MSc International Development Studies Personal Statement

MSc International Development Studies - Personal Statement Example Earning a MS degree from one of the top ranked universities of the world would give me a competitive edge in my professional career. I have decided to apply in name of university because this educational institute has an experienced faculty not only in the department of International Development Studies department but also in all other fields of study. Studying under the guidance of such teachers will allow me to gain invaluable information about my intended major and grow intellectually in an appropriate manner. I want to become a successful economic development manager or a foreign correspondent, which would be possible if I get a higher degree in the field of International Development Studies. I want to be skilled in managing social organizations and people. I possess almost all qualities of a successful social organization’s manager, such as, openness, integrity, boldness, honesty, attentiveness, creativity, intelligence, care for others, visionary outlook, and effective leadership and communication skills. Some of my core strengths and abilities include: As far as my short-term and long-term goals are concerned, I have planned them according to my personal and professional interests. For example, my short-term goal is to earn a MS degree in International Development Studies from some reputable institute of the world to expand my knowledge and concepts. My long-term goal is to work for some high profile social or economic organization at an executive position. I have the experience of working as a project leader during my internships at a NGO in Mexico and at Center for Migration and Refugees Studies in Egypt. In addition, I have also participated in Erasmus Mundus Exchange Programme of the Lebanese American University and have done a Diploma in International Cooperation and Development from Italian

Murder and Media Essay Example | Topics and Well Written Essays - 500 words

Murder and Media - Essay Example "They're going to show you what sells, and not necessarily what tells." The 19 seconds of baton-weilding recorded on tape said it all, as far as the general populace was concerned. Only the images got etched in the public mind, not the facts surrounding the incident. The incident was branded as another instance of wanton violence on the part of LAPD, and more than that there was clearly a racial element to it. But this is so absurd. Maybe the police beating was justifiable. Maybe there was nothing of racial bias or hatred involved the situation and the police would have done exactly the same thing even if Rodney King were a white man. Nobody bothered to cast any doubt on the media version of the event, nor bothered to look at it from an impartial frame of mind, that is, until the Washington Post journalist Lou Cannon came up a remarkable account of the whole incident in his "Official Negligence: How Rodney King and the Riots Changed Los Angeles and the LAPD," though only the better part of a decade after the incident. In the book, Lou Cannon lucids presents his case that the four Los Angeles Police Department officers prosecuted in 1992 for beating Rodney King were merely scapegoats for the deadly riots that took place in the Los Angeles city soon after the police officers received their not-guilty verdicts.

The Cycle of Nursing Theory Essay Example for Free

The Cycle of Nursing Theory Essay Nursing cannot exist without theory, and the concepts that define those principles. Every intervention a nurse organizes is based off of theory, and revolves directly around the patient. The current practice used as a Registered Nurse in the emergency room setting is similar, but less complicated than that of an Advanced Practice Nurse Practitioner. Emergency room nurses firstly ask the patient what their chief complaint is upon arrival. The chief complaint labels the patient, and gives them a triage level based on the amount of resources needed to intervene. The chief complaint (or illness) is the nurse’s focus of his/her practice. The nurse also takes into consideration the need to educate the patient and his or her own readiness to learn. All of these factors help reach the goal of making the patient â€Å"feel† better and regain health. Below is a model of how nurses in the emergency room revolve directly around the patient. Figure 1.1: Emergency Room Registered Nurse Conceptual Framework Making the decision to use this framework of nursing and theory helps organize the nurse and prioritize his/her actions. Without knowing the chief complaint, the nurse cannot treat. Furthermore, the nurse must ask the patient the reasoning for his visit in the emergency room today. Often, patients have many symptoms regarding their illness; nurses must prioritize which symptoms are most concerning, and ask the patient what his bothering him/her the most (i.e. headache versus shortness of breath). After learning what the patient has arr ived for, the nurse must start gathering data that relates to the patient’s chief complaint. For example, if the patient presents with shortness of breath, it is important to gather data such as: oxygen saturation, respiratory rate and effort, lung auscultation, presence of cough, and observing patient color. In addition to objective data, it is important to gather subjective data. This type of data includes: patient  symptoms, health history, and social history (such as smoking). Next, the nurse will implement her plan of care and intervene by: providing supplemental oxygen, if needed, elevate head of bed, and encourage the patient to breathe slowly if breathing appears to be labored or fast. After each intervention, the nurse must reassess the patient to see if his/her interventions worked; if not, the plan of care must be changed to improve patient status. Subsequently, the nurse must take into account the need to educate the patient and his/her ability and readiness to learn. If a patient is not ready to learn, it makes it difficult to for the nurse to teach and help reach the overall goal of restoring health. This cycle continues each time the patient gets ill; the nurse always forms her plan of care around the patient. For example, if a patient is mentally handicapped, the nurse might direct her education towards the patient’s caregiver to ensure the patient has the greatest success of reaching health. This conceptual framework is applicable to emergency room nurses’ practice because it is a constant cycle, organized, direct, and patient-focused. In the emergency room setting, it is vital that nurses are able to prioritize and organize symptoms and data. If a nurse forgets to obtain an oxygen saturation (in the data section), this can be life-threatening to the shortness of breath patient! Furthermore, nursing interventions are always tailored around the initial chief complaint and data gathered. It is a cycle that starts over each time a patient presents with an illness. Even though this framework is frequently utilized, there are many areas in which it could improve. What about a patient’s environment, social stability, and body’s response to the illness? In addition, there are no interrelationships noted on this model. There are many ways this framework could improve, be more in depth, and help reach goals by learning about other nursing theories and theorists. Nursing theorist Myra Estrin Levine goes into great depth on the relationships between nurse and patient, and the holistic view on healthcare. Levine had many roles as a nurse and was well educated; additionally, her views on nursing are broad and theoretical. Levine defined â€Å"three major concepts of the Conservation Model,† including: â€Å"(1) wholeness, (2) adaptation, and (3) con servation† (Alligood Tomey, 2010, p. 227). The current model shown in Figure 1.1 does not take into account the patient as a whole; it only takes into account particular parts  of the patient and current complaints/ailments. The current theory used by emergency room nurses (as explained above) could be greatly improved by understanding Levine’s major concepts, and how much environment alone can influence patients. This portion of the metaparadigm is defined as an â€Å"organismic response;† something nurses learn in anatomy and physiology classes, but often is forgotten when they begin practicing (Alligood Tomey, 2010, p. 228). This type of response is our autonomic nervous system telling the body to have a â€Å"fight or flight† response. This fight or flight response to stress, illnesses, and a patient’s consciousness of what is happening around him/her can induce this response. Fight or flight can increase or decrease one’s heart rate, blood pressure, anxiety, and/or stress. This response is different in all persons, and can vary greatly depending on a person’s previous experiences and if they feel a â€Å"threat actually exists† (Alligood Tomey, 2010, p. 228). Other than the holistic approach to healthcare, Levine understood the importance of a nurse and patient relationship. Whether or not nurses and patients realize it, they are constantly util izing Levine’s conservation models. When taking care of several patients, nurses need to conserve on energy so that they do not get tired quickly. Often, things such as IV trays or kits are used to make it easier for nurses to conserve on energy (walk less) and complete tasks efficiently. In addition, when patients are sick, they must conserve on energy and rest so that the human body can fight off an illness. Conservations like this and of many different types are needed for both the nurse and patient. The conservation of structural integrity and personal integrity are utilized within each nurse and patient interaction. When a patient has a massive head trauma, for example, the nurse must keep his/her own personal integrity to protect the patient from increasing his/her own anxiety/stress; which would utilize more energy in the patient and decrease the body’s ability to heal. The nurse might be overcome with feelings when seeing a large amount of blood, but realizes that he/she must be well-informed of his/her non-verbal cues towards the patient. Personal integrity also includes the nurse putting importance on patient requests such as: do not resuscitate, HIPPA compliance, patient privacy, and educating the patient on procedures and interventions that are being done. With the head trauma patient, the nurse can maintain structural integrity by  holding pressure on the wound to prevent further blood loss. This type of nursing intervention can be life-saving, and prevent the patient from further deterioration. Conservation of energy, structural integrity, and personal integrity are crucial in all nursing interactions. Furthermore, it is the nurse’s responsibility to take into account and conserve social integrity as well. Society thrives on social well-being; additionally, Levine concluded that â€Å"health is socially determined† (Alligood Tomey, 2010, p. 229). When the nurse educates the patient in a fashion that makes the patient regain independence, this makes the patient increase personal integrity and become socially accepted in that he/she is regaining health. In society, people tend to define others by their illnesses. Whether it is cancer, obesity, limb amputation, or pregnancy, society will judge a person based on those health issues; moreover, the person will then be socially accepted or rejected. Part of the profession of a nurse is to help guide a patient’s family members and friends on how to perceive and react to that patient and his/her illness (youtube.com, 2011). Furthermore, it is important that the nurse improves a patient’s social integrity while in the hospital setting by proving social media and communication tools such as: magazines, television, newspapers, or telephone (University of the Philippines Open University [UPOU], 2011). This can help improve a patient’s self-estee m, and decrease the stress illnesses can create. Understanding the nurse-patient relationship and conservation models helps the nurse and patient succeed in regaining health within a patient. Simple models such as Figure 1.1 do not include the personal feelings of a patient or nurse, and how that can affect the overall result of a patient’s health/illness. Figure 1.2: Primary care nursing that utilizes Levine’s concepts of Conservation Model (Alligood and Tomey, 2010, p. 227) Levine’s conservation model explains what the primary care nurse has to take into account when assessing a patient (Fig 1.2). The nurse must base her care and decisions on the patient and his/her family. Figure 1.2 also helps explain the connection of a model to nursing metaparadigm; the well-being, person as a whole, education, and nursing aspects. In addition, seeing the  patient as a â€Å"whole† helps the primary care nurse remember to look at the patient’s overall health. This comprehensive assessment includes: clinical problems (body), psychological aspects (mind), and spiritual beliefs that may affect the plan of care. The interrelationships between wholeness, adaptation, and environment helps primary care nurses understand the bigger picture and how the advanced practice nurse can increase the outcome for the patient. â€Å"Adaptation† describes the patient’s variables that can affect the patient as a whole, or be affected by his/her envir onment. For example, a patient may increase in age, quit smoking, or increase in weight; these variables and/or variations in a patient can greatly change the patient and/or treatments and interventions. A patient’s environment must be understood â€Å"both internally and externally† by the medical team (Alligood Tomey, 2010, p. 227). Again, this deals with the patient as a whole and is comparable to adaptation and a holistic plan of care. Knowing the environment that the patient resides in can affect his or her own health. If the patient doesn’t understand the notion that he/she is terminally ill, it may be difficult to explain the importance of a hospice program to the patient. Figure 1.3: Levine’s â€Å"Conservation Principles† and their interrelationships within a nurse and client connection (Alligood Tomey, 2010, p. 229). Levine also understood the nurse-patient relationship and how that can affect many areas within the ill-or-well patient. In this relationship, it is learned that nurses and patients often want to keep their integrity during any interaction. For example, a patient’s mother named Sarah brings her three-year-old daughter Claire in to the emergency room because Claire had a seizure at home. The patient is no longer having a seizure, and has been diagnosed with seizures over 1 year ago. Claire has a prescription for anti-seizure medicine, but her mother does not feel comfortable administering the medication; instead, Sarah brings Claire directly to the emergency room with each seizure occurrence. Now, Sarah is attempting to keep her own integrity by not having to administer anti-seizure medications in her daughter’s rectum in such a high stress situation. In addition, she wants Claire’s condition to be controlled in order for her to be accepted within the community. O n the other hand, the primary care nurse  practitioner must keep her personal integrity by not getting upset each time this patient visits the emergency room. It is the professional’s responsibility to re-educate Sarah on the plan of care, or tailor it towards the individual and family. This would be an opportune time to discuss other options for anti-seizure medicines, education on how to administer the current medication available, and give a referral to a neurologist. When tailoring the plan of care, Levine’s four conservations come into effect (Fig 1.3). The patient’s energy is utilized with each seizure activity, and possibly structural integrity—due to depletion of oxygenation to the brain and possible neuro deficits. The nurse tries to preserve personal integrity and educate the family of Claire in a way that is skilled and direct so that they may understand the concepts and accept the plan of care. Nursing interventions and education in situatio ns like this can be life-changing, and decrease stress for the patient’s family. It is important to remember that there are always assumptions made to any nursing model, but learning from that model is what is truly essential. Assumptions made to Levine’s conservation theory are that nursing interventions and implementation of those interventions can affect both the ill and/or well patient. Patients do not need to be ill in order to fit within the guidelines of conservation. Most patients feel compelled to be accepted, while maintaining personal authenticity (Fawcett, Schaefer, Moore, 1991). Moreover, the â€Å"environment† section of the model in Figure 1.2 can be falsely understood; that patients might only be able to learn in stress-free situations. Sometimes, stressful situation are where patients, families, and nurses learn best! Lastly, it appears that all human beings act in the same manner, and that patients and nurses alike utilize the same processes (UPOU, 2011). This cannot be true because all patients are diverse, and so are all nurses and primary care professionals. â€Å"Nursing intervention must be founded not only on scientific knowledge, but specifically on recognition of t he individual’s behavioral responses† (Cardwell, 2013). The response to nursing interventions and the â€Å"trial and error† processes are absent in the model (explained in Figure 1.2) of advanced practice nursing based on Levine’s theories. Advanced practice nurses are constantly intervening to improve the health and wellness of a patient; however, those interventions are not always successful. Furthermore, the advanced nurse practitioner  must modify her plan of care constantly. This type of framework of nursing is more of a cycle than a process. Holistic nursing is dedicated to the humanizing experience that the nurse can bring to the bedside, certain in her knowledge and skilled in her techniques, but sensitive and responsive to the person she finds there(Cardwell, 2013). In this phrase, Levine is summarizing the approach and goal of the advanced practice nurse practitioner. Advancing from the role of a registered nurse, primary care nurse practitioners increase their competence, knowledge, and skills. This increase in knowledge helps nurse practitioners in decision making, treatment options, and educating the patient. The primary function of the nurse practitioner is to educate patients across the lifespan, and help patients maintain health. Prevention is the best intervention. Since nurse practitioners begin their careers as bedside registered nurses, advanced nurse practitioners agree with Levine’s â€Å"holistic approach to healthcare† and healing (Fawcett, Schaefer, Moore, 1991). In conclusion, primary care nurse practitioners can benefit from viewing the patient as a whole, while spending a large amount of time listening and educating the patient. No two patients, medical cases, or plan of care can be exactly the same. Nurse practitioners thrive because they spend time with their patients and getting to know their needs; this helps i ncrease patient success and healing. Nursing theory and the interrelationships between a patient’s conservation of energy, social integrity, structural integrity, and personal integrity are essential to the nurse practitioner. The increase of knowledge in the nurse practitioner helps him/her understand all aspects of the patient, and the most efficient way of approaching those patient needs. Levine once stated, â€Å"Confront reality of environment, and maintain well-being† (youtube.com, 2011) It is the purpose of a nurse practitioner to challenge the internal and external factors and environments distressing a patient, while providing resources and education to increase that patient’s health. The cycle and theories between nurses and patients will continue to transform and be challenged; it is the nurse practitioner’s role to put those theories into practice. References Alligood, M. R., Tomey, A. M. (2010). Nursing Theorists and Their Work (7th ed.). Retrieved from Cardwell, S. (2013). Copy of Myra Levine. Retrieved from http://prezi.com/uths961c5swr/copy-of-myra-levine/ Fawcett, J., Schaefer, Moore, K. (1991). Levine’s conservation model: a framework for nursing practice. Philadelphia: F.A. Davis Co. University of the Philippines Open University. (2011). Nursing Theories. Retrieved from http://nursingtheories.blogspot.com/2011_07_01_archive.html You Tube. (2011). The Nurse Theorists Myra Levine Promo. Retrieved from http://www.youtube.com/watch?v=C8tJUjDDKKw

The Salvation Army Hostel For The Homeless Social Work Essay

The Salvation Army Hostel For The Homeless Social Work Essay Introduction According to Hardcastle, Powers and Wenocur (2004), Community practice is the application of practice skills to alter the behavioural patterns of community groups, organisations, and institutions or peoples relationships and interactions with these entities. Drawing from this simple definition of community practice, the report focuses on the work I carried out as an Applied Community studies student working with homeless people at the Salvation Army (SA) hostel in Coventry where I completed 140 hours of practice learning as an Assistant Project Worker. For personal reflection and intellectual development the report evaluates the themes around homelessness (causes and bio-psycho-social impacts of homelessness). The theories, legislation and policy underpinning work with homeless people is discussed, and for argument`s sake, the effectiveness of intervention methods is critically analysed while particular emphasis on factors contributing to inequalities in health and social care such a s ageism, gender discrimination, race and ethnicity and social exclusion to promote an anti-oppressive and anti-discriminatory practice (Dominelli 2002 and 2008). An evaluation of my learning outcomes will be made, and the report will argue that relying on funding from the local government affects the administration and provision of welfare services at the centre, which in most cases creates ethical dilemmas for Project Workers. Further, the report will argue that complying with the local authority on who to give help makes the Salvation Army to depart from its core values based on Christian principles: feeding the hungry, clothing the naked, and giving shelter to the homeless (Walker, 2001) among others Christian values, for example, its work with asylum seekers. The report also recognises that lack of continuity in the community affects casework with individuals. The essay concludes by identifying areas of good practice. description of SA and work carried out The Salvation Army was founded in 1865 by William and Catherine Booth to help people identified as socially undesirables (Prostitutes, criminals, drug addicts) to embrace Christianity (Murdoch, 1996; Walker, 2001). To date, the Salvation Army has centres worldwide and provides social aid to people in need, including disaster relief (Chronicle of Philanthropy 30 October 2008). It runs youth programmes and provides accommodation to homeless people but on a temporary basis. In Africa the Salvation Army works with refugees and displaced people among other community works. It operates as a non government organisation agency that provides relief to people in need. Social support intervention is guided by the Salvation Armys 11 Christian doctrines, or soldiers covenant, as an army against social ills. According to the Chronicle of Philanthropy (30 October 2008: 10) the Salvation Army was the largest charity in the USA giving away more than $2 billion in social aid in 2007. The Salvation Army hostel (Coventry) provides accommodation to 80 residents, mostly men (75 rooms are reserved for men with only five reserved for women). The implications of this gender variation will be discussed later. In addition, it takes only homeless people between the ages of 18 and 65, and this concept will also be discussed later in relation to ageism. In addition, the centre does not provide accommodation to people who have no access to public funds, such as asylum seekers, and there are no facilities for homeless families, although the Salvation Army in Leamington has only one family unit. Again, this will be discussed in relation to society stereotyping single people, especially men, as more likely to become homeless. The centre also runs a resource centre which help service users to bid for houses on Coventry Home finder, and job search. In addition, the centre also hold cooking courses to promote healthy eating and budget meals among residents, and used sport (football ) to encourage healthy living interaction through sport, and clients participated in football once every week. I worked as an Assistant Project Worker in a team of 20 staff that included 10 project workers. My job included attending referral meetings, carrying out risk assessments and identifying reasons for homelessness, profiling where a key worker asks the homeless person a series of questions in line with the National Monitoring and Evaluation Services (NMES). My duties also involved helping the service users to bid for houses, signposting them to the Job centre, organising cooking and football events. Critical analysis of relevant theory to practice. The report now analyses the discourse of homelessness in view of the bio-psycho-social needs of homeless people. Maslow (1954) identified seven basic human needs, of which shelter is among them (Taylor, 2010). In England, homelessness is a major issue, and between January and March 2003 there were 31 470 households identified and accepted as homeless by the Local Authority homeless (Wright et al 2003). According to Wright et al (2003), people who are homeless usually have socio, medical and psychological needs, and are stereotyped as anti-social, violent, migrants, and undeserving. Further, they also face isolation, lack of choice, and stigmatisation (Homeless Network 1999 Report). They are also likely to be discriminated and socially excluded because of their ethnicity, gender, race and age (Wright et al 2003). Power and Hunter (2001) concur with this assertion and argue that some of the homeless peoples most immediate challenges include nutritional deficiencies, cold weather, poor personal hygiene and drug and alcohol misuse. In addition they have higher incidents of morbidity and mortality (Wright el al 2003). Some of their medical needs/problems include a chronic history of severe alcohol dependence, with gastrointestinal, neurological, cardiovascular or metabolic complications (Wright et al, 2003 pg 9). They also have higher incidents of depression and risk of suicide (ibid). For effective intervention with homeless people to promote their health and well-being, staff at the Salvation Army works jointly with health partners (GPs), housing departments, non-statutory organisation and social services departments. Most people who use the services (homeless) at the Salvation Army hostel are single white men, ex-convicts, drug and alcohol misuse, and refugees. Underlying bio-psycho-social issues included HIV, substance misuse, isolation, and unemployment. An understanding of these underlying needs was important during a risk assessment so that they could be identified and appropriate intervention provided, for example, where homelessness was caused by unemployment, the person would be sign-posted to the Job Centre, or assisted to fill in job application forms. Getting a job would empower the person to become financially independent and offer a more permanent solution to a recurring problem. Similarly, people who lost their houses due to drug and alcohol misuse would be referred to other agencies such as Recovery Partnership for rehabilitation (solution focussed intervention). The SA worked with the Coventry City Council, who referred homeless people to the centre. The Local Authority pays  £147 per week towards the accommodation of the homeless person, while the person is required to pay  £10. The City Council is also the major funder for the agency, a concept which eroded its independence and community standing as a Christian based sanctuary for the homeless regardless of creed, race (based on verses from the Bible). As a result asylum seekers who had no recourse to public funds were denied services. This experience highlights some of the challenges faced by community workers in their quest to promote social justice, which is defined as the embodiment of fairness, equity, and equality in the distribution of societal resources (Flyn, 1990). This makes their role controversial as they become border guards (Ravi Kohli, 2006), and gatekeepers of resources (Limbery, 2005). The project workers also works hand in hand with GPs, the Job Centre, drug and alco hol rehabilitation centres, Community Psychiatrists and independent and local housing agencies. This requires good team working skills, and I will comment on the development of my team-working skills later in this report. Working with homeless people for statutory organisations is underpinned by legislation such as the Housing Act 1996, and the 1985 Housing Act. Local authorities have a duty under Section 183 of the Housing Act 1996 to provide or prevent homelessness. They have to make inquiries (Part 7 of the 1996 Act) where someone is likely to become homeless within 28 days. In addition, someone is prevented from becoming homeless if there is a casework intervention that will provide the person or family with accommodation sustainable for at least six months (Communities and Local Government Recording Homeless prevention and Relief E10 of the P1E Quarterly Returns, 2009). The Local authorities can work with partner organisations to help prevent homelessness, although these partner organisations have no duty to prevent homelessness. A partner organisation is any organisation which is assisting the local authority in tackling and preventing homelessness (ibid: 12). It may be funded by the Local Autho rity to help in preventing and tackling homelessness. In addition it can also be any organisation where the Local Authorities can refer people for assistance to prevent homelessness; and these include voluntary organisations and independent organisations for housing advice under s.179(1) of the 1996 Act. The Salvation Army is one of the voluntary organisations (faith based) that provide temporary accommodation to prevent homelessness. The Green Paper Independence, Well-being and Choice: Our Vision for the Future of Social Care for Adults in England (DoH, 2005) and the White Paper Caring for People (DoH, 1989) recognise assessments as key to any methods of intervention and good care for people. Assessments were carried out to identify the causes of homelessness, the persons history, entitlement to services, needs (medical, social and psychological), while a risk assessment was carried in all assessments in order to protect the service user from risk of self harm (suicide, intravenous drug use, substance misuse, financial abuse etc). According to Parker and Bradley (2006:11), a risk assessment is the likelihood of certain outcomes, whether positive or negative, occurring under certain circumstances or dependent on decisions made. It was important to carry out a risk assessment to establish the likelihood of people repeatedly becoming homeless, as some would return within three months to the centre. As such, a risk a ssessment sought to establish the best method of dealing with the presenting situation to reduce repeat homelessness, and where homelessness was attributed to drug and alcohol misuse, gambling, etc, the likelihood of that happening again was assessed before appropriate intervention methods were implemented. However, Webber (2009) argue that risk assessment in social work (and this can also be applied to community work) is laden with assumptions while lacking scientific thoroughness which can lead to rationing and excluding some service users. In particular I found that in some cases risk assessment led to the exclusion of some service users whose homelessness was seen as voluntary. One can argue that is being judgemental and not in-line with an anti-oppressive and anti-discriminatory practice (Dominelli 2006). However, in the same breath as risk assessment led to exclusion of service users, it also helped to identify those at risk of harm (physical and emotional) as a result of home lessness. After identifying risks, an assessment of needs was also carried out to identify the needs of the person, such as shelter (which would be the reason for coming to the centre), financial needs and those who were eligible to receive social security benefits would be referred to the Job Centre and/or Social Services department for housing benefit. In addition, those who were homeless because of debt would be referred to national debt agencies to device ways of alleviating the debt. Others would have lost their jobs, which led to repossession of houses or eviction. Those with medical needs were referred to specialist services. In summary, I found the role of carrying risk assessments and assessments of needs very educative while I also applied theory into practice while I assumed a managerial role (commissioning services and signposting). In addition, liaising with other agencies improved my communication skills, advocacy skills and negotiating skills, all skills which are vital to effec tive community practice. Skills required by community workers include community organisation, administration, social planning, social action and social development so that citizens can become active in their own environments (Hardcastle et al 2004). The model of intervention used with homelessness is that of empowering individuals to become self reliant and self sufficient. Social planning involved liaising with other external agencies such as the Coventry City Council, Refuge Centre, Job Centre and Social Services to help clients to get houses, social security benefits, as well as to help clients get jobs. My duties of coordinating services and signposting service users to these external agencies were part of social planning, organisation and action. One of the most intervention methods used at the centre is crisis intervention.   According to Jackson-Cherry and Erford (2010), a crisis intervention involves providing emergency psycho-social care to assist individuals in crises situation to restore a balance to their bio-psycho-social functioning. Similarly, Wilson et al (2008) define a crisis as a breakdown or disruption in a persons usual pattern of, or normal functioning. Homelessness and losing a tenancy in most cases is a result of long-term crises, and individuals respond to crises by striving to maintain their equilibrium through using their coping mechanisms (Jackson-Cherry and Erford, 2010). In addition crises can arise where problems persist and the precipitating events are threatening, and usual coping mechanisms fail to work (Wilson et al 2008). An analysis of some of the people who came to use the centre showed that they were going through crises such as financial, debt, unemployment, domestic violence, which affect ed usual coping mechanisms in others. In addition, losing a house can also lead to a crisis and affect the individuals coping mechanism. In a situation of homelessness caused by a crisis, or leading to a crisis, the role of a community worker is to solve the immediate crisis by offering shelter while looking for long term solutions (Wilson et al, 2008), which in turn leads to solution focussed intervention discussed below. Crisis intervention involves carrying out an assessment to identify needs, make referrals and implement a treatment plan or solution (Roberts, 2005). However, as already argued above, not all cases presented as crises were offered appropriate intervention, such as the case with asylum seekers, families, and people below the ages of 18 and above the age of 65, who were referred to other agencies. In addition to crisis intervention, solution focussed intervention method was also used at the Salvation Army hostel. Solution focussed intervention is change oriented, and encourages service users to find solutions to their problems (Wilson et al 2008). Solution focussed works by placing the responsibility on the service user (empowerment), providing them with tools to identify the extent of their crises, and where they are in the crisis. Gamble (1995) cited by Hardcastle et al (2004) argued that community practice involves using empowerment-based interventions to strengthen participation in democratic processes, assist groups and communities in advocating for their basic needs and organising for social justice. Bidding for accommodation, job search, referring service users with drug and alcohol problems to Recovery Partnership were some of the solution focussed methods of intervention provided on the model of empowerment. In addition to finding solutions as a tool for problem solvi ng, the Salvation Army also uses person-centred intervention method which sees the client as unique thereby requiring unique intervention. Person centred care (PCC), was developed from Carl Rogers person centred counselling (Nay and Garratt 2004). It promotes building relationships between client and professionals, which is empowering as it seeks to put the individual at the centre of their care (Wilson et al, 2008; Nay and Garratt, 2004). The project workers at the Salvation Army recognise that homeless people are individual people with different needs, and not a homogeneous community, hence support is tailored to meet individual needs. The report critically analysed the main functions of the Salvation Army hostel for the homeless. As a student I felt that although the faith-based centre is doing its best to help homeless people, the SA has diverted from its original ethos of helping people in need regardless of race and creed, and this was notable especially with the way asylum seekers are turned away because of their immigration statuses. The role of the Church and philanthropists in helping the need and the poor has its roots before the Reformation, when welfare assistance to the needy was provided by the Church, based on the seven corporal works of mercy (the thirsty must be given drink, the hungry to be fed, the naked to be clothed, the sick visited, the prisoners visited etc) (www.victorianweb.org); through to the Elizabethan Poor Laws (1601), when the church provided relief to people through its parishes (Payne 2002). However, because the Salvation Army gets most of its funding from the Local government, this limits what it can do as a church. Implications for practice. In relation to providing shelter to people between the ages of 18 to 65, one can argue that this is ageism (Dominelli 2006) because it assumes that people below 18 and over the age of 65 cannot become homeless. Ageism does not promote anti-discriminatory practice, and it is also oppressive (Dominellie 2006). In contrast The Employment Equality (Repeal of Retirement Age Provisions) Regulations 2011 abolishes the retirement age of 65 years, which means that the government recognises that people can still be active after 65 years of age. The centre also views homelessness from a gender point of view by allocating 75 of the rooms to men and leaving only five to women. This is based on the assumption that men are more likely to lose their homes especially through domestic violence (perpetrators of domestic violence) yet there is increasing evidence suggesting that there are also male victims of domestic violence (Shupe et al, 1987) . In addition to homelessness, single women are also like ly to lose their homes for the same reasons that men lose their homes (such as unemployment, drug and alcohol misuse, gambling etc). The report highlighted that there is no family unit at the Salvation Army in Coventry, while Leamington has only one family unit. Under the current economic climate, many families are losing homes due to repossession of houses and unemployment. As such it is also possible to have families becoming homeless. During my placement I witnessed whole families being turned away because of lack of facilities to accommodate families. One can also argue that by not having family units, the system views single people as more likely to become homeless. This issue of separating families was also practiced during the Poor Laws Amendment 1834, when families were separated in workhouses to punish the undeserving poor. For continuity of care the Salvation Army must continue to work in partnership with GPs, Community Psychiatrists and other health professionals during the recovery pathway so that people do not relapse when they return to the community. In terms of workloads, the project workers were allocated at least 10 service users each. In relation to time, comprehensive assessment to identify risks and needs, this workload was viewed by most workers as unmanageable, especially when allocated to service users with complex needs (accommodation, medical, drug and alcohol misuse, access to benefits etc). This also reduced the time of building rapport with clients (Trevithick 2000 and 2005) for effective intervention methods. The placement provided me with a forum to apply theory to practice, including relevant theoretical intervention methods, understanding policy and legislation, as well as exposing me to the challenges faced by community workers when they work with people towards individual and community development strategies. I also gained an insight into social and health inequalities leading to homelessness and how these impact on peoples lives. My communication and interviewing skills were also enhanced (Trevithick, 2000 and 2005) as I spoke to different service users and professionals. Working with external agencies improved my team working skills (ibid). Values of a community worker include ability to empathise, to work in a non-judgemental manner, to be patient as well as to promote empowerment through social justice. Conclusion The conclusions to be drawn from the above report and analysis of the role of the Salvation Army with homeless people in Coventry are that the church and the voluntary sector play a significant role in the provision of welfare to citizens. However, there is also need to reform some of the Salvation Armys policies to address issues of ageism, gender, challenge oppression especially with asylum seekers, and become inclusive to women and families who become homeless. Recruitment of volunteers can also be encouraged to reduce workloads. While the methods of intervention may be appropriate, however, assessments are not needs led but resource led, which makes it difficult for project workers to fulfil their roles to promote social justice.

The Life Of The Dali Lama Essay -- essays research papers

The Dalai Lama's biography His Holiness the 14th the Dalai Lama Tenzin Gyatso, is the head of state and spiritual leader of the Tibetan people. He was born Lhamo Dhondrub on 6 July 1935, in a small village called Taktser in northeastern Tibet. Born to a peasant family, His Holiness was recognized at the age of two, in accordance with Tibetan tradition, as the reincarnation of his predecessor the 13th Dalai Lama, and thus an incarnation Avalokitesvara, the Buddha of Compassion. The Dalai Lamas are the manifestations of the Bodhisattva (Buddha) of Compassion, who chose to reincarnate to serve the people. Lhamo Dhondrub was, as Dalai Lama, renamed Jetsun Jamphel Ngawang Lobsang Yeshe Tenzin Gyatso - Holy Lord, Gentle Glory, Compassionate, Defender of the Faith, Ocean of Wisdom. Tibetans normally refer to His Holiness as Yeshe Norbu, the Wishfulfilling Gem or simply Kundun - The Presence. The enthronement ceremony took place on February 22, 1940 in Lhasa, the capital of Tibet. Education in Tibet He began his education at the age of six and completed the Geshe Lharampa Degree (Doctorate of Buddhist Philosophy) when he was 25 in 1959. At 24, he took the preliminary examinations at each of the three monastic universities: Drepung, Sera and Ganden. The final examination was conducted in the Jokhang, Lhasa during the annual Monlam Festival of Prayer, held in the first month of every year Tibetan calendar. Leadership Responsibilities On November 17, 1950, His Holiness was called upon to assume full political power (head of the State and Government) after some 80,000 Peoples Liberation Army soldiers invaded Tibet. In 1954, he went to Beijing to talk peace with Mao Tse-tung and other Chinese leaders, including Chou En-lai and Deng Xiaoping. In 1956, while visiting India to attend the 2500th Buddha Jayanti Anniversary, he had a series of meetings with Prime Minister Nehru and Premier Chou about deteriorating conditions in Tibet. His efforts to bring about a peaceful solution to Sino-Tibetan conflict were thwarted by Bejing's ruthless policy in Eastern Tibet, which ignited a popular uprising and resistance. This resistance movement spread to other parts of the country. On 10 March 1959 the capital of Tibet, Lhasa, exploded with the largest demonstration in Tibetan history, calling on China to leave Tibet and reaffirming Tibet's ... ...his year. But I do not believe the demonstrations were in vain, because the spirit of freedom was rekindled among the Chinese people and China cannot escape the impact of this spirit of freedom sweeping in many parts of the world. The brave students and their supporters showed the Chinese leadership and the world the human face of that great nations." A Simple Buddhist monk His Holiness often says, "I am just a simple Buddhist monk - no more, nor less." His Holiness follows the life of Buddhist monk. Living in a small cottage in Dharamsala, he rises at 4 A.M. to meditate, pursues an ongoing schedule of administrative meetings, private audiences and religious teachings and ceremonies. He concludes each day with further prayer before retiring. In explaining his greatest sources of inspiration, he often cites a favorite verse, found in the writings of the renowned eighth century Buddhist saint Shantideva: For as long as space endures And for as long as living beings remain, Until then may I too abide To dispel the misery of the world. For as long as space endures And for as long as living beings remain, Until then may I too abide To dispel the misery of the world.

Literary Devices Used In Macbeth Essay -- essays research papers

Literary Devices used in Macbeth Imagine how dull a Shakespearean play would be without the ingenious literary devices and techniques that contribute so much to the fulfillment of its reader or viewer. Macbeth, by William Shakespeare, is a tragedy that combines fact and legend to tell the story of an eleventh century king. Shakespeare uses numerous types of literary techniques to make this tragic play more appealing. Three literary devices that Shakespeare uses to make Macbeth more interesting and effective are irony, symbolism, and imagery.   Ã‚  Ã‚  Ã‚  Ã‚  One technique that Shakespeare uses is irony. Verbal irony is when a character says one thing but means the opposite. When a reader understands the irony of what a character is saying, then he can truly understand the nature and intentions of the character. An example of verbal irony is when Macbeth says to Banquo, "Tonight we hold a solemn supper, sir,/ And I’ll request your presence" (Macbeth 3.1.13-14). The reader soon discovers that Banquo never makes it to the banquet because he is brutally murdered by order of Macbeth. Shakespeare also uses situation irony. This occurs when the results of an action or event are different than what is expected. An example of situation irony occurs when Macduff talks to Malcolm and discusses the tragedies that are taking place in Scotland. Without knowing that his own family has been slain Macduff says, " Each new morn/ New widows howl, new orphans cry, new sorrows/ Strike heaven on the fac...

Education System in Desperate need of Change Essay

Sir William Haley once said, â€Å"Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don’t know, and be imbued with a lifelong desire to know it†. If students were guaranteed to leave school with knowing of what they don’t know and the desire to continue learning, the method of learning will be correct. Today’s education system does not give students the opportunity to enjoy what they are learning. The banking method, where students are empty vessels which educators must deposit knowledge into, deprives them of creativity and the desire to learn. No child is given the chance to shine and be unique. Students today are simply being placed on a conveyer belt, sorted, and then labeled according to their so called intelligence. We need an education system that provides a slower learning method, a method where you focus on what is being learned instead of zipping through it, and the freedom to make mistakes as this will electrify and stimulate students to fulfill their potential. We must recognize students as individuals and keep in mind their diverse backgrounds. In â€Å"Lives on the Boundary,† Rose states, â€Å"The canon has intended to push to the margins much of the literature of our nation: from American Indian songs and chants to immigrant fiction to working-class narratives† (100). The messages that are received from the text are crucial. The students need to be able to relate to what they have before them. One of the problems with today’s education system is we are given material to read, memorize, and expected to repeat it back at the snap of a finger. But without the ability to relate and connect with the material, the learning doesn’t take place. Everything that is read or being said is just going through one ear and out the other. By adding relatable texts, you add life to learning. In â€Å"Learning in the Key of Life,† Jon Spayde states, â€Å"people cannot learn what they do not love† (69). When students are reading or learning about a subject they love, they are inspired and motivated to learn more. This alone can benefit the learning process for students. It becomes much easier to grasp concepts learned in class. Today’s education system does not allow all students to thrive in their own way. It is fast paced with limited space for creativeness. We are given large amounts of information at a time and attempt to move as quickly as possible through all that we can. There is never â€Å"time† to stay longer on a topic. The instructors try their hardest to keep the pace, but this way of teaching does not benefit any student. In â€Å"Learning in the Key of Life†, Jon Spayde states, â€Å"†¦we are focusing far too much of our energy and resources on fast knowledge, ignoring all the richness and meaning slow knowledge adds to our lives† (68). When the focus is on just getting through the material, we are skipping over the value and richness of slow knowledge. Instead of zipping through a lesson because it needs to be done by a certain day to move onto the next, the focus needs to be on what is being learned than making a time requirement. Spayde also states, â€Å"You can figure out what you can do pretty quickly, but the ethical understanding of what you ought to do comes slowly†. We need to adopt the slow learning method, without it we are missing out on more than we think. There is so much more to learning than getting through the material, the purpose of it is to benefit and gain from it. With slow knowledge we will achieve this. One of the most important changes that needs to be done is the view on mistakes. In the article, â€Å"How to Make Mistakes,† Dennett states, â€Å"Mistakes are not just golden opportunities for learning; they are, in an important sense, the only opportunity for learning something truly new†. When fear is being put into a student to never make a mistake, their education is stunted. They lose the ability to explore and take the chance of being wrong because they are repeatedly punished for being incorrect. When a mistake is made, students will learn where they went wrong and will then grow from it. The key to progress is making mistakes. The reason we are in school is to learn, but with this opportunity taken away from students their ability to learn is ripped from their grasp. Daniel C. Dennett also states, â€Å"You should seek out opportunities to make grand mistakes, just so you can then recover from them†. Instead of using all of their energy to attempt to be perfect and run from being inaccurate, every student should look for every opportunity to be wrong. Without errors, the students can not accomplish much. If you look at Todays’ education system is in desperate need of change. No student is given the opportunity to show what they are fully capable of. Instead they are told what they can do. They are simply labeled and placed where they â€Å"should be†. But when students begin to pursue their mistakes and soak in the richness of slow knowledge, they will begin to truly learn. Maria Montessori once said, â€Å"If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future. For what is the use of transmitting knowledge if the individual’s total development lags behind? †. If many students are having difficulty learning in the method we have created ages ago, why not change it? The time is now and there is no time to waste. We must refocus this outdated system to insure that the students will have a secure future and keep the standard of living that we have today.