Development of a Web Based Recruitment Process System for the Human Resource of an Organization Essay Example

Development of a Web Based Recruitment Process System for the Human Resource of an Organization Paper DEVELOPMENT OF A WEB BASED RECRUITMENT PROCESS SYSTEM FOR THE HUMAN RESOURCE OF AN ORGANIZATION CASE STUDY:UGANDA VIRUS RESEARCH INSTITUTE SUBMITED BY: NAMBALE JOHN BOSCO REG NO: 2007-03-IT-042 LECTURER: MR OTHIENO JOSEPH 1. 1. Introduction For an organization to run successfully and efficiently its very important that it has efficient workers and to use its resources very well especially human resources. So one of the important goals of an organization is to recruit right people for the right job. So there should be a proper recruiting process management system so that all the activities and selection procedure can be carried out effectively without losing its transparency. A web based recruitment system will be of great help in carrying out recruitment operations and with this very objective in mind this web based recruitment system will be made. In this web based recruitment system it will manage all such activities (like storing applicants data, scheduling interviews, retrieval of recorded data and easy application) and that will save time, manpower and the biggest advantage of being it web based. This web based system will provide better prospective for the enhancement of organization regarding to quality and transparency. 1. 2. Background of the case study The Uganda Virus Research Institute (UVRI), located in Entebbe, Uganda, was established in 1936 as the Yellow Fever Research Institute by the Rockefeller Foundation. In 1950, after gaining regional recognition it was renamed the East African Virus Research Institute (EAVRI). After the collapse of the East African Community in 1977, it became a Uganda government public health research institution and was renamed the Uganda Virus Research Institute. We will write a custom essay sample on Development of a Web Based Recruitment Process System for the Human Resource of an Organization specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Development of a Web Based Recruitment Process System for the Human Resource of an Organization specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Development of a Web Based Recruitment Process System for the Human Resource of an Organization specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The government of Uganda now administers and funds the institute through the Uganda National Health Research Organization (UNHRO) which is an umbrella research body with in the Uganda Ministry of Health. The mission of the institute is to carry out scientific research concerning communicable diseases, especially viral diseases of public health importance and to advise the government on strategies for control and prevention. The institute also plays a large role in coordinating and administering virology related clinical trials within the county. Most recently the institute has been involved in human HIV vaccine clinical trials. The HIV/AIDS Reference and Quality Assurance Laboratory (HRL), which is part of the institute plays an important role in making public policy recommendations to the Uganda National Drug Authority on the access and usage of new drugs and medicaltechnologies. 1. 3. Problem Statement The current recruitment processes are primarily manual and paper based. These processes are labor intensive, costly and unfriendly from the applicant and managerial point of view. It is worth notifying that with the increasing number of applicants at the institute and with this current recruitment processes which are primarily manual and paper based are no longer efficient. It is the intention to replace these with a system that will allow direct job applications on-line and improve this situation. 1. 4. Objectives of the study This project is aimed at developing a web-based (on-line)recruitment system for Uganda Virus Research Institute which will store data, schedule interviews, allow easy retrieval of data and finally also allow easy application. However there are other specific objectives and these will include; †¢To investigate the current system being used. †¢To design a web based recruitment process system. †¢To implement a web based recruitment process system. †¢To test the web based recruitment process system. 2. Activities and Deliverables The following table describes the activities and deliverables comprising of the system development life cycle which involves planning stage, analysis stage, design stage, implementation stage and maintenance stage StagesActivitiesDeliverables Planning†¢Define business problem and scope Produce detailed project schedule †¢Confirm project feasibility †¢Presentation of reasons why system should or should not be developed by the organization†¢Initiate †¢Ensure feasibility †¢Plan schedule Analysis†¢Gather information to learn problem domain †¢Determine system requirements †¢Generate alternative designs †¢Compare alterna tives †¢Recommend best alternative†¢Requirements specification †¢Entity Relationship Diagram †¢Performance expectations †¢Description of work flows and manuals Design†¢Define system architecture †¢Produce logical and physical database design †¢Design document Data Element Dictionary Implementation†¢Verify and test †¢Convert data †¢Train users and document the system †¢Install the system †¢Testing †¢User training †¢Installation of new system. Maintenance†¢Maintain system †¢Enhance system †¢Support users†¢Small patches,repairs and updates †¢Enhancements to expand system capabilities 2. 1. Project schedule A project schedule for the development of a web based recruitment process system for the human resource of an organization showing an activity and its estimated time period. ActivityEstimated Time Planning4 weeks Analysis5 weeks Design7 weeks Implementation9 weeks Overall project25 weeks 2. 2. Gantt chart MONTHSEPTEMBEROCTTOBERNOVEMBERDECEMBERJANUARYFEBRUARY WEEKS1234512341234123412341234 ACTIVITIES PLANNING ANALYSIS DESIGN IMPLEMENTATION OVERALL PROJECT 3. METHODOLOGY This will include various methods of collecting data. It comprises of two parts thats the research methodology which includes primary sources and development methodology which includes the design tools. 3. 1. Research methodology This will involve various methods that will be used to collect data and these include primary sources and secondary sources. . 1. 1. Primary sources 3. 1. 2. Observation During the research, I will see exactly what happens at the institute and also interact with the staff members of human resource department at the institute. During that period I will be able to observe and analyze the conditions of the work at the institute. 3. 1. 3. Oral interviews There will be free interaction with the staff members of human resource department and I will ask them some questions pertaining to the topic under study. The interviews will be aimed at getting an understanding the current situation. . 1. 4. Questionnaires The use of pre-printed questionnaires will be of great use since confidentiality will have to be maintained especially among the human resource department. It will comprise of both open ended and closed questions, questionnaires which will be distributed to each member of the human resource department. From this procedure, I will be able to get their views about the recruitment process. They will be requested to give their views on how to solve the problems at hand. 3. 1. 5. Secondary sources 3. 1. 6. Library research I will also have a review of the secondary data to gather information about the research problems mostly in the required area of the study. For this method various texts on databases and database management system will be of great help during the research; these will include a number of textbooks, journals, articles and the world wide web, that is ; internet which will be also my secondary source of information. 3. 2. Development methodology This will involve various design tools that will be used to collect data. 3. 2. 1. Design tools For this project , I will use PHP and MySQL as the prime design tools because of the following reasons below; 3. 2. 2 PHP Hypertext Preprocessor (PHP) is an HTML embedded programming language which executes scripts on a server and allows web designers to create dynamic content that interacts with databases. It supports the use of database servers such as MySQL, Informix and Solid. 3. 2. 3. Advantages of PHP †¢It is fast and easy because its embedded in HTML code, the response time is short and PHP contains many special features and functions needed to create dynamic web pages. †¢Its cross platform. It runs on a variety of operating systems for example Windows, Linux. †¢It accesses everything. Has a built in set of functions that make getting whatever you need very easy. †¢It is constantly being improved. A variety of developers look to improve the product almost daily. †¢It is free. †¢You can get support from different people. That is technical support is widely available. A large base of users provides free support through e-mail discussions list. 3. 2. 4. MySQL MySQL is a relational database management system (RDBMS) that interacts with Sructured Query Language(SQL), a tool for editing, accessing and processing data within a database. . 2. 5. Advantages of MySQL †¢Fast †¢Stable †¢Easy to learn †¢Runs on popular OS (Windows, Linux, Mac OS X etc) †¢Applications can be created in great variety of programming languages such as C, C++ ,Java etc †¢Extensively documented on the internet and there many books on the subject available. †¢Available for many applications free of charge (GPL License) †¢Cheaper †¢MySQL is a relational database system Other tools to be used will include drawing tools such as gimp, adobe photo, computer aided software engineering tools, html, text editors such as notepad Table of contents Page Introduction.. 1 Background of the case study.. 1-2 Problem statement 2 Objectives of the study 2 Activities and deliverables 3-4 Project schedule. 4 Methodology. 5-7

How does the viscosity of a liquid affect the flow of a sphere through it Essays

How does the viscosity of a liquid affect the flow of a sphere through it Essays How does the viscosity of a liquid affect the flow of a sphere through it Essay How does the viscosity of a liquid affect the flow of a sphere through it Essay The resistance offered by a liquid/fluid (gases and liquids) on a moving object inside it is called viscosity. The flow of liquid occurs as the movement of layers at different speeds which in turn lead to a gradient of speeds and friction among them respectively.Stokes LawThe viscous force offered by a fluid on a ball is directly proportional to the radius of the ball and its speed at a given instant.F is proportional to rF is proportional to vF is proportional to rvK=6= coefficient of viscosityF= 6 ? ? r vF=Frictional Force?= coefficient of viscosityR=Radius of the SphereV=Velocity of the Sphere? =F/6?rv = N/mms-1 =Nm-2s =Pa sI believe that the density of the liquid will be directly proportional to the time taken for the sphere to drop.Viscosity of various fluidsFluidViscosity (Pa s)Hydrogen8.410-6Air17.410-6Xenon2.1210-5(Room temperature)Blood3x10-3Castor oil0.985Glycerol1.5Mercury1.510-3Water8.9410-4Up thrust (U)When an object is fully or partially immersed in a fluid, the fluid exerts a force on the object upwards.Archimedes PrincipleThe up thrust acting on an object that is partially or fully immersed in a fluid, is equal to the weight of the displaced liquid.Up thrust= the upward force on the object.According to Archimedes Principle,Up thrust= Weight of the displaced liquid.= Mass of the displaced liquid x g= Volume of the displaced liquid x density of liquid x gU= v p gU= Up thrustV= VolumeP=DensityG=Gravity on kgm3-1The motion of a sphere inside a viscous liquidWhen a sphere is moving inside a liquid, three forces are acting on it:Weight downwards,Up thrust and Viscous Force upwards.Since F= 6 ? ? r v, the viscous force is increasing with the speed.Since F is increasing, at some point the sum of U and F is going to be equal to W.At this point the resultant force on the sphere is zero, therefore, according to F=MA, a=0, that means the sphere moves at constant speed. This is called the Terminal Velocity.When the sphere is moving at terminal velocity, W= U+F.?= 2r2 g (d-p)/9vtD=density of the sphereP=density of the liquidThe density of the sphere and pulp must be calculated separately using the formula:Density=Mass /VolumeTo find vt, the speed of the sphere must be measured during few intervals to make sure it has reached the terminal velocity.Then the experiment can be repeated to study the change in viscosity with the concentration of the pulp.AimTo find the time taken for a sphere to fall through several viscous liquids and liquids with different concentrations of viscosity.Diagram/EquipmentMethodI filled up the cylinder container with the viscous liquid, which is wallpaper paste (mixed together beforehand).I then placed the sphere on the surface of the liquid.When I let go of the sphere I started the timer.When the sphere reached the bottom, I stopped the timer.Using a ruler I measured the distance travelled.Using Distance / Time I got the speed of the sphere, and the terminal velocity at each 10cm interva l.I then repeated the experiment.PreliminaryIn my preliminary experiment, I tested out different sphere sizes and also the maximum and minimum concentrations of the viscous solutions, so I would know which quantities would be best to use.The diameter of the sphere I chose was 1.3cm, as it was small enough to travel at a constant rate through the liquid.The minimum concentration contained 8g of wallpaper paste in 600ml of water, as it was just viscous enough to take a reading. The maximum was 26g of paste, because after that the sphere doesnt move at all.Results = First ExperimentInterval (cm)Water (ml)Density (kgml-1)Time 1 (Sec)Time 2 (Sec)Time 3 (Sec)Average Time (Sec)1020Total5000.9744s104s146s44s105s145s45s102s146s145.6s1020Total5100.9518396618406717386666.3s1020Total5200.9413355812351.0014335858.6s1020Total5300.9361624717248162424.0s1020Total5400.914101551115491414.6s1020Total5500.9038133713481313.0s1020Total5600.8937103710461110.3s1020Total5700.882572583677.3s1020Total5800.872 462562445.3s1020Total5900.861241241233.7s17g PasteChanging Water from 500ml upwardsResults = Second ExperimentPaste (g)Density (kgml-1)Time 1 (Sec)Time 2 (Sec)Time 3 (Sec)Average Time (Sec)80.970.410.370.380.38100.960.370.340.430.38120.960.440.500.500.48140.950.630.680.650.65160.951.281.501.281.35180.944.185.416.535.37600ml WaterChanging Paste from 8g upwardsThe graph for the first experiment shows that as Density increases, so does time, though they are not directly proportional because they dont go up in equal amounts. There is also an anomaly, which could have been caused by human or systematic error.For the second experiment the graph is quite different. This shows that as Density increases, time actually decreases. So the two quantities are inversely related. There is a constant pattern at first, but then due to human and systematic error there are a few anomalies.Evaluation/ConclusionYou can see from the first graph that density and time are directly proportional, so as one go es up so does the other. This shows that the relationship between density and time is valid.For the second graph, the two quantities are inversely related. This is because for that one the liquid is getting more viscous, so slowing down the sphere.To improve the experiment I could take better precautions to reduce the errors, especially the human errors as they can be prevented more easily.I could have tried to find out my reaction time and eliminate that from the time to make it more accurate.Some of the limitations are that you cant use very big objects, because they wont fit through the cylinder, and also different shapes, because they have sides of different areas.

Close comparative analysis of two passages Essay

Close comparative analysis of two passages - Essay Example At a glance, one can notice that the passages have same thematic concerns. Women are featured in both the paragraphs and poem. Human beings are the centre of these works. In both the works, the sketches of women characters are explained by the speaker of the works and then the real beauty is compared with the painted one. In first passage, the writer sees a painting that is present on his writing table. After seeing the painting, he remembers the woman character that is painted on the paper and expresses the portrayed character in words. He has used water colours to paint the figure of Laura Fairlie, a character who inspired him a lot. He explains that he painted the character as he has seen her. His described background is the same when he saw her for the first time. He was so inspired by the beauty and innocence of the character that he painted her on the canvas. â€Å"I look at it, and there dawns upon me brightly, from the dark greenish-brown background of the summer-house, a light, youthful figure, clothed in a simple muslin dress, the pattern of it formed by broad alternate stripes of delicate blue and white.† The summer-house, the figure of the lady and even her scarf with its stripes is quite prominent in the painting. Later on in the explanation about the portrayed lady, the writer explains the details about her clothes such as her gown, the straw hat with matching ribbons of the gown. After her clothing, the writer starts explaining the facial features of the women with the impact of her clothing. The writer gives a good attention to the eyes of the lady that are of blue turquoise colour. After elaborating about the features of the lady, the writer asks himself if he is able to see all these things in the drawing but the answer is in negative because the painting has faded with the passage of time and is

Patient Diagnosed With Cancer Essay Example | Topics and Well Written Essays - 1750 words

Patient Diagnosed With Cancer - Essay Example Tabitha is a 1-year-old patient who was diagnosed with cancer two years ago and has received two courses of chemotherapy. She understands and respects every decision with regards to treatment and is due to have another round of chemotherapy. The treatment can make a 30% chance of survival or approximately two years. Without this, Tabitha will die within three months. Tabitha has a good relationship with the clinical team. She also has a supportive family and friends all throughout the treatment. She attends the local school when she is not sick and lives with her brothers and parents. The ethical dilemma started when Tabitha refused consent chemotherapy because of being fed up in the hospital to receive unpleasant treatments. According to the ANMC National Competency Standards for the Registered Nurse Section 2.3 (2008), a registered nurse practices in a way that acknowledge the dignity, culture, values, beliefs, and rights of individual groups, including the consideration of individ ual/group preferences when providing care (p. 3). Respecting Tabitha’s refusal to treatment is in line with the practice of professional and ethical nursing framework; however, doing so might sacrifice the safety of Tabitha and death within three months. The legal issue in this case study centered on Tabitha’s right to make a decision. Although she is mature enough to understand the treatment and her parents are supportive of the decision to refuse chemotherapy, she is still a 16-year-old patient.

Unit 8 Essay Example | Topics and Well Written Essays - 500 words - 1

Unit 8 - Essay Example The author therefore lays out number of important elements of project management making up the best practices culture that must be observed by all project managers. training is particularly important considering the fast changing times and environments and as such companies have no options other than investing in continuous education for their project management teams and employees to keep up to date with industry standards. The first success point is for the project managers to get everything straight from the onset. It is important for managers of projects to understand the main goals of the particular project the needs of their clients in order to give the best. Secondly it is particularly important to carefully study and understand contracts before entering into any commitments. Assessing major clauses such as those on liabilities, indemnification warranties are worded right so as to avoid unnecessary legal suits and court cases. This eases the project implementation process and helps eliminate unnecessary delays. Another very important success factor in project management is the kick off meeting with a client. It is a very crucial meeting and therefore both the project managers and key project team members should be present in the meeting alongside key persons from the client end. This is because expectations are set in this meeting and as such it helps project teams figure out how to better manage the expectations of their client. The project managers should also never overlook stored materials; they should understand the way to bill for materials that are stored and also know the hidden costs that may come with early ordering of materials. To this end, timing is important especially when it comes to warranties. The warranty time begins counting immediately equipment are purchased and hence the earlier the installation the longer the period covered by the warranty. The final and ultimate success point in project

Reflective Social Work Practice Social Work Essay

Reflective Social Work Practice Social Work Essay Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity. I will critically examine this extract based on my own practice experience and evaluate the use of theories, tools and techniques of reflective practice to see if it supports the statement. I will begin by providing a description of a case study drawn from my previous placement to draw on the practice experience gained and how this may illustrate my learning so far. It is based on a 14 year old young girl who has been attending a horse-riding charity to help promote her well-being, self-esteem and social skills. For the purpose of this assignment she will be referred to as A. In this particular example, it is A and myself who have met as I have been given the task by my manager to talk to her about her personal hygiene. My manager felt this would also help in meeting the criteria required to handle complex situations (National Occupational Standards, Key role 6). Other young girls in her group have been seen talking behind As back about her and have not wanted to participate in group work with her because of this. I felt apprehensive about the meeting as I had not yet encountered anything like this previously. Though I was reassured by my manager that I would have the opportunity to go through the best approach with her before I met with A. Unfortunately due to time constraints and my manager having to deal with a crisis she was unable to assist me. Prior to the initial meeting with A I began to research on how best to deal with the situation and plan ahead on how best to communicate with her. I wanted to do this without hurting her feelings as she was a young and impressionable young person. This is also known as second order skills when employing planning strategies in what I as a worker am doing, being aware and observing interactions, being able to feedback what has happened (Kaprowska, 2005). Still feeling unsure on how to lead onto this particular topic due to my lack of experience, I realised that if my nervousness is apparent to A this may only escalate her worries as well. As a result I tried to keep my anxiety at bay. I asked if she had access to shower/bath facilities as a lot of the children who attended the organisation came from areas of deprivation. At this point I realised I felt out of my depth in having this conversation, and on reflection later felt it conflicted with my own personal beliefs. I did not believe her to have any hygiene issues when I had worked with A in the past. This may have shown when I eventually got to the topic at hand and told her the truth. She may have observed that I did not feel happy explaining why I am asking these questions when I myself did not share the same view as my colleagues and others. I came away from the meeting with my confidence shaken, it was made worse when I learned from my manager that A was upset and her mother h ad in fact complained about me the next day. I felt a great deal of empathy for this young girl, as a professional I had made a commitment to ensure her well-being. I was trying to achieve a fine balance between trying to support her whilst also trying to bring about social change. A reason for this I realised was that A and I had a few similarities which may have affected how I worked with her, the way I perceived her and also in the way I related to her. I recognised that we both had experienced bullying at similar ages. Upon reflection I realised I had assumed her to be more vulnerable in my eyes because of my own experiences which may have impacted on the working relationship I had built with her (Ojala and Nesdale, 2004). Both A and her mother were disappointed in me and felt strongly enough to complain. I felt terrible that I had caused A such distress. Trust is a primary feature in conducting person-centred work. Originally developed in the field of psychology by Carl Rogers (1951) where he outlined the person centred therapy. If I was disclosing information to A about her poor hygiene which was not something I wholly agreed with, then being transparent and honest became difficult. A may have observed my unease with her in the meeting, and may have lost faith in me and my work. I realise afterwards that I wanted this to change, and so actively researched how I could engage in positive work with A. Person centred work also involves being able to discover the clients wishes and feelings and taking this forward in a positive manner. The theory proposes that both the worker and the client are equal, it also challenges the notion of the worker being seen as an expert of knowledge, and that the expert knows best. In the meeting with A I had not really questioned her thoughts and feelings on the situation, and therefore had made the power dynamics between A and myself unbalanced and less in her favour. I had not taken her identity as a service user into full account and consequently may have oppressed her unknowingly by not trying to understand her views and opinions. In the next meeting with A, I actively researched and utilised the person centred approach to help her feel valued and considered in the process. In achieving this I had learnt the gaps in my learning experience and attempted to further my knowledge to benefit my work with A. This can be seen that I am applying the key elements of critical thinking as mentioned in Domain 6 of the Professional Capabilties Framework (2012). When talking with A about her riding ability and work with the group, I realised that her wishes, thoughts and feelings had perhaps been neglected when providing this service. Once I reached this conclusion I also began to see that the organisation that I was based in, it may have been the case that a person centred approach was taken initially to begin with. However, when trying to implement the approach fully into practice it seemed as if the people working with A may have forgotten that the planning is not fixed and irreversible. Mansell and Beadle-Brown (2004a) have stated that this is may be the reason why there is a decrease and collapse in being able to take plans forward. Furthermore similar to Carl Rogers (1951) and his humanistic view for individualism within person centred practice, Yelloly and Henkel (1995) suggested uniqueness as central for effective social work practice. With reference to As identity which I had not originally considered, I had come to understand that I needed to make some self-disclosures about my understanding of how I viewed her. I achieved this by communicating honestly my thoughts on how I had assumed that she would not be resilient enough to understand the first meeting. I had labelled her as a victim of bullying in my mind when this is not how she saw herself. Perhaps if I had realised this early on I would not have meandered through the conversation of hygiene with no direction, and stated the facts in a much direct and open manner. I made my apologies known to A and explored more about her thoughts on bullying and its impact. This allowed me to remain consciously focused on her as an individual and aware of my own valu es about addressing individuals. Funding and organisational issues within the social care sector have meant that resources and number of staff available to attend to service users has meant there is an uphill struggle to meet the needs of the users (Routledge and Gitsham, 2004). These have also had a substantial effect on the voluntary sector where I was based. My interactions with A were largely unsupervised to begin with because of a shortage of qualified staff and resources. This meant the amount of time and resources I was able to spend with any of the young people attending the service has to be made the most of. This may be why having highly skilled practitioners is vital in the face of the current political context. In the face of a double dip recession means having to economise now also extends to social workers as well (Sanderson et al., 2002). Having enough staff members to begin with would be helpful in providing one to one work usually required for person-centred planning. Even when facing such hardships , it may be crucial to have a positive attitude and have a good team to work within to feel that the work you are producing is not only of a high standard but also done collaboratively. Kydd (2004) also affirms that the solution may not always lie in having enough resources but positive together to develop conducive and appropriate working environments. This may go some way to explain how my manager supported me in this particular incident and was able to provide valuable insight into how to improve our working relationship, by being present in future work with A. It is also in line with the organisations working policy (Appendix A). Transparency is crucial to completing positive work with people in social work. Congruence is an imperative aspect of this where the worker and the service user have openness within themselves and with one another to foster trustworthiness (Platt, 2007). Though this can only happen if there is a genuine desire to be honest with one another. That the professional will not hold up a faà §ade and will be able to attend to what the service user is saying by staying in the present and remaining transparent. This may have seemed like a natural concept but was quite difficult to apply when working with A. I did not want to undermine her experience of being bullied by her peers by bringing my own personal experiences into the forefront. Yet I thought if I told her she may not feel quite so isolated which is a common feeling in teenagers with complex lives (Metzing-Blau and Schnepp, 2008). Ultimately I realised my confidence had been shattered to the point where I began to question almost ev ery piece of work I undertook with A, convinced that I would disappoint her and her mother. This led me to consider other approaches or skills I could better use with A later in my work with her. I came across cognitive-behavioural therapy which is an amalgamation of both behavioural and cognitive disciplines which emerged as a fascinating new concept in 1970s (Rachman, 1997). It addresses the thinking and emotional aspects together, and believes that behaviours can be unlearned. In this way I hoped to be able to view how A conceptualises particular events in her life. Through this I recognised the way A may view herself as she often expressed feeling low, and lack of self-esteem and self-worth. A also had a persistent habit to turn a seemingly positive situation into something negative. This enabled me to understand her experiences from a different point of view and continuous reflection helped me see how she may have needed empowering. A strengths-based approach was also researched and utilised in my work with A, which has become favourable in both direct and indirect work with service users (Rapp, 1997). This approach appealed to me as it is more service-user led, and helps them see how their strengths play a significant role in the face of their problems or crisis that they may be facing. It is quite different to other approaches in that it acknowledges a persons suffering and impairment as the result of systemic rather than just psychological drawbacks. In using this approach, this helped A to understand her ability to cope well despite the harshness of her surrounding environment and daily routine of caring for her mother. She was able to see her positive attributes, how others also recognised these which provided for a more balanced view of herself. This is also in line with social work values which places emphasis on helping the user feel empowered and in control (Value B, Topps, 2002). Since the incident I have had ample time to reflect on my work with A and how I feel about it. Different techniques and tools are used to enable reflection within the field of social work, which can help the way we relate to work, home, culture, and supported networks. Winter (1988) states that experience is not something that we store as we would on a computer, rather we story it. Similarly keeping a reflective journal is a useful technique in proactively encouraging critical reflection if done correctly (Kam-shing, 2005). This was a requirement whilst on the course, which I was not keen on at the beginning. I felt it was quite a daunting experience expressing my thoughts and feelings and could not see the benefits of this. For the duration of the placement, as my ability and knowledge of reflection improved with the help of my educator, I was able to understand how this would help me in becoming an effective practitioner. It helped to formalise my ideas, trail of thoughts and bring about a heightened sense of awareness on my own practice. This technique can be seen as embedded within a theory of reflection developed by Schà ¶n (1991). He called this reflection in action (whilst the event is occurring) and reflection on action (after the event has occurred). The journals or learning logs were primarily used after an event had occurred to understand our learning. This tool is available to evaluate the work I have undertaken and how my knowing-in-action may have had an impact on the end outcome. Thus will be able to improve on my skills and ability to reflect-in-action and recognise if there is something more to be done to help the service user. In my interactions with A and other users, I have also recognised that reflection on action is beneficial in evaluating my own practice and reflection in action to implement those lessons learnt actively. To be able to detect my own mistakes and correct these involves uncovering deeper learning. Argryis and Schà ¶n (1974) proposed that when we as people and practitioners simply only operationalize our goals rather than question them we are only applying single-loop learning. When this incident with A occurred, I looked at the different aspects such as theories, As behaviour, the organisations policies that had influenced my thoughts and perceptions and brought me to look at myself and the situation with close scrutiny and query the governing variables to enforce social change be that within myself, the organisation or A or all of these. Kolb (1984) and his reflective cycle helped me examine the structures to my reflection. He developed four stages to his cycle. These include concrete experiences, reflective observation, followed by abstract conceptualisation which includes drawing conclusions from incidents encountered and active experimentation. Active experimentation is the ability to learn from past situations and try a new approach. I think this is where I feel I continued my work with A from the very first incident in trying to utilise different approaches to help her. Using this approach also made me realise that perhaps even if the event itself may have hurt As feelings it may have raised awareness about her hygiene and brought about independence. This is also in line with Value B of the GSCC codes of practice (Topps, 2002) and with Domain 6 (Professional Capabilities Framework 2012). Group studying has been known to develop enhanced learning and reflection. Bold (2008) suggests that having a supportive group to talk through your knowledge and experience gained can generate deeper learning and increase reflective competence. In using group reflection I found that having a group to talk through my morals, beliefs and assumptions that direct my work very useful in a public and collaborative setting. It provided the opportunity to look back at a past experience from multiples perspectives and raise questions. I had not realised the grave nature of discussing ones hygiene would be so difficult, with the help of the group I was more aware of my hidden assumptions on this and how it could affect my practice. Research by Dahlgren et al. (2006) highlights the importance of group reflection and the role of a critical friend to promote empowerment to both students and teachers. This may be because it allows for the students work in an informal setting and therefore have more of a balanced working dynamics. This kind of democratic environment aids reflective learning by advancing self-knowledge. In my group learning set I came away learning more about my own assumptions about A being a carer to her mother with mental health issues meant that she may not have had facilities to aid good hygiene. The group also helped me look at other explanations for what had happened. I came to understand that whilst the issues of A smelling might have been genuine, it could have also been exacerbated by other staff and children through their own assumptions about her learning disability, and status as a young carer to a parent with mental health problems. Their behaviour and assumptions daily may have impacte d the way I saw A even though I did not agree with their views. I failed to raise this further with my manager when handed the task of telling A, as I may have also assumed here that she would know best. Much later I was introduced to the critical incident technique developed by Tripp (1993). To analyse incidents that have had a strong emotional impact on ourselves as practitioners. It entails learning to look beyond just describing to gain deeper reflection. I began to understand that my underestimation in what I had to tell A, was my own failure. This underlying assumption I later realised arose from my supervision with my manager who had assured me that disclosing this information to A would benefit her. The feedback given from my group has helped me identify areas of my reflection where there may perhaps be gaps and how I could improve on these. I felt the feedback was accurate and enriching, it helped for me to understand how they saw my situation with A and were able to offer alternative explanations for the outcomes that I had not yet explored further. Overall this assignment has aimed to demonstrate that there are a number of factors involved in practicing good social work. This is highlighted by being able to demonstrate an awareness of my own values and philosophies, how my knowledge in terms of theories can be applied to inform my own practice. I have learnt that utilising and evaluating theories have furthered my practice by eliciting my understanding and learning over time. I have gained additional skills together with multiple sources of knowledge and techniques to better help the people I have worked with. This kind of creativity is what can bring about social change and empowerment. Reflection is an integral part of social work practice and different tools like journals can augment deep learning and improve future practice. What I may have learnt from a situation initially does not mean that these are the only recommendations to take forward. Through continual reflection and critical thinking, it can help to question our j udgements and that of others and see if more can be done to change the face of social work practice.

A Rose for Emily By William Faulkner :: Free Essay Writer

"A Rose for Emily';   Ã‚  Ã‚  Ã‚  Ã‚  In life people often think that the life they live in is either a good one and do not think that a change would do their life any good. In reality change is good, but Emily in the short story "A Rose for Emily'; thinks that the life she has lived through is the one to keep and does not want to change it even though to us we might think of her life as a tragic and deprived one.   Ã‚  Ã‚  Ã‚  Ã‚  The time frame of Miss Emily Grierson to her was the greatest time era, which was the "Old South';. How do we know that she wanted to stay in the time era of the "Old South'; is when the new generation moved into Jefferson and asked Emily for taxes. When they did this she ranted and raved that Colonel Sartoris has written her a letter in which relieves her of any taxes. She told the tax collectors "See Colonel Sartoris. I have no taxes in Jefferson.'; The fact that the tax collectors could not see Colonel Sartoris is because Colonel Sartoris had been dead almost ten years. Even the furniture that she had was not updated. Emily's parlor was furnished with heavy, leather-covered furniture that was cracked from not being used. She had been trapped in the ways "Old South';, and did not care to change as time went by.   Ã‚  Ã‚  Ã‚  Ã‚  Another factor that showed Miss Emily was not interested in change is when Jefferson came up with a mail system. This new mail system that the people of Jefferson created included putting brass numbers of the house on the door so they could organize where the mail was going. Miss Emily did not like the fact of putting something new on her house and she did not like the fact of a new system coming in. She then told the people that she did not want the numbers put on her door and did not participate in the new mail system in Jefferson. In her earlier years, Emily, grew up with her father who was a wealthy man of the "Old South';. While growing up she was restricted from all people of the opposite sex, and was a cast away from the social nature of life. She was never to date or be seen with a man while her father was around. The day that her father died she did not show a sign of death in soul until a couple of days later.