Wednesday, August 26, 2020

Structural Theories and Street Gangs free essay sample

For instance, Lil’Z realizes that he doesn't be able to carry on with a real existence as the individuals outside the ghetto are living; he knows that he doesn't be able to accomplish, chiefly, the financial achievement and standard of society perhaps as a result of his absence of training and the brutal condition in which he lives in. In this manner, he chooses to go with the Tender Trio and focus on the inn with them request to make the financial progress he needs, and in the long run perpetrate numerous wrongdoings so as to get cash. In City of Gangs, it is clarified that one of the issue in Regina is that native could have an occupation in the event that they needed, however huge numbers of these individuals don’t can accomplish this objective since they don’t have a resume or they don’t realize how to fill an application structure (City of Gangs, 2009). We will compose a custom paper test on Basic Theories and Street Gangs or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page In this way, the youngsters on saves are encountering this powerlessness to accomplish standards and norms of the predominant society, and are joining packs so as to accomplish their objective, through ill-conceived ways, for example, selling medications or taking. Differential Association hypothesis is a hypothesis that takes a gander at the demonstrations of the criminal as educated practices through social collaboration (Adler, Mueller,Laufer amp; Grekul, 2009, p. 132). Group individuals are setting criminal standards and qualities to its individuals, along these lines individuals are learning a criminal conduct, for example, taking, conveying a firearm or utilizing drugs. The individuals from road packs are learning more meanings of activities positive for infringement of the law and this taking in is passed down from age to age (Adler, Mueller,Laufer amp; Grekul, 2009, p. 32). The narrative City of Gangs plainly shows that the taking in example of hoodlums originates from learned practices through social association, and that is transmitted from the more established to the more youthful since what they realized are the criminal mentalities and estimations of the pack. Sutherland’s hypothesis of differential affiliation is clarified through nine recommendations. The third recommendation, which clarifies that the essential piece of the learning of criminal conduct happens inside cozy individual gatherings. , is plainly talked about in the narrative City of Gangs (Adler, Mueller,Laufer amp; Grekul, 2009, p. 132). Actually, as referenced in the clasp, each day more children are getting in posse since they are spending time with group families made out of street pharmacists, pimps and hazes (City of Gangs, 2009). The fifth suggestion is likewise appeared in the film. On the off chance that a youthful is encircled by individuals seeing violating certain laws as adequate or ordinary conduct, at that point he may be bound to overstep those laws. As referenced, there is a posse issue in Regina; the police detailed numerous as 600 packs in urban communities, comprised in dominant part of native individuals (City of Gangs, 2009). The issue is that there is a pack attitude that is implanted in the hearts and psyches of native individuals (City of Gangs, 2009). The arrangement is to change that mindset to truly teach their youngsters at youthful age (City of Gangs, 2009). The youthful native individuals are encircled by individuals who are overstepping sure laws, accordingly for them it turns into an ordinary conduct. One final recommendation that is unmistakably exhibited in the clasp is the eighth one. Truth be told, brutality is regular in this piece of town and it is a hazardous spot to stroll around evening time (City of Gangs, 2009). These children and youngsters are managing these criminal circumstances consistently, in this way they are learning out of it, such as getting the hang of whatever else. The entirety of the different procedures by which people learn can conceivably be applicable. Financial and Community Structure We can utilize the social disruption hypothesis to address the possibility that wrongdoing and criminal systems flourish in social muddled neighborhoods. This hypothesis clarify that a region where there is a deterioration of ordinary qualities brought about by urbanization, fast industrialization and an expansion in movement may causes the improvement of horror (Adler, Mueller,Laufer amp; Grekul, 2009, p. 160). Social abnormality hypothesis likewise joins certain pieces of this hypothesis since it clarifies how the diverse arrangement of estimations of burdened or disarranged neighborhoods adds to criminal conduct (Adler, Mueller,Laufer amp; Grekul, 2009, p. 130). These speculations can be clarified with the film City of God, since it tends to the possibility of the setting in which wrongdoing and criminal systems thrive. City of God is a ghetto in Rio de Janeiro, a lower class region, set apart by neediness with low pay gathering. It is clear that there is a frail network establishment in the ghetto, which is missing of specialists of social control, for example, the police or even solid familial or companions connections. It is for the most part the individuals who live in the City of God that look after request. Network Action Program There are many program planned for checking early inclusion in crime. The people group, not people, needs treatment. Helping the network, at that point, should bring down its crime percentage (Adler, Mueller,Laufer amp; Grekul, 2009, p. 164). Sun Youth is an association giving network support in the zone of Montreal. They built up a wrongdoing anticipation program planned for teaching open and setting up a superior participation among residents. Among their projects, there is the Intervention Agents in School Environments, focusing on principally youthful understudies. Sun Youth operators are working all day in specific schools so as to forestall harassing and burdening and to determine clashes between understudies, which is identified with Coordination and Community Cohesion, a significant parts of another anticipation program in Vancouver Downtown (Adler, Mueller,Laufer amp; Grekul, 2009, p. 165). They are forestalling such issues through gathering workshops on initiative, peer reflection, compromise, socialization, or thoughts of bigotry, fellowship, and so forth through individual mediations, just as by advancing the cooperation through recreational exercises in gathering (Sun Youth, 2011). Being Critical of the Structural Theories of Deviance Previous examinations investigating why an individual joins a posse for the most part centered around the hypothesis of anomie, the social disruption and strain hypothesis just as the criminal subculture (Sanchez-Jankowski, 1991, p. 295). In any case, Martin Sanchez-Jankowski (1991) is putting together hi s thoughts with respect to the way that numerous young consider joining to be posse as a normal choice to expand personal circumstance. He contends that packs give people a wellspring of cash, security, diversion, defensive gathering character, individual insurance, and in light of the fact that a few people consider cooperation to be a type of promise to their locale and as an approach to oppose leading lives like their folks. He likewise clarifies and that turning into a group part depends on the individual, yet in addition on the posse, who conclude who will join the pack or not. He clarifies that there are three sorts of enrollment. The first is the organization type, in which individuals attempt to ‘sell’ their groups by referencing the preferences it has, for example, the gatherings it gives, the ladies who are accessible and the sort of medications they have. The subsequent kind is the commitment type, in which individuals are reaching individuals and convincing them that it is their obligation to join the group. At long last, the last sort of enlistment is the coercive kind, which happens when the pack feels they have to grow their enrollment rapidly.

Saturday, August 22, 2020

Venus And Adonis Essay Research Paper Venus free essay sample

Venus And Adonis Essay, Research Paper Venus and Adonis: Pictures of Sexuality in Nature # 8220 ; Love is the answer, in any case, while you are sitting tight for the answer, sex brings up some sensibly great issues. # 8221 ; Woody Allen All through his shows and poesy Shakespeare imbeds army and various subjects, a significant number of them partner to adore, sexual orientation, life, perish, confidence and innumerable others. In his stanza structure Venus and Adonis Shakespeare handles the subject of sexual orientation as a portrayal of affection, and a guide of Nature. The characters of Venus and Adonis, every now and again times reminiscent of an Elizabethan fallen Adam and Eve, make an explicitly charged refrain structure that loans a significant part of the force and impact of affection and life and expire to Nature. Shakespeare makes a characteristic marvel that truly interfaces the adoration and activities of these two characters to the powers, both positive and damaging, to Nature herself. The section structure permits Venus and Adonis a specific influence or approval over the powers that exist in the forces of Nature, however Shakespeare # 8217 ; s imaginative action of this sexual portrayal as a word image of titillating want as an appalling occasion drives the characters to inescapable misfortune, and a total loss of authority over their fortunes. Shakespeare # 8217 ; s content can be inexactly isolated into three regions. The first being Venus # 8217 ; looks of adoration for Adonis, the second influencing Adonis # 8217 ; perish and the Hunt, and the third and closing region centers around Venus # 8217 ; response to the loss of Adonis. In the primary third, Venus attempts with expanding depression to bait Adonis into sex. The peaceful scene on the primrose bank is perfect for the explicitly charged analogies she makes. She barrages him with confusing expressions influencing hot ice, showers him with bloomed similitudes, jump starts into a drawn-out change on the old carpe diem subject, and clefts natural wordplaies on words, for example, Harts and cervid. Venus appears to hold enlivened power over her ain natural structure, and brilliantly metamorphosizes her signifier to suit her purpose, doing it overwhelming bounty to require trees to back up it, so giving the violets she lies on the quality of trees ( 152 ) . For all its depression, the main region is vivacious and cheerful, focusing on Adonis # 8217 ; youngster and Venus # 8217 ; constantly self-reestablishing substance. The portrayals of affection discovered here are totally sexual and genuinely based, yet there is a miserable quality in Venus # 8217 ; rehashed endeavors and congruity. In any case, at the focal point of the refrain structure Adonis reports that he means to run the Sus scrofa the accompanying twenty-four hours. Venus crumples with the male youngster on her, and follows what should be the sexual flood tide of Venus # 8217 ; endeavors to allure Adonis into her bed, however all Venus gets from the brush is rout: 'everything is whimsical she doth demonstrate # 8217 ; ( 597 ) . In this following development of the stanza structure, which takes topographic point in the wood, Venus discusses alarm, the fear of the Sus scrofa and the frenzy of the pursued bunny. Demise, which has been a hidden nearness all through the principal half, turns into the ordering element of the second. On the other hand of squeezing Adonis to cause, Venus cautions him that he will kill his ain relatives on the off chance that he neglects to do adore ( 757-60 ) . The immaturity of Adonis, which had been depicted in such basic footings in the principal development, ready to 'drive contamination from the hazardous twelvemonth # 8217 ; ( 508 ) , out of nowhere ends up exposed to a greater number of diseases than it can trust to bring around: As ignition febrilities, agues pale and swoon, Life-harming infection and rages wood, The marrow-eating ailment whose attaint Turmoil strains by warming of the blood ( 739-42 ) . At a similar clasp Venus loses command over her natural structure. As she hustles through the backwoods after the sound of Adonis # 8217 ; horn, her natural structure is exposed to the meddling gropings of bushes: # 8220 ; Some catch her by the cervix, some kiss her face,/Some string about her thigh to do her stay # 8221 ; ( 872-3 ) . This attack on Venus # 8217 ; physical natural structure, and her powerlessness to stop it renders her much progressively frail, and H Er administering sex is gone to terrified humility as she looks for Adonis. Her endeavors to draw Adonis through her peaceful allegories have fizzled, considerably after she proves her affection through the touchable components of Nature. In the principal half of Shakespeare # 8217 ; s sonnet Venus fights to make a wonderful Eden out of the substance of Adonis # 8217 ; natural structure and her ain. She reveals to him that he is the 'field # 8217 ; s head bloom # 8217 ; ( 8 ) , and urges him to fall in her on a bank of blossoms, a charmed hover from which snakes and other varmint are restricted. She so continues to change her ain tissue into an allegorical Eden. Her cheeks become gardens ( 65 ) , she guarantees him that 'My excellence as the spring doth every year develop # 8217 ; ( 141 ) , and offers herself to him as a defensive fenced in area where he can shield from the savage condition: 'I # 8217 ; ll be a recreation center, and thou shalt be my cervid:/Feed where 1000 shrink, on mountain or in dale # 8217 ; ( 231-2 ) . Be that as it may, as the cardinal refrains of the section structure caution all of us, 'is whimsical she doth demonstrate # 8217 ; . The scene of the refrain structure just ever becomes Eden-like in the talk of Venus. We mover more distant through the refrain structure, her talk loses its quality, and an extremely unique scene develops Continuously these days on the peripheries of Venus # 8217 ; whimsical Eden, is the chance of peril and the hazard of a wild outside of her wonderful primrose bank, and pleasant blossoms. As this wild develops in the second and into the third pieces of the stanza structure, the likenesses to Eden are quickly decimated by the practical risks they experience. In the primary region, Venus looks at Adonis # 8217 ; breath to 'glorious dampness # 8217 ; , a dew like the one God used to H2O the workss before he concocted downpour ( 62-6 ) . What's more, as the environing clime of the nation changes, so we follow the passionate and sexual modifications inside Venus and Adonis. Be that as it may, the hopping conditions produced by the sweethearts # 8217 ; natural structures become consistently less moderate, go throughing from downpour to singing warmth and back again to rain in a confounding clamor of changes. In the second development of the refrain structure these changes become totally savage, travel rapidlying through the 'wild waves # 8217 ; of the dim ( 819 ) towards the tempest motioned by the 'red morn # 8217 ; of Adonis # 8217 ; loosened oral hole ( 453-6 ) . The tempest interferences during Venus # 8217 ; chase for the him ( 'Like a blustery twenty-four hours, presently twist, presently downpour,/Sighs dry her cryings, air current makes them wet again # 8217 ; [ 965-6 ] ) , and her find of his natural structure releases a climactic quake: 'As when the air current detain # 8217 ; nutrient D in the land,/Fighting for change, Earth # 8217 ; s establishment shingles # 8217 ; ( 1046-7 ) . Venus # 8217 ; finishing up guess hands down the equivalent problematic clime to future social orders, whose sexual confederations will 'bud, and be impacted in an outside breath while # 8217 ; ( 1141 ) . The finishing up division of the section structure contains just the closing refrain ( 1189-1194 ) and finishes up with Venus sequestering herself from the outside universe, yet non without first giving finishing up acknowledgment to Nature as a controlling and unmistakably ground-breaking power of both innovative movement each piece great as demolition. By this, the male youngster that close by song murder # 8217 ; nutrient D Was liquefied like a fume from her sight, What's more, in his blood that on the land lay spill # 8217 ; nutrient D, A violet bloom jumped up ( 1165-8 ) . Here Nature endeavors to supplant what was lost, and offers consolation to the suffering Venus by go forthing her with a memory of Adonis in the signifier of an excellent blossom. Shakespeare # 8217 ; s subjects of sexual orientation, life, perish, and the general invading nearness of Nature are unequivocally manifested all through the content, and make for the peruser a more prominent feeling of the inadequacy of control that exists between grown-up male and Nature, each piece great as grown-up male and his wants. The predetermination of Adonis, each piece great as such a totally sexual creature, for example, Venus, and the fear of adoration inside the stanza structure as predominantly a sexual power, certifies the force that Shakespeare pervades Nature with in the fates of these two characters. Nature is both the sexual word image of their wants each piece great as the indicating power that demolishes them both.

Friday, August 21, 2020

Junior Year The First Week

Junior Year The First Week In comparing the beginnings of each of my academic years, Ive noticed that my outlook on things has changed dramatically. It can be summarized thusly: Freshman year: Woohooooo MIT is gonna be so cool! Just four years of this and Im gonna run the w-OH MY GOD WHAT IS HAPPENING THINGS ARE HARD Sophomore year: What? Classes start tomorrow  and theres already a reading assigned for 5.13? This is nonsense. This year is going to be nonsense. Junior year: Ha! A few days before classes started, I made sure there wasnt a single thing on Stellar* that I didnt know about. I even read the first chapter of each textbook. Bring it, junior year. BRING IT. Where did all of that energy come from? Id say it came from the many things I have to look forward to. For starters, Ive slogged through the majority of my GIRs and my premed requirements and while all of them were intriguing in their own way, only a few were classes that fall into my major (Brain and Cognitive Sciences) or proposed concentration (Philosophy, which could easily become a minor with some work). Dont get me wrong: Im fascinated by aspects of all of the sciences with which Ive been acquainted, but now, Im starting to take the classes that I had my heart set on. There isnt quite an experience that could ever replace that. Its mind-expanding, and something completely new and appealing. Its likewatching Breaking Bad for the first time (which, incidentally, I started doing a couple weeks ago thanks to Netflix and Amazon Video. Im now completely caught up and am awaiting the sixth and final season.) It also helps that Ive got an enviable class schedule. Just take a look! Since fall classes always begin on the Wednesday after Labor Day, Ive only had something from 3 out of 4 of my classes. Even so, I already have something to look forward to for all four of them. Let me run down the classes and whats happened so far. 24.900: Introduction to Linguistics A very long time ago, I told you guys about my linguistics research with QRLG. That particular stint lasted close to a year, and actually got to some pretty exciting highs including writing an abstract and drafting a longer paper, two mock presentations, and so on before some things that came up in my life made it too difficult to keep hammering out research. (Incidentally, the blogging also got pretty sparse around that time.) Though that story didnt have a picture perfect ending, Im still quite familiar with several concepts in phonology and phonotactics, research methods in linguistics, and some other stuff. Consequently, I have an edge in this class that I wouldnt otherwise enjoy. Even so, 24.900 will allow me to get some provisional answers as to why, even as someone who scarcely knows a word of Afrikaans, one of the languages that my parents speak fluently, I am able to get the gist of their conversation. Context clues and some close cognates probably, but I get the sneaking suspicion that some other things are helping, too. For one, I think the syntax (the proper formation of sentences) of Afrikaans is comparable to that of English. One major arc of assignments in 24.900 concerns the study of a language that you dont speak which will be documented in p-sets and even a report or two so Ill be able to use a few experiments to confirm or deny my hypotheses about Afrikaans. And then for once! Ill be able to say to them that I actually know something about the language that they speak. 24.241: Logic I In my logic professors own words, after taking Logic I, Youll come to see why people reason so badly. However, this class isnt meant to be an overview of logical fallacies. For 24.241, its a much more academic that started out by learning the language of sentential logic, how certain functions used in sentential logic are symbolized (as connectives, or words like and, or, not, and ifthen), and the form and features of arguments. Logic is one of those interesting disciplines that attracts students from a variety of majors. For the first time ever, I found a couple of pure philosophy majors in a class; joining them were math majors, computer science majors, and a few others who didnt fit in any of the above categories. I have no doubts that everyone there has something they want to take out of it, since principles of logic crop up pretty much everywhere. In my person-whos-concentrating-in-philosophy point of view, one of the implied, overarching goals of the course is to acquire the tools needed to analyze ones beliefs, and thus to be able to achieve a harmony that exists when ones beliefs are consistent with each other. Well see how that holds up as I go through the course. 9.12: Neurobiology Lab Classes like 9.12 are some of the most powerful reminders of why Im here. Im one of the only people in my lab section that has no hands-on experience with molecular biology methods in the lab; even so, that wont be a disadvantage. In fact, on the first day, the 9.12 professor explicitly said that its all about what you learn, the effort that you put in, and the willingness to grow as a scientist that you exhibit. To someone uninitiated in neurobio lab methods like me, thats a relief. How often is it that you can say that you were in a place where it was okay to take risks, even with things that appear esoteric at first glance? To make things even better, we started out with a low-key lab on the first day. In a virtual walkthrough of what our wet lab assignment will be next week, we conducted some cDNA and genomic blasting of some digital sequences, as well as some sequence identification and translation of mRNAs. Should I end up pursuing any additional molecular neurobio research, Ill be benefiting from the work of a ton of other scientists that helped assemble the databases we used that day. Hell, its a pretty good time to do neuroscience research in general I read recently that the state of Massachusetts is pouring a lot of money and a handful of partnerships into it. Will that shake my aspirations to be a practitioner instead of a researcher? I cant say yet, but the ethos of this class means that 9.12 could be the most convincing argument in favor of a life of research. If nothing else, itll certainly be the most eye-opening one. 21A.302 / WGS.271: Dilemmas in Biomedical Ethics This is probably the class Im looking forward to the most, and also the only one for which I havent yet attended any lecture, as none have come up yet. Its also another course that Ill have somewhat of an edge in, as I took 24.231 (Ethics) last fall. However, this class seems like less of an academic exercise and an analysis of the fundamental concepts, and more of a broad investigation of the not-so-philosophical concepts that come into play in tough medical decisions. As a doctor-to-be, its a class that I think I cant go without. A detail that too easily gets lost in the rigor of premedical academics is that, at the end of the day, youre treating human patients that come from a variety of backgrounds. Showing sensitivity and deferring to their beliefs and perspectives is only to their benefit and, as you pursue the best interests of your patients, to your own benefit, as well. Ill admit, though, that upholding this ideal might not be as easy as it sounds. Hopefully, this class should give me a better sense of what forces come into play in both affirming a patients beliefs and the principles of effective care. ^ Theres also a bunch of non-class stuff, but as I write down all of that other stuff and how it connects to the work Ive done this summer its sadly getting long enough to constitute its own blog post, and I have some work to finish before Monday. Ill have more ready at the end of next week, though!

Junior Year The First Week

Junior Year The First Week In comparing the beginnings of each of my academic years, Ive noticed that my outlook on things has changed dramatically. It can be summarized thusly: Freshman year: Woohooooo MIT is gonna be so cool! Just four years of this and Im gonna run the w-OH MY GOD WHAT IS HAPPENING THINGS ARE HARD Sophomore year: What? Classes start tomorrow  and theres already a reading assigned for 5.13? This is nonsense. This year is going to be nonsense. Junior year: Ha! A few days before classes started, I made sure there wasnt a single thing on Stellar* that I didnt know about. I even read the first chapter of each textbook. Bring it, junior year. BRING IT. Where did all of that energy come from? Id say it came from the many things I have to look forward to. For starters, Ive slogged through the majority of my GIRs and my premed requirements and while all of them were intriguing in their own way, only a few were classes that fall into my major (Brain and Cognitive Sciences) or proposed concentration (Philosophy, which could easily become a minor with some work). Dont get me wrong: Im fascinated by aspects of all of the sciences with which Ive been acquainted, but now, Im starting to take the classes that I had my heart set on. There isnt quite an experience that could ever replace that. Its mind-expanding, and something completely new and appealing. Its likewatching Breaking Bad for the first time (which, incidentally, I started doing a couple weeks ago thanks to Netflix and Amazon Video. Im now completely caught up and am awaiting the sixth and final season.) It also helps that Ive got an enviable class schedule. Just take a look! Since fall classes always begin on the Wednesday after Labor Day, Ive only had something from 3 out of 4 of my classes. Even so, I already have something to look forward to for all four of them. Let me run down the classes and whats happened so far. 24.900: Introduction to Linguistics A very long time ago, I told you guys about my linguistics research with QRLG. That particular stint lasted close to a year, and actually got to some pretty exciting highs including writing an abstract and drafting a longer paper, two mock presentations, and so on before some things that came up in my life made it too difficult to keep hammering out research. (Incidentally, the blogging also got pretty sparse around that time.) Though that story didnt have a picture perfect ending, Im still quite familiar with several concepts in phonology and phonotactics, research methods in linguistics, and some other stuff. Consequently, I have an edge in this class that I wouldnt otherwise enjoy. Even so, 24.900 will allow me to get some provisional answers as to why, even as someone who scarcely knows a word of Afrikaans, one of the languages that my parents speak fluently, I am able to get the gist of their conversation. Context clues and some close cognates probably, but I get the sneaking suspicion that some other things are helping, too. For one, I think the syntax (the proper formation of sentences) of Afrikaans is comparable to that of English. One major arc of assignments in 24.900 concerns the study of a language that you dont speak which will be documented in p-sets and even a report or two so Ill be able to use a few experiments to confirm or deny my hypotheses about Afrikaans. And then for once! Ill be able to say to them that I actually know something about the language that they speak. 24.241: Logic I In my logic professors own words, after taking Logic I, Youll come to see why people reason so badly. However, this class isnt meant to be an overview of logical fallacies. For 24.241, its a much more academic that started out by learning the language of sentential logic, how certain functions used in sentential logic are symbolized (as connectives, or words like and, or, not, and ifthen), and the form and features of arguments. Logic is one of those interesting disciplines that attracts students from a variety of majors. For the first time ever, I found a couple of pure philosophy majors in a class; joining them were math majors, computer science majors, and a few others who didnt fit in any of the above categories. I have no doubts that everyone there has something they want to take out of it, since principles of logic crop up pretty much everywhere. In my person-whos-concentrating-in-philosophy point of view, one of the implied, overarching goals of the course is to acquire the tools needed to analyze ones beliefs, and thus to be able to achieve a harmony that exists when ones beliefs are consistent with each other. Well see how that holds up as I go through the course. 9.12: Neurobiology Lab Classes like 9.12 are some of the most powerful reminders of why Im here. Im one of the only people in my lab section that has no hands-on experience with molecular biology methods in the lab; even so, that wont be a disadvantage. In fact, on the first day, the 9.12 professor explicitly said that its all about what you learn, the effort that you put in, and the willingness to grow as a scientist that you exhibit. To someone uninitiated in neurobio lab methods like me, thats a relief. How often is it that you can say that you were in a place where it was okay to take risks, even with things that appear esoteric at first glance? To make things even better, we started out with a low-key lab on the first day. In a virtual walkthrough of what our wet lab assignment will be next week, we conducted some cDNA and genomic blasting of some digital sequences, as well as some sequence identification and translation of mRNAs. Should I end up pursuing any additional molecular neurobio research, Ill be benefiting from the work of a ton of other scientists that helped assemble the databases we used that day. Hell, its a pretty good time to do neuroscience research in general I read recently that the state of Massachusetts is pouring a lot of money and a handful of partnerships into it. Will that shake my aspirations to be a practitioner instead of a researcher? I cant say yet, but the ethos of this class means that 9.12 could be the most convincing argument in favor of a life of research. If nothing else, itll certainly be the most eye-opening one. 21A.302 / WGS.271: Dilemmas in Biomedical Ethics This is probably the class Im looking forward to the most, and also the only one for which I havent yet attended any lecture, as none have come up yet. Its also another course that Ill have somewhat of an edge in, as I took 24.231 (Ethics) last fall. However, this class seems like less of an academic exercise and an analysis of the fundamental concepts, and more of a broad investigation of the not-so-philosophical concepts that come into play in tough medical decisions. As a doctor-to-be, its a class that I think I cant go without. A detail that too easily gets lost in the rigor of premedical academics is that, at the end of the day, youre treating human patients that come from a variety of backgrounds. Showing sensitivity and deferring to their beliefs and perspectives is only to their benefit and, as you pursue the best interests of your patients, to your own benefit, as well. Ill admit, though, that upholding this ideal might not be as easy as it sounds. Hopefully, this class should give me a better sense of what forces come into play in both affirming a patients beliefs and the principles of effective care. ^ Theres also a bunch of non-class stuff, but as I write down all of that other stuff and how it connects to the work Ive done this summer its sadly getting long enough to constitute its own blog post, and I have some work to finish before Monday. Ill have more ready at the end of next week, though!

Sunday, May 24, 2020

The 7 Most Important Eminent Domain Cases

Eminent domain is the act of taking private property for public use. Enumerated in the Fifth Amendment of the U.S. Constitution, it gives states and the federal government the right to seize property for public use in exchange for just compensation (based on fair market value for a piece of land). The concept of eminent domain is connected to the functionality of the government, because the government needs to acquire property for infrastructure and services like public schools, public utilities, parks, and transit operations. Seven key court cases throughout the 19th and 20th centuries allowed the judiciary to define eminent domain. Most eminent domain challenges focus on whether the lands were taken for a purpose that qualifies as â€Å"public use† and whether the compensation provided was â€Å"just. Kohl v. United States Kohl v. United States (1875) was the first U.S. Supreme Court case to assess the federal government’s eminent domain powers. The government seized a portion of the petitioner’s lands without compensation for the purpose of building a post office, customs office, and other government facilities in Cincinnati, Ohio. The petitioners alleged that the court did not have jurisdiction, the government could not acquire the land without proper legislation, and that the government should accept an independent assessment of the lands value before compensating. In a decision delivered by Justice Strong, the court ruled in favor of the government. According to the majority opinion, eminent domain is a core and essential power afforded to the government through the Constitution. The government may develop legislation to further define eminent domain, but the legislation is not required to make use of the power. In the majority opinion, Justice Strong wrote: â€Å"If the right of eminent domain exists in the federal government, it is a right which may be exercised within the states, so far as is necessary to the enjoyment of the powers conferred upon it by the Constitution.† United States v. Gettysburg Electric Railroad Company In United States v. Gettysburg Electric Railroad Company (1896), Congress used eminent domain to condemn the Gettysburg Battlefield in Pennsylvania. The Gettysburg Railroad Company, who owned land in the condemned area, sued the government, alleging that the condemnation violated their Fifth Amendment right. The majority ruled that as long as the railroad company was paid fair market value for the land, the condemnation was lawful. In terms of public use, Justice Peckham, on behalf of the majority wrote, â€Å"No narrow view of the character of this proposed use should be taken. Its national character and importance, we think, are plain.† Furthermore, the court held that the amount of land needed in any eminent domain seizure is for the legislature to determine, not the court. Chicago, Burlington Quincy Railroad Co. v. City of Chicago Chicago, Burlington Quincy Railroad Co. v. City of Chicago (1897) incorporated the Fifth Amendment takings clause using the Fourteenth Amendment. Prior to this case, states had used eminent domain powers unregulated by the Fifth Amendment. This means that states may have seized property for public use without just compensation. In the 1890s, the city of Chicago aimed to connect a stretch of road, even though it meant cutting through private property. The city condemned the land through a court petition and paid just compensation to the property owners. Quincy Railroad Corporation owned part of the condemned land and was awarded $1 for the taking, prompting the railroad to appeal the judgment. In a 7-1 decision delivered by Justice Harlan, the court ruled that the state could take land under eminent domain if the original owners were awarded just compensation. The taking of the Railroad Company’s land had not deprived the company of its use. The street only bisected the railroad tracts and did not cause the tracts to be removed. Therefore, $1 was just compensation. Berman v. Parker In 1945, Congress established the District of Columbia Redevelopment Land Agency to authorize the seizure of â€Å"blighted† housing districts for rebuilding. Berman owned a department store in the area slated for redevelopment and did not want his property to be seized along with the â€Å"blighted† area. In Berman v. Parker (1954), Berman sued on the basis that the District of Columbia Redevelopment Act  and its seizure of his land violated his right to due process. In a unanimous decision delivered by Justice Douglas, the court found that the seizure of Berman’s property was not a violation of his Fifth Amendment right. The Fifth Amendment does not specify what the land must be used for outside of â€Å"public use. Congress has the power to decide what this use might be and the goal of turning the land into housing, specifically low-income housing, fit the general definition of the takings clause. The majority opinion by Justice Douglas read: â€Å"Once the question of the public purpose has been decided, the amount and character of land to be taken for the project and the need for a particular tract to complete the integrated plan rests in the discretion of the legislative branch.† Penn Central Transportation v. New York City Penn Central Transportation v. New York City (1978) asked the court to decide whether a Landmark Preservation Law, which restricted Penn Station from building a 50-story building above it, was constitutional. Penn Station argued that preventing the construction of the building amounted to an illegal taking of the airspace by the City of New York, violating the Fifth Amendment. The court ruled in a 6-3 decision that the Landmarks Law was not a violation of the Fifth Amendment because restricting the construction of a 50-story building did not constitute a taking of the airspace. The Landmarks Law was more closely related to a zoning ordinance than eminent domain, and New York had a right to restrict construction in the public interest of protecting the â€Å"general welfare† of the surrounding area. Penn Central Transportation could not prove that New York had meaningfully â€Å"taken† the property simply because they had lowered the economic capacity and interfered with the property rights. Hawaii Housing Authority v. Midkiff Hawaii’s Land Reform Act of 1967 sought to tackle the issue of unequal land ownership on the island. Seventy-two private landowners possessed 47% of the land. Hawaii Housing Authority v. Midkiff (1984) asked the court to determine whether the state of Hawaii could enact a law that would use eminent domain to take lands from lessors (property owners) and redistribute them to lessees (property renters). In a 7-1 decision, the court ruled that the Land Reform Act was constitutional. Hawaii sought to use eminent domain to prevent a concentration of private ownership, a purpose generally associated with good democratic governance. Additionally, the state legislature has just as much power to make this determination as Congress. The fact that the property was transferred from one private party to another did not defeat the public nature of the exchange. Kelo v. City of New London In Kelo v. City of New London (2005), the plaintiff, Kelo, sued the city of New London, Connecticut for seizing her property under eminent domain and transferring it to New London Development Corporation. Susette Kelo and others in the area had refused to sell their private property, so the city condemned it to force them to accept compensation. Kelo alleged that the seizure of her property was a violation of the â€Å"public use† element of the Fifth Amendment takings clause because the land would be used for economic development, which is not solely public. Kelo’s property was not â€Å"blighted,† and it would be transferred to a private firm for economic development. In a 5-4 decision delivered by Justice Stevens, the court upheld aspects of its ruling in Berman v. Parker and Hawaii Housing Authority v. Midkiff. The court ruled that redistributing the land was part of a detailed economic plan that included public use. Even though the transfer of land was from one private party to another, the goal of that transfer–economic development–served a definitive public purpose. In this case, the court further defined â€Å"public use† by explaining that it was not confined to literal usage by the public. Rather, this term could also describe public benefit or general welfare. Sources Kohl v. United States, 91 U.S. 367 (1875).Kelo v. New London, 545 U.S. 469 (2005).United States v. Gettysburg Elec. Ry. Co., 160 U.S. 668 (1896).Penn Central Transportation Co. v. New York City, 438 U.S. 104 (1978).Hawaii Housing Auth. v. Midkiff, 467 U.S. 229 (1984).Berman v. Parker, 348 U.S. 26 (1954).Chicago, B. Q. R. Co. v. Chicago, 166 U.S. 226 (1897).Somin, Ilya. â€Å"The Story behind Kelo v. City of New London.†Ã‚  The Washington Post, 29 May 2015, www.washingtonpost.com/news/volokh-conspiracy/wp/2015/05/29/the-story-behind-the-kelo-case-how-an-obscure-takings-case-came-to-shock-the-conscience-of-the-nation/?utm_term.c6ecd7fb2fce.â€Å"History of the Federal Use of Eminent Domain.†Ã‚  The United States Department of Justice, 15 May 2015, www.justice.gov/enrd/history-federal-use-eminent-domain.â€Å"Constitutional Law. Federal Power of Eminent Domain.†Ã‚  The University of Chicago Law Review, vol. 7, no. 1, 1939, pp. 166–169.  JSTOR, JSTOR, www.j stor.org/stable/1596535.â€Å"Annotation 14 - Fifth Amendment.†Ã‚  Findlaw, constitution.findlaw.com/amendment5/annotation14.html#f170.

Thursday, May 14, 2020

A Study On The Classroom - 903 Words

Alina was observed during the morning in her third grade class. At the start of the observation, Alina appeared focused and engaged as she worked independently on a math assignment. After a few minutes, Mrs. Hippchen, Alina’s third grade teacher, reviewed the math answers to the class. As Mrs. Hippchen reviewed the answers and called upon students to provide answers, Alina appeared focused as she listened and wrote on her math worksheet. She occasionally looked over at a peer’s paper during the activity. When Mrs. Hippchen asked the students to raise their hands if they obtained the correct answer to a question, Alina raised her hand. At one point, Alina was called upon to solve a math problem. She incorrectly answered the question, however, with her teacher’s feedback, she was able to correct her answer. Mrs. Hippchen then instructed the class to clear their desks to start a new math activity. Alina followed her teacher’s direction. As Mrs. Hippchen reviewed a math homework assignment to the class, Alina followed along appropriately. When the students were asked to draw a diagram to aid them in solving a problem, Alina appeared engaged as she drew on her paper. After the homework review, Mrs. Hippchen instructed the class to take out their math workbooks. Alina followed her teacher’s direction as she cleared her desk and pulled out her math workbook from her â€Å"cubby.† As Mrs. Hippchen taught the math lesson, Alina wrote in her workbook, listened to her teacher, andShow MoreRelatedA Study On The Classroom800 Words   |  4 PagesMethodology Setting This study will take place in a seventh and eighth grade special education classroom in a small, rural district located in the southeastern part of Iowa. The district also consists of an elementary in addition to the junior-senior high school. The junior-senior high school used for this research has an enrollment of 263 students in grades seven through twelve. Twenty-seven percent of the current school population participates in the federal free-and-reduced lunch program,Read MoreFraming The Study On The Classroom1815 Words   |  8 PagesFraming the Study The study took place in a month span but data was collected from students concerning their whole school year. The research looked at a handful of students grades in non-minority teacher classes compared to their grades in minority students classes. I also had over 100 students ranging from 17-18 years old all graduating seniors to complete a survey concerning their feelings about minority teachers compared to non-minority teachers. The last piece of research I used forRead MoreA Research Study On Classrooms Essay2096 Words   |  9 PagesStatement of the Problem Classrooms are micro communities that demonstrate and communicate to learners the value of their belongingness to the community. When classrooms are poorly constructed to support student growth, it communicates that the student is not important nor is what is being taught for their life. Children by themselves cannot fail reading and writing skills. It is the value held that they simply were never given the opportunity. The human mind and the great potential of the mindRead MoreCase Study Of The Classroom3005 Words   |  13 PagesCase Study Tyler is a 10 year old boy brought by his parents for an educational assessment. An engaging little boy, his parents report that he is behind in his school work and has been in trouble for disruptive behaviour in the classroom. The school had provided school reports and he is below average on maths problems and his assignments appeared rushed and poorly put together. Socially, Tyler has friends but frequently has fights with them over trivial matters. 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For this research, project I am especially concern that I word my requests for faculty surveyRead MoreA Case Study of Disruptive Behavior in the Classroom1728 Words   |  7 PagesA Case Study of Disruptive Behavior in The Classroom 1 A Case Study of Disruptive Behavior in The Classroom Grand Canyon University-EDU536 Peggy Mosley 05/01/13 A Case Study of DisruptiveRead MoreSocial Studies in The Elementary Classroom Essay965 Words   |  4 Pagesappointed the Committee of Seven to make a thorough study of history in the secondary schools here and in Europe. The Committees report had a considerable impact on the high school social studies curriculum. The Study of History in the Schools report recommended the high school history program should consist of Ancient History, European History, English History, and American History. These four blocks of study were recognized in high school courses of study and requirements for entrance to college. TextbookRead MoreA Study Of Teaching Classroom Discipline / Management Techniques Essay1551 Words   |  7 Pagesanalyze was titled A Study of Teaching Classroom Discipline/Management Techniques in Five Physical Education Teacher Preparation Programs in Missouri Written by David Theodore Oatman in 1988. 1. Describe the overall purpose of the study, and the specific research questions. In some papers, these will be stated up front. In others, you may have to make inferences. At times, even when the author gives the research purpose, you may think of additional implied questions that the study addresses. If so

Wednesday, May 6, 2020

Substance Abuse Counselor Career Essay - 919 Words

I have wanted to be a counselor since my freshmen year of high school and in the counseling field there are many specialties that I can focus on. I am fairly certain that I want to specialize in helping people with substance abuse and their families. I have always focused my studies, interests, and work on things that will help me in this field and I have a lot of qualities that help to enhance me in my eventual career. There are difficulties when I get to practice also like what people perceive as correct counseling style, challenges with my gender and race, and finally creating my own counseling style and plans. Currently I am studying for my psychology degree and planning on finishing with my bachelors’ degree in 2014, I have faced†¦show more content†¦100).† This cycle is broken through detoxifying the body of these substances and then dealing with withdraw symptoms. Withdraw is usually the most trying time in recovery, common symptoms are nausea, nightmares , seizures, depression and hallucinations (Renner, et al, (2011) p.102). Another challenge I face is one of my own, my age, race, and gender. By the time I graduate I will be at least 22 years old and most people that become addicted get that way at a young age. The younger the child that tries the drug, the more likely they are to become addicted (Berger, (2006) p.456). As a Caucasian woman I will most likely be dealing with African American men, because they have the high numbers of inmates in prison for drug-related crimes (Roger Merkle (2005) p. 7). My gender and race may make it hard to overcome differences and gain their trust, but I hope to break through to them enough so that they can open up to me in therapy sessions. I plan to do my best to understand them and help them as much as I can so that they can see that I am serious about helping them. Another problem many counselors with run into is that people are many times forced to choose between prison and rehab, so those in rehab may not want to be there. Again I will need to overcome their attitude and gain their trust. As I said earlier, a substance abuse counselor helps people who are addicted to drugs and alcohol, but I am looking to not only help thoseShow MoreRelatedSubstance Abuse Counseling Laws And The Aca Ethics Code1465 Words   |  6 Pages Substance abuse counseling can be a rewarding career for anyone who has a desire to help people who are battling an addiction to drugs or alcohol. A substance abuse counselor can work in hospitals, prisons, therapeutic facilities, and halfway houses. The purpose of a substance abuse counselor is to help those who have an addiction manage it. In this paper I will be discussing Texas state counseling laws and the ACA ethics code and how these two can guide my work as a substance abuse counselorRead MoreEssay on Profile of a Substance Abuse Counselor1123 Words   |  5 PagesIntroduction A career path which I am considering for my future is that of a substance abuse counselor. Substance abuse counselors provide assistance and therapy to clients wishing to stop their use and abuse of alcohol and drugs. I am considering this field because of my personal experience with substance abuse and a desire to help others towards recovery, as well. In order to further understand this occupation, an acquaintance who works in the field and who possesses a similar background agreedRead MoreSubstance Abuse And Addiction Counselor1393 Words   |  6 PagesSubstance Abuse and Addiction Counselor Substance abuse as well as addiction is a topic many people choose to ignore or tend to believe that it does not affect them. Addiction itself does not seek out certain types of people but can affect anyone, at any time, for any reason. Stress, per pressure, financial trouble, even genetics all play a role in substance abuse and addiction. Unlike others, I don’t see substance abusers as weak willed but instead in need of guidance and someone to talk to aboutRead MoreProfessiona Idenity Paper1479 Words   |  6 PagesIdentity and Careers Paper Cheryl Jansen CNSL/502 July 2, 2013 Corene Tague Professional Identity and Careers Paper When one thinks of a counselor, what ideas come to mind? To advise, to instruct, to counsel? My reaction to counseling in my early days in the profession was to receive guidance from a professional when I did not have the answers myself or when I felt â€Å"stuck† with a problem in my personal life that I felt I could not solve. What did I wish to get from seeing a counselor? The questionRead More Job Requirements of an Addiction Counselor Essay1007 Words   |  5 PagesThe job of an addiction counselor specializing in, but not limiting my choice to substance abuse is the job profession I have chosen. The opportunities for this field are very open in my area of the country and throughout the Unites States. The counselors that work within range of me are very busy, and have little time to offer to a person in training. I was able to arrange an email interview with a particular counselor working at a rehabilitation facility for alcoholics and drug addicts. His jobRead MoreSubst ance Abuse Counselor For A Non Profit Organization1527 Words   |  7 Pagesworks in North Carolina as a Substance Abuse Counselor for a non-profit organization. She holds in a master s in psychology and a master’s in social work. The main goal with speaking with her was to understand the workings of a person that is working in the field of psychology with a masters or bachelor’s degree and is satisfied with the choices made. When ask the question to a young person what do you want to be when you grow up? We find many people have decided on a career path early in life generalRead MoreDifferent Stages Of Career And Life850 Words   |  4 PagesDifferent Stages in Career and Life According to Capuzzi Stauffer (2012), the tenuous, but nonetheless important, relationship between the different stages in career and life are understood to be explored in clients in two different stages of change. The first stage is known as the transtheoretical model of behavioral change. This model consists of six stages that clients experience during the onset of their change (Capuzzi Stauffer, 2012). The stages of change are (DiClemente, 2003): precontemplationRead MoreThe Who, What, and Why of Substance Abuse Essay666 Words   |  3 Pages Substance abuse is the habitual use of mind altering substances (Substances). Addicts have a false or altered look on reality; they need help seeing what is wrong with the life style they are living. Nikki Sixx once said,† Addiction- When you can give something up at any time, as long as it’s next Tuesday!† Recovery is teaching a person to break old habits. Substance abuse counselors are very important, not only in the mental health field, but in society as well. There are many options when itRead MoreWhy I Chose to Become a Mental Health Counselor Essay1290 Words   |  6 Pagesmental health counselor Counseling others is a difficult job that requires people to listen, take notes, and respond in ways that are positive and helpful. It is important that trust be built between the counselor and the patient so that the patient will feel comfortable speaking about issues that are private or embarrassing. There are many different types of counselors including drug counselors; marriage counselors, grief counselors, job counselors, diet and exercise counselors, and others thatRead MoreInternship Assessment: Counselor of Domestic and Substance Abuse Victims649 Words   |  3 PagesInternship Assessment Internship Assessment My internship as a counselor of domestic and substance abuse was challenging and practical. I came into contact with domestic violence defendants, substance abuse defendants, as well as DUI first second time offenders. These are people who have problems with impulse control, some emotional instability, and people who need to reevaluate how they make their choices. Having an internship in this environment and with these populations helped me realized

Tuesday, May 5, 2020

Business Research for Journal of Sociology - myassignmenthelp

Question: Discuss about theBusiness Research for Journal of Sociology. Answer: Reflective report: The questionnaire method that has been used by the students in the case is very appropriate as per the requirements of the research and the type of data collected (Wright, 2005). Questionnaire is the type of survey method that is circulated amongst the sample so as to be filled by them. The questionnaire that has been used has mixed questions that are open ended as well as close ended. Thus, it provides all types of information to the student and the respondent also can convey their opinions freely by the open ended questions (Sieber, 1973). Some of the disadvantages and advantages of this method are: Advantages of questionnaire: Large information: it has been analysed that questionnaire I the method that allow the researchers to have large amount if information in less time from the large number of respondents. Easy: It is the meth that is easy to circulate as well as it is easy to fill by the respondents. Respondents find it easy to fill the questionnaire as they can write or fill their opinions very freely (Burns and Bush, 2006). Quick results: it is also one of the major advantage of questionnaire that it can give quick results and the analysis of the results it also very easy because the similar type of questions are filled by the respondents thus it is easy to quantify as well. Disadvantages of questionnaire: Less validity: It has been analysed that t depends on the mood of the respondent that how they fill the questionnaire. It can be wrong. Understanding: It has also been identified that the questions that has been written I the questionnaire may not be understood by the respondents and they may fill it without understanding (Fricker and Schonlau, 2002). Different perception different people have their different perception regarding the same question and thus the accuracy of the results may vary because of the difference in the perception of the respondents. False information: when the questionnaire is circulated online, it is not necessary that it is filled by the right candidate who was being targeted for the questionnaire and thus it affect the accuracy go the result. As far as the whole research is considered, it has been analysed that procedure is very successful. There are some shortcomings of the process used but the questions that have been involved in the questionnaire were very easy to understand by the respondents (Malhotra, Birks, Palmer and Koenig-Lewis, 2003). It has been analysed at the time of research that the close ended questions were easily filled by the respondents but the questions that are open ended were not filled so easily by the respondents. This is because they have to analyse their one perception at that points and they do not have any options to mark (Kaplowitz, Hadlock and Levine, 2004). This makes them to put some efforts in thinking about the subject related to the question. Some of the questions were very easy but the question that was related to the experience of their journey got negative answers from most of the respondents. This suggest that people remembers the bad experiences and the not good one. It has been i dentified that the question that are involves the questionnaire covers almost all the information required for the research and respondents have filled the questionnaire in less than 20 minutes which suggests they did not find it difficult to fill that. Although the whole administration procedure that has been used in the research was very well executed but there is still some of the scope of improving the practices and the activities that are conducted at the time of conducting the survey. The major area where the improvement can be made is the method of circulating the questionnaire (Kiesler and Sproull, 1986). It is recommended that the questionnaire should be circulated through the offline means and the researchers should sit with the respondents at the time when the questionnaire is being filled by them. This is because this may develop the strength or the accuracy of the answers filled. There should be some more open ended questions in the questionnaire because it may provide more chance to the respondents to give their own opinions. More of the close ended questions restrict the choices of answers to them. If the changes need to be made in the questionnaire, it is required to make it before circulating it to the large audience (Moorman, Zaltman and Deshpande, 1992). This is because it may affect the accuracy of the results and changing made after circulating may confuse the larger audience to fill it. It may also results in lack of interest of the respondents to fill the questionnaire. It has been analysed that the researcher should circulate the questionnaire to the small audience at first. After analysing their answers, the researchers should make the changes as per the requirements. This enhances the quality of the questionnaire and the survey as well. This is because the changes are made at early stage of the research and more efforts are not required by the researchers. When the researchers have to make the changes after circulating the questionnaire to the larger respondents, it becomes very difficult to alter the questions because the respondents may lose interest in filling the questionnaire and thus it will affect the full research. There are several lessons that I have learned after conducting this survey. This first lesson that I have learnt is about assuming the behaviour of the people. This is because when the survey needs the done, it is required to make the questionnaire by putting yourself at the place of the respondents. This is the best way to design the questionnaire. Have also learned to sort the things and follow the actions step by step. This I because following the procedure is very important in conducting the research d designing the questionnaire. It is the first requirement of the student to jot down the information points that are required to be collected so that the questions can be made accordingly. Communication is another skill that I have learnt. I have realised that my communication skills have been polished after thus survey because I have met with many people and interacted with them regarding their experiences. It was really a great experience to interact with the strangers and hearing their part on the subject. It has been analysed by this survey that different people have different perception regarding the same things. This is because the people who hate a service of a jet company are loved by some other passenger. This suggests nothing is correct and wring. It is thinking of the people that can make things right and wrong. One of the other lessons that I have learnt from this research is hard work. I have realised that conducting a survey is not an easy task. It is required by the researchers to understand the part of the respondents, look for the particular respondents that can give proper answers and quantifying those answers to make a conclusion out of it. All these activities that are being conducted by the researchers are not that easy. Any variation or alteration in the process at any of the point may ruin the whole research thus it is recommend to the researchers that they should conduct the research with small sample first and then should conduct it at the large level. References: Burns, A.C. and Bush, R.F., 2006. Marketing research.Globalization,1(7). Fricker, R.D. and Schonlau, M., 2002. Advantages and disadvantages of Internet research surveys: Evidence from the literature.Field methods,14(4), pp.347-367. Kaplowitz, M.D., Hadlock, T.D. and Levine, R., 2004. A comparison of web and mail survey response rates.Public opinion quarterly,68(1), pp.94-101. Kiesler, S. and Sproull, L.S., 1986. Response effects in the electronic survey.Public Opinion Quarterly,50(3), pp.402-413. Malhotra, N.K., Birks, D.F., Palmer, A. and Koenig-Lewis, N., 2003. Market research: an applied approach.Journal of marketing management,27, pp.1208-1213. Moorman, C., Zaltman, G. and Deshpande, R., 1992. Relationships between providers and users of market research: The dynamics of trust within and between organizations.Journal of marketing research,29(3), p.314. Sieber, S.D., 1973. The integration of fieldwork and survey methods.American journal of sociology,78(6), pp.1335-1359. Wright, K.B., 2005. Researching Internet?based populations: Advantages and disadvantages of online survey research, online questionnaire authoring software packages, and web survey services.Journal of Computer?Mediated Communication,10(3), pp.00-00.

Saturday, April 4, 2020

Traditional Architecture vs Mordern Architecture Research Paper Example

Traditional Architecture vs Mordern Architecture Paper It has two main purposes which are to fulfill humans needs, sensory, delight and to capture the greatest achievement of man at a time as evidence for true generations. Joseph and John, 1860) Moving on to Traditional Architecture alternatively known as Vernacular Architecture is a term used to categorize a method of construction which uses immediately available resources to address immediate needs. The term is derived from the Latin word vernacular which means native therefore, refers to all Architecture which Is indigenous to a specific place I. Not Imported or copied from somewhere else. This represents the majority of historical construction and much continuing practice In developing countries characterized by Inexpensive materials and straight forwardly utilitarian sign, may though be adopted into culturally accepted solutions and through repetition becomes traditional. These buildings were built without the intervention of any professional Architects; it is always referred to as anonymous architecture or Architecture without Architects and even non pedigree architecture. Why is vernacular or traditional architecture so important? This is because it has a lot of advantages; Regional design adapts a house to perform well and endure in its particular location by designing for climate, micrometer, considering regional Vernacular Architecture, planning to withstand extreme events e. Storm, earthquakes etc. It must also conform to local building codes. Typically, traditional architecture means building houses for their specific regions, designing a house for Its region Is Important, yet often overlooked aspect of design to gain sustainability. We will write a custom essay sample on Traditional Architecture vs Mordern Architecture specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Traditional Architecture vs Mordern Architecture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Traditional Architecture vs Mordern Architecture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Designing for a region on the other hand which Is one of the main concepts of vernacular, means suiting a houses form and materials to the daily climate and conditions of its location and it also involves consideration of severe weather events and natural disasters that are apt to strike a particular site and also designing homes pacifically for their regions helps homes to be energy-efficient, durable, and comfortable for their occupants. However, suiting a house to its climate involves many aspects of the design process, ranging from how the house is oriented on the site, to the room layout, to the choice of windows, insulation, and roofing material. A house must be suited to the terrain (land), soils, and orientation of its particular site. All of these considerations affect the houses salability for renewable energy systems, Its thermal efficiency, and the eventual comfort and expense the occupants will experience In operating the house. Withstanding extreme events; the durability of a house as a whole. And the materials used in its construction, also is determined appropriate for homes that are exposed to extreme moisture than for homes built in the desert. Similarly, design, materials, and installation procedures can help enhance the longevity of houses built in hurricane zones, flood plain, or areas subject to wild fire. (Dry. Merest. 010 ) Over time, different regions of the country have developed some distinctive housing styles, often these styles evolved from the materials that were available locally, and in response to regional climatic designs. As mechanical heating and cooling systems became more efficient, the need to use specific design elements to provide building comfort declined. At a minimum, houses should conform to local building codes, energy codes, and natural disasters. However, going the extra step and creating houses that are truly suited to their climate and their particular site means that these houses will be more durable, comfortable, and sustainable over time. Building in a regional vernacular style can not only create a house that performs well in the local climate, but also one that fits within an existing neighborhood and community. Matching the style of existing homes helps to maintain a sense of cultural heritage in a region or town, connects new developments with the community, and helps preserve the property values of older homes. Sustainability as the core concept of the vernacular has a few objectives which include the long-term objective of sustainable design to minimize resource degradation and consumption on a global scale and to achieve this, environmental awareness must be heightened. As long as sustainability can be achieved, occupants feel relaxed in their homes and these homes last for a very long time due to the trials being used but if this is not achieved, the result will be Sick building Syndrome (sobs). Sick building syndrome (sobs) A situation in which occupants off building experience acute health effects that seem to be linked to time spent in a building, but no specific illness or cause can be identified but Frequently, problems result when a building is operated or maintained in a manner that is inconsistent with its original design or prescribed operating procedures Sometimes indoor air problems are a result of poor building design or occupant activities. This is what appends when we do not build according to the building codes or rationality of that area. Symptoms of the sobs include the fact that building occupants complain of acute discomfort, most of the complainants feel relief soon after leaving the building, headaches, throat irritation, and itchy skins amongst others. Its causes range from inadequate ventilation to biological contaminants though the core reason is that these buildings were not designed conforming to local building codes of that particular area. A temporary solution to Sick Building Syndrome (sobs) usually includes increasing the ventilation rates and air distribution in the structure, removing of pollutant sources, air cleaning and communication and education of the general public. (Series and Kathleen. 1990) Green Architecture is the result of merging traditional or vernacular with modern technology and it is a sensitive approach to the environment and a unique balance between the modern and the vernacular. Low cost housing with the notion to challenge high density living, creating communities with shared streets, in harmony with nature and using land more efficiently. This type of Architecture requires the Architect to incorporate vernacular design tragedies into building and these building principles includes touching the earth Mercury). An Architecture that connects the indoor to the outdoor, responds to climate and the local setting and a non-constant architecture that responds to the morning, the evening, the season, the heat, the cold, the sun, the rain, the moment that will never pass again. Its not easy being green. (Kermit the Frog, 1972). Green Building Materials are composed of renewable, rather than nonrenewable resources. Green materials are environmentally responsible because impacts are considered ever the life of the product like bamboo and straw, lumber from forests certified to be sustainable managed and it reduces use of non-renewable resources, minimizes environmental impact, limit waste production, and manage energy utilization. The setting which is carefully preserved and changed with extreme sensitivity never forgets that it will have to be passed on to future generations. This attitude explains for example, why agricultural land has had the same use for a long time, has not witnessed invasion for purposes other than the purpose of farming as agriculture is the guarantee of peoples survival. (Clerically. 10) The search for sustainable architectural and urban models is the environmentalists latest concern as think of it as the impact of urban and metropolitan area on the environment and regions is the main factor for a sustainable environment, therefore, an unsustainable city model will definitely result in an unsustainable environment and not only in the city but also in its surroundings and in the region regardless of the distance between the city and the regions boundaries. In the past, the economy was on a smaller scale and so the city was built on a smaller, more human scale but now, high-rises tower over the city, Heraclites the wealth and power of the corporation that finances them. Secondly, they symbolize a society drawn towards sensationalism and novelty where the media rush to cover anything that is new and different. People are always astonished at how innovative and cutting edge these buildings are but they never tried to ask whether these buildings will make cities more livable or more humane. The sad part is that these types of built mistakes last for decades and affects lives for a long period of time, as a result of experimentation and novelty, thousands of families are doomed to eve for years in horrible buildings and neighborhood as residents of these buildings are glued to irrevocable dissatisfaction. Favorer and Jose. 2004) Traditional or Vernacular Architecture can co-exist; some say that these two types of Architectures are totally different while some others say Modern Architecture is the continuation of Traditional Architecture.

Sunday, March 8, 2020

Karl Marx Essay

Karl Marx Essay I. General OverviewKarl Marx and Friedrich Engels strove to put into practical effect the humanitarian concept of Feuerbach. In so doing, they founded a new economic movement called Socialism. According to Marx, the supreme end of man is an immanent and material one, and consists in happiness. This material happiness must be obtained through organized collectivism. In fact, according to Marx, reality is governed by economic needs (historical materialism). Economic reality develops according to Hegel's dialectical principles; that is, reality must deny itself in order to reach a higher degree of being.In application, this principle means that the present organization of society must be destroyed (even through violent revolution, if necessary, because only through such destruction can a better political, economic, and social organization be achieved. To establish this new format of society, working men (the proletariat) must be organized and take up the struggle against the capitalists who defraud them.Karl Marx (1818-1883)Thus the actors in this drama are the social classes the proletariat is arrayed against capitalism. This struggle, according to Marx and Engels, will end in victory for the proletariat, that is, in the triumph of universal Socialism.II. Life and WorksKarl Marx (picture) was born on May 5, 1818 and died on March 14, 1883. He was a German economist, philosopher, and revolutionist whose writings form the basis of the body of ideas known as Marxism. With the aid of Friedrich Engels (picture) he produced much of the theory of modern socialism and communism. Marx's father, Heinrich, was a Jewish lawyer who had converted his family to Christianity partly in order to preserve his job in the Prussian state. Karl himself was baptized in the Evangelical church. As a student at the University of Berlin, young Marx was strongly influenced by the philosophy of...

Friday, February 21, 2020

The major operating system and network you are using on a daily basis Essay

The major operating system and network you are using on a daily basis - Essay Example First a cable based on CAT6a ( Able Infrastructure Solutions, n.d.) 1 Gbps switched network. The Second is an 802.11n wireless (Wi-Fi) network. Both networks are configured with Transmission Control Protocol (TCP) and the Internet Protocol (IP) (TCP/IP), Internet Protocol Version 4 (IPV4). (Brookshear, et al., 2011) The operating system and network are adequately designed and developed to perform their tasks in our environment. †¢ Windows OS allows for quick develop of wide and varied multithread applications. Ability to support a wide variety of hardware devices through device drivers is important in a hospital setting as is an interactive user experience through use of a GUI interface. †¢ Combining a star and bus network topology creates a scalable network, with the ability to maintain a requirement for low amounts of down time encase of failure of devices. (Brookshear, et al., 2011) The advantages outweigh and disadvantages the Windows OS bring can be summarised as: †¢ The advantages are outweigh such as quicker support for newer hardware, vendors availability of readymade applications and varied devices available that work with Windows vs. other OS’s (MNS Group, 2012) †¢ Ability to be adapted and access to a wide support knowledge base to fix problems or issues A few highlighted disadvantages to the Windows OS are: †¢ Vulnerability to frequent virus or security attacks. Microsoft does offer regular security updates to protect against vulnerabilities. †¢ Closed source single source for procuring creates high acquisition cost for this OS. †¢ Variable hardware implementation compatibilities can create high support workload (RJ Systems, 2010) (Stallings, 2005)

Wednesday, February 5, 2020

English Essay Confessions of an Economic Hit Man

English Confessions of an Economic Hit Man - Essay Example After having left his job he wrote this book and is nowadays ahead of the movement that proclaims the increase of social, economic and ecological responsibility of businesses. After leaving his job as an economic hit man, Perkins founded the Independent Powers System, Inc. in1980 – a company in a very risky sphere – and later became the defender of the aboriginal rights in Amazonia, published several books on social responsibility, founded several non-profit organisations, among which is a famous Dream Change Coalition that, on the one hand, inspires people to achieve their goals, and on the other – invites them to be extremely careful about how their lives influence the rest of the society and our planet in the whole. All these facts make it obvious that Perkins is sincere in his book, and that it is not a purely PR campaign designed to turn attention to himself but truly precious confessions that make people aware of the crimes performed against the global community by certain structures and separate people. After all, it was not before the September 11, 2001 attacks that John Perkins decided to write about his activity as an econom ic hit man, disregarding all the threats that he had to face. Perkins was firm in his decision to share his knowledge about the contribution of the USA government and multiple global corporations into making these tragic events possible. According to John Perkins, the â€Å"help† that the corporations and other organisations promised to the third-world countries, eventually turned out to be a disaster for people in these countries. Being an economic hit man, John Perkins travelled all over the world and took part in dramatic events of the modern history, including the money washing in Saudi Arabia, the defeat of the Iran Sheikh, the death of Panama President Omar Torrijos, and many others. In his

Tuesday, January 28, 2020

Person centred reviews in adult services

Person centred reviews in adult services The underlying principles for this assignment are to critically evaluate my professional development in a practice placement setting and record reflections for future learning. Within this essay, I will include my reflections on the social work process of assessment, planning, intervention and review, and will critically analyse what I feel was successful and unsuccessful in each process, with efforts to identify what could be changed to enhance future practice. I will also include my knowledge, skills and values incorporated into my practice with two service users and my group work, while explaining my efforts to promote anti-oppressive practice. Throughout my assignment I will endeavour to portray my learning journey from the beginning to the end of my placement and conclude with future learning needs, to enhance my practice as a social worker. Introduction: The practice placement I acquired was a Court Childrens Officer (CCO), based at the Belfast Family Proceedings Court. It forms part of the Belfast Health and Social Care Trust. My role as a CCO, formerly known as a Child Welfare Officer, was to use my training and experience to ascertain the wishes and feelings of children and their families in private law matters. The role falls within family and child care services and determines that the childs interests remain paramount in court proceedings. As a CCO my role was to deal with cases where assistance was needed to help parties focus on the needs of their children, as opposed to continuing the incriminations as to who was responsible for the breakdown of their relationship. As a CCO I was then asked to present the information to court in oral or written report format. The CCO is used if other efforts to get the parties to reach a decision in the interests of their children have failed. This is to prevent the court process itself cont ributing to a lengthy breach in contact before it reaches a decision. As a CCO I was also responsible to act as liaison officer between the court and HSS Trusts, or other agencies (e.g. NSPCC etc) in respect of the courts decisions. Although employed by the Trust, I was responsible to the court. Before commencement of this placement I had limited understanding of the court process, and the legislation involved in private law cases. I was excited about the prospect of the experience I would gain having undertaken law and court modules, and attended court for certain flexible learning days, but I was also anxious about identifying the social work role within such a specific placement. I feel nervous and uncomfortable. Im finding the role intimidating being surrounded by legal professionals and legislation (being just a student). Im worried about having to provide oral and written evidence to the court, and perhaps having to disagree with the legal representatives views in court. I feel deskilled and anxious (PPDW: 21/01/10). After this initial anxious stage I began researching private law and knowledge, and used my practice teacher and on site supervisor to ask questions. Having completed a practice placement last year I already knew of the benefits of using reflection as a crucial aspect of my practice and learning. Thompson (2005) explains that it is important that practitioners use not only established theories, but use their own knowledge and experience to meet the needs of service users. He claims that reflective practice should help us to acknowledge the important links between theory and practice and to appreciate the dangers of treating the two elements as if they were separate domains (Thompson, 2005: 147). I was anxious to identify the social work process within my placement, as it was not evident on commencement. I was already familiar with the process of assessing, planning, intervention and review having had a previous placement with adults with learning disabilities. Within a court, however, this was very different, as a direction of the court determined my involvement with service users. Schà ¶n (1987) identifies that more than a process is needed with service users practitioners need to incorporate experience, skills and intuition for outcomes to be successful. The knowledge and skills that I identified, within my Individual learning plan, were skills in working with children, assertiveness skills, report writing and presenting skills, organisational skills, and group facilitation skills. I also wanted to enhance my value base as my previous placement helped me challenge issues around learning disabilities and the current placement is a very different setting. I wanted to devel op my values around childrens feelings about parental separation, and also working in partnership with children to ascertain their wishes and feelings about contact issues. I have outlined below the three cases I intend to use that will help identify my professional development within my placement setting. I will use these to provide an analysis of how my knowledge, skills and values have been developed through the social work process. Family C: Polish origin Child C (Age 7) currently resides with her father. The parental relationship lasted for seven years. Mother (Ms C) moved out of the family home to gain alternative accommodation when the relationship broke down. Ms C and the childs contact have been very sporadic since. Contact has not taken place since December 2009. Mr C is concerned with Ms Cs new accommodation being unsuitable for the childs safety staying overnight claiming alcohol misuse and the child coming home smelling of smoke. Ms C requires an interpreter and is seeking a Contact Order. As directed by the court I carried out an assessment of Ms Cs home, and also used mediation and counselling when meeting with the parties to focus on the childs best interests. The childs wishes and feelings were also ascertained. Family E: Child E (14) currently resides with his father (Mr E). Mother (Ms E) is seeking a Residence Order. Father currently resides with the child in a family hostel provided by the Belfast Housing Executive, which Ms E is concerned about. Court direction stipulated me to ascertain the childs wishes and feelings about residence with his father and contact with his mother. In addition to this I used mediation as an intervention to try to help the parties reach agreement about the child. I concluded my work with the family using a Person Centred Review with Child E to determine if the plans implemented earlier in my practice were working, and what he would like to change when his case was due for review in court. Group Work: My group work consisted of working with teenage girls at a high school in North Belfast; they were aged 14/15. I worked alongside the Health for Youth through Peer Education (HYPE) team who regularly visit schools to promote sexual health awareness. I co-facilitated this group and worked to educate the group about sexual health and relationships. This was to promote the need for the provision of accurate information to prevent teenage pregnancies and STIs, which have been highlighted as statistically higher in this area of Northern Ireland. Preparation of placement As indicated above, to prepare for this placement, I began by developing my knowledge base around the court setting and private law, so that I could be accountable to the court and the Trust for my actions. Trevithick (2000:162) claims to be accountable denotes professionalism by using knowledge, skills and qualifications, and adhering to values and ethics when serving a client. I began to tune in to the placement setting using knowledge, skills and values, with legislation such as The Children (NI) Order 1995, The Family Law Act (NI) 2001 and The Human Rights Act 1998. I tuned into the court setting and the rights of the service users who used it. Article 3 of the Children (NI) Order 1995 claims that the court should act in the best interests of the child, and I was interested in seeing if this occurred or if parental interests were considered higher. I tuned into the effects that divorce and separation have on children, and focused on gaining knowledge on how to minimize the negative impact this may have on children. The issue of contact in private law proceedings is a complex subject which raises questions of rights, responsibilities and ownership of children (Kroll, 2000: 217). I was initially interested in researching if children knowing both parents were in their best interests, and why. Having had a placement with adults and learning disabilities last year I had reflected on the medical model versus the social model of disability, this placement was very different in that it would be the a legal context versus the social work role. I found this initially difficult as the legal obligations of the court over-shadowed the social work process. Court directions dictated the aspects of work to be done, which I found difficult as service user needs were not necessarily established and met. Assessment: Ms Cs assessment required me to meet with her, discuss issues regarding contact with her child, and investigate her living environment to determine if it was suitable for the child to have contact in. Prior to Ms Cs assessment it was necessary for me to tune in to contact disputes between parents. I recognised that there is significant animosity with both parties, but that having contact with both parents is in the childs best interests to promote for attachment, identity and positive relationships. To initiate Ms Cs assessment I had received court directions, a referral and met with her legal advisor. I was at this time I was informed that Ms C was Polish and required an interpreter. The Human Rights Act 1998 and the Race Relations Amendment Act 2000 both stipulate that an interpreter should be provided for health services to promote anti-discriminative practice and equal opportunities. I was then required to make a referral to the Trust interpreting service, and they informed me that they would make initial contact with Ms C. I found this unnerving, as the interpreter would be making first contact with the service user, and I would have liked the opportunity to explain my role. Having carried out previous assessments, I knew that communication was essential for the assessment and central to the process of gathering information and empowering service users (Watson and West, 2006), therefore to not be able to make initial contact with a service user I found to be restrictive and stressful. On initial contact with Ms C (and the interpreter) communication was difficult to establish. I found that by communicating through an interpreter I was limited in gathering information. I found it difficult to concentrate on Ms C, especially observing body language and tone of voice; instead I focused on the interpreter and actively listening to her. Ms C came across as frustrated and disengaged, showing signs of closed body language. I felt empathetic to Ms C because of the court process she was involved in, and the fact that she had to go to court to gain contact with her child. I felt the initial meeting with Ms C was not as successful as I had hoped, I was not able to discuss the issues affecting her, and unable to establish an effective working relationship due to the barrier on an interpreter. I left the meeting feeling deskilled and questioning my practice. On reflection, I should have provided more time to Ms C due to the language obstacle and gathered more information on her issues. I should have focused on Ms C and not the interpreter, and used the interpreter more effectively to establish a relationship. For future learning I will endeavour to use these reflections. The next part of Ms Cs assessment was her home assessment. I was initially reluctant to carry out a home assessment, as I had no previous experience, and did not know what was classed as an unsafe environment for children. I began tuning in and identified that a home assessment required strong observational skills for child protection concerns. I also discussed the home assessment with my practice teacher and on site supervisor for aspects I should be concerned about within the home. It was indicated that a safe environment for a child did not have to be overly clean, just safe considering where the child sleeps, fire hazards, is there evidence of drug or alcohol use, or smelling of smoke (as Mr C alleges). On entering Ms Cs home, as the interpreter had not arrived yet, I was reluctant to try and converse with Ms C. Ms C spoke limited English, and I did not want to confuse or alarm her by trying to discuss the case issues. However, I did try to use body language and facial expressions to reach for feelings and try to build a rapport by asking general questions about weather and work etc. I feel this helped our relationship, and helped me empathise about how difficult it must be to not be able to communicate effectively. By the time the interpreter had arrived I felt more at ease with Ms C, and addressed her (as opposed to the interpreter) with non-verbal cues such as nodding and body language. I felt more comfortable talking with Ms C, I felt more able to understand her frustrations at the court process, her ex-partner and his allegations. Prior to the assessment of the home I had gained stereotypical perceptions about Ms Cs home. I thought that the house, as it was in a working class area, would be unclean and neglected. However, the assessment of the home, using observational skills, indicated no child protection concerns, a clean environment for a child, and Mr Cs allegations unfounded. On reflection of my perceptions I feel I was oppressive to Ms C having been so judgemental, and I felt guilty about my opinions having been class discriminatory. Throughout the assessment with Ms C I found that by using an interpreter Ms C was able to stay informed and in control over her situation (Watson and West, 2006). I feel that by working with Ms C has helped my challenge my future practice with individuals who are non-English speakers. It will help me consider the needs of the service user, before judging them solely on language or their country of origin to provide equal opportunities. I now feel interpreters are required for a balance of power between the worker and service user, and promote anti-discriminatory practice. Planning: According to Parker and Bradley (2008: 72) Planning as part of the social work process is a method of continually reviewing and assessing the needs of all individual service users. It is based upon the assessment and identifies what needs to be done and what the outcome may be if it is completed. Prior to the beginning of placement I had limited experience of planning, or group work. It was important for me understand the facilitation and communication skills needed for successful group work, and help to develop my understanding of group dynamics, group control, and peer pressure for this age group. The key purpose of planning the group was to enable the young people to develop their knowledge and skills to be able to make informed decisions and choices about personal relationships and sexual health. I began preparing for the planning stage of the social work process by meeting with the HYPE team and researching their work. I was interested in the sexual health training for young people at school, as my own experience at school showed that the information was often limited, and I was interesting in finding out if it had been challenged. I then began by tuning in to how I wanted to proceed through the planning process, and researching the topics of the different sessions as I considered I had limited knowledge on sexual health awareness. As I had to plan every week separately it was important to tune in to each and use knowledge, such as group work skills to inform my practice. During initial sessions I noted how group members were quiet and withdrawn, this was important to note as the subject of sexual relationships may have been embarrassing for them to discuss. I too felt uncomfortable discussing the material, as I had limited understanding of sexual health, but it was important for the group to overcome these anxieties and work through them together. I identified that ice breaking techniques were required to facilitate trust and partnership. As the sessions progressed, one of the main challenges found was that peer influence was a major issue, with some of the participants controlling other quieter members. I felt it was necessary to include all members and encouraged participation using games. However, it was important not to push individuals when they became uncomfortable, as this could cause them to withdraw and disengage, disempowering them. Another challenge was that despite time management of the sessions, inevitably there had to be flexibility. Some of the group monopolised more time than others and it was necessary to be able to alter the plans according to time restraints. I also needed to be aware of my own values when planning sexual health awareness training, as it is still regarded as a controversial issue, especially in Catholic schools with teenagers (www.famyouth.org.uk). I considered sexual health awareness to be a great benefit in schools, but obviously due to religious considerations many Catholic schools continue simply to teach abstinence as the only form of contraception. This was important to consider as the group was facilitated in a Catholic school and many of the members or their teachers could have had religious views and opinions on the sessions, creating tension or animosity. Reflecting on this parental consent had been provided for the group, but the group itself were required to take part during a free period. I consider this to be an ethical dilemma as the childrens views werent regarded as highly as their parents. If undertaking this group in future, I feel it would be necessary to ask the group if they wish to take part, and gi ve the opportunity to withdraw promoting anti-oppressive practice. Intervention: Prior to this practice placement I had limited experience using intervention methods. My previous placement focused on task centred work with service users, but in the court childrens service this could not be facilitated due to the time restrictions of the court. I had also previously used Rogerian person centred counselling which I found I could use some of the theory and apply it to this setting. After gathering a range of information from the court referral, C1 and other professionals, I began to tune in to Es case. I had been directed by the court to ascertain his wishes and feelings in regards to residence and contact arrangements, and mediate between his parents to find agreement about the childs residence. As Child E is fourteen, I felt it was necessary to research levels of development for this age group and understand, according to psychologists, what level Child E would be at emotionally, physically and psychologically. I found that Child E should be at a level of becoming more independent, having his own values, and being able to make informed choices. One of the most important issues, through mediation, was challenging my own values and becoming aware of my own stereotypical views on adults who have separated, and the effects on their children. I had to challenge the idea that Child E just wanted to reside with his father as he was the less disciplined parent, or that Child E would most likely be playing his parents off against each other to get his own way. However, by challenging these views, and working with the parties through mediation, I came to realise that E had strong views about living with his father and had a stronger attachment to him. By reflecting on my values I realised that it was oppressive to consider the child as manipulating and could have affected my work with him. I found that having to be a neutral third party in mediation was difficult, I found myself having a role as a witness, a referee and a peacekeeper trying to find common ground. Despite this I feel a third side was necessary to help the parties work through issues. I found the most difficult aspect of this role to be impartiality as I found myself empathizing more with the mother (as the child refused to live with her). However, I also understood the childs reasons behind his decision. During mediation, and in court, I also challenged my judgements on gender and the notion that the mother is the nurturer or primary care giver in the home (Posada and Jacobs, 2001). The child clearly stated that he wanted to reside with his father, and when using questioning skills to probe about this, he claimed he had a stronger bond with his father, and that his mother was continually ridiculing him. I found myself having to alter my views about attachment and mother being the primary care giver and focus on what the child wants. As the intervention progressed I used family mediation session to work through issues. I found that effective communication was principal in ascertaining Child Es wishes and feelings, and helping the parties consider his views, as opposed to their own relationship incriminations. This not only empowered E by promoting partnership, but also gave him the knowledge that the court would be considering the information he provided. Within the meeting I felt I could have paced the meeting better and made better use of silences with E, as I dominated the conversation. I consider mediation to be successful as it helped the parties focus on the needs of the child, and helped them realise that they had a childs feelings to consider instead of the adversarial relationship built from court. Review: Prior to the review process I had experience of carrying out person centred reviews (PCR) through my previous practice placement. I had previous training on PCRs and found them to be more effective than traditional reviews, due to the service user involvement. A PCR is an example of a person centred approach and the information from a review can be the foundation of a person centred plan (Bailey et al., 2009). Within the family proceedings court the purpose of reviews are to reassess interim plans, and either change them, or confirm they are working for the child(ren). In Child Es case a review was necessary to indicate if living with his father was working, and to discuss if he wanted to change anything about his interim plans, which were introduced three months earlier. Within the court childrens team a review is fundamental to consider what is in the childs best interests, assess what is working and what is not working, and how to progress (considering the childs wishes and feelings). Child centred preparatory work with Child E was fundamental to the review success as it established what was important to him (Smull and Sanderson, 2005). Reflecting on my person centred work last year; I recognised that it was important to have preparatory work with Child E as it promoted choice and options to explore. I had also recognised that the information gathered from the preparatory work could be the foundations of the review itself, especially if Child E felt embarrassed or shy speaking out in front of his family on the day of the review (Smull and Sanderson, 2005) I conducted the review with Child E and his parents present, but reflecting on this it could also have been useful including his school teacher or other friends to have a holistic approach. Throughout the review I feel I was able to engage the participants successfully using goals to focus on, and we were able to create a person centred plan for Child E. During the preparation for the review Child E had expressed that he felt he was having too much contact with his mother, and would like to limit this, he also expressed that this was an awkward subject to discuss with his mother present. I identified this in the review as child E did not wish to. I used skills such as facilitation and communication to show that Child E felt strongly about this issue, and both parents claimed they understood his view point. The review was also useful in presenting the information in court, as the child could not be present and I could advocate on his behalf. On reflection of Child Es review I feel it was a successful measure to determine what was working and not working since plans were implemented from the last court date. I had confidence in facilitating the review, but I did feel I perhaps dominated the conversation as both parents were hostile towards each other, and Child E was shy and unassertive about expressing his feelings. During future reviews I will endeavour to promote communication between parties, while empowering of the child. I will use better use of silences and encourage active involvement. Conclusion: No matter how skilled, experienced or effective we are, there are, of course, always lessons to be learned, improvements to be made and benefits to be gained from reflecting on our practice (Thompson, 2005: 146) I feel this PLO has provided me with learning opportunities and identified my learning needs. It has encouraged me to reflect on my knowledge, skills and values and ensured that I used my reflections to learn from my practice. At the beginning of placement I was concerned I would oppress the service users by having limited understanding of the court process, and unable to work effectively as a result. However, through training, help from my practice teacher and knowledge, I soon realised that the placement was about providing support, not being an expert. I feel I was able to establish a balance of the legal requirements of court and social work role, which has contributed to my learning experience and future knowledge. As my placement progressed I used tuning in and evaluations to analyse my practice, and use them to learn from. My placement has enabled me to improve my court report writing skills, presentations skills and legislation knowledge, which I consider to be invaluable for the future. In terms of future professional development, I will endeavour to challenge my stereotypical assumptions about service users, I will seek advice and guidance from more experienced members of staff, and I will use knowledge and theory to inform my practice prior to meeting service users. Future learning requires me to continue to develop skills in working with children, to use silence as a skill, as listen actively to what the service user wants. Having an opportunity to work within the court system has been invaluable, but I would also like the opportunity to have more experience working with children to enhance my knowledge, skills and values further. References: Bailey, G., Sanderson, H., Sweeney, C. and Heaney, B. (2008) Person Centred Reviews in Adult Services. Valuing People Support Team. Kroll, B. (2000) Milk Bottle, Messenger, Monitor, Spy: Childrens Experiences of Contact. Child Care in Practice: 6: 3 Parker, J., and Bradley, G. (2003) Social Work Practice: Assessment, Planning, Intervention and Review. Learning Matters Ltd. Posada, G and Jacobs, A. (2001) Child-mother attachment relationships and culture. American Psychologist. 56(10), 821-822. Schà ¶n, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass. Smull, M and Sanderson, H. (2005) Essential Lifestyle Planning for Everyone. The USA: Learning Community Thompson, N. (2005) Understanding Social Work: Preparing for Practice. Basingstoke: Palgrave Macmillan Trevithick, P. (2005) Social Work Skills: A Practice Handbook (2nd Ed). Buckingham: Open University Press. Watson, D and West, J (2006) Social Work Process and Practice: Approaches, Knowledge and Skills. Basingstoke; Palgrave Macmillan Williams, P (2006) Social Work with People with Learning Disabilities. Learning Matters Ltd Webpages: http://www.famyouth.org.uk/pdfs/CondomControversy.pdf accessed 24/4/10