Import procedure of custom clearance at ports - Free Essay Example

Sample details Pages: 3 Words: 758 Downloads: 1 Date added: 2017/06/26 Category Technology Essay Type Argumentative essay Did you like this example? IMPORT Import is any goods or services brought into one country from another country. CUSTOM PROCEDURE It allows for goods to be imported for specific purpose without payment of parts of all of the import duties provided, they remain under custom control until the conditions of the particular authorization are fulfilled. Don’t waste time! Our writers will create an original "Import procedure of custom clearance at ports" essay for you Create order IMPORT PROCEDURE OF CUSTOM CLEARANCE AT PORTS Bill of Entry- Cargo Declaration Goods imported in a vessel or aircraft attract custom duty. If these are not meant for custom clearance at the port or airport of arrival by particular vessel or aircraft, they are intended for carrying the goods by the same vessel, aircraft or transhipment to another custom station or to any place outside India. Consignee has to follow the detailed custom clearance formalities of the landed goods there. In concern to the transit goods, so long as these are mentioned in import report/IGM for transit to any place outside India. Custom allows transit without duty payment. In the same way goods brought in by particular vessel/aircraft for transshipment to another custom station detailed custom clearance formalities at the port/airport of landing are not prescribed and simple transshipment procedure has to be followed by the carrier and the concerned agencies. The custom clearance formalities have to be assembled with by the importer after arrival of the goods at the other customs s tation. There can also be cases of transhipment of the goods after unloading to a part outside India. For other goods which are offloaded importers have the option to clear the goods for home consumption after payment of the impose duties or to clear them for warehousing without immediate discharge of the impose duties in terms of the warehousing provisions built in the Custom Act. Every importer is need to file in terms of the section46 the Bill Of Entry for home consumption or warehousing in the form, as prescribed by regulations. If the goods are cleared through the Edi system, no formal Bill Of Entry is filed as it is created in the computer system but the importer is required to file cargo declaration having prescribed particulars required for processing of the entry for custom clearance. The Bill Of Entry, is to be submitted in a set of different copies meant for different purposes and also given different color scheme. On the body of Bill Of Entry the purpose for whi ch it will be used is always mentioned in the non EDI declaration. The importer clearing the goods for domestic consumption has to file Bill of Entry in four copies; original and duplicate are required for customs, third copy of the importer and the fourth copy is required for the bank for making remittances. In the non-EDI system alongwith the bill of entry filed by the importer or his representative, all the above mentioned documents are required. While filing the bill of entry and giving various particulars as prescribed therein the correctness of the information given has also to be certified by the importer in the declaration form at the bottom of the bill of entry and any mis-declaration has legal consequences, and due precautions should be taken by importer while signing this declaration. Under the EDI system, the importer does not submit documents as such for assessment but submits declarations in electronic format containing all the related information to the se rvice centre. A signed copy of the declaration is taken by the service centre operator for non of data by non-repudiability of the declaration. A checklist is produced for verification of data by the importer/CHA. After verification, the data is submitted to the system by the Service Centre Operator and the system then generates a B/E number, which is declared on the printed checklist and returned to the importer/CHA. No original documents are taken at this stage. They are taken at the time of examination. The importer/CHA also required to sign on the final document after custom clearance. The intial stage for processing a Bill Of Entry is what is termed in the noting of the Bill Of Entry, vis-Ã  -vis, the IGM filed by the carrier. In the non EDI system the importer has to get the Bill Of Entry noted in the concerned unit which examines the consignment sought to be cleared having been manifested in the particular vessel and a Bill Of Entry number is generated and shown on all co pies. After noting the Bill Of Entry gets sent to the appraiseing section of the Custom House for assessment function, payment of duty

Social Acceptance And Its Impact On Adolescence - 945 Words

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Fitting in and meeting the right people is an important part of growing up it is an important part of life, and social interaction is the foundation of society. Everyone wants and needs to be accepted, nobody wants to be rejected. Social acceptance can be difficult because we are all trying to fit in somewhere, and the way society is today it can be very difficult to see where it is you fit in. Have you ever been rejected from other peers and wonder why that is? Or why the kid down the street may tease another child on the same block but not the one next door? Or have you wonderedShow MoreRelatedDevelopment Of A Child s Cognitive And Physical Development811 Words   |  4 Pagesand physical development. Ozretich and Bowman suggest other periods of rapid growth through middle childhood and adolescence such as moral development, self-concept, psychological and emotional traits, relationships to adults including parents, and peer relationships (2008). 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Bertrand Russell on Analytical Philsophy Essay example

The point of philosophy is to start with something so simple as not to seem worth stating, and to end with something so paradoxical that no one will believe it - Bertrand Russell, The Philosophy of Logical Atomism. Bertrand Russell was born in 1872 in Wales, England as a member of a famous British family. He received a degree from Trinity Cambridge College with honors in Mathematics and Moral Sciences. His most famous works included the subjects of logic and philosophy, which were deeply rooted in his mathematics background. In fact, Russell is probably the most highly regarded and most read English-speaking philosopher of our time. Russell was not merely an intellectual, but also a political and social activist, writing many†¦show more content†¦The Analysis of the Mind written in 1921 show the connections between Russells views on the nature of the mind and how matter is altered in relation to it. Russells key themes seem to be that of physical vs. psychological. In fact, Russell expands on the ideas that there is in fact no difference between the two and the only key difference is the perception given by the person trying to distinguish between the two. Russell sees the diffe rence between physics and psychology only in the laws that bind them, or so he states in the opening while it seems this theory will be altered throughout his books. Consciousness is logically fundamental. Without it, how can there be anything observed or even thought about? We need consciousness to experience anything, including but not limited to, sensations and images, memories, beliefs, and desires . Consciousness is, in essence, the most important aspect of the mental state, but Russell does not agree, and says so in the following passage; `Sensation, in the strict sense of the term, demands the existence of consciousness. This statement, at first sight, is one to which we feel inclined to assent, but I believe we are mistaken if we do so. Russell actually holds to the idea that while consciousness is important, it is not necessary. Russell states that he believes we are not always aware of things that happen, and therefore consciousness isShow MoreRelatedDecision Theory: a Brief Introduction28334 Words   |  114 Pagesalso use numbers to represent the values of the alternatives that we decide between. For instance, my evaluation o f the collected works of some modern philosophers may be given as follows: Bertrand Russell 50 Karl Popper 35 WV Quine 35 Jean Paul Sartre 20 Martin Heidegger 1 It follows from this that I like Russell better than any of the other, etc. It is an easy exercise to derive preference and indifference relations from the numbers assigned to the five philosophers. In general, the information provided

Communication Skills in Social Work for Health Care- myassignmenthelp

Question: Discuss about theCommunication Skills in Social Work for Health Care. Answer: Health care field is a demanding and intensive service where health care staffs as well as patients or client may need help to address their health issues or professional issues in life. As health care organizations are the touch points and focus for recovery of patients, newly placed staffs may require help in solving complex issues in their professional practice or a health care professional may require help in effectively communicating with clients to understand their health issues and build therapeutic relationship with patients. Hence, helping process is crucial for client engagement in health care delivery and optimizing their health outcomes. Similarly, the helping process is critical for health care professionals to learn the strategies needed to overcome complex issues in practice. The essays give a detail insight into the stages of helping process and the role of communication strategies in each stage of helping process. Discussion is also provided for the barrier to commun ication process that influences engagement and the ways to address them. In the health care field, health care simulation and debriefing methods is an excellent example of the helping process. The timing, facilitation, conversation and process elements determine the process of helping and learning for target health care staffs (Sawyer et al., 2016). Whatever might be the context or purpose of helping any client, the stages of helping process is similar for all context. All facilitator goes through the five stages of relationship building, assessment, goal setting, interventions and termination and follow-up during the helping process. The first stage of relationship building focuses on establishing genuine relationship with client based on trust and non-judgmental attitude. Any client feel safe and wish to participate in helping process or training only when facilitators respect the best interest of clients and communicate with empathy to help them verbalize their feelings and problem (Fox, 2013). It is also evident that trust between facilitator-client i s built by displaying acceptance, empathy, respect and non-judgmental attitude towards client. Grinberg et al., (2016) showed that in case of care management programs for patients with multiple chronic conditions, the element of security, genuineness and continuity facilitates building authentic healing relationship. Such relationship lead to active healthy management and motivation of patient to address persistent health issues too. The second stage in the helping process is the assessment or clarification stage where formal and informal communication methods and technique is applied to get data regarding range of problems experience by clients. The questions used in this stage may be close ended and open ended questions. Maintaining sensitivity is crucial at this stage because certain question may have negative effects on clients and they may feel anxious or vulnerable (Joyce Sills, 2014).Hence, having knowledge regarding the appropriate ways to communicate is important at this stage. The next stages that follows in the helping process is the goal setting phase which is made easier by going through the first two stages. By this stage, the facilitator is clear about the issues facing client and the appropriate technique needed to address the issue. Based on the knowledge regarding clients issues, goal setting process for the future makes it clear to the facilitator as well as the client as to where they are hea ding. To establish a new goal for client, facilitators also communicate to patient about the desired outcome and benefits of the goals in the near future. The fourth stage in the helping process is the intervention stage where appropriate intervention is implemented according to the learning ability, experience and comfort level of clients (Hackney Bernard, 2016). In context of client suffering from major depression and altered moods, cognitive behavioral intervention is often provided by counselors to replace maladaptive behaviors with desirable behavior (Kendall Hollon, 2013).The final stage in the process is the termination and follow process where relationship ends after the goal of helping is achieved (Fox, 2013). After reviewing the process involved in all the five stages of helping process, it is evident that communication skill plays a crucial role in interacting and building a trusting relationship with clients. Whether the helping process is for any patients or any newly placed nurse in health care setting, integrating communication strategies at each stage is important for the success of mentoring process. Firstly, patience is needed as building relationship requires time and right communication styles. Interacting with clients in a friendly and supportive manner to ensure that client becomes comfortable and develops the trust that that the mentor is there to address their concerns only (Ivey, Ivey, Zalaquett, 2013).In addition, having a non-judgmental attitude and expressing care or concern helps to strike the balance between facilitative and authoritative role of mentors. In the assessment stage too, the style of communication used by the mentor has significant impact on the clients. The supportive skill is demonstrated by the mentors by expressing good intention and purpose of counseling or mentoring. In addition, giving good attentions to clients reduced the feeling of vulnerability in the client and they become comfortable to honestly disclose importance issues or challenges affecting them. The eliciting skill is demonstrated by mentors by asking clarifying questions and prompting the client to say more about any issues. Such process in interaction promotes reflective listening and provokes clients to self-discover their worries and solutions through reflecting (Okun Kantrowitz, 2014).. Moreover, verbal and non-verbal gestures play an important in increasing the success of the helping process. For example, posture, tone of voice, eye contact, touch, proximity and facial expressions determines the level of genuineness and concern for clients. A men tor leaning forward to ask questions and holding their hand gently during communication is a sign of interest in clients issues and being supportive to address their worries respectively (Zhou Fischer, 2017). Hence, it can be said that use of verbal as well as non-verbal communication skills helps to build rapport and extract useful information from clients. Similar communication style is often adapted by counselor when interviewing clients regarding the problem in their lives. Integration of communication strategies is also necessary during goal planning stage. By this stage, the problem or concern of client is known and facilitator communicate with client in a way to determine the problem in current situations and the appropriate intervention needed to achieve the goal of counseling (Eller, Lev Feurer, 2014).. In this stage also, facilitative style helps to collaborate with mentee and make them accept the need to adapt new behavior to achieve desired goals. In this stage, question is often used to analyse the thinking process of mentee and their readiness or acceptance to adapt a new idea. Considering about confidentiality issues and informing clients about all possible risk and benefits of specific intervention is crucial at this stage to motivate clients to accept the change (Smith Lewis, 2015). In the intervention stage, the authoritative style become dominant as mentors need to contribute their experience and knowledge correctly to client to maximiz e the benefits for them. Hence, authoritative style helps to correct the action and offer advice to client. Finally, during the termination stage of helping process, communication is necessary to make it clear to the mentee that a particular goal has been achieve and no more support is required by mentee. They may end the relationship by encouraging the client to continue with new behavior or change (Moore, 2014). The above discussion gives a clear idea regarding the link between communication strategies and helping process. However, many factors act as barriers in the helping and mentoring process which may limit the achievement of desired outcomes. These barriers may include organizational barriers such as lack of value to coaching, lack of time and resources for mentoring, resistance from senior staffs and low priority to mentoring process over other issues in organization (Janssen et al., 2014). In addition, poor communications skills in mentors or conflicting relationship between learner and mentor may hamper the purpose of helping and increase the likelihood of challenges and conflict in the process (Gopee, 2015). In many situations, lack of commitment of learners to adapt to new behavior also creates challenges for mentors during the helping process (Lee, Bell, Shaulskiy, 2017). In case of organization barriers, the issue can be addressed by having a clear process of mentoring and maki ng all key stakeholders aware about the helping process, support, supervision and its benefit for the organization. Having clear idea about the timing and place of mentoring and integrating them in existing practice is also crucial to address the barriers in the helping process. Poor communication skills also limit the purpose of helping purpose. For such mentors, there is a need to learn about socialized perceptions, appropriate behavior and ways to use verbal and non-verbal language with mentees (Liang et al., 2013). The essay summarized the key stages which is essential in the helping process with examples from the health care field. In all the stages, appropriate methods of communication determine the success of the helping process. However, certain organizational and professional barriers to the mentoring process has also been identified that may defeat the whole purpose of helping a staff. In such situation, both the organization and supervisor must identify the key weakness and effectively integrate the helping process in existing practice. Reference Eller, L. S., Lev, E. L., Feurer, A. (2014). Key components of an effective mentoring relationship: A qualitative study.Nurse education today,34(5), 815-820. Fox, R. (2013).Elements of the helping process: A guide for clinicians. Routledge. Gopee, N. (2015).Mentoring and supervision in healthcare. Sage. Grinberg, C., Hawthorne, M., LaNoue, M., Brenner, J., Mautner, D. (2016). The core of care management: the role of authentic relationships in caring for patients with frequent hospitalizations.Population health management,19(4), 248-256. Hackney, H. L., Bernard, J. M. (2016).Professional Counseling: A Process Guide to Helping. Pearson. Ivey, A. E., Ivey, M. B., Zalaquett, C. P. (2013).Intentional interviewing and counseling: Facilitating client development in a multicultural society. Nelson Education. Janssen, S., Van Vuuren, M., De Jong, M. D. (2014). Motives to mentor: Self-focused, protg-focused, relationship-focused, organization-focused, and unfocused motives.Journal of Vocational Behavior,85(3), 266-275. Joyce, P., Sills, C. (2014).Skills in Gestalt counselling psychotherapy. Sage. Kendall, P. C., Hollon, S. D. (Eds.). (2013).Assessment Strategies for CognitiveBehavioral Interventions. Academic Press. Lee, J. J., Bell, L. F., Shaulskiy, S. L. (2017). Exploring mentors perceptions of mentees and the mentoring relationship in a multicultural service-learning context.Active Learning in Higher Education, 1469787417715203. Liang, B., Spencer, R., West, J., Rappaport, N. (2013). Expanding the reach of youth mentoring: Partnering with youth for personal growth and social change.Journal of Adolescence,36(2), 257-267. Moore, C. W. (2014).The mediation process: Practical strategies for resolving conflict. John Wiley Sons. Okun, B., Kantrowitz, R. (2014).Effective helping: Interviewing and counseling techniques. Nelson Education. Sawyer, T., Eppich, W., Brett-Fleegler, M., Grant, V., Cheng, A. (2016). More than one way to debrief: a critical review of healthcare simulation debriefing methods.Simulation in Healthcare,11(3), 209-217. Smith, M. K., Lewis, M. (2015). Toward facilitative mentoring and catalytic interventions.Elt Journal,69(2), 140-150. Zhou, Y., Fischer, M. H. (2017). Mimicking non-verbal emotional expressions and empathy development in simulated consultations: An experimental feasibility study.Patient Education and Counseling.