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.

Pfizer organizational structure Essay Example

Pfizer organizational structure Essay Example Pfizer organizational structure Paper Pfizer organizational structure Paper Pfizer is one of the biggest bio pharmaceutical companies out there. They are cue reentry looking at the efficiency and effectiveness of their new functional strategy. This new strategy is being implemented in their daily operations. The new functional strategy is called Office of the future or the Magic button. It is a tool used by Pfizer employees to increase their work productivity. Pfizer has implemented this function because of a study conducted by Harvard employees. They found that almost 40% of the time spent at work was spent on support tasks. This made for a compelling case to mind a solution to tactically enhance the time spent during work hours so that employees could effectively complete all their tasks. The Magic button is an outsourcing function that Pfizer has implemented as one of their functional strategies. What it does is that it outsource basic tasks to one of two different companies in India. What the company does is that it receives a tasks, all the information regarding it, a time frame and completes the tasks by the given time. Pfizer uses this method as a type of employee empowerment by giving them the opportunity to decide what tasks needs to e outsourced to make their jobs more effective. Work specialization is in focus in this strategy because employees are dividing their tasks into separate jobs and outsourcing the tasks that would help make their job more efficient and effective. The decision to implement this function would focuses be a form of centralization, but the function itself is a form of decentralization. The function redistributes power by allowing employees to outsource work. This gives employees line authority, responsibility and accountability of tasks being outsourced. Pfizer has found a good balance between centralization ND decentralization and understand the importance of having both. I would assume that formalization is low at Pfizer because employees decide how to complete their tasks. This changes the span of control within the company because the outsourced tasks can no longer be monitored and controlled to the same degree as the employees. Top and middle management might find their span of control being slightly altered, but by trusting the front line employees they have increased the efficiency and effectiveness of their company. Top and middle management also uses this function to increase heir productivity. However this changes the employees span of control because the jobs that are being outsourced by them is now within their span of control. This makes for a narrow span of control because employees suddenly assume some kind of managerial role. This extends the chain of command within the organization. In this new strategy the chain of command becomes more important than ever. In order to make sure this new function is not being misused managers must implement new levels of control, which allows them to monitor the progress and results of the new function. Managers must use afterwards control to a new extent to make sure that the right tasks are being outsourced. They must also use concurrent control to monitor the progress of the employee to make sure that the employees time is spent efficiently and effectively. Feedback control should also be implemented to make sure that the outsourcing company is increasing their effectiveness. Monitoring the employees by receiving feedback from the outsourcing company. Also strategic flexibility has never been more important because the external change of outsourcing work could how to be a mistake because of the company that the work is being outsourced to. This all would support my theory that Pfizer has a divisional structure, because outsourcing costs are being billed at the department of the employee who ordered the job. This means the company has different budgets and financial reports depending on division or department. If It was a simple structure their would be a budget specifically for outsourcing costs. 1 . What role do you think organizational structure plays in an organizations efficiency and effectiveness?

Miami Circle Article Example | Topics and Well Written Essays - 750 words

Miami Circle - Article Example The excavation, conducted under Bob Carr revealed a patterned group of holes in various sizes cut into the oolitic limestone. This covered a circular shaped area of 38 feet in diameter. And the excavated earth contained various artefacts like shell tools and stone axe-heads. Other crucial discoveries included human teeth and charcoal from fires. According to the diary report of Ryan J Wheeler, one of the archeologists who participatred in the escavation, they also found '.some concrete, modern glass, and other construction fill, lower portions produced nineteenth century materials, including the fragmentary neck of a blown green glass bottle and a wire-wound glass button, probably from a ladies' blouse or jacket. (Wheeler). A controversy regarding the preservation of the site ensued, especially after the suggestion by Baumann to relocate the circle to another location for which he offered to pay the expenses so that he could pursue the construction of the condominium. But there was a general resentment among the general public which included archaelogists, native americans, new agers and school children. And the State the State of Florida Preservation 2000 land acquisition program had to purchase the disputed site from Bachmann for $26.7 million. The radiocarbon dating, conduct... However, the argument that the holes belonged to the modern age was further disputed by Tom Scott and Harvey Means, Florida Geological Survey, who brought to light the fact that there was a buildup of a calcite duracrust on the edge of the cut face, which cannot happen in the case of modern objects. The artefacts that were found are supposed to belong the Tequesta native group which existed prior to the European settlement of the area. But to come to such a conclusion, other possibilities were to be discounted. There is no proof that native North Americans built such permanent structures so long ago. And the hypothesis that the site could have belonged to the Olemec or Mayan civilizations was more or less ruled out as there was no evidence of any artefact belonging to Cetral American origin on the site. According to Bob Carr, "Mayan architecture is always rectilinear, except for the observatory in the Yucatan, so really nothing about this fits a Mayan connection." He thinks that the references to Mayan civilization in this context are "just an exotic way to explain it." (Nimnicht). There exists an argument that the holes were postholes of some structure, some sort a foundation for a building. Another hint is that it could have been a burial site, but the excavators could find o nly a five-foot long shark skeleton, a dolphin skull and a complete carapace of a sea turtle. Apart from the four human teeth found on the site, nothing confirmed to the idea that it could have a common burial ground.The controversy regarding the decision of the Sate to spend a phenomenal amount on the project reached its height with the hunch by the University of Florida archaeologist Jerald T Milanich that the Circle

Reflective writing - Personal and professional development Essay

Reflective writing - Personal and professional development - Essay Example Personal Centered Therapy Personal Centered Therapy (PCT) is one of the theories I have learned in class. From the beginning, I thought that I could put into practice what I had learned about personal centered therapy. However, somehow this has not proved to be an easy feat for me. For instance, I found it difficult to think of its challenges or how I can administer it to a particular client or group. I had to challenge the fact that I could show unconditional positive regard, be emphatic and congruent when having to deal with a client who is a peoadphile. I have always thought it a nightmare dealing with peoadophiles. After taking this course, I have had to question myself and particularly in regard to how my character and beliefs would interfere with the way I administer person centered therapy. CBT (Cognitive Behavior Therapy) In studying cognitive behavior therapy (CBT), I really enjoyed my lectures on various theoretical models. Class exercises on CBT record were great especiall y when learning how to the use of our thoughts and common thinking traps. Person Centered Therapy theory was always interesting to me and after writing my case study on CBT, I got to like the concept and the principles involved. This is because to me, it suits my character as a method of behavioral study. The structure used is practical in nature and applicable to most client groups. On reading the books CBT for Beginners by Jane Simmons and Rachel Griffiths as well as Cognitive Behavioral Therapy with Adults by Stefan Hofmanand Mark Reincke, I successfully prepared for my assignments on this course. Psychodynamic I learnt new and interesting skills while studying psychodynamic psychotherapy. The least favorable theory I learned in the process was psychodynamic approach to counseling. The lecture on psychodynamic theorists challenged my perception and concept of the theory. However, I enjoyed my tutor’s perspective of the various theorists that contributed to this genre. Alth ough I am not a fun of Freudian theories, I was able to relate this theory to that of Melaine Klein and her approach interested me. I must admit that I greatly enjoyed the lessons learnt about psychotherapy and will surely apply whatever I learnt in theory. Assessment-Case Study Our assessment was a case study which proved to be challenging but enjoyable at the same time. It is through this process that I discovered that I enjoy solving problems presented in the form of case studies. I was able to improve my client’s character and use cognitive behavior therapy which was quite encouraging. Using CBT with my client proved to be easy for me as I analyzed and treated her problem, putting theory into effective practice. Through my reading about CBT, I discovered that the therapy is a suitable form of therapy from a multicultural perspective because of its basic nature and how it is practiced. Counseling Skills The lecture on counseling skills reminded me of the basic principles i nvolved in counseling. It also reminded me always to use words which help the clients to tell their stories freely. Initially, I felt that the counseling assessment went well although I always believe in making improvements. However, after receiving the feedback sheet, I felt that it did not reflect the skills I thought I had learnt over the years and this made me feel deflated. I contemplated discussing this with my client as I never wanted to appear confronting. I decided to discuss with my teacher who reassured me that the mark to her was not as negative as I thought it was. I thus felt better about my assessment and I also gained a better understanding of how she interpreted my practical skills.