Competency Statement Essay Example for Free

Competency Statement Essay There are many significant attributes of children’s lives including, physical and intellectual competence. Although children learn at a different pace than one another, once they start to age their physical and intellectual skills increase. No child is considered â€Å"smarter† because he or she might be more advance in one area than another child. Every learning skill that children are grasping on a daily basis has room for improvement. IIaI chose ice skating as creativity for one of the nine learning experiences. Not only is ice skating a fun activity but it also helps with physical development of the child. Ice skating increases lower body strength by working the muscles in the legs. When learning how to ice skate you are actually teaching how to balance yourself. In this day age, children aren’t as physically active as before in previous generations and by doing an ice skating activity it could lead a child to a lifelong sport. IIbAnother one of my nine learning experiences I chose for my resource collection is language and literacy. The goal is to pronounce 3 letter â€Å"at† words such as cat, bat, hat using flash cards, letter pronunciation CD Rom, and bingo board and chips. This activity helps with cognitive development by knowing the sound awareness of the letters and reasoning on what letter you would pronounce first, second, and third. IIcMaking beaded bracelets with colored beads and string is a fine motor skill which teaches hand and eye coordination. I decided to make colorful bracelets with elbow macaroni noodles because not only is it a fine motor skill but it is creative as well. Using noodles instead of beads teaches my students that there are alternatives when you don’t have the original material. My students get creative by painting the noodles different colors and decorating them with glitter and rhinestones. You could also use other noodles to give your bracelets a different shape or size. Ziti, penne, rotelle, and rigatoni are other styles of noodles that could be used to make your own personal pasta jewelry. I give my children options because it helps to express their creative side and how they view their imagination. IIdProper communication is important when it comes to language development. You have to use more than one communication strategy to promote language development. Some of the ways I teach to help language development children from baby to adolescent can learn from. I always talk clearly and not too fast, I think that is the one thing you should always do when trying to develop better language skills. If you talk to your students with scrambled words then they won’t be able to comprehend on what’s being said. I also read books and point to the pictures with my children asking â€Å"what do they see† or â€Å"what is happening† in the book so I can not only see if their paying attention, but to see if how they are pronouncing pictures shown on the page. Music CD’s also helps with language development. I sing songs with my students, getting them to use as many words as possible mastering one word at a time. There is one bilingual child in my classroom and English is his second language. Since English is his second language make sure that I talk to him clearly and use flash cards with pictures. I also spark up conversations with him about his interests and home life so there is a sufficient amount of the English language being used to help the growth of his language development.

Relationship Between Politics and Sport

Relationship Between Politics and Sport Throughout history, sporting events have always reflected the political and social events that have surrounded them. Canada is not an exception to this fact. Political events such as the civil rights movement, the women’s rights movement, and various sporting events such as the Olympics have had a large influence on the world of sports. During the civil rights movement, many African athletes began to participate in sports to help transcend racial barriers. Willie O’Ree, the first black player to ever play in the NHL, was one of the figures that could be compared to Martin Luther King Jr. Willie O’Ree played for the Boston Bruins and his career was reflective of the Civil Rights Movement. In fact, â€Å" †¦one night in Chicago, ORee was butt-ended in the mouth by a Blackhawks player, who, as ORee was picking up his teeth from the ice, stood over him uttering a racist remark† (Burnett, 2007). O’Ree took this kind of abuse for his whole career, an d even though he was the first black player to play in the NHL, it took 30 years for the league to invite him to a single All-Star game (Burnett, 2007). The hate he received was immense, and his calm and quiet demeanor allowed him to ignore the derogatory terms was being called and continued to help contribute to the movement. As the movement began to prove successful in the 1960s, black athletes began to flourish as well. Fergus Arthur Jenkins, an African Canadian athlete who played in the MLB throughout the duration of the movement, was the epitome of the effects the movement had on the world. He is one of the greatest pitchers of all time, and one the less known figures during the time period (Fergie Jenkins Foundation). The main reason why I say he is a representative figure of the movement is because his career began right after the passing of the Civil Rights Act of 1964. Because of the dates of each event are so close, it can be assumed that Jenkins’ career and the bill symbolized a turning point in history in which people of African descent would begin to be treated as human beings. In addition to Ferguson Jenkins, Harry Jerome was another African Canadian athlete that stood out in his field and was also a symbol of the struggle black people had to go through before receiving proper treatmen t from others. Harry Jerome was born in Prince Albert, Saskatchewan in 1940 (Barris, 2008). He participated in numerous races throughout his career and set records in the 100m dash and a variety of other events (Barris, 2008). In 1964, he â€Å"participated in the Tokyo Olympics and won a bronze medal in the 100m – dash† (Barris, 2008). This event was very significant as it represented the recent successes of the civil rights movement and his scar symbolized all the hardship that black people had faced as they pursued their dreams to be seen and treated fairly. The civil rights movement produced many athletes of African descent and they in turn represented the world – wide movement. Some of these athletes – Ferguson Jenkins, Willie O’Ree, and Harry Jerome – symbolized the movement and were leaders in their own way. During the women’s rights movement, many of the participants challenged the views of society and changed the world for the better through politics and sports. The Edmonton Grads were a dominant women’s baske tball team and served as a symbol of the progress women have made throughout the movement. â€Å"Beginning as a high-school team, the Grads ruled womensbasketballfrom 1915 to 1940, winning 93% of their games and 49 out of a possible 51 domestic titles† (Macdonald, 2006). The dominance the team had over the sport was relatable to the expansion of women into other fields. For example, as the Grads began to win, women began working and factories and drifting away from the stay-at-home wife stereotype that had held them down for so long. The Grads were also quite relatable to the Famous Five. Since they were playing a sport that was considered to be masculine and trying to challenge that view, the Famous Five were challenging the law that prohibited women from working. After the Dominions Election Act was passed in 1920, women gained the right to vote in federal elections (Massicotte). After this event many women athletes began to truly shine and stand out in their sport. One of the many woman athletes that produced incredible results was Lela Brooks. Brooks won multiple championships in speed skating (Ferguson, 2008). Although she had such a long career, she began to find success in 1923, which was just three years after the passing of the Dominions Election Act. Another successful athlete that flourished after the bill was Ethel Catherwood. She was a member of the 1928 Olympic team and won a gold metal (Barris, 2008). Although, if there was an individual that embodied the women’s rights movement, Fanny Rosenfeld would be that person. Rosenfeld is the most accomplished woman athlete in Canadian history. She was the â€Å"top-ranked female sprinter in Canada, she was also ranked number one in the long jump, shot put, and discus in 1925, and won Canada’s first Olympictrack and fieldmedal (a silver) in 1928† (Marshall, 2013). Throughout the 20s, she challenged the idea that some sports should only be played by men. Many commentators would often say that â€Å"women should stick to sports such as swimming† (Marshall, 2013). To combat this stigma, Rosenfeld played other sports such as hockey and basketball (Rosenberg). To reach the point where women had equal standing with men in terms of sports, many contributions were needed. Some of those major contributions were the Edmonton Grads, the Dominions Election Act, and Fanny Rosenfeld. Without these individuals and events, life would be different for women all over the world. Many sporting events such as the 72 summit series, the 1980 boycott of the Olympics, and the 2014 winter Olympics held in Sochi were all affected by politics. In 1972, Canadian players from the NHL would face off against Russia in an eight game series office hockey (Wilson, 2004). This series mirrored political events occurring at the time as it was not just ice hockey, but a way to decide which political views were more dominant. Russia wanted to prove that communism was superior to democracy, and this opinion was shared by all players on team Russia. On the other hand, Canada believed that they would prevail and prove to Russia that a democratic government was superior. As the games unfolded, Canada won by a single game but realized the threat presented by Russia. In addition, this series was also representative of the war occurring at the time as it took place during the Cold War. These games of hockey would not only decide which country was better at developing talent, but also w hich government was far more effective. In addition, The 1980 Olympics also brought the issues created by Russia out into the forefront. In 1979, Russia invaded Afghanistan, and this did not sit well with President Carter of the United States (Bigelow, 2014). Carter issued a warning to Russia declaring that if they did not leave Afghanistan and return home, the United States would boycott the 1980 Olympics (Bigelow, 2014). Instead of returning, Russia decided to stay and defy the wishes of the US. Because of this, not only did the United States proceed to boycott the event, but so did Canada and a multitude of other countries (Hill, 1999). Later in 1984, Russia decided to boycott the Olympics in Los Angeles (Hill, 1999). The actions taken by both countries were heavily influenced by the Cold War that was occurring at the time. In recent years, the Sochi Winter Olympics were reflective of the views of society and Russia’s out-of-date thinking. In the last decade, society has b ecome more accepting of individuals who do not follow the norm. For example, there have been states in America that have been allowing homosexuals to get married. In Russia, a law recently passed that â€Å"prohibits individuals from promoting homosexuality to minors† (Domi, 2013). This law caused a major uproar in America, and many people wanted a boycott. This desire led to various protests across the United States (Domi, 2013). This outrage also affected athletes as they all insulted the service provided by Russia while they were competing to help support the cause. Many of them took pictures of the dirty conditions they were living in and posted them on the internet, such as dysfunctional toilets. Over the last century, there have been many national sporting events that have influenced and reflected their political surroundings. History and sports go hand-in-hand. Political events such as the Women’s Rights and Civil Rights Movement have all had an effect on Canadi an competition. Even during events such as the Olympics, politics still manage to affect competition. This will continue to be true for the next few years, and the next century. Works Cited Barris, T. (2008, February 18).Ethel catherwood- the canadian encyclopedia. Retrieved from http://www.thecanadianencyclopedia.ca/en/article/ethel-catherwood/ Barris, T. (2008, March 24).Harry jerome the canadian encyclopedia. Retrieved from http://www.thecanadianencyclopedia.ca/en/article/harry-jerome/ Bigelow, W. (2014, February 17).The failed u.s. boycott of the 1980 moscow summer olympics. Retrieved from http://www.globalresearch.ca/the-failed-u-s-boycott-of-the-1980-moscow-summer-olympics/5369121 Burnett, T. (2007, December 14).Willie ORee: The first black NHL player. Retrieved from http://slam.canoe.ca/Slam/Hockey/News/2007/12/07/4713520-sun.html Domi, T. (2013, December 18).Obama rightly joins political boycott of winter olympics. Retrieved from http://america.aljazeera.com/opinions/2013/12/russia-gay-rightslgbtsochiwinterolympics.html Fergie Jenkins Foundation. (n.d.).Fergie jenkins biography. Retrieved from http://www.fergiejenkins.ca/site/biography Hill, C. R. (1999). The Cold War and the Olympic movement. History Today, 49(1), 19. Macdonald, C. (2006, February 07).Edmonton grads the canadian encyclopedia. Retrieved from http://www.thecanadianencyclopedia.ca/en/article/edmonton-grads/ Marshall, T. (2013, October 16).The history of canadian women in sport. Retrieved from http://www.thecanadianencyclopedia.ca/en/article/the-history-of-canadian-women-in-sport/ Massicotte, L. (n.d.).The evolution of the duties to be fulfilled by poll staff with regards to registration and voting on polling day and advance polling days, 1920 to 2012. Retrieved from http://www.elections.ca/content.aspx?section=resdir=cons/comp/evoldocument=introlang=e Rosenberg, D. (n.d.).Fanny bobbie rosenfeld. Retrieved from http://jwa.org/encyclopedia/article/rosenfeld-fanny Wilson, J. J. (2004). 27 remarkable days: the 1972 summit series of ice hockey between Canada and the Soviet Union. Totalitarian Movements Political Regions, 5(2), 271 280

Evidence Based Case Study Social Work Essay

Evidence Based Case Study Social Work Essay Evidence based practice (EBP) refers to integrating professional expertise with the best available external research, and incorporating the views of service users (Beresford, 1996). Evidence based practice has received its reputation by examining the reasons why interventions are necessary (Duffy, Fisher and Munroe, 2008). Within my placement EBP was important for refining my practice so the service user was provided with appropriate support for her individual needs. I used my EBP to carry out research to determine what evidence supported or rejected the use of a specific intervention; within this case I used a counseling approach. The principle of social work intervention is to provide good practice and should be based on a decision-making framework (Preston-Shoot and Braye, 2009). This framework operates on four concepts:- The legislation that informs a decision; Social work ethics and NISCC codes of conduct; Information to ensure a well-informed decision; Knowledge drawn from research, theory, practice and other professionals. In addition to powers and duties of social workers, legislation embeds notions of partnership, respect, rights and anti-discriminatory practice, which are key elements in social work practice (Preston-Shoot and Braye, 2009). My practice learning opportunity involved working with adults with a learning disability in a day care setting. The benefits of the day centre were to provide a service for local people to access support in living with, or caring for someone, with a learning disability. Northern Ireland statistics show that in 2008 there were 9,460 people with a learning disability in contact with Trusts (www.northernireland.gov.uk). From the 9,460 people with a learning disability there were 2,574 benefiting from care management, 42% (1,086) of whom were being supported in their own homes and 35% (898) being cared for in residential homes solely for the use of people with learning disabilities (www.northernireland.gov.uk). This evidence based case study is based on Miss A, a 35 year old woman, who has a learning disability and Spina Bifida resulting in her using a wheel chair for mobility. Within the past few years Miss As family life has changed dramatically. In previous years Miss A had lived in the community with her elderly parents, who cared for her. She is one of three children and has two older brothers. Miss As mother, after being diagnosed with Dementia, was admitted to a residential care home. Her father after having been moved to residential care himself passed away in November 2008 due to his physical health. Miss A now resides in a private nursing home and attends day care three days per week. In March 2008, there were 75 residential homes in Northern Ireland solely for people with a learning disability providing 898 places (www.northernireland.gov.uk). Miss A has been previously diagnosed with MRSA; it is currently located in her toe, having been previously present in her urine. Treatments from the residential care staff have the infection under control, however the infection still remains. The recent death of her father plays a significant role in Miss As life and continues to affect her socially and emotionally. Some of the stereotypical assumptions I had before meeting Miss A were that because she had a physical and learning disability that she would be hard to communicate with, that she would have limited understanding and limited verbal skills. I have challenged this opinion and realised that Miss A is a very competent individual with good communication skills, and can express her likes and dislikes proficiently. As for her physical disability this does not affect her cognitive or cerebral functions. I had also made the assumption that as Miss A had MRSA that it could easily be cross-contracted due to a lack of knowledge and education. After researching the issue and contacting infection control within the Trust I deducted that MRSA is a problem within clinical settings but can be easily controlled with proper preventative procedures. This can be identified as a risk, but should not be a reason to oppress or discriminate Miss A. After having initially met Miss A, liaised with her social worker, accessed her case file and Tuned In to her life issues, I met with Miss A to prepare for the initial assessment and gather information into how best to support her. My role with Miss A was to provide a reassessment since the changes in her circumstances and the death of her father. My role was to determine what support she may need, and to include her wishes and feelings. Assessment: History has shown that there has always been an importance to assessment in social work, but since the 1990s there has been specific importance to a new form assessment to include risk. The National Health Service and Community Care Act 1990 stresses the importance of inter-agency collaboration and a multi-disciplinary assessment process (Trevithick, 2000). The purpose of an assessment may seem evident; that is, to assess the needs of individuals who may need help and/or support. In recent history however assessment seems to mean a relationship between need and available resources (Whittington, 2007, p23) leading to a question if this is ethical or effective practice? There are many purposes of an assessment, for example to assess risk, to assess need, to act as an advocate for someone and also to implement agency and government policy (Whittington, 2007, p25-26). Coulshed and Orme (2006) explain that assessment is an ongoing process where the purpose is to understand people in relation to their environment; it is a basis for planning what needs to be done to maintain, improve or bring about change with the service users participation. The initial preparation for the assessment with Miss A included visiting her social worker and studying her case file. This enabled me to gather information to dispel any preconceptions I had about meeting this service user. The social worker passed on her knowledge of Miss A, such as medical conditions, family circumstances and finances, and also any previous problems that had occurred. I felt it was important to work in partnership with Miss As social worker so I could keep her up to date with events, and also contact her if I required advice about Miss A. The purpose of Miss As individual assessment was to gather information by interacting and communicating with Miss A and others involved in her care, this was also to gain a holistic perspective to her needs. Her assessment was guided by legislation such as, the Chronically Sick and Disabled Persons Act (NI) 1978, which places a duty on health and social services to investigate a level of need, and also the Health and Personal Soc ial Services (NI) Order 1972 which stipulates a responsibility to provide personal social services for the promotion of social welfare for the general public (http://www.understandingindividualneeds.com). As a model of assessment I used Smales (1993) Models of Professional Care which were useful in gathering important information about Miss A. I used the procedural and questioning model to gather information into how Miss A felt about certain issues in her life, such as the bereavement of her father, contact with her other family, and other issues she felt were working or not working. I used these methods of assessment as this followed Trust guidelines. I used The Model of Professional Care to gain a holistic understanding of information. I also included the Exchange model in the assessment as I considered Miss A to be the expert of her own life. I feel the use of the Procedural model was useful in certain aspects of the assessment as it worked in collaboration with the Trusts format of assessment and worked as a form of gathering information, but feel I could have used more of an Exchange model to communicate effectively with Miss A rather than just form filling. I feel Smales method of assessment provided me with tools to help Miss A identify factors that were important for her to maintain, but also issues she would like to change. By working in partnership with her I felt we would have an open and trusting working relationship. I also focused on Person Centred Planning (PCP) in regards to the assessment with Miss A. Person Centred Planning, which evolved from the White Paper; a government policy known as Valuing People, suggested four key principles; Rights, Independence, Choice and Inclusion as a proposal of changing services (Thompson, Kilbane and Sanderson, 2008, p9). This policy also helped inform guidelines for Northern Irelands Equal Lives Policy (2005). Person Centred Planning focused on finding out what is important to and what is important for (health and safety) Miss A. I found PCP a continual process of listening and learning, by focusing on whats important to Miss A now and in the future (Thompson, Kilbane and Sanderson, 2008, p27). By using person centred tools, such as a one page profile, I gained knowledge of what was important to Miss A including her family, her boyfriend and her independence, as well as knowing what was important to keep her safe and healthy. I used a person centred approac h to make others aware of Miss As great personality characteristics as well as the help and support she would like. I feel this was fundamental to demonstrate that Miss A is a person behind her disability. I found by using this approach was an essential skill in understanding Miss A and helped me to be anti oppressive and actively support her needs One particular piece of legislation which I found to be significant in the assessment of Miss A was the Human Rights Act (1998), which identifies Miss As right to family life. Since the death of her father and the institutionalisation of her mother due to her mental health, Miss A has been experiencing disintegration of her family and has lost the support connected to it. The Human Rights Act could have a great significance as Miss A needs emotional and physical support to visit her mother and has not been receiving it; therefore her right to family life is being impeded. The assessment identified that contact with her family and friends are imperative for this right to be upheld. Therefore as a result my role was to facilitate this right, and help to support Miss A in retaining family contact. The main objectives we (Miss A and I) identified within the assessment were; That Miss A had limited support to help discuss the death of her father. That Miss A was not receiving contact with her mother or other family and would like to. From the identification of objectives Miss A and I decided to work towards solutions by preparing a work plan. Planning: After the initial assessment was carried out with Miss A we proceeded to work towards formulating a care plan and targeting her objectives. A care plan provided clear information for everyone involved with Miss A and helped work in partnership with her and the Trust. For a person centred care plan the word ‘support is used in preference to ‘care because the verb implies that support is there to help people achieve their goals and ambitions† (Thompson, Sanderson and Kilbane, 2008). â€Å"A support plan is developed by the person with help where necessary, and it describes how the person intends to be supported in order to live their own life† (Thompson, Sanderson and Kilbane, 2008). I feel the use of a support plan with Miss A, rather than a care plan is an anti-oppressive method, as it incorporates Miss As feelings and opinions into how she wishes to be supported. I used the formulation of a support plan with Miss A to record the objectives she would like to meet and used these to formulate an intervention. It was clear from the assessment and one page profile that limited contact with her mother was an issue, and that the death of her father had a significant impact on her life. I then proceeded to investigate theory of loss and grief as I had never experienced a loss of Miss As magnitude before. I found the Kubler-Ross Model and the 5 responses to grief to be particularly informative. (Goldsworthy, 2005). This theory helped inform my knowledge and in turn helped me be empathetic to Miss A. I was able to identify that Miss A can experience the 5 stages of grief and that they are not necessarily in a specific order. I felt Miss A was at two stages of grief, some days she experiences anger at her father leaving, and other times she has deep feelings of depression of losing him. I was able to use Kubler-Rosss model to identify these stages in Miss A, and also to advise her that these feelings were part of the normal process of grief. The assessment also identified that Miss A had a lack of support in discussing her feelings of grief. Research suggests that people with learning disabilities experience many of the emotions of bereavement but are limited in the opportunities they have to resolve their feelings of grief (Cathcart, 1995; Elliot, 1995; Read, 1996). There are many reasons for this and Murray et al explains that historically, professionals, parents or carers of individuals with learning disabilities believed that those in their care did not understand the concept of death and thus were unable to grieve for the loss of a loved one (McLoughlin, 1986; Elliot, 1995; Read, 1996 cited in Murray et al. 2000). Kitching (1987) and Bradford (1984) highlight that the capacity to grieve is not dependent on a persons intellectual ability, but that a person with learning disability may experience grief in the same way as a child. Therefore research shows that people with a learning disability experience grief and loss but have a limited support network to discuss it with. I used this research to formulate a plan for the intervention with Miss A and we concluded that I could be support for discussing her grief. From the assessment and care plan with Miss A, and following discussions my practice teacher, I discussed that I would use counselling skills to help support Miss A with her feelings of grief. I felt Miss A needed her emotional needs met since the feelings of the death of her father were so dominant. Miss A and I also decided that I would facilitate visits to her mother for emotional and physical support, as her mother was in the latter stages of dementia and Miss A found it hard to communicate with her. Intervention: Rationale for Counselling Intervention: After having conducted an assessment and care plan with Miss A, and building a rapport over numerous meetings, it was decided that a counselling intervention would be the most appropriate form of support for grief. My practice teacher and I felt that if Miss A had the opportunity to discuss her feelings this would help her grieve more effectively and perhaps help her cope better. The two models of counselling that are prominent in social work are the work of Carl Rogers and Gerard Egan, who base their counselling approaches from psychodynamic work around inner thoughts and feelings. Both counselling theories â€Å"reflect the social work values of accepting the individual, using skills in listening to the information that is given, and work towards a joint understanding and decision making about ways forward† (Coulshed and Orme, 2006). I focused on researching counselling theory to help me understand how I could help Miss A through her grief. Trevithick explains that within social work, humanistic approaches to counselling have been particularly influential, specifically with the work of Egan (1990) and Rogers (1961), mainly because they promote personal freedom and are consistent with anti-discriminatory practice and anti-oppressive perspectives† (Trevithick, 2000). I found that the Rogers (1961) Person Centred counselling informed me that I cou ld show unconditional positive regard for Miss A and understand that she is the expert of her own grief. I also analysed Egans (1990) Skilled Helper Model and found it to be an effective theory for an approach to counselling. I found that the structure and framework of the model and the three stages were useful as a guide to follow. I found that although this method of counselling may not be as person centred as Rogers it could be more effective in helping Miss A understand her own grief as it followed a certain framework, could empower her and could be evaluated over time. This theory helped inform my practice by helping me realise that I do not need to be a qualified counsellor to support someone; I just need to be able to actively listen, to use empathy and be reassuring knowing that Miss As agenda is paramount. I consider this in itself to be a person centred way of counselling. I decided to follow a combination of Rogerian method and Egans approach to help support Miss A as an intervention. I decided I would use the structure of Egans model to help build a logical, consistent framework to the intervention, while using the core principles of the Rogerian approach to demonstrate my skills and values, such as working with respect, empathy, genuineness and good active listening (Coulshed and Orme, 2006). Counselling Procedure: Egans Skilled Helper Model form of counselling provides a structured and solution focus basis. It is a three stage model in which each stage consists of specific skills that the helper uses to support the service user move forward (Nelson, 2007). Egans model is described as a three-stage process: identification of the service users current issue(s); identification of the service users desired situation; and the formulation of an action plan to achieve this. This process is facilitated by the â€Å"skilled helper† using the skills outlines by Egan (Nelson, 2007). The goal of using Egans model with Miss A was to help her manage her grief and better understand the â€Å"norms† associated with it, such as anger or depression according to the Kubler-Ross Model. Egan (1998) claims his model is to help people become better at helping themselves in their everyday lives. To provide Miss A with the empowerment to help herself grieve. The use of Egans Skilled Helper Model was to explore how Miss A felt about her bereavement. I used it to ask open questions about how Miss A felt about her father. We explored her past and discussed her relationship with her father before his death. I also used this stage to focus on aspects of her father before he died and what she missed about him, this was to explore and gather information about what her relationship was like with her dad. I was able to use a range of skills to gather information about Miss As grief. Trevithick (2000) explains that social work skills are â€Å"the degree of knowledge, expertise, judgement and experience that is brought into play within any given situation, course of action or intervention† (Trevithick, 2000). Some of the skills I incorporated into Egans counselling were active listening, I used this skill with a range of non verbal cues to indicate to Miss A that I was interested in what she was saying. I concentrated on active listening as Miss A was portraying feelings and knowledge of the death of her father which was a sensitive subject and needed my full concentration. I portrayed active listening by nodding, giving eye contact and facing Miss A which were successful in helping build a rapport with Miss A, thus helping her open up. Another skill I feel I used well with Miss A was empathy. I feel I portrayed my feelings of empathy by responding appropriately to her answers and reassuring her that her thoughts and feelings around grief were normal. I found myself using Empathy a great deal with Miss A as I had never experienced bereavement before and she helped me understand how it felt. Its easy to imagine how someone feels, but when youre faced with helping them I felt I really neede d to place myself in â€Å"her shoes†. I also found I made good use of silences with Miss A, I used these to give her time to reflect on her thoughts and answers. I have found by doing this that the meetings were paced better, and showed that she was the expert of her own grief and I was just there to listen and to reassure her. I found that by using Rogerian person centred skills like genuineness, empathy, communication and active listening I was able to understand Miss A and show her that I was there to support with her agenda. Throughout the discussions of grief I feel Miss A was able to vent a lot of her feelings that she had since her fathers funeral. I feel I was able to support her understand those feelings and help her recognise that anger, depression, or denial are normal feelings that many people in her situation suffer. Throughout Egans Skilled Helper Model and each of the sessions with Miss A I found that she responded well to being able to discuss her feelings with someone. The Rogerian influence on the intervention enabled me to build trust, partnership and a good rapport with her facilitating an open working relationship and providing her with support. Some of the values I tried to incorporate into my counselling and indeed my relationship with Miss A were empowerment and self-advocacy, by letting her know that her agenda was central. I wanted to create a balance of power and to provide a supporting role rather than a dictator role, which I feel I achieved by being able to listen to her views and incorporating PCP. Social work has a distinctive value base with beliefs and principles playing an important role in practice (Thompson, 2005). Challenging my values has helped me to treat Miss A with unconditional positive regard, and with the respect and dignity she deserves. I have challenged my values anti-oppressively by researching MRSA and not making assumptions about the condition; I have challenged my stereotypical attitude around learning disability demonstrating that Miss A is first and foremost a person with feelings and issues before recognising she has a disability. Evaluation: On evaluation of the Egans Skilled Helper Model and my intervention with Miss A have shown that her agenda was central to the sessions, a balance of power was necessary to achieve the trust and respect of one another and that listening is paramount to providing effective counselling. I entered the sessions with Miss A being unaware of what to expect, I was troubled that I would not have enough knowledge about grief to help support her. After the initial session I soon realised that I didnt need to be a qualified counsellor to make a difference to her understanding of grief, I just needed to be able to explain her feelings to her and reassure her that they were normal and not as she phrased it â€Å"being mental†. I found that by working with Miss A using the Skilled Helper Model I was able to apply my skills of listening, communication and empathy to help her understand her feelings. I have never personally had a bereavement of Miss As scale before but feel as a direct result of working with Miss A I have learned that grief is a powerful emotion for anyone to experience and it can take a significant amount of time to recover from. The only regret I have of using the Skilled Helper Model was that I feel I did not have enough time to fully help support Miss A, I feel as I had a placement of only eighty-five days I did not have enough time to fully counsel her for the best outcome. I feel throughout the intervention process I tried to maintain person centred principles with Miss A by providing her with the opportunity to discuss what was important to her. Research shows that the use of Egans model is not person centred as it incorporates the counsellor to ask all the questions, and therefore have the control; but I feel by working in partnership with Miss A to discuss the death of her father was important for her emotional well being and empowered her to help resolve her grief. I also incorporated Rogers core skills of genuineness, respect and trust to achieve this Conclusion Through working with Miss A I have found the experience to be invaluable learning. I have discovered that there is a spectrum of ability with adults and their learning disability. I have found that each person is an individual, and that group care is not necessarily recognising of this. In regards to Miss A I have learned not to make assumptions or stereotypes before meeting the person, as this can lead to oppression and even discrimination. Miss A is an individual, with individual needs, and at this assessment and intervention her emotional needs were prominent. I feel I completed the aims I had intended to by supporting Miss a through her grief using Egans Skilled Helper Model. I incorporated Rogers core skills into this model to help facilitate person centred sessions, and create an understanding that she was the expert, and I was there to listen and support her. If I was to repeat the intervention I would use Egans model again as it provided me with a structured, logical framework to work with and provided me with the identification of the skills I needed to make the sessions successful and effectively counsel Miss A. I feel my future learning needs from working with Miss A are to use more formal language as I identified I talked to her informally using words such as â€Å"wee†. I feel I did this to appear more friendly rather than her social worker, but realise this is not a professional manner to work. Other learning needs I identified were to pace the sessions more appropriately and ensure that Miss A understands the conversation. I feel during the initial sessions with Miss A I spoke more to engage her in the discussion, and feel this was more of a nervous reaction to having to counsel Miss A. During later sessions I was able to take this skill into consideration and settle quicker into sessions to give Miss A the opportunity to discuss what she wished. Overall I feel my relationship with Miss A was good, I feel the assessment and intervention were successful, and I feel I worked in a person centred way incorporating knowledge, skills and values to inform my practice. I feel Miss A felt positively about our work together as her feedback from sessions indicated that she was satisfied with the support I provided. References: 1. Beresford, P. (1996) The Standards we Expect: What Service Users and Carers Want fromSocial Services Workers. London: National Institute of Social Work 2. Bradford, J. (1984) Life after a Death, Parents Voice 34: 6-7 3. Cathcart, F. (1995) Death and People with Learning Disabilities: Interventions to Support Clients and Carers; British Journal of Clinical Psychology 34: 165-75 4. Coulshed, V., and Orme, J. (2006) Social Work Practice. Palgrave Macmillan, Fourth Edition 5. Duffy P, Fisher C, Munroe D (2008). Nursing knowledge, skill, and attitudes related to evidenced based practice: Before or After Organizational Supports. Medsurg Nursing 17 (1): 55-60 6. Egan, G (1990) The Skilled Helper: A Systematic Approach to Effective Helping. Pacific Grove, CA: Brooks/Cole 7. Elliot, D. (1995) Helping People with Learning Disabilities to Handle Grief, Nursing Times 91 (43): 27-9. 8. Goldsworthy, K. (2005) Grief and loss theory in social work practice: All changes involve loss, just as all losses require change, Australian Social Work, 58:2, 167 — 178 9. Kitching, N. (1987) Helping People with Mental Handicaps Cope with Bereavement, Mental Handicap 15: 60-3. 10. McLoughlin, I . (1986) Bereavement in the Mentally Handicapped, British Journal of Hospital Medicine October: 256-60. 11. Murray, G., McKenzie, K., and Quigley, A. (2000) The Grieving Process in Individuals with a Learning Disability; An Examination of the Knowledge and Understanding of Health and Social Care: Journal of Intellectual Disabilities; 4; 77 12. Nelson, P. (2007) An Easy Introduction to the Egans Skilled Helper Solution Focused Counselling Approach. Palgrave and Macmillan (Online at www.f-e-t-t.co.uk) (Accessed 2 March 2009) 13. Preston-Shoot, M., and Braye, S. (2009) Social work intervention (Online) Available at: http://www.scie.org.uk/publications/elearning/law/law08/index.asp [Accessed 5 May 2009]. 14. Read, S. (1996) Helping People with Learning Disabilities to Grieve, British Journal of Nursing 5 (2). 15. Smale, G and Tuson, G. (1993) Empowerment, Assessment, Care Management and the Skilled Worker. London. HMSO 16. Thompson, N. (2005) Understanding Social Work: Preparation for Practice. Second Edition. Palgrave Macmillan 17. Thompson, J., Kilbane, J., and Sanderson, H. (2008) Person Centred Practice for Professionals. Open University Press. 18. Trevithick, P (2000) Social Work Skills: A Practice Handbook. Open University Press. 19. Whittington, C. (2007) Assessment in social work: A guide for learning and teaching; London.Social Care Institute for Excellence 20. Williams, P (2006) Social Work with People with Learning Disabilities. Learning Matters Ltd Other: 21. http://www.northernireland.gov.uk/news/news-dhssps/news-dhssps-october-2008/news-dhssps-101008-community-statistics-for.htm (10/10/08) (Accessed on 8 May 2009) 22. http://www.understandingindividualneeds.com/policyandprocedure/statistics.htm (Accessed on 24 April 2009)

Sympathy for the Tragic Hero of Shakespeares Macbeth :: GCSE English Literature Coursework

Sympathy for the Tragic Hero of Macbeth      Ã‚  Ã‚  Ã‚   A tragedy according to Aristotle within ‘Poetics’ is; ’†¦Imitation of an action that is serious and also, as having magnitude, complete in itself...in a dramatic, not narrative form; with incidents arising pity and fear, wherewith to accomplish its catharsis of such emotions’ In Shakespeare's play, Macbeth, the character of Macbeth murders his king, Duncan, for personal motives, there appears to be little subjective reasoning for the murder.   This perhaps encapsulates the notion of an incident which has the potential to arise pity from an audience. The reader pities Macbeth despite the obvious character flaws of greed and corruption.   Shakespeare manipulates the audience to react sympathetically towards Macbeth through the use of Macbeth's actions, dialogue, and passion.   Throughout the story, there is a feeling of animosity toward Macbeth in response to his deleterious actions.   However, scenes revealing Macbeth's more admirable side balance and even abet that negative feeling.   One particular instance where the reader has the potential to feel pity for Macbeth appears in the dialogue immediately before Macbeth decides whether or not to kill King Duncan.   Macbeth is unsure of the morality of the murder.   During much self-deliberation, he agonizes in the monologue, "I am his kinsman and his subject, strong both against the deed" (I.vii.14-15).   While Macbeth contemplates whether murdering Duncan is feasible, Lady Macbeth convinces Macbeth that he would murder Duncan if he were truly brave and masculine.   Lady Macbeth goes on to remark that if he murders Duncan, Macbeth "would be so much more the man" (I.vii.58). A weak Macbeth gives in to his wife's badgering and manipulation and reluctantly agrees to participate in the murder. The audience feels sympathy for an insecure Macbeth as he begins his spiral into ultimate destruction. It appears that without the push of Lady Macbeth the deed would have been unlikely to have taken place.   Another instance in which Macbeth seems weak and pitiable is at the banquet held in his honor.   Before the dinner party begins, Macbeth orders the assassination of his friend Banquo.   After Banquo is killed, his ghost attends Macbeth's banquet, visible only to Macbeth.   The chain of events that occurs at the party lends sympathy to Macbeth.   His deteriorating mental state becomes known to all when he first beholds the ghost.   He cries out to the guests, inquiring who has played the cruel trick.

Crossover Control: Homeostasis Essay -- Biology, Chromosome Engeneeri

Crossover Control: Homeostasis in Yeast Meiosis Control of formation of crossovers for proper chromosome segregation is governed by the crossover – non crossover ratio i.e., crossovers are formed at the expense of non crossovers; better known as the crossover homeostasis. Subject Terms: Meiosis, Crossover Control, Crossover Interference, Crossover Homeostasis Cell division is inevitable for the proper growth and development of any organism. While Mitosis helps in the somatic cell division, Meiosis acts in the germ cell for gametic division or gametogenesis. Meiosis starts with Prophase – 1 where the formation of crossover takes place. Crossovers are really important as they result into proper segregation and disjunction of chromosomes (Page and Hawley, 2003) and also, they bring about the variation in the species. Lack of crossover formation results into improper segregation and non-disjunction of chromosome and this results into aneuploidy, which can be detrimental for the organism. Thus, formation of crossovers in Meiosis is highly important. Upstream of crossovers are the double strand breaks (DSBs) that lead to the formation of crossovers (Keeney, 2001). The quality of double strand breaks to give rise to guaranteed crossover formation is known as obligate crossover or chiasma (Jones, 1984). For the accurate segregation of chro mosomes, it is highly necessary that there should be at least one double strand break hence at least one crossover formation per chromosome pair. Thus, formation of crossover is a tightly controlled and regulated event in Meiosis (Kleckner et al., 2004). This control is achieved by two important factors. First is the phenomenon of crossover interference in which the formation of one crossover affec... ...ion. These research statistics suggest that the work carried out by Martini et al. has definitely opened up a whole new field for research, and lots of work needs to be done to achieve valuable insight of the regulation of crossover control in meiosis. Several researchers are currently working on to unravel the mystery of the underlying molecular mechanism by which the regulation of crossover control takes place. Also, tremendous work needs to be done to propose the mechanism of crossover homeostasis with regards to crossover interference and the region specific differences arising in the HIS4LEU2 gene locus. Probably by using chromosome engineering we can further our understanding about this. Figure 2: Flow diagram explaining the control of crossover formation and regulation of meiosis through crossover homeostasis and crossover interference in S. cerevisiae.

Accounting Is Dubbed “Language” of Business Activities

Essential link in objectives of business —–‘Accounting is dubbed â€Å"language† of business activities conducted by firms as it is used to communicate business transactions per se to all stakeholders’ According to Weygand, Kieso and Kimmel (2012, p. 4), the main purpose of accounting is consists of three basic activities, identifying, recording and communicating the business events by users. These three activities help the firm to operate the business to make decision be meaningful. Business has closely connection when doing transaction with their stakeholders by using the accounting, in order to make maximize profits.Role of firm Firm (also known as business or enterprise) is an organization involved trade goods and services to consumers. Business use different models and plans to figure out their target and outcome, in order to achieve organizational goal and achieve sufficient profit to finance our company growth, which create value and wealth fo r our shareholders. There are three forms of ownership, proprietorship, partnership and corporation. Every type of business receives different targets and objectives; it is because the employer or shareholder is taking different level of risk and responsible.Each organization’s employer sets its objectives to overcome difficulties. It relates to produce in different firms with different types products and how to satisfied their consumer, such as restaurant produce well-prepared food to hungry customers and cars factory fabrication and assembly of cars to produce in high-quality to buyers. Therefore, the method used or issued meet should be different. Each type of business system will meet different levels of target. The objective, however, is quite similar to each other. As Edmonds, McNair and Olds (2006, p. ) mentioned, in most cases, the companies aim to satisfy consumer preferences efficiently (at lowest cost) and aftermath with higher earnings. During business transaction , the main purpose for firms is to obtain maximize profits and the buyers to pay at least amount of money. Otherwise, the loss will lead firms be bankrupt and result in unemployment rate increased. Business Transactions Business transactions are recording the business’s economic events by accountant. The economic events such as transaction are passing through accounting process of organization to users.The accountant records the transaction when the financial position (assets, liabilities or equity) of the company changed. In addition, the accounting equation must include the transactions, two or more items, which have dual effect and could be affected. There are two types of transactions which called external and internal. External transaction is record business events between the company and some outside enterprise. For example, LMS pizza shop purchases of cooking machine (equipment) from a supplier, and then sale the piazzas to customers are related to external transaction s.Different to external transaction, internal transactions are economic events that occur all within one company. The use of cooking and washing machine (supplies) are internal transactions for this company. However, the company must analyze each event to illustrate if it affects the components of the accounting equation. For example, the company ordered additional films at $1000. This event will not be record. In the reason, the company’s financial position does not change during this activity. But if there is deposit that company needs to pay.Then the accountant should record this transaction. The accountant has ability to decide which transaction should be record. Determine the Value changing International Financial Reporting Standards (IFRS) companies can apply fair value to property, plant, equipment and natural resources. The companies can sell the assets to fair value at the reporting data. If revaluation is used, business needs to follow the revaluation procedures. As sets that are experiencing rapid price changes must be revalued on an annual basis. Otherwise, less frequent revaluation is acceptable.However, most companies choose to remain the original cost they paid instead to revalue. It is faithful to represent the fair value and the negative effects on the net income. Business should evaluate the faithful representation and relevance of trades-off in any case and determine the importance that the company considered at. To illustrate asset revaluation accounting, assume that an organization called as LMS pizza shop, they purchased the used machine to making pizza for $10,000 on March 11, 2013. But at the end of May 2013, the cooking machine is increased its wealth value to $13,000.At this time, the accountant has two decisions to record this value changed. One is to revalue the price and another one is to keep it remains the same. However, this action should consider by the company own perspective. It is because the revaluation is affecting t he net income. In the short summary, if it is the case that the value falls, the company gets positive effects on the net income. Otherwise, the company obtains negative effects on the net income. Finally, the company can fetch a higher price if sold the assets at the reporting date. Essential link in objectives of businessTarget as the core of growth for companies. During operation, companies have many decision-makings, like which firm is better to award of contract and which firm can bring most benefits. These decisions are related to company’s benefit (profit), which are the business objectives. This is because the business objectives are the main purpose for running business to obtain maximum profit at lowest cost. The statement is more clearly to anyone, even who outside the organization. It is benefit for everyone to use the information of financial accounting.Especially is for investors, creditors and other external users. That is all of the fundament about financial a ccounting. According to IFRS, there are two measurement principles they usually use, the historical cost principle or the fair value principle. By using these two principles, company can clearly be seen in the earning profit or loss. According to Williams, financial accounting is wide range uses in the business community nowadays (Williams et. al, 2011). Any decisions that the business makes need to concern about all of three activities in accounting quation. The companies all predicate of the objectives that is bringing as much as profit to them. Summary Accounting as a major indicator for simply convenient operation and shorten the time to achieve company’s goals. It is not only a kind of business language, but also a tool for measuring the target for company. As a business tool, it help employer to narrow the distance with all stakeholders in any transactions, hence to help achievement of objective and then obtain higher rate of return in anytime. Words: 1068Reference * We ygandt, J, Kieso, E& Kimmel, D (2012), Financial Accounting (IFRS edition). WILEY. USA * Edmonds, T, Edmonds, C, McNair, F& Olds, P, (2006), Fundamental Financial Accounting Concepts (5th edition) McGraw-Hill Companies, Inc. New York * Williams, Haka, Bettner, and Carcello (2011), Financial Accounting: Including IFRS, Financial Accounting (Fourteenth Edition, McGraw-Hill Companies, Inc. New York * International Accounting Standards Board (IASB), retrieved from http://www. iasb. org/

Amino Acid Chromatography

In this experiment paper chromatography was used in order to identify two unknown amino acids using eight known amino ones. The two unknown ones were identified by comparing the distance they travelled up the chromatography paper and their Rf values to the corresponding values of the other eight known amino acids. The unknown amino acids identified were Glycine and Methionine. Introduction Proteins in cells are important in many ways. There are different types of proteins such as contractile proteins, enzymes, hormonal proteins, structural proteins and transport proteins. They are vital to regular cell functioning.Proteins are made up of amino acids that are joined together by peptide bonds. When fewer than 50 amino acids are joined together, a polypeptide is formed. All proteins have two groups in common. They have a carboxylic group and an amino group. There are 20 types of amino acids that bond together in different combinations to perform different functions. The primary structur e of proteins is the order and number of amino acids. Secondary, tertiary and quarternary structures are formed from chains of peptides that are folded into sheets, ribbons and coils so that they form a 3D shape and are more stable.Different weights of amino acid make them differ in polarity. This characteristic enables the separation of proteins by polarity using chromatography. Paper chromatography is an example of a chromatography technique called absorption chromatography. The paper is the adsorbent, which will bind the components of the mixture. The substance will be â€Å"spotted† onto the chromatography paper and put into a beaker filled with solvent. The solvent will then flow through the paper. The solvent chosen depends highly on its polarity as this will be the characteristic that will separate the different substances.Petroleum, ether, hexanes, cyclohexanes and toluene are some examples of solvents with different polarities as well as increasing polarities. In som e cases, mixtures of solvents are made to reach a certain polarity. If substances that are needed to be separated are polar, then the solvent must be slightly less polar. Non-polar substances need a polar solvent to be separated. The solvent travels faster than the samples. The Rf value is the ratio of the distance traveled by the sample and the distance travelled by the sample.Rf = distance travelled by amino acid sample from the origin in mm distance travelled by the solvent from the origin in mm Factors affecting how far the amino acids travel depend on how high the solvent is allowed to rise on the paper, the type of absorbent, the type of concentration of the solvent, temperature and the distance of the origin from the solvent. One type of test to detect proteins is the Ninhydrin test. This test makes the amino acids spots visible. Ninhydrin is a pale yellow solid and it reacts with the amino group in the amino acids and proteins and produces a purple product.Heat must be used in order to speed up the reaction. Objective The objective of this experiment was to spot various amino acids and an unknown mixture on chromatography paper and run it with a chromatography solvent. The lab period following included treating the samples with Ninhydrin solution and heating it so that the amino acids could be visible. The distance of the samples were then measured in mm from the origin. The measurements were then used to calculate the Rf values for each sample and thus the unknown sample could be identified. Materials Alanine, 1% Solution Arginine, 1% SolutionAsparagine, 1% Solution Aspartic acid, 1% Solution Glycine, 1% Solution Lysine, 1% Solution Methionine, 1% Solution Tyrosine, 1% Solution Unknown, 1% Solution Chromatography Solvent, 20mL Ninhydrin solution, 2%, 10mL Beaker, 600mL Chromatography paper, 20X10 cm Graduated Cylinder, 25-mL Heat source, drying over or hot plate Microtip pipets, 9 Pencil Ruler Spray bottle Stapler Watch glass or aluminum foil Procedur e 1. On a 20cm wide by 10 cm high piece of chromatography paper, a pencil was used to draw a straight line (about 1 cm) from the bottom of the paper from the left to the right side 2.Nine pencil dots were placed 2cm apart on the line 3. The name of each amino acid was written under each dot in pencil. 20 mL of chromatography solvent was then added to the 600-mL beaker 4. A micropipette was used to obtain a small amount of the first amino acid 5. The tip of the pipette was placed above the chromatography paper directly above the pencil dot and a spot of the amino acid was dropped on the dot 6. Steps 4 and 5 were repeated for the eight amino acid solutions 7. With the sample side facing outwards the chromatography paper was turned into a cylinder and the top and bottom edges of the paper were stapled. .The paper cylinder was then placed into a beaker with the chromatography solvent. 9. The beaker was then covered with a watch glass 10. The samples were then allowed to run till the sol vent level was about 1 cm from the top of the paper. 11. The chromatography paper was then removed from the beaker. The solvent height was then marked with a pencil line and the staples were removed 12. The chromatography paper was then left to dry During the following lab 13. The chromatography paper was sprayed with a spray bottle containing 10mL of 2 % Ninhydrin solution 14.The chromatography paper was left to dry for 10-20 minutes 15. The paper was then put in a drying oven or held 10 cm above a hot plate to heat so that the color could develop 16. A dot was placed with a pencil at the centermost point of each amino acid 17. The distance in mm of the solvent traveled from the pencil line till the where the solved stopped traveling was measured. 18. The distance in mm from the origin till where each amino acid traveled was measured 19. The Rf value for each amino acid was calculated ResultsTable 1: Distance and Rf values of the amino acids and unknowns Amino Distance(mm)452427223 015574235/60 Rf Value0. 50. 270. 30. 240. 330. 170. 630. 470. 39/0. 67 The distance traveled by the solvent from the pencil line drawn was 90mm. The unknown samples were found to be Glycine and Methionine by comparing their Rf and distances values to those amino acids with Rf and distance values that were calculated. Discussion Paper Chromatography is used to separate a mixture of compounds into its components.Pens and markers are not used as their ink will be separated too. Instead, pencils are utilized as they are made from graphite which does not separate. Capillary action is the ability of a liquid to flow in narrow spaces without any help from external forces. This flow is against gravity as well. This happens because of the intermolecular attractive forces between the liquid and the solid surrounding surfaces. Surface tension and adhesive forces between the liquid and solid also help the liquid rise through the solid.The Rf value is defined as the ratio of the distance travell ed by the amino acid sample from the origin to the distance travelled by the solvent. The ratios, therefore, stay the same regardless of the solvent used. Ninhydrin is used in paper chromatography to identify amino acids. Ninhydrin solution turns the amino acid fingerprints to the color purple, therefore making them visible. For this reason we take care when touching the chromatography paper. The least polar amino acid was alanine as the distance it moved up the paper was the least.