Taking an Inside Look at Self-Esteem Essay - 768 Words

Do you believe in yourself and in your abilities? Can you handle rejection and criticism in an objective and healthy manner, or does one negative comment completely shatter your self-view? Self-esteem is an important part of personal happiness, fulfilling relationships and achievement. Self-esteem is used to describe a persons overall sense of self-worth. Research has shown key differences between individuals with high and low self-esteem. So what is self-esteem? Ray Baumeister defines it as, â€Å"how you feel about yourself in general†¦ whether you think you are pretty good, so-so, or not so good, overall† (p. 20). Both high and low self-esteem has good and bad qualities. The most common view of self-esteem is that having a high self-esteem†¦show more content†¦There are three factors that contribute to high self-esteem among children. Parents and others should let the child know they are loved no matter what. Parents need to set clear and strong morals and sta ndards. Parents need to see that their children are following the standards. Finally, parents should give the child freedom and respect for continuing to follow the standards. Parents need to express happiness when the child succeeds and disappointment when they do not. Parents should not only express emotion when the child does not live up to the standards. There needs to be a balance between the two. For an example, when a child disobeys, the optimal message Baumeister suggested is, â€Å"I love you, but I hate what you are doing† (p. 22). Letting your child know that he or she belongs, is doing well, and have some freedom can help the child develop healthy self-esteem. Self-esteem â€Å"help us adapt to the world and pass on our genes to the next generation† (Baumeister, 1999, p. 22). There are several possible answers suggesting the purpose of self-esteem, but none are conclusive. One suggests that people are driven by fear of death and self-esteem comforts that fear. A counterargument of this view point is that self-esteem does not correlate with death anxiety. Another view point is that self-esteem aids in coping with stress, trauma, and misfortunes. Baumeister stated that, â€Å"in response to adversity people needShow MoreRelatedWhat is Beauty Essay977 Words   |  4 Pagesfacility. Then some of the features they portray are impossible to obtain even with surgery because those looks are created through a computer. The look they claim is fictitious. It is all propaganda and spurious statements of which are only negative influences and lower women’s self-esteem to a critical point. The Dove Self Esteem Fund conducted a survey which concluded that â€Å"a girls self-esteem is more strongly related to how she views her own body shape and body weight, than how much she actuallyRead MoreSelf- Esteem Essays1137 Words   |  5 PagesScenario Self Esteem There are many similarities and differences to self-concept, self-esteem, and self-efficacy. Self-concept is the mental image or perception that one has of oneself. Self-esteem is the experience of feeling competent to cope with the basic challenges in life and of being worthy of happiness. Then self-efficacy is confidence in your ability to carry out a specific task in contrast to generalized self-confidence. The only person that can feel self-conceptRead MoreSelf Concept, My Personality And Other Characteristic That Make Me Unique955 Words   |  4 PagesSelf concept is defined the way that we see our self.It they many factoe that we put toghter to determnine who we are as a person. It is stated â€Å"It is now widely accepted that self-concept includes references to how one sees oneself, not only physically and from an academic/ professional and social perspective, but also within the most private and personal spheres of life† . There are many factor that have help to mold my self concept, from my interaction with people my personality and other characteristicRead MoreInfluences of Self-Concept and Self-Esteem on Communication1465 Words   |  6 Pagesabout yourself when you look in the mirror? How do you feel about yourself? Ahead we will discuss what makes up your self-esteem and the different things that influence and mold your self- esteem. Self-esteem is what and how you feel about yourself. Self-esteem shows how you value yourself and how important you think you are. Good self-esteem is important because it helps you hold your head high and feel proud of yourself and what you can do (Sheslow 2005). Good self-esteem gives you courage to tryRead MoreWhats Personal Motivation Essay876 Words   |  4 Pagescomes from inside us, and causes us to do a good job because we feel good about ourselves when we accomplish something. When we are internally motivated, we operate according to our own values. Understanding your needs, the hierarchy of needs will help to understand what motivates a particular individual. We all possess needs that are psychological in nature, the need for food, sleep, sex, safety needs driven by the need for protection from bodily harm, and security from threat. Self-esteem needs areRead MoreImportance of Self-Esteem and Self Image1445 Words   |  6 PagesImportance of self-esteem and self image Definitions How a person views themselves is referred to as self-image. This is the mental image of oneself. The characteristics that define a person internally are called self-image. These characteristics include kindness, selfish, talented, ugly, beautiful, intelligent, weight, height, and gender. Self-image also refers to the things a person has learnt about them self, through others judgments, and personal experiences. A persons self-image is somethingRead MoreSocial Media has Unhealthy Effect on Young Women647 Words   |  3 Pagesunhealthy look on body image at such a young age comes from being constantly surrounded by the images of an ideal women. Eight year old girls should not have to be worrying about their weight or looks, but it is realistic because that is what they are surrounded by. Young girls are already manipulated by media’s standards of the definition of beautiful, and the manipulation will only grow as they age. The betrayal that media put on the unrealistic goal to be thin increases the chance of self-harm toRead MoreShould Bullying Be Banned? High School?876 Words   |  4 Pagesit can do to a person’s self- esteem, confidence, and the mental destruction it does to a kid at that age. Bullying can cause someone not to believe in his or herself anymore and think that he or she cannot do anything in life right. They do not have the confidence to go to anyone and ask for help when they need it the most. Also they mentally cannot take the pressure of having someone emotionally abusing them every day making them feel like they are nothing on the inside. Being a victim of a bullyRead MorePersonality Paper1187 Words   |  5 PagesJanuary 14, 2013 Dr. Tracy Masiello Personality Theory Paper John Nash was a very interesting man. Many may just know of him because of the movie, â€Å"A Beautiful Mind†. Taking a look at John Nash and his personality and how psychologists, such as Jung and Freud would see John Nash through their diagnoses. Also taking a look at how different theories would go up against John Nash and his everyday life. The different theories that will be looked at are the Five-factor model and Maslow’s hierarchyRead MoreTeen Suicide Essay examples1104 Words   |  5 Pages Suicide is a major problem worldwide, especially for teenagers. Self image plays a big roll in American society today, especially in enabling someone to make a wrong and destructive decision like suicide. Self image and low esteem effect the chances of a teenagers suicide greatly. There are many events that lead up to a young persons suicide, for instance a little problem that seems inescapable which manifests themselves into overwhelming burdens. Detection and prevention a re both key for adults

Swot - 2643 Words

Marketing Intelligence Planning Emerald Article: Making SWOT Analysis Work Nigel Piercy, William Giles Article information: To cite this document: Nigel Piercy, William Giles, (1993),Making SWOT Analysis Work, Marketing Intelligence Planning, Vol. 7 Iss: 5 pp. 5 - 7 Permanent link to this document: http://dx.doi.org/10.1108/EUM0000000001042 Downloaded on: 08-05-2012 Citations: This document has been cited by 1 other documents To copy this document: permissions@emeraldinsight.com This document has been downloaded 11370 times. Access to this document was granted through an Emerald subscription provided by UNIVERSITY OF WARWICK For Authors: If you would like to write for this, or any other Emerald publication, then please use†¦show more content†¦Our challenge to the reader is to look at how SWOT analysis is used (or neglected) in his/her company s planning and to see whether our guidelines can be made to work. In short, by changing the ground rules for using this technique, we suggest it can be made exceptionally full and rich in strategic insight. The rules we propose for using SWOT to produce dynamic results are: (1) (2) (3) (4) (5) Focused SWOTs. Shared vision. Customer orientation. Environmental analysis. Structured strategy generation. Focused SWOTS Experience suggests first, that the more carefully we define the area to be evaluated with a SWOT analysis, the more productive the analysis is likely to be. By focusing on a particular issue, and excluding nonrelevant material, we can overcome the bland, meaningless generalisations that executives frequently produce if asked to take a global view of their businesses strengths and weaknesses. This definition, which should be rigorously enforced, has been made effective in analysing issues as diverse as focusing on: †¢ †¢ †¢ †¢ †¢ †¢ a specific product-market (with parameters defined); a specific customer segment in a market; product policy in a given market or segment; pricing policy in a particular market; distribution systems for particular customer groups; marketing communications for different customers and membersShow MoreRelatedSwot Analysis : Swot And Swot1081 Words   |  5 PagesSWOT Analysis: A SWOT analysis (SWOT matrix) first used by Stanford Research Institute during 1960-1970 and it was presented by Mr. Albert S. Humphrey a American business and management consultant by using data from fortune 500 companies. We can succeed in our life if we use our talents to our full extent. Similarly, we‘ll have some problems if we know our weakness are, and if we manage these weaknesses so that we don’t matter in the work we do. To understand more about our self and our externalRead MoreSwot Analysis : Swot And Swot2320 Words   |  10 PagesSWOT analysis focuses on the internal factors which are the company’s strengths and weaknesses as well as the external factors which are the opportunities and threats which are gained from situational analysis, which focuses on summarizing all the pertinent information acquired about the key three environments of internal, customer, and external (Ferrell Hartline, 2014, p. 39). A SWOT analysis further gives a company precise advantages and disadvantages in satisfying the needs of its selectedRead MoreSwot Analysis Of Swot And Swot Analysis738 Words   |  3 Pagesis known as SWOT analysis. The SWOT analysis is business analysis method that business can use for each of its department when deciding on the most perfect way to increase their business and future growth. This procedure identifies the internal and external strengths, weaknesses, opportunities and threats that are in the markets. SWOT analysis helps you decide your position against your competitors, identifies best future opportunities, and highlight current and future threats. SWOT analysis isRead MoreSwot Analysis Of Swot Analysis : Swot1223 Words   |  5 PagesOnStar – SWOT Analysis To help OnStar determine if home monitoring services should be added to its list of products and services, a SWOT analysis should be completed. A SWOT analysis is a situation analysis or tool used to identify the strengths, weaknesses, opportunities and threats of an organization (SWOT Analysis Definition | Investopedia, 2005). Thus, it is a basic straightforward model that determines what an organization, like OnStar, can and cannot do, as well as determines its opportunitiesRead MoreSwot Analysis : A Swot1371 Words   |  6 Pages SWOT analysis is valuable in understanding and revising the position of the company before decisions are made about company direction or the application of a new business idea. PEST is a tool to assess external factors. It is useful to complete a PEST analysis before a SWOT, although it may be more useful to complete a PEST analysis during, or after, a SWOT. SWOT and PEST are vital in determining the success of a business. SWOT analysis is a form of situational analysis in which internal strengthsRead MoreSwot Analysis : Swot And Swot1957 Words   |  8 PagesSWOT analysis focuses on the internal factors which are the company’s strengths and weaknesses as well as the external factors which are the opportunities and threats which are gained from situational analysis which focuses on summarizing all the pertinent information acquired about the key three environments of internal, customer, and external (Ferrell Hartline, 2014, p. 39). A SWOT analysis further gives a company precise advantages and disadvantages in satisfying the needs of its selected marketsRead MoreSwot Analysis Of Swot Analysis : Swot911 Words   |  4 Pages SWOT Analysis In the article â€Å"SWOT analysis† Harmon (2015) offered a definition for SWOT analysis, the purpose of the SWOT analysis, the advantages of performing a SWOT analysis, and outlined and discussed the four components of the SWOT analysis. SWOT analysis is a planning and brainstorming tool that helps people evaluate an idea or project for a business or formulate a business plan (Harmon, 2015). It should be noted that SWOT analysis is an acronym for Strengths, Weaknesses, OpportunitiesRead MoreSwot Analysis : A Swot1708 Words   |  7 Pages A SWOT analysis is â€Å"a structured planning method used to evaluate the strengths, weaknesses, opportunities and threats involved in a project or in a business venture.†(en.wikipedia.org/wiki/SWOT analysis, 03/11/14). A swot analysis can also be used to examine a person’s attributes. The strengths and weaknesses usually are internal factors whereas threats and opportunities are mainly external. Advantage Disadvantage Internal Strengths 1. Self-motivated 2. I am organised; accurate and pay attentionRead MoreSwot Analysis : A Swot852 Words   |  4 PagesStrength, weaknesses, opportunities and threats, commonly known as a SWOT analysis is used by businesses. Organizations use the SWOT analysis technique to figure out and understand their areas of strong suits (strengths), their inevitable flaws (weaknesses), prospects that the organization could look into (opportunities) and things that pose as intimidations to the organization (threats). There are many obstacles to overcome when it comes to international expansion. Obstacles such as; language andRead MoreSwot Analysis : The Swot1215 Words   |  5 PagesThe SWOT analysis was originally introduced by Andrews Christiansen, Guth and Learned in 1969 and its basic organizing principles have remained largely unchanged in the field of strategic management. [BADEN-FULLER, C. H. A. R. L. E. S., STOPFORD, J. (2002). The Firm Matters More than the Industry. Strategy for Business: A Reader, 1 23.] It is a systematic framework which helps managers to develop their business strategies by appraising their internal and external determinants of their organization’s

Culturally Proficient Leadership Free Essays

EDLA 626 – Culture, Diversity Human Rights Culturally Proficient Leadership: The Personal Journey Begins Within Summary: Part 1: Leadership as an Informed Personal Perspective Chapter 1: The Leadership Journey Begins Within Getting Centered – reality – many people in society still live segregated lives based on race / ethnicity, class – It is important that we look inward to ourselves in order to understand our reactions to people culturally different than us. – Such understanding allows us to effectively teach â€Å"other peoples’ children† Taking a Look at My School and What I See (and Don’t See) Schools and districts are influenced by social, political and economic forces not readily apparent. – Underlying the visible elements of our school communities are unapparent forces that make even more impact on our students, schools and us. We will write a custom essay sample on Culturally Proficient Leadership or any similar topic only for you Order Now – These invisible historical forces contribute to the sense of privilege or deprivation experienced in our schools that impacts our students, parents and us. – These forces are termed as equity issues and serve as the metaphorical elephant in the room that many pretend not to see. Are there â€Å"Equity Issues† in Your School? – Reaction to equity issues is dependent on one’s own experiences as a student. Different experience produced for students of different cultural groups (past present). – Regardless of personal experiences, a school leader and his/her vision benefits from knowledge of historical context of access and equity issues. – Two expressed values not fully realized are universal public education through High School and equitable educational opportunities (ex. Only 27 states have compulsory education requirements to age 16). – Progress toward universal education is linked with advancement in equitable treatment and equal outcomes for students based on gender, race, ethnicity and ableness is also evolving. Prominent researchers have pressed the issue for equity in schools for 2 generations. Confronting the â€Å"Gaps† as a Leadership Issue – Leaders faced with challenge of leading schools in ways that provide equitable opportunities irrespective of a student’s culture – The mere composition of any school poses naturally challenges due to differences (culture, race, gender, socio-economic, achievement, etc. ). – Leaders need to address systemic access disparities of quality educational programs, experienced funding and equitable school funding otherwise the status quo of gaps will continue. More equitable funding alone does not even things out . . . must be accompanied by a change in the way many students are educated. – Important question for leaders: How do we meet the academic and social needs of students who come to school with a different set of va lues, beliefs, socioeconomic experiences, behaviors, language and ability? NCLB as a Leadership Tool – NCLB can serve as a tool to support access and equity efforts. – NCLB has made public aware of differential educational opportunity and achievement patterns that exist in our schools and communities. NCLB used as pretext to point out and address achievement gap issues. Such a gap is a multifaceted outcome measure of gaps in access to education. – Achievement gaps differentiated by race, ethnicity, gender, class, etc. are being highlighted by the media. Definitions of Key Terms – Culture: The set of practices and beliefs shared by members of a particular group that distinguish that group from other groups. – Cultural Informancy: Reflects our experience of having cross cultural relationships that are authentic and trusting which allow for mutual learning and feedback leading to personal growth. Demographic Groups: Often used in schools in pace of su bgroup. – Dominant Culture: A culture readily visible in a classroom and school which often benefits from treatment, attention and success while others may be hidden and not apparent and not receive equitable treatment or attain equal levels of success.. – Equity: Access to material and human resources in proportion to needs. – Ethnicity: Ancestral heritage and geography, common history and to some degree physical appearance. – National Origin: A designation related to a person’s country of birth and prior citizenship. Nativism: The practice of valuing the rights of citizens born in this country over those of immigrants (marginalization effort attempt of immigrants). – Race: A concept developed by social scientists and misinterpreted and used by groups to characterize people by their physical features and to use those differences to justify suppression of some while promotion of others. – Reflection: careful consideration of one†™s behaviors, plans, values and assumptions in an effort to improve interpersonal and professional practice. – Sexual Orientation: An enduring, emotional, romantic, sexual or affectional attraction to another person. It exists along a continuum and differs from sexual behavior because it refers to feelings and self-concept. Chapter 2: The Cultural Proficiency Leadership Lens – Provides an overview of the tools of cultural proficiency. Such will provide one with an important lens and knowledge for action. Getting Centered – Educational gaps are our issue with at least 3 arguments being important prerequisites: 1. We must acknowledge that educational gaps are historical and persistent. Although we inherited them, they cannot be ignored. The issue of academic underperformance of children of poverty and some visible minorities is not new information. 2. If gaps are to be closed, we must move forward to examine our values, behaviors, policies and practices of our schools. 3. We can make a difference when we pay attention to who students say they are and their needs before the needs of our own and that of the school system. – Cultural proficiency is: †¢ A process that begins with us, not with our students or their communities †¢ A shift in thinking that moves us from viewing culture as problematic to embracing and esteeming culture. A lens through which we view our role as educators †¢ A concept comprised of a set of four interrelated tools to guide our practice. Cultural Proficiency Is an Inside-Out Process – Cultural proficiency is an inside-out process of personal and organizational change. It is who we are more than what we do. – We are students of our assumptions about self, othe rs and the context in which we work with others – Fundamental to addressing educational gap issues is one’s willingness and ability to examine yourself and your organization. Cultural proficiency provides leaders with a comprehensive, systemic structure to identify, examine and discuss educational issues in our schools. Cultural Proficiency Represents a Leadership Paradigm – Cultural proficiency . . . a mindset for how we interact with all people regardless of background . . . a worldview that carries explicit values, language and standards for effective personal interactions and professional practices . . . is a 24/7 approach to both our personal and professional lives . . . is not a set of independent strategies one learns to use with others. Educators who commit to culturally proficient practices represent a paradigmatic shift away from the status quo dominant group view. The paradigmatic shift moves from tolerating diversity to transformational commitment to equity. Cultural Proficiency as an Educational Leadership Lens – The following four tools of cultural proficiency can be used as a template for a leader’s personal and professional development: 1. Guiding principles on which you can build an ethical and professional frame for effective cross-cultural communication and problem solving. 2. A continuum of behaviors that enables you to diagnose your values and behavior in such a way that you can better influence policies and practices of our profession. 3. Essential elements expressed in terms of standards of personal and professional conduct that serve as a framework for responding to academic and social needs of the cultural groups in your school community. 4. Barriers to this work framed in such a way that you are intentional in the use of the guiding principles and essential elements. – Effective educational leaders are clear about themselves relative to working with and leading culturally diverse communities. The Cultural Proficiency Toolkit – Cultural proficiency is comprised of an interrelated set of 4 tools which provide the means for a leader to guide his personal and professional development in a cultural proficient manner. †¢ The Guiding Principles of Cultural Proficiency – Guiding principles provide one with a moral philosophical framework to examine under-stand beliefs about the education of students from cultural groups different from them. – Guiding principles provide a framework of how the cultural diversity of students should inform professional practice when responding to student learning needs. A good place to see if school values align with predominant behaviors in the school is the mission / vision statement. †¢ The Cultural Proficiency Continuum – Consists of 6 points. The first 3 (cultural destructiveness, cultural incapacity, cultural blindness) points focus on them as being problematic. The next 3 (cultural precompetence, cultural competence, cultural proficiency) focus on your practice as transformational leadership. 1. cultural destructiveness – see the difference and eliminate it 2. cultural incapacity – see the difference and make it appear wrong 3. ultural blindness – see the difference and act like you don’t see it 4. cultural precompetence – see the difference and act but inconsistently in appropriateness 5. cultural competence – see the difference and be inclusive 6. cultural proficiency – see the difference and respond positively, engage, adapt and commit to social justice / equity †¢ The Five Essential Elements of Cultural Competence – These elements are standards for culturally competent values, behaviors, policies and practices I. Assessing Cultural Knowledge II. Valuing Diversity III. Managing the Dynamic of Difference IV. Adapting to Diversity V. Institutionalizing Cultural Knowledge †¢ Overcoming Barriers to Cultural Proficiency – There are barriers to achieving culturally proficient actions. They exist together in combination not as isolated events. I. Resistance to Change II. Systems of Oppression III. A Sense of Privilege and Entitlement †¢Cultural Proficiency is . . . – An approach for surfacing educators’ assumptions and values that undermine the success of some student groups – A lens for examining how we include and honour the cultures and learning needs of all students in the educational process. How to cite Culturally Proficient Leadership, Essay examples

Computer Science - Steps Involved In Planning Of A Successful Website

Questions: 1.Creating or revamping an effective web site needs great planning. Thus, careful planning is essential as it saves time and money as well as helping to reduce the stress of the project. After the planning is complete, the implementation of the strategy is a fairly straightforward task. What are several steps that should go into the planning process for a successful website and the questions that should be addressed in the planning phase? 2.Identify the areas of concern in web design? 3.How can you get your web content sent to a remote server? Answers: 1. Steps involved in the planning of a successful website The web designing and development process requires a strategic plan for starting the development of the website. The steps involved in planning process of a successful website are as follows: Information gathering Planning of the project Interface designing Development of the website (Schnemann et al. 2014) Testing the functionality and responsiveness and delivery of the project Maintenance Step #1: Information gathering It is the first step involved in the development of a successful website and there are different things that are required to be considered for creating an impressive look and feel for the developed website. For gathering the information the business goals and vision document of the business and help the development team to achieve their goals (Sakas, Vlachos and Nasiopoulos 2014). For gathering the information about the website the designer needs answer of lots of questions for understanding the current business needs for the web site development. The following this should be made clear such as: Purpose- It contains the purpose of the website development and the client should clear the information like the what services would be provided by the website like selling of product, promotion of service or just providing information to the users. Goals- The goal defines the aim of the website such as the benefits from the website such as gaining monetary profit from the website or share information with the user. Targeted Audience- It defines the users of the website that are attracted for achieving the goals (Seltzer and Mahmoudi 2013). The age, sex and point of interest is considered for making the website attractive for the specific group of users and the best style is required to be selected for attracting them for using the developed website. Content- The information provided on the website should be related with the website and describe the goals of the website. The information should help the user to get details of the products or service offered by the website. Step #2: Planning of the Project The information gathered in the previous step is used for creating a proper planning for the development of the website. The site map is developed from the gathered information and it helps to enlist the main areas that are required to be included in the project. The site map act as a guide for the providing the content on the site and link the navigation page according to the content of the website (Gagliardi et al. 2015). The requirement of the customer and their needs must be noted for designing the website. The website is required to be building such that the users dont need to navigate much for finding their requirement. The technology is also required to be selected during the planning phase and elements such as content management system can be implemented for increasing the and decrease the development time of the website. Step #3: Interface Designing It is the third phase of development of the website and the information gathered is drawn to give a look and feel on the developed website. For example a website that is developed for teen agers should be different from any financial site (Adu-Ampong 2017). For designing a professional website the logo of the company should be embedded in the web page and appropriate colour is required to be selected for strengthening the identity of the organization for the developed website. The communication between the user and the designer is important for exchanging the ideas and creation of an effective user interface design. Step #4: Development of the website In this stage the designer takes all the graphics used in the prototype and creates a fully functional website. Firstly, the home page of the website is developed and all the other WebPages must be linked with the home page. The shell methodology is required to be followed for the development of the website and it should contain the navigational structure (Wates 2014). The use of interactive content for the development of the website is recommended and different functionalities is required to be added after all the web pages are created. For the development of the website the maximum time should be spent on the design phase and user must be involved for successful development of the website. Step #5: Testing the functionality and responsiveness and delivery of the project After adding the final details of the website they are required tested multiple times for analyzing the functionality of the website. The website should be tested in different web browsers and optimized for proper viewing of the contents (Merrifield et al. 2013). The issues associated with the cross browser compatibility are required to be analyzed and resolved for the successful development of the website. There are different plugins available that can be used for analyzing the functionality of the developed website and optimize them before going live. Step #6: Maintenance It is one of the most important phases of the web site development. For attracting more number of visitors the contents and the products of the website is required to be modified on regular basis. The web designer is responsible to update the content of the website in the maintenance phase (Peng, Babar and Ebert 2014). The maintenance phase also includes storing backup of the website up gradation of the website and installations of additional plugins for increasing the functionality of the website. 2. The areas concerned in web design The main areas concerned with the web designing are as follows: Web graphics design Interface design, and Authoring Web graphics design- The key factor that should be taken into account for the designing of the interface of the developing website is the requirement of the targeted audience. Interface Design- The designer is responsible to create prototypes of the website that is required to be developed and from them the best design is required to be selected (Blakely and Leigh 2013). The design should be changed time to time depending on the requirement of the customer and the users must be involved for analyzing the areas of likes and dislikes for the proposed design. Different HTML and CSS is required to be implemented for creation of an attractive user design. Authoring- The codes written for the development of the website is required to be validated and on successful validation web development standards can be applied on the developed website (Richey and Klein 2014). It is associated with the standardizing the codes and the authentic software for the development of the website. 3. Getting web content sent to Remote server For sending the web content to the remote server using a remote agent or an web deployment handler. A web server is required to be configured with a DNS address and TCP/IP address is required to be configured for connecting the programs and allowing the data packets to make its way from the sender to the receiver (Schnemann et al. 2014). The file transfer protocol is used for transferring the files between the remote servers. Different protocols such as SSH is used for creating a secure connection between the remote server and the user (Becker, Nickolas and Vicknair 2014). The main cause of creating a secure connection between the local user and the remote system is securely transfer the files and secure the user data from getting misused by any hackers. Using the SFTP or SSL connection protocol can be used for creating a secured connection during payment transaction and encrypt the user data such that it cannot be accessed by any third party. References Adu-Ampong, E.A., 2017. Divided we stand: institutional collaboration in tourism planning and development in the Central Region of Ghana.Current Issues in Tourism,20(3), pp.295-314. Becker, C.H., Nickolas, S.E. and Vicknair, W.E., International Business Machines Corporation, 2014.Displaying and executing web services in multiple content domains. U.S. Patent 8,645,862. Blakely, E.J. and Leigh, N.G., 2013.Planning local economic development. Sage. Gagliardi, A.R., Marshall, C., Huckson, S., James, R. and Moore, V., 2015. Developing a checklist for guideline implementation planning: review and synthesis of guideline development and implementation advice.Implementation Science,10(1), p.19. Merrifield, M.S., McClintock, W., Burt, C., Fox, E., Serpa, P., Steinback, C. and Gleason, M., 2013. MarineMap: a web-based platform for collaborative marine protected area planning.Ocean coastal management,74, pp.67-76. Peng, X., Babar, M.A. and Ebert, C., 2014. Collaborative software development platforms for crowdsourcing.IEEE software,31(2), pp.30-36. Richey, R.C. and Klein, J.D., 2014.Design and development research: Methods, strategies, and issues. Routledge. Sakas, D., Vlachos, D. and Nasiopoulos, D., 2014. Modelling strategic management for the development of competitive advantage, based on technology.Journal of Systems and Information Technology,16(3), pp.187-209. Schnemann, H.J., Wiercioch, W., Etxeandia, I., Falavigna, M., Santesso, N., Mustafa, R., Ventresca, M., Brignardello-Petersen, R., Laisaar, K.T., Kowalski, S. and Baldeh, T., 2014. Guidelines 2.0: systematic development of a comprehensive checklist for a successful guideline enterprise.Canadian Medical Association Journal,186(3), pp.E123-E142. Seltzer, E. and Mahmoudi, D., 2013. Citizen participation, open innovation, and crowdsourcing: Challenges and opportunities for planning.CPL bibliography,28(1), pp.3-18. Wates, N., 2014.The Community Planning Handbook: How people can shape their cities, towns villages in any part of the world. Routledge. Glassman, S., 1994. A caching relay for the World Wide Web.Computer Networks and ISDN Systems,27(2), pp.165-173.

The Scarlet Letter Themes Essay Essay Example

The Scarlet Letter Themes Essay Paper The Scarlet Letter is a novel that describes the psychological torment of two rule characters. Hester Prynne and Arthur Dimondale. They are both enduring under. while trying to come to footings with. their common wickedness of criminal conversation in a rigorous Puritan society. As critics instantly recognized upon publication of the novel in 1850. one of its chief subjects involved struggle between the person and society. Hawthorne represents the austere and baleful force of Puritan society in the first sentence of the first chapter. where he describes a â€Å"throng of bearded work forces. in sad-colored garments and grey. † who stand before the prison door â€Å"which was to a great extent timbered with oak. and studded with Fe spikes. † and behind which was Hester Public Guilt V. Private Guilt Possibly the foremost intent of The Scarlet Letter is to exemplify the difference between dishonoring person in public and leting him or her to endure the effects of an unfair act in private. We will write a custom essay sample on The Scarlet Letter Themes Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Scarlet Letter Themes Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Scarlet Letter Themes Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Harmonizing to the legal legislative acts at the clip and the prevalent sentiment of maintaining in conformity with a rigorous reading of the Bible. criminal conversation was a capital wickedness that required the executing of both fornicator and adulteress–or at the really least. terrible public bodily penalty. Indeed. even if the hubby wanted to maintain his married woman alive after she committed criminal conversation. the jurisprudence insisted that she would hold to decease for it. It is in this environment that Hester commits criminal conversation with Dimmesdale. but we come to see that the public shaming can non get down to account for all the complexnesss of the illicit relationship–or the context of it. What Hawthorne sets out to portray. so. is how the private ideas. the private anguish and guilt and emotional devastation of the people involved in the matter. are more than adequate penalty for the offense. We wonder whether the province or society has any right to enforce jurisprudence in private affairs between citizens. Does adultery truly hold no impact upon the lives of others? If non. it should non be seen as a offense against the small town. A more charitable reading of the Bible would come subsequently in contemplations on the New Testament reading of criminal conversation jurisprudence. viz. . that the public need non step in to penalize a offense when we ourselves have our ain wickednesss to be judged. Each individual suffers enough already for his or her ain wickednesss. Punishment vs. Forgiveness One of the more compelling subjects of the novel is embodied by Chillingworth. who seems the supreme authority of moral judgement in the narrative. since Dimmesdale–the curate and the supposed purveyor of righteousness–is himself tainted as a party to the offense. Chillingworth is surprisingly forgiving of Hester’s offense. We sense that he understands why she would abandon him. After all. he is deformed. he is older. he has non been nearby. while she is beautiful and passionate. Indeed. we get the feeling that Chillingworth’s self-loathing allows him to forgive Hester. but this property besides increases the inexorability and fury with which he goes after Dimmesdale. In Dimmesdale. he sees the energy and passion which Hester desires and which he himself does non possess. Like a bloodsucker. he’s out to suck Dimmesdale of his life force. non merely to penalize the curate for the offense of fornicating with his married woman. but besides to symbolically appropriate Dimmesdale’s virility. And as the novel continues. Chillingworth seems to turn stronger while Dimmesdale seems to weaken. That form continues until Dimmesdale dies in an act of rebelliousness. his public presentation of guilt. which basically leaves Chillingworth stripped bare of his power to penalize or forgive. The Scarlet Letter The vermilion missive is symbolic in a figure of different ways. but possibly most in the ways that the evildoers choose to have on it. Hawthorne’s productive image for the novel was that of a adult female charged with criminal conversation and forced to have on the missive A upon her apparels. but upon have oning it. decided to add fancy embellishment as if to allow the missive as a point of pride. Hawthorne read about this pick in an existent instance in 1844. recorded it in his diary. and therefore The Scarlet Letter was born as Hester Prynne’s narrative. Hester. a knitter by trade. sees the missive as a load laid on by society. an act of community-enforced guilt that she is forced to bear. even though it seems to do small difference for her private ideas. Dimmesdale. nevertheless. as the town curate. wears his ain vermilion A burned upon his flesh. since it is the community’s fury he fears the most. Therefore we see the difference between a adult female who has made peace with the offense. publically confesses. and endures the enduring the community imposes. and a adult male who imposes his ain penalty because he can non bear to uncover the offense to the community. Civilization vs. Wilderness Pearl embodies the subject of wilderness over against civilisation. After all. she is a sort of incarnation of the vermilion missive: natural state. passionate. and wholly unmindful to the regulations. mores. and legal legislative acts of the clip. Pearl is artlessness. in a manner. an individualistic passionate artlessness. So long as Dimmesdale is alive. Pearl seems to be a magnet that attracts Hester and Dimmesdale. about demanding their rapprochement or some kind of energetic rapprochement. But every bit shortly as Dimmesdale dies. Pearl seems to lose her energy and becomes a normal miss. able to get married and absorb into society. The deduction is therefore that Pearl genuinely was a kid of lecherousness or love. a merchandise of activity outside the boundaries imposed by rigorous Puritan society. Once the fire of love is extinguished. she can decently absorb. The Town vs. the Woods In the town. Hester normally is confronted with the legal and moral effects of her offense. Governor Bellingham comes to take her kid off. Chillingworth reminds her of her title. and she faces Dimmesdale in the context of evildoer ( his repute remains stainless despite his function in the matter ) . But whenever Hester leaves the town and enters the forests. a traditional symbol of unchecked passion without boundaries. she is free to rediscover herself. The forests besides traditionally emblematize darkness. In the darkness of dark. Hester is free to run into Dimmesdale. to squeal her scruples. and to populate apart from the torture and loads of the guilt enforced by the community. Dimmesdale excessively is free at dark to expose his guilt on the scaffold and reconcile with Hester. Memories vs. the Present Hester Prynne’s discourtesy against society occurred seven old ages earlier. but she remains punished for it. Hester learned to forgive herself for her criminal conversation. but society continues to contemn her for it. One might retrieve Jean Valjean’s lasting individuality as condemnable after a individual minor offense in Victor Hugo’s Les Miserables. ) Indeed. Hester reaches peace with her matter and in that peace comes to see the town as insufficiently forgiving in its ideas and attitudes. Pearl is adequate of a reminder of the wild picks in her yesteryear. and as Pearl grows up. Hester continues to popul ate in the present instead than in the yesteryear. Reverend Dimmesdale. interim. is haunted in the present by wickednesss past and seems to reflect ( along with Chillingworth ) the town’s inclination to penalize long after the discourtesy. In stamp downing his ain confession. Dimmesdale remains focused on coming to footings with a iniquitous past alternatively of looking forthrightly at the jobs of the present. Many of the major subjects of The Scarlet Letter are introduced in the gap scene. Some of these subjects were sin. nature’s kindness to the condemned and the drab life style of puritan society. The first chapter has small action but it sets up these major subjects. The tone of the whole narrative was set in this chapter. The opening scene of The Scarlet Letter. many major subjects were introduced. Sin Sin is a portion of mundane life. Nathaniel Hawthorne’s novel. The Scarlet Letter. revolves around the subject of wickedness and the effects it has on the head. organic structure. and soul A wickedness was committed by three of the chief characters in the novel and throughout the fresh Hawthorne attempts to indicate out that wickedness. no affair how fiddling or how significant. is still sin. There have been arguments on precisely who is the biggest evildoer. but in Hawthorne’s instance. I think he believes that the wickednesss were equal and throughout the novel he develops each of them. seeking to acquire the reader to understand is concluding. Adultery. which was the wickedness environing two of the chief characters. Hester Prynne and Arthur Dimmesdale. was the wickedness in which the novel was based on. Hester committed criminal conversation with Dimmesdale. a Puritan curate. and had a kid ( Pearl ) as life cogent evidence of her wickedness. She confessed her wickedness and was looked down upon by the citizens populating in the town. â€Å"She would go the general symbol at which the sermonizer and moralist might indicate. and in which they might animate and incarnate their images of woman’s infirmity and iniquitous passion. Basically. she was an illustration of what cipher should go The wickedness of criminal conversation was confessed by one of the two. but Arthur Dimmesdale decided to maintain it a secret. which in clip torus him apart. Bing a curate. he was afraid of the effects that would ensue from his confession. so for seven long old ages he and Hester kept it a secret. and were neer seen together in public Roger Chillingworth. Hester’s hubby. and the other evildoer in this novel. sought retaliation on whoever the male parent to Pearl was. He oon suspected Dimmesdale. and would non rest until got retaliation on him. Chillingworth pretended to be a physician and was to take attention of Dimmesdale. but at the same clip he was easy poisoning him and penalizing him physically and mentally. As you can see wickedness was apparent in all three of these characters’ lives. Hawthorne non merely dealt with merely the wickedness. but how sin can impact a individual if non professed To travel even deeper into the first subject. Hawthorne. throughout the novel. explains how unconfessed wickedness can eat off at the scruples and destruct the psyche. Hester. who had confessed her wickedness of criminal conversation. wore the vermilion A as a symbol of her faithless wickedness and through most of the novel lived as a societal castaway in the Puritan society. She was looked at as an illustration of what non to be. Pearl. Hester’s lively. unmanageable girl is the populating consequence of Hester’s wickedness. and for the most portion the two lived together in shame and guilt. In the terminal. as a consequence of Hester’s confession. the wickedness does non destruct her. but alternatively makes her stronger and braver and she flourishes in malice of the symbol on her thorax. Dimmesdale. who committed criminal conversation with Hester. delaies until the wickedness wholly destroys him before he confesses. Throughout the narrative. while Hester was being put through the shame of her wickedness. Dimmesdale hides his wickedness. neglecting to call himself the other fornicator or claim Pearl as his girl. His alleviation shortly comes in the tragic stoping. as Dimmesdale confesses his criminal conversation and stands openly with Hester and Pearl. As he eventually admits his wickedness. his guilty scruples is lifted and he frees himself from Chillingworth’s appreciation. which allows him to eventually decease. free of guilt. Sin was. without a uncertainty. a major portion of these three characters’ lives. and Hawthorne does a great occupation of uncovering that to his readers. He points out the immorality in each character. and explained how wickedness haunted Arthur Dimmesdale until he volitionally confessed it. Through his thorough account of each of the three characters and their functions in the novel. he decidedly proves that wickedness is every bit awful no affair how unlogical it may look. Nature’s kindness The prison was really black and worn down and old. It was really unforgiving for the captives. The lone mark of hope was a rosebush that grew near the prison. But on one side of the orifice land rooted about on the threshhold. was a wild rosebush. covered. in this month of June. with its delicate Jaish-i-Mohammeds. which might be imagined to offer their aroma and delicate beauty to the captive as he went in. and to the condemned felon as he came away to his day of reckoning. † Nature was the lone thing sort to the condemned. This subject was really of import later in the book when Dimmesdale. Hester and Pearl met in the wood. A major them in The Scarlet Letter was nature’s kindness to the condomned Revenge Revenge is a dish best served cold. ( And with a side of french friess. But isn’t everything best served with a side of french friess? ) Roger Chillingworth seems to hold. as you can no uncertainty state by the highly frigid sham name that he chooses. He spends seven old ages psychologically tormenting Hester’s lover Dimmesdale. maintaining him alive merely so he can squash out just†¦ a†¦ little†¦ . more retribution. Unfortunately. retaliation in The Scarlet Letter is besides served with an unexpected side: the loss of humanity. It turns out that God is the lone 1 who gets to make the revenging around these parts. and he’s got a small surprise for our anti-hero Justice and Judgment Some Torahs can straddle the religious/secular divide reasonably comfy. Stealing? We’re reasonably certain God wouldn’t want you to make that. Murder? Decidedly non. But what about driving without your licence? Or making some minor imbibing ( which Shmoop firmly disapproves of ) ? Does God care about those Torahs? If you lived in Puritan America as represented by The Scarlet Letter. the reply would be yes: there’s no difference between God’s jurisprudence and man’s jurisprudence. Breaking colonial jurisprudence is the same as interrupting God’s jurisprudence. On the one manus. great: at least there’s lucidity. right? On the other manus. the conflation of God’s jurisprudence with man’s jurisprudence creates an intolerant. autocratic society with no room for human errors. Not excessively cool The Forest and the Wilderness To the townsfolk. the wood is the unknown. It’s outside of the town. it’s full of American Indians and chilling animals and worst of all. and it’s utterly lawless. The town is ruled by jurisprudence and faith ; the forest a topographic point of passion and emotion. We see this when the storyteller compares Hester’s castaway province to a wood: â€Å"She had wandered. without regulation or counsel. in a moral wilderness ; as vast. as intricate and shady. as the wild forest† . In other words. Hester is cast out of the regulations and order of the town. forced to populate in a metaphorical wood: a wilderness of shadowy right and incorrect. Obviously. Hester’s small bungalow is â€Å"on the outskirts of the town†¦ out of the domain of that societal activity which already marked the wonts of the emigrants† . Into the Forests But while the Puritans seem to be sort of terrified of the wood. the storyteller isn’t. In fact. the storyteller associates Nature with kindness and love from the really beginning of this narrative. when the wild rosebush reminds all that â€Å"the deep bosom of Nature could feel for and be sort to him† . It’s non that the forests are all sugariness and visible radiation. They can be unsafe. excessively. Here. the wood seems to stand for possible: that portion of human nature that can’t be squashed and beaten into entry. It’s a topographic point where the psyche can be free. with all its wild passions and brainsick thoughts and secret sorrows ; it’s a topographic point for Hester and Dimmesdale to run into in purdah. and love. and anguish where they â€Å"deeply† can cognize each other If life on the town is all surface and visual aspect and regulations. so life in the wood is all deepness and emotion. And you can’t unrecorded like that—you can’t unrecorded in the forests. But you sure can see every one time in a piece

Words of Wisdom Quotes That Enrich Everyday Life

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Comparing and Contrasting of Ethical Perspectives Essay

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Literary Commentary Essay Example | Topics and Well Written Essays - 1750 words

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Child Protection Policy UK

Child Protection Policy UK Anglo-Saxon society has traditionally entrusted parents with the responsibility of bringing up their children. Parents, under such societal traditions, are required to look after the physical, emotional and mental needs of their children, provide them with a warm and comfortable family atmosphere, educate them to the best of their ability, and ready them for future adult responsibilities.* Birchall The overwhelming majority of people in the UK try to follow these tenets to the best of their abilities. Social changes like the increased incidence of divorces, live-in relationships, and single parenting, whilst significantly changing the social and economic structure of UK society, have not affected basic child rearing responsibilities. Modern day parents remain as committed to their children as their predecessors. 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Brandon A significant number of children in the country, despite the presence of a plethora of protective laws and policies and the existence of a huge, nationwide, protective social service infrastructure, are subjected to various degrees of emotional, mental and physical abuse.CReighton Incidents of child abuse and death continue to regularly be reported in the national media. One such episode, which ended in the tragic death of 8 year old Victoria Climbie in 2000, led to the institution of The Laming Commission and to significant changes in social welfare policy. * The formulation and implementation of the Every Child Matters (ECM) programme, which constitutes the overarching structure for child care in the country, places immense emphasis of the safety and security of children.* The countrys social care policies and social services infrastructure contain specific policies and processes for the identification of children at risk, followed by mandatory need assessment, and the provisioning of adequate security to them through planned interventions. The continuance of physical abuse against children, some episodes of which lead to substantial physical injury and even death, is a cause of intense distress to the people and policy makers of the country. Much of media debate and discussion on the issue assigns the responsibility for such continued violence against children, despite the existence of extensive preventive infrastructure, very squarely, on inadequate managerial leadership and decision making skills at various levels of the social services and social work infrastructure, as well as in other public services like health, education and policing. Learning Lessons Ofsted, Lord Laming Whilst incidents of violence against children have in the past led to inte nse criticism of individual social workers and of the social services system, contemporary nationwide soul searching over child safety is bringing up concerns regarding managerial control, leadership and decision making, across the ambit of the concerned public service organisations. Laming The Serious Cases Review, a national fact finding process that among other things investigates episodes of serious violence against children, has time and again provided details on reasons behind individual child abuse cases, the learning to be taken from such episodes, and the actions needed for the prevention of recurrence of such horrific incidents. U/LL The continuance of such episodes, despite the presence of extensive preventive machinery and the availability of such significant information has created confusion and concern over the ability of public service organisations to control and reduce child abuse and related deaths. Observers and analysts feel that a number of causes have combined to produce, stagnation, inefficiency, and ineffectiveness in the decision making of public sector agencies, and in their ability to work in cooperation and in collaboration with each other. This study takes up the investigation of child abuse in the UK, the findings of the serious case reviews, and the learning obtained from such reviews. This is followed by an exploration and analysis of the factors that limit the role of such learning in the actual decision making processes of various public agencies that are associated with and are responsible for the safety of children in the UK. 2. Commentary Legislation and Public Policy on Child Protection Abuse against children can occur in numerous different circumstances and across social and economic segments. Children are specifically vulnerable in circumstances or environments that concern family violence, bullying, substance misuse, learning inadequacies, mental health problems, and social and economic difficulties; also when children are unplanned, unwanted, premature or disabled. Vulnerable children may again be open to threats from more than one type of neglect or abuse. CPG The occurrence or possibility of significant harm provides the trigger for initiation of child safety and protection measures in the UK. The occurrence of significant harm depends upon a range of issues like the extent of abuse, its impact on the child, and the circumstances in which the abuse took or can take place. Whilst even a single traumatic episode may constitute significant harm, the term is more representative of a cumulative pattern of episodes that adversely affect a child. CPG The Children Act 1989, as well as The Children (Scotland) Act 1995, state that all local authorities must act jointly to safeguard children in need. The Children Act 2004 subsequently introduced a statutory structure for local cooperation for protection of children in England and Wales. All organisations that are responsible for providing services to children, including those that are engaged in education and health care, need to necessarily take steps for safeguarding of children in the discharging of their normal functions. CPG The English, Scottish and Welsh Executives have published detailed guidelines on inter-agency working on protecting children, which are available on their websites. CPG The Social Services is the lead child protection agency. It is statutorily responsible for making enquiries into all issues concerning child protection and is the main contact point for child welfare. The police are also empowered to intervene in all circumstances that could concern the safety of children. Local Safeguarding Children Boards (LSCBs) and Child Protection Committees (CPCs) are responsible for outlining the ways in which relevant organisations in individual local areas must cooperate to provide safety and security to children. CPG All organisations responsible for providing services to children are required to have clear structures and practices for child protection in place. These include (a) specific lines of accountability for work in child protection, (b) arrangements for suitable checks on new volunteers and staff, (c) procedures for handling of allegations of abuse against volunteers and staff members, (d) suitable programmes for training of staff, (e) a policy for child protection, (f) appropriate procedures for whistle blowing and (g) a culture that encourages the addressing of issues related to safeguarding of children. CPG Health care professionals who have apprehensions about neglect or abuse should adhere to local child protection procedures and should have access to required support and advice. CPG NHS organisations must have a doctor and nurse with requisite expertise in child protection. Private hospitals also need to compulsorily have child protection policies as, well as named professionals who possess expertise in child protection. It is also mandatory for all professionals dealing with children, as well as members of the general public, to bring apprehensions or fears about the vulnerability of any child in their domain of knowledge, (who is or could be under physical threat), to the attention of the local social services department.CPG It thereafter becomes mandatory on the social services to take such reference into account, carry out detailed assessments of the needs of the child under threat and plan and implement appropriate interventions. CPG Serious Case Reviews and their Findings The social service in the UK has been rocked by instances of child abuse, some of which have led to death. Two year old James Bulgar was brutally murdered by two ten year olds, Thompson and Venables, in 1993. JB The incident, which attracted immense publicity and public outrage and led to the imprisonment of the two perpetrators for many years, increased awareness of the dangers faced by children and young adults and the need to bring in policies and procedures for improving their safety. The tragic death of 8 year old Victoria Climbie, in 2000, at the hands of her carers, led to the institution of a public inquiry, the severe indictment of social workers for being negligent towards their duties and responsibilities, and to a number of positive developments in the area of child protection. The publication of the Laming Report, in 2002, led to the formulation of the Every Child Matters programme and the enactment of The Children Act 2004. The death of 17 month old baby P, in 2007, which occurred out of injuries suffered at the hands of his carers, (his mother and her boyfriend), during a period in which he was repeatedly seen by social workers brought home the fact that children continued to be unsafe despite the introduction of legal enactments and policy reforms, and the strengthening of the social services sector. * The neglect, abuse, or death of a child being a matter of immense national concern, UK public policy calls for the undertaking of serious care reviews in circumstances (a) where a child has been seriously injured or harmed, or has died, and (b) abuse is suspected or known to have been a factor in the occurrence of the incident. Chapter 8 of the Government Document Working Together to Safeguard Children (1999) states that a LSCB must necessarily carry out a serious case review in all circumstances where a child dies and neglect or abuse is suspected or known to be a factor. Learning All LSCBs are also enjoined to consider the conduct of a serious case review in the following circumstances. (a) a child sustains a potentially life-threatening injury or serious and permanent impairment to health and development through abuse or neglect, (b) a child has been subject to particularly serious sexual abuse, (c) a childs parent has been murdered and a homicide review is being initiated, (d) a child has been killed by a parent with a mental illness, (e) the case gives rise to concerns about inter-agency working to protect children from harm. (Learningà ¢Ã¢â€š ¬Ã‚ ¦, 2008) The same document defines three specific aims of a serious case review, namely (a) the establishment of whether any lessons about inter-agency working can be learnt from the case, (b) the clear identification of the nature of these lessons, the ways in which such lessons will be acted upon, and the change that can be expected to result from such working, and (c) improvement of inter-agency working and the institution of better safeguards for children. when a child dies and abuse or neglect are known or suspected to be a factor in the death, local agencies should consider immediately whether there are other children at risk of harm who need safeguarding (and) whether there are any lessons to be learned from the tragedy about the ways in which they work together to safeguard children. (Sinclair Bullock, 2002) Serious case reviews, it is stipulated, should be conducted by individuals who are independent of all involved agencies and professionals, and should be submitted within a period of four months of the decision for carrying out the review. LSCBs are obliged to send each completed review for evaluation to Ofsted. The results of the Ofsted evaluation are shared with LSCBs and constitute an integral part of the information used for the yearly performance assessments of local areas. Learning The Ofsted study of the 50 serious case reviews received by the agency from April 2007 to March 2008 provides significant information on the nature of child abuse, the reasons for such abuse, and the working of different agencies who are entrusted with the responsibility of preventing such abuse. *The study reveals that children aged less than one year formed the largest group of the total surveyed population. This segment, which comprised of 21 children, was followed by the 11 to 15 age segment (14 cases), the 1 to 5 age segment (8 cases) and finally the over 16 segment (6 cases). The majority of these children died from the abuse that was inflicted upon them. In the case of children aged less than one year, the commonest cause of injury or death was physical assault by a parent, or the partner of a parent. Amongst the children and young people in the age group 11 to 16, 9 killed themselves, 3 were murdered by other young persons, and 1 died of anorexia. The key issues that arose from the evaluation of 50 serious case reviews concerned drug and alcohol misuse, domestic violence, mental illness, and learning difficulties or disabilities. In the case of drug and alcohol misuse, reviews found that the concerned agencies did not suitably evaluate and access the risks that could come about from such misuse, particularly in the case of very young babies. Domestic violence also featured in a number of serious case reviews, often in conjunction with drug and alcohol misuse. Agencies were again found to be inadequate in understanding, accepting and assessing the effect of domestic violence on young children. In some of these cases the history of domestic violence in the family was known to outsiders and police intervention had occurred in the past. Agencies, particularly the police, did not follow policies and procedures, with identified issues including poor levels of police training and inadequate attention to recording and reporting of domestic violence occurrences. Mental illness came across as an issue of concern in a number of reviews. In many cases the health visitor and the midwife were unaware of the histories of the mental health of the mother, or of the learning difficulties of the father, which otherwise would have influenced their assessments. A number of delays occurred in the assessment and treatment of people in need of assistance from mental health services. A few cases involved issues related both to mental health and to learning disabilities. The serious case reviews repeatedly point to specific inadequacies on the part of agencies in dealing with child abuse problems. The various agencies were found to be limited in their understanding of basic signs, symptoms and factors concerning child protection risks. Agencies tended to respond reactively to a particular situation rather than by perceiving the situation in the context of the history of the case. Agencies, by themselves, did not have complete details of the involved families or records of their concerns. The agency staff accepted, on a number of occasions, standards of care that in the normal course would not be acceptable by most families. Very little direct contact was established with the children in order to find out their thoughts and feelings about their situations. In many cases professionals tended to be uncertain about the importance of child protection issues, more so in complex and chaotic family environments, and placed inordinate trust on the statements of parents. Families on the other hand often expressed hostility to establishment of contact with professionals and engineered numerous strategies to keep them at a distance. Very few assessments contained evaluation of the quality of relationships between children and parents. In many cases multiple assessments were carried out on families, which were followed by the establishment of plans that did not contain any clear expectations of the changes that were needed for the sake of the children, and the likely consequences, if such changes did not occur. Many of the reviews reveal a number of lost opportunities on the part of universal services for suitable intervention and prevention of abuse. Such agencies included schools, health services and other services like housing, Connexions and Surestart. The majority of reviews pointed out that whilst policies and procedures were by and large appropriate and adequate, there was poor practice in the implementation of basic procedures, including in assessment, planning and decision making. With the understanding of the signs, symptoms and risk factors of child protection being inadequate, agency staff continued to be unaware of the possibility in the situations they were handling. Communication, both between and within agencies, was found to be poor; and specifically so with health agencies. Record keeping was essentially poor across agencies and particularly so in health services and schools. All agencies failed in seeing children in person, recording how they were, how they looked and wha t they said or noticed alterations in appearance or behaviour. Management oversight was identified in practically 50% of the evaluations, mostly in connection with social care managers. The absence of the management overview was common in cases concerning chronic neglect. Managers in such cases, instead of trying to see the larger picture, tended to react and make their decisions in response to specific incidents, as and when they arose. One manager decided it was not appropriate to remove four children on the basis of one minor injury and that instead a full assessment should be undertaken, without taking into account the catalogue of previous incidents and concerns, and the fact that the family had already been assessed four times. (Learning, 2008) Individual staff errors, in connection with social care staff, as well as members of police and health agencies were mentioned in a few cases as being instrumental in the lack of prevention of child abuse. Whilst staff capacity and resources were by and large not felt to be a major reason behind the failings, the requirement for additional staff training was mentioned in the majority of serious case reviews. The lack of basic awareness of indicators of abuse in important staff groups like teachers, health visitors, GPs, midwifes and emergency and accident personnel was felt to be a matter of great concern. Poor assessment and planning was a concern in most evaluations. Issues like parenting abilities, drug and alcohol dependence, and mental health problems were not addressed in decisions concerning the need for assessments. Universal services were felt to be inadequate in undertaking risk assessments for purposes of deciding whether specific cases should be referred to social care agencies. Members of universal services did not appear to have competencies in listening to children, in questioning what was presented to them, and in being open to the chances of abuse. With the prevalence of a rule of optimism, it was hard for such people to be curious about what the children were facing. Social care services were found failing in acting in accordance with their procedures, both with regard to assessment and planning. Assessments were not made in a number of cases, without such actions being supported by adequate reasons. Assessments, in other cases, were poorly done, often failing to take account of the wishes, feelings, or situation of the child, or of information available with other agencies. A number of reviews revealed agency neglect. Agencies, in such cases knew the families for considerable periods. The common themes that emerged in areas of neglect concerned (a) the failures of individual agencies to possess complete pictures of families, situations, and records, (b) agency tendencies to respond reactively, (c) resigned acceptance of otherwise unacceptable standards of care (d) failure to make direct contact with children and (d) not taking children seriously, when they try to tell agency representatives about their situations. An important message that arose from one of the reviews related to the issue of family support obscuring the need for child protection. It also was felt that (a) agencies should be more alert to the possibility of unintentional collusion by professionals in the continual abuse of children and that (b) decisive action needed to be taken when evidence of change with regard to circumstances of children was insufficient. The evaluation also takes note of poor record keeping, especially in the case of schools. Schools, in more than 60% of the cases, did not have comprehensive records, either of families of children, or of their attendance or non attendance. The Lord Laming Report on The Protection of Children in England, 2009, also makes a number of negative observations about management skills, leadership, and quality of decision making in the agencies responsible for directly and indirectly safeguarding children. Laming The report specifically calls upon the relevant Cabinet Subcommittee to ensure the adoption of comprehensive and collaborative national strategies for delivery of local strategies by all government departments involved in safety of children. The report calls upon Directors of Children Services, senior service managers, police area commanders and chief executives of PCTs to frequently review referrals in cases concerning the safety of children and ensure a sound approach in terms of multi-agency working, risk assessment, onward referral and decision making. DCSs without direct experience in protecting children are required to appoint senior managers with required skills and experience. The Laming Report further calls for effective leadership at the national, regional and local level in involved public agencies in order to provide the support or expertise required for adequate child protection. It places great emphasis on the role of the Directors of Children Services in protecting children and places the onus of responsibility squarely on their shoulders. The time is long past when the most junior employee should carry the heaviest burden of accountability. The performance and effectiveness of the most senior managers in each of these services should be assessed against the quality of the outcomes for the most vulnerable children and young people. (Laming, 2009) Managers, the report says, need to lead from the front and take personal interest in delivery of frontline services. They need to ensure that the stipulations regarding referral and assessment in working together to safeguard children are being adhered to comprehensively. Managers are also called upon to ensure that communication, information sharing and decision making between the local services and within each local service are capable of keeping children safe, even in times of pressure. They should value and support frontline managers, ensure rigorous management control of decision making and improve and shorten communication lines between senior managers and child protection staff. Management and Decision Making Issues in Public Service Agencies Study and analysis of the material available in serious case reviews reveals a number of issues of concern. At one level the concerns of policy makers, individual experts and monitoring agencies like Ofsted are very obvious. Such concerns have led to the enactment of child protection law and to the introduction of nationwide policies within the overall ambit of the Every Child Matters programme; which work towards ensuring the safety of children through the combined multidisciplinary efforts of the education, health, police and social services. Changes in attitudes towards increasing the effectiveness of working of government agencies have resulted in the introduction of managerialism and much stronger accountability among the executives and staff of these agencies. Structures have been put in place and procedures introduced to ensure better coordination and closer involvement between different agencies in delivery of services in various areas related to child protection. Members of the NHS, individual GPs, managements of schools, and members of the social services have repeatedly been tol d about and are aware of their need to work together, and take proactive steps on their own, without waiting for instructions or approval in any circumstance where the safety of a child has come or can come under threat. The extent of media discussion and public outrage that followed the deaths of James Bulger, Victoria Climbie and Baby P indicates the expectations of the nation from these services, with regard to protection of children and vulnerable young adults. The continuance of brutality and abuse towards children, resulting in injury and death, despite the introduction and implementation of numerous multi-dimensional and holistic measures, whilst being a matter of concern, primarily points to ineffective management and decision making at the level of service delivery in these various organisations. The key learning that emerges from the serious case reviews relates to (a) basic lack of understanding in agencies regarding the signs and symptoms of child abuse, (b) under establishment of meaningful contact with the children at threat, (c) credence to the views expressed by parents, (d) inability to counter the engineered hostility of parents, (e) poor quality assessments, (e) inadequate coordination between critical services like the police, the NHS, and schools with social services, (f) a high degree of management oversight, (g) the tendency of managers to ignore the larger picture and react to specific situations, (h) poor assessment and planning, (i) lack of alertness to the possibility of unintentional collusion by professionals in the continuance of abuse on children and (j) absence of decisive action in the presence of evidence relating to abuse of children. Lord Laming, in his comprehensive report also takes up the issue of management at the agency level very strongly. His comments indicate (a) the need for recruitment and retention of workers engaged in child protection, (b) undue emphasis on targets and processes, (c) bureaucratic, lengthy, and over complicated tick-box methods for assessment, (d) lack of coordination between different agencies responsible for child protection, (e) inadequate training and support for frontline workers in the police, social services and health care, (f) poor staff morale, (g) inadequate and low quality supervision, (h) high workloads and (i) the need for some resource augmentation, both in the police and in the social services. Such circumstances are exceedingly common in poorly managed organisations in the private sector, and are also reflective of many adequately resourced but inefficiently managed public sector organisations. Whilst sustained poor management in private business firms mostly leads to economic losses and organisational closure, similar situations in publicly funded government enterprises or agencies lead to continued inefficiency and poor product and service quality. Such situations in public service organisations entrusted with vitally important responsibilities can have literally tragic consequences; as is seen by the continuance of episodes of child brutality and child deaths. The continuance of such a situation is also absolutely unacceptable. Lord Laming, in a candid aside, remarks that he has often been tempted to tell managers of ineffective agencies to just do it, even whilst realising that such impatience was unlikely to lead to any constructive results. Laming The essence of management, both in the private and public sector lies in the making and in the quality of decisions by organisational managers. Managers in the course of their work are continuously required to assess alternatives and take decisions, on a broad range of issues, which can have both long and short term implications. Strategy, Proctor Extant management literature is awash with different decision making styles, which range from immediate and instinctive reactions to the use of complex statistical models and decision trees. Whilst decision making involves consideration of numerous factors, it is also subject to the influence of different obvious and latent forces. It involves both quantitative and qualitative analysis, even as it is affected by rational (objective) judgement and non-rational (subjective) factors like organisational environment and culture. Numerous subjective issues like the personality of decision makers, relationships of decision makers with other organisational members, peer pressure, expectations of seniors and juniors and personal agendas of decision makers influence decisions. Individuals engaged in social services are additionally bound to act in accordance with clear and strong codes of ethics and against oppression and discrimination. Professionals in other services that are associated with child protection, like schools, health services and the police are also influenced and controlled by their particular codes of conduct, their professional ethics, and their organisational norms. Decision making in such environments, which are likely to be chaotic rather than stable is essentially a complex issue and obviously subject to various degrees of success. Sources on Decision Making Whilst the possibility of decisions being wrong is normal in all human situations, the possibility of extremely unfortunate consequences of wrong decisions in areas of child safety make the institutionalisation of sound, rational and essentially ethical decision making processes in concerned necessary. Peter Drucker identifies eight decision making practices followed by successful executives Ask What needs to be done? Ask What is right for the enterprise? Develop action plans Take responsibility for decisions Take responsibility for communicating Focus on opportunities rather than problems Run productive meetings Think and say we rather than I (Decisionà ¢Ã¢â€š ¬Ã‚ ¦, 2010) Drucker Druckers suggestions go to the heart of the decision making process with fundamental questions on the need for the decision, followed by creation of focus on areas of improvement, rather than on problems, the development of collective action, and finally the need for responsibility and communication. Ralph Keeney (1998), states that decision making failures often occur because of decision makers tending to consider too few alternatives in their decision making process. Decision makers, Keeney states, need to assess their problems carefully and decide upon objectives by questioning goals, objectives, aspirations, interests and fears. They also need to carefully assess the consequences of different alternatives before choosing routes of action. Modern day managers are told to devise different alternatives through imagining of different options and use of brainstorming techniques. Limitations in Decision Making Practices of Managers of PSOs Managers in business settings tend to look at issues differently from those engaged in public service organisations. They have

Emily Dickinson and Her Poetry Essays -- Dickinson Poet Poetry Essays

Emily Dickinson was ahead of her time in the way she wrote her poems. The poems she wrote had much more intelligence and background that the common person could comprehend and understand. People of all ages and critics loved her writings and their meanings, but disliked her original, bold style. Many critics restyled her poetry to their liking and are often so popular are put in books alongside Dickinson’s original poetry (Tate 1). She mainly wrote on nature. She also wrote about domestic activity, industry and warfare, economy and law. â€Å"Her scenes sometime create natural or social scenes but are more likely to create psychological landscapes, generalized scenes, or allegorical scenes.† She uses real places and actions to convey a certain idea or emotion in her poem. She blends allegory and symbolism, which is the reason for the complication in her poems because allegory and symbolism contradict each other (Diehl 18, 19). Dickinson did not name most of her poems. She named twenty-four of her poems, of which twenty-one of the poems were sent to friends. She set off other people’s poetry titles with quotation marks, but only capitalized the first word in her titles. Many critics believe she did not title most of her poetry because she was not planning on publishing her work. As Socrates said, â€Å"the knowledge of things is not devised from names†¦ no man would like to put himself or the education of his mind in the power of names†(Watts 130). Dickinson said that the speaker in all...