Promoting Gender Equality free essay sample

Gender equality is the removal of deep-seated barriers to equality of opportunity and outcome, such as discriminatory laws, customs, practices and institutional processes. It also entails concern with the development of the freedoms of all individuals, irrespective of gender; to choose outcomes they have reason to value. It is integral to ideas of educational quality, as an education system would lack key dimensions of quality if it was discriminatory or did not develop capabilities in children to work for an education that was personally and socially worthwhile. Some aspects of this are the freedom to enter school, to learn and participate there in safety and security, to develop identities that tolerate others, to promote health and to enjoy economic, political and cultural opportunities. Gender equality in the classroom therefore is a key to connecting schooling and citizenship with human rights and underpins values of care and respect for children and their teachers. We will write a custom essay sample on Promoting Gender Equality or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Gender equality is an important and ambitious aspiration for countries and education systems, and is linked to the achievement of gender equality in the everyday lives of individuals and groups. Over the last one hundred years there have been huge steps forward towards realising gender equality in education, but there is also considerable difference within the world on these issues and much work still to be done. There is general agreement that attainment of gender equality requires a multi-faceted approach, there is no single panacea. The following strategies can be employed; 1. Supporting and training teachers for gender equality Very little work has been done in teacher training courses to help develop teachers’ understanding of gender inequalities and how to overcome them in the classroom. To address the issues of both teachers’ professional and personal orientation, opportunities are needed for student teachers and teachers in-service – who may have had only very limited or no pre-service training – to understand their own gender socialisation and identities and to understand how gender discrimination takes place in schools, as well as their role in addressing it (Chege 2004). Full support of local education authorities, teacher training institutions and in-service providers is needed to enhance the effectiveness of teacher training for gender equality. Because the issues are complex a single training session, either at the pre-service stage or through in-service, is generally not sufficient to change teaching practice and behaviour. And any training that does not extend to supporting teachers develop practicable solutions and is accompanied by monitoring and follow-up support will have limited impact. Where training is coordinated and effective it is not well documented so that knowledge of strategies and learning is not captured and utilised. Strategies need to be explored for storing the knowledge about gender equitable pedagogies that is developed at schools and training centres, so that future teachers can learn from it and become motivated and so to avoid the need for new programmes to ‘start from scratch’ but, rather, to benefit from lessons learned and experience already gained. Teachers face multiple problems and challenges in their personal and professional lives including low pay and poor conditions contributing to low morale and low status. They may face abuse from colleagues and students, while at the same time being expected to be active transformers of the system, to assess textbooks, audit curriculum, develop local curriculum, and develop new classroom practice. Expectations of teachers to become effective change agents for gender equality – inside reformers will not be met unless teachers are supported and empowered to do this through the coordinated efforts of pre-service training institutions, providers of in-service and ongoing professional development. . Changing schools in the context of wider societal conditions Sometimes gender equality practices at school are out of step with ideas children learn at home and the responsibilities they have within a household, many of which are marked by strong gender divisions. Some groups who feel their cultures under attack from processes of globalization or other hostile forces refuse to contemplate the education of girls because it appears to undermine valued cul tural practices. But there are many different opinions in communities that uphold traditions and all views need to be taken account, not just those of recognised leader or head of household. Because issues concerning gender and sexuality involve families’ hopes and fears for daughters and sons it is important not to ignore cultural, economic and political opposition to gender equality in school and to consider how the race and class inequalities that sometimes nurture this opposition can be addressed as part of a broad and integrated approach to developing gender equitable pedagogies and societies. Where traditional leaders and elders have been consulted, for example in Liberia, there has been considerable success in changing attitudes for formal schooling for girls, especially through forging links with traditional teachers who initiate young girls at puberty (Oxfam 2002). 3. ) Governments and non-State providers should: National Level; †¢ Put in place strong legal measures to outlaw sexual violence and harassment in school, make procedures for dealing with this through a code of conduct clear. Communicate this to all concerned. Develop a focus on gender equality and pedagogy as part of the teacher education programme, both at the pre-service and the in-service stage †¢ Invest in learning materials and resource networks to facilitate teachers’ discussion amongst themselves regarding gender equitable strategies and inputs into policy. †¢ Ensure planning and budgeting for capacity building at all levels of decentralized education systems so that the capacit y to understand, develop and implement policies exists. †¢ Where good policies exist, analyse the blockages and bottlenecks, and resourcing in order to ensure that these are being implemented. Examine planning processes to ensure these are realistic and well budgeted, and examine the capacity of officials at all levels to implement. †¢ Learn from small innovative programmes, which may be carried out by NGOs or NGOs in collaboration with the government. †¢ Evaluate and analyse curricula to ensure they are not entrenching gender divisions. Provincial and District levels: †¢ Put in place capacity building so that education officials have the capacity to monitor and evaluate pedagogical practices. Develop the capacity and role of the inspectorate to provide support for gender equality in pedagogy and ensure adequate budget and other resources for this. †¢ Work with non-state providers and NGOs to ensure good communication, and synergies. Teacher training institutions, local education authorities and NGOs involved in teacher training, teacher development and in-service training †¢ Ensure that training staff are trained and have the capacity to provide s trong examples of gender equitable pedagogies in all their teaching, as well as develop modules to be taught as part of all pre-service and in-service courses. Develop teachers’ capacities to design and deliver gender equitable life-skills in the curriculum, as well as support them in their training (pre- and in-service) to live by the same principles and understandings. †¢ Strategies need to be explored for storing the knowledge about gender equitable pedagogies at schools and training centres, so that future teachers can learn and become motivated and the expensive start-up costs for developing programmes do not have to be repeated endlessly. Teachers need to become less didactic and authoritarian and more participatory and inclusive in their teaching. †¢ Ensure strong collaboration (communication, policy development, capacity building) between different training levels and different providers. Non-Governmental Organisations †¢ Facilitate teacher led initiati ves to try out strategies for gender equity in pedagogy, for example through developing and publishing new learning materials, running workshops on new classroom methods, or through participatory action research. Campaign for gender equality focus in local debates about policy making and pedagogy †¢ Model good practice through running clubs or other initiatives that give children a chance to examine issues of gender critically and suggest alternative ways of teaching. †¢ Supporting teachers in the teaching of relevant and appropriate life-skills courses, and to live gender equality in their lives as well as their classrooms. †¢ Work to complement and strengthen government initiatives and develop capacity of government to ensure quality and accountability for pedagogies. Document initiatives and experiences and share these with all other stakeholders, especially government. Schools and teachers †¢ Develop school level policies for gender equitable pedagogies colle ctively with students, teachers and through School Councils. These will include: policies on school ethos, bullying and harassment, curriculum development, etc. †¢ Be informed about policy existing and agendas for gender equality and pedagogy beyond the school, the locality and the country. Understand gender equity beyond stereotypes and investigate school and teachers’ own contexts and understandings. †¢ Be trained and empowered to analyse and challenge gender stereotyping and gender bias in curriculum materials, in language use and means of communication in classrooms and schools. †¢ Recognise teachers multiple pressures and encourage supportive networks and practices. †¢ Recognise the value of the insights and values which the school council, PTA or school management committee bring to the school and work together to collaborative develop new practices. . Living as well as teaching gender equality There is considerable evidence from many different setti ngs across continents of classroom practice that is far from acceptable and widespread instances of sexual harassment and violence at school. The majority of accounts point to teachers and male pupils involved in sexual harassment of female teachers and primarily girl pupils. The issues touch on how teachers not only teach gender equality, but live this in areas of their life considered private. Studies in seven African countries show how the relationship between male teachers and girl students is often constructed as sexualised (Chege 2004). ‘Lifeskills education’, which assumes teachers will learn the material they teach, can be only part of a successful approach to addressing issues of equality and democracy in the classroom. These programmes vary widely in their content and orientation and need to take account of teachers’ lives, fears and identities as well as appropriate pedagogies for the dimensions of gender equality they address. Thus pedagogy for gender equality is not only a matter of professional orientation, but also of changing personal behaviour amongst teachers and other education officials, and challenging some of the deeply held assumptions that perpetuate inequalities. 5. Educating the teachers Governments have a responsibility to develop gender equality in teaching through the courses and practical materials that they provide. Teacher education needs to equip teachers to promote an understanding of the profound nature of gender inequity and to overcome the resultant barriers to learning. Ensuring that gender equity is a central theme throughout a programme of teacher education, rather than delivered in one-off sessions, is likely to ingrain understanding more effectively. Training needs to help teachers to develop practical solutions, and should be accompanied by monitoring and follow-up support. The efforts of pre-service training institutions, providers of in-service and ongoing professional development, need to be co-ordinated, and well documented. Building networks of teachers to work together or collaborating through school clusters and teachers’ centres, are ways of sustaining training and providing ongoing support for teachers and education officials. 7 The teaching process is about the relationships between teachers and learners in schools. What is considered to be ‘good’ teaching and what promotes successful learning will change, according to who is involved and the context in which the learning takes place. Teachers need to be able to work with different learning styles. Teacher education needs to equip teachers to work through some of the implications of local gender issues, and to support teachers in developing the confidence to encourage participation from pupils and the local community in shaping a vision for gender equality. For example, men tend to dominate school management committees, while women fulfil the more domestic roles. The school needs to interact with the local community to ensure that significant local issues of gender inequality (for example, abuse of girls by their peers and by teachers) are analysed and addressed.

Drake Take Care free essay sample

On November 15, 2011, Aubrey â€Å"Drake† Graham dropped his sophomore album, â€Å"Take Care.† After Drakes debut, â€Å"Thank Me Later,† impacted the rap genre on such a huge scale, fans were excited to see what was next for the flourishing young rapper. â€Å"Take Care† not only raises the standards of rap, but also displays sincere emotions in a genre that celebrates being the toughest and coldest. Drake stands out because of his ability to convey explicit feelings, even if that means admitting to crying. Hes not afraid to pour it all into his music; at this pace, Drake is well on his way to revolutionizing the music scene. The emotion and sincerity can clearly be heard in Drakes voice whenever he raps or sings; he conveys so much in just a few words. Thats not to say that he isnt filled with arrogance, but his ego is well deserved due to his success. We will write a custom essay sample on Drake: Take Care or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Opening the song â€Å"Headlines,† Drake is not afraid to admit he believes the world is his and enjoys rubbing his success in the noses of those who doubt him. â€Å"I might be too strung out on compliments/overdosed on confidence/started not to give a f**k and stop fearing the consequence.† However, when you move on to the melancholy harmonica provided by Stevie Wonder in â€Å"Doing It Wrong,† the mood changes to the polar opposite: the pain and anguish of a break up. â€Å"Take Care† is a ride that can change moods from one song to the next, but with such finesse that the listener can easily accept it. Drake is an outstanding rapper, but when hes around good company, the guy becomes untouchable. â€Å"Take Care† features a variety of artists who complement Drake and bring out the best in this Canadian rapper. Throughout the album there are appearances from Nicki Minaj, Lil Wayne, Rihanna, Rick Ross, Birdman, and The Weekend. These artists have made their mark on rap and continue to do so. The highlights begin with the title track, featuring Rihanna. It contains a piano synth loop that gives an upbeat but cautious mood of entering a new relationship with its trust issues of being hurt by an ex-girlfriend. Then â€Å"HYFR,† featuring Lil Wayne, is a song that indulges in the joys of being famous and doing whatever you want. â€Å"The Motto,† also featuring Lil Wayne, is a bonus track available if the album is purchased online. It supplies a heavy bass line and constant crisp hi-hats that give an old-school feeling from the late ?s and ?s. The track demonstrates the glamour of fame and has Wayne and Drake flaunting their ego with a simple flow, but is still astounding. The pinnacle of â€Å"Take Care† is the hubristic track â€Å"Make Me Proud,† featuring Nicki Minaj. From start to finish, the song supplies lyrical acuteness from both Drake and up-and-comer Minaj. â€Å"Take Care† is a great composition and is also just a taste of what Drake is capable of. With this album, expectations have increased yet again. Now all thats left is to wait to see if Drake rises to expectations again.

Analysis of Japanese Horror Genre Essays

Analysis of Japanese Horror Genre Essays Analysis of Japanese Horror Genre Essay Analysis of Japanese Horror Genre Essay Conventions and Achievements of the Japanese Horror Genre Analysis Japanese society is rarely valued as a compassionate society, willing to alleviate suffering of others as oppose to other societies and cultures. The high suicide rate in this country justifies this. The lack of empathy can be portrayed in the media in the form of movies. Japanese horror has become increasingly popular throughout the years and has gained many loyal fans. Many people prefer Japanese horror to Hollywood horror as Japanese horror tends to have a tenser atmosphere. They are different to the typical horror movie and have an edge to them. This is not necessarily because there is more blood or gore; purely because they have a realistic value as well as the chill factor. People often watch horror movies because they are in need of a good thrill; its a safe, entertaining way to get the blood pumping. Over the last centaury horror movies have progressed rapidly. In the 1930s, Frankenstein became notably popular. Its distinct storyline had movie fans captivated in the latest movie phenomenon. Frankenstein is about the consequence of man playing God with nature. Its born of the scientific discoveries of the time such as electricity. Many people felt they were blasphemies and would lead to abominations like Frankensteins monster; people were powerfully influenced by movies. Decades passed and it seemed as though inhuman creatures such as Frankensteins monster and Dracula were not enough to captivate audiences for much longer. Nor were the aliens and creatures from unknown planets which were undoubtedly popular in the 1950s. Even the tender, prime youths trapped in Scream and I Know What You Did Last Summer were becoming more and more predictable and prosaic. A new breed of horror movies soon became sought after; Japanese horror. Japanese horror catered the needs of movie addicts with a whole new dimension of bloodcurdling, eerie, and spine-chilling happenings. Their storylines unique, as oppose to the typical American horror movie. With authentic characters and chilling spirits the Japanese directors achieved something American movie makers couldnt achieve; a heartfelt, sincere display, whilst sustaining the terror and tension. In a world which is indeed our world, the one we know, a world without devils, sylphides, or vampires, there occurs an event, which cannot be explained by the laws of this same, familiar world. These are the words of Tzvetan Todorov. He said that in our minds we believe that there is no such thing as supernatural beings such as vampires and sylphides but there is always a chance that they may be present, always that small chance that they might in fact be existant. Todorov is asserting that we do question our intuition and sometimes we do let our imaginations run loose. Reputable examples of the Japanese horror: Ju-On and Dark Water In Ju-On a curse is present as conscious if immaterial being. The curse conceived of a grudge, is brought to life by a man who brutally murders his wife in her attic. Consequently, the house remains occupied with a phantasm, Kayako, which will not tolerate anyone entering the house. She seeks her vengeance by eradicating anyone entering the house in the same way her husband did to her; dragging them into her attic and murdering them. Kayakos son, Toshio, whose death was elusive, appears as a motif. He is the most obtrusive hint that danger is close by. He appears on his own which symbolises family breakdown and reveals a sense of discomfort and concern. Dark Water Movie Overview In Dark Water a mother, Yoshimi, is under a great deal of stress; she is fighting to keep custody of her daughter, Ikuko, battling a divorce case and is trying to get her life back on track by getting a new job and moving into a new apartment. After moving into the new apartment, subtle hints reveal that in fact the place is homing something supernatural. The movies share similar conventions. In Dark Water and Ju-On the faces of the supernatural beings are hidden. By doing this, the audience do not connect with the character and the character is portrayed as mysterious and dark. The audience are less likely to feel empathy towards something they cannot see. It makes the audience feel that the character has something to hide, that in fact they are pure evil. Additionally, the usage of light is eminently effective in both of the movies. Ju-On Movie Overview In Ju-On the lighting is divine in the sense that it entrances the audience into believing the whole home is infected with a ghostly spirit. This is achieved by the dark spells and filtered blue lights. It makes it the perfect setting for a supernatural being to be lurking around. In Dark Water the lighting also worked equally as well. The dark, shadowy scenes always alerted the audience to be aware. The use of primary colours worked well too, the yellow coat and the recurring red bag. Primary colours work well because they are dominant and important; these signs were dominant and important. Both of the movies start with an establishing shot focusing on home. There is a sense of irony here as home is supposed to be somewhere people feel safe and secure but not in these movies. The home seems to create more problems. Dark Water starts with a mother and daughter rushing off home trying escape the pouring rain falling down on them. As they reach their apartment the rain seems to have followed them inside, water is leaking and they seem incapable of escaping from the water. The establishing shot is of a mother and daughter looking up to a building. The building is presented as a tall, towering construction leaning over the helpless victims entering it. Immediately, the building has an unpleasant stigma attached to it. This building is revealed to be a future home. The building seems to dismiss the true values of a home; its not a warm, inviting dwelling but a dark, eerie place. This scene is accompanied by non-harmonious, discordant and non-diagetic music. The murmur of deep sounds builds up tension in the atmosphere. The sound is unsettling and unnatural; it is subliminally pushing the connotation of supernaturalism. This effect was created to build up suspense and make the audience feel as though they know something out of the ordinary is going to happen. Mitsukos presence is displayed in many forms by the movie maker Hideo Nakata throughout the movie before her appearance. The signifiers of Mitsuko are effective because the audience are left in suspense waiting for the mystery to unravel and are constantly captivated by the reoccurring motifs. One of the most lucid motifs of Mitsukos existence is the yellow coat. Amongst the dark, eerie atmosphere this bright coat portrays change and importance. Also, the reoccurring red bag that keeps appearing every time Yoshimi tried to get rid of it shows that Mitsuko is persistent; she wont give up. Other signifiers which arent as apparent include footsteps, shadows and posters. The prime motif was the presence of water. Whenever the water is present the music accompanying the scene is discordant and non-diagetic implying that evil is present or close by. These sounds add to the tension creating an unearthly feel. M R James wrote, Two ingredients most valuable in the concocting of a ghost story are, to me, the atmosphere and the nicely managed crescendo. He believed that building up to the climax slowly and effectively then revealing the mystery is a very important quality in a horror movie. Dark Water follows this model as the build up is slow and unobtrusive at first with the motifs and when we do reach a climax it is apparent as the music changes and the whole atmosphere becomes tenser. The build up is most successful in Dark Water in the bathroom scene. Ikuko moves towards the sink and turns the tap. She sees hair in the sink. The reaction shot captures her reaction as she drops the glass and moves back quickly. The tap continues to run. Elsewhere, Yoshimi is near the water tank. It is indented, the result of which seems incapable of creation by any mere human. A high angle shot of Yoshimi shows she is being watched. Meanwhile, back in the bathroom Ikuko is watching the bath fill with dirty water, she tries to turn the tap but it seems to be stuck. The bath overflows with dirty water and bubbles appear. A high angle shot is in place when Ikuko is grabbed by the head and forcefully pushed under water. This shows that something was watching her. A low angle shot captures her struggling. Throughout this scene the music plays an effective role; as the build up to the crescendo occurs the music gets louder and faster showing that something extreme was taking place, placing great emphasis on the importance of this scene. Using the reaction shot the audience managed to sense Ikukos fear. By using the high angle shot the audience were aware of the eerie presence which loomed through the scenes. The audiences response to this would be that they would feel tension as the build up reached the crescendo and they would feel sorry for Ikuko witnessing such a situation. Also, they will feel shocked as they probably didnt think that Ikuko would get pulled into the water. Hideo Nakata placed great emphasis on the tension in this movie as he probably had the same beliefs as M. R James, that building up the tension then revealing the threat was an effective way to keep the audience drawn to the movie. Both Ju-On and Dark water end with the death of the central characters, this is not what audiences would usually expect. This is because in most movies its always the good character that defeats the bad character. Yoshimi dies in Dark Water because she realises she would have to sacrifice her own life in aid of Ikuko having a chance of survival; she knew Mitsuko would not give in. Throughout the movie it seems as though bad luck seems to follow Yoshimi; first her divorce, then her custody battle and settling into a strange apartment. Throughout the movie it seems as though she is being followed by an undying spirit, the high angle camera shots represent this. Yoshimis death is consistent with the language of the movie. One of the most heartfelt scenes was the final scene in which Ikuko desperately wanted her mother but her mother, Yoshimi, was with Mitsuko. The imagery of water surrounding Ikuko displayed one of the movies main motifs, badness being present. In this case was the fact that Ikukos mother was hugging this freak of a girl rather then her own daughter. Although the reasonings behind this were sincere, the audience felt a great deal of sympathy towards the little girl. Dark Water is showing the bad side of Japan which is often sheltered. It indicates the common problems which are often hidden. They are often hidden because Japanese society is strict and orderly. It is now becoming very modern and urban, a paradox as there are many old suspicious beliefs in place, although, Japan it self is quite modern, there is a clash. Honour and respect are key points in Japanese society. There is a worry that younger generations will dismiss these values and the older generations will look down upon this. Dark Water presents to us that although Japan seems to come across as an almost perfect society it experiences problems like any other society such as child abuse, neglection, divorce and adultery. In conclusion, I found this movie successful in sustaining the mystery and the build up was good too. This movie was a change to the typical movie in which the evil character is defeated and the good character lives on as a hero. This excited the viewer as they did not know what was coming next. Also, the lack of clarity is effective. Going back to the words of Tzvetan Todorov, there is an uncertainty and the audience do think twice on the happenings of this movie. Hideo Nakata achieved portraying the breakdown of Japanese culture effectivly in the form of child neglection and divorce. This would schock conventional veiwers. All in all, the movie captivates veiwers, keeps them glued to their seats and gives them a whole new insight on Japanese society with a unique twist.

Assessing Risk In Social Work Social Work Essay Essay Example

Assessing Risk In Social Work Social Work Essay Essay Example Assessing Risk In Social Work Social Work Essay Essay Assessing Risk In Social Work Social Work Essay Essay Hazard can be described as a hazard, or a chance/likelihood of a loss or a peculiar event to happen ( Collins, 2012 ) , which can look as a great uncertainness in relation to societal work when step ining in people s lives. Over the old ages this has been more formalistic by statistical chance and structured appraisal tools to steer professionals. Hazard across the continuum of societal work can be placed into two general classs, those hazards that people pose to themselves or others and those hazards which people are exposed to ( Kemshall, 2007 ) . Hazard taking and direction demands to be balanced between the uncertainness of unneeded injury and dangers that worker and service user may be exposed to. The right to protection and the right to take hazards necessitate to be exhaustively addressed and considered, this in its ain right will foreground many ethical quandary. Intervention must be justified ; on the other manus society has a responsibility to guarantee kids are non expose d to opprobrious state of affairss. Pull offing hazard should be an chance to besides seek or increase positive results, non merely to avoid danger but to cut down the odds against it ( Calder, 2008 Care Council of Wales, 2002, 4, Corby, 2001 ) . There appears to be no definite account of hazard or hazard appraisal in societal work and whether it refers to merely negative or harmful results, the balance of good against bad results or whether it even includes the possibility of positive events ( Calder, 2008 ) . Hazard appears to go around around the construct of danger and possible injury and is non merely related to service users but professional and organizational pattern. Measuring hazard requires intervention in household life and the professional demands to be painstaking of how this is managed in respects to how they engage with service users ( Calder, 2008, CCW, 2002, 1-3 ) . The two chief principals of the Children Act, 1989 are to protect kids from important injury and to guarantee and advance their long term public assistance. The Children Act 1989 introduced the construct of important injury as a threshold for statutory organic structures to step in in household life, advancing the best involvements of the kid. Local Governments have a responsibility to guarantee that kids and immature people are protected from important injury and to safeguard and advance the public assistance of the kid that may necessitate aid and back up beyond that of normal mainstream services ( Scie, 2005 ) . Measuring and safeguarding kids from important injury is a major function in societal work but it can be hard to measure hazard to a high grade of truth as factors are mostly cumulative and research has shown that it can be hard to expect long term results ( Calder, 2008, Scie, 2005 ) . Risk is besides dependent on the state of affairs ; one definition does non suit all ( Scie, 2005, p21 ) . Corby, ( 1996 ) suggested that there are three facets to put on the line appraisal in kid protection. These are preventive, fact-finding and continuance hazard appraisal ( Coulshed A ; Orme, 2006, Kenshall A ; Pritchard, 2001 ) . Preventive hazard appraisal is considered before any engagement by bureaus takes topographic point and may act upon the determination whether to step in or non. Preventive hazard appraisal is based on declarative factors which inform opinions ( grounds based pattern ) ( Coulshed A ; Orme, 2006, Webb, 2006 ) . Early work by Browne A ; Saqi ( 1998 ) cited in Kenshall A ; Pritchard ( 2001 ) gave indexs of prognostic factors, for illustration: history of household force, history of mental unwellness, drug or intoxicant maltreatment, parent abused or neglected as a kid and research on these affairs will be used assess the likely cause or result or act upon the manner in which the professional intervenes. A unfavorable judgment of this manner of working is th at it can take away from the professional liberty in determination devising. Social workers should be cognizant and inform themselves of available grounds as good pattern but should be able balance this in each single state of affairs ( Coulshed A ; Orme, 2006, Kenshall A ; Pritchard, 2001 ) . This manner of pattern can foreground ethical issues for the worker by agencies of know aparting people because of past events or by factors that are out of their control, the danger is that non-abusers could be identified as maltreaters. Social workers may besides step in when there is no grounds of maltreatment which can be seen as intrusive and demonstrates the importance of equilibrating rights and duties ( Coulshed A ; Orme, 2006 CCW, 2002, Webb, 2006 ) . Fact-finding hazard appraisal can besides be known as an initial appraisal and is normally brought to the attending of societal services sections by person who has expressed concerns, this possibly another professional or a member of the populace. These are normally dealt by working collaboratively with other bureaus in peculiar to child protection and will about ever involve the Police, G.P/Health Visitor and instruction. The societal worker will be required to utilize the Framework for Assessment which provides a systematic manner of recording and analyzing information about the kid and its household. The worker would besides mention to the All Wales Child Protection Procedures ( WAG, 2008 ) when there are concerns sing kid protection. Troubles can originate when working in a multi-agency partnership as each bureau may hold their ain docket or outlooks of results. This can be apparent when working in instances where domestic force is present and the designation of the hazard that t he kids are perchance being exposed to being emotional and physical injury. The Police may be of the sentiment that the kids should be removed from the state of affairs instantly but the societal worker may experience that it is better to work with the female parent and perchance the father/partner in deciding the issues but besides guaranting the safety of all concerned. This may be done as a kid in demand or child protection depending on the badness of the maltreatment. Again this demonstrates the complex undertaking by societal workers of equilibrating the hazard against the rights of those involved. Social workers have the responsibility to see the rights of those involved for illustration the United Nations Convention on the Rights of the Child ( UNCRC, 1989 ) Article 19, provinces that a kid has the right to protection from maltreatment and disregard. Besides Article 8 of The Human Rights Act 1998 states the right to esteem for household life ( Coulshed A ; Orme, 2006, Cree A ; Wallace, 2005 ) . Continuance hazard appraisal may be considered during long term intercessions whereby for illustration a kid possibly returning to the attention of their parents after a period of separation due to put on the line concerns. Where identifiable hazard has been discovered appraisals need to be made at regular intervals with the focal point being on hazard decrease instead than hazard riddance ( Corby, 1996, Coulshed A ; Orme, 2006 ) . Continuation hazard appraisal is about equilibrating the hazards of intercession against non-intervention. Evaluation of the original concerns need to be considered and alterations that have occurred acknowledged. The societal worker will so hold to measure whether the alterations made have had a positive or negative influence on the state of affairs or made no difference at all ( Coulshed A ; Orme, 2006 ) . In measuring hazard societal workers need to see how power and cognition can act upon determinations that are made. Professionals have the power to take action to protect others, have the entree and cognition of resources on offer and the cognition of theories which may construe behavior and label persons. Using these to label or pigeonhole an person is in itself an maltreatment of power ( Coulshed A ; Orme, 2006 ) . Today policy promotes the demand for practicians to be sensitive and informed of the diverseness of people s background, taking into consideration their race, civilization and beliefs. A holistic appraisal of a household should include this as criterion and it is of import to recognize the different attacks and life styles and this should reflect the types of intercession that can be provided for multi-cultural communities ( Coulshed A ; Orme, 2006, CCW, 2002 1.6, Milner A ; OBryne, 2009, ) .

Marketing Mix Assignment Example | Topics and Well Written Essays - 1750 words

Marketing Mix - Assignment Example The Le Bistrot Pierre restaurant chain provides a wide array of dishes to be presented to its customers. It is found that the restaurant provides a wide range of dishes on appetizers ranging from vegetable to non-vegetable dishes. For instance, the vegetable dishes consist of items like tomato preparations, onion soups and mushroom dishes. In the non-vegetarian section the restaurant in the appetizer front presents its customers with items like snail dipped in garlic butter. (Pierre’s Bistro, 2010) The restaurant is widely known not only for its flavored dishes but also for its economical price ranges. It is observed that the restaurant provides two to three courses of lunch at highly affordable rates. The rates charged for the lunch sessions at the restaurant vary between ten to twelve pounds only making it highly attractive from the customer’s side. The customers can even order for a glass of wine before commencing on the lunch at a humble rate of fifteen pounds. (Le Bistrot Pierre, n.d.; Le Bistrot Pierre: Restaurant Views, n.d.; Le Bistrot, 2010). In regards to its distribution parameters the restaurant chain Le Bistrot Pierre has opened up its eight unit in Harrogate, a township in Yorkshire. It is also planning to open up with its ninth arm sometime later this year. The restaurant chain Le Bistrot Pierre claims that its newly opened arm would help attract huge footfalls for the presence of a bar cum dining space. It also states that it is promoting a space for the balcony purpose also in the restaurant. The restaurant chain has other operating units spread along different key areas of United Kingdom. They include areas like Nottingham, Leicester, Derby, Leamington Spa, Stratford-upon-Avon and Sheffield. (Chomka, 2010) The restaurant outlet of Le Bistrot Pierre situated at Leamington Spa is in the center of many shopping outlets and

Stage 1 Essay Example | Topics and Well Written Essays - 250 words

Stage 1 - Essay Example Annual reports comprise the balance sheet, income statement, and statement of cash flows. This paper compares and contrasts the financial statements of Amazon, Apple, and eBay for the period of 2009-2013. Liquidity ratios are financial metrics used to determine a company’s ability to pay off its short-term debts obligations. A higher liquidity ratio indicates a company has a larger safety margin to cover short-term debts. The most widely used liquidity ratios are the quick ratio, current ratio, and the operating cash flow ratio. From the above analysis of the 2010-2013 financial statements of Amazon, Apple, and EBay, several comparisons on the performance of the firms can be deduced. Over the five-year period, all the three companies experience a dip in financial health. The current ratio of the three companies drops yearly from 1.33, 2.02, and 2.32 in 2009 to 1.07, 1.08, and 1.84 in 2013 for Amazon, Apple, and eBay respectively. EBay has the highest current ratio indicating that it is the financially strongest followed by Apple and then Amazon. The managers at Amazon are not generating enough returns on assets. This is indicated by the low return on assets over the five-year period. Managers at Apple are generating stable returns on assets with an average of 20% ROA over the five-year period. On the other hand, managers at eBay are generating unstable returns on assets as indicated by the volatile figures over the five-year period. Amazon’s average return on capital over the five-year period is 4% while Apple’s average return on capital is 33%. On the other hand, the average return on capital for eBay is 14%. From this figures, Apple managers at Apple are providing the highest return on capital followed by managers at eBay and finally managers at

IMC and Customer Satisfaction Assignment Example | Topics and Well Written Essays - 1250 words

IMC and Customer Satisfaction - Assignment Example However, from an in depth understanding of the different ways of marketing communication this process would be discussed in detail in this paper in the context of marketing activities of the BERVET. The process of integrated marketing communications fundamentally refers to â€Å"the strategic analysis, choice, implementation and control of all elements of marketing communications which efficiently, economically and effectively influence transactions between an organization and its existing and potential customers, consumers and clients† (Smith, Berry & Pulford, 1999). In simple words it is the way in which an organization manages and controls all its market communications. It is ensured that the messages, personality of the company and its brand positioning in the market is delivered across all the elements of the market by utilizing a single and consistent strategy (Smith, Berry & Pulford, 1999). This process is applicable to any type of company dealing with any type of produ ct or service, however, BERVET can customize each step of this process in order to fit the bill of the goods and services offered by it. Although the concept of marketing communications has been put to use in companies as an all inclusive concept to deal with the different levels of communication since the 1990s, the technique of strategically integrating these diverse functional areas is unique to the approach of integrated marketing communications (FitzGerald, 2000). BERVET should develop a single communications strategy, the basic of which should be followed for each target audience that has been identified from the entire market. This strategy has to be used â€Å"as the basis for executing each communication function† (FitzGerald, 2000) throughout the marketing process by using a wide range of channels of communication. Twelve different strategies have been identified by Smith, Berry and Pulford (1999) to accomplish the process of integrated marketing communications; suc h as, advertising, public relations, sales promotion, point of purchase, packaging, exhibition, sponsorship, internet, direct marketing, personal selling, corporate identity and word of mouth. BERVET has decided to choose advertising as the basic strategy for its integrated marketing communications. Advertising strategy of BERVET Advertising can be made through different channels. BERVET keeps pace with advancement of time and revises its advertising policies and the channels used. Television commercials, print media (newspapers and magazines), bill board signs and event sponsoring have been the most popular methods of advertising for the company since it had started business in 2000. However, recently it has also started to make its presence felt by advertising on the internet. The marketing goal of BERVET is to expand to the European continent and capture the European market. The target audience includes the governments of the different countries in the region, the private sector, the retailers and whole sellers, the individual customers. The different advertising channels have been chosen keeping in mind these different target groups. The internet is the most common form of media in both the developed countries in the region that allows the people to share ideas, communicate, and build network. Hence advertisement on the internet is particularly of immense importance for the company’