Philosophy of Education Essay Example | Topics and Well Written Essays - 1250 words - 2

Philosophy of Education - Essay Example An essential aspect of education is the willingness, or voluntariness, of the learner. Peters attempts to elucidate the concept of education by formulating the four criteria which characterize the processes involved in ‘being educated.’ By his own admission, Peters formulates his criteria as a â€Å"guide,† and not as a â€Å"definitive statement† of law (2). Taken in this perspective, his criteria for ‘being educated’ appear very reasonable. Peters’ lists four criteria which are essential for a process to satisfy the concept of education: education involves a body of knowledge and an understanding of associated principles; education implies a transformation of outlook; education involves caring and commitment; education must have a cognitive perspective. Peters’ four criteria succeed in giving us a very clear idea of the concept of ‘being educated,’ although they cannot be accepted as absolutely categorical. The firs t criteria laid down by Peters, to which the processes of education must conform, is the possession of knowledge and an understanding of underlying principles. ... The knowledge possessed by an educated person cannot be just â€Å"a collection of disjointed facts† (8). Peters clearly differentiates between training and education: training is â€Å"equipping people with necessary skills for a job† (7). Education has another dimension than mere training. Training can have educational value, but the concept of education transcends the mere acquisition of skills. Peters categorically states that the objective of education is not extrinsic: extrinsic objectives, such as making the learner job-worthy, fall under the ambit of training. On the other hand, the objectives of education are intrinsic, including â€Å"the development of individual potentialities --- intellect and character† (5). In differentiating between training and education, Peters now leads into his second criterion, which is based on the change brought about by education. According to Peters’ second criteria, ‘being educated’ brings about a cha nge in the outlook of the educated person. He elucidates the kind of knowledge which an educated man must possess, in order to be called ‘educated,’ and not just ‘knowledgeable’. The knowledge acquired by an educated person is active, and his â€Å"outlook is transformed by what he knows† (9). This knowledge comes to characterize his way of looking at things, and does not exist in isolation from the other spheres of his life. In other words, Peters’ emphasizes that the knowledge possessed by an educated person is not inert: it is actively applied to every aspect of that person’s life. Peters’ concept of the ‘active’ nature of education is also marked by another characteristic, which forms his next criteria. Peters’ third criteria is closely

Library class Essay Example | Topics and Well Written Essays - 1250 words

Library class - Essay Example It also discusses about the implications of the current gay marriage issue and what the lack of civil recognition means to gay couples. At the end, the article makes a clear statement of support for gay marriage. This article was chosen because it thoroughly and fairly presents a balanced discussion on gay marriage. The specific details of gay marriage are discussed in this paper – helping to ensure that its clear implications as a civil union are understood by the reader. The author is a credible and reliable author in relation to gay marriage because he is a strong activist for this issue. He is a free-lance writer with a degree in Communications; he is a strong activist for gay rights. His research background has ensured him access to vital information about gay marriage and the in youth and marriage rights issues, since coming out as a gay man in 1994. Based on his specific qualifications, he has the analytic and information base in his discussion of the subject matter – sufficient to secure the credibility and validity of this material. The essay does not have a reference list, but presents links to the materials used in the paper, as well as related links to the paper. Th e website does not provide products for sale. This paper discusses about gay marriage and how it is being handled by the Supreme Court. It runs down through the different cases which have been brought before its chambers and how the SC has decided on these cases. It also discusses how the SC has seemingly presented conflicting decisions on this issue, and how these decisions present trends and precedents which would likely affect future decisions on cases relating to gay marriages. This paper was chosen because of its relevance. The Supreme Court has made the issue of gay marriage very controversial due to its conflicting decisions in relation to its recognition. This paper presents a thorough

Modern Beliefs and Religion Essay Example for Free

Modern Beliefs and Religion Essay Children are influenced by the environment that they are subjected to. It is the responsibility of practitioners and other adults who are in contact with children to ensure that they are presented with positive ideas and images in order to support their moral and spiritual development. Task 1: A child’s spiritual development includes the development of their sense of self, their potential, their understanding of their strengths and weaknesses, and their motivation to achieve. Their moral development involves children gaining an understanding of the difference between right and wrong, a concern for others and the will to do what is right. They begin to be able to reflect on the consequences of their actions and learn how to forgive others and themselves. Moral and spiritual development is taught through all subjects of the curriculum and in particular RE and PSHE. Early years care practitioners help to support children’s moral and spiritual development throughout their early development stages. Practitioners help to do this by using inclusion, this is where they provide children with the opportunity to learn and develop through activities and other types of school work. However, the practitioners may need to amend activities to meet all the different children’s needs and requirements; e.g. a child with special educational needs may need work sheets in a certain font size to enable them to read it with ease. Another way in which practitioners may help to meet each child’s aims is to provide ability appropriate activities. It is important for early year’s practitioners to do this as the children will then realise that everyone can join in activities even if they have specific needs. This will result in the children feeling valued and building on their self-esteem. An early year’s practitioners should behave morally correct for the children to follow and look up to as a role model/example as children imitate and learn behaviour from others who are significant to them. To support children’s moral and spiritual development it is essential for the early year’s practitioner to praise and encourage children’s healthy behaviour. Practitioners should encourage children to tell the truth, keep promises, respect others, care for the less fortunate, and to accept responsibility for their own actions. Behaviour like bullying, lying, cruelty, irresponsibility, and selfishness should be expressed to the children as morally wrong, and it could upset or hurt other individuals. How care practitioners support moral and spiritual development through; The learning environment: The school, but mainly the classroom provides a suitable environment for promoting and supporting moral and spiritual development. Children learn to lead, use their initiative, and become disciplined through learning what is right and wrong. It will help to create positive personal relationships between children and adults, and they should be encouraged based on the value of and respect for every individual. The learning environment will help the children to be knowledgeable about the different celebrations that take place in a diverse society e.g. Diwali, Christmas, Easter and so on. Sensitivity: Practitioners should emphasis to children that they should values themselves and others as everyone has a place and a role within society. Also, the preparation for life within a diverse society should be included into the children’s teaching to ensure they are aware that there are many different cultures and beliefs living in one society. Another role the practitioners need to take is to ensure children are aware of the role of the family in society. Inclusive behaviour: This involved promoting values, for example, explaining to the children that they should tell the truth and not lie to other children or adults. With this children should respect others and treat people the way in which they want to be treated. Practitioners should include all children within the day to day activities and plan for those with extra specific needs. Considering spirituality even without a structured belief system: Children should be able to explore their own beliefs and think about what they may belief without the practitioners putting bias views on them. Practitioners should encourage children to look more deeply into their own belief and explain it is okay to have a different belief compared to their other peers. Task 2: Early year Practitioners must make sure that they are keeping each individual safe so that they dont victimize any child in the setting regarding their religion or beliefs or any other structure in their life such as culture as this will destroy the child’s self-esteem or may begin to lose their beliefs. At placement each practitioner values each child to making sure that that they are not picking on any child because of their religion or beliefs. Practitioners must make sure that they include all children to the activities making sure that the children are in a diverse atmosphere at all times so the children will be able to follow their beliefs. The practitioners should set up activities that relate to a religion introducing the children to different religious celebrations etc. so that the Children would be aware of other religions around them. Practitioners should read books that include different religions for the children to gain more knowledge about there and other religions. At placement spiritual development is promoted as we have many books about religious celebrations such as; Christmas, Ramadan, Easter and many more. This teaches the children to respect other beliefs as they are aware of other religious festivals. At early years settings practitioners must persuade children to tell the truth and also telling them what will happen if they were to be lying to one of the practitioners. For the practitioners to be able to encourage children to tell the truth practitioners should have activities like role play for the children to take part in as by this activity the practitioner can show the children that it is bad to lie. Practitioners should also encourage discipline to children, such as if a child is doing the wrong thing such as ripping a book the practitioners that see it must talk to the child immediately and let them know that ripping a book is wrong and explain in detail for the child to understand. This way children learn from their mistakes what they did was wrong, by punishing the child for instance putting the child in time out will persuade them not to do it again. Care practitioners also need to teach children about valuing themselves and others around them. This will in return build an atmosphere in which peers respect one another and also respect members of staff/adults. Practitioners can help children grasp a sense of valuing themselves by praising them if they have done something good, for example, if the child helped to tidy up, or doing something extra than what they normally would do, then praising the child will make them feel good about themselves. The child will feel as though they have achieved something good and will therefore be happy with themselves. However, the practitioner may find it hard to teach the children to value others around them as children find it difficult to empathize how others feel and respect others when they are young. This mainly comes with age, but a firm grounding from the practitioner will help. Teaching them things like the common saying of ‘treat people how you want to be treated’. When children have been unkind to one another the practitioner may want to ask them questions like ‘How would it make you feel if someone did that to you?’ This will allow the children to begin to value others as they will realize that unkind actions may hurt or upset others.

International Business Skills

International Business Skills International Business Skills In modern business, what makes some people more successful than others and more valuable to the company is not only their knowledge in the field but most importantly their competence in using certain soft skills. These skills can be developed and learnt so as to facilitate an organization to thrive towards success but also to enhance personal characteristics and capabilities of people. The module in International Business Skills has given me the opportunity to develop skills I already had so as to enable me succeed in my future career but also in my academic performance. The eight topics studied are complementary to each other and have therefore provided a solid foundation for development. This learning log introduces the topics by stating how they are relevant to international business; it then emphasises how the seminars have been beneficial to me and how I will be able to develop and apply the skills I have acquired during the sessions. Emotional Intelligence Over the past years, corporations have started to look for more varied qualities in the people they employ. Emotional intelligence is important as it is relevant in people working at different parts of international business such as in management development, recruitment interviewing and selection, customer relations and service. It provides a way of understanding and assessing people thus it is vital where it concerns human resources. Reflecting on the seminar, I believe that I can now separate between two main areas of competencies. On the one hand there is a personal aspect, which requires competencies such as self-awareness, self-regulation and motivation. On the other hand, there is a social aspect, which concerns bringing humanity and compassion at work by conveying empathy. Learning how to manage both personal and social capabilities will help me become more successful in my work but also in my everyday life. Being a very emotional person, I have sometimes found that my emotions keep me back from my work when faced with certain challengers who affect me emotionally. The seminar has taught me how to manage my emotions and motivate myself, be more adaptable but most importantly on how to suspend judgment, be optimistic and try to find ways in bettering myself and becoming successful. I have learned above all to understand myself and then understand others and their feelings. As emotional intelligence is vital in developing many skills such as networking, teamwork or leadership I had the opportunity to put into practice what I have learned. In teamwork, I was able to show self-awareness by assessing my behaviour and how this would affect others, and then by exercising self-management by being adaptable, optimistic and having emotional self-control. By showing social awareness I was able to meet my teams needs and also understand their emotions and their perspective. Learning about emotional intelligence will help me when it comes in employment opportunities. For example if I establish good rapport and a strong relationship with my manager and show him that I do not only have good training or expertise in my domain but I can also handle myself as well as others, then this will increase my opportunities of getting promoted to higher levels in the company. Cross-cultural teamwork Working in teams has proven to be essential in contemporary business due to increased competition in the global arena. In the module â€Å"Issues in Management† I have learned that especially in knowledge based businesses, the collective practice of people on a certain task has demonstrated better outcomes than individual work since with the interaction of people there is better exchange of knowledge and efficiency in task completion. However, in cross-cultural teams certain barriers such as language, clash of personalities, cultural backgrounds or different ways of approaching problems may restrict members in integrating in a team. Dealing with different people from diverse backgrounds and cultures may cause problems but the need to work collectively for the achievement of the same task can make people come together and bring about compromising for the mutual benefit of the group. The cross-cultural teamwork seminar has proven to be vital for my understanding of how teams are formed, how they function and the different stages of team development they undergo. The four stages of team development provided insight to the common traits of relationship building I had observed in previous teamwork. Learning about the storming stage gave me confidence to confront uncooperative behaviour in a positive way by trying to bring balance and harmony in the team so as the team will undergo successful development. My personal academic experience always had to deal with teamwork. Throughout the years I had noticed that in a team each person would always take up a role, for example that of a decision-maker or an implementer. Learning about Belbins team roles validated my observations by illustrating how each member contributes to a team through certain roles they adopt. This has helped me in dealing with my â€Å"Issues in Management† assignment where each team member was assigned a particular task based on his/her abilities. Moreover, through the Belbins Self- Perception Inventory I had the chance to assess my â€Å"best team roles† and as a result raise my awareness of the informal roles I adopt within a team and how they might be valued by other team members. This gave me an explanation as to how I contribute in a team and why I react in specific ways, especially in situations where there are no effective leaders in the team and I automatically take initiative. It is indubitable that the knowledge I have acquired through this seminar will help me in my next teamwork assignment since above all I now know myself better but I am also more aware of others. After working with a multicultural team in the practical exercises I now have a better understanding of the different particularities of each culture. I have also learnt to adjust my behaviour so as to facilitate the smooth collaboration towards the successful completion of a task through effective team working. Therefore, I will be able to overcome any difficulties that may arise with ease when working in an international business environment which will involve interacting and working with people from different cultures. As a result, this practical session gave me the opportunity to put theory into practice by being conscious of my behaviour and the different development stages we underwent as a team. Cross-Cultural leadership In international business working with and leading groups of people from different cultures is common in multinational projects. For me, being an effective leader means directing successfully the people you work with by the means of motivation towards the accomplishment of a mission. Knowing how to do things right is what characterises a leader and having the capability to be both an effective manager and leader in a business will undeniably lead a business towards success. The importance of emotional intelligence in successful leadership cannot be refuted since leaders have to deal with other people and relationships. As a result, effective leaders primarily need to have self-awareness and self regulation in order to be able to lead a group of people. The seminar taught me that the key to earning someones trust and to building a relationship with a team is to show empathy and to understand their emotions. This knowledge will facilitate me as a leader in managing relationships effectively and in implementing change where needed. Leading a multicultural team is not an easy task. I came to know this when working with a multicultural team this year. After the seminar, I realised the mistakes I had made and how I had been sending across the wrong messages to them unintentionally. Even though I tried to communicate with respect, the fact that I was not flexible in my way of working to fit in with their culture preferences created stress and panic in the team. They felt under pressure and that they could not work by the hectic working plan that I had set. After the seminar I had the chance to remedy my actions by recognising that my own perceptions and opinions may not be shared by others but also made me realise how differently some cultures might perceive power and leadership. I therefore became less assertive and I motivated them to co-operate and show commitment by satisfying their psychological needs. I achieved this by giving them more responsibility and by letting them make choices more often. I then showed my appreciation and recognised the significance of their work. In the future I will aim to strengthen my emotional leadership by being conscious of the particularities found in other people and also by constantly practicing and gathering feedback from peers. In this way I will be able to identify my strengths and weaknesses and try new ways to improve myself. I will then be able to correct my mistakes on the spot so as to become an effective leader. Win-Win Negotiations Negotiations are considered to be an integral part of our everyday lives, particularly of our jobs. It is a skill that everyone may possess to some degree, however, it is essential to develop and cultivate this skill through learning and practice. In business, negotiation skills are constantly tested through completing contracts, sales, team building but also negotiating on salary issues. Win-Win negotiations refer to both parties emerging as winners from their negotiation. Therefore, knowing how to persuade but also please the other party is essential for a successful and rigid negotiation process. The seminar has been vital in improving my negotiation skills by teaching me what makes a good negotiator. It has helped me correct my biggest mistake by emphasising that an effective negotiator does not only think of what he wants out of the negotiation but is also capable of identifying the needs of the other party. Learning how to use specific tactics but also being able to change them in order to facilitate the negotiation process has been the main competence I have gained. This has reinforced my creativity as well since finding different methods of negotiation and possible solution requires creative thinking in order to produce unique ways of persuading. My creativity was put into practice during the case study exercise when I had to make a decision which would result in mutual benefit and when I had to find different methods of solving the problems raised. In summary, the further development of this skill will help me gain lifelong success in my life and career in business. I will be able to apply my negotiation and communication skills when having to influence people with regard to salaries and contracts or be able to increase the sales and profit of the company. My learning will be supported through further developing my negotiation skills when working in teams in my academic work. When working in such an environment I will implement and develop a plan with possible scenarios that could be followed to reach my objectives and at the same time satisfy the others needs. As a result, my skills will be strengthened to such a degree that in the future I will understand my opponents position ahead of time and be able to use different tactics to reach my goals. Numerical Skills One of the reasons people go into business is to make money hence when working in a business environment, you are bound to come across numbers at some point; that may be the profits of the company, balance sheets, interest rates or exchange rates. Having only a literature background, I have not had much exposure to numbers. My numerical skills have been fairly poor since the last time I had to do work with numbers was in high school. Undeniably, I could not build on any skills I previously had or on any knowledge since this was completely new to me. However, the two sessions of Financial Mathematics have proved to be of valuable importance since I have now developed some abilities in calculating basic financial mathematics equations which will be necessary in my future career. The exercises we had to complete have given me the ability to apply and use numerical skills within a business context. I can now do exchange rate calculations which will be vital when working in an international business environment which might involve transactions between different companies across different countries using various currencies. This session has prepared me to interpret business information with ease since I am now familiar with the diff erent terminology and with the different formulas needed to calculate potential investments. Moreover, this session has complimented on the theory of finance which was taught in Issues in Management. My interaction with numbers has made me more confident since I now feel that I can manage basic financial numerical exercises which I will come across in my future career in business. As a result, I will be able to support and keep developing my learning by interpreting the Markets Data column in the Financial Times which will also keep me up to date with the world economy and finance. Networking Networking is considered to be an essential way of creating contacts and connecting with people in order to share information and build a mutually beneficial relationship. Working in a business will require networking skills since employees may have to attend conferences, seminars or even some social events where making good personal contacts is essential in building the business. As an extrovert and a social person, I have never faced any particular problems when interacting with people. I have always found it easy to talk to people that I have never met before. Nevertheless, the seminar on networking has helped me improve the communication skills I already have by emphasising the importance of body language and outlining the ways we can establish non-verbal rapport. I have learned to use small actions that we make unconsciously, such as smiling or nodding, in a conscious way so as to build and maintain rapport effectively. In this way, I will ensure that I am expressing interest in the matter discussed. Moreover, I have learned how to control my body language so as to transmit efficiently the desired messages to other people. This has been managed and further developed by continuous observations of interaction in between others and myself. Furthermore, the people bingo exercise was a successful way in conveying how people move from one person to the other in search for information but also how they build relationships based around a mutual benefit. It is indubitable that the networking skills seminar has taught me how to get prepared before a networking session and how to research on the desired future contact so as to make a good impression when conversing with them. I had the opportunity to practice and improve this skill in the â€Å"Executive Insight† session which brought me into contact with senior level directors from a range of international firms. The skills I developed through this session will be essential in building my future career in business but will also help me reach my targets through building relationships with important people. Presenting with presence Usually managers consider presentation skill as a desirable quality in employees. It is of vital importance in a business since if an employee representing the firm does not have the presentation skills to explain an idea, a project, a service or a product to others, then these ideas or projects may remain in the conceptual stage and the service or product may not be sold. Throughout my education, I have had to prepare a number of presentations. However, I always have difficulty in presenting with ease in front of an audience. Not knowing the correct method of delivering and structuring my ideas makes me less confident and nervous when presenting. The presentation skills sessions made me realise that having to do a presentation is not only about presenting ideas in a structured way but it also has to do with capturing the audiences attention using different techniques. The main concern in presentations is having the audiences complete attention until the end. The seminar taught me how to overcome the problem of loosing the audiences attention by getting them involved in the presentation but also by using power point presentations in an amusing way. After this experience, I had the chance to put my knowledge into practice in the daily seminars by consciously monitoring myself and others when presenting. Whenever I felt that the audience lost concentration I used a â€Å"hook† such as a real life example or a rhetorical question to grab their attention. The seminar presentations also helped me become confident when having to do a presentation unexpectedly which could happen in any company. Moreover, I am now more aware of what is expected of me when I am put on the spot, how to control my body language so as not to show my nervousness to the audience and also how not to lose the aim of the presentation by being clear and concise. Presentations are based on how effectively and efficiently the presenter delivers the main ideas concerning the topic presented. What is therefore required on my behalf is to continue developing my communication skills by observing other presentations and thinking of ways to improve them but also by keeping up to date with technology so as to make attractive presentations using appropriate means such as power point presentations. Art and Business As demonstrated in the module â€Å"Global Shift†, today more than ever, globalization is forcing businesses to be more transnational, multi-cultural and increasingly competitive. In order for an international business to confront the global challenges it constantly faces, it needs to be innovative by developing unique and original ideas. Therefore, art and creativity play an essential role for successful markets to stay ahead. This seminar taught me how creative thinking and success is born when the environment you work in is equally creative. This was conveyed through the example of â€Å"SOL† and â€Å"Red Bull†. By having a creative atmosphere at work, creative thinking is promoted in employees resulting in unique ideas being generated. By attending the seminar I learned to be a risk-taker since by doing so I will have the possibility to innovate. In the past, I always feared to express an idea that I had in my mind because I considered it to be silly. Now I know that often good ideas are initially considered to be as such. As a result, I now always express my ideas in class when we are asked to deal with a problem. I have learned to think from different perspectives and always re-think things during breaks because creative and imaginative thinking usually comes at a time when people are more relaxed. In the future I will use brainstorming more often since as it has been portrayed in the s eminar, simple ideas can be developed through innovation into successful new business ideas, such could be the case of the iPhone. Even though in my opinion imagination cannot be taught, it can certainly be promoted when working in a creative and more flexible environment. Creativity might also arise by listening to the ideas of other people and trying to connect them with your own. In past work experience I have had, seeing miserable faces in companies made me think of ways I could change this if I had to manage the workforce. After researching some creative businesses such as Google, the seminar gave me the incentive to aim in inspiring and making a difference in the working environment of my colleagues when attaining this future career goal. I will achieve this by creating an exciting environment for them to work in so as to motivate them to come to work with pleasure. This will certainly promote hidden talent which will contribute towards success.

Female Deception in Hippolytus: The Ruin of Men Essay examples -- Gree

Female Deception in Hippolytus: The Ruin of Men Works Cited Missing In Ancient Greece, deceit was considered to be part of a woman's nature and an inherent female characteristic. It was generally believed that a good woman was the result of the careful cultivation of her morals by her guardians, and if left to her own devices, a woman was apt to be wicked. The deceit of women is a theme that shows up often in Ancient Greek literature, and many Ancient Greek authors portray women as jealous, plotting, deceitful, and vengeful creatures capable of destroying the men affiliated with them. Hippolytus, a tragedy by Euripides, is an excellent example of the Greek notion of the deception of women because it involves the deceit of a goddess as well as two women. In the beginning of the tragedy a very jealous Aphrodite delivers a self-serving justification of her actions as she prepares to punish the virgin Hippolytus. Aphrodite's reason for wanting to castigate Hippolytus is really quite selfish. She is extremely angry with him because he has sworn off physical love and he honors Artemis, the goddess of chastity rather than her, Aphrodite, the goddess of love. Scheming Aphrodite who made Phaedra, Hippolytus' step-mother, Phaedra, fall in love with Hippolytus, decides to reveal Phaedra's love because she knows that if Theseus, Hippolytus' father, discovers Phaedra's secret, "all shall come out," the truth will be revealed, "father shall slay son with curses," and Hippolytus will be ruined (line 43 and line44). As Aphrodite, who appears to be so hateful and cold, plots his demise she vengefully says, "He [Hippolytus] does not know that the doors of death are upon him, ... ...ent son. Although Theseus, unlike Hippolytus who was killed, still has his life, his life is now miserably filled with regret and guilt. The deception of women leads one man to his bitter death and another man to a life filled with remorse. Ultimately, the men's lives are ruined. In Hippolytus, three women, a goddess, a nurse, and a wife, each exemplify the Greek idea of the deceitful woman. Even though two of the women are from different social classes and positions and one of the women is an immortal goddess, they share something in common; none of them can evade their inescapable, natural female inclination toward trickery and deception. All of these women surrender to their cunning, duplicitous sides, and the people who pay the price for their deceitful deeds are the men connected to them whose lives are completely shattered.

Rape- How Can We Change :: essays research papers

Rape– How Can We Change? Although the country has seen crime rates plummet in recent years, rape continues to be a major concern in America. According to Annette Fuentes’ article, "Crime Rates Are Down... But What About Rape?" in Ms. magazine, "an estimated fifteen percent of women are raped or molested at some point in their lives" (22). While big cities such as Boston, Dallas, Detroit, Houston, Los Angeles, and New York have seen the rates of violent crimes such as murder, robbery, and aggravated assault plummet, rape has not been so fortunate. In most of these cities, reported cases of rape have declined by only a few percentage points, whereas in some of these cities, reported cases of rape have actually increased. Rape is an epidemic that is slowly plaguing our entire nation, and unless some drastic action is taken immediately, this epidemic may never be cured. If we are truly interested in having our nation cleansed of this disease, we must begin by removing from our minds the notion that rape occurs only among the poor. When asked to comment on the brutality of rape, Roger Crafts, the Dean of "Student Affairs" at Brandeis University said: "I do not think that we have a significant problem here because we have a sophisticated and intelligent group of students" (Sweet 93). Dean Crafts went on to mention that "vandalism and physical harm are more likely to occur with lower educational levels" (93). Mr. Crafts’ feelings on the subject of rape concur with those of "middle class America." Most of us feel that rape occurs only in the lower socioeconomic classes of America and not amongst those with higher educational backgrounds. Contrary to most of our beliefs, rape exists in the upper and middle classes as well, but in most cases goes unreported due to a various number of reasons. Fortunately, in recent years, the occurrences of violent rapes (those that are committed by unidentified men who forcibly attack women and then proceed to rape them) are slowly decreasing. Unfortunately, "date rapes," which were virtually unknown a generation ago, have now become commonplace. Unlike, violent rapes, a date rape is committed by someone who is known to the victim. In these types of situations, the rapist can sometimes be even the victim’s best friend. A "date rape" can leave emotional scars much deeper than those that are left from a violent rape because the prior is committed by someone whom the victim has an attachment to.

Benefit of children and young people Essay

1.1 Multi-agency working is about different services working together to give each child the best possible support. It is an essential way of supporting children and families with additional needs and helping to secure real improvements in their life outcomes. Multi-agency working aims to support children and young people earlier to ensure they meet the five Every Child Matters (ECM) outcomes. The five outcomes of ECM state that we need to be working together to achieve the best possible outcomes for children in our setting. These outcomes are:†¢ Be healthy†¢ Stay safe†¢ Enjoy and achieve†¢ Make a positive contribution †¢ Achieve economic well beingMulti-agency working brings together professionals from different sectors to provide an integrated way of working to support children, young people and families. It is a way of working that ensures children and young people who need additional support have exactly the right professionals needed to support them. 1.2 It is vital that outcomes for any child are shared on a need to know basis and all professionals understand the importance of confidentiality. Integrated working is where everyone involved in supporting children, young and families work together to improve the lives of children. It is achieved by planning and delivering services. Information sharing Information sharing is essential if we want different sectors and services to work well together to support children and young people. The Common Assessment Framework (CAF) and the Children Index both help with information sharing between practitioners but it is part of everyday work for most of us. Common Assessment Framework (CAF) The Common Assessment Framework (CAF) is a shared assessment and planning tool which is used across all local areas in England. It uses a consistent approach to assessing the needs and strengths of a child or young person, planning the support they need and coordinating that support if more than one organisation is involved. Team Around the Child The Team Around the Child is one way of describing a group of people working together to help an individual child or young person to achieve better outcomes. The Team Around the Child approach helps to emphasise the importance of regular cooperation and joint working. It is also about valuing the individual needs of each child and young person so they receive a tailored package of support from their team. Lead Professional If more than one service or team is working to support a child or young person, one practitioner should act as the ‘Lead Professional’. It is the role of the Lead Professional to co-ordinate different types of support and usually to be the key point of contact for the child and their family. Every multi-agency plan (such as a plan made through using the Common Assessment Framework) and every Team Around the Child should have a Lead Professional. Integrated working practices and multi-agency working provides benefits for children, young people and families because they receive the best support in the most effective way. The benefits of this include: Early identification and intervention Easier or quicker access to services or expertise Improved achievement in education and better engagement in education Better support for parents Children, young people and family’s needs addressed more appropriately Better quality services Reduced need for more specialist services. 1.3 Below is a list of some of these agencies and a description of their roles. Behavioural Support Service (BEST) – A behaviour support service is part of the LA and works in partnership with schools, within a framework of inclusion, to help them promote positive behaviour, and to provide effective support to pupils, parents and schools where behaviour may be a concern. Health care professionals, speech and language therapists and health visitors – They will be employed by the local primary health care trust and will support individual children and their families. The referral may have been made by a GP or awareness raised in the setting. They will work closely with the setting and family. Educational Psychologists – They will be employed by the LA and support children who may have specific learning or psychological needs. They may be referred by the setting. Advisers – There may be advisers for all aspects of early years ranging from parenting to local childcare options. They may work for agencies like job centre plus. Social workers – Employed by social services they may be attached to children’s centre or work independently. They may support children and their families to improve their quality of life, from housing needs to bereavements. Play specialists – May support children in hospitals or work with social services supporting children in difficult family situations. Representatives from voluntary organisations – These could be organisations such as NSPCC which will help when dealing with children who are threatening positions such as domestic violence. Physiotherapist – are employed by the local primary care trust and will support children with a specific physical need. A referral is required either from a health professional or a setting. OFSTED – Inspect provision of care in the setting. They ensure all of our staff are up to date on training, we are providing a healthy and safe environment for children and following the EYFS. Ofsted provide support and advice for staff and the setting itself. Police – In case of emergency the police will provide help and support. They will be contacted if a problem arose such as child missing, breaking an entry, suspicious persons and they may also be a point of contact if there is a suspected case of abuse or violence. 1.4 Unfortunately there will always be cases were we come across barriers when working with multi- agency working. A lot of the time there will be cases were not everyone will agree on the same things no matter how little or small the issue. Different sectors work in different ways, this does not make it the wrong way, just different. People may have been trained in a different role to which they may find it difficult to be managed by a person with different skills. Some people may not be used to sharing their knowledge with others. Its important that each profession respect one another and that they value there knowledge and expertise by doing this it will make better multi-agencies working together. Language barriers can also occur so if this is to happen we must always make sure we are all on the same path and fully understand each other. Even if it means getting a translator involved as it is so important we are sharing the correct information.Make sure they have clear aims, roles and responsibilities and timetables that have been agreed between the different agencies also that good communication and information sharing is carried out. 1.5 Within my setting it may become necessary to refer a child to another professional for additional support. For example if it has been noticed that a child is having issues which speech that they cant say many words and the ones that are said are not clear then the child would benefit from support from speech and language therapist then a referral is needed. The setting would follow the steps below to make the referral. First of speak with the parent about the issue and gain consent to make the referral. Next you would need to identify the service/agency who you want to refer to. Then you would need to contact the agency and discuss the situation before making the referral. We do this to make sure the agency can offer the most suitable service/support that is needed. Next follow the agency’s referral procedure completing all necessary paperwork and return by referral deadline if required. Always keep a copy of the referral. Follow up the referral and find out the decision. 1.6 When children move between local areas or services their assessments be transferred and used without the information having to be gathered again by the new area or service. When practitioners move their skills in using the CAF should also be transferable. There is currently no single national agency which is best placed to develop a framework which must have relevance across the full range of health, education, social care and other children’s services. The DFES proposes to take responsibility for leading work to develop the CAF. Common Assessment Framework In the Children Act 2004 and Every Child Matters it is outlined that the Common Assessment Framework (CAF) is a way ensuring early intervention for a child before they reach a crisis point. CAF is a shared assessment and planning framework in all areas of England and Northern Ireland to be used by all practitioners working in children’s services. The main aim of CAF is to make sure that a child’s additional need is identified early and to ensure that agencies work together to meet the additional needs of the child. Most children will not need a CAF. CAF is for children and young people with additional needs. These are children and young people who, according to the judgement of practitioners, require extra support to help them achieve the five Every Child Matters outcomes: Being healthy Staying safe Enjoying and achieving Making a positive contribution Achieving economic well-being The CAF consist of four main parts A pre-assessment check-list to help decide who would benefit from a common assessment. A process to enable practitioners in the children and young people’s workforce to undertake a common assessment and then act on the result. A standard form to record the assessment. A delivery plan and review form. 2.1 There are different communication methods for different situations such as: Verbal communication Verbal communication uses words to present ideas, thoughts and feelings. Good verbal communication is the ability to both explain and present your ideas clearly through the spoken word, and to listen carefully to other people. This will involve using a variety of approaches and styles appropriate to the audience you are addressing like: †¢ Paraphrasing means repeating back something a person has just said in a different way to make sure you have understood the message. †¢ Closed questions are questions that can be answered with either a single word or short phrase, for example, ‘Do you like sprouts?’ could be answered, ‘No’ or, ‘No, I can’t stand them.’ Closed questions give facts, are easy and quick to answer and keep control of the conversation. †¢ Open questions are questions that give a longer answer, for example, ‘Why don’t you like sprouts?’ might be answered by, ‘I haven’t liked the taste or smell of them since I was made to eat them all the time when I was a child†¦Ã¢â‚¬â„¢. Open questions hand control of the conversation to the person you are speaking to. They ask the person to think and reflect, give opinions and feelings. †¢ Clarification means to make something clear and understandable. Summarising means to sum up what has been said in a short, clear way. Non-verbal communication This refers to the messages we send out to express ideas and opinions without talking. This might be through the use of body language, facial expressions, gestures, tone of voice, touch or contact, signs, symbols, pictures, objects and other visual aids. It is very important to be able to recognise what a person’s body language is saying, especially when as a health or social care worker you are dealing with someone who is in pain, worried or upset. You must also be able to understand the messages you send with your own body when working with other people. Written communication This is central to the work of any person providing a service in child care environment when keeping records and in writing reports. Different types of communication need different styles of writing but all require literacy skills. A more formal style of writing is needed when recording information about a patient. Practitioners need to be able to communicate well with the written word. This could be by writing something themselves, such as a letter to refer a service user to a different service, a record of a person’s condition and treatment or entitlement to a benefit, or a prescription. This means they need to be able to use different ways of presenting information, such as letters, memos, emails, reports or forms. They need to make their meaning absolutely clear and structure the information well and in an appropriate manner so that mistakes don’t happen. It is also necessary to use grammar, spelling and punctuation correctly and writing should also be legible so th at the person the information is intended for can actually read it. Sign language Sign language is a language which instead of using sounds uses visual signs. These are made up of the shapes, positions and movement of the hands, arms or body and facial expressions to express a speaker’s thoughts. Sign language is commonly used in communities which include the friends and families of deaf people as well as people who are deaf or hard of hearing themselves. Makaton Makaton is a method of communication using signs and symbols and is often used as a communication process for those with learning difficulties. It was first developed in the UK in the 1970s and is now used in over 40 countries around the world. Unlike BSL, Makaton uses speech as well as actions and symbols. It uses picture cards and ties in facial expressions with the word to make the word more easily recognised by those with learning difficulties. 2.2 Within my setting I make sure that I always have appropriate communication which is set for that specific situation. The use of appropriate communication methods depends on the person and what relation to the person. For example, if we communicate with children we should use a verbal method based on listening, and ask open questions. It is important to pay attention to our body language in all the circumstances. In the case of parents and colleagues we would use a more formal method. When we need to share information about a child it is best to do it face to face. We can use email, letter or telephone to inform about meetings or the child situation if it cannot be discussed face to face. We also use written communication when keeping a child’s record of development. This can all change when we communicate with children with special needs or disabilities. If we communicate with people who are deaf we need to use sign language or ask help to Signers, people who can communicate using a sign language, or interpreters, people who communicate a conversation, whether it be spoken or signed, to someone in a different language they will understand. This is not easy because they not only have to interpret the words or signs but also have to find a way of expressing the meaning of the words clearly. Or if we need to communicate with people witch English is their second language we may need translators, people who change recorded information, such as the written word, into another language. 2.3 Please find accident form attached at the back of this unit. 3.1 Within my setting I give my own contribution to the development and implementation of processes and procedures for recording, storing and sharing information. This can be using our accident and incident books/forms to helping complete a learning journey and planning with the children. I always make sure this information no matter how important that it be kept safe and locked in a secure room. 3.2 Within my setting I give my own contribution to the development and implementation of processes and procedures for recording, storing and sharing information. This can be using our accident and incident books/forms to helping complete a learning journey and planning with the children. I always make sure this information no matter how important that it be kept safe and locked in a secure room. 3.3 Where abuse of a child or young person is suspectedAll settings have a designated person to deal with all kinds of child protection issues. As a practitioner it is our duty to spot potential signs of abuse. If anyone has concerns that a child is being abused it is our job to disclose this information to the designated member of staff. If you feel that by doing this you feel that it may put the child at risk then you must confide and report this to a manager.By discussing this with the designated colleague it can give you a clearer picture by gaining advice on what to do next. We should never ignore possible signs of child abuse no matter how great or small. Our role is to make sure the children are safeguarded in and outside of the setting. Parents will have had a copy of the child protection policy which states that information regarding every child will be disclosed if it is deemed that any child is in significant harm or danger. This gives us the right to report any kind of abuse to the safeguarding board without the parents permission. It is important to follow the right steps whilst reporting a case of abuse or a suspected case, we need to gather the correct information. When it is suspected that a crime has been/may be committed. If you suspect or if a child approaches you and tells you that that their parent is possibly committing a crime or is committing a crime, depending on the crime that is being committed, depends on how we as practitioners would handle it.Crime can cover a wide range of things such as taking drugs, DVD piracy, benefit fraud, theft burglary, robbery or violence (GBH). It depends on how serious the crime is as to whether we break the trust between parent’s. Trust is essential between us because you need trust within a relationship with parents. Without the trust the child and their family is not going to be willing to share information. If a child is being hurt then it would be obvious that you have to break confidentiality to ensure that the child that you are looking after is not in any harm and is safe. If the crime that is suspected or being committed is DVD piracy then it is not going to be of significant harm to th e child in your care. Therefore there is no need to break the trust within the relationship. It is our job to make sure that the child is not in any significant harm and if they are not then we should stick to our confidentiality policy and procedure.If a child is committing a crime then it most certainly becomes a child protection issue. The crime can be shop lifting, theft, drugs or violence but one small crime can lead to another which can then lead to bigger crime being committed and a possibility of the child person being involved in a group or gang. This can introduce the child person to dangerous people. If the child’s parents are not aware of this then it is also possible the child maybe neglected.