Josiah Bartlett (1729-1795) Essays - Josiah Bartlett, New Hampshire

Josiah Bartlett (1729-1795) physician, Revolutionary patriot, chief justice and governor of New Hampshire, was born in Amesbury, Mass. He was educated in the common schools, and studied medicine. He opened practice in 1750 in the town of Kingston in southern New Hampshire. He was married on Jan.15, 1754, to his cousin, Mary Bartlett of Newton, N. H. They had twelve children. He was elected to the Provincial Assembly in 1765. In 1767 he was appointed by the royal governor, John Wentworth, a justice of the peace and soon after a colonel of a regiment of militia, but when he took the side of the patriots he was dismissed from these offices, in February 1775. Previously, in 1774 he was recognized as an active patriot by his appointment on the important Committee of Correspondence of the Provincial Assembly and by his election to that Assembly's Revolutionary successor, the first Provincial Congress, which chose him as one of two delegates from New Hampshire to the first Continental Congress. Although he was unable to accept this election, because of the recent destruction of his house by fire, believed to have been set because of his activity in the popular cause, in 1775-76 he was again chosen as a delegate to the Continental Congress, and in the latter year was the first to vote in favor of the adoption of the Declaration of Independence, to which his name was duly affixed. In I778-79 he was the first to vote for the proposed Articles of Confederation and Perpetual Union which took effect Mar. 1, 1781. In 1779 New Hampshire appointed him chief justice of its court of common pleas. In 1782 he was promoted to be associate justice of the superior court, and to chief justice in 1788. He ended his service on the bench in 1790. Tradition and his own reported statement make it probable that his decisions, like those of other lay judges of that period, were based upon equity. Some of the ablest lawyers of that time declared that justice was never better administered in New Hampshire than when the judges knew very little law. In 1790 and each of the two following years he was elected to the highest office in the State, that of president. In June 1793, he was chosen as the first governor of the state. At the close of his term of office in 1794, because of ill health he withdrew from politics. He died at his home in Kingston on May 19, 1795.

Essay on HIST Dropbox 2

Essay on HIST Dropbox 2 Essay on HIST Dropbox 2 Kayla Salazar June 10, 2015 Charlie Steen HIST 101 Assignment #1 In my opinion the Theban Plays, Antigone, Oedipus the King and Oedipus at Calonna were all so very horrifying. Sophocles is the author of The Theban Plays who also wrote several more. It was said that he was concerned with the individual struggle people had with fate. Each of his stories involves a lesson that he wanted to teach the audience. Still to this day the lessons can be taught to people. The plays would include fate, loyalty, courage, politics, religion and morality. Critics have said that the most popular play by Sophocles is Oedipus the King. Oedipus is the protagonist and the antagonist is fate. The three plays include religion and political life. During that time religion was based on Mythology and the laws of the gods. In the play of Oedipus the King the plot was based on god-given prophesy or how others would call it spoken fate. The prophecy told to his parents was that one day Oedipus would kill his father and marry his mother. Immediately after hearing this prophecy his parents ordered his death to protect them. The ancient Greeks believed that the gods had higher power and were in control of human destiny. They also believed that the gods controlled everything, from weather, prosperity and poverty. Oedipus’s brother-in-law is off seeking the advice of Apollo. Being god of truth the Greeks sought for answers from Apollo. Creon the king and also the uncle to Antigone, banned the burial of Polyneices and Antigone disobeyed and buried her brother anyway. Doing that act Creon put her in prison and caused her to kill herself. Although she broke the law she says she did out of respect for divine law, which takes precedence over man-made law. She says, â€Å"Yea, for these laws were not ordained of Zeus, and she who sits enthroned with gods below, Justice, enacted not these human laws. Nor did I deem that thou, a mortal man, Could'st by a breath annul and override the immutable unwritten laws of Heaven.† Another quote from Antigone is, â€Å"All wise are Zeus and Apollo, and nothing is hid from their ken; They are gods; and in wits a man may surpass his fellow men; But that a mortal seer knows more than I know- where Hath this been proven?† She believed like many others that Zeus, god of the Olympians, was in control of their destiny. Ancient Greeks believe that the sins of their fathers were inherited to their children. The children of Oedipus must had to be punished because of his wicked acts. His two sons kill each other in battle, his daughter kills herself and the other daughter witnesses all these events and becomes emotional distraught. The Greeks were always

Reflection paper Assignment Example | Topics and Well Written Essays - 500 words

Reflection paper - Assignment Example ment concepts beforehand, the scope of the project, as well as the effective planning strategies that his or her team may implement in order to achieve a project success. In any attempt of managing a certain project, specifically in one organization, it is expected that it has always been associated with various risks in the process. Hence, the project manager together with his or her employees should anticipate these risks in advance, and the possible problems that they may encounter in doing the project. With all these in mind, they can have all the chances of finding ways and solutions in preventing them to happen. (McNamara, 2011) Aside from the above given areas, the other aspect that mostly needed is the budget allocation, the financial resources is very essential to be ready by the time that the project starts, for many expenditures may occur as it progresses. Another thing is the time frame that is set for the project; regular monitoring of all activities that pertain to the project must be done; the project must be all set, and ready for delivery to the client’s satisfaction. In view thereof, a project is most likely has a successful outcome, if all the concepts of project management leadership are appropriately applied by a project manager together with his team members. (Symond, 2011) AlexisW (2011) has written in his article that many successful managers has been experiencing success in the respective industries, obviously because they strictly follow the theories and concepts that they learned in the business management course; at the same time, they have put all of them into practice in their own field. No mater what kind of project a project manager is working on, still, he or she needs to apply the three basic concepts in project management. Following important procedures, as well as setting a life cycle on the project, so as applying project management program are essential concepts for achieving remarkable project success. First in

Perspectives on Friendship Essay Example | Topics and Well Written Essays - 1500 words

Perspectives on Friendship - Essay Example From this report it is clear that  Mohammed and the author were playing in the yard when thay were suddenly attacked by a group of three boys who were members of a gang in school. They took our football and even threatened to beat them if they did not cooperate with them; the author remember how Mohammed was scared when the author confronted the three boys to leave them alone. The boys were very incensed that the author  had even dared to argue with them and vowed to make life very difficult for both of them but that did not scare me even an inch. the author was firm in my resolve to fight back and resist any challenge they would put us to, thus, the author did not move even an inch when one of the older boys advanced and looked him straight in the eye with his blood-shot piercing eyes.  This essay stresses that  Mohammed and the author have also found ourselves in trouble many times, especially with law enforcement officers for petty offenses like going to parties as minors with fake IDs and driving without licences. On many occasions, their parents have been informed of our offenses and they have subsequently been grounded for days; on his eighteenth birthday, for instance, Mohammed and the author were cruising in his father’s car when traffic officers caught up with him for over-speeding. Fortunately for them, his father was not very angry with him for taking his car and nearly crushing it by over-speeding but he gave them a comprehensive lecture on careful driving.

Environmental management article Essay Example | Topics and Well Written Essays - 250 words

Environmental management article - Essay Example State agencies have a lot bureaucratic approaches to water resource conservation issues. From litigation to legislation, the bureaucracy has failed to solve the water needs of the residents. CALFED complements these structures in a way that simplifies accessibility and management of water resources. While governmental agencies and other non-governmental stakeholders battled out in courts and state senate about their overlapping mandates that make them clash, CALFED initiated innovative practices that adaptively transformed the management of water resources. It brought new insights about complex adaptive thinking that can be used to make governance more lithe and perceptive to the needs of people (Booher & Innes, 2010). The dynamisms of this century bring issues that have overwhelmed the traditional government structures. Most of the decision-making processes are adversarial in a manner that emphasizes on interest representations. With these challenges, adaptive complex thinking is the best way forward in any solution seeking society or organization. The style is more flexible thus providing specific solutions to specific problems. According to CALFED’s success story, there are five main features can define the Complex adaptive systems in any setting (Booher & Innes, 2010). They include a large number of interconnected agents, dynamic interactions with vast exchange of information, non-linear interactions, an open system behavior, and resilient system that maintains viability and is sustainably

Reflective Practice in Social Work

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

Its Time for States to Secede from the Union :: Politics Political Essays

It's Time for States to Secede from the Union There is clear evidence that Congress, the White House, as well as the Courts, have vastly exceeded powers delegated to them by our Constitution. To have an appreciation for the magnitude of the usurpation, one need only read Federalist Paper 45, where James Madison the acknowledged father of our Constitution explained, "The powers delegated by the proposed Constitution to the Federal Government, are few and defined. Those which are to remain in the State Governments are numerous and indefinite. The former will be exercised principally on external objects, as war, peace, negotiation, and foreign commerce; with which last the power of taxation will for the most part be connected. The powers reserved to the several States will extend to all the objects, which, in the ordinary course of affairs, concern the lives, liberties and properties of the people; and the internal order, improvement, and prosperity of the State." Short of some kind of cataclysmic event liberties lost are seldom regained but there is an outside chance to regain them if enough liberty-minded Americans were to pursue Free State Project's proposal to set up New Hampshire as a free state. Free State Project (www.freestateproject.org) intends to get 20,000 or so Americans to become residents of New Hampshire. Through a peaceful political process they hope to assume leadership in the state's legislature and executive offices and reduce burdensome taxation and regulation, reform state and local law, end federal mandates that violate the Ninth and Tenth Amendments to the U.S. Constitution and restore constitutional federalism as envisioned by the nation's Founders. Since there is only a remote possibility of successful negotiation with Congress, the Courts and White House to obey the U.S. Constitution, it is my guess that liberty could only realized by a unilateral declaration of independence - namely, part company - in a word secede. While our Constitution is silent about secession, there is clear evidence that our Founders saw it as an option. On March 2, 1861, after seven states had seceded and two days before Abraham Lincoln's inauguration, Senator James R. Doolittle (WI) proposed a constitutional amendment that said, "No State or any part thereof, heretofore admitted or hereafter admitted into the Union, shall have the power to withdraw from the jurisdiction of the United States." Several months earlier Representatives Daniel E. Sickles (NY), Thomas B. Florence (PA) and Otis S.

Capitalism Vs Socialism

Capitalism's central idea is that the marketplace decides what will be made and sold. In Capitalism the government exists to protect individual rights. Capitalism fir SST emerged in the 16th century; Capitalism in Europe was preceded by feudalism. Capitalism ca n be tracked back all the way to Western Europe during the Middle Ages. Then it began to devil pop into a more modern version during the Early Modern Period in countries in northwestern Europe, like the Netherlands and Europe. The founder of Capitalism was Adam Smith; he creak Ted Capitalism around the 18th century.Socialism is an economic system in which the government owns and controls manufacturing, and is also responsible for planning the economy. Socialism w as created in the early 1 8th century by Karl Marx. Socialism was created in an attempt to eliminate ate the differences Hernandez 2 between the rich and the poor. If you are a socialist you are not allowed to owe n anything not even a house! Socialism is the concept that individuals should not have ownership of land, money, or industries. But the whole whole community collectively owns and controls pro Perry, goods, and production.In the other hand under Capitalism, individuals own and control I ND, money, and even production of industries. The individuals are even free to own homes an d cars. Capitalist also have the freedom to live where ever they want Socialism was emerged to eliminate the rich and the poor. But Capitalism me urged because of the problems in the feudal society and because of the industrial re volition government started to change. Personally I like capitalism more because of all the freedom people have and I believe that it is unfair that if someone works more or less t hen someone else they get paid the same and that is basically what socialism is.

What to do if your career plans fall through

What to do if your career plans fall through Maybe you applied for your dream job and never heard back. Maybe you made it months into the process, and after 3 rounds of interviews finally received a rejection. Or maybe you got what you thought was the perfect job and then realized it’s not the career for you. It’s tough to put everything you have into building a career and then have it not pan out. When your work life is out of balance, you’re in a vulnerable place, and that uncertainty can color all aspects of your life.Here are a few actions you can take to dig yourself out of a career slump and get yourself going in the right direction.Take a time out.When you get the rejection- or the realization hits you that you’re in the wrong job- give yourself a minute to wallow. Really, it’s okay to be frustrated and sad. Sulk, cry, and vent to your partner and friends. Take a moment to process before getting back on your A-game again.Accept the reality of the situation.The fact is, you’re not where you want to be. No matter how many good vibes you send into the world, you have to face reality. Figure out exactly where you are now, and accept that place as your new square one. This will give you a solid base from which to start and get done what you need to get done.Turn your anger into action.Instead of grumbling about how unfair life is, put all of that mental energy to better use figuring out how you’re going to move on. Sure, you can be annoyed and mad, but if you obsess over negative emotions, your bitterness will seep into your job hunt and your life.Work on yourself.We all have areas that need improvement. What are yours? Take some time to identify your trouble spots- or even just places where you could broaden your awesomeness. Nothing boosts your self worth- or your resume- like targeting weaknesses and eventually turning them into strengths.This is the professional version of turning lemons into lemonade. Sit down with a piece of paper or a blank screen and list the reason why you might have fallen short. Take a moment to figure out what you can learn from where you’ve ended up. What can you do in the future to improve and not make the same mistakes? How can you be better?Solicit feedback.Hiring managers are often happy to help you along your journey. Ask what you could have improved in order to be a better candidate for the position you didn’t get. You can also ask mentors, bosses, and colleagues how they would rate your past job performance. See how people view you from the outside, and then work on the skills that you lack.Get to work.Okay, you had your pity party and have assessed your strengths and weaknesses. Now’s the time to muster all your positivity and motivation and really get out there to get things done. Do your homework: figure out what you need to do to end up in your dream job and start all over again. You’ll get there.

Free Essays on Dysfunctional

Dysfunctional is usually applied to families, but also to describe anything from a broken appliance to society at large. To qualify as dysfunctional, obviously the thing in question has ceased to function, or perhaps never functioned in the first place. A family cannot function if the individual members don ¹t communicate their ideas, feelings, needs, and desires. Lack of communication is usually embraced and reinforced by a stringent set of unspoken rules. The same theory can be applied to organizations. Unfortunately I have been part of a dysfunctional organization, although the main problem was contained in one department, but much like teams, an organization is only as strong as their weakest link. I was a Director of Servicing Operations for a major mortgage lender in California. I had recently graduate from college and I had 5 years of servicing experience with the organization and I felt this would be an excellent opportunity for advancement in my career. I was well aware of the departments problems prior to taking the position, but for some reason I felt as though I would be the one to go to bat for my subordinates, reduce turn-over, increase productivity and finally bring the mortgage delinquency down to a respectable percentage. This was a huge order, but I was up for the challenge. Throughout my undergrad I learned many definitions of Leadership and I was determined to be a Leader rather than a Manager. Little did I know how much support I needed from upper management and colleagues to make this possible. When I first started with this company I was attracted to the scores of smart, motivated, and talented people that populated this organization, although I did notice that they do not often pull in the same direction at the same time. When they did, they can execute brilliant, breakout strategic moves, but the organization typically lacks the discipline and coordination to repeat these successes on a consistent basis... Free Essays on Dysfunctional Free Essays on Dysfunctional Dysfunctional is usually applied to families, but also to describe anything from a broken appliance to society at large. To qualify as dysfunctional, obviously the thing in question has ceased to function, or perhaps never functioned in the first place. A family cannot function if the individual members don ¹t communicate their ideas, feelings, needs, and desires. Lack of communication is usually embraced and reinforced by a stringent set of unspoken rules. The same theory can be applied to organizations. Unfortunately I have been part of a dysfunctional organization, although the main problem was contained in one department, but much like teams, an organization is only as strong as their weakest link. I was a Director of Servicing Operations for a major mortgage lender in California. I had recently graduate from college and I had 5 years of servicing experience with the organization and I felt this would be an excellent opportunity for advancement in my career. I was well aware of the departments problems prior to taking the position, but for some reason I felt as though I would be the one to go to bat for my subordinates, reduce turn-over, increase productivity and finally bring the mortgage delinquency down to a respectable percentage. This was a huge order, but I was up for the challenge. Throughout my undergrad I learned many definitions of Leadership and I was determined to be a Leader rather than a Manager. Little did I know how much support I needed from upper management and colleagues to make this possible. When I first started with this company I was attracted to the scores of smart, motivated, and talented people that populated this organization, although I did notice that they do not often pull in the same direction at the same time. When they did, they can execute brilliant, breakout strategic moves, but the organization typically lacks the discipline and coordination to repeat these successes on a consistent basis...

Innovative information systems capabilities of Disney company Research Paper

Innovative information systems capabilities of Disney company - Research Paper Example The IT sector is behind many of the operations of the organization and is responsible for the smooth running of the various companies that are related to the Walt Disney organization (Gabler 56). Due to the large scale of the Disney family, it cannot be said that the IT functions are centralized but rather are set up in the different companies such as the Animation and Amusement park subsidiaries according to the particular needs of that company and their particular requirements. However, there is a section of IT that can be considered to be central in nature as it is responsible for the overview of the various parts of the Walt Disney Empire (Gabler 59). This is to say that it collects and maintains important information having to do with all the parts of the organization into one place so as to formulate an overview of how the companies are performing with regard to various terms such as financially, growth and expansion (Van den Hoven & Weckert 102). This central collection of inf ormation can be considered to be the hub of the Walt Disney Information System. ... These costs arise in different forms such as the maintenance of the machinery involved with the IT infrastructure in a bid to keep it running smoothly, as well as the cost of manpower that is required to operate the various systems (Daintith 75). These costs tend eat into the organization’s budget as they are cheap. There are various opportunities that can be discovered in this sector as well if one is to carefully look around. These include the room for expansion that is provided by the development of IT. This is with regard to the spread of the internet and the resultant market that is available on this new platform. The proper use of IT in this sector will allow the organization the opportunity to fully exploit this new market (Daintith 89). In terms of threats, the most significant in this category would be of insecurity which has become a growing problem within the IT industry as more hackers look to exploit those who these systems to their own advantage. Hackers are a da ngerous lot and could be responsible for the loss of a lot of  money through operation interruptions and thus the proper security measures need to be taken to ascertain that the system is safe and secure from such individuals. Disney's New Technology There are a number of new technologies within the IT sector that have arrived in Disney over the past few years and have served to improve the business operations of the organization in various ways be it the enhancement of operational efficiency or the attraction of more customers as a result of their introduction (Gabler 98). The main introductions have been of the latter variety and have been especially utilized in amusement parks where

The effects of social media on democracy in Egypt Essay

The effects of social media on democracy in Egypt - Essay Example People have always made efforts to liberate themselves from the fetuses of oppression and submissive rule. In the enhancement of democracy, it is evident that people have sought collective action strategies to achieve democracy. There are a number of studies on this aspect, and in light of the Egyptian efforts to achieve democracy. Researchers note that the struggle to obtain democracy can take place in three forms, through protests, collective action or contention (Gelvin 201). The protest actions are an expression of widespread discontentment with the current political discourse that makes people go to the streets and advocate for what they believe. On the other hand, collective action is a situation where the masses have a shared interest, with which they seek to rally and advocate for its adoption and act on its behalf (MacQueen 37). Finally, contention involves a more comprehensive approach, where a group or section of the population make claims on certain interests that will af fect the wider population. The fight for democracy in Egypt can be assessed in the context of the three political struggles and research proves that effective social ties were a major motivation towards the success of efforts to restore democracy. On this platform, it is evident that individual awareness is important for political struggles as well as social ties that facilitate the spread of such awareness (Noland, and Pack 68). Dense social networks are a great motivation towards establishment of well ties and are the route towards the mobilization of populations (Harper 145). This means that effective networks bridge the gap of information in political struggles and strengthens the interpersonal ties that define the extent of bonding within particular groups of people (Anna 42). It is clear that most modern dictators employ the use of high technology systems to consolidate their power