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