Defining And Analysing Groupwork Social Work Essay Essay Example

Defining And Analysing Groupwork Social Work Essay Paper Groups may be defined in many ways, so supplying an absolute definition of a group, as with much of the theory around group work, is extremely debatable and contestable. However for the intents of discoursing groupwork within a context of working with immature people we may specify a group as a little assemblage of immature people. Group work may simplistically be described as the survey and application of the procedures and results experienced when a little group comes together. Konopka ( 1963 ) defines groupwork as a method of societal work that is utilised in order to `help persons to heighten their societal operation through purposeful group experiences, and to get by more efficaciously with their personal, group or community problems` . This definition shows a tradition within groupwork of assisting persons with jobs. Brown provides a modernized and more comprehensive definition of group work ( 1994, p.8 ) . He states that `groupwork provides a context in which persons help each other ; it is a method of assisting groups every bit good as assisting persons ; and it can enable persons and groups to influenceand changepersonal, group, organizational and community problems` ( original accent ) . He goes on to separate between `relatively little and neighbourhood centred` work and `macro, social and political approaches` within community work, explicating that merely the former may be decently classified as groupwork. We will write a custom essay sample on Defining And Analysing Groupwork Social Work Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Defining And Analysing Groupwork Social Work Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Defining And Analysing Groupwork Social Work Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Therefore the function of groupwork can be seen as one which places accent on sharing of ideas, thoughts, jobs and activities. Functions within Groups Each person within a group has a function to play in the development of that group to a greater or lesser extent. Through observation, apprehension of difference, consciousness of personal resourcesand effectual communicating ( Douglas, 1995 ) , each member may impact group procedures and single emotions. Functions develop within groups both through formal assignment and because of the personal features and interpersonal relationships that develop between members. Roles which develop can be constructive and back up the group and its members in accomplishing its ends, or can be destructive and work against the overall group aims. Persons within the group can develop several functions and at times these may struggle. For illustration a PTV member who was designated as leaderfor a specific undertaking, besides played a clownand was fond of practical gags. The gulling about led to a deficiency of trust from other group members making a struggle with the leading function. As the group begins to develop an apprehension of four things can be observed: Observation: the manner we behave is based upon what we observe of ourselves, and what we make of others and their reactions to us. Differences: personally and socially generated ; the effects they have on behaviors and apprehension. Resources: often stemming from difference but are the beginning of possible power for a group and an person. Communication: considered to be natural but capable to many barriers that remain mostly unknown unless a witting attempt is made to happen them: ( Douglas, 1995, p. 80-97 ) A Through supportive functions, groups may play a portion in cut downing subjugation generated externally to the group. Groupwork can be used as a medium for laden groups to `help these groups adjust in society` , and furthermore to assist society to set towards these groups. This can be achieved by `individual rehabilitation` in which we can `help persons to set to societal life and manage aˆÂ ¦ tenseness aˆÂ ¦ addition assurance, high ego esteem` , and in `getting and maintaining employment etc.` . `Societal or community rehabilitation` involves `helping the society to hold meaningful contact` with persons and groups which are discriminated against and laden ( Osei-Hwedie, Mwansa, and Mufune, 1990, p. 188 ) . Preston-Shoot describes groupwork making a `sense of belonging and common identity` promoting `the formation of relationships which foster common designation and influence` , therefore feelings of isolation and uniqueness with issues of difference and subjugation may be reduced. Besides, the group may be encouraged to utilize its internal resources to travel towards single or group `problem-resolution` , cut downing feelings of weakness, constructing self deserving, and detering worker dependence ( Preston-Shoot, 1987, p. 6-28 ) . Smith concurs with this position of the suitableness of groupwork, saying `Groups are obvious sites of interaction and within them a sense of connection or community with others can be fostered` ( Smith, 1994, p.111 ) . This `connectedness` is a valuable tool with which to dispute favoritism and subjugation, for as Piven and Cloward argue, it is merely when we act jointly that alteration can get down ( Piven and Cloward, 1993 ) . Decision: Group Work Double Edged Sword? To province that group work is non an exact scientific discipline is something of an understatement. As we have seen, it is debatable to even specify what is meant by a group as no absolute definition exists. Similarly most, if non all, constructs within group work theory can be, and are, contested. Groups are highly of import in the lives of all persons. Johnson and Johnson ( 1975, p1-2 ) province `many of our ends can be achieved merely with the cooperation and coordination of others` . However `the success of any group depends on the ability of its members to interchange thoughts freely and to experience involved in the life and determinations of the group` ( Massallay, 1990 ) . All groups within young person work have ends, i.e. a future province of personal businesss. It is of import that short term and long term ends are set realistically if the group is to develop and work efficaciously. These maps are achieved through the way of leading and the development of single functions within each group. A group is said to be successful if it: 1.A A A A A accomplishes group undertakings 2.A A A A A maintains the group internally, and ; 3.A A A A A develops and adapts to better effectivity. ( Massallay, 1990 ) Groupwork can be used as an effectual tool for many young person work state of affairss, non least of which is as a medium for disputing subjugation both within groups and persons. Therefore, we have seen the outgrowth and development of misss issue groups and black immature people s undertakings that offer common support every bit good as working to dispute subjugation. Yet we have seen that through the development phases of a groups life there are many chances for persons to develop and concentrate oppressive behavior internally within a group. A appreciation of theoretical apprehension of group behavior and operation can assist to explicate single and group behavior, and assist us to accomplish our ultimate purpose as young person workers, that of informal instruction. It is of import non to handle group work as an exact scientific discipline with unequivocal replies. Indeed many of the questionswe must inquire ourselves are ill-defined, therefore the answersare a best conjecture, or a benchmark that we can develop on and work about. Finally, allow us see briefly the historical context of group work development and the intent it has non merely within young person work, but society at big. As Taylor reminds us `A minute s contemplation shows that the societal groupwork beloved of liberalism is the merchandise of the American capitalist concern to develop more sophisticated direction techniques` ( Taylor, 1987, p. 140 ) . Let us be careful to utilize group work to advance democracy and non fall into the trap of utilizing group work as yet another tool for advancing societal control in a capitalistic province. A © Student Youth Work Online 1999-2001 Please ever cite the writer of this page. References A ; Recommended Reading Adair, J. ( 1988 ) Effective LeadershipLondon: Pan Barker, L. L. , Cegala, D. J. , Kibler, R. J. and Wahlers, K. J. Groups In ProcessNew Jersey, USA: Prentice-Hall Chemical bond, T. ( 1986 ) Games for Social and Life SkillsLondon: Hutchinson Brandes, D. and Phillips, H ( 1977 ) Gamesters HandbookGreat Britain: Stanley Thornes Brown, A. ( 1994 ) Groupwork 3rdEditionGreat Yarmouth: Ashgate Publishing Dearling, A. and Armstrong, H. ( 1994 ) The New Youth Games BookGreat Britain: Russell House Printing Douglas, T. ( 1983 ) Groups: Understanding Peoples Gathered TogetherLondon: Routledge Douglas, T. ( 1995 ) Survival In Groups: The Basics of Group MembershipBuckingham: Open University Press Dynes, R. ( 1990 ) Creative Games in GroupworkGreat Britain: Winslow Imperativeness Garland, J. Jones, H. and Kolody, R. ( 1968 ) `A theoretical account for phases of development in societal workgroups` in Bernstein, S. ( Ed. ) Explorations in GroupworkBoston: Boston University School of Social Work Heap, K. ( 1977 ) Group Theory for Social WorkersGreat Britain: Pergamon Press Konopka, G. ( 1963 ) Social Group Work: a Helping Process Englewood Cliffs, N.J. : Prentice Hall Leech, N. and Wooster, A. D. ( 1986 ) Personal and Social Skills A Practical Approach for the ClassroomGreat Britain: RMEP Massallay, J. L. ( 1990 ) `Methods, Techniques and Skills of Youth and Community Work: Community Action and Group Work` Chapter 4. In Osei-Hwedie, K. , Mwansa, L-K. and Mufune, P. ( Eds. ) Young person and Community Work PracticeZambia: Mission Imperativeness Osei-Hwedie, K. , Mwansa, L-K. and Mufune, P. ( 1990 ) Young person and Community Work Practice: Methods, Techniques and SkillsZambia: Mission Imperativeness Piven, F. F. and Cloward, R. A. ( 1993 ) Regulating the Poor: The Functions of Public Welfare USA: Vintage Books Preston-Shoot, M. ( 1987 ) Effective GroupworkHampshire: Macmillan Rogers, C. R. ( 1967 ) `The procedure of basic brush group` In Bugental, J. F. T. ( Ed. ) TheChallenges of Human PsychologyNew York: McGraw-Hill Sessoms, H. Massachusetts, D. and Stevenson, J. L. ( 1981 ) Leadership and Group Dynamics in Recreation ServicesUSA: Allyn and Bacon Smith, M. K. ( 1994 ) Local Education: Community, Conversation, PraxisGreat Britain: Open University Press Taylor, T. ( 1987 ) `Youth Workers as Character Builders` Chapter 9. In Jeffs, T and Smith, M. ( Eds. ) Youth WorkBasingstoke: MacMillan Tuckman, B. W. ( 1965 ) `Developmental Sequences in Small Groups` in Psychological BulletinNo. 63 p. 384-399 hypertext transfer protocol: //youthworkcentral.tripod.com/sean3.htm

Insects That Defend Themselves by Playing Dead

Insects That Defend Themselves by Playing Dead Insects use many defensive strategies to protect themselves from predators, from chemical sprays to bites or stings. Some insects take a more passive approach to self-defense, though, by simply playing dead. Thanatosis Predators quickly lose interest in dead prey, so insects that employ the strategy of playing dead (called thanatosis) can often escape unharmed. The act of feigning death often looks like a demonstration of stop, drop, and roll, as threatened insects let go of whatever substrate they happen to be clinging to and drop to the ground. They then stay still, waiting for the predator to give up and leave. Insects that evade predation by playing dead include certain caterpillars, ladybugs and many other beetles, weevils, robber flies, and even giant water bugs. Beetles of the genus Cryptoglossa are known by the common name death-feigning beetles. When trying to collect insects that play dead, its often easiest to place a collecting jar or beating sheet beneath the branch or substrate where youve found the insects.

Human Rights Essay Example | Topics and Well Written Essays - 750 words

Human Rights - Essay Example The verdict received mixed reactions with lawyers informing unsatisfied citizens that they will prepare for an appeal as the verdict had various loopholes (Carlstorm, 2012). On the other hand, according to New York Times newspaper, protest has erupted in the street of Cairo with protestors claiming that some of the important evidence was withheld by the court. In addition, the court acquitted some of the low ranked officials an act that agitated some of the protestors (Kirkpatrick, 2012). The news of sentencing of former strong man in Egypt is supposed to raise alarm to the leaders of African continent together with other countries who have been associated with dictatorial rule. The verdict came days after the sentencing of former Liberian president Charles Taylor by The International criminal court creating a clear signal that it is the high time that leaders drop behavior of impunity and uphold democracy irrespective of their position in the government. Nevertheless it is important for the organs responsible to look for the solution to the grievances that are raised by the protestors in order to prevent the repeat of the events that occurred sixteen months ago in the country. Human trafficking Human trafficking can be simply defined as an illegal trade that involve human beings who are exported to other countries for the purpose of becoming slaves, be sexually exploited or be forced to offer their labor (Shelley, 2010, p. 4). Different bodies are entitled with ensuring that human rights are protected in different countries in the world. Nevertheless, United Nation is the body that is entitled with protecting human rights in the world. As a measure to protect universal human rights, Universal Declaration of Human Rights (UDHR) was formed. The main aim of these rights was to define human rights that are entitled to all humans despite their race and location. The declaration was regarded as one of the remarkable change that the world achieved in the 20th century . This is because the move saw a remarkable decrease in cases of impunity that were previously experienced by local people who were traded as slaves. The declaration categorized human rights in three categories. First category is civil and political rights that mainly put focus on individual rights and protection of people from government interference. Second form of UDHR rights is social and economic rights that focuses on equality of people and government responsibilities on its citizens. Last form of UDHR rights are solidarity rights, which focuses on global cooperation and redistribution of the opportunities (Shelley, 2010). In addition, United Nation sets out different actions that a state or individual is to be subjected to if suspected to be supporting human trafficking. This move have reduced human trafficking tremendously as UN acts as a watchdog to such cases an aspect that has instilled fear to the traders. Nevertheless, the mandate of enforcing the human rights that woul d see reduced human trafficking cases is left to the individual states. A great stride was made with the formation of international criminal court at Hague, Netherlands whose main mandate is to try crimes against humanity e.g. human trafficking an aspect that has reduced the act as the perpetrators fear being tried in the court. Despite the effort by united nation to enforce human rights, some of countries such as United States

Lifting the Corporate Veil Essay Example | Topics and Well Written Essays - 2500 words

Lifting the Corporate Veil - Essay Example The extremely famous and somewhat revolutionary decision of Salomon v Salmon & Co Ltd [1897]1 introduced and upheld the corporate personality doctrine which was then defined in the Companies Act 1862. The effect of the decision was that creditors of a company that had gone insolvent would not be able to sue the shareholders of the company for its outstanding debts: the doctrine of separate corporate personality was effectively entrenched by the House of Lords. More noticeably, the House of Lords fully established the concept that the company exists as a separate personality from that of its members, causing the company to become its own entity, thus competent to sue and be sued,4 to enter into contractual agreements,5 to make profits and suffer losses in its own name,6 and to own property. The decision of Salomon also formed the beneficial concept that shareholders would be afforded limited liability in the event of insolvency of the company. Despite the passing of more than a centur y, the dicta of the House of Lords has stood strong as an â€Å"unyielding rock†,7 even enjoying codification in section 16(2) of the Companies Act 2006. The decision brought several new effects to the company law world. Lord Herschell claimed that â€Å"the company is ex hypothesi a distinct legal person†2 and Lord McNaghten stressed that â€Å"the company is at law a different person altogether from the subscribers to the memorandum†¦nor are the members as subscribers liable†¦except to the extent and in the manner provided by the Act’.3 ... When will the courts disregard Salomon and lift the corporate veil? Can a specific set of criteria be established in order to determine when the veil will be lifted, or does it depend on the particular circumstances of each case? It is arguable that the courts’ previous instances of lifting the corporate veil have been difficult to predict with any degree of certainty. It will be argued however that this is not necessarily disadvantageous and any alternative approach of the courts could prove more detrimental to company law as a whole. Attempts to establish specific criteria for lifting the veil have been fruitless, as the courts have remained adamant to keep derogations from Salomon flexible. This paper will evaluate when the courts have lifted the corporate veil, and under what circumstances they chose to as opposed to when the courts have specifically refused to lift the corporate veil. Potential for reforms in the law will be explored, though it will ultimately be argued t hat codification of the lifting of the veil will greatly reduce, even remove the flexibility enjoyed by the courts when lifting the veil. It will be argued that this flexibility is essential in order to make the principle apply as and when the courts see fit. Have the courts approached the lifting of the veil appropriately, or is the veil’s fate left arbitrarily in the hands of the court? Is more certainty required? When Is The Corporate Veil Lifted? It is clear to see that the debate surrounding the courts’ lifting of the corporate veil has centred around the need to balance between certainty and flexibility. The courts have been presented with extremely varied situations and circumstances under which they were required to decide whether the veil

The violence currently facing Colombia's dispossessed is indicative Essay

The violence currently facing Colombia's dispossessed is indicative that the country could soon experience a revolution - Essay Example Observe, do not fulfill† (Brenner 8). From this background, different leaders arose and rebelled against the government: although these leaders had different agendas, the support of the Mexican masses lied on one desire: the desire to change the social structure, to implement reforms that would give economic and socio-political empowerment to the majority of the people (Brenner 35-40). From the above statement, the researcher of this paper thinks that a similar revolution is also brewing in Colombia: a revolution to empower the dispossessed and make radical reforms that would change society’s structure and give more opportunities to the poor. As the Mexican Revolution of the 1910s sought to overthrow the elites and give â€Å"Mexico back to the Mexicans† (Brenner 62), so will happen with Colombia, where several rebel guerilla groups, most notably the FARC-EP, are already there proclaiming itself as the army of Colombia’s poor and dispossessed. ... s â€Å"The Wind That Swept Mexico† and Alfredo Molano’s â€Å"The Dispossessed: Chronicles of the Desterrados of Colombia.† One of the main characteristics of Mexican society in the 1910s was the monopoly of political power by the elite. In the time of the dictatorship of Diaz, almost all of the positions on the government bureaucracy were given to the elites, either to the â€Å"biggest landowner or businessman† (Brenner 10). Such political tradition gave Diaz the support of the elite for much of his administration. In addition, this political; system was justified with the fact that Mexico is not ready for democracy, given that ninety percent of its people is dominantly Indian, viewed as â€Å"racially inferior† and â€Å"subhuman† (Brenner 10). While the idea of open elections was also dismissed by Diaz due to the fact that only â€Å"not even fifteen percent (of the population) can read† (Brenner 10), it was also declared that dem ocracy was a utopia that must not to be toyed with. In addition to political power was economic power: both the elites and foreign corporations controlled the Mexican economy (Brenner 14). Much of the economy was driven buy investments from foreign corporations, most notably the United States, using cheap Mexican labor that neither have control over their own land or their country’s national resources (Brenner 14). Most of Mexico’s industries where controlled by foreign enterprises, reaping much revenues, making Mexico a â€Å"bonanza land† for investors using a steady supply of Mexican â€Å"cheap and docile labor† (Brenner 15). Meanwhile, in the countryside, haciendas ruled the land, with them owning almost all of the arable lands, making the land reform of the previous Juarez regime useless (Brenner 19). In fact, it was actually

Paper On Meno By Plato Learning Is Recollecting

Paper On Meno By Plato Learning Is Recollecting Meno is one of the Platonic dialogues, where Socrates and his student Meno talks about the recollection of knowledge (knowledge is learned from previous experience). The dialogue between Socrates and Meno starts when Meno asks What is virtue and can it be taught? Meno attempts to define virtue by saying that it is ruling over people justly and moderately. Socrates agrees that justice and moderation are a part of virtue but do not make up virtue as a whole. After trying to define virtue a lot of time, Meno eventually gives up saying that both my mind and my tongue are numb.(80b). Meno asks Socrates, How can you search for something when you dont know at all what the thing is?(80d). In such a situation how do you know even what to look for? Socrates continues by saying that there is also no way to search for something that you already know, since you already have that knowledge. Socrates reply becomes known as the theory of recollection. Knowledge is innate, and learning is recollection of facts once known but forgotten. . Socrates first explains the soul of man is immortal and has been born many times. So, we acquire knowledge before we are born. So, true knowledge lies in the soul and not in the body, because soul is immortal and it exists before a body is formed. This means that the soul (not body) has the ability to recollect information and knowledge from the past. The theory of recollection is the said to be the hidden knowledge from our past life. It can be used to explain logic, intuition, guesses and our ideas. For example, the intuition that something wrong will happen if someone comes or the logic that if x=1 and y=x+2 then y=3. Whenever we take decisions on matters of which we have no previous experience, we rely on our intuition, or our ability to guess. Is there any term that defines this sort of knowledge that we use? We cannot have learned it in our lifetime since we have had no experience of that action before. It is only reasonable to say that we recollect it. To illustrate it more carefully, when you put two books in front of an uneducated man he will still know that there are two books. When you add two more books next to them, he will understand that there are now four books. Furthermore, if you keep four pens to the side of those four books, he will still understand that the number of books and pens are equal. He may not be abl e to express this comprehensively, but he has the knowledge that the number of books has been doubled or the number of books and pens are equal. So can we say that the work of putting the books and pens in front of him makes him recollect that sort of knowledge? To prove his statement, Socrates asks a slave boy some questions about a topic on geometry which he is completely unaware of. Socrates presents this to Meno as strong evidence to prove that learning is a recollection: if the slave wasnt being taught, how did he come to know the relationship between the diagonal of a square and a square double the area? Socrates never gave him any new knowledge but through his line of questioning the slave boy recollected the answer. Therefore, Socrates believes the knowledge must already have been in him, which was recollected by the boy with the help of Socrates questions. But, I do not see how the question and answer with the slave boy supports his statement that Learning is recollecting. The slave boy knows what a square is. He also agrees to Socrates when Socrates says that a square is made up of four right angles and four equal sides. In addition to this we can see that he can perform simple calculations when he answers that 2 times 2 feet is 4. Therefore, we can see that the boy obviously had some previous knowledge on geometry. Socrates has guided slave boy towards the direction of the correct answer. When the slave boy is wrong, Socrates says that he is wrong and thus the slave boy starts all over again until he gets the correct answer. This shows that the slave boy has good intuition, logic or reasoning skills and through the proper questioning of Socrates, the slave boy is able to find out the correct answer. Socrates gives an answer within the question that he asks to the slave boy. His questions are like more of a statement. We can also see that the slave boy gave some wrong answers before giving the correct one. To illustrate it more carefully, if someone asks In which continent does Nepal lie if it is between India and China which are in Asia? Then the answer would obviously be Asia. Here, I was not given the answer straight forwardly but I analyzed the questions and gave the correct answer. Thus, I believe the slave boy has reasoned out the facts by the help of the facts that Socrates provided. Socrates says that he is not instructing but helps recollect by merely questioning the boy. But it seems like Socrates is in a way instructing the boy. In lines 82 c, Socrates asks the area of a square given the sides two feet but he immediately gives an extra hint that 2 times 1 is 1 which is an area if the sides are 2 and 1. So how can we say this is recollecting? Moreover, in 85a there is a line here from corner to corner, cutting the figure into two. And the boy is agreeing to whatever Socrates says because the boy already knows that a diagonal cuts the square from the corners. In 82c3-4, Socrates asks, Doesnt a square have lines through the middle equal? So in these passages, the slave boy has all his answers in Socrates question itself. Thus, the dialogue between the slave boy and Socrates is not a good example to say that the slave boy is recollecting which is based upon the boys prior knowledge. Some may also argue that a person is good at something while another person may be good at something else. Or some people learn some things quickly while others take a long time in learning the same thing. This may go again go back to the idea of recollection, where we can say if a person learn some thing quickly then, he/ she must have learnt it in his/ her past life. Thus, Socrates says that knowledge resides in our soul. So, there must be a time where the soul knew nothing and had to learn it at a point. How did the first men (soul + body) in the universe recollect the knowledge from the past? At that time, I believe the soul has not learned anything yet, but how did it recollect the unknown thing? To sum up, if a man doesnt learn new things but merely remembers knowledge from a previous life, then where did he get the knowledge in the previous life or the previous life before that? I believe that there are no explanations better than the theory of recollection when it comes regarding our ability to guess or use our logic or prior knowledge or intuition in the daily life. In conclusion, I would like to say that despite the attempts of Socrates to show that learning is recollection, I do not totally agree to his view or his supporting ideas. His logic and his explanations were not clear enough. To put it in a nutshell, there might be some things that can be recollected but I do not think that: knowledge is entirely recollection.

Purple Hibiscus by Chidimanmanda Ngozi Adichie Essay -- nigeria, violen

Chidimanmanda Ngozi Adichie is a Nigerian author, her first ever novel Purple Hibiscus was criticised for addressing the important issues of postcolonial studies such as violence against women and brutal feminism. Alice Walker is an American author as well as a poet, her bestselling novel The Colour Purple was firmly criticised on showing the severity of feminist injustice Feminism is a movement defining the equality and rights for women. Feminism opens potential meaning in these novels as it creates a gateway for the females who are victimised to speak up and to portray their feelings and situations which arise in the novels for the women to vindicate themselves and earn their freedom from the men that surround them. Points such as male domination, marital status and infidelity, the occupations of a woman and redemption and empowerment will help to convey the important meanings through female criticisms in the novels. Walker’s novel The Colour Purple deals with male dominance as a norm in the country. She exposes the act of sexual aggression as being the main form of male domination. The character of Celie is a perfect example of this point. She is shown in the novel as a weak. She does everything the men surrounding her tell her to do therefore she is taken advantage of many times. She deals with bullying and domination in her family, her Pa rapes her twice when she is only fourteen years old. Alphonso beats and rapes her then later on decides to sell her to Mr._ without any acknowledgement of Celie’s feelings. Celie deals with rape with her husband also who sees her as an object to take care of their household and please him. Celie is too afraid to stand up for herself as she thinks fighting back will be the death of her.... ...2003, Purple Hibiscus, Algonquin Books of Chapel Hill, Chapel Hill, North Carolina. Walker AW, 2004, The Colour Purple, Phoenix an imprint of Orion Books Ltd, Orion House, London. Websites: http://279askt.blogspot.co.uk/2012/11/feminist-analysis.html cited 19/11/2013 http://www.litnotes.co.uk/color.htm cited 19/11/2013 http://www.gradesaver.com/the-color-purple/study-guide/major-themes/ cited 5/12/2013 http://phsapenglish.proboards.com/index.cgi?board=summerreading&action=display&thread=61 cited 5/12/2013 https://blogs.stockton.edu/postcolonialstudies/purple-hibiscus-a-feminist-reading/ cited 19/11/2013 https://blogs.stockton.edu/postcolonialstudies/purple-hibiscus-a-feminist-reading/aunty-ifeoma-and-beatrice-diverging-paradigms-of-postcolonial-feminism/ cited 22/11/2013 http://afrrevjo.net/journals/multidiscipline/Vol_5_num_3_art_20_Fwangyil.pdf cited 5/12/2013

Investing and Financing Activities of Wendy’s

During the year of 2012, cash used for investing activities of Wendy’s totaled $189 million, increased $131 million from 2011. The two largest investing activities appeared in Wendy’s statement of cash flow are capital expenditures and acquisitions. Cash capital expenditures of Wendy’s in 2012 totaling $197. 6 million, including $71. 9 million for reimaged and new Image Activation restaurants, $13. 5 million for new restaurants, $28. 0 million for point-of-sale equipment, $23. 2 million for the construction of a new building at its corporate headquarters and $61. million for various capital projects. In the middle of 2012, Wendy’s acquired 54 franchised restaurants. The purchase price was $38. 1 million in cash. Wendy’s also agreed to lease the real estate, buildings and improvements related to some of the acquired restaurants which were considered part of the purchase transaction. Wendy’s did not incur any material acquisition-related costs. Some other important investing activities involved the investment in limited partnerships of indirect 18. 5% interest in Arby’s Restaurant Group, Inc. and approximately 11% cost method investment in Jurlique International Pty Ltd. On February 2, 2012, Wendy’s completed the sale of its investment in Jurlique and received proceeds of $27. 4 million. Wendy’s did this because prior to 2009, Wendy’s had determined that all of its remaining $8. 5 million investment in Jurlique was impaired. Wendy’s realized that Jurlique cannot help them make profit and decided to sell all of investment in Jurlique to protect stockholders equity. In the meantime, Wendy’s can use this money to strength their capital expenditures.The increase in cash used for investing activities is mainly because of the sale of Arby’s in 2011. Wendy’s sold Arby’s for $130. 0 million in cash and indirectly retained an 18. 5% interest in Arby’s and during 2012, Wendy’s received a $4. 6 million dividend from the investment in Arby’s. Wendy’s decided to sell Arby’s because Arby’s has been a weaker performer than Wendy’s in recent years after Wendy’s and Arby’s were merged in 2008. We deem it wise to sell Aryb’s because Wendy’s no longer need to worry about the poor performance of Arby’s but can earn the dividend.On the other hand, cash used for investing activities of McDonald’s totaled $3. 2 billion in 2012, increased $596 million. The increase primarily reflected higher capital expenditures and lower proceeds from sales of restaurant businesses. During the year of 2012, the two largest investing activities appeared in the statement of cash flow of McDonald’s are capital expenditures and sales of restaurant business and property. The two most important financing activities for Wendy’s are the proceeds from long-term debt and the repaymen ts of long-term debt.On May 15, 2012, Wendy’s entered into a Credit Agreement including a senior secured term loan facility of $1,125. 0 million, of which net proceeds was $1,113. 8 million with draws on May 15, 2012 and July 16, 2012. Proceeds from the 2012 Term Loan were used to repay the outstanding amounts under the 2010 Term Loan of $467. 8 million, to redeem and purchase the outstanding Senior Notes of $565. 0 million and to pay substantially all of the Credit Agreement fees and expenses. The outflow of 2012 Term Loan constituted the second largest financing activity, the repayments of long-term debt.In these two activities, we can find out that Wendy uses almost 85% of the 2012 loan to reimburse its previous debt, which shows us that the company does not have enough debt-paying ability. A good company who has the ability to make profit to repay previous debt and make another investing is what all stockholders want to see, not using new loan to redeem old loan. In concl usion, we do not agree Wendy’s using these financing activities. They should improve their operation activities to increase profit.

Equality, Diversity and Inclusion in Work with Children Essay

Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging. Inclusion does not mean that we view each other the same or provide the same work, it is about making sure we are making adaptions to the activity instead of making a child do a completely different activity and make sure we are providing the same opportunities. We need to take on board and accept that the child is different. Medical model of Disability- The medical model is based on that children must adapt to the environment that exists, for example in my school there is down’s syndrome boy he attends all lessons, but he has a support worker who is helping him. We assume that the child will adapt to our atmosphere, this means that the boy will depend more and more of others to help him. Social Model of Disability- The social model is more about the school adapting things to suit the child, so they have more independence. Changing the physical environment, which could be ramps or lower shelves for children with disabilities to reach. Providing information such as symbols or sign language The curriculum can be modified with additional support or adjustments to assessments. Describe the features of an Inclusive Setting We often talk about the atmosphere of a school. This relates to a feeling that everyone in the school matters and all play their own part in school life. When entering my school I felt relaxed and excited about being able to volunteer at this school. The reception area was colourful and full of children’s work. The staff seemed friendly and made me feel welcome in their school. It is a clean, fresh and modern school. An inclusive setting is setting which uses a whole school approach to learning, working within a team. Where any barriers are found, strategies need to be used to remove them. When working with special education needs children it is important to focus on what they are good at rather then what they can’t do. So for example: Two children are sitting in their place in the classroom and they are running behind with copying the work from the board, they are sat in a position where they have their backs to the board. So to overcome this barrier I will ask to move them so they can see the board more clearly and catch up with the work. A school with inclusive practice will have the following features: * Barriers are recognised:  This could be from the parents, assessments, observations or staff noticing * Barriers will be removed or minimised: This can be done by arranging outside agencies to come in to the school and to change the environment for example ramp instead of steps * Pupils will be educated alongside their peers: A child who cannot do the work the class is doing should not be moved to a different room, they need to stay in the classroom and have more access to support or equipment that will help them. * Children are given the chance to use their own voice to air their views and opinions which will be listened to: They should be involved in what they need, asked what barriers to be removed which will help them and asked simple questions about how the activity went and if they enjoyed it. A good way of letting children have a voice is a school council or a radio station. * There will be clear policies and procedures: All policies and procedures will be reviewed regularly and made clear to all staff * Staff will receive regular training relating to inclusion: Staff members would be offered regular training when it comes to inclusion, diversity and equality of opportunities. * The school will work in partnership with stakeholders: These will be parents, staff members or other outside agencies * It will also work in partnership with other services: This will be speech therapist, doctors, health visitors, social services to make sure that children are given professional help. Case Study: Inclusive practice Sean has just qualified as a teaching assistant and has started his new post at a large primary school. It is his first week and so that he gets to know the school, staff and children, he has been asked to work alongside Kira, an experienced teaching assistant who has been at the school for a number of years. Sean joined Kira who was working with a group of 7 year old children making 3D models. Sean noticed one of the children, Jamie, sitting at the side just watching and asked where his model was. Kira’s reply was that because of his disability (cerebral palsy), Jamie had difficulty in using the tools and materials. She said that she asks him to read a book during the art and craft lesson. Suggest how Jamie might feel – Jamie would feel left out, upset and wandering why he is being left out. He might feel embarrassed or that he has done something wrong. Jamie could be bullied about the situation and children might leave him out during playtime etc. Loneliness and isolated could be another feeling he might experience. What message does this give to other children in the group-? Other children might get the impression that he can’t do anything and end up doing everything for him. They might think that he is stupid or start to leave the child out in activities as they have watched staff members doing it. The children might refuse to do the activity as Jamie is seen not doing it and they might start to bully Jamie. Which policies, codes and legislation Sean refer to when challenging the exclusive practice with Kira- Diversity, inclusion, equality, discrimination act but most of all every child matters Sean will support this group in future weeks. How can he ensure that Jamie is included? He could research more about the condition that Jamie has, to be able to have more knowledge and help improve his support towards him. He could help plan the lesson with activities that Jamie could be involved with. Also giving Jamie a voice and asking him what activities he is able to do or how they can change them. Educate the other children about cerebral palsy so they can help Jamie out. Describe how inclusion works in your own sector of the children’s workforce All staff who work with children must all have a common understanding of values and principles of inclusion. The way that these are put into practice will be different with each role within education and care of the children. The Early Years Foundation and National Curriculum give us clear guidance on an inclusive approach to learning and assessment. ‘Providers have a responsibility to promote positive attitudes to diversity and difference, so that every child is included and not disadvantaged’ This is a statement from Early Years foundation Stage about the duty of settings to meet the needs of all children in relation to their learning and development. The National Curriculum Inclusion statement states that schools must apply a whole- school method to both the national and wider curriculum and that school’s must: * Provide a curriculum which ensures active participation and achievement of all pupils * Recognise pupils entitlement to high- quality learning experiences * Meet the needs and interest of all pupils  * Recognise and overcome potential barriers to learning and assessment

The final product Essay Example

The final product Essay Example The final product Paper The final product Paper Abstract: In this experiment three Werner complexes, hexaamminecobalt(III) chloride, pentaamminechlorocobalt(III) chloride and hexaamminenickel(II) chloride were synthesized so their structural formula could be examined through magnetic susceptibility, electronic conductance measurements and the analysis of free chloride in the two cobalt complexes through titrations of silver nitrate. Cobalt (III) coordination compounds usually only form in low spin, octahedral complexes where the all t2g are paired leaving all the eg unpaired; whereas nickel(II) complexes are usually formed in the high spin state1. Through these analytical methods, it was found that: hexaamminecobalt(III) chloride has three free chloride ions to form the complex [Co(NH3)6]Cl3, in the low-spin state. Pentaamminechlorocobalt(III) chloride and hexaamminenickel(II) chloride both have two free chlorine ions to form the complexes [Co(NH3)5Cl]Cl2 and [Ni(NH3)6]Cl2 respectively. As expected, pentaamminechlorocobalt(III) chloride has a low spin electron arrangement, and hexaamminenickel(II) chloride is in a high spin state. Introduction: Alfred Werner was the first to discover the structure for coordination compound in 1893, thus they were given the name Werner Complexes. For this research he was given the Nobel Prize in 1913. Werner complexes are complex ions that contain a transition metal in the center, which is surrounded by anionic or neutral ligands. 2 The metal in this case acts as a Lewis acid (electron pair accepting) and the anionic ligands act as a Lewis base (electron pair donating). Using pentaamminechlorocobalt(III) chloride, Co(NH3)3Cl3, as an example, there are four possible structures depending on how the ligands are arranged. [Co(NH3)3Cl3] + 3NH3 In this case, all the chlorine anions are bound directly to the cobalt metal, and three neutral amine molecules are present somewhere else in the crystal lattice [Co(NH3)4Cl2]+ + Cl- + 2NH3 Here, two chlorines are directly bound to the cobalt metal with two neutral non boding amine molecules. There is also one free chlorine anion to balance the charge of the cobalt complex. [Co(NH3)5Cl]2+ + 2Cl- + NH3 The third possible arrangement is where there is one chlorine attached to the central cobalt with a single amine molecule elsewhere in the lattice. Again, there are two free chloride ions to balance the charge [Co(NH3)5]3+ + 3Cl- Finally, the cobalt complex can be arranged with just the amine ligands directly bound to it in a square pyramidal geometry instead of a more stable octahedral geometry seen in the other three complexes. This leaves the three chlorine anions non-bonded, and counterbalancing the 3+ charge from the complex. To find the actual arrangement and geometry of the three complexes, conductance measurements, magnetic susceptibility and free chloride ions through titrations can be measured and analyzed. Electronic conductance measurements helps determine the amount of chloride ions not attached to the metal. This is possible because when dissolving a salt in water, the molecule separates into cations and anions, each which can conduct electricity. The conductance measured can be compared to a literature reference of how many total ions correspond to the value. With this, logically dividing the charges between the cations and anions present will help determine the overall structure of the molecule. The second technique for determining the amount of ions present in a Werner complex is magnetic susceptibility. With finding the magnetic susceptibility using a magnetic susceptibility of a compound, one can calculate whether the compound is paramagnetic or diamagnetic. If the mass magnetic susceptibility, ? g, is negative, then the compound is diamagnetic; however, if ? g is positive, then the compound is paramagnetic. The apparatus used for this experiment is a Evans/Johnson Mathey Magnetic Susceptibility Balance. The last technique used was titrating a sample with silver nitrate. Since the three samples contain chloride ions, titrating it with silver nitrate would precipitate silver chloride, which is very insoluble. Based on the volume of silver nitrate used to reach the end point, one can calculate the amount of silver chloride precipitated. The amount of silver chloride precipitated is also the amount of free chloride ions in the mixture. Comparing the ratio of moles of silver nitrate used to the moles of analyte in the mixture will show the amount of non-bonding chlorine present. Procedure and observations: Synthesis of hexaamminecobalt(III) chloride: The synthesis was started by adding cobalt(II) chloride hexahydrate(4. 690g) and ammonium chloride (2.946g) to water(5mL) which formed a purple solution from the original red/pink powder. This solution was heated up and turned dark blue once it was all dissolved. Activating charcoal was then added as a catalyst the solution was then black with a slight blue tint. Afterwards, concentrated ammonia (9. 8mL) was added to the mixture. This created a very dark red solution, but upon setting, the color eventually faded to yellow with a bit of red in it. With this, the solution was then cooled in a tab water bath and hydrogen peroxide (10. 0mL, 6%) was added and heated to 65 degrees Celsius for 17 minutes. To crystallize, the solution was then places in another tap water bath, proceeded by an ice water bath. The brown crystals were then filtered by vacuum filtration and transferred to another beaker containing concentrated hydrochloric acid (2. 1mL) and water (41. 0mL). After all the crystals were dissolved, they were filtered by gravity filtration and washed with water (1. 7mL). The red/gold filtrate was collected, and another portion of concentrated hydrochloric acid(5. 2mL) was added. The filtrate was then cooled on ice to crystallize once more. Upon cooling, the solution turned bright orange. The sides of the erlenmeyer flask had to be scratched vigorously to help induce the production of crystals. Finally, the crystals were filtered once more by vacuum filtration, and dried between two pieces of large filter paper. The final product were bright orange crystals(0. 123g) at a 2. 36% yield. Synthesis of pentaamminechlorocobalt(III) chloride: To start the synthesis, solid ammonium chloride (7. 560g) was added to a beaker containing ammonia (44. 6mL, 14M). While stirring, finely powdered cobalt(II) chloride hexahydrate (7. 465g) was slowly added.

Abortion after the Rape Essay Example | Topics and Well Written Essays - 1750 words

Abortion after the Rape - Essay Example Based on the arguments of typical anti-abortionists, life begins from the moment of conception or when the fetuses resemble a baby or when the fetuses develop the characteristic of genetic code that is essential for humans. They believe in the truth of such an argument. To them, abortion is the same as murder. While looking at the argument exhibited by the pro-choice strategy, they assert that the fetuses are not people or are not social beings. They believe that their case is real, considering abortion as not wrongful killing. Both the pro-choice and anti-abortionists have extreme perspectives on their take relating to abortion. The argument of most anti-abortionists like, â€Å"it looks like a baby† makes us have a standoff. The arguments about abortion, therefore, require some adequate backup to avoid such controversies. It is a distinct moral principle against ending a baby’s life. As the pro-choice argue, abortion serves a moral law. The standoff is separating the arguments; by the pro-choice and the anti-abortion, need to be resolved. In dealing with this delay, the standard approach to showing how the moral principles of one of the component lose plausibility by analysis. The anti-abortionist defends a moral principle on the wrongness of killing that broaden the context including the fetuses under it. The broad policy tends to take too much. As it is prima facie wrong ending life of human beings, it seems wrong to end the life of a living human cancer cell culture too. The basis of such an argument relies on the point that culture is both human and living. Therefore, Marquis indicates that the anti-abortionist’s argument seems to be too broad. The pro-choicer aims at finding a moral principle relating to the wrongness of killing that tends to narrow down to remove fetuses under it.  

Dred Scott Essay Example | Topics and Well Written Essays - 500 words

Dred Scott - Essay Example In 1836, Emerson moved to Wisconsin which is now Minnesota where again slavery was prohibited under the Missouri Compromise. During their stay at Fort Snelling, Emerson acquired a slave Harriet Robinson which Emerson married. In 1843, Emerson died and his widow hired Scott out an army action when Scott first sought freedom for himself and his wife. He first attempted to buy his freedom from Mrs. Emerson for $300 but was declined. After the refusal, Scott turned to the courts for his freedom. The trial begun in June of 1847. He lost because he could not prove that he and his wife Harriet were owned by Mrs. Emerson. He then sought for retrial in 1850 at St. Louis circuit court which ruled that Scott and his wife were free. This decision however was overturned after two years when the Missouri Supreme Court reversed the decision of the lower court. Scott then elevated the case to a federal court, the United States Circuit Court in Missouri. Unfortunately, the court upheld the Missouri Supreme Court decision. Dred Scott now has to make his last appeal at the United States Supreme Court.   The majority of the justices however were pro-slavery being appointed by Presidents from the South where five came from slave-holding families. The main argument at the Supreme Court was whether Scott’s was indeed a citizen. The United States Supreme Court ruled in March of 1857 by Chief Justice Robert B. Taney who wrote also the decision of the court. The decision stated that since Dred was of African descent, a Negro, he was therefore not a citizen of the United States and it follows that he has no right to seek redress to the court for his freedom. At the same time, the decision also declared the Missouri Compromise of 1820which prohibited slavery in selected states to be unconstitutional. The Supreme Court decision was received with mix reactions.