I’M Black You’Re White Who’s Innocent Essay

Summary: This paper is based on an article called â€Å"I’m Black You’re White Who’s innocent† by Shelby Steel. The article takes a position that is against affirmative action because it takes the independence away from people of color. The article â€Å"I’m Black, You’re White, Who’s Innocent?’ is an analysis of the black and white racist situation that America has been facing. It is a claim to the fact that both the groups have created the racist situation. Some whites accept that the racist attitude that enforced slavery was due to the fact that whites in ‘innocence’ felt they were superior to blacks. The pursuit of power-convinced them they were entitled to it. Once convinced it was easy to believed in innocence. Conversely, they were morally secure in their actions which led to centuries of subjugation. Their power was derived from the innocence, and that is why Steele called it ‘innocence is power.’ Thus, racial struggle becomes the struggle of innocence. In the 1960’s more whites began to realized they were not so innocent and so began the loss of power. With that realization there seem to be a transfer of power to black people, as they became the ‘innocents’. Guilt, shame, innocence, and power all became integrated to leaving behind the factor we call racism’. Shelby Steele is an English professor and widely read author who taught at San Jose State University for 20 years before taking a position as a fellow of the Hoover Institution at Stanford University. Steele claims that affirmative action is a double-cross of black Americans and he loathes affirmative action. Affirmative action presents a sense humiliation; a Faustian bargain presented to minorities, for the hypocrisy and shameless self-congratulation it brings out in its white supporters. Steel believes the victimized self-image of blacks, slows individualism, initiative, and diminishes one’s sense of possibility, while contributing to the demoralization of this ethnic group. In many ways Shelby Steele, makes a strong case against affirmative action . One testament of this, according to Steele is the good will of the whites towards the blacks whose effect can’t be seen until years later when it shows to be more harmful than beneficial. In the 1960s, whites were confronted with their racial guilt and blacks for the first time blacks felt empowered. In this stormy time, white absolution and black power coalesced into virtual mandates in the law. In the later 60s and early 70s these mandates escalated from simple anti-discrimination enforcement to social engineering by means of quotas, goals, timetables, set-asides, and other forms of preferential treatment. This shift was due to the white mandate to achieve a new racial innocence and the black mandate to gain power. In my opinion I believe Steel was saying that whites were trying to clear their guilt by repairing the damages from the past by allowing black the appearance of more access to white societies basics rights†¦ such as being able to get a good job , better educa tion and better housing. Conversely, many years later it allowed racism to fester within society causing more harm than good. One example Shelby Steele used was the rate of job advancement. He attributes the differences between black rates of advance and those of other minority groups to white folks’ pampering. Most blacks, Steele claims, make it on their own as voluntary immigrants have done–were they not held back by devitalizing programs that presented a picture of one’s self as as somehow dissimilar to and weaker than other Americans. The claim remains that progress depends upon recognition of black-white sameness. Steele argues, black America has adopted a model of morals in which it preserves the legacy of slavery and segregation in order to keep white America feeling guilty. I completely disagree with that comment because I feel that black people only want those would be oppressors to understand that it has been a struggle and by remembering where we have been will prevent things from going back that way. The oppression of blacks in the United States was the worst case of oppression in human history, and not discounting the American Indian. At the end of such a period, the formerly oppressed get busy building a new nation, and they develop a nation-building ethic. Those ethics value individuals who sacrifice for the good of the group and work hard to develop the talent and skills necessary to close the achievement gaps that naturally exists at first between the liberated groups and their former oppressors. Unlike other historical cases, blacks remain in the same society with their former oppressors. As white America faces past inequalities, they buffer it by making promises to eradicate poverty through large-scale federal programs. Steele does not dismiss the legacy of slavery and persecution, and the economic and social subordination of black people as a responsible force leading to affirmative action in the first place. If anything, he argues that affirmative action, is society’s repayment. Steele argues loudly that over the long run policies based on racial preference serve only to prolong the social and economic disparity between whites and minorities. His position is that blacks will have to lift themselves out of poverty by dint of hard work, perseverance, and patience. Some blacks would disagree with that comment, but I for one believe that is the only way. reveling in self- pity will get you nothing and nowhere fast. In his essay he states that today, most racism exists in the heads of people. They perceive themselves such that they become the perception. A white man sees a black and is immediately reminded of his guilt. The black remembers his innocence and the two combine to form a relationship that is ‘perceived’. Actions are based on imaginary perceptions prolonging the condition. The ‘victimization’ criteria that the blacks are so fond of is not an escape, rather, it is a bargain made that has recuperations that no one ever thought possible. The blacks in their victimization have become slaves to the guilt of the whites and thus, are still oppressed. The bargain they made was a necessary one at the time yet, today it chains the two segments of society in bonds of slavery making the bargain one that Steele calls ‘Faustian’. Seemingly powerful, it actually takes from them the power to be independent. It makes them lack the initiative to aim for something more than that which is handed out by the whites. I’m black, you’re white, who’s innocent? Race and power in an era of blame By Shelby Steele Retrieved June 1, 2012 http://www.harpers.org/archive/1988/06/0023431

Every Child Must Be Trained for the Future (Article with Examples)

Every child must be educated and equipped with the skills that will let him thrive in the economy of the future, said Education Minister Heng Swee Keat. While Singapore has built an education system admired for its high student achievement rates and top-notch teaching force, it must now align its system to cope with the fast pace of globalisation, technological change and innovation. The world economy will become even more complex and jobs do not have clearly defined boundaries, Mr Heng told an audience of 200 participants at the Singapore Conference here on Wednesday. Elaborating, he said that the line between manufacturing and services has blurred. And both are also overlaid with the digital economy, he added, noting for example that IT giant Apple sells ‘an experience, not just a product'. On how technology is changing swiftly, he noted how the Human Genome Project, started in 1990, took 13 years and nearly US$4 billion to complete. But last month, a private company in California announced a machine that will map an entire genome for US$1,000 (S$1,250) in one day. A more complex economy means a greater variety of different jobs will exist, requiring a wide range of skills. Said Mr Heng: ‘Hence, to prepare our students for the future, it is critical for us to have some notions of the variety and demands of the jobs of the future. The education system can then tailor the right skill sets for each individual. ‘Not all the jobs will require academic degrees. Indeed, in many areas, practical, hands-on skills are valued. ‘ He added that aligning education to industry needs as Singapore does with its universities, Institute of Technical Education and polytechnics will continue to be critical. But in whatever area, deep skills, high standards and strong motivation will be needed. ‘ A strong focus on science, technology, engineering and maths in education should be preserved, he said. Mr Heng also touched on the diversification of the school system over the last few years, explaining the need to create multiple pathways for students to excel. But this does not mean everyone gets to do the course of his choice, as the programmes are compe titive to ensure standards, he added. It is also critical to equip students with the basic knowledge and motivation to be lifelong and adaptable learners and have other 21st century skills such as information and communication know-how, critical and inventive thinking, and civil literacy and cross-cultural skills. Ultimately though, he said, the best policies alone are not enough. Ministry officials and school leaders must be clear about the principles and there must be ‘fidelity of implementation'. All parts of the education system must support the policy implementation, including the teachers, parents and even the physical facilities of a school. Educators will remain key to the structure. ‘No system of education can be better than its teachers,' he said. During his visit here over the past week, American officials have heaped praises on the Singapore education system and during the panel discussion following his speech, similar responses flowed. Panellist Linda Darling-Hammond, a Stanford University professor in education, said the US could learn from Singapore's teacher recruitment and development process. Praising the Singapore Government's policy of paying teachers ‘top dollar', she noted that by comparison, the US paid its teachers ‘much, much less than other college graduates'. The deep cuts in education spending in the US, she warned, would leave the country behind while other countries like Singapore forged ahead with their investments in education. Co-panellist Joanne Weiss, chief of staff to US Education Secretary Arne Duncan and who visited Singapore schools last year, said she was impressed by the ‘culture of continuous improvement' in education. ‘Singapore policymakers go out, identify the best practices and bring it back and adapt them to the context of the country. They then replicate them across the schools in the country. ‘

International Law Essay Example | Topics and Well Written Essays - 750 words

International Law - Essay Example As to ancient Rome, it was an empire that absorbed many of the western independent nations. When the empire fell, however, many of the rules and laws it imposed in commerce and in other areas also faded away. Nevertheless, many of the rules and principles of international law took root in the ancient Greco-Roman systems although such rules and principles were often employed as rules of religion and laws for international relations of one state with foreign states forming part of its municipal law. A. Ancient Greece Although the Greeks did not foster close relations with its neighbors, it had to deal with its components, the city-states, which are independent from each other. Each of the city-states (or polis) comprising Greece had their respective economic and political systems. Each was considered a religious community and the rules and laws that characterized their relationships were called religious obligations and not laws (Bederman 2001:33) Some of these were: the avoidance of w ar; if unavoidable, should be commenced only through a declaration; heralds or messengers not to be harmed; fallen soldiers in battles entitled to burial; in the event of a city’s capture, refugees in temples to be spared; prisoners of war cannot be killed, but only ransomed, enslaved or exchanged; priests and seers also to be spared (Kaczorowska 2010:8). Moreover, it was Greece that first developed a highly sophisticated system of arbitration and proxeny (state hospitality), which is the basis of diplomatic immunity (Kaczorowska 2010:2). Associations and federations were also periodically formed among city-states for the purpose of establishing non-interference agreements, full citizenship grants, offensive and defensive alliances or for religious reasons. With respect to other states, however, ancient Greece was in a perpetual state of war due to its experience in the Persian Wars in 500-479 BCE, when Persia invaded and captured its colonies (Bederman 36-37). B. Ancient Rom e Rome, which is considered the most influential of all ancient civilizations, entered into treaties with neighboring Latin states, but once it started to expand its empire it employed the principles of jus fetiale and jus gentium in conducting relations with foreign states. Jus fetiale are religious laws that governed wars. Wars must be underpinned by a reason, otherwise they are unjust. Jus gentium or the law of tribe, on the other hand, governed Rome’s conduct with non-Romans and the conduct of Roman citizens with non-Roman citizens. This body of laws was made up of norms and concepts that were believed to be common and acceptable to both Romans and non-Romans. It primarily regulated the relations between private individuals and was first crafted by the praetor peregrinus or special magistrate. Jus gentium has greatly influenced the European legal systems and public international law (Kaczorowska 2010:3). In addition, the doctrine of natural law, believed to have anteceded human rights, was first created by the Stoic philosophers of ancient Greece and was subsequently adopted by the Romans. This doctrine is underpinned by the existence of right reason as something inherent in man and nature and therefore, capable of being discovered (Kaczorowska 2010:9). C. Conclusion: Greco-Roman Influence on the UN Charter The avoidance of war as well as the principle of just war, which first appeared in ancient Greece as religious obligations and in ancient

How Lijiaxia hydropower plant disturbs Kanbula forest ecosystem Term Paper

How Lijiaxia hydropower plant disturbs Kanbula forest ecosystem - Term Paper Example Huge mountains extend from the forest with trees covered resembling a sea of forest. The are deflated hills around the Kanbula Forest that are formed due to erosion from wind and sand. The hills are called red cloud landforms (China Ecotourism 2009). Amid the mountains, the weather of the forest change frequently. The forest does not experience four distinct weathers, but the hot and cold weathers that it experience are divided into two quarters. Cold seasons at the forest features cold, windy and dry air. Warm season features monsoon and warm and humid air. The forest’s tough topographical features form a role of microclimate. According to meteorological data records, the average temperature of the forest is l-2.9. The warmest month (July) has a daily temperature of 11.5-13.4. The coldest month (January) has average daily temperature -12-10.1. 3-9 month average is temperature of 7-8.4 â„Æ'; stable over time through 0 â„Æ' for 190 days; plant growing period mean diurnal temperature 13.l â„Æ', frost-free period is about 120 1 134 days; ≠¥ 0 â„Æ', ≠¥ 5 â„Æ', ≠¥ l0 â„Æ' accumulated temperature were A 1500 â„Æ' 1800 â„Æ', 1300 â„Æ' for a 1700 â„Æ', 900 â„Æ' for a 1100 â„Æ'. 2 622-2900 hours of annual sunshine hours, global solar radiation 609-647 kJ / cm. Annual rainfall is 450-490 mm, annual evaporation 1923 mm. Annual average wind speed 19 meters / second, more concentrated in the January-April. Kanbula forest’s soil has five categories. First type is alpine shrub meadow soil that is found at the altitude between 3600 and 3900 meters. Second is the upland meadow shrub soil that is found at an altitude between 3200 and 3700 meters. Third is the grey cinnamon soil that is found at 2600 and 3400 elevation. Fourth type is the chestnut soil that is found at an altitude of 2600 and 2800 meters. Fifth is the grey desert soil that is found at an elevation below 2400 meters (Qinghai Forest Survey Records). Huge mountains extend

Project Management Mock Exam Paper Essay Example | Topics and Well Written Essays - 2500 words

Project Management Mock Exam Paper - Essay Example â€Å"The benefit of utilising and understanding Belbin Team Roles is that not only do we learn more about ourselves, but also a lot about our work colleagues and how to get the best out of them† (â€Å"Belbin Team-Role Theory,† 2011, pgh. 3). In Belbin’s theory, his specified team roles help delineate what kind of worker each person is within a group setting at work. It is obvious from the â€Å"Belbin Team-Role Summary Sheet† that every individual contributing in a group—either as a plant, a resource investigator, a coordinator, a shaper, a monitor evaluator, a teamworker, an implementer, a completer finisher, or a specialist—has particular strengths and weaknesses (2011, pp. 1). ... Teamworkers are People-Oriented Roles. Teamworkers want to make the flow of the group smooth, and will do anything to be cooperative. In fact, they will go out of their way to make any project operate like a well-oiled machine. Teamworkers are diplomatic. Not only do they avoid friction and drama, but they try to build a team instead of break it down. Typical teamworkers will always try to repair any fractures within the infrastructure of the team. Teamworkers are good to have around because they are beneficial alliances in the event that other workers are upset with the manager. Specialists are Thought-Oriented Roles. Specialists are self-starting, dedicated types who evaluates research. Additionally, this person finds specialized information that is difficult to find. The weakness of a specialist is that he or she tends to get weighed down in technicalities. These prevent him or her from becoming an integral part of any team. Although the specialist’s skills are invaluable, he or she might have to be dropped from the team if he or she cannot get past the fact that it is important to coordinate with the other team members. Without doing this, the team will not be supported and could have other additional problems—thus ruining the teamwork. iii) Imagine an unbalanced team was formed in the group project, e.g. lack of one group type in the project team. What happens then? (329 words) Basically, Belbin’s theory of team-roles definitely seemed to make sense. Even in the face of an unbalanced team, various people can step up into place in order to take leadership in the team. One of the group members on the team who would be a specialist—having specific knowledge about the activity trying to be

To what extent does your workplace conform with the requirements of a Essay

To what extent does your workplace conform with the requirements of a learning organisation - Essay Example The organisation mainly works around the parameter that sustainable living must be promoted and that science and technology should be harnessed in the most effective way in order to achieve this purpose. I believe that DERM, my organisation, is a learning organisation. I will explain in this paper why this is so. In order to demonstrate that the Department of Environment and Resource Management is a learning organisation, it is necessary to provide some form of benchmark or standards that would set clear requirements and criteria to credibly assess DERM’s organisational capability in the context of the learning organisation concept. For this purpose I have collated some authoritative insights from experts and academics. What is a Learning Organisation? According to Forest, a learning organisation is one that purposely applies its resources towards â€Å"the acquisition of knowledge about itself and its environment† and is continually expanding its capacity to meet prese nt and future challenges with increasing sophistication and success. (p391) Central to this definition is the idea that the organisation can learn and not some individual employees or groups of employees, the management, and so forth. The organisation is recognized to have the capability to acquire knowledge and use it for its own good. Another interesting insight that adds dimension to the learning organisation concept is the variable of change or the concept of organisational change as suggested by many academics. For instance, Caldwell (2006) stressed that learning organisation is a model of a team approach to change agency and organisational change because it views organisations â€Å"not as highly formalized hierarchical structures, but as macro-systems and micro-processes of learning and knowledge creation that give primacy to leadership and change agency at all levels.† (p155) The organisation in the entire process is characterized by all employees who work together as a whole – cooperating, coordinating and collaborating – acquiring knowledge and applying them for common organisational goals. This point of view has been supported by Rosell (1995) who explained that a learning organisation is able to adapt over time to changing conditions in a way that is productive to itself and its members by having the so-called â€Å"distributive intelligence†, which calls for horizontal information flow and less vertical decision making. (p83) Senge (2006), one of those credited to have brought the learning organisation concept to mainstream attention, talked about the role that people/employees play in this framework. According to him, the learning organisation is a place â€Å"where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free and where people are continually learning how to learn together.† (p3 ) Lunenberg and Ornstein (2007) summed up the five disciplines posited by Senge that collectively create the learning organisation. These are: Personal mastery: the process of personal commitment, vision, excellence, and lifelong learning. Shared vision: Sharing an image of the future one want to realize together. Team learning: The process of learning collectively. Mental models: the ingrained assumption that influence personal and

Case asalysis Assignment Example | Topics and Well Written Essays - 750 words

Case asalysis - Assignment Example 12 percent of the respondents claim they would immediately consult a health care provider if the option of a weight-loss prescription drug was available. The results of the clinical trials are also pretty encouraging. All these aspects have prompted CSP to seek a nod from the Food and Drug Administration’s (FDA) approval for manufacturing and marketing Metabical. Two major decisions pertaining to packaging and pricing of Metabical still need to be taken. Both these decisions are to be taken by Barbara Printup, senior director of marketing for CSP. The company expects Metabical to be approved as a 12-week treatment plan. CSP contemplates that a days-of-the-week, ‘blister’ style wrap up would be the optimal package for the drug. The quantum of medicine to be put in one pack is dependent on the price and paying capacity of the target market. The final decision on pricing is to be taken on one of the three models; competition based pricing, mark-up pricing and value based pricing. In the ultimate analysis, these important decisions would determine the demand (unit value) for Metabical. Market research suggests that the condition of being overweight is all pervasive. It affects people of all demographic profiles. Both men and women, young and old are overweight. Thus CSP can segment the potential Metabical consumers on various segmentation variables including demographic, socio-economic and behavioral. CSP can use multiple criteria to segment the customers. At the outset the behavioral segmentation can be deployed to identify the customers who are willing to avail the benefit of weight loss. Printup has valuable information on important parameters like age, gender, education level, income level and prevalence of obesity in the United States. This data will enable Printup take an informed decision on segmentation of customers. Printup has reasons to

Students Debt Crisis in America Research Proposal

Students Debt Crisis in America - Research Proposal Example Of the outstanding debts, only 60% have plans of repaying while the rest either ask for loan forgiveness or default indicating that the students are in financial distress. The debt crisis in America calls for long term solutions. This will suggest solutions to the ever-increasing student debt crisis in America Solutions to the student debt crisis lie with the federal government policies that address student loans and their associated problems. Several people proposed policies that are helpful in handling the debt crisis among American students. The proposed Responsible Student Loan Act should be implemented to help in dealing with the problem of the debt crisis among the federal students. This Act was reset to include the percentage determined by the education secretary that covers administration and borrowers benefits. This plan focused on the interest rates that are related to the needs of the borrowers. It also sought to cap the federal subsidized loan by 6.8% while the unsubsidized loans and the parent loans capped at 8.25%. This Act also proposed that the education secretary in America should reissue the PLUS loans and the federal Stanford (Federal Reserve Bank of New York 102). The US government should reform the bankruptcy code that is currently offering financial distress to the loan borrowers both at the individual and business level. The code must reformation in order to allow the students and the business people to expunge their debts and restart their projects. The fresh start of their lives is difficult for the students with loan debts because Congress enacted legislation that prohibits discharging the federal students from their loans in the cases of bankruptcy. The 2005 act extended the undue hardship of the borrowers thus making students suffer highly from the financial debt crisis especially from the private loans.  

Marketing mix Essay Example | Topics and Well Written Essays - 2750 words

Marketing mix - Essay Example Constantinides described from many research scholars the weaknesses and the possible propositions to modify this marketing mix. Several marketing mix have been proposed to be used by practitioners in a bid to improve the total influence that they impact on the total sales (Constantinides, 2006). Among the marketing mixes that have been proposed, is the traditional 4Ps which still stand out as a framework that is used by many marketing practitioners. The research showed that indeed many scholars have been raising their concerns about the unsuitability of 4ps framework being used in the marketing strategies by companies or corporations or business entities wishing to capture the 21st century customers’ attention. His conclusions agreed with his initial assessment and prediction of the same. It is however, noticeable that much of the propositions he relies on have not been tested but are just personal recommendations of the other previous scholars. Nevertheless, the case study gave an insight into the very much argued topic about the appropriate marketing mix that should be used in today’s ever dynamic business world. This whole work again makes it a critical issue to even want know whether the 4ps of marketing is currently applicable to the customers as a way of marketing strategy. The author Efthymios Constantinides is a well experienced person as a lecturer and an expert in the corporate world with a doctorate degree in Virtual marketing. He therefore, is well versed with the required knowledge to write on a topic like this. The doctor according to the way he writes, probably targeted the marketing practitioners as his audience in this publication as well as fellow researchers evidenced at the end of his conclusion remarks where he recommends that further research should be done on the same field. It is also true that these were not the only target audience to Mr. Constantinides going by the

The leadership experience Essay Example | Topics and Well Written Essays - 500 words

The leadership experience - Essay Example When you wield your power over people without establishing the necessary relations then you cannot assert influence necessary to propel one to a higher office. Many leaders, for instance, Paul Wolfowitz of the World Bank fail because of their ambitions and how they wield their power. Women with their relationship oriented approach to leadership put them in a position where they can cultivate the necessary relationships. The relationships allow them to listen and appeal to their emotions and eventually get what they want even a top job. Furthermore, since women are more likely to achieve their goals as well as organizational goals they are hence trusted with influential positions. If a male leader changes his behavior to incorporate elements of relationship-oriented leadership techniques more common to the female leader, he will still be an authentic leader. The elements of relationship-oriented leadership will only strengthen an authentic leader and not water it down. Through the approach, they will be able to understand the needs of the workforce and appeal to them and hence ensure that the company achieves its goal. The leader would also still be authentic since although he would want to involve everyone the final decision will still be with him and can still leave a legacy. Furthermore, through the approach, the leader can easily assert his power since he knows his workforce quite well. It is the manager's responsibility to help their employees find pleasure, engagement, and meaning in their work to make them happy.

Summary of Doctor Faustus Essay Example for Free

Summary of Doctor Faustus Essay Central Conflict: Doctor Faustus is unsatisfied with the limits of traditional forms of knowledge so he decides that he wants to learn how to practice magic. With the help of his friend Valdes and Cornelius teaching him magic, he starts off his career by summoning a devil named Mephastophilis. He sends Mephastophilis back to his master, Lucifer, with the offer of his soul in exchange for 24 years of service from the devil. Mephastophilis returns with the news that Lucifer accepts Faustus’s offer. He has some doubts at first because he didn’t really know if it was worth sacrificing his soul or not, but Faustus eventually agrees to the deal and signs it with his blood. With his new powers, he decides to travel to spread his fame. He goes to Rome and plays tricks on the pope by making himself invisible and stealing food. Faustus also travels to courts of Europe and the court of the German Emperor where he made antlers sprout on the head of a knight when he scoffs at Faustus’s powers while impressing Charles V the emperor. Faustus then continues on with his trickery and plays a trick on a horse trader by selling him a horse that turns into a heap of straw when ridden into a river. Eventually, Faustus bumps into all of those of whom he had tricked at the Duke of Vanholt and casts a spell on them to send them away to amuse the duke. Right before his inevitable death, the night before the expiration of his 24-year agreement, Faustus is overcome by fear and remorse. He attempts to beg for mercy but by then it was already too late. A host of devils appear and midnight to take his soul off to hell. Protagonist: Although, this character did play a lot of tricks on many other characters in the play, I believe the protagonist is Faustus. His ambition and drive for knowledge, wealth, and power makes him willing pay the ultimate price; the sacrifice of his soul to Lucifer in exchange for supernatural power. Antagonist: I believe the antagonist is the devil, Mephastophilis. He is Lucifer’s servant and spears and handles the deal with Faustus’s soul. He threatens to transform Robin and Rafe into animals for their stupidity of summoning him. Chorus: The chorus is a bit vague in the play but there was a character that stood outside the story, providing narration and commentary. Response: The play was interesting at first but I was disappointed with how it ended because I was expecting it to have a more epic ending. I did like the little moral behind the story though. Faustus abused his powers by being cruel to everyone and playing tricks and when he begs for mercy, it was already too late. In my opinion, I think this play would be hard to pull off in a theatre setting because of all the different settings where Faustus traveled and the story plot isn’t all that interesting either.

Ladybird book Essay Example for Free

Ladybird book   Essay Question: How does the poet use language to communicate her son’s response to reading and how does she convey her own feelings to you?  Answer:  In the poem, the poet shows us about her little genius son who can do everything except for reading. Throughout the description about her son’s behavior in reading, she conveys to us her frustrated feelings when her son doesn’t have any interest in reading. Firstly, the contrast in 2 aspects which exist inside her son is clearly shown by the first stanza. In 4 first lines of the first stanza, the poet asserts that her smart son can do many things that many other kids can’t do: â€Å"make sculptures†, â€Å"fabulous machines†, â€Å"solemn advice†Ã¢â‚¬ ¦ The images of a smart and sensible boy is painted beautifully under poet’s pen; only mother who are supremely proud of her son can makes this masterpiece. Here, the use of exaggeration is used to describe the wonderful abilities of poet’s son, which is a leverage to pull the frustration in poet’s feelings up when she said:† but he is slow to read†. The word â€Å"but† suggests the changing in tone of the poem from excitement, pride to disappointment. Although her love spend on him is very immense, the difference between adults and children’s thinking prevents her from being optimistic consistently about her son:  When I take him on my knee  with his Ladybird book  he gazes into the air,  sighing and shaking his head  like an old man  who knows the mountains  are impassable.  The poet tries to reach her son but his action makes her down; it is a such a drag on her thinking. Listing three verbs which suggests the negative effect, she conveys to us how languid her son is in reading book. Using the simile, poet portrays image of her son like an old, thoughtful man knowing that the mountains are impassable. Facing with book her son is deactivated. Through the first stanza, mother’s feeling goes down from the top to the bottom of a mountain when she told us about her son. The contrast between what her son can do and reading puts her in tumult.  Secondly, as evidence, the second stanza is an infallible description about her son’s response to words.  He toys with words,  letting them go cold  as gristly meat  At first, he son has a little try on making words become familiar with what he is fancy in but all he can do bring him to a boring world of words. Normally, people can’t so something that it is not strong enough to attract them and in them same case, her son tries in hopeless; he can’t do reading under his mother’s pressure. One more time, the simile is used. It conveys how hard with the poet’s get close to reading like swallowing a tough, chewy meat. His response to reading is completely like the feelings of bird imprisoned in the cage: vain, empty and tedious. Finally, â€Å"the fish are released†; the son is liberated from reading. His feeling is full of beatitude.  a fish returning  to its element,or a white-eyed colt shying   from the bit – who sees  that if he takes it  in his mouth  he’ll never run  quite free again.  He enjoys his freedom like the fish returns to its element. The poet exhaled using this idiom to describe her anxiety when her son became active again after hardcore reading. Here, the mother (poet) seems to find out the inscrutable behavior of her son that makes him fed up with reading. The image of a young male horse suggests the using of metaphor. The poet’s son is forced to read and the freedom is out like the young male horse when he is bound by the bit â€Å"he’ll never run quite free again.† At this point, the poet emphasizes that her son seem to be regenerated after the reading section, which pull her down when she tries her best to help her son.  The poem is written the heart of a mother who spends all her love to him, tries to help him ceaselessly while her son can’t show his positive behavior to reading. It reflects the a difference between the adult perspective and children point of view.

Fidel Castro: The Cuban Missile Crisis

Fidel Castro: The Cuban Missile Crisis The purpose of this investigation is to answer the question to what extent was Fidel Castros role in Cuba more significant than Khrushchevs role in the Cuban Missile Crisis of 1962. The main body of evidence will investigate how Fidel Castro and Nikita S. Khrushchev were involved with the Cuban Missile Crisis. Evidence will include scholarly journals, articles, books, and documentaries. Documents will be analyzed in regards to their origins, purpose, value, and limitations in order to properly evaluate evidence. The book, Khrushchev Remembers written by Nikita Khrushchev and Lessons of the Cuban Missile Crisis for Warsaw Pact Nuclear Operations written by Mark Kramer have been evaluated and will be used for the evidence to formulate an analysis. An analysis of these documents, as well as the summary of evidence will be used to determine Fidel Castros significance in the Cuban Missile Crisis. B. Summary of Evidence In early 1962, an American invasion was planned to overthrow Castros dictatorship in Cuba. It was beneath these conditions when Cubans learned that the Soviet Union was very much concerned about a direct assault of Cuba by the United States and that they tried to figure out how to increase their countrys capability to defend against an assault (Zubok 9). Soviet Leader Khrushchev imagined a plan of protecting Cuban independence by installing missiles with nuclear weapons in Cuba without the United States noticing or able to discover until it was too late to do anything about it. Castro accepted Khrushchevs proposal. After hearing that Castro approved the Soviet Leaders proposal the Soviet Union began installing nuclear weapons (Allyn 3). Before the Cuban Missile Crisis between the United States and Cuba, Castro and American relationships were tense because of the Bay of Pigs in 1961 (Khrushchev 29). The President of the United States, John F. Kennedy, called for a naval line of defense from Cuba and used diplomatic negotiations with the Soviet Leader Khrushchev to come to a settlement in the removal of the weapons. Numerous events took place during the negotiations that influenced the increased tensions and appeared to bring the world even closer to a nuclear catastrophe (Brenner 6). One of the numerous incidents was that the United States believed that Castro was the one who ordered Cuban artillery to fire at the U.S. planes on the morning of 27 October, 1962 (Hershberg 7). Even though Castro may have ordered Cuban artillery to fire, there was no evidence that he prepared Soviet artillery to fire (Fursenko 42). In addition, an incident that took place and influenced the increased tension between the countries was Castros letter to Soviet Leader Khrushchev which suggested that the Soviet Union should launch a first-strike nuclear attack on the United States (Kramer 126). Castro was pushed into an alliance with communist Soviet Union which left Castro suspicious of American designs in Cuba (Burr 7). The Cuban Missile Crisis came to an end on 28 October 1962 when both the President of the United States and the Soviet Leader came to a settlement which was the Soviet Union removing their weapons from Cuba while being watched by the United States and the United States removing their naval line of defense and promising that they would not overrun Cuba. Soviet Leader Khrushchevs announced a new order on the radio which was to take apart the weapons that they created (Welch 234). Castro would not contribute in the negotiations which left the situation to be resolved between the United States and the Soviet Union. Soviet Leader Khrushchevs announcement on the radio to take apart the weapons not stunned and humiliated Castro for not taking part in the negotiations (Garthoff 51). Although Soviet Leader Khrushchev was in charge during the time period of the Cuban Miss ile Crisis of 1962, Castro was still very much involved with the deployment of nuclear weapons and the shooting of the renaissance plane. Castros role in the Cuban Missile Crisis was pretty significant in the Cuban Missile Crisis; however, because he did not participate in the negotiations between the United States and the Soviet Union his role in the Cuban Missile Crisis was not as important as mine (Khrushchev 101-102). C. Evaluation of Sources Lessons of the Cuban Missile Crisis for Warsaw Pact Nuclear Operations by Mark Kramer, a researcher from the Davis Center for Russian Studies, also known as The Russian Research Center at Harvard University, presents a detailed and comprehensive account of the origins of the Cuban Missile Crisis. The book goes into detail about how Fidel Castro visualizes Cubas troubles and what he hopes to do about it derived from this account of a unique conference held in Havana in 1992. The purpose of this source is to convey what Cuba was going through during the Cuban Missile Crisis and what Cuba has learned from this situation that took place. The value of this source is that this helps answer the question to what extent was the significance of Fidel Castros role in the Cuban Missile Crisis of 1962 because this sources helps aid the comprehension on Castros influence on Cuba. This source is also valuable because it is written by a researcher that has studied the Cuban Missile Crisis for severa l years and a multitude of information on the topic. A limitation of this source is that it does not address why Castro allowed the Soviet to install missiles. Another limitation is because this source is written in the Soviet Leaders perspective, the role of Fidel Castro in the Cuban Missile Crisis not emphasized. Khrushchev Remembers written by Nikita Khrushchev, the Soviet Leader during the time period of the Cuban Missile Crisis provides an elaborate and inclusive description of the origins of Soviet Leader Khrushchevs experiences during the Cuban Missile Crisis. It goes into elaborate detail about his memories on the Cuban Missile Crisis and his recollections strengthen the impression of gratitude for small things won or not lost. The purpose of this source is to depict what the Soviet Leader of Cuba remembered during the Cuban Missile Crisis period. The value of this source is that this helps answer the question to what extent was Fidel Castros role in Cuba significant in the Cuban Missile Crisis of 1962 because of the source going into detail about Castro presence during the Cuban Missile Crisis. This source is also valuable because this is told in the point of view of the man who was in charge of the Soviet Union during the crisis. A limitation of this source is that it does not help ad dress why Castro made the trade agreement with Russia. Another limitation is that due to the recently discovered facts about the Cuban Missile Crisis, all facts pertaining to the Cuban Missile Crisis may not be given. D. Analysis Fidel Castros importance in the Cuban Missile Crisis was to damage the reputation of Americans and its inference with internal issues because Cuba was concerned about the failed Bay of Pigs humiliation that they faced (Zubok 9). There was a planned invasion that to overthrow Castros dictatorship in Cuba and the United States was willing to help (Allyn 3). In addition, Soviet Leader Khrushchev installed missiles with nuclear warhead without the consent of the United States. Castro allowed the Soviets to install missiles so close to the United States which brought the world to the brink of nuclear war because the United States found out and retaliated (Khrushchev 29). Castro was able to install such weapons because Castro made a trade agreement with Russia where Cuba sent sugar to Russia in return for oil, machines and money (Brenner 6). Castros role was significant because he allowed Soviet Leader Khrushchev to follow through with the plans he created and because he made a trade agreement with Russia to be able to produce weapons of mass destruction. However, sources have stated that Cuba sent missiles out because of the strategic inequality between the United States and the Soviet Union. Cuba wanted to balance power; therefore, they felt they needed to build nuclear weapons (Hershberg 7). Castro ordered the anti-aircraft officers to gun down the United States reconnaissance plane (Fursenko 42). This demonstrates Castros significance in the Cuban Missile Crisis because he ordered that the plane was shot down and it was which conveys his significance because it was Castros decision that got the plane shot down (Kramer 126). In addition, Castro recommended that the Soviets launched a nuclear attack on the United States. This was Castros greatest significance in the Cuban Missile Crisis. Castros willingness to use violent behavior persuaded Soviet Leader Khrushchev the importance of preserving world peace (Burr 7). The United States stopped trading with Cuba due to the renaissance being shot down and Cuba nationalized all American-owned companies. Moreover, Castros lack of participation in negotiations was another big impact. Because Castro did not participate in the negotiation he was unaware of what was being compromised (Welch 234). For instance, when Soviet Leader Khrushchev removed all the weapons from Cuba, Castro was unaware of the Soviet Leader making that decision (Garthoff 51). Because the Cuban Missile Crisis was between the United States and the Soviet Union, it should have been classified as the Cuban American relation. Soviet Leader Khrushchev states that Castro was solely responsible for the shooting of the renaissance plane (Khrushchev 101). Also, he stated that Castro encouraged the Soviet Union to launch a preemptive strike against the United States. This demonstrates that Castro was a massive impact on the Cuban Missile Crisis because Soviet Leader Khrushchev confessed and states that Castro was fully responsible for the shooting of the plane and launching the strike against the United States. This also depi cts that Castro ignited the Cuban Missile Crisis because when the plane was shot down the United States wanted to retaliate immediately and now knowing that Castro was responsible for the plane being shot down we know that he ignited the flame under the United States. E. Conclusion It is possible to say that Fidel Castro had a huge impact on the Cuban Missile Crisis of 1962. Because Castro was responsible for the shooting of the renaissance plane, his role in the Cuban Missile Crisis was greatly significant. This is because when Castro shot down the plane, the United States wanted to strike back immediately; therefore, the tensions between the two countries rose after Castros decision. Also Castro encouraged the Soviet Union to launch a preemptive strike against the United States. This was another huge impact because Cuba alarmed the United States and made the United States become fully equipped for a nuclear war. Furthermore, because Castro allowed the Soviets to install missiles so close to the United States people say that he is responsible for the Cuban Missile Crisis. Because of Fidel Castros actions and decisions, the world was brought to the brink of the nuclear war which demonstrates that Castro did have a significant role in the Cuban Missile Crisis of 1962. However, Castro cannot receive full credit for the Cuban Missile Crisis because the major role belonged to Soviet Leader Khrushchev, who caused the entire occurrence of the crisis and resolved the crisis. Nevertheless, one can say that Castro had a huge impact on the Cuban Missile Crisis of 1962. Although there are many conclusions that could be made about if Fidel Castro had a significant role in the Cuban Missile Crisis, I believe that Fidel Castro had just as much of a significant role as Soviet Leader Khrushchev did because Castro helped make the decisions that were made; therefore, Castros role was significant role in the Cuban Missile Crisis. F. List of Sources Alexander Fursenko, Tactical Nuclear Weapons, Soviet Command Authority, and the Cuban Missile Crisis Cold War International History Project Electronic Bulletin 3 Bruce J. Allyn, Using KGB Documents: the Scali-Feklisov Channel in the Cuban Missile Crisis. Print., 1995 David A. Welch, The Sino-Indian Conflict, the Cuban Missile Crisis, and the Sino-Soviet Split, October 1962: New Evidence from the Russian Archives Print., 1996 James G. Blight, Kramer vs. Kramer: Or, How Can You Have Revisionism in the Absence of Orthodoxy? Cold War International History Project Electronic Bulletin 3 Print., 1993 James G. Hershberg, More on Bobby and the Cuban Missile Crisis Print., 1997 Khrushchev, Nikita S. Khrushchev Remembers Ed. and trans. Strobe Talbott. Boston: Little Brow, 1970 Kramer, Mark The Lessons of the Cuban Missile Crisis for Warsaw Pact Nuclear Operations Print., 1997. Philip Brenner, The Crisis and Cuban-Soviet Relations: Fidel Castros Secret 1968 Speech Print., 1995 Raymond L. Garthoff, New Evidence on the Cuban Missile Crisis: Khrushchev, Nuclear Weapons and the Cuban Missile Crisis Print., 1998. Vladislav M. Zubok, Dismayed by the Actions of the Soviet Union: Mikoyans talks with Fidel Castro and the Cuban leadership, November 1962, Print., 1995 William Burr, Soviet Cold War Military Strategy: Using Declassified History Print., 1957. Case Study: Adult with Learning Disability Case Study: Adult with Learning Disability The case I have chosen involves a service user that has been with the agency for a while now. He was neglected and cut off from his family during his childhood and has since been longing for a secure attachment or contact with a family. His condition brings about a lot of anxiety and this has made him very unsettled. I am placed with the Luton Borough Council Community Adult learning disability team. The team is a statutory agency; its primary function is to provide support to adult with learning disabilities and their carers. Service users and their carers are pre-assessed or screened under the Fair Access to Care eligibility criteria. This process ensures that services are tailored to meet the needs of the individual. It ensures that potential service users with critical and substantial risk, needs and support are not lost in the system. While adults with moderate or low risk needs are given advice and provided with useful information that will help them to meet their needs. The legislation relevant to this case includes the National Assistance Act 1948; National Health Service and Community Care Act 1990; the Mental Health Act 1983 (as amended by the Mental Health Act 2007), the Human Rights Act 1998 and the Data Protection Act 1998. Relevant policies include the Fair Access to Care; which requires local councils to grade eligibility criteria into four bands of need (critical, substantial, moderate and low) based on the seriousness of the risk to independence if problems and issues are not addressed. Applicants for services are assessed using the new Single Assessment Process first outlined in the National Service Framework (NSF) which incorporates the eligibility assessment, care plan approach, annual assessment, placements, advocacy and referrals. (Royal College of Psychiatry Website, 2010, para. 4.10) A Pen Picture of the Service User. To protect the privacy of the service user and other individuals involved I have anonymised their personal details. This is in line with the provisions of the Data Protection Act 1998 and the Data Protection Policy of the agency. Section 6.2 of the Act, states that local authorities have a general duty in common law to safeguard the confidentiality of personal information which they hold in connection with their social services functions DoH (2000) p.34. This legal responsibility is managed through the Data protection policy of the agency and monitored by team managers. Specifically I have changed the service users name to Mr X and all other actors are also not named. Mr X is a 31-year- old; male with mild learning disability and a borderline personality disorder. He was born in Luton but brought up in Hastings. By virtue of his birth and the fact that he was first accessed for social care services in Luton; Mr X is deemed to be ordinarily resident in the Luton area under the National Assistant Act 1948. Section 24.1 of the Act empowers and mandates local authorities to provide residential accommodation for vulnerable people (made vulnerable by disability or age) who are ordinarily resident in their area. [OPSI (2008) p. 2] His parents divorced when he was five years old, he has had very little contact with them since then. He is the eldest of three siblings. He has had no contact with his only sister following allegations made by her against him of sexual abuse. Contact with his brother who currently lives in Hastings is limited to the occasional cards and phone calls. Mr Xs childhood was characterised by upheaval and deprivation. As a result he has found it difficult to form attachment of his own due to constant changes in his living arrangements. In 1999, while living in Hastings, he expressed a wish to move back to Luton. He secured a tenancy with a local housing association and was given intensive support by the local independent living team. This arrangement soon broke down because Mr X craved constant attention. He indulged in self-Injurious behaviour such as self-harm and a tendency to set fire to property. The tendency to self-harm is not uncommon in people with learning disabilities. Research recently carried out in a specific area of Wales by Lowe (2007 cited in Heslop Macaulay, 2009, p. 13 14) found that 9% adults and children over the age of five using learning disability services were considered to self-injure. Furthermore Heslop and Macaulay (2009, citing Haw and Hawton, 2008; Hawton and Harriss, 2007; Milnes, 2002) p.15 reports that people with multiple life problems are more likely to self-harm. Key amongst these is relationship problems with a partner or family member. Other problems reported include: problems with employment (including unemployment) or studies, and financial problems. This may explain Mr Xs tendency to self-harm. In 1999, after a series of threats to end his life Mr X was detained in a local hospital under section 3 of the Mental Health Act 1983. This was to allow Mr X to receive intensive treatment in a protected environment. Without immediate treatment Mr X would have been a danger to himself by reason of self-harm and to others by his fire setting tendencies. According to Rethink (2010) p. 1 4; The Mental Health Act 1983 (as amended by the Mental Health Act 2007) is the law under which a person can be admitted, detained and treated in hospital against their wishes. It goes on to state that Section 3 allows a person to be admitted to hospital for treatment which must be necessary for their health, their safety or for the protection of other people and it cannot be provided unless they are detained in hospital. Mr X was treated successfully and was reintroduced into the community in 2002. Since then he has lived in several residential and supported living settings (from Wales to Birmingham). Coping with life in the community has led to self-neglect, the accruing of debt and at times anxiety. As a result Mr X still requires intensive support. In Jan 07 he left his residential placement in Telford to look for his mother whom he hadnt seen since he was ten, with the intention of developing a relationship with her. While waiting to secure a placement, he lived with his mother and her partner. The relationship with his mother soon broke down due to his violent and threatening behaviour. On one occasion he threatened to set the house on fire and his mother had to call the police. As a result he was detained under section 2 of the Mental Health Act to reassess his mental health. His condition was such that if untreated he represents a risk to himself and other around him. According Rethink (2010) p. 2; Section 2 of the Mental Health Act 1983 (as amended by the Mental Health Act 2007) allows a person to be admitted to hospital for an assessment of his or her mental health and to receive any necessary treatment. An admission to hospital under Section 2 is usually used when the patient has not been assessed in hospital before or when they have not been assessed in hospital for a considerable period of time. Detention under this section is for a maximum of 28 days. It cannot be renewed but can be followed by a Section 3 order. In Mr Xs case, detention under Section 2 was appropriate because he was last assessed in 2002. After his assessment and treatment Mr X was released back into the community. He requested for a flat of his own close to his relations. With his approval a supported living placement that met his needs was identified and secured for him at a local address in March 2007. Contact was made with the local learning disability service on Mr Xs behalf so he could have local support, should he become anxious. The psychology team and the learning disability nurse attempted to work with him on a regular basis, however Mr X explained that he would like to move from the area and therefore their services were not necessary. As a result the services were discontinued to respect his wishes as not doing so may be viewed as being oppressive in practice and a breach of his human right. The respect principle of the Mental Health Act 1983 (as amended by the Mental Health Act 2007), states that the diverse needs of the service user must be recognised and respected; their views, wishes and feelings, so far as they are reasonably ascertainable must be considered and followed wherever practicable and consistent with the purpose of the decision. There must be no unlawful discrimination. (Law Summaries, Sherwood Directory 2010, p.20) The Webster Online dictionary defines discrimination as unfair treatment of a person or group on the basis of prejudice. As social workers we are expected to be anti-discriminatory and anti-oppressive in practices. These principles are captured in National Occupation Standard and the GSCC codes of practice. In particular Code 4; emphasises the need to respect the rights of service users while seeking to ensure that their behaviour does not harm themselves or the people around them. GSCC, 2010, p. 9. While value D; emphasises the need to value, recognise and respect the diversity, expertise and experience of the individuals, families, carers, groups and communities. NOS (2010) p. 8. Mr X then moved to Birmingham and lived there for just over 14 months, his skills have developed over this time particularly in handling domestic activities such as cooking, cleaning and some aspect of budgeting for healthy meal, however he is unable to know if he gets the correct change in a sale. Thereafter Mr X moved to Northampton to be close to his family. At this point a review was carried out and a care plan implemented. Mr X expressed the desire to learn to drive, do some voluntary work in the community and have a relationship. He undertook to stay in this accommodation for at least 3 years to engage in extended personal development. But he only lived at the above residential home for a year. He found it difficult to settle and found the change of staff difficult to deal with. During his regular review Mr X agreed with the support of his advocate to be part of getting life programme, where he would be assessed on what he would like to do in future; as he had a desire to return to the Luton area he refused the offer. He recently abandoned his placement in Northampton and moved in with his maternal uncle. He has been in touch with the Luton council to request a placement in the Luton area. This move is Mr Xs interest at the moment. From his records, his current support needs centres mainly around his personality disorder. He finds it difficult to get along with other residents and often complained of being scared of the people around him. This makes him anxious and restless, creating a desire to move again. Whenever he feels events are not consistent with his expectations i.e. his desire to move, he becomes agitated. This leads to numerous phone calls to social services, the police and anybody he can get on the end of a phone line. Recently he threatened to take his own life by jumping off a bridge or taking an overdose. This desire to constantly relocate has made it difficult for him to engage in extended personal development activities necessary for him to develop the interpersonal skills he requires. In addition he has not been able to establish long-term social links of his own. The Placement I was placed with the Luton Borough Council Community adult learning disability team. The team is an integrated team made up of various professionals including social workers, community care workers and community nurses. It provides a One stop shop / Single Access point for the teams target group, which are adults aged 18yrs 65yrs with learning disabilities and their carers, who live within the Luton Borough Council area. The role of the team within the social welfare spectrum is to provide comprehensive assessment of the needs of people with learning disabilities and their carers, which forms a basis for developing a package of support (care plan) to meet the assessed needs. The team also monitors the care plan through regular reviews to ensure that the plan has been properly implemented and that it is still appropriate. Changes are made to the care plan where appropriate. Other services available through the team include: Advice and referrals to other services, such as day-time activities, supported employment or residential care, specialist health services The provision of specialist nursing services Assessment of carers needs and sign posting to relevant support services. Support for young adult transiting from children service to adult services Support for service users to access community based services. Coordinating the safeguarding of venerable adults process etc. (Luton Borough Council website.) Referral is a very important part of what the team does. Many service users come to the attention of the team by way of referral from other professionals such as GPs, teachers etc. Also the team refer service users to other support agencies. For instance; service users who require employment (paid or voluntary) are referred to D4; a career support team within the Luton Borough Council. They assist service users to write their CVs, carry out job search, prepare for interviews and provide on-going supporting for service users in employment. The team promotes anti-discriminatory practice and is committed to continuous improvement in the delivery of its services. The Legal Mandate of the placement Agency The legal mandate of the Luton Borough Council Community adult learning disability team derives from the National Assistance Act 1948 and the National Health Service and Community Care Act 1990. The National Assistance Act 1948 gives à ¢Ã¢â€š ¬Ã‚ ¦local Authorities the powers and duties to promote the welfare of people ordinarily resident in their area that are blind, deaf or dumb, mentally disordered or substantially and permanently handicapped by illness, injury or congenital deformity (sec 29) (Sherwood Diaries and Directory (2010) p. 11). The NHS and Community Care Act 1990, à ¢Ã¢â€š ¬Ã‚ ¦ signified an important development in the philosophy of community care and in the delivery of service called for in other legislations (Sherwood Diaries and Directory (2010) p. 16) Unlike previous legislation the NHS and Community Care Act 1990 lays emphasis on an assessment led care management approach (CPA) that is shaped to fit individual needs; in contrast to previous practice of categorisations of service users to fit pre-defined service packages. To succeed this approach requires a partnership between professionals (social workers etc.) and carers in assessing the needs and designing individualised / person centred care programs. The Act also requires service providers to take into consideration the wishes of the service user in determining the type and level of any service required. This can lead to several conflicts some are discussed later in this paper. According to Powell (2001 para. 15); the Act gives legal backing to the concept that the primary function of the public services should be to design and arrange the provision of care and support in line with peoples needs. That care and support can be procured from a variety of sources. There is value in the multiplicity of provision, not least from the consumers point of view, because of the widening choice, flexibility, innovation and competition it should stimulate. In this arrangement, it is vital that social service authorities see themselves as arrangers and purchasers of care services not as monopolistic providers (Griffiths Report 1988: para. 3.4). The current delivery arrangements adopted by the Luton Borough Council have a more recent history. Its origins can be traced to the Health Act of 1999 which sought to remove the Berlin Walls hampering collaboration and cooperation between various agencies by introducing a number of flexibilities into health and social care delivery. One such flexibility is the One Stop shop or integrated provisioning concept, through which health and local authorities provide a combined service through a multidisciplinary team. Initial assessment of potential service users is carried out against a set of eligibility criteria known as the Fair Access to Care Services (FAC). There are four eligibility bands under FAC. Namely critical, substantial, moderate and Low. Each band represents a level of need. Priority levels are assigned based on the likely consequences if the needs of the service user are not met. The amount of help available from family and friends are also taken into consideration. After the initial assessment, a care plan is prepared for people who meet Luton Borough eligibility criteria. The care plan documents what the service users needs are and the way in which these needs will be met. The care plan is agreed with the service user, their family and all those involved in providing care to the service user such as, nursing home, residential home etc. The Legal Status of the Subject Mr X is an adult with mild learning disability and personality disorder. Having gone through our eligibility criteria / screening; a care plan was developed for him. His care plan is reviewed regularly and his input is sought to ensure that the plan is relevant and continues to meet his needs and aspirations. Sometime in 2007, he was detained under section (2) of the Mental Health Act, due to his violent and threatening behaviour to his mother and those around him. He threatened to set her house on fire and to kill himself. The aim of the detention was to carry out an assessment and provide the necessary treatment. He has since been discharged back into community care. As his behaviour in recent times have not been violent or of any serious concern; there is currently no plan to detain him unless there is a serious deterioration in his condition. Critique of the Social Policy Initiatives Relevant To My Placement Agency and the Subject As mentioned above the NHS and Community Care Act 1990 marked a watershed in the development of social care policy in the UK. It was the first attempt to bring in the concept of marketisation into the provision of social care services. (Brambleby 2009, para. 15) According to Powell (2001) para. 18, Community care was to be used as a vehicle for the marketisation of the public sector. Thus, a contract culture was applied to the provision of personal social services and social services departments would need to develop processes to specify, commission and monitor services delivered by other agencies. (DoH 1989: p. 23). The prevalent wisdom at the time was that marketisation will encourage improvement in the quality and scope of services provided, promote innovation, lead to reduction in cost and provide greater choice for the service user. The policy which is based on the triumvirate of autonomy, empowerment and choice was endorsed by many commentators as the political and philosophical panacea for alleviating the deep and destructive problems confronting the community care system in the UK (Levick 1992, cited in Powell 2001, para. 1) Many commentators have raised issue with the NHS and Community Care Act. For one many of the advantages advanced for the marketisation of the Community Care services were not achieved immediately as the process of these organisational changes were immensely complex (Powell 2001 para. 20). Another flaw in the NHS and Community Care Act 1990 was that the specific grant diverted to local authorities in order to implement the outcomes of individual assessment and encourage the generation of services in the private and voluntary sectors was only ring-fenced in the short term. (Powell 2001, para. 18) This has had specific and wide reaching effect on people with mild learning disability as local authorities are required by law to address available resources to those with greatest need. In situation where there is high competition for resources those with mild learning disabilities are often neglected. Eligibility criteria are another area where the law is a bit unclear. According to Spencer-Lane (2010 para. 7); Once a local authority has completed an assessment, it must decide whether or not to provide services. Under the current law, eligibility for services is determined by reference to statutory guidance (Fair Access to Care Services (DH 2002) and Health and Social Care for Adults (WAG 2002) and often-overlapping statute law, such as the National Assistance Act 1948 and the Chronically Sick and Disabled Persons Act 1970. In our view this structure is complex and at times impenetrable. According to the Law Commission Report (2008 p. 28) this has led to two main criticisms of this framework: it produces wide local variations in eligibility for services: for example in 2006-07, a report by the Commission for Social Care Inspection found that 62% of councils in England operated at the highest two levels of substantial and critical; 32% included moderate needs; and 6% included all four bands; This has led to local authorities increasingly restricting services to those with the highest levels of need. According to the same report: 4% of councils confined their help to the critical band only; councils raising their eligibility thresholds to substantial increased from 53% to 62% in 2006-07; and the trend is expected to continue as 73% of councils anticipate that they will be operating at substantial or critical levels in 2007-08. The National Assistance Act mandates local authorities to provide accommodation for people with learning disabilities who are ordinarily resident in their area. This is good in the sense that it protects vulnerable people from becoming homeless. This is particularly true in the case of Mr X. However, Mr X may be viewed as taking advantage of the system by refusing to settle and engage in the community. He is aware that the agency is mandated to meet his housing needs and therefore uses that as a weapon whenever he wants extra attention. This type of behaviour has significant implication for services delivery. According to Dobson (1999) p. 2, many patients can not get the treatment and care they need partly because the system has found it so difficult to cope with the small minority of mentally ill people who are a nuisance or a danger to both themselves and others. One way to check this problem is to ask the more able service users to sign a charter which gives them certain responsibilities, such as the attending day centre and other developmental activities in return for certain privileges. Failure to abide with the charter should result in the withdrawal of these privileges. The additional cost associated with providing these privileges will be paid for by the time and resources freed up to deal with other cases. Human Rights and Data Protection The Human Rights Act (1998) effectively gives legal bite to the rights contained in the European Convention on Human Rights. The major rights relevant to the agency and the subject are The right to life; every life is equally important. A disability does not make a service users life less important than anyone elses. The right to respect for private and family life; guarantees each individual the right to live as part of a family. For instance this gives gay and lesbian couples the same rights as other couples. The right to dignity and being part of the community; guarantees each individual the care and support they need to have a good life. This means that people with disabilities should be able to join community activities along with everyone else. (Sherwood Directory, 2010, p. 23) The Act is there to ensure that statutory bodies such as local authorities, schools, the police, the courts and hospitals can and actually protect the rights of people with disabilities. The right to dignity is relevant to decisions about placements, accommodation and other services; it requires service providers to as far as is possible take into considerations the wishes of the service user. This concept of choice is central to Valuing People a government white paper published in 2001 and updated in 2009. The proposals in the White Paper are based on four key principles: civil rights, independence, choice and inclusion. Valuing People takes a life-long approach, beginning with an integrated approach to services for disabled children and their families and then providing new opportunities for a full and purposeful adult life. It has cross-Government backing and its proposals are intended to result in improvements in education, social services, health, employment, housing and support for people with learning disabilities and their families and carers. MKADHD (Undated) para. 15. As a result Luton Council is duty bound to continue to consider Mr X wishes to move even though it is costing the council a lot in terms of money and time. Another important consideration is that under the Human Rights Act 1998 victims are allowed to bring action against a local authority if it has acted in a way which is incompatible with the terms of the articles of the European Convention on human rights (Brammer 2007, pg. 110). Applying this to the case; Mr X left the residential placement provided by the council deliberately making himself homeless. He refused to wait for the team to secure another suitable placement before leaving his current placement. He currently resides with his uncle (somewhere in Luton) but claims to be homeless. Mr X has threatened to harm himself and is now threatening to sue the local authority for not providing him with another accommodation. As far as the Agency is concerned Mr X made himself homeless deliberately because he is deemed to have capacity; having been assessed under the criteria set out in the Mental Capacity Act 2005. The assessment was carried out to ensure that Mr X had capacity at the time. Under the Act, a person lacks capacity in relation to a matter if at the material time he is unable to make a decision for himself in relation to the matter because of an impairment of, or a disturbance in the functioning of, the mind or brain. It does not matter whether the impairment or disturbance is permanent or temporary (Beresford and Sloper, 2008, p.40) The Data Protection Act 1998 provides individuals with new right of access to their personal data and imposes new obligations on data controllers; such as local authority social services department to operate good data storage practices and this applies to both electronic and manual records. (Brammer, 2007, p. 114). However, the Act gives the agency the right to retain information about the service user to be able to carry out its statutory duties and obtains the consent of service users or their carer to do so. The agency is required to appoint a data controller whose duty is to ensure that personal data is only used for authorised purposes and data not required is destroyed in the prescribed manner. Applying this to the case I have not used Mr Xs original name. Information personal to Mr X have been made anonymous. Electric and manual information obtained in the course of putting this work together were duly authorised by the appropriate authority and manual documents have been destroyed in the prescribed manner. The case has been put together in such a way that it does not create any link to the actual service user. The service user raised a few SOVA (Safeguarding of Vulnerable Adult) issues. The Care Direct Factsheet (2007, p. 1) defines abuse as à ¢Ã¢â€š ¬Ã‚ ¦a violation of a persons human and civil rights by any other person (s). It may: be a single or repeated act(s); be physical, verbal, psychological, sexual, institutional, discriminatory or financial; or may be an act of neglect or failure to act. The fact sheet defines a Vulnerable Adult as someone aged 18 or over who is, or may be: In need of community care services because of mental or other disability, age or illness and Unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation. When an abuse is reported local agencies are required to treat each case with the utmost urgency to ensure the alleged victim does not suffer any more abuse. The agency has a multi-agency protocol that is followed in each case; to ensure urgent and appropriate action is taken. The police are almost always involved to ensure a record of the abuse is maintained for future reference. Advocacy, community support team etc. may also be involved. Each case must be dealt within 24 hours of the receipt of the report. Thereafter a strategy meeting of the relevant agencies is called to review the situation and agree a coordinated approach to deal with any outstanding risks. In the case of Mr X, the Police were invited to investigate his allegations. No further action was taken as none of the allegations could be verified. Advocacy was involved to ensure that his worries and concerns were well communicated to the Police and his service providers. He was also advised on the steps he can take should he feel unsatisfied or unhappy with the outcome. A critical analysis based in a policy critique of services provided by the Agency. The agency policy on assessment and residential placement is very well structured; they define the agency duties, responsibilities, roles and boundaries. Initial assessment allows the agency to gain a clear picture of the service users condition and situation. The assessment includes detailed personal information regarding the service users relationships, any significant events and current situation. This provides the baseline for the assessment against the fair access to care services eligibility matrix. One critic of the process is that it is open to abuse. The more able service users can master the process and thereafter exploit the lope holes in the process. In some ways one can argue that, Mr X has reached this critical point. He is very much aware that whenever he raises a red flag someone gets into trouble; as such this has become one of his favourite games. He makes up stories and keeps changing his stories as long as they lead towards his desired goals. I believe that having a detailed long-term plan is critical to maintaining the support required by the service user. One short coming of this process is that not much seems to have been done in addressing the underlying issues i.e. his desire to move regularly. Perhaps Mr Xs care plan could be designed in such a way that he is allowed to change placement every 18 or 24 months. Putting this plan in place will allow the agency to plan ahead and ensure continuity of his development plan. One approach maybe to make sure that each successive placement has the facility to continue his development from where he left off at the previous placement. This approach is in line with the Valuing People Now white paper (DoH 2009, p. 6) which requires agencies to treat each services user as an individual, with the same opportunities and responsibilities. Each care plan should be individualised and does not necessarily have to fit with the norm. On the other hand the current approach is costing the agency so much in terms of time and money as every care plan review involves going out to visit his current placement and visiting new ones to pick a new placement that meets his needs. This often means that resources have to be withdrawn from other tasks to handle his situation as it is often presented as an emergency. In addition each time he leaves a placement a new budget has to be put in place; this could create confusion especially with budgeting. One of the setbacks in this policy is that while some people who need help are not reached or given enough attention others who know the system abuse it

Shakespeares Othello: Is Jealousy the Cause? Essay examples -- Othell

The hero in William Shakespeare’s tragedy Othello is guided to murder by his passions. Which passions? Jealousy? Sexual jealousy? In this paper let us look into these questions. In the volume Shakespeare and Tragedy John Bayley denies that jealousy is a major causative factor in the play: The play eludes with ease any attempt to pin it down to a solution: why it happened, what caused it, what weakness in Othello was involved? Even jealousy as such is not the reason. Jealousy is a long-term affair, with its own rules and customs, its own subterranean animosities and grudges. (204) Contrasting with this critical opinion is that of another esteemed critic. Lily B. Campbell in Shakespeare’s Tragic Heroes definitively categorizes Othello as a â€Å"study in jealousy†: Othello has suffered less in its modern interpretation than any other of Shakespeare’s tragedies, it would seem. So insistently did Shakespeare keep this tragedy unified about the theme of jealousy and the central victims of the passion, so obviously did he mould his plot about the black Moor and the cunning Iago and the victims of their jealousy that no interpreter has been able to ignore the obvious intention of the author. Yet if we study the contemporary interpretations of the passion here portrayed, we find that Shakespeare was following in detail a broader and more significant analysis of the passion than has in modern days been understood. The play is, however, clearly a study in jealousy and in jealousy as it affects those of different races. (148) Can we narrow down the concept of jealousy in this play to a specific type? Helen Gardner in â€Å"Othello: A Tragedy of Beauty and Fortune† sees this play as a study in sexual jealousy: Othello is not a study in prid... ...vington, David, ed. William Shakespeare: Four Tragedies. New York: Bantam Books, 1980. Campbell, Lily B. Shakespeare’s Tragic Heroes. New York: Barnes and Noble, Inc., 1970. Ferguson, Francis. â€Å"Two Worldviews Echo Each Other.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare: The Pattern in His Carpet. N.p.: n.p., 1970. Gardner, Helen. â€Å"Othello: A Tragedy of Beauty and Fortune.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955. Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985. Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.      

Sam Walton :: essays research papers

Wal-Mart, the world’s top retail store wasn’t always so big. Sam Walton, the founder of Wal-Mart saw the opportunity to open a business and later became America’s richest man. Competing against the biggest business to date Walton success is still apparent in today’s economy with stores all over the world. I believe Sam Walton is the world’s greatest entrepreneur because of his success. At an early age of 40 Walton had already owned 15 variety stores. As discount stores started opening around towns where his stores, he saw what was in store in the retail industry. On July 2, 1962, at the age of 44, Walton opened his first Wal-Mart store in Rogers, Arkansas. The competition also started that same year with Woolco, Kmart, and Target opening their doors as well. His main goal while keeping his business alive was to keep the prices as low as possible. Stores began opening wherever Walton saw opportunity to grow. He brought Wal-Mart from his home state as he spread the stores across others. He always had a good view of the future and could for see that computerized business were the future. In part he traveled to New York’s IBM school and hired the top student to work for him. To this day Wal-Mart’s database is second only to the Pentagons. With his true sight for growing a strong business, Walton may have been the first computer aged CEO. For twenty-two years Walton had been an underground growing mega business. Unnoticed by the majority public he had become the richest man in America. With Forbes magazine determining that his 39% ownership of Wal-Mart's stock made him the richest man his name was know by everyone. As the name Wal-Mart spread around the country and the business grew more money came in and Walton lived his life as he always had, with pickup trucks and a farm instead of limo’s and mansions. Wal-Mart had remained increasing in size because of Walton’s drive to bring prices lower and lower. With consumers always looking for the bargain deal and the sales Wal-Mart never had to have sales because they sell what the have for the lowest possible prices. The concept of supply and demand works perfectly with the way the business is run.

Economic Development Essay -- essays research papers fc

Location Bangladesh is located in South Asia and shares borders with India to the west, the north and the east. To the southeast lies Burma. The southern shores are washed by the Bay of Bengal. Bangladesh occupies a fertile delta created by two of Asia's largest river systems, the Ganges and the Brahmiputra. Politics Bangladesh is one of the youngest nations in Asia. Until two and a half decades ago, it formed the eastern half of Pakistan; the western half lay over 2,000 km away, on the other side of India. In 1971, Pakistan's army attempted to subdue an East Pakistani movement for regional autonomy which led to a bloody civil war. India joined the war in early December of that year and, later that month, Bangladesh became an independent nation. A parliamentary democracy was established and Sheikh Mujibur Rahman came to power. Mujib was assassinated in August 1975 during a military coup. Afterwards Bangladesh went through a turbulent period characterized by a series of military coups. The last military ruler Gen. Hussain Mohammad Ershad, ruled for nine years, eventually toppled by a civilian movement in December 1990. Elections were held in 1991 under a neutral government and Khaleda Zia of the Bangladesh Nationalist Party (BNP) became the country's first elected Prime Minister in 16 years. In the parliamentary election held in June 1996, the Awami League, led by Sheikh Mujibur Rahman's daughter Sheikh Hasina, came to power. The Awami League won 51 percent of seats in parliament; trailing behind the Awami League were the BNP with nearly 36 per cent of the seats and Hussain Mohammad Ershand's Jatiyo Party with 10 per cent. The rest of the seats were won by other small parties and individual candidates. The Bangladeshi parliament has a single legislative chamber with 330 members. Three hundred members are directly elected on the basis of adult franchise while 30 women members are elected indirectly. Bangladesh has emerged as a leader of the movement of developing countries. The country maintains close ties with Saudi Arabia and other Middle Eastern countries, which employ large numbers of Bangladeshi workers. Relations with India have improved considerably due to the pragmatic approach taken by the current government. More recently, an influx of Burmese Muslim refugees across the Southeastern border has created tensions with the Burmese authorities. T... ...1980). BRAC: Who Gets What and Why: Resources Allocation in a Bangladesh Village. (Dhaka, 1979). M. Cain, "Risk Insurance: Perspectives on Fertility and Agrarian Change in India and Bangladesh," Population and Development Review, Vol. 7, No. 3, September 1981, S. 435-474 Samiul Hasan et al., "Voluntary Organizations in Bangladesh: A Profile," Environment and Urbanization, Vol. 4, No. 2, 1992. Harrison, Paul. Inside the Third World. London, England: Penguin Group. 1988. Ehrhardt, Roger. Canadian Development Assistance to Bangladesh. Ottawa, Canada: The North-South Institute. Published in 1983. â€Å"US Bangladesh Sign PL 480 Agreement†. US Department of State Dispatch. Mar23, 1992, Vol.3 Issue 12, p232, 1/3p. Online. EBSCOhost. â€Å"Grameen approach to development in Bangladesh: An Overview†. Contemporary South Asia, Jul96, Vol.5 Issue 2, p207, 8p. Online. EBSCOhost. â€Å"A tale of two sisters: Two Decades of the World Bank and the International Monetary Fund in Bangladesh†. Contemporary South Asia, Jul96, Vol.5 Issue 2, p149, 24p. Online. EBSCOhost. â€Å"Bangladesh- General Information.† The World Factbook. World Wide Web. www.odci.gov/cia/publications/factbook/.html

Reaction Paper on Prejudice and Discrimination

The world that we live in today, although improving, is tainted with cruelty and hatred toward different races. Usually, we have stereotypes about people who are members of groups with which we have not had firsthand contact. We regularly make these stereotypical generalizations based on experiences we have had ourselves, seen in movies or television, read about in books and magazines, or have had related to us by family and friends. Though all these are equally significant roots for the stimulation of stereotypes, media however, is a giant force.When thinking of the topics or behaviors of prejudice and stereotyping, I synonymously think of the movie â€Å"Crash,† which exposes different kinds of social and multicultural differences, giving a quick example of how these conducts can affect a society. These behaviors are viewed as thoughts and feelings that almost everyone has felt more than once. In the first scene of the movie, a  Muslim  man inside a firearm store is atte mpting to buy a gun. The owner is a white Caucasian male that presents a negative attitude towards the customer because of his Muslim background.This feeling triggers in the owner, negative attitudes based on the assimilation and stereotypes with the Muslim race. Being immediately associated with the Al Qaeda terrorist group, which was responsible for suicidal bombers that have killed thousand of Americans. This negative attitude and violence observed in this particular scene, is an example of prejudice, known as a negative feeling and predisposition of behavior towards a group or any member belonging to that group.This is an issue not only found in America but in the whole world. In our  global  economy requiring functional and respectful relationships between nations, prejudice and stereotypes can be a destructive force both in the world and in individual societies, especially in diverse ones. Acting on ones hatred can lead to behavior to what we now in days call â€Å"hate c rime†, such as in the scene where they break into the Muslim's man business and vandalize the place completely.Such acts can lead us to many disgraces even death. This movie shows us the different point of view of people in our society, it gives us an insight of the stereotypes we have build within our society, within the world. It invites us to see and understand how such a small stereotype and negative attitude can go a long way and affect people in different ways. Prejudice is found between gender, religion, cultural, geographical background, and race.People have discriminated against others based upon these attributes. Besides, prejudice is largely a function of ignorance. Today, there are so many different people in this world that stereotypes are almost always incorrect, as many people choose not to be followers, but to be individuals. Asians, African-Americans, Hispanics, Caucasians, and all other ethnic groups need to look past each other's physical characteristics and start looking inside a person to see who they truly are.After all, personalities do not lie on the outside of one's body, but in one's mind. I believe that society needs to raise today's children to accept all people, no matter what they do or do not believe in or what color skin they may have. In order to reduce prejudice and discrimination, it is considered that education for children is very important. For example, exchange student program that includes not only the one between different countries but also the one between different communities within the same area.If children are raised around people who are not the same as they are in school or community, then they will most likely not think anything different of people who do not look the same as them or believe what they believe. If humanity raises their children to believe all people are equal from the beginning, then prejudice will slowly disintegrate over time. The world needs to focus on not judging people before they kno w them for who they are. It is very important to let children have opportunity to know the differences and to be interested in differences because ignorance is the biggest source of prejudice

Negotiation Strategies Essay

passim the world, more or less countries get under ones skin chosen to rent employers to dismiss employees only for just cause. The employer moldiness present evidence or an production line that supports the nonion to dismiss the employee. This method ensures that an somebody is fired for unsloped cause and prevents interpret between the employer and employee. In the United States, the al-Qaeda for breathing divulge of employees differs greatly. Employment-at- exit is a term that core that an employer can terminate an employee at each(prenominal) time for each reason or for no reason with murder occurring juristic obligation (St one, 2007).In the same respect, an employee is free to vary a ruminate at any time for any or no reason with no adverse legal consequences. The purpose of this paper is to present scenarios that mind the legality and exceptions of the craft-at-will teaching and to pay up opinions on how to handle the scenarios. Negotiation strategies c ome from taking into custody the dialog process and knowing how others cast and view it. The person negotiating should watch out for tricks a nonher may use to prevail on _or_ upon he/she that they ar wrong.The best and most valued negotiation strategy is to head start identify the whats wrong enigma and what the competition is requiring. For example, Tameka is a new employee at an accounting firm that is unable to choose and apply basic electronic computer applications. The computer applications argon mandatory to the job responsibilities describe for Tameka. She makes remarks implying that she is not appreciated and is a unspoiled fetcher, regardless of her mightiness to complete the tasks. Skills, competence, and ability to per bring a job are a necessity in the workplace.In an accounting firm, a simple flaw can be detrimental. It appears that Tameka exaggerated her abilities and was intention in ally misleading upon creation hired which exhibits a lack of veracit y. This observation alone provides commission with just cause to dismiss her. However, in that location are steps that can be taken to properly assess this fleck. This is where the negotiation process kicks in. The first step would be to train the employee. The schooling indicates that Tameka has been given months of education, and she is politic incapable of completing tasks.I would be sure to catalogue the training sessions that were offered to Tameka, and I would record her per salmagundiance in individually one. I would make Tameka sign off and clarify that she attended each training session to prevent verbal implications. after(prenominal) Tamekas failed attempt at training, I would compose a conventional enrolment outlining my concerns about her performance. This text file would serve as a warning for ratiocination. I would give her two weeks to show improvement, even though she has already had the opportunity to do so. This document would adulterate any risk or liability to the companionship.If two weeks draw passed and Tameka has shown no improvement, she will be terminated. Tameka may deform to combat by using the implied concordat of trade effectual credence and fine dealings exception to the employment-at-will doctrine. This exception usually involves a ventilate offd employee who contends that the employer has indicated in various slipway that the employee has job security and will be treated pretty (Smith, 1985). When Tameka indicated that she was a good worker who felt she was not appreciated, it spate the grounds for accusations of good faith and fair dealing.Tameka would not be successful if she filed charges because she was not honest about her credentials. She led the employer to imagine she was capable of completing tasks that she was treated fairly throughout the process by being given multiple chances to improve her performance. In scenario two, Tameka is frequently late to work and has major behavioral issues . As the executive programy program, I seek to reference point the issues but Tameka retaliated that she is aware of the exceptions to the employment-at-will doctrine and unlawful discharge in ravishment of universe polity.The first step to furbish uping this situation is to review the employee code of conduct handbook. I would check to make sure the partnerships late policy and adjust tolerance for inappropriate behavior are duly noted. Then, I would give a copy to Tameka to read and sign clarify that she has read and agrees to the rules. After she has signed the rules and regulations, I would cave in a talk with her to address the issues and warn her of the seriousness of the offense.If the behavior continues, I will compose a formal document to serve as a final warning to Tameka before marge occurs. If the behavior continues, she will be terminated. Her termination would be based on her involuntariness to follow attach to rules, not respecting and treating her co-work ers fairly, and not meeting performance expectations. Tameka may tense to retaliate by claiming wrongful discharge in violation of public policy, which is another(prenominal) exception to the employment-at-will doctrine.Cases, using the public policy exception, values employees who are discharged for fulfilling a public obligation, protects workers who are fired for exercising statutory rights, employees who are dismissed for refusing to participate in illegal or unethical activity, and to protect individuals who are discharged for blowing the whistle on the activities of their employers or co-workers (Callahan, 1991). In Tamekas case, wrongful discharge would not apply. She failed to adhere to confederation policies, and even after corrective coach she still made no attempts at improvement.Tamekas signature on the rules and regulations sheet, the person-to-person session, and time given for improvement would reduce any liability on my part. The living I have for the situation would stand. In scenario three, Tameka takes off from work without management bear to observe a spiritual holi daytime. Coincidentally, the day occurs during a busy period for the company. precedent to the holiday, management stated that no one could take off without consent. Tameka encourages her co-workers to organize and form a labor union for protection. In this scenario, it would be unlawful to dismiss Tameka.However, I would compose a formal document to Tameka expressing the importance of calling in and let management know if she will not be able to make work. I would reassure her that the company does not sort against employees regardless of their religious affiliation. I would send out a correspondence to all employees restating what I told Tameka to be sure everyone has an perceptiveness of our non-discriminatory policy, and our appreciation toward calling in to work to make sure all shifts will be covered. Tamekas protection lies in the Civil Rights Act of 1964.Title septenary of the Civil Rights Act of 1964 specifically forbids variety on the basis of religion for employment purposes, except when the employer is a religious geological formation , or when religion is a bona fide occupational qualification (Adams, 2001). Tamekas observance of the religious holiday is covered under this act. I could do nothing if Tameka and her co-workers wanted to form a labor union. The National Labors traffic Act (NLRA) protects the rights of employees to form or colligation a union, and prohibits employers from interfering, restraining, or coercing employees in the apply of their rights to organize (Hollo, 2008).In the last scenario, Tamekas direct supervisor continuously asks her out on dates. She was informed during orientation of the company policy that prevents employees from dating their supervisor. Despite this, Tameka and her supervisor enter into a consensual consanguinity. The reading refers to the birth as consensual which nub twain parties agreed to the kin. Tamekas job was not threatened in any way if she did not choose to have the relationship with the supervisor. Equally, the supervisor was not coerced into the relationship in any way.I would call into question two employees to get a comminuted account of the relationship and have them both(prenominal) sign and date it. This would reduce any liability and risk on my part. both parties knew it was wrong, but they still continued the relationship. If both parties agree to end the relationship, I would have them sign a document stating that the relationship will be ended or termination will apply. Tameka and the supervisor could fence under the exception of implied covenant of good faith and fair dealing. They may flavour it is unfair that they have to end their relationship or that they were not knowledgeable.However, both parties had sound knowledge of company policy. Supervisors generally have more job security. It is likely the supervisor could argue his termination would counteract the companys implication of good faith in him. Regardless, all arguments made by Tameka and the supervisor would fail to prove a legit point. The company is showing enough good faith, just by allowing them the opportunity to rectify the situation. In conclusion, exceptions to the employment-at-will doctrine can be controversial. It is important to always document incidents and situations, in case it is needed for protection in a lawsuit.Both employees and employers have committedness to each other, and when one or both parties violates that allegiance, termination is often the result. Prevention of termination and other work related issues is nowadays related to the employee and employers understanding of company rules and regulations. The strategic promoter is based on identifying an boldnesss primaeval stakeholders. It is called the strategic factor because the strategies and measures developed via it are based on the factors relevant to an organi zations key stakeholders.