The Legality of Child Pornography Essays - 1097 Words

The Legality of Child Pornography Child pornography is an ongoing issue as technology progresses in today’s world. Now there are ways to produce child pornography without actually using a real child. While there are acts and laws to protect the children, there are still many unsatisfied people on each side of the issue. There are people who believe the adult entertainment companies, who produce the child pornography; they believe that their First Amendment rights are being violated with current acts and laws against it. There are also people who think that the current laws are not strict enough and that they need to outlaw all types of child pornography. It is necessary for all sides of the issue to be considered and for the†¦show more content†¦At this time, adult entertainment companies were finding ways to entertain their pedophilic users while still obeying the law. Software was created that could either alter the picture of an adult to make them appear as if they are under eighteen, or the software could create a child from the ingenuity of the computer (Goodwin, 2001). In response to this act, adult entertainment companies sued, claiming the act was unconstitutional in violation of the First Amendment. They argued that they never actually used a child in any creation of images (Goodwin, 2001). As long as they didn’t harm children, they were allowed to post any images that they wanted. This angers many advocates against child pornography because it’s possible that the viewing of child pornography is the beginning of some child-rape and child molestation cases. Another issue concerning child pornography is solicitation. While it is illegal to solicit child pornography, there is a way around it. With new technology, it is possible to maintain a level of anonymity. Anonymity provides a way to distribute child pornography without being found and arrested. There are arguments being made by law-enforcement agencies that they should be able to trace online activity for anyone they need to. They want to require anonymity sites to keep ISPs so that records are kept of the true identities of the usersShow MoreRelatedMedia Representation Of The Body1510 Words   |  7 PagesThe 21st century is grappling in a constant battle with media representation of the body and the continuous depictions of it in provocative and sexualized styles blasted at young adult and child audiences. As a result, these kids are all being rapidly exposed to sex and images of what is considered ‘sexy’, which quickly becomes a norm for them. 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Ancient Egypt The World s Great Civilizations - 967 Words

Proverb 22:28 and 23:10, â€Å"Remove not the ancient landmark, which thy fathers have set ... Remove not the old landmark; and enter not into the fields of the fatherless.† Back into the ancient Egypt , in order to divide the land and show who owned which part, those large stones were used as landmarks by most of peoples to divide the land. But regarding to the human nature, some of them were dishonest thieves, if the owner of the house was not present anymore, they would move the ancient landmark set by their ancestors. Ancient Egypt is one of the world’s great civilizations, the best known for its incredible monumental architecture typified by the pyramids, such as The Great Pyramid of Giza, tombs of pharaohs in the†¦show more content†¦Most of the pyramids were clearly used as tombs in order to represent that is the gate of the Underworld . For example like The Great Pyramid of Giza (also called the Khufu s Pyramid, Pyramid of Khufu, and Pyramid of Cheop s), located at the the southwestern suburbs of Cairo area, the reason why I did a research about this due to the fact that it’s the most famous ancient Egyptian monuments, almost all the visitors and Western tourists would attached by that incredible structure after they been there. The three primary pyramids on the Giza plateau were built over the span of three generations by the rulers Khufu, Khafre, and Menkaure. Each pyramid included a temple and a long stone causeway, most of them were nearly 1 kilometer in length leading east from plateau to the valley. â€Å"The Great Pyramid of Khufu is the oldest and sole remnant of the Seven Wonders of the Ancient World. Over 2 million blocks of stone were used to construct the pyramid, during a 20 year period concluding around 2560 BC. The pyramid is an awe-inspiring 139 meters high making it the largest pyramid in Egypt, although nearby Khafre’ s Pyramid appears to be larger as it is build at a higher elevation.† â €Å"The Great Pyramid stands witness to the ability of Khufu to lead and coordinate his people. Khufu had several sons and his immediate successor was his son Djedefre. Curiously, Djedefre also chose to build his pyramid

Identifying Gifted And Talented Children Education Essay Free Essays

The term gifted and talented is surrounded with a great trade of contention, and is presently under reappraisal by the Coalition Government. A huge sum of research has been undertaken over the last 10 old ages, into the long-run, emotional effects of labelling a kid, and the practician ‘s function in placing a kid and distinguishing the course of study. Directgov ( 2010 ) , presently defines ‘gifted ‘ as one who excels in academic topics such as maths and English, and ‘talented ‘ as those who possess accomplishments in practical countries such as athletics and music. We will write a custom essay sample on Identifying Gifted And Talented Children Education Essay or any similar topic only for you Order Now Pound ( 2008 ) , discusses how Gardner ‘s theory revolves about eight intelligences. Gardner believes that each person possesses his or her ain alone combination of intelligences, which he calls ‘multiple intelligences ‘ , which can be enhanced and enriched in an environment which provides stimulating and ambitious activities. Teaching, through Gardner ‘s theory enables the practician to convey out a talented and talented kid ‘s advanced natural endowments, in a ambitious manner. ( Conklin 2007 ) Gardner ‘s ‘multiple intelligence ‘ theory and the Early Years Foundation Stage ( EYFS ) , are reciprocally supportive. Both emphasise individualism and singularity. The DCSF ( 2008 ) , asserts that every country of development is every bit of import, and that no kid should confront favoritism. The DCSF ( 2008 ) besides explains that the early acquisition ends give practicians scope to place and be after for all kids across the developmental continuum. It follows that practicians must place kids ‘s demands and construct on their strengths. Freeman ( 1991 ) advocates that the kid who is every bit ‘bright as a button ‘ , and maintains their enthusiasm for acquisition is more likely to do a positive part to society. The EYFS has been condemned by the Open Eye Campaign ( 2007 ) who claim that it is ‘overly normative and potentially harmful to development, ‘ and that many of its ends are ‘developmentally inappropriate ‘ . In comparing to the EYFS the Key Stage One is more academically biased. The Office for Standards in Education ( Ofsted ) ( 2007 ) , reported that two tierces of Year One instructors did non utilize the information gained from the EYFS to inform pattern and planning. Consequently, many ‘talented ‘ kids may be over looked. Palaiologou ( 2010 ) , discusses Gardner ‘s position that instruction should be less academically driven and his ‘five heads ‘ theory. This focuses on an person ‘s ability to screen utile and relevant information in any given state of affairs, how to believe ‘outside of the box ‘ , and to understand diverseness, citizenship and community relationships in both the immediate and broad environment. He referred to these as ‘modern ‘ twenty-four hours endowments. It is the function of the practician to place and distinguish the course of study to develop talented and gifted persons. Failing to make this could hold a negative impact on the kid. A kid may easy lose involvement and misconduct when presented with unchallenging undertakings. Freeman ( 2009 ) , inquiries how a response category instructor headers with a kid who is working at a higher degree than their equals. She writes that kids should non be left to wait while others ‘catch up ‘ , and believes that this is where ennui begins, this can ensue in a kid withdrawing from larning. Quart ( 2006 ) agrees with this fact and believes that there should be more support available to develop practicians in the appraisal of and learning techniques for gifted and talented students. Freeman ( 2010a ) states that successful and happy kids need consistent. Freeman ‘s research revealed that discovered that kids who were identified as talented and talented in one school would in fac t be below norm in another. Often practitioners erroneously identified a kid as talented and talented. She subsequently states that through analysis of collected information she discovered that labelling kids as gifted and talented makes a negative ‘difference ‘ to their sense of ego, ensuing in low self-pride. Childs who were labelled by parents suffered more emotional jobs than their every bit gifted but unlabeled equals. James ( 2007 ) , draws our attending to the fact that many parents may be commanding and demanding, claiming that the kid becomes fixated with carry throughing parental ends in an effort to understate struggle. He explains that high accomplishment is frequently a effect of over parental pressurisation in childhood that frequently leads to self-criticism and depression in ulterior old ages. Quart ( 2006 ) , supports this position and concludes that parents and pedagogues should forbear from forcing kids to win. She issues a prophylactic warning that the force per unit area placed on the gifted and talented can take to emotional declinations of being deprived of a childhood. For some who were placed on, a ‘pedestal ‘ signifier an early age range maturity and realize they are no longer rather so particular. Freeman ( 2010b ) , leads us to believe that the media is merely interested when things go incorrect, and in fact many gifted and gifted kids go on to take happy ordinary lives. She states that parents should back up and steer kids without forcing them to win and love should be unconditioned and non reliant on accomplishment. To reason, Gardner ‘s theories offer practitioners a theoretical account for supplying a rich and ambitious environment for all kids, including those who are gifted and talented. Practitioners need comprehensive preparation to guarantee that be aftering for larning provides challenges to vouch kids are challenged and stretched, non, bored and pushed. It besides Emotional troubles are more likely to happen when a kid is labelled talented and talented. Therefore, parents and educational practicians should take to guarantee that an identified gifted and talented kid grows into a happy, all-around grownup. More coaction is needed between Foundation and Key Stage One. In fact, it would be good to kids if the EYFS were continued in Year One. Through this research, a greater penetration into the term gifted and talented has been obtained. It offered differing positions on the topic, and the decision reached was that there is really a topographic point in society for the talented and t alented, nevertheless, designation and instruction should be undertaken with attention and sensitiveness. In the words of Benjamin Franklin, Hide non your endowments. They for usage were made. What ‘s a sundial in the shadiness? Franklin ( 1706 – 1790 ) How to cite Identifying Gifted And Talented Children Education Essay, Essay examples

The Industrial Revolution In England Essay Research free essay sample

The Industrial Revolution In England Essay, Research Paper The Industrial Revolution in England The Industrial Revolution brought about a major alteration in the lives of about all of the people of England. The people of the on the job category benefitted from the Industrial Revolution. In other words, I am an optimist. I think that the criterion of life of the people increased. However, I besides believe that many people of the working category lost their independency as a consequence of the revolution. Greed did non increase over this clip period because there was merely every bit much greed before the Industrial Revolution. The Industrial Revolution was a measure frontward for adult females because they wanted to be at place with their kids. The working category in England had a higher criterion of life during the Industrial Revolution than before it started. Life Standards The life criterions of the working category of England improved during the Industrial Revolution. At the start of the revolution, from 1790 to 1815, monetary values and rewards grew steeply. At this point, the monetary values were a small higher than the rewards. This was due to the war against France from 1793 to 1815. Be it merely a happenstance that the monetary values were higher merely during the clip that the war was traveling on? I do non believe that this was the instance. Monetary values tend to travel up during wars. After the war with France ended, the monetary values went back down really aggressively. Wagess did non diminish as much. They went down marginally, but non near to the crisp diminution in monetary values. For the majority of the revolution, rewards were higher than the monetary values. After the people of England had bought their necessities to populate on, they still had money left over because of the lessening in monetary values. This constituted higher life criterions because the people had more money to pass on things other than the necessities. ! Pessimists argue that the chart from which this information was taken is incorrect because it merely shows mill workers. However, the mills were where most of the people of England were working. People knew that they would do more money in the mills, and accordingly, the people of England flocked to the mills. Pessimists besides claim that it is unjust to disclaim duty for the Industrial Revolution during the war clip old ages with France. But why should optimists be responsible for the old ages of hapless life criterions when it was non the revolution # 8217 ; s mistake? It was the war # 8217 ; s mistake, non the revolution # 8217 ; s mistake. It is obvious that over the class of the Industrial Revolution, decease rates in England decreased. There was besides a big population addition because of the decreased mortality rates. # 8220 ; 20 % of the population growing came from increased birth rates, while the remainder came from worsening mortality rates. # 8221 ; ( Bin. p. 103 ) From 1700-1750, the decease rates i! n England were 32 out of every thousand people per twelvemonth. By the 1810 # 8217 ; s, decease rates were down to 21 out of every thousand people. At the terminal of the revolution, in the 1840 # 8217 ; s, the decease rates were at 22 out of every thousand people per twelvemonth. # 8220 ; There were no important medical progresss until after 1850 # 8230 ; , so improved lodging, vesture, existent rewards, and diets reduced the mortality rates. # 8221 ; ( Bin. p.103 ) The pessimists point out that about all of the diminution in decease rates occurred before 1800. This is right. However, the decease rates still went down. They besides point out that when the effects of industrialisation took clasp, the national decease rates rose from 21/1000 to 23/1000. But, even though they rose by two more people per 1000, this is undistinguished compared with how much the decease rates had already decreased. While from the 1810 # 8217 ; s to the 1830 # 8217 ; s, the rates went up by two people per 1000, in the 1840 # 8217 ; s, the decease rates went back down to 22/1000. The get downing point used by the pessimists of 1820 is unjust because it fails! to include the part of history during which the decease rates fell the most. # 8220 ; The pessimists below the belt choice 1820 as their starting point, which is to their advantage in the argument, but the technological alterations in cotton and Fe, which brought about industrialisation all occurred in the 1770 # 8217 ; s and 1780 # 8217 ; s. # 8221 ; ( Bin. p.104 ) The pessimists besides say that the decease rates increased in the metropoliss. In fact, throughout the whole revolution, they did non. In Manchester, the decease rates fell from 40/1000 in 1770 to 33/1000 in the 1840 # 8217 ; s. The decease rates did travel up from the 1830 # 8217 ; s to the 1840 # 8217 ; s, but that does non outweigh the lessening in the rates before so. These reduced mortality rates point to an addition in the life criterions in the general population of England. Independence During the Industrial Revolution, the people of England lost their independency. Before the alterations were made which brought about the Industrial Revolution, the people of England worked for themselves. During and after the revolution, the people no longer worked for themselves, but for big companies in mills. They now worked for a pay alternatively of being paid by the sum of work that they completed. The people of England lost their right to find how much they would work. Now they had to work a certain figure of hours that their employers in the mills wanted them to work. This is precisely what happened to the handloom weavers. They were forced out of their concern and into mills. From 1795 to 1810, the sum of handloom weavers increased. But from 1810 to 1845, the sum of handloom weavers decreased dramatically. This was because the first power loom mill opened in 1806. After 1806, the figure of power loom mills increased dramatically. ! Handloom weavers were forced out of concern because they could non maintain up with the efficiency in the mills. Two people working power looms could bring forth as much cotton as seven handloom weavers. The handloom weavers merely could non maintain up and either were forced out of concern or had to travel work in a mill. But they lost their right to take what they wanted to make, and could no longer be handloom weavers. It was merely impossible for them. Another ground that people lost their independency during the Industrial Revolution was that Enclosure came approximately. Enclosure made the little land proprietors give up their land and happen a new occupation. Merely the big land proprietors could afford to pay for all of the new demands that Enclosure called for. With Enclosure, all land proprietors had to pay a level revenue enhancement on their land. It was besides required to hold your land fenced and surveyed. Peoples that did non have a big sum of land could non afford to hold these things done. Peoples that! could non afford to pay the revenue enhancement on their land had their land take n off. About 25 % of the families could non afford to pay their revenue enhancements on their land. Consequently, all of the little land proprietors were forced out of concern. They could non work their ain land any longer. They had to discovery work either on person else # 8217 ; s land or in a different line of concern. Enclosure took away the population # 8217 ; s right to take what they wanted to make. It did non let them to farm for themselves. Greed Greed did non increase during the Industrial Revolution. There was merely as much greed before the revolution as there was during it. The hapless intervention of kids did non acquire any worse. It merely became more noticeable because it was all in the same topographic point. Peoples started detecting the hapless intervention of kids because it was all in the mills alternatively of being widespread as it was before the revolution. There are many illustrations of the hapless intervention of kids before the revolution of all time started. Robert Owen was 10 old ages old when he was an learner, and said the followers: # 8220 ; Frequently at two o # 8217 ; clock in the forenoon, after working all twenty-four hours from 8 AM, I had been hardly able, with the assistance of the Bannisters, to travel upstairs to bed. # 8221 ; ( Bin. p.101 ) Another illustration of the mistreatment of kids is shown by the undermentioned quotation mark: # 8220 ; He employed 17 apprentice misss, and had so cruelly ill- treated and starved them that 5 had died. The misss normally worked at embellishment on Muslim! from 4 or 5 in the forenoon until 10 or 11 at dark. Their nutrient was normally bread and H2O # 8230 ; The 17 slept in an Attic in 3 beds. # 8221 ; ( Bin. p.101 ) This sort of hapless intervention of kids before the revolution started was common all throughout England. There was an betterment in kid labour Torahs towards the terminal of the revolution. The Factory Act of 1833 forbade the employment of kids under 9 in fabric Millss, limited kids aged 9-13 to working 9 hours per twenty-four hours and 48 hours per hebdomad, and limited kids aged 13-18 to working 12 hours per twenty-four hours and 69 hours per hebdomad. # 8220 ; The Mines Act of 1842 banned male childs under 10 and all females from working resistance. The Ten Hours Act of 1847 limited work for kids under 18 and all females to 10 hours a day. # 8221 ; ( Bin. p.102 ) Towards the terminal of the revolution, the authorities passed these Torahs to restrict kid labour and demo that they were non avaricious. Pessimists point to handloom weavers being driven out of concern as an illustration of the gre! erectile dysfunction in the revolution. But, that was non greed. If there was a B etter manner to bring forth a merchandise, so why would person non desire to utilize the better method? # 8220 ; They had 20 old ages to switch to a new business. Their refusal to make so was the consequence of stubbornness. # 8221 ; ( Bin. p.97 ) Pessimists point out that kids were widely mistreated in mills. However, the hapless intervention was merely noticed because it was in the same topographic point alternatively of being spread out all over the state as it was before the revolution started. Laslett argued, # 8220 ; The coming of industry did non convey economic subjugation. Nor did it make a state of affairs where workers were exploited. These things were already there. # 8221 ; ( B p.97 ) Womans The Industrial Revolution brought about a measure frontward for adult females. Many people today would state that the revolution was a measure rearward for adult females, but we are non sing what people think about this issue today. We are analysing whether or non it was good for the adult females of the early 19th century. # 8220 ; In pre-industrial Europe most people by and large worked as household units. # 8221 ; ( WS p.796 ) At the start of the revolution, households worked together in the mills as good. Later, attitudes changed and kid labour was restricted. Work force were expected to gain the money for the family and adult females were supposed to remain at place and attention for the kids. # 8220 ; The adult male emerged as the household # 8217 ; s primary pay earner, and the adult female found merely limited occupation opportunities. # 8221 ; ( WS p.796 ) A definite tendency formed with the work forces working and the adult females remaining at place. The adult females of this clip period appreciated the new reforms because now they could run their places and watch their kids turn up. Before so T! hey could make

School of Arts and Humanities POLS210 American Gov Essays

School of Arts and Humanities POLS210 American Government I 3 Credit Hours 8 Weeks Prerequisite(s): None Table of Contents Instructor Information Evaluation Procedures Course Description Grading Scale Course Scope Course Outline Course Objectives Policies Course Delivery Method Academic Services Course Resources Selected Bibliography Course Description (Catalog) POLS210 American Government I (3 hours) This is the first course in a two-course sequence in American Government. The course is designed to convey basic facts about the structure and functioning of the American political system. The philosophical foundation of the U.S. Constitution is explored and the federalist construct is examined. The functions of the three separate branches of government and their roles in policy making are a major focus. Course Objectives After successfully completing this course, you will be able to : CO-1 Explain the philosophical basis and functioning of the American republic. CO-2 Describe the historical foundations of the American government. CO-3 Explain the evolution of the U. S. Constitution. CO-4 Describe the types of political participation in a democratic system. CO-5 Explain the power and roles of the three branches of government. CO-6 Define the purpose and functions of the federal bureaucracy. CO-7 Explain the policy-making process in the federal system. CO-8 Identify the influences on political beliefs and behavior. Course Delivery Method This course delivered via distance learning will enable students to complete academic work in a flexible manner, completely online. Course materials and access to an online learning management system will be made available to each student. Assigned faculty will support the students throughout this eight-week course. Course Resources Lesson Notes The e-textbook in this course is entitled American Government by Krut z and Waskiewicz at https://d3bxy9euw4e147.cloudfront.net/oscms-prodcms/media/documents/AmericanGovernment-LR.pdf Web r esources and a ssigned r eadings Students also must have a computer with access to the internet, per AP US guidelines, with Microsoft Office installed. If for some reason you do not have Office, please download Openoffice.org 's productivity suite, which is compatible with it. Please visit http://apus.libguides.com/er.php and search by the course number to access your required resources. Evaluation Procedures Grades for this course will be based upon three grading instruments; forums (8), quizzes, formal essays ( 3 ) , and a final presentation . There are eight weekly discussion questions that are provided in the f orums . A rubric explaining grading criteria is included in each weekly forum. The essays will cover functions of government in addressing public issues. The final presentation will be a PowerPoint presentation combining what was learned in the essays. R ubrics are included in the course. The grade scale for each of the evaluation tools is provided below: Grade Instruments: % of Final Grade Forum Topics 5 0% Weekly Quizzes 10% Week 3 Essay 1 0% Week 5 Essay 1 0% Final Presentation (Week 7 ) 2 0% 100% Forums The f orum s are the primary means of class . Each f orum requires that the student post one original response to a forum question. See the forum rubric for evaluation standards . The forums are set up so students must post their responses before being able to read what other students have researched and submitted. Each week there is a choice of two forum questions. A response is only required to one of them, but replies to other students should address responses in both questions. Please be sure that you have completed and proofread your work before posting it. You will not be able to delete or edit your work once you've submitted it, similar to the way exams and papers will not be returned for corrections after they have been submitted. Note: Satisfactorily m eeting forum minimum requirements will result in a grade of a C or higher (A, B, or C). It is not a guarantee that an A will be earned. Quizzes Each week has a ten-question quiz due . Questions are multiple choice and answers are taken from the readings in the lesson readings or the required textbook readings. All quizzes have a 30-minute time limit to complete them. Please study ahead of time because there will not be enough time to look up the answers to all ten questions during the quiz. Class Project Assignments Three short essays

Concept Of Collaborative Working Social Work Essay Essays

Concept Of Collaborative Working Social Work Essay Essays Concept Of Collaborative Working Social Work Essay Essay Concept Of Collaborative Working Social Work Essay Essay Social Work is at an of import phase in its development as a profession non merely in the United Kingdom but around the universe. All professions must be antiphonal and proactive to altering societal and economic climes and conditions if they are to run into the demands of the people they are functioning. It is indispensable for Social Workers to be able to rehearse in conformity with societal work values and to retain a clear professional individuality, and at the same clip to be able to work efficaciously with other professional groups and bureaus. Although there are many footings used to depict working together with other professions such as joint working, inter-professional working, multi-disciplinary working and inter-agency working the term presently used by the Department of Health publications is collaborative pattern ( Whittington 2003b ) . New ways of working that crossed professional boundaries had to be created, in order to let a more flexible attack to care bringing ( Malin et al, 2002 ) . Collaboration in wellness and societal attention is a comparatively new field of survey, with the first major surveies being undertaken in the 1980s ( Roy, 2001 ) . In wellness and societal attention collaborative working is frequently referred to as Inter-professional working, as it is non merely about professionals working together. The patients, clients or service users are a cardinal portion of the squad. At its simplest the construct of coaction infers that people from different professional and academic backgrounds form a working relationship for the intent of enhanced service proviso. However, the exact nature of the partnership is likely to be contested, whilst to the full incorporate joined-up collaborative pattern has so far proven elusive. Effective communicating is an indispensable constituent of the traditional societal work functions and duties. It is hence every bit necessary for societal workers to besides hold effectual communicating accomplishments if they are to advance self-help and authorization to those whom they are supplying a service for. Lishman ( 1994 ) reminds us that attention directors and suppliers will hold to utilize a scope of communicating and interpersonal accomplishments if community attention is truly to intend attention, pick and authorization of others. Collaborative working implies: witting interaction between the parties to accomplish a common end ( Meads A ; Ashcroft, 2005 ) . It recognises both difference A ; similarity. Collaboration is a procedure by which members of different subjects portion their accomplishments and expertness to supply a better quality service to patients, clients or service users ( Hughes, Hemingway A ; Smith, 2005 ) . The sharing of information agencies both acquiring information and giving it. The act of deriving information in Social Work is an indispensable undertaking the information gained can be used for legion intents such as: Making an appraisal of demand or hazard Writing a study Planing an intercession To warrant obtaining resource The something or benefit is sometimes called collaborative advantage , and it can be seen as the fuel of collaborative working the greater the possible or existent advantage gained by all parties, the greater the degrees of energy fuelling the coaction. Harmonizing to Wilson ( 2008 ) and Hughes, Hemmingway A ; Smith ( 2005 ) inter-professional and collaborative working means sing the service user in a holistic manner, and it benefits the service user when different administrations, such as Social Workers, District Nurses, Occupational Therapists and other wellness professionals come together to supply a better service. These definitions describe collaborative working as the act of people working together toward common ends. Integrated working involves seting the service user at the centre of determination doing to run into their demands and better their lives ( Dept. Health, 2009 ) . Effective coaction and interaction will hold positive results within a on the job environment for both the squads working together and the service user. Agencies should be encouraged to portion information to guarantee that all demands of the service users are met but besides to guarantee the safety of the service user and the other squads involved. Caring for People ( Dept. Health, 1989 ) stated that successful coaction required a clear, common apprehension by every bureau of each other s duties and powers, in order to do kick how and with whom coaction should be secured. The authorities has been advancing inter-agency and collaborative working since the late 80 s which besides saw a alteration in the policies set Forth by the authoritiess and a legislative background was created to advance self-collaboration between companies. The declared purpose has been to create high quality, needs-led, coordinated services that maximised pick for the service user. ( Payne, 1995 ) . Recent events and media calls have focused collaborative working entirely on Social Work every bit stated in Pollard, Sellman A ; Senior ( 2005 ) and when viewed as a good thing , it is worthwhile to critically analyze its benefits and drawbacks. ( Leathard, 2003 ) . The old authorities set away programs to overhaul the Social Services every bit good as update the NHS. A clear indicant of this can be found in NHS Plan ( Dept. Health, 2000 ) and Overhauling the Social Services ( Dept. Health, 1998a ) . This was non in fact a new program it was portion of a turning accent stemming from the 1970s. The decease of Maria Coldwell in 1974 meant there were inquiries asked why professionals were non able to protect kids who they had identified as most at hazard. The Cleveland Inquiry 1988 resulted in the direct antonym of 1974 when the methods of the Social Services were deemed excessively rigorous and over powering, it was deemed that kids were removed from their households when there was little concrete grounds of injury or maltreatment ( Butler-Sloss, 1988 ) , with excessively much accent put on the medical sentiment. The old authorities set away programs to overhaul the Social Services every bit good as update the NHS. A clear indicant of this can be found in NHS Plan ( Dept. Health, 2000 ) and Overhauling the Social Services ( Dept. Health, 1998a ) . This was non in fact a new program it was portion of a turning accent stemming from the 1970s. The decease of Maria Coldwell in 1974 meant there were inquiries asked why professionals were non able to protect kids who they had identified as most at hazard. The Cleveland Inquiry 1988 resulted in the direct antonym of 1974 when the methods of the Social Services were deemed excessively rigorous and over powering, it was deemed that kids were removed from their households when there was little concrete grounds of injury or maltreatment ( Butler-Sloss, 1988 ) , with excessively much accent put on the medical sentiment. The Munro Report ( 2010 ) stated that other service bureaus can non and should non replace Social Worker s, but there is a demand for bureaus to prosecute professionally about kids, immature people and households on their caseloads. The Children s Act 2004 was introduced after the public enquiry into the decease of Victoria Climbie in 2000 ; the same public enquiry besides resulted in the Every Child Matters motion. The failure to join forces efficaciously was highlighted as one of many missed chances by the enquiry into the tragic decease of Victoria Climbie ( Laming, 2003 ) and Baby Peter ( Munro, 2010 ) . Expressing what you all want to accomplish in clear, outcomes-oriented linguistic communication, and being able to continually recheck those results as your work together returns, is the individual most of import key to successful coaction. However, it is really rather hard to show results in ways that are unambiguous and clearly understood by all of the possible or existent confederates. The quality of communicating is critical. Poor communicating is frequently behind many of the differences that threaten to procrastinate collaborative working relationships. Clear lines of communicating demand to be established across the establishments that make up a pool to guarantee everyone is cognizant of and is able to transport out the recognized policies and processs. Accountabilities, in peculiar, should be good defined. Engagement and engagement of service user is besides critical in the Social Work field. This after all is the chief donee of the collaborative on the job strategy and your end as a Social Worker is to run into their demands and ends. If you show the service user regard they excessively will give you a common regard which will let the Social Workers and other elements of the collaborative squad to accomplish their common ends. However donees do non hold to be cognizant that an activity is being delivered in partnership for the partnership to be successful. Regular reappraisals and users feedback can assist mensurate its impact. Collaborative advantage will be achieved when something remarkably originative is produced possibly an aim is met that no administration could hold produced on its ain and when each administration, through coaction, is able to accomplish its ain aims better than it could entirely . ( Huxham, 1996 ) . Huxham was demoing that coaction will work when it is done decently, and when we as Social Workers put aside any biass that are under lying in our working outlook and besides our personal outlook, we will work good with other Fieldss and patterns to organize a more efficient and organized service. By larning with, from and about one another practicians can understand several functions and duties, generate common trust, beef up relationships and better collaborative pattern ( Barr et al 2005 ) . To summarize and reason the development of collaborative working will doubtless necessitate a alteration in civilization and values amongst wellness and societal attention professionals ; nevertheless it is working and developing rapidly and for the better of non merely the collaborating bureaus but besides for the service users.

International Relations Essay Example | Topics and Well Written Essays - 1000 words

International Relations - Essay Example As much as the United States opted to become a member country of the United Nations and party to the ratification of internal laws and agreements, it was mandatory for it to obtain permission from the UN to invade Iraq in 2003. This is mainly due to the voluntary decision of US leaders to become a member of the UN and thus, subject to all agreements enacted at the UN level. It is mandatory for all member-countries to abide by the rules and regulations of the UN most especially when these were made with the consent of its members, and US is obviously one of them. There were several instances that the US have practiced their obligation before the members of the UN Security Council and one of these instances were when US Secretary Colin Powell presented the George Bush’s view on February 5 before the council [1]. This meant that the US respected their role and the role of the UN with regards to the international conflict. Powell argued that Resolution 1441 of the Security Council aimed at disarming Iraq of its weapons of mass destruction. Powell insisted that Iraq was already found guilty of material breach whatever hat may mean. But it would soon be established but no sooner than in 2002 that the United Nations Monitoring, Verification and Inspection Commission (UNMOVIC) found no trace of evidence about weapons of mass destruction in Iraq [2]. ... In addition, Article 51 arose from the need for imminent self-defense when Council deliberation can no longer be an applicable due to the urgency of an action. The US appeared exaggerating at that time to argue that Article 51 was applicable for Iraq to be invaded by force by the US. 2. What are the implications of the Iraq war for nation-state sovereignty? There are various negative implications [6] of the Iraq war for nation-state sovereignty but with contrasting meanings for nations depending on the level of military might. The Iraq war meant that the United States remain a superpower to reckon with. Its administration decides when, where, who, and why attack an individual, or a nation-state. This was a dangerous period of democracy and international relations as US through its president George Bush defied the mandate of the international body when it comes to actions beyond the US borders and territory. It flouted its force and might among the organization of nations, and togethe r with the United Kingdom which supported the US, they showed that their intents backed by might and a blinded military are above any kind of international law and understanding. It acted like the Nazi Germany for occupying other nations. The international laws that they tried to use as an excuse to invade Iraq were lame and a breach of UN membership. They have brazenly shown that for economic reasons that will benefit their oil magnates – British’ Shell and 14 other contractors [7]. For the part of Iraq and other nations that future US leaders will have their hot eyes on like Iran and North Korea, and the rest of other nation states in the world who cannot stand the force of a superpower, the implication