Pros and cons of globalisation Essay Example | Topics and Well Written Essays - 2000 words

Pros and cons of globalisation - Essay Example Similarly, for centuries, people and business have invested in enterprises in additional countries. If we analysed the term "globalization" has acquired substantial affecting force. No doubt, some view it as a procedure that is useful a key to future world fiscal expansion and also inevitable and irreparable. According to the global experts there are so many questions concerning globalization like when did it commence, who supports, who alongside it or does technology effects globalization We will scrutinize these questions and attempt to find the greatest answers. Let's take a quick tour of globalization is a broadly used and hotly discussed subject which has numerous definitions. It can simply be defined as the compression of the world. However, globalization is too complex to be described with a single definition. Here are some more definitions to understand the subject better: According to the WTO report, globalization is the homogenization of people's tastes as well as demand patterns just about the world, due to augmented access to global communication of information regarding products and services as well as amplified access to transportation of products and people crosswise borders.(Hammond & Grosse,2003) Globalization can be explained as Adam Smith did as, "the growth of opulence," meaning when constraints on people's competitiveness are removed, then progress will flourish, with each individual looking to get better his or her lot. Globalization is The Process According to the expert analysis globalization is the procedure by which businesses generate value by leveraging their resources and ability across borders, as well as includes the organization of cross-border manufacturing and marketing strategies * Globalization is the rising integration of economies and societies around the globe. * A social procedure in which the restraint of geography on social and educational arrangements recede as well as in which people become gradually more aware that they are receding ( Waters, 1995). * Globalization is a procedure (or set of progression) which embodies a revolution in the spatial organization of social dealings and transactions, produce transcontinental or interregional flows as well as networks of activity, dealings as well as power. Technology and Organization According to the expert analysis globalization is a procedure of interaction and incorporation in the midst of the people, companies, as well as governments of dissimilar nations, a procedure driven by international trade as well as investment and aided by information technology. Global Value According to the expert analysis it is helpful for media reforms to obtain place, in order to reduce the harmful communal and economic effects for the nations it is moving. The onus is therefore located on the governments and media practitioners to plan remedial events. This process may not be an simple one due to the information the global media, is certainly propelled by globalisation. Hence the state of affairs worsens because each day the world becomes additional of a worldwide village. However apathy is not the method to go, changes have to be made to downplay the damaging effects of global media

Personal Injury Law Essay Example | Topics and Well Written Essays - 2000 words

Personal Injury Law - Essay Example The duty of the proprietor is measured using the reasonable man’s test: that is, what a reasonable man would have done when presented with similar circumstances. The law imposes a duty on a proprietor to maintain the premises in a reasonably secure or safe condition. This means that he has a duty to offer premises that are safe and secure for use. This duty is owed to every invitee: that is, somebody who has either express or implied permission to be in the premises. Additionally, he has a duty to inspect the premises for that which was likely to cause injuries. A breach of this duty makes the proprietor liable for any resulting injury to an invitee. The basis of liability for this duty is the presumed â€Å"superior knowledge† on the part of the proprietor. The law presumes that the proprietor has better knowledge on the existence of a factor that predisposes the invitee to risks. If the invitee has as much knowledge of the hazard as the proprietor, there is no duty on the part of the proprietor to warn him and the proprietor is not liable for any resulting harm if the invitee voluntarily assumes the risk. ... Therefore, the proprietor is more likely to be found culpable where he has more comprehension of the quality and quantity of risks presented by a particular set of circumstances than the invitee. The proprietor is not liable for readily observable hazards that should be appreciated by the invitees. He has no duty to warn about obvious risks that the invitee should decipher from the use of reasonable senses. Additionally, in both cases the court addresses the question on the circumstances in which it shall grant a judgment notwithstanding the verdict of the jury. As a general rule, the court shall try as much as possible to uphold the verdict of the jury unless, even without weighing the credibility of evidence presented, there can be only one conclusion as to the proper judgment. The question as to negligence shall be left to the jury, unless in indisputable cases. The standard of review for a motion of judgment notwithstanding the verdict requires that the court weigh the evidence i n the most favorable manner to the non-moving party, giving the party all the benefit for all favorable inferences that may be made. Oates V. Mulji Motor Inn, Inc. The brief facts of this case are that a school tennis team registered to stay overnight at the appellee’s motel. At about 9pm, the team decided to go swimming at the motel’s pool. While swimming, a 17 year old Jarvis Coates drowned while swimming in the defendant’s motel pool. Coates parents commenced an action against the motel and the coach alleging that their negligence led to the death of Jarvis. At the time of the drowning, the pool did not have overhead lights, or a safety rope separating the deep from the shallow end. Although there was an underwater light

Scope Of Study And Limitations English Language Essay

Scope Of Study And Limitations English Language Essay At the mention of the term chick lit, it is unavoidable to assume that it is a colloquial form of chick literature or something more elaborate. Campbell (2006) puts it aptly when she says that we should acknowledge that the very term is demeaning and probably peppered with a tinge of sexism. Chick is a derogatory term for the presumably empty-headed girls or young women who are both the characters and the readers; lit is an ironic reference to the assumed lack of quality writing in the form (p. 487). Most definitions of chick lit outline its characteristics; highlight the general plot, the illustrations on the cover and its target audience which do not quite explain the genre as a whole or do it any justice. This study therefore will use the definition describing the genre as heroine-centred narratives written by women that focus on the trials and tribulations of their individual protagonists, to appeal to other women (Kent, 2007 Smith, 2008). Chick lit has been at the brunt of a lot of criticism. According to Razdan (2004), it is wildly successful and that is where the problem lies. Most critics cannot seem to get past the covers in pink or fluorescent green, highlighted with flirty, fashionable accessories like purses or high heels (Ferriss Young, 2006b). However, it does not end there. The major attack is due to it reflecting postfeminist values through its protagonists, themes and plots. The characters in chick lit are young women with newly found independence dealing with careers and the demands of urban pop culture (Campbell, 2006). Ferris Young (2006b) describe them as women who commit errors at the workplace, drink excessively at times, are hopeless when it comes to cooking, or are attracted to unsuitable men quite unlike the flawless women of romance fiction. In short, these characters generally embrace or portray postfeminist values, acknowledging that feminism has taken place and won them equality but all the same, they do not want to be called feminists because of the indulgences feminism has rejected in the past like romance. When it comes to the themes, despite their timelessness and universality, they seem to be rubbing people the wrong way probably because the lifestyle choices this novels centre around are seen as a betrayal of feminism and its call for equality (Davis-Kahl, 2008). Unfortunately for those who hold this view, the themes addressed in chick lit are claimed to be the representation of sociological truths about womens lives today (Knowles, 2004). Although this might seem unsettling, Ferriss and Young (2006b) put forward that chick lit focuses on the issues dear to cultural critics heart. It appears that some just refuse to acknowledge that times are a changing. Looking at the plot, Knowles (2004) claims that many variations can be found in the genre itself but the fundamental structure of the main character looking for satisfaction in a romance-consumer-comedic vein usually characterizes writing in these texts. The inevitable fact for this genre is its broader focus on relationships (Davis-Kahl, 2008, p. 5). Almost every novel has a protagonist pining for a man, dealing with issues like weight, self-image, career burnout and other things along the way once again reflecting these post-feminist values. In her paper, Glasburgh (2006) puts forward five postfeminist characteristics defined by Faludi (1991): 1) negative reaction to second wave feminism, 2) focus on the individual instead of a collective sisterhood, 3) desire for more traditional femininity through domesticity, consumerism, romance, and motherhood, 4) female identity crisis causing fears of a man shortage, a loudly ticking biological clock, and career burnout, and 5) feelings of anxiety over ability to make the correct future decisions. Based on content analysis on ten chick lit books, she concluded that the protagonists generally did reflect characteristics of postfeminism (Glasburgh, 2006, p. 76). These postfeminist characteristics are what critics are debating about. Some feel that chick lit should be taken seriously because it is about the current generation of women while others feel chick lit is force-feeding the current generation with postfeminist values. This study attempts to explore students perspectives on this matter. 1.2 Statement of Problem Even before the existence of chick lit, womens writing has suffered a long history of scoffing (Davis-Kahl, 2008). They have been described as frothy, prosy, pious, pedantic (Eliot, 1856, p. 35) and women writers have been referred to as a damned mob of scribbling women (Ticknor, 1913, p. 141). On the 23rd of August, Beryl Bainbridge, then Booker Prize favourite, called Bridget Joness Diary a froth sort of thing (Davies, 2001), echoing George Elliots words two centuries before. At that point, chick lit had become the new form of womens writing which was under attack. This intentional sidelining of womens fiction has been said to stem from sexism. Both men and women place value on different things such as men on sports and women on fashion and as a result, all things associated with men have been viewed as important while women pursuits have been considered trivial, transcending even into the value placed on books (Woolf, 1929). Chick lit has now been subject to bashing by critics for more than a decade. The most popular claim is that chick lit is force-feeding society with postfeminism values while supporters of the genre claim that chick lit is merely reflecting todays culture. Whether or not chick lit has been affecting culture or the other way round is yet to be seen as not much research has been done in that area. Most certainly, chick lit is a force to be reckoned with based on its soaring popularity. One thing that must be noted in light of this situation is that there has been very little research on the area of chick lit in the academic field. Even in the small number of researches that have been conducted, the majority of it focuses on content analysis from romance, feminist and postfeminist perspectives. This study will focus on the students perspectives towards chick lit from a postfeminist approach as opposed to stand alone text analysis. In their courses on classic womens fiction and chick lit, Ferris and Young (2006b) have concluded that students were certain that despite the fascinating cultural issues raised by chick lit novels, they could not quite contend with the work of Jane Austen, the Brontà «s, Virginia Woolf and Zora Neale Hurston but were unable to state why. This study attempts to go a step further in trying to uncover the issues in which students can relate to and understand the reasons behind it. 1.3 Purpose of Study This study aims to:- Find out the perspectives of students towards chick lit in relation to post-feminism. Uncover the reasons behind these perspectives. 1.4 Research Questions 1. What are the perspectives of students towards chick lit in relation to post-feminism? 2. What are the reasons behind these perspectives? 1.5 Significance of Study The results of this study will reflect the reception of undergraduate students towards chick lit from a postfeminist point of view. It will also explore the reasons behind these perspectives. These results will help to determine whether chick lit should be incorporated into the syllabus to be considered as part of a genre of literature like classic womens fiction. If the reception towards chick lit in light of postfeminism is found to be good, even on a micro-level, it opens up a very viable premise for chick lit to be used as a foundation for teaching literature. Allowing students to utilize materials which they can relate to as a basis of their exploration and providing them with the ability to clarify the plus points as well as shortcomings of a book or a genre is powerful (Davis-Kahl, 2008). Characteristics of postfeminism have been found to be present in chick lit novels to a certain extent. Therefore, chick lit has been claimed to be the document of a new generation quite unlike the era in which writers like Jane Austen and the Bronte sisters lived in. While it is important to note that cultural, social and geographical factors counts for something, the ability of students to relate to a piece of work does a lot to help discuss its literary value. In fact, these novels have the potential to be used in the classroom to explore the generational differences in feminism, uncover the reasons why classic fiction stand the test of time, and to develop an appreciation for the intricate plots, subtle characterizations, memorable language of such works (Ferriss Young, 2006b). Chick lit can be used as a basis for discussions as to the reasons for the significance of womens writing, the changes it has undergone, and the opinions of women in fiction, be it popular or literary. This evolution that fiction in general and womens fiction has gone through is an area worthy of study especially due to its popularity, ease of access and representation of issues that modern women face (Davis-Kahl, 2008, p. 8). Furthermore, chick lit will be viewed as an important representation of modern womens writing, doing this new area of popular womens writing some justice (Ferriss Young, 2006b). This establishment of chick lit as a learning tool or viable area of study in the academic sphere will eventually lead to it being readily available in academic libraries allowing students with interest to gain access to them. 1.6 Scope of Study and Limitations Participants involved in this research are Year 3 Trimester 2 Bachelor of Arts (Hons) English Language students selected through purposive sampling. This study has a number of limitations. First, the sample may not accurately reflect the opinions of students in general towards chick lit. Secondly, the sample does not contain an equal mix of genders to accurately reflect views towards chick lit. Thirdly, some participants may be unfamiliar with the genre itself and therefore incapable of providing their perspectives towards it. However, a brief set of definitions are provided in the questionnaire to help respondents to familiarize themselves with the subject area. 1.7 Definition of Key Terms Chick lit : heroine-centred narratives written by women that focus on the trials and tribulations of their individual protagonists, to appeal to other women (Kent, 2007 Smith, 2008). Feminism: à ¢Ã¢â€š ¬Ã‚ ¦the belief in the social, political, and economical equality of the sexes (Rowe-Finkbeiner, 2004) Post-feminism : A shift away from the feminist idea of needing to right the wrongs of a patriarchal society with regard to women (Faludi, 1991). Post-feminist Backlash Theory: The claim that popular culture has been the direct cause of a backlash on feminism, understood as postfeminism, by attempting to blame it for the supposed misery of women today and calling for a return to a more traditional femininity (Faludi, 1991). 1.8 Organization of the Thesis This study consists of a total of five chapters; Introduction, Literature Review, Methodology, Findings Analysis, and Discussion Conclusion. The first chapter which is the Introduction addresses the background of study, statement of problem, purpose of study, research questions, significance of study, scope of study and limitations, the definition of key terms and the organization of the thesis. The second chapter, Literature Review will outline the history of chick lit, the history of post-feminism, address the five post-feminist characteristics used in this study as well as discuss past researchers study. The third chapter, Methodology will explain the research design, sampling, instruments used for data gathering, the pilot study, procedures as well as the data analysis. The fourth and fifth chapter will present the findings and discuss its significance in relation to the study as well as provide recommendations for further research respectively.

Greed, Paranoia, and Love Destroying a Real Man :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Many things can destroy a man, but only three things that can destroy a real man, greed, paranoia and love†. I have no idea why I just wrote that last quote, I just thought it would be nice to start my book with something that sounds halfway smart. Anyway, my name is Ammar Barakat, born on the sixth of July 1980. I am not famous, gifted, smart, good-looking or powerful, as a matter of fact, I am not special in anyway. Nevertheless I have decided to write this book to tell my story to the world (hopefully), because believe it or not, I think I have lead an interesting and unique life. Before I go any further I guess I should start telling u about my first few years of life, or what I can remember from it.   Ã‚  Ã‚  Ã‚  Ã‚  My first memory was when I was three years old; I remember it was me, my brother and my parents sitting in the car and stopping at a mini-market to pick up some chips on our way to the swimming pool. I have no idea why this memory is plastered in my head because there was nothing special about that day; we used to always stop at the mini-market with my brother and parents to pick up some chips on our way to the swimming pool. Although I was born in Syria, I spent the first four years of my life in the United Arab Emirates. My father had a good job, and we lived in a nice house and had a normal life, actually it was ironic since me and my family seemed to be living the American dream in an Arabic country. Since I don’t remember much of the UAE days I cant tell u much about it, all could tell u is that any parent would wish to raise their children in the environment that I was raised in. My father went to work, my mother took care of me and my brother, and al l me and my brother had to worry about was the amount of French- fries we were going to eat at the swimming pool that day.   Ã‚  Ã‚  Ã‚  Ã‚  Then, everything changed. The day that I have always feared has come, it was my brothers first day of school. Don’t get me wrong, me and Tareq were never the best of friends, and I wasn’t upset that he was leaving me, oh no, I was jealous of him.

Communication needs Essay

1.1 Explain the importance of meeting an individual’s communication needs. Answer People communicate because they need to let others know what they want and feel, as well as to find things out and get answers to their question and to pass on information and give direction. Communication is a basic human right. Without communication the individual is unable to realise or exercise their rights. Under the human rights act 1998 all individuals have the right to freedom of expression. Without identifying and supporting the individuals communication needs many may be denied their rights. The right of and individual is also up held in (GSCC) General Social Care Council. In order to effectively support an individual with his or her communication we must have a thorough understanding of their needs. All individuals have a right to communication and we are governed by standards, codes of practice, guidelines, morals and law to ensure those communication needs are met. Read more: Essay About Support Individuals with Specific Communication Needs 1.2 Explain how own role and practice can impact on communication with an individual who has specific communication needs. Answer It is true that a person’s own beliefs and experiences could affect working practice or affect my role as a healthcare worker. However, as a  professional health care worker, it is part of my responsibilities to treat all service users equally and never allow my personal beliefs affect my role. Imposing my own beliefs and experiences is not acceptable in the healthcare practice and would be against the standard codes of practice, and organisational policies. Example giving preferential treatment to service user because I like them more than others, treating a client differently because we have the same or different religion, different values as regards personal hygiene, different sexual orientation. Furthermore, treating a service user badly because in the past I have had a bad experience with perhaps people of such colour, race or people of his/her personalities is against the practice. The Human Rights Act 1998, The Race Relations, Act 1976 amended 2000, The Sex Discrimination Act 1975. Equal Opportunities Act 2004 and the Equality Act of 2010 are all legislations that relate to equality and diversity in my own practice. These acts are about meeting and respecting the individual needs. As a healthcare worker it is my responsibly to strictly adhere and follow these guidelines. This ensure that all clients are treated equally irrespective of their colour, age, disability, gender, religion and belief and sexual orientation . It is my duties to offer a non judgemental, non bias service because of individual client beliefs. 1.3 Analyse features of the environment that may help or hinder communication. Answer Noise levels of the environment. Are they conducive to communication if an individual is hard of hearing therefore it is best to reduce the noise level or move to a quieter area to improved communication. Large groups could have a negative effective on communication if everyone is engage in a lively discussion, it best to move to a smaller group. Good/poor lighting someone with poor vision may find it difficult to see especially if they have hearing problem and relied on reading your lips as opposed to good lighting which would alleviate any anxieties and stress and reduced miscommunication as a result of having good lighting. Privacy or lack of it, offering a individual a private environment to have a conversation with someone on a one to one basic would allowed the individual to set across from you face to face, where the level of communication can be calm, timely and clear have opportunities to clarify things they are not sure about and enable clarity. focusing on the individual,space and positioning when communicating, body language and eye contact when communicating, giving individuals sufficient time to communicate, using the individual’s preferred means of communication and language, checking that you and the individuals understand the communication when communicating. No disruption/disruption, distraction example, TV off or on and even temperature is it just right or too hot/cold etc. as all these elements can have a negative or positive impact on communication. Physical- refers to the environment surrounding the participants in the communication process; for example: (good) good ventilation, chairs and other materials are properly arrange, temperature is set just right, the place or venue is presentable..etc. (bad) a very noisy place, air pollution, the place is very dirty and the materials for the event is not properly arrange, poor ventilation. 1.4 Analyze reasons why an individual may use a form of communication that is not based on a formal language system. Answer There are lots of different ways to communicate. We use all of our five senses to communicate and receive information: Visual-seeing, Auditory -hearing, Olfactory – smelling, Kin- aesthetic -feeling, Gustatory -tasting. Could be due to hearing difficulties, in which case they will use sign language, another could be because of learning problems, and these people use a form of body language , some might use their eyes, whilst others communicate by making facial expressions or sounds or even pointing. A further reason could be due to a severe medical condition, and in some of these cases the individual can learn to use electronic equipment to communicate It is important to learn about communication forms. Once we recognize the communication we can respond to it and begin shaping it into a more formal or easier to understand form of communication. 1.5 Identify a range of communication methods and aids to support individuals to communicate. Answer There are three main forms of communication, verbal, non-verbal and the written word. Verbal communication Verbal communication uses words to present ideas, thoughts and feelings. Good verbal communication is the ability to both explain and present your ideas clearly through the spoken word, and to listen carefully to other people. This will involve using a variety of approaches and styles appropriate to the Individual you are addressing. Non-verbal communication This refers to the messages we send out to express ideas and opinions without  talking. This might be through the use of body language, facial expressions, gestures, tone of voice, touch or contact, signs, symbols, pictures, objects and other visual aids. It is very important to be able to recognise what a person’s body language is saying, especially when as a health or social care worker you are dealing with someone who is in pain, worried or upset. You must also be able to understand the messages you send with your own body when working with other people. Body language – The way we sit or stand, which is called posture, can  send messages. Slouching on a chair can show a lack of interest in what is going on and folded arms can suggest that you are feeling negative or defensive about a person or situation. Even the way we move can give out messages, e.g. shaking your head while someone else is talking might indicate that you disagree with them or waving your arms around can indicate you are excited. Facial expression – We can often tell what someone is feeling by their  eyes. Our eyes become wider when we are excited or happy, attracted to, or interested in someone. A smile shows we are happy and a frown shows we are annoyed. Touch or contact – Touching another person can send messages  of care, affection, power or sexual interest. It is important to think about the setting you are in and what you are trying to convey before touching a person in a health and social care environment. An arm around a child who is upset about something in hospital or a nursery can go a long way to making them feel better but a teenager might feel intimidated by such contact from an older person. Signs, symbols and pictures – There are certain common signs or  gestures that most people automatically recognise. For example, a wave of the hand can mean hello or goodbye and a thumbs up can mean that all is well. Pictures of all forms and objects also communicate messages; an X-ray and a model of a knee joint can more easily communicate to someone needing a knee replacement exactly what is involved. Written communication This is central to the work of any person providing a service in a health and social care environment when keeping records and in writing reports. Different types of communication need different styles of writing but all require literacy skills. A more formal style of writing is needed when recording information about a client. Technological aids Technology is moving so quickly now that we have many electronic aids to help us communicate. For example, mobile phones can be used to make calls but we can also use them to send text messages and emails; and we have computers on which we can record, store and communicate information very quickly and efficiently over long distances. Some aids can turn small movements into written word and then into speech, such as the voice box most famously used by the scientist, Professor Stephen Hawking. mobile phones: these are generally affordable and available to the population at large, making them more accessible than computers and far more cost-effective. They have many uses in health and social care. For example, they enable emergency response teams to coordinate their efforts, allow a surgical team to contact someone awaiting an organ transplant, gather and send information etc. They are especially important in health and social care in developing countries, where people may live several days’ walk from the nearest doctor. telephone amplifier: these are devices that amplify, or make louder, the ring tone of a phone so that people who are hard of hearing and maybe use a hearing aid can hear the phone more clearly. They also amplify the volume of the person speaking on the other end by up to 100%. Other devices on telephones include flashing lights so someone who is hard of hearing can see  that the phone is ringing. hearing loops – a hearing loop system helps deaf people who use a hearing aid These means of communication are used for transferring information from one entity to the other, and always involve a sender and receiver. The cycle of communication is said to be complete only when the receiver has understood the sender’s message and intent. 1.6 Describe the potential effects on an individual of having unmet communication needs. Answer Having difficulties expressing on self can lead to both physical and emotional problems. Individuals who experience a gradual loss of effective communication may become increasingly withdrawn, depressed or isolated. These emotions reduce the individual’s self-esteem as they start to develop feeling of frustration and uselessness. The individual’s behaviour may change as they vent their frustrations with acts of anger or even violence. An individual, who is born deft or lose their hearing while they are young, may well have built their own society in the Deft Community based on communication through sign language. But someone who has lived in the hearing community for most of their life, then loses their hearing in later life, may feel they have no place where they can fit in. some individuals who have not received the required support to communicate effectively may become indifferent to others. They may begin to feel that there is no point in trying to express themselves, their needs or their views, when no one appears to be listening or attempting to understand them. Unsupported communication needs can result in the individual being denied their rights. As a society, if we deny an individual their rights in life we are in effect abusing that individual. 2.2 Contribute to identifying the communication methods or aids that will best suit individual. Answer At my day centre I contribute to aiding the communication needs of my service users by: Cultural needs: dietary needs of a number of service users are varied so it is essential that those who have special dietary needs are meet to help maintained and help them stay healthy example. Diabetic not given too much sugar or sweet, or those with hypertension watch the amount of salt intake in their diet identified and cultural norms of using the left hand is frown up on. Religious needs: Ensures those who practice their faith are given the opportunity to engage in such practice on a weekly basic. By providing this service to them. One page profile: Indicate the individual like and preferences and what is important to the individual and how best to meet their needs. Body language: Through developing a working relationship with an individual I am able to understand a number of cues with indicate what or how they are feeling through, facial expression, gestures that indicate that the individual is upset annoyed or confused example when an individual look at family photos they want to talk or visit their love ones. Key working: thought working with the individual and family to establish person centre approaches. Which entails their hope dreams and aspiration. Language barrier: ensuring the individual have someone to help will their language needs if their first language is not English. Technical aids: Ensuring individual have the access to hearing aid, optician to provide them with aiding with visual needs to improved their communication needs. Talking books,and large printed and Bridle books and other technical aids to help with their communication needs through partnership work with deft blind society who provide magazine to informed and update service users and their family on the latest aids that would best suit their needs. Monthly magazine leaflet: Informing and updating service users on all the activities that has taken place and will be happening at the centre. By taking photos of all the various events we are enabling service user are seeing hearing and reading all that is taking place in the day centre. Example who celebrated their birth day, what events will be happing inside and outside of the centre and pictures of who attended. Notice board: Service user are able to see and read about events and obtained information that is of interest to them or others they can shared with. Informing service users: Provide service users with Information and Advice as to where and how to obtain information on other services and community resources they can get access to. Staff meeting: Report and shared concerned information that has been disclosed or observation about service user that will benefit or aid their communication needs 2.3 Explain how and when to access information and support about identifying and addressing specific communication needs. OR 1.1What is communication? Communication is the giving and receiving of information. It is the foundation of what we do in everyday life. What we say, how we say it and what we do communicates a multitude of messages that are given and received consciously and subconsciously by using different communication methods. People communicate with you because they have something they want you to know or something they want you to tell them. We communicate to share information and ideas. The key point to remember is that everyone is different. We all think differently and communicate in different ways. The people you are supporting will communicate because they are motivated by what they need 2.2 Understand a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences There are lots of different Ways to communicate. We use all of our five senses to communicate and receive information: ï‚ · Visual – seeing Auditory – hearing Olfactory – smelling Kinaesthetic – feeling Gustatory – tasting Verbal communication Vocabulary, words and different languages Tone of voice Pitch (for example, high or low Non-verbal communication Eye contact Signs, symbols or pictures Writing Using objects Touch Physical gestures Body language and emotions Lip reading Recognise barriers to effective communication Here are some of the different barriers to consider: Sensory impairment (for example, deafness, blindness or both) Culture (for example, speaking different languages or poor English) Religion (for example, men not permitted to support females with personal care) Health issues (for example, mental ill health like Dementia) Background noise (for example, radio, television, other people, machines) Emotions (for example, difficulty in being able to listen to others) Stress (for example, failing to recognise what is happening) Strong accents (for example, from a different part of England that you find difficult to understand) Specialist communication techniques (for example, sign language is used) Prejudice (for example, allowing your beliefs to pre judge a situation) Be aware of ways to reduce barriers to effective communication Hearing Loss Hearing loss is an invisible disability, so it can become a big communication barrier. Hearing impaired people have to concentrate very hard to pick up information in stages and written information. Aids that can help these people are hearing aids, sign language, lip reading, loop systems, interpreters. It is important to limit background noise to avoid distraction. You should always make sure they can see you clearly and particularly your face as they may be able to lip read. They may also use sign language which you may need to consider learning if you will be working together regularly. Loss of Sight This can make a person extremely disorientated if they are in a strange place or they lose their glasses. When supporting a person who is blind or has limited visibility, verbal communication increases in importance. Always ensure the individual can hear you clearly. It may be appropriate to use touch to reassure them of your presence. You might need to explain things in more detail because they are unable to see your expressions and body LANGUAGE Language Barriers and Accents It can be difficult to communicate with a person who does not speak English, you may need to use picture boards, actions or an interpreter so you can communicate appropriately. Dementia and Confusion When supporting someone with Dementia be aware that even basic forms of communication may be difficult for them to understand and interpret. Use short sentences. Use names rather than he or she. Avoid open ended questions. Use closed questions, for example, rather than say â€Å"what would you like?† say â€Å"would you like this or that?† Dysphasic These individuals have usually had a stroke and may get very frustrated when trying to communicate. A speech therapist may be involved with their support and may be able to suggest ways of making things easier. Physical Disabilities Individuals may have had accidents which have changed their abilities. Some people will have previously had no disabilities and others will have always had disabilities. Some people with physical disabilities may have difficulty speaking, for example, people who may have had strokes or conditions like cerebral palsy. Others with physical disabilities may be able to communicate perfectly well in speech. You should never make judgements about individual’s capabilities in any way and don’t forget everyone is different. Cultural Differences Commonly used gestures can sometimes have different meanings in other cultures. Familiarise yourself with the cultures of those you are caring for so you are able to treat them with respect. In some cultures, men and women are not allowed to speak to each other if they are not known to each other and this could present difficulties when trying to provide care and support. A female may not want a male carer and a male may not want a female carer The Environment Consider the type of environment in which you are working. Is there lots of noise around you. Can the noise be reduced or removed altogether. Are other people making too much noise and preventing you from communicating with an individual. In an individual’s home, you may find pets or other distractions like the television being on too loud. You should also make sure that people who have particular aids to help them communicate are using these, for example hearing aids and glasses. It can often be difficult to concentrate on a conversation if the individual needs to go to the toilet. Always check the individual is comfortable. Confidence / Self Esteem If an individual lacks confidence and / or self esteem, they may find it difficult to express themselves. Lots of patience and encouragement is needed as well as regular praise to increase their confidence and the way they feel about themselves 1.5 Be aware of sources of information and support or services to enable more  effective communication There will be lots of different types of support and services that can help you and the individuals you support to improve your communication skills. Some of these services are: ï‚ · Translators Interpreters, sign language and lip speakers Speech and language specialists Advocacy services

Nike Cost of Capital Essay

Kimi Ford a portfolio manager at NorthPoint Group which is a mutual-fund management firm, is considering to buy some shares from Nike, inc even if it’s share price had declined from the beginning of the year, for the Northpoint Large-cap fund she managed which invested mostly in Fortune 500 companies and it was doing well despite the decline in the stock market over the last 18 months. Kimi therefore surveyed the results of Nike’s fiscal-year 2001which had been revealed a week earlier. Issues that caused a decline in market sales as revealed by the management of Nike 1. Revenues since 1997 had stopped growing but remained around $9. 0 billion. 2. The net income had fallen from $800m to $580m a decline of $220 million. 3. Nike’s market share in the U. S. athletic shoe industry had fallen from 48 percent in 1997 to 42 percent in 2000 (6% decline) 4. The issue of Supply-chain and strong dollar exchange rate also affected the revenue negatively. Nike’s Strategic plan to address the above issues 1. Increase revenues by developing more athletic-shoe products in the mid-priced range. 2. Push its apparel line which had performed tremendously well. 3. Exert more expense control on the cost side. 4. Nike’s executives expressed their interest to continue with the long-term revenue growth target of 8 to 10 percent and earnings-growth targets of above 15 percent. Although the management presented its plan to improve on its performance, there were mixed reactions from the third party analysts. Kimi Ford was also not satisfied with the Nike’s analysis therefore she decided that it was necessary to develop her own discounted-cash-flow forecast. She found that Nike was overvalued at the discounted rate of 12% at its current share price of $42. 09. She also did a quick sensitivity analysis which revealed that Nike was undervalued at discounted rates below 11. 17%. In order for Kimi to make a proper investment decision for her Fund, she asked Joanna Cohen to calculate the cost of capital. However there were some problems. Cohen’s calculation of cost of capital. She used single cost of capital for the apparel and footwear lines assuming that they are sold through the same marketing and distribution channels and are often marketed in other collections of similar designs. WACC (Weighted Average Cost of Capital) WACC is calculated using weighted averages of debt (Kd) and equity (We) Cohen used Capital Asset Pricing Model (CAPM) to calculate WACC 0f 8. 4 % however, she used the book values yet weights should be based on the market value. Her result of $3,494. 5 for the Equity was wrong. The formula for calculating the Market value of equity is E = stock Price x Number of shares outstanding .