In Pride and Prejudice, who is to be blamed for Lydia’s behaviour? Essay

In ‘Pride and Prejudice’, there are a number of people who can be blamed for Lydia’s behaviour. Lydia develops into a selfish, egocentric, thoughtless and superficial girl through the influence of others and a lack of discipline and boundaries. Primarily, Mrs. Bennet is to blame. Lydia and her mother are ‘two of a kind’ – silly, vain, snobbish, pretentious and flirtatious. Mrs. Bennet has indulged and cosseted Lydia and favours her above her sisters. Instead of preventing Lydia from making an embarrassment of herself and disgracing the family by flirting with the officers when she is too young to socialise, Mrs. Bennet encourages her behaviour in the hope of getting at least daughter married off. Both Mrs. Bennet and Lydia seem to have a fondness of men in uniform, and are unfortunately crude enough to show it. In fact, Mrs Bennet says, † I do remember the time when I liked a red coat myself very well – and indeed so I do still at my heart. â€Å" From this we can see that Lydia has inherited her foolishness from her mother. Mrs. Bennet is a social climber and very interested in marrying well, but upon hearing of Lydia’s elopement with the discreditable Mr. Wickham, instead of being angry is excited, and thinks only of the wedding clothes. Yet if her daughters Elizabeth or Jane had eloped and were marrying a man with little money and many debts, Mrs. Bennet may not have been so thrilled. Mr. Bennet also has a reasonable input into Lydia’s behaviour, but in a totally different way from his wife. Lydia’s father isolates himself in his library, burying himself behind books and a wall of sarcasm, allowing his wife to take responsibility for his daughters’ upbringings, with the knowledge that she wasn’t fully capable of doing it satisfactorily. When Lizzy warns him against letting Lydia go to Brighton, Mr. Bennet does not take heed, and allows Lydia to go anyway. This is because he thinks that Lydia may be brought back down to earth and shown that she is not so important in Brighton, and that she would be in the safe hands of Colonel Forster’s wife. Mr. Bennet also knows that if he did not, then Lydia would emotionally blackmail him by nagging and crying, as would his wife until he granted permission. Instead of disallowing her, Mr. Bennet is weak and gives in, as he thinks it will be easier for him. Little does he know that Lydia will elope with an officer and disgrace the whole family. However, at the end of the book, he realises his mistakes, and blames himself for Lydia’s behaviour. He says: â€Å"You may well warn me against such an evil. Human nature is so prone to fall into it! No, Lizzy, let me once in my life feel how much I have been to blame. I am not afraid of being overpowered by the impression.† Another person partly to blame is Mr. Wickham. It is not entirely Lydia’s fault that she cannot resist his charms, as after all, he deceived her older and far wiser sister too. However, his intentions were not honourable and he did not seem to have any intention of marrying Lydia. Had Mr. Darcy not intervened and bribed Wickham, Lydia could possibly have gone home disgraced, with no possibility of marriage in the future. In addition, Elizabeth herself might feel partly, if not wholly to blame for Lydia’s behaviour; she knew what Wickham was capable of, having heard Darcy’s account about his past behaviour. She could see what Lydia was doing and could have potentially prevented her sister from being subjected to scandalous gossip and also stopped Lydia from making a fool of herself by letting people know what Mr. Wickham was like. In considering the role that various characters have to play in Lydia’s behaviour, we tend to forget that everyone has a responsibility for themselves, and their actions, including Lydia. After all, she has older sisters who turn out to be respectable young women who have happy, loving marriages to wealthy men. Maybe Lydia has more input into her own behaviour than we should ignore.

Catholic Religion Against Birth Control Essay

Religion Against Birth Control The Catholic Church has had a ban on birth control from the earliest days of the Bible. The catholics believe that birth control is absolutely wrong, and a grave sin. Birth control has been around at least since the times of the ancient Greeks and Romans . During these days birth control came in the form of animal skin condoms and various poisons to be used as spermicides (â€Å"Catholic Church Birth Control. â€Å"). Catholic believers were told to receive every new born life as a gift from God. The first ever mentioning on banning birth control is in the book of Genesis 8:8-10. The next mention on birth control being wrong is located in the book of Deuteronomy 23:1 (â€Å"Catholic Church Birth Control. â€Å"). Catholic families were told then to actively seek in having as many children as they possibly can. The more children that Catholic families have, the more Catholics there are to spread that way of life and to pay the church’s tithes. The barrier methods of birth control, such as the condom, the cervical cap, the birth control pill and Depo Provera are thought to interfere with the act of conception (â€Å"Epigee HOME. â€Å"). Preventing the egg from being fertilized by a sperm may hinder a womans pregnancy and stop the beginning of the pregnancy stage. Purposely stopping the joining of an egg and sperm is thought to be a sin, therefore these forms of birth control are not accepted. Since then Catholic leaders have become very furious about the Obama healthcare law which is forcing Catholic schools, hospitals, and charities to buy birth control pills, abortion-producing drugs, and sterilization coverage for their employees (Obama vs. Catholics: The War on Religious Freedom. ) Barack Obama and Kathleen Sebelius think that the church is wrong, and that it should grant women access to contraception (avoid pregnancy) despite their moral opposition. The battle between the Catholic Church and the Obama administration has landed in headlines today. As the church begins a fight against Obamas January 20th Health and Human Services mandate that Catholic employers and insurance agencies should provide contraception, sterilization, and abortifacients to employees and clients (Obama vs. Catholics: The War n Religious Freedom. â€Å") In ruling, the Administration has cast aside the First Amendment to the Constitution of the United States, denying Catholics the Nation’s first and most fundamental freedom, that of religious liberty. As a result, unless the rule is overturned, Catholics will be force to either violate their consciences, or to drop health coverage for their employees. There is no war on religious freedom; there is, however, a war on women and a combined effort to deny us our rights to fair and equal treatment, under the disguise of eligious freedom. Even if we try to force the Catholic Church to provide a service that srikes on its doctrine because it’s a service we want, then we forfeit a sacred freedom. If we are willing to resign freedom for accomodation, then we have lost sight of the real purpose for which this country was founded. Works Cited â€Å"Catholic Church Birth Control. † Lisa Shea. Web. 18 Apr. 2012. .

Effective Teaching and Learning Essay

Teaching is not just one way, giving information to students and expecting them to draw from the information! A teacher (to be professional and effective) also needs to know all the different theories, models and learning styles. Embedding models to enable best practice in each session and allow students to absorb valuable information. The tutor is to reflect on each session, for example look at what went well and what didn’t go so well. Differentiating between different students abilities and learning styles. Teachers are constantly reflecting, not only if the students are learning from the tutor but the tutor should be constantly learning best practice and not become stagnant! Petty, G states â€Å"It is not an admission of weakness to seek advice and support; it is a measure of your active professionalism† The author explores the different theories associated with teaching of learning and assessment, demonstrating how she uses them in her confidence and self esteem course. The main ones that will be looked at in detail are behaviourist, cognitivists and humanist, Transactional analysis and types of assessment. Androgogy and Pedagogy, Maslow’s hierarchy of needs, the three main ego states and Temporal and Boydell’s (1977) Barriers to learning. There are three main theorists; behaviourist, cognitivists and humanist. Behaviourist theory was based on stimulus response from a dog. To see and measure how it learns. Pavlov (1927) states that what can be measured is classed as learning. Pavlov did an experiment with a dog. This to me is more like conditioning rather than learning. Pavlov was primarily a physiologist and very interested in how the mind works. If a person was hungry they could be conditioned to salivate by the ring of a bell if they were conditioned to have food straight after. Starving a person and getting it to do something (ring a bell) to enable it to eat is a strange way to analyse a human is learning! To treat humans in this way and relate it to humans is barbaric, just look at the year it was printed. This was also the time when electric shock treatment and locking people in straight jackets was acceptable! Skinner (1938) also did some work with animals and called it operant conditioning. His findings were the reward that the animals were working towards not the stimulus e. g. not the bell but the food! Reward is good and has been proven by theorists that this keeps the students interested (although these findings were tested on animals and humans). The reward could be learning new skills to change and overcome a barrier, gain the qualification in confidence building. Getting a pat on the back for good work handed in! The students will repeat behaviour if they are gaining a reward. The reward can also be the achievement of learning new skills for life, as in the confidence course. Skinner also believed that negative feedback was demoralising and stopped learners learning which the author fully backs up. One has to be very sensitive with feedback, especially when dealing with students with low self esteem. Most of the learning is self reflective and many self awareness exercises are done, rather than criticising or not passing a certain grade. Most learning is done through discussion and self reflection Piaget (1926) had a different view from Pavlov, he believed that the persons thought process was more important and learning was developmental. Meaning they learn and add to what they already know or have learnt. It is about linking information Knowledge is constructed though interaction with the environment. A cognitive process which requires new information, allowing the learner to evolve and transform their existing knowledge and apply this to new situations. (Armatage, 1999 Pg62) On the confidence course a cognitive approach could be to ask the learners to describe how you have used the goal setting to achieve a happier life? I am asking the students to work on a deeper level, not just retaining the information but also demonstrating how to develop it into their own life and past experiences. The cognitivists and the behaviourist are more to do with controls and being tutor led, the Humanist theory looks more into the nature of the learner and the learners’ actions that create the learning situation. The direction is for autonomy, development and growth, the search for meaning and setting goals for themselves. This is very relevant in the goal setting stage of the confidence building course. When the students goal set for a happier, healthier and more positive future. This is looking at and building on the skills that learners already have through life experiences. The role of the tutor is to encourage the students to reflect and to increase the range of experiences for the students to move on with their individual goals that are not dictated by the tutor (myself) The two major writers in this field are Rogers (1974) and Maslow (1968) Rogers viewed this as a series of drives towards adulthood, autonomy, responsibility and self direction. This is all about empowering oneself rather than being told what to do. Maslow looks at a whole hierarchy of needs (please see graph below) Maslow believes that one has to move up the pyramid of needs before they can self actualise. For example one wants their basic needs to be met Biological and Physiological needs – air, food, drink, shelter, warmth, sleep. This then moves on to look at safety and security. Safety needs – protection from elements, security, order, law, limits, and stability. Belongingness and Love needs – work group, family, affection, relationships. The learners on the confidence course are encouraged to continue as a group to support each other with future goals once the ten weeks are up. This continues to have a positive effect on the learners’ future goals and encourages positive relationships. Esteem needs – self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility. This comes from the achievement of attending and finishing the course. Cognitive needs – knowledge, meaning, making sense of things. Understanding why they come to have low self esteem and understanding there are many ways to change this. Self-Actualization needs – realising personal potential, self-fulfillment, seeking personal growth and peak experiences. This definitely comes on the last session when the learners feel so empowered to move on with goals that have been set. Making a vision board that is related to a persons self actualisation. Up until 1970 teaching strategies were known as pedagogy which is Greek and means â€Å"to lead a child† Knowles who is a huge figure in the humanist school challenged this as he didn’t think it appropriate for adults. Knowles (1970 Pg 57) believes â€Å"Once an adult makes the discovery that he can take responsibility for his own learning, as he does for other facets of his life, he experiences a sense of release and exhilaration. He then enters into learning with a deep ego involvement, with results that are frequently startling to both himself and the tutor† Hanson (1996 pg 99) argued against a clear dichotomy between adult and compulsory education. He believed that adults are not necessarily more experienced because they have lived longer! This can be true as some of the students I come across have no literacy skills which will be classed as a major intellectual barrier (see the five barriers below) and come on the course with a support worker. This does not mean they don’t have articulate skills in other areas, such as time management and people skills. There is no point taking only an androgogical approach until students acquire the ability to learn the basic study skills. This leads onto the barriers that adult learners may face. Temporal and Boydell (1977) highlighted five barriers to learning which were: perceptual, cultural, emotional, intellectual and expressive. Perception could be a huge barrier that students face. Most that come on the course have had a bad school experience and this maybe the last time they studied. Students are worried if they will feel comfortable in the class, worried if they don’t understand what the tutor is talking about, concerned if they know someone in the class from their local area, or have concerns about feeling stupid. Perception is a huge barrier to overcome and nothing the tutor can do if the learner does not start the course. Cultural pressure could be family and friends not wanting the learner to do courses to progress, especially when they see time is being taken from the family. Temporell and Bordell (1977) have identified low self esteem as a barrier to learning. This is very difficult as there are many potential learners that phone up to do the course but then don’t have the self esteem to walk through the door. When the learner finds it difficult to express themselves, they can still learn from the course by listening to group activity. It has been noted on many courses when introducing another person to the group the learner finds it easier to talk, rather than introducing themselves they can talk for a longer period of time about their colleague. This is useful on this type of course (self esteem building) if this is not the first course the student does as a mature learner I am not sure how they will cope if they are moving onto more academic courses. Overcoming personalities and ego states can also be classed as a huge barrier, getting the student to the adult- adult ego state. They may only have had the experience of critical child ego state. One of the students commented on their childhood school memories, of standing in the corner and made to feel stupid because dyslexia wasn’t recognised then! The critical teacher (ego state critical parent). Transactional analysis (D Childs, 2004) describes three ego states Parent, Adult and child. The parent ego state falls into two categories, critical parent and nurturing parent. The nurturing parents function is to nurture themselves and others. Critical parent function is to control the behaviour of themselves and others. This can show as a critical teacher putting their students down and being condescending. The first class is entered by most students in the adapted child ego state, helpless and hurtful. Facial expressions looking scared and tearful. All students are treated as adults with a lot of nurturing parent in the first session. This is to put the students at ease and in a relaxed state with myself the tutor and their peers. The scene is set together writing boundaries as a group for the group to bond, be comfortable, respected and respectful. Once this is done the students are aware that they are being respected. This is overcoming the first barrier to allow learning to take place. The author strongly believes that if a student is not at ease they will not absorb valuable information. Also putting the students in the adult ego state. This agreement is done in unison, with the students taking ownership of their actions and behaviour with others. This can be done through setting their own boundaries. The last group agreed to switch off mobiles, only allow good gossip, no dumping (talking about personal problems), have fun, respect on another, what’s said in the room stays in the room, listen if someone is talking, not hog the conversation (give everyone time to talk), not to give opinions unless they are asked for, support one another, no swearing. This could be a Eureka moment as some students may have never been aware of how they come across nd wonder if they have been respectful to people in the past. Learnt behaviour is very hard to change in just one session. This is a huge self awareness exercise. A student may write â€Å"no swearing† (as a boundary) as it is offensive; another student may challenge this as this is challenging how that student has been reared. Where swearing is part of everyday language. They are bewildered to find that this would offend another person. Due to another student being brought up in a house full of arguments and fighting he feels threatened whenever he hears swearing. This could be the first course students have done out of their comfort zones. Other students can be from other classes, cultures and backgrounds. Being made aware what is acceptable and what is not acceptable can sometimes come as a shock. Some students complain to me of other students not washing and smelling unclean. This is a very sensitive issue and has to be dealt with very carefully, especially when working with people with mental health or very low self esteem. Some students wonder why they should bother washing as they have come from a family with no hygiene. How would a person know this if it wasn’t taught at home? We don’t learn from people sniggering behind our backs! When looking at why the students have chosen the victim path, their eyes widen as discussion unfolds. Especially when looking at critical parent. Most of the students have got or had a parent, partner, friend (so called), sibling or even a child that tries to control their behaviour. For the student looking at this in black and white is a real Eureka moment. What they find hardest is when they change ego state to adult. They find that the person that plays critical parent in their life becomes angry and resentful. Critical parent usually trying to make the student feel guilty for their â€Å"adult† state. The student then becoming the victor not the victim. When reflected upon the student can see how this relationship no longer serves a purpose. Unless the critical parent changes their behaviour the student sees the relationship as negative and will no longer want to pursue it. Learners generally come onto the course with some negative attitudes about the world or people around them. Empowering learning and research and overcoming barriers they may have encourages the students to challenge their own behaviour. When the tutor contradicts learner’s attitudes and values, class discussion can become heated. Students can become angry. This is very much a part of the learning journey in confidence building. Self assessment and self awareness exercises come in very useful, enabling the student much self reflection allowing students to overcome their own barriers through their own assessment. Initial assessment is used to see what level the student is at if the learner can cope with the work load. Do they need an individual learning plan or see if extra support is needed with numeracy, literacy or ICT. Petty, G does agree â€Å"If the needs of the learners are met, the chances of success are greatly increased† backing up how important an initial assessment can be (2009, pg 530) Curzon, L argues that examinations on many courses can be different, so can sometimes not have legitimate weighting (2006 Pg385) meaning they can have repressive or restrictive influences on teachers and students. It is thought that an initial assessment (numeracy or literacy) could startle a student at the beginning and make them feel inadequate. This could be because they were academically inadequate at school, the same fear could return, with no return of the student on the next session. Petty, G also states that just because a student has their math’s GCSE doesn’t mean they can do algebra or percentages. This won’t help in the science lab. (2009, Pg 542) One argument would be that this has separated the wheat from the chaff. Teachers now have to teach to individual learning styles, instead of blaming the learners for not learning or gaining the qualification, the tutors are looked upon! Petty believes all students can learn, given the help and support that is needed, the author being agreeable. Assessment is very important to know where the learners are at the beginning, middle and the end of the course. This is to reflect and measure where they are at the beginning of the course in terms of self esteem. This is done by a scaling questionnaire, which also measures where the learner is in terms of happiness, self esteem, confidence, relationships, communications skills, health, social skills and social activities. The author would prefer to empower her students, instead of giving the students fish, she would prefer to give them a fishing rod to eat for life. It is about empowering students to move on with their life positively. The students don’t need to be spoon fed or hand held. They just need to learn the tools and skills for a happier and productive healthier lifestyle. This is why the tutor is in favour of the Humanist theory. Skinner believes that positive feedback gets students motivated whilst negative feedback stops students in their tracks, demotivating. The behaviourist teacher is in charge and is a good role model to her students giving the students rewards which are positively reinforced with praise, smiles and positive comments on work done. This is very useful as it also activates growth in self esteem. This theory is very successful with students who lack self esteem, therfor very apt in the confidence course. The learners work more effectively as they are encouraged to reflect and self evaluate where they are in terms of self esteem and confidence. Students work well interacting and challenging negative self fulfilling ideas as a group and overcoming barriers together. The students finish the course still on a learning journey of positive self discovery through meetings and recommended reading. The role of the tutor is to encourage the students to reflect and to increase the range of experiences for the students to move on with their individual goals that are not dictated by the tutor (myself) The two major writers in this field are Rogers (1974) and Maslow (1968) Rogers viewed this as a series of drives towards adulthood, autonomy, responsibility and self direction. In conclusion the author believes teaching is not directive and one way, It has to be two way for it to be effective. Tutors need to be reflective and differentiate between all students learning styles and abilities. The author strongly feels that Pavlov’s theory is inhumane and out with the ark. Taking responses from animals is very old hat and I’m sure if you starved any animal or human they would ring a bell to get food, as this is our primary need to live. Humans are much more intelligent than rats and dogs. Pavlov was firstly a psychologist and would be looking at animal responses rather than learning. The author backs up Skinners theory and has seen it work in the confidence course. Once the student is told they are actually good at something (not just a mother, father or sibling) it encourages them to want to do better and have a happier, healthier life style for all their family. This has a huge knock on effect on their friends and people around them. They usually signpost their friends and partners on to the course. Negative feedback is demoralising, what the tutor finds useful is asking the student how they would do it next time if they wanted a positive outcome. This allows the student to self reflect and learn by experience, which is a far great learning curve. This theory links in with what Paignent, 1926 believes, that a persons thought process was more important and learning is developmental, linking information and learning what they already know. The cognitivists and behaviourist are more to do with being tutor led. The author prefers the humanist theory which looks more into the nature of the learner and their actions that create the learning situation. Maslow looks at the whole hierarchy of needs and backs up the belief of the author. Maslow believes that one must move up the pyramid before they can self actualise. Maslow’s theory is used and demonstrated on the confidence course. The tutor wants the students to see what is needed to move up the pyramid. One student came in the following week and told me she had moved house because her safety needs were not being met due to having ASBO neighbours. The student had been complaining to the council for many years. After seeing Maslow’s hierarchy the student decided to take herself out of the situation! Using the Maslow model in class, students can see in black and white why they have no self esteem and cannot self actualise and why their social or safety needs are not being met. For example fuel your body with healthy food like a car would use the best oil. Safety needs, live with people that you feel happy and safe with. Look at the positive people and negative people in ones life. Associate with positive people more rather than the negative ones. Belonging and love. Students start measuring who is respectful and positive in their life. Teporal and Bordell (1977) have identified low self esteem as a barrier to learning. One believes that overcoming barriers and having self esteem is much wider spread than one thought. It would be beneficial for students to have a self esteem test as part of their initial assessment. This would be invaluable efore the students go on to do literacy and numeracy. Looking into how ego states come into learning is very interesting; the humanist would welcome the adult to adult state. Whereas the cognitivists would play a more critical parent role when teaching. Whilst doing this essay the author has really looked into all the theories and models and it is apparent that these ideas were put forward many year s ago. We have moved on so much in seventy years, it would be interesting to see new theories or updated old theories that are based on more realistic activities and research.

Further Law Questions Essay Example | Topics and Well Written Essays - 1000 words

Further Law Questions - Essay Example Title III is the Computer Maintenance Competition Assurance Act, which creates an exemption for making a reproduction of a computer program by activating a computer for purposes of preservation or repair. Title IV contains miscellaneous requirements relating to reserve education, the aptitude of libraries to make transient recordings, web casting of sound recordings, and the applicability of communal bargaining conformity obligations in the case of transfers of rights in motion pictures. Title V is the Vessel Hull Design Protection Act, which creates a new form of protection for the design of vessel hulls.( Digital Millennium Copyright Act ) More complex questions come up when Congress uses its lawful power over commerce to inflict circumstances on the entrance of a product into the torrent of commerce that may have the effect of modifiable manufacture, labor, or agriculture. It may be that Congress lacks the power to enforce such a guideline in the lack of any danger to expressway commerce, but that adequate incompatible set of laws by enough States can create such a threat and thus make the exercise of congressional power lawful. Our government gives room for difficult questions and is liable to Congressional abuse, but the intermittent difficulty in drawing lines does not mean that the enterprise should be discarded. (Robert & Daniel E, 1) Ans 2) There is a huge list which is deemed as copyrightable material , this can be music produced , plays , scripts , CD's , drama's , audio's and other video's , computer software's , Specific product or service names. Factory or business slogan, or name. Etc all sorts of computer hardware and software produced. Ans 3) this law specifically applies to the computer software produced and also distributed in the country. It is considered a criminal offense to copy any such material or redistribute it in your own name. Ans 4) Individuals by law are prohibited from accessing the Services and the Sites and materials accessible over the Services or the Sites from territories where such actions are illegal. They should also agree to meet the terms with all local rules applicable to them in relation to online demeanor and content in connection with their use of the Services and the Sites. Ans 5) 501. Infringement of copyright2 (a) Anyone who violates any of the exclusive rights of the copyright owner as provided by sections 106 through 122 or of the author as provided in section 106A(a), or who imports copies or phonorecords into the United States in violation of section 602, is an infringer of the copyright or right of the author, as the case may be. For purposes of this chapter (other than section 506), any reference to copyright shall be deemed to include the rights conferred by section 106A(a). As used in this subsection, the term "anyone" includes any State, any instrumentality of a State, and any officer or employee of a State or instrumentality of a State acting in his or her official capacity. Any State, and any such instrumentality, officer, or employee, shall be subject to the provisions of this title in the same manner and to the same extent as any nongovernmental entity. (b) The legal or beneficial owner

Culture Assignment Example | Topics and Well Written Essays - 250 words - 4

Culture - Assignment Example In his article, Martin Lever explores and clarifies the importance of nurses being knowlegdable in the culture of their patients especially when dealing with individual patients(Leever, 2011). He argues that the competence of nurses in culture is likely to contribute to positive results in the healthcare of a person they are caring for . Lisa Bearskin in her article agrees with Martin Leever that indeed possession of cultural competence by nurses has a positive impact on the patients. She points out that the nursing profession has evolved over the years in terms of appreciating and including culture in delivery of service to the patients (Bearskin, 2011). However, she advises that the nurses should not focus only on being competent in culture but also concentrate on â€Å"cultural safety by way of relational ethics† as â€Å"a more respectful way to achieve ethical nursing practice in everyday situations† (Bearskin, 2011, p.557). Nurses should pay close attention to the specific needs of each individual patient in order to achieve their objective of delivering the best healthcare service to the patient. Health care facilities should therefore position themselves by ensuring that they are prepared and ready to accommodate the cultural needs of their patients and should show that commitment through adequate training of their nurse staff (Leever,

The jainist and Carvaka approach to ethics Are they compatible Essay

The jainist and Carvaka approach to ethics Are they compatible - Essay Example The Jainist approach to ethics is based on self-denial in a somewhat form of bondage in order to conquer all manners of desire and senses to give up all pleasures and passions (Bilimoria, Prabhu, & Sharma, 2007). They believe that the world is made up of two elementary/ basic parts being the living and the non-living and that life is so precious and should not be tampered with at any time. This principle makes the Jainist to not only be vegetarians but only eat the by-products of living things such as fruits and milk only without terminating a life as they have the view that every living thing has a soul. Jainists have the view that there are innumerable substances whereby each has innumerable aspects, and that there are innumerable atoms and souls in the universe that have innumerable characteristics. They also hold the view that all matter and souls have their own independent existence in what is known as the realist pluralism and that every substance has both positive and negative characters. Jainist also respect other peoples view on something as they believe that every substance has multiple aspects and that the knowledge of human is highly limited and cannot know everything about an object and that every judgement is subject to some conditions and limitations. They believe there is no single statement that can explain the complexity of an object and that the knowledge of a thing is determined in relation to another and is relative. Jaina thinkers also hold the view that every substance has an essential character and an accidental character and that the substance cannot exist without the essential character. In a soul for instance, the essential character is consciousness whereas the accidental character of soul is desire, pain, volitions, pleasures and passions (Bilimoria, Prabhu, & Sharma, 2007). In soul liberation, one has to get rid of the accide3ntal characters of the soul in self-denial in order to live in a manner that is desirable and exemplifies r espect for the universe. Jainist states that association of the body with the soul make the soul to be in bondage and liberation of the soul can only be achieved through separation of matter from the soul. Thus, it is internal and external passion that leads us to bondage and suffering and liberation can only be achieved through differentiation of the body from the soul. Jainist have ultimate respect for life in a principle and believe that one should not even have the thought of terminating a life and that one should abstain from all forms of desires and worldly passions (Bilimoria, Prabhu, & Sharma, 2007). There is also the principle of abstinence from falsehood for one to be able to conquer the accidental character of the soul and the principle of abstinence from theft as property is accorded the sanctity of life and also abstinence from self-indulgence. On the other hand, the Carvaka is sceptical schools of thought that challenges all other schools of thought including Jainism a nd Buddhism and seeks to find the truth. It challenges all the traditional values on ethics and takes a dogmatic and sceptic approach to ethics and even the universe, as it upholds materialism whereby

Problem-Solving Scenario Essay Example | Topics and Well Written Essays - 1000 words

Problem-Solving Scenario - Essay Example At the onset, problems are often manifested in the form of a confounding issue concerning a particular person or situation. These pressing challenges could be confronted in one’s domain: either at home, in the academic setting or in the workplace. In this regard, the aim of the current essay is to proffer pertinent issues exemplified as problems within one’s work setting; to identify the alternative courses of action; to evaluate these options by providing pros and cons; and to finally recommend the best possible solution. Problem Definition Who: The persons affected by the problem include me and my co-workers and expand to management and other stakeholders who we regularly interact with in the organizational setting. What: There are symptoms that emerge such as poor attitudes in the workplace (always complaining); no dedication (only there for a paycheck); co-workers looking at other workers’ performance but fails to focus on one’s job; high turnover; low productivity and therefore contributes to below average financial returns. When: The problem actually persisted since higher management fails to design and implement a motivational and performance evaluation program and that would recognize and reward exemplary performance and apply sanctions for employees who consistent perform below par. There is also failure on the part of management to present a Code of Discipline for the employees that contain sanctions for violating company policies and a set of benefits and rewards for exemplary performance. Where: As indicated, this problem exists in one’s work setting. As recognized, the symptoms such as high turnover, low productivity, low performance and no commitment or concern are manifestations of a greater problem. The root cause for all of these is the failure of management to design and implement motivation and performance evaluation programs that would gauge the performance of all personnel and motivate all workers to perfo rm according to what the organization needs to achieve. In this regard, this is a motivational problem and leadership problem. Alternative Courses of Action 1. Status Quo: This course of action simply ignores the problem. Nothing is proposed to be done. Nobody stands up to recognize the problem and allows the employees to perform below par. The advantage of this option is that there would not be any disruption in the present set-up; as no proposal for change is suggested. On the other hand, the disadvantage of this option is that continued high turnover would result in lower productivity and the continued lack of motivation would cause lower morale. The result would be lower financial returns and possibly financial losses, in the long run. 2. Get out of the Organization by Resigning: This course of action would enable one to relieve oneself from the burden of seeing and experiencing unproductive colleagues who are indifferent; always complaining and exudes low morale. The advantage of this option is that one could possibly find employment in other organizations with more positive working environment with high morale and with an effective motivational system in place. Likewise, the disadvantage of this option is that one could not find an immediate replacement of one’s employment and could end up unemployed and unproductive. Further, this option would not solve the problem in the organization. 3. Send a Formal Advice to Management: This course of action aims to make the management team aware of the low morale and low performance due to the lack of motivation exemplified through ineffective performance evaluation, a system of rewards and punishments, and the application

Recommendations for a Company Case Study Example | Topics and Well Written Essays - 1250 words

Recommendations for a Company - Case Study Example Your firm is rather new in the market. Still, it should be carefully structured and monitored so that failures are identified early and appropriate solutions are given. Most important, the time spent on recovering from failures should be minimized otherwise there would be no time left for focusing on the firm’s expansion, a problem that you have already faced. As a leader, you have to emphasize on keeping the firm’s productivity at high levels (Schermerhorn 2011). You also have to ensure that the resources available are used appropriately so that organizational performance is high as possible (Schermerhorn 2011). In general, the management of organizations is based on four, key, functions: ‘a) planning, b) organizing, c) leading and d) controlling’ (Daft & Marcic 2012, p.9). This means that the leader who aims to secure the success of his business has to be able to respond to the demands of all the above management functions. Apart from the above functions, of particular importance for modern organizations is ‘the achievement of organizational goals’ (Dyck & Neubert 2008, p.7). ... In this way, the mistakes made will be identified and measures can be proposed for avoiding similar problems in the future. In regard to the mission statement of the organization the following comments could be made: a) although the mission statement responds to a basic need of the local market, i.e. the need for convenient accounting services, it seems to suffer at the following point: it does not refer, either directly or indirectly, to credibility, as a criterion of the services provided by the organization. In the specific sector, credibility is quite important at the level that any failure could lead to high penalties for the customer/ taxpayer. Therefore, the firm’s mission statement could be possible alternated. The phrase: ‘Credible management of your finances’ could be possible preferred instead of the firm’s existing mission statement: ‘Have laptop, will travel’; b) in its current form, the firm’s mission statement is related t o another problem: the mission statement is not supported by appropriate strategies, so that the statement’s enforcement becomes problematic. As noted above, planning is one of the key management functions (Daft & Marcic 2012). This means that each firm’s leader has the responsibility for the identification and the promotion of the firm’s mission statement, as also of the firm’s strategies and ethical rules. This means that you have to take measures for ensuring that the mission statement reflects the organization’s capabilities, as revealed through the firm’s performance. At the same time, you need to ensure that the firm is able to respond to the challenges that the above mission statement sets, i.e. the provision

The Causes and Effects of Being a Student in a Foreign Country Essay

The Causes and Effects of Being a Student in a Foreign Country - Essay Example It could be that a relative who lives aboard is in need of their assistances. The student therefore will travel to come to the aid of their kin. Not wanting to leave their education aside for the time that they are in that different country, they enroll in school. However, it is not always the case that the family has an issue, sometimes there are positive causes in the family, such as relocation. In the case of relocation the parents of the student might have obtained a job abroad. Then the student would move just to stay with their parents, and end up attending a foreign school as a result. Some of the more depressing reasons that a student might need to study abroad without truly wishing to do so it because of health reasons. The student could become ill and need special medical assistance that they cannot receive in their own country. The student would, therefore have to move where that medical care is provided. Students might also find that they have to study in different countr ies because of financial reasons. ... If fact, it is more common for students to study abroad simply because they choose to than because they had no other choice. For many students, studying in a foreign country is an exciting opportunity. The Effects of Study Abroad Rather the student is studying abroad because of their active decision or because of issues in their life that thy found unavoidable, it is clear that learning in a foreign environment has great benefits for the development of the student’s intellect. As it was reported, â€Å"International educators at either side of the Atlantic have long recognized that college students returning from studying abroad show positive changes† (Hadis, 2003:p.3). Some of the benefits to the student include a greater awareness of global affairs, heightened foreign language acquisition, increased cultural sensitivity, and new experiences. These benefits are becoming more and more important in today’s society, where globalization is being spread at a rapid pa ce. One day, only those who have a better global view will be able to truly be successful. Since students are such because they are seeking to better themselves, it would seem that the opportunity to study abroad is one that no student should pass up on. IT keeps them from having tunnel vision. Overall View of Study Abroad Getting an education is a powerful way to change a person’s life. Getting an education in a country that is not their own is a way of adding even more power to their education. One of the best ways to be a success is to have a diverse set of experiences from which to draw. Studying abroad is a method to gain these experiences. This route of

A Clockworkwork Orange (1971 movie) Essay Example | Topics and Well Written Essays - 500 words

A Clockworkwork Orange (1971 movie) - Essay Example Besides, the director makes use of the characters as his mouthpiece to communicate with the viewers. Thesis statement: An investigation to unearth the scope of the problems faced by human beings, within the film A Clockwork Orange by Stanley Kubrick. Plot summary The plot revolves around the protagonist Alex DeLarge, who is an outlaw and a member of a gang involved in anti-social activities. The film unveils the near future social life in London. But Stuart Y. McDougal states that â€Å"When A clockwork orange appeared in 1971, it was attacked as an unmediated celebration of the violent young self, as a provocation to youthful viewers to imitate what they saw on the screen† (19). As pointed out, Alex represents the gangs in London. After stealing a car, Alex attempts to rape a lady. This incident distracts the members of Alex’s gang but they are helpless to revolt against him. This encourages Alex and leads him to further crimes. At last, Alex was sentenced to lifetime imprisonment (say, 14 years). Within the prison system, Alex was forced to undergo experimentation to reduce social crimes. The Ludivico technique of conditioning, under the supervision of the Minister of the Interior transformed Alex to a new individual. This is the core aspect of the film A Clockwork Orange by Stanley Kubrick.

If I Were a Doctor Essay Example for Free

If I Were a Doctor Essay For a sick person, a doctor is a God on earth. The very presence of doctor instills immense confidence in a patient. But, today doctors are found to be indifferent to their patients. However, we find then inhumane these days. How could patients look up to them as the incarnations of God! I feel that the general image of doctors has taken a beating in the eyes of general public the public has realized much to dismay that doctors are now only interested in minting money and have lost the real touch with the fellow human beings and the humane life. It is true that individuals have become money-spinning machines, but the doctors who once represented God should have stayed out of the melee. This has not happened vilifying the avocation as any other profession. If I were a doctor, I would try to recover the lost image of doctors, at the outset. My prime objective shall remain identifying myself with the host of patients. This could mobilize me behave humanely with them. Next, instead of keeping an eye on the amount of money spent for the treatment, I shall try to cure the patient fully without bothering how much had been paid for the service. I would also take money and lots of which from the very rich, and then treat the poor patients free. With this balancing act, I think I would be able to earn enough money to maintain my life and family and earn a sea of goodwill in return, from the appreciable mass of poor. I would earn, besides money, love, respect, and the unflinching reverence. Thus, contrary to what doctors could earn these days, about heaps of money, I would earn love and respect in such heaps. With this attitude, I am sure I could bring back the angel status of doctors.

Understanding Spesific Needs in Health and Social Care Essay Example for Free

Understanding Spesific Needs in Health and Social Care Essay The aim of this essay is to analyse the concepts of health, disability, illness and behaviour and also investigate how health and social care services and systems support individuals with specific needs and look at different approaches and intervention strategies available to support individuals with specific needs, lastly will explain what challenging behaviour is and explain strategies available for those working with people with specific needs LO1. 1 Health is defined as a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity (WHO, 1974). During the Ottawa Charter for Health Promotion in 1986, the World Health Organisation said that health is â€Å"a source for everyday life, not the objective of living. Health is a positive concept emphasising social and personal resources, as well as physical capacities†. Health is traditionally equated to the absence of disease. A lack of fundamental pathology was thought to define ones health as good, whereas biological driven pathogens and conditions would render an individual with poor health and labelled diseased. However, Aggleton amp; Homans (1897), Ewles amp; Simnett (1999) argue that health is holistic and includes different dimensions and all needs to be considered. Bilingham (2010) explains health in two models which are the biomedical model and the socio-medical model. She said biomedical model is an approach to health and illness that identifies healthy as the ‘absence of disease’ and focuses on diagnosing and curing individuals with specific illnesses , the socio medial model is an approach to health and illness that focuses on the social and environmental factors that influence our health, including the impact of poverty and poor housing. The Disability Discrimination Act 1995 defines a disabled person as anyone with a physical or mental impairment which has a substantial and long term adverse effect upon his or her ability to carry out normal day to day activities. Disability can affect someone’s mobility, learning or understanding, and lack of understanding when it comes to danger. Disability covers a lot of impairments which include physical impairments, sensory impairments and communication difficulties. There are three models of disability which are the personal tragedy model, the medical model and the social model. In the past people with disabilities were discriminated by the families and the society. The language and terminology used were words such as imbeciles, handicapped and mental retarded. People with disabilities were called dangerous and scary and they were seen as not equal citizens, in need of special care. They were not seen as normal people. Behaviour is anything that a person does or does not do which has a negative effect on their lives or the lives of others. The negative effects can be emotional, physical and social. Also, one’s behaviour pleases and other’s infuriates. Some behaviour are socially acceptable here in the western world but not socially acceptable in African communities, for example kissing in public is not totally acceptable where I come from nevertheless, here in London (Europe) people can kiss in the public without any problem, people accept such behaviours in Europe . Illness is the partial experience of loss of health (Naidoo and Wills, 2000 p7). Illness is having poor health and is considered a synonym for disease; some have described it as a perception by a patient to define a disease. Illness indicates a condition causing harm and pain. Social constructionists argue that the following concepts illness, health, disease and behaviour are all relative concepts not universal but particular. Social concepts are learned and shared. Concepts often tell us more about the societies out of which they came than about the thing they are actually describing. LO1. 2 People’s perceptions on specific needs vary from cultures and societies. People’s perceptions Are also culturally and historically specific. Epilepsy in the Middle Ages was viewed as a violent possession by malevolent or even divine forces. Early part of the 20th century epilepsy was linked with insanity; people believed that the Holy Spirit was working them. In Third World cultures epilepsy continue to be defined in super natural terms. Recently a community study in Nigeria found that after heredity, witch craft was the cause of epilepsy amongst the lay populace (Awaritefe et al, 1985). Danesi (1984) has revealed that most Nigerians with epilepsy experience it as highly stigmatizing and something to be hidden from others but through medical discoveries and medical advances we know that epilepsy is caused by abnormal neurological activity that occurs as a result of damage or result to the brain. Epilepsy is now controlled by carbamazepine tablets and sodium valproate which controls the seizures however, what we all know is subject to reinterpretation. At any time new technological advances, new medical discoveries, new ways of looking at the structure and functioning of the body or brain could replace the current orthodoxy and epilepsy could come to be seen in a completely different light. Department of Health (1999) launched a strategy to ensure that doctors and nurses have the skills they need to use to make the best use of new technology introduced into the NHS. The right to freedom from discriminations for people with a range of disabilities, including those with a learning disability, has been enshrined in the 1995 Disability Discrimination Act which says employers should make reasonable adjustments to allow an individual with disability to gain employment and ramps to be provided so that wheel chair users can access t facilities in the facilities in the community. Also there is the Valuing People 2001 which state that support should be given to people with learning disabilities and their families and that people with disabilities should have control over their lives as much as possible (Department of Health, 2009). I have also done a small scale research and investigated the perceptions of people with specific needs which I carried at Shining Star Residential Care Home . LO1. 3 Social policy is the only one way of encouraging and promoting ethical practice. The functions of a regulatory body go much further than disseminating policies and code of ethics. Legislation acts have helped to set and enforce educational standards, which meet the needs of people, e. g. the Disability Discrimination Act 1995, which protect individuals with disabilities from discrimination (Rogers and Pilgrim, 1991). Legislation plays an important role in ways that services are made available for individuals with specific needs. Legislation modifies attitudes and practices. From the mid 1980’s some western countries e. g. Australia have enacted legislation which embraces a right based discourse rather than a custodial discourse and which seeks to address issue s of social justice and discrimination. The legislation also embraces the conceptual shift form disability being seen as individualised medical problem to rather being about community membership and participation and access to regular societal activities such as employment, education and recreation. Where access is inappropriate, inadequate, difficult or ignored, advocacy processes have been initiated to address situations and promote the people rights. Under the Disability Discrimination Act 1995 an individual has the right to get the information about health services in a format that is accessible to them where it is reasonable for the service provider to provide in the format, a hospital will have to provide forms and any literature in braille or large print to assist any blind person or anyone who have a visual impairment. Most of The Disability Discrimination Act 1995 has been replaced by the Equality act, this was changed on the 1st of October 2010 and is aimed to protect disabled people and prevent disability discrimination. Disabled people are protected in areas of employment, education, access to goods, service and facilities including larger private clubs and land based transport services buying and renting land. The Data Protection Act 1998 is the key legislation that governs the protection of data , when records for service users are kept for the purpose of sharing information to provide a well informed care service the details are kept in the individual service user file , they will have access to it but the information will not be shared with others The Valuing People 2001 was designed to improve support for people with learning disabilities and their families; to make sure people with disabilities are in control of their lives and that they have the job they want. The Mental Capacity Act aims to protect people with learning disabilities and metal health conditions. It provides clear guidelines for carers and professional about who can take decisions in which situations. The Health and Social Care Act 2008 established the Care Quality Commission as the regulator of all health and adult social care services. It is a single Act of Parliament that contains the commission’s powers and duties, and represents the modernisation and integration of health and social care. It contains some new powers of enforcement that were not held by any of the predecessor organisations. LO2. 1 A Care plan is a document that articulates a plan of care for and individual with specific need or disability. It helps individuals achieve valued fulfilling lifestyles, because it is build around the needs of the person rather than expecting them to fit into existing provision (Ritchel et al, 2003). The care plan is for Mr RN , who has autism and has learning disabilities. He is Jewish and is non verbal and he understands little English and uses makaton, sign language and pictures as a mode of communication. To analyse his care needs I will use the Maslow’s hierarchy of needs. See figure 1 for Maslow hierarchy of needs Figure 1 : Maslow hierarchy of needs Mr. RN had stroke and is unable to walk properly. He uses a walking stick to move around in the house and a wheel chair when out in the community. He does not hear properly and uses hearings aids. At the care home staff always checks if it is working properly, by changing the butteries and cleaning it for him. He also uses glasses to improve his vision. Mr RN’s care plan is person-centred to meet all his care needs at the same time he makes his own choices. His holistic needs are met according to his choice through assessment. He is from a Jewish background and sticks to his religious beliefs and culture seriously. RN is always supported to the synagogue every Friday to attend to his spiritual wellbeing. I respect his beliefs to avoid abuse, discrimination, oppression or prejudice. He is also provided with kosher meals. The organisation I work for has a Jewish calendar that recognises all the facts and festivals to highlight his religious rights. I relate this to Abraham Maslow’s (1908-1980) hierarchy of needs, ‘a theory of human Motivation’. It has five levels to it with the most basic needs at the bottom of the pyramid. I prepare meals for RN according to his cultural and religious needs. I ask him what he would like to eat from the variety of his kosher meal. I make sure RN’s safety and security or protection from harm and abuse according to Health and Safety Act 1974. I have to ensure that the environment around the care home is safe and welcoming for family members visiting. Socially, I support RN to visit family and friends. This gives him sense of belonging, love, friendship and trust. During the key working I encourage RN by reassuring him everything is fine. This builds his confidence thus leading to self actualisation growth. When these needs are successfully met chances are the service users feels more valued and respected, it also promotes independence. LO2. 2 At my workplace we have a set of policies and procedures that we use when we work with clients with specific needs. Looking at Mr RN’s care plan I follow the Data Protection Act 1998 in maintaining his confidentiality and that only necessary people access his care plan. He has little awareness when it comes to safety and I follow the Health and Safety at Work 1974 to meet his safety needs, Mr RN cannot walk for long distance, he uses a wheelchair when out in the community and the wheel chair is checked every day before use to see if it’s not damaged. We have the dial a ride that comes to pick him up and take him to the day centre and he has the blue badge scheme that allows him to have free parking he goes to shopping malls. We use the visual communication systems such as Picture Exchange Communication to help him plan for activities; he is able to choose what he wants to eat with no problems. By doing this we are promoting independence as he is able to do things on his own. LO2. 3 The organisation I work for is located in the Redbridge Borough. The borough offers the Community Toilet Scheme which provides clean, safe and accessible public toilets in more convenient locations for residents. Disabled people can use the toilet free of charge during normal working hours. There is a Redbridge Institute of Adult Education that provides a range of courses for people with specific needs and offers pottery lesson, arts and crafts, music and dance lesson for people with learning disabilities . he college provides a range of specialised equipment or learning resources to meet specific needs for people with disability, this includes hearing loops and large print keyboards. Day care services provide  support  for  people living in the community, social inclusion and respite care  for carers. It offers  practical and emotional support by providing  a range of activities and facilities to  help  stay as independent as possible and improve and maintain  quality of life. Dial a ride provides offers door-to-door service for disabled people who cant use buses, trains or the London underground. It can be used for all sorts of journeys, making it easier to go shopping, visit friends and attend doctors appointments. Furthermore, there is London Taxi card, which provides subsidised door-to-door transport in taxis and private-hire vehicles for people who have serious mobility or visual impairment doo The Borough provides ambulances in case of emergencies. There is also Occupational Therapy Service which works with rehabilitation care workers to ensure carers practice safe manual handling. They carry our risk assessments and provide carers with specialised training to use a range of equipment. STAAR (supporting those with autism and Aspergers Redbridge) offers swimming for people with special needs. They organise activities to raise awareness and highlight the needs of children and adults with specific needs. LO3. 1 Autism has no cure and therefore there are a number of approaches and interventions available to help people with various difficulties they may have. Approaches vary in costs and availability in different areas. It also depends what suits an individual, the family, the multi –disciplinary team will decide what best intervention or approach is suitable for an individual. There are ten approaches /interventions for people to choose from, these are: the behavioural intervention, complementary therapies, diet and supplements, medical interventions, physiological intervention, relationship based intervention, service based intervention, and skills based intervention, standard therapies and technology. I will explain the two service based interventions and one standard therapy intervention because we use these at my workplace. TEACCH is a service based intervention/programme and stands for Treatment and Education of Autistic and Related Communications Handicapped Children/Adults. TEACCH is not a technique or a method. It is a complete programme based on the principle that the person with autism is the priority. It provides services for children and adults with autism and related developmental disorders. TEACCH works with people from all parts of the autistic spectrum and offers continuing support with the primary aim of enabling them to live as members of the community. TEACCH programme helps alleviate some possible frustrations associated with challenging behaviour for people who are non verbal or verbal and also assist in communication (Clements and Zarkowska 2000, Cumine at al 2000, Jordan and Jones 1999, Jordan and Powell 1998, Powell and Jordan 1997) SPELL approach is also a service based intervention and stands for : Structure: people with autism find change very frightening and they struggle to cope in new or unfamiliar situations. This safe, predictable and reassuring environments and activities give people with autism the opportunity to increase their independence, develop their communication skills and reduce their anxiety. Positive expectations and approaches: barriers of each person are identified and in this approach people work tom overcome these and achieve their goal and potential Empathy: people see and understand the world in the same way that a person with autism experiences it. They focus on individual interests and preferences, understanding what motivate distresses or preoccupies each person . sing these insights to help people deliver the best possible care and support. Low arousal: in this approach people respond to people’s sensory needs by providing surroundings and activities that are calm, focused and free from clutter and distraction. This approach helps to increase independence in all aspects of life Links: this is linking the family and the wider community and other support services and reducing the difficulties faced by people with autism, it is aimed to help them move together towards a world where they have the same opportunities Lastly the speech and language therapy is a standard intervention. It is aimed to understand the nature and extent of child/adults difficulties and facilitate better communication where possible. Through the speech and language therapy the service users I work with are able to have a say in the things they like to do. LO3. 2 The TEACCH approach has been very effective to the service users I work with. It has enhanced their lives and we have seen an increased improvement in self help skills, social skills and there is reduction in appropriate behaviour. Through skill enhancement one of the TEACCH seven key principles, CA one of the service users can make tea on his own and all staff encourage him to keep on doing that on a daily basis, the risk assessment also highlighted the risk associated with him making the tea and the benefit of him making the tea, the benefit are increased independency. Also a research conducted by Ulster University has shown that communication, concentration and independence has improved by 80% for people with autism. TEACCH has helped our service users to introduce routine and stability in cases where they are hyper sensitive and confused (Cumine et al 2000). The SPELL approach is also effective. , we have a sensory room (it is a quite simple room, for a person with special needs, it is a pleasant environment where the distractions of the outside world are completely absent, present them with, music and attention grabbing moving colours and shapes and then add the ability for the person to actually make things happen that are so dramatic that they cannot be missed and you have the building blocks of real progress. This is a low arousal technique and it really works as the service users have gained a lot of independence. The Speech and Language Therapy is the key part of the autism treatment. This therapy has been effective to the service users I work with because the speech therapist has assisted us in working with the service users through the speech therapy technique. We use makaton, signs, and pictures boards with words to communicate with the service users. This approach is effective because now we are able to communicate with them both verbally and non verbal. Service users are able to make choices and preferences about their day to day lives. JW is able to ask who is sleeping over by showing us this sign (it means sleep). Without the intervention of the speech therapist JW was only saying few words and never learned any news words, this was also said by (Koegel and Koegel 1998) However, some of the approaches cost a lot of money and there has been many service dilemmas and polices. It a service user’s right that they get support to meet their communication needs and we had to wait a long time before a speech language therapist was assigned to our home. Our priority is to make sure service users get the right support they need at all times. In addition, it is costly for Social Services because they have to pay professionals who support families with autistic members. To support residential and day care cost extremely high, for adults who require ongoing support. There is cost of education for individuals with autism who require more level of support. More hours and attention is need for carers who have to go through national training strategy for Autism, to meet the needs of service users. LO3. 3 There are a lot of developments emerging in today’s world to support people with specific needs. As I work with people with autism, there is an Autism Awareness Card and this card is used to educate the general public in challenging moments while in the community. One side of the card contains information specific to the individual and strategies that are helpful to use. The other side of the card is the general information about autism, the card are developed using the person centred approach so that specific information about the individual is used. There are approaches available to help treat autism and organisations that offer advice to parents and organisations. There are services offered to organisations and people working with, or supporting someone who has an autistic spectrum disorder there organisation provide autism specific expertise to advise/help with future service planning and people on mailing list so that they are kept informed of developments or training in the area, they help key people access to resources for people with autism . There are training available for staff to enable them to work with people with specific needs. LO4. 1 Emerson (1995) defines challenging behaviour as â€Å"culturally abnormal behaviour(s) of such intensity , frequency or duration that the physical safety of that person or others is likely to be placed in serious jeopardy , or behaviour which is likely to seriously limit use of, or result in the person being denied access to , ordinary community facilities. Challenging behaviour is a social label and a person is not a challenge, the behaviour may challenge us in terms of our understanding and response Challenging behaviour can ‘result in the person being denied to access, to ordinary community facilities’ (Emerson, 1995). At my workplace service user TB has been banned from five pubs because he was spitting on other customers and urinating on the floor. Customers complained about his behaviour and pub managers had to ban him. Research has shown that males are more likely to display challenging behaviour than females and their behaviours tend to be more aggressive. Challenging behaviour tends to reach a peak between the ages of 15 and 34 years of age and is particularly over represented in the 14-24 year old age group. The service users I work with have autism and present a lot of challenging behaviour. They present a lot of challenging behaviour as an act of communication, environmental factors sometimes causes challenging behaviour for example JW exhibits challenging behaviour when we go to crowded noisy places. Also JW cry when he listens to certain music this is contributed by historical / emotional factors. Some service users self harm by lip and hand biting. Furthermore, challenging behaviour is caused by mental health factors for example a service user with dual diagnosis (Down syndrome and Autism Spectrum Disorder); they develop repetitive behaviour and don’t like to be touched and loud noises. 4. 2. When dealing with challenging behaviour health care organisations need intervention plans, policies and procedures to follow as this is best practice. At my workplace we follow the BILD (British Institute of Learning Disabilities) policy framework for physical interventions which sets out three broad categories of physical intervention and the DoH Dfes guidance on restrictive physical intervention. My manager makes sure staff get proper induction when they start their employment and clear guidelines are written in the employees handbook, all staff attend training to deal with challenging behaviour and this include training challenging behaviour, managing violence and aggression, self harm and Caring for People on the Autistic Spectrum. Also the manager makes sure that policies and procedures are written and all times followed under the BILD policy framework. As professionals in the health care sector we have a duty of care towards the vulnerable people we look after, we need to avoid action that will or may harm others and we should always work in the best interest of the service user. At my workplace we follow the General Social Care Council, Codes of Practice for Social Care Workers (Code 4) which states that as a social worker you must respect the rights of service users while seeking to ensure that their behaviour does not harm themselves or other people. This includes: * Recognising that service users have the right to take risks and helping them to identify and manage potential and actual risks to themselves and others * Following risks assessments , policies and procedures to access whether the behaviour of service users presents a risk of harm to themselves or others * Taking necessary steps to minimise the risks of service user from doing actual or potential harm to themselves or others and * Ensuring that relevant colleagues and agencies are informed about the outcomes and implications of risk assessment. My organisation’s policy is to make sure all staffs are trained in managing challenging behaviours without causing any harm to individuals. This is done in accordance with the Mental Capacity Act 2005, which states that: someone is using restraint if they: use force – or threaten to use force – to make someone do something they are resisting, or restrict a person’s freedom of movement, whether they are resisting or not’. At my care home we use safe practices like the team teach training. LO4. 3 â€Å"Each person is different and each behaviour needs to be considered in its own right. In addition the reasons behind one’s behaviour may not be the same as the reasons behind another behaviour which the person shows. A person may shout because this makes others do as he asks. He may hit because this makes others leave him alone. There is therefore a need to build a detailed understanding of why a particular person is engaging in a particular behaviour and why he is likely to engage in that behaviour more under some circumstances than under others. † (Clement and Zarkowska 2000) p. 38 The NICE (2006) states that non-phamalogical interventions should be used first before medication in cases of challenging behaviours. Some of the challenging behaviours are caused when service users are expressing their unmet needs . At my workplace all staff have been trained in communication as effective communication plays important role managing behaviours. We use body language, signs and pictures to communicate with service users who are non verbal. At my workplace we use different strategies to deal with challenging behaviour for service users. We try to use positive, preventative, calming, defusing and problems solving skills instead of holding, restraining and breakaway when dealing with challenging behaviour and in most cases it works well. For example service user JW likes to know who is sleeping over at the end of the shift, when he is presenting challenging behaviour staff calm him down by saying ‘JW do you want me to do sleep over tonight,’ he answers yes and staff will tell him that what he is doing in not nice and because of that no one is sleeping over ,we encourage him to do something like emptying the dishwasher , and remind him that someone will sleep over if he continues to be good, JW calms downs apologises to staff and the other service user for his behaviour . He continues to sign sleep in makaton to show that he is happy. Also we always try to remind JW of his behaviour at calm moments of the day (Attwood 1998, Clements and Zarkowska 2000, Gray 1995). Also we have a change in setting strategy to manage DC’s challenging behaviour. DC has Autistic Spectrum Disorder and finds any change difficult to tolerate. We support DC to the day centre every Monday we do group activities and DC is disruptive at all times. An assessment was done and it showed that DC did not like crowds and noisy environment. He is encouraged to work in a small quiet room with few other people and once she is settled we give her a small task which means she only visits the larger room for a short time and return. After sometime we reintroduced her to the larger group but we seated her at a table near the door with only two people near her. To manage her behaviour she is asked to deliver things to different rooms. This strategy has worked well and it means DC does not have to spend the whole day in the larger room and the gradual reintroduction resulted in significant reduction of disruptive behaviour.

Safety of Miners in the Opal Fields

Safety of Miners in the Opal Fields Summary This essay focuses on safety of miners in the opal fields. It looks at the major potential hazards in the opal fields and ways to ensure safety from these hazards. These hazards include explosives, unstable ground, shafts, machinery and dust. The claim is only as safe as the miners who are working on it. If miners can not follow laws and preventions outlined then the claim will not be as safe as it could be. Introduction Opal mining is an exciting but potentially hazardous occupation. A responsible miner should be able to identify and minimise risks. Many people can come onto a claim such as noodlers, miners and tourists. The claim can either be current with people working or it could be old and abandoned. The condition that the claim is left in has a major impact on the safety of any person who walks onto the claim. Specific laws and regulations have been set down by the government, which must be abided by to ensure a minimum safety standard is set. The top five potential hazards are explosives, unstable ground, shafts, machinery and dust. Content Claim Preparation Many risks arise from previously worked areas. Old workings such as drill holes and backfilled or covered shafts, which could be covered by vegetation, are potential risks. Shaft positions should be approximated if mining nearby. As these old shafts can collapse, it is advisable to leave a safe distance between shafts. If work is to be commenced in old shafts a number of checks should be completed. Drives, pillars and levels poor ground should all be checked and noted. Notes may include workings on two levels with the lower level directly beneath the upper. Large un-pillared areas, thin crowned pillars and fretting or cracking of pillars. Lastly cracks in the wall and roof and pillar size should also be checked. Claim boundaries are also a key point to avoid breaking into other neighbouring shafts. Explosives Experience in using and handling explosives can often lead to complacency. Inexperienced people not only can be potentially dangerous to them but can also pose risks with miss fires, unstable walls and fly rock. Licences to purchase, transport, store, handle and use explosives must be acquired and kept up to date. This ensures a minimum standard of safety is achieved. Not only are licenses important to ensure safety but storage, transport and use of explosives can be more important. Ensuring that all explosive equipment is stored appropriately is a must. Explosives should be stored correctly in a cool, dry place with detonators stored separately from explosive material. Other storage measures which should be met is that the explosive boxes are wood lined and locked. The boxes must be wood lined to ensure no static build up occurs and creates a spark. The storage areas of diesel and Nitropril should be well separated to ensure if there is a spill that they do not mix. Many laws are already put in place for the way explosives are transported, prepared and blasted. These laws are put in place for a specific reason which is safety, any deviation from the processes set out could result in a potential injury. Explosive Fumes Various gases are generated due to blasting. Gases such as carbon monoxide, nitrogen oxides along and other noxious gases pose a potential health hazard after a blast. The reason these gases are dangerous is because they displace the oxygen available for breathing. For this reason adequate ventilation is required to release these gases before entering the blasted area. When a blast occurs a blast radius should be put in place to ensure the safety of other miners. In underground mines there is no law but it is recommended that miners do not stay underground. Gases generated from the blast can disperse throughout other shafts and may also cumulate their if there is inadequate airflow, the blast may also cause sections of the roof to collapse. Gases which are dispersed throughout the mine can cumulate in low or high cavities depending on the gas. Carbon Dioxide is heavier than air and can cumulate in low spots and floor cavities. Carbon Monoxide is lighter than air and can cumulate in high spots and roof cavities. Areas of known for having inadequate airflow should be checked after blasting to ensure the gas levels are at a safe level. Fans, blowers and other ventilation systems should be used to extract the noxious gases from the mine. These should be used in preference to natural ventilation as they are much quicker. Unstable Structures The geological structures of opal fields vary. There are some structures which can support a wide underground area, yet others are blocky material with faults which makes mining difficult and not recommended. Opal mining in South Australia is quite difficult as the general bearing rock is weathered, brittle and fractured. Each place in SA is different due to the stress distributions and rock types. With all of these factors it is up to the miner to decide weather it is safe to start underground mining in that area. In certain geological structures cave-ins can occur. A survey of the underground mining area should be done, noting old workings. Whenever underground a miner has to be constantly aware of the conditions especially the roof stability. An unstable roof which could be due to hidden faults could result in a rockfall which could be fatal. Weather conditions can also affect the wall structure and integrity. Air entering the mine can dry out ground and open up cracks, slides or faults. This drying of material can cause slabs of ground to fall. If a large amount of water gets into the mine the supporting strength of walls and pillars may be reduced. Care should be taken to identify if and fretting has occurred at the base of structures. Any operating shaft should have the entrance to it kept in good condition. Loose rocks, material and tools should all be cleared from the entrance as these can easily be knocked into the shaft. The likes of wind, weathering or even a blast close by could cause material to fall. For all of these reasons outlined with falling objects it is essential to wear a hard hat at all times. All of these factors can potentially be fatal, but these factors are generally overlooked as miners often become complacent and do not check the stability and strength of walls and roofs very often. These checks should become essential to a miners daily routine. Shafts Shafts are the key entry point to the underground sections of the mine. Keeping the shaft in good condition is essential to safety. Support structures at the top of the shaft, such as timbers and pipes, should be kept in good condition. When entering any new shaft weather it is blind or dead it is essential to ventilate the shaft to clear away gases. Underground areas must have at least two means of exit. This is in case one exit gets blocked for some reason which could be due to a rock fall. Having two exits requires regular maintenance to ensure that both mechanisms, which are subjected to corrosion and weathering, are safe to use. There is a significant risk of people falling down an open shaft. Not only are tourists at risk but also the miners. Small shafts can catch a persons leg or ankle and cause injuries whereas larger shafts pose risks of vehicles and people falling in. It is recommended to leave a ring of dirt around the shaft entrance to signify that a shaft is there. When a miner leaves the claim, it is their responsibility to leave the shaft and its surroundings in a safe condition. Manner Machinery When operating any machinery either above or below ground a pre-start check should be completed. This is to ensure the machine you are about to operate is in a safe working condition. Items which should be checked are fluid levels, tyre inflation and condition, track tension, gauges, lights, hydraulic rams, lines and buckets, brakes and steering. Any diesel machinery in operation gives off carbon monoxide, nitrogen oxides and other noxious gases. These gases are similar to blasting gases and can be fatal if inhaled in large concentrations. When in large concentrations these gases can not be seen or smelt. Care should be taken when operating any machinery underground ensuring adequate ventilation. Dust A major hazard when working at a mine is dust. Dust can cause or trigger numerous health problems such as skin irritation, allergies and respiratory damage. Generally particles of dust are caught within the nose, throat and bronchial tubes. A small amount of these particles however get into the breathing system, due to their size and shape. It is these particles which cause the most respiratory problems. Dust particles which are of a particular concern are silica. Silica is found predominantly in sandstone host rocks. High exposure to small silica particles can potentially cause a fatal lung disease called silicosis. Although all dust can not be tested for silica it is essential to restrict dust exposure to a minimum. Ways to control dust include extractors, collection systems and maximum airflow. Wearing a respirator or a dusk mask at the absolute minimum will help prevent the amount of dust that a miner will inhale. Although it is essential that the correct respirator or dust mask is used, as each one is different, depending on what cartridge is installed in the device. Electrical Operating machines or tools underground will generally use electricity. It is important to remember that electricity seeks the path of least resistance to earth. Most cases the path of least resistance is the human body as it is 80% water. It is vital that the design and installation of any electrical supply is safe. The miner can not come into contact with any live electrical component. Personal protective equipment Personal protective equipment (PPE) will help in protecting a miner from potential hazards. PPE is not a replacement for getting rid of a specific problem. It would be preferable to fit an extraction system for dust rather than wearing a dust mask. A number of items should be worn when working in a mining area such as hard hats, footwear, breathing, hearing and eye protection. Hard hats can be uncomfortable, fall off and restrict clearance in small spaces, but these inconveniences save lives. Footwear suitable for miners are steel capped boots. They provide much more support for ankles and grip when walking on loose and rugged surfaces. The steel cap provides protection for your toes if something drops or falls onto your feet. Breathing protection general comes from dust masks either rubber of paper. Both are designed to sit on a clean shaven face. If the miner has a bear or stubble the effectiveness of these masks is reduced. Hearing protection generally comes in two forms which are ear plugs and ear muffs. Ear protection only cuts out part of the noise, usually around 20db(A). Since only part of the noise is cut out it is important to ensure that the miner realises that higher levels of ear protection is required when working next to excessively noisy machines such as jack hammers. In general eye protection should be worn at all times. There is a constant risk of particles of some nature being airborne and possibly entering the eye. Damage to the eye may be something small like a scratch to actually losing an eye. Discussion These rules and advised safety precautions to be taken are put in place for a reason. It is solely to help protect the individual from getting injured or killed. But miners in the opal fields generally have the shell be right attitude. A large amount of preventions can be put in place to help ensure safety but if the miner does not follow them these are next to useless. They may think only a short amount of exposure to dust is fine, but if they continue to have exposure to dust containing silica they could cause the onset of silicosis. Not only can you do internal damage through various noxious gases and dusts, but a lot of damage can be done to the body itself. Cuts, sprains and broken bones are a number of things which can occur depending on how safe, cautious and or ignorant the miner is. Conclusions The top five potential hazards in opal field mining are explosives, unstable ground, shafts, machinery and dust. All of these potential hazards have laws, regulations and precautions put in place to ensure a minimum standard of safety. This minimum standard of safety is only reached if the person who enters the claim follows the guidelines. The bottom line being that safety in the opal fields comes down to each individual that enters the claim. If the miner is ignorant, complacent or plain lazy the safety of not only themselves but for others working with them could be at risk. It is the miners responsibility to ensure that not only are they safe but also fellow co-workers.

James Joyces Ulysses :: James Joyce Ulysses Poem Essays

James Joyce's Ulysses "There's five fathoms out there.... A sail veering about the blank bay waiting for a swollen bundle to bob up, roll over to the sun a puffy face, saltwhite. Here I am" (18). If "Old Father Ocean" (42) is Proteus (Gifford 46), god of "primal matter" (32) corresponding with a viridian tinge of primal soup as well as the tide that washes in the ruined flotsam and jetsam of man's voyages, it makes some kind of sense that there is no corresponding symbolic organ to this episode. We are in the protean realm of the non-organic, or rather unorganized and de-organized matter. The aforementioned bobbing corpse is of course more than a homicide case in Joyce's symbology. The corpse lost to sea's rot and "bladderwrack" is the body of Proteus manifest in a disturbing (dead) human form, bloated and dissolving. It is there to intimately remind us of our eventual return to unformed matter, to entropy at its extreme. This disintegration will lead to a chaotic reintegration with the Ocean, unfathomabl e body of energy, crusher of bodies washed to shore, carried to the sandflats of Dublin via "Cock Lake." Proteus harbingers the "seachange" (42) of all organisms, all matter; the corpse also manifests the "Seadeath, mildest of all deaths" (42), "soft as the hand of mist" (Book XI of The Odyssey). "Full fathom five thy father lies" (41): Father Ocean or Proteus as the drowned, absent father, hidden body of "coral" and "pearls" (The Tempest), always in the "sea change... rich and strange" (ibid.). This macabre dance of matter and energy is witnessed in the undead movement of the corpse "driving before it a drift of rubble" (41), an indeterminate mass of preterite matter. He will rise again "sunk though he be beneath the watery floor" (41). He is a "bag of corpsegas," porous, "a spongy titbit." In his undead, coral-like growth, matter transforms according to unpredictable, heretical logic, which Dedalus is compelled to read as he does "signatures of all things... seaspawn and seawrack, the nearing tide, that rusty boot" (31). This logic only a poet could follow, or perhaps it is simply poetic creation: "God becomes man becomes fish becomes barnacle goose becomes featherbed mountain" (41-2). This fabulation of the chain of being is certainly profane, or at least outside the accepted, predictable logic of any catechism. Ocean is God as an immanent storm and flux; the abstract, ethereal God of Christendom is more ascetic, barren, removed.

Le Morte dArthur Essay -- essays research papers

The Chivalric Code in Le Morte d?Arthur   Ã‚  Ã‚  Ã‚  Ã‚  An act of chivalry is described as the qualifications or character of the ideal knight. Knights were expected to uphold this code of conduct. In the English literature Le Morte d?Arthur, French for ?The Death of Arthur?, by Sir Thomas Malory, the characters display acts of chivalry from beginning to end. Though the code of chivalry contains many qualities or acts, nevertheless bravery, loyalty, and courtly love are demonstrated more throughout this literature.   Ã‚  Ã‚  Ã‚  Ã‚  Bravery is the mental or moral strength to venture and withstand danger, fear, or difficulty. Fear is what one feels when fighting, knowing that he or she could die. For example, when Sir Mordred and King Arthur were to fight, Arthur was told that if he fought Mordred, Arthur would die. Regardless, Arthur fought Mordred. Though not stated in the text, one would assume that Arthur had fear of himself dying running through his brain, and that would explain how his adrenaline got pumped up enough to kill Mordred. Difficulty is going against someone who is more skilled. When the young Sir Gryfflette challenged King Pellinore to a joust to avenge a knight?s death, Gryfflette lost, but because he went up against a more experienced person, he was demonstrating an act of bravery. The danger of the two is that one can always die in matters such as those.   Ã‚  Ã‚  Ã‚  Ã‚  Bravery and loyalty can go hand-in-hand with o...

John F. Kennedy Essay -- essays research papers

John F. Kennedy John Fitzgerald Kennedy was born on May 29, 1917 in the Boston suburb of Brookline. Kennedy was the son of Joseph P. Kennedy a formerambassador to Great Britain. Kennedy was much like his father, possesing a delightful sense of humor, a strong family loyalty, a concern for the state of the nation, endless vitality and a constant air of confidence no matter how dire the situation In 1946, Kennedy ran successfully for a Boston-based seat in the U.S. House of Representatives; he was reelected in 1948 and 1950. As a congressman he backed social legislation that benefited his working-class constituents. Although generally supporting President Harry S. Truman's foreign policies, he criticized what he considered the administration's weak stand against the Communist Chinese. Kennedy continued to advocate a strong, anti-Communist foreign policy throughout his career. Restless in the House, Kennedy challenged incumbent Republican senator Henry Cabot Lodge, Jr., in 1952. Although the Republican presidential candidate, Dwight D. Eisenhower, won in Massachusetts as well as the country as a whole, Kennedy showed his remarkable vote-getting appeal by defeating Lodge. A year later, on Sept. 12, 1953, Kennedy married Jacqueline Bouvier. The couple had three children: Caroline Bouvier (b. Nov. 27, 1957), John Fitzgerald, Jr. (b. Nov. 25, 1960), and a second son who died in infancy in August 1963. Kennedy was a relatively ineffectual senator. During parts of 1954 and 1955 he was seriously ill with back ailments and was therefore unable to play an important role in government. Critics observed that he made no effort to oppose the anti-civil libertarian excesses of Sen. Joseph R. McCarthy of Wisconsin. His friends later argued, not entirely persuasively, that he would have voted to censure McCarthy if he had not been hospitalized at the time. During his illness Kennedy worked on a book of biographical studies of American political heroes. Published in 1956 under the title Profiles in Courage, it won a Pulitzer Prize for biography in 1957. Like his earlier book on English foreign policy, it revealed his admiration for forceful political figures. This faith in activism was to become a hallmark of his presidency. In 1956, Kennedy bid unsuccessfully for the Democratic vice-presidential nomination. Thereafter, he set his sights on the presidency, especially after his... ... by at least conniving at the overthrow of Dinh Diem in November 1963. On November 21, 1963, President Kennedy flew to Texas to give several political speeches. The next day, as his car drove slowly past cheering crowds in Dallas, shots rang out. Kennedy was seriously wounded and died a short time later. Within two hours of the shooting, police arrested Lee Harvey Oswald and charged him with the murder. On November 24, a Dallas man, Jack Ruby, shot and killed Oswald before there was a chance to put him on trial. Although Oswald denied that he shot Kennedy, most of the evidence indicates that he really did. To this day, however, many people disagree about the facts of JFK's assassination. Some people insist that there was a second gunman firing at Kennedy, and that he and Ruby were part of a conspiracy. None of these theories has ever been proven. President Kennedy's death caused enormous sadness and grief among all Americans. Most people still remember exactly where they were and what they were doing when they heard the news of the murder. Hundreds of thousands of people gathered in Washington for the President's funeral, and millions throughout the world watched it on television.