A Comparison Between ?Traveling through the dark? and ?A Noiseless, Pa

A Comparison Between â€Å"Traveling through the dark† and â€Å"A Noiseless, Patient Spider† William Stafford’s "Traveling through the dark" is beautifully written poem that expresses one of life’s most challenging aspects. It is the story of a man’s solitary struggle to deal with a tragic event that he encounters. Driving down a narrow mountain road, â€Å"Traveling through the dark,† the narrator of the poem encounters a deer. This line might fool the reader into believing the poem has a happy theme however, the first word of the second line reverses this belief. The deer is actually â€Å"dead on the edge of the Wilson River Road† (2, 911). The traveler decides to send the deer over the edge of the canyon, because â€Å"to swerve might make more dead† (4, 911). This line indicates that if he fails or â€Å"swerves† in his decision, the deer could cause an accident on the narrow road that might cost more lives. The narrator proceeds with his unfortunate task. He approaches the deer and observes that it is a recent killing. He drags her off to the side of the road, noting that she is â€Å"large in the belly† (8, 911). The narrator soon discovers that the deer is pregnant, and that her fawn is still alive. At this moment he hesitates, distraught over the decision he knows he must make. Faced by the implications of this decision, the narrator considers his surroundings: his car stares ahead into the darkness with its lowered parking lights, purring its steady engine; he stands â€Å"in the glare of the warm exhaust turning red,† (15, 912) and can â€Å"hear the wilderness listen† (16, 911). All of these describe the anxiety he feels about his responsibility. The personified car is expectantly awaiting his decision, eager to get moving again. The wilderness takes on human abilities also, silently witnessing the outcome it knows must be, but wishing it was otherwise. As the narrator ponders all of this, the taillights of the car illuminate him in their red light. This is reflective of the heightened emotions he is experiencing, but also brings to mind the bloody fate of the deer and her unborn fawn. The narrator thinks â€Å"hard for us all† (17,912) and proceeds with the task he had committed to since the beginning. He pushes the deer and her unb orn fawn over the edge into the river. There is much more to â€Å"Traveling through the dark† than its literal story. The ... ... wishes to underline this point by making the thread that the spider will use to launch itself into the air drawn out to an extreme. The spider is tireless in its quest, and so too is the soul. The soul, like the spider, is flinging out a "gossamer thread to catch somewhere" (10, 810). And like the spider, the soul is willing and able to wait until the moment shall arrive that is just right to begin its travels. However, like the spider's fragile silk, this bridge is also frail and prone to breakage from a careless act or an unheeding nature. So, in spite of the careful and deliberate act of flinging out a filament to catch on some unknown "sphere", it is possible that the soul may never reach its destination. For Whitman, that is both the excitement and the scariness of it all. Perhaps he is communicating to the reader the idea that though one may never get to where one is going, still, the journey is very important. Although by the language and the elements within these two poems seem very different, the interpretation suggests that they both discuss man’s journey through life. The physical in one, and the spiritual in the other.

Health Care Inequities for Aboriginal Women Essay -- Health, Access to

Health care inequities for Aboriginal women There are 1.1 million Aboriginal peoples living in Canada as of 1996 and 408,100 of them are women (Statistics Canada, 2000; Dion Stout et al, 2001). More than half live in urban centres and two thirds of those reside in Western Canada (Hanselmann, 2001). Vancouver is comprised of 28,000 Aboriginal people representing 7% of the population (Joseph, 1999). Of this total population, 70% live in Vancouver’s poorest neighbourhood which is the Downtown Eastside (DTES). Health care inequities can be elucidated by the research that identifies the social, economic and political ideologies that reflect aspects of cultural safety (Crandon, 1986; O’Neil, 1989 as cited in Browne & Fiske, 2001). There are various factors that affect the mistreatment of aboriginal peoples as they access health care in local health care facilities such as hospitals and clinics. Aboriginal women face many barriers and are discriminated against as a result based on their visible minority status such as race, gender and class (Gerber, 1990; Dion Stout, 1996; Voyageur, 1996 as cited in Browne & Fiske, 2001). A study done on Aboriginal peoples in Northern B.C. showed high rates of unemployment, underemployment and dependency on social welfare monies (Browne & Fiske, 2001). This continued political economic marginalisation of aboriginal peoples widens the gap between the colonizers and the colonized. The existence of racial profiling of aboriginal peoples by â€Å"Indian s tatus† often fuels more stigmatization of these people because other Canadians who do not see the benefits of compensations received with having this status often can be resentful in what they may perceive is another compensation to aboriginal peoples. The re... ...ir personal encounters with Aboriginal classmates that they might have had in high school. Life experiences, parental upbringing, ethnic roots, social status and education all shape nursing practices. Nurses and other health care professionals are trained in institutions that fail to recognise the socio-political injustices that occur in health care settings. In addition to this, their experiences in their work and in their personal lives and communities, they already have opinions about certain groups of people. â€Å"Cultural safety would encourage nurses to question popular notions of culture and cultural differences, to be more aware of the dominant social assumptions that misrepresent certain people and groups, and to reflect critically on the wider social discourses that inevitably influence nurses’ interpretive perspectives and practices† (Browne, 2009, p. 21).

Porter Generic Stratey Essay

The key drivers of competitive advantage are cost leadership and differentiation product †¢COMPETITIVE STRATEGY- the means by which an organisation seeks to achieve and sustain a competitive advantage†¦Ã¢â‚¬ ¦ Porter suggests that competitive strategy means taking an offensive or defensive action to create a defendable position to cope with the competitive forces- this would lead to greater returns †¢Porter suggests that a firm’s strengths fall into two headngs; cost advantage and differentiation. By applying these strengths in a broad or narrow focus, three generic strategies result: COST LEADERSHIP, DIFFERENTIATION AND FOCUS†¦Ã¢â‚¬ ¦they are generic because they are not specific to a firm or industry. †¢4 strategies to gain a competitive advantage: COST LEADERSHIP-(superior profits through lower costs), DIFFERENTIATION-(higher profits by adding value the products areas that are of real significance for customers who are willing to pay a premium price), FOCUS STRATEGY-(concentrate on a specific area on the market) †¢COST LEADERSHIP- concentrates on becoming the lowest cost producer through economies of scale. With this, the organisation can compete on price with the potential to earn higher unit profits. Cost reduction provides the focus for the orgaisations strategy. Competitive advantage is achieved by driving costs down. There is room for only one cost leader †¢Firms that succeed in cost leadership have the following strengths: access to capital to make big investment, design skills, high level of expertise in manufacturing process, efficient distribution channels †¦. EXAMPLES- RYANAIR, TOYOTA, TESCO, AND WALMART †¢Cost leadership is often seen as a strategy that aims to attract customers with low prices made by low costs†¦.. ut this doesn’t necessarily mean the lowest selling price, but due to low costs, the profit margins are higher †¢DIFFERENTIATION- this strategy calls for a development of a product or service that offers unique and valued attribute by customers. The customers believe that the product is different than rivals. – the uniqueness gives a product added value which enables companies to charge a higher price premium. Successful differentiation- differentiating products from competitiors, charging a higher price†¦. an base differentiation on omage, durability, after-sales customer service/ needs strong R&D †¢HOWEVER, adding value increases a firms cost base for a product which reduces the unit profit margin- these costs can only be recouped if the consumer is willing to pay the premium price. Also, customers must recognise these differences†¦. EXAMPLES: BMW, MIELE (HIGHER QUALITY DOMESTIC APPLIANCES), BANG AND OLUFSEN, MERC, ETC †¢Benefit – a chance of charging a premium price, demand for differentiated less elastic, above average profits, additional barriers to entry? Risks – difficult to sustain, higher costs, risk of creating differences, comsumers may become too price sensitive, compititors who attain a focus strategy may achieve greater differentiation. †¢FOCUS STRATEGY- Like differentiation, but organisation concentrates on one or more segments of the market, this may offer the firm more security for achieving its competitive advantage†¦. However there are specific requirements for the focus strategy†¦. Firms benefit form specialisation, differentiation on a lower scale, so the costs are lower than full scale differentiation

Auditing theory

The chairman should have been or presently a senior practitioner in public accountancy. 14. The following sectors represented by the PICA to the membership of AAAS have one representative, except a. Government c. Commerce and industry b. Public practice d. Academe 15. Statements on financial accounting standards constituting GAP are issued by the a.Philippine Institute of Spas. C. Audit Standards and Practices Council. B. Securities and Exchange Commission. D. Accounting Standards Council. 16. Indicate whether the following functions would be performed by: P S – Senior M – Manager AS – Audit Assistant (1) Supervises two or more concurrent audit engagements Performs detailed audit procedures Overall responsibility for audit Signs audit report s d. 17. The amount of audit fees depend largely on the – Partner a. Size and capitalization of the company under audit. B. Amount of profit for the year. C. Availability of cash. . Volume of audit work and degree of c ompetence and responsibilities involved. Page 3 of 7 18. In determining audit fees, an auditor may take into account each of the following except a. Volume and intricacy of work involved. C. Number and cost of manors needed. B. Degree of responsibility assumed. D. Size and amount of capital of client. 19. Under this method of billing a client, the external auditors charges on the basis of time spent by principals/partners, supervisors, seniors and Juniors at predetermined rates agreed upon with the client Maximum fee basis c.Flat sum basis Retainer basis d. Per diem basis RA No. 9298 – Philippine Accountancy Act of 2004 and its AIR 1 . Which of the following is not one of the specified objectives of the Accountancy Act of 2004? A. Examination for registration of Spas. B. Supervision, control, and regulation of accounting practice. C. Standardization and regulation of accounting education. D. Promulgation of accounting and auditing standards. In all of the following situations except one, a person is deemed to be engaged in professional accounting practice.Which of them is the exception? A. Performing audits or verification of financial transactions and records for more than one client. B. Employed as the department chairman that supervises the BAS program of an educational institution. C. Employment as controller of a private business enterprise and such employment squires that the holder thereof should be a CPA. D. Appointment in the government where first grade civil service eligibility is a prerequisite. A person is not deemed to be engaged in professional accounting practice if a.Her merely holds himself out as skilled in the science and practice of accounting and qualified to render services as a CPA. B. He merely offers to render services as a CPA to the public, but does not actually render such services. C. He offers or renders bookkeeping services to more than one client. D. He installs and revises accounting systems for more than one client. Pr actice in Public Accountancy shall constitute in a person a. Involved in decision making requiring professional knowledge in the science of accounting, or when such employment or position requires that the holder thereof must be a certified public accountant. . In an educational institution which involve teaching of accounting, auditing, management advisory services, finance, business law, taxation, and other technically related subjects. C. Who holds, or is appointed to, a position in an accounting professional group in government or in a government owned and/or controlled reparation, including those performing proprietary functions, where decision making requires professional knowledge in the science of accounting, d.Holding out himself/herself as one skilled in the knowledge, science and practice of accounting, and as a qualified person to render professional services as a certified public accountant; or offering or rendering, or both, to more than one client on a fee basis or ot herwise. Any position in any business or company in the private sector which requires supervising the recording of financial transactions, preparation of financial tenements, coordinating with the external auditors for the audit of such financial statements and other related functions shall be occupied only by a duly registered CPA.Provided (choose the incorrect one) a. That the business or company where the above position exists has a paid-up capital of at least and/or an annual revenue of at least b. The above provision shall apply only to persons to be employed after the effectively of the Implementing Rules and Regulations of RA 9298. C. The above provision shall not result to deprivation of the employment of incumbents to the position. D. None of the above.

Support Individuals to Maintain Personal Hygiene

Elements of competence |HSC420. 1 |Raise awareness of the value of leisure opportunities and activities for individuals | |HSC420. 2 |Negotiate and agree leisure opportunities and activities for individuals | About this Unit For this Unit you will need to promote opportunities for individuals to participate in leisure activities. Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria.You need to provide evidence for any option related to your work area. Awareness raising audiences: sports and recreation associations; employers’ associations; local government planners; community self-help groups; governors; trustees; shareholders; the general public. Communicate using: the individual’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communica tions; human and technological aids to communication. Leisure activities related to: hobbies; interests; sports (as a spectator or participant); entertainment (e. g. ccess to the theatre or visiting theatre groups), socialising (e. g. eating out, talking to others about the old days). They may take place within or outside the care environment. People and organisations who are suitable and able to provide leisure opportunities and activities include: those who organise or provide recreation and leisure activities in the care setting (e. g. care workers, entertainers); those who provide leisure activities for the general public (e. g. theatres, swimming pools, sports centres); those who provide leisure activities for specific groups within the community (e. g. Women’s Institute, youth workers).Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and that of others with whom you work; your rol e, the level of responsibility you have within your organisation to manage activities to achieve an optimum service; the depth and breadth of understanding that will enable you carry out your job role and support others to perform competently; the need to be able to solve problems and resolve conflicts; the need to be able to evaluate, assess situations and act appropriately; systems and processes within your own and across other organisations and the need for you to be able to work in collaboration with individuals[1] Values underpinning the whole of the Unit The values underpinning this Unit have been derived from the key purpose statement[2], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. If you are working with children and young people they can be found in the principles of Care Unit HSC44.If you are working with adults they can be found in HSC45. To a chieve this Unit you must demonstrate that you have applied the principles of care outlined in either Unit HSC44 or HSC45 in your practice and through your knowledge. Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf. |SPECIFIC Evidence Requirements for this unit | |Simulation: | |Simulation is NOT permitted for any part of this unit. | |The following forms of evidence ARE mandatory: | Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a | |significant amount of the performance criteria for most of the elements in this unit. For example how you were able to make | |and develop relationships with individual people for whom you are providing care, which enabled you to advise on and promote| |leisure opportunities and activities. | |Reflective Account/professional discussion: You should describe your actions in a particular situati on and explain why you | |did things. For example you could write about the ways you create opportunities to advise and inform individuals and groups | |of the benefits an active lifestyle holds, explaining what research and reading you used and how you selected appropriate | |information to share with others. |Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: | |Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures | |which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness | |may also ask questions to clarify aspects of your practice. | |Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion| |and feedback on reflective accounts. | |Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor | |has not seen. This could be provided by a work colleague, individuals or other key people. |Products: These can be any record that you would normally use within your normal role e. g. communication records, reports | |and records; minutes of meetings, policies and procedures, etc. | |You need not put confidential records in your portfolio, they can remain where they are normally stored and be checked by | |your assessor and internal verifier. If you do include them in your portfolio all names and identifying information must be| |removed to ensure confidentiality. | |These may also be assignments/projects: For example from HNC, O. U. courses. You could also use evidence of previous | |in-house training courses/programmes you have completed showing professional development. |GENERAL GUIDANCE | |Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the | |assessment methods you will be us ing, and the tasks you will be undertaking to demonstrate your competence. | |Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are | |relevant to your job role. | |The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the| |principles of best practice within the Care Sector.This will include the National Service Standards for your areas of work| |and the individuals you care for. | |All evidence must relate to your own work practice. | Knowledge specification for this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. You need to provide evidence for ALL knowledge points listed below.There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance. |You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |Values | | |1 The ways in which stereotyping, discrimination and stigmatisation might affect risk assessment and| | |how to guard against this. | | |2 How to apply the principles of equality, diversity and anti-discriminatory practice to your work. | |Legislation and organisational policy and procedures | | |3 The specific legislation, guidelines of good practice, charters and service standards which relate| | |to the work being undertaken, and the impact of this on the work. | | |4 The effect which Health and Safety legislation may have on the leisure opportunities and | | |activities promoted. | | |5 The boundaries and limits of your role in terms of pro moting leisure opportunities and activities,| | |particularly in respect of the level of risk involved. | | |6 The role of the agency and its services and how they relate to other agencies and services in the | | |sector. | |7 The agency’s policy and procedures regarding confidentiality of information and the disclosure of | | |information to third parties, and the specific circumstances under which disclosure may be made. | | |8 Any particular factors relating to the agency’s policies and practices which affect the work | | |undertaken. | | |9 Your own role and responsibilities and from whom assistance and advice should be sought if you are| | |unsure. | | |Theory and practice | | |10 The role which recreation and leisure plays in the health and well-being of individuals. | |11 The effects of the therapeutic value or stimulation provided by leisure activities. | | |12 Evidence based practice in promoting leisure opportunities and activities to meet individual | | |nee ds and how to apply this evidence to your own work. | | |13 Methods of presenting information and encouraging interest in and about the role of leisure, in | | |meeting individual’s needs and promoting well-being. | | |14 The particular difficulties that individuals may face in seeking leisure opportunities and | | |activities. | | You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |15 National and local schemes and agencies (statutory, private and voluntary) which are involved in | | |providing, promoting or creating leisure opportunities and activities, for whom they are designed | | |and how to access them. | | |16 The range of local leisure opportunities and activities, the forms these take, who they are aimed| | |at and how to access them. | | |17 The potential concerns which people and organisations may have about providing leisure | | |opportunities and activities for individuals, why it is important to acknowledge their con cerns and | | |how to offer information to help them make informed decisions. | |18 How to gauge the level of interest and ability of people and organisations who may offer leisure | | |opportunities and activities to individuals. | | |19 How to alter communication when working with different individuals and representatives of | | |different agencies. | | |20 The options for promoting leisure opportunities and activities and which are the most appropriate| | |options for the people and organisations concerned. | | |21 Methods for assessing and managing risk. | |22 Methods of evaluating your own competence, determining when further support and expertise are | | |needed, and the measures to take to improve your own competence in this area of work. | | HSC420. 1Raise awareness of the value of leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You identify, contact, meet and communicate appropriately with | | | | | | | |people and o rganisations to establish their interest in the value | | | | | | | |of leisure activities for individuals. | | | | | | |2 You present clear, accurate and relevant information to awareness| | | | | | | |raising audiences about: | | | | | | | |(a) the relationship between and benefits that appropriate leisure | | | | | | | |activities can bring to individuals | | | | | | | |(b) the impact of discrimination, oppression and social exclusion | | | | | | | |on individuals | | | | | | | |(c) ways of offering leisure opportunities and activities to | | | | | | | |individuals | | | | | | |3 You give people the opportunity to ask questions and confirm | | | | | | | |their understanding of the information provided. | | | | | | | |4 You seek further support and advice in areas that are outside | | | | | | | |your expertise to deal with. | | | | | | | |5 You refer people and organisations who need information and | | | | | | | |advice that is outside your expertise to provide, to other | | | | | | | |appropriate sources. | | | | | | |6 You challenge constructively attitudes and behaviour which are | | | | | | | |ill informed, misguided, abusive or discriminatory. | | | | | | | |7 You identify and encourage people and organisations to become | | | | | | | |champions in the provision of leisure opportunities and activities | | | | | | | |for individuals and support them to raise the awareness of other | | | | | | | |people and organisations. | | | | | | | HSC420. Negotiate and agree leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You encourage people and organisations to consider their capacity| | | | | | | |and any reasonable adjustments that they could make, to enable them| | | | | | | |to offer individuals leisure opportunities and activities. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony HSC420. Negotiate and agree leisure opportunities and activities for individuals (cont) |Performance criteria | | |DO |RA |EW |Q |P |WT | |2 You evaluate the willingness and ability of people and | | | | | | | |organisations to provide leisure opportunities and activities for | | | | | | | |individuals. | | | | | | | |3 You identify people and organisations who are suitable and able | | | | | | | |to provide leisure opportunities and activities. | | | | | | |4 You examine with people and organisations who are suitable and | | | | | | | |able to provide leisure opportunities and activities: | | | | | | | |(a) the potential challenges and rewards | | | | | | | |(b) any resources which will be required | | | | | | | |5 You clearly explain your role and responsibilities to people and | | | | | | | |organisations who can provide leisure opportunities and activities. | | | | | | |6 You discuss and agree with people and organisations that have | | | | | | | |agreed to offer leisure opportunities and activities: | | | | | | | |(a) the number of individuals they are able to cater for | | | | | | | |(b) the type of leisure opportunities and activities they are able | | | | | | | |to offer | | | | | | | |(c) any reasonable restrictions on those o whom the opportunities | | | | | | | |would be made available | | | | | | | |(d) any reasonable adjustments (beyond those that are legally | | | | | | | |required), they will need to make and who will resource and make | | | | | | | |the adjustments | | | | | | | |7 You confirm agreements in writing and take appropriate actions to| | | | | | | |enable the leisure opportunities and activities to be accessed. | | | | | | | |8 You record and report processes and outcomes within | | | | | | | |confidentiality agreements and according to legal and | | | | | | | |organisational requirements. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony To be completed by the Candidate | |I SUBMIT THIS AS A COMPLETE UNIT | | | |Candidate’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Candidate’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |To be completed by the Assessor | |It is a shared esponsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the | |assessor to ensure the accuracy/validity of each evidence claim and make the final decision. | | | |I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT. | | | | | |Assessor’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Assessor’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | |Assessor/Internal Verifier Feedback | | | | | | | | | | | | | | | To be completed by the Internal Verifier if applicable | |This section only needs to be completed if the Unit is sampled by the Internal Verifier | | | |Internal Verifier’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Internal Verifier’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. â € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | ———————– [1] If you are working with children and young people the term â€Å"individuals† covers children and young people and â€Å"key people† covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship [2] The key purpose identified for those working in health and social care settings is â€Å"to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care†

Research Based Critical Review Essay Example | Topics and Well Written Essays - 2000 words

Research Based Critical Review - Essay Example As a commonly known fact, with power, there comes a great amount of responsibilities as well. In case of newspapers, the responsibilities are identified in terms of journalism attitudes and philosophies. Ever since the newspapers have been acting as a key mass media, its prime role can be identified as conveying various political, social, military along with economic facts to its readers. Evident from the historical presence of newspapers behind various revolutions, it becomes apparent that the conveyed facts can easily persuade a mass towards social dilapidation as well as exceptional developments. It thus turns out to be the responsibility of the tabloids to preserve fairness towards the disclosed facts, concentrating on the need of development of the overall humanity rather than signifying the interests of a few (Curran & Seaton, 2009). Based on this ideology, the discussion hereafter will attempt to develop a critical understanding of the role played by â€Å"The Sun†, a r enowned tabloid in the United Kingdom; taking into consideration the degree of power it possesses to persuade the society. Overview of the Newspaper- â€Å"The Sun† The Sun is a daily national newspaper of repute in the United Kingdom. The newspaper tabloid was incepted in the year 1964 that currently covers regional or local news, jobs, sports, business and community events among others. The Sun is owned by an Australian company named News Corporation which is renowned as one of the publicly traded organisations performing its business operations globally (Mondo Code LLC, 2012). The former editor of The Sun, Mr. Sydney Jacobson, considered the newspaper as a radical one in the UK and stated that its ideology predicting that the tabloid would be completely autonomous in functioning as a powerful media channel and will not possess any kind of partiality concerning the political parties or the movements. Furthermore, he also made it distinct that the newspaper would be entirely free in order to employ its own thoughts and activities (BBC, 2005). Since then, The Sun has been playing its role based on the idioms of transparency and impartiality in the British newspaper industry. Role of â€Å"The Sun† As a Tabloid in the Industry The concept of tabloids is principally considered as an aggressive tool that executes sensationalism and provides importance to any issue that arouses public interest. The different events that include scandals, crimes, sports, politics and even economic specifications fall under the categorisation of tabloids. The introduction of tabloids in UK was initially traced in the beginning of the 20th century. In addition, Mr. Rupert Murdoch, the Chairman of News Corporation continued the aspect of tabloidization in print media industry of Britain through The Sun. In general, as can be witnessed in the British Newspaper Industry, the idea of tabloidization has been viewed simply as a media transition rather being a composite phenom enon which is driven by the agenda in relation to public welfare and has been like wisely considered by The Sun. Furthermore, it presents dissimilar cultures as well as lifestyles which

Human Resources management Essay Example | Topics and Well Written Essays - 2500 words

Human Resources management - Essay Example This tough economic reality in today’s businesses is causing many HR professionals to re-examine existing HR policy and benefits structure in an effort to recognise cost reduction or enhance incentives-based HR programmes to muddle successfully through the economic turmoil. In difficult economic recessions, many business strategies look for â€Å"tangible, quantifiable problems and ignore softer issues such as employee engagement† (Nielsen, 2009, p.13). This would tend to suggest that cost reduction issues and changes to internal operational strategy are often the focus to combat negative outcomes stemming from tough economic conditions, somewhat obscuring less tangible needs such as creating a sense of belonging within the organisation, building job security, and ensuring that employees maintain a positive sense of self-identity related to the organisational environment. This paper highlights what steps are available to contemporary human resources professionals to gai n competitive edge and improve workplace relationships during periods of difficult economic growth and where slow recovery seems to be on the HR agenda. The effects on actions of key stakeholders will also be identified. A recent survey of 522 different HR managers identified that nearly all HR professionals believed their organisations had been negatively affected by the current financial environment (Khakti, 2009). At the strategic level, this creates considerable pressure by senior executive leadership to recognise areas of cost savings whilst also dealing with employee sentiment related to areas of job security. In order to meet these business pressures, nearly 81 percent of today’s HR managers have begun reviews of their bonus and benefits structures to identify a new methodology which meets with both employee satisfaction and organisation-wide cost reduction. Since â€Å"employees consistently rate benefits