Social Welfare in Australia Essay Example

Social Welfare in Australia Essay Social Welfare in Australia Social security in Australia is a system of social welfare payments provided by the Commonwealth Government of Australia. These payments are administered by the Department of Human Services. Most benefits are subject to a means test. Payments are made to a variety of groups of people; Indigenous students and New Apprentices, age pension, assistance for isolated children (families with a child who lives a fair distance from school), carers, disability support pension, foster families, maternity payment, people who are looking for employment, parenting payment, special benefit (financial hardship) and youth allowance. 7. 1 million Australians were â€Å"customers† of Centrelink, many of which claimed from child care. The payments are paid for through general taxation. In Australia only citizens may claim these benefits. Centrelink is the agency which manages social security. Australia gives out social welfare payments to ensure more equal dispersion of wealth and to assist the lower socio-economic population. In many people’s view in Australia it is the government’s responsibility to look after the less well off, whereas in other countries, for example China, people might rely on their immediate family, for instance to look after the elderly. We will write a custom essay sample on Social Welfare in Australia specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social Welfare in Australia specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social Welfare in Australia specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Australia is the most â€Å"efficient† at reducing inequality of any rich country. In Europe, the United States and Japan, social security is financed by contributions from employers and employees, with benefits related to past earnings, therefore the higher income workers received more generous benefits if they become unemployed, disabled or retire. The rationale for Australia’s approach is that it reduces poverty more efficiently by concentrating the available resources on the poor and minimises adverse incentives. The extent to which the Australian welfare state redistributes to the poor is determined by the interactions between the tax and social security systems, both in terms of the size of taxes collected and the distribution of these taxes. This is calculated by estimating the level of spending on social security benefits as a percentage of household disposable income and then taking account of how much of this goes to the poorest fifth. The same procedure is us ed to calculate how much tax is paid by people in that group, which is then subtracted from the benefits received to give â€Å"net redistribution to the poor. †1 â€Å"The main objective of social security systems in most countries is to provide insurance against risks like unemployment, disability and sickness, and to redistribute income across the life cycle. †2 There is also the â€Å"Robin Hood† motive; take from the rich and give to the poor, which Australia is a strong example of because our system relies heavily on income testing and directs a higher share of benefits to lower income groups than any other country. Australia has the most â€Å"target efficient† system of social security benefits. Some examples of social security payments given out are: ABSTUDY is the Aboriginal and Torres Strait Islander Study Assistance Scheme and is for Indigenous Australians undergoing some form of study. All Indigenous students at secondary or tertiary institutions and primary students 14 years and older. The student must be of Aboriginal or Torres Strait Islander descent and be a current Australian citizen. The Disability Support Pension provides income support for people who suffer a long-term disability which they will not recover from in the next two years, which will determine them unable to work. The average person will receive $385. 0 monthly. The Parenting Payment is for those who are carers of dependent children under the age of 8. These customers are able to collect this payment until their youngest child turns 16. The Parenting Payment uses an individual and a partner income test to determine the rate of payment. Means and assets tests are applied to reduce the incidence of welfare fraud and contain social security spending, so as no t to â€Å"rip off† the taxpayers. In 2012-2013 the Australian Government contributed $132 million towards social security and welfare, this made up 34. % of total government expenditure. In Australia, welfare is the largest component of public spending and therefore is the main determinant of how much tax income needs to be collected. Bibliography: Wikipedia, Social Security Australia, 2013, http://en. wikipedia. org/wiki/Social_Security_(Australia), Retrieved 20 February 2013. Whiteford, P. , Inside Story, 2013, http://inside. org. au/how-fair-is-australia’s-welfare-state/, Retrieve 20 February 2013. Riley, T. , 2013, Year 11 Economics, Sydney, Tim Riley Publications.

Circles on SAT Math Formulas, Review, and Practice

Circles on SAT Math Formulas, Review, and Practice SAT / ACT Prep Online Guides and Tips Though triangles are far and away the most common geometric shape on the SAT, make sure not to underestimate the importance of circles. You will generally come across 2-3 questions on circles on any given SAT, so it’s definitely in your best interest to understand the ins and out of how they work. And this guide is here to show you the way. This will be your complete guide to SAT circles, including areas, circumferences, degrees, arcs, and points on a circle. We’ll take you through what these terms mean, how to manipulate and solve for various aspects of a circle, and how to tackle the most difficult SAT circle questions you may see on test day. What Are Circles? A circle is a two dimensional shape that is formed from the infinite number of points equidistant (the same distance) from a single point. This single point becomes the center of the circle. This means that any and all straight lines drawn from the circle’s center will exactly hit the edge of the circle, so long as all the lines are of equal length. Degrees Though you can measure a circle in both degrees and radians, you will only ever have to use degrees on the SAT. Because of this, we will only be talking about degree measures in this guide. A full circle has 360 degrees. A semicircle (half a circle) has $360/2 = 180$ degrees. This is why a straight line always measures 180 degrees. To find a piece of a circle, you must find it in relation to 360 degrees. So a fifth of a circle is $360(1/5) = 72$ degrees, and an eighth of a circle is $360(1/8) = 45$ degrees, etc. Circumference The circumference is the edge of the circle. It is made from the infinite points equidistant from the center. In formulas, the circumference is represented as $c$. Diameter A diameter is any straight line drawn through the center of the circle that connects two opposite points on the circumference. In formulas, the diameter is represented as $d$. Radius The radius of a circle is a straight line drawn from the center of the circle to any point on the circumference. It is always half the diameter. In formulas, the radius is represented as $r$. Tangency Circles are described as â€Å"tangent† with one another when they touch at exactly one point on each circumference. A group of circles, all tangent to one another. Ï€ (pi) If you’ve taken a geometry class, then you are also probably familiar with Ï€ (pi). Ï€ is the mathematical symbol that represents the ratio of any circle’s circumference to its diameter. It is usually expressed as 3.14(159), but its digits go on infinitely. (For more information on ratios, check out our guide to SAT ratios.) Let's say we have a circle with a particular diameter (any diameter). Now let's multiply this same circle a few times and line them all up in a row. This gives us our same diameter 4 times in a line. Now, let us assign a starting point somewhere on the circumference of the circle and then "unpeel" the circumference from our circle. Once you remove the circumference and lay it flat, you can see that the circumference is a little more than 3 full lengths of the circle's width/diameter (specifically, 3.14159 times). The circumference of the circle will always the 3.14159 (Ï€) times the diameter.So, if a circle’s diameter is 1, then its circumference is Ï€. And if its diameter is 2, then its circumference is 2Ï€, etc. We can measure all the distance ever traveled(with wheels) in increments of pi. Circle Formulas You will always be given a box of formulas on each SAT math section. This means it is not crucial for you to memorize circle formulas, but we still recommend that you do so if possible. Why? To help both your time management and problem solving ability. The box of formulas you'll be given on every SAT math section. In terms of time management, memorizing your formulas will save you time from flipping back and forth between formula box and question. And, on a timed standardized test like the SAT, every second counts. It is also in your best interest to memorize your formulas simply for ease, practice, and familiarity. The more comfortable you get in knowing how circles work, the more quickly and easily you’ll be able to solve your problems. So let’s look at your formulas. Circumference $$c = Ï€d$$ $$c = 2Ï€r$$ There are technically two formulas to find the circumference of a circle, but they mean exactly the same thing. (Why? Because any diameter will always be equal to twice the circle’s radius). Because Ï€ is the relationship between a circle’s diameter and its circumference, you can always find a circle’s circumference as long as you know its diameter (or its radius) with these formulas. Here, we have two half circles and the sum of two radii, $RS = 12$. We can either assign different values for the radius of circle R and the radius of circle S such that their sum is 12, or we can just mentally mash the two circles together and imagine that RS is actually the diameter of one circle. Let’s look at both methods. Method 1 Since we know that $RS = 12$, let us say that circle R has a radius of 4 and circle S has a radius of 8. (Why those numbers? Because all that matters is that the radii add up to equal 12. We could have picked 6 and 6, 10 and 2, 3 and 9, etc., so long as their sum was 12.) So the circumference of circle R would be: $c = 2Ï€r$ $c = 2Ï€4$ $c = 8Ï€$ But, since we only have half a circle, we must divide that number in half. ${8Ï€}/2 = 4Ï€$ $c = 4Ï€$ Now, we can do the same for circle S. But we can also see that it is a semi-circle. So instead of taking our circumference of $2Ï€r$ for the whole circumference, let us just take the circumference of half ($Ï€r$) and so save ourselves the trouble of all the steps we used for circle R. ${1/2}c = Ï€r$ ${1/2}c = 8Ï€$ So now let us add our circumferences. $4Ï€ + 8Ï€ = 12Ï€$ So our final answer is C, $12Ï€$ Method 2 On the other hand, we could simply imagine that line RS is the diameter of a complete circle. (Why are we allowed to do this? Because we have the sum of two radii and two half circles, so combined, they would become one circle.) If RS is a diameter of a circle whose complete circumference we must find, let us use our circumference formula. $c = Ï€d$ or $c = 2Ï€r$ $c = 12Ï€$ Again, our answer is C, $12Ï€$. Area $$a = Ï€r^2$$ You can also use Ï€ to find the area of a circle as well, since a circle’s area is closely related to its circumference. (Why? A circle is made of infinite points, and so it is essentially made up of infinite triangular wedgesbasically a pie with an infinite number of slices. The height of each of these wedges would be the circle’s radius and the cumulative bases would be the circle’s circumference.) A circle splitting into a series of triangles. So you would be able to find a circle’s area using the formula: $a = Ï€r^2$ Arcs $$c \arc = Ï€d({\arc \degree}/360 °)$$ $$a \arc \sector = Ï€r^2({\arc \degree}/360 °)$$ In order to find the circumference of a circle’s arc (or the area of a wedge made from a particular arc), you must multiply your standard circle formulas by the fraction of the circle that the arc spans. To determine the fraction of the circle that the arc spans, you must have the degree measure of the arc and find its measure out of the circle’s full 360 degrees. So if you want to find the circumference of an arc that is 90 °, it would be $1/4$ the total area of the circle. Why? Because $360/90 = 4$ (in other words, $90/360 = 1/4$). This question gives us a lot of information, so let’s go through it piece by piece. First of all, we are trying to find the length of an arc circumference, which means that we need two pieces of informationthe arc degree measure and the radius (or the diameter). Well, we have the degree measure, so we’re halfway there, but now we need the radius (or diameter) of the smaller circle. We are told that it is half the radius of the larger circle, so we must find the radius of the larger circle first. All that we are told about the larger circle is that it has a circumference of 36. Luckily, we can find its radius from its circumference. $c = 2Ï€r$ $36 = 2Ï€r$ $18 = Ï€r$ $18/Ï€ = r$ [Note: though it is unusual, this problem gives us our radius in pi units, rather than giving our circumference(s) in pi units. As we said, this is perfectly acceptable, though uncommon.] If the circumference of the larger circle is 36, then its diameter equals $36/Ï€$, which means that its radius equals $18/Ï€$. Because we know that the smaller circle has a radius that is half the length of the radius of the larger circle, we know that the radius of the smaller circle is: $({18/Ï€})/2 = 9/Ï€$ So the radius of our smaller circle is $9/Ï€$. This means we can finally find the arc measure of the smaller circle’s circumference, by using the radius of the circle and the interior degree measure. $c_\arc = 2Ï€r({\arc \degree}/360)$ $c_\arc = 2Ï€({9/Ï€})(80/360)$ $c_\arc = 4$ So our final answer is D, 4. The relationship between circles and pi is constant and unbreakable. Typical Circle Questions on the SAT Circle problems on the SAT will almost always involve a diagram. With very rare exceptions, you will be given a picture from which to work. But we will discuss both diagram and word problems here on the chance that you will get multiple types of circle problems on your test. Diagram Problem A diagram problem will give you a diagram from which to work. You must use the visual you are provided and either find a missing piece or find equivalent measurements or differences. Helpful hint: often (though not always), the trick to solving a circle problem is in finding and understanding the radius. All lines drawn from the center of the circle to the circumference are radii, and are therefore equal. This will often play a vital part to solving the whole problem. Here is a perfect example of when the radius makes all the difference in a problem. We are told that lines AB and AO are equal. Based on our knowledge of circles, we also know that AO and BO are equal. Why? Because they are both radii, and the radii of a circle are always equal. This means that AB = AO = BO, which means that the triangle is equilateral. Equilateral triangles have all equal sides and all equal angles, so the measure of all its interior angles are 60 °. (For more on equilateral triangles, check out our guide to SAT triangles) So angle measure ABO = 60 degrees. Our final answer is D. Word Problem Word problem questions about circles will describe a scene or situation that revolves around circles in some way. Generally, the reason why you will not be given a diagram on a circle question is because you are tasked with visualizing different types of circle types or scenarios. On rare occasions, you may get a word problem on circles because the question describes an inequality, which is difficult to show in a diagram. When given a word problem question, it is a good idea to do your own quick sketch of the scene. This will help you keep all the details in order and/or see if you can make multiple types of shapes and scenarios, as with this question: Here, we are being asked to visualize several potential different shapes and outcomes of this circle, which is why this problem is presented to us as a word problem. Because there are many different ways to draw out this scenario, let us look to the answer choices and either eliminate them or accept them as we go along. Option I considers the possibility that M could be the center of the circle if lines XM and YM are equal and X and Y both lie somewhere on the circumference of the circle. We know this must be true because M being the center point of the circle would make lines XM and YM radii of the circle, which would mean that they were equal. So option I is true and we can therefore eliminate answer choices B and D. Now let’s look at option II. Option II presents us with the possibility that point M lies somewhere on the arc of XY. Well, if point M rested exactly halfway between X and Y, then straight lines drawn from X to M and Y to M would certainly be equal. So option II is also correct. Finally, let’s look at option III. Option III presents us with the possibility that M lies somewhere on the outside of the circle. So long as M lies at a distance halfway between X and Y, this scenario would still work. So option III is also correct. This means that all of our options (I, II, and III) are possible. Our final answer is E. Now let's talk circle tips and tricks. How to Solve a Circle Problem Now that you know your formulas, let’s walk through the SAT math tips and strategies for solving any circle problem that comes your way. #1: Remember your formulas and/or know where to look for them As we mentioned earlier, it is always best to remember your formulas when you can. But if you don’t feel comfortable memorizing formulas or you fear you will mix them up, don’t hesitate to look to your formula boxthat is exactly why it is there. Just be sure to look over the formula box before test day so that you know exactly what is on it, where to find it, and how you can use that information. (For more on the formulas you are given on the test, check out our guide to SAT math formulas.) #2: Draw, draw, draw If you’re not given a diagram, draw one yourself! It doesn’t take long to make your own picture and doing so can save you a lot of grief and struggle as you go through your test. It can be all too easy to make an assumption or mix up your numbers when you try to perform math in your head, so don’t be afraid to take a moment to draw your own pictures. And when you are given a diagram, draw on it too! Mark down congruent lines and angles, write in your radius measurement or your given angles. Mark any and all pieces of information you need or are given. The reason not everything is marked in your diagrams is so that the question won’t be too easy, so always write in your information yourself. #3: Analyze what’s really being asked of you All the formulas in the world won’t help you if you think you’re supposed to find the area, but you’re really being asked to find the circumference. Always remember that standardized tests are trying to get you to solve questions in ways in which you’re likely unfamiliar, so read carefully and pay close attention to the question you’re actually being asked. #4: Use your formulas Once you’ve verified what you’re supposed to find, most circle questions are fairly straightforward. Plug your givens into your formulas, isolate your missing information, and solve. Voila! Test Your Knowledge Now let's put your newfound circle knowledge to the test on some real SAT math problems. 1) 2) 3) Answers: C, D, C Answer Explanations: 1) This question involves a dash of creativity and is a perfect example of a time when you can and should draw on your given diagrams (had you been presented this on paper, that is). We know that the inscribed figure is a square, which means that all of its sides are equal (for more on squares, check out our guide to SAT polygons). Therefore, if you draw a line connecting points R and T, you will have a perfect semi-circle, or 180 °. Now, the arc we are looking for spans exactly half of that semi-circle. This means that the arc degree measure of ST is: $180/2 = 90$ degrees. So our final answer C. 2) Now, before we even begin, read the question carefully. The question wants us to find the perimeter of the shaded region. If you were going too quickly through the test, you may have been tempted to find the area of the shaded region instead, which would have gotten you a completely different answer. Because we are trying to find the perimeter of circular figures, we must use our formula for circumferences. Let us start with the two circles in the middle. We know that each circle has a radius of 3 and that our shaded perimeter spans exactly half of each circle. So the circumference for each small circle is: ${1/2}c = Ï€r$ $c = 3Ï€$ And there are two small circles, so we must double this number: $3Ï€ * 2 = 6Ï€$ So the interior perimeter is $6Ï€$. Now, let’s find the outer perimeter, which is the circumference for half the larger circle. If the radius of each of the small circles is 3, then that means the diameter of each small circle is: $3 * 2 = 6$ And the diameter of each small circle is the same as the radius of the larger circle. This means that the full circumference of the larger circle is: $c = 2Ï€r$ $c = 2Ï€6$ $c = 12Ï€$ But we know that our perimeter only spans half the outer circumference, so we must divide this number in half. ${12Ï€}/2 = 6Ï€$ Our outer perimeter equals $6Ï€$ and our inner perimeter equals $6Ï€$. To get the full perimeter, we must add them together. $6Ï€ + 6Ï€ = 12Ï€$ Our final answer is D, $12Ï€$. 3) Here, we are beginning with the understanding that the circle has an area of $25Ï€$. We are tasked with finding the perimeter of one of the wedges, which requires us to know the radius length of the circle. This means we must work backwards from the circle’s area in order to find its radius. Well the formula for the area of a circle is: $a = Ï€r^2$ Our area equals 25, so: $√25 = 5$ Our radius measurement equals 5. Now, we must find the arc measurement of each wedge. To do so, let us find the full circumference measurement and divide by the number of wedges (in this case, 8). $c = 2Ï€r$ $c = 2Ï€5$ $c = 10Ï€$ The full circumference is $10Ï€$ which, divided by 8, is: ${10Ï€}/8 = {5/4}Ï€$ Now, let us add that arc measurement to twice the radius value of the circle in order to get the full perimeter of one of the wedges. $5 + 5 + {5/4}Ï€$ $10 + {5/4}Ï€$ So our final answer is C. Now for the best kind of pi(e)you earned it! The Take-Aways Almost always, the most useful part of any circle will be the radius. Once you’ve gotten used to thinking that all radii are equal, then you will often be able to breeze past even the trickiest of SAT circle problems. If you understand how radii work, and know your way around both a circle’s area and its circumference, then you will be well prepared for most any circle problem the SAT can dream up. Know that the SAT will present you with problems in strange ways, so remember your tricks and strategies for circle problems. Be careful with your work, keep a clear head, and you’ll do just fine. What’s Next? You've triumphed over circles (huzzah!). So now what? Well we've got guides aplenty on any SAT math topic you want to brush up on. Feel iffy on your lines and angles? How about probability? Integers? Check out our SAT math tab on the blog for any SAT math topic questions you might have. Don't know where to start? First, make sure you understand how the test is scored and what makes a "good" score or a "bad" score, so that you can figure out how you currently stack up. Want to get a 600 on the SAT math? How about a perfect 800? Check out our articles on how to bring your scores up to a 600 and even how to get a perfect score on the SAT math, written by a perfect SAT-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Wal-Mart Assignment Paper Example | Topics and Well Written Essays - 1500 words

Wal-Mart Paper - Assignment Example This presentation discusses the microeconomic and macroeconomic factors that affect the operations of the giant retail outlet chains. Microeconomic Analysis In order to understand the nature of demand and supply environment in the various outlets owned by Wal-Mart, it is important to describe the product portfolio for Wal-Mart. Among the products that an ordinary retail shop offers to the market, general household products and appliances, electronics, beverages, food, stationery, textiles, furniture among many other general retailable products. From this illustration of product portfolio at Wal-Mart or any general retail outlet, certain demand and supply forces influence the operations of the shops when compared to any other shop such as wholesale outlets. One characteristic of the demand and supply is the high diversity in products that the company deals in. Whereas it is possible to monitor one line of products and the performance thereon determined, the aggregate demand and supply for the retailer is determined by the total performance of the products. This implies that the performance in demand and supply of a single product will affect the operations of the company to the extent of the overall proportion that the particular product makes to the operations of the company. This is an advantage to Wal-Mart since the high performing products soak up the impact of non-performing goods. As a disadvantage, accommodating non-performing goods at any season blocks the capacity to exclusively exploit the benefit of high demand for highly performing goods. In terms of the market structure in which Wal-Mart operates, it is perhaps important to consider the two market platforms at both the local US market as well as the international level. For Wal-Mart, the level of retail outlet design and approach taken by the company in the US is largely an oligopoly1. The structure of an oligopoly qualifies Wal-Mart to be classified as such due to the existence of few players of it s status and form. Retailing at the large size and high-end category in the US has a few players due to the inherent market forces that discourage entry of many players. According to Porter’s five competitive market forces, the entry of new players into the departmental retailing is highly restricted due to the nature of retailing business that can accommodate only a specific number of players. The few players in this kind of business in the US include Target and Costco2. In the overseas market platform, Wal-Mart assumes different statuses as defined by the retail business in the different countries. As an illustration, the market could be a monopoly in a country where such size of retail players is not present. In view of the interventions that can be taken to ensure that the oligopoly or monopoly structure is maintained for Wal-Mart to enjoy its benefits, the management needs to consider offering unique services and products. Under the circumstances that an oligopoly presen ts to the players, competition may increase and affect Wal-Mart’s opportunities in the market. To facilitate a strong and sustainable market existence amid the competition, Wal-Mart must present a unique product to act as the main customer attraction and retention factor. To illustrate this, McDonald’

PERSONALITY TRAIT THAT BEST FITS MY LIFE Term Paper - 1

PERSONALITY TRAIT THAT BEST FITS MY LIFE - Term Paper Example This branch of psychology is termed the most ambitious since personalities are all unique. Although unique, there are patterns that have been unlocked by some of the world’s best psychologists. There are even a lot of personality tests that have been invented to promote personality determination. One of the most famous ways of determining personalities is by determining one’s personality traits. Traits, according to this theory, are continuous dimensions of a person, unlike typologies, which are static. Apart from that, the trait theories of personality assume that people have traits that can vary through time, and they are also dependent on a number of personality scales. And unlike other approaches like the humanistic and psychoanalytic ones, trait approach uses differences in personality as basis in determining the specific typologies of a person. The Five-Factor Model theory is one of the most popular forms of determining personality using the personality traits. This theory is based on Eysenck’s Three Dimensions on Personality and Catell’s Sixteen Personality Factor Questionnaire. The former was dismissed as being too short, with only three factors of personality listed in the personality scale. The latter was dismissed because it was too detailed, starting with over 4000 personality traits. It was narrowed down to 16 traits after factorial analysis of the traits as this proved to be the most common and defining traits of an individual. Since the two personality tests either too few or too descriptive, the Five-Factor Model was made. A combination of both Eysenck’s and Cattell’s questionnaires, the Five-Factor Model is considered to be one of the most reliable tests in defining personality. It represents the five core traits that form one’s individuality. The five core traits are: Extraversion, agreeableness, conscientiousness, neuroticism and openness.

You will develop a brief case study from your own adolescent Essay

You will develop a brief case study from your own adolescent experience - Essay Example Finally, I really do not understand why parents would like to keep the children at home when we wanted to explore and discover the world. Parents tend to be very controlling and would like to interpret the world as they see it from their point of view. And this is very suffocating from an adolescent’s point of view which is still in the process of discovering the world. They also tend to capitalize on their being parents to impose on us that they are always right. This includes knowledge about the world and they tend to interpret the universe according to their world. They also would like to keep us at home saying that there is nothing to be seen outside when everything needs to be seen from our point of view. Everything may already be common to them having all those experiences but it is different from our point of view. Everything is still a novel to us and we would like to discover it, experience it and learn from it. We may make mistake along the way but we realize that it is part of growing up. The most obvious theoretical explanations that would explain the situation are generational gap, communication gap and overprotective tendency of parents. Generational gap because parents could not see the world from our eyes and would like to interpret it as how they see it fit. They do not realize that the world is changing and that the world is different today compared to their time. Communication gap is different from generational gap. Communication gap is more specific to language whereas generational gap are differing mindsets. Parents mode of communication is inefficient and very formal and they do not know how to abbreviate to facilitate understanding quicker. This may be tolerable at first but could get annoying when they do it often. For example, they like long winded sermons and talk while we talk in shortcuts such as â€Å"brb† (be right

pure economic loss negligence

pure economic loss negligence Many losses resulting from tort could be described as economic; the term is usually used to cover losses which are purely economic meaning those where a claimant has suffered financial damage that does not directly result from personal injury or damage to property, as when a product brought turns out to be defective, but does not actually cause injury or damage to other property. Catherine Elliott Frances Quinn (7th Edition). A plaintiff can claim in negligence if he suffers financial loss due to negligent mis-statement.Special relationship between parties and the special skill represented by the defendant together with Reliable reliance are the necessary elements required by a Plaintiff for establishing a liability in a professional negligence action.   Alberts trust and action can be discounted, as Barry was not qualified to provide professional advice pertaining to investment decisions. Also, the advice was imparted in a social set up and thus held little trust for serious consideration. Lastly, Albert had not specially requested for considered advice, mentioning to Barry that it would be adhered to. Therefore, the condition of notion of proximity was not satisfied. According to Lord Devlins formulation, a duty of care arose only when there existed a relationship Equivalent To Contract[1], between the claimant and the defendant, an application of the general conception of proximity, between the two parties. In the given scenario a special relationship between the parties was non-existent. Alberts reliance on Barrys advice was unjustifiable, as the loss suffered here was not attributable to the defendants negligent mis-statement; he had not voluntarily assumed responsibility towards the claimant. A duty of care would only arise if the defendant foresaw the claimants reasonable reliance on his statement. The case of HEADLEY BYRNE CO. LTD v HELLER AND PARTNERS LTD[2](HOUSE OF LORDS, 1964) applies to the given situation. Here the court held that if a professional person in the course of his business imparted advice, knowing that it was being relied upon, then he owed a duty of care to that person, to exercise reasonable care and skill, failing which, he would be liable in negligence. However, a disclaimer prevented any duty of care from arising. Since, the above is not applicable to Barry, he did not owe any duty of care to Albert. The advice I would give Albert is not to take recourse to legal proceedings. With so many factors working against him, the chances of a successful outcome were highly unlikely. It would be time consuming besides not being monetarily feasible. The claim being made in the County court would require regular legal payments and he might also end up being responsible for the legal costs of Barry since it would be difficult to prove that the loss was only due to Barrys negligent mis-statement. CASE II Although the claimant did not pay to receive the information, the essential element of  Ã‚  proximity between the defendant and claimant existed. Jim was aware that his advice would be acted upon in a specific way, making him responsible for the provision of accurate advice, which he failed to provide. Parties bound in a contractual relationship owe a duty to be careful while providing statements to the contracting party.  Ã‚  Reliance by the Plaintiff was reasonable as she had particularly requested considered advice. Therefore, although it was not in Jims professional capacity to provide legal advice, he owed her a duty of care.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The significant effect of the reliance element can be illustrated by MORGAN CRUCIBLE CO PLC V HILL SAMUEL BANK[3]  (1991) where the court held that defendants were liable for the claimants losses. It was reasonable for the claimants to rely on the defendants advice since the advice had been specifically prepared for the purpose of the take-over bid. The negligent professional owed a duty of care to the identified client.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the HEADLEY BYRNE CO. LTD v HELLER AND PARTNERS LTD (HOUSE OF LORDS, 1964) case, the bank was sufficiently precise, disclaiming any responsibility, thus preventing any duty from arising[4]. Jim however, did not indicate that the advice given was subject to a disclaimer and that it should not be relied upon, therefore, proving Mrs Smiths reliance on his statement as foreseeable and reasonable.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the CAPARO INDUSTRIES PLC v DICKMAN[5]  (1990) case the court held that no duty of care was owed to the claimant. The accounts were not for the purpose of providing advice regarding investment decisions. There was insufficient proximity between the claimant and the defendants as the accountants were unaware that the claimants intended using the accounts as guides for investment. Although, Jim could argue that he lacked the required skills to provide advice regarding claims and that she should have made use of independent advice, this maybe shunned on the grounds that he was consciously aware of the claimants intention of adhering to his advice. The advice I would give Mrs Smith is to impose a claim, as the loss suffered by her because of not claiming her insurance was attributable to the defendants negligent mis-statement. He had voluntarily assumed responsibility towards her and therefore it was his duty to find out about any changes in law that affected her position. He owed her a duty of care and was clearly in breach of that duty. It would be reasonable to sue him in the County Court in order to make good the loss or otherwise try for an out of court settlement to avoid legal costs. CASE III   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The loss suffered here resulted from a negligent act, the basic rule for which is that a person can sue for economic loss consequent on physical loss suffered by the person, but may not sue if he has suffered economic loss alone. However, an exception to this rule is when there is sufficient proximity between the parties and one element in this maybe reliance by one on the other.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The loss arising from direct damage to Percys crops was an economic loss. The loss on profit arising from his inability to sell the damaged crop was a consequential economic loss'[6]. Financial loss due to his inability to plant and sell a further field of crops because of the state of the land was a pure economic loss'[7].   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  SPARTAN STEEL v MARTIN CO[8]  (1973) is a case holding relevance in the given context. The court held that the claimants could only recover for the physical damage to the melt in progress, plus loss of profit on that melt, but not for the profits they would have made while the power was off. The damage to the melt was an economic loss while the loss of profit on that melt was consequent thereon but loss on profit caused by the power cut was not directly consequential upon any damage done and therefore a pure economic loss, and not claimable. Percy can therefore claim for the economic loss as well as for consequential losses thereon. However, he cannot recover the pure economic losses that were independent of the physical damage. Pure economic losses are usually not compensated for a number of reasons, including but not limited to the courts fear of the floodgate[9]  problem. Even in the case of  MURPHY v BRENTWOOD[10]  (1990,HL) the House of Lords held that no duty of care existed in case of apparent defects. The cost of remedying the defect was purely an economic loss and not recoverable.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Therefore, it is recommendable to pursue a legal claim in the County court for the loss Percy suffered as a result of damage to his crops and on the consequential losses but not for the pure economic losses. Preceding cases give sufficient assurance that Percy could claim for the former two. Since the losses suffered were quite large it would be reasonable for Percy to go ahead with legal proceedings. Word Count: 1324

Bitterness in Faulkners A Rose For Emily :: A Rose For Emily, William Faulkner

Essay a rose for Emily In William Faulkner's short story "A Rose for Emily," Emily's lack of social skills, exclusiveness and bitterness display Emily's refusal to adapt to the present. In the short story "A Rose for Emily", Emily displays her lack of social skills when the other ladies in the story try to call for her and she refuses to see them. Emily was not very social with the other towns? people. When the town gets the mail system for free, Emily refuses to let the towns? people put a mail box or postal number letters outside of her home. Emily was very unsocial. Emily never left the house much, she would have everything she needed brought to the house for her. She portrays her refusal to adapt to the present by not keeping up with the new mailing system and by refusing to pay taxes. She wanted to keep everything how it was when her father was alive. Emily was not willing to accept the new changes in her life, she wanted to live in the past where she was comfortable. Emily is very excluded from the rest of the town. Emily hardly ever came out of her house and refused to let anyone in on her life. Emily displays her refusal to adapt to the present by not wanting to let anyone in when her father passed on because she believed that he was still alive. Emily was very close to her father and when he passed on it was hard for her to adapt to the present. Emily never left the house much that her father left her, and when she did she did not talk to anyone at all. Emily was very private with her life, she made sure that no one knew anything about her life. Emily portrays her refusal to adapt to the present by keeping herself very excluded from the present time. The people that lived in the town with her would have to ask her servant questions just to receive any information about her life at all. Emily did not even let the servant into her personal life, she kept all her thoughts and feelings very private from the rest of the world. After Emily?s father passed away, Emily became very bitter with the world. She refused to pay taxes to the town because her father had given a lot of money to the town.

Case Study of Architect Winston Chu Kum Weng

THEORIES OF ARCHITECTURE AND URBANISM 1.0Introduction Architect Winston Chu Kum Weng has a sum of 12 old ages of working experience in the architecture field. His first working experience was as an houseman in an established architecture company – DP Architects. Subsequently, he worked at that place as a undertaking designer for 3 old ages after his graduation. Then, he decided to dispute and further research his calling way, which led him to being the manager of SN Low & A ; Associates. This finding of his has led him to boom in the field of architecture. Despite of his immature age, he has manage to carry through many great accomplishments through his plants, which were chiefly residential and commercial edifices, both locally and overseas such as Singapore, Vietnam and Abu Dhabi. The Amway ( Malaysia ) Sdn. Bhd. Headquarters office was one of Ar. Winston Chu’s earlier achievements which was completed in the twelvemonth 2009. Located in between the Petaling Jaya residential and concern territory with a entire built-up country of 18,812 metre square, it consists of a warehouse block and an office block. The edifice sits on a level land next to the Naza World Auto Mall and it consists of sustainable characteristics which reflects Amway’s desire for a greener and eco-friendly milieus. Many of his theories were successfully incorporated into this peculiar edifice. This undertaking attempts to convey an apprehension of the architect’s architectural theory through a direct observation and analysis of his edifices. Using architecture as primary text, this undertaking claims that the universe of signifier is non arbitrary but displays an internal logic that has the capacity to convey significance. Analytic illustrations are used to uncover the conceptual and experiential order of the architecture. In order to understand architecture, one must be cognizant of the conditions within which they are employed. 2.0Analyzing Architecture2.1Climate The local clime has ever been the most influential facet in footings of architecture. It is hence apprehensible that constructing typologies found around the universe are ever really diverse from one another. Climate allows the designer to measure the resources of the site even without the existent measurings of the site. In other words, the clime is a big lending factor in modeling the architectural signifier of the edifice. The Sun subdivision allows designers to measure the handiness of the Sun through the Sun Path Diagram. It helps the designer estimation the times of the twenty-four hours and twelvemonth in which the Sun will be available on a peculiar site so that proper consideration of shadowing devices and design options can be exhaustively explored. With careful consideration of the sun’s way, there would be advantages such as inactive warming and natural daylighting. However, it may work against you by bring forthing blaze or overheating if non considered decently. ( Brown, 2011 ) By puting the sun way diagram onto the site program of the Amway ( Malaysia ) Sdn. Bhd. Headquarters Office, it is shown that the peculiar secret plan of land is in such that the forepart and rear facade of the edifice would finally have the highest sum of exposure to sunlight because it would be confronting west and east severally whereas the North and south facade would have lower sum of sunshine as compared to it. In most fortunes, designers would prefer to orientate the edifice in a manner where the E and west facade would hold a smaller surface country so that it would cut down the sum of solar radiation received, take downing the overall thermal transportation value. Thus, cut downing the energy required for air-conditioning. However, that is largely non the instance because the facade of the edifice has to be in line with its neighboring context, confronting the bing chief route which is besides the merely accessible manner to the edifice itself. Therefore, the Amway ( Malaysi a ) Sdn. Bhd. Headquarters Office is orientated in such that the E and West facade has a bigger surface country. Furthermore, all four lifts of the edifice consists of many floor to ceiling Windowss particularly the west lift despite the high sum of solar radiation as it is the front facade of the Amway ( Malaysia ) Sdn. Bhd. Headquarters Office. This was because of the desire of holding Windowss to let for natural daylighting and ocular connectivity as these sustainable characteristics reflects Amway’s desire for a more eco-friendly edifice. Hence, many gaps are uniformly located on every side of the edifice to guarantee that there would be sufficient natural lighting perforating through the edifice, advancing a inactive design while cut downing the usage of unreal lighting. Despite the hapless determination in the edifice orientation and arrangement of gaps due to the site restrictions, careful considerations were made to get the better of the high sum of solar radiation received. Aluminum louvres were used as a facade intervention, supplying conditions protection and ocular showing, lending to the ocular result of the facade every bit good while maintaining the simpleness design attack of the edifice in head. Large sum of trees and bushs were besides planted to shadow of the sunshine from straight perforating through the window gaps and soften the character of the edifice. It reflects the architect’s love for nature that was developed when he was still a kid. Furthermore, there is the air current subdivision which allows designers to measure the way, velocity and frequence of air current in a peculiar location by month or twelvemonth through the Wind Rose Diagram. It helps the designer locate the place of the gaps so that it benefits from the predominating air currents. By puting the air current rose diagram on the site program of the Amway ( Malaysia ) Sdn. Bhd. Headquarters Office, it can be seen that the features of the prevailing air currents are rather similar from all waies. Hence, big sums of gaps were located on all four sides of the edifice to obtain the best result. Most of the gaps are operable Windowss that could be controlled by the user so the prevailing air current can be captured and brought into the edifice to advance natural airing, therefore cut downing the usage of unneeded air-conditioning. 2.2Architecture Theory – ModernismModernism in its broadest definition is modern taught, character of pattern. It emerged in the early 20Thursdaycentury but was non popular until after the Second World War. Modernism was a response to the demand for the new and the different. Modern agencies being up to day of the month. What was modern yesterday, is authoritative for today and will be old, so antediluvian for all the tomorrows to come. Fascinated by the approaching engineerings of the production of steel, glass and concrete, people began to abstain from the usage of decorations, rejecting what they saw and hold it as the senseless shots. The plants of modernism were more trim and lyrical. ( Weston, 1996 ) Many facets of the modernist design still prevail in architecture today. As Mies van der Rohe would state, less is more. Through observation and analysis that was carried out, it can be determined that the Amway ( Malaysia ) Sdn. Bhd. Headquarters Office fits in with the arc hitecture theory of modernism. This is due to the many similarities of the building’s features with the general features of modern architecture. This architecture theory is believe to be incorporated by Ar. Winston Chu due to his love of simpleness, practicality and elegance, which focuses on more geometric and how the experience of infinite is created by natural lighting, airing and the pick of stuffs. First, merely the use of simple and basic geometry can be seen throughout the full Amway ( Malaysia ) Sdn. Bhd. Headquarters Office, whether it is in footings of its lift or floor program. Merely square and rectangle forms can be perceived. Jam Tschichold one time said that the concluding and most pure signifier of a necessary point is ever constructed of geometric forms. Therefore, it visually stressing on the additive 90 grades perpendicular and horizontal lines. The Windowss, columns, beams, roof line are all portion of the structural elements that were used by the designer to help in making the additive divine infinite. Second, the changeless repeat of a simple geometric is repeated to obtain a alone signifier. The Amway Headquarters is a alone component itself which is developed by the transmutation of insistent units through alterations in size, constellation, orientation, coloring material and articulation of a basic geometry – the square. Third, it focuses on the lucidity of signifiers. The edifice is stripped of all the unneeded cosmetic elements in order to showcase the architectural design. Merely the needed characteristics are implemented into the design so that the focal point would be on the infinite be aftering itself alternatively of decorations which have no relevancy with the overall architecture. Fourthly, the programs of the Amway Headquarters Office are unfastened programs. The thought of an unfastened program is created through the flowing of infinites, accomplishing through the separation of columns where the thought of hold ing a room as a manner of forming the infinites is non considered. Fifth, the edifice follows the impression where signifier follows map. The designer expresses this thoughts by holding the site and map of the edifice dictate most of the design determinations. It is said that modernist architecture takes inspiration from the edifice itself, and aims to plan for each alone state of affairs to be inspired by its intent. Following, industrially produced stuffs such as steel, concrete and glass is loosely used throughout the edifice. Last, the designer makes usage of the Windowss extensively to convey in natural daytime, particularly the floor to ceiling Windowss. Therefore, integrating the Windowss as portion of the building’s design. 2.3User / ClientSite Layout The edifice layout of Amway Headquarters is in such that the office block and warehouse block is separated, merely linked by a span on the first floor to supply permeableness. This is the client’s purpose of supplying a clean and unagitated environment for the users and visitants, off from the production noise at the warehouse block. It excessively gives a sense of spacial organisation, districting the private and public infinites with mention to the degree of noise produced. The lading bay is placed behind on the first floor of the warehouse block, accessible through a incline. The client’s purpose was to put the loading country off from where users could hold ocular connexion, as the position isn’t really delighting. The storage, bringing and packing country are all placed on the same floor so the on the job efficiency would be good. Spatial Layout Public installations were all placed on the land floor of the office block. Office and IT sections are placed on the floors above. The client’s purpose was to supply a convenient service for all the users. There is a gallery to showcase Amway’s merchandise and a mini market right next to it that sells their merchandise. Detail of Entrance The entryway of the Amway Headquarters is a dual storey high construction which uses merely basic geometry – the square. The chief entryway is a larger construction while the back entryway is a extra of it in a somewhat smaller graduated table. The client’s purpose was to supply an entryway which gives the users a sense of acquaintance, stripped off all the fanciness to be projected as welcoming, ask foring users to near without vacillation. Landscape as Buffer Zone Plenty of verdures are planted around the edifice to supply noise suspension and effectual ocular barrier between the office block and warehouse block. This is the client’s purpose to continue the ocular and environment character of the office block which would pull and promote users of their merchandise. It besides reflects Amway’s desire for Eco-Friendly milieus. This was because of the client’s desire of holding big sums of trees around the site and windows to let for natural daylighting and ocular connectivity as these sustainable characteristics reflects Amway’s desire for a greener and more eco-friendly milieus. Hence, many gaps are uniformly located on every side of the edifice to guarantee that there would be sufficient natural lighting perforating through the edifice, advancing a inactive design while cut downing the usage of unreal lighting. 3.0Decision– Need to discourse the designer ‘s theory based on your apprehension of ‘SELF ‘ and ‘the 3 FACTORS ‘ . Your account have to capture the first portion of the undertaking and the analysis – take note that this is your ain â€Å" theory † of the designer ‘s architecture. Please make non mention to the designer ‘s statement or declaration of his/her theory. – Conclude by seting in the DIAGRAM ( from undertaking brief ) to sum up your theory on the designer. 4.0MentionsBrown, G. Z. ( 2011 ) .Sun Wind & A ; Light: Architectural Design Strategies( 2neodymiumed. ) . New Jersey: Wiley. Chu, W. ( 2014, April 4 ) . Personal Interview. Chu, W. ( 2014, April 5 ) . Email Interview. Weston, R. ( 1996 ) .Modernism. New York: Phaidon. 5.0Appendix

Medical Term

Match each combining form with its closest de? nition. a. acanth(o) b. actin(o) c. aer(o) d. algio e. amyl(o) f. andr(o) g. athero h. bacill(o) i. bacteri(o) j. bar(o) k. bas(o) l. bio 1. The closest de? nition for light. ________________________________________ 2. The closest de? nition for air. ________________________________________ 3. The closest de? nition for pain. ________________________________________ 4. The closest de? nition for starch. ________________________________________ 5. The closest de? nition for life. ________________________________________ 6. The closest de? nition for masculine. _______________________________________ Page 2 7. The closest de? nition for bacilli. ________________________________________ 8. The closest de? nition for bacteria. ________________________________________ 9. The closest de? nition for weight. ________________________________________ 10. The closest de? nition for spiny. ________________________________________ 11. The closest de? nition for base. ________________________________________ 12. The closest de? nition for plaque ________________________________________ Match each combining form with its closest de? nition. a. blast(o) b. cac(o) c. calci(o) d. carcin(o) e. hem(o) f. chlor(o) g. chondrio h. chore(o) i. chrom(o) j. chrono k. chyl(o) l. chym(o) 13. The closest de? nition for calcium. ________________________________________ 14. The closest de? nition for cancer. ________________________________________ Page 3 15. The closest de? nition for cartilage. ________________________________________ 16. The closest de? nition for bad. ________________________________________ 17. The closest de? nition for immature cell. ________________________________________ 18. The closest de? nition for chemical. ________________________________________ 19. The closest de? nition for chlorine. _______________________________________ 20. The closest de? nition for dance. ________________________________________ 21. The cl osest de? nition for chyle. ________________________________________ 22. The closest de? nition for color. ________________________________________ 23. The closest de? nition for time. ________________________________________ 24. The closest de? nition for chyme. ________________________________________ Page 4 Match each combining form with its closest de? nition. a. cine(o) b. coni(o) c. crin(o) d. cry(o) e. crypt(o) f. cyan(o) g. cyc(o) h. cyst(o) i. cyt(o) j. dextr(o) k. dips(o) l. dors(o) 25.The closest de? nition for dust. ________________________________________ 26. The closest de? nition for secrete. ________________________________________ 27. The closest de? nition for bladder. ________________________________________ 28. The closest de? nition for cold. ________________________________________ 29. The closest de? nition for movement. ________________________________________ 30. The closest de? nition for blue. ________________________________________ 31. The closest de? ni tion for circle. ________________________________________ 32. The closest de? nition for right. ________________________________________Page 5 33. The closest de? nition for hidden. ________________________________________ 34. The closest de? nition for cell. ________________________________________ 35. The closest de? nition for thirst. ________________________________________ 36. The closest de? nition for back. ________________________________________ Match each combining form with its closest de? nition. a. dynamo b. electr(o) c. eosin(o) d. ergo e. esthesio f. ethmo g. etio h. ?br(o) i. ?uor(o) j. fungi k. galact(o) l. gen(o) 37. The closest de? nition for red. ________________________________________ 38. The closest de? nition for work. _______________________________________ 39. The closest de? nition for force. ________________________________________ 40. The closest de? nition for sensation. ________________________________________ Page 6 41. The closest de? nition for milk . ________________________________________ 42. The closest de? nition for electric. ________________________________________ 43. The closest de? nition for ethmoid bone. ________________________________________ 44. The closest de? nition for cause. ________________________________________ 45. The closest de? nition for ? uorine. ________________________________________ 46. The closest de? ition for fungus. ________________________________________ 47. The closest de? nition for ? ber. ________________________________________ 48. The closest de? nition for producing. ________________________________________ Match each combining form with its closest de? nition. a. echo b. erythr(o) c. geront(o) d. gluco e. gonio f. granulo g. gyn(o) h. home(o) i. hydr(o) j. hypn(o) k. iatr(o) l. ichthy(o) Page 7 49. Select the combining form that best matches the de? nition red. ________________________________________ 50. Select the combining form that best matches the de? nition age. _______________ _________________________ 1. Select the combining form that best matches the de? nition sugar. ________________________________________ 52. Select the combining form that best matches the de? nition sleep. ________________________________________ 53. Select the combining form that best matches the de? nition angle. ________________________________________ 54. Select the combining form that best matches the de? nition treatment. ________________________________________ 55. Select the combining form that best matches the de? nition women. ________________________________________ 56. Select the combining form that best matches the de? nition sound. _______________________________________ 57. Select the combining form that best matches the de? nition same. ________________________________________ 58. Select the combining form that best matches the de? nition granular. ________________________________________ 59. Select the combining form that best matches the de? nition water. _________ _______________________________ Page 8 60. Select the combining form that best matches the de? nition scaly. ________________________________________ Match each combining form with its closest de? nition. a. glyco b. idio c. immun(o) d. kal(i) e. karyo f. ket(o) g. kin(o) h. kyph(o) i. lact(o) j. atero k. lepto l. leuk(o) 61. Select the combining form that best matches the de? nition distinct. ________________________________________ 62. Select the combining form that best matches the de? nition immune. ________________________________________ 63. Select the combining form that best matches the de? nition potassium. ________________________________________ 64. Select the combining form that best matches the de? nition ketone. ________________________________________ 65. Select the combining form that best matches the de? nition nucleus. ________________________________________ 66. Select the combining form that best matches the de? ition sugar. ______________________________________ __ 67. Select the combining form that best matches the de? nition humpback. ________________________________________ Page 9 68. Select the combining form that best matches the de? nition white. ________________________________________ 69. Select the combining form that best matches the de? nition milk. ________________________________________ 70. Select the combining form that best matches the de? nition lateral. ________________________________________ 71. Select the combining form that best matches the de? nition movement. ________________________________________ 72.Select the combining form that best matches the de? nition frail. ________________________________________ Match each combining form with its closest de? nition. a. kinesi(o) b. lip(o) c. lith(o) d. log(o) e. lys(o) f. macr(o) g. medi(o) h. meg(a) i. melan(o) j. micr(o) k. mio l. morph(o) 73. Select the combining form that best matches the de? nition motion. ________________________________________ 74. Select the combi ning form that best matches the de? nition stone. ________________________________________ 75. Select the combining form that best matches the de? nition shape. ________________________________________ Page 10

There Appears Multi agency working can be analysed Social Work Essays Essays

There Appears Multi agency working can be analysed Social Work Essays Essays There Appears Multi agency working can be analysed Social Work Essays Essay There Appears Multi agency working can be analysed Social Work Essays Essay The local authorization and authorities bureaus have been working together for a long clip and non wholly new pattern. Jones and Leverett quote However, the thrust towards integrated working which includes the full kids s work force ( that is, every person who works, on an employed or voluntary footing, with kids and their households across sectors such as wellness, instruction, early old ages and child care, drama work, societal attention, constabulary, young person support and leisure services ) under the interagency umbrella is a more recent and ambitious invention ( Jones and Leverett, 2008 pg 123 ) Multi-agency working can be analysed utilizing three primary policy contexts. First, the context of influence, where policy discourses are constructed and cardinal policy constructs for illustration, partnership or multi-agency working are established. Second, the context of policy text production, or the paperss that represent policy ( Jones and Leverett, 2008 pg 125 ) . These are normally expressed in linguistic communication which claims to be sensible and for the general public good ( Bowe et al. , 1992 ) . They include texts such as the SEN Code of Practice ( DfES, 2001 ) or the new Working Together to Safeguard Children guidelines ( HM Government, 2010 ) . Such texts are so responded to within the context of pattern, or what really happens on the land for illustration, schools, child care or wellness scenes as a consequence of a peculiar policy . ( Jones and Leverett, 2008 pg 125 ) Jones ( 2000 ) added a 6th context, the context of concealed values . This means positive consequence results on policy ; such as, statute law that promotes interagency cooperation in kids s services. They aim to protect kids s public assistance and better well-being. However, Jones suggests that there may be a scope of concealed significances and results. At a cardinal degree, policy can be smartly constructed to mask a peculiar set of purposes, values and beliefs. Intentionally or otherwise, policy may be a wolf in sheep s vesture ( Jones, 2000 ) There is besides grounds that practicians construct their ain significances related to policy, whether these are intended or non. Commenting on the inclination of policy shapers to centrally design signifiers, e-templates and appraisal tools . ( Jones and Leverett, 2008 pg 126 ) Both, Garrett ( 2006 ) and Axford et Al. ( 2006 ) note how these are sometimes resisted by practicians because they are perceived as exercising cardinal control over hitherto reasonably independent countries and suspected of being a cost-cutting device ( Axford et al. , 2006, p. 172 ) . Consequently, policy could really prolong or make fortunes that maintain or exacerbate jobs. Rather than being a solution to the perceived job, the interaction between policy and pattern may do a new set of jobs. ( Jones and Leverett, 2008 pg 126 ) The cardinal point is that policy is at three degrees local, front line and cardinal. At cardinal degree the thoughts are made concrete and so articulated nationally and locally. At the clip the policy enters the work force such as schools, practicians perceptual experiences can accordingly be affected. The inquiry is: to what extent is the vision enshrined in cardinal policy on multi-agency working likely to alter as it travels on its journey from cardinal authorities to individual practician? ( Jones and Leverett, 2008 pg 126 ) Governments have a inclination to build their vision for policy as a statement of purposes or intended results. Sometimes the vision is embedded within a wider model ; for illustration, authoritiess in Scotland, Wales and Northern Ireland ( Jones and Leverett, 2008 pg 126 ) In England, kids s well-being was defined as the five reciprocally reenforcing results originally presented in the Every Child Matters Green Paper ( DfES, 2003, p. 6 ) : SHEEP is an acronym that stands for: S Stay safe H Healthy E Enjoy and accomplish E Economic well-being P Positive part The following stairss is to interpret these visions into larning which can be implemented into pattern by people working in such sectors. The five results were integrated into the development of the common nucleus accomplishments and cognition for the kids s work force ( DfES, 2005 ) dwelling of: Effective communicating and battle with kids, immature people and households Child and immature individual development Safeguarding and advancing the public assistance of the kid Supporting passages Multi-agency working Sharing information . ( DfES, 2005 ) Despite fluctuations, the UK authorities agreed that all kids will profit from closer working between practicians and bureaus. The Common Assessment Framework ( CAF ) is a cardinal portion of presenting frontline services that are integrated and focused around the demands of kids and immature people. The CAF will advance more effectual, earlier designation of extra demands, peculiarly in cosmopolitan services. It is intended to supply a simple procedure for a holistic appraisal of a kid s demands and strengths, taking history of the function of parents, carers and environmental factors on their development ( ECM, 2008 ) . The CAF signifier is designed to record and, where appropriate, portion with others, appraisals, programs and recommendations for support. Section 11 of the Children Act 2004 places a statutory responsibility on cardinal people and organic structures to do agreements to safeguard and advance the public assistance of kids . ( HM Government, 2004 ) The ECM states all bureaus are required to hold: Senior direction committedness to the importance of safeguarding and advancing kids s public assistance A clear statement of the bureau s duties towards kids, available for al staff Safe enlisting processs in topographic point Effective inter-agency working to safeguard and advance the public assistance of kids Effective information sharing ( ECM, 2008 ) The principle for the CAF is to assist practicians develop a shared apprehension of kids, which avoids households reiterating themselves to all other bureaus. The CAF helps to develop a common apprehensions of what needs to be done and how. Do non reevaluate when the information is already there ( Parents in audience about appraisal, in Scots Executive, 2005b, p. 23 ) The statement is simple and on the surface persuasive, the drift based on assisting single kids. But the relationship between appraisal processs, their intent and their results is seldom straightforward ( Jones, 2004 ) . Assessment is a womb-to-tomb procedure with societal effects and may be influenced by contextual factors and professional value places. It is literally a point at which certain kids are judged to be different ( Tomlinson, 1982, p. 82 ) . Some parents and kids s positions of their services have highlighted their wanting a coordinated service that is delivered through a individual point of contact, a key worker , named individual or link worker ( Sloper, 2004, p. 572 ) . Within the CAF, a similar function was produced, the lead professional ( LP ) who takes duty for organizing the action identified as a consequence of the CAF procedure and will back up the kid and their household as necessary. One of the dashing facets of the CAF is the figure of professionals that practicians will prosecute with, such as wellness, instruction, societal services and voluntary bureaus. It can be besides rather dashing in happening out who the support services are and their contact inside informations. However, with the CAF procedure it can be off of get the better ofing tenseness antecedently encountered around multi bureau working and sharing information. Just as kids and their households have a part to do to determine the services they receive through the assorted signifiers of partnership discussed in old chapters, so they can lend to the development of pattern and practicians. This can go on at many degrees through rating, feedback, audience and research, every bit good as direct engagement in preparation. Practitioners and the administrations they work for demand to recognize that kids and their households have specific cognition that can non be learnt from anyplace else . ( Rixon, 2008 ) Children are party to the subculture of childhood which gives them a alone insider position that is critical to our apprehension of kids s universes . ( Kellett, 2005, p. 4 ) Like many who on a regular basis consult kids and immature people, we find that their positions are ever serious, concise, thoughtful and extremely relevant and cut through the preexistent dockets and diplomatic turning awaies that beset many audiences with professional grownups. We find that even really immature kids are more than able to analyze and give clear positions on many issues within their experience . ( Morgan, 2005, pp. 181-182 ) How is the success of more incorporate ways of working to be judged? One component of rating might be to see to what extent incorporate squads or new enterprises or constructions have overcome obstructions and enabled more positive ways of working . ( Stone and Rixon, 2008 ) As we have discussed, authorities policy and the literature on kids s services all emphasise the importance of bureaus working together and the value of partnership constructions, yet: Despite such exhortations, there appears to be a famine of grounds to back up the impression that multi-agency working in pattern brings about existent benefits for kids and households. ( Townsley et al. , 2004, p. 6 ) However, Michelle Warren quotes According to Consultancy 4Children ( Policy into pattern, 4Children, 2009 ) consistent grounds indicates that parents and kids are best served if the support on offer is joined up and good coordinated . It would be appropriate to recognize that although services may be provided in one scene, there is still a hazard of services non being joined up, because of different bureaus ( and viing interests/perspectives ) involved. ( Warren, 2010 ) However, Howell states Previously we really made it improbably hard by doing kids and parents and carers make their ain manner through the services all being assessed rather individually and acquiring really assorted messages. So multi-agency working is indispensable where a kid needs it. We must nt acquire baffled and believe multi-agency working has got to be the lone manner of working. In some instances it s really the school that will do the difference and that s the bureau where the huge bulk of kids will accomplish the best results . ( Howell, 2008 ) However, Townsley highlights the existent benefits for households and kids. Howell provinces There are tensenesss between bureaus, some of them driven by the different get downing point that different bureaus have. So the nature of the marks that bureaus are measured by are really rather different. The wellness marks that wellness services are measured by are significantly different from the sort of marks that schools work to and peculiarly are rather distant from the results of Every Child Matters . ( Howell, 2008 ) As with any Multi bureau working, it is important to measure whether any new undertakings or enterprises have been set marks against standards that can be measured. This is peculiarly a contemplation for grounds based intercessions which have been associated with issues, such as value for money. In relation to this, many have marks which have been set and necessarily raise inquiries whether it is the right one to be assigned with a peculiar mark. Practitioners recognise that marks can enable lucidity and equity, and concentrate attending on of import countries of pattern ( Banks, 2004 ) . However, Townsley et Al. ( 2004 ) states review a figure of surveies that reveal small grounds of improved results of multi-agency working across a scope of services and scenes. Their reappraisal besides makes clear that the undertaking of rating itself is a complex 1. Built-in jobs include: troubles in generalizing from single instance surveies ; diverse positions of different stakeholders as to what counts as success ; the length of clip needed to measure alteration ; and causality and ascription . ( Glendinning, 2002, cited in Townsley, 2004, p. 6 ) Consequently, Howell states Children s engagement and battle is cardinal to the redesign of services peculiarly with a multi-agency position. It s portion of the larning about what makes a difference the whole issue around personalisation puts the client, the individual having the services, as the co-designer of their solutions . ( Howell, 2008 ) To reason, A formative attack to rating that encourages duologue and on-going betterments to both policy and pattern would look to offer a positive manner frontward. However, this is non without its challenges and there are still issues to be addressed, non least preparation and elucidation of functions and duties. It is up to single practicians to advance an inclusive attack to professional difference and to develop a scope of different theoretical accounts enabling coaction, regard, reciprocality, pragmatism and risk-taking. ( Leverett and Jones, 2008 )

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