Interview with a Radio Personality free essay sample

Memphis Is the first city that I have men to that has a station such as Hot 107 that plays only rap and RB. Most other places will only have songs that are mainstream and then they are only played on the dance music stations. The other mall reason I chose SIXTH was Its Involvement on the campus at the university of Meals. For my assignment I chose to Interview one of the daytime radio personalities named Playboy. Playboy Is actually a 25-year-old gentleman by the name of Tree Munson.For his current Job, radio personality and promotion assistant, he goes on the road and Dads for special events OTOH live and not. Most recently he and another disc Jockey, Kid Fresh, hosted a step show in front of the USC at the university. He has done parties, concerts, charity events, and many other functions. About two weeks ago he also covered the after party for Method Man and Red Man, two nationally known rap music artists. We will write a custom essay sample on Interview with a Radio Personality or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Though he has only worked at the station for a few years he has already started on his way up the corporate later.When he originally came to the station he did so by the means of simply filling out a Job application. He did not meet tit success at his first couple of attempts. He actually had to go in and fill out quite a few and after that had to keep calling and pestering them until the finally offered him a job. Not the Job he wanted, however, he was first Just a support member for a street team. He felt that it was still a good way to get his foot in the door and he would be able to show the station he could do more for them elsewhere. BRB>After a few months of street team he was finally selected to become a personality. First he was given Just part time and filler assignments like hen the regular guy was on vacation or something. Then as he got more experience and a better knowledge of how things work he finally was put in as one of the six full time Dads. For Tree the future does not involve radio although he truly loves his job at SIXTH. His big goals down the road are more grounded in records and dealing with music groups. He would like to become an AR guy or possibly a tech rep.Someone who does all the dealings between a group and whatever location they will be playing or a group and the record label. He would Ideally like to be employed by one of the big record companies because he says that Is where the real money Is. He Likes the music, but he really Like the money. lit Is funny when you meet a radio celebrity. You can never be too sure that you actually met the person you thought you had, with radio being strictly audio. I am delighted with the experience this Interview has given me and the background Information that I now know.My fondness for SIXTH 107. 1 has only grown and I hope they continue to be a great intriguing force to this university and community. Thank you very much Playboy for a job well done. Childhood. It was for this reason and a few others that I decided to interview a personality from Hot 107 as they are nicknamed. Memphis is the first city that I have dance music stations. The other main reason I chose SIXTH was its involvement on the campus at the University of Memphis. For my assignment I chose to interview one of the daytime radio personalities named Playboy.Playboy is actually a show in front of the USC at the University. He has done parties, concerts, charity him a Job. Not the Job he wanted, however, he was first Just a support member for a his Job at SIXTH. His big goals down the road are more grounded in records and will be playing or a group and the record label. He would ideally like to be employed by one of the big record companies because he says that is where the real money is. He likes the music, but he really like the money. Is funny when you meet a this interview has given me and the background information that I now know. My a Job well done.

Just Like My Brother Professor Ramos Blog

Just Like My Brother Back when I was in 4th grade wanting to be a crazy good skater like my older brother was one of my biggest goals in that time. My friend Freddy and I both wanted to learn how to skate, so we would hang out right after school and whip out our skateboards. Me being the investigator I am, I would look at all the sponsors such as Plan B, Toy Machine, Blind, etc, the one that stood out to me the most was the brand Darkstar. It took me a lot of hard work to save up the large amount of 40 dollars for the skateboard. Freddy had a fresh looking Plan B board that was the smoothest skateboard I have ever rode in my life. So after school we would throw our backpacks onto his porch and start riding around in our skateboards trying to ollie over the little cracks in the road. Our older brothers would come out around 6 pm riding their skateboards, they would always make Freddy and I compete. Not only did I want to make my older brother proud, I wanted to actually learn how to Kickflip, Heelflip, Po p shove it, which is mostly the basics. To start it off they would show us how to do the tricks with visual representations and then they would tell us to try. Freddy and I got so many bruises and scrapes from losing balance and not landing on the board correctly. Nothing hurt more than the boards trucks hitting your ankles attempting to land a pop shove it, but we would hold back those tears to prove to our brothers we can learn to do these tricks. After 8 pm Fredddy’s mom would call him and his brother in for the night, but lucky enough for my brother and I our parents were lenient with us being home late. So with us still having some time to skate he would teach me more on how to land these tricks with ease. He would always be patient with me because he knew I was going to get with more practice. When trying to land the tricks he would wager me landing these tricks, for example, he would say â€Å" I bet you 20 bucks you cant land a kickflip in 5 tries, with him doing that it pushed me to do better because I wan ted those 20 dollars and I knew he believed in me. Looking at this I knew from there my brother is one of my greatest literary sponsors because he believed in me not only in skating, but also in my education and sports such as soccer. Even the days when I wanted to throw the towel, he would tell me â€Å"pick your head up kid, do you want to be a quiter or a winner†, and for some reason things like that always got to me because I wanted to prove to myself that I could do anything I set my mind too. Until this day I continue to think to myself those kind of examples he would tell me when I was younger and still put them to use in my everyday life. It was a beautiful Saturday morning during the summer, my brother yanks me from my bed and says â€Å"hurry your ass up, we going to skate at Park View Middle School†, me hearing that felt great because I watched skating videos all the time and they would always be at schools olling over stairs, kick flipping over stairs, grinding on the benches, and lastly they would always be with a group. To me being with a group of people was always the fun part about skating. I got out of bed ran to the kitchen put two waffles into the toaster, 3 min laters BOOM they come out, I smeared the butter and put my delicious syrup on it and in about 2 minutes I finish, then I chugged my warm glass of milk run to the bathroom to brush my teeth. After my routine for every Saturday morning my brother and I go outside to go knock on my friends door so him and his brother can come with us to skate at the school. Both of our parents worked Saturday morning so we never had a ride to places we always ha d to skate to the places we wanted to go, I am not complaining about it because it was fun to ride fast down hills and stop by liquor stores to get a 89 cent polar pop at Circle K and a bag of Takis was always my go to. Anyways us 4 my brother, Freddy, Freddy’s older brother, and I raced to Park View which would be about a 25 min ride from our trailer park on 4th street. The ride down hill from 5th street to Meadow Creek was the fastest you can go downhill on a skateboard and me being me I always tried to go the fastest no matter what. When I was going down that hill, I noticed my board was getting a little unsteerable (speedwobbles), either I was going to jump off my skateboard and hope not to trip or fall and get all scraped up, so me being the hard headed person I am I stayed on the board and tried to control the wobbles but I failed. The fact that I didnt control the wobbles I fell and banged my head onto the concrete and got my hands, elbows and knees all wounded. After that experience my friends and brother all laughed and I cant blame them because if that happened to one of them I would laugh my ass off. I got up from the ground with my head throbbing of how hard it hit the ground, I started bleeding from my head, but we just put water and I used my shirt to wrap it around my head. I was a little upset and I wasnt as energized as I was before, but brother once again talked me out of going back home. He said â€Å"what if you land that kickflip over the 6 stair today? I guess you’re never going to know because you let this one thing get to you and now you want to quit.† I thought about what he said and of course he convinced me. I answered with â€Å"alright fine, if I do land it though, you have to give me your PSP†, he slapped my head in a laughing way and said â€Å"you’re funny kid†. We make it to the school and right away we look around to see if anybody is there because if there was they would always c all the police which would always be the day killer. Thankfully this day nobody was there and we continued to grind those benches and do a couple of tricks off the stairs. Both Freddy and I were at the same level and we always were in competition with one another so we made a bet to see who was better by whomever landed a kickflip over the 6 stair first was the better skater. There Freddy goes riding as fast as he can, to get enough momentum to pull off the kickflip over the stairs he completes the ollie, but fails to flick the board to do the kickflip so he lets the board go and lands on his feet with anger in his eyes. He looks at me and says â€Å"you’re up loser†, I look at him and say â€Å"nice try pal†. Then I pull up to the stairs not going as fast, but still enough to go over the stairs, I complete the ollie and I remember to flick the board so I see the board doing a flip and I catch the top of the board with my feet and land with a big ol smile on face. Looking back at these days not only brings me happiness because I proved my worth and showed what I can do, that day I realized I was always going to have someone real on my side. That real person is my brother, he opened my eyes to the world where I can do whatever I set my mind too.

Reasons for College Transfer Personal Statement Example | Topics and Well Written Essays - 500 words - 13

Reasons for College Transfer - Personal Statement Example I transferred because I was interested in changing my majors. Initially, I used to do a course in social science, but I felt it was not appropriate for me. While still in high school, I became interested in business, and I made my mind to take a career in entrepreneurship. However, after finishing high school, I could not take any course in business because of some college restrictions on the number of students enrolling for the courses. Thus, I was forced to take a social science course. Later, I realized it was still possible to major in business, but my former colleagues could not offer the courses that I considered appropriate. Because I had entrepreneurship in my heart, I thought I would never be satisfied with a career in social science. Therefore, I decided to transfer in order to do what I liked. Third, I transferred because I did not want to do an online distance learning course. Although some online distance learning courses are offered by reputable institutions, their accreditation system is not credible. When one completes an online course via distance learning, most employers do not recognize the qualifications, making it almost impossible for an individual to secure a relevant job. For instance, in my native country, higher education institutions and the government do not recognize academic certificates offered and accredited via online means. Because I wanted to avoid such inconveniences, I decided to transfer. In addition, I transferred because I wanted to study in a reputable institution that could increase my prospects of securing employment in some of the U.S. multinationals.

Is Gene Therapy Permissable Essay Example | Topics and Well Written Essays - 1000 words

Is Gene Therapy Permissable - Essay Example The procedure of gene therapy involves replacement of a defective gene with an accurate one or thump a mutated gene that has lost its activity by establishing a novel gene to eradicate an anomaly. Besides promises that the therapy bestows, the process presents numerous possibilities of unavoidable hazards which need to be well thought-out before the therapy is declared safe and effective. The inserted gene does not function inside the cell on its own, instead a vector is required to transport a gene, these vectors are modified viruses for instance retrovirus which is capable of binding with the chromosome in human cell, on the other hand adenovirus only release DNA into the nucleus of cell. The process of injection is either performed intravenously into a definite tissue or patient's cells are removed and insertion in performed under laboratory conditions, then the cells are inserted back into the host to rectify the protein function. In these cases, the question that keeps pondering is how far we are benefitted? Are we getting the desired results? Medically, it is evident that the results procured may possibly be devastating as the gene inserted could alter the physiological functions or controls the actions of other gene(s) as well, where the motive of gene therapy is to relieve suffering the process may end up into a challenging disaster! Genetic therapy could be the first line of help to those who are facing premature death but the process of genetic enhancement then paves the way for human selfish motifs that results in genetic hazard making the process of gene therapy ethically precarious. There is a very thin line of demarcation between treatment and enhancement, what is considered to be the disease in one society could not be considered an anomaly in other, for instance colour blindness is considered as a grave issue in Africa where as it is not considered to be a serious issue in USA. Thus the social bias and outlook becomes imperative in judgement. It is essential to understand that gene therapy could direct to such a social network where society is going to be entirely homogeneous, where people possess same aspirations and longing with similar values and any divergence from this is believed to be a disease (Murphy, 1994)! The predicament of gene therapy illustrates that gene therapy is capable of repairing any defect on somatic cells encompassing muscles or brain tissues. It is a serious ethical quandary to exploit gene therapy further than health. The process engage genetic enhancements in terms of greater intelligence, sharper memories, disease free physiology (Sandel). It is unethical to take drugs and play, it is unethical to determine the sex of the child before birth, it is unethical to copy and write in an examination, it is unethical to use calculators where it is prohibited to use, it is unethical to drive at a speed which is not permissible, it is unethical to kill someone, it is unethical to commit an abuse, it is un ethical to do robbery! All these and many more are the issues that pose a tag of being unethical; if an individual commits any one of these as it is against the set social norms, but, what one should say if gene therapy is demanding to make things better through genetic manipulations! Is it ethical to manipulate the future generation as per the needs of parents? Does the future progeny possess no right to have his own autonomy in the sense of

Professional Practice With Children Families And Carers Social Work Essay

Professional Practice With Children Families And Carers Social Work Essay As a result of the 2011 riots seen in the United Kingdom, Louise Casey (2012) was commissioned by the coalition government to write a report entitled Listening to Troubled Families. This essay will critique the report and consider if government austerity measures could impact in social care provision and outcomes for service users. It will discuss the narrative of one family identified in the report whom require intervention and support in order to safeguard their children (Casey 2012). It will give an outline of the development and impact of legislation and policy guidance on social work practice for children, families and carers. Furthermore it will consider academic research and theories that inform social work practice when working with such families; for instance; ecological theories, assessment, life span models of development, professional power and attachment theory. This essay will also discuss the skills necessary for contemporary social work practitioners to engage effecti vely with children and families. It will argue that inter-professional, anti-oppressive, multi-professional and reflective practice is paramount to successful outcomes for families who require support from services. The term troubled families was first used by David Cameron (Cameron, 2011), and later defined by the Department for Communities and Local Government (DCLG) as households having serious problems and chaotic personal histories. Cameron (2012) intends to ensure those identified in the report as troubled 120,000 families, turn their lives around. These families are characterised as; having no adult in employment, children who do not attend school and family members partaking in anti-social behaviour and criminal activities. By reducing costs and improving outcomes, the results based funding scheme aims to change service delivery for families (Cameron, 2011). Welshman (2012), states that this policy agenda is the latest reconstruction of the underclass debate. Giddens (1973, cited in Haralambos and Holborn, 2002) claims that Britain has an underclass of people who are disadvantaged on the labour market because they lack qualifications and skills, and may face discrimination, prejudice and marginalisation in society. The New Labour Government (1997-2010) linked disorderly behaviour to problem families and focussed on individual deficiencies rather than an acknowledgment of structural constraints, for instance; the effects of poverty on family relationships and parenting (Hill and Wright, 2003; Gillies, 2005, in Parr, 2009). New Labour implemented Family Intervention Projects (FIP) that were framed from the Respect Action Plan in 2006. This was criticized by a parental and family support organisation Parentline Plus (2006), as threats of punishments to parents would impact negatively on families, and parents could be less willing to seek support before they reached crisis (BBC News, 2006). Initiatives like Signpost, provided intensive levels of support and understanding of multidimensional complexities, comprising of effective intervention for children and families within their communities (Dillane et al 2001, cited in Parr, 2009 ). Featherstone (2006) maintains this initiative was within the context of the social investment state, encouraging investment in human capital as opposed to direct economic provision provided by the state in the form of welfare payments. Postle, (2002 cited in Parr, 2009) argues that Signpost intervention was social work at its best allowing social workers time for effective co mmunication and partnership working rather than the policing of families. Levitas (2012) argued against research methodology used in the Casey Report (2012) and of the idea of multi-disadvantaged families being the source of societys ills. Levitas (2012) claims; that the figure of 120,000 was founded on data from a secondary analysis of a Children and Families Report (2004). Literature suggests the figure of 120,000 families is underestimated, the number of multi-disadvantaged families is significantly greater (Levitas, 2012; Hern, 2012). The initial 2004 study found no evidence to indicate that the families were trouble makers as proposed but did find that they were families in trouble. As a result of changes in taxation, welfare benefits, spending cuts and the continuing effects of the economic downturn (Levitas, 2012). Welshman (2012) advocates that history provides important lessons for policymakers and addressing both structural and behavioural causes of poverty is likely to be more effective than counting and defining such families. He believes there is little knowledge regarding reasons for behaviours and calls for research for combating problems that these families encounter. Casey (2012) has given an insight by using service users narratives and received positive responses from interviewees. However, her research does have further limitations; a small sample of sixteen families, all of whom were at crisis point when they accepted working with the FIP (Casey 2012). Soloman (2012) claims that vast number of vulnerable families are being left without any support. Casey (2012) made no reference to ethnicity and culture of the families, therefore giving no insight into diversity (Clifford and Burke, 2009). Bailey (2012) believes that the report breaches ethical standards for social research, the f amilies interviewed are participants in the FIP and therefore had a power of sanction over them, therefore it may have been difficult for the families to decline from the study. No written information on the risks of participation was provided; he also suggests that ethical approval was not applied for. Bailey, (2012) believes that there is a risk of identifying these families. Casey (2012) acknowledged that the information was not representative of 120,000 families but claims that it provides a sound basis for policy. Nevertheless, Bailey (2012) argues that there is no place for unethical research in public policy making. Comparative studies were not conducted on families with similar economic and social circumstances who are not described as troubled. Casey (2012) discussed intergenerational cycles of abuse, violence, alcohol and drug misuse as well as worklessness being reasons for troubled families placing the oneness on individuals (Levitas, 2012). Kelly (2012) welcomes the Governments commitment to aid families. He proposes that most parents on low incomes are good parents and believes that it is naive to conflate illness, inadequate housing and poverty with substance misuse and crime. Kelly (2012) also argues that many families involved with Family Action are socially isolated, invisible to support services who struggle on low incomes rather than displaying anti-social behaviours. The case studies gave the parents perspective, however, the voice and opinion of the child was unheard. Ofsted (2010) found practitioners concentrated too much on the needs of the parents and overlooked the implication s for the child. The United Nations Convention on the Rights of the Child Article 12 declares, the views of the child must be respected, Article 3 states that the childs best interests must be a primary concern (Unicef, 1992). This essay will now discuss social work practice in relation to one of the families identified in Louise Caseys Report (2012) Chris and Julie (appendix 1). In the past, adults like Chris and Julie who had learning disabilities may have been prevented from becoming parents, eugenic theories dominated, with the aim to ensure children with similar disabilities were not procreated (Cleaver and Nicholson 2007). However, in recent years attitudes are changing in favour of people with learning disabilities giving them the same rights as other citizens regarding sexuality and family life. An increased number of people with learning difficulties now have wider opportunities for independent living. According to Haavik and Menninger (1981 cited in Booth and Booth, 1993, p 203) deinstitutionalization enabled many people with learning disabilities to participate in their community. Duffy (2006, cited in Thompson et al 2008), states that self-determination is a core principle in attaining citizens hip in western society. The shift in opinions and principles is evident in government legislation and guidance thus impacting on social work practice, for instance; Valuing People: a new strategy for learning disability for the 21st century (2001), (DoH 2001) and Valuing People Now: The Delivery Plan (20102011) Making it happen for everyone gives guidance for all professionals supporting people with learning disabilities living in the community (DoH 2011). In relation to the case scenario, Article 8 of The Human Rights Act 1998 (.1) provides Chris and Julie with à ¢Ã¢â€š ¬Ã‚ ¦ a right to respect for private and family life, his home and correspondence; however, any interference with this right must be necessary and lawful with regard to public safety, national security, prevention of public disorders and crime, or for the protection of rights and freedoms of others. Both Julie and Chris have a protected characteristic of disability and therefore under the Equality Act (2010) should be protected from direct and indirect discrimination from service providers. However, childrens rights are paramount and override those of their parents or carers (DoH, 1998). Access to learning disability services in England was governed by Fair Access to Care Services (FACS) (DoH, 2003), until it was superseded by Putting People First (2007) and highlighted the need for a personalised Adult Social Care System (DoH, 2007). Emerson et al (2005) found one in fifteen adults with learning disabilities living in England were parents and this research emphasised that approximately half of children born to parents with learning disabilities are at risk from abuse and twenty five per cent no longer lived with their parents (McGaw,2000). Further research indicates that the majority of services are as yet inadequate in meeting the needs of families with learning disabilities (McGaw 2000). McInnis et al (2011) similarly found complexities in determining eligibility for service users. They indicated that decisions regarding eligibility are not only determined by assessment results but by local government resources. They advocate equality and argue that changes in assessment tools are necessary when working with families with learning difficulties. Chris and Julie reflect these findings as they only received intervention when they faced difficulties caring for their children. The parental skills model would be advantageous for practitioners as it is designed to assist the assessment process when working with Chris and Julie. The model focuses on life skills, familial history and access to support services. McGaw and Sturmey (1994) found that if difficulties arise for parents in any of the three areas it Service users maybe uncooperative and reluctant to engage with services, perhaps due to anxieties and fear of consequences. For example; their children being removed from their care and their own childhood experiences. Cultural awareness and age appropriate interventions are necessary to enable partnership working (Egan, 2007 cited in Martin, 2010). Horwath (2011) found that although some social workers faced barriers to the Child-focused Assessment Framework, due to heavy workloads, time restrictions, performance targets and limited training opportunities. Others found that additional bureaucracy gave them a security in their practice. Smale, et al. (1993 ) highlighted the following models of assessment; questioning, procedural, and exchange model. The latter may be beneficial when working in partnership with this family as the service users are viewed as experts and aids their potential for working together towards goals. When working with families communication can be complex; effective communication would include active listening skills, person centred planning and intervention, also avoiding the use of professional jargon (Anning et al, 2006). The worker should be aware of non-verbal communication and power imbalances in their working relationship (DoH, DfES, 2007). It may be advisable for this family to access advocacy services to promote equality, social inclusion and social justice (actionforadvocacy.org.uk, 2012). According to Yuill and Gibson (2011), advocacy promotes anti-oppressive practice. Horwath (2010) suggests positive relationships are built on trust. This echoes the person centred principles of Rogers (1961, cited in Thompson et al, 2008) enabling the practitioner to observe realistic emotional, somatic and behavioural responses from the child and family, that are essential for effective information gathering for assessments (DoH 2006). Martin (2010) argues in order to ensure an understanding of the service user narrative within a multi-professional context the practitioner should reflect and summarise and make accurate recordings. Information should be stored in accordance to the Data Protection Act, 1989 (legislation.gov.uk) and also be shared effectively between multi-agencies and safeguarding departments (Laming, 2003). Numerous children have died from abuse and neglect in the United Kingdom (Brandon et al, 2005). In 2000, Victoria Climbie was subjected to cruelty by her aunt and her partner which resulted in her loss of life. Laming (2003) describes Victorias death as a gross failure of the system and inexcusable and recommended reforms (1.18 p.3). In England, the government published the Framework for the Assessment of Children in Need and their Families (DoH et al 2000) and additional policy guidance came about in Every Child Matters: Change for Children (2003) that made all professionals accountable for safeguarding, child development, focusing on early intervention, joint sense of responsibility and information sharing with integrated front line services and an emphasis on children fulfilling their potential (dcsf.gov.uk 2012). The following year the Children Act (2004) Section 11 (DfES, 2005) gave clear guidance on multi-agency working and states that safeguarding children is everyones busines s. The Children Act 1989 (DoH,1989) and the Children Act 2004 (DoH,2004a) currently underpin child welfare practice in England. The former Act considers the concept of a child in need (section 17) and accentuates the importance family support services who both promote the childs welfare and help safeguard and assist parents in their role. In addition Working Together to Safeguard Children (2010) gives extensive guidance on collaborative working and defines roles and responsibilities of professionals (HM. Government 2010). This guidance is presently being revised and reduced to alleviate bureaucracy for professionals, however Mansuri (2012, cited in McGregor 2012) argues that the real safeguarding concerns are unmanageable caseloads, plummeting moral and cuts to support staff and criticises the government for failing to consult more practitioners regarding these changes. An example for effective working together that may benefit the family in the case scenario is Team around the Family (TAF) intervention. This encourages effective, early identification of additional need, it assesses strengths and is restorative in approach that provides the family opportunities for change and enhances multi-agency collaboration (cheshirewestandchester,2012). Family mentoring services may also be useful in this case (catch-22.2012). Childrens Services in England and Wales adhere to The Framework for the Assessment of Children in Need and their Families (DoH et al 2000). The Assessment Framework provides an ecological approach of the childs developmental needs, parenting capacity, family and environmental factors. This ecological approach was championed by Bronfenbrenner, (1979, cited Martin, 2010) found that by incorporating the microsystem, exosystem and macrosystem benefited both practitioners and service users by enabling wider societies influences of culture and economic circumstances to be considered in assessment (Wilson et al, 2011). This evidenced- based framework aims to ensure that the childs welfare is both promoted and protected (Cleaver et al, 2004). This framework provides a consistent method of collating and analysing information, thus giving practitioners a more coherent understanding of the childs developmental needs, the capacity of their parents and the influence of the extended family and other environmental factors that impact on the family (DoH al, 2000). However, Garrett (2003; Rose, 2002 in Crisp et al, 2007) believe that the underpinning evidence for the Framework for the Assessment of Children in Need and their Families (2000) is problematic. Howarth (2002 in Crisp et al, 2007) suggests that accompanying specific guidance for children from black and ethnic minorities are less widely circulated than the framework document. Katz (1997, cited in Crisp et al, 2007) accuses the framework as being mechanistic checklists used by inexperienced staff as data collection tools and loosing focus on identifying and meeting the needs of children (Horwath, 2002 cited in Crisp et al 2007). Likewise, Munro (2011) challenged all professionals to ensure that our child protection system is centred on the child or young person, as she believes the system has lost its focus on the childs needs and experiences and has been too focused on rules, time-frames in assessment and procedures. At present an initial assessment is carried out ten days from referral and a core assessment must be completed within thirty-five days of an Initial Assessment, and would be undertaken to initiate child protection enquires (DoH et al, 2000). Practitioners use twin tracking and pursue other possibilities for the family (scie-socialcareonline.org.uk). This may be ethically and emotionally difficult for practitioners; they should ensure supervision and adhere to their professional standards of proficiency and ethics (HCPC, 2012). Munro (2011) urges the government to value professional expertise and revise statutory guidance on service intervention and delivery and calls for more focus on understanding the underlying issues that influenced professional practice that resulted in Serious Case Reviews. Munro (2011) also calls for reforming social work training and placement provision for students. The government accepted Munros recommendations and changes to the system will be implemented in 2012 (DfE 2011). Damien (see appendix 1) meets the threshold criteria for intervention under section17 (10) of The Children Act (1989) as his health or development may be significantly impaired without support services. At present he does not appear to be at risk of significant harm, however a core assessment may be beneficial in determining the appropriate support services (HM Government, 2010), examples include Youth Offending Teams (YOT) who deliver crime prevention programmes (youth-offending-team, 2012), Special Educational Needs Coordinators (SENCO) and learning mentors provide support in educational settings (Good schools guide,2012). It is vital throughout the assessment process that practitioners are non-judgmental and use reflective practice and have an awareness of transference and counter-transference to disperse any negative responses and feelings (DoH, 2000; Wilson et al, 2008). The practitioner should draw on theories of human development through the lifespan as well as sociological, biological, psychological and psychosocial theories. For example; biological theory would consider genetic influences, physical development and instinctual behaviours whereas the sociological perspective would emphasise the importance of social factors (Horwath, 2010). It may be that the family are living in poverty and had have not been in receipt of full benefit entitlements or support services; it would be advisable to contact relevant welfare agencies and seek professional assistance for financial support to aid this family (family-action, 2012). The Children Act (1989) states that for the majority of children their family is the most appropriate place for them to live. However, the local authority has a duty of care and Madison (see appendix 1) needs to be accommodated under section 20 of the Children Act (1989), as she is a child in need (section 17) or a child at risk of significant harm (section 47). Chris and Julie have parental responsibility for their children until they are adopted (D of H, 1989; 2000; HM Government, 2010). When assessing families the practitioner should have an understanding of theories that inform practice. In relation to Eriksons (1982) theory of psychosocial stages of development, it could be suggested that Madison is in the fifth stage of development known as; Identity and Repudiation versus Identity diffusion. This stage usually will occur between ages 12-18. Throughout adolescence children are becoming more independent and developing a sense of self. Madison could experience confusion in this stage as she has spent time in kinship and residential care. Erikson (1982) believes with encouragement, reinforcement, and through personal exploration adolescents can leave this stage with a strong identity and direction in life. If Madison fails to pass through this stage successfully she will be insecure about herself and her future (Erikson, 1982 cited in Wilson et al 2008). Hamachek (1988) suggests this theory is ambiguous in identifying behaviours of an individuals psychological growt h throughout different stages of development. Chris and Julie have had one child adopted and have been unable to parent eight of their nine children. During assessment practitioners should have an understanding of attachment categories and relating behaviours; it could be that some of Chris and Julies children developed anxious-ambivalent attachments. Role reversal may have taken place, thus resulting in the children becoming angry about the unreliability of the carer and possibly the reason for them displaying anti-social behaviours Ainsworth (et al., 1978 cited in Becket and Taylor, 2010). Early attachment theory was criticized for denying women equality in the workplace by implying that the risk of mothers leaving their children would be detrimental to their childrens development (Beckett and Taylor, 2010). With regard to Julie and Chris, the local authority could undertake a pre-birth assessment and multi-professional case conference under (section 47) of the Children Act (1989) to evaluate parenting capacity, family and env ironment, and their ability to sustain parenting to meet the childs developing and changing needs (Department of Health 1989; Department of Health, 2010). Specialist assessment tools for parents with learning disabilities would assist the couple in their understanding and partnership planning (McGaw, 2000; cited in Wallbridge, 2012). Both Chris and Julie have completed a parenting course and this is positive as they had not done so previously (Casey 2012). Wallbridge (2012) claims successful support packages offer intensive, continuous training for parenting, for example group work and life skills in the home, both parents feeling valued are often positive catalysts of change. A recent government report (2012) however, identified the child protection system as being reactive rather than proactive with regard to young people accessing services. It warned that professionals gave the parents numerous changes to improve their parenting skills and children were left to live with neglectful parents (publications.parliament.uk, 2012) This essay has critiqued the report Listening to Troubled Families by Louise Casey (2012) and found limitations in the methodology. It considered the needs of a family identified and critiqued the role and skills of a social worker in safeguarding. It has argued the importance of effective multi-professional collaboration, knowledge of contemporary legislation, practice and theories with regard to implementing partnership working to support children, families and carers. It also identified external explanations ; poverty, isolation and late intervention can impact on these families. Munro (2011) urges the government to value professional judgements and change statutory guidance in order to help safeguard children. Bibliography Action for Advocacy (2012) Available at: http://www.actionforadvocacy.org.uk/ [Accessed 25th October 2012] Anning, A. Cottrell, D. Frost, F. Green, J. Robinson, M (2006) Developing Multi-professional Teamwork for Integrated Childrens Services. England. Open University Press. Bailey, N (2012) The Listening to Troubled Families report is an ethical failure. The Guardian, [online] 25th October 2012 Available at: http://www.guardian.co.uk/commentisfree/2012/oct/25/listening-to-troubled-families-report [Accessed 5th November, 2012] BBC News (2006) Eviction threat in respect plan. BBC News [online] 10th January 2006 Available at: http://news.bbc.co.uk/1/hi/uk_politics/4595788.stm [Accessed 5th November, 2012] Beckett, C., and Taylor. (2010) Human Growth and Development, Second Edition. London. SAGE Publications Ltd. Booth, T and Booth, W. (2004a) Findings from a court study of care proceedings involving parents with intellectual disabilities, Journal of Policy and Practice in Intellectual Disabilities, 1 (3-4), pp.203-209 Brandon,M.,Belderson,P.,Warren,C.,Howe, D.,Gardner,R.,Dodsworth,J.,and Black,J., (2005) Analysing child deaths and serious injury through abuse and neglect: what can we learn? A biennial analysis of serious case reviews 2003-2005. [online] Available at: https://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR023.pdf [Accessed on 11th November 2012] Cameron, D (2011) Tacking Troubled Families: new plans unveiled. Thursday 15th December 2011. Available at: http://www.number10.gov.uk/news/tackling-troubled-families-new-plans-unveiled/ [Accessed 18th October 2012] Cameron, D (2011) We need a social recovery in Britain every bit as much as we need an economic one[online] Thursday 15th December 2011 Available at: http://www.number10.gov.uk/news/troubled-families-speech/ttp://www.number10.gov.uk/news/troubled-families-speech/ [Accessed 18th October 2012] Casey, L (2012) Listening to Troubled Families, Department for Communities. Available at: http://www.communities.gov.uk/documents/communities/pdf/2183663.pdf [Accessed on 10th October 2012] Catch 22 (2012) Available at: http://www.catch22.org.uk/Families?gclid=CImi3K_SxbMCFUbKtAodnQUA0Q [Accessed 10th November 2012] Cleaver, H. and Nicholson, D. (2007) Parental Learning Disability and Childrens Needs: Family Experiences and Effective Practice. London. Jessica Kingsley Publishers. 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(1999) Motherhood, Intellectual Disability and Child Protection: Characteristics of a Court Sample. Journal of Intellectual and Developmental Disabil

How did Eratoshenes Measured the Circumference of the Earth? Essay

About a matter of two hundred decades ago, Greek astronomers valued the erudition that the shape of the Earth is correspondingly a sphere. And as the moon passes through the shadow of the earth, or that which is called a lunar eclipse, the Greeks have observed the circular shadow casted by the Earth. Since that time, it was already an established intellect that only spherical objects cast a circular shadow, thus, the conclusion that the Earth is likewise spherical in shape. The mere conclusion of the Earth’s shape, nevertheless, did not achieve contentment to the Greeks. A Greek astronomer by the name Eratoshenes discovered a possible way in measuring the Earth’s circumference. It started when he had heard some reports from one of Egypt’s city, Syene, which was located on the equator of the earth. The reports have informed Eratosthenes that the sun shows vertical wells down on Syene during the first day of summer. However, the astronomer did not observe any similar phenomenon anywhere by his home; therefore he arrived at the supposition that in his home, Alexandria, which lies 7 degrees north of the city of Syene, the sun never does reach zenith. Eratoshenes further presupposed that the sun is in line with the potential measurement of about 7 degrees south of his residency’s zenith during summer solstice or the first day of summer. Provided such conclusion, the distance from Alexandria and Syene was believed to be 7/360 or 1/150 that of the circumference of the Earth ( a complete circle has a 360 degree measure). Additionally, way back Eratoshenes’ time, â€Å"stade† was the known standard unit of measurement, which then is equal to 1/6 of a kilometer. Consequently, there are 5,000 stades from Syene to Alexandria and from such logic, the Earth’s circumference was calculated to be: 50 x 25,000 stades = 42,000 kilometers. Accordingly, the accepted modern value of the Earth’s circumference is 40,000 km, hence Eratosthenes was correct. References â€Å"The Earth and Moon, Size of the Earth cont. † Publication retrieved on 10 Sept 2007 from http://inkido. indiana. edu/a100/earthmoon7. html

Principles for Implementing Duty of Care

1. 1. Explain what it means to have duty of care in own work role A duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard of reasonable care. It’s a requirement to exercise a reasonable degree of attention and caution to avoid negligence which could lead to harm to others. Duty of Care is the legal responsibility, to ensure the safety and well-being of others 1. 2. Explain how duty of care contributes to the safeguarding or protection of individuals. Policies and Procedures –are rules set out by your work place the procedures are there to be followed and to safeguard the individuals that we care for Conforming to Legislation-by following legislation such as Health and Social Care Act 2008 Risk Assessments-by following and review risk assessments reporting concerns and reporting potential hazards will minimize any risk Training-to ensure my training is up to date and that I am aware of any changes in legislation 2. 1. Describe Potential Conflicts or Dilemmas That May Arises between the Duty of Care an Individual’s Rights. As individuals we all have our own minds and most of us can do what we want when we want without asking permission, and as we get older our brains do not work as well as it used to . so if an individual was trying to leave the home on their own it would be my duty to try and stop them from leaving as they could put themselves in danger. The individual may not realise how dangerous it could be if she lost her way or even forgets where she lives, we would need to explain the risks if the individual did leave on their own and try and come to some sort of compromise to reduce the risk like the ndividual having an escort . 2. 2. Describe how to manage risks associated with conflicts or dilemmas between an individual`s rights and the duty of care. We would do a risk assessment on the individual and talk to them and hopefully come to compromise with them; we would also ensure all doors are alarmed to alert staff if any doors are opened . all the information will be put into the individuals care plan and all staff would be made aware 2. Explain where to get the additional support and advice about conflicts and dilemmas. Manager Senior carer District nurse Social services 3. 1. Describe how to respond to complaints If a service user or a member of family has a complaint to make I would listen to what they have to say and if I could deal with it myself I would do so if not I would report it to my manager and I would do this effectively and be professional. 3. 2 Explain the main points of agreed procedures for handing complaints. It is important that the home runs smoothly and that staff, clients and relatives work together to benefit the clients In event of complaints from either staff, clients or relatives every effort will be made to respond quickly and appropriately and procedures will be followed most complaints can be handled by care staff, but if we could not deal with it we would inform the senior carer on duty, and if they could not deal with it I would speak to my manager. Every client has the complaint procedure in there room which explains what to do.