ICT in Education Essay Example | Topics and Well Written Essays - 1250 words

ICT in Education - Essay Example 1-2, 2002). They further inform us that "It is the use of computers as communications tools (as well as aids to learning, teaching and assessment) that presents the key educational development" (Bhanot, & Fallows, pp. 1-2, 2002). ICT is proved to have a subtle impact on sociological environment of the world narrowing down to the personal lives of the common human being (Yuen, Law, & Wong, 2003). With the passage of time, ICT in education is getting more easily in the reach of people due to the gradual price decline (Selwood, & Pilkington, 2005). Emerging as a pervasive marker for the change of people's lives, ICT has now begun to make greater impact: It has come to bear a positive effect on the way schools and other educational institutions were traditionally run before. ... h the observation that "ICT has redefined learning and teaching and is well on the way to changing the future principles, practices, policies, and underlying epistemological issues that define the value, worth, meaning, and delivery of educational services" (p. 220). ICT in Elementary Schools Chasing the impact of ICT in elementary schools, Lim, C. P., & Tay, L. Y. (2003, p. 1) inform us that ICT is more like a neutral tool that depends more on the lesson plan strategies, management of work being put to the students, and on the teaching to them as how to effectively manage different types of ICT tools. However, this very tool can be positively used to develop a higher-order thinking in the pupils. They studied the ICT tools for developing the higher-order thinking in students and listed out some useful inventories. Their study revealed that "there are six interrelated implications of how ICT tools can be used to engage students in higher-order thinking in an elementary school environment" Lim, C. P., & Tay, L. Y. (2003, p. 1). First is the objectives of the lesson that according to them "plays an important role in shaping the development of the lesson" (p.1). Next, are the orienting activities that enable among learner a sense of autonomy. Number three is the right time I CT tool training to the students so that they can engage themselves with ICT tools and start learning. Number four is the integration of different ICT tools so that students can achieve instructional objectives in a rapid manner. On number five on their list is "The classification of a particular type of ICT tool is not based only on its features or characteristics but also on how it is used" (Lim, C. P., & Tay, L. Y., 2003, p. 1). Last on their inventory is the effective management of ICT resources

Emergency management Essay Example for Free

Emergency management Essay The safety of child will always be my number one priority. I will always try my best to protect children in my care from hurting themselves, however, accidents do happen. My premises have been checked and they meet the requirements of the Early Years Foundation Stage in England. I also regularly review, update and practise my safety routines, including fire drills. As a registered childminder, I am legally required to have a valid first-aid certificate. I can administer basic first-aid treatment, and my first-aid box is clearly labelled and easily accessible. It is stored in my utility room. Parent contact numbers are with the first-aid box. †¢ I hold written permission from parents in Childs Record Folder to seek emergency treatment for their child if it is needed. †¢ All accidents will be recorded in an accident book. †¢ As a registered provider I must notify Ofsted of any serious accidents, illnesses or injuries or the death of any child whilst in my care and any action I may have taken within 14 days of an incident occurring. If I am in need of support or advice regarding a serious illness or incident involving a child in my care I may contact National Childminding Association who will log information regarding the incident with regard to their safeguarding policy. A NCMA designated officer will be assigned to my case and all the information given to them will be kept confidentially unless their appears to be a child protection issue which will be reported accordingly. If an accident or incident involving a child in my care may result in an insurance claim I will contact my public liability insurance provider to discuss my case and be allocated a claim number. This may involve discussing details of the child in my care with a third party. I also have an arrangement with another registered childminder to provide emergency back-up cover if necessary. In the event of an accident whilst child in my care: †¢ First, I will reassure the injured child while making sure that the other children in my care are safe. This may mean strapping a baby in a buggy or sitting an older child somewhere where I can see them. †¢ Then, if possible, I will deal with the accident. If not, I will ring 999 for help. †¢ If I have to accompany or take a child to hospital, I will either take the other children with me, or call my emergency back-up cover. This will be another registered childminder or known responsible adult. These people will be known to you (please see below) If there is an accident or emergency, my emergency back-up cover may contact you and you will be expected to collect your child straight away. If I manage to deal with the accident myself, then I will tell the affected child’s parents immediately. If I accompany or take a child to hospital, I will contact their parents and ask them to meet me at the hospital. If I have an accident, I will get the nearest responsible adult to help, while my emergency back-up people are being contacted. After every accident, however minor I will: †¢ Record in my accident book †¢ Ask you to sign the report and then provide you with a copy If the incident requires any medical treatment: †¢ Inform Ofsted within 14 days of an incident occurring †¢ Inform my Insurance †¢ Contact the NCMA for advice/support In the event of an accident in the Childs home: †¢ Parents must inform me on child arrival of any accident at home and record it in the back of the accident book. †¢ If I will see an evidence of injury on a child which has not occurred whilst in my care and has not been reported to me, parents will be asked for information on the incident and instructed to write in the accident book I will do my best at all times to make sure the children in my care are safe, reassured and kept calm. Emergency back-up cover |Back-up registered childminder |Known responsible adult I have read and understand the Accident and emergency policy. I give my permission for the named emergency back-up people to have my contact details for use in an emergency. I give permission for my child ________________________ to be taken to hospital and be given emergency treatment providing every effort has been made to contact me. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for review | 27/07/2012 | Illness and emergencies policy I appreciate that as a working parent you need to be able to go to work, however if your child is unwell then they will be bettered cared for in their own home. It is my policy to keep children safe when they are in my care, promote good health and take necessary steps to prevent the spread of infection within my childcare setting: †¢ I will promote hand-washing in warm soapy water before eating or handling food and after using the toilet †¢ Each child will also have access to kitchen towel, which I will provide for each child under my care †¢ I will promote the use of tissues for children with coughs and minor colds †¢ All children in my setting who are excluded due to having an illness or an infectious disease such as a severe cold or stomach upset will not be allowed to return until they have been free from illness for 48 hours. This is in order to minimise the risk of the transmission of an infection to other children, myself or members of my family †¢ If a child arrives at my setting with a disease or illness I believe to be infectious or that poses a risk to the other children in the setting or myself I will expect the child not to attend my setting until they have been well for the recommended period of time (In accordance with the contract agreed with parents I expect to be paid for the child’s place even if they are excluded from my setting due to an illness or infectious disease) Children and babies can often become unwell with very little warning, if this happened whilst child in my care: †¢ I will contact you and expect you to pick up your child immediately and not return to the setting until your child well again †¢ If you cannot then an emergency contact will be called instead †¢ All parents are expected to provide emergency contact numbers other than their own in case they are unavailable to come and collect their child themselves I will inform the parents of the other children in my setting if there a child I care for has a diagnosed infectious disease If I, or one of the members of my family have a confirmed infectious disease, I will inform you as soon as I am able. (As I will not be able to offer my childminding service I will not charge you for the time the service is unavailable, as agreed with you in our contract) I am happy to care for a child with common coughs and colds providing they can join in with a normal day and do not need medication I will not accept a child with a high temperature as this is usually the first sign of illness and a very high temperature can sometimes lead to convulsions (Please do not bring your child if they are obviously ill as I will refuse care. Remember that I will not be able to give your child the extra atten tion that they need whilst care for other children.) I will ensure Ofsted is notified of any serious accident, illness or injury to any child whilst in my care, and the action taken in respect of it. Notification must be made as soon as is reasonably practicable, but in any event within fourteen days of the incident occurring. If you knowingly bring your child when ill this is a breach of contract and trust and in serious cases could result in termination of our contract By signing this policy you are agree that you have read and adhere to Illness and emergencies policy. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Behaviour policy Behaviour policy statement: I aim to offer a quality childcare service for children and parents. I recognise the need to set out reasonable and appropriate limits to help manage the behaviour of children in my care. †¢ By providing a happy, safe environment, the children in my care will be encouraged to develop social skills to help them be accepted and welcome in society as they grow up. †¢ I do not, and will not, administer physical or any other form of punishment with the intention of causing pain or discomfort, nor any kind of humiliating or hurtful treatment to any child in my care. †¢ I endorse positive discipline as a more effective way of setting boundaries for children. Behaviour Procedure: †¢ I keep up to date with behaviour management issues and relevant legislation by taking regular training from NCMA and Early Years Service and by reading relevant publications, such as Who Minds? †¢ I agree methods to manage children’s behaviour with parents before the placement starts. These are discussed with parents during initial visits before the contract is signed to ensure appropriate care can be provided. A copy of the house rules will be given to the parent to encourage positive behaviour. †¢ Wherever possible I try to meet parents’ requests for the care of their children according to their values and practices. Records of these requirements are agreed and kept attached to the child record forms. These records are revisited and updated during regular reviews with parents. †¢ I expect parents to inform me of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s behaviour such as a new baby, parents’ separation, divorce, new partner or any bereavement. All information shared will be kept confidential unless there appears to be a child protection issue. †¢ I offer regular review meetings with parents to discuss their child’s care and any issues or concerns, preferably when the child is not present. If I do not share the same first language as the child’s parent, I will find a way of communicating effectively with them. This may include seeking guidance from the local early years team. †¢ I work together with parents to make sure there is consistency in the way the children are cared for. A consistent approach benefits the child’s welfare and helps ensure that the child is not confused. †¢ I will only physically intervene, and possibly restrain, a child to prevent an accident, such as a child running into the road, or to prevent an injury or damage. †¢ All significant incidents are recorded in an incident book and will be shared and discussed with the parents of the child concerned so that together we can work to resolve any behavioural issues. †¢ From time to time children will have difficulty learning to deal with their emotions and feelings and this is a normal part of child development. I will acknowledge these feelings and try to help children to find constructive solutions in liaison with their parents. †¢ Distracting and re-directing children’s activities are used as a way of discouraging unwanted behaviour. †¢ I encourage responsibility by talking to children about choices and their possible consequences. †¢ I aim to be firm and consistent so that children know and feel secure within the boundaries I set. †¢ I will respond positively to children who constantly seek att ention or are disruptive. †¢ I will help children maintain their self-esteem by showing I disapprove of their bad behaviour not the child themselves. I encourage appropriate behaviour by: †¢ Setting a good example, I aim to be a positive role model as children copy what they see. Children learn values and behaviour from adults. †¢ I readily praise, approve and reward wanted behaviour, such as sharing, to encourage it to be repeated. Using praise helps to show that I value the child and it helps to build their self esteem. †¢ I praise children to their parents and other people when they have behaved as expected. †¢ I try to be consistent when saying â€Å"no† and explain reasons why it is not appropriate and considered unwanted behaviour. †¢ My expectations are flexible and realistic and are adjusted to the age, level of understanding, maturity and stage of development of the child. †¢ I try to involving children in setting and agreeing house rules. Children are guided away from doing things which: †¢ Are dangerous or hurtful or offensive to someone else †¢ Are dangerous to the child †¢ Will make the child unwelcome or unacceptable to other people †¢ Damage other people’s property. By signing this policy you are agree that you have read and agree with my behaviour policy. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Safeguarding policy Safeguarding policy statement: My first responsibility and priority is towards the children in my care. If I have any cause for concern I will report it, following the local Safeguarding Children Board procedures in England. I understand that child abuse can be physical, sexual, emotional, neglect or a mixture of these. I must notify Ofsted in England of any allegations of abuse, which are alleged to have taken place while the child is in my care. Procedure: †¢ I keep up to date with child protection issues and relevant legislation by taking regular training courses and by reading relevant publications. This helps me be aware of the signs of abuse or neglect and what to do if I have a concern. †¢ I have copies of, and am familiar with, the local Safeguarding Children Board procedures. Every six months I check that I have the latest version of the relevant procedures. †¢ I have a copy of the relevant booklets and guidance; I have read them and understand them. If I am concerned about a child’s welfare, I may contact the local authority, the NSPCC, the National Childminding Association (NCMA), or other relevant support services for advice, providing this does not affect confidentiality. Child protection concerns that could identify a particular child are kept confidential and only shared with people who need to know this information. Parents must notify me of any concerns they have about their child and any accidents, incidents or injuries affecting the child, which will be recorded. I work together with parents to make sure the care of their child is consistent. If I notice: †¢ significant changes in behaviour †¢ unexpected bruising or marks †¢ any comments made which give me cause for concern †¢ deterioration in general wellbeing which causes concern I will implement the local Safeguarding Children Board (LSCB) procedures in England, without delay to minimise any risk to the child. I will call the local social services’ duty desk and follow it up with a letter within 48 hours. I will keep a factual record of the concern and will ask the parents for an explanation, providing it would not put the child at risk. The national standards for registered childminders in England and Wales require me to let Ofsted know of any concerns that I have reported without delay. If a child tells me that they or another child is being abused, I will: †¢ Show that I have heard what they are saying, and that I take their allegations seriously †¢ Encourage the child to talk, but I will not prompt them or ask them leading questions. I will not interrupt when a child is recalling significant events and will not make a child repeat their account †¢ Explain what actions I must take, in a way that is appropriate to the age and understanding of the child †¢ Write down what I have been told using exact words where possible †¢ Make a note of the date, time, place and people who were present at the discussion †¢ Then report my concerns immediately to the duty social worker who has the experience and responsibility to make an assessment of the situation. If an allegation is made against me, I will report it to Ofsted and social services following the Safeguarding Children Board procedures in England. I will also contact NCMA’s safeguarding children service on for advice and support. In all instances I will record: †¢ Child’s full name and address †¢ Date and time of the record †¢ Factual details of the concern, for example bruising, what the child said, who was present †¢ Details of any previous concerns †¢ Details of any explanations from the parents †¢ Any action taken such as speaking to parents. It is not my responsibility to attempt to investigate the situation myself. By signing this policy you are agree that you have read and agree with my Safeguarding Policy |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Useful telephone numbers NCMA allegations and complaints service for anyone concerned about the welfare of a child 0845 880 0044 NCMA Safeguarding Children Service 0845 880 0044 NSPCC child protection helpline – 24-hour helpline for people worried about a child 0808 800 5000 Equal Opportunities Policy Equal opportunities statement: I always aim to offer a quality childcare. I give all children in my care the opportunity to reach their full potential. Sometimes this means adapting an activity to the child’s ability and stage of development, providing additional resources or giving one child more attention and support than others during a particular activity or routine. I value and respect the different racial origins, religions, cultures and languages in a multi-ethnic society valuing all children equally, and treating each with equal concern and without discrimination. All children in my care are given the opportunity to play with all the toys (subject to health and safety with children under 3 years of age). No toys are just for girls or just for boys. I try to ensure my toys reflect positive images of children and people from different cultures and with different abilities. I have toys and resources that challenge stereotypical ideas on what careers are open to men and women. Equal Opportunities procedure: No child in my care will be discriminated against in anyway, whether for their skin colour, culture, gender, ability or religion. I will challenge any remarks that I feel are inappropriate. I will make sure that I actively promote equality of opportunity and anti discriminatory practices for all children: †¢ I encourage the children in my care to learn more about their own culture and to find out about the culture and religions of other children. We do in this in a fun way through sharing books, colouring sheets, cooking and eating food from around the world and celebrating special festivals. I provide resources such as woks and chopsticks, dressing up clothes, crayons and pencils. †¢ I encourage the children to develop a healthy respect of each other’s differences and to value everyone as an individual. †¢ I encourage Parents to share with us any festivals, special occasions or artefacts, which may enhance the children’s learning and understanding. By signing this policy you are agree that you have read and agree with my Equal Opportunities Policy |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Emergency Evacuation Procedure In order to keep the children and myself safe I have developed the following procedure to evacuate my home in the event of an emergency. This may be as a result of a fire, flooding, gas leak etc. The children will regularly practice the evacuation procedure with me so they will not be alarmed in the event of the situation being real. Practices will be carried out on different days of the week to ensure all children practice and the details recorded in the evacuation log. †¢ Sound the alarm (this is a whistle) †¢ Evacuate the children using the safest and nearest exit available (Babies and toddlers will be carried to safety) †¢ Take: o Attendance Record for the day o Contact numbers o Mobile phone †¢ Assemble across the road from the house (at the end of the garden if leaving via the rear of the house) †¢ Contact the emergency services †¢ Comfort and reassure the children †¢ Arrange safe place for the children to stay until parents can collect them †¢ Follow the instructions of the Emergency Services †¢ Do not return to the building until the Emergency Services have declared it safe to do so Unexpected Closure of Childminding Service I will do my best to provide a service for the hours and times that I have been contracted to work however very occasionally it may be necessary to close my childminding service. This may be as a result of me being unwell and therefore unable to work. If I have a cough or a cold I will continue to work, however if my illness is contagious then I will not be able to work, until I know I can not pass on the infection to the children or their parents. I will try to provide as much notice as possible if I am unable to work. There may be other occasions when I am unable to provide a service, for example: †¢ Following emergency evacuation of my premises (see evacuation policy) †¢ Loss of power to my home †¢ Mains water turned off †¢ Heating broken †¢ Flooding †¢ Medical emergency for myself or a member of my immediate family †¢ Death within the family I will advise parents as soon as I can if I am unable to provide a service. I will work with parents where possible to find temporary emergency childcare from amongst local childminders. I will not charge you if I am unable to provide a service. Childminding Safety On Outings Policy When taking Children on Outings it is essential that proper planning is done to ensure the safety of all children involved. I obtain written parental permission for all routine and special outings. I inform parents of any planned special trips for example to the coast or a local farm. I ensure that I take with me everything I may need, emergency Contact cards for the children, First Aid Kit, Nappies and changing bag (if required) spare clothes, mobile phone, drinks and a healthy snack. I have developed plans on what to do in the event of an emergency. I carry a contact card for each child. I have also a card on me that explains that I am a registered Childminder. I will make sure to organise outings to fit in with the needs of the children, and ensure that I have the necessary equipment and resources to keep them safe. Olly’s house rules My workplace is also my family home and I would expect all adults and children that I welcome in my home to treat me, my family and my belongings with respect. I have a few house rules that all children will be taught and expected to follow whilst in my home. This is for the safety and well being of everyone. †¢ We keep our coats, shoes and belongings tidied away †¢ Adults/Children leave dirty or muddy shoes at the door †¢ We wash hands after going to the toilet/touching the animals/before and after eating †¢ We like eating our meals at the table †¢ We walk in the house (Running, jumping, throwing, fighting or wrestling we enjoy when we play outdoor) †¢ Older children not allowed pick up babies or toddlers †¢ We say please, thank you and sorry when needed †¢ We will be kind to each other and look after each other †¢ We play nicely with the toys †¢ Sharing is a good thing to do and good manners should be used at all times †¢ We all walking together hading hands when out and about †¢ And we remember to have fun!!! (

Teaching Philosophy Statement Essay -- Teachers Education Classroom Es

Teaching Philosophy Statement The economic, social, and political systems of the United States are arranged in a manner that benefits the few at the expense of the rest. Unfortunately, the school is a tool indirectly used by the government to perpetuate the injustice and keep things in tact. Blind patriotism in the classroom suppresses discussion on pervasive inequalities, leaving students to ignorantly accept the status quo. As a social reconstructionist, I believe that younger generations should learn about the wrongs that persist, so they can fix our broken society when it is their turn to lead. One factor that influences my decision to become an educator is a yearning to leave my altruistic mark on society. As a teacher, I will have the opportunity to emotionally stir my pupils into social action by exposing injustices hidden by the current educational system and the media. Though my idealism may be naà ¯ve, it is my philosophy that the nature of human beings is actually good. I feel that most people will not tolerate inequalities if they know of their prevalence. For that reason, my students will not be sheltered from real life issues such as AIDS, racism, sexism, homophobia, xenophobia, ethnocentrism, etc. Social ills must be diagnosed before they can ever be cured. Hopefully, my lectures will influence some to enter the real world on a mission to confront these crimes against humanity. According to the praxis doctrine, actions based on sound theory and values will make a difference in the world. In addition to initiating and facilitating social refor m, I will illuminate the transparent barrier suppressing upward mobility in our nation. In America, the class sy... ...le a hectic classroom environment. After I graduate from Concord University with a degree in both History and Education with an emphasis on Social Studies, I hope to study under a new social historian and earn my Masters or possibly a Doctorate. Though my beliefs are conspicuously biased, I do not wish to impose them on any child that may ever enter my classroom. Instead, I only hope to open my learners’ eyes to the darker side of society, provide possible solutions, and allow them to individually reconstruct their own perspective of the world. My goal as a teacher will be to imbue in my pupils that true patriotism is striving to make America perfect, not assuming it already is. Hopefully, future generations will substantiate the egalitarian rhetoric of our forefathers, and prove to the world that all men are truly created equal.

she never speaks :: essays research papers

Have you seen her? You may have walked or even drove by her more than one time. You may have noticed her glistening red skin, the voluptuous curves on her body, or used her for exercise. I cannot say it was love at first sight when I first saw her, she appeared to be like all the others I had been with; however, she possessed something that I could not describe. When the wind blew it was as if she was calling my name so I could not stay away from her. I have spent many hours in the blistering hot sun preparing myself for those special times that I would have with her. I have shed both blood and tears for her. My woman is not an average female, she is extraordinary. She never asks where have I been or why I have not called. She is content with where she is and does not complain. She does things that other women would not do. My woman is like a dirty rest area, open to the public twenty-four hours a day, seven days a week. There is no admission fee.   Ã‚  Ã‚  Ã‚  Ã‚  People call her the â€Å"neighborhood girl†. She knows the corner where she belongs to and knows how to please. For her age, she is in pretty good shape. Not just men, but people from all over the country come to be with her. She does not discriminate against anyone. People of all ages, races, classes and genders have access to her. Many people are with her at more than one time. Sometimes there can be ten to forty people with her. When I see more than one person with her, I do not get jealous with her because I know that she can make them better, and I know that they need her more than I do. The first time I was with her I only lasted for ten seconds, but I have made dramatic improvements. She has a lot of miles on her since she has been broken in from the years of pounding. Her legs stretch for miles. They are straight like runways for planes awaiting take off. She takes me places I have never seen or been before. On many occasions when I’m with her, we become one. When I am with her, I am able to distance myself from all the other odors exhausted by others who are also on her.

The Innocent Man

The Innocent Man is non-fiction examining several particularly unjust criminal convictions in the Oklahoma justice system. But as non-fiction, you will not believe how innocent people can be railroaded onto death row on almost no evidence whatsoever, coerced confessions and unscrupulous prosecutors who want someone's head on a stick without truly looking for the killer. The main target in the book is Ron Williamson, who has a humble beginning as the son of a door to door salesman, then to a career as a professional baseball player, drafted by the Oakland A's.But like many promising baseball players, he bounced around the minor leagues for years before retiring in his mid-20's. . After his short sports career that took him no higher than the minor leagues, Williamson returned home to Oklahoma. He developed a mental illness and a drinking problem and when a young woman in his neighborhood was stabbed to death, poor Ron was the obvious suspect since no one liked him anyway.You might thi nk this all happened in less enlightened times, but it took place in the 1980's. Ron and Dennis Fritz spent years in jail as they exhausted their appeals and finally convinced a federal judge that the conviction was an outrage, based on almost no evidence and the fact that Ron was mentally-ill. The judge overturned the conviction on a Habeas Corpus petition by Ron's lawyers only a few days before his execution. For years, Ron was screaming in his jail cell that he was innocent.The Innocence Project, a New York City organization that works to free the wrongly-convicted, took his case and won his freedom. What happened to Ron Williamson could happen to anyone. The guy he was convicted with was probably sent to jail because he was merely friends with Ron. You could be arrested tomorrow for being in the wrong place at the wrong time. A jury of your â€Å"peers† could convict you on with no evidence simply because the prosecutor told them you committed the crime.We learn that inno cent men are sometimes sent to Death Row. We learn that this innocent man barely escaped execution. There may be many people who still believe that all lawmen are honest, government officials never make mistakes, and innocent men are never put to death. But, I think it is easy to say that there are bad apples in every crowd and yes, even bad people in some of the most respectable positions in the world. The Innocent Man The Innocent Man is non-fiction examining several particularly unjust criminal convictions in the Oklahoma justice system. But as non-fiction, you will not believe how innocent people can be railroaded onto death row on almost no evidence whatsoever, coerced confessions and unscrupulous prosecutors who want someone's head on a stick without truly looking for the killer. The main target in the book is Ron Williamson, who has a humble beginning as the son of a door to door salesman, then to a career as a professional baseball player, drafted by the Oakland A's.But like many promising baseball players, he bounced around the minor leagues for years before retiring in his mid-20's. . After his short sports career that took him no higher than the minor leagues, Williamson returned home to Oklahoma. He developed a mental illness and a drinking problem and when a young woman in his neighborhood was stabbed to death, poor Ron was the obvious suspect since no one liked him anyway.You might thi nk this all happened in less enlightened times, but it took place in the 1980's. Ron and Dennis Fritz spent years in jail as they exhausted their appeals and finally convinced a federal judge that the conviction was an outrage, based on almost no evidence and the fact that Ron was mentally-ill. The judge overturned the conviction on a Habeas Corpus petition by Ron's lawyers only a few days before his execution. For years, Ron was screaming in his jail cell that he was innocent.The Innocence Project, a New York City organization that works to free the wrongly-convicted, took his case and won his freedom. What happened to Ron Williamson could happen to anyone. The guy he was convicted with was probably sent to jail because he was merely friends with Ron. You could be arrested tomorrow for being in the wrong place at the wrong time. A jury of your â€Å"peers† could convict you on with no evidence simply because the prosecutor told them you committed the crime.We learn that inno cent men are sometimes sent to Death Row. We learn that this innocent man barely escaped execution. There may be many people who still believe that all lawmen are honest, government officials never make mistakes, and innocent men are never put to death. But, I think it is easy to say that there are bad apples in every crowd and yes, even bad people in some of the most respectable positions in the world.

Critical Analysis on the Context of Multi-agency Team Work Essay Example

Critical Analysis on the Context of Multi Critical Analysis on the Context of Multi-agency Team Work Paper Critical Analysis on the Context of Multi-agency Team Work Paper This essay will focus upon a critical incident analysis in the context of multi-agency team work and inter-professional working. The details of the incident will be drawn from the authors recent experience with the Community Housing Support Team, in particular from Care Programme Approach meetings. The names of both clients and staff, as well as details pertaining to their locale have been changed or omitted to comply with the UKCC’s Code of Professional Conduct, Clause 10, (UKCC, 1992). The situation used within this assignment is based upon two clients who co-habit in a first floor maisonette as common law husband and wife. Mr Client has a diagnosis of paranoid schizophrenia which is controlled with xenobiotics and is the main carer for Mrs Client who has a diagnosis of chronic schizophrenia also controlled by xenobiotics that are administered by Mr Client. Mrs Client also has a prolapse of the uterus which causes her to suffer from double incontinence. Arrangements have been made for Mrs Client to have the required operation to repair the problem, however prior to admission Mrs Client becomes very anxious and has twice refused to have the operation. Both clients have a poor dietary intake, poor personal hygiene, high caffeine intake, and a heavy smoking habit. The conditions that the clients are now living in due to the above being ongoing for some time are now less than satisfactory, and to that end the present situation and what should be done about it, has become the primary focus of the various professionals and agencies involved in care of the clients. Each client has their own keyworker representative from the agencies and professionals involved in their care, these are a community psychiatric nurse (CPN), social worker, and a member of the housing support team (HST). Both the clients have home care workers visiting as part of the social work input, and they also share the same general practitioner (GP), and psychiatric consultant. Housing support team input was on a daily basis with both clients and their role was to assist the clients with shopping and encourage the clients to use leisure facilities and local transport. The housing support team although referred to separately within this essay are officially part of the social work team, as this is the source of their funding. The social work keyworkers roles were to visit the clients on a regular basis and to assist with benefits, finances etc, as well as assisting the clients in conjunction with the rest of the care team if a crisis arose. The social work department had also arranged for home help to visit on a regular basis to assist with housework and hygiene. The clients community psychiatric nurse’s role was to monitor medication and mental state. These are the defined roles as the author understands them, however the care team as a whole interchanges, shares, or crosses over roles as a matter of course throughout the care deployment. In order to properly analyse the inter-professional working of the clients care team, it is important to collate the differing aims of each profession involved. Mr and Mrs Client’s keyworkers from the housing support team were of the opinion that the client’s accommodation had reached the stage where it was posing a health risk for both the clients and other residents in the building. Because the housing support team had daily input with both clients they were also able to pick up on various other aspects of care that appeared to require revaluation, such as medication and mental state, and had encountered such an issue with Mr Client giving Mrs Client the incorrect dosage of medication. Taking into account the issues raised the housing support team felt that they were maintaining a poor quality of life for the clients, and that alternative sheltered accommodation, and care approach should be discussed as this was unacceptable. The social work keyworkers in addition to their normal visits had arrangements for further visits outside of the care plan agreement as there was a recognised need for more intense support at this time. It was felt that placement in a nursing home as a couple with continuing input from the housing support team and community psychiatric nurse, would improve the clients quality of life. The clients general practitioner and consultant had made a referral to residential services. Both clients community psychiatric nurse felt that the clients mental state did not warrant an admission into hospital, however further arrangements should be made regarding medication and accommodation. These various agencies and professionals come together, in this case every six months, to partake in a care programme approach meeting (CPA). The care programme approach was first considered in nineteen eighty-nine then again in nineteen ninety in a Department of Health circular, before being implemented in nineteen ninety-one as an official guideline. However inter-collaborative working has been an aim of government policy in mental health services since the nineteen seventies, (COUCHMAN, 1995). Its target group being psychiatric clients in hospital, community or other specialised mental health service. The aim of the guidelines were to encourage greater efficiency and co-operation between the various agencies and professionals involved in the care of a client or clients. This was to be done by systematically assessing all the clients needs and the agency or profession that could best meet those needs, the appointment of a keyworker from one of the agencies or professions involved, to reach agreement between the carers involved and the client, and then to implement, monitor and set regular review dates, (COWART SEROW, 1992), In addition to the care plan approach meetings there is almost daily interaction between the agencies and professions involved. In addition to this there are meetings within each individual agency or profession, usually on a weekly basis, concerning the most appropriate delivery of care within the role of the individual agency or profession. The diagram in Appendix A shows the ways that clients enter the psychiatric services, and where inter-professional collaboration happens, it also shows that this care team is a hybrid parallel pathway team. Efficient inter-professional collaboration exists only where there is good group dynamics and working relationships, both within the care team and within the government who’s laws and guidelines that care team follows. However when reviewing the history of British social policy it is easy to become pessimistic, Webb, (1991) points out, â€Å"exhortations to organisations, professionals and other producer interests to work together more closely and effectively litter the policy landscape, yet the reality is all to often a jumble of services fractionalised by professional, cultural and organisational boundaries and by tiers of governance†. In order to overcome these problems they must first be identified and then strategies devised to overcome them. Whilst in the community with the housing support team the author observed that the main problem or cause of problems was communication, whilst ironically, most if not all of the problems encountered could have been avoided or solved more efficiently with effective communication. However the author feels this may be viewed by many as an over-generalisation, and so will break this down further into some of the ‘sub’ problems. A key difficulty is that working together appears to be the logical way forward, yet it is the authors experience that little consideration is given to the effects of such an activity, (CARLING, 1995). From an agencies or professions point of view collaborative activity raises two main difficulties first it looses its freedom to act independently when it would prefer to maintain control over its domain and affairs. Second, it must invest scarce resources and energy in developing and maintaining relationships with other organisations, when the potential returns on its investment are often unclear or intangible, (HUDSON, 1987). The main sources of conflict within an organisation and inter-professional collaboration are communication, power, goals, values, resources, roles and personalities. As mentioned previous a major source of conflict is the misunderstanding or breakdown of communication. However communication can also be used as a tool for clarifying opposing views. It is the authors observation that most values within an organisation are internalised and are therefore difficult to change, but they can be clarified through communication so as not to become a barrier. This kind of logic is a skill that can only be learnt through the application of common sense and the wisdom of experience, (BILLIS HARRIS, 1996). Conflict situations often arise suddenly, the author has observed that the more people that attend a meeting or that are involved in a decision regarding care organisation the more potential there is for conflict to occur. Power causes conflict when there are relationships within organisations between individuals of unequal power, the classic example being the doctor/patient relationship, or the nurse and the consultant. This can cause additional conflict where there are differently structured organisations working together as the power differences between individuals then become unclear. For example the power relationship between the community psychiatric nurse and the social worker. Another common cause of conflict is different goals, different methods of reaching those goals, different values, unclear or overlapping designation of responsibilities, lack of information and personality conflicts. It is acknowledged within health care that some conflicts can not be resolved, Mallory, (1981) states that unresolved conflicts need to be managed carefully within any work group in order to balance the level of conflict. Banton, (1985) remarks that the essential point is that conflicts of interest are of fundamental importance in all major areas of life in our society and therefore full consensus is only possible when people are prepared to restrict themselves to the trivial. Conflict in an open environment can be beneficial to the work environment as when handled in a mature and professional manner conflict can lead to creativity, innovation or growth, however if to much energy is expended in non productive activity then conflict becomes destructive. It is the authors opinion that conflict is an inherent part of the nursing and general health care culture, and that psychiatric nurses in the community are prime candidates for this because of the need to work collaboratively with people both professional and non professional of varying social, ethnic and educational backgrounds. Collaboration suggests that the combined power of the agencies or professions is distributed evenly, yet nurses are employed in a hierarchical system. Huber, (1996) suggests that nurses find that working in groups creates a situation in which there are a number of different colleagues and a variety of client types and different personalities to work with, these are complex interrelationships, and added to that complexity is the fact that there are multiple providers requiring co-ordination and communication to manage the care for any client. Within healthcare as a whole there is an interdependence between its members. The multi-disciplinary team breaks down into multiple care providers each relying on the other to carry out a portion of the work. For example a member of the housing support team can not monitor a clients medication if the clients community nurse has not organised the Doset box from the pharmacy. The source of conflict can be organisational, interpersonal or a combination of both. Personal and organisational goals and values may also be in conflict with or over general policies, a general policy being the course of action taken by an institution, department or unit. Policies in the main are meant to soothe conflicts over specific issues, they are designed to give about standard ways to make decisions in recurring situations. However different people within the care team may approach situations with differing viewpoints on how to best deal with certain issues, differences may occur over such things a clerical or managerial routines, or over record keeping and information sharing. Clashes may result at the intersection of a nurses professional judgement as an autonomous professional with standardised policies developed by the institution and designed to produce uniform behaviour, (AJN, 1987). Resource allocation comes under organisation issues and is especially important in the case of Mr and Mrs Client as the general consensus is that sheltered accommodation of some description is required, which inevitably will require funding. Budgeting has caused conflict over scarce resources within organisations. In the case of Mr and Mrs Client the funding for the accommodation should come from the social services department. Power conflicts can be both organisational and interpersonal and result in role conflicts. Role conflicts have been identified as being of two types, role overload and role ambiguity. Role overload is when a carer is expected to perform the work of other employees or disciplines in addition to providing their normal care tasks. Whereas role ambiguity is when the role and responsibilities of the carer expands faster than is officially recognised, (JOHNSON, 1994). To assist in making interprofessional collaboration joint working recommendations such as those stated in Building Bridges, (1996) have been suggested these include commitment on all levels of care approach and delivery, to maintain a primary focus on the service users, jointly owned or shared strategies for care of people with severe mental health problems, agreed procedures for access to services, agreed procedure for information exchange, clarification of roles and responsibilities and regular reviewing of interprofessional dynamics. ?vretveit, (1997) states that UK policy in the nineteen nineties has asked the question, what is wrong with the service? Rather than what problems need tackling in the outside world. In future it should re-focus on how partnerships between the users of the service, professional workers and managers can be achieved, in other words how can we make an integrated service truly democratic? The solutions to nearly all the crisis encountered by the care team can be or could have been solved or at least minimised through the effective use of communication. It is felt that it would also be important in interprofessional collaboration to have shared values and cultures, while a mismatch along these lines between health and social services has been well documented. (SMITH, 1993). Collaboration is the basis for team building and with the changes to healthcare, work redesign, restructuring and reengineering depend on effective collaboration, co-operation and group accomplishment. Proactive conflict resolution in work groups is the essence of building successful teams which are flexible and adaptable, and have a high degree of trust and communication. Therefore the ingredients for successful interprofessional collaboration may be a common goal, interdependence, co-operation, co-ordination of activities, task specialisation and therefore role clarity, equal division of effort and mutual respect. Team building is defined as being the deliberate process of creating and unifying a group into an effective functioning work unit to accomplish specific goals, (FARLEY STONER, 1989). In conclusion, collaboration has been called the most effective strategy for managing conflict to achieve long term benefits. However a wide differential in power (both felt and actual), exists between nurses, social workers, and consultants, and this hinders effective collaboration. Therefore with wide differences in power the most commonly used techniques seem to be compromise and accommodation. There are indications however that this is changing as the health service as a whole is and has undergone some major changes with the implementation of the care plan approach, care management and the formation of community teams such as housing support and community support teams, and as a result effective interprofessional collaboration could soon become more commonplace. (BALDOCK, 1974). REFERENCES. AJN, (1987), Conflict Management. American Journal of Nursing, New York. BALDOCK. P, (1974), Community Work and Social Work. Routledge and Kegan Paul, London. BANTON. R et al, (1985), The Politics of Mental Health. MacMillan Publishers LTD, University Press Oxford. BILLIS. D HARRIS. M, (1996), Voluntary Agencies. Challenges of Organisation and Management. MacMillan Publishers LTD, London. CARLING. P. J, (1995), Return to Community. Building Support Systems for People with Psychiatric Disabilities. The Guilford Press, London. COUCHMAN. A, (1995), Research and Evaluation Issues in Interprofessional Education. CAIPE, London. COWART. M. E SEROW. W. J, (1992), Nurses in the Workplace. Sage Publications, London. FARLEY. M STONER. M, (1989) The Nurse Executive and Interdisciplinary Team Building. Nursing Administration Quarterly. Volume 13, Number 2, Pages 24-30. HUBER. D, (1996), Leadership and Nursing Care Management. W. B. Saunders Company, USA. HUDSON. B, (1987), Collaboration in Social Welfare: A Framework for Analysis. Policy and Politics. Volume 19, Number 4, Page 243-256. JOHNSON. M, (1994), Conflict and Nursing Professionalization. Mosby, St Louis. ?VRETVEIT. J, MATHIAS. P, THOMPSON. T, (eds), (1997), Interprofessional Working for Health and Social Care. MacMillan Publishers LTD, Hong Kong. SMITH. R et al, (1993), Working Together for Better Community Care. SAUS Publications, Bristol. UKCC, (1992), Code of Professional Conduct. Clause 10. 3rd Edition. United Kingdom Central Council for Nursing, Midwifery, and Health Visiting, London. WEBB. A, (1991), Co-ordination, A Problem in Public Sector Management. Policy and Politics. Volume 19, Number 4, Page 229-242. BIBLIOGRAPHY. ROPER. N, LOGAN. W, TIERNEY. A. J, (1986). The Elements of Nursing. Churchill Livingstone, London. LYTTLE. J, (1994) Mental Disorder Its Care Treatment. Bailliere Tindall, London. SELIGMAN. M, (1991). Learned Optimism. New York.

The Dream deferred in the Harlem Renaissance

The Dream deferred in the Harlem Renaissance Free Online Research Papers The Harlem Renaissance was a period where blacks had started to express themselves in many forms (such as literature, art, music, and others) in order to show their humanity to the society which looked down on them because of their skin color and oppressed them in many demeaning ways. This period was started around the 1920’s and ended in the 1930’s (at the same time the Great Depression stroke the United States). In this period, many African American writers expressed their discontent with the supremacist, discriminatory, and standardization ideals of the whites and show how their racial view of African Americans as inferior in culture and lifestyle tarnished their life and their American Dream in many ways. Because of this, the American Dream became deferred because it had lost its values since all that it stands for was being tarnished (for example, equality, liberty, good life). The thesis of this essay is The Dream deferred in the Harlem Renaissance and the sources used are Harlem, The Weary Blues, and The Negro Artist and the Racial Mountain by Langston Hughes and If We Must Die by Claude McKay. One poem where the American dream is shown as deferred is Harlem. First of all, in this poem, the speaker views America as a place where it’s defining dream (the American Dream) is a dream that has been deferred (the dream of freedom) and that the dream decays of its value. For example, in the poem a line says â€Å"Does it stink like rotten meat?†, the speaker clearly defines America as a country where its most priced and acknowledged dream is at decay because of how the value of equality and freedom due to racial discrimination against the African Americans. In addition, even though the speaker’s feeling towards this deferred dream is not shown directly in this poem, one can assume its negative because he speaks about how the American Dream rots, decays and dries up as it starts to become deferred. Another poem where the American Dream is shown as deferred is in If We Must Die. First of all, in this poem, America is viewed as a place where white people oppress African Americans and hunt them down; somewhere where racial conflicts and discrimination against African Americans is abound. In addition, In this poem, the speaker shows that the American Dream is deferred because of how the value of equality and justice has decayed due to the discriminations against African Americans in how they’re abused and hunted down. Furthermore, the feelings of the speaker towards this situation is that African Americans should fight back to obtain respect and their share of their American Dream and if they fail because they’re outnumbered at least they die nobly and bravely against the white people’s oppression. For instance, in the poem a line says â€Å"Though far outnumbered let us show us brave†. Another poem where the American Dream is shown as deferred is in Weary Blues. First of all, the speaker views America as a place where the African Americans are separated from the society and are forced to live in harsh conditions where not even the powerful union within the African Americans can change their status of life forced by the whites; the African Americans are forced to live by those who are also African Americans instead of living amongst an union with other Americans of other racial types. In addition, the American Dream has been deferred because the equality supported by the American Dream term is violated by forcing the African Americans to live in lifestyles below that of white people (in harsh conditions and forcing them to live only amongst other African Americans in an act of demeaning them). Furthermore, the feeling of the speaker towards the deferring of the American Dream is of sadness since they are forced to live in conditions opposite to those known in the American Dream term (good lifestyle and equality). For example, this is shown in the poem in lines that say â€Å"Got the Weary Blues, And I can’t be satisfied, I ain’t happy no mo’, And I wish that I had died†. Another literary work where the American Dream is shown deferred is in The Negro Artist and the Racial Mountain. First of all, the speaker views America as a place where many African Americans do not feel proud of their ethnicity and culture and the speaker views this as an of demeaning one’s self. For example, the sentence â€Å"One of the most promising of the young Negro poets said to me once, â€Å"I want to be a poet – not a Negro poet†Ã¢â‚¬  shows how some African Americans demeaned themselves. In addition, the speaker also views America as a place where the society has set the standards to those of the average whites forcing African Americans to adjust to a different culture to be accepted. For instance, this is shown in the sentence that says â€Å"The road for the serious black artist, then, who would produce a racial art is most certainly rocky and the mountain is high†. Furthermore, the American Dream in this literary work is deferred because the dream of equality is decayed by the white people’s standardization of the society and by the personal demeaning of some African Americans towards their roots and culture. Moreover, the feelings of the speaker towards the deferred dream is shamefulness because African Americans should appreciate their own culture which is in no way inferior to that of the whites and that they should view themselves as equals. In conclusion, the African Americans have being through a lot in their past and all because of the deferring of the American Dream, because of the decaying values of what the American Dream stands for at most which are Equality, Freedom, and Justice, all factors that the African American society did not get enjoy because of the abuses and oppression from the white people’s side. And still the oppression towards the African Americans either by violent conflicts against them from groups like the Ku Klux Klan, with laws that forbid them from voting in some states, with the law against their side, and wrong public view of them when they are like us, they have a thinking mind therefore they have a life, emotions and feelings. Therefore, it’s important to remember the period of the Harlem Renaissance, a period where the African American society began showing their humanity through many artistic forms and expressing themselves showing they’re part of America. This abuse s surged since the creations of us humans and still keep going on worldwide whether it’s the African Americans, Latin Americans, Muslims, Jews, Communists, Socialists, and other minorities or majorities without a voice. Whether the oppressed group are the blues or reds, we all have the same value as humans and if you are the reds and the blues are oppressed, do not oppress them cause later the reds will be the oppressed and not only you will feel oppressed but also remorse (oppressors becoming oppressed). 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