Communication Skills and Values in Social Work

Communication Skills and Values in Social Work Discuss the use of communication skills and values in social work This assignment sets out to explore the use of communication skills and value in social work according to three interconnected dimensions. The first section discusses the importance of communication in the practice of social work – including building a rapport with service users and carers, and the importance of empowerment. The second section identifies and explains the centrality of effective communication skills such as negotiation, interviewing and self-awareness. After this, part three considers the impact of personal and professional values on communication. This includes traditional and radical values in social work practice and the effects of communication in ethical dilemmas. The code of practice (CCW, 2002) in the Welsh context is considered throughout. This first section discusses the importance of communication and empowerment in social work practice with service users, carers and other professionals. Communication is defined in the Oxford English Dictionary (2013) as the imparting or exchanging of information by speaking, writing, or using some other medium. It cannot be described in such narrow terms within social work because of the different techniques involved in working with different service users in a multitude of situations. This involves social workers making judgements and getting to know the service user in order to communicate efficiently to the service users preferred method of communication (Wilson et al, 2008). Communication in social work practice is central to all inter-agency working and to building relationships with service users and carers. Good communication as a social worker requires the expertise to be both sensitive and understanding of their situation in order to build rapport with the individual (Treve thick, 2000). Rapport is how the social worker contacts and engages with the service user and carers. Developing a rapport starts with an introduction which forms the basis of the relationship, particularly as it is important to gain an understanding of the service user. This involves discussing their background, values, culture and needs, which will help develop the rapport (Knapp, 2009). The fundamentals of communication in social work are voice and speech, body language, hearing, observing, encouraging and remembering. These skills can be used in introductions with service users and their families/ carers. Introductions can be uncomfortable and worrying for the service user if they are unsure what a social worker is there for and it depends on their previous experiences, if any. To ease this process an introduction exercise can be implemented – for example a genogram can be drawn by asking the family to collectively describe each family member in the house and those they would describe as their support and closest to them. Put simply, a genogram is a very detailed family tree using symbols to represent relationships (Parker and Bradley, 2010). This will help build a relationship with the service user as well as gain information and observe their reactions (body language) when working together and when talking about family and friends. This will show some key skills on the social workers behalf such as, listening, speech, remembering and encouraging. Active listening uses a combination of talking and listening skills to make the service user feel you understand their situation, and encourages them to place trust in the social worker (Cournoyer, 2011). It involves positive body language and speech to invite/enable the service user to express themselves. More specifically, body language is expression through movement and facial expressions which convey emotion. Social workers should use body language to make service users feel more comfortable but also pay attention to whether the service user is showing signs of aggression, trying to hide something, or seems happy in the situation. Empowerment is a process promoted by skills and should involve the service user. It aims to emphasise the rights and needs of people who may be oppressed by society (Leadbetter, 2002). Empowerment can be delivered in many forms, for example, personal, organisational, community based, family, group or team empowerment. Personal empowerment helps service users to gain control over their situations and overall empower themselves and others to enable change. Organisational empowerment supports staff in an organisation, promoting morale and motivation in workers so they are happy to take on more responsibilities and go to work. Community based empowerment supports the community to challenge inequalities and exclusion so everyone who lives in a certain society can feel a part of the community and take control of their environment. Family, group or team empowerment focuses on allowing each person in the group to help each other and themselves collectively. They can call on each other for su pport and help if they need to fight oppressive behaviour (Adams, 1996). The second section discusses effective communication skills and how they support anti-oppressive practice. Skills are the ability to carry out a particular activity effectively and consistently over a period of time (Thompson, 2005:81). Skills that shape the way social workers communicate are interviewing, negotiation and partnership and self-awareness (Thompson, 2005). An interview is a conversation with meaning and the beginning of change (Trevethick, 2000). Social workers use interviews to collect data and to build a face to face rapport with service users. An interview should be natural and the service user should not feel like they are being treated according to a checklist just going through the process, as this could be seen as oppressive if service users are not treated as individuals. The service user should have an understanding of why the social worker is there and has the right to know the process that has taken place to get to the interview. A key skill of interviewing i s directing, this means although there should be a steady flow the social worker needs to keep the conversation on the subject that they are there for in a subtle way. This can be done by using phatic conversation as glue to keep it social and help keep a relationship going but redirecting to the main issue so it is a healthy balance for both taking part. It is better to use questions that will not give the service user the answer, especially children because this could create a story that is not exact. For example use, where did you get that bruise? Instead of did your mum give you that bruise? Open ended questions allow service users to expand on answers and give information that the social worker may not have thought to ask about (Hepworth et al, 2010). Negotiation and partnership is an essential part of interagency working. Working in partnership with other professionals requires a level of negotiation when both services have different/alternative ideas of what is best for the service user. Professionals who work together quite commonly are social workers and health care professionals. Everyone involved in interagency team should have a clear role and have an understanding of each others place/responsibilities in the team and their point of view. Negotiation may take place in deciding the best solution for a service user. However, there may be a hierarchy between the professionals causing tensions in decision-making. This would need to be resolved in order to work in partnership. This can be achieved by building relationships and achieving trust and mutual respect through communication (Atkinson et al, 2007). The code of practice (6.5) states social workers should always treat colleagues with respect and work openly and co-operativ ely with them (CCW, 2002). Negotiation also takes place with service users in the decision of the best solution for their situation. Keeping the service user involved with all decisions helps maintain the service users trust and confidence in social services. This is anti-oppressive practice, which involves social workers empowering the service user to take control of their lives and help contact people in their society in similar situations. This is to help them feel part of society no matter their culture, language or lifestyle. It is seen as part of the social workers job to get rid of oppression in society (Dominelli, 2002). For example, by using a language interpreter this will make the service user more at ease and allow them to get their point across better. Social workers need a level of self-awareness to convey attitudes, the correct emotions and self-control. Without self-control personal issues and emotional attachment to a situation could be expressed which could cloud professional judgement. The situation should always be focused on the service user and the social workers thoughts of their personal perfect solution may not coincide with the service user (Cournoyer, 2011). The code of practice (2.6) states social workers must declare issues that may create conflict of interests and making sure they do not influence their judgement or practice (CCW, 2002). The skill of self-awareness grows overtime with experience in practice, it teaches social workers to think on their feet during communication and difficult situations, deal with stress and tackle all obstacles as completely different when dealing with different people (Cournoyer, 2011). This third, and final, section considers the impact of personal and professional values upon communication within social work practice, including how ethical issues arise in communication. Personal values need to be taken into account because they will frame many decisions; its the social workers instincts about safety and danger that decides, for instance, whether it is safe for a child to stay with their parents. However, personal values need to coincide with professional values because social workers cannot let personal judgements shadow their professional obligations to help all service users and abide by the code of practice (CCW, 2002). For example a social worker cannot express their personal opinions to a service user through verbal or non-verbal communication. They have to treat them with professional courtesy despite their personal feelings towards them. Social work values are underpinned by traditional and radical values. Traditional values focuses on being non-judgemental , protecting confidentiality and treating the service user with dignity and respect (Biestek, 1961). This follows the anti-oppressive practice of treating everyone as individuals and to not compare two different cases. These values underpin the core principles of the code of practice (CCW, 2002). Radical values are more modern views of social work practice which involves the service users taking more action to solve their problems themselves. For example, empowering the service user to have more confidence to build a partnership with their social worker and give input into their own plans for the future (Thompson, 2000). According to BASW code of ethics (2012) professional ethics concerns matters of right and wrong conduct, good and bad qualities of character and the professional responsibilities attached to relationships in a work context. Ethical issues can arise because social workers promote the welfare and rights of service users but the end result may not coincide with what the service user thinks is the right decision for them. This could cause communication barriers/issues because social workers support service users to be a part of deciding their own life changes then in some circumstances this power can be taken away from them. For example, an elderly woman wants to be able to live at home but she does not have the support and her dementia and mobility is deteriorating. The decision is made that she needs to go into supported accommodation, this effects the social workers relationship with the woman and the service users whole demeanour changes towards the social worker including body langu age, attitude and facial expression. In conclusion, communication verbal and non-verbal resides at the core of social work. It is utilized in all areas of social work as an essential part of the job. Communication is used in services for elderly, children, people with disabilities, drug and alcohol abuse and mental health. It is used to build relationships, create solutions and to negotiate plans for service users. It is important that social workers work to always improve these skills and complete training so they can learn from other professionals experiences of how different service users, carers and professionals like to work in partnership. This includes how to communicate with people who may not want to co-operate to begin with but can use negotiation skills to improve the relationship.

Essay on the Religious Right and The Handmaids Tale :: Handmaids Tale Essays

The Religious Right and The Handmaid's Tale The Handmaid's Tale by Margaret Atwood is set in the near future in the Republic of Gilead, formerly the United States. A religious extremist right-wing movement assassinated the president and congress and took complete control of the government. The constitution was suspended and liberties revoked. Women found themselves completely subordinated in the new regime, generally assigned to the legal care of a male "guardian." Offred, the main character of the story, was fortunate in many ways. Because she was still fertile, she was not branded an "Unwoman" and sent to the "Colonies," where thousands of individuals deemed undesirable by the government were sent to toil in toxic plants and agricultural camps. Instead, her fate was to become a "handmaid." Birthrates were declining in the republic, so a fertile female became a prized commodity. Since Offred had been divorced prior to the revolution, the religious leaders controlling the government saw fit to take her from her second husband and child and assign her to a "guardian," a high ranking male. Her sole purpose in life with the guardian was to become pregnant. Once a month an insemination ceremony would take place, during which the guardian would attempt to impregnate Offred while his wife read passages from the bible to them. All three remained clothed and there was no passion involved. In the course of her life as a handmaid, Offred discovers more about Gilead. Her secondary duty (after getting pregnant) was to go into town each day and purchase food. She gradually makes contact with another handmaid, Ofglen, who introduces her to the underground movement against the republic. She eventually becomes involved in a number of illegal activities, and eventually is forced to try and escape. The Handmaid's Tale is really about the role of women in society. If it were possible to eliminate women from Gilead, it seems that the republic would have done so. Instead, they are reduced into doing the one thing for which Gilead can find no substitute -- producing children. They are so reduced that they cannot even feel passion or enjoy sex. Infertile women have it even worse; they are not considered to be women at all, and are deported or killed. The message is that women are needed to continue humanity but that they are to have no other role in the society that they allow to exist. Essay on the Religious Right and The Handmaid's Tale :: Handmaid's Tale Essays The Religious Right and The Handmaid's Tale The Handmaid's Tale by Margaret Atwood is set in the near future in the Republic of Gilead, formerly the United States. A religious extremist right-wing movement assassinated the president and congress and took complete control of the government. The constitution was suspended and liberties revoked. Women found themselves completely subordinated in the new regime, generally assigned to the legal care of a male "guardian." Offred, the main character of the story, was fortunate in many ways. Because she was still fertile, she was not branded an "Unwoman" and sent to the "Colonies," where thousands of individuals deemed undesirable by the government were sent to toil in toxic plants and agricultural camps. Instead, her fate was to become a "handmaid." Birthrates were declining in the republic, so a fertile female became a prized commodity. Since Offred had been divorced prior to the revolution, the religious leaders controlling the government saw fit to take her from her second husband and child and assign her to a "guardian," a high ranking male. Her sole purpose in life with the guardian was to become pregnant. Once a month an insemination ceremony would take place, during which the guardian would attempt to impregnate Offred while his wife read passages from the bible to them. All three remained clothed and there was no passion involved. In the course of her life as a handmaid, Offred discovers more about Gilead. Her secondary duty (after getting pregnant) was to go into town each day and purchase food. She gradually makes contact with another handmaid, Ofglen, who introduces her to the underground movement against the republic. She eventually becomes involved in a number of illegal activities, and eventually is forced to try and escape. The Handmaid's Tale is really about the role of women in society. If it were possible to eliminate women from Gilead, it seems that the republic would have done so. Instead, they are reduced into doing the one thing for which Gilead can find no substitute -- producing children. They are so reduced that they cannot even feel passion or enjoy sex. Infertile women have it even worse; they are not considered to be women at all, and are deported or killed. The message is that women are needed to continue humanity but that they are to have no other role in the society that they allow to exist.

Resume Sample for Pharmacy

Mr. Venkatesh Jangala Phone: +91 9985398963 Email: venky. [email  protected] com Date of Birth: 23 november 1987 Address: D. NO; 3-578(A),Undavalli centre, Tadepalli(post), Gunturdist – 522501. Languages Known: English, Hindi, Telugu Objective: To be a part of an organization where my skills are put to an optimal use and which offers scope for knowledge and growth. Educational Qualifications: |Year |Degree/Certificate |University/Board |Marks obtained | |2012 |Master’s of pharmacy(pharm. hemistry)* |BITS Pilani, |7. 33/10 | | | |Hyderabad Campus |(CGPA) | |2010 |Bachelor of pharmacy |ANU(Acharya nagarjuna university) |79. 5% | |2005 |Intermediate |Board of intermediate education,A.P |93% | |2003 |SSC |SSC board,Andhra pradesh |87. 5% | Experiences / Projects: ? 6 months of internship at Hindustan Life care Limited,Kerala Worked in clean room(class 10,000) and performed Validation studies on clean room cleaning procedure in Blood bad department M. Pharmacy: ? Project- 1: Drug interaction studies for newer anti- TB drug. Studying of the metabolic interactions of a newer anti TB drug with other rugs in wistar rats such as Glipizide(CYP2C9 enzyme substrate) Ketaconazole( CYP3A4 inhibitor) by analysing the change in drug levels in plasma using RP-HPLC ? Project-2:Bio analytical method validation of a newer anti-TB drug. Analytical method development of a newly synthesised anti-TB drug using RP-HPLC with plasma samples and validating the parameters such as accuracy,precision and stability etc.. , Mini project(s) ? Pharmacophore modelling of adenosine receptor antagonists in alcohol addiction induced liver fibrosis Design of controlled released tablet formulations of verapamil hydrichloride and their physical evaluation. Others: Isolation of Hesperidin from citrus sinuses,and evaluation of hypo- glyceamic activity Hypo- lipidemic activity on rats . Technical Skills: ? Handling of HPLC, UV,FT-IR &dissolution apparatus ? Designing of Analytical and bio-a nalytical method development studies for newer drugs using HPLC and validation of analytical methods and instruments. ? Pharmacokinetic studies for a new formulation and drug. Documentation work in industries, design of quality assurance studies. Elective Courses: – Computer aided drug design. – Dosage form design Awards / Honours / Achievements: Published one paper on† Synthesis of highly potent novel anti-tubercular isoniazid analogues with preliminary pharmacokinetic evaluation† in Bio-organic and medicinal chemistry letters. Qualified GPAT & NIPER-2010. Extra-Curricular Activities: Organisation and participation in my B. pharm college. Won second prize in dancing competition held at my college

Dates for Major Events in Ancient History

Dates for Major Events in Ancient History The major events in ancient history listed in the table below are those  happenings in the world that led to or gravely impacted the rise and decline of the great Mediterranean civilizations of Greece and Rome. Many of the dates cited below are only approximate or traditional. This is particularly true of the events before the rise of Greece and Rome, but the early years of Greece and Rome are also approximations. 4th Millennium BCE 3500:  The first cities are built  by the  Sumerians  at Tell Brak, Uruk, and Hamoukar in Mesopotamias Fertile Crescent.   3000: Cuneiform writing is developed in Uruk  as a way to track commercial trade and taxes.  Ã‚   3rd Millennium BCE 2900: The first defensive walls are built in Mesopotamia.   2686–2160: The first pharaoh Djoser unites upper and lower Egypt for the first time, establishing the Old Kingdom.   2560: The Egyptian architect Imhotep finishes the  Great Pyramid of Cheops on the Giza Plateau. 2nd Millennium BCE 1900–1600: The Minoan culture on the Greek island of Crete becomes a powerhouse of the international shipping trade. 1795–1750:  Hammurabi, who wrote the first legal code, conquers  Mesopotamia, the land between the  Tigris  and Euphrates Rivers. 1650: The Middle Kingdom of Egypt falls apart and Lower Egypt is ruled by the Asiatic Hyksos; the Kushite kingdom rules Upper Egypt. 1600:  The Minoan culture is replaced by the  Mycenaean civilization  of mainland Greece, thought to be the Trojan civilization recorded by Homer. 1550–1069: Ahmose drives out the Hyksos and establishes the New Kingdom dynastic period in Egypt. 1350–1334: Akhenaten introduces (briefly) monotheism in Egypt.   1200: Fall of Troy (if there was a Trojan War). 1st Millennium BCE 995: The Judean King David captures Jerusalem.   8th Century BCE 780–560: Greeks send settlers to create colonies in Asia Minor. 776: Legendary start of the Ancient Olympics. 753: Legendary founding of Rome. 7th Century BCE   621: Greek lawgiver Draco establishes a written but harsh code of laws to punish trivial and serious crimes in Athens.   612: The Babylonians and  Medes  burn the Persian capital of Nineveh,  marking the end of the Assyrian Empire. 6th Century BCE 594:  The Greek philosopher Solon becomes archon (chief magistrate) in Greece and attempts to legislate reforms  with a new code of laws for Athens.   588: Babylonian King Nebuchadnezzar conquers Jerusalem and brings the Judean king and thousands of citizens of Judea back to Babylon with him. 585: Greek philosopher  Thales  of Miletus successfully predicts a solar eclipse on May 28. 550: Cyrus the Great establishes the Achaemenid dynasty of the Persian Empire. 550: Greek colonies include almost all of the Black Sea area, but begin to find it difficult to survive so far from Athens and make diplomatic compromises with the Persian Empire. 546–538: Cyrus and the Medes defeat Croesus and capture  Lydia.   538: Cyrus allows the Jews in Babylon to return home. 525:  Egypt falls to the Persians and becomes a satrapy under Cyruss son Cambyses.   509: Traditional date for the founding of the Roman Republic. 508: Athenian lawgiver Cleisthenes reforms the constitution of ancient Athens, setting it on a democratic footing. 509: Rome signs a friendship treaty with Carthage. 5th Century BCE 499: After paying tribute and arms to the Persian Empire for several decades, Greek city-states revolt against Persian rule. 492–449: The Persian king Darius the Great invades Greece, kicking off the Persian Wars.   490: Greeks win against the Persians in Battle of Marathon. 480: Xerxes overcomes the Spartans at Thermopylae; at Salamis, the combined Greek navy wins that battle. 479: Battle of Plataea is won by the Greeks, effectively ending the second Persian invasion. 483: Indian philosopher Siddhartha Gautama Buddha (563–483) dies and his followers begin to organize a religious movement based on his teachings. 479: Chinese philosopher Confucius (551–479) dies, and his disciples carry on. 461–429: Greek statesman Pericles (494–429) leads a period of economic growth and cultural flourishing, also known as the Golden Age of Greece.   449: Persia and Athens sign the Peace of Callias, officially ending the Persian Wars. 431–404: The Peloponnesian War pits Athens against Sparta.  Ã‚   430–426: The Plague of Athens kills an estimated 300,000 people, among them Pericles. 4th Century BCE 371: Sparta is defeated at the battle at Leuctra.   346: Philip II of Macedon (382–336) forces Athens to accept the Peace of Philocrates, a peace treaty marking the end of Greek independence. 336: Philips son Alexander the Great (356–323) rules Macedonia. 334: Alexander fights and wins against the Persians at the Battle of Granicus in Anatolia. 333: Macedonian forces under Alexander defeat  the Persians at the Battle of Issus. 332: Alexander conquers Egypt, founds Alexandria, and installs a Greek government but leaves the next year. 331: At the Battle of Gaugamela, Alexander defeats the Persian king Darius III. 326: Alexander reaches the limit of his expansion, winning the Battle of the Hydaspes in the northern Punjab region of what is today Pakistan. 324: The Mauryan empire  in India is founded by Chandragupta Maurya, the first ruler  to unite most of the Indian subcontinent. 323: Alexander dies, and his empire falls apart as his generals, the diadochi, battle one another for supremacy. 305: The first Greek pharaoh of Egypt, Ptolemy I, takes over the reins and establishes the Ptolemaic dynasty. 3rd Century BCE 265–241: The First Punic War between Rome and Carthage is waged with no decisive winner.   240: Greek mathematician Eratosthenes (276–194) measures the Earths circumference. 221–206:  Qin Shi Huang  (259–210) unites China for the first time, beginning the Qin Dynasty; construction on the Great Wall begins. 218–201: The Second Punic War begins in Carthage, this time led by the Phoenician leader Hannibal (247–183) and a force supported by elephants; he loses to the Romans and later commits suicide.   215–148: The Macedonian Wars lead to Romes control of Greece. 206: The Han Dynasty rules in China, led by  Liu Bang (Emperor Gao), who uses the Silk Road to make trade connections as far as the Mediterranean. 2nd Century BCE 149–146: The Third Punic War is waged, and at the end, according to legend, the Romans salt the land so Carthaginians can no longer live there.   135: The first Servile War is conducted when the slaves of Sicily revolt against Rome. 133–123: The Gracchi brothers attempt to reform Romes social and political structure to help the lower classes.   1st Century BCE 91–88: The Social War (or Marsic War) begins,  a rebellion waged by Italians who want Roman citizenship. 88–63: The Mithridatic Wars are fought by Rome against the Pontic empire  and its allies. 60: Roman leaders  Pompey, Crassus, and Julius Caesar form the 1st Triumvirate.   55: Julius  Caesar invades Britain. 49: Caesar crosses the Rubicon, precipitating the Roman Civil War. 44: On the Ides of March (March 15), Caesar is assassinated. 43: The 2nd Triumvirate, that of Marc Antony, Octavian, and M Aemillius Lepidus, is established.   31: At the Battle of Actium, Antony and the last Ptolemaic pharaoh Cleopatra VII are defeated and soon after Augustus (Octavian) becomes the first emperor of Rome. 1st Century CE 9: German tribes destroy 3 Roman legions under P. Quinctilius Varnus in the Teutoberg Forest. 33: Judean philosopher Jesus (3 BCE–33 CE)  is executed by Rome and his followers continue. 64: Rome burns while Nero (supposedly) fiddles.   79: Mount Vesuvius erupts burying the Roman cities of Pompeii and Herculaneum. 2nd Century CE 122: Roman soldiers begin building Hadrians Wall, a defensive structure that will eventually stretch 70 miles across Northern England and marks the northern limit of the empire in Great Britain. 3rd Century CE 212: The  Edict of Caracalla extends Roman citizenship to all free inhabitants of the Empire. 284–305: The Roman Emperor Diocletian divides the Roman empire into four administrative units known as the Roman Tetrarchy, and afterward there was usually more than one imperial head of Rome. 4th Century CE 313: Decree of Milan legalizes Christianity in the Roman Empire. 324: Constantine the Great establishes his capital at Byzantium (Constantinople). 378: Emperor Valens is killed by the Visigoths at the Battle at Adrianople. 5th Century CE 410: Rome is sacked by the Visigoths. 426: Augustine writes City of God, in support of Christianity in Rome. 451: Attila the Hun (406–453) faces the Visigoths and Romans together in the Battle of Chalons. He then invades Italy but is convinced to withdraw by Pope Leo I.   453: Attila the Hun dies.   455: Vandals sack Rome. 476: Arguably, the western Roman Empire ends when Emperor Romulus Augustulus is removed from office.

The Absent Male In Little Women Essays - English-language Films

The Absent Male In Little Women Essays - English-language Films The Absent Male in Little Women "No gentlemen were admitted" writes Louisa May Alcott in Little Women to describe the all-female private revue the March sisters perform. And as the novel progresses, one cannot help but wonder if this same sentiment does indeed echo throughout the novel, as male characters are conspicuously absent while all the pivotal parts are played by the women characters. This gender imbalance in that there are more female characters than male in Little Women is especially obvious when male authority figures such as Mr March and Mr Lawrence are markedly absent for most of the novel. When they do appear, they are in need of love and care from the women. Mr Lawrence, who is nursing a broken heart over the death of his daughter, is healed by Beth's gentle manners, while Mr March's broken constitution is nursed back to health by his loving wife and daughters. The only male character who appears prominently in Little Women is Laurie, who, although the richest and most eligible bachelor for miles, is drawn to the motherly smile and warmth of the little cottage, despite the luxuries of his mansion next door. John Brooke, Laurie?s tutor and Meg?s husband, too, is drawn to the homey atmosphere of the March residence, having recently lost his mother. In a bold move that differentiates Alcott from her contemporaries, the male characters in Little Women are all not capable of providing sustenance to their womenfolk as they are incapacitated (either by a war injury, an emotional scar, or an impoverished background). The women are thus forced to take on varied roles in order to provide materially and emotionally for the family. They are the ones who shoulder the burden in situations not unlike those of the Alcott family. Is it by chance, or is premeditation, that most of Alcott?s novels feature an absent father? And when he does reappear, he is very often silent, ill or injured. It is obvious Alcott has problems portraying strong male characters, probably from the fact that she hadn?t seen too many of them. Furthermore, Alcott is not able to describe a situation where love is emoted expressively from men. In all her novels, the male characters disappoint in one way or the other. In many ways, they are very similar to her own father. Bronson Alcott was a man who preferred dreaming, shirking his fatherly and husbandly duties, and was prone to going on extended trips without his family. Bronson Alcott deserted his family for months at a time purportedly to earn a living. But he was not very successful in that area. Once he came back with a new scarf and a dollar in his pocket to a hungry family waiting for the money to buy some much needed bread. He handed over the token that he was paid to Alcott with the careless remark: ?Well, Louisa, there?s little money, but I had a great time and was asked to come again.? In Little Women, the appearance of these hapless males in search of a mother figure to comfort them celebrates the Good Mother, a role played by Marmee and her four daughters. The Good Mother figure, as explained by French feminist writer Helene Cixous in her manifesto The Laugh of the Medusa, is a woman who is an omnipotent, generous dispenser of love, nourishment and plenitute. And in a departure from the patriachal system that she grew up in, Alcott proclaims women as the source of life, power, energy and advice. In Good Wives (pages 211 - 213), Marmee says to Meg, beginning with: "May I speak quite freely, and will you remember that it's mother who blames as well as mother who sympathises?" before concluding with "Don't shut yourself up in a bandbox because you are a woman, but understand what is going on, and educate yourself to take your part in the world's work, for it all affects you and yours." Then later on in Good Wives (page 318), Jo exclaim about Marmee: "How goo! d she is to me! What do girls do who haven't any mothers to help them through their troubles?" Alcott's portrayal of a strong mother figure is no

Discuss on the basis of relevant case law, the legal aspects of the Essay

Discuss on the basis of relevant case law, the legal aspects of the undertaking of seaworthiness in contracts for the carriage o - Essay Example This is a condition that must be fulfilled in order to avoid losses. Compensation will only be guaranteed when seaworthiness is adhered to all the times. A ship is said to be fit if it is in a condition that the owner can allow it to take a voyage. The probable future events are also put into consideration in the determination of seaworthiness (Wilson 2010, p.9-15). Sea worthiness is determined by the type of voyage to be made, and also the class of the vessel. Kopitoff v Wilson (1876) provides the meaning of seaworthiness. This essay seeks to discuss the legal aspect of understanding of seaworthiness in contracts for the carriage of goods by sea. Application of Hague Rules as amended Charter party contract is negotiable in a free market, and it is subject to the law of supply and demand. The rules were designed to clarify on the legality of the carrier of goods (Wilson 2010, p.9-15). There are clauses that guide the parties to the contract. The law of merchant holds water in the des igning and implementation of the rules to be considered in the contract. The Hague/Visby Rules provide a provision to the parties of the contract. All the contracts of Affreightment outline the provision of a sea worthy vessel for the work. This helps in reducing accidents, and also the risks of undertaking the business. There is the obligation rule to stick when carrying out the business of carrying goods via sea. The sea worthiness includes presence of competent crew and sufficient fuel for the voyage (Wilson 2010, p.9-15). The contracting parties are required to operate a fair business involving principle of indemnity. There should be disclosure of the contents of goods to be carried. This reduces the chances of carrying dangerous goods. In the case of Northern Shipping Co v Deutsche Seereederei GmbH & Ors, the vessel was carrying highly inflammable cargo. The cargo had not been declared appropriately. The law provides for the owner of the ship to avail a sea worth vessel. Any br each of contract will result to the nullification of the contract. The vessel availed for the transaction should be fit. Contracting States The Madeline [1967] stated about the non cancellation of charter agreement before the termination of the voyage. The Affreightment contract governed by Hague or Visby Rules, will have to abide with the principle of due diligence. This will facilitate the providence of sea worthy vessel. Any negligence caused by the contracting parties will result to liability (Wilson 2010, p.9-15). The liability can be reduced only by providing a sea worthy ship. Corporate social responsibility is one highly researched on in the recent years. The topic is a current loom in business arenas as scholars and managers seek to improve the way corporations do business. In its simplicity, corporate social responsibility refers to a school of thought of management where corporations are persuaded to engage in their business affairs in a responsible manner. It is a call f or organizations to participate in making their environmental constituents happier and better. This requires that corporations participate in a legal and a socially responsible manner (Wilson 2010, p.9-15). Therefore, an organization should estimate the market expectation and respond accordingly. There are twofold obligations to the ship owner when availing a sea vessel which is sea worth. The vessel must have competent crew to operate it and also necessary facilities for the operation. A vessel is

Non-current assets Essay Example | Topics and Well Written Essays - 1250 words - 1

Non-current assets - Essay Example The effective date on the basis of IASB was the fiscal periods on or after the financial year ending on 2004. Differences in accounting treatment The accounting standard of IAS 16 refers to the tangible noncurrent assets as property, plant and equipment and identifies that they hold a physical substance which can be used for delivery of goods or services or for purposes of administration. The physical substances are expected to be in use for more than a single accounting period. There are some problems accrued to the definition (Friedrich and Friedrich, 2009). Freehold as well as leasehold land, plants and machinery and buildings are included in the PPE. The aim of the accounting standard is to lay down the treatment for accounting relating to recognition of assets, the willpower of the carrying amounts and the charges of depreciation as well as the loses that relates to them. The accounting standard should be followed in the accounting process for PPE as using another PPE requires t he use of different treatment. A business should have the capability to recognize the associated risks and rewards correlated with the asset (Kelly, n.d. p. 1-3). The business controls the asset. The rewards are the custodies. The cost of risk and repairs are treated as costs. Any loss emerging from the assets are treated as costs as well. Under the accounting standard it is expected that the future anticipated economic benefit will find the way to the owner and the associated costs can be measured reliably. IAS 16 accounts for two models namely the cost model and the revaluation model for measuring PPE. In the first model, an item under PPE is carried at the cost which is less than the accumulated depreciation as well as less than any accumulated impairment losses. In the second model, the item in PPE is carried at fair value less than accumulated depreciation and impairment losses. The standard is in line with the definition of the asset set in IASB. It is possible to have a relia ble cost of PPE by the transaction cost of the market in cases where the asset has been acquired. The incidental acquisition cost includes the attributed cost of carrying the asset to the site (The Institute of Chartered Accountants of Pakistan, n.d.). The import duties, the cost of preparation of the sites and the fess of professionals are included in the incidental cost of acquisition. The inclusion ceases once the asset is made ready to use. The asset may not be brought into use but it should to ready to use. The costs that are excluded from the standard are cost of generating a new facility, overhead costs of the administration and the cost associated with introducing the new produced product. An obligation often arises to dismantle the product after the life cycle and the obligation is recorded s the liability at the time the asset is recognized. In the cases where the assets are self constructed the costs of the materials that were acquired, the costs related to labour and the other associated costs must be recognized. IAS 38 provides the definition of asset recognition and specifies the ways the carrying amounts should be measured in the following periods as well as guides on the disclosures. The accounting standard can be applied to all intangible assets except the assets that are within the scope of another standard. It is inapplicable to the intangible assets held by someone