Soldiers Home :: essays papers

Soldiers Home Critical Analysis of "Soldier's Home": Before, During, and After the War (with bibliography) Many of the titles of Ernest Hemingway's stories are ironic, and can be read on a number of levels; Soldier's Home is no exception. Our first impression, having read the title only, is that this story will be about a old soldier living out the remainder of his life in an institution where veterans go to die. We soon find out that the story has nothing to do with the elderly, or institutions; rather, it tells the story of a young man, Harold Krebs, only recently returned from World War I, who has moved back into his parents' house while he figures out what he wants to do with the rest of his life. And yet our first impression lingers, and with good reason; despite the fact that his parents' comfortable, middle-class lifestyle used to feel like home to Harold Krebs, it no longer does. Harold is not home; he has no home at all. This is actually not an uncommon scenario among young people (such as college students) returning into the womb of their childhood again. But with Harold, the situation is more dramatic because he has not only lived on his own, but has dealt with -- and been traumatized by -- life-and-death situations his parents could not possibly understand. Hemingway does not divulge why Krebs was the last person in his home town to return home from the war; according to the Kansas City Star, Hemingway himself "left Kansas City in the spring of 1918 and did not return for 10 years, [becoming] 'the first of 132 former Star employees to be wounded in World War I,' according to a Star article at the time of his death" (Kansas City Star, hem6.htm). Wherever he was in the intervening time, by the time Harold gets home, the novelty of the returning soldier has long since worn off. All the other former soldiers have found a niche for themselves in the community, but Harold needs a while longer to get his bearings; he plays pool, "practiced on his clarinet, strolled down town, read, and went to bed" (Hemingway, 146). What he is doing, of course, is killing time. The problem, of course, has to do with Harold's definition of who he has become. He recognizes he has changed, and this change is played out dramatically against the backdrop of a town where nothing else has changed since he was in high school. His father parks his car in the same place; it's still the same car; the girls walking down the

Nisa Critique

While there have been many rich descriptions of the life of the !Kung of south central Africa, the account given by Marjorie Shostak in her analysis of the life of a woman of this clan appears to be a fascinating account at best but not entirely scholarly since it flouts major ethnographic guidelines.Introduction:The !Kung people are a tribe of hunter-gatherers who live as bushmen in the   southwestern part of Africa,   in isolated areas of Botswana (where they make up only 3 percent of the population), Angola, and Namibia, deep in the Kalahari desert. After gaining fluency in the language of the! Kung, Shostak returned to Botswana in 1975 for six months to complete the life histories of several women in the tribe.Marjorie Shostak manages to takes us into the oldest culture on earth by living with a hunter/gatherer tribe in southern Africa and manages to give us the details of there way of life through an interview with them, of course, before their way of life was further damage d by careless government administration policies. She reflexively collects interviews and anecdotes that enable her to explain their morals, architecture, tribal politics, spirituality, games, marriage rituals and subsistence lifestyle, giving us one of the best looks at how human society began all those thousands of years ago. Also read: My Problem With Her Anger SummaryOne of its major flaws especially for those with a strong understanding of anthropology is the fact that she concentrates her analysis from the report of one dominant character named NISA [the name is fictitious]. This results in a narrative of an idiosyncratic life, one that, as the !Kung woman Nisa once told Shostak, †I will break open the story and tell you what is there. Then, like the others that have fallen out into the sand, I will finish with it, and the wind will take it away†; seems to imply that each woman’s life is unique and may not reflect the truth about women’s lives in the general community of the !Kung clan, even though it truly attempts to mirror the conventions and culture of the group as well.However, from the book we are able to determine Nisa’s character as a woman who is forthcoming in personality, and unabashed and expressive in her native tongue, although she also comes across as de manding and manipulative in behavior. This presented to Shostak great problems in gaining an objective analysis, a fact that generated early ambivalent feelings towards Nisa which as she reports, did not endear Nisa to her any bit. Although Shostak tried to interview more than a dozen other women of all ages; inviting recall, asking pertinent questions and seeking bio-graphical highlights she seems to finally have settled her choice on Nisa as informant because of her   particularly forceful, colorful language, and generally truthful replies.Secondly, although   the justification of Nisa as informant is reliable, it only serves to foster the concept of authenticity in ethnographic representation. The importance of authenticity in ethnographic representation is still in doubt as portrayed in James Clifford’s   review of Edward Said's Orientalism, Clifford asks, â€Å"Should criticism work to counter sets of culturally produced images like Orientalism with more â€Å"au thentic† or more â€Å"human† representations? Or, if criticism must struggle against the procedures of representation itself, how is it to begin?’The general consensus seems to be that authenticity is itself a representation which can be misused. For example, the purpose of the poet or novelist is creative self-expression. For the creative writer, representation is the vehicle for expression; the creative writer consciously chooses representations as representations. The writer of nonfiction, however, typically focuses on the substance of what she wishes to communicate, and often fails to realize that she uses representations when communicating her ideas hence giving rise to rhetoric. Rhetoric is the characteristic manner by which a text's language and organization convinces its readers of the truth, but is itself not truth.Thirdly is the issue of dialogue versus monologue in ethnographic presentation. It is very apparent that Shostak’s   focus moves aw ay from the central position of the ethnographer (implicit in ethnographic realism and explicit in Dumont’s example of the self-reflexive approach in his book The Headman and I: Ambiguity and Ambivalencein the Fieldworking Experience), and brings the importance of native informants to the foreground. â€Å"The other† is given the opportunity, albeit limited, to represent herself in Shostak's text. Shostak's text is also significant because it attempts to incorporate dialogue as a structural feature.Shostak demonstrates the potential usefulness of multiple voices although her ultimate control over the text makes it a monologue. The monological aspect is repeated within the text itself: there is no true discourse between Shostak's and Nisa's portions of the text, only alternating monologues.   However, according to Stephen A. Tyler this presents a problem in ethnographic presentation, one that is solved in a different approach which he suggest when he says, â€Å"A po st-modern ethnography is a cooperatively evolved text consisting of fragments of discourse intended to evoke in the minds of both reader and writer an emergent fantasy of a possible world of commonsense reality, and thus to provoke an aesthetic integration that will have a therapeutic effect.†Tyler's emphasizes the dialogical nature of ethnography [alternating monologues as is the case in Shostak’s work], were the discourse is between reader and writer rather than between the writer and the culture he studies. Tyler maintains that the experience which matters is not the fieldwork but the writing of the ethnography; the ethnographer does not attempt to represent another culture to the reader, but rather to evoke in the reader a recollection of his own culture. Ethnography is a way to make the familiar unfamiliar and then familiar again.Lastly is the authors choice of topics that evolve around the issue f sex and violence maybe justifiable if viewed from the perspective t hat narrative is highly charged with sex because sex is important in !Kung life. From Shostak’s   very provocative findings, such as a much more sexually egalitarian sensibility than our own, we see that in the !Kung culture, marriages are largely monogamous, with some sanction for a second wife; lovers are accepted for both husbands and wives, but discretion is made more important expressly because discovery can lead to mayhem and even murder. However, Shostak seems to get this information largely from Nisa’s own personal account.Personal accounts are   rarely written without particular motivation. Every account has some agenda. Scholars suggest that we need to always consider why the subject feels it is important to share his or her life either privately or with an anonymous public. This is because the narrator’s motivation will account for what parts of a life are discussed and what details are filtered out. What motivated the author of the personal accou nt?Whether written or oral, a personal account is a subjective, selective account of a life recorded for a specific purpose, ranging from personal catharsis to revisionist history. There are many motivations for the creation of personal accounts, including a focus on the self, on others, or on posterity. In this particular account, were Shostak seems to have solicited the story, rather than finding the account, the scholar’s reason for seeking the personal account will probably color the nature of the questions asked.In this case, the personal account will likely reflect the scholar’s interests more than those of the subject. Hence, it can be postulated that Shostak’s interests in giving Nisa’s account was to highlight the issue of women and not entirely for ethnographic purposes. This can be evidenced by the fact that in her time all the way to date, women’s stories in the West have been increasingly considered valid testimonies, along with accoun ts by people of color and those outside the highest strata of socio-political influence. Therefore, although it is impossible to view history from a wholly objective position, it is still helpful to be aware of such biases.In conclusion, I believe that what Shostak should have done was to strive to consider other sources that could offer insight about the !Kung people, such as official documents (marriage, divorce, and birth records, public notices), archived newspapers (human interest stories, political coverage), and glossy magazines (regional and national views reflecting social trends of the time, setting a context). Although her learning of the language is a great achievement enabling her to establish effective communication with the subject, it serves to tell us only a fragment of the whole picture.This fact takes on a deeper gravity when we consider that the question of truth may have many answers. Nisa’s portrayal of her life is indeed accurate in her own mind. Yet we know that, after all, memory is selective: people’s responses to experiences vary and people’s memories of experiences change with time and influence. Events that happen in a person’s life between lived experiences and recording those events can shape their telling, which only confirms that truth may have many answers.Reference:THE PROBLEM OF ETHNOGRAPHIC REPRESENTATION http://home.pacbell.net/nicnic/ethnographic.html#14Shostak, Marjorie, Nisa: The Life and Words of a!Kung Woman. Cambridge, Mass.: Harvard University Press (1981). Nisa Critique Introduction:The Kung people are a tribe of hunter-gatherers who live as bushmen in the   southwestern part of Africa,   in isolated areas of Botswana (where they make up only 3 percent of the population), Angola, and Namibia, deep in the Kalahari desert. After gaining fluency in the language of the! Kung, Shostak returned to Botswana in 1975 for six months to complete the life histories of several women in the tribe.Marjorie Shostak manages to takes us into the oldest culture on earth by living with a hunter/gatherer tribe in southern Africa and manages to give us the details of there way of life through an interview with them, of course, before their way of life was further damaged by careless government administration policies. She reflexively collects interviews and anecdotes that enable her to explain their morals, architecture, tribal politics, spirituality, games, marriage rituals and subsistence lifestyle, giving us one of the best looks at how human society began all tho se thousands of years ago.One of its major flaws especially for those with a strong understanding of anthropology is the fact that she concentrates her analysis from the report of one dominant character named NISA [the name is fictitious]. This results in a narrative of an idiosyncratic life, one that, as the !Kung woman Nisa once told Shostak, †I will break open the story and tell you what is there. Then, like the others that have fallen out into the sand, I will finish with it, and the wind will take it away†; seems to imply that each woman’s life is unique and may not reflect the truth about women’s lives in the general community of the !Kung clan, even though it truly attempts to mirror the conventions and culture of the group as well.However, from the book we are able to determine Nisa’s character as a woman who is forthcoming in personality, and unabashed and expressive in her native tongue, although she also comes across as demanding and manip ulative in behavior. This presented to Shostak great problems in gaining an objective analysis, a fact that generated early ambivalent feelings towards Nisa which as she reports, did not endear Nisa to her any bit. Although Shostak tried to interview more than a dozen other women of all ages; inviting recall, asking pertinent questions and seeking bio-graphical highlights she seems to finally have settled her choice on Nisa as informant because of her   particularly forceful, colorful language, and generally truthful replies.Secondly, although   the justification of Nisa as informant is reliable, it only serves to foster the concept of authenticity in ethnographic representation. The importance of authenticity in ethnographic representation is still in doubt as portrayed in James Clifford’s   review of Edward Said's Orientalism, Clifford asks, â€Å"Should criticism work to counter sets of culturally produced images like Orientalism with more â€Å"authentic† or more â€Å"human† representations?Or, if criticism must struggle against the procedures of representation itself, how is it to begin?’ The general consensus seems to be that authenticity is itself a representation which can be misused. For example, the purpose of the poet or novelist is creative self-expression. For the creative writer, representation is the vehicle for expression; the creative writer consciously chooses representations as representations. The writer of nonfiction, however, typically focuses on the substance of what she wishes to communicate, and often fails to realize that she uses representations when communicating her ideas hence giving rise to rhetoric. Rhetoric is the characteristic manner by which a text's language and organization convinces its readers of the truth, but is itself not truth.Thirdly is the issue of dialogue versus monologue in ethnographic presentation. It is very apparent that Shostak’s   focus moves away from the centr al position of the ethnographer (implicit in ethnographic realism and explicit in Dumont’s example of the self-reflexive approach in his book The Headman and I: Ambiguity and Ambivalencein the Fieldworking Experience), and brings the importance of native informants to the foreground. â€Å"The other† is given the opportunity, albeit limited, to represent herself in Shostak's text. Shostak's text is also significant because it attempts to incorporate dialogue as a structural feature. Shostak demonstrates the potential usefulness of multiple voices although her ultimate control over the text makes it a monologue.The monological aspect is repeated within the text itself: there is no true discourse between Shostak's and Nisa's portions of the text, only alternating monologues.   However, according to Stephen A. Tyler this presents a problem in ethnographic presentation, one that is solved in a different approach which he suggest when he says, â€Å"A post-modern ethnogr aphy is a cooperatively evolved text consisting of fragments of discourse intended to evoke in the minds of both reader and writer an emergent fantasy of a possible world of commonsense reality, and thus to provoke an aesthetic integration that will have a therapeutic effect.† Tyler's emphasizes the dialogical nature of ethnography [alternating monologues as is the case in Shostak’s work], were the discourse is between reader and writer rather than between the writer and the culture he studies. Tyler maintains that the experience which matters is not the fieldwork but the writing of the ethnography; the ethnographer does not attempt to represent another culture to the reader, but rather to evoke in the reader a recollection of his own culture. Ethnography is a way to make the familiar unfamiliar and then familiar again.Lastly is the authors choice of topics that evolve around the issue f sex and violence maybe justifiable if viewed from the perspective that narrative is highly charged with sex because sex is important in !Kung life. From Shostak’s   very provocative findings, such as a much more sexually egalitarian sensibility than our own, we see that in the !Kung culture, marriages are largely monogamous, with some sanction for a second wife; lovers are accepted for both husbands and wives, but discretion is made more important expressly because discovery can lead to mayhem and even murder. However, Shostak seems to get this information largely from Nisa’s own personal account. Personal accounts are   rarely written without particular motivation.Every account has some agenda. Scholars suggest that we need to always consider why the subject feels it is important to share his or her life either privately or with an anonymous public. This is because the narrator’s motivation will account for what parts of a life are discussed and what details are filtered out. What motivated the author of the personal account? Whether writ ten or oral, a personal account is a subjective, selective account of a life recorded for a specific purpose, ranging from personal catharsis to revisionist history. There are many motivations for the creation of personal accounts, including a focus on the self, on others, or on posterity.In this particular account, were Shostak seems to have solicited the story, rather than finding the account, the scholar’s reason for seeking the personal account will probably color the nature of the questions asked. In this case, the personal account will likely reflect the scholar’s interests more than those of the subject. Hence, it can be postulated that Shostak’s interests in giving Nisa’s account was to highlight the issue of women and not entirely for ethnographic purposes. This can be evidenced by the fact that in her time all the way to date, women’s stories in the West have been increasingly considered valid testimonies, along with accounts by people of color and those outside the highest strata of socio-political influence. Therefore, although it is impossible to view history from a wholly objective position, it is still helpful to be aware of such biases.In conclusion, I believe that what Shostak should have done was to strive to consider other sources that could offer insight about the !Kung people, such as official documents (marriage, divorce, and birth records, public notices), archived newspapers (human interest stories, political coverage), and glossy magazines (regional and national views reflecting social trends of the time, setting a context). Although her learning of the language is a great achievement enabling her to establish effective communication with the subject, it serves to tell us only a fragment of the whole picture. This fact takes on a deeper gravity when we consider that the question of truth may have many answers. Nisa’s portrayal of her life is indeed accurate in her own mind. Yet we know that, af ter all, memory is selective: people’s responses to experiences vary and people’s memories of experiences change with time and influence. Events that happen in a person’s life between lived experiences and recording those events can shape their telling, which only confirms that truth may have many answers.Reference:THE PROBLEM OF ETHNOGRAPHIC REPRESENTATION http://home.pacbell.net/nicnic/ethnographic.html#14Shostak, Marjorie, Nisa: The Life and Words of a!Kung Woman. Cambridge, Mass.: Harvard University Press (1981).

Legal Case

Legal Studies In December 2002 Dominic Li answered his front door to two men (Richard Nimmo and Maua Sua) both armed with guns. Sua and Nimmo were being paid by Yonky Irvin Tan, a drug dealer whom Li’s brother in law owed money to. Both Sua and Nimmo poured hydrochloric acid onto Mr Li where he suffered burns to his face, became blind and burns to his oesophagus. Mr Li painfully passed away three weeks later due to these injuries sustained as they led to a blockage in his throat that blocked his breathing. Tan was found guilty of plannng the murder and sentenced to life in prison.Sua and Nimmo were found not guilty to the murder but found guilty on other offences. Identify the correct legal citation of the case Name: Dominic Li – Satorre v R, R v AB, R v Tan – Acid attack and murder Date: 13th December 2002 Outline the elements of the offence In this case the elements of this case include the planning of the event by Tan. This is known as the men’s rea (gu ilty mind) this is proven by Tan admitting he had planned out the act and paid Sua and Nimmo to kill Li for him. Also acts rea is established in this case.Acts rea is the guilty act and is revealed in the case by Sua and Nimmo pouring the acid on Li’s face which eventually led to Li passing away three weeks later due to the injuries suffered in the attack. The overall offence of this act was murder. Describe the factors that might have led to the criminal behaviour. Economics was the factor/motive for this murder. Li’s brother in law (Phillip Ma) owed Tan money and had disappeared. Tan then planned out the murder of Li as a way of finding out where Ma was and to portray to Ma that it was a sign that Tan was coming after him.Outline the reporting and investigation of the crime Mr Li’s murder was reported to the police by his wife who looked on in horror as her husband had the acid poured down his throat and on his face at gunpoint. The evidence that was discovere d at the crime scene was the DNA of Sua and Nimmo (Fingerprints on guns and acid bottle). Explain the role of the courts The role of the courts is to hear cases being put forward by the two parties and decide the outcome of the hearing. In this case the case was heard at the NSW Supreme Court.It was heard in Supreme Court as the offence committed was too severe for the local courts as it was a murder case. Outline the legal representation The legal representation in this case is the roles of both the crown and the prosecutor. The role of the crown in cases is to act as the prosecuting party against the defendant. The Crown is usually abbreviated or represented by R. e. g. R v Smith. The role of the prosecutor is to assist the court in that the truth of the offence has been arrived and achieved. Identify the PleaIn the case of Dominic Li’s murder the offenders involved in the crime Tan, Sua, Nimmo and Sattore all pleaded innocent but were found guilty on various offences. Firs tly Tan was found guilty of planning the murder and was sentenced to life in prison. Secondly Sua and Nimmo were found guilty but were acquitted because one of Tan’s associates that was involved in proving Sua and Nimmo’s guilt and been in prison on previous occasions was seen as unreliable. However, both Sua and Nimmo were found guilty of drug offences and both prisoned to 24 years prison.Finally Sattore, who was found guilty of driving Sua and Nimmo to Li’s house was charged with being an accessory to the crime as he admitted to having prior knowledge of the planned murder and was sentenced to 16 years in prison. After the sentences were handed down Sattore expressed his sympathy and sorrow towards the victim’s friends and family. Discuss the factors that affect the sentencing decision Factors that affect sentencing decisions are conditions that may influence the final outcome and affect the result e. g. educe or increase the punishment handed down. The se conditions are considered by the court when determining whether the defendant is guilty or innocent. Some conditions may reduce the severity of the charge. These conditions are known as mitigating offences. In addition, conditions that may result in the charge becoming more severe are known as aggravating offences. In Mr Li’s case the mitigating offence shown was that of Mr Tan’s associates being labelled as unreliable therefore leading to the murder charges on Sua and Nimmo being dropped.Explain the penalty given Penalties given to the defendant may include time in prison. The judge determines the time that the defendant has to serve in prison based on the severity of the case that is being heard. In the case of Mr Li’s murder the judge handed down the sentence of life in prison to Mr Tan, 24 years in prison to both Sua and Nimmo and 16 years imprisonment to Sattore. Analyse the extent to which the law balances the rights of victims and offenders.In cases pr esented in court, the courts have to ensure the both the rights of the victims and the offenders are upheld. These rights must be met without any bias or unfairness towards one party. In the case of Mr Dominic Li’s death, his family and Mr Li himself have had their rights maintained as they know that the people responsible for Mr Li’s death are serving a long time in prison for what they did. On the other hand the rights of the offenders have also been upheld. Justice has been served to Tan, Sua, Nimmo and Sattore.This has been done by Sua and Nimmo being acquitted because of an unreliable source being used as a witness and providing an unstable statement. However, the rights of Li’s family were once again maintained as both Sua and Nimmo were still charged for other offences and face lengthy prison sentences. Furthermore , Sattore has been dealt justice as he is still serving time for his part in the murder but hasn’t been given as severe punishment as t he other member because he did not actually take part in the killing he just drove the murderers to Li’s house.He also admits to feeling extremely sorry for his actions and all of the offenders must live with the guilt of murdering Mr Dominic Li for the rest of their lives. In conclusion, the rights of both the victims and offenders have been upheld throughout the case by the final outcome. The family of Mr Li can get a sense of security and satisfactory out of knowing that the people who killed their beloved family member are serving time behind bars. Finally, the rights of the offenders were maintained because each member was given a fair trial and received a reduce punishment except for Mr Tan. Bryce Donovan

Contemporary to Social Work Essay

Taking into consideration all the material received regarding the Benjamin family, I have chosen to make use of the think child, think parent and think family approach in analysing the material. This method identifies what changes are required to improve service planning, delivery and practice and this will assist to improve the wellbeing and life chances of families affected by parental health. This essay will examine all the material provided focusing particularly on Daniel and Emma Watson. However, an examination of the Benjamin’s family will be performed in view of developing a modality on how to provide support to them. This essay is aimed at making preparation for assessment, taking into account individual needs, culture, diversity, and available resources that will enable me to provide support for everyone especially Daniel. Firstly, the essay will look at the Law that governs adoption processes, Daniels wishes and what needs to transpire to improve his quality of life. Secondly, I will also look at the Benjamin family and their proposal to adopt Daniel. In addition to this, I will examine Emma Watson and try to find out how I can facilitate her need to get her son back and what can be done to overcome barriers she may encounter, and finally I will offer a summary of the essay. In order for me to begin to think about the assessment process, my main duty would be to find out what the law declares. As put forward by Brammer (2003), Adoption Order may not be made unless the parent’s consents to the Adoption Order under Children Act 1989 S.20, or their consent should be dispensed and the child has been placed for adoption by an adoption agency with the prospective adopters in whose favour the order is proposed to be made. A parent is the mother or married father or father with parental responsibility, and not the unmarried father without parental responsibility. Steps are made to contact the unmarried father of a child and counsel him and seek hi s views on adoption even though he does not have to give his consent. The court or adoption agency must have regard to the following matters (the list is not intended to be exhaustive nor in any order of priority) Children Act 1989 S. 1(4) a) The child’s ascertainable wishes and feelings regarding the decision (considered in the light of the child’s age and understanding). The guidance to this Act reinforces this aspect of the checklist stating; â€Å"it is essential that an adoption agency, in so far as reasonably practicable , involves and consults the child at all stages of the adoption process, ascertaining and taking into account his views in a way which is sensitive to, and consistent with his age and understanding† (para.13). b) The child’s particular needs; This factor includes the child’s physical, emotional and educational need as expressed in the checklist and is likely to extend to other needs including social psychological and health. c) The likely effect on the child (throughout his life) of having cease d to be a member of the original family and to become an adopted person, in addition to this statement The United Nation Convention on the Rights if the Child states that it is the fundamental right of every child to belong to a family and Article. 8 of the ECHR the right to respect family life. As with the welfare principle, the court must consider the effects on the child throughout his life. d) The child’s age, sex, background and any of the Child’s characteristics which the court or agency considers relevant. e) Any harm (within the means of Children Act 1989) that the child has suffered or is at risk of suffering. This refers to any harm and not just significant harm The relationship which the child has with relative and with any other person in relation to whom the court or agency considers the relationship to be relevant, including (i) the likelihood of any such relationship continuing and the value to the child of doing so, (ii) the ability and willingness of any of the child’s relatives, or of any such person to provide the child with a secure environment in which the child can develop, and otherwise to meet the child’s needs, (iii) the wishes and feelings of any of the child’s relatives, or of any such person regarding the child. This factor is one of the provisions in the Act that calls on the courts to consider contact. (S.1 (8) (a) allows the views of other important people in the child’s life to be taken into account such as foster and it also includes the child’s birth parents. Moreover, the delay principle is drawn from the Children Act. Section 1 (3) the court or adoption agency must at all times bear in mind that, in general, any delay in coming to the decision is likely to prejudice the child’s welfare. The court draws up a timetable for the avoidance of delay. The Public Outline also has an impact on the overall timescale for a child between care proceedings and final placement. In addition to this Section 1(5) states that in placing the child for adoption the agency must give due consideration to the child’s religious persuasion, racial origin and cultural and linguistic background. The guidance in a circular â€Å"Adoption – Achieving the right balance† re cognised the importance of a child’s ethnic origin, culture and religion as significant factors to be accounted for; noting that placement with a family of similar ethnic origin is most likely to meet the child’s needs as fully as possible†. Adoptions takes a while to process and this allows the Multi-disciplinary agencies time to prepare the family and especially give Emma the support she requires if she is still interested in having Daniel back or not. Studies indicate that when the child is placed for adoption birth parents face bereavement as they face losing their child for good even if it is the child’s best interest. On-going contact help alleviate some of their anguish and bringing them benefits such as reassurance that the child is alright, making the loss of their child easier to accept, helping them to feel more positively about the adoptive parents and seeing a positive role for themselves in their child’s future. Coulshed and Orme (2006) define assessment as â€Å"an on-going process in which the service user participates, the purpose of which is to understand people in relation to their environment; it is the basis for planning what needs to be done to maintain, improve and bring about change †. The five stages of assessment process involve Preparation, data collection, examining the data, data analysis and acting on outcomes of the data analysis. Bell et al (2007) and White (2009) state that a good assessment ensures that the child remains at the heart of the assessment, contains full, brief, significant and precise data, makes good use of information from a range of sources, includes a family and social history and includes a clear analysis. Here I am now examining the data. In the correspondence, it appears that the Benjamin family want to adopt Daniel, whilst both Mr and Mrs Benjamin may be a little old to adopt Daniel; they might be an exception as Daniel is already in their care and he appears to fit in well with the family. One of the Benjamin’s roles in Daniels life is to help him maintain attachment with his mother. They must also help the child to develop healthy and strong new attachments with themselves and then transfer those attachments to the permanent caretakers of Daniel who may be either Emma or adoptive parents. Barbara has good support network in the family, which includes Naseem who has worked as a Social Work assistant and has had good background of meeting the needs of ethnic minority children. Barbara is already an expert in caring for Daniel in the documentation I received it appears she responds to his behaviour and deals with his need on a daily basis. However, I have to carry out an assessment on attachment to determine whether it is advisable that they have such strong bonds as suggested by document A1 received 09.01.12. When assessing attachment between Daniel and the Benjamin family, I would look at Daniel and his environment. I would observe his developmental functions and take note of the behaviour he displays in the home and how he responds to the family. As I observe, I need to look at the interactions with the adults and observe whether Daniel appears relaxed or not. Observing the Benjamin family includes how they react to the Daniels advances; the interactions that they ini tiate with him, disciplinary techniques used in the home and the family’s awareness of Daniel as a separate individual who has needs of his own and not relating all of his behaviour to their needs. Furthermore, I would observe whether Daniel engages in age appropriate activities and is able to express frustration or not. I would be interested in knowing whether Daniel responds appropriately to being apart from Barbra and how he responds upon her return. In addition to this, I would need to know if the environment provides adequate stimulation and safety measures appropriate to Daniel’s age and stage of development. If the case is that Daniel is not receiving support he will become disconcerted, insecure and without self-esteem. Fahlberg (1988), suggested that toddlers aged two should be able to use words like â€Å"me† and â€Å"mine†, point consistently to body parts, combine two to three words, name pictures of common object and follow simple direction. However, Daniel suffers from cytomegalovirus and because of this, his developing is slow and he will need extra care and time for caregivers to meet his needs. It is important that Emma is educated on what it is and what kind of responsibilities is attached to caring for Daniel for a lifetime. According to The National Health Service UK, Cytomegalovirus also known as CMV is part of the herpes virus. CMV is part of the human to human transmissible through close bodily contact. Coughs and sneezes are also possible routes of transmission. There is no current cure for CMV infection however medication can help people with weak immune system; in Daniels case, he was born with what could be medically termed as congenital CMV, children born with it show no signs or symptoms although some eventually develop hearing loss like Daniel. Some of the symptoms these children have are treatable but the children may develop hearing loss and one or more disabilities during the course of their lives. These symptoms may include seizures, problems with physical co-ordination, deafness cognitive difficulties and many more. Fahlberg (1988) propose that Caregivers who understand developmental issues are less likely to be as upset by normal behaviour and more likely to support the child as he struggles with the basic tasks at each stage. They are more readily able to perceive what a child needs to help him grow. Emma Watson made a phone call to Social Services recently. In the conversation, she stated that she wanted her son Daniel, back. Daniel has been in a foster placement with the Benjamin Family. The Benjamin’s would like to adopt him and it appears that Daniel has settled well with the family. According to Rutter, (1989) and Black, (2000), research shows that children end up doing badly when an attachment bonds are disturbed. They suggested that children are to be moved when it is inevitable, in situations such as, when parents die or when they are being placed away from an abusive home they continue and state that it is unjustifiable to move a child from a safe foster home. Bowbly (1951) advised that a child should receive the continuous care of a single most important attachment figure for approximately the first two years of his life. He claimed that mothering is almost useless if delayed until after two and a half to three years and if the attachment figure is broken, during the critical two year period the child will suffer irreversible long term consequences of this loss of the care giver as well as failure to develop an attachment. For Daniel this means that if his bond with the Benjamin’s is disrupted, he will almost fail to thrive in his new environment as he had already formed his attachment with the family. In relation to the phone call made by Emma, I would like to explore further and find out whether Emma has any knowledge on parenting and what she thinks a family entails, I would like to know what Emma knows about Daniels disability and needs. I would investigate on what she knows about Cytomegalovirus and if it results that she is unaware, I would help her expand her learning – build and share library resources, encourage her to be involved with parents groups to access support and community resources and if she wishes, I would look at finding her additional support such as an advocate. An advocate will help to increase resilience and self-efficacy. In addition to this, I would investigate on why she has come to the decision of wanting him back. I would be interested in knowing whether there is any communication between Emma and Daniels father, including people in Emma’s life. I would find out whether they are aware of Daniel and that, he is of the Asian race and I would explore on whether the people in Emma’s life would be able to appreciate Daniels uniqueness, and discretely examine on whether they are aware of his learning disability. I will also be interested in Emma’s living condition, environment, financial situation and lifestyle up to date, if these are not up to standard, attempt to help her have a secure base. Turney et al., (2007), states that an assessment needs careful consideration of the inter-relationship concerning the good and the bad influences in a child’s life i.e. the risk factors that are possible to impact on the child’s health and growth as well as the protective factors. Both Macdonald and Williamson (2002) and Preston-Shoot (2003), suggest that the Assessment Framework for Children in Need and their families demands that each child needs are assessed as well as the aptitude of the parents and the impac t of family and environmental influences on each child’s growth and on the parents capacity to meet the child’s needs. Bell et al., (2007) and Mitchell and Sloper, (2008) advises that assessments of disabled children may involve tailoring of the recording templates to reveal their individual strength, capability and needs and to capture their involvement to the assessment process through their preferred method of communication, this implies that a person is an expert in their own experience. Holland (2010) and Thomas and Holland (2010) put forward that the knowledge of child development is important for good assessment outcomes. Selwyn et al, (2006) and Ward et al., (2010) identified problems while carrying out an assessment on attachment, they claimed that clingy behaviour was misinterpreted as evidence of strong attachment moreover some assessments were based on observation of a few circumstances to be consistent. Jones (2009) and Reder et al., (2003) state that assessment of parents includes capacity to meet the child’s needs and the importance of understanding the basic requirements of par enting and taking into consideration the parent’s ability to change. Moreover Farmer et al., (2008) and Harwin et al., (2003), recommend that psychological assessments are valuable when assessing parenting capacity. It was also their suggestion that one way of testing parental capacity to change parenting behaviour and to give them managed opportunities to change. This is achieved by giving the parents clear objectives of what needs to change and informing them on how this will be assessed, monitored and the time scale required completing the task. Forrester and Harwin, (2008) and Harwin (2009), also propose that motivational interviewing techniques are useful in addressing readiness to change in situations of alcohol or drug misuse. This shifts the decision to change to Emma allowing her to discover her own strength and hidden motivation. According to Farmer et al., (2008) and Harwin and Forrester (2002) the role of fathers and men in the household needs to be examined and Social Workers need to ensure that information about fathers is available whenever possible, as fathers may exert a considerable influence even when they are to living with the child. In addition to this, Social Workers need to take account of the impact of factors related to family functioning and family history. Assessing family functioning provides a basis for a strength-based approach that’s accepts that all adults and children possess the power that can be comprehensive to improve the quality of their lives. Mental Capacity Act S. 1(3) states that, an adult does not lack capacity to make any specific decision unless all practicable steps have been taken to aid him or her to make the decision. Laird, (2010) advises that a vulnerable adult may require advocacy support or communication communicated in other form to be able to participate in decision-making. This relates to the GSCC Code 3.1 â€Å"promoting the independence of service-users and assisting them to understand and exercise their rights. Therefore, Assessment of parental capacity depends on communication. Improving the assessment requires different approach when collecting information; these approaches may include observation, assessing changes in parenting practises, use of validated tools and consideration of previous reports regarding the child and family. Assessment involves gathering of all sort of documented information and records from a range of sources this include medical history, social and developmental history. Consent is sort and confidentiality adhered too. To conduct my assessment successfully, as well as working with Daniel, Emma Watson and the Benjamin family I will be looking at liaising with a multi-disciplinary team, which would involve Social Services, general Doctor and the one who is trained in cytomegalovirus, Occupational therapist, Speech therapist and a mental health worker. These people will assist me to add data to my assessment and contribute to making informed decisions about Daniels future needs. In summary, I would give Emma a chance to prove that she can be a good parent. I will offer her support, information and guidance to what needs to take place, and set targets. I believe that she might not realise the impact of uprooting her son until she is made fully aware of Daniel’s disability needs. In my assessment, I have to prioritise Daniel’s best interest and now, it appears this lies with the Benjamin family who give the impression that they are a dedicated family. Prior to this, Daniel has thrived in t heir care. References 1. Brammer, A., (2010) Social Work Law, 3rd Ed, Harlow: Pearson Education. 2. Bell, M., Shaw. I., Sinclair. I., Sloper. P., and Rafferty, J., (2007) An Evaluation of the Practice, Process and Consequences of the ICS in Councils with Social Services Responsibilities. Report to Department for Education and Skills Welsh Assembly Government. 3. Coulshed, V & Orme, J., (2006) – Social Work Practice, 4th edition, Hampshire, Palgrave Macmillan 4. Department for Health (2005) The Mental Capacity Act. London HMSO 5. Farmer, E., Sturgess, W. and O’Neill, T., (2008) The reunification of Looked After Children With Their Parents: Patterns interventions and outcomes. Report to the Department for Children, Schools and Policy Studies, University of Bristol 6. Fahlberg, V., (1988) Fitting the pieces together. London: British Agencies for Adoption and Fostering. 7. Forrester, D. and Harwin, J., (2008) Parental substance misuse and child welfare: outcomes for children two years after refe rral. British Journal of Social Work, 38: 1518-1535 8. General Social Care Council (2002) Code of practice for social care workers and code of practice for employers. London: General Social Care Council 9. Harwin, J., Owen, M., Locke, R. and Forrester, D., (2003) Making Care Orders Work: A Study of Care Plans and their implementation. London: The Stationery Office. 10. Holland, S., (2010) Child and Family Assessment in Social Work Practice, 2nd Ed. London: Sage Publications. 11. http://www.legislation.gov.uk (assessed on 17.04.2012) 12. http://www.nhs.uk/Conditions/Cytomegalovirus (assessed on 02.05.2012) 13. http://www.simplypsychology.org/bowlby.html (assessed on 17.04.2012) 14. Jones, DPH., (2009) Assessment of parenting. In Jan Horwath (ed.), The Child’s World: The comprehensive guide to assessing children in need. London: Jessica Kingsley Publishers. 2nd Edition. 15. Llaird, S.D., (2010) Practical Social Work Law: Analysing Court Cases and Inquiries, Harlow: Pearson Education 16. Macdonald, G. and Williamson, E., (2002) Against the Odds: An Evaluation of Child and Family Support Services. London: National Children’s Bureau/ Joseph Rowntree Foundation. 17. Mitchell, W and Sloper, P., (2008) The Integrated Children’s System and disabled children. Child and Family Social Worker, 13 (3): 274-285 18. Preston- Shoot, M. (2003) A matter of re cords? Practice, 15(3): 31-50 19. Reder, P., Duncan, S. and Lucey, C., (2003) Studies in the Assessment of Parenting. London: Routledge. 20. Selwyn. J., Quinton, D., Sturgess, W and Baxter, C., (2006) Costs and Outcomes of Non- infant Adoptions. London: BAAF.

Personal Responsibility

Personal Responsibility Personal Responsibility The way you perceive Personal Responsibility can be viewed many ways depending on your ethical perspective in life. We all live by a set of ethics that are instilled in us from birth through adulthood. These ethics contribute to our decision making and how we live our lives. In order to practice personal responsibility in higher education, you must first define what it means to you, the relationship between personal responsibility and college success and have a plan to follow. Even though uncontrolled situations can happen, you must take personal responsibility for your actions because it demonstrates work ethic and shows your character. Definition of Personal Responsibility My definition of personal responsibility is being accountable for my actions and the way I say or do things. By accepting accountability for my actions, I must make decisions that are ethically responsible. Every day we are faced with dilemmas and our peers expect us to react according to what is normal in society. These decisions must be based on integrity, honesty and our overall values. Once we reach adulthood, the expectation is we aspire into responsible adults without being coerced. This requires accepting that I chose the direction for my life and realize who I am. Recognizing how my choices affect me and others who depend on my support is a key factor of my decision making process. Understanding there are consequences for my behavior prepares me for accepting responsibility in everything I do. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter,2000). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one’s situation. Relationship between Personal Responsibility and College Success The relationship between personal responsibility and college success is the ethical choices I make while pursing higher education. In order to be successful in college, I must take personal responsibility for my actions. Students entering college are expected to demonstrate skills that will lead to success. It takes motivation and sincerity to endeavor the challenges and responsibility associated with continuing your education. According to Colby and Sullivan (2009) there are five key dimensions of personal and social responsibility. â€Å"In Striving for excellence: developing a strong work ethic and consciously doing one’s very best in all aspects of college, cultivating personal and academic integrity: recognizing and acting on a sense of honor, ranging from honesty in relationships to principled engagement with a formal academic honor code. Contributing to a larger community: recognizing and acting on one’s responsibility to the educational community and to the wider society— local, national, and global. Taking seriously the perspectives of others: recognizing and acting on the obligation to inform one’s own judgment; engaging diverse and competing perspectives as a resource for learning, citizenship, and work. Developing competence in ethical and moral reasoning: developing ethical and moral reasoning in ways that incorporate the previous four dimensions, and using such reasoning in learning and in life. (p. 24). As a college student, I must take personal responsibility in making sure I succeed. Since I have set the goal of continuing my education, the duty to myself is success. Preliminary Plan The choices I make on a daily basis can impact my success, therefore I must have a plan. My plan is to stay well engaged in my education by working with my academic counselor, attending class regularly, sta ying involved in class discussions, learning better time management skills and completing assignments on time. According to American Federation of Teachers (2011), â€Å"to further their own success, students must be responsible, among other things, for attending classes and keeping up with their coursework. Students must understand that the minimum time commitment required for success in their courses is generally two hours on top of every classroom hour. Engaging professionals in discussions about students’ coursework and their educational and career goals. It is imperative that students regularly seek out faculty, academic and career counselors outside of class. Periodically taking a hard look at their academic and career goals, the time commitments they undertake and the state of their finances to ensure that they develop a program of study that has a good prospect for success. † (Students). My weakest area is time management. Being a single mother of three children, working full time and managing a household is more than a lot of people could handle. In order to take control of these factors in my life, I have started planning ahead and created a biweekly schedule for the entire family. This schedule helps me keep track of upcoming class projects, my work schedule and my children’s activities. I have found this plan to be effective and proficient in keeping my schedule under control. (Ellis, p. 14, 2011). By planning a week or month at a time, you get a bigger picture of your multiple roles as a student, employee, and family member. With that awareness, you can make conscious adjustments in the number of hours you devote to each domain of activity in your life. For a plan to be effective, you must measure the results for success. To help keep me engaged with my academic goals, I have developed a strategy of keeping in constant contact with my academic advisor. I speak with my advisor about the required courses I need to fulfill and a time based goal for achieving this accomplishment. My classes currently require that I participate four days per week, however I devote more time to the classroom. I have also found that doing more than the required work for a class can give you a better understanding of the material. The schedule that has been created for me and my family is updated and evaluated weekly to ensure we are meeting our objectives. Conclusion In conclusion, although uncontrollable situations can happen, you must take personal responsibility for your actions. There may be classes or assignments I don’t enjoy but I must focus and find my strengths in that area. Sometimes life requires you to accept challenges that were not anticipated but good work ethic will discipline you to accept those responsibilities. The projects may not always be interesting but completing them is a true demonstration of your character. Accepting personal responsibility demonstrates strong work ethic and commitment to college success. Creating a plan to help you strategize practicing personal responsibility shows your commitment to success in college. References Colby, A. , & Sullivan, W. M. (2009, Winter). Strengthening the Foundations of Students' Excellence, Integrity and Social Contributions. Liberal Education, 95(1), 22-39 American Federation of Teachers. (2011). ERIC. Retrieved from http://www. eric. ed. gov/contentdelivery/servlet/ERICServlet? accno=ED518097 Ellis, D. (2011). Becoming a Master Student (13th ed. ). Retrieved from The University of Phoenix eBook Collection Personal Responsibility There are different aspects involved in personal responsibility. These aspects need to work in harmony in order to have a successful outcome in achieving your goals. They include being accountable, setting priorities and being in control of your domestic obligations. Applying personal responsibility is a vital component of educational success and with that success, a chance for personal growth and increased economic stability occurs. Personal responsibility correlates with college success as it connects to every aspect of life, academic or otherwise.When a student is personally responsible, they demonstrate the ability to manage their time, and to e accountable to their professors, their peers, and most importantly, to themselves. Accountability As humans, we are accountable for all our actions. In terms of college success, being an honest student and having integrity support this. It is a student's moral obligation to uphold to your professors and your peers. The college campus and classroom, as well as all other academic areas, are communities where students not only learn independently and from an instructor, but from each other.In this way, as members of this community, we share with one another. The idea of accountability does not stop at our peers and professors. As students, we make ourselves accountable and responsible for being the best possible version of ourselves. In his commencement speech at Morehouse College, President Obama stated that, â€Å"the spirit of excellence, hard work, and dedication and no excuses,† (Obama, 2013) are requirements for success. This quote perfectly summarizes one of the major tenets of my definition of personal responsibility: living up to the best version of yourself.Proportioning As a student, you have a personal responsibility to complete your assignments, papers and exams. In order to be successful with this, you need to be able to strike a throng balance with how you manage your study time. Everyone has diff erent learning styles, and it would be beneficial to explore your strengths and weaknesses and seek help when needed, e. G. , by Joining study groups or academic workshops to prepare for upcoming exams. Being disciplined, diligent and honest with your approach to your education is your formula for academic success.Being accountable means that you will have to prioritize certain activities over others. Proportioning means deciding which tasks deserve and require most of your energy and attention at a given moment. To master this skill would be a great advantage to anyone, as it aids in time management and helps you achieve your long-term goals. Even the most organized people sometimes risk running out of time before their most important tasks has been completed. In his guide to becoming a successful student, physics Professor Richard Silverman at Western Kennedy University states, â€Å"[successful students] are good time managers.They know that time control is life control and have consciously chosen to be in control of their life. † (Silverman, n. D. Peg. L) According to Proportioning Techniques Save Your Time and Energy (2007), who gives helpful advice on proportioning with the 80/20- rule. It states, â€Å"One key reason proportioning works and works well is the 80/20 rule. The States 80 percent of our typical activities contribute less than 20 percent to the value of our work. Therefore, if you do only the most important 20 percent of your tasks you still get most of the value.Then, if you focus most of your efforts on those top value activities, you achieve much more than before, or you will have more time to spend with your family. † This quote illustrates how proportioning and accountability go hand and hand. Because of organizing time according to the order of importance, your family and friends will now that you prioritize your schoolwork above everything else; they will trust you and know that you are a responsible individual. Control a nd Management of domestic obligations: Paying bills on time and managing your finances is equally as important as managing time.Running a home is a lot like running a business, as the same principles apply. With everything in life, you still need personal gratification and enjoyment in doing it. Many college students of today go to school while taking care of a family. Both of these things might seem like it is impossible to do, but proper management might ease stress, and allow you more time to yourself. This in turn will make you feel accomplished and motivate you to continue to balance out the two areas of your life.In the article Paying for College: A Lifetime Proposition they wrote, â€Å"College is, in fact, a long-term investment returning financial and personal benefits that extend over a lifetime, but our society is ill-prepared, either psychologically or institutionally, to think of paying for college in lifetime terms † (McPherson & Skinner, 1986,Para. 29-36). It s uggests that the realization and understanding that applying arsenal responsibility to protect the investment you make with your education is vital.One way to prepare is to research all resources available whether it is scholarships, federal and state grants or student loans. However, if you intend to apply for a student loan, let it be the last option you choose because after completing your education, you will still have that financial burden and debt to repay. Despite how expensive it can be to pay for school, the results can be very rewarding. The knowledge and experience you receive will be priceless. Coming up with ways to implement these tactics is easier said than done, but here are many resources open to all kinds of students today.If you are having trouble with a class, it will be advisable to ask your instructor for additional help during office hours, or ask fellow classmates to arrange a study group. If it is available to you, tutoring assistance could also be a huge he lp. Avoiding procrastination is a goal for most students, but many fail to fall into its traps. One solution would be to, disable all electronic devices that can potentially distract you from your work, or you can download an extension that can temporarily limit your access to non-academic websites.In conclusion, although the balance between personal responsibility and educational success is established, taking personal responsibility can have a positive impact on college success for two main reasons. Demonstrating personal responsibility will have positive outcomes on how you manage your time as a student. Because you know that as a student you are accountable to your school community, you will take your work more seriously. By learning how to balance your schoolwork crosses over to the other areas of your life, and teaches you how to be expansible in terms of those areas as well. Personal Responsibility Personal Responsibility Essay GEN/200 Month Date, Year Professor Week 5: Personal Responsibility Essay: Final Draft To achieve academic success, students must practice personal responsibility through effective time management and communication. Personal responsibility also can be referred to as Accountability that is defined by Merriam-Webster as â€Å"the quality or state of being accountable; an obligation or willingness to accept responsibility or to account for one’s actions. † http://www. merriam-webster. com/dictionary/accountability.In my own words, being responsible is the same as being honest with oneself and possessing the honor and integrity to own up to all your decisions and accepting each consequence if one decides whether or not to follow through. Eleanor Roosevelt was quoted for saying; â€Å"In the long run, we shape our lives, and we shape ourselves. The process never ends until we die. And the choices we make are ultimately our own responsibility. â € Ã‚   http://www. goodreads. com/quotes/tag/personal-responsibility. I agree with Eleanor Roosevelt because I control my own destiny.It is up to me to know the difference between right and wrong and make a wise decision. I know that any decisions I make will come with results. Results that I must maintain a focus mind on no matter what the consequences may be as well as understanding how it could affect the ones around me. A preliminary plan to practice personal responsibility in my education would be time management. I want to concentrate on this area because as a student and in education I need to be able to have a better regiment as far as time management goes.Steinbrook (2006) stated: â€Å"The concept of personal responsibility in health care is that if we follow healthy lifestyles (exercising, maintaining a healthy weight, and not smoking) and are good patients (keeping our appointments, heeding our physicians’ advice, and using a hospital emergency department only for emergencies), we will be rewarded by feeling better and spending less money. † This article is relevant because it demonstrates how individual behavior incorporating time management with appointments, work outs, specific lifestyles and eating habits can lead to positive results.To stay successful with deadlines and managing time I currently have implemented a to do list by my bed side each night, syllabus with different color highlighters as well as 2 different calendars which could be updated from any of my personal handheld devices. Personal responsibility is essential for clear communication. Most of us unfortunately live our lives in a place of insecurity. If we are not willing to take responsibility for our own insecurities then our communications are not true nor clear. In doing so, we are basically teaching other people to respond to us in an unclear way.Mathias  Dewatripont and Jean  Tirole (2005) stated: â€Å"Finally, in the realm of supervisory decision ma king, a similar observation is that personal responsibility enhances the receiver’s cognitive work. † This article is relevant because it demonstrates the different characteristics communication has pertaining to the sender and the receiver. Keeping in mind that this communication transfer is based on information gathered without the knowledge of knowing if it is true or not. Therefore, I need to focus on proactive listening and taking in all I hear without bias.With taking responsibility for the quality of my thinking I can then put myself in a position of being open, honest and without fear to everyone around me. I know that in implementing this secondary plan I will have created positive new behaviors to my daily life routine to ensure success in my education. In conclusion, although life can sometimes present itself with many different obstacles making it difficult to maintain and achieve set deadlines, personal responsibility is vital in order to maintain college s uccess for two main reasons.First, it teaches you communication and being on time. But most importantly, it shows dedication and determination while being responsible for one’s own actions and behaviors. References: Steinbrook, R. (2006, August). Imposing Personal Responsibility for Health. The New England Journal of Medicine, 355(8), 753-6 doi:10. 1056/NEJMp068141 Dewattripont, M. , and Triole, J. (2005,December). Modes of Communication. The Journal of Political Economy, 113(6), 1217 – 1238. doi:10. 1086/497999 Personal Responsibility Personal Responsibility Essay GEN/200 Month Date, Year Professor Week 5: Personal Responsibility Essay: Final Draft To achieve academic success, students must practice personal responsibility through effective time management and communication. Personal responsibility also can be referred to as Accountability that is defined by Merriam-Webster as â€Å"the quality or state of being accountable; an obligation or willingness to accept responsibility or to account for one’s actions. † http://www. merriam-webster. com/dictionary/accountability.In my own words, being responsible is the same as being honest with oneself and possessing the honor and integrity to own up to all your decisions and accepting each consequence if one decides whether or not to follow through. Eleanor Roosevelt was quoted for saying; â€Å"In the long run, we shape our lives, and we shape ourselves. The process never ends until we die. And the choices we make are ultimately our own responsibility. â € Ã‚   http://www. goodreads. com/quotes/tag/personal-responsibility. I agree with Eleanor Roosevelt because I control my own destiny.It is up to me to know the difference between right and wrong and make a wise decision. I know that any decisions I make will come with results. Results that I must maintain a focus mind on no matter what the consequences may be as well as understanding how it could affect the ones around me. A preliminary plan to practice personal responsibility in my education would be time management. I want to concentrate on this area because as a student and in education I need to be able to have a better regiment as far as time management goes.Steinbrook (2006) stated: â€Å"The concept of personal responsibility in health care is that if we follow healthy lifestyles (exercising, maintaining a healthy weight, and not smoking) and are good patients (keeping our appointments, heeding our physicians’ advice, and using a hospital emergency department only for emergencies), we will be rewarded by feeling better and spending less money. † This article is relevant because it demonstrates how individual behavior incorporating time management with appointments, work outs, specific lifestyles and eating habits can lead to positive results.To stay successful with deadlines and managing time I currently have implemented a to do list by my bed side each night, syllabus with different color highlighters as well as 2 different calendars which could be updated from any of my personal handheld devices. Personal responsibility is essential for clear communication. Most of us unfortunately live our lives in a place of insecurity. If we are not willing to take responsibility for our own insecurities then our communications are not true nor clear. In doing so, we are basically teaching other people to respond to us in an unclear way.Mathias  Dewatripont and Jean  Tirole (2005) stated: â€Å"Finally, in the realm of supervisory decision ma king, a similar observation is that personal responsibility enhances the receiver’s cognitive work. † This article is relevant because it demonstrates the different characteristics communication has pertaining to the sender and the receiver. Keeping in mind that this communication transfer is based on information gathered without the knowledge of knowing if it is true or not. Therefore, I need to focus on proactive listening and taking in all I hear without bias.With taking responsibility for the quality of my thinking I can then put myself in a position of being open, honest and without fear to everyone around me. I know that in implementing this secondary plan I will have created positive new behaviors to my daily life routine to ensure success in my education. In conclusion, although life can sometimes present itself with many different obstacles making it difficult to maintain and achieve set deadlines, personal responsibility is vital in order to maintain college s uccess for two main reasons.First, it teaches you communication and being on time. But most importantly, it shows dedication and determination while being responsible for one’s own actions and behaviors. References: Steinbrook, R. (2006, August). Imposing Personal Responsibility for Health. The New England Journal of Medicine, 355(8), 753-6 doi:10. 1056/NEJMp068141 Dewattripont, M. , and Triole, J. (2005,December). Modes of Communication. The Journal of Political Economy, 113(6), 1217 – 1238. doi:10. 1086/497999

Method for Business Essay Example | Topics and Well Written Essays - 500 words

Method for Business - Essay Example Interval estimates are often desirable because the estimate of the mean varies from sample to sample. Instead of a single estimate for the mean, a confidence interval generates a lower and upper limit for the mean. The interval estimate gives an indication of how much uncertainty there is in our estimate of the true mean. The narrower the interval, the more precise is our estimate (Snedecor and Cochran, 1989). Confidence limits are expressed in terms of a confidence coefficient. Although the choice of confidence coefficient is somewhat arbitrary, in practice 90%, 95%, and 99% intervals are often used, with 95% being the most commonly used. The first one, the 95% confidence interval, is wider. The intuition is the more the percentage of confidence interval, the wider the boundaries obtained. If we consider the Gauss bell or normal curve, as the point of analysis, when the limits are closer to the mean, the interval confidence is narrower (90% compared to 95%). There is statistical evidence to support that the average number of items processed is 10.5 per minute, with a significance level of 5%.

Points of Access citizens have in the American Government Essay

Points of Access citizens have in the American Government - Essay Example These three outlets are chosen because they seem to be the most efficient approaches to letting American government know about the grievances of its citizens. There are broadly two kinds of demonstrations: there are peaceful and non-peaceful demonstrations. In the United States, peaceful demonstrations are mostly carried out by special interests groups, disgruntled workers, angry people from the same communities, unpaid workers, and topical issues opponents. Since the inauguration of Obama Administration, several peaceful demonstrations or protests have been carried by those who felt that his Government was moving off course: they include protests against Health Care reforms, Abortion issues, Big government spending and several other testy issues that divide or unify Americans. The main merit of peaceful demonstrations is that they are not often dispersed by the jaded police, since it has no immediate dangers to the public safety and would not disrupt usual business activities (Holbrook 4)1. It may be difficult, at times, to precisely detect the efficiency of a demonstration, but there is no doubt that it is an open expression of displeasure at the US Governmental policies. And it is always true that the particular section of the government affected by the demonstrations often take into consideration what the demonstrators are fighting for. When peaceful, a demonstration can attract an unbelievable number of people who shared in the same urgency to make their voices heard against a typical injustice or mismanagement of public limited resources. The courts in the United States have been described as the last resort for common men: in other words, anyone who feels that his/her fundamental rights have been breached, or has been cruelly treated against the dictates of the US Constitution, can seek legal redress in any of the courts in America. Structurally, these courts range from the Municipality Court to the Circuit Court, Appeal Court