Based on Bergen's book (War and Genocide), what were the differences Term Paper

Based on Bergen's book (War and Genocide), what were the differences between the policies of the period 1933-1940 and those of 1 - Term Paper Example Nazi Germany Policies In the book â€Å"War and Genocide: A concise history of the holocaust†, Bergen brings out the difference between policies during the period between 1933 and 1940 and those of the period between 1940 and 1945. She argues that, during the former period, the Nazi policies against their enemies underwent significant changes. These included those towards the Jews, those suffering from hereditary diseases, Gypsies and political opponents. It took place in particular designated areas known as Einsatzgruppen that were conquered from Eastern Europe territories. It was part of their territorial expansion in Europe (154). She mentions the other targeted groups as the disabled and homosexuals â€Å"and others and attacked communists, homosexual men...(viii). A considerable difference is also highlighted with regard to the nature of actions during these periods. In the first years, actions were lighter than during the later years. Bergen shows that the Nazi policy w as moderate between 1933 and 1934. It was also contributed by the lack of agreement on what qualified an individual to be regarded as a Jew. They were afraid to scare voters and average minded politicians. It is at this time that the Haavara Agreement was signed between Nazis and Zionists to ensure that Jews in Germany migrated to Palestine before 1939 and Israel by 1949 (239). The genocide of Jews took part during this time leading to the persecution, enslavement and killing of millions of Jews (169). Immediately after, thousands of Jews were terminated from employment to avoid infiltration of destructive traits (55). These superior or privileged positions were reserved for the Aryan Germans (36). Nonetheless, it is at this time that most Germans were recruited to support the military service. According to Bergen, the members of the National Socialist German Workers Party (Nazi) formed their hatred from the familiar prejudices they had experienced during the pre-Nazi regime in Germ any (1). In this respect, she exposes the attempts made by Hitler to eliminate laws that would stop the Nazis in their quest (48). She contends that the Nazi believed in the scientific legitimacy of this racial doctrine in â€Å"the pseudo-science that grew up around it† (12). The eugenics or racial hygiene program was also include to sterilize and exterminate the victims compulsorily where she indicates â€Å"Hitler introduced a law to legalize eugenic sterilization.... to prevent reproduction by people deemed unworthy† (66). During the later years, different policies including the education system where populist anti-Semitic education was introduced in schools. These blamed the economic problems experienced after the war, unemployment and loss of World War I on Jews. However, during World War II, Nazi accepted Slavs to serve in the occupied territories of their army despite their consideration as sub-humans. It was a measure to deal with the manpower shortages in the military (168). Upon prompting by their leader, the Nazi changed their policies regarding the Croats and Slavs. The Nazi policies became worse hence culminating into the holocaust that was alternatively known as â€Å"The final solution† by Friedlander (246). Additionally, different measures were taken against the persecuted groups. In this sense, she explains how the persecution process took place in different stages. For instance, the National Committee against Nazi persecution and Execution of Jews was developed. Other legal

The last episode of Black Adder Goes Forth Essay Example for Free

The last episode of Black Adder Goes Forth Essay What affect does the last episode of Black Adder Goes Forth have on the viewer? How is the affects created? Black Adder Goes Forths season finale goodbyeee is the finishing episode of the comedic perspective of World War One. Black Adder is a television series that was started in 1983 by Richard Curtis and Rowan Atkinson. It explains British History in a comedic form, ranging in periods from 1485 1917. The last episode of Black Adder Goes Forth greatly affects the viewer. It peruses the idea that history as it was written and has been taught is incorrect. In having this approach, it is like the audience is understanding history and uncovering the truth of our ancestors for the first time. Not only does this capture the viewers attention, but it entertains them as well as touching them on an emotional level they are finally seeing the real ordeal. Viewers, however, also know that these real ordeals are not to be taken seriously and are only there for the comedy value. An example of this is when one soldier states that the reason the First World War started was because someone shot an ostrich out of hunger. The majority of viewers know this statement is not true, but the episode and character plays the comic seriousness to perfection. However, unlike the general ideas all the Black Adder series portray, as just explained, goodbyeee also shows the reality and tragedy of world war one. Black Adder does whatever he can to get out of the trenches. For example, he pretends to go mad by putting underwear on his head and putting sticks up his nose, and tells the other soldiers to go up and not himself; but in the end he resigns to his fate. One soldier is very excited about the idea of defending his country, in fact he is so honoured by this chance, that he does not accept a way out of the trenches when he is offered; even though Black Adder realizes their fate when they go above the trenches and tries to explain he will die. (I never imagined anything as awful as this war Black Adder) Also when another soldier states that he wants the dying to stop, and everyone to go home, because he cannot see any reason for a war, even now the jolly soldier tries to push these thoughts out of his head and reassure him it is good what they are doing. He is meant to be the typical advertised enlisted man the soldier that the viewers could relate to (the man on the posters). This hearty soldier seems to have been blinded by the element of death, he thinks its all an adventure. However, in the end, death is inevitable, and after being the hero, he finally realizes all that waits for him when he goes over the top of the trenches is mortality, like his friends who died in the war. He says to Black Adder Brave, splendid and noble (pause) Im scared sir, I dont want to die. For the audience, this is the final realization, now even the bravest is afraid. The sense of humour is gone and the sense of reality is dawning on the audience and the trenches prisoners. In the end each character becomes conscious of their doom. My conclusion to the last episode of Black Adder, goodbyeee and how it affects the viewer, is that war is futile. Whether you realize this, or are adamant to play a role, whether it is hero or coward, the last episode shows that everyone is in the same position. In the end they all die, no matter who they were.

Observing a mathematics lesson

Observing a mathematics lesson Introduction: The world in which we live is mathematical. In our everyday activities we need mathematics for instance; there is need in everyone for mathematical thinking as well as problem solving in the workplace, at home, when in a shopping spree, etc. In a world of such kind, you notice that those who comprehend and can operate mathematics will have immense opportunities that others lack. In fact, mathematical proficiency opens avenues to productive prospects. Conversely, lack of mathematical competency closes those doors. Usually, learners have varied abilities, interests and more fundamentally, needs. Yet each learner requires mathematics in his or her individual life, be it at home, in the workplace, and even in further study. All learners deserve a chance to appreciate the power and splendor of mathematics. Students should learn a new collection of mathematics nitty-gritty as well as higher level critical-thinking handiness which are critical to problem solving. These permits them to work out fluently, interpret and to unravel puzzles innovatively and resourcefully. The objectives of this lesson is to enable instructors establish suitable strategies employable in problem solving and appropriate forms of mathematical assessment and further the correlation between problem solving and learners achievement. In the lesson, the standards in mathematics with regard puzzle solving are also looked at, as well as problem solving and assessment in an inclusive setting. In the lesson, several standards put down by the National Council of Teachers of Mathematics (NCTM) were addressed. The NCTM declares that students need to develop a range of strategies for solving problems, such as using diagrams, looking for patterns, or trying special values or cases (NCTM, 2000, p. 7). These teaching strategies allow learners to comprehend with ease abstract mathematical concepts and make these concepts realistic to learners perception. According to Hanson et al (2001), if all learners are going to gain knowledge of these strategies, then these strategies should be imbedded in and most importantly be taught across the curriculum. Beside strategies standards, NCTM also establishes the standards for mathematics assessment to help in enhancing learning of mathematics and modeling and shaping teacher instruction. As a result, learners need to use assessments as a part of the reflecting process and work together in partnership with the teachers to determine the direct ion of learning in mathematics (Hanson et al, 2001). The teacher did discriminate instruction within a diverse classroom into mainly high achievers and the low performing learners. In this case, the teacher exposed low achievers to basic skills with limited exposure to operate higher-level problem-solving skills which were left for the higher performers (Grouws Cebulla, 2000). These low performing learners according to Grouws Cebulla, (2000) need to be exposed to more challenging curricula which provide first hand experience. For instance, rather than handing learners a worksheet, a more interesting puzzle might relate to an investigation of classmates involving the kinds of pets they have. From that basis, the class could create graphs depicting data, find partial comparisons (introduction to ratios and probability) and percents. Technology was not used in the instruction of the math lesson. For more effectiveness and probably efficiency, technology can be incorporated into this lesson. For instance, the teacher can make use a graphing calculator. This will offer learners an opportunity to collaborate and discuss the puzzles to establish the solution, as they would in a real world situation. Teaching mathematics needs a lot of reference lists. Teachers habitually have reference lists posted in their classrooms during lessons to which students can make reference when faced with a problem-solving situation. Mathematical problem solving indeed is a multifaceted cognitive activity which involves numerous processes as well as strategies (Montague, n.d.). Stages involving Problem solving are twofold: representation of the problem and problem execution. In the lesson, the teacher used pictures or manipulative objects. Pictures and objects do help make the problems as well as concepts more real and concrete to students as nearly all mathematics concepts are abstract. Modern theories on teaching techniques discourage competition and instead promote collaborative learning. Competition as a teaching strategy demotivates and demoralizes the underperformers. As a teacher, I would reorganize the classroom to accommodate more learner-learner interaction. Placing learners into cooperative learning and problem solving situations will promptly increase the interaction between the high-performing and low-performing students with the target of bridging the learning gap. Moreover, I would employ use of alternative assessments like portfolios and hands-on projects in order to improve strengths and weaknesses of each individual mathematics students. I would also include modifications like slowing the pace of instruction, reducing the process of estimation from problem solving, using flip charts of the involved processes and strategies, and finally teaching from known to unknown, concrete to abstract and from simple to complex. Conclusion: Mathematical problem solving can best be taught by employing cooperative learning technique. Students should be provided with the processes, stages and strategies that make mathematics problem solving simple to learn. Teachers should also consider providing real life mathematics situations to challenge students, and students will begin to appreciate the necessity and essence to be excellent problem solvers. References: Grouws, D. Cebulla, K. (2000). Improving Student Achievement in Mathematics. Geneva, Switzerland: International Academy of Education International Bureau of Education, Educational Practices Series -4. Hanson, et al (2001). Should standard calculators be provided in testing situations? An investigation of performance and preference differences. Applied Measurement in Education, 14(1), 59-72. Montague, M. (n.d.). Math problem solving for middle school students with disabilities. The Access Center. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics.

Transcending Place and Time in Mirror for Man :: Mirror for Man Essays

Transcending Place and Time in Mirror for Man In the given passage from Mirror for Man, Clyde Kluckhorn explains the similarities and differences between cultures by first defining the anthropological concept of "culture" and then explaining his definition. The definition Kluckhorn gives relies heavily on common sense. Culture is: "the total life way of a people, the social legacy individuals acquire from their group. Or culture can be regarded as that part of the environment that is the creation of human beings." By giving us this definition, Kluckhorn immediately deletes any chance of mininterpreting the word and concept of culture. Kluckhorn starts his explanation of this definition by simplifying the concept. He says that a person's acts cannot be explained merely in terms of biology, the life experiences of that person, and/or the immediate situation. Instead "the past experience of other people in the form of culture enters into almost every event". It is not we who determine our culture, but our ancestors who determined for us. Kluckhorn is saying that who we are -- our culture -- is based on how the people who have the responsibility of raising us were raised by their role models, who were influenced by their role models, and so on. To illustrate his point, Kluckhorn gives examples of times when the culture someone was raised in plays a major role in determining how the person will react in a given situation -- often how they will react to an aspect of another culture. The examples all showed that one's own culture is where one feels safest. Kluckhorn's illustrations of how people react negatively to other cultures seems to prove the axiom that man's biggest fear is of change. Despite the almost overwhelming influences of culture, there is still human nature to consider. Basically, all human being are the same. All are similar in biology and in that they must observe the physical laws of nature. Yet the differences between cultures stem from the once original, individual ways of dealing with these problems. Man and his problems are universly the same, but it is his dealing with these problems that is different, and these dealings are determined by the predecessors of each culture. This is the very essence of how Kluckhorn explains the anthropological differences and similarities between cultures. As for my views, I agree with Professor Kluckhorn wholeheartedly although all of my experience has been in the American culture with various subcultures.

Sample of Chapter 2 of an Investigatory Project

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Introduction This chapter indicates the ideas, also the history, relevant to the experiment to provide information and further elaborate different standpoints that were the foundation of the proposed study, also on the background study of the different methods and concepts used by other researchers that applies to the present study. In order to develop new method and procedures, careful review of literature and studies must be done for the development of the study.The main purpose of this chapter is to identify and review theories on steam engine and to identify the deficiencies of those theories. Related Literature In general usage, the term ‘steam’ is the invisible vapor into which water is converted when it boils. On the contrary, it is the cloud of water droplets formed by the partial condensation of this vapor as it is cooled. [1] Steam is the technical term for ‘water vapor’, the gaseous phase of water . Since it is a vapor, it is logical that the density of steam is much less than that of water because the steam molecules are further apart from one another.The space immediately above the water surface thus becomes filled with less dense steam molecules. Water vapor that includes water droplets is described as wet steam. As wet steam is heated further, the droplets evaporate, and at a high enough temperature (which depends on the pressure) all of the water evaporates and the system is in vapor-liquid equilibrium. [2] Steam has many uses. In agriculture, it is used for soil sterilization to avoid the use of harmful chemical agents and increase soil health. The steam is used to sterilize the soil in open fields and/or greenhouses.Pests of plant cultures such as weeds, bacteria, fungi and viruses are killed through induced hot steam which causes their cell structure to physically degenerate. Biologically, the method is considered a partial disinfection. It also has a large contributi on of making our lives better at home: for cooking vegetables, steam cleaning of fabric and carpets, and heating buildings. In each case, water is heated in a boiler, and the steam carries the energy to a target object. While about 90% of all electricity is generated using steam as the working fluid, nearly all by steam turbines. 3] In electric generation, steam is typically condensed at the end of its expansion cycle, and returned to the boiler for re-use. However in cogeneration, steam is piped into buildings through a district heating system to provide heat energy after its use in the electric generation cycle. The world's biggest steam generation system is the New York City steam system which pumps steam into 100,000 buildings in Manhattan from seven cogeneration plants. [4] In other industrial applications steam is used for energy storage, which is introduced and extracted by heat transfer, usually through pipes.Steam is a capacious reservoir for thermal energy because of water 's high heat of vaporization. Steam is also an effective lifting gas, providing approximately 60% as much lift as helium and twice as much as hot air. It is not flammable, unlike hydrogen, and is cheap and abundant, unlike helium. The required heat, however, leads to condensation problems and requires an insulated envelope. There are many examples in which steam is used. It is used for piping in utility lines. It is also used in jacketing and tracing of piping to maintain the uniform temperature in pipelines and vessels.Steam is used in the process of wood bending, killing insects and increasing plasticity. An autoclave, which uses steam under pressure, is used in microbiology laboratories and similar environments for sterilization. Steam is used to accentuate drying especially in prefabricates. It is also used in cleaning of fibers, sometimes prior to painting. Other examples are already mentioned while tackling steam’s uses. Despite of all its uses, steam can also be danger ous. A steam explosion is formed when water comes to contact in contact with a very hot substance (e. . , lava, molten metal). These explosions have been responsible for many foundry accidents. A steam engine is a heat engine that performs mechanical work using steam as its working fluid. Steam engines are external combustion engines. [5] where the working fluid is separate from the combustion products. Non-combustion heat sources such as solar power, nuclear power or geothermal energy may be used. Water turns to steam in a boiler and reaches a high pressure. When expanded through pistons or turbines, mechanical work is done.The reduced-pressure steam is then condensed, and it is pumped back into the boiler. The ideal thermodynamic cycle used to analyze this process is called the Rankine cycle. This cycle generates about 90% of all electric power used throughout the world. (see fig. 1)[6] Some practical steam engines discard the low-pressure steam instead of condensing it for reuse. Fig. 1 The Rankine cycle There are two fundamental components of a steam plant: the boiler or steam generator, and the â€Å"motor unit†, referred to itself as a â€Å"steam engine†.Stationary steam engines in fixed buildings may have the two parts in separate buildings some distance apart. For portable or mobile use, such as steam locomotives, the two are mounted together. Other components are often present; pumps (such as an injector) to supply water to the boiler during operation, condensers to recirculate the water and recover the latent heat of vaporization, and super heaters to raise the temperature of the steam above its saturated vapor point, and various mechanisms to increase the draft for fireboxes.When coal is used, a chain or screw stoking mechanism and its drive engine or motor may be included to move the fuel from a supply bin (bunker) to the firebox. The heat required for boiling the water and supplying the steam can be derived from various sources, mos t commonly from burning combustible materials with an appropriate supply of air in a closed space (called variously combustion chamber, firebox). In some cases the heat source is a nuclear reactor or geothermal energy.While boilers are pressure vessels that contain water to be boiled and some kind of mechanism for transferring the heat to the water so as to boil it. A motor unit takes a supply of steam at high pressure and temperature and gives out a supply of steam at lower pressure and temperature, using as much of the difference in steam energy as possible to do mechanical work. A motor unit is often called ‘steam engine' in its own right. They will also operate on compressed air or other gas. Steam Engine has its own advantages especially to our present world.The strength of the steam engine for modern purposes is in its ability to convert heat from almost any source into mechanical work, unlike the internal combustion engine. Steam locomotives are especially advantageous at high elevations as they are not adversely affected by the lower atmospheric pressure. This was inadvertently discovered when steam locomotives operated at high altitudes in the mountains of South America were replaced by diesel-electric units of equivalent sea level power. These were quickly replaced by much more powerful locomotives capable of producing sufficient power at high altitude.For road vehicles, steam propulsion has the advantage of having high torque from stationary, removing the need for a clutch and transmission, though start-up time and sufficiently compact packaging remain a problem. Steam Engine’s now applied to many useful things. Very low power engines are used to power models and toys, and specialty applications such as the steam clock. Winding engines, rolling mill engines, steam donkeys (See figure 2) [7], marine engines, and similar applications which need to frequently stop and reverse. Engines providing power, which rarely stop and do not need to r everse.These include engines used in thermal power stations and those that were used in pumping stations, mills, factories and to power cable railways and cable tramways before the widespread use of electric power. Fig. 2 Steam donkey Steam engines have been used to power a wide array of transport appliances. Examples are steamboat, steamship, steam yacht, steam locomotive, fireless locomotive, traction engine, steam tractor, steam wagon, steam bus, steam tricycle, steam car, steam roller, steam shovel, steam tank (tracked), steam tank (wheeled), steam catapult, even steam rocket.The Corliss steam engine, a four-valve counter flow engine with separate steam admission and exhaust valves, was called the most significant advance in the steam engine since James Watt. In addition to using 30% less steam it provided more uniform speed, making is well suited to manufacturing, especially cotton spinning. [8] On another hand, in Ancient Greece when girls were not at school and boys were not working, they played ball games with inflated pig’s bladders. Roman children played with wooden or clay dolls and hoops. Toys changed little through the centuries. In the 16th century children still layed with wooden dolls. Before the 20th century, children had few toys and those they did have were precious. Furthermore, children did not have much time to play. Only a minority went to school but most children were expected to help their parents doing simple jobs around the house or in the fields. Egyptian children played similar games to the ones children play today. They also played with toys like dolls, toy soldiers, wooden animals, ball, marbles, spinning tops and knucklebones (which were thrown like dice). In the 19th century, middle class girls played with wood or porcelain dolls.They also had doll houses, model shops and skipping ropes. Boys played with toys like marbles and toy soldiers as well as toy trains. (Some toy trains had working engines fuelled by methylated s pirits). They also played with toy boats. During World War II most toy factories were turned over to war production. However in the late 20th century with the arrival of an affluent society plastic and metal toys became much cheaper and much more common. Many new toys were invented in the 20th century. A model car or toy is a miniature representation of an automobile.Other miniature motor vehicles such as trucks, buses, or even ATV’s, etc. , are often included in the general category of model cars. Because many were originally sold as playthings, there is no precise difference between a model car and a toy car, yet the collector hobby became popular in the 1960’s and precision detailed miniatures made specifically for adults are an increasing part of the market. Toys as a â€Å"big business† did not begin until after the 1830’s, when steamboats and steam trains improved the transportation and distribution of manufactured goods.Early toymakers used wood, t in, or cast iron to fashion horses, soldiers, wagons, and other simple toys. Miniature models of automobiles first appeared as slush cast plaster or iron toys made in the early decades of the 1900’s. Tin and pressed steel cars, trucks, and military vehicles followed in the 1930’s and 1940’s. Casting vehicles in various alloys, usually zinc (called zamac or mazac), also started during these decades and came on strong particularly after World War II. Post war, the zinc alloy vehicles became ever more popular in Europe in particular.While die-cast metal cars were either large scale collectors type or smaller consumer â€Å"Matchbox† type-toys are made of metal and plastic, the metal used commonly is Zamak (or Mazak), an alloy of zinc and aluminum[9], these were seen in America and they were often simple, while plastics also surged and became prominent. Tin and pressed steel came to Japan, rather late, during the 1950’s and 1960’s, and that coun try quickly moved into die-cast by the 1970’s. Today, China, and other countries of Southeast Asia are the main producers of die-cast metal European, American, and Japanese companies. 10] Many model cars were not intended either for toys or for collecting. As early as the 1930’s and perhaps earlier, the manufacturers of real automobiles would design and construct scale and full-sized models to plan new products or promote the company. Sometimes styling or concept models were made out of wood or clay. Models could also be precise replicas crafted out of the same materials as the real vehicle. As time went by, some companies even made their own models or toys attracting the next generation to their products.Scale miniatures were actually made for children and for them to have an idea on how to make better miniatures or design, the researcher can make use of plastic, die-cast metal, resin, and even wood. What ever materials are used, the finished product would be a succes s if a great idea or design was made. By the mid-1960’s, plastic model kits had become more plentiful and varied with increased level of detail. Typically, the kits often had opening hoods, separate engines and detailed suspension parts. The mid-1960’s is generally considered the â€Å"golden age† of plastic model car kits.In addition to building them stock, most annual kits offered â€Å"3-in-1† versions which allowed the builder to assemble the car in stock, custom, or racing form. Interest in model car kits began to wane in the mid-1970’s as a result of builders growing older and moving on to their pursuits. New model specific magazines sprang up, such as Scale Auto Enthusiast, (now simply Scale Auto) and Model Cars Magazine. These magazines spread the word, helped advertisers, and brought modelers together from all across the country. Today, many of the classic models from the golden age of modeling have been reissued.Not only does this allow m odelers to build the cars the always wanted (but couldn’t obtain or afford), but it tends to lower the prices of the originals. In some cases, models of cars from the 1950’s and 1960’s have been issued with all-new tooling, which allows for even more detailing made possible with modern kit design and manufacturing methods. Today, model car companies are still in business, fueled by a renewed interest in model car building and collecting. Modelers today can make advantage of modern technology, which includes photo etched details, dhesive chrome foil for chrome trim, wiring for engine, and billet-aluminum parts. Many builders today can take a basic kit and detail it so it resembles a real car, in miniature. The internet has also fueled a growing modeling community through websites, online forums and bulletin boards, and sites that host photographs, allowing the hobby to expand internationally. Related Studies When referring to technology today, many people automat ically think that the referral is in regards to computers, the Internet and Information Technology.Technology such as steam locomotion, the creation of the printing press and space travel, are all considered major forms of technology that have affected society and culture throughout history. All these technologies have huge impacts on society and culture. In considering the fact that shortly before the steam engine was invented, the favorite mode of travel was horse and buggy. The advantages brought by the steam engine immediately became apparent. Those advantages were not only available to individuals wishing for travel, but the transportation of goods to the marketplace had probably even more impact.Steam engine technology became a very important cog in the societal wheel of progress, moving passengers and cargo quickly and efficiently throughout the world, especially in Europe. Towns near railway stations quickly grew as people and companies wished to be near the easy side. The e ffect then of steam engine technology was to bring great distances much closer together while at the same time making goods and services more available and less expensive. Though other forms of transportation now overshadow steam locomotion it still has much influence over citizens’ lives.Sometimes the impact can be negative, especially as the railroad grew more aged and brittle. Steam has been used for projects like steam airships. According to Thomas J. Goodey, â€Å"The idea of using steam (H2O in its vapor phase) as LTA lift gas – either for a balloon or an airship – has been suggested many times. These suggestions all appear to have remained merely theoretical, although several were quite detailed. It appears that no full-scale trials, or even experiments, have ever been performed. Yet the idea of using steam as lift gas is attractive, although there are some obvious difficulties. [11] Obviously the non-rigid steam airship does not have the potential to di splace the helium airship in every application. However the researcher thought that it will have its niche. Specifically, the researcher thought that a steam airship would be able to satisfy the demands that hot-air airships try to satisfy but fail. The project though did not succeed. The low cost and the convenience in ground handling of a Steam Airship will, in this restricted operational context, more than compensate for its deficiencies. The group of researchers then tried to find another external site where steam is being used to make something work.And we found this project wherein it shows how steam engine is constructed. Quoted from the project, â€Å"From the Research and development perspective, I have done much research on the topic of Flash Steam Engines and have seen applications where flash boiler's power live steam engines. But these devices are not flash steam engines. Since the steam does not actually flash in the engine's combustion chamber (or cylinder). Instead the steam will flash in the boiler device and reaches the engine as common live steam. Hence there is no real innovation in these devices. And quite frankly a live steam engine leaves much to be desired.In terms of efficiency and operating characteristics, many things may be improved in the way of valve gear. But in the end all you have is a live steam. † [12] The researcher of that project also gave recommendations and gave emphasis to things that should be remembered. Direct Injection is the preferred method used to run these types of engines. The DI valve that's used in the applications features a variable lift mechanism, this is necessary in order to throttle such engines. Initially very high pressure and or supercritical steam/water were injected into the engines. This did in fact work, but is not considered user friendly.High pressures are still used for the injected water, such as 2000psi hydrostatic pressure, derived from a pump, this is needed to maintain high rpm eng ine speed, the injected water does not contain super-critical energies, but is heated somewhat, such as to 400 °f. [13] Another project said that if wood will be used as the major component, it should be noted that even if a boiler is built, the engine probably wouldn't work well. In the presence of steam the wood would swell and warp causing problems. A simple solution to this problem would be to replace the wood parts with aluminum ones. [14]Over the years, steam locomotives have become a very popular image in representation of trains. Many toy trains based on steam locomotives are made, thereby making the image iconic with trains to children. Steam Engines are still around, and they are in wide use, but most take the form of the steam turbine engine. The steam turbine is responsible for generating about 86% of the electric power used on this planet. That probably is a qualifier for current use. Steam engines, either the piston or turbine type, are used on most big ships, and th ere are still a few steam locomotives about. [15]As for toy cars, they continue to evolve in many ways, from battery powered, to ones that use renewable energy, such as solar, water. Synthesis In this chapter, it has been discussed on how steam engines work, including the many fundamental methods used. It discussed what steam is and how it became very useful to our society today. It defined steam engine. It is also stated in this chapter different advantage and disadvantages of steam engine, how it is being done and its different applications. It discussed the history of toys, how it emerged from wooden dolls to our present high-technology dolls, toy cars, etc.Lastly, the chapter also summarizes all of the studies and findings of different researchers regarding steam and steam engines. Definition of Terms Aluminum. Aluminium or aluminum (US English) is a silvery white member of the boron group of chemical elements. It has the symbol Al, and its atomic number is 13. It is not soluble in water under normal circumstances. Aluminium is the third most abundant element (after oxygen and silicon), and the most abundant metal, in the Earth's crust. It makes up about 8% by weight of the Earth's solid surface.Aluminium metal is too reactive chemically to occur natively. Instead, it is found combined in over 270 different minerals. [4] The chief ore of aluminium is bauxite. Atmospheric pressure. It is the force per unit area exerted against a surface by the weight of air above that surface in Earth’s atmosphere. Boiler. It is a closed vessel in which water or other fluid is heated. The heated or vaporized fluid exists the boiler for use in various processes or heating applications. Electricity. It is a general term encompassing a variety of phenomena resulting from the presence and flow of electric charge.Fuel. Is any material that stores energy that can later be extracted to perform mechanical work in a controlled manner. Heat. In physics and thermodynamics, heat is energy transferred from one body, region, or thermodynamic system to another due to thermal contact or thermal radiation when the systems are at different temperatures. Helium. Helium is the chemical element with atomic number 2 and an atomic weight of 4. 002602, which is represented by the symbol He. It is a colorless, odorless, tasteless, non-toxic, inert, monatomic gas that heads the noble gas group in the periodic table.Its boiling and melting points are the lowest among the elements and it exists only as a gas except in extreme conditions. It is the second lightest element and is the second most abundant element in the observable universe Internal combustion engine. It is an engine in which the combustion of a fuel (normally a fossil fuel) occurs with an oxidizer (usually air) in a combustion chamber. In an internal combustion engine, the expansion of the high-temperature and pressure gas produced by combustion applies direct force to some component of the engine, such as p istons, turbine blades, or a nozzle. Locomotive.It is a railway vehicle that provides the motive power for a train. It was first used in the early 19th century to distinguish between mobile and stationary steam engines. Machine. It manages power to accomplish a task. In common usage, the meaning is that of a device having parts that perform or assist in performing any type of work. Methylated spirits. It is a mixture of Ethyl alcohol (95%) and methyl alcohol (5%). The methyl alcohol is poisonous and is added to prevent the methylated spirits being used as cheap drinking alcohol. Miniature. It is a model, copy, or similar representation on a very small scale.Model car. Also referred to as ‘toy car’. It is a miniature representation of an automobile. Pipe. It is a tubular section or hollow cylinder, usually but not necessarily of circular cross-section, used mainly to convey substances which can flow; liquids and gases (fluids), slurries, powders, masses of small solids. Piston. It is a component of reciprocating engines, reciprocating pumps, gas, compressors and pneumatic cylinders, among other similar mechanisms. In an engine, its purpose is to transfer force from expanding gas in the cylinder to the crankshaft via a piston rod and/or connecting rod.In a pump, the function is reversed and force is transferred from the crankshaft to the piston for the purpose of compressing or ejecting the fluid in the cylinder. In some engines, the piston also acts as a valve by covering and uncovering ports in the cylinder wall. Pressure. It is an effect that occurs when a force is applied on a surface. Pressure is the amount of force acting on a unit area. Rankine Cycle. It is a cycle that converts heat into work wherein the heat is supplied externally to a closed loop, which usually uses water.This cycle generates about 90% of all electric power used throughout the world, including virtually all solar thermal, biomass, coal and nuclear power plants. It is named after William John Macquorn Rankine, a Scottish polymath. The Rankine cycle is the fundamental thermodynamic underpinning of the steam engine. Steam. It is the technical term for water vapor, the gaseous phase of water, which is formed when water boils. In common language it is often used to refer to the visible mist of water droplets formed as this water vapor condenses in the presence of cooler air. Steam boat.It is also called, steamship or steamer. It is a ship in which the primary method of propulsion is steam power, typically driving propellers or paddlewheels. Steam donkey. Steam donkey, or donkey engine is the common nickname for a steam-powered winch, or logging engine widely used in past logging operations, though not limited to logging. They were also found in the mining, maritime, and nearly any other industry that needed a powered winch. Steam engine. Is a heat engine that performs mechanical work using steam as its working fluid. Steam engines are typically external c ombustion engines.Steam Locomotive. It is a locomotive that produces its power through a steam engine. The locomotive is usually fueled by a coal, wood, or oil. This fuel is burned to produce steam in a boiler, which drives the steam engine. Both fuel and water supplies are carried with the locomotive itself or in wagons pulled behind. Steam turbine engine. It is a mechanical device that extracts thermal energy from pressurized steam, and converts it into rotary motion. Its modern manifestation was invented by Sir Charles Parsons in 1884. Toy train. It is a toy that represents a train.A toy train can be as simple as a pull toy that does not even run on track, or it might be operated by clockwork or a battery. Turbine. It is a rotary engine that extracts energy from a fluid flow and converts it into useful work. Valve. It is a device that regulates, directs, or controls the flow of a fluid (gases, liquids, fluidized solids, or slurries) by opening, closing, or partially obstructing v arious passageways. Water. It is a liquid at ambient conditions, but it often co-exists on Earth with its solid state, ice, and gaseous state (water vapor or steam). Zamak.Is a family of alloys with a base metal of zinc and alloying elements of aluminum, magnesium, and copper. The name zamak is an acronym of the German names for the metals of which the alloys are composed (zinc, aluminum, magnesium, and copper). Notes 1 Noah Webster, â€Å"The New Webster’s Dictionary of the English Language†, Lexicon Publications, Inc. , 2004, ISBN 0-7172-4692-2 2 Singh, R Paul, â€Å"Introduction to Food Engineering. †, 2001 Academic Press. ISBN 978-0-12-646384-2. 3 Wiser, Wendell H. â€Å"Energy resources: occurrence, production, conversion, use. †, 2000 Birkhauser. p. 190. ISBN 9780387987446. Carl Bevelhymer, â€Å"Steam†, Gotham Gazette, November 10, 2003 5 â€Å"American Heritage Dictionary of the English Language (Fourth Edition ed. )†. Houghton Miffl in Company. 2000. 6 Wiser, Wendell H. â€Å"Energy resources: occurrence, production, conversion, use. †, 2000 Birkhauser. p. 190. ISBN 9780387987446. 7 December 12, 2011, 1st paragraph â€Å"http://en. wikipedia. org/wiki/Steam_donkey† 8 Thomson, Ross â€Å"Structures of Change in the Mechanical Age: Technological Invention in the United Sates 1790-1865†, 2009. Baltimore, MD: The Johns Hopkins University Press. p. 34. ISBN 13:978-0-8018-9141-0. â€Å"http://www. ehow. com/how_6319749_make-diecast-model-car-kits. html† 10 â€Å"http://en. wikipedia. org/wiki/Model_car† 11 â€Å"http://www. flyingkettle. com/index. html† 12 December 15, 2011, 5th paragraph, â€Å"http://www. flashsteam. com/Steam_Engine_Project. htm† 13 December 18, 2011, 1st paragraph, Jeremy W. Holmes, American Corn Burner Co. Miami, FL. USA â€Å"http://www. flashsteam. com/steam_proj3. htm† 14 â€Å"http://www. instructables. com/id/A-Simple-Steam-Engine-An yone-Can-Build/† 15 December 17, 2011, 1st paragraph, â€Å"http://wiki. answers. com/Q/Are_steam_engines_still_being_used#ixzz1aGnnptps†

Term Paper Social Work Ethics

Scenario one speaks about a single unemployed mother of two children who is thinking about having an abortion. She decides to make an appointment with a Social Worker about it, however that Social Worker decides that it’s not in the best interest of the client, doesn’t care about her wants and hands her a church pamphlet. Right away I see that there is a direct infraction, as a Social Worker one should never speak of their own beliefs and values when working alongside with a client. A Social Worker should always put what the client wants, within reason, first, as an act of self-determination for the client.The infraction that I found in the Code of Ethics is the third principle â€Å"Responsibility to Client†, specifically looking at the sub-principles 3. 1 and 3. 4. 3. 1 Speaks of how College members must â€Å"provide clients with accurate and complete information regarding the extent, nature and limitations of any services available to them† (pg. 11 Cod e of Ethics). As a member of the College, we as Social Workers have a duty to provide all resources available to a client, even if it may not agree with our own personal values, attitudes and beliefs.I also believe that we are responsible to provide accurate information; as a Social Worker I would not turn away a client looking for resources and tell her to go to a church, specifically my own church, and to seek God and forgiveness for thinking of abortion. I think it is important to deal with each situation without any hidden agendas and to look for the best possible outcome for the specific clients requests. 3. 4 Discusses how College members â€Å"do not discriminate against anyone based on race, religion, political affiliation, national origin etc†¦Ã¢â‚¬  (pg. 11, Code of Ethics).I think this was appropriate as a sub-principle as it speaks of how this Social Worker in the scenario brings in their own personal values, attitudes and beliefs and uses them against the client seeking professional help. I believe it is a direct infraction of one’s religion and rights as a person. As a Social Worker, I would have spoken to Mrs. Tremblay thoroughly to make sure that this is what she wants, as it is a permanent decision and I would want to make sure that this decision was made purely from her decision and not based on what I have to say. I would have given Mrs.Tremblay resources that are available that she may have wanted, such as hospitals, support groups, counseling services etc, and well as letting Mrs. Tremblay know that if she ever needs extra support that I would be available with a non-judgmental ear. Scenario two speaks of how Mr. Smith feels â€Å"blue† and see’s a Social Worker in therapy, however that Social Worker tells Mr. Smith that he/she is specialized in Mental Health, and diagnoses Mr. Smith with a depressive episode of Bipolar Affective Disorder, and tells the client to start group therapy and take a week vacation to h elp alleviate the symptoms.From reviewing the case, it would have to depend on whether or not this Social Worker has a Doctorate Degree in Social Work to be able to diagnose the client or not (as mentioned in the footnote from the Advertising principle) however from reading the text, I feel as though this Social Worker believes that he/she has just specialized in the field of Mental Health, and not earned a Doctorate in the field. I found that the infraction happened under second principle of â€Å"Competence and Integrity†, under â€Å"Competence† with the sub-principles 2. . 1 and 2. 1. 3. 2. 1. 1 Discusses how â€Å"members are responsible for being aware of the extent and parameters of their professional scope† (pg. 5, Code of Ethics). I believe that this is a direct infraction to what happened in the scenario. Since the Social Worker believes that they are specialized in the field because it is an area of practice that they have worked in seeing many patien ts â€Å"like him†, however does not have the appropriate credentials, the services are beyond the member’s professional scope of practice.As a Social Worker, and a member of the college, I would follow what the sub-principle says, and recommend for a particular service, refer Mr. Smith to other professionals who are able to legally diagnose Mr. Smith. 2. 1. 3 Discusses how â€Å"College members maintain current knowledge of policies, legislations programs and issues related to the community in their area of practice† (pg. 6, Code of ethics). I think that this was an appropriate sub-principle as it describes that any member of the College should have full knowledge of their boundaries regarding what and what they are not allowed to discuss with clients.If I were the Social Worker in this scenario, I would have talked to Mr. Smith about how he is feeling, to try and see which professional I could recommend Mr. Smith to. I would take notes on what we talked about, such as Mr. Smith feeling withdrawn, poor appetite and loss of sleep and referred him to the professional I feel would fit Mr. Smith the best. I feel as though it would possibly be beneficial to continue seeing Mr. Smith to talk about how he is feeling, and create goals with him if he wanted to continue our services together, however I would not ersonally diagnose Mr. Smith since I do not have a specific Doctorate in that area. Scenario three discusses that an Aboriginal girl is having troubles at home, and was picked up and brought to the Social Workers office. The Social Worker feels conflicted because the family is an â€Å"upstanding† family in the community and that Social Worker cannot believe that they are having family troubles. The Social Worker calls to let the family know that they have the child.With this case, I see that there is a slight of a conflict of interest and a judgment made seeing how the family is an â€Å"upstanding family† and that the Social Worker â€Å"cannot believe that they have having problems†. However, I feel as though there wasn’t an infraction made seeing as the Social Worker on the case did not provide any services to the family. The Social Worker was the Worker on hand who initially greeted the child upon the drop-off, therefore has a Duty to Report. The principle that I found this case was a part of was principle of Integrity found under the second principle, and the sub-principle is 2. . 1. 2. 2. 1 Speaks of how â€Å"College members do not engage in professional relationships that constitute of a conflict of Interest†¦ College members do not provide any professional service to a client† (pg. 6, Code of Ethics). Since the Social Worker only performed what their specific task was, and did not provide any professional service to that child, I believe that no infraction was created. If I were a Social Worker on Case, I would have called the family to let the child know that they wer e in my current care, however I would not engage in any professional relationships since it is a conflict of interest.I would speak to another coworker or supervisor to discuss this conflict, I would write a brief case note describing that I was initially at intake, that I could not continue my professional duty as a Social Worker due to the conflict of interest, and I would write who I passed the case along too. I would also include a signature from my coworker as a trail in case the notes were ever subpoenaed to court. Scenario four discusses how a Social Worker is a full-time worker at a large family counseling agency and maintains a private practice two evenings a week in his/her home office.Since the office has a six month waiting list for services, management asks you to take referrals in your private practice. In this case, there is no infraction. The Social Worker on case is accepting referral’s from other employee’s which is mentioned in the Footnotes of the p rinciple â€Å"Responsibility to Client† which mentions that â€Å"College members may accept referrals from their employees†(pg. 12 Code of Ethics). However, if the case was that the College member is â€Å"soliciting their employer’s clients for private practice† it would be a violation of the sub-principle 3. (pg. 11, Code of Ethics). If I were to be the Social Worker on hand in this case, I would make sure that the only clients I spoke to in terms of coming into my private practice were strictly those who were referred to by other members of the College. I value and believe in the help that can be received when asked for, and by allowing other members to be part of this â€Å"helping movement† we are aiding in their own goals to be reached which helps one with their own values of self-determination. Scenario five discusses how Mr.Smith wants his Social Worker to write up an illness certificate so that he can have a few weeks off work, however M r. Smith has no problems that would justify getting that time off work, but that Social Worker feels that a week off from work is good for everybody in general. Reading through this I see right away that there is an infraction. There is no reason that Mr. Smith should get a week off work because he has made some progress in therapy, and has been working well on his problems. I see the infraction under the Fourth principle of â€Å"Social Work and Social Service Work records† under the sub-principle 4. . 2. 4. 1. 2 Discusses how â€Å"College members do not make statements in the record†¦ record, issue or sign a certificate, report or other document†¦ that is known to be false, misleading or inaccurate†(pg. 15 Code of Ethics). In this case, the Social Worker feels as though Mr. Smith would benefit from having this week off and decides that it is a good idea, though Mr. Smith has no problems that would qualify him for this week off. In my own opinion, if I were the Social Worker in the case, I would continue to motivate Mr.Smith with his new found self-determination, especially when he is continuing to progress and complete goals that were initially set for him, why would a week off be beneficial. I feel as though that week off may set off a pattern that could lead him back to ground zero. I do not find it appropriate to fill out false information, especially when it could be documented and subpoenaed back to court and could be shown that I went out of my way to favoritize a client because he has made some substantial work in therapy.I would continue to motivate, encourage and work alongside Mr. Smith until he no longer is in need of my services. Scenario six discuses the case of a Social Worker who works in a private practice in a rural town of 5,000 and how a member of the same board would like you to talk to his son since he is having behaviour problems. I see this as an infraction of the second principle â€Å"Integrity† under the sub-principle 2. 2. 1, seeing as the Social Worker and the client know each other on personal terms, it is a direct conflict of interest. . 2. 1 Discusses how â€Å"College members do not engage in professional relationships that constitute a conflict of interest. where College members do not provide a professional service to a client†(pg. 6, Code of Ethics). In this instance, though the Social Worker in the case may be the only Social Worker in the town, he is still one of the few professionals, which means that there are other professionals that may assist his friend Barry and their child.The reason that I find it so important that we do not work with friends, acquaintances, or anyone of the sort that we know outside of our professional spectrum is biases. You cannot work with a client that you know because you will not be able to take a look at the situation with a blind eye. As a side point of the sub-principle, it mentions that doing so, â€Å"avoids conflicts of in terest and/or dual relationships with clients† (pg. 6, Code of Ethics), this means that as a Social Worker, having a professional relationship will never interfere with your personal one.It also discusses how â€Å"if the conflict of interest does arise, declaring the conflict of interest and taking appropriate steps to address it could eliminate the conflict† (pg. 6, Code of Ethics), which means that discussing the conflict of interest could avoid the whole situation entirely. If I was the Social Worker working on this case, I would discuss with my friend Barry that there is a conflict of interest and I would not be able to fully give his son the appropriate counseling required because I would be going into the counseling sessions with a hidden agenda.Since the scenario discusses that the Social Worker is one of the few, I feel like I could still reference Barry’s son to other professionals that could still talk to him about the issues that are going on. Scenari o seven discusses how there is a custody dispute where both ex-spouses agree to pay 50% of the costs, however something arises where the husband pays his and her halves of the cheque and the social worker decides that since the bill has been paid out in full, there is no need for further discussion about the money issues. From reading on about he case, I read that there is most definitely an infraction, under the principle â€Å"Fee’s† and the sub principle 6. 1. 6. 1 Discusses how â€Å"College members do not charge or accept any fee which is not fully disclosed† (pg. 29, Code of Ethics). From what I gather from the Scenario, the ex-wife was not aware of what the payment outcomes were, and since both spouses originally decided to each pay 50% of the costs I believe that by the Social Worker accepting the full bill and not discussing it with both parties, he is in fact breaking one of the principle’s under the Code of Ethics.If I was the social worker in this scenario, I would allow for both parties’ to be aware of what is happening in the custody dispute, that way there if one party is not fully accepting of what is going on, we can go ahead to figure out what the next best step is. I believe that it is important to keep both sides completely involved in the case when it, at the end involves both ex-husband and ex-wife. I, as a Social Worker value honesty and view this scenario as not being fair to both parties involved.I also believe that if this instance were to be subpoenaed to court, and the wife finds out that the husband paid her half out, and it shows that I took that money, I feel as though my professional license could be jeopardized due to the lack of honesty. Scenario eight discusses how Rachel has been referred to a mental health agency from a local Child and Family Agency in a first nation community. Rachel has two children between the ages of 5 and 7and is trying to get out of an abuse relationship. Rachel†™s sister-in-law (husband’s sister) works for the Child and Family Center, and wants to find out the update on Rachel’s situation.Personally I found this to be a complicated situation, where I would definitely want to discuss with other co-workers about their opinions for extra feedback of the best scenario. Right away I thought of the fact that Rachel’s kids are young, being 5 and 7, as soon as they enter a Shelter for Women leaving abusive relations, Children and Family Services must be called as it is a Duty to Report. However, if Rachel’s sister in law was, for instance the woman who took the initial call, it would be in her best interest to follow the rules of it being a conflict of interest and to pass the call to another worker.In this scenario it also speaks to the fact that Rachel discloses that she is worried that Richard will find out where she is, which is when the Social Worker got a call from the sister-in-law asking for an update. This So cial Worker is working in a Mental Health Agency, so the only outcome I can see it being appropriate would be to say that the children are no longer in your care, and that if there is any more details that need to be discussed, a confidentiality form must be signed by all parties included and that information must be relayed to the worker in charge of the case.Therefore, I realized that there was an infraction made regarding the fifth principle of confidentiality, under the sub-principles 5. 1 and 5. 3. 6. 5. 1 Discusses how â€Å"college members comply with applicable privacy and other legislations†¦ use of disclosure of client information including personal information, unless otherwise permitted by law† (pg. 23, code of Ethics). This discusses how unless there was a consent signed by the parties involved that allows for members of the College to speak to each other, nothing should be said that can put any client in risk.Therefore as mentioned earlier, unless there was a confidentiality form signed by all parties, and that Rachel’s sister in law was in fact on the case, this is a direct infraction. 5. 3. 6 Describes how â€Å"College members do not disclose the identity of and/or information about a person who has consulted or retained them unless the person consents† (pg. 24, Code of Ethics). As mentioned earlier, I believe that no information should ever be relayed to any other member of parties involved due to the fact that it can be a direct breach of confidentiality.In my opinion, if information is ever let out to the wrong person, that client can be put in direct harm, and even possibly killed. As mentioned earlier, I would go about this by every precaution available to make sure that my client is in the best situation for safety. I would speak to other co-workers to get a second opinion and I would go about every safety precaution from signing consent forms to discussing with those on the case from all parties involved about what is best for the client, since that is what my main priority is.Scenario nine discusses how a Registered Social Worker with a Master’s degree and 20 years in psychiatric settings has a 95% success rate in treating depression. Many clients tell the Social Worker that they are a Doctor because they believe strongly in the skills used. I found that this is an infraction as the Social Worker is not a registered Doctor and as a Social Worker should firmly state their position in the School of Social Work. The Principles that I found the infractions under are â€Å"Advertising† and the sub-principles 7. 1. 6, 7. 3. 3. 7. 1. 6 States that embers â€Å"cannot claim a special advantage that is unsupported by professional or scientific evidence† (pg. 31, Code of Ethics). Personally I feel like the Social Worker in this scenario is telling his clients that by having a 95% success rate and that many clients refer to the Social Worker as a â€Å"Doctor† when no do ctorate degree was ever received is an infraction of that rule. The Social Worker should be firm and honest with the clients stating that he is not a Doctor, however they have specialized in the field for 20 years, creating a great rapport with clients among the community. . 3. 3 States firmly that â€Å"College members correct whenever possible, false, misleading, or inaccurate information regarding qualification or services†(Pg. 32, Code of Ethics). I believe that this was a main sub-principle that was being broken. As opposed to the social worker stating that they were in fact not a Doctor, nor did he have a doctorate’s degree, the Social Worker carried on and laughed about the comments being made.As mentioned earlier, the Social Worker involved should have mentioned to all clients calling him â€Å"Doctor†, that he is in fact, just specialized in his field. As a Social Worker in this case, I would only mention what was known as true fact when it came time to speak to clients, if they assumed I was a doctor, I would correct them and state facts such as â€Å"No, not a Doctor, however, I have my masters in Social Work, and I’ve specialized in the Mental Health field for over 20 years†.I believe that honesty is what is important when it comes down to making a rapport with clients, that it is important to me as a Social Worker to be aware of these types of infractions so that there is no gray area in our sessions together as client and Social Worker. Scenario ten speaks of a Social Worker who receives a call from Pat, a potential client, which turns out that the client cannot get services from you however you refer the client to other counseling agencies. Two and a half years later, the social worker meets Pat once again and hit things off, where a sexual relationship begins.Personally, I do not see this as an infraction due to the principle of â€Å"Sexual Misconduct†, under the sub-principles 8. 8. However if circums tances were shorter and it had not been a year, this would be an infraction of 8. 6 due to the fact of the relationship starting at time of referral. 8. 8 Discusses how â€Å"sexual relationships between College members and clients whom the members have provided social work or social service work services are prohibited for a period of one (1) year following the termination of the professional relationship† (pg. 6 Code of Ethics). In my opinion, and from what I have read, the Social Worker and client discussed the situation briefly and two and a half years later have met up once again. I do not see that as a direct infraction, however if it had been short of a year, and the client had by chance worked with the Social Worker at hand to get help, there would be an infraction under the sub-principle 8. 6. 8. 6 Speaks of how â€Å"sexual relations between College members and clients at any time during the professional relationship are prohibited.College members do not have sexua l relations with any person who they’ve had a professional relationship due to the risk of creating a conflict of interest† (pg. 35, Code of Ethics). Explaining in fact that if Pat and the Social Worker did have a professional and Sexual relationship, they would be creating an infraction directly. As a Social Worker, I value, and believe that is it important to respect clients as people, and not take advantage of the vulnerability they may be facing once taking a step further to discuss deep rooted and personal issues with be, as a Social Worker.I believe that there is a rule placed for a reason and that it would not be fair to any people seeking my own personal help to take advantage of their vulnerability (intentionally or not) and use it while having a professional relationship with the client as well. Scenario eleven discusses how there is a Social Worker in an Aboriginal mental health agency, who has a specific client Mary Lou, who is about to terminate her treatme nt with the Social Worker since she has completed her goals. As a thank you gift, she has made a dream catcher for the Social Worker out of love and appreciation.Personally I do not feel that there is any infraction in this case, seeing as it was not a sexual misconduct for Mary Lou to give the gift and for the Social Worker to accept it a â€Å"thank-you gift†. Just to be certain however, I would look at the principle â€Å"Relationship to Client† under the sub-principle 1. 7. 1. 7 Discusses how â€Å"College members employed by organizations maintain an awareness and consideration of the purpose, mandate and function of those organizations and how they may limit professional relationships with clients† (pg. , Code of Ethics). I believe that in this statement it displays that College members must keep their relationship in mind when working alongside with clients. I believe that there would be a significant problem if the clients were offering us fee’s o n the side, â€Å"tips† almost, or that the client has found an emotional love for the worker, however this is not the case. As a Social Worker, I believe that there is nothing better than knowing that one appreciates what you’ve done for them in terms of creating that rapport.I believe that there is a specific reason why we all chose to get into this program, and helping others is a major reason, if it wasn’t, why else would it be? I do not believe that there is anything wrong with a gift of appreciation, especially one that demonstrates their culture. I value the rapport that we build with clients and the things we learn from each of the cases that we work on we are able to learn and grow each time. Works Cited Ontario College of Social Workers and Social Service Workers. (2008). Code of Ethics and Standards of Practice Handbooks . Toronto : Ontario College of Social Workers and Social Service Workers.

Open w1 Essay

Open w1 Essay Open w1 Essay We use cookies to make sure our websites work effectively and to improve your user experience. If you continue to use this site we will assume that you are happy with this. However, you can change your cookie settings at any time. More Info/Change Settings Continue Sign in Skills for OU Study Menu ↓ Skills Check 0 Preparing assignments Don't be daunted by the prospect of your assignment. There is no single correct way of planning how to write your assignment. However there are some common principles and if you work your way through the stages described below you'll be on the right track. Covered in this section Planning an organised approach to the writing process Deciding what to write about Keeping on track and answering the question Managing the writing process Improving further for the next time! 25 mins to complete this section Video (7) Audio (1) Activities (3) Try to plan ahead and allow plenty of time to read the assignment booklet and make sure that you understand the question. It might take longer than you expect to finish your first assignment but, like all study skills, it’ll get easier with practice. Start by think about how much effort you are able to put into writing your assignment. Not all students want to 'ace' every assignment ... sometimes just doing enough is fine. So, first, decide what you want to achieve and what is realistic for you to achieve. Organise a rough schedule for your work over the whole module and book time out for completing assignments. Identify potential contingency plans, find the assignments you could drop or do quickly if you had to. If you have a tutor, discuss together what you're hoping to achieve and what you want out of the module. Read the module assessment guide to find out "This year I was so busy at work, I just had time to do enough to pass the module." 1. what elements are involved in the assessment - for example, assignments, exam, computer-marked assignments 2. what flexibility exists - for example, some modules apply substitution or offer a choice of questions 3. what is required to pass the module - use the assessment calculator, available for most modules, to estimate your overall continuous assessment score at any stage prior to the release of module results, before substitution. If you have any queries, contact your nearest regional or national centre or the Assignment Records Office at Walton Hall. OU student, Michael, describes his initial approach to the task of assignment writing. Sign in to view this video converted by Web2PDFConvert.com OU students Lynn