The Reasons For Malaysian Citizens Do Not Like Gst Essay

Discussion : Many of the consumers think GST may have many of negative effect to them because their must to pay more than the original cost before the government introduces GST in Malaysia. This is some causes that may the consumer and supplier do not like GST much in Malaysia. First, I think the reasons why many of Malaysia citizen do not like GST is because general products prices may go up, so this will increase their daily expenditure budget. Second it will increase the load of the low -income working group in Malaysia as we know the basis salary in Malaysia is RM800. In the amount of RM 800, they have pay many of the other cost such as utility expenses, houses or room rate, vehicle fuel and other thing. So that it make they feel that this burden GST is distress them. In the same time they was worried if the government increase the GST rate from 6% to 10% to increase revenue because it is possible for the government increases GST rate to get more revenue to develop countries or to support th e government burden. Next in the beginning of introducing of GST that has many problems in implementation due to the lack of real understanding of the concept among GST on the supplier and consumer and to ensure that the supplier does not take any advantage of the consumer in increase the price of their product. In addition, rumors from outside also make the Malaysia citizen feel bad to the concept of this GST without check the information is true or not and without the trulyShow MoreRelatedMarketing Management Assignment3280 Words   |  14 Pagesthe name of company in the trade and marketplace and their main product was Dutch Baby Sweetened Condensed Milk. In 1984, the brand name was changed again from Dutch Baby to Dutch Lady for product positioning reason. The mission of the Dutch Lady Milk Industries Berhad is to help the Malaysian move forward in life with trusted daily nutrition. With the vision is to further strengthen their position as the leading dairy company, driving growth. Apart from this, there are about 22,000 employees withRead MoreGst: the Challenges Amd so on for Implementation of Gst4681 Words   |  19 Pagesservices tax (GST) is one type of indirect taxes. GST is also known as value added tax (VAT) (Behan Jenkins, 2005). Although GST and VAT have different names, they represent the same system where the cost of tax is actually borne by the end user. However, each step in the supply chain will collect the tax and will be remitted to the government. The supply chain can also claim back the GST included in the products they buy. According to Singh (2007), it is well documented that a GST can be an effectiveRead MorePromotional Exam Econs10149 Words   |  41 Pages[1] †¢ For a resource such as water from river, stream or underground water, it is non-excludable. It is too costly and almost impossible to restrict the benefits to those who pay for them (this is only in the case of water which runs across areas like the Mekong River - which cuts across countries/Yangtze River – cuts across different states). It is available, free of charge to anyone who wants to use them. OR †¢ However, water in cities, provided by the state municipality, is excludable. HouseholdsRead MoreDoing Business in the Asia/Pacific Rim Region31325 Words   |  126 Pagesof Victoria- population: 5.3 million). The nation’s capital is Canberra. With 11.25 million people in the workforce, Australia is ranked seventh in the world for overall competitiveness, (World Competitiveness Yearbook 2009). Australia is home to citizens from some 200 countries, making it the most multilingual workforce in the Asia Pacific region. More than 4.1 million Australians speak a second language (including 3 million who speak a language other than English at home). The Language Australia’s

Essay Signs of Life in the USA - 841 Words

Calley Hagen Matt Montoya English 101 14 October 2014 A Response to Stephen Garrett’s â€Å"Why We Love TV’s Anti-heroes† In the reading, â€Å"Why We Love TV’s Anti-heroes† by Stephen Garrett, he points out that anti-heroes are becoming more popular than the traditional hero. Garrett states, â€Å"the word hero is abused in the news, the sports reports, and even in conversation† (318). For example tabloids recognize someone who battles a drug addiction and overcomes it or a substitute kicker for the football game kick the winning field goal (318). You see he argues that traditional heroes are â€Å"boring† and that there are no longer any more real heroes (318-321). Anti-heroes are characters or people who are just evil but still get the viewers to like†¦show more content†¦In their eyes she did all this because she loved him and she just so happened to break about every rule in the hospital and ruin the chances of someone else getting the heart that they deserved. As you can se e she is not a cold case murder like some of the other anti-heroes that you know of but she still does things her own way to get what she wants. In a way she is doing the right thing by trying to help out the one she loves but she is risking her whole career and ends up killing the man. When I think of anti-heroes I think more of Stephen form The Vampire Diaries, he is a vampire who is a couple hundred years old and he is living in our present time. He falls in love with Alena a normal small town girl, he has all the right intentions to keep her human and protect her from the other vampires who are out to get her. However in the process she ends up getting turned into a vampire and getting her heart broken by Stephen. The roles played in Grey’s Anatomy are nothing like that however, they fit the anti-hero role by being liars and being deceiving. While talking about anti-heroes and why they are taking over TV made me agree with Garrett, traditional heroes do get boring because in the end they always win. I do believe that there are still heroes in our modern world, we have soldiers fighting for the freedom of our country, no they don’t have super powers but they are still doing the right thing to protect the people that they love. With anti-heroes it is veryShow MoreRelatedWas the bombing of Hiroshima and Nagasaki the only way to put an end to World War 2?716 Words   |  3 Pagesto why the USA would go through such extremes’ in order to put an end to WWII and how the USA could be so distasteful and have such a disregard for human life. The questions above then crossed many minds, thus the need to get to the bottom of it. 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How affective is the NSPCC at protecting vulnerable children Free Essays

Introduction Children and young people who become involved with the child protection system are amongst the most vulnerable people in our society (Cossar et al, 2011). Actively listening and responding to children’s voices is a vital component of the professional response to abused children (Davies and Duckett, 2009, 5). The responsibility to safeguard and promote the well-being of children and young people has been part of the legal framework of the child protection system since the 1989 Children Act (Butler and Roberts, 2004, 43). We will write a custom essay sample on How affective is the NSPCC at protecting vulnerable children? or any similar topic only for you Order Now Listening to the views of children and striving to understand their experiences are both fundamental to ensuring that their rights to security, support and involvement under the United Nations Convention on the Rights of the Child (UNCRC) are fully comprehended (Hear by right, 2009).Child protection systems are now incorporating effective methods of consulting children and young people to enable them to become involved in the assessment and child protection procedure (CPP). The essay will explore how the CPP has shifted from protecting a child to safeguarding all of a child’s welfare and safety. I will reflect on how serious child protection case reviews have reformed government policies today. The pages that follow will reflect current research illustrating the voice of children and young people in the child protection systems, the involvement and rights they hold in the decision making process and how government legislation has incorporated anti-discriminatory values to challenge oppression and discrimination in the CPP  ­ Design Considerations The chosen topic for my leaflet is the Child Protection Case Conference. I chose to write about it to prepare children and young people for the conference and to reduce the anxiety and fears they may be feeling. Research demonstrates that information is very limited for children and young people participating at conferences. Receiving good quality information before the conference will essentially help them to make informed choices on decisions affecting their lives. The leaflet describes a range of ways in which their views could be represented so that they can decide whether or not they wish to attend. The design of the leaflet is conventional due to the nature of the topic. It is an A4 size folded leaflet that can be discreetly fitted into the child’s pocket or bag. The title of the leaflet is not attention grabbing because it is a sensitive topic; I would not want the child to feel distressed or discouraged from reading it. The language is very informative to engage the reader, and words of empowerment are highlighted in bold to captivate the reader. I tried to convey the message of professionals working in unity with the child to promote their participation in the conference. The presentation of the leaflet was designed in a question and answer format to be informative, and the writing style aimed for clarity and quality rather than an overload of information. I included one picture on the main cover to express unity and to reassure that professionals are working together to promote safety. I used a subtle green colour to reflect the mood of the topic. The leaflet present s a number of contacts to support children and young people during the conference. I provided details of Children’s Rights Officers because they are independent from social workers and other professionals and advocate the child’s rights. I felt it was important to include Children 1st because they work in partnership with children and families and campaign to change attitudes towards children. I provided details of Connexions to direct the young person if they needed advice on any other issues that may be worrying them. Although I have mentioned on the leaflet that it can be produced in different forms, it fails to reach a diverse range of service users. It is not accessible to the needs of a child or young people who have a visual or hearing impairment. Neither is it suitable for a child or young person whose first language is not English. If I designed the leaflet again I would produce the leaflet in different forms to ensure the accessibility of all service users. Child Protection to Safeguarding Children – The Historical Context The origins of child protection work were seen in the early forms of responses to child cruelty in the 19th century (Ferguson, 2004, 5). The National Society for the Prevention of Cruelty to Children (NSPCC) was established in the late 19th century as the first child protection agency (Beckett, 2007, 9). The American Society for the Prevention of Cruelty to Children helped to influence the core foundation of the NSPCC after the victorious 1874 child abuse prosecution for Mary Ellen Wilson (Munro, 2007, 17) The 1889 Children’s Charter Act was the first law in child protection history for the state to intervene between children and families (Batty,2005). The Act enabled the police to remove children from their home if they were believed to be mistreated by their parents or guardians (Corby, 2000, 24). The 1889 Act reflects the power that still exists today under section 46 of the 1989 Children Act (Beckett, 2007, 8). Between the period of 1891 to 1903, NSPCC children shelters played a crucial role protecting vulnerable children against child cruelty (Ferguson, 2004, 31). The shelters played a pivotal role rescuing children who were homeless on the streets, sheltering children whose parents were kept in custody and protecting children when their lives were at risk (Corby, 2000, 25). The 1908 Children’s Act was one of the first pieces of legislation to address the concerns and rights of children (O’Loughlin and O’Loughlin, 2008, 17). The Act introduced the registration of foster carers, the establishment of juvenile courts and the abolishment of imprisoning children aged under 14 (Beckett, 2007, 9).The Children and Young Persons Act 1933 is one of the older pieces of child protection legislation which has parts that are still in power today (Ferguson, 2004, 43). It gave local authorities child protection duties and the power to remove children in emergencies (Beckett, 2007, 9). Four years later, the Act amended the age which a person is considered to be a child, to under the age of 14 and a young person between the ages of 14 and 17 (Hothersall, 2008, 16). Although parents still dominated the rights over children, reforms in legislation were recognising the responsibilities professionals held towards protecting children’s welfare ( Hothersall, 2008, 16) The passing of the 1948 Children Act revolutionised the way vulnerable children in Britain were protected by the state (Linklater and Holman, 2008). The legislation created children’s departments within local authorities and implemented the role of welfare officers (Beckett, 2007, 9). The appointed role of child welfare officers became the formulation of the social work profession (Corby, 2000, 31). The 1948 Children Act was described as â€Å"the most comprehensive and humanitarian children’s legislation in history† (Linklater and Holman, 2008). Although the Act safeguarded children from abuse, there was a lack of awareness challenging child maltreatment (O’Loughlin and O’Loughlin, 2008, 18). The concept of prevention was prevalent in the 1950’s due to the little attention the 1948 Act paid to child abuse (Brandon et al, 1998, 14). The impact of prevention was extended in the Children’s and Young Person’s Act 1963 by reco mmending all local authorities to support families whose children were not looked after by the local authority (Brandon et al 1998, 14). Child care officers were optimistic working directly with families reduced the number of admissions of children into care (Corby, 2000, 31). The unity of families and local authorities working together remained a positive approach (O’Loughlin and O’Loughlin,2008, 18) to provide supportive interventions before a crisis point was reached (Hothersall, 2008, 8). Child abuse and neglect became a social issue in the 1970’s due to the growing speculation that not all physical injuries to children were accidental (Owen and Pritchard, 1993, 39). The discovery of the Battered Baby Syndrome by Henry Kempe led professionals to work with families and children as a medical problem (Fawcett et al, 2004, 53). Kempe’s ideas led to the idea of parents abusing their children as a psychological problem rather than acknowledging the social issues of poverty and deprivation (Owen and Pritchard,1993, 39). The tragic death of Maria Colwell became one of the first child protection cases that came into the media spotlight due to the failings of incompetent professionals who failed to protect her (Beckett, 2007, 9). The public inquiry highlighted that child abuse was still a dominant social problem (Owen and Pritchard, 1993, 39) and that there was a serious lack of coordination and communication among services responsible for protecting children (Batty, 2005). The death of Maria Colwell was further followed by other high profile inquiries into the deaths of Jasmine Beckford, Tyra Henry and Kimberley Carlile, who all died at the hands of their parents (Fawcett et al, 2004, 53). Despite the pressure from social services to create a more effective investigation system, social workers were heavily criticised for working too closely with parents and for failing to monitor the maltreatment of children (Hearn et al, 2004). The implementation of risk assessments were drafted to replace the su pportive casework skills to identify child abuse (Brandon et al, 1998, 15). Recommendations were proposed to change child abuse work to child protection and to place statutory responsibility for protecting children at risk to local authorities (Corby, 2000, 41). Society began to acknowledge the voices of children to be heard. ChildLine was launched in 1986 as a national confidential helpline to exert the rights of children to be listened to (O’Loughlin and O’Loughlin, 2008, 20). Before the Cleveland case, public inquiries into child abuse illustrated the failings of professionals protecting children who were abused by their parents or carers (Fawcett, 2004, 53). The reviews reinforced the certainty that if professionals did their jobs properly, child abuse tragedies were avoidable and professionals could differentiate dangerous families from others (Hearn et al, 2004). However, the 1988 Cleveland inquiry demonstrated that child protection professionals failed to recognise the rights of the parents and intervened too quickly â€Å"removing 121 children over a six month period in to care† (O’Loughlin and O’Loughlin, 2008, 20). The inquiry criticised the impulsive reaction of individuals acting too hastily (Munro, 2007, 21). The Cleveland inquiry helped to shape policy and practice to work in partnership with parents and to give consideration of children’s rights (Corby, 2000, 44). The Working Together 1988 guidelines provided guidance on how agencies should work together and set out guidelines for assessing children in relation to every possible form of abuse (Hearn et al, 2004). In the 1990’s, England saw a major transformation in children and families law, introducing a greater emphasis on parental responsibility and establishing children’s rights (Adams et al, 2002, 267) The 1989 Children’s Act was widely seen as the most important child care law brought together into one piece of legislation to empower and promote children’s welfare (Symonds and Kelly, 1998, 230). The Act also addressed issues of inequalities amongst black and ethnic children and disabled children (Kiron, 2009, 12). It illustrated a shift in policy from the philosophy of child abuse prevention to the best interest of the child (O’Loughlin and O’Loughlin, 2008, 21). The 1989 Act addressed the dynamics of child protection work focusing on the rights of the children and parents and working effectively with professionals (Adams et al, 2002, 82). The promotion of children’s rights was further extended by the 1989 UNCRC international law on the rights of children (Brandon et al, 1998, 23).Article 12 of the UN Convention argued for children to be seen as independent human beings with the rights to express their views independently from adults and to fully participate in the decision making processes (Hallett and Prout, 2003, 27). However, Nixon (2002) argues that, despite the UK approval of the UNCRC, UK governments at the time did not fully commit to the implementation of the Convention. It became apparent that children’s rights were only advocated in looked after children and areas affecting children and young people in the youth justice system (Fawcett et al, 2004, 29). The mid-1990 saw the policies of practices in the children protection system become a subject of concern (Parton, 2010). The legislation reinforced that children and family practices should work in partnership with parents (Hearn et al, 2004), but, in reality, the law increased tensions between the interests of the child, their families and the state through legal procedures (Dalrymple, 2002). Social work practices were being dominated by section 47 enquires which alienated parents from the assistance of family support (O’Loughlin and O’Loughlin, 2008, 21). A summary of findings on child protection was published by the Department of Health 1995 (Quiggin, 2004, 65). The findings illustrated the need for better communication amongst professionals and supportive interventions for families to cope outside the child protection system (O’Loughlin and O’Loughlin, 2008, 22). Concerns were also raised for professional interventions to be sensitive to needs of the family and to form relationships based on trust and honesty (Hearn et al, 2004). The report also highlighted flaws within assessments â€Å"lacking systematic approaches† to information gathering; it also failed to reflect children’s views and denied the needs of ethnic minority and disabled children (Quiggin, 2004, 66). Subsequently, this led to changes in government policies to rectify the weaknesses in children’s services to assist children in need (Adams et al, 2002, 267). The death of Victoria Climbie in 2000 shocked the nation due to the failure of professionals to notice the abuse or to speak directly to her (Munro, 2007, 23). Following the inquiry into her death, the government issued an Every Child Matters (ECM) Green Paper on further initiatives to change social work practice with children and families (Parton, 2010). Subsequently, ECM became the basis of the 2004 Children Act (NSPCC, 2010), and this reflected a broader strategy for overcoming child abuse and intervening at a much earlier stage in a child’s life to overcome problems in the future (Parton, 2010). In regards to child protection work, the Children Act of 2004 placed a duty on all local authorities and agencies to safeguard and promote the welfare of children and young people (O’Loughlin and O’Loughlin, 2008, 24). It set out a wider strategy for integrating services to children so that every child can achieve the five ECM outcomes (NSPCC, 2010). ECM emphasis es the importance of listening to children, young people and the family (Lefevre, 2010, 19). The implementation of the Integrated Children System (ICS) was part of the government’s initiatives to change children’s services for assessment and care planning (Cleaver et al, 2008, 12), and to incorporate an inter-agency approach to the assessments and interventions into children’s lives (O’Loughlin and O’Loughlin, 2008, 46). The ICS enabled the child or young person to be fully involved in early interventions identified before problems become more severe (Cleaver et al, 2008, 12). With a strong dedication to early intervention, the Common Assessment Framework (CAF) was introduced to assess children with additional needs (Cleaver, 2008, 18) and to ensure all practitioners listened to and understood children’s needs (Lefevre, 2010, 19). It is an important part of the wider ECM strategy, ensuring all children’s services communicate and s hare information effectively between different agencies (Munro, 2007, 27). The voice of Children and Young people in the Child Protection Procedure The child protection system incorporates approaches to prevent and protect children and young people from the potential experiences of abuse, whether physical, sexual, emotional or neglect (Cawson et al, 2000), which could jeopardise their development or lives (Woolfson et al, 2010). It is the duty of all children’s services to share the responsibility of safeguarding children and to promote their welfare (Murno, 2007, 31). Although the 1989 Children Act was a â€Å"landmark in the history of the child protection system† it was criticised for supporting a â€Å"child in need† but excluding children who may suffer economic hardship (Lawrence, 2004, 74, 102). Hence consecutive governments changed children’s policy to embrace all the needs proposed in the ECM agenda (Cleaver et al, 2008, 13). The 2004 Children Act provides the legal foundation for the ECM programme, but the emphasis on parental and children rights still reflects the principles behind the 1989 Act (Hoders and Barker, 2007, 86). Provisions added to the 1989 legislation currently place a legal duty on all organisations providing services for children and families to â€Å"work together† (Munro, 2007, 37). Before the provisions were implemented, vulnerable children were referred to children’s services under Section 17 as a â€Å"child in need†, rather than a child in need of protection, which did not lead to a multi-agency protection plan to help the child (Davies and Duckett, 2009, 11). The framework for involving children in the CPP was raised in the â€Å"Working Together to Safeguard Children† guidelines (Cossar, 2008). It clarifies the importance of â€Å"professionals and organisations working in child protection to promote and safeguard the welfare of the child† (Hoders and Barker,2007, 4). The Framework for the Assessment of Children in Need and their Families was introduced to ascertain and identify children’s needs holistically (Tuck, 2004, 45). The key features of the framework made it a consistent approach to â€Å"ensure children are listened to† in assessments and the decision making progress (Lefevre, 2010, 20). The assessment widens our knowledge of children whose needs were sometimes ignored, such as young carers, disabled children or children from ethnic minority backgrounds (Cleaver et al, 2008,16). The actions are laid out by CPP with the multi-agency Local Safeguarding Children Boards (LSCBs), which have a statutory duty to explain how organisations in every local authority will safeguard children in their vicinity (Tuck, 2004, 44). The CPP begins once child protection referrals are made, after concerns of the child’s welfare are raised from other professionals or members of the public, and the local authority decides whether an initial assessment is required (Kirton, 2009, 23). The purpose of the initial assessment is to identify whether a child is in need under Section 17 or if they may be suffering significant harm under Section 47 of the 1989 Children Act (Beckett, 2007, 17). If it is deemed necessary to ensure the safety of a child immediately, away from a parent’s care, a social worker can apply to a court to make an Emergency Protection Order under Section 44 (Munro, 2007, 40). If it becomes clear after the initial assessment that the child is at risk or likely to be harmed, then a strategy meeting will be arranged (Butler and Roberts, 2004, 297), involving professionals such as the police, social services and other agencies to share information and to decide what further action is needed immediately to safeguard the child and whether enquiries under Section 47 should be instigated (Beckett, 2007, 17). It is at this stage that local authorities have a duty to refer parents to independent advice and advocacy once inquiries commence under Section 47 (O’Loughlin and O’Loughlin, 2008, 52). However, Butler and Roberts argue that common difficulties associated with the initial assessment and enquiries are that the child’s views can be ignored and negative assumptions about families can lead to observations being overlooked (2004, 299). Brown (1986) carried out a study of parents’ experiences of the CPP and social workers. The study depicted a major lack of clarity between parents and social workers in th e initial assessments, which created anxiety and a lack of trust for the parents (Cloke and Davies, 1995, 172; Brown, 1986). Batty and Cullen (1996) emphasise the need for social workers to play a positive role, shifting away from gathering evidence of abuse, risk and failure to promoting family strengths and supportive networks. Kirton(2009) supports this view that social workers need to be â€Å"open minded† and investigations should reflect children’s needs rather than being an assessment of scrutiny. In cases where suspected significant harm is acknowledged, a core assessment will be undertaken alongside the enquiries under Section 47 (Butler and Roberts, 2004, 298). The core assessment will identify issues raised in the initial assessment and should build a bigger picture of the entire situation (Beckett, 2007, 23). The Children’s Legal Centre (2011) stresses the importance of completing core assessments on time to reduce the harmful impact they could expose on the child or young person. It is at this stage that professionals should identify if a parent or child is disabled, as they may need help with communication to allow them to participate fully, or the use of interpreters if their first language is not English (Beckett, 2007, 23). Humphrey et al (1999) support social workers using interpreters for home visits as otherwise communicating with the service user can be problematic. Platt and Shemmings (1996) reinforce the need for professionals to be culturally sensi tive and to adopt a multicultural perspective when engaging with families from black or ethnic minority backgrounds .Social workers need to understand families from different cultural backgrounds, to recognise their cultural patterns and to disregard any preconceived ideas of black or minority families (Lefevre, 2010,13). Ultimately professionals have to adhere to the law, according to Paragraph 5.64 (DfES, 2006), to talk to the children to determine their desires and views (O’Loughlin and O’Loughlin,2008, 52). This highlights the importance of â€Å"sensitivity†¦when interviewing the children† (Beckett, 2007, 23). Although children’s rights are enshrined in government legislation, Children’s Legal Centre evidence suggests that local authorities struggle to consult and engage children in the CPP in a significant way (Children’s Legal Centre, 2011). Sanders and Mace (2006) believe the problem with â€Å"policy developments is the reflection of children as passive subjects [as they are] designed to protect them because of their vulnerability†. Despite considerable work completed over recent years, encouragement to actually promote the participation of children during the assessments is relatively limited (Kirton, 2009, 30). Children’s and Young people participation in Case Conferences Concerns and problems surrounding the participation of children and young people are generally identified in case conferences. The challenge of trying to promote children’s direct participation, in a process not geared towards their involvement, is noticed intrinsically in child protection (Sanders and Mace, 2006). Younger children or those with a disability who may lack understanding are some of the many excluded from the CPP (Wells, 1993). LSCBs are actively trying to ensure the policies and services of child protection matters reflect the views of all children and young people (Woolfson et al, 2010). The purpose of the case conference is to bring together the family and professionals to share information, to acknowledge the problems of the children and family and â€Å"to tie up loose ends† (Buckley, 2003, 97). The case conference will make judgements on the possibilities of the child suffering considerable harm in the future and will decide a strategy of action (a Child Protection Plan) to safeguard the child (Butler and Roberts, 2004, 298). It is the LSCB’s duty to involve children before the conference by providing guidance in a leaflet about the conference and how it operates, and by informing the child or young person of their right to bring a friend or advocate to support them (Cossar and Long, 2008). Research demonstrates that most children and young participants hear about their case conference (Cossar et al, 2011) but are given limited information about the process (Sinclair and Franklin, 2000). Beecher, Cash and Graham (2001) examined sixteen local au thorities’ practices and found leaflets for families and professionals, but little or no indication of children’s participation. Lefevre(2010) believes that many children want to attend the conference to hear what is said about them and to have their say but they are intimidated by the ritual of the meetings. Although local authorities actively encourage children and young people to attend case conferences (Sinclair and Franklin, 2000), the negative reason of â€Å"things getting worse† was often reported for non-attendance (Cossar and Long, 2008). Cossar et al (2011) found that children felt unable to contribute in core meetings by raising questions or by being listened to. They were generally discontented with their level of participation. The focus of core meetings is usually to assess risk, with minimal time to propose therapeutic help for children (Kirton, 2009). Sanders and Mace (2006) argue that decisions are being made about the child’s life, so they should be regarded as an active member of the core group (Sanders and Mace, 2006). Woolfson et al (2010) argue that it is the professionals’ duty to identify ways of including children to learn lessons and to promote examples of good practice. There has been a recent growth in the recognition of the role of independent advocacy services supporting children or young people in case conferences. Schofield and Thoburn (1996) believe a child or young person will significantly benefit from a trusting relationship with a reliable adult to maximise their participation in the case conference. Creegan et al (2006) argue that advocacy and participation is crucial; if children and young people are to be able to participate in a meaningful way, they will require the support and encouragement from an appropriate representative. Horan and Dalrymple (2003) praise the use of advocates: â€Å"independent advocacy should be available as of right to the children and young people involved†. Local authorities are starting to acknowledge the need for children and young people to access independent advocates. Wiltshire County Council, for example, works in partnership with Barnardo’s to make certain young people’s views a nd feelings are a central and respected feature of child protection conferences (Barnardo’s, 2011). Disabled children and young people’s participation in case conferences Research shows that children and young people with disabilities are often denied the opportunity to communicate their views in case conferences (Children’s Legal Centre, 2011). Despite statistics showing that disabled children are â€Å"3.4 times [more] likely to be abuse than a non disabled child†, they are rarely involved in case conferences (Stalker et al, 2010) and they are less likely to be represented in the CPP (O’Loughlin and O’Loughlin,2008, 86). Kirton (2009) argues that the need for advocacy services is particularly strong for disabled children, whilst Hothersall (2008) believes that child protection systems need to integrate an increased understanding of issues facing children with disabilities and to ensure they are suitably represented, involved and advocated in all choices affecting their lives. Some findings demonstrate that children experiencing severe communication problems were often excluded from participation because professionals lacked the training and confidence to establish their wishes and feelings (Sinclair and Franklin, 2000). Knutson et al (2004) argue that professionals’ inadequacies are detrimental to securing the rights of disabled children and to their receiving an equal service. The universally-held belief that disabled children are not abused and are not credible witnesses leads to their exclusion in the CPP (Miller, 2002). The views of disabled children and young people were raised in the Two Way Street project, which wanted to challenge the negative assumptions held by many professionals regarding disabled people. They argued that the emphasis is too much on their impairment, as opposed to listening to or finding ways to communicate with them (Joseph Rowntree, 2001). It is therefore social workers’ and other professionals’ resp onsibility to ensure, regularly, that disabled children are actively listened to and involved in the decision making process (O’Loughlin and O’Loughlin, 2008, 85). Lefevre (2010) argues that it is important for professionals to recognise that more time needs to be spent developing young disabled people’s understanding of choice and finding creative ways to express it. How can CPP incorporate anti discriminatory elements? Many families have experienced discriminatory and insensitive services in the CPP. There is a continuing need for child protection assessments and interventions to take a holistic approach of families needs alongside the social and cultural context (Humphreys et al, 1999). It is essential for social workers to achieve effective protection of vulnerable children through engaging effectively with families and assessing the level of risk accurately (Platt and Shemmings, 37). Research has shown that black and minority children have expressed fears of being misunderstood due to language barriers (Lefevre, 2010, 35). Professionals can present good practice and challenge oppression by finding the right language to interview a bilingual child so that the child can feel empowered (Jones, 2003, 54). Hoders and Barker (2007) argue that it is the professionals’ responsibility to disregard stereotypes and assumptions, and to assess the needs of the child with understanding of the influ ences of diverse customs and religions on parents morals, behaviour and values. Social workers need to analyse whether a non-engaging parent or child has been exposed to racism and to find ways of developing a new relationship of trust (Platt and Shemmings, 1996, 32). Humphreys et al (1999) address the importance of using interpreters for families and children who are not fluent in English, to help avoid the communication issue overshadowing the CPP. The development of Family Group Conferences (FGCs) in the UK is an excellent model to empower children and families and to minimise the role of the state (Horan and Dalrymple, 2003). Although there is limited research on FGCs, they have been found to be a creative solution to provide help and change family dynamics (Kirton, 2009, 57). FGCs show a good record of success in safeguarding children, enhancing the power of the family and minimising the routine system of the CPP (O’Loughlin and O’Loughlin, 2008, 76). Sinclair and Franklin (2000) suggest FGCs enable children to participate and to influence decisions. They can be involved at the beginning of the FGC by welcoming and introducing members of their family and professionals, whom they often know best, or by helping to chair the conference (Beecher et al, 2001). However, it is the practitioner’s duty to find creative ways to give children the opportunity to express themselves in the form of a letter, draw ing or video message to elevate their voice even if they do not wish to be present (Nixon, 2002). A common theme emerging in CPP is disabled children’s barriers to communicating with professionals. For instance, a child with sensory or cognitive impairments may require different forms of communication aids, such as sign language, symbols or signs, but research shows professionals generally rely on parents’ accounts to express children’s views (Kirton, 2009,162). Noticeably, social workers are generally reluctant to engage with disabled children and fail to consult them even though statutory duties require authorities to ascertain the wishes and feelings of children (Joseph Rowntree, 2001). It is essential that social workers receive in-depth and regular training on communicating and using techniques to ensure meaningful participation for children with disabilities (Children’s Legal Centre, 2011). It is crucial for the CPP to become more sensitive and accessible to disabled children’s needs, such as by establishing helplines, advocacy or compl aint procedures (Stalker et al, 2010). Principles of good practice will ensure efforts are made to plan assessment sessions with disabled children, to provide extra time for interviewing and visits and checking facilities are adapted to the child’s needs (Jones, 2003, 63). Overall conclusions This essay has addressed the complexities of finding approaches for the empowerment and participation of children and young people in the CPP. Sinclair and Franklin (2000) suggest it is our duty as professionals to adopt a participatory culture that actively informs, consults, prepares and considers the needs of the child. As trainee social workers, we need to make sure children’s rights and needs are at the centre of our practice. We need to understand that children and young people in the CPP are vulnerable and may have experienced earlier disempowering experiences with other professionals, so being open and honest will communicate respect and a willingness to get them genuinely involved (Nixon, 2002). We need to recognise the value of providing children and young people with information and explanations to assist effective decision making and to help them make choices (Beecher et al, 2001). We need to ensure that children with impairments or disabilities are fully invo lved in making choices and are empowered to achieve better outcomes, as we would do for any child (Hoders and Barker, 2007, 66). 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Competitive Strategy for Microsoft & Starbucks-myassignmenthelp.com

Question: Discuss about theCompetitive Strategy for Microsoft Starbucks. Answer: Microsoft Microsoft was established in the year 1975. It was founded by Bill Gates and Paul Allen. The company has its headquarters in Washington, USA. Company deals in computer software industry, customer hardware industry and consumer electronics. Key products of the company include Windows, Office, Servers, Skype, Visual studio, Xbox, Mobile and lot more. Main services of the company are Bing, LinkedIn, one drive, outlook, windows store etc. Companys mission is to enable every individual and organisation to achieve more by empowering them. The company is worlds most valuable company of the world and leader in the software industry. Satya Nadella is the current CEO of the company (Microsoft, 2017). Microsoft products are today used by almost all the individuals and offices. The company can be thought of as a profit producing machine that is well managed (Marks, 2013). The credit for the success of the company can be given to various factors. Some of those are discussed here. The major reason for the Microsoft being a powerful player in market is that its management is very effective. IT the past so many years the Microsoft has not made any major blunders. The company faced some twist and turns but was able to recover through them. This is one the reasons that company is most trustworthy. The Microsoft had a diverse business portfolio. When others thought of the declining market share of windows the Microsoft invested itself into various other strong domains. Major of them were Xbox which got great success in gaming. The company has built multiple business platforms to deal with the uncertainties of the particular segment (Satell, 2013). Another reason for the current market sta nding of the company is its ability and willingness to think out of the box. Microsoft has around 1000 research labs that are designed to give innovative products and users. It continuously work s on various projects to provide something different and useful Major innovative projects on which company is working on include the Surface Hub, Hololens and Oculus Rift (Gewirtz, 2015). Another tactics of the firm that helped it to gain current market success is communication with enterprise. The company product Windows Vista was unsuccessful in the markets. Therefore before launching Windows the company provided it to the few enterprises and checked for the suitability of the product. The company had communication with the selected enterprises to find out the debugs and errors in the product. This communication helped the firm to alter the product before launching it on the large scale. The current sales show how positively this tactics of the company responded (Reisinger, 2010). The oth er contributing success factor for the company is effective management of intellectual capital. By the term intellectual capital it does not always means patents; it means the broad knowledge base that has been developed by the company over the time. This knowledge base in embedded in software development libraries which help in effective and efficient management of the product. Microsofts community partners, who are now 40,000 firms in number, also contribute for innovative product development (Silverthrone, 2002). Starbucks Starbucks was founded in Seattle, Washington in the year 1971. This is an American coffee company and coffee house chain (Starbucks, 2016). Kevin Johnson is the current CEO of the company. The company provides differentiation in terms of quality, taste and customer experience. The company introduced dark roasted coffee and handmade light roasted coffee. The company serves coffee beverages, tea, smoothies, baked goods and sandwiches. Starbucks began as a small Coffee been store and today it is the well-known global brand. The company faced many downturns and challenges but still holds the prominent market position. There are various reasons for the current market standing of the company. Some of those reasons are ambience, wide market targeting and consistently convenient. The ambience of the place is a major factor drawing customers to the company. The prices of the company are very high and customers are ready to pay that price not only because of the coffee taste. The reason for that is the attractive ambience of the place. Almost all the outlets of the Starbucks have similar kind of ambience. This includes rich warm colour scheme, baristas in green aprons, organic-looking art and alternative music. The next success factor for the company is wide target market. The company focused on wide target market. It developed products for all age groups. The menu includes plenty of beverages other than coffee and small snack sections. This helps to attract snack seekers and children. It serves as a place for everyone. Starbucks is a customer centric organisation and keeps all the needs of the customer s at priority. The Starbucks is the worlds largest food chain with around 17000 stores across 50 countries because of its business model. Starbucks focus on the convenience for the customer. The well skilled and trained workforce at skilled workforce of the Starbucks works to continuously serve the customers best of their level. The company is also working to make the ordering process cashless. The Companys model is designed in such a way that it provides the feeling of relaxation to its customers (Hennessey, 2012). Also the business model of the company is culturally sensitive to different cultures across the globe. Another factor that contributed to the companys success is adaptation to the digital means. For instance, in the Asia pacific region the company has recently launched new loyalty programme and designed a mobile and digital payment platform (Team, 2016). Another factor that is responsible for current market standing is deep understanding of CAGE framework. The CAGE frame work gives an understanding about Cultural, Administrative, Geographic and Economic differences between the countries. This Framework has enabled the company to clearly identify the differences in the overseas market and the company adopted market strategy according to them. The other success driving factors for the company are diverse product mix, creating substantial partnership and innovative and versatile products and services. The company also has strong marketing mix. It uses various marketing tools as direct mail for the purpose of distributing coupons to frequent customers, newspaper advertising, diversification of brand name and social media marketing. References Gewirtz, D., 2015. 10 reasons Microsoft is still a force to be reckoned with, viewed on 24 August 2017 from https://www.zdnet.com/article/10-reasons-microsoft-is-still-a-force-to-be-reckoned-with/ Hennessey, R., 2012. 3 Reasons Why Starbucks Still Shines, Despite Market Shortcomings. The Forbes, viewed on 24 August 2017 from https://www.forbes.com/sites/rachelhennessey/2012/08/06/3-reasons-why-starbucks-still-shines-despite-market-shortcomings/#3e81c5631cd0 Marks, G., 2013. The Secret To Microsoft's Success, viewed on 24 August 2017 from https://www.forbes.com/sites/quickerbettertech/2013/10/28/the-secret-to-microsofts-success/#2c9cd9773915 Microsoft, 2017. We believe in what people make possible, viewed on 24 August 2017 from https://www.microsoft.com/en-us/about/default.aspx Reisinger, D., 2010. 10 Things Microsoft Did to Make Windows 7 a Success, viewed on 24 August 2017 from https://www.eweek.com/enterprise-apps/10-things-microsoft-did-to-make-windows-7-a-success Satell, G., 2013. The Secret of Microsoft's Success (And Some Lessons For Apple), viewed on 24 August 2017 from https://www.forbes.com/sites/gregsatell/2013/04/15/the-secret-of-microsofts-success-and-some-lessons-for-apple/#23dfdd841587 Silverthrone, S., 2002. The Secret of How Microsoft Stays on Top, Harvard Business School, viewed on 24 August 2017 from https://hbswk.hbs.edu/ Starbucks, 2016. About Us, viewed on 24 August 2017 from https://www.starbucks.in/about-us Team, T., 2016. Let's Look At Starbucks' Growth Strategy. The Forbes, viewed on 24 August 2017 from https://www.forbes.com/sites/greatspeculations/2016/09/19/lets-look-at-starbucks-growth-strategy/#549674923d71