Robinsin Crusoe Essays - Fiction, English-language Films

Robinsin Crusoe A book review of Daniel Defoe's: Robinson Crusoe Robinson Crusoe is an imaginary story about a merchant-adventure marooned on a desert island off the northern coast of South America. Daniel Defoe wrote this novel in 1719.He based the story partly on the experiences of a Scottish sailor, Alexander Selkirk, but defoe's realistic account of Crusoe's like is much more interesting, and has become one of the most popular books in English. The book explains how Crusoe cleverly manages to make himself at home while he lives on the island. From my point of view the unique part that connects at this point in the story is that after living alone for 26 years, Crusoe rescues a man from cannibals. He calls the man Friday because he met him on that day. Friday becomes Crusoe's trusted friend and servant. The term, man Friday has come to mean any trusted servant. Finally after 28 years, Crusoe and Friday board a passing ship and are taken to England. Robinson Crusoe is a lively, exciting book that sweep the reader away in to amazing world. Although the English of the book is old fashion, I recommend it from the bottom of my heart! A Close: (fill out the blanks with one or two words) ROBINSON CRUSOE Robinson Crusoe has always been one of the popular novels in the English language. I believe that the to the fact above is that Robinson Crusoe is one of the realistic novels that were ever published. During the novel plot develops, describes events and scenes in great detail and them seem very alive. The fate of has held a special fascination for me. As I watch Crusoe struggle to survive alone on a Island , I pot myself in his place and wonder how long I would have lived in such harsh . Could I, like Crusoe, have begun to build anew life for myself? Or would hunger and the terrible loneliness have destroyed all hope in my , and driven me towards madness? As human being that enjoyed all his from comfortableness and luxuriousness, found this novel intriguer. Some say that in situations people discovers in themselves internal strength that they knew about before. After reading this book I that it truth. Book Reports

Elements of a Poor Geography Personal Statement Examples Essays

Elements of a Poor Geography Personal Statement Examples Essays Elements of a Poor Geography Personal Statement Examples Essay Elements of a Poor Geography Personal Statement Examples Essay It is true that good geography personal statement examples can prove to be an effective guide for those applicants who don’t know how to begin and conclude it. Personal statements are basically an important part of your college admission process. When you seek admission in any college you have to create statement relevant to your field and submit it along with an admission application. No matter which college you choose to apply to, you have to tackle such essays even if you don’t like it. Personal statement examples can help a student big time by offering him a readymade framework, explaining how an efficient statement is written. However, there are some examples that are poorly made and not worth your time. Instead of offering the students how they can craft a compelling statement, these examples take the student on the opposite track, that is, how to make it mediocre. Every student should avoid mediocre examples by understanding the various elements of a poor statement example: Ineffective Outline Ineffective outline is one of the most distinct elements of a poorly created personal statement examples. Given that a sample will provide an effective guide to the applicant, it must include an outline which is simple, effective and to the point. The role of an outline is to offer a framework to the writer so that he can understand what sort of details should be included in a manuscript and what details should be excluded. Example personal statements that do not have an effective outline are definitely not an excellent guide for the applicant. So, choose an example statement that provides you an excellent outline. Typos and Incorrect Grammar Another common element of a poorly created example is incorrect grammar. Grammar mistakes and typos are the critical errors detrimental to your personal statement. If you submit your statement to the admission department with lots of lots of typos and grammatical errors, there is not a single percent of chance that the department would accept the application unless the appraiser is blind. Remember that it will certainly be impossible for you to showcase your motivation, determination and skills to the board through a terrible statement. Therefore, it is very important that an effective example should have a correct grammar and to the point writing style. Proofreading is also necessary to make sure that the document doesn’t cater any sorts of errors. Terrible Samples There are some websites that offer students free personal statement examples or samples. These free websites are not recommended since the samples provided by these websites are terribly written. The information given in the free geography personal statement samples are mostly incorrect. The information regarding the achievements, background, academic performance or motivation of the student is written horribly in these samples. It is better to look for samples on other sites than a free website. The above given tips are very crucial and must be given serious consideration. One must make sure that these elements are not presented in the sample as such samples are only detrimental for the statement.

How to Write a Fight Scene 5 Simple Steps To Action-Filled Fights

How to Write a Fight Scene 5 Simple Steps To Action-Filled Fights How to Write a Fight Scene When tensions are high, honor is questioned, and lives may even be at stake, you know what time it is: time for a killer showdown. You’ve been building toward this explosive moment for pages, maybe your entire book, but now you come to a screeching halt - you have no idea how to write a fight scene!Fortunately, it’s not as complicated as you might think. Follow these 5 simple steps to write a fight scene that releases story tension, solves inter-character conflict, and satisfies the anxious expectations of your reader all at once. How to create a breath-stealing fight scene in just 5 steps Step 1. Motivate your playersWhen was the last time you saw someone start throwing punches out of nowhere? Probably never. Whether it’s over a lifelong grudge or a few heated words at a bar, people need believable motivation to start a fight in both real life and in fiction.Here are a few ideas to motivate your characters’ confrontations. Whichever you choose, use it as the catalyst for your fight scene, as well as to add the necessary layers of depth and complexity.SurvivalSurvival is an important motivation for any character, but especially for protagonists in horror and dystopian novels. For instance, Katniss in The Hunger Games has no choice but to attack and kill her fellow adolescent opponents if she wants to survive. However, this need to survive can escalate any physical fight, such as the gang rumbles in The Outsiders, where someone could pull out a knife at any moment. Just remember: for survival to be a credible character motivation, the situation has to be a bsolutely dire. Have you ever written a fight scene before? How did you do it? Comment below to add your own unique tips!

Development Needs analysis (explanation and justification)(personal Essay

Development Needs analysis (explanation and justification)(personal develop) - Essay Example It is a self-reflective process of metacognition. The evaluation of one’s skills in strategic learning is a critical part of the school curricular program. It entails the student reflecting on the abilities, strengths and weakness in the tackling of the everyday work at school. Since historical times at the invention of the formal education system, teachers used academic performance as the driving tool to determine the excellence for the students. Conveniently, this provides a framework and a record of results that reflect on the student is thinking capabilities. However, this makes the students less equipped in handling day-to-day life situations. Time to time, oral presentation in class gives a reflection of the oratory skills of the students and can be harnessed and perfected for good public speaking skills. In addition, make-up, and personal tutorials help to build the culture of critical thinking as the student are engaged in the explanation of the answers. It offers a better platform for the students to assess their personal capabilities in their academics and general mindset. The teacher can capitalize on this by asking the student a one on one question to evaluate how well they answer the questions. My learning culture is very progressive putting into consideration the previous class evaluations. I am not blowing anything out of proportion and being a victim of the Lake Wobegon effect of thinking beyond my capabilitie s. Despite not putting the best of effort due to the co-curricular activities, I still manage to register excellent scores. It has culminated from the fact that I represent the school in much of the outdoor curricular activities. I have attended student-led conferences in which I presented an article before the teachers and the parents. It gave me opportunities to reflect finally on my oratory skills that I have been practicing over a period. I had a well-prepared portfolio prior to the conference day that assisted and guided me

Finance Principles Essay Example | Topics and Well Written Essays - 2000 words

Finance Principles - Essay Example It can be explained as, if one of the asset in the portfolio is giving negative return, then it would not have a significant impact on the overall return of the portfolio because the other assets might be performing well and thus making up for the asset which is not performing well. Diversification helps an investor to have consistent return on its portfolio over a period of time. An investor who is risk-averse in nature would always strive to have a completely diversified portfolio in order to minimize risks associated with it. Quantitative measure of portfolio is possible with the advent of several portfolio selection theories. Using those quantitative measures one can have the benefits of diversification to the maximum amount possible. The diversification strategy proposed by Markowitz is based on the covariance between the returns generated by the assets included in a portfolio. The diversification theory proposed by Markowitz is related to the risks associated with the portfolio as a whole and not the risk associated with any asset in isolation. Markowitz used variance as a measure of risk. Markowitz tried to develop a diversified portfolio by including those assets in the portfolio which are not perfectly positively correlated with each other, so that the variance in return of the portfolio is minimized without affecting much on the return of the portfolio.1 Mean – Variance Diversification Mean – Variance diversification portfolio theory utilizes marginal analysis as a means of achieving optimal level of diversified portfolio. It is based on the fact that diversification should be enhanced until and unless marginal cost is less than the marginal benefit. The advantage of this theory is the minimization of risk. The costs that are considered in this theory are holding costs and transaction costs. The standard deviation of the returns generated through the combination of assets is used as the risk measure in case of this theory of diversificat ion. Marginal benefits associated with diversification of portfolio get increased with decrease in correlation between asset returns. On diversification of the portfolio the expected value of standard deviation goes on decreasing. Optimal diversification depends on the expected correlations between each pair of assets in the portfolio, the buying costs of each of the assets, the holding costs of the assets and expected premium on equity used as asset in the portfolio.2 Risks associated with any portfolio can either be unsystematic risks or systematic risks. As discussed earlier risk gets reduced with diversification. However, diversification reduce risk only to a certain level, beyond which it is not possible to reduce risk because changes in the market conditions as a whole affects in variation of prices of all the assets included in the portfolio and it is not possible to reduce or eliminate this variability beyond a certain level. Hence it is necessary to divide risk into two par ts, namely systematic risk and unsystematic risk. The risk which represents that portion of the variability in asset caused by the market movements are known as systematic risk. This type of risk is unavoidable in nature and is sometimes termed as beta as mentioned in the Capital Asset Pricing

Inter Professional Collaboration In Practice

Inter Professional Collaboration In Practice Inter-professional Education (IPE) occurs when two or more professions learn together with the object of cultivating collaborative practice (CAIPE 2002). The benefits, as purported by (Barr 2002) are to have mutual understanding and respect, broadminded attitudes and perceptions and minimised stereotypical thinking. This thinking is informed by the legislative policy requirements of health and social care agencies to work closely and collaboratively together with service user along with professional guidelines (DH 2006, GSCC 2008, and QAA 2008). Communicating with other health and social care professionals, understanding contrasting perspectives, being involved in the seminars, groupwork trigger exercises, and IPE literature has enhanced my learning at the conference and has informed my practice for the future. The module began with introductions and the team members each described their professional roles. (Dombeck 1997) refers to the importance of knowing your own professional identity and that of others before you are able to be able to form useful IP relationships. As students there was an initial understanding of each of our own professional roles and this was enhanced by discussion. Through this social process of learning we were able to correct each others bias and assumptions. The multidisciplinary group was not universal in its wish to achieve as much from the course as possible; this became understandable later, when it was clarified that the course did not form part of the medical degree qualification. A sense of inequality developed, which led the group to question the value placed on IPE within the medical profession. (Stapleton 1998) refers to open and honest and equal participation being conducive to collaborative relationships between professions. Despite this perceived ineq uality the group functioned well together. Open and honest discussions ensued although any interactions were superficial given the duration of the conference. Contact was sparse following the conference and there was little use of the IT systems placed on blackboard to assist or cement further learning. Professor Means (2010) presentation resonated with me, as he spoke of championing ones own values and ethics, whilst seeing different perspectives and challenging boundaries of roles. He viewed this to be achievable with positive interactions and collaborations and engendering mutual trust and support. This led me to reflect on the nature of this discussion and contribute to the completion of one of our sentences. Challenging professional boundaries creatively, whilst advocating ones own professions values and ethics. Pecukonis et al (2008) state that ethics relate to the pursuit of human betterment but these can be viewed and interpreted by different professions and refers to the term profession-centrism.This was underpinned by discussion within the group of the crossover in roles occurring within health and social care for example occupational therapist carrying out some of the duties of nurses and vice versa, whilst also being the eyes and ears for social workers. This caused me t o consider that social work is done by many professionals and its boundaries are not clear. This, whilst confusing, can lead to more professional fulfilment within roles and lead to a stronger skill mix which, with the service user at the centre, will lead to a better service and resource savings. Social, political and economic elements would welcome this cross over of skills however there is a possibility of a devaluing the value of each profession. (Barr 2004) supports this view and discusses the new flexible worker giving patients a holistic approach but also advocates respect for specialisms within teams. The upgrading of responsibility and specialisation of medical tasks to nurses previously in the Doctors domain was discussed and there was a consensus within the group that this was a positive experience as it valued knowledge and not hierarchical structures of power. (Baker et al 2006) discusses the modernisation of healthcare and the move towards a team based model of healthcare delivery. Power has traditionally been sanctioned through authority and has in general been located within the medical profession (Colyer 2004) advises that the last fifteen years have seen a sea change in the medical professions organisation, structure and agency and this has improved the quality of intervention to service users. The seminar on Intermediate Care by Williams and Drake (2010) increased my knowledge of how the multidisciplinary teams within the Community Health Team and Bristol City Council work together to provide holistic, flexible and client centred services with a single point of access. This occurs despite different IT, communication and reward systems and the challenges for the future viewed as aligning the organisational aims and objectives, recording systems, and professional views to transform consistency, capacity and efficiency. This enabled me to understand the daily pressures of working between organisations and the further challenges that present themselves with the current political and financial changes currently affecting the NHS and how the stereotyping of roles and their responsibilities are changing as are service user involvement. The terms service user, patient and client were debated by the group and the subtle ways that language inform the discourse. Service user as a term was decided upon as it was the least discriminatory although consensus was not possible and the problematic nature of labels was explored both for service users and carers (Thomas 2010 p.172-3). The National Occupational Standards of Social Work (2006) set out the values and ethics of service users and carers and the importance of inclusion. The carer in the patients voices video who expressed her lack of recognition of being an expert by experience demonstrated the gaps that as (Payne 2000) defines as the difference between professionals in collaborative working detracting from the empowerment and involvement of people who use services. Service users and carers should have a place in the decision making process. I was able to appreciate the seminar provide by Adams (2010) which challenged my perception of being different but being compatible with others. Analogies were used of chalk and cheese and peas in a pod; the same components but different .This challenged my own conscious and unconscious views of my own profession and that of others, and the stereotypes that I hold and internalise. In order to combat these feelings I felt a need to have a clear sense of my own identity, confidence, role boundaries, values and ethics and practice and knowledge standards. I questioned my own perceived identity and that of my profession and recognised my own attempts to try to overcome perceived stereotypes and how issues of power and oppression require consideration before action, (Dalrymple and Burke 2006). A discussion ensued regarding conflicts of interest between professionals and I was able to make the links between theory and practice. (White and Featherstone 2005 p.210) explores the idea of story telling about different professions or professional groups and how atrocity stories allows one profession to scapegoat another but how stories can also strengthen and confirm identity, by questioning other professions and thereby strengthening ones own. (Barnes et al., 2000) state that by developing ones own knowledge base and othering of different professions whether rooted in the medical or social models allows different perspectives to be heard and recognised. (Lukes 1974) discusses these views of power and the subtle way that power is exercised and how people can remain powerless and this how service users are viewed within IP practice. The Childrens Act 1989 and Every Child Matters 2006 are all resulting from the failures within public services to protect children. In reality IPW continues to fail. The Bristol Royal Infirmary (2001) Victoria Climbie Inquiry Lord Laming(2003) and more recent news on the serious case review of Baby P (2009) and the ongoing Mid Staffordshire NHS Trust Inquiry (2010) have highlighted serious breakdowns in multi-agency working and communication. The subsequent media reports have shown increased public mistrust and increased accountability for professionals Davies et al (1999) states that trust is an asset and that its reduction may hamper institutions ability to function. Words 1305 Section 2 Discuss how you would take what you have learnt about IP working into practice? Effective IP working (IPW) involves performing within practice situations of cohesion and disparity. Working collaboratively with other social and health care professionals has experientially helped me to reaffirm and develop my practice. I have gained experience in communicating effectively, understanding teamwork, exploring stereotypes and professional identity and how social, economic and political factors will affect my future practice. As a social work (SW) student working within an education and child protection setting, I understand the need to ensure a holistic and safe care provision in order to protect vulnerable children and adults. The Victoria Climbie Inquiry (Laming, 2003) pointed to the failure of various professions in their ability to work together in a competent and unified way. The Laming report led to the change in social workers National Occupational Standards and focussed on the need to develop clear documented communication, sharing all aspects with all relevant professionals to avoid any ambiguity and uncertainty within teams. (Laming, 2009. p. 61) emphasises that: there is a clear need for a determined focus on improvement of practice in child protection across all the agencies . . . I will describe a child protection team meeting and its wider lessons for my practice. Whilst on placement I met a young girl, whos younger brother was subject to a child protection investigation. Her mother had limited English and her father was the alleged abuser. The investigation involved a child protection meeting involving a plethora of health and social care professions to jointly assess the risk to both children. The meeting was effectively chaired by a social worker and all were invited to contribute their specific knowledge and evidence on the family, opinion was sought on actions and timeframes.(Molyneux 2001) debates the issue of good teamwork as being dependant on the qualities of the staff and the need for there to be no one dominant force. By communication being inclusive, creative and regular, issues can be debated and resolved. Concluding that teams were successful when members were confident, motivated and flexible and communication channels were clear, frequent and in the same base. (Petrie 1976) discusses a cognitive map where two opposing disciplin arians can look at the same thing but not see the same thing. My experience of working within this multi-disciplinary team was positive with all professionals having a voice. However on reflection and through IPW I am now more aware of the perspectives of others and the need to define and develop my professional identity. (Bell Allain 2010 p.10) in their pedagogic study allude to SW students being reverential to medical expertise and giving low ratings on their own abilities of leadership. I feel a dichotomy exists between SW railing against the medical model and promoting the social model whilst deferring to the stereotypes of professionalism within health and social care. For the future I need to be aware of stereotypes and continue to develop my critical reflection of both my personal and professional self whilst developing my abilities to be heard within multiprofessional teams. As a SW student, I am aware that there exists a blurring of edges of what the SW role entails and how the identity of the role may change in the future. (Payne2006) refers to a social worker working within a mental health practitioners team which included working alongside nurses and psychologists including high levels of therapy based work, which would not usually sit within social work practice and therefore ones professional identity could be lost. (Lymbury Butler 2004) state that whilst it is important to share knowledge with other professionals that are allied to social work it is imperative that the identity of ones own profession is preserved. (Laidler 1991) further addresses the issues of crossing professional boundaries describing them as professional adulthood. That IP jealousy and conflicts will arise to the detriment of the team members and more importantly to the service user. Power as exercised may cause some to struggle as power is shared and fluctuates in accordance with whose knowledge and expertise best suits the service user. Envy as discussed by (Schein 2004) identifies ways in which it can stand in the way of good IP learning by creating a collective unconscious resulting in; an attack on colleagues, an attack on learning and failing to learn from each other and or authority figures, and issues of who takes responsibility. Within the Child Protection meeting the chair was a senior SW who co-ordinated the professionals and this caused me to reflect on my abilities, as SWs must deliver safe high quality care but given limited resources , different professional groups will have different priorities and see issues differently. Sellman (2010) concludes that you need to be willing , have trust in others and have effective leadership either acting with your inclinations or action that affords the best outcome however, personal , professional and structural influences can encourage or discourage practitioners. I recognised that for the future I ne eded to increase my ability to create a dialogue across difference whilst holding on to the dignity and responsibility of every person. (Skaerbaek 2010) purports that by listening to the minority one is able to see the practices that underlie the agenda of the majority. However the future blurring of health and welfare provision is changing across all sectors. The role of the private sector in the provision of health and welfare practice can provide competitive market forces to drive up the standards and offer greater choice to individuals through direct payments. This in turn can create greater service user autonomy and much more creative solutions. However this can also lead to inequality and a perception that the services are driven by profit bringing the ethical motivation of private sector into question and a blurring of the duties of the state to the service user. (Field and Peck 2003) conclude that the culture of the private and public sector will need to merge and this will result in challenges within roles and organisations. The voluntary sector is one of the fastest growing with voluntary organisations, who, when commissioned, are more accessible to service users and people are more likely to engage with them. They have more freedom acting as advocates and campaigners and are less regulated through targets (Pollard et al 2010). However given the current economic climate and the recently announced budget cuts (Rickets 2010) suggests that the pressure on the voluntary sector to provide more services will continue and if the state retreats from providing services, the voluntary and community sector will fill the gap. Personalisation in which services are tailored to the needs and preferences of citizens is the overall government vision: that the state should empower citizens to shape their own lives and the services they receive. Liberating the NHS 2010 (p3 4) states that We will put patients at the heart of the NHS, through an information revolution and greater choice and control: a. Shared decision making will become the norm: no decision about me without me and The Government will devolve power and responsibility for commissioning services to the healthcare professionals closest to patients: GPs and their practice t eams working in consortia.(Foreman 2008) sees the need to involve IT in helping to improve and reduce the barriers to IPW. The structures of IPW will continue to evolve and change with complexity and ideological thinking however I need to engage with other professionals and service users in a person centred way. In conclusion, the IPW conference, literature and subsequent research have clarified my future need to be flexible in both my role and that of others and the primacy of the service user at the centre of my practice. Teams and service users are diverse, comprised of people of different ages, from different social and cultural backgrounds with different expectations. (Carnwell et al 2005 p.56) relates collaboration to embracing diversity and moving away from the comfortable assumption that there is only one way to see the world , providing strategies : learn from each other, embrace IP working, and adopt a value position where anti discriminatory practice is central. By critically reflecting on practice I must embrace a degree of uncertainty and unpredictability as a necessary part of the complex micro and macro systems of IPW. Words 1374 SECTION 3 REFERENCES Adams, K. (2010) What is Interprofessional Education? UWE Bristol, IPE Level 2 Conference. Baker, D. Day, R. Salas, E. (2006) Teamwork as an essential component of high reliability organizations. Health Services Research 41(4) pp 1576-98. Barnes, D., Carpenter, J. Dickinson, C. (2000) Inter-professional education for community mental health: attitudes to community care and professional stereotypes, Social Work Education. Vol 19 (6), pp. 565-583. Haringey Safeguarding Children Board Serious Case Review: Baby Peter Executive Summary (2009).[online] Available from: http://www.haringeylscb.org/executive_summary_peter_final.pdf [Accessed 22 November 2010] Barr ,H. (2002) Interprofessional Education Today, Yesterday and Tomorrow: A Review. LTSN HS P: London. Barr, H., Freeth, D., Hammick, M., Koppel, I. Reeves, S. (2000) Evaluations of Interprofessional Education: A United Kingdom Review for Health and Social Care. CAIPE/BERA: London. Bell, L. and Allain, L. (2010) Exploring Professional Stereotypes and Learning for Interprofessional Practice: An Example from UK Qualifying Level. Social Work Education. Vol 1 pp1 -15 Bristol Royal Infirmary Inquiry HM Government (2001) Learning from Bristol: the report of the public inquiry into childrens heart surgery at the Bristol Royal Infirmary 1984 -1995. London: HMSO [online] Available from: http://www.bristol-inquiry.org.uk/final_report/report/index.htm [Accessed 16 November 2010] Carnwell, R. Buchanan, J. (2005) Effective Practice in Health Social Care: A partnership Approach. Berkshire: Open University Press CAIPE (2002) [online] Available from : http://www.caipe.org.uk/about-us/defining-ipe/ [Accessed 8 November 2010] Childrens Act (1989) [online] Available from: http://www.legislation.gov.uk/ukpga/1989/41/contents [Accessed 10 November 2010] Colyer, H. (2004) The construction and development of health professions: where will it end? Journal of Advanced Nursing Vol 48, (4), pp. 408-412 Dalrymple, J. and Burke, B. (2006) Anti-oppressive Practice, Social Care and the Law (2nd edition). Maidenhead: Open University Press Davies, H. Shields, A. (1999) Public trust and accountability for clinical performance; lessons from the national press reportage of the Bristol hearing. Journal of Evaluation in Clinical practice. Vol 5,(3) pp. 335-342. Department of Health (DH) (2006) Options for Excellence- Building the Social care Workforce of the future TSO: London Dombeck, M. (1997) Professional personhood:training, territoriality and tolerance. Journal of Interprofessional Care, 11 pp. 9-21. Field, J Peck, E. (2003) Public-private partnerships in healthcare: the managers perspective. Health and Social Care in the Community. Vol 11 pp.494-501 Foreman, D. (2008) Using technology to overcome some traditional barriers to effective clinical interprofessional learning. Journal of Interprofessional Care, Vol 22(2) pp.209-211. General Social Care Council (2008) Social Work at its Best: A Statement of Social Work Roles and Tasks for the 21st Century [online]. Available at http://www.gscc.org.uk [Accessed 18 November 2010] HM Government (2004) Every Child Matters: Change for Children 2004. London: HMSO [online] Available from: http://www.opsi.gov.uk/Acts/acts2004/ukpga_20040031_en_1 [Accessed 19 November 2010] HM Government (2010) Equity and excellence: Liberating the NHS. London: HMSO [online] Available from: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/documents/digitalasset/dh_117794.pdf [Accessed 19 November 2010] Haringey Safeguarding Children Board Serious Case Review: Baby Peter Executive Summary (2009).[online] Available from: http://www.haringeylscb.org/executive_summary_peter_final.pdf [Accessed 22 November 2010] Keeping, C. Barratt, G. 2009 Interprofessional Practice cited in Glasby, J Dickenson H (2009) International Perspectives on Health and Social Care Oxford Wiley- Blackwell. Laidler, P. (1991) Adults, and how to become one. Therapy Weekly. Vol 17 (35) p4. Laming, Lord (2003) The Victoria Climbie Inquiry. Stationery Office, London Laming, Lord (2009) The Protection of Children in England: A Progress Report. Stationery Office: London Lukes, S. (1974) Power: A Radical View Basingstoke: Macmillan Lymbury, M. and Butler, S. (2004) Social work ideals and practice realities. Basingstoke: Palgrave Macmillan Means, R. (2010) Why Inter-professional Working Matters: From Theory To Practice UWE Bristol, IPE Level 2 Conference. Mid Staffordshire NHS Foundation Trust Public Inquiry (2010) [online] Available from: http://www.midstaffspublicinquiry.com/ [Accessed 22 November 2010] Molyneux J (2001) Interprofessional teamworking: what makes teams work well? Journal of Interprofessional Care. 15,(1), pp.338-346 Payne, M. (2006) What is professional social work? Bristol: Polity Press Pecukonis E, Doyle O, Bliss DL (2008) Reducing barriers to interprofessional training: promoting interprofessional cultural competence. Journal of Interprofessional Care Vol 22 pp.417-28 Petrie, H . G. (1976) Do you see what I see? The epistemology of interdisciplinary inquiry. Journal of Aesthetic Education, 10, 29 43. Pollard, K. Thomas, J. and Miers, M. (2010) Understanding Interprofessional Working in Health and Social Care. Basingstoke: Palgrave Macmillan Quality Assurance Agency (QAA) (2008) Social Work Benchmark Statements [online]. Available at: http://qaa.ac.uk/academicinfrastructure/benchmark/statements/socialwork08.asp. [Accessed 15 November 2010] Rickets, A. (2010) Budget will place major burden on charities. Third Sector [online] Available at: http://www.thirdsector.co.uk/News/DailyBulletin/1011592/Budget-will-place-major-burden-charities-umbrella-bodies- [Accessed 20 November 2010] Schein, E. (2004) Organizational Culture and Leadership. San Francisco: Jossey-Bass. Sellman D. (2010) Values and Ethics in Interprofessional Working In Pollard K. Thomas J, Miers, M.(eds) (2010) Understanding Interprofessional Working in Health and Social Care Basingstoke: Palgrave MacMillan Skaerbaek, E. (2010) Undressing the Emperor? On the ethical dilemmas of heirarchical knowledge Journal of Interprofessional Care, September2010; 24(5) : 579-586 Skills for Care (2006) National Occupational Standards for Social Work. [online]. Available at: http://www.skillsforcare.org.uk (Accessed 19 November 2010). Stapleton, S. (1998) Team-building: making collaborative practice work. Journal of Nurse-Midwifery 43(1), pp12-18 Thomas, J (2010) Service Users, Carers and Issues for Collaborative Practice cited in Pollard, K, Thomas, J and Miers, M. Understanding Interprofessional Working in Health and Social Car Basingstoke: Palgrave Macmillan. White, S. Featherstone, B. (2005) Communicating misunderstandings: multi-agency work as social practice, Child and Family Social Work, Vol. 10, pp. 207-216 Williams, V. and Drake, S. (2010) Intermediate Care (IMCS) Bridging the Gap Facilitated Discharge. UWE Bristol, IPE Level 2 Conference. SECTION 4 APPENDIX- 6 AGREED GROUP SENTENCES Theme 1: Communication issues between Health and Social Care professionals Clear and concise communication is key to a well co-ordinated transfer within health and social care services. Health and Social care professionals need to recognise the importance of maintaining privacy, dignity and respect when communicating in the presence of service users. Theme 2: Contrasting professional perspectives/ values within teams. Recognise the importance of valuing each health and social care professions perspective. Challenging professional boundaries creatively whilst advocating ones own professions values and ethics. Theme 3: Stereotyping, power imbalances and team processes Positive attitudes to working with other health and social care professionals in a real world environment with the patient/service user at the centre of planning and documenting is necessary to reduce power imbalances. Recognise and embrace differences to minimise stereotypical views within health and social care.

How Cavemen Lived

How cavemen lived By: Ausha Champ Here are a few of the reasons cavemen wrote on the walls of there caves. One is how to kill or catch certain pray. So they could have the meat for pray and hide for quilt. The way to tell how many people in there crew died. They would trace there hand and color it in brown or black and trace the other hand in white. The color represents the living and the white represents the dead. Hares a good question, Why do cavemen draw animals on the wall of their caves? Hares the answer, they were inspired by the animals and the drew pictures to tell stories about them.Did you know that a fool hand meant positiveness? And a hand with the thumb, pinkie, and ring finger meant negativeness. The way you can find this out is go to google and type in the stone age. I have been wondering this whole time what did cavemen do if they broke a bone. What they did is they would pop it back into place and rape hide around it. Then they would not walk anywhere if it was a leg , and would not move their arm, if it was the arm that was broken. Did you know that cavemen had a lot more sicknesses then use? So if they got sick they wanted to stay away from others, so they didn’t get any one else sick.And yes it was that serious, and no I am not going crazy. Do you think cavemen were anymore health then use today, because of their diets? Actually we are more health, because our food it actually processed. You see cavemen didn’t have any processed food, unlike we do today . They did not have the technology to have processed food. Did cavemen have shoes? Well I don’t know for sure, but im pretty sure they would be smart enough to protect their feet, cavemen weren’t dumb. So that is what I found on cavemen, but I will fine out more in my social study book.