading partners e. g. if a country grants special favor to another country, the same will have to be granted to all other WTO members. ix. National Treatment Policy: Imported and locally-produced goods should be treated equally. * Freer Trade: f.To liberalize trade, lowering trade barriers including custom duties, tariffs, import bans or quotas restricting quantities selectively gradually through negotiations. g. It also discourage the use of quotas used to set limits on quantities of imports as it can lead to more accusations of unfair play or non-tariff barriers such as red tape, which involves agreements dealing with various bureaucratic or legal issues causing hindrances to trade such as import licensing, rules for the valuation of goods at customs, pre-shipment inspection involving further checks on imports, investment measures and rules of origin such as made in where? tc. * Predictability through binding transparency: h. WTO’s multilateral trading system is an attempt to make the business environment more stable and predictable while making countries’ trade rules as clear and public (â€Å"transparent†) as possible. * Promoting Fair Competition: WTO agreements support fair competition especially in agriculture, intellectual property, services, etc. Encouraging development and ec onomic reform: WTO system contributes to development by allowing countries to implement trade liberalization programs with flexibility of time. WTO Pakistan * Pakistan has been a WTO member since its inception and is one of the founder Members of the WTO since its inception. * Pakistan has been following an export led growth strategy since market access is of vital importance for its businesses.

Dr. Tram and the Vietnam Conflict

Dr. Tram and the Vietnam Conflict Dr. Tram wrote a definitive book about the Vietnam War from around April 1968 when she worked as the chief medical officer in a field hospital in central Vietnams mountains (Tram 2). She volunteered to offer medical services to the soldiers in the war torn areas, and mostly she wrote down her experiences in her diary.Advertising We will write a custom essay sample on Dr. Tram and the Vietnam Conflict specifically for you for only $16.05 $11/page Learn More In this diary she described her daily encounters with soldiers, her feelings about their pain, and feelings about the American soldiers among others. Dr. Tram made a difficult decision to stay with the soldiers in the war fields, I say this because despite her rich background, she took great risks unexpected of women in her times, and I believe if she were alive today she would have earned a place in the Vietnamese history books. Dr. Tram’s gives us different view of the Vietnam War, it gives a vict ims view of the war and the perpetrators. Being a North Vietnamese she made a very bold decision to go to the war torn South Vietnam, since at that time North Vietnam was a different country from the south (Mydans 34). She specifically went to Quang Ngai province to work as a doctor in the hospitals and clinics in the areas of the Duc Pho areas mostly controlled by the National Liberation Front or the Viet Cong. Unfortunately she was ambushed and killed at her twenty-seventh age when she was returning to her hospital from one of the clinical visits. From her perspective we learn of how the locals felt about the American involvement in the war, we learn that she hated the Americans with a passion for the killings and bombings they did to their country, for maiming her country men and in general were of the pain they underwent in such periods. The abrupt stop in her work shows us how life can be cruel and unfriendly and the war never cares about any one. We also realize that in these times she missed her mothers love and she was weary and always longing for her mothers caring arms (Tram 2). Despite the American soldiers being perceived by the rest of the world to be hard fighting, hard loving and hard living; we realize they were brutal as it is relieved in the book. It seems as if she was driven by an inner desire to love and care that made her risk her life in the war fields. Dr. Tram was driven by love and passion for her country men and a desire to see them liberated. She would often stay in Hanoi to attend to the patients and soldiers and every weekend visit her family in the evacuation sites (Mydans 35). She felt the pain, the insecurities and the fear the soldiers experienced and in most cases she would criticize herself for never rising to occasion or being weak while the rest sacrificed their youth for the sake of liberation.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF L earn More Due to this passion and love she operated on the wounded soldier in unimaginable primitive conditions and was often without drugs that could save their lives. She was always at pain when she saw them die in her hands when she could nothing to save them. She sacrificed her life for the sake of the soldiers and for the sake of her country. Due to this sacrifice she has entered into the official pantheon of wartime heroes that is inclusive of a number of brave young women who also risked their lives. A hospital has been built and a stature erected in memory of her at the remote site of her clinic in Quang Ngai Province. I believe if she was alive she would a living testimony and icon of many, and probably she would scold the current selfish regime in which people are mindful of themselves more than their fellow countrymen. She would greatly oppose the trend where the people do not sacrifice for their fellows but sacrifice their fellows instead. She also might probably not agree with the much honor bestowed upon her at the expense of the very many that died in the war. In conclusion Dr. Tram’s diary gives us the real picture of the war, by describing the situations the soldiers encountered, the longings for their loved ones, and the harsh conditions they were in. It also shows how love for one’s country can make him make a big sacrifice for its benefit. Dr. Tram, Dang Thuy. Last Night I Dreamed of Peace. Trans. Pham, Andrew. New York, NY: Three Rivers Press. 2007. Print. Mydans, Seth. â€Å"Diary of North Vietnam Doctor Killed in U.S. Attack Makes War Real.† New York Times 26 Jun. 2006: 34-35. Print. I would like to thank the following person for helping me put this paper together: Chen Xu, worked with me 4 hours.Advertising We will write a custom essay sample on Dr. Tram and the Vietnam Conflict specifically for you for only $16.05 $11/page Learn More De Liang Liang, worked with me 4 hours.

The Process of Patent Assignment

The Process of Patent Assignment Assignment has two related meanings in the world of inventing and patenting. For trademarks,  an assignment  is a transfer of ownership of a trademark application or trademark registration from one entity to another, and for patents, an assignment involves the sale and transfer of ownership of a patent by the assignor to the assignee. The assignee is the entity that is the recipient of a transfer of a patent application, patent, trademark application, or trademark registration from its owner on record, the assignor. In patent assignments, the assignor will make an instant profit off of selling its patent, while the assignee gets rights to royalties and all future profits from the invention. You can assign the ownership of a patent application or patent. For all U.S. patents, assignments are recorded with the United States Patent and Trademark Office (USPTO) Assignment Services Division to keep the title clear  to pending patent applications and patents;  assignments can be searched on the USPTO website. Assignments arent always a voluntary transaction. For instance, an employee invention may be mandatorily assigned by an employee to the employer because of the contract that the employee has signed. For this reason, there are a number of laws and regulations surrounding patent assignments  that govern how the patent is handled and who owns individual patents. In contrast to patent licensing, an assignment is an irrevocable and permanent transfer of ownership. How to Apply Whether youre hoping to change ownership to another entity or party through assignment or hoping to change the name of a patent while its pending approval, you need to fill out an official Patent Assignment Recordation Coversheet by completing online forms at the USPTOs Assignment Recordation Branch website. This online system, known as the Electronic Patent Assignment System (EPAS), can be used to submit your cover sheet and supporting legal documentation online, which the USPTO will then process. If you are unsure about whether your patent has been granted an assignment, you can search  the database of all recorded patent assignment information, which dates back to 1980. For patents earlier than 1980, you can go to the National Archives and Records Administration and request a copy of accompanying paperwork. How Long It Takes and Why According to the USPTO, getting a patent can take up to three years, so if youre hoping to start making money off of a new invention, selling the patent for your product and applying for a patent assignment may be the fastest way to actually see a return of investment on your new creation. Although the patent application assignment wont get your patent faster, it can assure the inventor and assignee are protected when it comes to ownership and rights. As a result, an assignment may be appropriate where the patent owner prefers to receive a lump-sum price at the time of the assignment rather than collecting royalties. Since a patent prevents other manufacturers from re-creating and selling your original concept, both you and the assignee would benefit from ensuring that once the invention becomes officially patented, it belongs to the right individual and no one else.

Idea of Freedom and to be American in Bradford's, Franklin's, and Essay

Idea of Freedom and to be American in Bradford's, Franklin's, and Crevecoeur's Writings - Essay Example Bradford had narrated the happenings upon the immigration of the Puritans into the Plymouth Plantation through this writing. Bradford, along with the Pilgrims, left England to experience religious freedom in America. It was the freedom of religion that brought the Pilgrims to Plymouth Plantation, and William Bradford was one of the Pilgrims, who boarded the Mayflower to experience that freedom. He left his country and led a European Settlement in America, for it was the only place, back then, where his religious freedom will not be deprived. Despite the imminent risks, Bradford, together with other Pilgrims, fled to America with no assurance of safety, only to experience religious freedom, a freedom that they ought to gain under the rules of the Mayflower Compact. As stated in his manuscript, â€Å"one small candle may light a thousand, so the light here kindled shall shine unto many† (Bradford). In the â€Å"The Autobiography† of Benjamin Franklin, a different type of freedom was emphasized, which supports the individual freedom of business and the economy in America. Franklin was dubbed as the first authentic American for he was firm in his stand to uphold colonial unity. His establishment of the Junto intended to demonstrate how the improvement of the American society can be achieved through business and economic freedom. In the above passage, he refers to the benefits of education that libraries have provided the citizens of the country. He has further added that libraries have somehow contributed to the response of the citizens in various colonies, especially in defending their privileges (Franklin). Tradesmen and farmers need access to these libraries for them to make appropriate decisions for their business. By that time, they make their own business successful and eventually contribute to the growth of the economy. This gives the liberty to help America progress and become an authentic American. Hector St. John

Genocide in Rwanda and Burondi Assignment Example | Topics and Well Written Essays - 2000 words

Genocide in Rwanda and Burondi - Assignment Example What is genocide? The term Genocide according to history books was unknown prior to 1994. It is a word formed by a Polish-Jewish lawyer describing the Nazi policies of systematic murder and the destruction of European Jews. It comes from the Greek word geno that means a race or tribe, and cide, a Latin word that means to kill. Accordingly, in coming up with this word, he thought of â€Å"a coordinated plan or action to destruct the foundations of the life of a national group, or annihilating the groups themselves†. He appealed this to the United Nations; thereafter, the United Nations considered â€Å"genocide† as an international crime. It is then defined by the UN as† â€Å"referring to violent crimes committed against groups with the intent to destroy the existence of the group. (US Holocaust Memorial Museum Updated 11 May 2012). Genocide, as an international crime includes any of the following action: acts committed with intent to destroy, in whole or in part , a national, ethnical, racial or religious group, as such: (a) Killing members of the group; (b) Causing serious bodily or mental harm to members of the group; (c) Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; (d) Imposing measures intended to prevent births within the group; (e) Forcibly transferring children of the group to another group. The crime of Genocide in Rwanda Politics and ambition started it all. The first conviction of Genocide was given in 1988 by the International Criminal Court for Rwanda to Jean-Paul Akayesu, a local President of Democratic Republican Movement. He was found guilty of charges against humanity for acts he made while being a mayor. Akayesu was sentenced to a life imprisonment. On this date too rape became an addendum to the list of genocide crimes. (US Holocaust Memorial Museum) Akayesu was the town Mayor of Taba from 1993 to 1994. Initially, he led the town peacefully, fostering the local economy, had control of the police, and a well respected man until a group of oppositionists started the turmoil. At first he was hesitant to join but was compelled to because he was afraid of opposition, and was also scared to lose his position. Since then, he was one among those who instigated violence, incited the people to join mass killings and turned the former quiet place into a scene of violence, rape, torture, and murder (US Holocaust Memorial Museum). Rwanda in 1994 has a population of seven million composed of three ethnic groups: the Hutus (85%), Tutsi, (14%) and Twa (1%). The United Human Rights Council reported that the Hutus extremists’ political group kept on blaming the Tutsi group for various reasons including: â€Å"the country’s increasing social, economic, and political pressures. Tutsi civilians were also accused of supporting a Tutsi-dominated rebel group, the Rwandan Patriotic Front (RPF). Through the use of propaganda and constant political maneuvering, Habyarimana, who was the president at the time, and his group increased divisions between Hutu and Tutsi by the end of 1992. The Hutu remembered past years of oppressive Tutsi rule, and many of them not only resented but also feared the minority.† But why should the Hutus have resentments to a minority group like Tutsi? First let us begin with the description of the past of the two warring tribes. Roseber, Jennifer,

Tesla electrical car Essay Example | Topics and Well Written Essays - 1750 words

Tesla electrical car - Essay Example This essay will focus on the marketing method for a special product of the famous automobile company named Tesla Motors Inc (Marchionne, 2009). Product Identification The company of Tesla primarily engages in the production and sales of hybrid or electric cars. The researcher would introduce the brief marketing strategy of the Model S electric car for the company. This car is basically an electric car with seven seats manufactured by the company. The car is characterized with a rigid body structure. The weight proportion distributed in the car is 50-50. It is claimed that this car has a low centre of gravity. The company claims that the features of the car qualify it to be an efficient sports car. However, the external appearance of the car looks like a top class Sedan (Teslamotors, 2013). Figure 1: Model S (Source: Teslamotors, 2013) It is claimed by the company that the acceleration of the car is instantaneous owing to the inbuilt power train technology used for manufacturing the c ar. The form of energy used in the car is gasoline. The car also has a multilink suspension system that provides complete comfort to the users. The smooth power steering of the car is found to react automatically to any changes in the driving conditions (Teslamotors, 2013). Target Market The above context clearly shows that the Model S of Tesla is an efficient car that is well equipped with a lot of advanced technical features. However, while formulating its product marketing (Model S), the company needs to strategically focus on the target customers. All the marketing activities would be then formulated on the basis of the needs and preferences of the consumers. Market Opportunities After the emergence of globalization in 1990, the developing economies in the world have significantly grown up by enjoying the benefits of industrial revolution in the developed economies. The company through its marketing strategies should grasp the growing market demand in the emerging economies of t he world. It is found that the countries like, Russia, India, China and Brazil, are enjoying the fruits of economic development in the form of rise in their per capita income levels. The rise in per person income has increased the level of luxurious demand that is created by the individuals in these economies. The Tesla company must try to grasp the growing market demand of individuals in these economies (Mom, 2004). Today, the consumers are highly conscious about the protection and preservation of environment. This is the reason due to which the electric vehicles are now on high demand in the market. Model S of Tesla comprises of all the good features that a modern electric car should possess. Thus, the growing market demand of the electric cars provides an excellent opportunity for the company to sell its desired product in the market. Rather, the degree of urbanization in countries across the globe is improving and has significantly increased the demand for cars in the market. Th e gross revenue generated by the entire automobile industry has increased in the last few years. So, the rising living standards of the individuals, growing consciousness about environmental protection and the booming aggregate demand in the automobile industry are the primary market opportunities for Tesla’

Explore how you apply different aspects of science in your daily life Essay

Explore how you apply different aspects of science in your daily life - Essay Example 3. Hypothesis: The light does not come on because fuses have been shorted. 4. Test the hypothesis: By putting in some new fuses to replace the shorted fuses. 5. Observe data: After fuses are replaced, lights are turned on again and they all light up. 6. Conclusion: The light did not come on because the fuses were shorted and needed to be replaced. Scenario 2: I was about to cook spaghetti for my family, and while opening the can of tomato sauce, the can opener broke. 1. State the Problem: How do I open the can of tomato sauce? 2. Collect information: I looked into my kitchen utensils for sharp materials which I could use to open the can. I checked and I saw that the sharpest instrument I had among these utensils was a knife. 3. Hypothesis: I can open the can of tomato sauce using the kitchen knife. 4. Test the hypothesis: I tried opening the can of tomato sauce using the kitchen knife. 5. Observe data: I successfully opened the can of tomato sauce using the kitchen knife. The method of opening was more tedious and the edges of the can were not as smooth, but the end goal of opening the can was achieved. 6. Conclusion: I can open the can of tomato sauce using the kitchen knife. PART II: WHY I CANNOT LIVE WITH/WITHOUT SCIENCE 1. Describe a typical day in your life from the time you wake up, until the time you go to bed. Describe how science impacts you and your routine throughout the day. My typical day starts off with me waking up to the alarm sounding off at 6:30 am. I get up after about 5 minutes from the time the alarm sounds off. I then go to the kitchen and put coffee on the coffeemaker to brew. While it is brewing, I check for the morning mail and morning paper. I then check what to cook for breakfast. I choose what to cook for breakfast and then proceed to cook it. Once it is cooked, I have my breakfast while reading the morning paper and sipping my coffee. I then wash up the dishes and tidy up the kitchen. Next, I check my wardrobe for clothes to wear fo r the day. I take a bath and then put on my clothes. After gathering my things, I then proceed to work. I usually get there by 9 am. I take my lunch break at 12 noon, then coffee break at 3:30 pm, and I leave the office by 5 pm. I am home by 5:30 pm and prepare my dinner. After dinner, I wash up and proceed to watch my favorite evening shows. By 10pm, I am ready to go to bed; I check first on my doors and windows to see that they are shut and locked. I read a few chapters of a book until I feel sleepy. Usually, by 11pm, I am already fast asleep. Science impacts significantly on me and on my routine because it helps me make sound decisions. It also helps me resolve issues which I face in my work. In making simple decisions like what to cook for breakfast or dinner, unconsciously, I go through the scientific process. From the problem raised, I gather information, and then come up with a tentative answer to such issue. After testing the effectiveness of the tentative answer, I then mak e the decision to use or not use such answer. In instances when a particular hypothesis does not answer the questions or issues I raise, then I come up with other answers of solutions to the problem. Science has impacted on my routine in the sense that it has made my activities simpler and more focused. Without science and without the application of the scientific method in my daily activities, my life

Oceanographt- Chapter 11 Essay Example | Topics and Well Written Essays - 500 words

Oceanographt- Chapter 11 - Essay Example However, their individual inertias keep them apart so that they cannot smash or interfere with each other’s orbiting track. In addition, I have also learnt that, tides’ forces similar to wind can be useful in energy production, though this venture has not received adequate funding and implementation. This is especially in US, where despite Roosevelt outlining benefits, which the state can attain from utilizing tides’ energy, the regime during then failed to embrace this idea. The state refused funding the venture despite seeing its benefits in France, though US regime’s then decline was due to differences emanating from its parties’ varying policies held by each side. The excerpt contends that, among the numerous benefits, which the state utilize tides; the dominant encompasses traditional shipping though presently there are improvements. Since, they have resulted to utilizing diesel driven equipments that are faster than traditional yachts. The intriguing aspect encompasses how tidal friction leads to the slowing of earth’s turning. Since, the daily action of these tides normally entails immense energy expenditure, which in turn dissipates it as heat; hence, slowing earth turning by hundredths of a second in every century. Consequently, this has prompted the earlier one year that had approximately between 400 to 410 days to reduce as well as its day duration, which presently comprise of long days. This is because the moon faces one side, hence prompting one day in the moon to be almost a month comparable to earthly time. It is also intriguing how tides’ actions array aquatic lives forms into diverse categories according to their species and size. This is evident in the chapter’s illustration depicting grunion at the shore though proven scientists’ studies contend this is a process of this fish’s species

Nursing Utilization Project-Improving Quality Initiatives & Standard Essay

Nursing Utilization Project-Improving Quality Initiatives & Standard in the Community Services Program - Essay Example naturally be followed by several systemic changes; creating the necessary management structure; developing the strategies for the changes to take place; designing the mechanisms to incorporate the change; and assigning the resources. This proposal has been inspired by various researchers, a study conducted by Rabbani et al. (2007) which assessed the feasibility of using the BSC within a low-income health setting and resulted in improvements in patient, staff, clinical, and financial outcomes alike within their health care settings. Another study by Hashmi (2003) used a QAPI program similar to the one proposed herein. Implementation of the quality improvement initiatives shall be commenced with the staff practicing better customer service complimented by thorough training and monitoring by the QAPI team. A number of surveys and interviews shall be done with the patients, community and staff to evaluate the quality improvement initiatives on a regular basis. Such data will be reported to the Board of Directors to evaluate. The reporting cycle is every 90 days or approximately 6 months. The Board shall have the final decision in approving policy changes within this proposal as necessary, in order for the plan to be effective in the process of improving the quality of services of Walton Community Services to garner at least 90% compliance rating in the improvement of customer services, an achieve CARF certification and increase funding. Walton Community Services, Inc., a reliable community healthcare provider is concerned with the continued provision of a high quality of service to the majority of its clientele. Accreditation not only improves one status within the field of community providers, but also establishes the company as a reputable provider of community services and ensures funding through different sources. Walton Community Services, Inc. must defend the vision of the company by providing the highest quality of customer service it can offer its

Oceanographt- Chapter 11 Essay Example | Topics and Well Written Essays - 500 words

Oceanographt- Chapter 11 - Essay Example However, their individual inertias keep them apart so that they cannot smash or interfere with each other’s orbiting track. In addition, I have also learnt that, tides’ forces similar to wind can be useful in energy production, though this venture has not received adequate funding and implementation. This is especially in US, where despite Roosevelt outlining benefits, which the state can attain from utilizing tides’ energy, the regime during then failed to embrace this idea. The state refused funding the venture despite seeing its benefits in France, though US regime’s then decline was due to differences emanating from its parties’ varying policies held by each side. The excerpt contends that, among the numerous benefits, which the state utilize tides; the dominant encompasses traditional shipping though presently there are improvements. Since, they have resulted to utilizing diesel driven equipments that are faster than traditional yachts. The intriguing aspect encompasses how tidal friction leads to the slowing of earth’s turning. Since, the daily action of these tides normally entails immense energy expenditure, which in turn dissipates it as heat; hence, slowing earth turning by hundredths of a second in every century. Consequently, this has prompted the earlier one year that had approximately between 400 to 410 days to reduce as well as its day duration, which presently comprise of long days. This is because the moon faces one side, hence prompting one day in the moon to be almost a month comparable to earthly time. It is also intriguing how tides’ actions array aquatic lives forms into diverse categories according to their species and size. This is evident in the chapter’s illustration depicting grunion at the shore though proven scientists’ studies contend this is a process of this fish’s species

Ethno Nationalist Terrorism Personal Statement Example | Topics and Well Written Essays - 500 words

Ethno Nationalist Terrorism - Personal Statement Example in Palestine, with the assistance of Jews and English mandatory authorities, the agriculture and the industry started developing and new jobs appeared. Todays Arabs know well, who their ancestors and when and where they came to Palestine from. The citizens of Israel who live in settlements on the occupied territories follow the laws of Israel, and they have all the rights of citizens of Israel. At the same time inhabitants of occupied territories submit to the Jordanian code of laws and management of military authorities. Thus, in one territory there are 2 groups of people with different rights: one group of people (Israeli-Arabs) has more rights, at the same time as another (Palestinians) has less. This situation is identical to the situation in the Republic of South Africa where individuals of different nationalities had different rights, in particular, blacks, as well as Palestinians, had no right to vote and a freedom of movement t(Payes, 2005). Israeli-Arabs committed the acts of terrorism very seldom in comparison to Palestinians that can be explained by the fact that they have many privileges. Wimmer explains that the terrorists acts of Palestinians are provoked by the government of Israel which does not give them any chance for peaceful resolution: â€Å"It is infuriating that the passivity of the governments of the international community has allowed Israel to impose collective punishment, clearly prohibited by the international law, while the military machine of the occupation continued to act without compassion against the Palestinian civilian" (Wimmer, 2009). However, various violations were rather frequent and sometimes serious, giving Jews certain grounds to see in them silent allies of the enemies. Israeli-Arabs are also deprived of certain rights in comparison to Jews, because they are considered to be a threat to national security. Israel preferred to fight against threat from the side of the Israeli Arabs by means of their exclusion from the system

A Case Study Of Social Work With Families Social Work Essay

A Case Study Of Social Work With Families Social Work Essay This was my third contact with Mrs G however my first contact with Mrs G on her own without Ps presence. The purpose of the visit was to carry out a carers assessment which focused on Mrs Gs needs separate from Ps needs. It was important that I tuned into the visit in order to work with Mrs G effectively. The process of tuning in helped me consider the legal mandate for the intervention, it helped me prepare myself for areas Mrs G may have wanted to discuss, I was able to consider relevant theories, Mrs Gs feelings, my feelings as a worker and how I would address these feelings through the use of good knowledge, skills and values. Before meeting with the family I had read through the existing case file which allowed me to gain an insight into the social work involvement of MS the transition co-ordinator to date, other professionals involved and an insight into the family background. I had previously carried out a UNOCINI assessment on P, had been on a few visits to P and Mrs G and liaised with several other professionals involved with P such as the Renal Team at the Royal Belfast Hospital for Sick Children (RBHSC), the school, Ps G.P, Clinical psychologist etc. I had already gathered relevant information and thus obtained a good insight into the family situation, particularly through liaising with the Clinical Psychologist who had done some brief family work with the family. From liaising with him, I was able to determine that there were strained relationships within the home. As my role in this instance involved assessing the needs of a carer, I read around carers in Northern Ireland, their needs and what the y often experience etc. This allowed me to tune into what Mrs Gs life may involve with regards to caring for P and consider some of the challenges carers experience on a regular basis. As I had already been involved with the family and completed a UNOCINI assessment, I gained a great insight into the familys circumstances, history/background. During this contact I wanted to obtain a greater insight into how Ps disability impacted is currently impacting on Mrs G, the primary carer of P. I prepared myself for the contact by familiarising myself with the carers assessment form however I had already decided to approach the situation by allowing Mrs G to take control and explain openly how she was coping etc. My practice teacher also discussed her expectations with me during supervision. My primary purpose in this piece of work was: The purpose of the work was to meet with Mrs G in her home. Carry out an assessment of Mrs Gs needs as a carer separate from Ps needs by allowing Mrs G to talk openly about her situation, how she was coping as a carer etc, express any concerns she had and ask her how she feels we could best support her at this time. This allowed Mrs G to take control of the discussion and identify areas to discuss. My main aims and were they achieved I contacted Mrs G prior to the visit to explain the observation so that she was aware of the situation before we arrived at the house. On arrival, I discovered that Mrs G had forgotten about the visit and planned to go into town. I asked Mrs G if she would like to reschedule but she said she would prefer to go ahead with the visit. I did not have to introduce myself at the beginning of this contact as I had clarified my role and function within the agency during the first visit with the family. I firstly introduced my practice teacher, reassuring Mrs G that she was there to assess me and my practice and that anything she would be writing would be about myself and not her. I further reassured Mrs G that anything discussed within the visit would not be discussed outside of the visit. At this stage I feel I could have explained the boundaries of confidentiality. I explained to Mrs G she was entitled to a carers assessment under the Carers and Direct Payments Act and that this would focu s on her needs as a carer as apposed to Ps needs. On reflection I do feel I could have explained to Mrs G at this stage what the assessment involved and I could have summarised what I intended to cover during the visit. Instead I just explained her entitlement to a carers assessment and that it focused on her needs. I acknowledged how difficult life has been for Mrs G and her family up until this point and asked Mrs g what it was like caring for P. Mrs G gave a very detailed account of Ps medical history and how his condition affected him. Issues arising were Ps restricted diet intake, Ps noncompliance to take medication and his personal care. On reflection, although I did attempt to probe further on these issues as an attempt to determine if and what triggers may have been contributing, looking back I do feel I could have used more effective questioning as an attempt to determine the impact this has had for Mrs G as a carer. Other issues arising were Ps lack of self-esteem and body issues which clearly contributed to his low mood. Looking back I feel I could have explored into this area more through probing more however I recall the carer at this stage having given me allot of in-depth information. I had reacted by probing further on another topic and had forgotten to go back and explore this a rea. On reflection I feel it would have been important to have explored this area further to gain a greater insight into how Mrs G coped with knowing that her son was insecure and body issues. Does she attempt to talk to P? Does this worry her, make her feel stressed etc, how does she cope seeing how Ps disability impacts upon him? Looking back another issue which Mrs G explained was the fact that P had fell out with their local Church over his diet. This was a clear issue/concern for Mrs G, however looking back, I did not probe further on this issue as once again, I recall Mrs G explaining a number of issues at once. I explored further on one issue and again I forgot to go back and explore this concern. At this point I feel I should have listed back to Mrs G the concerns that were arising and explored each of them one by one. Instead I feel I became overwhelmed by all of the information she was giving me, I consequently responded by exploring into one issue, which then led into another issue and I forgot to cover the other issues arising a the beginning. This has been a big learning curve for me as a worker. From this in particular I have learnt that I need to be more assertive and take more control of the conversation, particularly if you are with a service user who is quite talkative. In future I plan to say , ok, mrs G, youve given me quite a lot of information there. You have raised concerns about this, this and this. I would then cover each of the issues separately to ensure I have explored all areas fully that the service user has identified as being problem areas. I will also ensure to take more control of the conversation by stopping the service user if I feel she has overwhelmed me with information and pace the flow of the interaction to ensure each area is being fully explored. I recall Mrs G explaining that P had been abiding by his restricted fluid and diet intake recently as apposed to what he had done in the past. Mrs G did however express that P would still sometimes push the boundaries. I recall just reassuring Mrs G that this was very positive, however on reflection, I feel that I could have picked up on the fact that she had expressed he still pushes the boundaries at times and explored more into how they managed this, how he reacts when she reminds him the importance of his restricted diet and how Ps reactions impacted on Mrs G and other family members within the home. Mrs G went on to explain that the clinical psychologist P had been to see recently had diagnosed P as being biologically depressed and not clinically depressed. I recall probing further as an attempt to determine how Mrs G felt about this diagnosis, and asked whether P would continue to see the psychologist. However on reflection I do feel I could have explored further with regard to the possible risks this presented for P, how P was behaving, had she noticed any significant changes in his mood, behaviour etc. Looking back I feel this would have been very important and usually I feel a very obvious area to cover however I recall reminding myself of my role within that visit and that was to focus on Mrs G as a carer and how she was coping as a carer. Looking back however I do feel it was important to have explored further on this issue as there evidently could have been risks involved which could have led me to determining how Mrs G felt and coped with these. I recall Mrs G explaining about Ps argumentative nature. I did attempt to explore this area further however again at this stage I recall Mrs G giving a lot of detailed information and again I do feel it would have been beneficial to have redirected the information she had given back to how Mrs G was affected and how she was coping. I summarised by explaining to Mrs. G the main issues which we had discussed during the visit and what Mrs G was currently dealing with. I then reminded Mrs G of the main reason for the contact which was an assessment of Mrs Gs needs as a carer, how things have impacted on her and how she was coping as a carer. I summarised by asking Mrs G to once again eplain what the main concerns were for her in coping and caring for P at the minute. Mrs G once again clearly highlighted that the main concern for her as a mother was the fact that P had no opportunities at the minute to meet, socialise and interact others his own age group. She further explained that she felt this would undoubtly help to promote Ps independence while giving her and her husband a little respite. I paraphrased this back to Mrs G to have her clarify what I understood in relation to Ps needs and how this would ultimately benefit them as carers. I summarised by acknowledging and explaining to Mrs G that I understood the l evel of Ps care needs, what the family have come through in their lives to date and the impact of caring for P and other family members. At this stage I recall advising Mrs G of some support groups which may be of support to Mrs and Mrs G. Mrs G however clarified that she felt it was not them as parents who needed the support but their son, P who would benefit from some sort of social outlet. Furthermore, she did highlight she felt this would additionally benefit her and her husband as P relied quite a lot on her and her husband to take him out. Mrs G expressed she felt it would be beneficial for P if someone Ps age were to come and bring P out for a few hours. I mentioned a voluntary befrienders scheme however I was unsure as to the likeliness of getting a befriender that age within the locality thus I reassured Mrs G I would follow this up and get back to her. At this stage I recall introducing the topic of direct payments. Looking back, I feel the conversation had flowed up until this point. On reflection I had no reason to bring up the topic of direct payments as the conversation up until this stage had been centred on Mrs G, her life as a carer and how this was impacting on her. I had prepared to cover this topic solely on the basis that this was one of the topics covered within the agencys Carers Assessment forms. Looking back, I feel there was no reason to introduce this topic as there was simply no purpose in this instance. I recall asking Mrs G if she was aware of direct payments and or if she received direct paymen ts. Mrs G was not and asked if this was the same as carers allowance. At this stage I recall going completely blank. I knew it wasnt however I went completely blank and I could not think and turned to my practice teacher for reassurance and ask her if they were the same. At this stage I felt quite nervous and found it hard to refocus my mind back on the topic of conversation. I then recall trying to explain the concept of direct payments to Mrs G. I was able to explain that It focused on empowering service users through allowing them to be employers and this was a payment paid to them which would allow them to effectively employ someone if for example they wanted to pay someone to come in and care for their disabled child. I recall stumbling through this explanation as I consciously knew I wasnt communicating my understanding of direct payments effectively in a way to ensure that Mrs G understood it and furthermore I doubted what I was saying. I feel I cold have tuned in better to w hat direct payments were, whether Mrs G and P would have been eligible for this service, what the options were for them and been able to explain to them in a way that they understood and have given an example of their circumstances as apposed to a child. i.e. considering the fact that P was turning 18 in a few months. I feel if I had prepared better by doing this, there would have been more structure and purpose to introducing the topic in the first instance, Mrs G would have grasped a clear and concise understanding of what direct payments were, I would have come across as a more competent and knowledgeable worker and this would have lessened the likeliness of confusion or unrealistic hopes and expectations on Mrs Gs behalf on their eligibility and entitlement for the service. Straight away following the visit I acknowledged how my responses could have potentially have given Mrs g unrealistic hopes and expectations with regard to what they could get. I feel nervousness and lack of concise preparation significantly contributed to my inability to explain the service effectively and concisely, particularly after I was unable to explain the difference between carers allowance and direct payments initially. I finally summarised what I was going to do for Mrs G such as looking into the befriending scheme, their eligibility for direct payments, as she queried if she would be able to pay someone to come and take P out for a few hours a week etc. I then explained Mrs G that I would be in touch to arrange a time and date to talk through the assessment once I had completed it and have her sign it. Mrs G agreed. Skills I do feel I listened to Mrs G and demonstrated respect by being empathetic towards her and her situation past and present. I was very aware of the sensitivity around what Mrs G has come through in her life to date and used silence allot to allow Mrs. G to gather her thoughts before answering the questions. When she was talking I continued to use silence as a means of letting Mrs G tell her story and express her feelings. I ensured to maintain eye contact. My non verbals I hope indicated to Mrs G that I was listening to what she had to say. Although I contently listened to Mrs G and what she had to say, I do feel she overwhelmed me with information a lot of the time. Although I managed to explore further some of these issues by probing further on certain issues, I feel I failed to probe further on all the issues/concerns expressed by Mrs G. I feel I could taken control of the interaction more by stopping Mrs G at times and sensitively saying for example, ok Mrs G, you have given me quite a lot of information there. You mentioned this, this, this and this.. Can you firstly tell me a bit more about (1st issue), how does this affect you as a carer etc. I would then have gone through each issue separately and have explored each issue fully. I then would have got Mrs G to proceed. This would have ensured that I was using my probing skills more effectively and ensured I was exploring and analysing equally all areas which arose. Furthermore, I feel I did probe further on certain subjects to gain a further insight into how G fe lt about certain things although in doing this I do accept that I still may not have kept the topics focused on Mrs G as much as what I could have. I do feel however that in this instance, the needs of Mrs G was very dependent on that of meeting Ps needs first as she continually stated, if I thought that P was getting ready and looking forward to going out and meeting with others his age, I would be able to relax and when he would be away, this would act as respite for me. I truly feel this was the main issue for Mrs G and she clarified this towards the end of the visit. I was particularly ware of this as I had tuned into the fact that in a typical encounter involving two people, it is estimated that the actual spoken or verbal content is likely to carry only one third of the social meaning in any given event, whereas the non verbal forms convey roughly two thirds of the meaning (Birdwhistell, 1970). Communication is a two way process. It involves listening as well as speaking. Non- verbals used were: nodding, having an appropriate body posture, using eye contact, smiling and sitting in the SOLAR position. Allot of the time Mrs G was talking. I hope my non-verbals indicated to her that I was listening to what she had to say, respected the information she was sharing and demonstrated empathy and respect. I feel I used my interpersonal skills throughout the visit ad this contributed to a relaxed atmosphere and interaction. I do feel however I had developed a good rapport at this stage with Mrs G as I had been on a few previous home visits through carrying out the UNOCINI assessment. I feel I had a generally good structure to the contact however I do feel I could have explained at the beginning the content of what I hoped to cover with Mrs G instead of just summarising that I would be looking at her needs as a carer. I feel I demonstrated good non verbal communication through appropriate facial expressions, a good sitting position with an open posture, good eye contact and nodding my head to reassure Mrs G I acknowledged, was listening and understood what she was saying. I feel I laughed when appropriate and showed empathy when covering sensitive issues such as Ps past medical history of cancer and chemotherapy. I did ask various open questions which I had planned as a means of applyin g the exchange model and allowing Mrs G to talk openly about her life as a carer. This also allowed me to gain an insight into what Mrs Gs life was like, what her caring role entailed and how she coped with her caring responsibilities. I asked closed questions to gain more information on certain issues and clarify information. I feel my tone of voice was appropriate considering we were covering issues which were sensitive to Mrs G. Generally, I feel I effectively communicated with Mrs G. Effective communication is an essential component of traditional social work activities (Lishman, 1994, pg 1). I communicated clearly with Mrs G by explaining why I was there, introducing my practice teacher, explaining her role, reassured Mrs G my practice teacher was there to observe me and not her. I explained clearly what I hoped to cover during the contact and under ground she was entitled to a carers assessment. The process of engaging entails social workers being explicit about what we are do ing and why (Munro 1998a: 98). I feel I engaged well with Mrs G by clearing explaining my role and purpose. I paraphrased back to Mrs G what she had said at certain stages, particularly towards the end of the contact to show Mrs G that I understood what shed told me. This involved me paraphrasing or feeding back to Mrs G what theyd conveyed, in a meaningful way. This was also useful in having Mrs G clarify that this is indeed what she meant. Empowerment- Empowerment is more commonly used to describe service users being given meaningful choice and valuable options (Clark 2000: 57). I feel I provided Mrs G with choice and valuable options by providing her with information, informing her of the services available. I do feel I actively listened to G and responded by probing further on certain issues. On reflection, I feel the type of questions I asked G could have been more focused on the needs of G and Ge as apposed from having her explain about P. Initially I felt this may have given R an insight into what Gs life is like and I thought it may have been a good starting point however I feel I could have covered aspects such as how she coped when P was away to college, to dialysis. In saying this I do feel that G made it very clear particularly towards the end that the main concern for her at the minute was the fact that her son had no friends his age, was unable to get out and had nothing to look forward to. And continually expressed that this was the main issue for her and that if he had an opportunity to get out and socialise with others his age, this would positively impact on her as she would be able to relax if she felt P was happy and this would also act as a few hours respite for her as relationships in the family had been strained recently. I feel I did not communicate to Mrs G in a clear and concise manner what direct payments was and was unable to provide her with a clear distinction between that of carers allowance and direct payments. Looking back I went blank at this point and felt I could not think and panicked. As a result I looked to R for re-assurance. I do not feel I came across as a competent worker as on reflection I turned to my practice teacher when G asked me if a carers assessment was the same as a direct payment. Looking back on this I feel very silly as I knew the difference but I just recall going blank as I stumbled with how to explain the difference. I feel this was down to nervousness and as a result I panicked and turned to R for advice. I will definitely try to avoid doing this in future as it is not professional and service users expect that we as workers know what we are talking about. I feel I could have been better prepared with regard to knowledge in relation to direct payments and carers allowance etc. Although I thought I knew what they were, obviously hadnt read enough around them or had the information prepared in a way that would enable me to effectively communicate to the service user what they were. Although prior to the contact I felt I was prepared, On reflection, I feel I could have been better prepared with regard to familiarising myself better with direct payments and carers allowance etc. I should have prepared in my head how I would explain this to G in a way that was clear and concise that she would have understood. My main aims achieved were: I was successful in getting Mrs G to open up about her situation and her feelings I was successful in determining what it was she felt would best help and support her and her husband at the moment, which was providing them with respite by providing P with opportunities for social interaction. The main knowledge used and how it impacted upon my work: I had an understanding of Mrs Gs circumstances through previous visits with the family and carrying out a UNOCINI assessment and liaising with other professionals already involved with the family. I feel I tuned in thoroughly to Mrs Gs past history, current circumstances and her life and needs as a carer. I did not have a lot of knowledge about the appropriate way of completing the carers assessment form. From discussing the topic with my practice teacher and other work colleagues, I felt it was better to not bring the form in with me during the visit. I felt this may have put Mrs G of or have distracted her. I considered the sensitivity of some of the issues that Mrs G may be relaying to me and I wanted to give her my utmost attention, reassure that I was fully listening to her, engage fully with Mrs G and let her lead the interaction and speak openly about her situation. This then led me to apply the exchange model of assessment which looks upon service users as experts in their ow n lives. I tuned into the fact that no-one knew Mrs G and her life situation as well as herself and so I felt this model was ideal to apply as a method of assessment. The Life needs model is another model which informed my knowledge base prior to the visit. This is a developmental and social-ecological model and increased my knowledge base on key transitions in childrens lives. Although this model informed my knowledge base more so with regards to Ps UNOCINI assessment, it also allowed me to consider how Mrs G as a carer may be coping with Ps transition and current life stage of adolescence, as a carer and mother. Knowledge around assessment theory increased my knowledge base on what assessment is and what it involves. Erik Eriksons life stage theory increased my knowledge base around Mrs Gs life stage. Theories around loss increased my knowledge base as to how Mrs G had experienced loss as a consequence of Ps physical disability and his cancer. This was very significant as the focu s of the work was on assessing Mrs Gs needs as a carer, considering who she cares for, how that impacts on her life and how she effectively copes with her caring responsibilities. As a carer of a child who has a physical disability and who had had cancer and been treated with chemotherapy and has had two failed kidney transplants, this theory allowed me to tune into a number of losses Mrs G may has or may have had, losses in terms of lack of socialisation, independence etc. This knowledge allowed me to consider that Mrs G may have been affected psychologically, physically, emotionally and socially. One of my objectives for the visit was to discuss direct payments. I feel that I did not carry out sufficient research to allow me to explain this service clearly and concisely in a manner that Mrs G would have understood. I recognise that direct payments is a relatively new way of receiving services and other professionals are still learning about what they are and how they are used. How ever, this is an area I had planned to cover with Mrs G as it is one of the questions within the carers assessment form and thus I do feel I could have researched this area more concisely to ensure I was confident in explaining it in a way that Mrs G would have understood. I also feel I had a good grasp of the current family situation through completion of the initial UNOCINI assessment and thus I could have enquired into the familys eligibility for receiving direct payments prior to the visit. I feel I had already previously adequately researched into Ps renal condition, kidney dialysis, the effects, the importance of a restricted fluid and dietary intake and the consequences of not abiding by a restricted diet from completing Ps UNOCINI assessment. This information allowed me to further consider what life is like for Mrs G as a carer. I had already gained a great insight into the family circumstances through liaising with other professionals and completing the initial UNOCINI asse ssment. This knowledge was significant as it allowed me to consider the challenges Mrs G was facing as a mother and carer and thus I already had an insight into how she was coping with caring for P. I also done some research on carers of children who have disabilities which allowed to familiarise myself with what pressures and stresses carers are faced with on a daily basis. Throughout my work with this family I am constantly aware of overarching legislation such as the Childrens Order (NI) 1995, the Human Rights Act 1998, Disabled Persons Act (NI) 1989, and The Education (NI) Order 1996. The main piece of legislation that informed this piece of work however was the Carers and direct payments Act (NI) 1996. I must always be aware of the legal and statutory context in which I work. It is impossible to practice without coming up against the Law: it is impossible to practice effectively without an in-depth understanding of how the Law affects everyday social work practice (Johns, 2005:1). Looking back I strongly feel I could have increased my knowledge base more effectively around direct payments and familiarise myself with what the criteria is for eligibility for families. I have since spoken to other workers in the team and have read around the topic more and thus feel much more confident about the topic. The main values I used were: The NISCC Codes of Practice for Social care Workers underpins my professional value base and I felt this impacted when working with this family. I feel that I treated Mrs G and her home environment with respect by asking Mrs G prior to the visit if she would mind my practice teacher being present to observe my work. I feel I empathised with G by being understanding of her all that her and her family have come through in their lives to date. I felt I could easily empathise with her when she was referring to P and his medical history and his cancer. I considered prior to contact how devastating this particular time would have been in their lives and acknowledged the importance of showing empathy, particularly if this service user was willing to talk openly to me who she may have looked upon as a stranger, about such a sensitive area in her life. I empathised with her further when she talked openly about her older son also having been born with a renal condition and the ongoing everyday stresses and strains this had. I did not judge Mrs G. I listened openly to what she had to say and demonstrated empathy by being understanding of Mrs Gs circumstances at present and what she has come through to date. By being empathetic and understanding towards Mrs G, I feel she was more motivated to work in partnership with me. I feel I demonstrated respect by explaining the issue of confidentiality, explaining my student status, gaining consent and ensuring Mrs G was happy and content working with myself, a student, by reminding Mrs G of my student status and allowing her to clarify she was happy to proceed. Furthermore, I feel I respected Mrs G by pre arranging the appointment and turning up on time. I feel I demonstrated respect at all times throughout the visit by maintaining eye contact, listening to Mrs G, using silence when appropriate and allowing her to speak, gather her thoughts and express her feelings. I was genuinely interested in what Mrs G had to say, finding out m ore about her life and past experiences and I was honest and open which I feel contributed to an effective, positive working relationship with Mrs G. I made myself aware of any cultural/structural oppression that the service user may be experiencing, such as gender, religious issues. I also considered that Mrs G attended a Church group and that she and her family held firm religious beliefs and attended Church on a regular basis. Future learning requirements indicated by this piece of work What I hope to improve upon in the future: From looking back I can see that there are significant areas I need to develop my knowledge and experience in. For example I strongly feel I could have increased my knowledge base more effectively around direct payments and have familiarised myself with what the criteria is for eligibility for families. My lack of experience delivering direct payments is obvious here. I feel that my understanding on this topic could be improved through reading further on the topic and possibly shadowing other social workers in the team when they visit service users about direct payments. Being well prepared for what it is I want to cover during contacts is another significant area I need to work on. Looking back, I feel the contact had flowed up until the point at which I introduced the topic of direct payments. I feel, I already had an insight into the family situation through completing the initial assessment ad I knew that Mrs Gs main concern was that P did not have enough opportunities for social outlets and if I had prepared to introduce this topic, I should have previously enquired into whether this was an option for Mrs G and her family. On reflection this would have made much more sense as I would have had reasoning for introducing the topic and I would have been able to inform Mrs G of information that was clear, concise and accurate, preventing informing Mrs G of information that was inaccurate, risking false hopes and possible dis