Effects of Unemployment on Us Free Essays

The current total unemployment in US is getting higher because of several reasons. Firstly, the reason of the current total unemployment is 10 percent and it is higher than the year before is because many of the citizens stopped looking for job and so they are considered as unemployed workers.They are technically workers that have the potential to work but refuse to find a job. We will write a custom essay sample on Effects of Unemployment on Us or any similar topic only for you Order Now Besides that, the jobless rate continue rising is also because more people foresee the signs of an improving economy and by then, they will start looking for jobs again when inflation happens so that they will manage to get higher pay than their current jobs. This is because when an economy is growing and is an expansion, the demand for workforce would be high so that productivity can be increased to fulfil the excessive demand.At that time the wages will be higher than when economy is in an inflation condition. However, when an economy is in a recession, unemployment is usually rising. The estimated unemployment rate in year 2012 will be lower than 17. 4 percent because the US’ workers have foresee the growing economy in the future which means inflation will happen. When inflation happens, US’ workers will start looking for jobs. To have a closer understanding about the estimated unemployment rate in year 2010, there is a graph below the graph that our group took from http://www. radingeconomics. com/Economics/Unemployment-Rate. aspx? Symbol=USD that discussed about the unemployment rate from July 2008 to July 2010. [pic] * The table above displays the monthly average. As for the unemployment rate for year 2010 based on the article, the unemployment rate would be negative as the actual potential will be lesser than potential output because of the recession. During recession, the actual output will be lesser because of fewer demands from consumer so the productivity level will never achieve a potential level at that time.The GDP gap in year 2010 is estimated to be around 9 percent as the unemployment rate on December 2010 is stated as 17. 4 percent. [pic] GDP gap and Okun’s Law: the GDP gap is the difference between potential and actual GDP. Economist Arthur Okun quantified the relationship between unemployment and GDP as follows: For every 1 percent of unemployment above the natural rate, a negative GDP gap of 2 percent occurs. This is known as â€Å"Okun’s law. † How to cite Effects of Unemployment on Us, Papers

Corporate Finance for Introduction to Accounting- myassignmenthelp

Question: Discuss about theCorporate Finance for Short Introduction to Accounting. Answer: Introduction A cash-generating unit is the smallest identifiable group of assets capable of generating cash inflows that are, to a large extent, independent of cash flows derived from other assets or groups of assets. Impairment is important and therefore,An organization should evaluate if there are indications that any asset or, if applicable, any cash-generating unit may be impaired, in which case, it must estimate its recoverable amounts by making any applicable corrections (Hitchner, Hyden and Mard, 2013). intangible assets are irreplaceable as a source of cash flow generation for a number of entities around the world. The presentation and disclosure of information of this item constitutes a challenge for the accounting systems and for the profession in general.International regulatory agencies have expressed the need to achieve a high degree of standardization in accounting practices, the subject of intangible accounting is at the apex of the pyramid in issues of importance and topicality (H itchner, Hyden and Mard, 2013).This paper presents a summary of the basic criteria for accounting for intangible assets by several accounting standard setting bodies in the world. The term "purchased goodwill" and "intangible asset" is sometimes referred to as synonymous, but the differences between the two are deep; the definition of acquired goodwill evidences it:Goodwill is the future economic benefits from assets that have not been individually identifiable and recognized separately."The calculation of the useful life can be determined by reference to the time or units of production. Assets with an indefinite useful life are not amortized. The entity shall disclose all relevant information according to the "usefulness paradigm for decision making". It seeks the adequate information to the users framed within groups of interest, as is deduced from the pretension of the New International Financial Architecture. Impairment loss In case the company must recognize an impairment loss of a cash-generating unit to which all or part of a goodwill has been allotted, it will first reduce the book value of the goodwill corresponding to that unit. If the impairment exceeds the amount of the latter, secondly, it will reduce in proportion to its book value the other assets of the cash-generating unit, up to the limit of the greater of the following: its fair value less costs to sell and its value in use (Rajasekaran and Lalitha, 2011). Assets with definite or indefinite useful lives The 5th standard of valuation of the General Accounting Plan, related to intangible assets, establishes that for the subsequent valuation of the same it must be assessed whether the useful life of the intangible fixed assets is defined or indefinite. Problem of impairment of goodwill :We know that a fixed asset with a definite useful life will be amortized in a systematic and rational way, taking into account its life and residual value.On the other hand, an asset with an indefinite useful life will not be amortized, although its possible deterioration should be analyzed, whenever there is evidence of it, at least annually (Anil Kumar, Kumar and Mariyappa, 2010). How this affects the Goodwill The Goodwill may only be included in the asset when its value is evidenced by an onerous acquisition, in the context of a business combination. Goodwill will not be amortized. Instead, the cash-generating units to which the goodwill has been allocated shall be subject at least annually to the impairment test, where appropriate to the recording of the impairment charge. The impairment losses recognized in the goodwill will not be reversed in subsequent periods. How we interpret this When we acquire a business in progress, we assume both its assets and its liabilities. The difference between one and the other would be the net value of the business but, nevertheless, we must pay a higher price for it, this would be the Goodwill.The goodwill, therefore, appears as an intangible asset in a business combination and will remain there, without being amortized, until we are aware of its possible deterioration (Sellhorn, 2004). If over time we estimate the impairment, at the end of the year we must do the following: First, we must calculate the value of the cash generating unit where the fund is recognized. That is, we assume that the business in progress had a series of assets and liabilities that, over time, will have changed (debts that have been paid, clients that we have already collected, items of property that are being amortized, etc.) (Hitchner, Hyden and Mard, 2013).Second, We compare it with the current value of the cash flows that we estimate will generate this cash-generating unit. If, in fact, we understand that there is a impairment, we take it as a valuation correction of the Goodwill; taking into account that, since it is not reversible, we must pay it in the Fund's own account. In the event that the company must recognize an impairment loss of a cash-generating unit to which all or part of a goodwill has been allotted, it will first reduce the book value of the goodwill corresponding to that unit. If the deterioration exceeds the amount of this second, it will reduce in proportion to its book value the remaining assets of the unit generating cash.Therefore, we first account for the deterioration of the Goodwill, paying in its own account, since it is not reversible (Barker, 2011). The historical value of these assets must correspond to the amount of clearly identifiable expenditures in which they are actually incurred or must be incurred in order to acquire, form or use them. , which, when applicable, should be re-expressed as a consequence of inflation. Acceptable methods for amortizing them are straight-line items, production units and others of recognized technical value, which are adequate according to the nature of the corresponding asset. Also in this case must choose the one that best complies with the basic standard of association (Weil, 2017). Conclusion Impairment losses consist of asset value adjustments (current assets, property, plant and equipment, intangible assets, financial instruments) that correspond to impairment losses reversible. "An impairment loss on the value of an item of property, plant and equipment when its book value exceeds its recoverable amount, this being understood as the greater of its fair value less costs to sell and its value in use. The recognition of this loss generates an expense in the profit and loss account, as well as its reversion, an income (Thomas and Ward, 2015). It should be taken into account that the reversal of the impairment shall be limited to the book value of the property, which would be recognized at the date of reversal if the impairment had not been recorded. References Anil Kumar, S., Kumar, V. and Mariyappa, B. (2010).Corporate accounting. Mumbai [India]: Himalaya Pub. House. Barker, R. (2011).Short introduction to accounting. Cambridge: Cambridge University Press. Harrington, J., Nunes, C. and Roland, G. (2010).2010 goodwill impairment study. [Morristown, N.J.]: Financial Executives Research Foundation. Hitchner, J., Hyden, S. and Mard, M. (2013).Valuation for financial reporting. Hoboken, N.J.: Wiley. Rajasekaran, V. and Lalitha, R. (2011).Corporate accounting. Noida, India: Pearson. Sellhorn, T. (2004).Goodwill impairment. Frankfurt am Main: Peter Lang. Thomas, A. and Ward, A. (2015).Introduction to financial accounting. London: McGraw-Hill Education. Weil, R. (2017).Financial accounting. [Place of publication not identified]: Cengage Learning.

The Journey In To Kill A Mockingbird free essay sample

Essay, Research Paper The thought of the journey is a repeating subject within American literature. The novel To Kill A Mockingbird by Harper Lee is a piece of literature that addresses the subject of the journey ( though it is more of a psychological and emotional journey than a physical one ) . In To Kill a Mockingbird, the journey takes the signifier of a immature miss s ( Scout s ) realisation that the universe is non as Nice of a topographic point that she thinks it is. Scout s self-enlightening journey begins when her male parent, Atticus takes Tom Robinson s instance. Tom Robinson is a black adult male who has been accused of ravishing a white miss ( Mayella Ewell ) . Mayella and her household are the castawaies of Maycomb ( the little Alabama town where the town takes topographic point ) chiefly because of the manner they live and their unconventional behaviour ( i.e. the kids merely attend the first twenty-four hours of school: He s one of the Ewells, mom am, whole school s full of mutton quad. We will write a custom essay sample on The Journey In To Kill A Mockingbird or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They come first twenty-four hours every twelvemonth and so go forth. ( 27 ) ) Most of the town knows that Tom didn Ts truly ravish Mayella, but they can t acknowledge this to themselves because if they did, they basically would be acknowledging that Mayella, a white miss, was lying and that would non hold been acceptable. They would instead impeach Tom, a black adult male, because that is justifiable in their heads ( in that that sort of behaviour is to be expected from person like him ) . Scout s mundane life experiences are at the caprice of the town when Atticus takes the instance. The townsfolk are ruthless when it comes to reminding Scout of their sentiment of Atticus and what he has done. Scout s first experience with their animus happens at school. He [ Cecil Jacobs ] had announced in the school yard the twenty-four hours before that Scout Finch s dada defended niggas. I denied it but told Jem. ( 74 ) Lookout does non truly understand what Atticus is making or the gravitation ( during that clip period, the 1930 s ) of what he is making. Scout even faces ridicule from household. At Christmas, Scout, Jem, and Atticus go to Finch s Landing to pass it with Aunt Alexandra, Atticus sister. It is at that place that Scout finds that even her ain household disapproves of her male parent s behaviors. Her cousin Francis says I guess it ain t your mistake if Uncle Atticus is a nigger-lover besides, but I m here to state you it surely does mortify the remainder of the family- ( 83 ) Lookout demands to cognize what he means but all Francis continues to make is name Attic us a nigger-lover. Scout s response is I don t know what you re talkin about, but you better cut it out this ruddy hot minute! ( 83 ) Even the grownups in the vicinity take their bend goading Scout and her brother. Mrs. Dubose tells the kids Your male parent s no better than the niggas and rubbish he works for! ( 102 ) From all of these remarks, Scout realizes that all of these people have turned against her and her male parent. This is really confounding for her because she had had a friendly ( or at least slightly apathetic ) relationship with most of them. This is when the realizatio N that the universe is non truly a really friendly topographic point starts to drop in. The realisation becomes steadfastly implanted in Scout s head before and after Tom Robinson s test. The dark before the test Tom is moved to the Maycomb gaol. Jem and Scout see Atticus leave the house and follow him to the gaol. They see Atticus discoursing with a group of work forces who appear to be hostile towards their male parent. What they experience and witness there makes Scout see that people she had once trusted and thought of as friends, had turned against her male parent. One of the work forces in the crowd is Mr. Cunningham, a adult male with whom her male parent often helped with legal affairs. Scout approaches him and attempts to get down a conversation with him, foremost about his boy Walter ( with whom she attends school with ) and so about his deduction. All of her efforts at get downing a conversation fail and she can t figure out why. She is wholly unmindful to the fact that the work forces are at that place to harm her male parent. She merely can non conceive of any organic structure desiring to harm her male parent. During the test, all the grounds points towards the fact that it was Mr. Ewell, and non Tom Robinson who beat Mayella up. However, the jury finds Tom guilty. From this finding of fact, Scout sees how unjust the universe can be. She does non see this on her ain but from the words of others. Jem repeatedly says It ain t right. ( 212 ) After the test is over, Scout thinks that life will travel back to normal. She is mistaken in this idea, though. The twenty-four hours after the test, Bob Ewell meets Atticus on a street corner and tongues in his face. The biggest daze of all though comes at Halloween. The school is seting on a pageant for the town and Scout is to be a jambon. The show goes good. Afterwards, Jem and Scout are waking place through a dark field. Scout has forgotten her places at the school and is still have oning her jambon costume. Jem tells her that they will travel back in the forenoon for her places because it is difficult for her to walk in the costume and it is already late. While they are walking place, Jem thinks he hears person following them and halt to listen. He dismisses the idea and they continue walking. This happens a few more times. The last clip it happens though, the individual who is following them runs up behind them and assail them. Jem ends up interrupting his arm and Scout is severely shaken. It turns out that the individual who attacked them was Mr. Ewell. He wanted retaliation on Atticus and decided that the best manner to acquire it would be to kill his kids. Mr. Ewell is the chief factor in Scout s realisation. Through her many experiences with other people, Scout realizes that the universe is non ever a friendly topographic point and that it can turn on you in the wink of an oculus. To Kill A Mockingbird does an first-class occupation of portraying a kid s loss of artlessness through a psychological and emotional journey. American literature is filled with different types of journeys, some more nonliteral than others, as is the instance in To Kill A Mockingbird.

TOTS Essay Essay Example

TOTS Essay Essay Example TOTS Essay Essay TOTS Essay Essay Life in Fear and Loathing Boo! In Henry James novella The Turn of the Screw, the Greene theory is the most plausible explanation of the events. The Governess is the murderer of Peter Quint and Miss Jessel, and Quint and Jessel return to haunt Bly. The events result in Mrs. Grose gaining a sense of trepidation around the Governess while her plans to take over Bly are unsuccessful. The Governess has no limits when it comes to getting what she desires. After killing Quint and Jessel, the Governess comes to Bly to carry out the rest of her machination. She begins by applying to work at the palatial Bly home after very chary waiting for the Job opportunity to open up. The children at Bly behave consummately and feign having a sweet personality to direct the attention of visitors away from the evil horrors at the home. 9 The Uncle, who interviews the Governess, chooses not to entail himself because he is overworked and cannot find the time to care for the young children. l The storyteller describes how she waits to answer in person an advertisement dames 295). The Governess knows that to ain blatant control of Bly she needs to become an employee and eventually kill everyone at the home. The Governess hears a small child crying outside of her room on her first night at Bly. 2 The Governess previously killed Quint and Jessel and it remains a conundrum of the true cause. Mrs. Grose explains how They were both here- last year Mr. Quint is dead dames 321). Mrs. Grose speaks of the Uncle in past tense because of a mere a slip of the toungue. 4 The Governess eventually kills Miles in his own home, completing a step of her plan . .. held him his little heart had stopped dames 403). Miles dies because the Governess is psychotic and cannot control her baneful desire for death, resulting in Miles getting strangled. 22 The Governess will kill or get rid of any disruptions in her way and complete any task on her Journey for complete control of Bly. Many supernatural events occur after the Governess begins her occupation at the Bly home. Peter Quint an d Miss Jessel begin to haunt Bly with the help of Miles and Flora, sanguinely hoping to scare away the Governess forever. Flora and Miles never speak about Quint and Jessel because they pretend to be ignorant regarding the topic of the ghosts at Bly. 7+8 The Governess first sighting of Quint takes place on the tower roof. She describes how He did stand there! but high up, beyond the lawn and at the very top of the tower dames 310). Quint stays speechless, hoping to daunt the Governess and maker her leave Bly. 12 Shortly after the roof sighting, Quint appears outside of the window, being auspicious that the Governess will become scared. The Governess recalls, His face was close to he glass dames 316). The Governess remains completely scared after the encounter at the window before church and goes to Mrs. Grose for help because she is now aware that Quint appears to intimidate her. 13 Miles goes on the lawn at night to talk to Quint because the Governess sleeps during the later hours of the night, so no one will notice him. 10 Jessel scares the Governess the most when she appears across the pond for the second time. Mrs. Grose claims not to see Miss Jessel because she knows it will be a Jocular prank towards the Governess. She asks Flora goes mad after this event because her peers deny the ghost, and to add to the madness, Flora fakes becoming ill. 18 Flora gets to the other side of the lake by taking a boat with the assistance of Miss Jessel. 17 The first time Jessel appears, when a childs presence remains obvious, aims to scare the Governess while she sits down and sews when Flora plays with a toy. 16 Quint and Jessel succeed when it comes to scaring the Governess; yet still remain unsuccessful because they allow the Governess to castigate the children. The Governess attempts to learn more about Miles and Quint, but Quint stops the conversation by opening the window so wind easily blows out the candle flame. 15 Miles and Flora play a major role in Quint and Jessels plan to haunt and scare the Governess away from Bly. Mrs. Grose notices how the Governess behaves with the ghost encounters, and it changes her recapitulating view on the young woman. Mrs. Grose becomes very fearful of the Governess after realizing what she is capable of doing. She acts happy to see the Governess upon her rrival because she grows sick of Bly and the imputing responsibility of taking charge. Mrs. Grose disobeys the Governess without second thought. The Governess remembers how he had breakfasted with Mrs. Grose and his sister dames 391). The Governess clearly orders that Miles and Flora shall not be with each other and Mrs. Grose breaks the rule. At the pond, Mrs. Grose develops a fear of agreeing with the Governess and denies seeing ghosts along with Flor a. Mrs. Grose exclaims, She isnt there, little lady dames 382). Flora and Mrs. Grose know the ghosts exist but eny it towards the Governess in order to aid in Quint and Jessels plan. l Miles is not actually expelled from school, but Mrs. Grose tells the Governess he is to scare her into thinking that he is a cynical child. 5 He never speaks about the expulsion because he wants to avoid talking to the Governess about the events. 6 Anxious to leave Bly because of the Governess, Mrs. Grose accepts the Job of taking Flora to London for better care. Mrs. Grose states in agony, Take me away, take me away- Oh, take me away dames 383). Mrs. Grose discovers the Governess baleful intentions nd feels the need to leave Bly immediately. She claims Flora behaves oddly so that she gains a reason to leave with Flora and go to London. 20 Even the Governess becomes fearful of her own self after witnessing the damage on the old and tired Mrs. Grose. Mrs. Grose leaving Bly partially ruins the Governess plans. The Governess plan to take over Bly and kill the children only partially succeeds and becomes slightly abortive. She is surprised at how fearful she becomes of the ghosts and fails to realize what they are capable of when it comes to mental destruction. The Governess underestimates the childrens ability to scare the woman, resulting in the Governess banishing Flora from Bly. The Governess feasibly declares, He must take them away dames 353). She cannot handle Floras games anymore and decides to take her out of the situation by sending her away to London. Mrs. Grose becomes very assiduous in getting the Governess to contact the Uncle because the woman goes crazy and needs someone to oust the Governess form her Job. 14 The Governess becomes over-fearful of the ghosts and attempts to gather evidence against them. The Governess recalls being so determined to have all proof Games 402). Since nobody at Bly arrogates to believe the Governess, she starts to doubt herself and needs proof that the ghosts are real. The Governess remains successful in the sense stopped dames 403). Miles truly sees Quint in the dining room and he acts as if Quint is evil, but the Governess catches on and receives motive to kill the boy. 21 Miles acts as one of her main targets and succeeds in murdering him. When Flora leaves Bly, the Governess plan to take over the home with no witnesses results in ruin.

Law of the Sea Case Study Example | Topics and Well Written Essays - 2000 words

Law of the Sea - Case Study Example Territorial waters could be defined to be the territorial waters extending up to 12 nautical mi (22 km) beyond a country's coast which grants it solitary fishing and mining rights in waters limited to 200 nautical mi (370 km) from its coast." (Law of the Sea. 2008). Exclusive economic zones need to be seen in the context of its rights and freedom in relation to other State(s). Any area beyond and adjoining its territorial seas under a specific legal administration made up in this Part under which the rights and jurisdiction of the State seen in relation to the rights and privileges of any other state are a subject matter that is regulated through specific provisions of this Convention. Further, the continental shelf comprises the sea bed and lower soil of the subsoil areas that extends beyond its territorial seas through a natural extension of its land territories. It could also be a distance of 200 nautical miles from which the breadth of the territorial seas is measured, in cases where the outer edge of the margin does not extend up to that distance. (Exclusive Economic Zone. ... (Exclusive Economic Zone: Article 55). Further, the continental shelf comprises the sea bed and lower soil of the subsoil areas that extends beyond its territorial seas through a natural extension of its land territories. It could also be a distance of 200 nautical miles from which the breadth of the territorial seas is measured, in cases where the outer edge of the margin does not extend up to that distance. (Exclusive Economic Zone. Article 76). The above aspects are important since, by virtue of declaring an EEZ, coastal states are able to establish exclusive sovereign rights, albeit respecting rights of other States, in a 200 nautical mile jurisdiction,. This could cover fishing, mining, deep-sea exploration for natural resources, protecting deep-sea life, and other economic activities, and the coastal state has exclusive control and jurisdiction over marine resources and environmental issues occurring in its line of control. (United Nations Convention on the Law of the Sea of 10 December 1982 Overview and Full Text. 2008).The main issue that has arisen is that State A has enlisted the powers available to it under Article 73 of the UN Law of the sea Convention which relates to the enforcement of Rules and Regulations promulgated by the coastal state with regard to the protection of rights over exclusive economic zones of the state. Under this Article, it is well within the powers of a Coastal state to take such steps, including arrest, or internal seizure that may be necessary for the protection of its rights and ensure observation of the provisions of this Convention. (Exclusive Economic Zone). However, it has been categorically stated that should arrest take place, the detained vessel and its crew shall also be immediately released upon

The Modernization and Dependency Theories of Development Essay

The Modernization and Dependency Theories of Development - Essay Example the United States and the United Kingdom) and the less developed countries found in Asia, Africa, and Latin America.This paper aims to present a comparative analysis between the modernization theory and the dependency theory; as such our aim is to highlight the differences in assumption and arguments of both theories that renders them to be of two opposing poles. We shall also attempt to investigate the points in which these frameworks meet and the issues they can find agreement on. It is imperative to first give a brief overview of the contents of both theories in order for as to clearly see the borders in which they work.Modernization as used in social sciences and in this case is defined as the transformation from a traditional, bucolic, and agrarian society into an urbanized and industrialized one (Johnson, 2005a). The social changes that constitute and results from such shift affects the society in which it is occurring entirely, a forward looking development in the lives of its constituents, and also deemed to be irreversible by modernist theorists.Modernization theory placed this concept as an overriding notion for its framework, initially putting emphasis and being born out of the rapid advancement of technology and the mass media during the 1950's and 60's (Johnson, 2005a). It can be recognized as having adapted features from the classic evolutionary theory as well as the functionalist theory. In terms of its evolutionary aspects, modernization theory is a process, literally a social and economic evolution, whereby it claims that all states go through various phases of development in a unidirectional/linear way. The most adopted formulation of such a view, is that of Walter Rostow's Stages of modernization: a.) the traditional (non-modern society that is still agriculturally based, and whose social structure is values and kinship oriented); b.) the takeoff stage can be triggered by natural, rapid climb to modernity because of the set of ideas of indivi dualism, democracy and economic opportunity or pressure to adapt in the rise of other developing countries (this phase may be further characterized by a rise in investment and entrepreneurship, transportation and communications, economic shifts being technological shifts); c.) Drive to technological maturity (marked by the flourishing of national economy and dependence on foreign trade links is dictated by economic calculations and political priorities, not by technical and institutional necessities etc.); and the last stage would be the d.) mass-consumption marked by increase income thus rendering mas consumption possible, consumer goods and services centered production, and an investment in the welfare state (Julkunen, 2006). The modernization theory asserts that the well developed countries have reached the advance stages if not the epitome of development and are at a position that could provide aide and role-modelling for the less developed states. One of the controversial claims of modernization is its appeal to homogenize society, by proposing that third world countries mimic/emulate the example of those in the western world. Dependency in itself refers to the over reliance of one nation on another. Dependency theory arised as a response to the modernization theory; it's core principles and assumptions can be considered to be opposite to those upheld by the latter mentioned. The central claim of this theory is that there exist a highly unequal distribution of Power and resources in the world economic system, and places less developed countries (LCDs) in a dependent position in relation to the industrial powers (Johnson, 2005b). Being one of the many

Importance Of Personal And Professional Skill Education Essay

Importance Of Personal And Professional Skill Education Essay The skill development is not a new concept, but it is becoming increasingly important. The continuing pace of change in business and management means that what we learned in our initial training courses soon becomes dated and irrelevant. It has been estimated that the half-life of skilled knowledge is about seven years. Furthermore, the amount of knowledge and skills continues to increase. Business and management has become knowledge intensive: we have entered the skilled-based economy. In this new world, it is impossible for us to know all that there is to know, yet access to the skilled and knowledge base is increasingly readily available. So what will make us developed skill specialist, rather than poor ones, is that our knowledge is more relevant, and more current, and is applied more efficiently and effectively. The work-place has also changed, with the result that in business and management are expected to have a wider range of skills. We increasingly work in teams on projects and much of what we do is virtual rather than tangible. As one project ends, another begins, and so we move from project to project, from team to team, and from one work-place to another. Indeed, for many, the increasingly itinerant nature of work leads us into several different careers during our working lives. These are strong, compelling reasons for professional development skills for manager, but there are many more. A better informed and more sophisticated public is demanding a higher duty of care and level of service from skilled workers. Linked to this is the increasing risk of claims for negligence from professionals deemed to have failed in their duty or given poor advice. Within organisations, modern quality management systems demand that qualified people are in place to make decisions. If we do not respond to this challenge, we face the prospect of becoming irrelevant. If, as skill professionals, we assume that our old time-served competences will last a lifetime, we will find ourselves becoming candidates for redundancy. The organisations we work for equally run the risk of failing to provide the new products and services that the market requires, resulting in decline. And so we need to learn continually as we work. This requires a skill set all of its own, a skill set we need to learn for ourselves as teachers and mentors, and a skill set we need to instil into our learners for their future benefit. TASK 2 Above we discussed importance of which we might assess our professional and personal development skills. However, what is missing is the route by which we might achieve its objectives. In this case four step approach is used: STEP 1 Profiling Ourselves This is the starting point for our individual professional development plan and should contain the ingredients from the table below: Working Life List strengths and successes Identify expertise that has not been exploited Skills inventory Rate skills and competences on a scale of 1-5 Identify skills needing further development Values, attitudes and beliefs Review the opinion of others Evaluate your own views and opinions Learning skills Identify types of learning preferred STEP 2 Define the Strategy Our development skills need to be correctly focused for maximum impact so that it meets both our individual development needs and those of the organisation for which we work. For Example If our employer has in place an annual staff review and appraisal process, then our individual aspirations and the organisational goals may have been reviewed, and a training and development plan agreed for the foreseeable future. Otherwise, we should discuss our skill development needs with department. STEP 3 Develop an Action Plan Putting the strategy into action can be the biggest challenge. An action plan can help. An effective action plan has four key ingredients: A clear statement of the goal to be achieved The actions required to achieve the goal The target timescale for achieving the goal Criteria to assess when we have reached our goal In order to deliver the action plan, we will have to seek out opportunities for learning and skills development, ideally in partnership with our employer. And since professional development benefits both the employee and the employer, we might find that our employer asks us to make a contribution to our own professional development, by committing some of our own time and perhaps by sharing the costs. Having established our action plan, we next need to decide how we are to go about the learning process. STEP 4 Evaluation and Reflection As we have seen, good development skills rely strongly on self analysis and appraisal to develop our personal profile and to analyse our preferred learning styles. This is not necessarily easy for a number of reasons. First, it can be hard to understand ourselves and see ourselves as others see us. Second, reflecting on skills and competences is not something that we are necessarily trained to do. Third, as the pace of life continues to increase, it is not easy to find time for self analysis and reflection. Mentoring is one way of overcoming these problems. A mentor is someone who can advise and guide you in your career. He or she has a number of roles as an appraiser, a supporter, a communicator and a motivator. The relationship therefore is different from that between a superior and his/her subordinate, and it is unlikely that a manager can carry out these functions. A good manager has coaching skills, is trustworthy, respected and is free from major distractions either within or outside the workplace. OUTCOME 2 TASK 3 Research commissioned by the British Audio Visual Society in 1988 suggests that we remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 80% of what we say and 90% of what we say and do at the same time. For this reason, professional recommends that we integrate learning and working, so that we improve our development skills within the context of our work using real-world problems. Then the time and effort we invest in professional development is rewarded by immediately assisting us to complete the task in hand. Senior skilled professionals believe the immediate usefulness of the learning greatly improves our motivation to learn. Whilst this may be generally true for groups of people, as individuals, we each have our own preferred learning styles. There are many ways to categorize learning styles, but the simplest places learners into one or more of three categories: Visual those who learn best through their eyes and what they see and read. The ideal learning approaches in this case will involve studying magazines and books and learning online. Auditory those who learn best by hearing things, either on tape or in discussion. Dialogue and discussion is important to their learning process. The ideal learning environment is the classroom, but discussions with colleagues and audio tapes can also be useful. Tactile those who learn best by doing, such as taking their own notes or participating in demonstrations and hands-on projects. Ideal structure: magazine and online learning; classroom that encourages participation. OUTCOME 3 TASK 4 The basis for my personal development plan is my ability to look inward into what are my values, who I am, my beliefs, strength and weakness. I was able to reflect and know myself and how I can transform my values into crucial tools that would help my professional development rather than be at the drawback of the clients that would need help in the future. Most counselling and therapy approaches believe that relationship between counsellors and client is very important. Certainly, effective communication between counsellor and clients is an aspect that aids the key elements of a sustainable therapeutic relationship, which includes empathetic understanding, genuineness, unconditional positive regard and trust (Copeland, 2002). It is recommended, that throughout counselling, clients should be free to give feedback and raise concerns about the counselling relationship. I have used the same relationship style in relating with my approach to address conflict and open to change. My research on this study has helped me to readdress my time keeping, studying more and writing more in my personal journal. In accordance with the SMART AND SWOT analysis, I use reflective practice to evaluate and draw my personal and professional plan. Reflection, or rather reflective practice, contributes to professional development by revealing the knowledge and skills used in everyday practice, and exposing areas that require development (Driscoll The-2001). The values that I prioritise in my professional development plan are respecting clients human rights and dignity, and also ensuring the integrity of practitioner-client relationship. Moreover, what is critical in practitioner client relationship is the issue of power discourse. However, what comes to mind is that power is also a potentially destructive weapon that can be used to oppress and exploit people and could lead to abuse in counselling and psychotherapy practice (Thompson, 2003). The principles that I have learnt and hope to adopt in my work with my case study in balancing power relations and dealing with forms of oppression include benefi cence, empowerment and advocacy. Personal SWOT analysis Strengths Im very creative. I often impressing clients with a new perspective on their brands. I communicate well with my clients and team. I have the ability to ask key questions to find just the right marketing angle. Im completely committed to the success of a clients brand. Weaknesses I have a strong, compulsive need to do things quickly and remove them from my to do list, and sometimes the quality of my work suffers as a result. This same need to get things done also causes me stress when I have too many tasks. I get nervous when presenting ideas to clients and this fear of public speaking often takes the passion out of my presentations. Opportunities One of our major competitors has developed a reputation for treating their smaller clients poorly. Im attending a major marketing conference next month. This will allow for strategic networking, and also offer some great training seminars. Our art director will go on maternity leave soon. Covering her duties while shes away would be a great career development opportunity for me. Threats Simon, one of my colleagues, is a much stronger speaker than I am, and hes competing with me for the art director position. Due to recent staff shortages, Im often overworked, and this negatively impacts my creativity. The current economic climate has resulted in slow growth for the marketing industry. Many firms have laid off staff members, and our company is considering further cutbacks. TASK 5 The leadership skills have following functions in relation to Task, Team and individual needs.          i). Defining the task it should define the task  with clear, concrete, time limited, realistic and challenging objective so that his followers can understand properly and complete the task in time. The end of the task should also be defined to make members aware about the success criteria.          ii). Planning of the work Leader should do proper planning on the procedures to be adopted in an open mind before starting the work. The questions based on what, why, when, how, where and who should be answered during making a simple and fool proof plan. Sometimes leader presents ideas and invites question from followers or he suggests tentative plan subject to change afterwards.          iii). Delegation of works Leader gives briefing about role of every individual in task and delegate work accordingly to create the right atmosphere, to promote team relationship and to encourage and motivate all team members.          iv). Controlling   Leader controls their team by directing, regulating, restraining or encouraging individual and team efforts on the task. Leader needs to exhibit self-control over his own sentiments and to have good control systems for effective monitoring financial and task performance for controlling others problem. TASK 6 The concept of personal and professional development is closely related. It could be explained that both concept impacts on one another, depending on the aspect at which we perceive the terms. According to Maslow (1996) Personal development refers to individual self development and the development of others. In addition, personal development may involve programs, tools and methods. As an individual, my personal development includes plans or actions oriented towards one or more of the following aims: goals, developing strengths, improving self-awareness and self-knowledge, building or renewing identity, identifying or improving potential, building employability or human capital, enhancing lifestyle or the quality of life, realising dreams and fulfilling aspirations (Bandura.1997.Jasper.2006). In my personal development, I learn information that will help me become more efficient, successful and happy according to (Peter, 1999). In the UK, personal development took a central place in university policy in 1997 when the Dearing Report declared that universities should go beyond academic teaching to provide students with personal development. In 2001 a Quality Assessment Agency for UK universities produced guidelines for universities to improve personal development as a defined structured and a support process set by an individual to reflect upon their own learning, performance, achievement and to plan for their personal, education and career development (Speck-Knipe.2005). Conclusion Using reflective practice, I have demonstrated in this essay the experience of my personal and professional development. I have differentiated between these two concepts and have also explained how they are intertwined to produce quality and efficient professional relationship in me as a potential counsellor. I have taken on board some core professional values such as trust, confidentiality, developing, professional, relationship and self-assertiveness as principles that underpin my professional development. I hope to apply these valuable experiences to practice as I work with other multi-disciplinary teams to assess service users needs and the law and ethical implications that could arise in the course of my placement. Applying for placement has not been easy hence I am yet to find a place. More importantly, as a student counsellor, the question is how does reflective and reflexive influence who I am? This is an on-going question for me to answer, as I continue with my learning unti l I take off counselling hat, though there is still room for improvement as I consider myself to be a work in progress.