Social Work Practice and Theory free essay sample

Professional practice requires you to be clear about the ideas that are guiding your thinking and influencing your practice’ (OKO 2008 p. 17). in the light of the above statement, analyse a piece of work that you have undertaken on placement, critically discuss and evaluate a particular aspect of the theoretical base, the rationale for applying this knowledge base to your practice, and to what extent your practice has benefited from this. Professional practice requires you to be clear about the ideas that are guiding you thinking and influencing your practice. In the light of the above statement my essay begins by illustrating the plight of disabled people, and the role of social services. What is also demonstrated is the legislation which developed as a result of the Seebohm Report. This is followed by signifying the value of assessment, and thus begins the starting point of my work with client X who had an inability to cope due to the admission of his mother to hospital. We will write a custom essay sample on Social Work Practice and Theory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The significance of the NHS and Community Care Act 1990 s. 7 and the FACS ‘Fair Access to Care Services’ are applied; this determines the eligibility of the client/s. The essay then goes on to discuss and evaluate personalisation and the theory attached to this and how I applied this to my practice in the work with client X and in what ways this benefited my practice. Lastly the essay addresses the issue of anti-discriminatory practice and concludes by showing how personalisation is a tool of empowerment for individuals who are part of adult services. Prior to 1970, help for disabled people and their families were only available through the health service (medical social workers) or voluntary organisations. During the 1950’s a few local authorities set up professional social work services which were staffed mainly by medical social workers and in some cases occupational therapists. Previous to the Seebohm Report welfare departments also offered services to disabled people, but the majority did not employ trained social workers, the support which was given was material help and information giving, and provision for residential care. The current role of social service departments emanate from the Seebohm Report which recommended the expansion of services for disabled people. Based on the Seebohm Report thus came the development of the Local Authority Social Services Act 1970, this was followed by the social services departments and the recommendations on disability were incorporated into the additional Act the Chronically Sick and Disabled Persons Act 1970 (Oliver and Sapey, 2006). In the mid 1980’s social services departments were under pressure first from disabled people who were dissatisfied with the lack of autonomy they could achieve through the design of personal care services (Shearer, 1984, cited in, Oliver and Sapey, 2006) and its inequitable distribution (Fielder, 1988, cited in, Oliver and Sapey, 2006) and second from the government who were concerned about the spiralling costs of welfare services for adults(Audit Commission, 1986, cited in, Oliver and Sapey, 2006). This resulted in the Disabled Persons (Services, Consultation and Representation) Act, 1986 this was the attempt to ensure that disabled people had a voice in the assessment of their needs (Oliver and Sapey, 2006). Coulshed and Orme (2006) stress the importance of the process of assessment which they note is core to social work practice. They further note that the organisation and delivery of social work services change and develop in response to political and economic reforms and that the assessment process is the one part of service delivery that depends on the skills, knowledge and values of those who have been educated and trained as social workers. Assessment is a key factor in the work with adult service users this establishes the nature and breadth of issues to be addressed for the individual. This will vary, and may include the availability of appropriate accommodation and access to regular health care; this may also include access to money whether through employment or the benefits system, this can be assistance with personal or domestic tasks, attention to the individual’s recreational and social needs and response to particular circumstances for example bereavement counselling or befriending networks (Davies, 2008). For the purpose of this essay I will make reference to client X who is male and 52 years of age, this client is listed as having a physical disability and is registered blind. A review was required and would include a holistic assessment of the client’s needs there were concerns regarding his ability to cope. Client X is stated on the system as having a physical disability and is registered blind, care is provided daily for personal care and preparation of breakfast. Client X was living with his mother who was his main carer although this was not official. Client X is very attached and dependent on his mother having lived with her all his life this was where the difficulty lay in learning to cope with everyday living as his mother was admitted to hospital due to ill health. In the article by Bradley and Cafferty ‘ Attachment among older adults: Current issues and directions for future research (2001), it has been found that ‘Individuals who tend to view their close relationships as characterized by ambivalence, dependency, or conflict are likely to experience maladjusted grieving following the loss of an attachment figure’ (p. 215). Client X is noted on file as having a drinking problem and this increased as his mother was admitted to hospital. His sister had called the office on several occasions as she was anxious about his physical well-being and the state of the property that he is living in. Having called the office the brother of client X also had concerns of the state of the property and that client X was drinking as he had seen empty bottles of spirits when he had helped client X to clear his room, he also stated that client X was not eating properly. The brother’s request was that client X needed extra help to clear the property and also help to prepare regular meals, the brother also wanted to be part of the review. As this would be not only just a review but an observation of my assessment skills I informed the brother that my supervisor would be present he agreed to this and the appointment date was then set. The starting point for any adult wishing to access social care services is the NHS and Community Care Act 1990’ (Gardener 2011 p. 38). s. 47 this provides all local authorities with a duty to offer an assessment to anyone who appears to have a social care need. This part of the process is carried out to make an initial assessment and more recently Fair Access to Care (FACs) (DoH, 2003c) this is used to determine eligibility and is a national eligibility framework for allocating social care resources fairly (Gardener, 2011). In 2003 the eligibility criteria was introduced this is divided into four categories: critical, substantial, moderate and low. The council in which I am on placement use these four categories and also the twelve domains suggested by the Department of Health, this is endorsed by in Control the twelve domains are: * Physical and mental health and well – being * Eating and drinking: nutritional needs * Keeping yourself safe * Looking after yourself: meeting personal care needs * Day to day/household tasks * Being a part of the community Work and learning * Making decisions and organising my life * Managing my actions and choices * Relationships and roles: Parent, carer or looking after someone else * The help I can get from family and friends ( taken from the councils intranet) These domains assist me to meet the needs of the client X and any other clients that I will assess. During the process of the review I also ask the client about his mother, the client states that when she became ill he was collecting her prescriptions and doing some of the house-hold tasks. During supervision I am told by my P. E that with this assessment that my focus needed to be on the client and not the needs of the mother as she had been allocated a social worker to meet her requirements , this was a learning curve for me and something that I will bear in mind for future assessments. In the application of the eligibility criteria the guidance on this stresses the need to ensure that in applying this it prioritises individual need and that local councils are not neglecting the needs of the wider population. The guidance still allows councils to operate the four categories in addressing eligible needs but also requires the council to consider presenting needs, that may not be as serious and may not meet the criteria but service users may still benefit from some level of support (Gardener 2011). For example the council in which I am on placement do not provide provision for those who have low or moderate needs the client is then signposted to other services that will meet their requirements; this can include prevention services or re-enablement. Client X has substantial needs and therefore met the criteria for extra services. The services which were provided and commissioned to the client were two extra visits per day of 30 minutes this would provide the client with the help to prepare meals so that he would be eating on a regular basis. The client also still has the service that he received previously which was for personal care and help to prepare breakfast. As illustrated previously for many adult services users in England the provisions of the NHS and Community Care Act 1990 are a major feature. This Act, together with its connected guidance and directions provided the framework for service provision for adult service users. The Green Paper, Independence, Well Being and Choice (Department of Health, 2005b, cited in, Davies 2008) and the subsequent White Paper, Our Health, Our Care, Our Say, (Department of Health, 2006a cited in, Davies 2008) this was together with the cross department strategy document Improving the Life Chances of Disabled People (Prime Ministers Strategy Unit et al. , 2005, cited in, Davies, 2008) have set out the agenda for adult social care. This is based on the principle that clients should be able to have greater control over their lives, this is with strategies that deliver personalised rather than uniform services this is referred to as personalisation (Davies, 2008). The origins of personalisation lie in the field of information technology, and are associated with think tank demos and in particular Charles Leadbetter a journalist and writer. Leadbetters writings on personalisation, social work and social care have been extremely influential (Ferguson, 2007). Leadbetter views ‘personalisation as a way out of the impasse within which professional social work finds itself’ (Ferguson, p. 390). One of the major features of personalisation is direct payments, presently services are purchased by councils, and the costs of services are needed in order to allocate an appropriate level of direct payment if that is what the client requests (Mandelstam, 2005). Direct payments came into force on 1 April 1997 this gave the local authority the power to make payments to disabled people between the ages of 18-65(Gardener, 2011). A particular aspect of direct payments is that the client needs to have the mental capacity to be able to purchase their own care. Direct payments are made to clients who are eligible; this is for those who are receiving non-residential community care services. The service to be purchased also has to reasonably meet the need of the client, additionally that he or she consents to payment and they are able to manage this without assistance. The main purpose of direct payments is to give service users greater independence and control over their daily lives (Mandelstam, 2005). The process of personalisation ensures that the service user is placed at the centre of each stage of the process from assessment through to support planning and finally to review. Thus social workers must adopt a person centred approach to their work (Gardener, 2011). With client X, I needed to include him at every stage of the assessment process to meet his present and immediate needs, other needs would met through other services. For example client X was socially isolated, I was advised by my P. E to connect him with the Reablement Officer who works with the visually impaired my P. E contacted him so that a joint visit would be arranged, I would then be able to observe the type of assessment this would consist of. My support plan for this client also included a referral to an association for the blind who offer support and assistance in the form of household tasks, reading correspondence and the provision of curricular activities; I felt that this would be of great importance to this client in order for him to have greater control and independence. Client X also needed assistance with housing as there is a possibility that his mother will not be returning home due to her ill health. This created a dilemma for me as the client professed the wish to stay in the family home and the brother felt that he should have some type of supported accommodation as he feels that client X has some mental health issues, and would be unable to cope. My solution to this was to still apply for housing for the client and to advise him of his rights as well as making the brother aware of the rights of the client to stay in the family home. The above requires that you adopt a person centred planning approach and seek to use what is important to the individual as the focus for developing support and change (Gardener, 2011). Person centred planning was developed initially among service users with physical disabilities and represents a move against the notion of counselling which is associated with medical and tragedy models of disability (Coulshed and Orme 2006). This model of practice is a key method for delivering the personalisation objectives in the Putting People First Programme for social care (DoH, 2008b, cited in, Gardener, 2011). Putting People First recognises that person-centred planning and self directed support are central to delivering personalisation and maximising choice and control. Person-centred planning is a way of discovering what people want the support they need and how they can get it. It is based on evidence based practice that assists people in leading an independent and inclusive life. Person-centred planning is both an empowering philosophy and a set of tools for change, at an individual, a team and an organisational level. It shifts power from professionals to people who use services (DoH, 2007) A statement affirming the role of social work for the delivery of Putting People First in England has been issued by ADASS, the Department of Health, Skills for Care, BASW and the Social Care Association (in conjunction with the Joint University Council Social Work Education Committee, SCIE and the GSCC) It clarifies the vital contribution of social work to personalisation, acknowledging it as an international, value-based profession. The statement sets out the purpose of social work and its distinct contributions, particularly those relating to better outcomes and increased control and independence for people who use services, their carers, families and the wider community (Carr, 2010). Although the term personalisation is relatively recent, it has grown from a number of different ideas and influences. Personalisation originates at least in part as previously noted from social work values. Good social work practice has always involved putting the individual first; values such as respect for the individual- and self determination have long been at the heart of social work In this sense the underlying philosophy of personalisation is familiar (Carr 2010). Respect for the individual can also be evaluated in terms of the kantian philosophy which focuses on the content of morality, explicitly stating how we should treat other people (Banks 2006). Self determination this is regarded as an important principle in social work and can be viewed from the deontological position in that self determination is a right and part of what it means to be human. In the context of social work this is also a utilitarian argument as it adopts a form of practice that promotes the service users belief in their ability to manage their own lives. This approach also enables the service user to cope with more of their own problems and will be a satisfactory outcome for him or /her. For example with the client X with the employment of the values and method of practice used ‘utilitarian’ this helped the client to see that he was a valued individual and that he had the ability to cope with the changes that were happening in his life. On reflection I now acknowledge that client X became more self sufficient and confident in his abilities. The Utilitarian approach is also seen as a much more efficient use of resources than an approach which requires the service user to come to the social worker for assistance over a long period of time (Beckett and Maynard, 2008). Social work and its values can potentially shape the responses to personalisation of the entire health and social care workforce. The values are listed as listening, empowering individuals, recognizing and addressing potential conflict, safeguarding needs and the capacity of individuals, being sensitive to diversity and putting people in control should be central to the way staff and services treat people from the first point of contact (Carr, 2010). Thompson (2001) asserts that social work with disabled people has never achieved priority status and has been marginalised as a minority special interest, often receiving minimal attention on professional qualifying courses. Furthermore it has often been subsumed within medical discourse and distanced from mainstream social work but parallel with health related social work. It has thus been given low status, low levels of funding and little attention in terms of research and professional development. This Thompson (2001) states is discriminatory and symptomatic of the marginalisation and negatively valued position of disabled people and the issues that are related to their well-being . This has become known as disablism a form of systematic discrimination and prejudice against people with disabilities, this produces a milieu of oppression and degradation. It is the social model of disability which underpins the concept of disablism; this is alongside sexism, racism, and ageism. Disablism as well as the above can be seen as a form of discrimination against disabled people based on the stereotypical view that such people are dependent. The provision of care provided to this group is seen as disabling rather than enabling as there is the misguided emphasis on helping people to become more independent through the provision of care (Thompson, 2001). This view is seen as placing power in the hands of professionals, however as illustrated in this essay the utilitarian approach challenges this perception as it gives the individual the belief of their ability to manage their own lives. To conclude personalisation for adult social services is not just about the provision of services but practising in a person centred way. This means working in a way that people who use the services have as much control over their lives as other people. As confirmed in this essay this could be with the use of a person centred plan, usage of direct payments or a personal budget to provide their own support and care and employ their own staff. Additional aspects of personalisation include prevention and early intervention, workers supporting people early enough so that they do not require complex and intensive services. Types of provision may include support and modern equipment to stay at home, services provided in their community such as the support provided for client X, services which shorten their stay in hospital and support provided to keep people well and safe. Lastly and more importantly the support of community networks means that people can be independent from services.

Watching Movie or Reading Fiction Essay Example

Watching Movie or Reading Fiction Essay Example Watching Movie or Reading Fiction Essay Watching Movie or Reading Fiction Essay Which one is more enjoyable, reading a fiction or watching the movie? No one with the sound mind can deny the significance of spare time in the modem world. In lay terms, I think that watching movie is not only enjoyable but also instructive for young people. In order to address the state of affairs regarding the above issue, we need to consider the following details. It is pivotal to suggest that boredom ensues inevitably on account of reading fiction. However, it strikes a responsive chord in anyone who actually cares for the dire consequences. Moreover, it is conducive to attraction, a well-established fact. Finally, if you watch a movie, you will understand more details. It takes a certain amount of faith with a dash of armchair stipulation to assume the veracity of this argument. It may behoove us at this time to examine the argument from another angle of vision. Having considered the above aspects, we need to unravel more paths to this argument. Although watching movies and reading fictions seem to share a few traits, they appear to diverge on many fronts. Initially, in contrast to the former, the latter involves more timing. For example, a four hundred page novel takes almost three weeks, whereas a movie takes about two hours. Moreover, they harbor a controversy regarding privacy. It provides an important pillar for solitude. In a nutshell, I think that watching movies is both amazing and fascinating for many people. On a sideline, it is probably better if we refuse to put ourselves in the way of being tempted to conclude that watching movies compromises creativity.

How to Pick a Blade Length for Your Chainsaw

How to Pick a Blade Length for Your Chainsaw When selecting a blade length for your chainsaw, it is important to take into consideration the nature of your work and the size of your work area. For most simple jobs, such as backyard pruning, a chainsaw with a saw bar or blade that can cut through an average tree limb will be adequate. For other work, consider several factors before selecting a chainsaw: blade length and the power of the saws engine displacement, which is measured in cubic centimeters (cc). It takes substantial power to drive a chain on a longer, heavier bar through dense wood. The length of your blade should ultimately be determined by the horsepower of your saw. You should also take into account the type of work you will be doing with your chainsaw. A saw that would be perfect for a sawyer on a logging deck might be very awkward in the hands of someone working in a tree. Possibly the most important safety issues to keep in mind are your experience, physical condition, and health. The blade size and power of your chainsaw should match your experience and ability. Small saws can still be dangerous but are more forgiving to new chainsaw users. Electric Chainsaws Electric chainsaws attach to a power outlet using a length of cord or are powered by a strong battery. If you are using a chainsaw for the first time, you should start with an electric chainsaw to gain some practical experience. The standard blade sizes are relatively small, at 8 to 12 inches. Electric chainsaws are perfect for yard work such as limb thinning, trimming and pruning. They are also adequate for larger limb removal and cutting down smaller trees. This type of chainsaw should not be used for storm damage cleanup, felling larger trees, or cutting firewood. Light-Duty Chainsaws Light-duty chainsaws are also good tools for beginning chainsaw users looking to gain some practical experience. For many users, they are all you will ever need. The standard blade sizes are 10 to 14 inches, with engine displacements of 30 to 45 ccs. Like electric chainsaws, these tools are great for yard work, and they come with greater power than their plug-in counterparts. They are also adequate for the removal of larger limbs and smaller trees.  As with electrics, these tools should not be used for storm damage cleanup, felling larger trees, or cutting firewood. Medium- to Heavy-Duty Chainsaws Here is where things start to get more complicated. Larger saws should only be operated by people who have experience using chainsaws. In the wrong hands, these tools can be very dangerous, so newcomers should train with smaller saws before handling them. The standard blade sizes for medium- to heavy-duty chainsaws are 14 to 18 inches, with engine displacements of 40 to 50 cc. Heavy-duty saws with long blades are adequate for heavy yard work, though in many cases they tend to be overkill and can actually hinder you on a small job. Large saws are best for cutting larger limbs, bucking medium tree trunks for removal, and working on storm damage. Chainsaws with longer blades (18 to 20 inches) are workhorses best reserved for  felling larger trees  or cutting firewood. Professional Chainsaws Professional chainsaws are mainly for people who use a chainsaw every day, usually in the process of a regular work routine. If you depend upon a chainsaw for your livelihood, this is the tool for you. Most professional saws will range from 60 cc-sized engines on up to more than 120 ccs. Sometimes property owners choose a professional chainsaw to meet the demands of constant heavy work or if the cutting jobs on the property require a larger powered saw. These tools are also used as the power and saw for portable chainsaw mills.

Dossier regarding a recent russian contemporary affair Essay

Dossier regarding a recent russian contemporary affair - Essay Example The paper focused on the notion that sentencing was executed with a personal grudge from the president Putin himself and also revealed the picture of pro-â€Å"Pussy Riot† case. But it also reflected a bit of criticism of the case in an indirect manner supporting the convicted by stating that they have performed an act of hooliganism which further reflects the strictness of the Russian government in this case (Pussy Riot members jailed for two years for hooliganism, 2012). In the article â€Å"Anti-Putin Stunt Earns Punk Band Two Years in Jail† published in August 2012 on NY Times also criticized sentencing of the Pussy Riot Case and highlighted on the global reactions in favor of the case. Giving the instance of the performance of the band members and their subsequent conviction the report stated that it was a kind of forced sentencing on the alleged persons. The report also highlighted that the members of the band had no intentions of hurting the Orthodox sentiments b ut their performance was a symbol of protest against the third time election of Putin as the President through manipulation and loosening the attributes of democracy (Herszenhorn, 2012). The convicted were also not given proper flexibilities in defending themselves. In the article â€Å"History Repeated Itself as Farce in 2012† from Moscow times published in 7th January 2013 by journalist Roland Oliphant also reflects its sympathy for the members of Pussy and blames the Russian President as a move to curb down the opposition and also making its authority over the opposition and establishing anti democratic aura but the report also directs that western media have exaggerated the issue and the event can occur in the west as well (Oliphant, 2013). 3. Vladimir Putin and controversy Vladimir Putin in Russia after serving a term from 1999 to 2008 in Russia as the Prime Minister and President was also re elected as the President of Russia in 2012 (White, 2011, p.175). Although Russi a follows a pure democratic regime but the presidential election was not a favorable outcome for a large fraction of people in Russia. Huge constraints have come from the opposition political parties in Russia like that of People’s Freedom Party and Republic Party of Russia with the notion that Putin has manipulated the votes in his favor and have jeopardized the crux of democracy. On the eve of the Presidential election, there were military troops in the streets and there were more than hundred of arrests. One of the opposition leaders stated that, â€Å"If it was a free election, why have they flooded the entire city of troops? They fear us† (Stewart and Palmer, 2012). On the eve of Presidential election and his victory, Putin was found shading tears. The protestors criticized this action of the president by stating that this tear was seen for the first time in Putin’s eyes after gaining victory in the elections by a share of 64 per cent votes. Anti Putin camp aigner Ilya yashin stated that, ‘It is the first time within the last 12 years we saw the tears of the dictator’

Why is China characterised as a 'Party-State' Essay

Why is China characterised as a 'Party-State' - Essay Example (Haggett, 2002:2386). Facts surrounding the general governance of such a large country agree it is a complex matter to deal with. Formal examinations done in a number of cities within China conform to this claim. However, putting focus on structural party membership shows that what is happening is largely contributing to state-party character. This is evident in that, the State of China has a system of governance that does not allow any other candidate to vie for any seat in the general elections since it is a single-party state. Reformers characterize People’s Republic of China as a state-party country due to several factors. For instance, since 1949 there has been only one party ruling all over the State of China (Shambaugh, 2009: 4). This party, Chinese Communist Party, often deals with dissents brutally and does not tolerate opposition. This State has bodies that that facilitate adjacent ruling throughout different channels of command within all its governing arms that inc lude judiciary, legislature, and executive. There are also other governing organizations and bodies in China that include; politburo, national people’s congress, courts and prosecutors, party elders, discipline commission, state council, military affairs commission, armed forces, and provinces and townships all charged with different powers and tasks. The most senior organization or body, politburo, is in charge of decision-making with its members facing no competition from anyone during elections, thanks to their survival instincts in a political culture whereby saying anything wrong can result to a life under house-arrest, or even worse. Politburos also make it to the top due to their abilities as well as their patrons support. It is the ruling party that dominates the over all outcome of these decisions made by the politburo. Additionally, people characterize People’s Republic of China as state-partied because power stems in a dynasty for long. What elaborates this is the force granted to administrators serving in the ruling party. Influence of leaders runs across all those loyalties created by him or her within the organization of a family. In this case, Chinese belief that personal relationship with leaders from the ruling party counts more than a title of a job. A distinctive example of such scenarios is the way Deng Xiaoping continued being a paramount leader even after resigning from all his official post long ago. This reveals the reason why elders in the party are critical during critical decision-making. Moreover, the ruling party, Chinese Communist Party, established measures to curb the rising focus on ways of making China a multi-party state, as they would mean competition. Therefore, the party is strengthening its organizational tools by extending further to involve successful businesspersons in its organization. Within China, there is an existing belief that Chinese Communist Party is a by-gone thing and can barely withstand or su rvive in the world’s modern globalization process (Burns, 2003:776). Nevertheless, the party is assuring itself continuum by reaching and gaining enough strength from other organizations and institutions within the new social strata of China’s executives. Consequently, from people’s perspective, it is a redefined but still a centralized government. In addition, is has a central role from the same party, which has been in existence for a long time, hence characterized as a state-party country (Sato & Eto, 2008:654). Political analysts characterize the State of China as a state-party country since independent candidates are facing daunting obstacles to their wish in becoming leaders in People’

Department of Marketing, Tourism and Hospitality Essay Example for Free

Department of Marketing, Tourism and Hospitality Essay 1. Introduction and welcome Marketing is part of all of our lives and touches us in some way every day. It is also a key factor in business success and is increasingly used by organisations in a wide range of sectors. The unit begins with an examination of the marketing concept and marketing theory. It goes on to consider the various issues that marketers face in marketing decision making and the concepts and theories that can help. The unit helps you to understand the challenges of marketing management in manufacturing and service industries: analysing marketing environments; evaluating strategic alternatives and designing marketing programmes involving decisions about products/services and important concepts of the services marketing theory. The focus in this unit therefore is on the theory and practice of marketing in the context of organisations. On completion of the unit you will have gained understanding of the decisions that face marketers in a complex and dynamic environment and the concepts and theories that can be used to inform these decisions. This handbook outlines the content and key features of the unit. We hope you enjoy this unit and find the variety of tasks and assessments both interesting and challenging. The unit essentially continues the theme of integration by providing the necessary marketing input into the Applied Integrated Business core unit. Accordingly, the subject content will serve to reinforce and contextualise the learning within that unit. The focus will be on an interactive and active learning environment to engage students in learning activities throughout the sessions. This handbook should be your first point of reference. It outlines everything you will need to know about how this unit is structured, the assessments and the reading that is required. Please take some time to read it carefully. This handbook will help you progress smoothly and enjoyably through this unit. You will also find a regularly updated source of information and an electronic copy of this handbook in the unit website on Blackboard BREO. The address is: http://breo.beds.ac.uk (no www required) 2.Unit leader and team details Unit Leader Ioannis Kostopoulos Ioannis Kostopoulos is a Lecturer in the Department of Marketing Tourism and Hospitality at University of Bedfordshire. His research interests are in services marketing, internal marketing and market research. During his consulting work he has worked with many large organizations in the hospitality, telecommunications and sports’ industry. He holds a PhD in Services Marketing, a master’s degree in Marketing and Communications and a bachelor’s degree in Statistics. Email: [emailprotected] Office hours: Wednesday 10-11 am and Thursday 12- 13 pm Office: To be arranged (Students will be informed through BREO) Telephone Number: To be arranged (Students will be informed through BREO) Other Lecturers Tony Pyne Tony Pyne, now semi retired, has taught marketing at the University of Bedfordshire for 20 years. His research interests are in not for profit marketing and services marketing. Prior to becoming an academic he was the marketing director of a small international market research agency specialising in high tech products and before that its operations director. He has a masters degree in marketing, a PGCE and is a graduate chemist Email: [emailprotected] Office hours: Fridays 10am -2pm Office: JM02 Telephone Number: 3457 Field Administrator Sally Mayne Vicarage Street (H Block). Email: [emailprotected] 3. Aims and learning outcomes 3.1 Unit aims The focus in this unit is on the theory and practice of marketing in the context of organisations. On completion of the unit you will have gained understanding of the decisions that face marketers in a complex and dynamic environment and the concepts and theories that can be used to inform these decisions. 3.2 Learning Outcomes | On completion of this unit you should be able to:| To achieve the learning outcome you must demonstrate the ability to:| LO1| Understand the nature, scope and role of marketing in organisations| Describe and apply the basic marketing tools and concepts and articulate the role of marketing in a variety of organizations| LO2| Be able to identify and discuss the key issues that marketers face as they make decisions| Critically review published work on a range of marketing issues| LO3| Understand and discuss the key concepts and theories that inform marketing decisions| Propose well researched and theoretically underpinned solutions to marketing problems | LO4| Identify and analyse marketing problems and plan appropriate courses of action| Be able to formulate plans for marketing activities, including appropriate marketing mix policies and be able to defend and justify proposals for marketing plans and actions.| L05| Apply marketing theory in different organisational contexts| Be able to formulate plans for marketing activities, including appropriate marketing mix policies and be able to defend and justify proposals for marketing plans and actions.| LO6| To express ideas and findings and proposals both verbally and in writing| Write coherently on the subject with accurate referencing, spelling, punctuation and grammar and make clear, timely and well structured presentations.| 4. Approach to learning * Unit delivery will use a combination of lectures and seminars, with the emphasis in seminars being on discussion and debate providing students with an opportunity to relate theoretical content to real-life practical situations. The one hour lecture aims to provide students with useful elements from the pertinent theory and increase their theoretical knowledge and technical skills. Practical seminar activities will be used where appropriate (for example video material, case studies, role play) and students will be encouraged to work individually and in groups to develop a thorough appreciation of the many issues examined. The use of small groups to prepare and present case studies in workshops will aim to provide further experience of working collaboratively, the opportunity to manage a problem-solving group, and the ability to present material clearly and concisely. The primary objective of the presentation is to further develop the ability to present complex ideas orally in a clear, coherent and concise fashion. There will also be a need to defend the ideas in the subsequent group discussion. The presentation topics, which are an integral part of the module, are designed to enhance and deepen understanding of the subject material. * * Attendance and participating in classes Studying at the University of Bedfordshire is not just about subject knowledge. We are also concerned to help you develop your wider attributes and skills. To do this you will need to attend and actively engage in the range of learning activities the course provides. Because attendance is fundamental to your development we do expect you to attend. We will monitor your attendance and contact you if it gives cause for concern. The Division operates a strict non-attendance policy which is available to view on BREO. You can help us by notifying us of any factors that affect your ability to attend. If you are absent from your studies through illness then it’s important that you let us know. You should contact the unit leader or the Field Administrator, Sally Mayne at [emailprotected] If your absence is likely to affect your ability to complete your studies or submit assignments then you can apply for an extension or deferral through the Student Engagement and Mitigating Circumstances Teams. If you feel that your problems are serious enough to be considered for Mitigating Circumstances you will need to apply before the deadline by filling in a Mitigating Circumstances form. Forms can be printed from SiD online or a hard copy can be collected the Student Information Desk (SiD). A decision will normally be available to you within 48 hours of receipt of the claim form and evidence. Progress of the application can be checked by accessing SiD online or by visiting the Student Information Desk (SiD). They can be contacted at [emailprotected] or by telephoning 0300 300 0042. 5. Assessment brief 5.1 Assessment Overview No| Assessment method | Description of assessment methods| Weight (%)| Submission date | Form of feedback| 1| GroupAssignment| Group Presentation with Report| 30%| 7th December 2013| Summative Formative| 2| IndividualAssignment| Progress Portfolio| 30%| 22nd March 2013| Summative Formative| 3| UnseenExams| End of Unit Examination (2 hours)| 40%| End of Unit| Summative| 5.2 Group Assignment You are asked to form groups of 5-6 persons. Then you should visit a store(s) of a chosen international chain of coffee shops (e.g. Starbucks, Costa Cafe) or fast food restaurants (e.g. McDonalds, KFC ), observe and make notes regarding the following: * Store’s Service capes * Service delivery process * Customers and employees’ reactions during the service encounter * Service quality You may use photographs to support your discussions. However, please ensure that you ask permission from the store manager before doing so. Then you should prepare and hand in an audio visual podcast presentation and a written report that should contain the following: Presentation Your presentation is to be in the form of an audio visual podcast submitted via DVD, memory stick e.t.c. There will not be an in-class presentation. The presentation should be no longer than 10 minutes and it is a presentation to a formal business committee. In this presentation you will point out any fail points or points that need improvement, in the delivery of the provided service in the store and suggest ways in which the store can upgrade the level of quality of the service provided to customers without significantly increasing the cost of the service delivery. Written Report For your report you should use your notes from the store observation, general information you will collect on the international chain of your choice as well as material from the pertinent literature and include in your report the following: * A blueprint of the provided service * An evaluation of the store’s physical evidence and the degree to which they are aligned with the company’s general profile * An evaluation of the degree to which the specific chain is market oriented Format for submission Presentation The length of the presentation should not be longer than 10 minutes The presentation is to be in the form of an audio visual podcast submitted via DVD, memory stick or Utube, i.e. there will not be an in-class presentation. Written Report * The word limit for is 2000 words. * All work should be word processed using either Times New Roman or Arial font, Arial 12 point; 1.5 line spacing; single side A4 paper with numbered pages with line spacing of 1Â ½ and justified. * Left hand margin of 3cm; Right hand margin 2 cm; Header 2.5 cm and Footer 2 cm * A bibliography and referencing (where applicable) is essential * Harvard system of referencing * A minimum of 10 referenced academic sources is required. * No more than 50% of references may be from the internet. Extent of collaboration allowed: All members of the group should contribute equally to the research and preparation of the report. Average peer grade: All individuals will receive a mean average peer grade (out of 16), based upon a detailed diary addendum completed by all group members, confirming individual weekly contributions and responsibilities toward the completed report. Full group names and accompanying averaged grades should be clearly presented. The tutor reserves the right to adjust any grade if upon evidence /or investigation any student is deemed to have failed to effectively contribute. Failure to include diary and peer grades will result in the loss of the 25% overall peer grade. Marking Criteria Excellent work, 16 14 points *An analysis which deals fully with the major elements from a services marketing point of view *Selection and amplification of ideas which accord with the analysis presented . *Work which shows very good grasp of the concepts in services marketing *Effective use of formatting and layout *An excellent and cohesive report. Above average work, 11 13 points *A report which is attractive in appearance which addresses the key issues of the assignment competently and creates a positive overall impression *An analysis which deals competently with most of the assignment’s tasks. *A reasonable choice of ideas which in aggregate show the students understanding of the major elements of the assignment. *Answers which are appropriate and show a good awareness of the services marketing concepts and principles which relate to the assignment areas. *Good use made of formatting and layout. *A good cohesive report. Average work, 8 10 points *An analysis, which deals with most areas in a manner which, is correct. * A report which is in the main appropriate and shows a good awareness of the services marketing concepts and principles and which relate to the key areas designated in the assignment *Reasonable use of formatting and layout *A cohesive report. Below average work, 5 7 points *A report which would be considered very poor in a commercial or industrial context and which do not allow the assessor to identify most of the achievement of specified tasks. *An erroneous or substantially incomplete analysis from a services marketing point of view *Answers which show poor understanding of the concepts in question. 5.3 Individual Assignment Picton and Broderick define integrated marketing communications as A process which involves the management and organisation of all agents in the analysis, planning, implementation and control of all marketing communications contacts, media, messages and promotional tools focussed at selected target audiences in such a way as to derive the greatest economy, efficiency, effectiveness and coherence of marketing communications effort. Select a large service organisation (e.g. Bank, Airline Company, Telecommunications Company, Hotel) that advertises heavily in many media and by way of a portfolio show how it makes use of the integrated marketing communications concept. You will need to collect your examples over a period of several weeks. If you leave it to the day before it is due in you will inevitably receive a failing grade. This is an individual assignment and I would expect 1500 words plus several examples which may include your notes on what you observe on a store visit. Format for submission Written Report * The word limit for is 1500 words. * All work should be word processed using either Times New Roman or Arial font, Arial 12 point; 1.5 line spacing; single side A4 paper with numbered pages with line spacing of 1Â ½ and justified. * Left hand margin of 3cm; Right hand margin 2 cm; Header 2.5 cm and Footer 2 cm * A bibliography and referencing (where applicable) is essential * Harvard system of referencing * A minimum of 10 referenced academic sources is required. * No more than 50% of references may be from the internet. Details for the assessments will be supplied as separate documents throughout the unit. They will also be available on BREO. Please read the assessment instructions very carefully. 5.4 Submission details Plagiarism You should hand in assignments through the Assignment Hand in point, located outside the LRC in Park Square next to the Book Return point. For LRC opening times please see http://lrweb.beds.ac.uk/. You can deposit your assignments at any time throughout the opening times of the University building. Although you will be able to submit your piece of work until 8am the next day and it will be accepted as on time, for example: if an assignment is due in on Monday 19 April it can be submitted up to 7.59am Tuesday 20 April, this is NOT recommended and you should submit your assignment by 4pm on the published due date. You will need to print your own top cover sheets from eVision (these carry the details of the unit and assessment on the front). Attach the top sheet to the assignment securely and then collect a barcode label from the dispenser located at the Security Desk next to the LRC. Follow the instructions on the Assignment Hand in point display to submit the assignment. Collect the receipt which indicates that a piece of work has been handed in. A receipt confirming the unit, assessment and time of submission for the assignment will be sent to your email account. Receipts must be retained as proof that the work has been submitted. You must also submit a copy of your assignment through TURNITIN via BREO. It will graded as a non-submission if written work is not submitted on time through TURNITIN. Coursework must be handed in by the date and time specified in your student handbooks or on BREO. Late work is not accepted, and will be deemed a fail and graded G(0) (no work submitted). Written work must be legible and comprehensible, work may be rejected work which does not meet reasonable standards of presentation, and this may result in you failing or being referred. Written work must be presented in English. Extenuating Circumstances If you believe that you are likely to miss a deadline because of extenuating circumstances (for example illness), you should apply to apply for an extension through the Student Engagement and Mitigating Circumstances Teams via SID. Your application should be accompanied by documentary evidence of your extenuating circumstances. Individual tutors are not able to extend published deadlines. Plagiarism Plagiarism takes the form of repeating another person’s words or images and claiming them as your own, or presenting someone else’s line of thinking as if it was your own. To plagiarise is to give the impression that you have written or designed or thought something that you have in fact borrowed from someone else. You can use other people’s ideas, words and images, but it’s important that you acknowledge them through appropriate referencing. Remember that your examiners are wanting to assess your ability, not those of others, so it’s important that you also interpret others’ work and that there is sufficient of your own work in your assignments that your ability can be assessed. You should keep a careful record of all the sources you use, including all internet material and ensure that you understand correct referencing practices. These are outlined the course handbook and online at: http://lrweb.beds.ac.uk/guides/resources/referencing You are also not permitted to re-present any assessment already submitted for one unit as if for the first time in another unit. Double counting of assessed work is not normally allowed. If submitting work previously included in another assessment then you should attribute the section of text from the earlier work so that it can be taken into account by the examiners. Plagiarism Detection Service To help address plagiarism and protect your award, please also ensure you submit a copy your written work electronically through ‘Turnitin’ via BREO. We may also submit your assignment to the UK universities’ JISC Plagiarism Detection Service. Working together Discussing ideas with your fellow students is part of learning and we would encourage you to do this and to exchange interesting and relevant sources and references. However, there is a distinction between sharing ideas and collusion which is an academic offence. You must not work with others to the extent of exchanging written materials you have prepared, such as notes or drafts of assignments unless you have been expressly told that this is permissible. If these types of materials are shared this will be regarded as an assessment offence for the person who lends the material as well as for the person who uses it. Your own work should be regarded as your own property and you should protect it. If you are working in a shared space, log off from the computer you are working on whenever you take a break so that others cannot access or copy your own work; take care to destroy printed drafts or copies of work, rather than just discarding them; and, don’t give your work to others in any format. If you are working on a group assignment make sure you understand the allocation of responsibilities between yourself and the other members of the group. 5.5 Feedback Assessment will be provided individually to students, through group feedback (where relevant) and on your individual student BREO site. There are also opportunities for formative feedback on your work throughout the unit which will help you complete your final assignments. Marked work will be available for collection from the tutor three weeks after the assessment deadline. 6. Teaching and reading schedule You can check your timetable at: http://timetable.beds.ac.uk then follow the links under ‘units’. If there are changes to the timetable, you will be notified on the BREO site for this unit. Please check it regularly. *Further reading suggestions will be provided to students in a weekly basis through BREO. Further reading includes academic articles, book chapters and case studies. 7. Reading and resources The majority of directed readings will be in the form of books, published conference papers, and case study materials. You will be advised of essential reading relating to each topic covered and directed towards the most relevant textbooks and articles for these subjects. This guidance will be communicated by tutors and via BREO. In addition, you are encouraged to access journal articles via electronic databases and encouraged to search for appropriate examples of relevant research. You are strongly encouraged to access information electronically but to exercise critical judgement when identifying useful sources. The Learning Resources Centre at Park Square houses our main tourism collection. Here you can expect to find copies of essential texts on your reading lists as well as supplementary reading. Many of our resources are in electronic format and can be accessed off-campus. Extensive reading is essential and it is important you reference this work accurately and correctly. Please make you sure you read and follow the guide to referencing found at: http://lrweb.beds.ac.uk/guides/resources/referencing Subject –specific library guides are available in printed format in the Learning Resource Centre and on the Learning Resources web site http://lrweb.beds.ac.uk/guides/subjectguides. Go to Advice and Help, then Subject Guides. These guides tell you which resources are important for your particular course. The Subject Librarian is Bill Mortimer who can be contacted by e-mail [emailprotected] or by phone 01234 351671, ext.4374. Bill is based in the Polhill campus, Room: R1.01. If you want to call him free of charge, that’s possible from the LRC. Essential reading Brassington, F and Pettitt,S (2006) Principles of Marketing, Fourth Edition, Prentice Hall, NJ. ISBN 0-273-69559-2. Recommended reading Christopher H. Lovelock, Jochen Wirtz, Patricia Chew (2009), Essentials of Services Marketing First Edition, Prentice Hall ISBN-13 978-981-06-7995-8 Kotler, P., Wong, V., Saunders, J. and Armstrong, G. (2005) Principles of Marketing: 4th European Edition, Prentice Hall International/Pearson Education Limited. ISBN: 0273 68456 6 Groucutt, J, Leadley P, Forsyth P (2004) Marketing: essential, principles, new realities First Edition, Kogan Page ISBN 0-7494-4114-3

Incidents in the Life of a Slave Girl by Harriet Jacobs Essays -- Pape

Incidents in the Life of a Slave Girl by Harriet Jacobs Harriet Jacobs in Incidents in the Life of a Slave Girl uses clear detail and straightforward language, except when talking about her sexual history, to fully describe what it is like to be a slave. Jacobs says that Northerners only think of slavery as perpetual bondage; they don't know the depth of degradation there is to that word. She believes that no one could truly understand how slavery really is unless they have gone through it. Incidents in the Life of a Slave Girl do not only tell about the physical pains and hard labor that she went through. It mostly concentrates on the emotional viewpoints on it and what it did to shape who she is. When writing her story, Jacobs had a clear motive. Her motive was one of a political taking. She writes through her experiences and sufferings to make it clear to people, mainly the Northerners, and more specifically white women in the North, how slavery really is. She does not want sympathy, however, she does want "to arouse the women in the North to a realizing sense of the condition of two millions of women of the South, still in bondage" (460). Jacobs wants people to take action in antislavery efforts. Jacobs in telling her story uses many techniques to make it effective. Some of the techniques that she uses are dealing with the use of her language, her selections of incidents and details, and her method of addressing an audience. Harriet Jacobs tells her story by breaking it down into sections according to different important aspects of her life. In doing this, each section is described vividly to give the reader a full effect and greater understanding of how it was to be treated as property. Like was said be... ...tive techniques to get her point across. Her story was very powerful and probably helped in the antislavery movement, therefore fulfilling her goal. In the end she is thought of as a "new kind of female hero" (497). She has gone through many hardships and she "articulates her struggle to assert her womanhood" (497). Even with her lack of a higher education, she shows intelligence throughout her writing. She had her own way of getting her points across, one being that a person could not possibly fully understand the degradation of slavery if he/she did not go through it themselves. This is a point within itself because it further relays the fact that slavery was a very horrible, evil and degrading thing. Works Cited: Jacobs, Harriet. Incidents in the Life of a Slave Girl. Ed. Jean Fagan Yellin. Cambridge, Massachusetts: Harvard University Press, 1987.