5 economics factors Essay Example | Topics and Well Written Essays - 1250 words

5 economics factors - Essay Example Different economic factors in the US contribute to or minimize the gender gap in state economy. In 1935, the government policy, Aids to Families with Dependent Children (AFDC), was implemented and its main target was the single mothers and the low-income families. The conditions for qualification of this aid were that, the identified families had to be poor, except the single mothers who were all considered. This policy involved aid to such families. The aid came in the form of financial assistance, provision of free medical care, food donations, and subsidies on housing. This policy however raised a number of controversies. It was thought to result in an increased dependency of the poor in society. This would also discourage the poor from looking for employment and means of self-dependence. Finally, this would discourage people from getting marriage and thus increasing the number of single mothers. This was proved ineffective in ensuring a poverty-free society. Nonetheless, this policy was beneficial to women during its short operational period. In 1996, another policy of poverty eradication was implemented as a replacement of the AFDC. This was the Temporary Assistance to Needy Families (TANF). This policy was funded by different states, unlike the AFDC, which was wholly funded by the federal government. In 2008, this policy was amended and required all single mothers to work a minimum of thirty hours in a week. The main argument for this proposition was that, most mothers in dual –income families went to work, therefore, the single mothers too were expected to work. In addition, unlike the AFDC, this policy had a time limit of five years. Since this program was temporal, it aimed at equipping the low-income families with enough resources to help them solve their financial problems and establish themselves financially in the

Foreign investment and country risks in Saudi Arabia Dissertation

Foreign investment and country risks in Saudi Arabia - Dissertation Example 1.2 Introduction The research report is about the FDI prospects in Saudi Arabia. The researcher has made an attempt to conduct primary research with the help of interviews ad questionnaires to analyse the topic along with an in-depth analysis of some previous researches of the topic. 1.3 Background According to Vazquez, Fournier & Flores (2009, pp.257-270), Saudi Arabia, being a developing country, has a large amount of foreign direct investment. The country’s government has made heavy investments in the infrastructure so that FDI is attracted. The government welcomes FDI as it brings in technology, employment opportunities, trained workforce, makes efficient use of domestic raw materials and enhances economic development. As per Korgstup & Matter (2005), forty five percent of the GDP and 90% of the export earnings are from the petroleum sector. The country’s economic development is also dependent upon 6 million overseas workers. With the signing of the World Trade Orga nization agreement, many opportunities have opened for investment in the country especially in the oil and service sector where the country is concentrating on producing the products rather than exporting raw materials. According to Benbya, Passiante and Belbaly (2004, pp. 201–220)m Foreign Direct Investment (FDI) may be defined as a long-term investment by a foreign direct investor in an enterprise resident in an economy other than that in which the foreign direct investor is based. This involves a parent enterprise and a foreign affiliate that together make a transnational corporation (TNC). For such an agreement to be termed as FDI, the parent firm should have the control over the other affiliate. However, Korgstup & Matter (2005) argues, any sort of investment in a foreign land should done carefully as there may be several risks involved and many issues may occur over the course of the investment. For example language and cultural barriers in Saudi Arabia limit the scope of the investment tremendously and therefore the investor should have a through understanding of the market he is venturing. Moreover, there may be differences in business negotiation styles, religion, social norms and etiquettes that may impact the FDI. The report of UNCTAD (2002), on Foreign Direct Investment to the Middle East countries recorded a decrease of 33% dropping in 2002, from $6.7 billion in 2001 to $4.5 billion in 2002, that accounted for approximately 2.8% of total FDI inflow in the Developing Countries. This was mainly due to the regional political unrest, which in turn had an impact on their global business relationships. Moreover, according to Korgstup & Matter (2005) the region along with Saudi Arabia is not a plausible place for foreign investment due to such unrest and investors are seeking new markets for their future investment due to these political vagaries. 1.3 Aims of the Dissertation: 1.3.1 The objectives of the research are to: 1.Identify the various ris ks that a foreign investment faces in Saudi Arabia and how they affect foreign direct investment. Foreign direct investment is essential for Saudi Arabia and is essential for the growth of the country. However, there are many problems and difficulties that foreign investors have to face when they invest in Saudi Arabia, which deters new investors to explore this market. In this research an attempt will be made to identify these problems and issues that are causing difficulties for these foreign firms that in turn are affecting foreign direct

The Birthright and the Human Storm (example of a title) Essay - 1

The Birthright and the Human Storm (example of a title) - Essay Example According to which a true woman must hold four cardinal virtues that are: domesticity, submissiveness, piety and purity. Women were not allowed to have sex with any other men except their husband, however, this restriction does not imply on men. It was considered as a sin if a woman gets involved with any other men. The sexual rights of women were also negligible in the 19th century. They can only have sex when their husbands wanted to have and were not allowed to show up their temptation. Followed by the Victorian age the gilded age was the era of growth and prosperity. In this era the women were not content with the cult of domesticity. Most women went to colleges to earn higher education and started to serve the society. Bobinot and his son Bibi were present at Friedheimers store when they sensed the emergence of a violent storm. Bobinot decided to stay at the store till the storm is gone. Calixta the wife of Bobinot, did not even notice the arrival of storm and thunder. When it turned much darker, Calixta went to close the door, there she found her ex-boyfriend Alcee and invited him in her home due to worsening weather condition. While staying at Calixta’s house Alcee made her recall all the sweet memories of their love and the passion they used to share. Flowing into the memories Calixta and Alcee forget about everything and get sexually involved reviving the old love and passion they had. In the meantime the author asserts that the storm gets also over. Bobinot and Bibi returned from the store after the weather gets settled. After coming back from Calixta’s place Alcee writes a letter to his wife suggesting her to stay in Biloxi as long as she wants. Clarisse felt good and free afte r receiving the letter. The author ends the story with a punch line, "So the storm passed and everyone was happy (Chopin 110)." The

Market Equilibrium Process Essay Example for Free

Market Equilibrium Process Essay Relate the concepts of the market equilibrating process in the Weeks One and Two readings and learning activities to a prior real-world experience occurring in a free market. The experience does not necessarily have to be work related. Explain the market equilibrating process in relation to your experience. Include academic research to support your ideas. Consider the following components in your explanation: †¢ Law of demand and the determinants of demand †¢ Law of supply and the determinants of supply †¢ Efficient markets theory †¢ Surplus and shortage Use University of Phoenix Material: Appendix A to create graphs illustrating the equilibrating process in price relation to the shift in supply and demand. Deliver the content as a 350- to 500-word paper, 7- to 10-slide Microsoft ® PowerPoint ® presentation, 2- to 3-minute video, or 1-page comic strip illustration. http://academicwritingtips.org/component/k2/item/932-market-equilibrium-process.html Market equilibrium refers to the selling price â€Å"where the intentions of buyers and sellers match†. This means that the quantity sellers are willing to sell at a particular price matches the quantity buyers are willing to purchase at that same price, or, in other words, where the quantity demanded equals the quantity supplied. A surplus results when the price is too high (quantity supplied is more than consumers are willing to buy) and a shortage occurs when the price is too low (quantity demanded is more than quantity supplied). The equilibrium price changes when there is a shift in either supply or demand. The market is made up of two basic groups, households and businesses. These two units buy and sell goods and services from and to each other. The market system uses competition among buyers and sellers to regulate the price of available goods and services. Theoretically, this insures that no one buyer or seller will be able to monopolize the market because others can c ome in and undercut the price. Supply and demand are affected by changes in consumer preferences, number of buyers in the market, consumers’ incomes, the prices of related goods, and consumer expectations. The economy is currently in a recession, or depression depending on whom you ask, that has greatly affected these determinants of demand. Many industries and individual consumers have seen a steep decline in income due to this market low period. The recession has had a significant affect on the construction industry in which this author currently works. There is currently a surplus of commercial and residential properties on the market. This surplus discourages businesses from starting new construction projects. This has led to businesses reducing their workforces which has in turn led to consumers reducing their spending and has become a circle of lower buying and selling. The construction industry was not the only one affected by this cycle. Nearly all industries that depend on consumers discretionary funds, those not spent on necessities, were affected. Large manufacturers that have been around forever went bankrupt and small companies everywhere  suffered the same fate. The United States economy is market based. Sellers and consumers are free to trade in any way that works for them with relatively little interference from government. This system allows the price of products and services to be set by supply and demand and determines the allocation of limited resources. Suppliers and consumers are connected in a circle of buying and selling, and when there is a major shift in the economy all can be affected. References This is a hanging indent. To keep the hanging indent format, simply delete this line of text using the backspace key, and replace the information with your reference entry. http://www.e-m-h.org/introduction.html http://www.healthmr.com/resources/newsletter-archive/1011-fa-3-ways-to-increase-revenues-in-home-health-and-hospice http://academicwritingtips.org/component/k2/item/932-market-equilibrium-process.html http://ajrccm.atsjournals.org/cgi/content/full/165/6/750 http://en.wikipedia.org/wiki/Supply_and_demand

What is learning Essay Example for Free

What is learning Essay ?What is learning? From born to dead, we non-stop to learning, how to sound, walk, study knowledge, even working skill. We learn in our whole life. But what is learning? Why we need to learn? Is it to follow other success person so we need to learn? Gagne(1965) describe learning as four factors, Drive, Stimulus, Response and Reinforcement. For every learning process before it start there are also have a reason to basic on, whatever we are learning a knowledge or a skill. And this is the factor of drive, it can improve you to want to learn. It can be a basic need or other drive. For example, a baby learning how to speak, it can describe as a basic need drive, because the baby want to let his mother father to know what his want, and speak is the most effective and efficient way to achieve, thats why the baby go to learn. In stimulus factor of Gagne theory, learner must be stimulated by the learning process, because some of stimulus can make the learner to drew some nature response, it can help them to learn more effect and efficient. And when the learner in the learning process, they will get some individual stimulus, that is the feel of the new thing of you learn. When the stimulus was occur on the learner, they will take a response such as increased skills and knowledge. This stage must occur after process of drive and stimulus. The last factor is reinforcement, when the learner taking some new skill or knowledge, those thing may forget quickly, because we also can not remember now thing hardly for first time, that’s why we need to practice to reinforcement the new skill or knowledge. In the process on the learning, there have many variable element, such as what type of the learner are, what the way are adopt to learn, those variable will influence the result of the learning process. Below we will talking about those variable, how those influence the result. Learning styles encompass a series of theories suggesting systematic differences in individuals natural or habitual pattern of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn. The idea of individualized learning styles originated in the 1970s, and has greatly influenced education. Proponents of the use of learning styles in education recommend that teachers assess the learning styles of their students and adapt their classroom methods to best fit each students learning style. Although there is ample evidence that individuals express preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education. Critics say there is no evidence that identifying an individual students learning style produces better outcomes. There is evidence of empirical and pedagogical problems related to the use of learning tasks to‘correspond to differences in a one-to-one fashion. ’Well-designed studies contradict the widespread meshing hypothesis, that a student will learn best if taught in a method deemed appropriate for the students learning style. Learning styles are a popular concept in psychology and education that are intended to identify how people learn best. The popularity of this concept grew dramatically during the 1970s and 1980s, despite the evidence suggesting that personal learning preferences have no actual influence on learning results. While the existing research has found that matching teaching methods to learning styles had no influence on educational outcomes, the concept of learning styles remains extremely popular. There are many different ways of categorizing learning styles including Kolbs model and the Jungian learning styles. Neil Flemings VARK model is one of the most popular representations. In 1987, Fleming developed an inventory designed to help students and others learn more about their individual learning preferences. David A. Kolbs model is based on the Experiential learning Theory, as explained in his book Experiential Learning. The ELT model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. According to Kolbs model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individuals preferred approaches. For type of the learner, it can classification as 16 different type, as Serialist vs. Holist, Controlled vs. Impulsive, Dependant vs. Independent, Mature vs. Immature, Structured vs. Unstructured, Familiar vs. Unfamiliar, Instructional vs. Experimental, Deep learning vs. Surface learning. To identify what type the learner are, we can uses some of test to calculate it, and this is also a important step, because different type of learner will have stimulus by different learning way. As the way of learning, they were through words, questions, through images, pictures and abstract representations , through music and rhythm, through movements or physical activities, through social interaction and through independence or self-interaction. Those analysis by Gardner, in 1999. For suggest learner to used different way to learn, Riding (1997) to publish that, Cognitive Style, that’s mean an individual’s consistent preferences for particular ways of gathering, processing and storing information and experiences. It is a fusion of methods of thinking and of personality. And he also also warned about the possibility of confusing style with ability in 1997. Those theory bring out one mine idea that everyone who before go to learn, they should to find out what kind of they are, and what method are suitable for first, that is the most important. But this is not a easily even for an experience teacher, that’s why teacher should have a reliable and valid instrument, because some characteristics are not discernable, by (Beaty 1986; Dunn, Dunn, and Price 1977; Marcus 1977 How to Implement and Supervise a Learning Style Program, P. 9). Cognitive Style and learning style two-oriented theories and models mostly in the late twentieth century (1950) proposed that the two are very similar at first glance, very confusing. Jonassen Grabowski (1993) explain the main difference between the two is that learning styles were analyzed only for the learner preferences, without taking into consideration the actual ability of learners. To calculate the type of the learner are, there have few popular method to measure Cognitive Style, and there usually will identify as two big type of style. (Riding,1997 ). They are ‘wholist-analytical(WA)’ and ‘verbaliser-imager(VI) type. The wholist-analytical group are concerned with whether the individual processes and organizes data as a whole or in a piecemeal fashion and the verbaliser-imager group are concerned with whether the individual normally represents information in their memory as pictures or as words during the process of thinking. We can use Belbin test, MBTI test, and VARK Questionnaire test VARK Questionnaire test is a method to analysis a person learning style, basic on their gift and ability, VARK model as well as other learning style theories has been questioned and criticized extensively. One large scale look at learning style models suggested that the instruments designed to assess individual learning styles were questionable, while other critics have suggested that labeling students as having one specific learning style can actually be a hindrance to learning. Despite the criticism and lack of empirical support, the VARK model remains fairly popular among both students and educators. Many students immediately recognize that they are drawn to a particular learning style. Others may find that their learning preferences lie somewhere in the middle. For example, a student might feel that both visual and auditory learning is the most appealing. While aligning teaching strategies to learning styles may or may not be effective, students might find that understanding their own learning preferences can be helpful. For example, if you know that visual learning appeals to you most, using visual study strategies in conjunction with other learning methods might help you better remember the information you are studying or at the very least make studying more enjoyable. So what happens if no single learning preference calls out to you? What if you change preferences based on the situation or the type of information you are learning? In such instances, you probably have what is known as a multimodal style. For example, you might rely on your reading and writing preferences when you are dealing with a class that requires a great deal of book reading and note-taking, such as a history of psychology course. During an art class, you might depend more on your visual and kinesthetic preferences as you take in pictorial information and learn new techniques. There have four item to take a mark, Visual, Aural, Read and Kinesthetic. Visual learner are good at receive of image information some picture as charts, diagrams. illustrations, notes, and videos are all let visual learners easily to remember the information . People who prefer this type of learning would rather see information presented in a visual rather than in written form. Aural (or auditory) learners is good to learning by use of there ears . They more perfer to get a good part out of lectures and are good at remembering speech by people of there mouth. Reading and writing learners more likely to get information through as words. Learning source that are primarily text-based are strongly preferred by these learners. Kinesthetic (or tactile) learners learn best by touching and doing. Hands-on experience is important to kinesthetic learners. Of the outcome of my test of doing VARK test, my result are Visual: 5, Aural: 9 , Read/Write: 2, Kinesthetic: 9, that is mean that im good at aural and kinesthetic. Those of sound and touching thing and resource are effect for me to learning, those are stimulate way for me. That’s mean listing the teacher told and feel the new thing. Belbin test is a analysis method of calculate role of team of a person, this develop by Dr. Meredith Belbin in Cambridge, UK. Its main function are help tester to know himself, from self-character to other people idea of himself. And calculate the tester career development. It can understand the member of the team person working style quickly. Then you can know how to communicate with, and make the performance be more efficient and effect. And the nine type is Shaper (SH), Implementer (IMP), Completer-Finisher (CF), Coordinator (CO), Team Worker (TW), Resource Investigator (RI), Plant (PL), Monitor-Evaluator (ME) and Specialist (SP). As my know of myself, I will describe myself as Implementer (IMP), because its characteristic are Implementers are the people who get things done. They turn the teams ideas and concepts into practical actions and plans. They are typically conservative, disciplined people who work systematically and efficiently and are very well organized. These are the people who you can count on to get the job done. On the downside, Implementers may be inflexible and can be somewhat resistant to change. For my target career as a business administrative, this is suitable for of the role of the Implementer (IMP). MMDI test, full name is Myers Briggs Type Indicator, this test let character describe as sixteen type, this sixteen type include all human behavior, they are 1)ESTJ male chauvinism 2)ESTP challenge 3)ESFJ master 4)ESFP show off 5)ENTJ general 6)ENTP inventor 7)ENFJ educationalist 8)ENFP reporter 9)ISTJ public servant 10)ISTP adventure 11)ISFJ take care 12)ISFP art 13)INTJ professional 14)INTP scholar 15)INFJ author 16)INFP philosopher. Those of them also have benefit and weak point and no one is the best. When I finish the test, I know that im the type of the ESFJ master adventure one, this is different between I estimate one as ESTP challenge one, therefore, ESFJ as Enthusiastic, talkative, popular, responsible natural collaborators, active member of the committee. May be longer than the creation of a harmonious and harmony. Often doing good to others. Encouragement and praise when you get the best work. The main interest lies in those things that have a direct and significant impact on peoples lives. In the analysis, ESFJ is suitable of occupation such as Housekeeping Nurse, Administration, Teachers, Family Physicians, Clergy or other religious workers Office Manager, Counselor, Accountant, Administrative Assistant, this is matching with my target career as administrative.

Effect of Communication on Practitioners and Service Users

Effect of Communication on Practitioners and Service Users Standing still enough to absorb the emotional impact of (service users) experiences is something that allows the movement hidden beneath the frozen state of psychological hypothermia to emerge in a tolerable way at the right time.† (Kohli, 2007, p. 180). This paper will address the relevance of Kohli’s statement above to the discussion on the effective communication with accompanied minors. The paper will first define the term â€Å"unaccompanied minors†. It will then provide a definition of communication, then identify and examine its main theoretical perspectives. The paper will unpack the meaning of Kholi’s quotation by advancing a discussion of the importance of timing when working with unaccompanied minors and the intricacies involved in navigating the sometimes harrowing and emotional experiences of unaccompanied minors. The paper will also examine the issue of silence and how this reflects a state of being frozen in time with unaccompanied minors and will interrogate methodologies for delving below these issues, in a timely manner while ensuring that the service feels safe revealing their often locked away emotions. All these factors will be examined in the context of how communication can impact both the practitioner and the service user and how managing each factor effectively is essential to unlocking hidden feelings, emotions and trauma from which unaccompanied minors may suffer. The paper will draw on contemporary literature to empirically ground its arguments. Both the United Nations High Commission for Refugees (UNHCR) and the United Nations Children Fund (UNICEF) defines unaccompanied as: â€Å"under 18 years of age or under a countrys legal age of majority, are separated from both parents, and are not with and being cared for by a guardian or other adult who by law or custom is responsible for them. This includes minors who are without any adult care, minors who are entirely on their own, minors who are with minor siblings but who, as a group, are unsupported by any adult responsible for them, and minors who are with informal foster families.† (United Nations: 2007) More recently, there have been a plethora of studies examining the psychosocial and day to day needs after they arrive in Western countries. Communication is said to be a difficult concept to pin down by way of definition because of its many complexities, forms and application to everything. For the purposes of this paper, the definition provided by Fiske (1990:2) that communication is â€Å"social interaction through messages†, provides a good starting point to examine the concept in relation to unaccompanied minors. Thompson (2003) contends that the social aspect of communication is vital to consider because individuals interact within a social space and the nature of this communication dictates the nature of a relationship or how that relationship develops or breaks down. Thompson (2003) navigates various theoretical model of communication by drawing on the work of other scholars. He identifies Shannon and Weaver’s 1949 definition of communication which locates 3 elements: The transmitter (person who starts communication), noise (the actual message communicated, and the receiver (the person who the message is communicated to). This definition has received ample criticism for oversimplifying a difficult concept wherein communication is not always transmitted by noise but also through silence and body language. In addressing these omissions, the semiotics model was advanced as an alternative. In this model, communication is described by Cobley (2001) as a form of semiosis which is concerned with the exchange of any messages whatsoever: from the molecular code and the immunological properties of cells all the way through to vocal sentences.† This definition introduces other aspects rather than the spoken word into the communication discourse and Miller (1973) articulates that â€Å"communication includes not only the study of spoken communication between people, but also the many kinds of unspoken communication that go on constantly when people interact.† In this respect, communication also encompasses culture, because culture determines shared norms and values, language and ultimately these norms affect how information is communicated or transmitted. Thompson (2003) draws on Pierre Bordieau’s concept of cultural capital based on the strength of power bases, to explain ho w culture and power can interact to determine how information is understood and communicated, because it informs the semantics of language and the formation of identity. The identification of language as a prominent variable in any communication discourse is inescapable because as Thompson (2003) states, language does not only reflect reality, but it also constructs reality. This fact is elucidated when certain words or actions communicate a task, or certain actions communicate joy, distress or uncertainty, as is postulated by the speech act theory. Similarly, identity is informed by cultural norms and values, and determines how individuals view themselves and how they relate to others. It is this connection between culture, identity, language and power which informs the foundations of the discussion on how practitioners can cut through the difficulties of intercultural communication barriers to assist usually traumatized unaccompanied minors. Intercultural communication skills in the social work discipline, is fraught with difficulties. Husbands (2000) maintains that the various biographical routes and stories of practitioners does interact in the social space of service users and can affect how information is communication based on how trust is fostered when communicating to service users that difference will be accepted and not judged. Kohli (2006) deftly describes the vulnerable unaccompanied child who arrives in a new country and who is reticent about divulging details to practitioners. He, alongside other scholars (Kohli and Mather: 2003; Beek and Schofield: 2004) observes that unaccompanied children often remain silent, or emotionally closed about their past. He writes that such children have usually been told over and over by others to remain quiet about themselves in order to keep safe. Kohli (2001, 2006, 2007) insists that it is imperative that social work practitioners gain skills that enable them to probe the past of unaccompanied asylum children, in order to truly understand their needs. Kohli recognizes that demands to meet targets faced by modern day practitioners, may interfere with the time they need to build trust and safely pry open the thoughts of unaccompanied minors. In light of this, the nature of their silence and the impact their experiences may have had on them must be explored, before addressing how social workers should â€Å"time† their intervention to open communication and prompt life histories from unaccompanied minors. The silence displayed by unaccompanied minors should not be immediately adjudged to be because they are hiding harmful secrets. In fact, scholars such as Finkenauer et al (2001), argues that the keeping of secrets are normal adolescence developmental characteristics. However, the literature on silences among refugee children often points to explanations of fear and the silencing effects of war on children. Psychological studies (Melzak: 1992) contend that children often bury extreme hurt, pain or loss in order to survive, some to the extent that they can forget some events or the sequence of events as a defense mechanism. The risk of acting out buried emotions in a harmful way, compels many practitioners and scholars to argue for methodologies to unlock these stories which according to Kohler’s quotation, presented at the beginning of this paper, may be in a â€Å"frozen state of psychological hypothermia†, wherein they are unable to communicate their hidden pain. Papad oupolos (2002) posits that this frozen state could be purposely imposed to assist in healing and may be necessary to allow affected children the space to reflect, make sense of and accept before being able to move on successfully. Kohli (2006) therefore views this silence as both â€Å"burdensome and protective†, and it requires a skillful practitioner to know when to encourage unaccompanied minors to open up. Krause (1997) and Rashid (1996) both warn against social workers rushing to conclusions about unaccompanied minors based on their cultural backgrounds and what is known about their country of origin. Focusing on organizational targets and not the clients needs first, may result in the practitioner missing the cultural contexts of the minors’ experiences, within specific times and risks simplifying complex information that may be transmitted without adequate reflection on the communication experience overtime. In order to determine when it is appropriate to prompt for hidden information or stories from unaccompanied minors, social workers must recognize that such children may be trying to be accepted within a new culture while suffering a loss from their own (Kohli and Mather: 2003). Therefore, social workers must be observant and reflective (Schà ¶n: 1987, 1983) to determine when a child is assimilated enough and trusting of the practitioner service user relationship to revea l any hidden stories of their past lives. Richman (1989) also reminds that many unaccompanied children are very resilient because of their experiences and they may be busy trying to figure out their next move, or how to survive within a new environment and culture, or thinking about their asylum status, than they are interested in reliving past experiences which do not in their estimation contribute to their present survival. Consequently, practitioners are encouraged to engage in â€Å"therapeutic witnessing† (Kohli and Mather: 2003) rather than feeling the need to wring past experiences from unaccompanied minors. In drawing on Blackwell and Melzak (2000), Kohli and Mather (2003: 206) states: â€Å"In essence, workers are asked not to become action orientated helpers in the face of ‘muck and bullets’, but stay still enough to bear the pain of listening to stories of great loss as they emerge at a pace manageable for the refugee.† While Kohli acknowledges that it is difficult for a practitioner to remain still and allow a â€Å"discovery by drip† process to unfold with the refugee, he maintains that it allows refugees to â€Å"exorcise their demons and ghosts in the process of self-recovery† (Kholi and Mathers: 2003). This does not diminish the level of practical support that workers should offer to refugees, in fact it is through assisting to order their lives, that they will also make sense of their past and be more willing or open to sharing information about themselves. However, if and when refugees begin to share their experiences, practitioners must be versed on skills to encourage such interaction and should also be cognizant of their own reactions and judgement which can also be communicated to the client nonverbally and affect the â€Å"drip† method of divulging information. It is to these issues which this paper now turns. Relationship based interaction between service users and practitioners remain central to the core value of social work and reflect its best practice. Holloway (2003) concurs with this view by asserting that conversations between practitioner and client dictate how the trust relationship is formed and how the worker is emboldened to assist the client. In this context, a discussion on emotional intelligence (EI) and its importance to the communication process is relevant. Morrison (2007) quotes Goleman’s 1996 definition of EI as â€Å"Being able to motivate oneself and persist in the face of frustrations; to control impulse and delay gratification; to regulate one’s moods and keep distress from swamping the ability to think; to empathize and to hope.† This delayed gratification is applicable to the need for social workers to allow unaccompanied minors the space to understand themselves and their new realities while making sense of their past. It requires great empa thy and being able to perceive and identifying feelings in the self and others. Morrison (2007) links emotional intelligence and successful social work as being able to be conscious of the self while establishing good communication channels with the refugee. Morrison advises that social workers must be in tuned with their own prejudices and assumptions because many vulnerable clients such as unaccompanied minors are used to reading body language and silent communication signs to determine whether they should trust individuals. Therefore practitioners must ensure that their methods of practice reinforce good communication values rather than downplay them. One of the first methodologies used by the social work practitioner is that of assessment. Assessment frameworks in the UK give little space for the exploration of histories (Morrison: 2007). Consequently, the emotions which compel youth behaviour is often not deeply understood from unaccompanied minors, especially since they may be silent and initially provide minimal normative sketches of their past. Accurate observation during assessment will take note of feelings which may hide deeper emotions and record the moments when these windows into the past were glimpsed or sensed. Much can also be gain by the observation that expression is void of emotion, as this may also be an indicator that the unaccompanied minor realize that communication certain emotions in their language may give the practitioner space to questions their past and they may be skilled at hiding such feelings in their language and tone. If information from the refugee is sparse and void of emotion, the practitioner s hould make extra effort to be reflective in practice to ensure that their own perceptions or impressions are not being transmitted to the client. Goleman et al (2002) articulates that there is a situation of dissonance when one party feels like the other is out of touch with their feelings. The Audit Commission’s 2006 report (p.66) into the treatment of unaccompanied children, demonstrates how practitioner bias can affect the level of treatment given to refugee children: â€Å"Many unaccompanied children have multiple needs because of their experiences of separation, loss and social dislocation . . . Yet in many cases they do not receive the same standard of care routinely afforded to indigenous children in need, even though their legal rights are identical.† Practitioners must therefore guard against treating unaccompanied minors as â€Å"another client†, because the literature identifies them as being particularly in tune to all forms of communication within the interaction process, and they use this as a guide on who, when and how to trust. A vital part of the assessment is the interviewing of the unaccompanied minor. Wilson and Powell (2001: 1) maintain that â€Å"a childs thinking is dependent on a number of factors including memory, conceptual development, emotional development and language formation.† They further assert that there are three aspects to remembering information: knowledge, sequencing and prioritizing. They contend that practitioners must seek to gain all three trough safe methods when interviewing and practice patience. It is important to note their guidance that a memory may not always be told in the right sequence, and be prioritized according to the present needs of the child or in the case of this paper – the unaccompanied minor. Furthermore, they remind us that a child’s memory may not be accurate, this could be deliberately so (as already explored by Kohli: 2006), and they argue that it is up to the interviewer to use a method of questioning when appropriate to maximize the accuracy of responses. The Achieving Best Evidence in Criminal Proceedings (2007) document which provided information on interviewing children stated that interviewers must approach the interview with an open mind and that enquiries should not increase the distress of a child by allowing them to reluctantly relive bad experiences. Similarly, the 1998 Cleveland Inquiry Report suggests that: All interviews should be conducted by a professional with child interview training; Interview questions should be open-ended; There should be one and no more than two interviews for the purpose of assessment and it should not be too long; the interview should be paced by the child not the adult among others and it is recommended that the both the police and the social worker (if necessary) interview the child at the same time. These guidelines ensure that the interview adopts a child-centered approach. Another method that is advised with unaccompanied children is the phased interview approach. The phased interview approach is structured in three parts: the introduction and initial rapport establishment, the free narrative section and questioning section where the child is given space to communicate, alongside being questioned, and the closure of the interview. It is important to prepare children for the interview, through pre-interview contact to lessen any stress which may arise from being fearful of the process. Children should get ample time to consider whether they wish to share their stories or keep them locked away. Furthermore, the skill to actively listen is paramount to a social work practitioner as it not only assists with accurately observing, but it assures the child that what they are saying is being heard (Wilson and Powell: 2001). To assist in accuracy, the interviewer should reflect back the child’s responses to them for affirmation of clarification paying particular attention to maintaining neutral body language and tone while doing so (Thompson: 20 02). However, Wilson and Powell (2001) maintain that if a term is not familiar to the interviewer or seems like slang, the interviewer should make every effort to clarify its meaning with the child in order to maximize accuracy and assist in avoiding possibilities of intercultural communication. Bradford (1994) further posits that the interviewer has the responsibility to ensure the validity of the communication process by pursuing the statement validity analysis (SVA). The SVA checks that the testimony contains no contradictions or logical inconsistencies, the abundance of details, the accuracy of contextual evidence which may be verifiable, the ability to reproduce conversations and interactions and the presence of complicated obstacles. However, Davies (2006) warns that while this tool may be useful, it is not a accurate fix, particularly in the case of silent children who may choose to withhold traumatic information (Kohli: 2006). Wilhelmy and Bull (1999) argues that the use of drawings within interviews with child by practitioners should be encouraged where appropriate because it also provides assurance to the child that the interviewer is child centered. If this method is used, the interviewer must be very observant that this method does not make the child uneasy. While drawing may presents many opportunities to further question the child, the practitioner must as Kholi’s quotation suggests be extremely patient to unlock information and allow the interview to be paced by the child, thereby giving them space to trust the interviewing process. A child’s comfort with drawing, ay actually provide an opening to more difficult or painful areas and care should be taken to note and protect the child’s wellbeing and level of distress when painful information is disclosed. The use of role play and storytelling also offers unique methodologies to social workers to assist children in disclosing pain ful information. Outside of the interview process, Chamberlain (2007) recounts the use of storytelling by the Medical Foundation for the Care of Victims of Torture to assist refugee children from war torn countries to unlock their deeply buried painful memories when they are ready. He quotes Sheila Melzack the centers consultant child and adolescent psychotherapist as saying: â€Å"Many are in a state of suspended animation because they do not know whether they will be forced to return home. We are trying to give them coping strategies to deal with all these issues. But instead of saying directly what they saw or did we deal with it through displacement. They can be extracted through stories which create safe arenas to talk about these issues.† Therefore, Chamberlain (2007) and Davis (1990) asserts that stories can be utilized as a therapeutic intervention method to assist unaccompanied children to recall incidents, not necessarily airing them, but developing coping strategies that assist in building resilience in a new environment. There are however, instances where unaccompanied children come from countries whose language differ from that of the receiving country. Gregory and Holloway (2005) maintain that language is used both to grant and restrict access to a society or organization. Chand (2005) identifies the lack of adequate interpreting and translation services within the UK social work sector. Chand’s research located many instance where the services of interpreters and translators were needed but they did not show, usually because of lack of resources, so they prioritise which cases they believe are more important such as more formal case conferences. Humphreys et al (1999) found that many interpreters left case conferences and assessment early, or that interviews or conferences may be rushed because of lack of resources. In light of the previous discussion on the need for social workers to be patient and allow unaccompanied minors to work through past recollections until they are in a space to s hare, this practice of rushing sessions to facilitate interpreters, is detrimental to the communication process between practitioner and the unaccompanied child and could discourage disclosure and engender trust issues. As was discussed earlier in the theoretical section of this paper, language is closely related to power and can be used to control and regulate discourses and effect social control, based on its ability to include or exclude. The client-practitioner relationship is one in which the practitioner asserts their professionalism and therefore must take great care that such imbalance of power is not misunderstood by the client or imposed on them to hinder effective communication (Gregory and Holloway: 2005). Unaccompanied children, who have suffered trauma are usually used to being victimized by relationships of power imbalances, and therefore the social worker must always recognize that the relationship with such individuals is aimed at building their resilience and capacity :to adjust to all or any part of their new environment. While keeping practice client focused, recent years have seen the introduction of numerous guidelines, new legislation and policy changes which require the adherence and commitment of the social work practitioner. Some critics (Young: 1999; Malin: 2000), debate that social work has become mediatory and managerial under modern day guidelines and stipulations which risk the developing of solid client-practitioner relationships and the development of trust. While Gregory and Holloway (2005) argue that the language of such guidelines can be interpreted as the social control of the social work profession which ultimately seeks to â€Å"fix† the meanings of grounded work with vulnerable clients to suit political agendas. Social workers must remain committed to the ethic of the profession and promote good social work values by ensuring that such language of control is not transferred from the managerial spheres to what Schà ¶n (1983) terms as the trenches of social work, that is, th e interpersonal communication with clients. It is this regard that social workers must be aware of the power of language in working with unaccompanied minors, and ensure that the practice language is not dominated by a controlling or power induced thrust, but recognizes the vulnerability of clients and their need to slowly build trust and thaw their emotions (Kohli: 2006, 2007). As with language, the relations between social work practitioners and other services, can directly affect relationship with unaccompanied minors and how they trust the professionalism of those who communicate to them that they care. The death of eight year-old Victoria Climbie presents an example of how the lack of effective communication between professional practitioners can result in harm, especially to children from foreign cultures. The Laming Report of 2003, an inquiry into Victoria’s death concluded that the young girl’s death could have been avoided if individual social workers, police officers, doctors and nurses who came into contact with the girl, had effectively responded to Victorias needs. The National Service Framework for Children and Young People (NSF) and the Common Assessment Framework (CAF), both strive to ensure the effective communication between service providers across sectors. Glenny (2005) states that: â€Å"a lot of inter-agency collaboration is not about collaborative activity as such, but about communicating effectively with regard to individual pieces of work , ensuring patchwork of individual effort in relation to a particular [case], made sense†¦Ã¢â‚¬  Ensuring proper communication between agencies when dealing with unaccompanied minors, is therefore essential to build trust in the client-practitioner relationship (Cross:2004) and to remove any doubts the minor may have that the capillaries of power that agencies appear to be, will work for their benefit and well being and not contribute to any further victimization they may have suffered. It is therefore conclusive to say that the issue of managing effective communication is absolutely essential to successful social work practice with unaccompanied minors. The paper navigated the theoretical intricacies of the concept of communication to highlight its broad nature and how culture, language, body language and even silence are powerful communication tools tapped into by both practitioner and the unaccompanied minor in establishing boundaries of trust. One of the most evident revelations of this paper, is the need for practitioners to practice patience to allow unaccompanied minors the space to unlock their hidden stories, while providing them with support for their daily needs. Furthermore, the issue of intercultural communication difficulties that lack of interpreting and translation resources can cause in fostering best practice with accompanied minors was explored and it was identified that despite the lack of resources, unaccompanied minors are better served when th ey are not rushed for their hidden experiences. Finally, the paper identified the how the language of managerial control within social work can hinder best practice, if control of power imbalance is communicated even non-verbally to unaccompanied minors, who are very attuned to detecting such relations in order to protect themselves. References Beek, M., Schofield, G. (2004) Providing a Secure Base in Long-term Foster Care. London, British Association for Adoption and Fostering. Bradford, R. (1994) developing an Objective Approach to Assessing Allegations of Sexual Abuse. Child Abuse Review, Vol. 3 (2), 93-106. Chamberlain, P. (2007) Tell it like it was. Young People Traumatised by Violence are Confronting their Past through Storytelling. Community Care, 5-11th April. Chand, A. (2005) Do You Speak English? Language Barriers in Child Protection Social Work with Minority Ethnic Families. British Journal of Social Work, Vol. 35, 807-821. Criminal Justice System (2007) Achieving Best Evidence in Criminal Proceedings. London: The Stationery Office. Cobley, P. (2001) The Routledge Companion to Semiotics and Linguistics. London: Routledge. Cross M. (2004) Children with Emotional and Behavioural Difficulties. London: Jessica Kingsley. Davis, N. (1990) Once Upon a Time: Therapeutic Stories. Nancy Davis Publications. Davis, G. (2006) Statement Validity Analysis: An Art or a Science? Commentary on Bradford. Child Abuse Review, Vol. 3 (2), 104-106. Finkenauer, C., Engels, R., Meeus, W. (2002) Keeping Secrets from Parents: Advantages and Disadvantages of Secrecy in Adolescence. Journal of Youth and Adolescence, Vol. 31 (2), 123–136. Fiske, J. (1990) Introduction to Communication Studies. (2nd Edition). London: Routledge. Glenny, G. (2005) Riding the Dragon: Developing Inter-Agency Systems for Supporting Systems. Support for Learning, Vol. 20 (4), 167-175. Goleman, D., Boyatzis, R. and McKee, A. (2002) Primal Leadership, Boston: Harvard Business School Press. Gregory, M., Holloway, M. (2005) Language and the Shaping of Social Work. British Journal of Social Work, Vol. 35 (1), 37-53. Husbands, C. (2000) Recognising Diversity and Developing Skills: The Proper Role of Transcultural Communication. European Journal of Social Work, Vol. 3 (3), 225-234. Humphreys, C., Atkar, S., Baldwin, N. (1999) Discrimination in Child Protection Work: Recurring Themes in Work with Asian Families. Child and Family Social Work, Vol. 4, 283-291. Kohli, R.K.S. (2006) The Sound of Silence; Listening to What Asylum-seeking Children Say and do not Say. British Journal of Social Work, Vol. 36 (5), 707-721. Kohli, R. (2001) Social Work with Unaccompanied Asylum Seeking Young People. Forced Migration Review, Vol. 12 (1), 31–33. Kohli, R. (2000) Breaking the Silence. Professional Social Work, June 2002, 6–9. Krause, I.B. (1997) Therapy Across Cultures. London: Sage. Laming WH. (2003) The Victoria Climbià © Report. London: Stationery Office. Accessed on January 10, 2008 at: www.victoria-climbie-inquiry.org.uk/finreport/finreport.htm. Malin, N. (2000) Professional Boundaries and the Workplace. London: Routledge. Melzak, S. (1992) Secrecy, Privacy, Survival, Repressive Regimes, and Growing Up. London: Anna Freud Centre. Miller, G. (1973) Communication, Language and Meaning: Psychological Perspectives. New York: Basic Books. Morrison, T. (2007) Emotional Intelligence, Emotion and Social Work: Context, Characteristics, Complications and Contributions. British Journal of Social Work, Vol. 37 (2), 245-263. Papadopoulos, R. K. (ed.) (2002) Therapeutic Care for Refugees. No Place like Home, London: Karnac. Richman, N. (1998b) Looking Before and After: Refugees and Asylum Seekers in the West. In: P.J. Bracken C. Petty (Eds.) Rethinking the Trauma of War. London: Save the Children. Schà ¶n, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass. Schà ¶n, D. (1983) The Reflective Practitioner. New York: Basic Books. Thompson, N. (2003) Communication and Language. Hampshire: Palgrave. United Nations (2007), Report No. A/52/273. Report of the United High Commission for Refugees, Questions Relating to Refugees, Returnees and Displaced Persons and Humanitarian Questions: Assistance to Unaccompanied Refugee Minors. Accessed at: http://www.un.org/documents/ga/docs/52/plenary/a52-273.htm. Wilhelmy, R., Bull, R. (1999). Drawing to Remember: The Use of Visual Aids to Interview Child Witnesses. Practitioners’ Child Law Bulletin, 12, 66-69. Wilson C and Powell M (2001) A Guide to Interviewing Children. London: Routledge. Young, J. (1999) The Exclusive Society. London: Sage.

Macbeth: Characteristics Of Macbeth That Led To His Downfall :: essays research papers

Macbeth: Characteristics of Macbeth That Led to His Downfall Rickford Foo Tomorrow, and tomorrow, and tomorrow...† Sometimes tomorrow never comes and as for Macbeth, tomorrow meant another day of inner torment and guilt. This victorious Thane literally got the better of himself as soon as he started to believe in the witches. After the prophesies, Macbeth's popularity seems to take a turn for the worst as well as his mental state. Even though the witches did tempt him with the idea of becoming king, and Lady Macbeth helped him with his natural hesitation of committing murder, Macbeth chose the crown over is honor. Moreover, I believe that Macbeth caused his own downfall. There were people like the witches and his wife who influenced him, but it was his choice to choose over salvation of the next world and material gain of this one. Ambition is always good...to an extent. An overambitious person, Macbeth is too intrigued by the witches' prediction that he ignores all of the years of loyalty and ethics to his king for his own selfishness. And in the end, apparently, Macbeth's ambition is stronger than his conscience. In addition, Macbeth's ambition caused him to do desperate things. Desperation. in my opinion, dug Macbeth's own grave. When the subject of Macduff arrives, I don't think that he would have been so bitter towards Macbeth if he hadn't killed his wife and children. Killing Macduff's family gains nothing for Macbeth and tries to get at Macduff indirectly. This act of desperation and spitefulness gives a good reason to now fear Macduff. Also, as Macbeth took the throne, he really didn't trust anyone except his wife, Lady Macbeth. Paranoid, due to King Duncan's murder, Macbeth let's his delusional state of mind get to him. Therefore, from his original guilt of murder causes Macbeth to become paranoid and kill some more. Killing Macduff's family was definitely an act of desperation. He also plants spies showing again how paranoid and desperate he was seeing his enemies, real or imagined, everywhere. Lastly, I thought that Macbeth showed some very important traits that we should all learn from. Macbeth: Characteristics Of Macbeth That Led To His Downfall :: essays research papers Macbeth: Characteristics of Macbeth That Led to His Downfall Rickford Foo Tomorrow, and tomorrow, and tomorrow...† Sometimes tomorrow never comes and as for Macbeth, tomorrow meant another day of inner torment and guilt. This victorious Thane literally got the better of himself as soon as he started to believe in the witches. After the prophesies, Macbeth's popularity seems to take a turn for the worst as well as his mental state. Even though the witches did tempt him with the idea of becoming king, and Lady Macbeth helped him with his natural hesitation of committing murder, Macbeth chose the crown over is honor. Moreover, I believe that Macbeth caused his own downfall. There were people like the witches and his wife who influenced him, but it was his choice to choose over salvation of the next world and material gain of this one. Ambition is always good...to an extent. An overambitious person, Macbeth is too intrigued by the witches' prediction that he ignores all of the years of loyalty and ethics to his king for his own selfishness. And in the end, apparently, Macbeth's ambition is stronger than his conscience. In addition, Macbeth's ambition caused him to do desperate things. Desperation. in my opinion, dug Macbeth's own grave. When the subject of Macduff arrives, I don't think that he would have been so bitter towards Macbeth if he hadn't killed his wife and children. Killing Macduff's family gains nothing for Macbeth and tries to get at Macduff indirectly. This act of desperation and spitefulness gives a good reason to now fear Macduff. Also, as Macbeth took the throne, he really didn't trust anyone except his wife, Lady Macbeth. Paranoid, due to King Duncan's murder, Macbeth let's his delusional state of mind get to him. Therefore, from his original guilt of murder causes Macbeth to become paranoid and kill some more. Killing Macduff's family was definitely an act of desperation. He also plants spies showing again how paranoid and desperate he was seeing his enemies, real or imagined, everywhere. Lastly, I thought that Macbeth showed some very important traits that we should all learn from.