The Terrible Trins Essays - Computer Mice, Mouse, Dick King-Smith

The Terrible Trins The Terrible Trins Title: The Terrible Trins Author: Dick King-Smith Pages: 125 What the book is about: The book is about a mother mouse named Dolly and three baby mice named Thomas, Richard and Henry. Together they try to defeat the cats in the farmhouse where they live. The mice are taught by their mother on what not to get into like mouse traps and poison. First the mice want to get the white cat out of the house and then the black one. Thomas, Henry and Richard scare the white cat out of the house by shaking up his nerves and the get the black one out when they set up a opsticle to knock off the farmers Scrumpy. The cat jumps onto the table running after the mouse then jumps for him and knocks off the jug and then the jar where the farmer keeps his glass eye. The eye rolls of the table and lands in a hole where the three mice find it. In order to get the farmer to like all the mice which he doesn't, and to stop trying to kill them Thomas, Richard and Henry take the eye and give it back to him. The farmer is so happy he immediately go's and take's all the mouse traps and poison and throws them into the fire and from then on the farmer liked mice.

jbr Essays

jbr Essays jbr Essay jbr Essay Jbr Q1. Advancement in technology and science is perceived to be a progressive endeavor to the humans as it has been consistently growing over the years with the growth and advancement of the human society gaining momentum and growing at a faster rate with every period as perceived using the sigmoid curve. This is indeed true as the ‘s’ curve depicts the path followed by the process of technological advancement indicating the slow pace at which it begun where new discoveries were made in science, either accidental, experimental or through research, and the acceleration in the progress made by the advancement in science and technology over the years. In the initial industrialization stage, the first society to go against mechanization was the Luddites who were against mechanization in textile fields. They would protest and went to the extent of destroying the mechanized looms that replaced the workers in the industries creating joblessness and a lack of income, leading to a change in their way of life. The Neo-Luddites are the modern version of the Luddites. They do not fully oppose technology but insist on the controlled introduction of technology and the importance of understanding the technology before introduction to ensure it does not bring about negative results on humanity. The fears of the anti-technologists are rational as technology if not controlled can lead to joblessness of humans hence changing the social setting of humanity. Sinister technology if not checked can lead to harm especially in times of misunderstanding or war hence technological advancement should be regulated to prevent it harming human existence or r endering them purposeless.

Health Care Assignment Example | Topics and Well Written Essays - 500 words

Health Care - Assignment Example You should like to take care of people and consider this profession to be very important and useful. If you want to be useful for the society you live in, thus, you may obtain a degree in the field of healthcare. If you want to become a healthcare specialist, you should first of all evaluate you personal qualities to determine if this profession is really for you. The work in the field of healthcare demands much devotion and sacrifices. The work of a health care professional demands patience and you should be ready to be patient as well as to be very attentive. I think that practice is the most important aspect of learning. It is very good if theoretical knowledge is accompanied by practice and you should try to have a success in using my knowledge in practice. It will be very interesting to work in laboratory and you should listen to the instructor carefully and then apply the acquired knowledge. It will be perfect if you have some laboratory practice before starting the course. According to Stanfield, â€Å"the progress of technology and the demand of population reflect the need for more heath services and additional training of health workers in many fields† (Stanfield, 2012). According to Stanfield (2012), there is a â€Å"high demand for all health care workers in spite of the downturn in the economy† (Stanfield, 2012). It is essential to remember that the profession of a nurse or a doctor is not merely a profession, it is a mission. The most important rule all the health care professionals should follow is â€Å"do not harm†. Health care professional is a person whose primary task is to help people in need. A health care professional must like to help, but it is also important to remember that a professional health care professional can’t refuse to help as non-interference in urgent need can be perceived as a sort of violence. To become a health care professional means to get obligations to help everybody in any situation without any

Studying and analysing the performance of UK Gambling 1252 Essay - 1

Studying and analysing the performance of UK Gambling 1252 - Essay Example In order to evaluate the performance of UK’s gambling industry, three leading gambling organizations; Ladbrokes PLC, Rank Group PLC and Sportech PLC’s financial performance has been considered. The report presents rationales for the selection of gambling industry and selection of the three gambling firms to conduct the study (Chalabi, 2014). The researcher has briefly discussed the outlook of the UK gambling industry on the bases of statistical representation and interpretations of three major gambling firms of UK. The report will elaborate about the internal and external factors that have influenced performance of UK gambling industry. Therefore, PEST analysis has been conducted to illustrate about Political, Economical, Social and Technological factors to determine external environmental factors influencing the performance of the industry (Chalabi, 2014). Moreover, legislative and environmental concerns have also been discusses with respect to the recent amendments in laws and regulations of the government that has affected profitability of the firms. The second section of the report focuses internal factors of the gambling industry. Thus, ratio analysis and SWOT analysis have been conducted to determine financial and non financial aspects of firms and industry (Scherer & Palazzo, 2014). The ratio analysis has been conducted using five years financial results of the company obtained from the annual reports and industrial ratios (Fridson & Alvarez, 2011). The ratio analysis has been used as a tool to compare the performance of each firm to provide insight to the financial concerns of the gambling industry. The third section discusses SWOT (strength, weakness, opportunities, and threats) of the selected firms and industry, as it allows understanding potential opportunities and threats of the UK’s gambling industry. The report would significantly contribute to evaluating and study the performance of gambling industry in UK. It will

Christianity's success and Atheism's failure in explaining the origin Research Paper

Christianity's success and Atheism's failure in explaining the origin of life - Research Paper Example For example, primeval people believed they were originated from a particular animal or a plant (depending on a tribe). These â€Å"origins† were associated with an under human power. Ancient polytheistic religions also had their explanations formulated in myth, tales etc. The belief in single God (monotheism) came later when the polytheistic worldview could no longer satisfy human curiosity and religious needs. Monotheistic religions (such as Christianity) had come to propose a new answer on a subject. The main word here is â€Å"belief†. To be a religious person means to have a particular system of believes which are determined by the religion. Christians believe in a specific number of theses which make their world picture. Those theses can be argued or accepted. It’s different with the atheistic world view. Firstly, it should be mentioned, that atheists do not deny the whole idea of believing. On the other side, one of the biggest myths about atheism is to consider it a religious system. â€Å"Atheism is not a belief system nor is it a religion† (American Atheists, n.d.). It’s a common delusion that atheists believe in â€Å"no God†. They really don’t. Atheists do not practice belief in Gods; they are disbelievers (Cline n.d.). Atheists say theists usually are responsible for these disillusions. â€Å"Where these preconceived ideas come from varies, but they tend to evolve from theistic influences or other sources† (American Atheists, n.d.). Indeed, theists tend to contrapose atheism and theism as these things are equal. But atheists are skeptical about all supernatural things’ existence (like ghosts and spirits), and the God who has created humankind from nothing (as Christianity puts it) is just one of those things. For their way of thinking atheists in West civilization are commonly considered to be Christians’ antagonists. Meanwhile, â€Å"the only common thread that ties all atheists together is a lack of

Continuous Personal Development Criteria

Continuous Personal Development Criteria Continuous professional development (CPD) A case study to examine why we need to have set criteria as to what constitutes continuous professional development. This paper sets out a proposal to establish the means by which certain hypotheses around Social Work CPD may be tested, through primary research. It does so substantively through a limited, ‘pilot’ survey of the views of Social Workers themselves, focusing on the value and nature of their own current and previous CPD experience. The latter were also invited to comment on proposals for alternative frameworks for SW CPD. The objective of this process was to evolve specific lines of enquiry and areas of interest for wider research. As recent research by Doel et al. argues, ‘At an individual level there is clear evidence that professional development is highly valued, and that participating in these opportunities is more likely to increase confidence, but not for everyone.’ (Doel et al., 2008: p.563) The question is, what kind of CPD is most valued by practitioners themselves, and who determines the types of development paths they follow? Does the element of c hoice determine the utility of particular CPD for individual practitioners? How far does the current atmosphere of assessment and ‘managerialism’ impinge upon self-determination in professional development? The issue of self-determination is a theme from the secondary literature which is embedded in this research. As MacDonald et al. argue, ‘†¦social work as an activity can be understood as an integral part of the modernist project of governance developed and institutionalised in the nineteenth and twentieth centuries†¦Ã¢â‚¬â„¢ (MacDonald et al., 2003: p.195). Whilst this can be readily accepted, it arguably masks the dynamic of client age which government maintained, not only over social work, but other professional groups. The latter were invariably involved in some form of campaign to exert leverage on official circles for recognition in institutional terms. ‘In Britain, social work looked directly to the state for its legitimization†¦Accordingly, the political opportunity provided by the publication of the Kilbrandon and Seebohm Reports was seized by proponents of the professional social work project, who campaigned for the implementation of the Reports, f or example through the Seebohm Implementation Action Group.’ (MacDonald et al. 2003: p.198). As this suggests, Social Work was liable to be co-opted into the social projects of the state on a utilitarian basis, with reciprocal implications for the independence of the profession. As Jordan and Jordan point out, ‘In essence, social work is not a means of implementing policy formally and directly, but of mediating the local conflicts generated by new programmes, and engaging with service users over how to fit new measures to their needs.’ They further argue that, ‘It is a waste of its potential for these tasks to treat it as a crude instrument for the imposition of government rules or the quasi-scientific application of research findings.’ (Jordan and Jordan, 2000: p.10). What are the implications of this tension for CPD in SW? Potentially considerable, it is argued here. The debate around Social Work education has become focused on whether †¦Ã¢â‚¬Ëœthere has been the supplanting of education by training: the sequestering of discourses of depth by those of surface: the setting aside of knowledge for skills, and the general triumph†¦of ‘competencies’ over the complexities of abstraction.’ (Webb, 1996: p.186) It follows from this that the definition of ‘useful’ CPD represents a continuation of such debates through other means: another area through which to contest who exactly defines what is relevant, or ‘best’ practice, in terms of developing solutions for practitioners and service users. How far, for example, do such resources merely reflect the ideas of Lisham, that official ideas about practice ‘†¦tend to be externally imposed and based more on the requirements of managerial control and less on the professional responsibility to evaluate practice and policy and thereby increase their effectiveness.’ (Lisham 1999: p.4). Subsumed within this is a more subliminal question, which is, where is the space in which SW practitioners can express their views or develop dialogues about professional issues? It would appear that we now have a situation where the parameters defined by the GSSC represent the only ‘legitimate’ channels for debat e. Methodology and Research Issues In essence the research enquiry followed two themes, one evaluative, one predictive. Within both, it was intended to elicit views without any leading or rhetorical influence, although current conditions in public sector SW may make this difficult to achieve, as will be discussed below. The specific evaluative enquiry offered practitioners the opportunity to briefly assess their own level of satisfaction with their current and previous CPD. The specific predictive proposal made was that CPD be more focused, through the establishment of an agreed range of activities, designed to augment and enhance SW practice. The overall theme of this was to explore the idea that CPD could be more relevant to SW practice, in the perception of practitioners themselves. This proposal acknowledges the necessity for inclusion of both positivist (quantitative) and phenomenological (qualitative) elements in the enquiry. These labels are arguably less important than the characteristics they represent however. These will explored in more detail below, but it is important here to identify the positivist paradigm as supposedly value-free, and the phenomenological as (in relative terms) value bearing. Obviously, these two model absolutes represent the research ideal, and should not, in any case, be assumed to correlate with the parallel categories of objectivity and subjectivity. Research paradigms in either category would arguably rely on objectivity for their integrity and utility. It is here that the design and operation of a particular model will attract the most stringent scrutiny, especially from its assessors or counter-theorists. Also, when ascribing the different paradigm labels to particular research strands and evidence, it is perhaps important to consider Collis and Hussey’s idea of an unavoidable symbiosis between the two. ‘Although we have identified two main paradigms, it is best to regard them as the two extremes of a continuum. As you move along the continuum, the features and assumptions of one paradigm are gradually relaxed and replaced by those of the other paradigm.’ (Collis and Hussey 2008: p.48). In other words, the quantitative and qualitative paradigms become less discrete and more difficult to distinguish, once the process of interpretation begins. Absolute objectivity is maintained with difficulty, even in the context of an exacting statistical survey: meanwhile purely qualitative work starts to move along the continuum, as soon as repetitive patterns are sought for collateral in phenomenological terms. Various interpretations are possible in any statistical model, whilst even the clearest qualitative conclusions are arguably subject to bias, as soon as a possible conclusion begins to fram e subsequent enquiries. As Patton argues, ‘A paradigm of choices rejects methodological orthodoxy in favour of methodological appropriateness as the primary criterion for judging methodological quality.’ (Patton 1990: pp.38-39). In terms of this study, the methodological issues are basically two-fold. In the first instance, we have a very small sample of data in proportion to the overall scale of what is potentially a national issue. The sample employed here was obtained from one area, and so is immediately vulnerable to the charge that it fails to analyse possible regional variations in both strategy and best practice. Although it reflects differentiated levels of satisfaction with the CPD process, it does not incorporate the views of those who might express – with varying objectivity – the most exacting critiques: i.e., those who have left the profession due to dissatisfaction with the career structure, or CPD possibilities. In the second instance, we have three discrete form of data to integrate, i.e. binary yes/no questionnaire responses, written answers, and more in-depth, qualitative interviews, as well as information from secondary sources. The necessary fusion of these sources in a coge nt form inevitably becomes an editorial process, vulnerable to charges of subjectivity and bias. This is arguably what Ely refers to as the ‘teasing out’ what is considered the ‘essential meaning’ of the data obtained. (Ely, 1991,p.140). (Quoted in Wright et al 1995). This, arguably, is especially pertinent because we are researching a matter of public policy, where positivist data tends to be adapted to value judgements by governments, and governing bodies. As Denzin and Lincoln point out, ‘Qualitative research is inherently multi-method in focus†¦However, the use of multiple methods†¦reflects an attempt to secure an in-depth understanding of the phenomenon in question. Objective reality can never be captured. We know a thing only through its representations.’ (Denzin and Lincoln, 2005: p.5). In term of representation, the specific enquiries made here are designed to produce data at micro level, although their collective implications may have a meso function in terms of the local negotiation of control over CPD standards and access. Only a numerically wider and more varied study could produce data which might function at macro level. However, the eventual connection between micro and macro is implicitly accepted here: as Strauss and Corbin point out, ‘†¦the distinction between micro and macro is an artificial one.’ (Strauss and Corbin, 1998: p.185). The point is though that this limited sample cannot establish such tautology in absolute terms, only suggest ways in which it may be researched further. To these two empirical issues may be added more complex ethical issues around confidentiality and contractual obligation. To employ the current parlance of Human Resources Management, all employees have a ‘psychological contract’ with their management, wherein informally agreed tenets of ‘fairness’ operate. As Williams indicates. ‘..this interpersonal aspect to fairness reminds us that there is a social basis to the exchange relationship between employer and employee and we might expect this to be part of the psychological contract.’ (Williams, 1998: p.183). It has to be conceded that any debate engendered around CPD has the potential to impinge upon the either side of the psychological contract, a fact which may influence and limit the format of questions. 30 brief questionnaires were sent out, of which 22 were returned: three of these respondents agreed to be interviewed, and the same interview pro-forma was employed in each context. There were 14 female respondents and 8 male: in keeping with contemporary guidelines, age was not elicited. The criteria for subject selection was that the respondent should be an established practitioner, i.e. have at least two years service, but no managerial responsibilities. The interviewees were invited to participate and the customary protocols followed in terms of permission to use the material, based on anonymity and the right to withold use of the material. Analysis and Findings The mode of analysis employed was substantially one of triangulation. The binary responses were tallied and are expressed as percentages. In Question 4 the written responses were sorted into those supportive, unsupportive and uncomitted with regard to the proposal (of an agreed ten-part choice of CPD activities). Based on this polarisation, qualitiative responses were then taken from the interview transcripts to illustrate and expand upon the themes identified. 22.75 per cent of respondents agreed that 90 hours of CPD was sufficient for SW’s over a three year period: 18.2 per cent thought it insufficient, whilst a majority, 59.15 per cent thought the whole idea of a prescribed amount of hours too arbitrary. 18.2 per cent considered that the current SW guidelines were effective, with an equal amount disagreeing with this proposition. A majority – 63.7 per cent expressed the view that some kind of change was necessary. Only 13.65 per cent of respondents thought that the CPD options available to them personally had been sufficient for their needs as a practitioner. 27.3 per cent meanwhile thought such resources had been insufficient. 22.75 per cent thought the available CPD had at least been consistent, whilst 36.4% disagreed with this idea. The written responses still produced a fairly polarised set of information. 35 per cent of those who answered supported the idea of being able to select their own CPD activities from a ten choice range. Of the latter, a majority gave some kind of indication that they saw within such a development the opportunity for gaining more control over their own professional development. This was evident from responses such as ‘Yes, great idea, assuming practitioners are involved in drawing it up’, and ‘Yes, perfect. If we get to choose what’s on the list, otherwise its just another form of management control, and we already have too much of that.’ (Appendix 3). Interestingly, the same concern underpinned the rationale of the 55 per cent who did not support the idea. As one respondent put it, ‘I don’t think it could work because CPD is all about standardisation, this idea involves too much individual choice for the ‘powers that be’ to a ccept it.’ This was expressed more directly in the views of another, who remarked that No. CPD just ticks a management box, it doesn’t really help me, so I don’t want four or ten or whatever it is boxes to tick.’ (Appendix 3). The 10 per cent who were uncommitted raised concerns about relevance and the numbers of available options. (Appendix 3) The twenty two tallied responses to Question 5, about practitioners preferences for CPD areas, produced an overwhelming choice for a specific vocational focus in the form of Multi Agency Working, at 36.4 per cent. All of the nine other activities suggested scored 9.1 and 4.5 per cent respectively. (Appendix 3) As might be expected, the interview questions produced the most detailed qualitative data. When asked to evaluate the personal importance of CPD for them, two respondents identified pressure of work rather than management imposition as the main impediment to their pursuing more professional development. The first respondent stated that it was ‘Very Important. I know I don’t spend enough time doing it very often, but that’s just the nature of the job at the moment, where we are all running to stand still. It’s very difficult to commit a worthwhile timetable of CPD when you know for a fact that you won’t actually do half of it, due to unforeseen commitments.’ . The second respondent meanwhile acknowledged that it was ‘†¦Not as important as it probably should be. It’s a box I know I should tick, but in a department where we can’t even recruit at the moment, it’s not a priority. Sorry.’ (Appendix 5). The third respondent explained their lack of commitment to CPD in terms of their lack of control over it: ‘I know it’s vital, but who is it for exactly? If it’s just stuff they think I should be doing, rather than what I want to do, then I could well live without it.’ (Appendix 5). In terms of the specific proposal, i.e. that of providing practitioners with a framework of choice for CPD, the responses were varied. Respondent 1 replied, ‘I can’t think of ten†¦.for me personally at the moment, it would be team-building, and risk assessment, plus maybe multi-agency working.’ (Appendix 5). Respondent 2 indicated ‘Communication, risk assessment, leadership, policy development’ as their preferred foci. Respondent 3 indicated interest in ‘IT skills, communication, multi-agency working, risk assessment’, adding that ‘†¦.the list is endless!’ (Appendix 5) Provisional Conclusions Concerns about who would take responsibility for more liberal and diffuse CPD should be noted here, as in the response , ‘Who would supervise it? I’ll bet it would just be an extra job dumped on somebody like me.’ (Appendix 3) Such objections reflect trends in management which have already been highlighted in the related literature. As Watson points out, ‘The drive for local and central government to modernise and become more accountable has led to a rise in responsibilities of managers for performance management and transparency in decision making.’ (Watson, 2008: p.330) The extent of interest in multi-agency working as a useful area for practitioner CPD, is something which has already been noted in the related literature. As Farmakopoulou has indicated, ‘The main inter-organizational inhibitory factors were related to structural difficulties and lack of joint training. Education and social work departments embody different statutory responsibilities†¦Ã¢â‚¬â„¢ (Farmakopoulou 2002: p.1064). Whilst this specific point is obviously vocationally limited, a wider one about inter-professional cooperation may arguably be abstracted from it. In terms of generalisability, it has to be acknowledged that this research and its findings is vulnerable to usual charges of subjectivity which may be levelled at triangulation. As Denzin and Lincoln concede, ‘Triangulation is the simultaneous display of multiple, refracted realities. Each of the metaphors â€Å"works† to create simultaneity rather than the sequential or linear. Readers and audiences are then invited to explore competing visions of the context, to become immersed in and merge with new realities to comprehend.’ (Denzin and Lincoln 2005: p.6). However, in terms of putative research questions, enough areas of potential interest have arguably been identified to warrant further investigation. Themes would be†¦ Involve a larger cohort of respondents. Involve local management as respondents, to obtain views from both sides of the ‘psychological contract’. Involve the GSCC on their views about possible change. APPENDIX ONE: Questionnaire. Are you male †¦.. female†¦.. For each question, please indicate the statement with which you agree most by ticking it. Question 1. a. 90 hours CPD is sufficient for a SW Practitioner over three years. b. 90 hours CPD is insufficient for a SW Practitioner over three years. c. 90 hours is far too arbitrary an amount of CPD for a SW   practitioner: it should be varied for individuals. Question 2. a. Would you agree that the current SW CPD guidelines are effective? b. Would you disagree with the idea that the current SW CPD   guidelines are effective? c. Do you think that changes are necessary in current SW CPD? Question 3. a. Has the available SW CPD been sufficient for your needs as a   practitioner? b. Has the available SW CPD been insufficient for your needs as   practitioner? c. Has the available SW CPD been consistent? Inconsistent? à ¯Ã¢â€š ¬Ã‚   Question 4 : Please explain why you would support OR not support the idea of a ten-criteria list from which to select SW CPD activities? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Question 5 : Which areas of professional competence would you include in a ten-criteria list? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ APPENDIX 2: Tables of Questionnaire Results. Question 1. 90 hours CPD is sufficient for a SW Practitioner over three years. 90 hours CPD is insufficient for a SW Practitioner over three years. 90 hours is far too arbitrary an amount of CPD for a SW practitioner: it should be varied for individuals. 5 4 13 Question 2. Would you agree that the current SW CPD guidelines are effective? Would you disagree with the idea that the current SW CPD guidelines are effective? Do you think that changes are necessary in current SW CPD? 4 4 14 Question 3. Has the available SW CPD been sufficient for your needs as a practitioner? Has the available SW CPD been insufficient for your needs as practitioner? Has the available SW CPD been consistent? Has the available SW CPD been inconsistent? 3 6 5 8 APPENDIX 3 Question 4 : Please explain why you would support OR not support the idea of a ten-criteria list from which to select SW CPD activities? Why ten? It should be about relevance, not a number. Yes I would, but only if I got to choose them, so they were relevant to my needs. No, because it would expand what is already a drain on my time. I don’t think it could work because CPD is all about standardisation, this idea involves too much individual choice for the ‘powers that be’ to accept it. No: who would enforce or administer it? Yes, although why settle on that number? Yes, great idea, assuming practitioners are involved in drawing it up. Yes, perfect. If we get to choose what’s on the list, otherwise its just another form of management control, and we already have too much of that. Yes, if we can get everyone to agree on it. No. It sounds to me like the thin end of a very large wedge which I’ll have to fit into my diary. No. I’m still trying to catch up with my existing CPD, so I definitely don’t need any more. No. One CPD target is enough, I wouldn’t want any more than that. Yes, if it happens, but I can’t see it. No. Wouldn’t this just be more ‘big brother’ stuff from the GSSC? No. I imagine the bureaucracy the government would create around it. No. Who would supervise it? I’ll bet it would just be an extra job dumped on somebody like me. I like the idea in principle, but I think a smaller number of options would be more helpful. No, because I think the current system is OK, and manageable within realistic constraints of time. No. CPD just ticks a management box, it doesn’t really help me, so I don’t want four or ten or whatever it is boxes to tick. Yes, its just what we need to give us more of a voice in our own professional development. The 20 written responses obtained for Question 4, though qualitative in nature, have been sorted into three categories: supportive, unsupportive, and uncommitted. Supportive: 35% 2.Yes I would, but only if I got to choose them, so they were relevant to my needs 6. Yes, although why settle on that number? 7. Yes, great idea, assuming practitioners are involved in drawing it up. 8. Yes, perfect. If we get to choose what’s on the list, otherwise its just another form of management control, and we already have too much of that. 9. Yes, if we can get everyone to agree on it. 13. Yes, if it happens, but I can’t see it. 20. Yes, its just what we need to give us more of a voice in our own professional development. Unsupportive 55% 3. No, because it would expand what is already a drain on my time. 4. I don’t think it could work because CPD is all about standardisation, this idea involves too much individual choice for the ‘powers that be’ to accept it. 5. No: who would enforce or administer it? 10. No. It sounds to me like the thin end of a very large wedge which I’ll have to fit into my diary. 11. No. I’m still trying to catch up with my existing CPD, so I definitely don’t need any more. 12. No. One CPD target is enough, I wouldn’t want any more than that. 14. No. Wouldn’t this just be more ‘big brother’ stuff from the GSSC? 15. No. I imagine the bureaucracy the government would create around it. 16. No. Who would supervise it? I’ll bet it would just be an extra job dumped on somebody like me. 18. No, because I think the current system is OK, and manageable within realistic constraints of time. 19. No. CPD just ticks a management box, it doesn’t really help me, so I don’t want four or ten or whatever it is boxes to tick. Uncommitted 10% 1.Why ten? It should be about relevance, not a number. 17. I like the idea in principle, but I think a smaller number of options would be more helpful. Question 5 : Which areas of professional competence would you include in a ten-criteria list? Team Building skills 2 Leadership skills. 2 Multi-Agency Working. 8 IT skills. 1 Risk Assessment. 2 Intercultural Skills. 2 Communication Skills. 1 Policy Development. 2 Strategic Development. 1 Self-Reflection: being a reflective practitioner. 1 APPENDIX 4: Interview Pro-Forma. Time in SW†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Current Post†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Question 1. How important is CPD to you as a Practitioner? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Question 2. Would you change any aspect of current CPD practice? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Question 3. What do you see as the principal issues in current SW CPD practice? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Question 4. Could you identify some of the areas you would include in a ten-item range of activities for SW CPD? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ APPENDIX 5: INTERVIEW TRANSCRIPTS. Question 1. How important is CPD to you as a Practitioner? Respondent One: Very Important. I know I don’t spend enough time doing it very often, but that’s just the nature of the job at the moment, where we are all running to stand still. It’s very difficult to commit a worthwhile timetable of CPD when you know for a fact that you won’t actually do half of it, due to unforeseen commitments. Respondent Two: Not as important as it probably should be. It’s a box I know I should tick, but in a department where we can’t even recruit at the moment, it’s not a priority. Sorry. Respondent Three: I know it’s vital, but who is it for exactly? If it’s just stuff they think I should be doing, rather than what I want to do, then I could well live without it. Question 2. Would you change any aspect of current CPD practice? Respondent One: Not all of it, as some of it can be very good. I would definitely give people more choice, and the group/team learning idea is a very good one. Respondent Two: Personally, I think it’s all about resources: I mean, I’d let people timetable for it, and relate it closely to what they needed as practitioners†¦but†¦that would cost money: money which, as far as I can see, we just don’t have at the moment. Respondent Three: Yep†¦I’d I either get rid of it†¦.or do it properly†¦I can’t see either happening at the moment though. Question 3. What do you see as the principal issues in current SW CPD practice? Respondent One: Time. All the time it’s an add-on, when it really needs to be a practice-centred activity which you could timetable for, and really concentrate on. Respondent Two: For me its all about relevance and real value. I can spend any amount of time becoming a more reflective practitioner, but that doesn’t help me if my case-load is increasing while I’m doing it. Respondent Three: Well, I can only comment on what they are for me†¦.the real issue is, a lot of what I get given – or I should say, is inflicted upon me – as CPD, has very little to do with my case-load and the real problems I face. Maybe its because I’m old-school, pre-graduate and all that. Yes it’s all very interesting, but, well, I’m not an academic! There, I’ve said it! This is what I do, and no amount of CPD seems to change that. Question 4. Could you identify some of the areas you would include in a ten-item range of activities for SW CPD? Respondent One: I can’t think of ten†¦.for me personally at the moment, it would be team-building, and risk assessment, plus maybe multi-agency working. Respondent Two: Communication, risk assessment, leadership, policy development. Respondent Three: IT skills, communication, multi-agency working, risk assessment†¦.the list is endless! Bibliography Brown, K., and Keen, S., (2004), ‘Post Qualifying Awards in Social Work (Part 1): Necessary Evil or Panacea?’ Social Work Education, vol. 23, No 1: pp.77-92. Bryman, A., (1998), Doing Research in Organisations, London Routledge. Bryman, A., (2007), Social Research Methods Oxford, Oxford University Press. Bryant, A., Charmaz, K., (2007), The Sage Handbook of Grounded Theory, London, Sage Publications. Collis, J and Hussey, R., (2003), Business Research: A practical guide for undergraduate and postgraduate students, London, Palgrave Macmillan. Crombie I 1996 Pocket Guide to Critical Appraisal London BMJ Publication Group Department of Health (1998) Modernising Social Services London H.M.S.O www.doh.gov.uk Accessed 19-01-2006 Department of Health, (2000), Strategy for Social Car,e H.M.S.O., London www.doh.gov.uk Accessed 01-11-2006 Denzin, N.K., and Lincoln, Y.S., (eds), (2005), The Sage Handbook of Qualitative Research, Thousand Oaks, California, Sage Publications. Doel, M., Nelson

Illusion vs. Reality in The Glass Menagerie Essay -- Glass Menagerie e

Illusion vs. Reality in The Glass Menagerie      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In The Glass Menagerie, Tennessee Williams uses the roles of the members of the Wingfield family to highlight the controlling theme of illusion versus reality. The family as a whole is enveloped in mirage; the lives of the characters do not exist outside of their apartment and they have basically isolated themselves from the rest of the world. Even their apartment is a direct reflection of the past as stories are often recalled from the mother's teenage years at Blue Mountain, and a portrait of the man that previously left the family still hangs on the wall as if his existence is proven by the presence of the image. The most unusual factor of their world is that it appears as timeless. Amanda lives only in the past while Tom lives only in the future and Laura lives in her collection of glass animals, her favorite being the unicorn, which does not exist. Ordinary development and transformation cannot take place in a timeless atmosphere such as the apartment. T he whole family resists change and is unwilling to accept alteration. Not only is the entire family a representation of illusion versus reality, each of the characters uses fantasy as a means of escaping the severity of their own separate world of reality. Each has an individual fantasy world to which they retreat when the existing world is too much for them to handle. Each character has a different way of dealing with life when it seems to take control of them, and they all become so completely absorbed in these fantasies that they become stuck in the past. Amanda Wingfield (mother) is the most unrealistic of all the characters. She clings desperately to the past as she repeatedly relives the memories of receivin... ...Unicorn b. Jim 4. Laura's reaction to Jim's engagement 5. Laura's final plunge into illusion C. Tom 1. Tom's desperate desire to escape reality inside home 2. Complaints of job and mother 3. Discussion of outside world 4. Admiration for father 5. Tom's final attempt to escape reality 6. Truth of Tom's attachment to truth of reality D. Jim 1. Jim's understanding of reality versus illusion 2. Reflection of high school memories 3. Impact on Laura a. Convinces Laura to dance b. Kisses Laura 4. Breaks news of engagement to Laura 5. Impact on other Wingfield characters a. Amanda 1. Seen as tender and caring for the first time 2. Comforts Laura with dignity b. Tom 1. Decides to finally break away from reality of Wingfield home 2. Follows in father's footsteps III. Conclusion

Using Empirical Research Evidence, Explain the Effects

Using empirical research evidence, explain the effects of one neurotransmitter on human behavior. Neurotransmitters are chemical messengers, which send signals and communicate information through neurons (nerve cells), cells, our brains and our bodies. Neurotransmitters are released and travel through terminals in the brain until they reach certain receptors. Neurotransmitters and their functions are located and carried out in different sections of the brain. It uses neurotransmitters to make your body carry out certain functions, such as making your heart beat and your lungs breathe.Scientists are not sure of how many neurotransmitters actually exist, but they can be sorted into two main different types. These are called exitatory neurotransmitters and inhibitory neurotransmitters. Exitatory neurotransmitters stimulate different parts of the brain. Three wellknown types of exitatory neurotransmitters are dopamine, norepinephrine, epinephrine. Inhibitory neurotransmitters calm the br ain and create balance. Three different types of inhibitory neurotransmitters are serotonin, gaba and dopamine.Although dopamine was already mentioned as an exitatory neurotransmitter, it is special because it is considered to be both exitatory and inhibitory. Dopamine affects the 5 different dopamine receptors: dopamine 1 (D1), dopamine 2 (D2), dopamine 3 (D3), dopamine 4 (D4) and dopamine 5 (D5), and helps to control parts of the brain that react to pleasure and reward. It helps the brain not only to see rewards, but to motivate a person to obtain those rewards, or at least try to move towards them. It also helps to motivate humans to perform the actions again, to acquire the same rewards.This involves activities such as eating, sex, and other such activities that create a rush of adrenaline. Along with that, dopamine also helps the body to move and have emotional responses to certain objects or situations. A lack of the dopamine neurotransmitter can have a number of negative effe cts, one main illness being Parkinson's disease. Also, people that are low in or lacking in dopamine activity are more likely to have addictions or become chemical dependent. When dopamine is not produced correctly in the frontal lobe of the brain, attention, focus, memory and the ability to analyse can all be negatively effected.The dopamine neurotransmitter can also effect people socially. Studies have shown that anxiety in social situations and a lack of dopamine 2 receptors can very often be linked, also, people with bipolar disorder are given drugs known as ‘anti-psychotics', which block dopamine, in an aim to reduce mania. A study was carried out on May the 2nd and was published in the Journal of Neuroscience. The scientists that worked on the study included a team of Vanderbilt University scientists, medicine student Michael Treadway and professor of psychology, David Zald.The aim of the experiment, was to test whether ambitious and hard working ‘go getters' in th e workplace, who were willing and able to work hard to obtain the reward they want, had a different level of dopamine release in the brain (or certain parts of the brain), than workers that tended to slack off more and were less willing to work towards obtaining a reward. The team of scientists used a Positron emission tomography (or PET scan), which is a medical imaging technique, used to produce 3D images of functions taking place in the brain, and other parts of the body.The scientists discovered that the ambitious workers, working towards a reward, had a larger release of the dopamine neurotransmitter in the parts of the brain that, studies have shown, are linked to motivation and obtaining reward. These parts of the brain are called the striatum and the ventromedial prefrontal cortex. Not only did they find out this, but they also uncovered that less motivated people in the workplace had a high release of dopamine also, but in a completely different part of the brain. This dopa mine release was happening in the anterior insula of the brain, which is the section that is linked to emotion and risk perception.Many different types of studies have proven that dopamine affects going after rewards, and motivation in the brain, but the speciality of this particular study is that it proves that dopamine is not only linked to rewards in hardworkers, but also can be linked to emotions and risk perception in less ambitious workers. This empirical research study clearly shows that dopamine has an affect on human behaviour by effecting the ambition, or lack of it, in the workplace when it comes to working towards reaching a goal and obtaining a certain reward.

Collectivistic and Individualistic Cultures essays

Collectivistic and Individualistic Cultures essays The main goal of the science of psychology is to discover and generate knowledge about people and their behavior. Studying the cultural aspect of the science adds yet another piece to the puzzle of psychology. By definition, cultural psychology includes cultural similarities and differences in behavior with its main theories. The research pertaining to the study of crossing cultures in a psychological aspect is done by examining the behaviors, beliefs and reactions of people from different cultural backgrounds. To simplify the study of cultural psychology, cultures have been initially divided into two types. The types included are collectivistic cultures and individualistic cultures and the two are seemingly at opposite ends of the spectrum of psychology. However, there are also etics, that is aspects that are universal across cultures, present in the comparison of the two types of cultures. Aspects that differ from one culture to another are known as emics, and a major goal of scientists engaged in the study of cultures is to determine which aspects of human behavior should be classified as etics and which as emics. Here, Id like to explore an overview of some of both. People who belong to individualistic cultures, such as the Unites States, see themselves as individuals, separate from the societal group. Highly individualistic cultures encourage people to take care of themselves and make life decisions based on their individual needs. Individualists tend to give priority to ones own goals and define their identities in terms of personal attributes. Because of this, they generally possess what is known as an independent construal of self, which simply defines what I have already stated; the individuals focus on internal and personal attributions. This explains the fact that individualists are more likely to prejudge people based on the obvious personal a...

Conformity essays

Conformity essays Conformity is an essential part of every culture. Its basic a likeness and understanding that can draw people together. A culture who has citizens who conform will be stronger. The regularity brings power, and stability. Because if all men are equal, then those who are together will become stronger than those alone. Conformity can be small things as simple as speaking the lands native language, or it can require more like following the laws and paying the taxes. It can even mean following a religious deity or having an arranged marriage. Its just allowing yourself to be a part of the norm. There is truth in the statement united we stand, divided we fall. Conformity is a necessary tool of all real progression. People die, and things are lost. Thats why cultures matter. Cultures have existed longer than any man can remember, and effected many. If an idea, or invention or anything else is good or substantial, it can be passed on through a culture. Cultures make it possible for the thoughts and actions of man to withstand mortality, more substantially. So by adhering to a norm or a law, you can accept the knowledge of others. By accepting and participating in a culture, you mix the ideals of others with your own, for better or worse. Its creates a never ending cycle of the growing wisdom of more than one man. By conforming, it means that mankind isnt damned to repeat itself eternally, because every man only works for himself. Our collective forms our culture, which changes with everything we do. We can grow and become greater, rather than simply existing. For as long as I can remember, Ive gone to school. School is a tool of learning, and conformity. It prepares me to go out, and work for my government. My knowledge and skill will most likely benefit my culture, which will benefit others. All children are required to go to school. This regularity of knowledge makes ...

What Makes for Effective Interviews Essay Example | Topics and Well Written Essays - 2250 words

What Makes for Effective Interviews - Essay Example Good listening skills are the key to good communication and play an effective role in understanding the job requirements and applicants’ proficiencies related to the job. The interviewing process can be divided into three steps that are planning, the interview itself and recording of results. All these steps are crucial to make an interview effective. The interviewee should not be threatened and a relaxed environment should be created in order to receive positive feedback from the interviewee. Training should be provided for teaching the interviewers to take care of all stages of interview. The interview questions are required to be planned directly related to the knowledge, skills, and abilities required in a selection process. In addition, the interviewer should ask himself about a number of questions related to conducting an interview session such as â€Å"how long is it going to last?†, â€Å"When?†, â€Å"How many people are to be interviewed?†, †Å"What should be recorded?† and so on. Following the welcome courtesies, the interviewer should inform the candidate something about the organization, the job and how the two fit together. Questions should not be only from the interviewer’s side but also from the interviewee’s side in order to have a productive discussion. While conducting an interview, there should be no discrimination of any kind as it makes the interviewer to decide incorrectly about the job and the candidate. The interviewer should be neutral and should show an unbiased approach towards all candidates of the interview. His attitude should be encouraging so that both, the interviewer and interview can talk in a comfortable environment. It can be said that for conducting effective interviews, the interviewers require training, they should make use of good communication skills, they should do planning, they must be accommodative and should be unprejudiced. What Makes for Effective Interviews? In terviews are required at a number of occasions such as selection procedure of applicants for a specific job, for training of specific personnel, for appraising someone for promotion and much more. In all kinds of interviewing, the interviewer works as the authority and his job is to conduct such an interview that results in some outcome and is not just an activity without any output. The decision of a process is based on an effective interview. Communication is essential in all formal and informal professional gatherings, as without communication, there can be no success (Schockley-Zalabak, 2011). Similarly, communication is also required in interviewing, as interview is a communicative activity. For effective interviewing, the interviewer is required to make use of effective communication skills as without good communication skills, a person cannot be interviewed successfully. Interviews are a source of judgment of interviewees and this judgment can be faulty if the interviewer is unable to analyze the appropriateness of the candidate regarding a job. Communication is essential, as it is because of communication that an interviewer gets the chance to evaluate a person’s suitability for the advertised job (Dipboye, et al., 2010). The communication process that is part of an interview should not be restricted and complex. The interview should be facilitated with opportunities to express himself and his thoughts regarding a question asked by the interviewer. In addition, the i

Development of Concept of Operations. M3S Essay Example | Topics and Well Written Essays - 250 words

Development of Concept of Operations. M3S - Essay Example Setting goals improves the quality of any work. It can also lead to long working hours which will surely lead to poor performance (Rogers, 123). Mission state development could be the most valuable thing for any company, when done correctly it represents s a company’s purpose and it reminds the employee about the companies’ goals. Unlike business, goals, mission statements are never revised. In some instances if the mission statement is not accurate it leads to missing an opportunity in adding value to any business. Accountability problem is when, what is expected is not accomplished. The concepts of accountability are what leaders always struggle about every day. It requires discipline and commitment; more leaders avoid it and more leaks spring up in their organizations. A persuasive communication skill leads to development of various concepts of operation. It facilitates proper understanding making it easier in sharing of ideas. Communication can also be poor in that two parties are unable to understand each other, in such an instance no progress, poor communication will be cause. (Mat lack, 71). Command structure has its benefits; it is remarkably efficient in development of concepts of operation. It facilitates in a smooth running during the development. Despite being efficient, it can lead to favism of some of the employers. Effectiveness of any concept of operation can be measured after the output; failure to a concept of operation is not