Distance education programs an Example by

Distance education programs Introduction The topic of distance learning programs, of those existing in tribal colleges and the concept of introducing DL into other tribally controlled establishments, is the following compilation of information, questing for the answer if distance learning programs have a benefit to those within the tribal and reservation communities. Several subtopics will be discussed throughout the course of the document, covering the topics of tribal colleges and some history in relation to the formation of this academic institution (through examination of two college programs), highlights of distance learning programs and their contents, brief details regarding current reservation life, and the learning styles, based on traditional upbringing and values, of Native American students, along with profound percentages of drop-out rates, proceeding to a conclusion. Need essay sample on "Distance education programs" topic? We will write a custom essay sample specifically for you Proceed Tribal Colleges Two tribal colleges, of the 24 tribally controlled institutions (2002), Oglala Lakota College and Northwest Indian College, stand out for examination of history, degree offerings, and availability of distance learning programs. Oglala Lakota College The first tribally controlled college in the United States, OLC is located in Kyle, South Dakota; this is the main center, otherwise known as Plya Wiconi (OLC website). Since its beginnings, several other sites have been set up throughout the state to facilitate educating tribal communities, of the Lakota nation in particular. This academic institution is located on the Pine Ridge Indian Reservation, considered the poorest reservation, by economic standards. Sanctioned and governed by the tribe, the college seeks to meet the needs of the reservation residents in pursuit of higher education. A 13 member Board of Trustees, comprised of nine reservation district representatives, two tribal council members, one OST president or someone of designation, and one student representative, oversee decisions, new ideas, projects plans, etc.. Chartered in 1971 as the Lakota Education Center, OLC started as a non-accredited learning center for tribal residents, working in correlation with Black Hills State College, University of South Dakota, and South Dakota State University with various degree programs. Although considered a complicated educational system, it was functional for students attending those beginning years (OLC website). The first associate degrees were awarded in 1974, and in 1978, the colleges name changed to Oglala Sioux Community College. Degree offerings at the time were: BA Elementary Education, AA Education, General Studies, and Lakota Studies, along with AS Human Services and Nursing. The 1980s saw many changes for OLC, starting with eligibility for accreditation in 1983, along with another name change which reflected the status from a community college to a four year academic institution, along with using proper terms, according to linguistics and cultural awareness. Oglala Lakota College became the name for the college; there is no word in the communitys language for the word Sioux, therefore the word Lakota, meaning the people, came into use (OLC website). 1987, into the decade of the 90s, specifically 1992 and 1994, saw expansions with existing programs and degree availability. The following degrees became available to students: BA Lakota Studies, BS Human Services and Applied Sciences, and MA Tribal Leadership. Currently, in regards to distance learning programs, the Information Technology department for OLC uses distance learning/online program tools; otherwise, the idea of creating and utilizing a fully functional and profitable-both for the college and the student body-distance learning program is under examination for consideration of expansion of the colleges available programs. OLC board members believe in the philosophy of on-line courses, because of the concept of self-paced study, can present an opportunity to fit academia into regular life (OLC website). Northwest Indian College Founded in 1973 on the Lummi Indian Reservation in Washington State, NWIC began as the Lummi Indian School of Aquaculture; to this day, this academic establishment stands as the only accredited tribal college covering the states of Washington, Oregon, and Idaho (NWIC website). Since the beginning, the philosophy of NWIC has been to provide post-secondary education within the reservation community and that self-awareness serves as the foundation for achieving confidence, esteem, a true sense of pride, focuses on building a career, creating a self-sufficient lifestyle, and promoting life-long learning through the study of culture, values, and history of the people of the tribal community (NWIC website). The Lummi Indian Business Council recognized the educational needs of the community in 1983, and therefore chartered the school as the Lummi Community College. Five years later, the college was approved for accreditation by the Northwest Association of Schools and Colleges but was not granted full accreditation until 1993. 1989 saw the name change once again, and the academic establishment became known as the Northwest Indian College, becoming recognized as a four year academic establishment (NWIC website). The degrees and certificates available through the college are: AA Native American Studies, Oksale Native Education, and General Direct Transfer Degree; AS Life Sciences; AT Chemical Dependency Studies, Computer Maintenance and Networking, and Individualized Program. Certificate programs are: Native American Studies, Computer Repair Technician, and Individualized Program. Northwest Indian College currently has a fully functional distance learning program, which covers three different availabilities for learning away from the campus environment. Live interactive video, which utilizes K-20 Network (specifically in regards to the tri-state coverage), and connects the following tribal communities, to learning through the network: Makah, Swinomish, Tulalip, and Chief Leschi. On-line learning uses WebCT (other tribal colleges are turning towards this outlet for learning or experimenting with its availability and usage), which offers web-based courses; this can be entirely online study or implemented as a supplemental content to a standard classroom course. Students with a computer, web browser, and connection to the internet are eligible for this program outlet. Independent learning, taking another direction, is an individual, self-paced study directed by an instructor through the use of written materials or weekly teleconferences or videotapes. Communicati on between instructor and student occurs through phone, fax, or email (NWIC website). Distance Learning Programs As early as 2002, growth in on-line distance programs has been noticed. At the time, over half a million students were enrolled for the 2001-2002 academic year. Turning that into tuition dollars, the investment for on-line enrollment stood at $2.4 billion (Gallagher, 2003). A 40% annual growth was predicted to follow in the 2003-2004 academic year, which signified a 5% increase in distance learning programs. Distance learning seems to be fueled by the development and technical advances of web-based technology (Gruedemann, 2007). The consistency of serving local communities, and reaching out to long distance learners as well (considered the newest wave in marketing techniques to continue earning profits for colleges offering distance learning programs), making the programs accessible and flexible to adult students, based on quality and cost, while addressing various program requirements, is the basis of distance learning programs, encompassing various methods of accomplishing academic goals (Gallagher, 2003). Although some faculty members and students struggle to learn and teach within the guidelines of altered roles, and there is evidence of lack of face to face interaction, the benefits of distance learning programs are found through the ease of determined time for studying and meeting assignment deadlines for turning in finished materials, active learning is involved in motivating the student to take part in acquiring knowledge, preparation for real-life work is more tangible, critical thinking skills improve with independent study, and a satisfaction with the learning style can be noted among some students (Gruendemann, 2007). Reservation life-current conditions Although, since the first contact and over the course of history, European Americans have often distorted the reality of Native American communities through romanticizism, stereotyping, and appropriating spirituality, the opposite is to be found within the tribal community (Waller, Okamoto, Hankerson, Hibbeler, Hibbeler, McIntyre, and McAllen-Walker, 2002). There are currently 202 tribes, with 1.5 million residing on reservation land. Native Americans living on reservations still continue to experience high rates of unemployment and low life expectancy among the highest anywhere in the country. Reservations such as the Cheyenne Indian River Reservation, located in South Dakota, lacks water systems, making sanitary conditions nearly impossible, and the tribal members who are employed, survive on less than one-third of the American average income (Gundrum, 2007). The best known example of poor living conditions and the nations most economically devastated community is the Pine Ridge Indian Reservation, also located in South Dakota. This reservation has been the focal point of many events in history; the Wounded Knee Massacre of 1890 which US cavalry men massacred 300 men, women, and children, the AIM (American Indian Movement) headquarters of the 1970s, several stand offs between traditionalists and the federal government, resulting in hi storical events such as the Leonard Peltier case of 1977 (Gundrum, 2007). Native American students and learning styles In 1979, the BIA (Bureau of Indian Affairs), funded 14, 600 undergraduate students and 700 graduate students; of those numbers, 1,639 received undergraduate degrees and 434 graduate degrees (Waller, Okamoto, Hankerson, Hibbeler, Hibbeler, McIntyre, and McAllen-Walker, 2002). As of 2002, 24 tribally controlled colleges were serving 10,000 students. Even with the increase in numbers for student enrollment with tribal colleges, there are significantly low percentages of students moving from the high school environment to college academics. Native American students have a high school drop-out rate of over 50%, and are considered the American minority to least likely to enroll and eventually graduate from college (Waller, Okamoto, Hankerson, Hibbeler, Hibbeler, McIntyre, and McAllen-Walker, 2002). Why are these figures so high? The question arises if distance learning program availability could possibly turn this percentage around and lower it instead of allowing it to remain consistent o r worse case, rise in the near future. The educational traditions of Indigenous peoples For educating children and adolescents in the native communities, each nation has, according to traditions and beliefs, its own teachings and methods. Oral history and teaching stories, the most noted methodology of teaching for native children, has long been regarded within tribal communities to be a valuable asset of learing; this is followed by ceremonies, such as puberty rites (typically for girls moving into womanhood) and sweat lodge purification (mostly young boys moving into manhood, by way of vision quests or hunting). Apprenticeships, long used before European contact, typically with respected members of the tribal community or with relatives such as grandparents, aunts, uncles, etc are still found to be in use, along with learning games, which in times gone by, prepared children for adult roles as providers, protectors and nurturing figures within their tribal communities. The most overlooked educational tool of native children, and considering all children everywhere in t he world, is the classic observation of adults, otherwise known as the see, then do method (Waller, Okamoto, Hankerson, Hibbeler, Hibbeler, McIntyre, and McAllen-Walker, 2002). In tribal societies, from pre-European contact to the present, a member of the people is judged by ones contribution to the group as a whole, rather than the Euro-centric philosophy of individualized achievements. Tribal members are considered an essential part of his or her community; therefore achievements are accomplished for the benefit of the entire community. More appropriate teaching and learning strategies may be found through role modeling and cooperative learning styles (Waller, Okamoto, Hankerson, Hibbeler, Hibbeler, McIntyre, and McAllen-Walker, 2002). To compete to win over someone else in the community, without regard for respect for one another, is considered disrespectful and dishonorable. To disregard the entire community for the needs or desires of the individual is to forget being part of the web of life. The concept of time may be a difficult part of the distance learning program baseline for tribal colleges, as within the tribal community, activities or actions are carried through until complete; there is no concept of deadlines (Waller, Okamoto, Hankerson, Hibbeler, Hibbeler, McIntyre, and McAllen-Walker, 2002). Rigid schedules of certain distance learning programs could possible cause conflict with traditional teachings within the tribal communities, although schedules are consistent with the concept of obtaining and maintaining Satisfactory Progress within the distance learning program structure (OLC website). Conclusion In conclusion, distance learning programs can be an asset to the tribal communities of which the tribal colleges are reaching out to serve. Tribally controlled colleges have been serving their communities since the establishment of such academic institutions, and to move into distance learning programs can only profit students of the tribal community. Native American students, taught within the traditional structure of their individual nations, can adapt to the distance learning structure of flexibility, active learning-facilitating more of a hands-on approach to learning, which in turn improves the concept of critical thinking. Working with the time factor may create more ease with following through with a study, which in turn results in satisfaction with the learning style being presented, and in turn, creating a more realistic approach to preparing for the goal of the student: to apply what is learned to real life and to see the rewards of the journey made to real-life work and th e ultimate benefits for the betterment of the tribal community. The concept of more distance program availability within the tribal college structure can also possibly give back to the community in the way of bringing the percentage of high-school drop outs down, creating a motivation to keep those figures down and for Native American students to excel in the academic world to achieve goals that, even though may appear to be based on individual satisfaction and achievement, the results can be taken back into the tribal communities to benefit the nation as a whole. Distance learning programs are also reaching out to adult learners in the tribal communities, as more and more adults are returning to achieve or finish educational goals. Adults within the community still carry influence as to what children and adolescents will choose to do with their own lives, continuing to foster the see, then do methodology of learning. If adults within the tribal community can achieve success within the academic structure, then the influence upon the youth of the community can be a positive one. Also, as more and more colleges are experiencing lower enrollments for the more traditional programs, be they tribal colleges or academic institutions not in correlation with the reservation communities, a method of keeping enrollment figures consistent is being examined, experimented with, trialed through success and failure, and seeing results in obtaining and maintaining student numbers. Not all students have the ability to attend more traditional programs, either as full-time, on campus students, or even as part-time, extended over a loner period of time. More and more students are noted as individuals with families, full time employment, life changes that have facilitated seeking out continuing education, and wanting to improve the quality of their own lives, along with the lives of their families and communities. Education is moving away from the classroom environment to a more realistic approach to being able to apply acquired knowledge to real life and to be able to implement that very knowledge to every day life. Works Cited Gallagher, S. 2003. Maximum profit and ROI in distance ed: Planning to refine or launch your online learning programs? University Press, May 2003. Gruendemann, B. 2007. Distance learning and perioperative nursing. AORN Journal. March 2007. Gundrum, Gretchen. 2007. Indian reservations: Land for the Indian? MLA formatted research paper. April 2007. Wallner, M.; Okamoto, S.; Hankerson, A.; Hibbeler, T.; Hibbeler, P.; McIntyre, P.; and McAllen-Walker, R. The hoop of learning: A holistic, multi-systemic model for facilitating educational resilience among indigenous students. Journal of Sociology and Social Welfare. March 2002. Northwest Indian College Oglala Lakota College

How Executives Should Answer One Scary Interview Question Who Wrote Your Resume

How Executives Should Answer One Scary Interview Question Who Wrote Your Resume Should executives write their own resumes? As an executive resume writer, I run into a certain number of people who believe every job candidate, regardless of industry, should write his or her own resume. While I agree very strongly that students should write their own academic papers and college application essays, I think very differently about whether executives should write their own resumes. Think about it. Executives are not being judged on their ability to format a beautiful document and craft powerful bullets about themselves. They have not spent years studying and practicing the art of resume writing. What is an executive’s job? All C-Level executives need forward-thinking strategy skills and the ability to manage and motivate teams. A CTO needs to know technology. A CFO needs to know finance. A CMO needs to know marketing. A CEO needs to implement high-level strategy; ensure that teams are functioning optimally; make key decisions that serve the best interest of both the company and its customers; keep operations running smoothly; and liaise between the board of directors and corporate operations. Nowhere in this list is being a great writer, graphic designer, or resume bullet crafter. So why should an executive ever write his or her own resume? I can’t think of a reason. In fact, the most talented and accomplished executive could be undersold and undercut by a self-constructed resume. And isn’t an executive’s job to delegate responsibility to others rather than get caught in the weeds? Successful executives are universally interested in leveraging their time. They do not have 10 hours to spend wrestling over how to present their accomplishments in writing. They would rather pay someone to do what that person does well, in service of a great result. The interview question Given all this, what should you do if you are an executive and in an interview, you are asked who wrote your resume? One hiring manager, whom I will call Mike, used that â€Å"trick† question to vet candidates. He writes, â€Å"I found out a lot by the reaction to that question. The best response I ever heard was an unruffled ‘I contracted with someone good in that business. Look, [Mike], you are interviewing me for the Chief Technical Officer position. I care about the quality of the end result. I dont write software as well as some of the folks in the Engineering group. I dont write resumes as well as the service. Quality of outcome and cost count.’† Mike continues, â€Å"Ive seen some candidates get flustered and talk in circles. I even had one candidate claim he wrote it, only to interrupt me ten minutes later to contradict himself.† I was struck in this story by the attributes this successful candidate’s answer showed: integrity, honesty, decisiveness, the ability to stay clear under pressure, a results focus, and a commitment to finding the best people to do any job. Those are qualities I would want in an executive. Executive responsibilities as a job candidate Even when someone else writes your executive resume, you go through the process of getting very clear about the challenges you faced, the actions you took, and the results you achieved. That is each executive’s work to do, with the support of a resume writer if desired. My advice is to put your best foot forward, and to leverage your resources optimally to do that. What do you think about executives writing their own resumes? Do you have any other favorite, revealing interview questions you want to share? Please comment below!

Issues in the Field of Engineering Essay Example | Topics and Well Written Essays - 1750 words - 1

Issues in the Field of Engineering - Essay Example The National Academy of Engineering has recognized 14 grand challenges to the field of engineering in the 21st century. Managing nitrogen cycle is one of those 14 challenges that require immediate intervention (University of Iowa). Although the academic literature and previous studies have paid less attention to this issue compared to other challenges like global warming or climate change, it is really a sensitive problem that can have terrible impacts on ecosystems and public health. The human-induced disruptions of the global nitrogen cycle result in serious engineering challenges. The nitrogen cycle plays a central role in the production of food, and hence it reflects a crucial aspect of energy needs. The National Academy of Engineering describes in their web article â€Å"Manage the nitrogen cycle† that Nitrogen cycle is considered as a process where the chemistry of Earth and life meets together as plants extract nitrogen from their surrounding environment to make food. Regulating the impacts of agriculture on the global nitrogen cycle turns out to be a growing challenge to the concept of sustainable development. According to the article â€Å"Manage the nitrogen cycle,† amino acids (building blocks of proteins) and nucleotides (building blocks of DNA) contain nitrogen as a major component, and hence all living things need this element. Nitrogen is supplied in inexhaustible amounts in our planet – nitrogen makes up nearly four-fifths of the earth’s atmosphere and is present in the form of nitrogen molecules (National Academy of E ngineering). However, the atmospheric nitrogen is not readily available for living organisms because nitrogen molecules rarely enter into chemical reactions. Dincer and Zamfirescu point out in their book that the large scale energy released from lightning strikes or the chemical abilities of some microbes

Finance Personal Statment Statement Example | Topics and Well Written Essays - 500 words

Finance Statment - Personal Statement Example I am motivated to beat the odds and change the Saudi Arabia culture in order to open the doors to female workers to aspire higher professional goals. I want to join your program for several reasons. One of my career goals is to pursue a career in teaching in the future. Most universities require its professor’s to hold PhD degrees. During the first year of the program I hope to get acquainted with the faculty and sharpened my research skills in order to select a good topic for my thesis. I am very passionate about finance. In high school I started following local and international stock markets and reading the financial page of the newspaper. A few years later once the internet arrived at my country I had greater access to articles and financial news. I wanted to study finance at the university, but they did not teach it for girls at that time in Saudi and my parents did not allow me to study abroad for cultural reasons. This led me to choose accounting as my major. Accounting is often regarded as the cousin to finance since both practices are interrelated. I got married in my last year of college on October 2001 and had my first child in 2003 and my second in 2005. Since 2002 I was signing petitions to allow women to enter Saudi organization of certified public accountants so they can hold the Saudi CPA. Finally in 2004 the acceptance was granted. I am a goal oriented, assertive, self motivated, and a hard worker that is not afraid of a challenge. I am also ambitious, a good analyzer, team player, and a great leader. I am aware of the impotents of self development. I have attended several workshops on the subject. In the latest which was about women leadership, the presenter asked what about the main challenges Saudi women faced while doing their dissertation. I thought a professional women network could be the solution. I took the initiative and

Physician Responsibilities and A Breach of Contract Research Paper

Physician Responsibilities and A Breach of Contract - Research Paper Example The physician should also offer the patient with resources to help find another physician. Pozgar (2011) argues the physician should, with the written consent of the patient, transfer patient records to the new physician. The administrator of the hospital should give details on the legal boundaries of the physician-patient relationship. The patient should, for instance, be made aware that the contract between them and the physician is a fiduciary one, not financial. Similarly, the administrator should ensure that the physician explains the difference between patient abandonment and legal contract termination to the patient. In most cases, strict liability applies to product manufacturers whose products cause harm to patients but not to hospitals and physicians who use these products on patients. However, in some cases a physician may be liable to legal action if they use drugs, radiations, medical devices, and conduct blood transfusions using faulty products (Miller, 2008). 3a. Why it is easier for a patient to prove breach of contract as opposed to negligence, when a physician covering for the patient’s regular physician gives the patient medication that causes severe reaction In case a patient suffers damage at the hands of a physician who is covering for the patient’s regular physician, it is hard to press for negligence charges since it cannot be proven that the physician failed to provide the necessary care due to recklessness or heedlessness. According to Miller (2008) a patient who suffers damage because of malpractice on the part of the covering physician can file a case for breach of contract. This is particularly the case when the regular physician fails to give enough reason for failing to attend to the patient. The contract between a patient and a physician may be breached if the physician promises to use a specific procedure but

UK Childrens Health And Well-being

UK Childrens Health And Well-being Drawing on research and theory critically discuss the effects on young childrens health and wellbeing of being poor in a rich country such as the UK. How can such health inequalities be addressed? The health and wellbeing of children within the UK has become a controversial topic amongst policy makers, due to the major health inequalities surrounding children in the UK. A report submitted by the Department of Health (1980) concludes that on the whole, health within the UK has improved since the introduction of the welfare state; however there is still widespread health inequality which has resulted in a vast number of children living in poverty. Poverty is defined as a circumstance characterised by severe deprivation of basic human needs, including food, safe drinking water, sanitation facilities, health, shelter and access to education and information. (United Nations, 1995) Poverty has further been defined in literature in terms of relative and absolute poverty. Relative poverty is where individuals are living in a rich country such as the UK, where there are higher minimum standards which no individual should fall below. These standards should continue to rise as the country expands economically. On a higher scale, the concept of absolute poverty includes anyone deemed to be living below the minimum standards of the above essentials. It is important that individuals do not fall below this standard as it can have devastating consequences. Although poverty has numerous definitions, it must be remembered that child poverty is the poor circumstances experienced throughout the duration of childhood by children and young people . It differs from adult poverty due to the diverse causes and effects. The impact it has on children during childhood can be everlasting. (CHIP, 2004;UNDP, 2004). Social exclusion is where families have limited access to good health, adequate diet, the ability to participate in the community (Smith 1990). In this sense, poverty and social exclusion are directly related, since families living in poverty often do not have access to the above necessities. The health statuses of various groups of people are dependent upon numerous factors, one which is social status. A persons social status is almost directly related to the persons health and social group that they belong to, thus has a potential effect on the health and life chances that one may encounter. Categorically, socio-economic groups in the community vary from the high class to the working class, with geographical location being a primary factor. For example in Britain, those that live in affluent areas are more likely to live a healthier and more productive life than those who live in a deprived location on a low income. The social status element has broadened the gap between communitie s, allowing poverty to continue to dominate the lives of children. Children are vulnerable to deprivation; even when it is only for a short period in their lives. It can still have long term implications on their growth. I aim to critically discuss these effects and look at ways in which health inequalities can be addressed. Childhood is a very vulnerable stage for children, as they are dependent on their parents or guardians to fulfil their needs. Children require basic resources and services to develop mentally, physically and emotionally. To develop into a healthy adult, necessary requirements include educational facilities, vaccinations, healthcare, security, nutrition, clean water, and a supportive environment. Due to their sensitivity during this critical stage of life, children are particularly vulnerable to exploitation and abuse (CHIP, 2004: pg. 2). Furthermore, children living in poverty face numerous deprivations of their rights: survival, health and nutrition, education, participation, and protection from harm, exploitation and discrimination. Over 1 billion children are severely deprived of at least one of the essential goods and services they require to survive, grow and develop (UNICEF,2005b: pg. 15) Children growing up in poverty are more likely to experience emotional and behavioural problems both of which have a negative effect on their wellbeing. Additionally most problems encountered throughout childhood continue into the adolescents and adulthood years. Antisocial behaviour can be due to cultural and social factors which can have an immense influence on the individual. Living in inadequate and overcrowded housing conditions on estates which are associated with crime increases these risks. Bronfenbrenners ecological theory suggests that human behavioural development is shaped by ones environment. The theory acknowledges that a child affects as well is affected by the settings in which they spend time in. The time spent by children in negative surroundings will have a detrimental effect on their personal behaviour. He states that as the child develops, the interaction and relationships formed with others around them become more complex, and that this would continue to arise whilst the childs physical and cognitive formation was to grow and mature. A study conducted by Clark in 1996 found that children suffer socially from frequently being re-housed in to more affordable housing. These children felt that they lacked stable friendships and had difficulty forming friendships due to the frequent school changes, schools hence became a place of social deprivation rather than a place where friends could be gained. Moreover, Oppenheim (1996) and Dunn (2000) both argue that chil dren feel excluded because they cannot afford to socialise with their peers leaving them segregated from those around them. Furthermore Smith (1995) indicates that failure to fit in with their peers results in profound effects on childrens behaviour. Blackburn (1991) goes on to argue that poverty affects psychological and behavioural processes which diminish life choices. This can lead to increased feelings of powerlessness and low self esteem as a result. In some cases this can cause the individual to form coping strategies which include alcohol or illegal drugs. Gilman et al (2003) highlights that childhood adversity extensively increases the risk of depression, as well as long term negative effects on childrens health and wellbeing. The health and well-being of children is interrelated to the quality of housing, the appropriateness of the location and affordability. Housing is a key component of both the physical and social environments in which children are exposed to, and plays a direct and indirect role in the achievement of positive development. A study undertaken by the Board of Science 2003 found that stable, safe and secure housing is a fundamental aspect in the healthy development of a child (Board of Science and Education, 2003). Faulty structure and inadequate facilities, for example heating, can cause accidental injuries (English House Condition Survey (EHCS), 1996). Factors affecting the health of children include the cost, quality, occupancy and the stability of the housing, along with the neighbourhood environment in which the child resides. Moreover, affordable accommodation for poverty-stricken families is frequently restricted to housing with substandard physical properties (Dunn, 2000), and is often in surroundings with socio-environmental problems which provide further disadvantages to physical and psychological well-being. Potvin et al (2002) argues that the housing tends to be in specific locations, resulting in segregation of low-income communities, when combined with poor access to employment opportunity, this can lead to socially deprived neighbourhoods. Klitzman et al (2005) confirms that these neighbourhoods are inclined to be unsafe, with limited access to essential facilities and services. This inevitably leaves fewer opportunities for social integration, and also poses health risks to the community, particularly for the vulnerable groups, residing within these environments. Curtis 2004 argues that inadequate housing may further influence individuals health and mental well-being through increasing their level of stress. This can put a tremendous strain on a child, as the child distinguishes the atmosphere within the home as being depressing. He goes on to acknowledge that crowded living conditions can result in easier transmission of infectious diseases i.e. tuberculosis and increases the likelihood of acquiring respiratory illnesses such as asthma and bronchitis particularly if family members are smokers. Excessive noise levels also result in sleep deprivation, which can affect the growth and psychological wellbeing of a child, as they may experience tiredness and low energy levels whilst at school, which would lead to poor concentration. Similarly this can also have adverse affects on adults and children alike and lead to negative psychological effects, including aggression, depression, irritability, and frustration with others in the family. This is r eported to contribute to family issues and potential violence. (Curtis, 2004).. The English House Condition Survey confirmed that 1,522,000 UK residences did not meet the mandatory standards set (EHCS, 1996). For many deprived communities, the only housing available is unsatisfactory. The World Health Organisation (WHO) advocates that, during the cold weather, the average room temperature should remain at a constant 18-20C (WHO, 2005). However, in the EHCS survey it was estimated that 40% of the UK population resides in temperatures below these guidelines. 19% of housing in the UK is cold, and damp compared to the 9% recorded in Germany (EHCS, 1996). Despite specific measures adopted by local governments, housing policies continued to remain inadequate in many regions. For example, insulation of properties is a major government initiative at present. This is recognised as a cost effective intervention that could increase room temperatures whilst decreasing fuel costs for poverty-stricken families. However, The Warm Front scheme, which provides funding for insula tion, is not available to pregnant women and young children, unless they are in receipt of specific social security benefits. Despite repeated evidence of the effects of poor housing, and associated lack of heating, public health interventions remain insufficient. Economical accommodation for poorer families can be excessively expensive, and the payment of rent or mortgage costs can result in minimal disposable income for fuel, food and other basic necessities (EHCS, 1996). Obesity is a known health issue associated with poverty; a consequence of low incomes and inexpensive inferior foods, which result in high fat and high salt diets. Consequently, it has been determined that people with serious health issues are more likely to occupy the least health-promoting segment of the housing market, which in turn, aggravates health problems. Children born into poor circumstances also tend to have fewer educational opportunities than children are born into families where parents have been educated, or there is more disposable income available in the household. Hetherington et al (1991) argues that poor parents find it increasingly difficult to provide intellectual, stimulating tools or resources, such as toys, books, and technologically advanced equipment to their children. The complexity of their circumstances also prevents them from increasing the childs opportunity of receiving a pre-school education, giving them the opportunity of a positive foundation which is essential during the critical period of learning and development. Failure to attend pre-school can result in low academic attainment at a later stage. (www.surestart.gov.uk) Furthermore, since many social peer relationships form during the early years, children who do not have these experiences tend to lack confidence and self-esteem (Hetherington et al (1991), When placed within the classroom environment at an older age, these children are more likely to choose to remain segregated rather than participate within class discussion as they feel stigmatised due to the life they lead and have poor confidence when interacting with their peers. They feel that children that live in affluent areas have greater confidence and should be the speakers. In the mid 1990s, there was an extremely high rate of relative child poverty in Europe, and the UK at present still has a high rate of poverty and the worst birth weight in deprived areas in comparison to any other Western European country (Sandwell-Smith, 2003). Therefore in 1999, Prime Minister Tony Blair made a pledge to eradicate child poverty by 2020, halving it by 2010, and making a difference by 25% in 2005. In order to do this, several changes were put into place such as the implementation of a taxation system, changes in benefit eligibility and the way it is paid, the introduction of the tax credits and the investment in childrens services. Around the same time, the Millennium Cohort Study (2000) established that babies being tracked were already showing larger differences in their health status at the age of three, according to their family conditions. Among children in families with income below  £10,000 a year, 4.2% suffered chronic illnesses at this age, compared to ju st 1.7% among wealthy families on over  £52,000. This significant difference highlights the importance of living above the poverty line. Such evidence has paved the way for numerous Government initiatives that attempt to close the gap on health inequalities in the UK. According to the UKs statement to the United Nations General Assembly Special Session on Children in 2002, the UK is restructuring the machinery of government to put the welfare of children and young people at the heart of policies and services, to ensure that childrens and young peoples voices shape the priorities and practices of the government, and to bring together the government, the voluntary sector, businesses, local communities and families with a vision for young people. (United Nations 2002) Ten years on research shows that the government still holds a strong will to tackle child poverty and has always had it on the agenda, and is continuing to be a key aspect in the battle against child poverty. In a response to the recent release of poverty figures, the government insisted that the  £1 billion already committed in this years budget with help to lift a further 250,000 children out of poverty, however they believe an additional  £3 billion will be needed to invest in tax credits and benefits in order to meet the 2010 target set by former prime minister Tony Blair. (End Child Poverty HBAI Report 2008).However in a policy briefing on education and child poverty released in March 2008, The Child Poverty Action Group (CPAG) condemned the government for not addressing this issue properly and claimed that the educational gap between disadvantaged children and their peers would continue to increase and that part costs incurred should be claimed through local charging police s ( End Child Poverty 2008). Although some of the governments policies and strategies have not achieved their full potential there is still room for improvement with the ideas already formed. This can only take place if there is a major transformation in the way policy makers address the issue and implement strategies. For example the existing tax credits system consists of a working element for parents who are on a low income and a child based element on the number of children under the age of eighteen in full time education. This currently needs to be reviewed and updated; the combined value of child tax credit and child benefit needs to be increased in line with inflation and earnings. The reformation on the administration of tax credits and benefits is also essential as in previous years there has been discrepancies on the amounts paid and the overpayment of these allowances.(www.hmrc.gov.uk) In conjunction with the above, the benefit entitlement system needs to be reassessed for all UK residents irrespective of immigration status as at present those that are not UK nationals are not entitled to specific benefits. Another significant aspect is that the government has made various attempts to work towards creating more jobs, and getting people off benefits into work however; it needs to be that the jobs created are enhanced and beneficial, financially for those that are qualified and have the relevant experience.(www.jobcentre.plus.gov.uk) Conclusion: There is conclusive evidence that living standards and housing conditions are interrelated and poor socio-economic situations during childhood negatively influence the health status once a child reaches adulthood. The exposure of the young to these situations contributes to long-term ill health. This is worsened due to diminished immune systems and the greater exposure to negative environments which they have little or no control over. (Klitzman, et. al., 2005). Insufficient facilities and the overcrowding of properties are very much a major concern with infectious disease, while damp and mould can cause various respiratory problems (Bornehag, et. al., 2005). Nevertheless, the debate around housing and health and wellbeing is inclined to be concerned with the discourse of poverty. (Dunn, 2000). However, looking at research there seems to be much less consideration of the indirect effects of poor housing upon health, such as social exclusion (Curtis, 2004) and depression, and psycho-s ocial effects are repeatedly overlooked. Moreover in recent years, socio-economic determinants of health have returned to policy debates, and housing conditions are, once again, recognized as a critical influence upon public health (Board of Science and Education, 2003). Recent studies have shifted focus in the direction of a broader-ranging perspective with regard to poverty, and health and quality of life, which presents the possibilities of enhanced understandings of the determinants of health status. The General Assembly of the United Nations 1948 states that everyone has the right to a standard of living sufficient for the health and wellbeing of himself and his family. This Includes food, clothing, housing and medical care. As with many health determinants, the quality of housing is directly related to income. Trying to reduce these adverse effects of poor accommodation remains a major challenge. Health inequalities are not reducing in the UK, and the worst health is experienced by those who are most socially and economically deprived (Stanwell-Smith, 2003). As in the nineteenth century, there is a profound need for a rigorous public health reform. Essential to this must be enhanced living standards and prevention of ill health, so as not to become trapped in the inevitable cycle of poverty many children still find themselves in today. Although the government has evidently reaffirmed its commitment to meeting its child poverty targets, and has developed both the organisational competence and the political drive to do so, there still seems to be a vast majority of children living in poverty and it is highly unlikely that the 2010 target is to be met, based on current spending levels. However it is not too late to improve the strategies enforced to provide a healthier future for the children who will be the new generation of the workforce for years to come. Word Count:2992

Henry Fleming In Red Badge Of Courage Essay -- Red Badge Of Courage

Henry Fleming in Red Badge of Courage The Civil War forced many young boys out of childhood and into adulthood. Most of these young boys were not prepared for war, and Henry Fleming was one of these boys. Henry Fleming's life in New York was routine. He had his normal share of friends and lived on a farm. When Henry got up in the mornings, he always knew exactly what the day had in store for him. This simple and boring life drove Henry to enlist. Henry wanted some excitement and to be seen by everyone as a hero. He wanted to be a man. However, his mother was strictly against his joining the Union Army. She thought that the Army was for rough and uncivilized heathens. His mother's greatest fear was that these heathens would influence Henry to start drinking and swearing. Despite his mother's concerns, Henry enlisted in the Army. But being in the Army wasn't enough, Henry was anxious to go to battle. All along the way to his station he and his fellow recruits were treated kindly. Old men patted them on their backs and young boys admired them when they stopped for rest. This warm feeling faded when they reached the camp. Here life was boring for Henry. The only thing his company did was drill day in and day out. All of the experienced soldiers told war stories every night by the campfire. Henry could only listen because he was still 'wet behind the ears'. He felt left out and often sat alone wondering about battle. War was like an illusion to him....

How to Safeguard the Well-Being of Children and Young People Essay

1.Understand the main legislation guidelines, policies and procedures for safeguarding children and young people 1.1 Outline current legislation, guidelines, policies and procedures within own UK home Nation affecting the safeguarding of children and young people Polices and procedures for safeguarding and child protection in England and Wales are the result of the Children Act 1989 and in Northern Ireland of the Children (Northern Ireland) Order 1995. The Children Act 2004 introduced further changes to the way the child protection system is structured and organised in England and Wales. Safeguarding~ promoting children’s welfare and putting measures in place to improve children’s safety and prevent abuse. Child protection~ part of the safeguarding process where it is necessary to take action when there is a reasonable belief that a child is at risk of significant harm. Children Act 1989 (England and Wales) Children (Northern Ireland) Order 1995 These Acts aimed to simplify the laws that protected children and young people in the respective UK countries. They were seen as a serious shake up of children’s rights and protection and made it clear to all who worked with children what their duties were and how they should work together in the event of allegations of child abuse. England and Wales produced separates- Working Together to Safeguard Children (1999) – which emphasised the responsibilities of professionals towards children who are at risk of harm. Children Act 2004 By 2003 it was clear that services for children were still not working together and protect vulnerable children in our society. This was highlighted by the tragic death of Victoria Climbie at the hands of her carers resulting in an independent inquiry into her death. The Laming report resulted in a green paper, Every Child Matters, which in turn led to the Children Act 2004 in England and similar bills and Acts in all four countries in the UK. The main features of the Act included: ~ the integration of children’s services and the introduction of children’s directors with responsibility for local authority education and children’s social services. ~lead councillors for children’s services with political responsibility for local child welfare ~ the establishment of Local Safeguarding Children’s Boards with statutory powers to ensure that social services, the NHS, education services, the police and other services work together to protect vulnerable children ~a new Common Assessment Framework to assist agencies in identifying welfare needs ~revised arrangements for sharing information Working Together to Safeguard Children 2006 The 2006 revised version of this document provides an update on safeguarding and a national framework to help agencies work individually and together to safeguard and promote the welfare of children. It also reflect changes to safeguarding practice in recent years, especially in the light of the Laming and Bichard Inquiries. The Vetting and Barring Scheme The scheme was introduced in October 2009 with the aim of preventing unsuitable people form working with children and vulnerable adults. From July 2010 and phased in over a five-year period, anyone working or volunteering with children of vulnerable adults will be required to register with the Independent Safeguarding Authority (ISA). The ISA will make decisions to prevent unsuitable people from working with children and vulnerable adults, using a range of information form different sources, including the Criminal Records Bureau (CRB). The CRB will process applications for ISA – registration and continuously monitor individual against and new information, while continuously monitor individuals against any new information, while continuing to provide record and other information to help them make informed recruitment decisions. 1.2 Explain child protection within the wider concept of safeguarding children and young people Safeguarding is about much more than just protecting children form direct abuse. The Staying Safe action plan recognises a number of important aspects in the wider view of safeguarding including: ~ keeping children safe form accidents ~ crime and bullying ~ missing children ~ actively promoting their welfare in a healthy and safe environment 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day-to-day work with children and young people It is very important that anyone working with children should be able to recognise if a child is at risk of harm of in need because of their vulnerability. The earlier this is recognised, the better outcome for the child involved. All the guidelines are intended to make sure that all the services and agencies involved with children and young people work together to improve safeguarding. Childcare practice Any childcare setting should have clear policies and procedures that cover all aspects of safeguarding. This should include policies and procedures for: ~ health and safety ~ child protection ~ contact with children and performing personal care ~ outings ~ visitors to the setting Risk assessment Risk assessments should be carried out to make sure that there are no safeguarding treats to the children in a setting. Ensuring the voice of the child or young person is heard The United Nations Convention on the Rights of the Child (Article 13) states that all children should have the opportunity to have their voice heard. Article 13 ~ The child shall have the right to freedom of expression, this right shall include to see, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice ‘. 1.4 Explain when and why inquiries and serious case review are required and how the sharing of the findings informs practice Society has a duty to protect children and young people: we have a network of professional organisations supported by legislation, polices and procedures to do this. Serious case reviews are called by the Local Safeguarding Children’s Board when a child dies and abuse or neglect are known or suspected to be a factor in the death. They involve the local authority children’s service and the police, as well as health, education and other agencies as needed. The LSCB also commissions an overview report form an independent person, which analyses the findings of the individual management reports and makes recommendations. Local authorities are required to notify Ofsted of all incidents involving children that are grave enough that they may lead to a serious case review, including where a child has died or suffered significant harm as a result of abuse or neglect, or where concerns are raised about professional practice or have attracted national media attention. Lessons learned form serious case reviews usually include the importance of: ~ sharing information and communication ~ keeping an accurate time line of events ~clear planning roles ~overcoming the problems of hard-to-reach families ~ good assessment of the child’s situation ~early recognition of children in need of protection by mainstream services such as schools or health services ~partnership working with agencies that parents may be receiving services form – for example mental health services A Public inquiry : an official review of events or actions ordered by the government. The report that is produced makes recommendations for improving practice. Laming Inquiry Lord Laming produced a landmark report in 2003 following a public inquiry into the death of Victoria Climbie. She died in February 2000 of malnutrition and hypothermia, having suffered horrific abuse at the hands of her great aunt and great aunt boyfriend. A lack of communication between social workers, nurses, doctors and police officers allowed her great-aunt and her lover to torture the little girl to death. Many professionals involved in the case admitted that their workloads were too big while pay and morale were low, and that they did not communicate with one another. The inquiry made a number of key recommendations for improvements to services that led to the Children Act 2004. Bichard Inquiry This inquiry resulted form the murders of two young girls in Suffolk by a school caretaker, who was known as a danger to children by one police authority. The information had not been identified when he had a SRB check of the Independent Safeguarding Authority 1.5 Explain how the processes used by own legislation that covers data protection, information handling and sharing The Data Protection Act 1998 covers personal information about individuals which is held by organisations. They have to keep information in a safe way that ensures other people do not get hold of it. Settings that work with children and young people have the same responsibilities: except that the information they hold is about young people and children who are vulnerable because of their age. The Data Protection Act places responsibilities on organisations holding personal information to: ~ use it only as needed ~keep it secure ~ make sure it’s accurate ~keep it up to date On behalf of children, adults and parents have the right under the Data Protection Act to have information corrected if it is wrong. They also have the right to claim compensation through the courts if an organisation breaches the Act and causes them damage and distress. The Data Protection Act and the Privacy and Electronic Communications Regulations also give people the right to stop personal information being used for any sort of direct marketing, such as unwanted junk mail, sales calls, or email and text massages. 2. Understand the importance of working in partnerships with other organisations to safeguard children and young people 2.1 Explain the importance of safeguarding children and young people Far too many children and young people suffer abuse or neglect at the hands of their parents or carers. ~ a significant number of children face repeated serious and multiple forms of abuse at the hands of parents or carers ~abuse is more common in families with drug or alcohol abuse problemsSome children are more at risk that other. Studies into the prevalence of maltreatment among children with disabilities have found that these abuse and neglect than non-disabled children. 2.2 Explain the importance of a child or young person centred approach A key feature of Every Child Matters is that each child is a unique individual who needs support form adults to achieve the best possible outcomes as they grow develop. The aim of Every Child Matters is to give all children the support they need to: ~ be healthy ~stay safeguarding ~enjoy and achieve ~achieve economic well-being All services aimed at children or young people based around individuals – planning to meet their needs, rather than for a whole group. It places children and families at the heart of policy on the basis that children and young people spend only one-fifth of their childhood at school. Because young people learn best with family support, the Children’s Plan covers all areas of children’s lives. 2.3 Explain what is mean by partnership working in the context of safeguarding Safeguarding and promoting the welfare of children depends on effective partnership working between agencies and professionals. Each has a different role and area of expertise. The importance of partnership working runs through every aspect of safeguarding form government legislation to local working. The key elements of Every Child Matters: Change for Children are all focused on partnership working at all levels including: ~ the duty to cooperate to promote the well-being of children and young people ~the duty to make arrangements to safeguard and promote the welfare of children and young people ~the development of statutory Local Safeguarding Children Boards (LSCBs) ~the appointment of local directors of children’s services to coordinate local government services ~the National Service Framework for children, young people and Maternity Services bringing together all child-related health services ~The Five Outcomes Framework ~ The development of an integrated inspection framework including education, care and health inspections ~the appointment of a Children’s Commissioner ~the development of a Common Assessment Framework to ensure all agencies contribute to an assessment of a child’s needs ~workforce reform to help develop skills and ensure staffing levels Anyone who has contact with a child or young person and has concerns about their welfare has a responsibility to pass that concern to the most appropriate agency. ‘Working Together to Safeguard Children’ (DCSF 2006) clearly sets out how individuals and organisations should work together to safeguard and promote the welfare of children and young people. Local communityAgenciesHealth visitor Neighboursor groupsChild heath clinicinvolved in Friendsthe welfareGP Family of a child Hospital PoliceChild minder Social workerNursery or school Leisure groups such as footballAfter school club Swimming, cubs, brownies Key features of effective working ~ a lead person who is responsible for coordinating actions and who acts as the main point of contact for children where more than one practitioner is involved ~ effective sharing of relevant information between agencies and practitioner. 2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed When a child or young person has been abused or harmed the first line response will be at the point of the allegation or discovery. ~ Social services have statutory responsibilities to provide support to vulnerable children and families in need.( this may be after a death or when families are finding every day life difficult) ~ Health visitors have a responsibility for the health of babies and young children under five.( they provide support and guidance to the parents of young children and carry out assessments of a child’s development) ~ General Practitioners work in the community – usually form health centres – and are the gateway to other health services. GPs are often the first people to identify possible abuse when a child attends surgery. ~ Probation services support people convicted of some offences to be rehabilitated into the community. ( they have a key role in monitoring people convicted of offences against children and should ensure they do not pose a threat to local children) ~ Police are involved in the criminal proceedings that may result form safeguarding issues. ~ As all children and young people should be in education or training between the ages of 5 -18 years, schools and training organisations are key to identifying and supporting children when they are in need of help. All staff working with children and young people should be trained in safeguarding and child protection. ~ Child psychology services will often be needed to support children who have experienced abuse or harm. ~ The NSPCC is a voluntary organisation – a national charity working to eradicate child abuse. 3. Understand the importance of ensuring children and young people’s safety and protection in the work setting 3.1 Explain why is important to ensure children and young people are protected form harm within the work setting Duty to care is a legal obligation that you all have. Professionals working in registered early years settings are expected to maintain a set of standards that reflect the government’s aim of improving the quality of life for children through the 5 positive outcomes of Every child matters. Parents leave children in the care with an expectation that they can trust you and your colleagues to keep their children form harm. It is difficult for many parents to leave their children, they need to be fully confident that their children are in safe, supportive hands with people who will help their development. Failing to meet this is a gross breach of your professional values. | Any professional working with children or young people is responsible for the care and well being of those children. Making sure that a child is safe on or out of a care setting is of paramount importance. Not only does it make a child or young person feel safe in a learning environment but it also gives the child the security to develop and achieve from an early age. For children to be effectively protected, it is essential that everyone accepts the responsibility of their role and to also be protected in that role. E.g. when escorting a child to the toilet or a child needs to be undressed due to any accident, it is vital that another member of staff or child is present as to not allow any allegations of misconduct. Physical contact between child and adult is important for building caring and trustworthy relationships but only when handled in an acceptable and responsible manner. There may be times, especially with younger children, occasions where a distressed or upset child needs comfort and encouragement which may include physical comforting, in these cases employees should use their discretion and common sense in order for allegations not to follow. | | | | 3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them As well as having policies to ensure that only suitable people work in their setting, managers need to promote very clear practices and ways of working to protect both the children and adults work with. Everyone in a setting has a responsibility to work hard to promote the welfare of the children in their care. Working in an open and transparent way Open-plan rooms~ this ensures that no member of staff is totally alone and out of view with a child. Sharing plans and talking about different ways of working also helps to make sure that staff work in the most appropriate ways. Listening to children and young people Whenever possible avoid agreeing to keep something a secret. Always tell a child if you feel you need to share information- especially if you feel a safeguarding issue is involved. It is important that you record and report any concern you have about a child’s welfare; make sure you know who to go in your setting. Power and positions of trust If you are involved in the care of children or young people, you are working in a position of trust. You have authority over the children and parents have placed their trust in you to look after them; this brings responsibilities. People who with to occupy position of trust with children and young people and vulnerable adults have to have enhanced CRP checks. Propriety and behaviour Children and young people tend to respect and look up to people in position of trust. You must think carefully about your own behaviour and the example you set to children and young people in your care. Physical contact Young children need physical contact; in they have fallen over, a cuddle can help them to recover and get back to playing. However, too much physical contact can be easily misunderstood. Make sure you are familiar with what is acceptable. Taking a child to the toilet, changing a nappy or helping a child change out of soiled clothes are all normal everyday tasks; but never do any of these in a room with the door closed or out of sight of other member of staff. Remembering this protects not only the child but yourself as well. Photographs and video recordings Photographing or videoing activities in any setting are great ways to let parents see what their children have been doing. ~ photos and videos are not available to anyone other than parents and carers ~always make sure that parents have given permission for photos to be taken ~check your policy on parents taking photos or videos. 3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistle blowers and those whose practice or behaviour is being questioned are protected At some stage in with children you may be faced with the problem of what to do about someone whose practice is unacceptable.You must not ignore poor practice – no matter who it is being carried out by. ( It can be very difficult to report someone you work with – or even your manager) How to whistle blow: ~think about exactly what is worrying you and why ~approach your supervisor, manager or safeguarding named person ~tell someone about your concerns as soon as you feel you can ~put your concerns in writing, outlining the background and history, giving names, dates and places where you can ~,ale sure something happens Whistle blowing does take courage. ( there is the risk of being bullied or harassed as a result) But anyone who whistle blows has the right to protection from the person they have raised concerns about. If you suffer as a result of a whistle blowing incident the UK Public Interest Disclosure Act 1998 offers legal protection. 3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits A significant element of a practitioner’s role in protecting themselves would be to read policies and procedures that are put in place to safeguard them and children or young people in their care. In a care setting a professional can protect themselves by:~ Avoid being alone in a closed room with a child.~ Two members of staff must be present if a child needs to be undressed in the event of an accident.~ If a child is collected late by a parent/carer then two staff members must stay until the child is collected.~ Always be seen to working in an open and transparent way where there is either visual access or an open door, especially in one to one situations. ~ Avoid meetings with children or young people in an isolated or private area of a care setting.It would be unrealistic to recommend that a member of staff should touch children or young people only in emergencies as very few people would agree with that, especially when young children can become so distressed in certain situations and a cuddle or close contact is needed by the child. Physical contact, guides and support are necessary in a range of settings appropriate to the age of the child and the circumstances at that time. Settings should provide a clear guidance about when and how the physical contact should be used in order to protect both staff and children. Effective management of risk should become automatic as you become more experienced. For every activity you plan, you should think about the hazards, the likelihood of the hazard occurring and the control measures. Risk~ the outcome or likely impact of the hazard associated with the activity to be undertaken Hazard~ something that has the potential to cause harm Likelihood ~ the probability of any harm from the hazard actually happening Control measure~ any activity or measures put in place to control or minimise identified risks In the case of educational visits, professionals should always carry out a full risk assessment of that visit, under the Health and Safety at work regulations Act 1999 it requires employers to assess the risks of activities, introduce measures to control these risks and inform employees of these measures. Before a trip can be arranged employers must follow the necessary policies and procedures as follows: ~Age, competence, fitness and the standard behaviour of the children and young people.~ Any special educational or medical needs of the children.~ Adult to children ratio. ~ The competence and qualifications of the accompanying adults.~ Modes of transport and location of visit.~ Emergency procedures.~ Permission from parents.~ Relevant medical or dietary needs of children. | | 4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed | | 4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding It is important that you are aware of the indications of child abuse. Not every sing means a child is being abused. Sometimes the first signs that you observe are not physical but a change in behaviour. It is important that you record your concerns and monitor any unexplained changes in a child’s behaviour. Sometimes a child may be experiencing more than one type of abuse. Physical abuse Physical abuse is when a child is physically hurt or injured ( hitting, kicking, beating with objects, throwing and shaking are all physical abuse, and cause pain, cuts bruising, broken bones and sometimes even death) Sings and symptoms of physical abuse can include: ~ unexplained recurrent injuries of burns ~wearing heavy cloth to cover injuries, even in hot weather ~refusal to undressing ~ bald patches of hair ~ repeated running away form home ~ fear of medical examination ~aggression towards self and others ~fear of physical contact, shrinking back if approached or touched Many signs of physical abuse can be confused with genuine accidental injuries, but they are often not in the places or distributed as you would expect. Sometimes the explanation does not fit the injury, or you may see the outline of a belt buckle or cigarette burn. Suspicion should be aroused if the parents have not sought medical advice soon after the injury occurred. Emotional abuse Emotional abuse occurs when children are not given love, approval or acceptance. They may be constantly criticised, blamed, sworn and shouted at, told that other people are better than they are. Emotional abuse also involves withholding love and affection. It is often linked with neglect Signs and symptoms of emotional abuse can include: ~ delayed development ~sudden speech problems such as stammering ~low self-esteem ~fear of any new situations ~neurotic behaviour ~extremes of withdrawal or aggression Neglect Neglect, which can result in failure to thrive, is when parents or others looking after children do not provide them whit proper food, warmth, shelter, clothing, care and protection Signs and symptoms of neglect can include: ~constant hunger ~poor personal hygiene ~constant tiredness ~poor state of clothing ~unusual thinness or lack of normal body weight ~untreated medical problems ~ no social relationships ~ stealing food ~destructive tendencies Sexual abuse Sexual abuse is when a child is forced or persuaded into sexual acts or situations by others. Children may be encouraged to look at pornography, be harassed by sexual suggestions or comments, be touched sexually or forced to have sex. Signs and symptoms of neglect can include: ~sexual knowledge of behaviour that is inappropriate to the child’s age ~medical problems such as chronic itching, pain in the genitals, venereal die ~depression, self-mutilation, suicide attempts, running away, overdoses or anorexia ~personality changes (becoming insecure or clinging) ~regressing to younger behaviour patterns (thumb-sucking, cuddly toys) ~sudden loss of appetite or compulsive eating ~being isolated or withdrawn ~inability to concentrate ~lack of trust or fear of someone they know well, (wanting to be alone with babysitter, child minder) ~starting to wet or soil again, day or night ~becoming worried about clothing being removed ~drawing sexually explicit pictures ~trying to be ‘ultra-good or perfect, overreacting to criticism 4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting All settings that have contact with children and young people must have clear policies and procedures to follow in all cases of abuse. Staff must have training in these and organisation for dealing with the situation. Disclosure of abuse by a child can occur at any time and it can be a shock to hear details. The way an allegation is received can be very important in the outcome to a child, even many years later. There have been many examples in the past of children not being believed at the time they declared their experience often resulting in serious problems later in life. Disclosure of abuse ~ when a child tells or implies to you that he or she has been abused 4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged 44 | | Children and their parents or carers have important rights even in cases of suspected abuse. Most children feel loyal towards those who care for them even when they have been responsible for the abuse, and have difficulty saying anything against them. In situation where harm or abuse is suspected or alleged, it is important to remember the following guidelines. ~ children and young people should receive help so they can express themselves fully, understand what is happening and the decisions that have to be made. ~ a child or young person has a right not to be subjected to repeated medical examinations or questioning following any allegation of abuse, whether of a physical or sexual nature ~family members normally have the right to know what is being said about them and to contribute to important decisions about their lives and those of their children ~children should be kept fully informed of processes involving them, should be consulted sensitively and decisions about their future should take account of their views 5. Understand how to respond to evidence or concerns that a child or young person has been bullied Bullying and the fear of bullying are major worries for many children and young people. Explain different types of bullying and the potential effects on children and young people The victims of bullying are usually different in some way form the bully, the differences may be as simple as a different physical characteristic or being seen as a swot. Bullying can be specific. The basis for the bullying it can be one or more of the following forms: ~ physical (pushing, kicking hitting, pinching and other forms of violence or threats) ~verbal (name-calling, insults, sarcasm, spreading rumours, persistent teasing) ~ emotional ( including not speaking to and excluding someone, tormenting ridicule, humiliation) ~cyber-bullying ( the use of information and communications technology particularly mobile phones and the internet, deliberately to upset someone else) Bullying can be carried out by one person against another, or by groups of people ‘ ganging up’ on a person. Bullying is not always delivered as a personal face -to- face attack, but can also be delivered through technology. Threatened or attempted suicideDepression Running awayLow self esteem Potential effects of bullying Isolation Shyness Poor academic achievement There are many reasons and possibilities as to why people bully, most of the time it’s because the victim is different in some way. Below are some of the differences why someone might be bullied: Someone’s appearance (e.g. hair colour or style, height) Someone’s race Someone’s religion Someone’s nationality Someone’s sexual orientation Someone being jealous Both males and females are capable of carrying out a vicious attack such as bullying on others. Some bullies only do it to uphold their reputation and look â€Å"hard†. Another reason would be either sex of a bully trying to maintain their superficial superiority. Many bullies only bully others out of jealousy and many of the people who have been bullied go on to do great things with their life, like some famous people who have been bullied. 5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place All schools are required by low to have anti-bulling policies in place but these vary in how they are worded and the subsequent actions that need to be taken. Schools must also have policies to encourage good behaviour and respect for others on the part for others on the part of pupils. The Department for Education is clear that no form of bullying should be tolerated. Bullying should be taken very seriously; it is not a normal part of growing up and it can ruin lives. The current anti-bulling guidance for schools: Safe to learn: embedding anti-bulling work in schools was launched in September 2007 5.3 Explain how to support a child or young person and /or their family when bullying is suspected or alleged When dealing with someone who is being bullied it is important to remember that they will be very upset although they may not show it on the outside. If they have plucked up the courage to talk to you then they need to know you will take the problem seriously. In the case of an older child, it is a good idea to ask them to write down exactly what happened and who was there so that you can speak to other people. The more information you have, the better you will be able to deal with the problem and the faster you can sort out exactly what happened. Reassure the victim that you will be back in touch with them as soon as you have completed your investigation and that if there are any more problems in the meantime they must let you know immediately. Supporting the family Parents can find it very hard to know how to help their child if they are being bullied. Some parents will have to cope with the news that it is their child who is a bully. You need to know to support parents in both these cases. Listen to parents; let them explain how they are feeling. Direct them to useful information so that they can start to think how to support their child. 6. Understand how to work with children and young people to support their safety and well-being 6.1 Explain how to support children and young people’s self-confidence and self-esteem Children and young people who are: ~assertive ~self-confident ~self-aware ~and have high self-esteem are less likely to be vulnerable to abuse. A child who has high self-esteem will do better in many aspects of development. Self esteem can be supported by: ~giving lots of praise and encouragement ~encouraging independence and choice, with many opportunities to try things out ~teaching children how to be assertive ( which means having their own needs met but still respecting those of others) ~encouraging cooperation, respect and tolerance between children, and giving a positive example yourself 6.2 Analyse the importance of supporting resilience in children and young people Resilience is the ability to deal with the ups and down of life and is based on self-esteem. The more resilience a child is the better they will deal with life as they grow and develop into adulthood. Many factors can positively affect a child’s resilience: ~secure early attachment ~confidence of being loved by family and friends ~good sense of self-identity ~ability to act independently ~confidence to try new things 6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety The important thing for all children to remember is that they should never feel uncomfortable about someone the are with or something being done to them. Children and young people need support to be able to keep themselves safe. It is important to be available to talk with children about any concerns they may have. If they are upset by a reported case of abuse, be as reassuring as possible. Stress that almost all children lead safe and happy lives and only a very few adults want to hurt children in any way. Using correct anatomical language, at a level appropriate to the child, is important when you are talking about bodies. Simple, age-appropriate sessions, linked to other activities, on how the human body works help children to understand what their bodies can do and raise awareness of what is normal and what is not. Sessions on ‘body maintenance’ should be an integral part of children’s education,not just to warn them of the danger of misuse. The Keep safe Code produced by Kids cape is an effective way of getting across the message about personal safety to young children. Older children need more detailed information such as: ~ lessons on normal sexual function, related to adult behaviour ( relevant to your setting’s policy ~information about misuse of their bodies, through smoking, alcohol and illegal drugs ~the risks of HIV and other sexually transmitted infections (chlamydia, herpes, gonorrhoea,..) Help from other organisations Organisations such as Kidscape, Childeline and the NSPCC can help eith information and guidance on these topics. It is important to use them properly and be sure that information is accurate and used to best effect. 6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety. Children and young people need to be empowered to keep themselves safe. Children will always push boundaries and take risks – that is how we all learn. Your role is to manage those risks without taking away their independence. When they are empowered, and can make their own choices, the are able to do things alone and without supervision. 7. Understand the importance of e-safety for children and young people 7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone This is an admirable ambition, with huge benefits for everyone – especially in relation to research and learning. But it is also fraught with danger as the Internet and mobile network also offer possibilities tor the abuse of children and young people. Most children and young people have access to the Internet and the use of a mobile phone. Both offer benefits to children but equally can expose them to threats to their safety and well-being. The Internet, mobile phones and video games pose a number of risks to children and young people – including cyber – bullying, access to unsuitable sites, exposure to commercial sites and danger form adults seeking to exploit children. 7.2 Describe ways of reducing risk to children and young people from: ~ social networking ~ internet use ~ buying online ~ using a mobile phone Short of banning all access to the Internet and mobile phones it is not possible to eliminate the risks to children and young people. But is is possible to build children’s resilience to the material to which they may be exposed, so that they have the confidence and skills to use the Internet more safely. The Byron Review identified three key objectives to protect children: ~reduce availability ~restrict access ~increase resilience to harmful and inappropriate material online. There are number of measures available that start to meet some of these objectives including: ~ parental controls that allow Internet sites with unsuitable material to be limited ~blocks on use ~improving the knowledge, skills and understanding around e-safety of children, parents and other responsible adults Ways in which you can help to improve children’s knowledge and skills include: ~ making them aware of the dangers ~helping them to develop the skills to recognise danger ~supporting them in dealing with situations they are not happy with.Combined with a sensible approach, such as making sure that children do not spend time on the computer unsupervised or for too long a period of time – these tools can make using the Internet a useful and enjoyable experience. Education of parents and carers are less skilled at using the Internet than their children are and may not be aware of the dangers of how to control access to certain material.

A Separate Peace †Denial of Truth Essay Essays

A Separate Peace – Denial of Truth Essay Essays A Separate Peace – Denial of Truth Essay Paper A Separate Peace – Denial of Truth Essay Paper The novel A Separate Peace focuses chiefly around a 17 twelvemonth old named Gene Forrester and his psychological development. The narrative is set in a boys boarding school in USA during World War II. There are four chief male childs in the novel and they all undergo major character alterations through the narrative. One of them goes brainsick. and the others experience terrible attitude alterations. Gene is caught right in the centre of these alterations. He is really close with all of the other three male childs. and therefore all of the alterations affect him really much. Due to all the tenseness happening in this novel because of the war and events traveling on at the school. there is a batch of denial of truth go oning. Three of the four male childs mentioned earlier deny the truth at sometime in the narrative. This denying of truth sometimes ends with the individual who committed the mistake in a bad status at the terminal of the book. and sometimes in good status. So it can be said that there were both positive and negative consequences for each of the denials of the truth. but these will be explained more in-depth in the undermentioned paragraphs. Although it starts after half the book is finished. one of the major illustrations of denying the truth in the novel is Finny denying the world of the war. Though it is disclosed at the terminal that Finny knew all along about the war. he succeeds. after a small clip. in doing Gene genuinely believe in the non-existence of the war ( although Gene claims that he did non truly believe the narrative. his behaviour around his schoolmates and his actions say otherwise ) . The first consequence we see of this denial is Finny’s confession of his resentment towards the universe because of his loss. This destroys the image we have of Finny as a â€Å"perfect† individual because it shows that he blames the universe for his accident. It besides stuns Gene so much that he begins to make pull-ins. even though he has neer done even ten before. With Finny’s verbal aid. Gene manages to make thirty. This solidifies the friendly relationship between them. After this minute. Finny decides to take Gene into his assurance and tells him he wanted to travel to the 1944 Olympics. but that Gene will hold to travel alternatively. and goes on to get down developing Gene. Finally. after many forenoons of difficult preparation. Gene eventually â€Å" [ discoveries ] his rhythm† . Superficially. it can be said that due to Finny’s artifice about the war. Gene became really athletic. A deeper survey shows that the incident is much more meaningful than this. It symbolizes Gene coming into his ain. The writer writes that Finny â€Å"seemed older that forenoon? he seemed smaller excessively. Or possibly it was merely that I. inside the same organic structure. had felt myself all at one time adult bigger† . It may besides be said that on this forenoon Finny ( a theoretical account of strenuosity ) became portion of Gene. So. it can be seen that Finny’s denying the world of the war was genuinely one of the more of import illustrations of denial of truth in the novel because it resulted in. among other things. a greater bonding between Finny and Gene and shattered the image of Finny being genuinely composed and calm. Another illustration of denial of truth would be Leper. Leper. as is obvious throughout the narrative. continuously denies world. He is really frequently be in his ain? dream world’ . and when he isn’t he is diffident and hesitating to demo his true feelings. This was probably because he was â€Å"difficult non to do merriment of† . For illustration. at the beginning of the book. when he claims Gene’s leap was better than Finny’s and is rebutted by Finny. â€Å"he didn’t argue or garbage. He didn’t back off. He became inanimate† . There are besides many illustrations of his non being witting of his milieus. One of them is when Gene is believing about him when he sees him on his manner to uncluttering railwaies. Gene recalls that while most of the male childs are listening to the proclamations. Leper â€Å"made small studies of birds and trees in the dorsum of his notebook† . Then. when Gene strolls up to speak to Leper. Leper remarks about skiing waies. Person taking to ski over assisting all the way a major railway in the center of the greatest war of all clip is rather uneven. He is non even skiing anyplace in peculiar. merely skiing to see nature. He besides disagrees strongly with downhill skiing. because it takes off from sing nature. He thinks that merely nature affairs and the full universe is as peaceable and traveling every bit easy as he is. Subsequently on. when Leper is sing fall ining the ground forces. we see more of this denial of world. He chooses to fall in a subdivision of the ground forces that he one time thought â€Å"ruined† skiing. He really believes that when he enlists he will pass all of his clip skiing down inclines. This shows that he does non genuinely understand the earnestness of the issue. Although the positive points of Leper’s denial of truth are much smaller than the negative 1s. they do be. Due to his denial of truth early on in the book. Leper went partly insane near the terminal of the book. but it can be seen at many points in the book that Leper eventually gained some assertiveness and shed aside his timid personality. The following illustration of denial of truth is Finny’s denial of the immorality in other people. Finny represents the goodness that is in human existences. Because he is so good. he has trouble understanding how other people can hold evil in them. This denial of truth gets him into a regretful province at the terminal of the book. There is an indicant of his truthfulness early on in the book. when Gene remarks that â€Å"Finny ever said what he happened to be believing. and if this aghast people so he was surprised† . Finny is the cat who is ever unagitated and nice. He is so surprised when Gene confesses to him that he intentionally caused Finny to fall out of the tree that he refuses to even believe Gene. and calls him a â€Å"damn fool† . Even prior to this. when Gene sees Finny in the school infirmary. Finny tells Gene about how he thought that there might hold been some foul play up in the tree when he fell. so instantly apologizes to Gene for holding that experiencing without even waiting for Gene to look into the legitimacy of this feeling. Afterwards. on the first twenty-four hours of the existent school twelvemonth. Finny calls Gene to speak to him. When Gene claims that he was â€Å"crazy† and â€Å"over the falls† . Finny doesn’t refute this. and even goes every bit far as to apologise one time once more for believing that Gene was absolutely serious. With his unfastened. honest nature. Finny can non truly accept that Gene. who he considers his best friend. pushed him off the tree. Finny’s reluctance here can besides be compared to another incident in the book. After hearing about Leper traveling brainsick. Finny says. â€Å"I conjecture I ever knew [ about the war ] . but I didn’t have to acknowledge it† . Finny knows that Gene truly had caused the accident. but he refuses to acknowledge it and represses it so much that he literally forgets about it. Therefore. when Brinker organizes the test and it is proven ( with grounds from Leper ) that Gene did do him to fall. it devastates Finny. and he rushes out of the Assembly Room. faux pass on the marble stepss. interrupt his leg. and subsequently. dies. However. if Finny had non denied the truth about immoralities in others and had openly challenged Gene. so the narrative would be much different. and Gene would non hold gone through the serious mental development that he did. The concluding illustration of denial of truth in the narrative is Gene’s reluctance to admit the immorality in him. There are many illustrations in the narrative other than Gene forcing Finny out of the tree that show the immorality in Gene. Gene feels a batch of bitterness towards Finny for all the things that Finny gets off with. One of these things is when Finny wears his pink emblem to school categories. He is questioned by â€Å"the sternest of the Summer Session Masterss. old Mr. Patch-Withers† . but gets off with it. Gene even admits that Finny’s ability to acquire out of problem makes him covetous. but claims that it is all right to be covetous of a friend. but the following incident proves otherwise. Finny frequently wears ties to replace belts. but on the twenty-four hours of the term tea makes the error of have oning the school tie as a belt. When Mr. Patch-Withers sees this. Gene â€Å" [ becomes ] out of the blue excited† because â€Å" [ Finny ] wasn’t traveling to acquire away with it† . When Finny does non acquire in problem. Gene is disappointed and says. â€Å"Phineas was traveling to acquire away with even this† . Gene’s reluctance to admit the immorality in him is proven later in the book when Leper says that Gene â€Å" ? ever [ was ] a barbarian underneath† and Gene kicks the chair out from underneath him. Gene can non accept the truth. In this manner he is similar to Finny. although the ground why is wholly different. Because Gene can non believe that there is evil in him. he tries to state himself that everybody else is evil and thinks that everyone is out to acquire him. Because he believes this. when Finny breaks the school swimming record. and refuses to state anyone or make it officially. Gene says he is â€Å"too good to be true† . This is because Finny’s behavior contradicts Gene’s perceptual experience of Finny as holding evil in him and it shocks Gene. Another clip when Gene’s true point of view is shown is when he asks Finny if he would mind if he got the highest grade in the category. Finny answers. with obvious irony. â€Å"I’d kill myself out of covetous envy† . but Gene takes it wholly earnestly. and hides his true feelings from Finny. Gene even acknowledges that he does non cognize everything that there is to cognize about him and that there are still concealed parts of himself. But he says that these parts could incorporate â€Å"the Sad Sack. the castaway or the coward† . Gene does non advert the possibility of immorality in him here or at any other clip before Finny’s decease. The good and bad points for this denial of truth are really similar to the 1s for the old illustration. Although Gene does non endure for his refusal to accept the immorality in him. Finny does. but merely when he breaks his leg. and non when he dies. All of these people react to their assorted crises in different ways. For illustration. Leper â€Å" [ emerged ] from a protective cloud of vagueness merely to run into it? and so give up the battle absolutely† . while Brinker â€Å" [ develops ] a careless general bitterness against it† . It is interesting to observe that all of the illustrations of denial of truth in the book terminal with the character in inquiry confronting a entire attitude alteration. Leper becomes partly insane and much more self-asserting. Gene understands his feelings much better and is a changed individual. It is like when Finny died some of his repose entered Gene. Because he denied the war’s being. Finny caused Gene to remain off from all their other friends ( Brinker. Chet. etc. ) and merely speak to him. With Finny’s denying evil in other people it is a small spot more complicated. With each consecutive autumn. it was like Finny’s character fell excessively. For illustration. after the first autumn. the resentment in Finny was shown and he besides wittingly lies to Gene about the war. After the 2nd autumn. nevertheless. there is a bigger difference. He attempts to conceal his hurting at the? trial’ . but after falling once more. he can no longer dissemble his choler with Gene. and shows this when Gene comes to see him in the dark. He tries to assail Gene. but can non acquire out of his bed to acquire near him. Finny has? fallen’ from his province of flawlessness and is like a normal individual. He does demo. nevertheless. that he still has the ability to forgive when he sees Gene for the last clip.