Addressing International Legal and Ethical Issues Essays - Authority

Addressing International Legal and Ethical Issues Essays - Authority Addressing International Legal and Ethical Issues LAW/421 August 31, 2015 Addressing International Legal and Ethical Issues The U.S. based Pharmaceutical Company CadMex and Candore based company Gentura are entering into an international partnership with each other in this simulation. Cadmex will lend its resources to Gentura in order to expand the companys global reach and capital. What are the issues involved in resolving legal disputes in international transactions? Candore is a small dictatorship country located near in the Asian pacific, which is also home to Gentura. The dictatorship also lends some economic and political issues that CadMex must become very familiar with. The legal issues involved are the fact the government is somewhat unstable and unpredictable. The country is also not a part of the World Trade Organization, so the contract had to be amended once they were accepted into the organization. Also, there is a ethical issue involving religion of some of the workers in the factory in Candore who refuse to shave during one week in July that has to be settled. What are some practical considerations of taking legal action against a foreign business partner based in another country? Some of the practical considerations of taking legal action against a foreign business partner based in another country are that you have to take account for the political policies of the country you are doing business. That country may also face a major economic, political crisis, or health crisis that can put your business transactions at risk. You may also want to consider possible litigation with the business you are considering entering into contract with and what laws may prevent or hinder those processes. What factors could work against CadMex's decision to grant sublicensing agreements? Time is a major factor involved with granting sublicensing agreements to other companies. CadMex and Gentura would have to provide training and make sure that each factory adheres to its standards. All of this time associated with these new companies would be very costly to the companys profit margin. When the local customs and laws conflict with the customs and laws of an organization operating abroad, which should prevail? Explain why. The customs and laws of the organization should not cause trouble when it comes to the local customs and laws because it is the local individuals that are employed by the company. The local customs and laws should be taken into consideration when putting together operating procedures of any company abroad. There will always be conflicts when operating in different countries, but a well prepared business will handle them appropriately. How would you compare the issues in this simulation to the domestic legal issues discussed in your Week 1 readings? How should companies resolve domestic and international issues differently? To compare domestic issues with international issues can be somewhat hard but they are very similar in many ways they both can be handled through ADR. Even though the organization in which the ADR is handled is a little different and the rules are too the process is the same it. An independent party either mediates, or arbitrates an agreement between two parties.

Free Essays on Ballad Of Birmingham

Dudley Randall’s â€Å"Ballad of Birmingham† describes the events of one mother’s tragedy. This poem is a literary ballad. It tells the story of what happened in Birmingham. The â€Å"Ballad of Birmingham† refers to the day in 1963 when four black children were killed when the 16th street Baptist Church in Birmingham, Alabama was bombed. This poem is a literary ballad. It has a rhyme scheme of abcb defe. There are two speakers in the poem both the mother and daughter. Through conversation we can get a sense of what the speakers are thinking and feeling. In this poem a little girl asks her mother if she can go and march for freedom in the streets of Birmingham. Her mother told her she couldn’t because, â€Å"the dogs are fierce an wild, and clubs and hoses, guns and jails, aren’t good for children.† The girl insists on going but her mother will not let her. Her mother tells her she should go to church and sing in the choir instead. The daughter goes and her mother smiles because she knows she is in a sacred place. The mother hears an explosion; she races through the streets to the church were all she found was the shoe her daughter wore. This poem has a strange irony to it. A mother tells her daughters she cannot go and protest for it is too dangerous. She tells her to go to church instead and sing in the choir. Little does she know something so tragic as a bombing could happen at a place that is suppose to be so sacred. The ironic part is the daughter would have been safer marching the streets, but her mother did not want her to go because she thought is was dangerous. In conclusion, I thought this poem was very good. I liked the way the author told the story through conversation. It described very well what was happening. We can get a sense of what seems to be a good is not always so. Sometimes what we think may be a better choice may not be true.... Free Essays on Ballad Of Birmingham Free Essays on Ballad Of Birmingham Dudley Randall’s â€Å"Ballad of Birmingham† describes the events of one mother’s tragedy. This poem is a literary ballad. It tells the story of what happened in Birmingham. The â€Å"Ballad of Birmingham† refers to the day in 1963 when four black children were killed when the 16th street Baptist Church in Birmingham, Alabama was bombed. This poem is a literary ballad. It has a rhyme scheme of abcb defe. There are two speakers in the poem both the mother and daughter. Through conversation we can get a sense of what the speakers are thinking and feeling. In this poem a little girl asks her mother if she can go and march for freedom in the streets of Birmingham. Her mother told her she couldn’t because, â€Å"the dogs are fierce an wild, and clubs and hoses, guns and jails, aren’t good for children.† The girl insists on going but her mother will not let her. Her mother tells her she should go to church and sing in the choir instead. The daughter goes and her mother smiles because she knows she is in a sacred place. The mother hears an explosion; she races through the streets to the church were all she found was the shoe her daughter wore. This poem has a strange irony to it. A mother tells her daughters she cannot go and protest for it is too dangerous. She tells her to go to church instead and sing in the choir. Little does she know something so tragic as a bombing could happen at a place that is suppose to be so sacred. The ironic part is the daughter would have been safer marching the streets, but her mother did not want her to go because she thought is was dangerous. In conclusion, I thought this poem was very good. I liked the way the author told the story through conversation. It described very well what was happening. We can get a sense of what seems to be a good is not always so. Sometimes what we think may be a better choice may not be true....

Insurance and EMTALA Act Term Paper Example | Topics and Well Written Essays - 500 words

Insurance and EMTALA Act - Term Paper Example More importantly, doing so helps the hospital authorities to claim and bill the insurance company on the patient’s behalf. Thus, all services that are rendered to the patient are billed directly to the insurance company. The patient himself may not be well enough to provide the insurance coverage and know his responsibilities later on during his stay, so doing so prior to admission is very fruitful. Many hospitals these days require the patient to provide his financial information or if he is insured, then he is required to complete his insurance notifications prior to admission. There are certain departments in hospitals that tend to verify the patient’s insurance benefits and contact him in case any forms are incomplete. These departments then obtain access to the insurance company in order to let it know that the individual has been admitted to the emergency department. It is also important to follow the insurance company’s notifications and requirements about the managed care. Hence, the purpose of completing notifications of the insurance plan is to provide financial assistance to the patient and also to keep the insurance company informed about his medical condition.

Global Organizational Behavior And Employee Development Dissertation

Global Organizational Behavior And Employee Development - Dissertation Example The findings of the research indicate that there is a positive relationship between employee development and the organization behavior. Motivation and job satisfaction determine the employees’ contribution to the achievement of the organizational goals. The limitation of this research emanates from the fact that the data used for the analysis is subjective to the human opinions and hence may be untruthful. The recommendation of this study is that the management team in any organization should invest in employee motivation and development to optimize the worker output. The value of this research lies in its ability to provide viable solutions to the reformation of organization behavior. Given that employees form part of the scarce organizational resources, optimizing their output is a priority for any organization that intends to remain productive in the competitive market environment. This paper makes a conclusion that the topic of global of global organizational behavior and employee development is of great importance to the modern organizations, this has not received the amount of attention it deserves from researchers in the present generation. The theories that were developed by classical, and other past theorists on this topic might not be highly relevant to the situation of the modern organization. This is because of the fact that the traditional organization has experienced vast transformations in its structure, and the modern business environment has also experienced various changes, in addition to the needs and living standards of the modern employees.

Mental Health Care: Legislation, Theories and Issues

Mental Health Care: Legislation, Theories and Issues Case Study, Working with Adults assignment (Mental Health). This paper is a discussion of the social work issues in the case of Mary, a 44 year old woman with a history of compulsory admissions under the MHA 1983. Mary has been variously diagnosed with bipolar disorder, psychotic depression: she is considered to have a borderline personality disorder and alcohol dependency syndrome. She is currently prescribed anti-depressants and a four-weekly anti-psychotic depot injection. Her 24 year old son, Pete, has a substance misuse problem, and lives nearby. Apart from support arising out of her contact with social services, Mary has intermittent support from her sister, Sophie, a social care worker who lives in a nearby town. The professional and clinical dilemmas implicit in Mary’s case are, arguably, highly indicative of wider problems in the diagnosis and care of the mentally ill . They are particularly relevant to the generic issues faced by social workers in many similar cases. Whilst it is obviously impossible to generalize, the fact remains that the type of care offered will ultimately depend upon the decisions made by the relevant professionals, a fact which brings into focus the complex system of checks and balances which has accumulated around mentally unwell clients and patients. As Golightly observes, ‘Mental health services are at a crucial stage of redevelopment which, by the time it is complete, will produce a service that is appropriate and responsive to service user needs.’ (Golightly 2008: p.2). Whilst this impetus is tangible and visible in various initiatives and policy changes, the fact remains that it ultimately depends upon a complex range of legislative, procedu ral and professional integrations, many of which remain very much a work in progress. Whilst this process is ongoing, it is up to practitioners themselves to mediate these processes in the interests of their vulnerable clients. Over and above this, it is important to retain an anti-discriminatory perspective, taking account of the preconceptions which may skew both analysis and practice in the case of certain issues. . As Thompson expresses it, truly anti-discriminatory practice must be ‘†¦part of a wider framework which reflects power and privilege differences and which hinge on social divisions. This brings us†¦.to the point†¦namely: if you are not part of the solution, you must be part of the problem.’ (Thompson 2006: p.78) 1. Critically evaluate the impact of salient legislation and policy in your work with Mary. The principle impact of salient legislation and policy in this case lays in the area of consent, and in particular the successive refinements to the processes through the client is adjudged to be either capable or incapable of determining the context in which their care should take place. Given that Mary has been compulsorily admitted under sections 2 and 3 of the Mental Health Act 1983 on five separate occasions in the last ten years, (the most recent only two years ago), it would seem that in her case the precedents militate against the obtaining of consent. As these episodes have also involved violence against both social work practitioners as police officers, any risk assessment would point to the fact of consent being unlikely, and appropriate contingencies being put in place as a matter of professional responsibility. The question is, do the intermediate consent arrangements introduced after 1983, and in particular the graduated approach to issues of consent which arise out of the Mental Capacity Act 2005 and the Mental Health (Amendments) Act 2007, offer practitioners – or Mary herself, a more positive trajectory? As suggested above, official intervention has taken the form of a whole new tier of intermediate legislation (discussed more fully below) which fills a perceived vacuum, and provides a range of new protocols for the social work practitioner and other agencies. As Bogg puts it, ‘With the inception of partnership arrangements between health and social care came awareness that the regulatory frameworks that governed each sector needed to be aligned.’ (Bogg 2008: p.9). Parallel to this development was the transformation of the Approved Social Worker (ASW) role into that of the Approved Mental Health Professional (AMHP). Questions remain as to the precise reasoning behind this development, and whether its provenance lays entirely in the re-framing of practice, or other contingencies. As Bogg points out, ‘While the initial implementation of the Mental Health (Amendment) Act 2007 will be to convert existing ASW staff into AMHP’s the opportunity for nurses, occupati onal therapists and psychologists to become ANHP’s will be available from the latter half of 2008, and these groups will therefore need to consider what this will mean for their practice and their professional perspectives†¦.One particular concern in relation to AW provision is that of an ageing workforce†¦the introduction of the AMPH enables other professions to take on the statutory role within mental health service provision, and potentially expands the availability and perspectives of the workforce.’ (Bogg 2008: p.116). 2. Critically explore the issue of consent and capacity with reference to Mental Capacity Act 2005 The facts of Mary’s mental health and her current emotional state would seem to suggest that obtaining consent from her would seem unlikely at present. It may be argued that the Mental Capacity Act 2005, and the provisions of the subsequent Mental Health Act 2007, represent the government’s cumulative response to converging concerns about individual liberty and the functioning of the human services with regard to mental health. As the government itself states, ‘The main purpose of the legislation is to ensure that people with serious mental disorders which threaten their safety or the safety of the public can be treated irrespective of their consent where it is necessary to prevent them from harming themselves or others.’ (Golightly 2008: p.48) They also encapsulate the dilemmas which beset government and jurisprudence in this sphere, and the hegemony of the European Commission of Human Rights over human rights law in general. In other words, the British government is not the master of its own fate with regard to the decision to deprive a client – or patient – of their liberty on the grounds of mental incapacity. The clearest evidence of this is the apparently intermediate status of the 2005 Act, which, although enshrined in UK law, awaits its substantive validation through other processes, as Golightly indicates. ‘Section 50 of the MHA has amended the MCA 2005 to provide safeguards for those incapable people over 18 years of age that are deprived of their liberty. The government hopes this will meet the requirements of the ECHR although we will have to wait until it is tested in the courts.’ (Golightly 2008: p.50). Putting aside this extended validation process, it remains to critically assess the allied issues of consent and capacity as they are dealt with in the 2005 Act. In the first instance, it may be helpful to understand the function of this legislation through its framing and provenance. The really novel and significant contribution of the 2005 and subsequent refinement in the 2007 Act arguably lays in the Deprivation of Liberty test and procedures, within which set out in Section 50 of the 2007 statute. Under this, if no authorization has been obtained under the DoLs, a deprivation of liberty can only be lawful through the satisfaction of two possible preconditions. Firstly, such an arrangement must be the subject of an order made by the court of protection under s.16(2) of the Mental Capacity Act. Subsequently, an application must have been made to the court under which such a deprivation of liberty is considered necessary in the meantime – either to save the person’s life, or prevent a serious deterioration in their condition. (Golightly 2008: p.50). These refinements were prompted by the case of an autistic man (HL) held ‘informally’ by the Bournewood Trust, a situation which gave rise to the hearing of HL v. United Kingdom. As Golighty reports, this situation was unlawful, because ‘†¦the common law of necessity is too vague and has too few effective safeguards to comply with articles 5(1) and 5(4) of the ECHR. Thus, HL was de facto detained and the DoLs represent the government’s attempt to remedy the problem that (the) Bournewood case highlighted.’ (Golighlty 2008: p.49). In effect then the 2005 MCA was designed to add definition to the informal and often legally flawed protocols, which social workers and other professional had evolved in the around the 1983 Mental Health Act. After 2005 a new tier was added to the hierarchy of actions to which these agencies had recourse: informal or voluntary admission under s.131: admission under the Deprivation of Liberty Procedures in the amended Mental Capacity Act 2005, or ultimately, compulsory detention under part 2 or part 3 of the Mental Health Act 1983. (Golightly 2008: p.48). The 2005 Act also initiated other safeguards, such as the system of Independent Mental Capacity Advocates (IMCA’s): for the first time, potentially vulnerable clients without the support of relatives or friends have a statutory right to an appointed, i.e. ‘non-instructed’ advocate. (Golightly 2008: p.51). This, it was intended, would furnish the client with both continuity of objective advice and a pastoral perspe ctive, which might otherwise be deemed lacking in the system of legal and clinical checks and balances devised for their care. 3. Provide a critical overview of protection and risk issues in this situation. From a legislative perspective, the problem is that some of the most alarming evidence is circumstantial, is derived from third parties, and may in fact be apocryphal. For example, neighbours have been reporting disturbances at erratic and unsociable hours, but this at best represents a general indication or suggestion that Mary’s mental health may be entering a difficult phase, or even deteriorating. It cannot, unilaterally, support anything approaching an admissions procedure: given that her son Pete, (who himself has a history of substance misuse), is apparently at her flat frequently, it is not necessarily the case that Mary is herself the cause of these ‘disturbances’. Conversely, it is quite possible that disagreements between Mary and Pete are the cause of the disturbance. However, given that they are both frequently in an altered state of mind, either due to mental health issues or either alcohol or substance misuse, the likelihood of being able to make an objectively worthwhile assessment based purely on investigation of this situation does not seem strong. 4. Critically discuss the role of inter-professional collaboration and practice in relation to Marys situation. According to the information supplied in the case study, those in contact with Mary currently comprise her social worker, the consultant psychiatrist, and the CPN assigned to her. From the information available, it seems that there is significant dissonance within the multi-agency effort to assess and plan for Mary’s needs. Principle amongst these is the position of the Consultant Psychologist, who has expressed doubts as to her diagnosis as mentally ill, and requested that she is transferred to the substance misuse service. He has further stated that a home visit – although requested by the care coordinator – is unnecessary, and that Mary should be ‘offered’ inpatient detoxification. This may prove to be either a major stumbling block, or, at the very least, a significant determining factor in the direction of Mary’s care. As Golightly points out, ‘Consultants will point out that they have clinical responsibility for the individual and hence medical-legal responsibility. This has been further compounded with the emergence of nurse prescribers.’ (Golightly 2008: p.139). At present, it is debatable whether o r not the consultant’s hegemony would be operable in the context of a tripartite formal assessment under part two or three of the 1983 Act. There is, however, a sense in which his current intransigence may eventually produce a repetition of Mary’s earlier compulsory admissions, if it contributes to a lack of action in respect of her current difficulties. As Bogg points out, ‘†¦the professionals involved need to identify with and own the team’s purpose and goals if there is to be effective multi-disciplinary cooperation.’ (Bogg 2008: p.35) 5. Drawing on a range of theories and approaches critically demonstrate the evidence base for your work with Mary and Pete. There are several principle theoretical frameworks which may be deemed applicable in the case of Mary and Pete. It is important here to recognize and retain the link between the theoretical base, the evidence base, and the pertinent policy framework. Given that the multi agency effort incorporates both social and clinical practitioners, the two theoretical models which should be applied are the social, the medical, the biopsychosocial, and the recovery. In this part of the discussion we will consider the case of Mary and Pete discretely within each variant. As Bogg observes, the social model ‘†¦places the emphasis of the condition on the consequence of the mental distress or disorder†¦instead of looking at symptoms and disorders as an entity in themselves†¦the social model focuses on the social consequences and how to improve the quality of life and wider responses the individual is facing.’ (Bogg 2008: p.44). From this position, it has to be recognised that the evidence base currently held is inconclusive in respect of the precise course of action which might benefit Mary’s condition. This is principally due to the subjective and fragmentary nature of such evidence: although, overall, it combines to present her situation as alarming, in fact the total of such evidence may be more than the real sum of its component parts. In other words, the specificity of each apparently negative social interaction – at Mary’s workplace, with neighbours, friends or relatives – needs to be looked a t in more detail before an accurate, overall picture can be agreed upon. Meanwhile, the medical model, again defined by Boggs, is, in its psychiatric sense, ‘†¦ordinarily a reference to the biological model. This rests on two principles: first, that mental disorder is a brain disorder, and second, that all mental events are neurological events. {Bogg 2008: p.45). The controversies thrown up in the space between the social and medical models have in turn produced more graduated approaches in the biopsychosocial and recovery models. In the case of Mary and Pete, with all of its implications regarding possible and actual substance dependence and misuse, the recovery model seems to offer the most realistic mean of empowerment. Given Mary’s history of psychotic diagnosis, the medical model obviously cannot be discounted, and will continue to represent a significant part of hr care. As Bogg observes, with acknowledgements to insights derived from Mahler and Tavano, recovery can offer ‘†¦both a conceptual framework for understanding mental illness and a system of care to provide supports and opportunities for personal development†¦.while individuals may not be able to have full control over their symptoms, they can have full control over their lives†¦Ã¢â‚¬â„¢ (Bogg 2008: p.48) As in all similar cases, whilst the policy base provides an inter-disciplinary and multi-agency framework within which to organize care packages, the theoretical base may vary according to perspective employed. Howev er, the evidence base in Mary’s case strongly suggests that a holistic approach may gradually enable her to make her own choices about regaining control over her own life. It also has to be considered that at some point, the case worker may have to share their considerations of Mary’s case with the relevant ASW/AMHP, whose expertise and training may be helpful. As prior observes, ‘there is a concentration of specialist training in this one area. This concentration on some staff throws into sharp relief the lack of training opportunities available to others.’ (Prior, 1992: p.108) 6. Critically analyse and take into account the causes and impact of inequality and discrimination on Mary and Pete. There are, it may be argued, many possible sources of discrimination and inequality which may have impacted upon Mary and Pete. Some of these, taking into account the social model, are implicit in the structure of contemporary society: perhaps inevitably, some of these same factors feature in the practice of the human services. The situation in which Mary and Pete currently find themselves in relation to social services is, arguably, highly indicative of the transformations which have been required of the profession, and of the residual tensions implied by such transformations. Such tensions can be illustrated by comparing two intra-social work perspectives: one proposing a ‘Third-Way’ or ‘tough love’ approach to social issues, the other favouring a less sanguine, more interventionist position. The first of these approaches can be summed up in the position of Ferguson, who argues that ‘we now live in a post-traditional order where processes of individualization have resulted in the self becoming a reflexive project. Identities are nowconstructed by individuals themselves, rather than inherited and this has given rise to a new agenda of life politics. While it should not replace a concern with emancipatory politics and life chances, I am arguing that life politics needs to be at the centre of how social work is understood and practised today.’ (Ferguson, 2001: p.42). For those opposed to this position however, the idea of ‘life politics’ does not adequately replace earlier ideas of ‘life chances’, or the way in which these are systematically denied to certain individuals. For adherents of this position, an approach which addresses this problem should lay at the core of effective social work practice. As Thompson indicates, ‘†¦a social work practice which does not take account of oppression, and the discrimination which gives rise to it, cannot be seen as good practice, no matter how high its standards may be in other respects.’ (Thompson 2006: p.15). For some observers, similar concerns are raised by the idea that the empowerment of the individual can shape a holistic approach to their care, rehabilitation and support. As Adams points out, ‘†¦the difficulty with the empowerment paradigm is that its contemporary forms have all fed off anti-sexist, anti-racist, anti-disablist, and other critical, anti-oppressive movements, whereas its historical roots lie partly in traditions of mid-Victorian self-help which tend to reflect the dominant social values of that time. Whereas in theory, self-help is a neutral concept, in practice†¦it was wielded by the†¦middle classes to extol their own virtues.’ (Adams 2003: p.18). Essentially then, such disagreements may be related back to the question as to whether the contemporary transformation of the profession, as one implicitly focused on official targets and competencies, is the model best adapted for the care of clients, or whether a more problematical relationship would be better. As Jones expresses it, ‘social work must always be a difficult and troublesome activity irrespective of the government in power and the prevailing orthodoxies.’ (Jones, 1997: p.62) At a clinical level, the possible diagnosis of Mary as having one of a range of different problems may have profound implications for the way in which she is treated, both within the social care and health systems, and society itself. In a sense this is a technical question which relates back to the discussion of multi-agency cooperation, and touches on the question of diagnosis and a hierarchy of needs. As Bogg points out, ‘The criticism of diagnostic categories (such as the stigma created by giving an individual a specific label) is not dispelled or underestimated†¦and a diagnosis can hold as much detriment as it can benefit†¦Ã¢â‚¬â„¢ (Bogg 2008: p.46). Ultimately, the restoration of her depot injection regime may be the trigger which decides the course of her care in the immediate future. Bibliography Adams, R., (2003), Social Work and Empowerment, 3rd Edition, Palgrave MacMillan, Basingstoke. Adams, R., (2002), Social Policy for Social Work, Palgrave, London. Adams, R., Dominelli, L., and Payne, M., (2002) (eds), Critical Practice in Social Work, Palgrave, London. Allen, J. A., Burwell, N. Y. (1980). Ageism and racism: Two issues in social work education and practice. Journal of Education for Social Work, 16 (2), pp. 71-77. Bartlett, P., and Sandland, R., (2003), Mental Health Law, Policy and Practice, Oxford, Oxford University Press. Bogg, D., (2008) , The Integration of Mental Health Social Work and the NHS, Learning Matters, Exeter. Croft, S., and Beresford, P., ‘Postmodernity and the future of welfare: whose critiques, whose social policy? In Carter, J., (ed) (1999), Postmodernity and the fragmentation of welfare, Routledge, London. Curran, C., and Grimshaw, C., (2002), ‘Compulsory admission to an NHS or Independent Hospital’, Openmind, Jan/Feb, No.13, p.29. Department of Health (2007), Mental Health Bill: Amending the Mental Heath Act 1983, DoH, London. Department of Health (2007), Mental Health Act 1983 Draft Revised Code of Practice (2007) Para4.4., DoH, London. Ferguson, H., (2001), ‘Social Work, Individialization and Life Politics’, British Journal of Social Work, 31, Open University Press, pp.41-55. Golightly, M., (2008), Social Work and Mental Health, 3rd Edition, Learning Matters, Exeter. Hewitt, D., (2007), The Nearest Relative Handbook, Jessica Kingsley, London. Jones, C., ‘The Case Against CCETSW’, Issues in Social Work Education, Vol.17, No.1, Spring 1997, pp.53-64. Parker, J., and Bradley, G., (2003), Social Work Practice:Assessment, planning, intervention and review, Learning Matters, Exeter. Parton, N., and O’Byrne, (2000), Constructive Social Work: Towards a New Practice, Palgrave, Basingstoke. Payne, M., (1995), Social Work and Community Care, London, Macmillan. Prior, P., (1992), ‘The Approved Social Worker: Reflections on its Origins.’, British Journal of Social Work, 22 (2), Open University Press, pp.105-19. Reid, W.L., and Hanrahan, P., (1981), ‘The Effectiveness of Social Work: Recent Evidence’, in Goldberg, M., and Connelly, N., (eds), Evaluative Care in Social Care, Heinemann, London. Rowland, N., and Gross, S., (2003), Evidence-Based Counselling and Psychological Therapies, Brunner-Routledge, Hove. Sheppard, M., (2006), Social Work and Social Exclusion: The Idea of Practice, Ashgate, Aldershot. Thompson, N., (2006), Anti-Discriminatory Practice, 4th Edition, Palgrave MacMillan, Baingstoke. Thompson, N., (1998), Promoting Equality: Challenging discrimination and oppression in the human services, MacMillan, Basingstoke. Thompson, N., (2000), Understanding Social Work, London, Macmillan Press. Watson, J.E., (2008) ‘The Times They Are A Changing’ – Post Qualifying Training Needs of Social Work Managers’, Social Work Education, Vol.27, No.3, April pp.318-333. Watson, F., Burrows, H., and Player, C., (eds), (2002), Integrating Theory and Practice in Social Work Education, Jessica Kingsley, London. Weale, A., (1978), Equality and Social Policy, Routledge and Kegan Paul, London

Persona Responsibility Essay Essay

Personal responsibility, in this context, is an important concept composed of these parts: Fist, what the words personal responsibility means to you? Second, what relationship exists between personal responsibility and college success? Last but not least, what preliminary plan do you have to practice personal responsibility in your education? Personal responsibility is a decision that you make to live up to your own ideals and expectations. It also means that you would be accountable for what you say, do, or think. It can also mean self awareness of a person towards the success of one’s life. Personal responsibility starts inside us and move outwards. We should not blame others for our mistakes. We should start blaming our self if something went wrong that way we can find ways to fix it and move on our life. Also, don’t postpone doing what you can do today, because tomorrow has it own problem to solve; if you can, today is the perfect day to develop your talents. Many students believe that it is a responsibility of the instructors or other students to help them succeed in college. I believe it is me and only me who can achieve my own success. Personal responsibility is accepting what ever consequences come from my actions and understanding how to improve and make necessary changes. By setting personal goals, staying focused, and time management skills, I can achieve college success. A good way to improve my college career is to stay organized. Often times in college, the schedule of classes, and making time for things other than school can be extremely challenging. This requires me to have a good time management skills, keep a detailed schedule of all future deadlines, and to have whatever resources and supplies available and ready to use. The Journal  of College Admission says: â€Å"The student would benefit from using organizational tools, such as planners, calendars, to-do-list, folders, blinders, and dividers† (Prevatt, Huijun, & Welles, 2011, para.). Also, every society, like every family has their rules. If you want to live a better life with no troubles, you have to follow those rules. Following the rules makes your life easier and happy. When it comes to relationship between personal responsibility and college success, we all need to think twice. There is correlation between personal responsibility of the student and their success in college. This relationship exists because personal responsibility directly affects issues that are pertinent to ones life such as family, relationships, education, as well as physical and spiritual well-being of an individual. Personal responsibility determines the success of the student in college for a number of reasons (Charles, 2008). The first, and I think one of the most important, is self-discipline. Personal responsibility is the ability to be in control of ones life in terms of actions, emotions, etc†¦. Students who do not have personal responsibility concerning their lives are prone to influences of doing what others are doing by just following them without proper reasons. This lack of self-control comes about because any individual without a sense of personal responsibili ty will always be irresponsible. A student without personal responsibility will blame the lecture for failing in the exam when a responsible student with personal responsibility will rather analyze the reasons behind his/her failure and decide to take action to pass the exam. This explains why students who have a sense of personal responsibility have higher scores than those without personal responsibility (Bourbon, 1994). The other factor that makes students who take personal responsibility to succeed in college more than the others who do not take personal responsibility is that they do not allow circumstances to hinder their progress in life. They do have a high sense of self-esteem, which makes them to confront issues critically rather than emotionally. Students who feel that they are not in control pity themselves when they have issues to deal with in their lives thus affecting their physical health negatively. This may lead to absenteeism from classes and even suicidal cases (Charles,  2008). Students who are aware of the words personal responsibility also manage to delay gratification; it’s the ability to deny oneself pleasure in pursuit of a particular goal. Personal responsibility enables a student to stick out or to persevere in pursuit of academic excellence thereby delaying the enjoyment of pleasures, which may affect the concentration, or peace of mind in pursuit of excellence. Th e delay gratification of pleasures such as drug abuse, sexual relationships, and hooliganism are known to affect student’s academic performance (Bourbon, 1994). Studying at university is not just about learning a lot of things that are fascinating in themselves but, preparing your future in a work place. At the same time as you develop your knowledge of your subject and the skills required to perform well in it, you’re actually developing a whole range of skills and intellectual abilities that can be transferred to other areas of life, including your future employment. To reach that goal, you have to be hard on yourself; you have to set a study time and respect it no mare what, Study individually is good, but, group study is better because you have more than one ideas and a lot of experiences to take advantage of. You also need an appropriate place with no noise around to be concentrate and do your work. Be strict on your school schedule like you are for the one at wor k. Make sure to do all your assignments on time and make sure that you respect the time you set for your studies. College demand extra work to do. You have to manage your time between your work, your family members, your friends and so on †¦ Time managing is very important if you want to succeed in college. Planning thing ahead can help thing get done early so that you can have enough time to do your school work. As work responsibilities, school has his part too. Study, do assignment on time, participle in group activity, find a good place and time to study. Discipline is a key word I Think to succeed in college. A person cannot succeed if there is not a personal responsibility for what he/she is doing. In order for me to practice my personal responsibility in my education, I need to do my own assignment, do my work on time; don’t wait for someone else to do it for me. If I’m having troubles understanding a subject, I can as my instructor or a classmate for help for more explanations instead of letting someone else do it for me. Doing your own assignment helps understanding your courses and be successful at the end. References – Charles, Chester (2008). Building Classroom Discipline Boston: Pearson Education – Bourbon, Thomas (1994). Discipline at Home and School: New York: Brandt

Pass/Fail System Essay

The Use of Pass/Fail System The only thing that will give you as much heartache in school as love are grades (Colaba, n.d.). Throughout a student’s life in school, one is taught from society that the most important aspect in studies is to get good grades. Because of this, students’ motivation, learning, and even his or her personal progress are marginalized by the ‘ultimate goal’, which are the numbers use to evaluate one’s performance. We could observe this even at a very early stage at school, first graders for example. In the first grade, multiplication table is already taught and should be memorized and usually stars stamped at the back of the hands of the pupils are given as a reward for perfectly declaiming it. Of course, children would probably try to memorize the entire chart for the sake of getting stars. So what is now the motivation of the pupils? Instead of learning as their incentives, it would be the external reward. It is because it would create a competition between the students on who would get many stars. It goes the same with the numeric grading system. It is how high the number, the grade and the praise one would aspire instead. Students and society is so used to the grading system that it looks as if inexorable. As a result of it, students could not already perform without grades. Basically, it is the result of having the numeric grading system according to a professor from UPVTC. So why not use the Pass/Fail system rather than numeric? With that, students could avoid the anxiety those five little words always bring. Moreover, this Pass/Fail system would give students allowance for freedom within a pressurized environment and the reason why it is installed during 90’s on the first place. And having classes without any demands of distinguished grades would give a student a normal life in school. Better is one could escape the stress from aiming high grades. However, it still demands hard work to be able to pass. Still it needs involvement as student- participation, showing to the class, or merely do what regular students does. Perhaps at first there would be a more often attack of laziness because of freedom but in this case of situation, one could truly see that  studies need focus and seriousness to really be able to pass as well as to learn. Furthermore, students will be able to loosen their grasp to what grades have caused them. Like control their life at school and what is worse, let their ego shrink at times. When in fact you could learn to appreciate your courses and eventually learn them by heart not just because you need a shining grade. And through the pass/fail system, a student could indeed determine if the course truly interests him/her and if he/she would be willing to study and perform well even without grades. It is because nowadays, students are undeniably just doing school works because of the pressure of grades. Without grades, one could truly see the difference in viewing why people go to school. Another is that through the grading system we are using, we learned to be reinforced by other aspects- praises of teachers, grades, or any external reward which is a mistake. We let grade motivate us rather than us motivating our own self. Is it not better that we reinforce our own selves rather than something doing it? It is because in situations like this, we get to neglect new learning opportunities especially knowing that there will be no grades involve. Most of the time or all the times, we turn our back on and merely disregard voluntary readings and others that are ask voluntarily because it is not reinforced in the past. Knowledge for its own sake is not seen as a valid and valuable goal (Colaba, n.d). Wherein knowledge should be treated as the real reward and primarily be the reason why people go to school, an internal reward better than externals. Internal reward which is to be able to acquire what you have learned would be the true essence of studying. Perhaps others would say that it is better to have specific marks in transcripts so that higher grades would mean a white-collar job rather than merely seeing pass and fail. Well in reality, high grades do not really go with being a good and an effective employee. Numeric or letters in grading system is not equivalent to guts and skills. In fact, there were underdogs during their school years but became successful more than those best in  class. It is just a proof that a success of a person does not depend on his/her transcript. Maybe just knowing if you have simply passed or failed in college or high school before is already enough for an assessment to be accepted in a job. For some, they would say that the numeric/letter grading system would make the parents proud if ever their child would get good grades. But what if their child cannot? With the pass/fail, one could escape expected range of letters and numbers by their parents. For sure parents would still be proud seeing the pa ss mark in their child’s record. In addition are those that would say that how could they stabilize their efforts if there would be no certain grade to be aimed? The solution would be one should learn to organize and manage the time for studies. Do this sagaciously and learn to accept whatever would be the result of your efforts (Colaba, n.d.). And most of all love your craft. Probably the rest would say that it would be absolutely unfair to those who are best in class. At a certain point, yes it would be unethical to the best student in class because they would not get any appreciation anymore. But the question is how important it is to be acknowledged as the finest student? In a way, it would be used as reinforcement for one to maintain a good performance but again, this is just a part of an external reward. Knowing your certain rank would not mean recognizing your worth as a human being. And taking the idea that you are a better person because you could outshine others during examinations makes you a foolish person as supposed by Dr. Colaba, a professor in UPVTC. Moreover rank would not assure satisfaction, happiness, as well as oneâ€℠¢s success. Thus, pass/fail system is better than any numeric/letter grading system. A student could simply know whether he/she passed or not and there is no pressure. However this does not mean to discourage students about the present grading system or dispirit them to aim good grades. Maybe not until it would lead to anxiety and driving one’s ego. Anxiety does not help students to learn and in fact it is a destructive motivation. And letting something drive your ego instead of you taking control of it has never been good as well. The pass or fail system would definitely change one’s view in school.