The Marketing Mix Marketing Communications Analysis (Promotion) Assignment

The Marketing Mix Marketing Communications Analysis (Promotion) - Assignment Example In its push to make solid purchaser mindfulness, Ax has received TV advertisements, announcements and magazine adverts. This has been accomplished through utilization of cleverness in its adverts. For instance, in one of its adverts, the items portrays that when a shopper utilizes it he will see seven Snow Whites instead of Seven Dwarfs. To improve its exposure, Unilever receives open discharges that are planned for improving shopper discernment towards its brands. Through the open discharge, the organization recognizes Ax as a cool, slick and in vogue brand. One of the significant methodologies that Ax has actualized in its production of solid client relationship is supporting of different occasions including youth celebrations and music appears. In such occasions, the brand uninhibitedly connects with guys matured 17 to 25 years who are its key objective market. The silliness that is depicted through its adverts makes a trip from a client to the next. Along these lines, Ax antiperspirant has effectively made a positive item buyer relationship that is essential to face of its adversaries in the contemporary serious business condition. Through its sites, Unilever offers notice to its customers with respect to new items in the market. So as to guarantee successful correspondence with its clients, Ax has imitated social locales, for example, Face book, Twitter and Orkut in this way starting an input system through which purchasers can give their perspectives on the limited time programs embraced by the brand. Also, Ax antiperspirant started a Call Me Campaign (Virginia Sole-S 23). As indicated by this advancement method, customers are encouraged to call 9987333333 to speak with Ax Girl known as Tanya. Accordingly, purchasers are qualified to win prizes, for example, iphones and

Effect of culture in business Essay Example for Free

Impact of culture in business Essay 1. A developing number of Americans work for outside possessed firms in the United States. Do you believe that these American workers are being affected by the outside proprietors way to deal with the board and the way of life of the nation of the proprietor? In view of globalization, organizations are available to work together in new markets and improving benefits. Additionally due to globalization, organizations are confronted with various societies, religion and standards. For an organization to work together in another nation, a supervisor needs to comprehend the distinctions related with the host nation. Globalization is characterized as this interdependency of transportation, conveyance, correspondence, and financial systems across worldwide fringes (Gibson, Ivancevich, Donnelly, Konopaske, 2012, p 57). Each firm has their own authoritative culture. As per Hellriegel, Slocum and Woodman (2001), authoritative culture speaks to a mind boggling example of convictions, desires, qualities and practices shared by hierarchical individuals. The information on the way of life where a worker is working is essential. In a dynamic and quick changing condition the bury and intra authoritative conduct changes the profitability and development patterns (Chaturvedi, 2002). On account of the hierarchical culture most remote claimed firms will in general force that culture on their representatives. Much the same as U.S. organizations settling abroad, outside claimed organizations will confront a few troubles working in a nation with various culture. In light of Hofstedes look into, which concentrates how esteems in the work environment are affected by culture, four measurements have been distinguished as clarifying: Vulnerability shirking: degree to which individuals are OK with questionable circumstances and with the failure to anticipate future occasions with precision (Gibson et al., 2012, p 69). Manliness Femininity: A culture that has a high manliness direction will in general accentuate on strength, self-assuredness, and reliance. A culture with propensity of gentility direction will stress more on relationship, sympathy, and enthusiastic receptiveness. Independence Collectivism: Tendency of a societies standards and qualities to underscore on fulfilling singular needs or gathering needs (Gibson et al., 2012, p 69). Force separation: Degree to which individuals from a general public acknowledge contrasts in force and status among themselves (Gibson et al., 2012, p 69) Since each culture fits distinctively in the four measurements, a remote possessed firm will keep its own way of life as it will be simpler to manage than having diverse authoritative societies in every nation it works. Americans who work for those organizations are in fact affected by their methodology of the board. 2. Accept that you need to build up your worldwide abilities so you can seek after universal assignments with your organization. Distinguish five abilities that you would need to create and depict how you would approach improving these aptitudes. Globalization is characterized as this interdependency of transportation, appropriation, correspondence, and financial systems across universal outskirts (Gibson, Ivancevich, Donnelly, Konopaske, 2012, p 57). Directors are increasingly more in contact with various societies. As per HRMagazine (2012), business aptitudes, clture and customs abilities, geographic, political and financial aptitudes should be created. In light of Gibson, Ivancevich, Donnelly, Konopaske (2012), the five principle aptitudes are: Worldwide vital abilities: knowing how the economy (for example worldwide money related markets), legislative issues (for example remote undertakings, global law) are acceptable ways for directors to realize how to lead business in another nation. Group building abilities: Companies require an ever increasing number of that their representatives realize how to fill in as a feature of a group. Group building is an approach to have progressively accomplished all the more productively. A supervisor should realize how to appoint work and recognize what each colleagues can or can't do. Association abilities: It is imperative to know how representatives respond to certain administration approach. McGregors persuasive hypothesis X and Y gives the board moves toward that can apply to spur workers. Relational abilities: Communication is fundamental when working abroad. It is basic that a chief or worker have the option to speak with companions and bosses adequately. Move of information aptitudes: Learning about a training, strategy, or approach in one nation that can be moved somewhere else is an ability that directors can apply all the time (Gibson et al., 2012, p 62). 3. Depict the perspectives an administrator would should be fruitful and viable in overseeing in India, China, and Saudi Arabia. A director would need to have a similar essential aptitudes so as to a fruitful and successful chief in India, China, and Saudi Arabia. As per Gibson, Ivancevich, Donnelly, Konopaske Solid specialized abilities Great language aptitudes Powerful urge to work abroad Information on the way of life Composed family circumstance Mate support Conduct adaptability Flexibility Great social capacity Stress the board aptitudes Agreeing Goodall and Warner (2007), a director who needs to work in China would should be: Liberal to the way of life stun. Want to become familiar with the language and culture. Great relational abilities. Solid hierarchical responsibility: Think not what your organization can accomplish for you, yet what you can accomplish for your organization (Goodall et al., 2007, p 13). In China, it is difficult to hold representatives because of the opposition of work. China needs more gifted works and is encountering gigantic development monetarily. To be a compelling supervisor, one ought to have the option to hold representatives and adjust to the way of life so as to not lose such valuable resource. As indicated by Bhuian, Al-shammari, Jefri (2001), a chief needs have a solid hierarchical responsibility, powerful urge to work with outside task, and particularly great relational abilities so as to work in Saudi Arabia. Trainings ought to be accessible to the exile director. Gibson et al. recognized three stages: Predeparture, which enables the chief to get ready for the way of life stun. Abroad Assignments, which is to enable the administrator to slip into the way of life. Having a tutor or a manual for acquaint that person with the way of life. Repatriation, which is helping the administrator changing back to his own way of life while coming back from task. References Evaluate and improve-your worldwide aptitudes. (2012). _HRMagazine, 57_(8), 79. Recovered from http://www.shrm. organization/countryguides Bhuian, S. N., Al-shammari, E. S. what's more, Jefri, O. A. (2001), Work-related perspectives and employment attributes of exiles in Saudi Arabia. Thunderbird Intl Bus Rev, 43: 21-32. doi: 10.1002/1520-6874(200101/02)43:13.0.CO;2-B Chaturvedi, A. (2002). Authoritative conduct. _Finance India, 16_(4), 1482-1484. Recovered from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/224360708?accountid=6579 Gibson, J.G., Ivancevich, J.M., Donnelly, J.H., Konopaske, R. (2012). _Organizations: Behavior, structure, processes_ (fourteenth ed.)_._ New York: McGraw-Hill. Goodall, K.L.N., Warner, M. (2007). Exile supervisors in China: The impact of Chinese culture on culturally diverse administration. _Journal of General Management._ Retrieved from: http://www.jbs.cam.ac.uk/look into/working_papers/2007/wp0701.pdf Hellriegel, Don, Slocum, John W. Woodman, Richard W.; Organizational Behavior, South-Western Thomson Learney, 2001, pp 671.

Understanding Delphi Class Methods

Understanding Delphi Class Methods In Delphi, a technique is a strategy or capacity that plays out a procedure on an item. A class strategy is a technique that works on a class reference rather than an item reference. On the off chance that you set out to find the real story, you will find that class strategies are open in any event, when you havent made an occasion of the class (the article). Class Methods versus Item Methods Each time you make a Delphi part powerfully, you utilize a class strategy: the Constructor. The Create constructor is a class strategy, rather than essentially all different techniques youll experience in Delphi programming, which are object strategies. A class technique is a strategy for the class, and properly enough, an item technique is a technique that can be called by an occurrence of the class. This is best represented by a model, with classes and articles featured in red for clearness: myCheckbox : TCheckbox.Create(nil) ; Here, the call to Create is gone before by the class name and a period (TCheckbox.). Its a strategy for the class, regularly known as a constructor. This is the instrument by which occasions of a class are made. The outcome is an occasion of the TCheckbox class. These examples are called objects. Difference the past line of code with the accompanying: myCheckbox.Repaint; Here, the Repaint technique for the TCheckbox object (acquired from TWinControl) is called. The call to Repaint is gone before by the article variable and a period (myCheckbox.). Class techniques can be called without a case of the class (e.g., TCheckbox.Create). Class strategies can likewise be called straightforwardly from an article (e.g., myCheckbox.ClassName). Anyway object strategies must be called by a case of a class (e.g., myCheckbox.Repaint). In the background, the Create constructor is dispensing memory for the article (and playing out any extra instatement as indicated by TCheckbox or its precursors). Exploring different avenues regarding Your Own Class Methods Consider AboutBox (a custom About This Application structure). The accompanying code utilizes something like:procedure TfrMain.mnuInfoClick(Sender: TObject) ;beginAboutBox:TAboutBox.Create(nil) ;tryAboutBox.ShowModal;finallyAboutBox.Release;end;end;This, obviously, is a decent method to carry out the responsibility, however just to make the code simpler to peruse (and to oversee), it would be substantially more proficient to transform it to:procedure TfrMain.mnuInfoClick(Sender: TObject) ;beginTAboutBox.ShowYourself;end;The above line calls the ShowYourself class technique for the TAboutBox class. The ShowYourself must be set apart with the watchword class:class method TAboutBox.ShowYourself;beginAboutBox: TAboutBox.Create(nil) ;tryAboutBox.ShowModal;finallyAboutBox.Release;end;end; Things to Keep in Mind The meaning of a class strategy must incorporate the saved word class before the method or capacity catchphrase that begins the definition.AboutBox structure isn't auto-made (Project-Options).Put AboutBox unit to the utilizations statement of the principle form.Dont neglect to pronounce the technique in the interface (open) some portion of the AboutBox unit.

The American Dream Essay Example | Topics and Well Written Essays - 750 words - 3

The American Dream - Essay Example Activists like Martin Luther King likewise called for opportunity that was progressively aimed at the dark Americans yet not the entire America populace. The varieties recorded shows that the fantasy is by one way or another distinctive to the individuals (Kelly 20). Despite the fact that the American dream is novel and it implies distinctive to different people, accomplishing it is totally a hard and requesting task. One of the difficulties that make accomplishing the fantasy hard is the way that the open doors that exist in the nation are covered up and they require a mix of information and insight to get to. Like in a model, there are restricted openings for work that call for high capabilities while lion's share of the people don't meet the necessities (Horswell 43) Again, a large portion of the Americans despite everything have a solid accept that their issues arrangement lies in the hands of the administration and that enormous organizations will support their monetary development without individual endeavors, along these lines making it difficult to accomplish the American dream (Kochan 63). At last, the American dream attempts to motivate expectations and confidence to the American individuals that are not joined by the suitable asset to accomplish. The aftereffect of this is the majority of the individuals think of enormous dreams overlooking the way that, to meet these fantasies, there are foundation required, asset activation and improvement that should be instituted. To accomplish the upgrades, individuals should be occupied with well-paying employments, have quality training and buckle down which isn't the situation in the nation (Kelly 21). The private venture adventures are the spine of the economy of the U.S in light of the fact that it gives work to a huge number of the Americans. The organizations make a large portion of the employments that individuals in the U.S are occupied with. It, in this manner, gets significant for the legislature to think of a sufficient method of financing and offering credit to the independent company to spike fabricating and the extension of the organizations (Ringer 80). The nature

Popular Scholarship Essay Topics

Popular Scholarship Essay TopicsIt is important to choose popular scholarship essay topics that will give students plenty of writing practice. With the ever-increasing demands of today's school-age students, it is essential that they have the skills to write a good essay. The best way to accomplish this is by choosing subjects that are well known and have enough resources for those who are looking to research to understand more about the topic.Popular essay topics usually revolve around topics of interests. Students may be looking to learn about any of their personal interests that they feel may have direct bearing on their grades or to help them progress in their college careers. They may also use the essay topics to help them organize their thoughts and ideas and gain an understanding of how best to express their ideas. These essays can be tailored to fit within the specific guidelines that are set out by the school itself.There are common themes that students can take advantage of in their written assignments and to get them ready for the college admissions process. They may be involved in a study group, enjoy sports, or the topic is popular among certain groups that are seeking a resource. Whatever the focus of the topic, the essay will be able to cover all the bases of what is considered to be one of the most important parts of the written work.One of the most common topics that students have chosen to use for their writing assignments is the history of the United States. It is often included on student credit cards as a way to stay on budget. It is also offered as a popular essay topic because it offers ample opportunity for students to reflect on their own country and its roots.Political and current political events are also common topics for college students to use. For example, many students prefer to write essays on topics like health care reform. In the medical world, one can find a number of benefits that are derived from this type of exercise. Spor ts, meanwhile, offer a chance for students to reflect on why they like the sport and what makes it such a memorable part of their lives.People tend to consider the news to be one of the most popular essay topics to be used by students and they take advantage of this when writing for themselves. The ability to think critically can be learned through reading news and watching the news, especially when the subject matter is one that is very important to you. A writer will discover much about himself when he reflects on the subject.Religious topics are also a part of the list of popular essay topics to write about. Many students have found a favorite religion, and they use this particular subject to help them expand upon their own faith. They may become knowledgeable about religious aspects that are not always made clear in the written word, while they are also gaining insight into the history of their particular group of believers.Personal experience, even with something that is based on hearsay, can be considered a valuable asset if the writer can come up with a good reputation in the area. Writing about a favorite hobby, hobbyist, or interest can be another way to gain the knowledge that is needed to succeed in college. It is a simple matter of using common sense to make sure that the topic that is being covered is relevant to the scholarship essay.

What Is Good Art - Free Essay Example

September 3, 2010 ARTH 300 Good and Bad Art While many people disagree about the aspects of good versus bad art, famous art historians and critics agree that good art is classified very simply, if the viewer experiences a strong emotion, whether it is positive or negative, it can be considered good art. To really appreciate good art it should draw the viewer in. Art in and of itself is very subjective. People in today’s society are sometimes afraid to express their own opinion of good and bad art in fear of being criticized. The truth is that good merely means â€Å"I like† and bad means â€Å"I dislike. The art world requires the concepts of subjective good and bad, because that is what drives the desire for improvement and the hard work that goes into it. Without judgments, we would be surrounded by mediocrity,† writes artist Giff Constable. The definition of good or bad art has changed over the centuries. Imagine showing sixteenth century artists, the painting by Sarah Irani titled Mama and Babe. This painting would have appalled them with its grotesque lines and very unrealistic facial coloring, but in today’s society it can, and is, considered so bad it’s good. In earlier times when the mass majority of people could neither read nor write, art was used to document historical facts, occurrences, or to send an unwritten message. If we take a look at the painting of Queen Elizabeth I, titled Rainbow Portrait, the artist was subtly tying to send a message to the Queen. When looked upon by a casual viewer this portrait is very well done and quite beautiful, but to a trained eye a message is clearly visible. Often when we look at a piece of art, we associate it with the artist. For instance, when you look at the Mona Lisa most times you will think or say â€Å"that’s a Da Vinci,† because you subscribe to the adage that the artist and the work are one. We focus on the artist, the age of the painting and its v alue and often times stop there. Works of art completed by the masters are generally considered good because they are pleasing to the greater majority of viewers. Good art needs structure and all the other elements such as form, line, shape, color, texture and value. Form is the three-dimensional element of art that encloses volume. Line refers to the continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a paper or it may be three dimensional or implied often it is an outline. Shape is an enclosed space defined by other elements of art. Shapes may take on the appearance of two or three-D objects. Color is an element of art with three properties, hue (the name of the color), intensity, or  the purity and strength of the color such as the brightness or dullness. Value describes the lightness or darkness of a color, value is needed to express volume. Texture refers to the surface quality or feel of an object, such as roughness, smoothness, or softness. Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture. Space refers to the distance or area between, around, above or within things. Besides these essential elements, art also needs that certain something that makes it powerful. Art should evoke feelings in the viewer; these feelings will be different from person to person depending greatly on the life experiences of that individual, take for example, the painting by Leonardo da Vinci the Last Supper. If all the religious connotations were removed from the Last Supper it is still a strikingly well done and powerful painting. Atheists and Christians will get a totally different sensation from viewing the Last Supper. Once we start talking about the audience Art becomes very subjective. You will most likely find that your friends are drawn to the same type and style of art as yourself. Then you may find that some art appeals to your age group, so me to your culture and some to almost all humans. Art has the ability to transcend generations; True masterpieces stand the test of time and more about the painting can be revealed as science and technology gives us the ability to see what was on the original canvas. To be able to look at the artists first draft gives the painting new meaning. We can then ponder the question as to why the artists change the painting. Was it that the artist did not like it or that the individual who commissioned the painting wanted it changed? All of these things are tied to the creation of art and can make it very intriguing. A lot of philosophers have had a hard time believing it was possible for there to be objective standards for art. It seemed obvious that good art was defined by the individual viewing it, not something that was a property of the art. It is therefore subjective rather than objective. But if you narrow the definition of beauty to something that works a certain way on humans , and you observe how much humans have in common, it turns out to be a property of the art after all. You dont have to choose between something being a property of the individual or the art if subjects all react similarly. This can be very misleading though; artists use a variety of methods to deceive the viewer. The shading or color used in a specific area of the painting can be used to distract you from the otherwise boring or uninteresting part of work. Color is widely used to fool people. If we consider today’s modern art with all of its vibrant color and focus only on the use and placement of that color we miss out on the truly simple, and quite frankly boring, aspect of the painting as a whole. We can also be tricked into liking some works of art by its popularity. When works of art are constantly reproduced and put on display we tend to think that the majority believes they are good as well. Why else would someone reproduce an artwork if they did not believe it t o be good or visually stimulating? If we see these images often enough or read many enthusiastic reviews about the art we can be swayed by our desire to see in the image what others must see. Humans in general are very social and we tend to follow the norms and folkways of society. There is such a thing as good and bad art. Good art is that which interests its human audience, and bad art is that which doesn’t. Since humans have a lot in common, what interests them is not random. Citations: Boddy-Evans, Marion. More Opinions on What Makes a Painting Good or Bad. About. com Painting Learn How to Paint, Painting Tips, Creativity. New York Times Company, 2010. Web. 06 Sept. 2010. https://painting. about. com/. Graham, Paul. How Art Can Be Good. Paul Graham. Dec. 2006. Web. 06 Sept. 2010. https://www. paulgraham. com/articles. html. The Question of Good versus Bad Art. Artists on Art Constable. net Home. Giff Constable, 26 Jan. 2001. Web. 06 Sept. 2010. https://www. constab le. net/.

Essay about Learning Disability Dyslexia - 2685 Words

Learning Disability Dyslexia Whether we graduate from highschool or college we all hope to find a challenging career that will propel us forward in todays society. For those suffering from dyslexia this only adds to the frustration and fears associated with seeking employment. Many adults with dyslexia or other forms of learning disabilities never disclose their disability in interviews or once employed for fear of being discriminated against. Several investigators have noted, however, that many persons with learning disabilities adjust well to the demands and complexities of adulthood. (Greenbaum et al. 1996). The basic cause of dyslexia is still not known, however, much research is being done to determine the problems underlying†¦show more content†¦Dyslexia is not the result of low intelligence nor is the problem solely intelligence. An unexpected gap exists between learning aptitude and achievement in school. Dyslexia is not truly a visual or auditory problem, but a language problem. Dyslexia result s from differences in the structure and function of the brain. People with dyslexia are unique; each having individual strengths and weaknesses. Many dyslexics are creative and have unusual talents in areas such as art, athletics, architecture, graphics, electronics, mechanics, drama, music, engineering, and medical professions. Dyslexics often show special talent in areas that require visual, spatial, and motor integration. Their problems in language processing distinguish them as a group. This means that the dyslexic has problems translating language to thought (as in listening or reading) or thought to language (as in writing or speaking). After looking at what dyslexia means and some characteristics of this disability now lets look at a study of learning disabilities in the workplace. Research by Greenbaum, Graham, and Scales (1996) adults with learning disabilities in the work place indicate that most adults adjust well to the demands and complexities of adulthood. The purpose of this study was to identify occupational and social status of adults with learning disabilities once after college. This study was conducted at theShow MoreRelatedDyslexia Is A Learning Disability989 Words   |  4 PagesDyslexia is a learning disability in which people have difficulty reading, writing, and even in subjects such a math and music. In my case, I found that subjects such as reading and writing were harder for me compared to other kids my age. I was half way through my fourth grade year when I was diagnosed with dyslexia. While at first this was something I hated about myself. Now being dyslexic is something that makes me who I am today, and this is something I should never be ashamed of. By the timeRead MoreThe Common Learning Disability of Dyslexia1076 Words   |  4 PagesIntroduction Dyslexia is a common known learning disability that involves the inability to read, write, and spell. It is a heterogeneous disorder that has a variety of cognitive, emotional, and physical characteristics (Bull, 2009). Dyslexia is a disability that approximately five percent of adolescents and children suffer from daily. Unfortunately, these patients are born with this disorder and children who are dyslexic grow up to be dyslexic adults. Dyslexia is often characterized by specificRead MoreNeurological Learning Disability: Dyslexia1164 Words   |  5 PagesDyslexia is not a condition, it is not something that will go away and it is not contagious. Dyslexia is a lifelong condition that a person is born with and will have to learn to live with. 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Reading is a complex task involving decodingRead MorePresentation And Discussion Of Data Essay1630 Words   |  7 Pagesof â€Å"Data† Dyslexia is more prevalent in society than this author even knew prior to conducting this research. According to Austin Learning Solutions, 1 in 10 Americans are dyslexic in some capacity. Public opinion about dyslexia has perhaps kept many from seeking help, as 80% of Americans associate dyslexia with some form of retardation. (Austin, 2015) However negatively our society might look at dyslexics, no particular community is less vulnerable to dyslexia than any other. Learning Inside-OutRead MoreThank You, Mr. Falker By Patricia Placco830 Words   |  4 Pagesyou that† (Abadiano, 2001, p.41). This is an excerpt from the book Thank You, Mr. Falker by Patricia Placco. This book is an autobiography about a girl with dyslexia. Everyone told her she was dumb and could not learn – except Mr. Falker. Only he took the time to teach her to read and she went on to become a children’s author. Dyslexia, a common name for reading disorders, is common among students, and unfortunately many have similar experiences to Ms. Placco. How many of these children couldRead MoreAnalysis Of Can t Rad 1669 Words   |  7 Pages Dyslexia Ricky Smith Liberty University Dyslexia is a learning disability that many children have but are misunderstood until they have actually been diagnosed with the learning disability. Dyslexia does not mean that children are not smart; it just means that they learn different. This is why it is sometimes for parents to understand why their children are not doing well in school and struggle sometimes with a simple task of reading a book. My book report is about a 280 page book

Personal Learning Styles Essay - 1184 Words

Abstract Throughout life everyone learns. How we learn and whether we are able to retain and recall that information is the problematic part. This paper will discuss the ways that we all are diverse and the various ways we are most able to learn for long-term knowledge. Most people know that everyone has different learning styles. The way we absorb, analyze, and retain information is what makes each individual unique. What is successful for one individual may not be the most optimal way of learning for someone else. Mr. Howard Gardner, Frames of Mind: The Theory of Multiple Intelligences, suggested that there are eight different intelligences governing which learning style would be the most productive-based upon our own†¦show more content†¦Another type of intelligence is the verbal-linguistic. They are people who are usually very good with grammar and remember terms and definitions easily. The best ways for a verbal-linguistic person to study would be to outline chapters or teaching and reciting information out loud. Group study may be beneficial to this person as well. Musical-rhythmic intelligence would apply to people who are sensitive to tonal qualities and understand the structure of music and rhythm. Learning with music in the background, or putting rhythms to words to make recalling information easier, would be a study technique very useful for this type of learner. Have you ever looked at someones notes that are all colored in, or highlighted, or there are charts and graphs in the margins? If so, those notes would likely belong to a visual-spatial type intelligence. In general, this person likes to draw, and can do so quite accurately when analyzing the relationship of objects either by using graphs or mapping the process in his or her mind. A logical-mathematical intelligence person would organize material logically when taking notes, and would likely re-do them on the computer when they got home to keep them neat and organized. Reasoning inductively and deductively in everyday life would help them recognize abstract patterns and want to delve further into how things are connected and theShow MoreRelatedPersonal Essay Learning Style623 Words   |  3 Pageshead: PERSONAL ESSAY Personal Essay of Marie Moore Marie Moore COLL100 B020 American Public University PERSONAL ESSAY Personal Essay of Marie Moore The following is a personal essay about various topics about my college education and my learning styles. This personal essay will include thoughts or reasons for seeking a college degree. As well as my own personal learning styles, which are based upon inventories that have been taken. This personal essayRead More Personal Learning Styles Essay832 Words   |  4 Pages Personal learning styles are highly complex and unique to specific individuals. It is often difficult to pinpoint an exact learning style. Though there are different categories, we often fine tune them to our own abilities. By examining our traits and tendencies we create a clearer understanding of how we process and learn information. With careful review, I have developed a specific analysis of my learning characteristics, including an evaluation of skill levels. Based on what I have recently learnedRead MorePersonal Learning Style At School966 Words   |  4 PagesPeople are different in their own way. Just as people are different, their styles of learning are different in a way in which affects the way they learn and determines whether they can succeed. Every person finds out what learning style they adept well to as it helps them achieve things much easier. Some students prefer to study at night before they go to bed. On the other hand, some students are more able to preserve more information if they study first thing in the morning, some people prefer toRead MoreMy Personal Teaching Style And My Student s Learning Styles969 Words   |  4 Pagesthe reading, Learning and Teaching Styles In Foreign and Second Language Education by Richard M. Felder –Eunice R. Henriques. I have related this reading selection to my personal teaching/ learning style and my student’s learning styles, but especially to one particular student that I work with. The students’ on my caseload have disabilities that range from the following: verbal, sensory, auditory skills, and emotional and behavior disorders. Most of my students’ have specific learning disabilitiesRead MorePersonal Learning Style894 Words   |  4 PagesPERSONAL LEARNING STYLE I recently researched the four main learning styles, which helped me to determine which of the four I thought I was best matched with. These four learning styles are: visual learning, auditory or linguistic learning, reading/writing-preference learning, and kinesthetic. Visual learners like to see what they are being taught, such as looking at an over-head projection. Auditory learners like listening to lecturesRead MorePersonal Learning Style763 Words   |  4 PagesPERSONAL LEARNING STYLE Who would have ever thought taking a college course would require one to learn how to learn? It is a good concept we normally undergo at a very young age. At the pre-school age one will find children learning their strength and weakness through their playtime. As adults we almost forget we have to learn how to learn to continue growth in our workplace, school, and in life. In our second week of online classes I learned strengths and weakness in my learning style withRead More Personal Learning Style Essay753 Words   |  4 Pages PERSONAL LEARNING STYLE nbsp;nbsp;nbsp;nbsp;nbsp;Who would have ever thought taking a college course would require one to learn how to learn? It is a good concept we normally undergo at a very young age. At the pre-school age one will find children learning their strength and weakness through their playtime. As adults we almost forget we have to learn how to learn to continue growth in our workplace, school, and in life. In our second week of online classes I learned strengthsRead MoreMy Personal Learning Style Essay examples777 Words   |  4 PagesMy Personal Learning Style Wow! I have a personal learning style! 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The skills transfer is integral in raising the awareness of how the structural components involved inRead MoreThe Visual Learner in Me: Analyzing Different Learning Styles563 Words   |  3 Pagesabout what your learning preference may be? Did you know everyone may have a style of learning? By taking a self assessment, you can identify your own learning style. Implementing this understanding into your daily life, may help ensure a better comprehension of material. In this essay, I will gather information about two self assessments I have taken. These self assessments describe my individual learning style. I will determine

Global Business Cultural Analysis South Africa - 6982 Words

Running head: GBCA – SOUTH AFRICA 1 Global Business Cultural Analysis: South Africa Raymond J. Landis BUSI 604-D06 LUO – International Business Professor – Dr. Stephen P. Preacher Liberty University May 13, 2011 GBCA – SOUTH AFRICA Abstract This paper will endeavor to form a comprehensive analysis of South African culture, principally for the perspective of doing business in that nation. Ultimately, the paper will point out the crucial points for US businesses to consider before committing to a multinational corporate operation in South Africa. The analysis will discourse the major elements and dimensions of South African culture; tracing them to methodologies employed by local businesses already participating in that economy.†¦show more content†¦The superimposing factor that gives South Africa such an advantage over other prospective African business environments is that it possesses of a very powerful and sophisticated vantage-point geographically. South Africa is strategically located for manufacturing and exportation into several regions globally and can be an unmitigated platform for MNC’s who may be interested in a venture within this region. The important adva ntages include regional competitiveness, combined with reduced operational costs and a significantly prominent market access (Safrica.info, 2011). GBCA – SOUTH AFRICA Communication Contemporary South African communication has been laboriously hewn from several social forces. Irrespective of the struggle, communication has now become the focal point of social convergence. Influenced by political, economic, and cultural components, then diffused through a history of colonization and apartheid, communication in South Africa has evolved slowly; nonetheless it is gaining strength and it is reaching a greater apex (Collier, 2005). Linguistic affiliation. There are eleven languages officially recognized in South Africa. 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Fair Labor Standards Act of 1938 and Fair Wages for...

Because of a 75 year old section of the Fair Labor Standards Act of 1938, companies that use sheltered workshops to train workers with disabilities, such as Goodwill Industries, can legally pay their employees just pennies an hour. The section of the Fair Labor Standards Act that legalizes this behavior needs to be repealed in order to ensure fair pay and treatment of every employee in today’s workforce. To begin, I will explain the use of sheltered workshops and the timed tests used to determine subminimum wages for employees with disabilities. I will then go on to discuss the history of the Fair Labor Standards Act of 1938 and how companies use a section of the legislation to get away with paying their employees with disabilities so†¦show more content†¦In order to pay worker with disabilities below the federal minimum wage employers must first obtain a special minimum wage certificate from the Wage and Hour Division of the U.S. Department of Labor, which can be done online. The U.S. Department of Labor defines a person with a disability as â€Å"one whose earning or productive capacity is impaired by a physical or mental disability, including those relating to age or injury.† So essentially, the law states that the worth of a person with a disability is determined by how many shirts they can hang in one minute. The piece of legislation that makes subminimum wage legal is Section 14 (c) of the Fair Labor Standards Act of 1938. Section 14 of the FLSA allows paying tipped workers, new hires under the age of 20, full-time students, interns, and people with disabilities below the federal minimum wage legal. The logic supporting this section is that tipped workers will earn a fair wage because of the tips they earn and that new hires, full-time students, interns, and people with disabilities are in a temporary training part of their career. However, this is not the case for the 300,000 people with disabilities who work at sheltered workshops. (NFB, 2013). As explained previously, people with disabilities are stuck working in sheltered workshops for many years, not just for temporary job training.Show MoreRelatedThe First Minimum Wage Laws1595 Words   |  7 PagesThe first minimum wage laws dated back from 1912 and these laws covered women and children. During the U.S. Supreme Court case of Adkins v. Children’s Hospital in 1923, the â€Å"minimum wage law violated the right of contract under the due process clause of the Fifth Amendment† (Thies, 1991 para. 1). The Fair Labor Standards Act of 1938 provided the legal minimum wage standards and the first wage was 25 cents per hour as of October 24, 1938 (Douty, 1967). Additionally, this act intention was to transferRead MoreEmployment And Privacy Of The United States1612 Words   |  7 Pagesgovernment granted its people rights. Over the years the government has created rights to protect employees in the workplace; these rights are to make su re employees do not suffer any unfair treatment. Employment and Privacy laws are there to help cover the rights and commitments in an employer-employee relationship; furthermore they are there to protect new applicants, current employees, or former employees. As it is very hard to conduct employment matters and there could be many scenarios, employmentRead MoreHRM 531 Week 2 Knowledge Check Essay1628 Words   |  7 PagesIndividuals tend to follow the equity norm and to use it as a basis for distributing rewards. A. equity theory B. the external labor market C. organizational needs D. the internal labor market Bottom of Form Top of Form 4. In labor economics, __________________ theory holds that unless an employee can produce a value equal to the value received in wages, it will not be worthwhile to hire that worker. A. the marginal productivity B. the percent of company offerings C. the willingnessRead MoreEmployee Rights And Employer Responsibilities1343 Words   |  6 Pages2014, p.1). 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This paper will go over the history of a few of the important acts that have been passed over the years to protect employees in the United States. It will also discuss the major protections that these acts provide and who are eligible for that protection. Now that the Pomodoro, Inc. is now a globalRead MoreEmployee Rights Essay1530 Words   |  7 Pagesupon the size of an employer; 15, 25 and 50 or more employees. Employers with fewer than 15 employees are not governed by many laws; and can do almost whatever they want. It has been determined by the Federal Government that it would be an undo hardship for smaller employers to comply with these laws. I believe every employee should have their rights protected regardless of the size of the company. Civil Rights Act of 1964. The Civil Rights Act (Title VII) was written to protect citizens rights;Read MoreRisk Lawsuits, A Poor Reputation, And Could Face Criminal And / Or Civil Penalties1139 Words   |  5 Pagesworks within a company should be informed of the business laws that pertain to them and have the knowledge of how they can affect them. The owner of the business should not be the only one that is familiar with the laws and the depth of them. The employees should have the knowledge of the laws because they can protect and affect them in many different ways. Business owners should protect themselves and their company by being conscious of the laws and abiding by them as well. Contracts are one of theRead MoreA Brief Note On The Civil Rights Act Of 1991 Essay1035 Words   |  5 PagesThree important Employment Laws Civil Rights Act of 1991 – The Civil Rights Act of 1991 was signed into law in November of 1991. The law placed more responsibility on the employer (Dessler, 2017). 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Essay Iconography and Iconology of an Advertisement

Iconography and Iconology of an Advertisement Looking at the art of the past, we see many images depicting nude women. From Botticelli’s The Birth of Venus to Ingres’s Grande Odelisque, many artists like the idea of painting a woman in the nude in an interesting pose. Even modern images in contemporary magazines depict nude images. Yves Saint Laurent’s advertisement of their fragrance Opium depicts a nude woman covering her breast. Her pose is a symbol of the iconography, while beauty serves as the iconology. The understanding of the iconography and iconology of this image by contemporary society comes from the fact that the nude image was depicted in the great art of the past; however, the fact that society has become contemporary†¦show more content†¦For example, The Birth of Venus has arranged her hands and hair in such a way to hide her sexuality. The pose of the woman in the advertisement also shows the same thing. She is posed seductively to show off her body, yet she is covering one breast wi th her hand. When we think of nude figures, we think of art pieces in the past that depicted nude women in a certain pose. Therefore, the pose of the woman in the advertisement owes much to the pose of nude women in art pieces of the past. Because nudity was depicted in great art of the past, we are not surprised when we see a nude image in a magazine. Instead, we view nudity as a symbol of beauty. The real purpose of a nude image is to show the woman’s beauty, not her sexuality; this is the iconology of the image. This image of the woman in a seductive pose in the advertisement is meant to draw the reader’s attention to the product. The advertisers want to show how â€Å"beautiful â€Å" this new fragrance is by having a beautiful nude woman pose for their ad. The art of the past that depicted nude women were meant to show their beauty also. For example, the statue of Aphrodite by Praxiteles depicted the goddess in a seductive pose, but the statue was interpreted as a symbol of enchanting beauty. Beauty is shown through sexuality and seductiveness, as evidenced by the nude women in the art pieces. This is also shown in the advertisement for the fragrance. Although the image in the

Mintos Principle free essay sample

Barbara Mintos Pyramid Principle is a hierarchically structured thinking and communication technique that can be used to precede good structured writing. The Minto Pyramid Principle assumes that you already know how to write good sentences and paragraphs. It concentrates instead on the thinking process that should precede the writing. The core of Mintos thinking method is to group  Ideas  in a presenters thought process into small clusters that support the main  Thesis  in increasing detail (granularity). See the picture on the right. Supporting arguments can be based on: Inductive reasoning: thinking process in which the premises of an argument support the conclusion but do not ensure it. Each of the elements in row two of the pyramid answers a question (e. g. why, how, how do you know) about the thesis above it. Deductive reasoning: thinking process in which the conclusion is  necessitated  by previously known facts. One element logically leads to the next. We will write a custom essay sample on Mintos Principle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The best way to make any point or argument, says Barbara, is to structure the thinking in this way. The technique is most useful for those people in an organization who must write analytical documents, on the basis of which senior managers must make decisions. There are several components to the overall method: Cut down the time that is normally needed to produce a first draft. * Increase its clarity. * Decrease its length. The overall result of the method is that ideas jump off the page, into the reader’s mind with minimum effort on the reader’s part. It takes a lot of discipline to both learn and apply the methods consistently. * Some critics say the original book makes a less than compelling argument for taking the time to use the methods

English Romanticism free essay sample

And human nature seeming born again! Bliss was it in that dawn to be alive, But to be young was very heaven. The poet as a bard or prophet Poetic spontaneity and freedom Poetry subjective; it expresses the poets own feelings (lyric poetry) Rebellion against the Neo-classical rules Keats: if poetry comes not as naturally as the leaves to a tree it had not come at all The importance of the heart instinct, intuition, INDIVIDUALISM, NONCONFORMITY The human mind IMAGINATION Turning to NATURE THE INTEREST IN THE SUPERNATURAL, and DREAMS 1798 Wordsworth Coleridge LYRICAL BALLADS 770 born at Cockermouth, The Lake District Educated at Cambridge 1791-2 France Annette Vallon 1795, reunited with his sister Dorothy meets S. T. Coleridge 1797 moves with his sister Dorothy to Alfoxden to be close to Coleridge, who lives at Nether Stowey (Somerset) The role of friendship with Coleridge 1798/1799 Goslar, Germany 1799 settles with Dorothy in the Lake District, first at Grasmere 1802 marries Mary Hutchinson 1813 appointed stamp distributor for Westmoreland becomes patriotic, conservative public man, abandoning radical politics and idealism 1843 Poet Laureate Lyrical Ballads 1798 Coleridge on composition of Lyrical Ballads in Ch. XIV of Biographia Literaria During the first year that Mr. Wordsworth and I were neighbours, our conversations turned frequently on the two cardinal points of poetry, the power of exciting the sympathy of the reader by a faithful adherence to the truth of nature, and the power of giving the interest of novelty by the modifying colours of imagination. The sudden charm, which accidents of light and shade, which moon-light or sun-set diffused over a known and familiar landscape, appeared to represent the practicability of combining both. These are the poetry of nature. The thought suggested itself (to which of us I do not recollect) that a series of poems might be composed of two sorts. In the one, the incidents and agents were to be, in part at least, supernatural; and the excellence aimed at was to consist in the interesting of the affections by the dramatic truth of such emotions as would naturally accompany such situations, supposing them real. And real in this sense they have been to every human being who, from whatever source of delusion, has at any time believed himself under supernatural agency. For the second class, subjects were to be chosen from ordinary life; the characters and incidents were to be such, as will be found in every village and its vicinity, where there is a meditative and feeling mind to seek after them, or to notice them, when they present themselves. In this idea originated the plan of the Lyrical Ballads; in which it was agreed, that my endeavours should be directed to persons and charac ters supernatural, or at least romantic, yet so as to transfer from our inward nature a human interest and a semblance of truth sufficient to procure for hese shadows of imagination that willing suspension of disbelief for the moment, which constitutes poetic faith. Mr. Wordsworth on the other hand was to propose to himself as his object, to give the charm of novelty to things of every day, and to excite a feeling analogous to the supernatural, by awakening the minds attention from the lethargy of custom, and directing it to the loveliness and the wonders of the world before us; an inexhaustible treasure, but for which in consequence of the film of familiarity and selfish solicitude we have eyes, yet see not, ears that hear not, and hearts that neither feel nor understand. Wordsworths Advertisment to Lyrical Ballads 1798 The majority of the following poems are to be considered as experiments. They were written chiefly with a view to ascertain how far the language of conversation in the middle and lower classes of society is adapted to the purposes of poetic pleasure. Wordsworth, Preface to Lyrical Ballads 1800, 1802 The principal object, then, proposed in these Poems was to choose incidents and situations from common life, and to relate or describe them, throughout, as far as was possible in a selection of language really used by men, and, at the same time, to throw over them a certain colouring of imagination, whereby ordinary things should be presented to the mind in an unusual aspect; and, further, and above all, to make these incidents and situations interesting by tracing in them, truly though not ostentatiously, the primary laws of our nature: chiefly, as far as regards the manner in which we associate ideas in a state of excitement. Humble and rustic life was generally chosen, because, in that condition, the essential passions of the heart find a better soil in which they can attain their maturity, are less under restraint, and speak a plainer and more emphatic language;[. ] and, lastly, because in that condition the passions of men are incorporated with the beautiful and permanent forms of nature. The language, too, of these men has been adopted (purified indeed from what appear to be its real defects, from all lasting and rational causes of dislike or disgust) because such men hourly communicate with the best objects from which the best part of language is originally derived; and because, from their rank in society and the sameness and narrow circle of their intercourse, being less under the influence of social vanity, they convey their feelings and notions in simple and unelaborated expressions. For all good poetry is the spontaneous overflow of powerful feelings: and though this be true, Poems to which any value can be attached were never produced on any variety of subjects but by a man who, being possessed of more than usual organic sensibility, had also thought long and deeply. I have said that Poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquillity: the emotion is contemplated till by a species of reaction the tranquillity gradually disappears, and an emotion, kindred to that which was before the subject of contemplation, is gradually produced, and does itself actually exist in the mind. In this mood successful composition generally begins, and in a mood similar to this it is carried on; but the emotion, of whatever kind and in whatever degree, from various causes is qualified by various pleasures, so that in describing any passions whatsoever, which are voluntarily described, the mind will upon the whole be in a state of enjoyment. What is a Poet? To whom does he address himself? And what language is to be expected from him? He is a man speaking to men: a man, it is true, endued with more lively sensibility, more enthusiasm and tenderness, who has a greater knowledge of human nature, and a more comprehensive soul, than are supposed to be common among mankind; a man pleased with his own passions and volitions, and who rejoices more than other men in the spirit of life that is in him; delighting to contemplate similar volitions and passions as manifested in the goings-on of the Universe, and habitually impelled to create them where he does not find them. The Man of science seeks truth as a remote and unknown benefactor; he cherishes and loves it in his solitude: the Poet, singing a song in which all human beings join with him, rejoices in the presence of truth as our visible friend and hourly companion. Poetry is the breath and finer spirit of all knowledge; it is the impassioned expression which is in the countenance of all Science. Emphatically may it be said of the Poet, as Shakespeare hath said of man, that he looks before and after. He is the rock of defence for human nature; an upholder and preserver, carrying everywhere with him relationship and love. In spite of difference of soil and climate, of language and manners, of laws and customs: in spite of things silently gone out of mind, and things violently destroyed; the Poet binds together by passion and knowledge the vast empire of human society, as it is spread over the whole earth, and over all time. . I should mention one other circumstance which distinguishes these Poems from the popular Poetry of the day; it is this, that the feeling therein developed gives importance to the action and situation, and not the action and situation to the feeling. WE ARE SEVEN A SIMPLE Child, That lightly draws its breath, And feels its life in every limb, What should it know of death? I met a little cottage Girl: She was eight years old, she said; Her hair was thick with many a curl That clustered round her head. She had a rustic, woodland air, And she was wildly clad: Her eyes were fair, and very fair; Her beauty made me glad. Sisters and brothers, little Maid, How many may you be? How many? Seven in all, she said And wondering looked at me. And where are they? I pray you tell. She answered, Seven are we; And two of us at Conway dwell, And two are gone to sea. Two of us in the church-yard lie, My sister and my brother; And, in the church-yard cottage, I Dwell near them with my mother. You say that two at Conway dwell, And two are gone to sea, Yet ye are seven! I pray you tell, Sweet Maid, how this may be. Then did the little Maid reply, Seven boys and girls are we; Two of us in the church-yard lie, Beneath the church-yard tree. You run about, my little Maid, Your limbs they are alive; If two are in the church-yard laid, Then ye are only five. Their graves are green, they may be seen, The little Maid replied, Twelve steps or more from my mothers door, And they are side by side. My stockings there I often knit, My kerchief there I hem; And there upon the ground I sit, And sing a song to them. And often after sunset, Sir, When it is light and fair, I take my little porringer, And eat my supper there. The first that died was sister Jane; In bed she moaning lay, Till God released her of her pain; And then she went away. So in the church-yard she was laid; And, when the grass was dry, Together round her grave we played, My brother John and I. And when the ground was white with snow, And I could run and slide, My brother John was forced to go, And he lies by her side. How many are you, then, said I, If they two are in heaven? „ Quick was the little Maids reply, O Master! we are seven. But they are dead; those two are dead! Their spirits are in heaven! „ Tw as throwing words away; for still The little Maid would have her will, And said, Nay, we are seven! The Prelude 1799, 1805, 1850 Plan to write a greate philosophical poem The Recluse or views of Nature, Man, and Society, encouraged by S. T. C. a poem to Coleridge a poem on the growth of [the poets] mind The main hero THE IMAGINATION Not Chaos, not The Darkest pit of lowest Erebus, Not aught of blinder vacancy, scooped out By help of dreams can breed such fear and awe As fall upon us often when we look Into our Minds, into the Mind of Man My haunt, and the main region of my song Prospectus to The Recluse ll. 35-4

Are You Considering Starting an MLA School? Heres How to Find a MLE Review Sample

Are You Considering Starting an MLA School? Here's How to Find a MLE Review SampleIf you are considering starting an MLA school, or you have already finished your MLA and you are looking for a resume sample to use as a resume writing reference, there are many ways to help you out. First, you can find information about the different schools that offer online degrees online and you can learn about the different programs offered by each of them.Online universities have several types of MLE programs such as MPH, MSW, and MS. You can see all of these in their curriculum vitae (CV) to help you decide which school is right for you. When it comes to schools, the degree requirements will be very different from one school to another.Some students are unable to complete their studies due to certain events. With so many differences between schools, it's important that you make sure you are well prepared to fulfill all the requirements for the program you are choosing. This is where a resume samp le essay comes in.A resume sample for a student at a certain program, called an example MLA, is very valuable when you are trying to figure out if the program is right for you. You can find a variety of them online, some of which are samples that can be used for your MLE application, and others are general work samples that can help you with other parts of your resume.The MS degree programs have a wide variety of degrees from which to choose. Some of them include accounting, business, counseling, forensic science, management, nursing, educational psychology, education, engineering, economics, humanities, law, marketing, marketing and public relations, information technology, microbiology, teaching, and others. To help you choose the best school for you, you can also find reviews on the different MLE programs offered by the various online universities.In order to find a good online university that offers a good program, you will need to take your time and do a little research. You wi ll also want to find out which schools offer online programs and which ones offer traditional classroom education.Before you sign up for your MLE program, make sure that you take the time to check the university out thoroughly before you choose. If you find that the school doesn't meet all of your requirements, then you should look into transferring to another school. If you don't feel like studying, you can always opt for a work experience option.

The Swimmer Essay Example

The Swimmer Paper Name: Course: Lecturer: Date: We will write a custom essay sample on The Swimmer specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Swimmer specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Swimmer specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Swimmer Very often people have dreams and desires concerning their lives. Most people envision how they will have a good job and raise a family. Some people manage to do this, and they end up living their fantasy. Others are not as fortunate, and they have to contend with whatever comes their way. As people go through the motions of life, they are carried away with all that is happening and they begin losing focus on the most valuable things to them. They neglect their partners, parents, or children, but they only realize the consequences of what they have done when it is too late for them to make any amends. Such is the story of Ned Merrill, in John Cheever’s story â€Å"The Swimmer†. Merrill has a wonderful life in the beginning of his marriage. However, as time passes, he encounters problems but he chooses to ignore them, realizing too late that he has no family left since his wife and daughters have abandoned him. Merrill does not realize the changing circumstances in his l ife as he is busy living the ideal life, and he chooses to downplay and ignore problems whenever he encounters them. Merrill is a typical American man living in the suburbs. He enjoys the company of his neighbors and friends, who often invite him to their parties. He enjoys mingling with people, who seem to have adopted a drinking culture. In the beginning, he drinks in almost every home he visits. However, things begin to change for him as he realizes that he no longer has the youthfulness and energy that he used to enjoy. Neighbors no longer welcome him to their homes, and there is much discussion among different people concerning his financial problems. Merrill does not understand what his neighbors are saying about him. He chooses to ignore the negative signs coming to him, including the storm that he encounters. This illustrates Merrill’s personality in refusing to deal with the problems as they happen. He refuses to see things as they are, and he instead chooses to live in his fantasy world, where he will not encounter any problems Cheever uses symbolism in the story to explain the passage of time in Merrill’s life, and the changing situation in his personal and family life. The story begins in the midsummer. People are enjoying going to parties, drinking and having fun. This represents the happy moments in Merrill’s life and marriage. There are seemingly no problems in the summer, and this shows the lack of problems in Merrill’s life. The mention of his youthful stature in the beginning is symbolic. Just like youth does not last long, neither does his happy married life, for it ends soon enough for him. The autumn begins right in the middle of summer, and Merrill cannot understand this. This shows the beginning of the fall in Merrill’s marriage. The new fall season is not a pleasant one for Merrill. It is an illustration of the problems that begin to appear in his life. However, just as he ignores the changing seasons, he ignores the changing situation in his life. Merrill begins fe eling old, and he loses his energy. This symbolizes the changed nature of his life and especially his marriage, both of which have become lackluster and lifeless Merrill chooses to ignore his problems rather than deal with them. This is symbolized in the presence of the storm in mid summer. After the storm passes, Merrill chooses to continue swimming in his neighbor’s swimming pool. He does not seem to realize any consequences of the storm. This symbolizes his lack of commitment towards dealing with the problems he is facing in his life. He has financial and marital problems, but he chooses to ignore them. He is concerned about his forgetful nature, wondering if his memory was failing or he had â€Å"disciplined it in the repression of unpleasant facts that he had damaged his sense of truth†. However, despite this thought, he does not explore it further, rather choosing to avoid facing the unpleasant truths that had happened to him. He seems oblivious of his life situations, and he cannot understand the misfortunes that the Hallorans are talking about. â€Å"My misfortunes?†¦I don’t know what you mean.† Merrill’s story is not an exception in his county. The author begins by showing how the people live in affluence. They can afford to have swimming pools in their homes, tennis courts, hold parties, and some even have horses on their property. Merrill was a wealthy man, belonging to the upper class in the society. He chose whoever he would socialize with, and he and his wife did not attend all the parties or dinners that they were invited to, unless the person inviting them was of the same social class. Because of this, they had declined to honor the endless invitations by the Biswangers because the Biswangers invited every person to their parties irrespective of their profession. His fortunes change, and Grace Biswanger describes how he â€Å"went for broke overnight-nothing but income.† As he swims in different pools, he begins noticing several changes that are telltale signs of his neighbor’s financial situation. Merrill notices that the riding ring in one of t he neighbor’s house was â€Å"overgrown with grass and all the jumps dismantled† and there were no horses. In one house, the swimming pool was drained. The Welcher’s home, much like Merrill’s home, is abandoned, and there is a sale post on it. Merrill is a man living in a fantasy and chasing a dream. He does not seem to realize what has happened to his life. He does not remember any changes that occur in his life. He has a happy beginning and he initially enjoys his life, but this does not last for long. He makes decisions that do not favor him, but which end up messing his marriage and his family. He swims through life, failing to deal with the consequences of his actions.

Beginner English Grammar Review

Beginner English Grammar Review Once youve taught a beginning level class for a few months, its time for review. There are so many new learning points over the course of a class that students need to revisit what they have learned. In order to do this, we like to do a bit of what we call grammar banging. Students take a quiz which has a question for each type of learning point the class has covered. The point of this exercise is to encourage students to discuss each point to review together. We like using this exercise in small groups to raise awareness of what has already been learned and where problems still lie. The sheets provided in these grammar banging reviews are very effective because each question focuses on one important, specific area. Aim Grammar review of the most important intermediate level English tenses, structure, and functions Activity Grammar banging multiple-choice review lesson with each question focusing on a specific point Level Beginner Outline This is straight-forward stuff. Make the copies and give them to the students.Have each student do the sheet by him/herself.Ask students to compare answers and discuss differences, each student trying to explain his/her choice.A correct sheet as a class. Review each grammar point quickly - you should get a lot of Oh, yeah.....Give the students an unmarked copy of the same exercise to repeat at home to solidify the review exercise. Grammar Banging - Review your English - 1 Choose the correct word to fill in the gap. Are there ______ apples in the kitchen?muchanysomeThat is _____ interesting book.theaanI went ______ church last Sunday.atintoWhat _____ he like? - He is very friendly.doesdidisI ________ a new car last month.boughthave boughtbuyedHow ________ money do you have in your pocket?manyfewmuchHe came ______ home late last night.-attoJack is a nice boy, and I like _____.-himhisI get up ______ seven oclock every day.inonatI like __________ music.listenlisten tolistening toWhat __________ in your free time?you dodo you doare you doingMy father _______ in a bank.worksworkis workingWould you like _______ coffee?anyansome Exercise 1 Printing Page Beginner Grammar Banging Page 2Back to lessons resource page

Assignment Example | Topics and Well Written Essays - 500 words - 115

Assignment Example The maximum values however shown that while North Utsire does not high wind speeds most of the time, there are a few instances where it experiences the highest wind speeds. Like is the case with other measures, Rockall experiences a marginally higher lower quartile as compared to North Utsire showing reduced prevalence of low speed winds for Rockall. It further exhibits a higher upper quartile showing high prevalence of high speed winds. This finding is reflected in the box and whisker plot whereby for the case of Rockall, the whisker plot shows closeness of the highest value and the upper quartile. However, for North Utsire, the plot shows a big difference between the upper quartile and the maximum value. The graph further shows that wind speeds in North Utsire are mainly concentrated at the lower speeds with spontaneous occurrence of high speed winds. The calculations and graphical presentations reveal that measures of central tendency are not in themselves, sufficient enough to draw conclusions with reference to a particular weather condition. While the means of the two stations fall closely, it is evident that the areas exhibit marginally different weather conditions. In essence, it highlights the importance of looking at all the measures before drawing conclusion about the weather of a particular

Financial Management Essay Example | Topics and Well Written Essays - 2000 words - 3

Financial Management - Essay Example With this rule, both projects qualify as good projects, although the pulley project has a higher value. The rule for the internal rate of return states that a given project should only be accepted if the project’s IRR is greater than or equal to the firm’s cost of capital. The firm’s cost of capital is 14%, in which case the truck project yields an IRR of 15%, it is to be accepted; the pulley project’s IRR is also higher than the firm’s cost of capital at 20%. The flaw with using IRR is that the rate of growth of cash flows is assumed to be the IRR’s. By using the modified IRR or MIRR, the rate of growth of cash flows or the so-called reinvestment rate is the cost of capital, or cost of funding the investment instead of the IRR. The rule for accepting a project based on MIRR is same as the IRR, that is, if MIRR is greater than or equal to the firm’s cost of capital, it should be accepted. Otherwise, it should be rejected as it will not contribute additional value to the firm. By using 14% as the finance rate and reinvestment rate, we get MIRR for the truck project as 14.5%--higher than the cost of capital, therefore it is to be accepted. With the pulley project, the MIRR is 17%, also higher than the cost of capital so the project should also be accepted. Davis Industries must choose between a gas-powered and an electric-powered forklift truck for moving materials in its factory. Since both forklifts perform the same function, the firm will choose only one. (They are mutually exclusive investments.) The electric-powered truck will cost more, but it will be less expensive to operate; it will cost $22,000, whereas the gas powered truck will cost $17,500. The cost of capital that applies to both investments is 12%. The life for both types of truck is estimated to be 6 years, during which time the net cash flows for the electric-powered truck will be $6,290 per

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