Long Term Care Insurance Essay

Given the increasing longevity of Americans and the costs of providing long-term care, anticipation of the costs should be a major element of every family’s financial planning. Current information suggests however, that very few families or individuals give this consideration. What factors might impede this advance planning? What measures might be effective in raising awareness among Americans about this important matter? Support your answer with at least one outside reference. People tend to be irrational in their decisions with regard to long-term medical care. The factors that impede rational decision-making among health care consumers have not changed over the last decade. The major problem is that consumers lack relevant information about the availability and effectiveness of health care services in long-term perspective (RWJF, 1998). Another problem is that rational decision-making about long-term care inhibits the sense of autonomy among consumers; in other words, â€Å"consumer unwillingness to plan for future long-term care needs undercuts their autonomy and precipitates a rush toward dependence and financial difficulties† (RWJF, 1998). Ultimately, consumers have a hidden hope that their relatives and not medical facilities will help them resolve their decision-making issues in future. Here, an information campaign could help develop consumer awareness about the benefits of advance planning, as well as the availability, and the quality of health care services. Very often, physicians themselves fail to assess long-term consumer needs; as a result, better training and full information about the types of long-term health care arrangement may help improve the situation. The number of those involved into advance planning programs will serve a reliable indicator for the program effectiveness in the long run. 2. More than three-fourths of the elderly needing assistance is cared for by family members, many of whom also work outside the home. What implications does this have for employers? What types of employer policies might be appropriate regarding those engaged in providing long-term care for a family member? Support your answer with at least one outside reference. Statistical research suggests that â€Å"over three quarters – 78 percent – of adults receiving long-term care at home rely exclusively on assistance from family members, friends, and volunteers, referred to as informal care† (Thompson, 2004). Despite the benefits which caregiving offers to a disabled person, it has far-reaching negative implications for the mental, physical, and social state of the caregiver. Beyond the mere fact that caregivers are more vulnerable to mental and physical health complications, they face serious employment challenges. â€Å"Some caregivers reduce their hours and others withdraw completely from the labor force† (Thompson, 2004). Employers find it difficult to work with employees, who are depressed or are ill as a result of excessive caregiving. Here, Long Term Care Insurance (LTCI) may save employers and employees from financial and physical losses. LTCI is usually a small expenditure for a firm (all LTCI premiums are tax deductible). Simultaneously, â€Å"it assures quality when needed, and equally important, helps the employee protect assets for retirement† (Florek, 2005). Taking into account that workplace accommodations made by caregivers usually cost up to $30 billion annually in lost productivity (Florek, 2005), LTCI may become an excellent solution, providing employers and employees with a chance for a better quality of care without substantial losses for business. 3. Concerns regarding the potential costs of caring for those with mental illness have caused the majority of insurers and HMOs to rely on â€Å"carve-outs† written into their policies. In your own words, describe what the term â€Å"carve-out† means in regards to the behavioral health industry. What are the advantages and disadvantages to this practice? Support your answer with at least one outside reference. â€Å"Carve-out† is a relatively new alternative model of health care provision in behavioral health industry. In simple terms, a â€Å"carve-out† is a system of administrative measures used by health care facilities to shift their responsibility for consumers’ mental health onto a different network of mental health providers. In carve-outs, â€Å"a specialty organization or vendor assumes the responsibility for identifying a network of mental health providers, establishing a mechanism for accessing those providers† (Entrepreneur, 1998). The impact of carve-outs on the quality of health care is rather controversial. Not all states were able to perceive the benefits of significant cost reduction that usually follows the development and implementation of carve-out initiatives at the state level (Brisson et al, 1997). Although Massachusetts was the one to experience dramatic decrease in medical expenditures, that was not the case for Tennessee (Brisson et al, 1997). Moreover, Merrick, Garnick & Horgan (2001) suggest that carve out benefits do not protect enrollees from the â€Å"risk of catastrophic expenditures†. In terms of quality care, the results of scarce research suggest that the implementation of carve-out mechanisms is not associated with a better (or worse) quality of care (Busch, Frank & Lehman, 2004). As a result, the advantages of carve-out programs do not seem to go beyond the dry financial statistics in regards to the reduction of expenditures in mental health industry. References Brisson, A. E. , Frank, R. G. , Notman, E. S. & Gazmararian, J. A. (1997). Impact of a managed behavioral health care carve-out: A case study of one HMO. National Bureau of Economic Research. Retrieved January 26, 2009 from http://www. nber. org/papers/w6242. pdf Busch, A. B. , Frank, R. G. & Lehman, A. F. (2004). The effect of a managed behavioral health carve-out on quality of care for Medicaid patients diagnosed as having schizophrenia. Arch Gen Psychiatry, 61: 442-448. Entrepreneur. (1998). Managing behavioral health. Entrepreneur. com. Retrieved January 26, 2009 from https://www. entrepreneur. com/tradejournals/article/54586928_1. html Florek, P. (2005). Long-term care insurance: protecting the employer, employee, and family. RedOrbit. Retrieved January 26, 2009 from http://www. redorbit. com/news/technology/267111/longterm_care_insurance_protecting_the_employer_employee_and_family/index. html Merrick, E. L. , Garnick, D. W. & Horgan, C. (2001). Benefits in behavioral health carve-out plans for Fortune 500 firms. Psychiatr Serv, 52: 943-948. RWJF. (1998). Advance planning helps consumers make better decisions about long-term care. Robert Wood Johnson Foundation. Retrieved January 26, 2009 from http://www. rwjf. org/reports/grr/022308s. htm Thompson, L. (2004). Long-term care: support for family caregivers. Georgetown University. Retrieved January 26, 2009 from http://ltc. georgetown. edu/pdfs/caregivers. pdf

Baer’s Comb Sorter

Baer’s Comb Sorter Diagram Fibre Length: The â€Å"length† of cotton fibres is a property of commercial value as the price is generally based on this character. To some extent it is true, as other factors being equal, longer cottons give better spinning performance than shorter ones. But the length of a cotton is an indefinite quantity, as the fibres, even in a small random bunch of a cotton, vary enormously in length. Following are the various measures of length in use in different countries Mean length:It is the estimated quantity which theoretically signifies the arithmetic mean of the length of all the fibres present in a small but representative sample of the cotton. This quantity can be an average according to either number or weight. Upper quartile length: It is that value of length for which 75% of all the observed values are lower, and 25% higher. Effective length: It is difficult to give a clear scientific definition. It may be defined as the upper quartile of a numerical length distribution liminated by an arbitrary construction. The fibres eliminated are shorter than half the effective length. Modal length: It is the most frequently occurring length of the fibres in the sample and it is related to mean and median for skew distributions, as exhibited by fibre length, in the follwing way.(Mode-Mean) = 3(Median-Mean) where, Median is the particular value of length above and below which exactly 50% of the fibres lie. 2. 5% Span length: It is defined as the distance spanned by 2. % of fibres in the specimen being tested when the fibres are parallelized and randomly distributed and where the initial starting point of the scanning in the test is considered 100%. This length is measured using â€Å"DIGITAL FIBROGRAPH†. 50% Span length: It is defined as the distance spanned by 50% of fibres in the specimen being tested when the fibres are parallelized and randomly distributed and where the initial starting point of the scanning in the te st is considered 100%. This length is measured using â€Å"DIGITAL FIBROGRAPH†.The South India Textile Research Association (SITRA) gives the following empirical relationships to estimate the Effective Length and Mean Length from the Span Lengths. Effective length = 1. 013 x 2. 5% Span length + 4. 39 Mean length = 1. 242 x 50% Span length + 9. 78 Baer’s Comb sorter Method: For the determination of the length and of the length distribution of cotton fibers in purified cotton the Baer’s Comb Sorter method: These directions describe the mode of procedure that is well adapted to the sorter* most extensively used in the United States at the present time.Apparatus— The sorter Duplex Cotton Fiber Sorter consists of two banks of combs rigidly mounted side by side on a common base. Each bank of combs consists of at least 12 individual combs spaced 3. 2 mm apart, one behind the other, and mounted in grooves so that as they are approached during the fractionating pr ocess and no longer needed, they may be dropped below the working plane. Each individual comb has a single row of accurately aligned and sharply pointed teeth, 12 mm long, consisting of needles 0. 38 mm in diameter. The teeth are spaced 62 to 25 mm over an extent of approximately 50 mm.Accessory equipment consists of fiber-sorter forceps, fiber-depressing grid, fiber-depressing smooth plate, and velvet-covered plates. The sorter forceps consist of two brass pieces approximately 75 mm long, hinged on one end and slightly curved to present a beaked aspect at the gripping end for gripping the protruding fibers close to the surfaces of the combs. Usually, one of the gripping edges has a leather or other fibrous padding. The gripping edge is approximately 19 mm wide. The fiber-depressing grid consists of a series of brass rods spaced 3. mm apart so that they may be placed between the combs to press the fibers down between the teeth. The fiber-depressing smooth plate consists of a polishe d brass plate approximately 25 ? 50 mm, with a knob or handle on the upper surface whereby the plate may be smoothed over the fibers as they are laid on the velvet surface of the array plates. The velvet-covered plates, upon which the fibers may be arrayed, are aluminum sheets approximately 100 mm ? 225 mm ? 2. 4 mm thick, covered on both sides with high-grade velvet, preferably black.Standard Atmosphere For Testing: The atmosphere in which physical tests on textile materials are performed. It has a relative humidity of 65 + 2 per cent and a temperature of 20 + 2 ° C. In tropical and sub-tropical countries, an alternative standard atmosphere for testing with a relative humidity of 65 + 2 per cent and a temperature of 27 + 2 ° C, may be used. Procedure With the fiber-depressing grid carefully insert the weighed test portion into one bank of combs of the cotton sorter, so that it extends across the combs at approximately right angles.With the sorter forceps, grip by the free ends a small portion of the fibers extending through the teeth of the comb nearest to the operator; gently and smoothly draw them forward out of the combs, and transfer them to the tips of the teeth in the second bank of combs, laying them parallel to themselves, straight, and approximately at right angles to the faces of the combs, releasing the gripped ends as near to the face of the front comb as possible. With the depressor grid carefully press the transferred fibers down into the teeth of the combs.Continue the operation until all of the fibers are transferred to the second bank of combs. During this transfer of the fibers, drop the combs of the first bank in succession when and as all of the protruding fibers have been removed. Turn the machine through 180, and transfer the cotton fibers back to the first bank of combs in the manner described in the preceding paragraph. Take great care in evening up the ends of the fibers during both of the above transfers, arranging them as closel y as possible to the front surface of the proximal comb.Such evening out of the ends of the protruding fibers may involve drawing out straggling fibers from both the front and rear aspects of the banks of combs, and re-depositing them into and over the main bundle in the combs. Turn the machine again through 180. Drop successive combs if necessary to expose the ends of the longest fibers. It may be necessary to re-deposit some straggling fibers. With the forceps withdraw the few most protuberant fibers. In this way continue to withdraw successively the remaining protuberant fibers back to the front face of the proximal comb.Drop this comb and repeat the series of operations in the same manner until all of the fibers have been drawn out. In order not to disturb seriously the portion being tested, and thereby vitiate the length fractionation into length groups, make several pulls (as many as 8 to 10) between each pair of combs. Lay the pulls on the velvet-covered plates alongside each other, as straight as possible, with the ends as clearly defined as possible, and with the distal ends arranged in a straight line, pressing them down gently and smoothly with the fiber-depressing smooth plate before releasing the pull from the forceps.Employ not fewer than 50 and not more than 100 pulls to fractionate the test portion. Group together all of the fibers measuring 12. 5 mm (about 1/2 inch) or more in length, and weigh the group to the nearest 0. 3 mg. In the same manner, group together all fibers 6. 25 mm (about 1/4 inch) or less in length, and weigh in the same manner. Finally, group the remaining fibers of intermediate lengths together and weigh. The sum of the three weights does not differ from the initial weight of the test portion by more than 3 mg.Divide the weight of each of the first two groups by the weight of the test portion to obtain the percentage by weight of fiber in the two ranges of length. Geometrical Construction of Comb Sorter Diagram Figure . Geo metrical analysis of comb sorter diagram 1. Q is the mid-point of OA, i. e OQ = ? OA. 2. From Q draw QP? parallel to OB to cut the curve at P?. 3. Drop the perpendicular P? P. 4. Mark off OK equal to ? OP and erect the perpendicular K? K. This is a first a approximation to the effective length. 5. S is the mid-point of K? K 6. From S draw SR? parallel to OB to cut the curve at R?. 7.Drop the perpendicular R? R. 8. Mark off OL equal to ? OR. 9. Erect the perpendicular L? L. This is the effective length. Fibre Length Variation: Even though, the long and short fibres both contribute towards the length irregularity of cotton, the short fibres are particularly responsible for increasing the waste losses, and cause unevenness and reduction in strength in the yarn spun. The relative proportions of short fibres are usually different in cottons having different mean lengths; they may even differ in two cottons having nearly the same mean fibre length, rendering one cotton more irregular than the other.It is therefore important that in addition to the fibre length of a cotton, the degree of irregularity of its length should also be known. Variability is denoted by any one of the following attributes Co-efficient of variation of length (by weight or number) irregularity percentage Dispersion percentage and percentage of short fibres Uniformity ratio Uniformity ratio is defined as the ratio of 50% span length to 2. 5% span length expressed as a percentage. uniformity ration = (50% span length / 2. 5% span length) x 100 uniformity index = (mean length / upper half mean length) x 100 Short Fibres:The negative effects of the presence of a high proportion of short fibres is well known. A high percentage of short fibres is usually associated with, – Increased yarn irregularity and ends dddown which reduce quality and increase processing costs – Increased number of neps and slubs whiiich is detrimental to the yarn appearance – Higher fly liberation and mach ine contttamination in spinning, weaving and knitting operations. – Higher wastage in combing and other oppperations. While the detrimental effects of short fibres have been well established, there is still considerable debate on what constitutes a ‘short fibre'.In the simplest way, short fibres are defined as those fibres which are less than 12 mm long. An estimate of the short fibres was made from the staple diagram obtained in the Baer Sorter method Short fibre content = (RB/OB) x 100References: 1. â€Å"TE05046PhysicalTextileTestingandQualityControl. doc. † Www. most. gov. mm. MINISTRY OF SCIENCE AND TECHNOLOGY DEPARTMENT OF TECHNICAL AND VOCATIONAL EDUCATION GOVERNMENT TECHNOLOGICAL COLLEGES/INSTITUTES DEPARTMENT OF TEXTILE ENGINEERING, n. d. Web. ;lt;http://www. most. gov. m/techuni/media/TE05046PhysicalTextileTestingandQualityControl. doc;gt;. 2. Kohli, Nitesh. Fibre Testing. Scribd. com. N. p. , 18 May 2009. Web. ;lt;http://www. scribd. com/doc/15569730/F ibre-Testing;gt;. 3. â€Å"FIBRE TESTING. † Textiletechinfo. com. N. p. , n. d. Web. 25 July 2012. ;lt;http://textiletechinfo. com/spinning/fibretesting. htm;gt;. 4. Tirumalai, Radhakrishna S. â€Å"General Chapters: COTTON. † Http://www. pharmacopeia. cn. N. p. , n. d. Web. 25 July 2012. ;lt;http://www. pharmacopeia. cn/v29240/usp29nf24s0_c691. html;gt;

On the book LADY CHATTERLEYS LOVER Research Paper

On the book LADY CHATTERLEYS LOVER - Research Paper Example At first, the term fidelity does not appear to be consistent with the main plot in Lawrence’s Lady Chatterley’s Lover. The title itself implies infidelity. The main plot centers around an adulterous wife, Connie Chatterley whose husband is rendered impotent as a result of an injury sustained in the war. Lady Chatterley, an aristocrat then takes up an affair with Mellors, the gamekeeper (Lawrence 2009). The question of fidelity arises in a way that challenges normative values existing at the time. While Lady Chatterley is unfaithful to her husband and breaks ranks with her own class, she is faithful to her lover (Niven 1979, 184). Although Mellors is complicit in Lady Chatterley’s adultery and is married himself, he himself is entirely faithful to Lady Chatterley. According to Gabriel and Smithson (1990), â€Å"Mellors seeks the approval of one woman only† (69). The lovers’ fidelity to each other however, calls for infidelity to their respective spou ses. However, from Lawrence’s perspective, he was not concerned with what might be characterized as â€Å"photographic fidelity†(Wuchina 2009, 172). In other words, Lawrence was more concerned with feelings that commanded fidelity rather than a sense of detached duty. This message is communicated through Mellors who, reflecting on his intimate encounters with Lady Chatterley, observed that: The connection between them was growing closer. He could see the day when it would clinch up, and they would have to make a life together (Lawrence 2009, 142). Wuchina (2009) points out that Mellors has â€Å"no second thoughts, or guilt† (174). This is because, â€Å"in its essentials, the relationship, the mutual attraction, is essentially legitimate† (Wuchina 2009, 174). The legitimacy is founded on the fact that Lady Chatterley was in a loveless marriage and was making a particularly difficult sacrifice. In fact, Mellors observes of Lady Chatterley: She was nicer t han she knew, and oh, so much too nice for the tough lot she was in contact with!..But he would protect her with his heart for a little while. For a little while, before the insentient iron world and the Mammon of mechanized greed did them both in, her as well as him (Lawrence 2009, 136). Mellors was obviously referring to the fact that Lady Chatterley was quite young. She was only 23 years old and was trapped in an unusual situation, one that she was too young and perhaps too naive to cope with. Lady Chatterley was for the most part confined to the companionship of her wounded husband and his circle of friends with whom she was essentially bored. As Daum (2008) observes, this is a situation that the young Lady Chatterley had to endure each day and it could not have been easy to cope with (3). Yet in this youthful innocence, the moral code of the times commanded fidelity from Lady Chatterley. Lawrence (2009) immediately draws attention to the fallacy of the moral code of the times. The novel opens with the caution â€Å"ours is essentially a tragic age† (5). Lady Chatterley was trapped in a time where, the First World War and its consequences were still fresh. She was therefore tethered to a marriage in which she could not find happiness and had yet to learn the meaning of life. As the plot moves along, a poignant issue necessarily arises. Is it fair to expect the young Lady Chatterley in the circumstances in which she finds herself to be faithful to her marriage

People of Hindu the Culture Assignment Example | Topics and Well Written Essays - 750 words

People of Hindu the Culture - Assignment Example This paper illustrates that the Hindu culture is unique and nurses need to recognize that Indians have different perceptions towards health and wellbeing. Therefore, nurses need to understand the critical aspects that define the Hindu culture. For example, the Hindu culture exhibits stringent practices of nutrition that healthcare providers should take note of, as this paper will highlight. Food is a critical part of life in Hinduism. The people associate food with their God. They recognize that food is responsible for nurturing the different aspects of the human being. Hindus do not take food for granted, but rather recognize it as a gift from their God Brahman. For this reason, the people respect food and say a number of prayers before partaking food. There are strict rules governing the preparation of food as well as the ingredients of the Hindu food. The Hindu culture prohibits beef and pork. Notably, the bee is from the cows, which have a representative symbol of a mother. On th e other hand, the Hindu view pigs as unclean, and hence pork should not be an ingredient in their food. Many people of the Hindu culture believe that it is wrong to slaughter animals a factor that causes them pain. For this reason, many of the Hindu people avoid animal products and adopt a stringent vegetarian diet. Women who are responsible for preparing food take a birth before any of the ingredients. In addition, there are specific prayers said before cooking the food. When these conditions are met, a woman can then begin food preparation. Hindus observe high levels of cleanliness before partaking food. The male members of the family lead prayers said before undertaking the food. The Hindu people offer thanksgiving through a different set of prayers after eating. The Hindu culture places emphasis on the ritual and mystical significance of food. Since the food is a representation of Brahman, the people usually consider food as God. There are certain mental attitudes associated wit h the person cooking food. In addition, people hold different beliefs towards different types of food. The Hindu culture prohibits the consumption of impure food because it affects the person eating.

What Were The Causes Of World War One Could The War Have Been Research Paper

What Were The Causes Of World War One Could The War Have Been Prevented Who Was At Fault For The Outbreak Of War - Research Paper Example However, the European continent had experienced less destructive wars such as the Crimean war, the short wars in German as well as the wars that resulted into Turkey withdrawing from the continent. 2The great powers of Europe had avoided any war that emerged for very long time and the outbreak of the World War I was viewed as inevitable. The First World War engaged many nations from Europe including others like the North Americans, The Near East, and Asia. 3Approximately ten million people died as a result of the war in which over sixty five million men fought in the war. It is also estimated that out of the sixty five million men who participated in the war, one out of every eight people were killed by the concomitant disease. 4The aftermath of the First World War resulted into the deaths of more than twice the number of deaths caused by the previous wars. More than fifteen million people were also injured as a result of the war and another eight million soldiers were taken as POWs. 5The war was therefore very destructive and if any participant nation of the world would have known the consequences, they could have not participated in the war but instead could have prevented its occurrence. The immediate cause of the First World War may be stated to be the failure of diplomacy as a result of Archduke Franz Ferdinand. However, there are certain underlining issues that resulted into the outbreak of the war. 6Few leaders in Europe were able to correctly determine the causes of the war in 1914 and therefore its avoidance was difficult. 7Most Neorealists believe that it was a conflict that was beyond the control of the people who participated in it and the people never wanted nor expected it. This is the reason why the events that preceded the five weeks of crisis and the crisis itself could not prevent the war. Generally the war was inevitable due to certain foundation issues and therefore could have not been avoided. Structuralism

THE EFFECT OF DRUGS ON PEOPLE WITH BIPOLAR DISORDER Term Paper

THE EFFECT OF DRUGS ON PEOPLE WITH BIPOLAR DISORDER - Term Paper Example Depressive disorders impress the direction a persons head purposes. Bipolar disorder becomes by a lot of names: bipolar disorder, diseased person disorder, diseased person illness, bipolar temper disorder, and bipolar emotional disorder are medical phrases for the identical circumstance (Smith, 2009). Bipolar disorder is broadly classified addicted to four unlike categories: Bipolar I, Bipolar II, Cyclothymic Disorder, or Bipolar Disorder not Differently Determined. The health individuals distinguish the discipline into these four categories for the reason that the symptoms of bipolar disorder demonstrate up in a different ways as well as in dissimilar people. When doctors experience what kind somebody has, they be capable of tailor management to that persons particular demands (Guyol, 2006). The antidepressant medications which are almost frequently used to handle depressive disorders: are by and large divided into three groups these are tricyclics, monoamine oxidase inhibitors (MAOIs), and lithium. Lithium has and then for been the a good number effected choice for by bipolar disorder in addition to a number of outlines of returning, most important depression. On the other hand, further lately doctors have also been by means of anticonvulsants for bipolar disorder (Guyol, 2006). Your general practitioner be obliged to think your personal health times gone by and reply to medications in finding out what is most beneficial for you. Every now and then different medicines are tried, and occasionally the quantity must be improved to be successful. People are in practice of blocking medicine early which is not in thier favor indeed. It is significant to continue taking medicine till your doctor says to discontinue, yet if you must be aware of enhanced in advance. A number of medications are required to be stopped slowly but surely to provide your body time to regulate. For individuals with bipolar

Jack Michael Dixon as a policeman Coursework Example | Topics and Well Written Essays - 750 words

Jack Michael Dixon as a policeman - Coursework Example The misuse of personal data falls under the ambit of Data Protection Act 1984. On violation of mentioned act, the trial court awarded penalty of 500 GBP each on count-1 and count-2 along with the cost of suit amounting to 1,750 GBP. Q.2. Explain in your own words the legal issue in the case? Answer: Jack Michael Dixon was a police constable in the Nottingham police constabulary who misused personal data on the computers of the National Police. The misuse occurred in the sense that he was blamed for performing contrary to prescribed task enshrined in the relevant entry register. This invokes s5 (2) (b) (3) and (5) of Data Protection Act 1984. Accordingly he was found guilty on two counts by the trial court. For the initial offence he was convicted to an attempt and for the second time he was convicted to full offence. In each count the court of competent jurisdiction found him guilty and for each offence awarded him penalty of 500 GBP each plus cost of suit incurred thereon i.e. 1,750 GBP. Q.3. what technique of statutory interpretations, presumption and / or rule of language did Lord Goff employee in this case? Give reasons for your answer. Answer: The defendant Dixon on appeal was exonerated by the Court of Appeal. The prosecution against the judgment of the trial court files an appeal to Lordship’s House to reconsider the matter of exoneration. ... The defendant plea was that enquires made by him was legal. However, incidentally the enquired data was belonging to the Best Investigation Ltd. The trial court did not accept the plea and fined Dixon. The prosecution was of the view that displaying data on screen or make a print of it amounts to leakage the information to some other person which is in violation of section 5(2) (b).The concerned court accepted the stance of the prosecution and sentenced the said accused. Since the word ‘use’ has no specific meaning in terms of relevant act, therefore, it should be treated a commonly used word. The said word did not confine someone to perform something specific. The word used with reference to data amounts to information recorded in a computer readable format i.e. on the screen or to make a print out of it. But as per the interpretation of law, a police officer who have an access to his personal data or to the data of his chief, if knowingly / intentionally pass on the in formation to another person for an improper use liable to punish under the said Act. Q.4. To what aids to statutory interpretation did Lord Goff refer? Your answer should indicate whether such aids are â€Å"intrinsic† or â€Å"extrinsic†. Answer: In accordance with the interpretation of Lord Goff the similar principles are applicable in the disclosing of information being no specific meaning of the word ‘disclose’ available in the referred Act as in the case of defining the word ‘use’. In view the said Lord information recorded in a computer readable format cannot be disclosed or pass on to others for its use other than the prescribed purposes. However, the section 1(9) put no bar as far

The Social Responsibility of Business Essay Example | Topics and Well Written Essays - 750 words

The Social Responsibility of Business - Essay Example The objective of any corporation is to legally maximize the returns on investment so that its shareholders primarily can benefit. He maintains that the responsibility of a corporate executive who is employed by the owners of the business is to run the business profitably in accordance with the law. However, he might have other responsibilities as well, such as the responsibility to devote a part of his income to charity, or to have a good behaviour towards his family, or people, in general. These responsibilities, however, are not of the business but the corporate executive's responsibilities. Conclusion In a nutshell, it can be stated that even though a business is an artificial personality and can be claimed to have no social obligations, it should be operated in such as a way so as to protect the interests of its stakeholders, as they have contributed resources in the business and are also directly affected by the decisions taken with regard to business matters. All business decisions should be taken without the intention or plan to inflict harm on any member of the society. The environment or the ecological concerns should be paid extra attention to and activities of the business should not lead to the exploitation of any stakeholder. It is natural that a business is run to maximize its profits or to get the highest return for its investment but this behavior should not be pursued at the expense of the interests of the society and the community as a whole as it may even prove to be unprofitable for the business in the later years. Any social obligation should not be discarded with the view that it is for the government to take up the welfare of society and... It can be stated that even though a business is an artificial personality and can be claimed to have no social obligations, it should be operated in such as a way so as to protect the interests of its stakeholders, as they have contributed resources in the business and are also directly affected by the decisions taken with regard to business matters. All business decisions should be taken without the intention or plan to inflict harm on any member of the society. The environment or the ecological concerns should be paid extra attention to. It is natural that a business is run to maximize its profits or to get the highest return for its investment, but this behavior should not be pursued at the expense of the interests of the society and the community as a whole as it may even prove to be unprofitable for the business in the later years. Any social obligation should not be discarded with the view that it is for the government to take up the welfare of society and environment. Behaving and operating in an environment friendly way will only ensure a business’s longevity, increased customer appreciation and a particular social aim will so be achieved. The companies should exercise their power in such a way so that none of the stakeholders come to harm and the objectives of the business is also achieved. It is concluded that the companies are responsible for behaving uprightly so that junior managers or lower-level workers are influenced and motivated to do the same and the moral values of an organization is upheld.

Steps for Successful Business Essay Example | Topics and Well Written Essays - 1500 words

Steps for Successful Business - Essay Example An SQM can provide the business profits in term of customers’ satisfaction but combining it with employee retention through; provision of continuous communication and guidance for the employees, childcare provision, and flexibility of work can guarantee loyalty, motivation and high productivity by the employees. The higher the motivation and trust, the better results will the organization have to show. The bibliography in this paper presents and summarizes a number of articles and their findings regarding workplace management and employee satisfaction factors. The authors emphasize the implementation of a successful Quality Management System (QMS) for a business by written and controlled procedures. They believe that a QMS prevents failures involving the supply chain, the brand, and customers since it forms a basis for major company audits. As management professionals, they propose using these four main concepts in the development of an effective QMS, in the order in which they suggest. They consider statistical tools to be first, like a flow chart or a process map, as it is vital in providing information on the path a product follows from the manufacturing stage onwards. This becomes a control plan after its approval by quality assurance department. Secondly, they propose using a Failure Modes and Effects Analysis (FMEA), is an advanced stage of product quality planning, which helps in identifying possible failures, and an FMEA team may oversee the process. Systems validation protocols work to eliminate defects and lower the level of vari ation in the process of manufacturing. Finally, current good manufacturing practices (cGMP) is necessary for manufacturing companies to ensure their products meet the market requirements, as this will develop their product identity and quality. Therefore, companies must develop and sustain a cGMP.  

Roles, Responsibilities and Relationships in Lifelong Learning Essay Example for Free

Roles, Responsibilities and Relationships in Lifelong Learning Essay Carry out research into your own role and responsibilities as a teacher. Using your research, produce a written report of your findings which should include: a) A summary of key aspects of legislation, regulatory requirements and codes of practice relevant to the roles and responsibilities of the teacher. b) An analysis of the boundaries between the teaching role and other professional roles c) A review of points of referral to meet the needs of learners d) An explanation of how to promote appropriate behaviour and respect for others. Intro Teaching is a challenging and rewarding profession. There are many roles and responsibilities that teachers are required to fulfil, some of these are professional responsibilities pastoral There is lots of legislation that influences teachers, particularly in the area of outdoor pursuits. Much of this legislation is designed to keep students safe and followed in the wake of the Lyme bay canoe disaster in 1993.Following this tragedy the Activity centres (young person’s safety) act was passed in 1995. The Health safety commission (HSC) was charged with the terms of the act and the responsibility for drawing up new regulations. This resulted in the formation of the Adventure activities licensing authority (AALA) in 1996. This independent public body is responsible for inspecting outdoor activity providers (for under-18s) and granting them a licence if they are deemed to be operating safely in accordance with the guidelines of AALA and other national governing bodies (ref 1.1). These governing bodies are responsible for the regulation of each outdoor sport or activity in the UK and each governing body will have their own codes of practice. For example, Mountain training UK (2008: 11) states that they expect their members to; â€Å"Ensure that they operate within their competence and in a manner appropriate to the participants experience and ability† Teachers need to be conscious of maintaining professional relationships with students at all times. This is not always straightforward, particularly in  the often more relaxed atmosphere of further education where some â€Å"banter† with students will often be used to help build rapport. Teachers need to be careful not to overstep this boundary; students are rarely impressed and sometimes even embarrassed by tutors who try to identify with them too closely. Curzon (2003: 249) These boundaries also extend outside of college. Teachers need to be conscious of how they act and must protect their privacy on social media sites such as Facebook. Trying to meet the needs of all learners is a key foundation of teaching. Thorough planning is essential here as different learning needs and issues may be identified prior to teaching and plans made to support the learner. Sometimes issues may arise during a teaching program and these will need to be dealt with. If the teacher does not have the skills or experience to deal with the issue it is vital that they refer it to a professional in that field. Gravells (2012: 52) supports this stating that â€Å"you should always refer your students to a specialist or agency if you cannot deal with their needs†. (ref 2.2) Dealing with student behaviour is an important, complex and potentially time consuming part of teaching. Ideally a teacher should be a role model for students to aspire to and should be able to promote and reward appropriate behaviour. It is when student behaviour starts to become disruptive and prevents others from learning that problems occur. Curzon (2003: 245) believes that â€Å"lack of intrinsic and extrinsic motivation may be discerned as the root of the problem. This suggests to us that teachers should aim to inspire students and actively involve them as much as possible in the classroom. As well as providing inspiration a teacher will also need to provide discipline. There will need to be some ground rules that are laid down at the start of a teaching program to keep students on track. Ideally these ground rules should be decided on via a democratic process with the students although there will be some that the teacher will need to enforce the inclusion of e.g. no bullying other students. Any breach of the ground rules set at the start of the teaching program should be met initially with a friendly reminder of those rules. Students who continue to disrupt the learning of others by breaking the rules will need to be dealt with  immediately. It may also be of use for teachers to keep a record of behaviour for students. This could highlight patterns of behaviour that may be possible to avoid in future, for example by changing the seating plan. Any continued patterns of behaviour could also highlight the need for additional support as disruption could be a way of asking for help Gravells (2012: 101) Conclusion The research in this report shows that teachers need to have a wide range of skills and knowledge. They need to have an understanding of government legislation and how it affects them Word count words References Curzon, L.B. (2003) Teaching in further education, London, Continuum books Gravells, A. (2012) Preparing to teach in the lifelong learning sector: The new award, London, Sage publications Mountain leader training (2008) National guidelines for walking and climbing leaders, Wales, Mountain leader training

Child Care Case Study Social Work Essay

Child Care Case Study Social Work Essay High profile investigations since 2000 highlight failures in child protection (Laming, 2003 and Laming, 2009), causing nationwide concern, media comment and public debate and putting social work under the microscope. Working Together to Safeguard Children: A Guide to Inter-agency Working to Safeguard and Promote the Welfare of Children (H M Government, 2010) sets out how organisations and individuals should work together to safeguard and promote the welfare of children in accordance with the Children Act, 1989 and the Children Act, 2004. The document sets out statutory guidance from primary legislation and responsibilities for professionals and agencies. The Children Act, 1989 is designed to help keep children safe and well and, if necessary, help a child to live with their family by providing services appropriate to the childs needs. It places a general duty of every local authority to safeguard and promote the welfare of children in their area who are in need. Section 17 defines a child in need as a child who is unlikely to achieve or maintain, or to have the opportunity of achieving or maintaining, a reasonable standard of health or development without the provision for him/her of services by a local authority or his/her health or development is likely to be significantly impaired, or further impaired without the provision for him/her of such services or he/she is disabled (H M Government, 1989, section 17) The local authority has a duty to ascertain whether Sean and Laura are in need of an initial assessment addressing whether there are concerns about impairment to the childrens health and development (HM Government, 2010). Learner and Rosen (2002) describe that the duty of the referral and assessment team is to ascertain the degree of need of the child and the degree of risk to the child. The social worker may initiate an initial assessment using the multi agency Framework for the Assessment of Children in Need and their Families (DoH, 1999b) which must be completed within a maximum 10 days from the referral. If there was evidence that the children were suffering or likely to suffer significant harm, the social worker would then investigate this and conduct a core assessment under Section 47 (HM Government, 2010). Broadhurst et al (2010) describe that the level of safeguarding response remains a challenge in social work as decisions are often made in difficult circumstances with limited information. Munro (1996) describe how decisions made by social workers during this initial contact which determine how cases are responded to. Social workers need good observation and analytical skills to understand the nature of the relationships, the signs of noncompliance, to work alongside families, and to come to safe and evidence based judgements about the best actions (Laming, 2009). Intervention is direct social work input that is based on understanding of the situation or problem presented and can involve providing services or trying to effect change in the social environment in order to improve outcomes (Kadushin 1993). It requires that social workers have clarity in why they are intervening and justification to do so (Doel and Shardlow, 1994). Intervention can be distressing for families so it is paramount that social workers employ a variety of skills, theories and knowledge when making decisions in the process. The common core of skills and knowledge for the children (DfES, 2005) sets out skills to be used when working with children, aiming to promote equality, respect diversity and challenge stereotypes, helping to improve the life chances of all children and to provide more effective and integrated services. The document acknowledges the rights of children. Sean and Laura are of dual heritage, their culture and context should be considered. Phillips (2002) suggests that a colour-blind approach, common practice in the 1980s, was actually the process of judging families according to a white and middle class view of normality. This led to an imbalance of power for many service users. The paper Protecting Children (DoH, 1988) challenged this view, recognising that cultural patterns within families will influence parenting styles and the ways children are reared. Practice was required to change as legislation laid definite responsibilities for local authorities to recognise religion, race, culture and language (DoH, 1988). The Framework for the Assessment of Children in Need and their Families (DoH, 1999b) provides guidelines for white staff who undertake assessments with black children, but all staff should be willing to reflect on their own practice. Race, culture, religion and language are central to childrens identity. Assessments should address identity holistically considering these elements (DoH, 1999a) Sean and Laura lost their mother 3 years ago. Rando (1988) states children who are bereaved at that age may experience reawakened feelings of childishness, may repress feelings, putting them at risk for grief reactions consistent with Eriksons stages of psychosocial development of inferiority versus industry (Erikson, 1970). Longress (2000) and Anderson et al (1999) describe that there would push for a child to become industrious and confident during this stage of development and admitting helpless feelings at this time may be difficult. Worden (2002) states when a death of a parent occurs in childhood , the child may not mourn effectively and this may create problems with depression and inabilities to maintain close relationships with others. The role of the position of the lost parent within the family system would give meaning to systemic loss. According to Bolwbys attachment theory, the loss of a parent means a loss of stability, security, nurturing, and affection (Despelder and Strickland, 2005, Davies, 2004). The childs understanding of the death of a parent can be a shock. Piaget stated that the child can make sense of this process by the formal operating stage of development (Longress, 2000, Berger, 2001). In working with the family, the social worker must understand that the loss of a parent will affect the roles and expectations of those left behind. Gaining better understandings of child an adult reactions to loss and examining it through cultural perspectives will be important. Trevithick (2005) discusses the importance of non verbal communication, acceptance, empathy, warmth, listening skills, the use of silence and observation in working with children along with asserting that the relationship that is built between practitioner and service user is central to achieving change. It is noted that parents who voluntarily engage with services make more progress while a more coercive approach can deteriorate into an adversarial relationship which blocks progress. Becoming more intrusive carries both gains and losses and so creates a complex decision (Munro, 2011). . Egans SOLER model (Egan, 2002) employs a counselling skills approach to communication and would be of benefit. Engaging in meaningful and reciprocal dialogue allows for collaborative meaning-making and joint-knowledge construction where the social worker is no longer the expert but rather a partner and an equal contributor (White, 2007). A social worker may utilise systems theory, considering how the family, community, economic and political factors affect the children (Hoffman and Salle, 1994). It allows the social worker to consider possibilities for change in the whole system, i.e. James having sleeping problems has an effect for the family. Systems theory acknowledges strengths i.e. the children have good family links, are involved in the community and a church group and they have had bereavement counselling. Systems theory acknowledges that a change of one part of the system can change another part. The limitations of systems theory is that it is descriptive, not explanatory, can disempower individuals as it does not allow for individual responsibility (Kemp et al, 1997). A strengths perspective, which focuses on a belief that however bad things seem, people can discover strengths within themselves, may also be used (Mullaly, 1993). The perspective is seen through a role of enhancing personal strengths and resources, helping service users solve both interpersonal and environmental problems, and helping clients mobilise for change (Saleebey, 2003). Consideration of oppression and discrimination of children would be appropriate. MacDonald and Winkley (2000) discuss the vulnerability of young people and state that each child has the right to expect that professionals intervening in their lives will do so on the basis of the best available knowledge (MacDonald and Winkley, 2000, page 1). The social worker would need to remain sensitive to power differences and the difficulties that some young people experience in relating to adults. In terms of the specific interventions chosen, initially these focused on building up trust, as well as attempting to identify risk factors. Social workers have an obligation to conduct themselves ethically, engaging in ethical decisionà ¢Ã¢â€š ¬Ã‚ making, including partnership with service users. The Code of Ethics for Social Work (BASW, 2011), provides a moral code and a regulator of behaviour and moves uneasily between the two. There are moral imperatives that could place social workers in conflict with their employers or government policies i.e. social workers need to challenge ways in which the policies or activities of government, organisations or society create or contribute to structural disadvantage (BASW, 2011, p. 3). In practice, social workers may meet pressures from managers to keep children within the family unit, sometimes resources may mean it is not possibly to challenge service provision, and service provision is met with barriers in eligibility (Dalrymple and Burke, 2006). If social workers are to practice anti-oppressively, they must first understand their roles as oppressors in order to create a space for deeper empathy and understanding. Bishop (2002) argues that ignorance to oppression simply compounds the issue. Section 53 of the Children Act, 2004 gives due consideration to the wishes and feelings of the child as far as is reasonable before determining what services to provide or action to take (H M Government, 2004) Article 3 of the United Nations Convention on the Rights of the Child (UNCRC, 1989) places children as a top priority for services, being child focused. James has been suffering from insomnia and suffering from grief from the loss of his wife. A referral for a mental health assessment may be appropriate for support such as counselling 1653 words References Anderson, R. E. Carter, I., Lowe, G.R., (1999). Human Behavior in the Social Environment; A Social Systems Approach. 5th ed. New York: Aldine De Gruyter Inc BASW The College of Social Work (2011) Accessed 10th February 2011 http://dl.dropbox.com/u/3522570/signup/codeofethics.pdf Berger (2001). The Developing Person Through the Life Span. New York,: Worth Publishers Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression in people (6thed.). Halifax: Fernwood Publishing. Broadhurst, K., White, S., Fish, S., Munro, E., Fletcher, K., Lincoln, H. (2010), Ten pitfalls and how to avoid them: what research tells us, NSPCC Dalrymple, J. and Burker, B. (2006) Antiopressive practice. Social care and the law. Open University Press. Davies, D. (2004). Child Development; A Practitioners Guide. 2nd Edition. New York: Guilford Press Despelder, L. A. Strickland, A. L. (2005) The Last Dance; Encountering Death and Dying. 7th Edition. New York: McGraw-Hill. DfES ( Department for Education and Skills) (2005) Common Core of skills and knowledge for the childrens workforce. London HMSO. Accessesed on 5th February 2011 http://www.cwdcouncil.org.uk/assets/0000/9297/CWDC_CommonCore7.pdf Doel, M. And Shardlow, M, (2005) Modern Social Work Practice Modern Social Work Practice: Teaching and Learning in Practice Settings, Ashgate Publishing Limited. DoH (Department of Health) (1988) Protecting Children: A guide for social workers undertaking a comprehensive assessment. London: TSO. DoH. (Department of Health) (1999) Working Together to Safeguard Children: A guide to interagency working to safeguard and promote the welfare of children. London: TSO. DoH (Department of Health). (1999b) Framework for the Assessment of Children in Need and their families. London: TSO Egan, G. (2002) The skilled helper: A systematic approach to effective helping, Pacific Grove, CA: Brookes/Cole. Erikson, E.H. (1970). Reflections on the dissent of contemporary youth., International Journal of Psychoanalysis, 51, 11-22. H M Government (1989) The Children Act London HMSO Accessed on 6th February 2011 at http://www.legislation.gov.uk/ukpga/1989/41/contents H M Government (2004) The Children Act London HMSO Accessed on 7th February 2011 at http://www.legislation.gov.uk/ukpga/2004/31/contents H M Government (2010)  Working together to safeguard children: a guide to inter-agency working to safeguard and promote the welfare of children, London. Department for Education and Skills Accessed on 6th February 2010 http://www.education.gov.uk/publications//eOrderingDownload/00305-2010DOM-EN.PDF Hoffman, K. S., Sallee, A. L. (1994). Social work practice: Bridges to change. Boston: Allyn Bacon Kadushin, A. (1993). Whats wrong, whats right, with social work supervision. The Clinical Supervisor, 10, ),19. Kemp, S. P., Whittaker, J. K., Tracy, E. M. (1997). Person-environment practice: The social ecology of interpersonal helping: New York: Aldine De Gruyter. Laming, (2003) The Victoria Climbie enquiry: a report on the inquiry by Lord Laming. HMSO. London http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4008654 (accessed 20/10/10) Laming, Lord (2009) The protection of Children in England: A progress Report. Norwich: HMSO Learner, E. and Rosen, G. (2002) Duty first: Developing practice with children and families duty teams, London: NISW. Longress, J. E. (2000). Human Behavior in the Social Environment. 3rd Edition. New York: Peacock Inc. MacDonald, G and Winkley, A (2000) What Works in Child Protection? Summary, Barnardos, Essex Munro, E. (1996) Avoidable and unavoidable mistakes in child protection work, British Journal of Social Work, (1996), vol 26, pp 793-808. Munro, E. (2011) The Munro review of Child protection: Interim report: The childs jounry. DFES. Accessed on 6th February 2011 http://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00010-2011 Mullaly, R. (1993). Structural social work: Ideology, theory, and practice. Toronto, Canada: McClelland and Stewart Phillips, M. (2002) Issues of ethnicity and culture. In: Wilson, K., James, A. (eds) The Child Protection Handbook. Edinburgh/London: Ballià ¨re Tindall. Rando, T. A. (1988). Grieving; How to Go on Living When Someone You Love Dies. Canada: Lexington Books. Saleebey, D. (2003). Strengths-based practice. In R.A.English (Ed.in Chief) Encyclopedia of social work (19th ed. 2003 supplement, pp. 150-162). Washington, DC: NASW Press. Trevithick, P. (2005) Social Work Skills: A Practice Handbook, 2nd ed. Maidenhead: Open University Press. UNCRC (1989) The United Nations Convention on the Rights of the Child Accessed on 6th February 2011 at http://www.getreadyforchange.org.uk/images/uploads/UNCRC_CYP_version.pdf White, J. (2007). Working in the midst of ideological and cultural differences: Critically reflecting on youth suicide prevention in indigenous communities. Canadian Journal of Counselling, 41(4), 213-227. Worden, J. W. (2002). Grief Counseling and Grief Therapy. 3rd Edition. New York: Springer Publishing Company ADULT CARE CASE STUDY The NHS and Community Care Act 1990, imposes a duty on local authorities to carry out an assessment of need for community care services with people who appear to them to need such services and then decide whether those needs call for the provision of services (H M Government, 1990). This makes the task of assessment a key activity as it establishes a persons needs but also if a person meets the criteria or threshold for support (Crisp et al, 2003). Fair Access to Care Services provides councils with an eligibility framework for adult social care to identify whether or not the duty to provide services under the following legislation is triggered (DoH, 2003) Preparation for assessment involves reading all relevant information. A lack of knowledge of older peoples social history may lead to presenting behaviours being misinterpreted and emotional needs ignored (Feil 1992). Tact, sensitivity and empathy must be employed in communicating with Mr and Mrs Smyth as the situation may be very distressing for them. Employing Egans model of SOLER (Egan, 2002) would be useful. The National Framework Service for Older People (DoH, 2001) requires that we recognise and respect the individuality of older people, that we listen to them and encourage their choice about care options. Effective communication is essential to fulfil these requirements (Milne and OByrne, 2002).. Parker and Bradley (2007) state that feelings of powerlessness and humiliation can be provocative for vulnerable people. Social workers should attempt to empower people by communicating openly and by providing as much information as possible (Parker and Bradley, 2007) All people have a desire to be understood, to be accepted and for our lives to have meaning (Howe, 1995). Service users want to be listened to and respected as individuals and have choice and control of their support. Crawford and Walker (2008) state older people share traditional social work values, such as a concern for relationships, and appreciate social work skills, for example, in carrying out comprehensive assessments and regular reviews. Bauld et al (2000) state that people place importance on relationships with professionals and that these relationships impact on their wellbeing. Effective social work with older people draws on distinctive aspects of the social work role, sensitive communication, moving at the individuals pace, starting where the service user is, supporting through crisis, challenging poor practice, engaging with the individuals biography and promoting strengths and resilience (Crawford and Walker, 2008). The person centred approach explores fundamental skills for effective communication, building on listening skills, congruence, empathy and unconditional positive regard (Rogers, 1957). However, social work involves the use of authority and this opposes unconditional positive regard. It is not always possible for social workers, who have a responsibility to protect not only the service user but also other people, to be non-directive, empathetic, unconditionally accepting and congruent (Dalrymple and Burke, 2006) Mrs Smyth has cried when talking to the community nurse. It may be that Mrs Smyth is experiencing depression. The white paper, Our Health, Our Care, Our Say (DoH, 2006) acknowledges older people with depression and states that many other supports (i.e. transport, social contacts) must be considered alongside health and social care if practitioners are to make a reality of independence, well-being and choice all of which are often seen as potentially helping to addressing depression and its prevention. Mrs Smyth has new physical problems with which depression also tends to be associated (Copeland et al, 1999) Factors that contribute to depression include loss (e.g. of a relative or of mobility) and social circumstances, such as isolation (ONeill, 1999). The Mental Health Foundation (1999) suggests about 15% of older people experience depression. Literature also suggests that older people are less likely than younger people to take up mental health services (Ashton and Keady, 1999). There is a tendency for professionals and older people treat late life depression as an inevitable consequence of aging (ONeill, 1999). However, there is evidence of the effectiveness of a range of interventions, including environmental changes, psychotherapies and cognitive behavioural therapies, and anti depressant medication (Snowdon, 1998). Maintaining good social relationships is a key to quality of life for older people (Percival, 2010, Bowers, 2009). Yet isolation and loneliness are problems shared by many older people with support needs (Manthorpe and Moriarty, 2010, Cattan and Giuntoli, 2010). Those with mobility, cognitive or sensory impairments are at particular risk of being excluded from social life (Callaghan et al, 2009). Mr Smyth has experienced confusion and Mrs Smyths mobility has decreased. Thompson (2001) describes anti ageism as a dimension of social justice which increases active and independent lives for older people and that assessment should consider the impact of ageism on peoples lives, including low self esteem and feelings of being a nuisance. Dominelli (2004) states that portraying older people as dependent and in need of care is an ageist construction. Care must be taken to ensure that ageist assumptions are not influencing assessment. As with racism and sexism, if we are not actively swimming against the tide of cultural and institutional ageism we shall be carried along with it, such is the strength of ageist ideology (Thompson, 2001, page 12). Mr and Mrs Smyth are experiencing loss of health. Phillipson (2002) suggests that social work with older people is inseparable from managing loss. The life course involves transitions, including the developmental stages associated with the work of Erikson (1977). Thompson (2002) suggests that an understanding of each transition should be understood, seeing older people in the context of life history stressing the importance of individual life stories and include activities such as reminiscence and storytelling. This approach also takes account of peoples environment and the impact of wider social issues including gender, class and race (Crawford and Walker 2004). Danny is concerned about violence from his father to his mother. The risk of abuse of older people is not a new phenomenon but it has only recently been addressed (Penhale, 2003). Pritchards (2001) study of older abused women highlight the importance they attach to being able to talk to somebody about their experiences. It is important that social workers are trained not only to identify abuse but also to understand and be equipped to work with survivors to address longer term as well as short term practical needs. Danny states that there have been many years of violence. Research conducted to determine older womens understandings of elder abuse has emphasised the importance of looking at the quality of care giving relationships, rather than simply analysing action or behaviour when assessing risk and vulnerability (Morbey, 2002). Social work is complex in these potential risk situations, raising difficult questions about how to balance empowerment with protection. Preston-Shoot (2001) argues that the value of self determination is highly influential in social work practice but should not absolve practitioners from finding ways to protect vulnerable users. The literature on elder abuse emphasises the importance of social workers: using communication skills e.g. building trust and support assessing, especially the vulnerability of the service user and circumstances of the abuse, providing information about services and consideration of different options protection planning, monitoring and review understanding the law relating to welfare provision, incapacity, common law and criminal justice (Preston-Shoot, 2001). The Social Care Institute of Excellence stated that Improving dignity, respect and human rights should be a priority in all policy development for older people. But to implement these principles social care needs to identify good practice and produce guidance for everyone who works in the sector (SCIE, 2006). Danny and Mr Smyth are providing care to Mrs Smyth. Under the Carers Recognition Act, 1995, they may be entitled to an assessment of their ability to provide care (H M Government, 1995) . We also know that there is a significant group of older people providing care (typically for partners) who may themselves fit the definition of having high support needs (Blood, 2010). Service users and carers are not easily distinguished. The dog needs to be considered. Cusack (1988) states that older people can be deeply affected by the loss of a pet who can be important attachment figures in peoples lives, bringing their owners physical, psychological and social benefits. Garrity et al (1989) discuss how strong pet attachments are linked with decreased depression rates. Danny currently walks the dig every day but Mrs Smyth may be struggling with looking after it. Sensitivity will be needed in addressing this. Direct payments were extended to older people in 2000 and are empowering for service users as they have more control over their care provision. They live in a rural community. Viewed from a social model of disability, Mr and Mrs Smyth could have low support needs as they live in accessible housing with enabling technology, within a supportive community 1471