Do We Need Ratings for What We Watch on TV Essay Example

Do We Need Ratings for What We Watch on TV Essay Example Do We Need Ratings for What We Watch on TV Essay Do We Need Ratings for What We Watch on TV Essay Do We Need Ratings for What We Watch on TV? Name: Institution: Do We Need Ratings for What We Watch on TV? Introduction Every time one turns on the television to watch, there are countless programs to watch as there are many television stations. Most of these programs or almost all of them have some rating depicted with some letters such as TV-Y, TV-7, TV-G, TV-PG, TV-14 and TV-MA. All these letters represent the appropriateness of the program’s content to the different age groups. For instance, TV-Y programs are designed for young children while TV-MA programs are designed for adult only. The rating is determined by content such as explicit sexual nudity, suggestive dialogue and violence amongst other ratings. The main question is whether we need these ratings for every program that we view on television. These TV ratings have been around for almost two decades now. It is a television content rating system that was first introduced in December 1996 but became effective in January 1, 1997 in the United States. Before it was introduced, other ratings existed, established in 1968 by the Motion Picture Association of America film rating system, MPAA which had set the standards (Linder Gentile, 2009). However, the newer TV ratings were aimed at establishing standards that would allow voluntary rating for the broadcast and cable networks. It was adopted by most of the major United States broadcast as well as cable networks, which was in response to public concern about the increasing level of explicit sexual material, graphic violence as well as strong profanity within the television programs. There are several reasons why it is important to have these ratings for television (Linder, 2011). The main reason is because of children who are sensitive and vulnerable to content such as violence that would affect them at an early age. This research paper seeks to answer the question of whether we need ratings for what we watch on television. Literature Review A lot of research has shown that watching of television is related to hosting negative outcomes in children. Several studies have found that television watching especially with violent content is associated with increasing aggression amongst children as well as increased fear due to such violence (Linder Gentile, 2009). Currently, it is inevitable that children will watch television everywhere they go considering that almost every household in the United States have a television set. Therefore, the ratings come in to indicate what programs are suitable for them in order to avoid exposure to content that does not suit their age. This is especially important for parents in order to protect their young ones from content that could affect them negatively (Linder Gentile, 2009). The Rating System Before going even further towards answering our question, it is important to look at the ratings and what they represent in order to understand why they are needed. The TV-Y means it can be watched even by young children. This is a program designed for young children, with the theme being specifically designed for the young children aged between 2 and 6 years. The content is not likely to frighten them. TV- means the content is designed for seven of ages 7 and older. The content can contain some comic violence that would not be suitable for children below these years who are yet to understand between reality and make-believe content. TV-G is designed for general audience, meaning anybody at any age can watch including children even without parental guidance. However, this does not mean the program is specifically designed for children. The content contains hardly any violence or sexually oriented scenes (ParentsTV.org, 2010). TV-PG on the other hand means that children can view the c ontent under parental guidance since it may contain some scenes of mild violence, suggestive dialog and sexual context. TV-14 on the other hand means that the program is not suitable for children under the age of 14 years. Such programs may contain scenes with violence, sexual activity, drug use and profanity. Children under the age of 14 should be cautiously monitored if they have to watch such content. The final rating is TV-MA, which means it is designed for adults only. Therefore, children under the age of 17 should not be allowed to view such content. Such programs contain more scenes of violence, sexual nudity, profanity and drug use (ParentsTV.org, 2010). Exposing children to such content at an early age could have negative impact on children. Effects of Adult Content on Children Research shows that exposure to explicit material for children have a negative effect that could affect their future life. Such content has the tendency to sexualize children at an early age (ParentsTV.org, 2010). In the recent years, sexual content has been on the on the increase with many television programs showing a good amount of it even during primetime when children are most likely to b watching television. According to ParentsTV.org (2010), it was found that children are exposed to more than 10.8 incidents of explicit adult content every hour, which meant exposure every five and a half minutes of watching television (ParentsTV.org, 2010). The study carried out showed that children viewing PG rated content were likely to be exposed to sexual content at an early stage since the ratings have continue to under rate some of the programs. With such exposure to sexual content at an early age, the children become sexualized at an age they should not. The findings further show that a child watching a PG rated program in a period of two weeks would be exposed to 181 instance of sexual content, 239 instances of exposure to offensive language and 217 instances with violence. The finding further suggest that not only were the children exposed to the explicit adult content after every five and a half minutes while watching PG rated content, but also that the rating lacked the sub-ratings that indicate what content is contained in the program (ParentsTV.org, 2010). There were no descriptors to indicate the specific type of content. The descriptors include ‘S’ indicating sexual content, ‘D’ indicating suggestive dialogue, ‘L’ indicating coarse language and ‘V’ indicating violence. Without the descriptors, parents would not know the content that makes the program TV-PG. Thus; they have no clue about what the children are watching. This makes it hard to protect the children from inappropr iate content. The findings shows very minimal use of these descriptors, where 92% of explicit sexual content was aired without the ‘S’ descriptor, 36% of offensive language was aired without its descriptor, while 24% of this language included very harsh language (ParentsTV.org, 2010). Much of the content that children were exposed to from such content include words about sexual body parts, partial nudity, implied sexual intercourse, dialogue, curses, offensive epithets such as ‘Bitch’ and ‘Jackass,’ amongst others (ParentsTV.org, 2010). Violence included beatings, weapon violence such as shooting and stabbing, dismemberment amongst others including mutilation that is quite harmful to the children (ParentsTV.org, 2010). All these content is not appropriate for young children that are vulnerable to such language and scenes of violence and other behaviors including sexual disorientation. In particular, violence and coarse language has a far more effect on children since it can develop negative behaviors. According to KUNKEL (2006), violence on television affects children in three ways. The first one is through enhancing learning of aggressive behavior and attitude, the second one is desensitization where children’s callousness to victims of violence increases and finally, increasing fear of becoming a victim of violence. Of the three effects, it is the first one that has more adverse effects where violence in television is known to increase the propensity for violent behavior. â€Å"The statistical relationship between children’s exposure to violent portrayals and their subsequent aggressive behavior has been shown to be stronger than the relationship between asbestos exposure and the risk of laryngeal cancer†¦,† (Kunkel, 2006). Further, this study shows that violence in the television landscape is widespread, meaning that every child is lik ely to see some at some point as aforementioned. Additionally, the violence is presented in a manner that is sanitized as well as glamorized, which has the potential to affect children more. Finally, presentation of violence has remained quite stable and continues to increase daily with more and more entertainment releases all the time (Linder Gentile, 2009). After watching much of such content, the children are usually eager to know more and seek an explanation if they do not already know. Further, young children are known to try some of the things they see on television. It is not surprising to find children at a young age imitating what they see on television. With such behavior resulting from watching inappropriate content, it is worth having ratings that clearly indicate the content in the programs in order to protect the younger generation. Much of the behavior that is imitated is the violent ones and sexual acts they see on television. More literature indicates that children are aware of the ratings and some of their meaning. In a study conducted to find out what the children know about the ratings, it was found that some children had negative comments about programs rated G and PG. some said that these programs are â€Å"looser ones,† (Hamilton, 2000). Some made comments that programs rated as PG-13 would be scary. Clearly, the children understood that the ratings have to do with the content of the program of film, where higher rated ones meant more restrictive content that in fact got their curiosity. This Hamilton (2000) called the ‘forbidden fruit’ effect where one wants to have what is restricted especially for older children. However, the positive comments from children concerning the advisory given by parents concerning what to watch said it was good, meaning that parents did take the rating issue seriously. Therefore, TV ratings are important for helping the parents in selecting the best programs for their. Additionally, Hamilton (2000) cites that, â€Å"Children’s positive comments about the parental advisory and the PG-13 rating demonstrate how restrictive labels not only can enhance the attractiveness of the labeled material, but may reduce the appeal of less restricted fare,† (p. 202). Findings From this literature review, several things were evident that indicate the need for not only having ratings on what we watch on television, but also the need to tighten up the ratings or enforce them to protect the young children. The first finding is that some of the content that is viewed by children that is not appropriate for their age affects them in various ways including behavior where children can increase their aggressiveness while in other areas such as objectifying of the woman body through sexual material, a young girl would feel victimized if she does not look sexy as the programs suggest a woman should be (Linder, 2011). The other finding is that there is increased level of explicit and adult material on PG rated programs than it should be, which means children are watching a lot of adult content even on programs that they are not restricted(Linder Gentile, 2009). Finally, children as well have some understanding that the ratings mean some restrictive material, which m any have different opinions such as being scary. This further brings in the forbidden fruit effect where children want to watch what is not for their age. Further, parents are aware of the ratings and help it helps them in selecting the appropriate films. However, the rating is not sufficient considering majority of the programs are aired without the descriptor labels. Conclusion It is clear that we should have ratings on what we watch on television in order to protect the children. With the increasing programs aired on televisions during prime time that contain adult material, it is important that parents know what content is in this programs to know whether it is appropriate for their young ones. With repeated exposure to such content, it might become a norm to children who may not distinguish between the reality and make-believe images they see on television. However, despite the ratings, they have not been effective. In other regions such as the UAE, there are ratings similar to those established in unites states but whose effectiveness is not commendable. Haine (2013) provides a perfect example of how violence can affect children who are yet to distinguish reality and make-believe situations. In a cinema hall, three children playing at the front charges up the stairs screaming when a serious loud gun battle from the movie. It is clear these children thou ght it was real and were scared. Therefore, we do need to have ratings for what we watch on television in order to protect the young ones from harmful content. References Haine, A. (2013). Guns, blood and violence: is the UAE cinema ratings system effective? The National. Retrieved from thenational.ae/lifestyle/well-being/guns-blood-and-violence-is-the-uae-cinema-ratings-system-effective Hamilton, J. (2000). Television, Violence and Public Policy. Ann Arbor, MI: University of Michigan Press. Kunkel, D. (2006). The Effects of Television Violence on Children. University of Arizona: retrieved from apa.org/about/gr/pi/advocacy/2008/kunkel-tv.aspx Linder, J. R. Gentile, D. A. (2009). Is the television rating system valid? Indirect, verbal and Physical aggression in programs viewed by fifth grade girls and associations with behavior. Journal of Applied Developmental Psychology, 30 (3): 286-297. Linder J. (2011). A Content Analysis of Indirect, Verbal and Physical Aggression in Television Programs Popular Among School Aged Girls. American journal of psychology, 4 (4): 24-42. ParentsTV.org. (2010). What Kids can see when it is rated TV-PG. Parents Television Council. Retrieved from parentstv.org/PTC/publications/reports/TVRatings2012/2012_RatingsStudy.pdf

Critically analyse the situation facing Lucky MT, drawing on your Essay

Critically analyse the situation facing Lucky MT, drawing on your learning across the entire module. What recommendations would - Essay Example At the same time, one of the owner partners is not comfortable with the joint venture while the other is very comfortable. These issues may be related to the formation of the joint venture and the subsequent launch. It seems that a lot of issues were not looked at well including Lack of proper organization, lack of good launch and operation strategy, lack of a good exit strategy, diverging interests in the joint venture and the increasing competition from other companies in the same field and in other regions. Lucky MT needs to revise its strategy and come up with a better organizational structure, improved outsourcing strategies, international cultural management skills and drafting policies and regulations to be followed by the partner companies, the management of the joint venture and the employees. Addressing these issues can assist in encouraging common goals between the partners which is critical in withstanding the current storm of issues and to get more customers to increase profitability and encourage better growth. This information also provides knowledge to other companies that may be thinking on the lines of establishing joint ventures in the future. Lucky MT overlooked many things which are discussed below and recommendations provided. Nature of Joint Venture Business While Lucky MT found it necessary to form joint venture, which is beneficial to the company in sharing capital expenditures and risks, the company did not do well in this department. Looking at the company, it was initially founded by two companies. Later, the two companies decided that the joint venture, Lucky MT gets to a joint venture with another company in Singapore to participate in the international market better and more easily while getting a competitive edge. However, the partners in the joint venture overlooked the consequences of getting into joint ventures with international companies. As the partners confirm, the involvement in many joint ventures decreased the profit sh are of each partner involved (Lucky MT document Pages 3). When looking to get into joint ventures, the partners should look for businesses that can generate enough profits for all the partners involved. However, this was not the case for the Lucky MT. The partners chose the Electronic Manufacturing Industry which is quite profitable. However, this industry is capital intensive and also very expensive to maintain. Basing on that the company is relatively small; it would be a challenge to maintain the business. At the same time, the returns from the industry were quite small compared with the investment made in the Joint Venture in Singapore. The returns of the company were 2.5 million dollars in the year 2000. Being an international joint venture with several partners, this is little profit and each of the partners gets a little share of the profit. An international venture would be expected to generate good profits for each partner to get good profits. However, a joint venture gener ating good profits has been just a pipe dream. According to Dennis Campbell and Antonida Netzer (2009), joint ventures take a long time before they become profitable. In addition, they also take longer to break even which may be a challenge to the partners of the venture. Top of Form Bottom of Form This discourages many of the joint venture partners as they expect profits when they get involved in the ventures. It is no wonder that Dennis

Chinese and Japanese societies Essay Example | Topics and Well Written Essays - 1000 words

Chinese and Japanese societies - Essay Example Furthermore, we face typical prewar circumstances, wherein the imperialist powers jockey for position prior to slugging it out. As the jockeying rise, strange efforts will be necessary to avert a third world war. Moreover, perhaps only rebellion in one bloc or another can change the largely balance in time to prevent harmony between these two countries (Doyle, 2002, pp. 480-1).. According to the expert analysis the old China was a storage bin case. No doubt, one require only look at the flaw of China when tackle by Japanese assault: a few 450 million people rich in capital, rich in history, rich in cultural custom, yet nonetheless so mired in semi feudal, semi majestic stagnation that they could not district off the assault of a nation of 70 million. Beyond the shadow had there been no rebellion in progress, had there been no socialist Party, no United Front, no Eighth Route Army public meeting the people for confrontation, China was enriched with cultural beliefs of independence and ceased, for an imprecise period, to function as a nation. Now take a look upon the cultural values of Japan before World War I, No doubt, Sino-Japanese dealings were at low regardless of signs of revival. A number of people claim that cultural miscommunication among the two countries and two peoples are causative to the failing relations. Moreover they had great respect for cultural festivals and religious events. Class System Lets take a look upon class system in both strongest powers in Asia, the original beginning of the Republic centered on the three principles of the People: patriotism, democratic system, and People's Livelihood. As the century wind down toward a surprise conclusion that leaves free enterprise in charge both East and West, China built-in, experts observe no cause to alter my mind. Furthermore, the communalist world outlook include the alternative that Marxists could fail, in practice, to create in this century better societies free of class utilization stable, creative, and above all democratic truly self-governing, not simply control capitalist power networks by means of self-governing trimmings. But obviously we have so far observer merely one early round in a long-drawn-out global disturbance. As long as private enterprise dominates the world. Beyond the shadow, once socialism takes root as a feasible option a crucial guide to social regeneration Now take a look upon the class system of Japan, in modern times the basis of war on a world level has always been imperialist competition. Now that the collective bloc has disintegrated, conflicts between competing imperialist powers will unavoidably come to the fore and control global relations, as they have so frequently in the history. Moreover, we face a classic prewar state of affairs, wherein the imperialist powers jockey for place prior to slugging it out in Japanese society's class system. Gender Perceptions No doubt, Japan have called "democratic," had as its conjugal objective the disintegrate of the feudal system, particularly the agrarian system, and as its global objective the release of China from imperialist interference and control. The ant feudal constituent

Evaluation Task-Centered and Crisis Intervention Theories

Evaluation Task-Centered and Crisis Intervention Theories Select a social work intervention, evaluate its theoretical roots and influences and compare it to at least one other approach. Describe briefly how you would apply your chosen approach in work with a service user or carer group and evaluate its effectiveness. Use at least one piece of research to inform your evaluation. You will need to demonstrate the ability to detect, understand and evaluate potential for discrimination generally with particular emphasis on two specific areas. This paper will evaluate the theoretical roots and influences of two psychological social work intervention theories task-centred and crisis intervention. They will be applied to practice with a children and family setting. The potential for each intervention to discriminate on the grounds of age and race will be demonstrated and evaluated. Both theories will be contrasted and evaluated in terms of their strengths, weaknesses and effectiveness, by use of informed literature and research. Theories can provide social workers with a safe base to explore situations and understand complex human behaviour (Coulshed and Orme 2006). Used wisely, they can promote effective, anti-oppressive practice (Wilson 2008). Theory underpins the social work degree (Coulshed and Orme) and the growing emphasis on evidence-based practice ensures theory is at the heart of the profession (Corby 2006). The most significant theory within social work is Freuds psychodynamic theory (Daniel 2008). Payne (2007:80) goes say far as to suggest that psychodynamic work is social work. It was the original theory social workers drew upon to understand complex human behaviour (Coulshed and Orme 2006). It is also the theory from which many others have been developed or as Payne (2005) suggests, opposed. For these reasons, it can be difficult to understand other theories without knowledge of psychodynamic (QUOTE, QUOTE). Psychodynamic is a major underpinning base of crisis intervention, more specifically, ego psychology, developmental psychology, and cognitive behavioural approaches and systems theory (McGinnis 2009). These theories provide an understanding of the particular psychological characteristic of people in such situations (Beckett 2006, p110). By contrast, task-centred was established within social work. Stemming specifically, from Reid and Shynes (1969) research into the profession (McColgan (Lindsay ed.) 2010). Reid and Shyne claim the roots and influences of task-centred were not derived or borrowed from any other discipline (Parker and Bradley, 2010; Watson and West, 2006). Therefore, Trevithick (2005) suggests task-centred should be referred to as a work or practice, rather than an approach. However, many writers contest this, including Doel (2009) and Marsh (2008) who assert association lies with behavioural and problem-solving approaches to social work. On reflection there are stark similarities between problem-solving tool and behavioural. Crisis intervention was developed by Caplan from Lindeman and Caplans work into loss and grief (QUOTE). It is not a single model in the way that task-centred casework is a single model, but rather a group of models for short-term work with people at points of acute crisis (Beckett 2006, p110). A crisis is a precipitating hazardous event which is meaningful or threatening to oneself (Payne 2005:104). Crises are often caused by sudden loss or change (McGinnis 2010:39). However, it is not the event that defines a crisis, but rather the service users perception and emotional interpretation (Parker and Bradley 2010). What may present a crisis for one may be considered a challenge for another because people have different life experiences, cultural backgrounds, coping strategies and levels of resilience. Crises can be predicable, as in Eriksons psychosocial model (which views developmental conflicts as part of the life course), or unpredictable crises which cannot be foreseen for instance, a natural disaster, ill health and poverty or even a burglary (Hamer 2006) (ONLINE). Crises reduce the psychological coping ability by challenging the homeostasis (normal equilibrium) (Thompson 1991). When ones usual coping resources are unsuccessful in responding to their problem and they cannot adopt alternative internal strategies or find another way to cope, they are likely to find themselves in crisis (Hamer 2006). Caplan argued, that people act as self-regulating systems (Trevithick 2005:267), in that they strive to retain homeostasis. He believed that in addition to the occasional crises caused by unpredicted events people experience developmental crisis throughout the life course. He further argued that preventative work, offered at the time of such developmental crises, might be effective in reducing symptoms of psychiatric illness (Wilson et al. 2008: 361). Unsuccessfully resolved crises can lead to psychologically incapacitating experiences such as regression, mental illness, feelings of hopefulness and inadequacy, or destructive action (Wilson et al. 2008:362). Equally, crises can stir up repressed feelings (Coulshed and Orme 2006). For example, a marriage breakdown may reactivate repressed feelings of rejection and loss from being taken into care as a child. This can add to the sense of feeling overwhelmed and overburdened (a double dose) (Coulshed and Orme 2006:135). While this may provide the opportunity to address a repressed event, the more unresolved crises one has, the more vulnerable they are to future crises (Hamer 2006). Similarly, if unhelpful coping mechanisms are employed during a crisis, this has the potential to create another crisis (Watson and West 2006). Crises produce biological stress responses whereby the fight or flight mechanism is activated. CHINESE MODEL This energy can be fuelled into developing new coping strategies and resilience for now and the future (Thompson 1991, p20). Thompson (1991:10 citing Caplan 1961) uses to his three stage model to understand the characteristics of a crisis. The impact stage is short-lived and characterised by stress and confusion where the event can appear unreal. The second is the recoil stage. This is characterised by disorganisation and intensity of emotion. For example, emotions can be directed externally (anger), internally (guilt) or both concurrently. There may be psychical symptoms as well such as, fatigue, headaches (and) stomach disorder. The final stage is adjustment and adaption. Crises take on average four to eight weeks to resolve and it is during this final period that a crisis can be resolved as a breakthrough or breakdown (Thompson 1991:10). If unhelpful coping mechanisms are used during this stage, they have the potential to create another crisis (Watson and West 2006). As such, skilled crisis intervention during this time can lead to a breakthrough (Thompson 1991:10). For application to practice, Roberts 2000 cited in Wilson et al 2008:366 Uses a seven stage model: Assess risk safety of service user Establish rapport and appropriate communication Identify and define major problems Deal with feelings and provide support Explore possible alternative responses Formulate action plan Provide follow up service IN APP: Try to find trigger but dont get lost in it What is happening to them? How do they normally cope internally/externally? Do they use just psychological or social and community resources to good effect? Opp to help back to homeo but also to improve Min danger enhance risk Mobilise support system advocate Calm, reassure, rapport, interest Develop new techs of coping thro counselling Remember person open for limited period Get SU to set goals give beginning and sense of control Short term incremental to build confidence and new learning Dont set up for failure If using the example given above, the situation does not constitute a crisis, but rather a series of/or large problem, task-centred can be utilised to address these. Task-centred practice involves five structured steps which are essential to its effectiveness (HOWE BOOK): The first step is for the social worker to understand the problems faced, the methods used to respond to the problem and the preferred situation. These are defined and expressed by the service user (Thompson, 2005). Anna expresses she is feeling low since the recent birth of her son, she is worried she does not have the natural mothering ability and cannot remember the last time she last had an adult conversation. She doesnt know where to turn for help. The social worker explores cultural and structural XXXXX it becomes clear that Anna cannot tell her family how she is feeling because it is frowned upon by her culture. She would love to feel happy and in control again. Using feminist perspectiveà ¢Ã¢â€š ¬Ã‚ ¦.. Her cultureà ¢Ã¢â€š ¬Ã‚ ¦.. Ageà ¢Ã¢â€š ¬Ã‚ ¦.. During the next stage the social worker encourages Anna to prioritise which parts of the problems she would like to work on first. With support she breaks the problem down in manageable chunks. This process helps Anna to see that her problem is not insurmountable; it gives her hope and a focus. It is essential during this time that the social worker remains empathetic and builds Anna hopes. The following stage is based upon negotiation in partnership. Together, Anna and social worker agree a maximum of three problems for desired change. Each goal must be specific, measurable, achievable, realistic and time-bound (Doel AND WHO YEAR p36) to ensure Anna is not set for failure. The first of task might be for Anna will visit the local Childrens Centre next week to find out what services they offer. The second step could be attending a session as the Childrens Centre. A timeline for the tasks (usually 12 weekly sessions), together with agreement of who will complete which tasks will form a written contract, signed by both parties. The agreed contract is implemented and monitored until evaluation or termination. This allows for flexibility should this be required (such as extension of time or reorganisation of problems). Anti-oppressive practice lies at its core of task-centred and the values of social work practice are integrated. Partnership working promotes social justice and seeks to reduce the power imbalance between worker and service user. Thompson (2007, p50) agrees stating user involvement and partnership working are part of a political commitment to promoting social justice, social inclusion and equality. These aspects are further supported by the British Association of Codes of Practice, Codes of Ethics for Social Work (DATE) (24 October 2010). The promotion of choice for service users by their own identification of the problem and prioritisation of their goals empowers. It also views the service as an expert in their situation. The nature of breaking down problems (often considered insurmountable) builds a sense of hope for service users to overcome them (QUOTE) The simplicity of the model means it is easy to understand and apply and enables service user to use it for future problem solving (Doel and Marsh 1995). This builds resilience and empowers service users. The model recognises and builds upon service users strengths because it considers they have the personal resources to solve their problems with limited support. This empowers by enabling service users to take control and ownership (McColgan, (Lindsay ed.) 2010). A contract provides transparency and clarity. It places the focus on the problem, rather than the individual. It also allows for flexibility for the level or duration of support to be increased or goals to be reorganised. Because the model is time-limited it decreases the risk of dependency and creates motivation to respond to tasks (Doel AND WHO, DATE, p36). The successful completion of tasks, lead to personal growth of the service user, in terms of confidence and self-esteem for now and for the future. For the worker and agency it offers a time and cost effective intervention. It also saves on future resources by building service users to solve their own problems in the future. A note of caution is that it would be oppressive and ineffective if used with service users with limited cognitive functioning (such as poor mental health, learning disability or dementia). The model is also incompatible where there are complex underlying issues because it cannot address them. Additionally, it may not consider structural oppression such as class, poverty, ill health, gender or racial oppression. Because of the nature of partnership, service users need to be willing to participate for the model to be effective (Trevithick 2005). A written, signed contract may encourage a power imbalance between social worker and service user, placing the social worker as the expert. Marsh (Davies ed. 2008) warns that while task-centred practice may be the most popular theory among social work students, perhaps owing to its simplicity. The quality of its application is often undermined. Many believing they are carrying out task-centred practice work, when actually they are not. PAGE 121 BBB In applying crisis intervention the social worker must establish a rapport with Anna using skills of empathy and active listening, while also assessing the risk of harm to Anna and her child (Mc Ginnis 2010). Importance should also be given to the non-verbal communication of the service user. Anna should be supported in exploring the problem (the objective facts) and her emotional response to the problem (the subjective) (Beckett 2006). The social worker can assist by asking sensitive open questions (to ensure it remains Annas story) and responding by showing acceptance. McGinnis (2010, p45) claims showing acceptance is key to effective relationship building. It can also promote anti-oppressive practice and social justice by not judging the service user. The information collected should focus upon the here and now, although the past should be acknowledged. The social worker should find out the attempts Anna has made to respond to her problem, while at the same time reassuring Anna. McGinnis (2010:45) suggests achieving reassurance by gently reframe(ing) the clients perception of self and events into a more realistic understanding of the situation. Therefore, the social worker could say I imagine you feel isolated; It sounds as if you have had a lot to cope with one you own. Empathy should be shown the entire intervention by the social worker, by use of lexis and non-verbal communication. If the service user is assessed as being in crisis the social worker can explain the concept of crisis intervention and agree the nature of the work to be carried out. Arguably crisis intervention is also anti-oppressive. It seeks to effect positive change in behaviour now and for the future, through the building of resilience and coping mechanisms. It can also release service users from their past by addressing repressed issues. All of which results in empowerment of service user.   Integrates with codes of practice WHAT CODES Active listening and empathy Crisis intervention provides a safe structure of intervention for social worker, service user and use by voluntary agencies in addition to statutory. QUOTE The time limited nature is anti-oppressive because it reduces the risk of dependency for the service user. Additionally, it provides an economical intervention for the social worker and agency. This is supported by research undertaken by the NCHà ¢Ã¢â€š ¬Ã‚ ¦. (QUOTE) Factors such as individual culture, values, gender, race, class and age can be taken into account because the service user is the expert and defines their own experience. (QUOTE) Crisis intervention can be applied to many situations, namely, predictable crises in line with Eriksons ego psychology model and unpredictable crises. (QUOTE) Conversely, there are many criticisms. The service user must be committed to working with the social worker to effect change (QUOTE) The very nature of the word crisis can lead to the theory being used inappropriatelyà ¢Ã¢â€š ¬Ã‚ ¦.. sw may assume su in crisis due to event There is an imbalance in the power dynamic between social worker and service user because of the vulnerable nature of the service due to the crises. Moreover, the social work is considered the expert. This can leave room for unethical behaviour on the social workers part (QUOTE) As crisis is short-lived, many social work agencies may not be able to respond fast enough to take full advantage of this window (Wilson et al. 2008). KEYWORD the brevity of the intervention may not be long enough to resolve a service users issues fully (QUOTE) Research suggests that people respond to crises differently and at varying speeds, due to age, culture and cognitive impairments. Thus the model may need to be adapted to suit the service user and the situation, although, adaptation may render it unsafe for practice (Wilson et al 2008). The theory involves active listening and empathy on behalf of the social worker. As the intervention involves use of active listening and empathy on behalf of the social worker, this may provoke many emotions. The social worker must remain empathetic and professional with an awareness of self. Crisis intervention is also criticised as being Eurocentric. Ignoring different traditions and cultures and being concerned simply with fixing the problem as quickly as possible (Wilson et al. 2008). This can lead to oppressive practice. In conclusion Psychodynamic as discussed, was the theory of the day. It provided according to Howe (2009), complex, inefficient, open-ended intervention. In comparison, task-centred offered an effective, simply structured, easy to understand, time-limited approach, which dealt with the here and now (Howe, 2009). Reid and Shynes concluded through their research, that short-term intervention was effective (Trevithick 2005), and that problem-solving was more likely to be successful if a deadline was in place (Marsh Davies ed. 2008). SUMMARY While both interventions are suitable for differing situations, there are several similarities. Both are individualistic-reformist in that neither truly addresses social change. Both have the potential to oppress and discriminate, but this can be overcome if assessments are sensitive to anti-oppressive practice (Wilson et al. 2008:366). They are both time-limited. Payne (2005:105) quoting James and Gilliland (2001) purports there are three crisis intervention models: The equilibrium model Caplans (1965) original approach. Individuals are seen as experiencing disequilibrium. The focus is upon return them to equilibrium enabling them to respond effectively to their problems. Secondly, The cognitive model Associated with Roberts (2000) Ego psychology developed by Erikson, views the course of life as a series milestones through which conflicts occur. Developmental psychology considers early experiences shape personalities in adulthood. (Daniel ed-Davies 2008); cognitive behavioural approaches and systems theory (McGinnis 2009:37). 3.3 Strengths (pay attention to AOP and values) Time limited reduces risk of dependency In line with codes of practice WHAT CODES SU more open to help and change at a time of crisis (for a limited period)

Orlick as the Dark Side of Pip in Dickens Great Expectations Essay

Orlick as the Dark Side of Pip in Dickens' Great Expectations Charles Dickens’ aptly titled novel Great Expectations focuses on the journey of the stories chief protagonist, Pip, to fulfill the expectations of his life that have been set for him by external forces. The fusing of the seemingly unattainable aspects of high society and upper class, coupled with Pip’s insatiable desire to reach such status, drives him to realize these expectations that have been prescribed for him. The encompassing desire that he feels stems from his experiences with Mrs. Havisham and the unbridled passion that he feels for Estella. Pip realizes that due to the society-imposed caste system that he is trapped in, he will never be able to acquire Estella’s love working as a lowly blacksmith at the forge. The gloomy realizations that Pip is undergoing cause him to categorically despise everything about himself, feeling ashamed for the life he is living when illuminated by the throngs of the upper class. These feelings are summed up in Pip’s utter disgust and hatred for the character of Orlick. To Pip, Orlick represents everything that he abhors about himself. When Pip sees Orlick he envisions what awaits him in the future; being ensnared in a life that he couldn’t bear. Orlick, in actualization, is Pip without his high expectations. But there is a much deeper and ominous aspect of the relationship between Pip and Orlick. Dickens uses the character of Orlick to symbolize the darkside of Pip. Pip’s innermost primal feelings and desires are represented through Orlick’s actions, which Pip is ultimately responsible for. These actions ultimately lead to the downfall of both men. In the first scene where we see Pip and Orlick together, there is ... ...eration. It’s ironic that if only Pip had followed through with the original expectations that he had set for himself instead of the supposed greater expectations that he hoped for, he would have been better off. Works Cited and Consulted Bell, Vereen. "Understanding the Characters of Great Expectations." Victorian Newsletter 27 (1965): 21-24. Dickens, Charles. Great Expectations. Ed. Janice Carlisle. Boston: Bedford, St. Martin's, 1996. Rawlins, Jack P. "Great Expectations: Dickens and the Betrayal." Studies in English Literature, 1500-1900. 23 (1983): 667-683. Millhauser, Milton. "Great Expectations: The Downfall." Dickens Studies Annual 2 (1972): 267-276. Rosenberg, Edgar. "Last Words on Great Expectations." Dickens Studies Annual 9 (1981): 87- 107. Sucksmith, Harvey Peter. The Narrative Art of Charles Dickens. Oxford: Oxford UP, 1970.

The Impact of Popular Culture in Our Lives

As the number of users, young or old people round the world grows; It Is Important to know the causes that have made Faceable so phenomenon In our lives. Among the various ways by which FEB.. Has come to possess our lives, we are going to talk about relationship, business and online gaming. First, Faceable Is so popular because It Is an excellent way to establish friendship and create a friends' circle around the world. It is not only used to create relationship, but it allows people or friends to stay in communication.With its features like instant online chat and now Video calling, Faceable makes friendship more interesting at no cost all. In addition to its great benefit, Faceable is a platform where we can create, personalize and manage our own profile. FEB.. Has improved the way society communicate by dismantling the barrier and creating an environment of openness (Fletcher Dan and Andrea Ford, 1). We can share any event of our life by posting pictures, comments, and video. Face able also gives us the chance to react to the post of friends by commenting the posted event.As a social website, it is a best way to retrieve old friends seen longtime ago. FEB.. Is a space which allows us to keep in touch with our friends and family members no matter the distance (Breed Conrad, www. Dedication. Ca). For example a family member travels to another place where it is difficult to coordinate the difference of time, therefore, it is hard to have phone conversation or text. Nowadays Faceable gives us the chance to stay in touch. With the development of internet, electronics devices like smartness and tablets, we can share and report our feelings, our life's event at any time and from any part of the world.Another way Faceable boosts relationship is for example when students create a group for studying purpose. Through this link, students can stay connected ND share any information on their project, home works, weekly assignments, exams and due date. Next, FEB.. Is not on ly used to create relationship, but people can also use It to do business. Business may enjoy Faceable for many reasons . Small or big business can lower marketing expenses by using FEB.. Pages and also allow people to upload pictures, video and leave comments from business.This may be a powerful way to communicate with customers, Glenn the chance to see the product or service expectations without having to vaults the office. Also the function â€Å"share or tag† can be used to promote business around the world (N. P. , www. Business. SLD. Gob. AU/ page, and then invite friends or existent customers to share or tag it. Each shared image will appear on a Faceable members' pages where their friends can see it too. By the end of posting day, the image or picture can be seen five hundred to thousand times.Faceable is a base of customers of more than one thousand millions around the world. Business activities which were extremely expensive prior Faceable, can be used on Faceable f or free or at least for a small contribution. Faceable page is a space where any business can publicize their name, address and contact details, and rotary their products and services. Business organizations can present their staff, history, or any other aspect of their activities that can attract other Faceable users and create interest (N. P. , www. Business. SLD. Gob/business).Finally, Faceable is becoming one of the most enamored platform for online gaming. It is an amazing website that provides an exciting and stimulating platform of online free games for its members 24 hours a day. Play online games with friends, share scores and sometimes give points to rescue them is one of the interesting thing that Faceable offers to its members. Nowadays, Feb.. Online gaming has surprisingly exploded. The number of players grows at the same rate as the Faceable users' number. Some people only login in Faceable to play games and spend times.The users who play games monthly on faceable. Com are up to 250 million (Breed Conrad, www. Dedication. Ca). The success of Faceable game application makes games developers to link their product to Faceable. To emphasize online social interactions with others players, Faceable tends to focus games (Breed Conrad, maw. ‘. Addiction. Ca). Among Faceable games, some games like Yoga's Diamond Dash, Pet Saga Rescue, Zingy, city Vile are most attractive. For example in â€Å"October 2013, members were directed to Diamond Dash app over 19 million times† (Mike Thompson, www insignificance. Mom). In conclusion, Faceable is a mean used by any type of people from anywhere in the world. Feb.. Gives us a chance to do many interesting things like creating relationship, doing business and having fun by playing games as well. Even if FEB.. Has dismantled any culture barriers, it is important to underline that Faceable has possessed our lives. Today, many people cannot spend an entire day without logging in FEB.. . The question is how to use Faceable without making us dumber or addicts. Brent Conrad. â€Å"Why is Faceable so Addictive?

Business Letters When Your Customer Is Dissatisfied

The following letters adjust claims against unsatisfactory work. Once youve learned about the basics for claim adjustment letters, you might find this guide to different types of business letters to refine your skills for other business needs. Useful Key Phrases I was very disappointed to read your letter of ... dealing with ...As someone who values your business, I have already ...Also, we will deduct another X percent of the bill for the misunderstanding.Thank you for your patience. Example Letter Document Makers2398 Red StreetSalem, MA 34588March 10, 2001 Thomas R. SmithDrivers Co.3489 Greene Ave.Olympia, WA 98502 Dear Mr. Smith: I was very disappointed to read your letter of August 17 dealing with the issue of incorrectly produced publicity leaflets. As someone who values your business, I have already begun to find a solution to resolve this problem. My top photographer will call you to arrange an appointment at your earliest possible convenience to re-take photos in full color. Also, we will deduct another 15 percent of the bill for the misunderstanding. Thank you for your patience. Sincerely, (signature here) Richard BrownPresident RB/sp For further types of business letters use this guide to different types of business letters to refine your skills for specific business purposes such as making inquiries, adjusting claims, writing cover letters and more.