Anthropology Essay Example | Topics and Well Written Essays - 750 words - 3

Anthropology - Essay Example Anthropology is made up of four subfields: Physical anthropology - It deals with the learning about humans' biological aspects by examining their skeletal and other physical remains of earlier humans. It also includes research on human evolution as well as forensic studies" (unt.edu). The social sciences are a group of academic disciplines that also include anthropology as a sub discipline and study various human aspects of the world. In general, it can be said that social sciences is involved in studying subjective, inter-subjective and objective or structural aspects of society and is traditionally referred to as soft sciences. On the other hand hard sciences, such as the natural sciences focus mainly on objective aspects of nature. However, today due to the flow of various aspects it is become much difficult to distinguish between hard science and soft science. Other social science disciplines other than anthropology include economics, education, geography, history, law, linguistics, political science, social work, psychology, sociology etc. Anthropology is a unique and holistic discipline that deals with the integration of different aspects of the Social Sciences, Humanities, and Human Biology. There are several fields such as Archaeology, Prehistory and Paleontology, Physical or Biological Anthropology, Anthropological Linguistics, Social and Cultural Anthropology, Ethnology and Ethnography that are linked with anthropology. In other words, anthropology is the only social science subject that interlinks most of these branches. For instance, economics is a social science that seeks to analyze and describe the production, distribution, and consumption of wealth (economics). Education is a sub-division of social science which deals with teaching, learning specific skills, etc. These are all independent subjects where as anthropology is the only subject that interlinks all other social science subjects. Numerous subfields or modes of anthropology cut across these divisions. For instance, medical anthropology is over and over again considered a subfield of socio-cultural anthropology; but, today there are several anthropologists are involved in studying medical topics especially to look at biological variation in human populations or the interaction of culture and biology. It is seen that they may use linguistic analysis to understand communication around health and illness, or archaeological techniques to understand health and illness in historical or pre-historical human populations. Forensic anthropologists in general may use both techniques from physical anthropology as well as archaeology and may also at times practice as medical anthropologists. Environmental or ecological anthropology is currently a growing subfield concerned with the interactions between humans and their environment. This is in fact another interlinked subject where the cultural and biological and some times archaeological approaches combine together, to deal with a broad range of topics

Employment law and labour markets Essay Example | Topics and Well Written Essays - 2000 words

Employment law and labour markets - Essay Example Headquartered in London,the Chartered Institute of Personnel and Development is an association of professionals in the management of human resources.Through its members’ experience and research, the CIPD is charged with the responsibility of representing the HR community’s interests in public policy. This is a significant aspect of the body, because it has distinguished itself as a representative organ for public policy alone, rather than political interest The body conducts research on all aspects that touch on the working life, ranging from recruitment to productivity, the balance of life and work and employment law. It also concerns itself with coaching employers and employees in cross-cultural working and building a healthy relationship between recruitment agencies and the HR community. These agendas culminate into the CIPD’s flagship policy and goal of a commitment to champion better working lives and work in order to benefit the society, economies, business organizations as well as individuals (CIPD 2013b, p. 4). Using questions as subheadings, this assignment will be divided into three parts and discuss the importance of this goal to different parties such as employees, trade unions, organizations and the government of the UK. It will further discuss ways in which organizations and other involved parties can work towards achieving the goal of better work and working lives. Finally, the assignment will point out and discuss the possible barriers that organizations face in trying to achieve the goal. Why do you think this goal is important for different parties to employment relationships? Since it affects a wide spectrum starting from recruitment time, the course of employees’ tenure and termination, CIPD’s goal of better work and working lives is significant to all parties that are involved in employment relationships. This is mainly because the experience of work and working lives, as well as the concept of a shared pu rpose, is not only determined by the kind of work people do, but also the way they are managed (Ellis 2012, p. 24). In this sense, management is viewed from the perspective of the HR department, organization level and the legislation or the government. Another factor that makes this goal important is the unprecedented rate of economic changes, especially after the global recession. This has presented a critical and urgent need to make sure that the way people work, the workforce and the workplace cultures are aligned with the contemporary world and support performance and future growth (Williams & Adam-Smith 2010, p. 39). To reach that conclusion, the CIPD had observed that the economies and societies that people live in shape the character of work and working lives. They established that to achieve better work and working lives requires a mandatory understanding of the key trends that shape the societies, organizations and economies as well as their implications. Through the CIPD m odel, the involved parties have a clearer insight of what work entails, where and how it should be conducted, including trends and the changing skills that jobs require. The CIPD considers the parties involved to be the employers, employees, managers and their representatives. By embracing the goal, all parties will be at par with the ever shifting career patterns, advances in technology and improved ways of working on a global level. CIPD’s focus on the workforce through the goal also brings an insight into demographics, expectations, attitudes, generational shifts and the base of changing skills and education and learning skills (CIPD 2013b, p. 5). Ultimately, the parties will be able to relate their understanding of this focus to the workplace. When the workforce understands the workplace culture, develops an attitude of engagement and trust, acknowledges and appreciates the way they organised, managed and developed, they become better placed to adapt and evolve with the

Medieval Christianity and Islam Essay Example | Topics and Well Written Essays - 500 words

Medieval Christianity and Islam - Essay Example The kingdom split into three in the late 6th century. Great leaders like Charlemagne ruled over the kingdom before its collapse (Watson, 2003). The Frankish kingdom was a Christian dominated the western European region during the middle ages. The church played an important role in leadership and redesigning of the kingdom. Their major concept was to spread the Christianity across the kingdom and fight the insurgent of the Moore and other Islamic kingdom. Christianity was used as a toll to unite the kingdom (Moore, 2011). Christianity dictated upon the nature of leadership. Religion was also a tool in designing the initial laws. Leaders such as Charles where made strong through religion. The Scottish missionaries played an important role in shaping the Frankish kingdom as a fully-fledged Christian kingdom (Moore, 2011). Religious rulers characterized the Al-Andalus region. In this case, the main religion was Islam. The nature of ruling was driven by the Islamic culture brought about by the Tariq during the European conquest. Spain becomes a Muslim state after Ar- Rahman is inaugurated the ruler of Cordoba. Leadership was religious based (Watson, 2003). The ideologies being spread at the then reign was driven by the Arabic culture. The purpose was to spread Islam throughout the region with the focus being Spain. The reign lasted until 1490s AD when the last religious leader surrendered to the Romans and the Frankish. Religion laid the basis of the then laws and leadership (Watson, 2003). Both Christianity and Islam dominated Europe during the 6th century. The manner in which religion played part in matters administration differed. Religion was a pillar stone to each kingdom. The Franks were Christian dominated while Muslims dominated the Al-Andalus era. The nature of administration differed (Watson, 2003). In the Islamic region, the concept of conversion was note encouraged in that the tax differences made it

Historical Background Of Foster Care In Ireland Social Work Essay

Historical Background Of Foster Care In Ireland Social Work Essay In order to fully appreciate the present situation of foster care in Ireland, an insight into the past history of foster care will be told. There has been a long tradition of fostering in Ireland. Foster care was present in the past, it was known as fosterage. It can be seen during the Brehon laws. Children from families of all classes were put into care of other families. This form of care was to lighten somewhat of the pressure for space in the home. This may have been as families were quiet large in the past and also financial difficulties. It also included children who were abandoned and needed the support and protection (Robins). The Brehon laws acted as the legal laws in Ireland and created two types of fosterage on where no remuneration was given and the other where a few is given (Shannon, 2005). Foster parents in both cases were to maintain their foster child to there rank. It was under a legal contract to keep and for the child until the period of was fosterage was not being cared for sufficiently, the chid was to be returned to there family home (O Higgins, 1996). Foundations of the present law around foster care were developed with the introduction of the Poor Law Amendment Act 1862. This provided children being boarding out to families who were not in work houses (O Higgins, 1996). The Infant Life Protection Act of 1897 presents where our recent system has originated from. This involved the appointment of females to inspect the conditions in which the children lived in, it also gave power that if not up to standards the child could be removed and placed in with families. Under the Health Act of 1953, health boards were empowered which provided for a major shift towards foster care. The arrangements that were introduced in boarding of childrens regulations in 1954, included provisions around the issue of being boarded out, placement in an approved school or if over 14 placed in employment (Task Force, 1980). Providing to be an important piece of legislation was the childrens act of 1908. It stated that a child who was neglected or abuse could be placed in the care of a fit person (O Higgins, 1996) Foster Care Foster care as previously discussed was a main expression towards the need for recognition of the rights of the child. Development in this area for acceptance that the child has needs of their own has led to the system of foster care that provides personalised family care that the workhouses and institutions could not provide. (Kelly and Gilligan, 2000, pg 7-8) Offers care in family setting Offers care in communication Offers opportunity to make attachment relationship to committed foster parents It can permit children to be attached and identify with family of origin It can include the childs family in care of child It can provide care and support into adulthood It can channel extra support from the agency for the child and carers (Kelly and Gilligan, 2000, pg 8) Modern child protection procedures are not sufficient as to make up a childs placement plan alone. It is more complex, as child care professionals now see the importance of individualisation and providing not only the physical care but the attachment and emotional needs ought to be provided for also (Kelly Gilligan, 2000). Children need to be placed in an environment where there needs are met, wishes can be supported and they can make individual choices for the future (Coakley, Cuddleback, Cox, 2007) Foster care is not a simple method of caring for a child; most children have experienced some form of trauma, may have been hurt or may have health or behaviour problems (Task Force, 1980). This calls for foster carers to be understanding and accept their emotions through being sensitive and caring. This can be a basis for the start of developing a relationship with the child (Fahlberg, 2004). The emergence of relative care in Ireland has proved beneficial to families. Keeping in with familys tradition and connection helps the development of childs identity, the surfacing of partnership as a key principle in child care (Broad, 2001). Legislation in Foster Care Firstly the researcher will examine the legislation in relation to relative foster care in Ireland. Child Care A ct 1991 There is a clear promotion for the welfare of children in the Child Care Act 1991. The health board has a statutory duty to identify children who are not receiving adequate care and protection (RWGFC). The welfare of the child is paramount and where appropriate the board is to give consideration to the wishes of the child based on their age and maturity (RWGFC). If social services are to meet the needs of children going into foster care then they must, among other things, listen to the child and include the children where possible in the decision making process (Kelly Gilligan, 2000). A plan is made which outlines aims and objectives for the placement and detailed guidelines for support to be given to the child, foster parents and natural parents (Shannon, 2005). UN Convention on the Rights of the Child The UN Convention was ratified in Ireland in 1992. It includes articles providing rights that relate to the childs life. It involves protection of the child from any form of discrimination and states the best interest of the child shall be held where possible when action is being considered which involves the child. It recognises the childs right to be protected and provided for. Foster care is mentioned in Article 20, stating that it is a substitute care provider when the parent or guardian fails to do so. This shows that foster care is a recognised as a suitable and appropriate form of care. Children Act 2001 The health board as stated in Section 23P requires at least 30 days notice for a private foster care placement to be arranged ad for an emergency foster care arrangement the health board requires notice within 14 days according to Section 23P2 (Shannon, 2005). At the time of notification, the health board has to be provided with the sufficient information around the foster placement (Shannon, 2005). It is said that the welfare of the child should be a primary concern to the foster parent. Section 23U allows for three interventions which the health board are obliged to use if the following occur. If it comes to the health boards attention that a private foster care arrangement has been arranged without notification to them or that the carers are not providing for the safety and welfare of the child then the interventions which can be implemented include a supervision order, an order to take the child and put into care or an instruction to terminate the order (Shannon, 2005). National Standards of Foster Care The national standards for foster care were devised following concerns around the quality of foster care services. These concerns were highlighted by the Report of the Working Group on Foster care, Foster Care: A child Centred Partnership (NSFC). The standards were developed by a committee who gathered information from experiences from individuals and organisations who work in the area of foster care and from a representative group of young people currently in foster care (NSFC). The National Standards for Foster Care 2003 provide guidelines on the provisions of quality foster care within the existing legislative framework (Shannon, 2005) There are 25 standards in all; the first 13 standards take into consideration the standard of care of the child including quality of response to factors around the childs needs and services required, whilst sticking to the relevant legislation (NSFC). The 2nd section involving the standards 14 to 17 are in relation to the assessment process of possible suitable foster carers and the training and support they require to provide for successful foster placements (NSFC). The final 8 standards are aimed at the duties and responsibilities of the health board. These standards provide guidelines which aim to promote the quality of services provided by the foster care professionals and Health Board (NSFC). The Child Care (Placement of Children with Relatives) Regulations The Regulations where put in place in 1995 as section 39 of the Child Care Act 1991 requiring the Minister for Health and Children to make regulations in relation to foster care. These regulations are directed at children who have been placed with a relative. The health board must pay attention to the rights and duties of the parents but the board must consider and consult with the child on his or her preferences (Shannon, 2005). Certain procedures must be implemented and fulfilled prior to the placement of a child in a foster care setting (Shannon, 2005). In relation to the welfare of the child needing to be considered, being placed in a family members home can cause conflict between relative carers and the birth family, so if this conflict cannot be settled then other placement should be considered (Shannon, 2005). Once the relative carers have lawful custody of the child, Article 16 of the regulations directs that the relatives take all reasonable steps to ensure the promotion of the childs health, development and welfare. In addition to the above many other factors contribute to the regulations. A relative intending to care for the child, must in according to Article 5 give in certain information regarding their health, two referees, examine into the relatives background such as criminal charges and any other relative information to the Health Board (Shannon, 2005). According to Article 12, the Health Board has to keep records of the children in foster care, including personal details of the child, an up to date case record containing certain documents (Shannon, 2005). In addition to this, the health board may visit the child as stated in the care plan. Whatever the arrangements made, Article 17 calls that the foster placement has visitation from an authorised member of the health board at least once every three months for the first two years (Shannon, 2005). To ensure the above aims of the childs placement, it is recommended that the case should be reviewed in terms of the successive of the placement and the possibility of the childs return to their natural familys home (Shannon, 2005). A foster care arrangement will end when the child reaches 18 years. Other possible reasons are that the child returns to their family home or at the request of the relative carers (Shannon, 2005). Assessment Process in Relation to Relative Foster Carers There are certain issues around the assessment process that are a cause for concern. Certain developments and amendments need to be applied to provide the best opportunity for foster care placements to be successful. In traditional foster care the assessment process lasts for a length of nine months usually, this process has to occur before the child is placed in the foster home. In comparison relative care, this process of assessment usually occurs after the child is placed with relatives due to the rapid movement of the child (Kelly Gilligan, 2000). A decision for the child to be placed with relatives is usually in the midst of a crisis. The family can be approached by the agency or the family themselves may contact the agency. As there are different regulations for traditional foster care and relative foster care, and the placement of the children occurs at different times, then it is questionable that there should be different assessment criteria (Kelly Gilligan, 2000). In recent studies, it shows that birth families themselves had preference to relatives caring for their children rather than with a home outside the family. Depending on the route to which the child entered relative care, either by agency approaching the relatives or the relatives approaching the agency, this can cause conflicting tensions between families (OBrien in Broad, 2001). The decision to take on the care of a grandchild is not an easy one. If the birth parents are not happy with the Health Service Executives decision to place their child in care, it can become a dilemma (Climo et al, 2002). The model of assessment of relative care is the same used for traditional foster parents. This is not right for relative carers as they have a connection with the child and family, the process is different to which they become known to the agency and the fact the placement is already made (OBrien in Broad, 2001). The assessment process of placement of a child with a relative usually occurs in two stages. The first is a preliminary assessment of the relatives; if the agency is content with the outcome then they proceed with the placement of the child. When the child is residing in the relatives family home the formal assessment process occurs (Kelly Gilligan, 2000). The following issues were found in a study done by David Pitcher assessing grandparents. The grandparents felt confused when being assessed and feared giving aware giving certain answers would result in their grandchildren not being placed with them. The process needs to be explained and the grandparents informed on the reason behind it to allow the process to be carried out in an honest manner (Pitcher in Broad, 2001). As grandparents have not planned to take on the full time care of a child, the can feel unprepared. Placement of the child usually occur mid crisis so it can cause the grandparents to feel stressed as they face meeting the criteria that is expected of them (Coakley et al, 2007). Social workers need to work with the grandparents in preparing them to cope with the challenges to promote successful placement and to alleviate these pending placements (Coakley et al, 2007). If the process is not explained properly this can lead to difficulty between the social worker and the grandparents. The grandparents can feel overwhelmed by the depth their private lives are being looked into. They can find this process negative and very intrusive and also it can be a frightening experience for them (Kelly Gilligan, 2000) As the process begins the grandparent should be given a written copy of the format of the interview. The social worker needs to give an honest explanatory description to the grandparents to prepare them for the process ahead. The aim of the social worker is to get an idea of the carers personality, to look at practical issues i.e. housing schools and to discuss together the perceived length that the placement will be (Broad, 2001) It can be of some reassurance for the birth parents that the child is going to live with people they know and may trust. The child can have different feelings of moving homes as in a study by Terling, 2003; found that trauma can be reduced when the child knows the person that will care for them rather than a stranger. Although the grandparent must acknowledge that while the child does know the grandparent, it does not reduce all of the stress and trauma that the child may experience when moving into another form of care (Broad, 2001). Also, the relationship between the grandparent and child must be looked at, questions need to be asked by the social workers such as does the grandparent actually like their grandchild and is there a sense of belonging for the child (Broad, 2001). Training should be specific to the carers needs. Parenting the Family Cycle The individual life cycle takes place within the family life cycle which is the primary context of human development (Carter Goldrick, 1988, pg 4). In early adult hood it can be expected that a couple will become parents of the younger generation, this can be an exciting period in a persons life. This new role that they adopt can involve responsibility in the childs developmental process and having authority in acting out parental roles to their children (Carter Goldrick, 1988). Perspectives of the role in later life are viewed as having less responsibilities and more time to reflect and relax. An older person is thought to experience retirement, dependency of others preferably their children or younger relatives, a sense of financial insecurity, possible loss of friends through death and the difficult time when a spouse dies (Carter Goldrick, 1988). Although this is a much generalised view, these experiences do occur. Grandparenthood can offer a person a sense of being and bring joy to their life. Becoming a grandparent can create new motivation and add fulfilment to an elderly person life. It creates opportunities for them to experience a new role and to develop a special close relationship (Carter Goldrick, 1988). Grandparents have a good position in their family network because they are not the parents of the children but they have a caring and considerate interest in their grandchilds development (Brubaker, 1985, citied in Bernades, 1997). A grandparents role has no clear guidelines, they can adopt rules but in remembering that they do not have the same authority that they had with their own children. Instead, grandparents can spoil and indulge in their grandchildren (Bernades, 1997). There are different styles of grand parenting involving different characteristics. The types of relationships they hold with their grandchild can vary from being distant to authoritarian and being involved in their life with assuming responsibility but having love and care (Hammer Turner, 1990). This can have an effect when a grandparent becomes a full time carer for their grandchild. If the grandparent was distant then it can be harder to develop a bond that has been absent. In comparison if a grandparent has been involved and caring, then to gain authority and create rules it can take some time and adjustments (Hammer Turner, 1990). It involves a lot more responsibilities than previously needed. They will have to set routines, assume responsibility in daily tasks and educate the child with essential skills and attend to the needs of the child (Hammer Turner, 1990). Grandparent hood can be seen as a second chance at parenting. This can be seen for grandparents when their own child has failed at their duty of parenting, the grandparent can become the main carer due to the fact that they feel part to blame. They may feel that in helping, they can fix the problem that they may have blame in (Hammer Turner). Another possible reason presented by Climo, 2002, seen that grandparents felt a commitment to the value of family continuity, they agreed to take care of the family. Their commitment to both generations their child and grandchild meant they felt it was their responsibility to step in (Climo, 2002). Also grandparents may not want their grandchild to be placed with strangers and fear that they may lose contact with their grandchildren (Climo, 2002). Factors Attributing to Relative Care It may be hard for the grand parent to deal with conflicting issues between themselves and the birth family so by introducing skills this can assist in managing family dynamics. This can essentially result in ensuring the best outcome for the childs welfare (Coakley et al, 2007). These include boundaries with birth parents, adopting care plan and following guidelines around maintaining a good relationship with the birth family (Coakley et al, 2007). If the grandparents allow continuous contact with the birth family, it can have a negative effect. This can be said when the reason for placement was abuse, if constant communication is occurring then the child may be put in danger. Also, the grandparents will never be able to gain responsibility, authority or develop a routine if the parents are interfering and not sticking to access plans that have been drawn up (Terling, 2001). Some argue that relative carers are not capable of meeting the childs needs (Sparr, 1993, Dubovitz, 1994 citied in Terling, 2001). There are assumptions that a child experience of parenting from their parents can be transmitted from one generation to another (Pugh De Ath, 1985). The grandparents capability needs to be questioned, looking also at their suitability of caring for their grandchildren, as they are the ones who raised the troubled parent (Gladstone Brown, 2007). Parental failure can be seen as a result of learnt behaviour from previous generations poor parenting (Davidson, 1997, citied in Climo, 2002). As characteristics run through the family, it can prove that the relative carers might have similarities in parenting to that of the birth parents. Especially in this case considering that the grandparents raised the birth parents. It can be said that if the reason for placing the child in care is due to abuse or neglect this can be a worry and should be considered (Terlin g, 2001). Implications can occur when a grandparent takes their grandchild into care. They can find it hard dealing with the childs emotional, behavioural, physical problems, issues of attachment or loss, perceived agency inadequacy, dealing with authority of the child welfare system and dealing with birth parents (Coakley et al, 2007, pg 93). A custodial role can affect the grandparents health as they need to alter their routine and plans, they can feel physical tired, have less time for themselves and have extra duties to do around the house with the addition of a new person (Gladstone Brown, 2007). As they are then busier, relationships can be affected. They have less time to interact and enjoy doing things with their friends, this can cause them to become socially isolated (Broad, 2001). Other relationships include the grandparents other grandchildren who can become jealous at the thought of their grandparent being closer to one grandchild and providing them with more attention (Jendrick, 1993, citied in Climo, 2002). Depending on the grandparents employment status, they may have to quit their job as they will be responsible for the child, this can have an affect on their financial income. They will have more to payout as an extra person, with less money to do this with (Gladstone Brown, 2007). It was found that grandparents can become to resent the situation they are in and it showed they felt they were incapable of keeping up with the child (Climo et al, 2002). Role of the Social Care Worker Relatives who foster care tend not to receive as much support, can ask for less help and it is believed that social workers feel they need less help than traditional foster care workers. The worker and grandparent need to draw up a support plan that will ensure the above do not occur (Broad, 2001). The social worker needs to assess what it was like for the grandparent when they were parenting their own children. They need to reflect on what worked for them when raising their children, try to identify possible mistakes they made and acknowledge how it will be different raising their grandchild (Broad, 2001). They need to understand it may be difficult in altering their role towards their grandchild, possibly identifying their idea of discipline as it may not be appropriate in terms of child welfare, for example corporal punishment was norm years ago but times have now changed. Also as the hope is that the child can one day return to their birth family, the parents own beliefs in raisi ng a child has to be made aware to the grandparent so they do not confuse the child (Broad, 2001). The grandparent may find parenting hard if they have to deal with social services monitoring them. It can be difficult for the grandparents as now there are many factors to be considered which put increases in the demand of them (Pugh De Ath, 1985). In comparison to parenting in the elderly persons time, the knowledge around the needs of the child in terms of physical, intellectual, social and emotional development has become more recognised. All of these will be monitored by officials in the case of relative foster care. As before a parent would not receive this type of pressure to ensure that their child is constantly receiving care and having there needs met (Pugh De Ath, 1985). Grandparents can feel inadequate under the high expectations of their role in the childs development. It can be quite a comparison as when the grandmother was parenting there was little demand to satisfy social demands. The importance was to run the household and the saying mother knows best was the pare ntal ethnic (Pugh De Ath, 1985). In comparison to traditional foster care, relative carers are said to not receive as much support as needed. Possible reasons for this are because the social care workers may have the idea that the relatives do not require the same level services (Dubowitz, Feigelman Zuravin, 1993, citied in Mc Coakley, 2007). According Schlonsky Berrick citied in Mc Coakley, social workers may be influenced by the relationship that is already present within the family. As the child is under the care of their family, the social worker may feel it is the families right to raise the child without the intrusion of them (Coakley et al, 2007). Another possibility is that the grandparents themselves either refuse or do not request support from services (Coakley et al, 2007). Grandparents may feel that asking for help or showing a need for help may be perceived as a weakness in their ability to cope. In the findings conducted by Mc Coakley 2006, it can be seen that mutual goals should be drawn up in the a ssessment process so that the best possible care for the child can be achieved. In addition to this, if the agency can show how committed they are in tailor making the families intervention and meeting the needs specific to the child and family then the family may welcome support more openly (Coakley 2007). Gladstone Brown (2007) identified the following factors which contributed to a positive relationship between the social worker and grandparent. It was found that firstly if a social worker presented as a friendly, considerate personality and the grandparents felt that they could connect and talk to them then they were more likely to open up to them. Social workers need to show an understanding to the situation, and allow the grandparents to feel appreciated for the contribution they are making (Gladstone Brown, 2007). Grandparents appreciate when a social worker responds to their needs and offers them informative advice and support on child management issues and referrals of other services that could offer support (Gladstone Brown, 2007). For a grandparent being informed can help them with their new role of parenting. As they are monitored and assessed, receiving feedback can allow them to know where they stand and how they can improve and also know what they are doing right. Also as their situation changes they need to know about entitlements that they can receive (Gladstone Brown, 2007).

The Pre-Raphaelites Essay -- Europe European History Essays

Pre-Raphaelites, a group made up of 19th-century English painters, poets, and critics who's work responded towards the practice of Victorian and neoclassical subject mater by developing bright imitations of religious work. More specifically, "and of the most beautiful are the paintings of the Pre-Raphaelite Brotherhood and their followers, bright and clear colours, fair women and themes from myths and legends."(Darkamber 1). The groups source of inspiration came from early Renaissance painters and medieval times. This was up until the time of the famous, well known, Raphael. Raphael was an Italian painter who imitated his teachers work so carefully that it was very difficult to decipher the two. His work also entailed architecture as did the Pre-Raphaelites. Another group that influenced the Pre-Raphaelites was the Nazarenes. They were young German artists who attempted to incorporate ideas from medieval Christian religion. "The Nazarene's principles were accuracy, a new look at the medieval past and intensity of feeling, both human literary and religious"(Darkamber 1). They formed a brotherhood in Rome which resembled and helped lead to part of the foundation that the Pre-Raphaelite Brotherhood was built on. The PRB was started by Dante Gabriel Rossetti in 1848. William Michael Rossetti, John Everett Millais, William Holman Hunt, Frederick George Stephens, James Collinson, and Thomas Woolner were also part of the brotherhood. The group was composed of painters, sculpters, critics and poets. During their time the PRB started to copy significant styles of painting. Art sometimes is looked at being difficult to understand. The Royal Academy, which was founded in 1768, was the identity of British art which used dark melanc... ...e PRB, was still acclaimed for his work as a portrait artist in the years to follow and was made president of the Royal Academy in 1896, the last year of his life (McMullins, "PRB", 8). The Pre-Raphaelites took two forms of art, verbal and visual, used the two together and expressed the beauty in their art more efficiently. The PRB rebelled against the standards set by the contemporaries of the time period. They faced criticism from the Royal Academy, the Public eye, and influential men like Charles Dickens. On the other hand well known art critic John Ruskin defended the PRB’s positive ideas. As for the people of the time, they are today looked back upon as being stuck up and snobbish. Still today the ideas of the Pre-Raphaelites live on. "Thus the Pre-Raphaelites have left few lasting traces on modern thought, literature, art or social organization"(Gaunt 287).

The Real Crux of Sino-Tibetan Relations :: Essays Papers

The Real Crux of Sino-Tibetan Relations Scope For more than fifty years after the formal forcible annexation of Tibet to the People’s Republic of China, Tibetan leaders in exile operating in neighboring India have fought for the rights of Tibetans against a Chinese central government that has stubbornly resisted prodding and pressure from any and all advocates for a free Tibet; however, after a prolonged stalemate, change seems imminent and an ultimate resolution appears to lie not too far on the horizon. In September of 2004, an envoy of Tibetan leaders visited Beijing to discuss potential solutions that would grant Tibet special autonomy while remaining a part of China, marking the third visit by Tibetan officials to Beijing in the past two years (â€Å"Tibet’s Government†). With the Dalai Lama declaring publicly in recent years that he does not seek full independence for Tibet – he is instead calling for a Middle Way approach, which would give China control of Tibet’s military and foreign policy sphere and leave the other issues to be decided by Tibetans themselves – it seems a settlement is truly likely to take place. Nevertheless, some Tibetan activists continue to protest the Chinese eradication of Tibetan culture since the forced takeover of 1951. These activists accuse China of invading Tibet and thereafter trying to mute the rich traditions of Tibetan culture through the destruction of monasteries, the planned migration of tens of thousands of ethnically Han Chinese to the region, restrictive birth policies, and etcetera. The Beijing government has fiercely rejected those charges, claiming that it helped to liberate Tibet from an impoverished era of political and economic backwardness by pouring in much needed financial investment into the region. In addition, the CCP has tried to portray Tibet as a historically integral part of China to convince the world of its rightful sovereignty over the region. The liberal media in the west has documented well the claims of Tibetan exiles and advocacy groups for a free and independent Tibet, but it has focused its coverage on the cultural genocide of Tibet, while the more prominent issue that is raised in Tibetan exile literature is the economic marginalization of the Tibetan economy. This paper seeks to give a brief overview of the history of the Sino-Tibetan relationship, discuss the exaggerated charges of cultural genocide against Tibetan culture, highlight the more pressing issue of the deplorable economic and social conditions of Tibet, and explore what has been done on the part of the Chinese

What is Punishment

According to Krauth, (1996), punishment usually involves the deliberate incision of ache, misery or the removal of rights and/or freedom. Basically, these actions are definitely wrong. However, our society/community are using these methods particularly in law-breaking issues to maintain peace and order. The community gives punishment to avoid crimes and violence. The people are encouraged to be vigilant and to disclose any information pertinent to the occurrence of violent offenses (Krauth, 1996). Krauth, (1996) cited that a number of communities in some parts of the world have attempted to develop community-based crime prevention strategies as supplemental action for the government’s efforts in giving punishment. Basically, punishment of offenders in society is a wide context, thus to narrow the context this review will cover only the role and effect of punishment in shaping the behavior of an individual; i. e. parenting and learning strategies which summarizes the studies conducted by Ballantine, J. (2001), Moeller (2001), and Hill (1990). On the other hand, in the report of Hyman and Zelikoff (1987), the issues regarding the worst result of punishment to an individual i. e. trauma is also reviewed. In follow up to this, Bartol (1995) identifies the possible bad result of punishment i. e. aggression. The report concerning the theories of behavior in accordance to learning behavior were further discussed in the paper of Slavin (1995), Kounin (1970), Skinner (1974), Thorndike (1912) and Pavlov, (1927). During our childhood days, our parent usually imposed punishment to us if we got mistakes. Actually, this punishment affects our development as a child. It could have either positive or negative effects. And of the negative effects of it is aggression (Bartol 1995). With this regard, this review of literature also seeks to realize why people permit the legitimation of this type of infiltration. Thus, it evaluates the reason behind why discipline relies on punishment and negative consequences to improve child’s behavior. Punishment also affects the education and learning behavior of a child, thus we will also cover issues of punishment in school setting. Review In the study conducted by Ballantine, J. 2001; p. 46), he argued that parents usually give punishment to their children just to discipline them. However, parents should be cautious in giving punishment. This might cause physical, emotional and mental problems or this may also results to rebellious behavior or worst a trauma. Research has long proven that the parenting styles adopted by parents often have a gre at impact on the development of the child (e. g. Ballantine, J. 2001; p. 46). Ballantine, J. (2001; p. 46) stated that there are three basic parenting styles i. e. authoritative, authoritarian and permissive styles. Basically, Ballantine, J. (2001) stated that authoritarian parents tend to control their offspring. Also, they are very demanding and have high expectations for their children. But also, they tend to be less responsive to their children’s needs. They rely very heavily on punishment. Authoritative parents, on the other hand, though also very demanding, gain the favor of their children by being highly responsive as well. They have clear definitions on the limitations and freedom of their children. They are also very supportive and give out punishment but explain the reasons for the action. Permissive parents are the opposite of authoritarian parents. They require les of their children but still is very responsive to them, they are often very lenient and don’t, if possible give out punishments. The uninvolved parents are also opposite of authoritative parents. As the name suggests, they are really uninvolved with their children. Often, they are very apathetic to the happenings in their children’s lives. They put a very high risk on their children since they do not put a defined line on what they expect of their children. Parenting styles differ and have profound effects in child development. According to Ballantine, J. (2001; p. 46), parenting styles that involve punishment trigger aggression in children, and then the aggression in children continue on to their own children, thus, resulting in an endless and vicious cycle. But just what is aggression? According to Bartol (1995; p. 184), aggression is a â€Å"behavior perpetrated or attempted with the intention of harming another individual physically or psychologically (as opposed to socially) or to destroy an object† (p. 184). According to Moeller (2001), agreement to Bartol (1995; p. ), defines aggression as an act to that has intent to harm another object or person. Aggression as effect of punishments can either be physical or psychological (Bartol 1995; p. 2 and Moeller, 2001). Many factors point to a child’s aggression, one of which is parenting styles adopted by parents. Actually, if the child is constantly exposed to excessive punishments, it is most likely that the child would be inclining to aggres sive behavior. Punishment is actually a form of aggression that can very well make the child inclined to aggression himself. If the child is repeatedly treated aggressively or punished excessively by his parents would most likely resort to aggression later on. As shown in the study of Hill (1990; pp. 70-77), punishment is also observed in schools or in any learning situation. Hill (1990; pp. 70-77) claimed that reliance on such measures i. e. punishment have negative effects on the learners. In all styles of teaching and classroom management, there are proper ways of carrying out the strategies so that the ends to these styles may be met (Hill 1990; pp. 70-77). In the case of assertion as added by Meyer, A. 1990), there are positive and negative methods of reinforcing these strategies. As students’ behavior vary, the teachers’ delicate role is to determine which would work best for the particular students. Basically, Meyer, A. (1990) stated that learners will react differently to situations, and if every positive method does not work out with them, then negative reinforcement is called for. T his is not to become unfair to the students. This is just to show them that there are regulations to be observed and authorities to be respected, as that virtue will better prepare them for life outside the confines of the school. There is no perfect way of teaching and classroom management. There are only receptive teachers who are attuned to individual students’ needs, thus a successful implementation of the assertive style of teaching and classroom management (Meyer, A. 1990). In the report of Hill (1990; pp. 70-77) on an incident in preschool in which punishment was used to help children learn to obey rules. One of the punishment procedures was to write the name of the offending child on the board the first time non-compliance with rules occurred. The goal is impressive in that it make the most of learning time, but there were some unintentional depressing side effects. In this case, a child told to his parents the list of names of â€Å"bad kids† in the class, and the child also described how they were being reprimanded. The child also told to her parents that these kids had their names written on the board. In relation to this, the child asked his parents if being with the kids would make him become one of them. From the child’s story, the mother decided to visit the school where she found a group of 5 and 6 year olds trying not to speak or move. As the parent observed, the teacher was diligently using rewards and punishment to mould the behavior of children. But every time a child giggled or laugh extremely or spoke without permission, another name went on the board. As the result, most of boys who came from families of lower socioeconomic background are found on that board (Hill 1990; pp. 70-77). From the results of the study of Hill (1990; pp. 70-77), it appears evident that what the child had absorbed from their punishment experiences, either vicariously or literally, was to spotlight on the manners that the teacher found unpleasant. The children tend to avoid such behavior at all costs, even if it is annoying just to impress the teacher instead of attending to the learning activities. As part of the giving punishment in shaping the behavior of the child, classroom management as stated by (Slavin, 2005; p. 1) in his paper should be observed. One characteristic of effective classroom management introduced by Slavin is that it involves a clear, specific plan of classroom rules and procedures that would guide performance (Slavin, 2005; p. 1). There was also a reward and punishment system observed. According to the teachers in the report of (Slavin, 2005; p. 1), every student was treated without bias but recognition was given to the most deserving and punishment was also implemented to address misbehavior. Praise or exemptions from some projects were the usual rewards given to performing students. The usual punishments were extra assignment, reprimand, or in worst case, detention. The purpose of the reward and punishment system was to delineate the acceptable behavior from the unacceptable. Praise i. e. â€Å"catching the students in the act of doing right†, can be a powerful motivator for many students. One strategy for reducing misbehavior in class is to make sure to praise students for behaviors that are incompatible with the misbehavior you want to reduce (Slavin , 2005; p. 1). In relation to this, Kounin (1970; p. 10) justified that the transfer of pupil attention to the child being punished is a usual phenomenon, and almost always results in less attention, rather than more, being paid to the desired learning outcomes. Every so often, the teacher's intent to help a child alter a behavior to one which is more acceptable to both the youngster and his superiors has tragic sequelae. Educators using disciplinary procedures perceived by the child as stringent and unfeeling can cause trauma. According to Hyman and Zelikoff (1987; pp. 1-2), the symptoms of this trauma are often similar to those observed in adults with Post Traumatic Stress Disorders. Symptoms seen in children include somatic complaints, avoidance of school, and sleep disturbances. As Skinner (1974; p. 8) emphasized a behavior which is followed a positive reinforcing motivation or circumstance will result in an increased tendency or probability that the person will repeat such behavior, this concept also operates in the opposite direction wherein the person will have a decreased tendency to do an act from which he or she received a negative reinforcement in the form of punishment. According to Thorndike (1912; p. 164-165), the main business of thought surely is to guide and control action. To make it intelligent, adaptive, efficient, Thorndike’s Law of Effect proposed an alternative means of achieving the same end. Effects, rewards and punishments, were seen as stamping actions â€Å"in† or â€Å"out† and selectively, intelligently, adaptively determining behavior (Pavlov, 1927; p. 25). The effects of a given action thus altered redirected, controlled subsequent conduct and left no place or need for thought or intellect. While Pavlov’s formulations, though different principle from those of Thorndike but similar in goal. Pavlov was likewise interested, not just in a theory of learning but also in the organism’s total behavior, in what was later referring as the principles of adaptive action. Both trial and error learning and conditioning imply adaptation to the environment but this end was achieved in both cases mechanically, non-mentalistically without thought (Pavlov, 1927; p. 25). As part of development in shaping the behavior of an individual Thorndike 1912 reported that the two-factor learning theory in its version accepted Thorndale’s theory of habit formation, essentially unmodified and in doing so, necessarily aligned itself with the thoughtless psychologies or behavior-zoologies (Thorndike 1912; p. 64-165). In admitting fear conditioning and in developing a feedback conception of punishment, the theory disposed itself toward what has become explicit. Now response facilitation as no less a matter of conditioning and meaning change than is response inhibition. And what is more immediately important, this new position, while in some ways just as mechanical and automatic as were the views of Thorndike and Pavlov. The prototype of knowledge in general are hopes and fears, both are internal events and such are assumed to be learned and after learning, to occur in a purely automatic, involuntary manner, these are mechanism and determinism. There is no simple and direct relationship between what an organism learns and what it does. Action is the result of more or less intricate and elaborate processes intervening between the end result of more or less intricate and elaborate processes â€Å"intervening between the end results of learning and the execution of behavior† (Thorndike 1912; p. 64-165). As described in the previous discussions, motivation and reward offers more positive effect in learning than punishment. Punishment normally directs the action to do desired behavior which results to aggression, weak learning and trauma. The incident of trauma from punishment initiated by educators is much greater than one would think. According to the study of Hyman and Zelikoff (1987; p. 11), 40 to 60 percent of college graduates remember an event of extremely retaliatory disciplinary action given by educators. In Unites States over 1,000,000 students were beaten by their teachers in 1980 (Meyer 1990; 30-47). As revealed in the study of Hyman and Zelikoff (1987), an individual that was previously abuse, beaten and punish are prone to become aggressors and criminals. Thus, the community should identify the significant risk factors of aggression and punishment provided by the community itself, the families that comprise the community, schools and academic institutions in the area, and individual backgrounds of the people. Moreover, the family also provides certain risk factors of aggression and punishment contributory to the development of violent attitudes and behaviors among children such as lack of oversight of children’s activities and habits, unfair and severe punishment for any misdemeanors and mistakes, conflicts between parents and children and between siblings, and parental toleration of violent behaviors. Review Synthesis From the given reviews concerning punishments, it is justified that parents, should very well know how to raise their children. Psychologists and researchers often recommend the use of authoritative parenting since it is well-rounded in all parenting aspects but they should be cautious in giving punishments. Since authoritative parents have high expectations of their children, one can expect that a child will be pushed to do the best, and that authoritative parents also reciprocate love and warmth, the child can have feelings of security. Another is that a child can also have the freedom to express his own thoughts and beliefs. The relationship between parenting styles and punishment resulting to aggression is very clear. Authoritative and Permissive parents’ children often resort to aggression since the upbringing of the parents is, faulty, if you may. The resort to aggression can also be triggered by relatively high and constant exposure to aggression by family, peers and the media. Also, the cross-generational aggression can also trigger aggression. It creates an unending cycle of aggression. On the other hand, punishment given to a child in school setting should be observed by the educators to avoid weak learning effectiveness. Positive learning environment or classroom management involves the strategies that teachers implement in preventing and handling misbehavior, using class time effectively, creating an atmosphere that encourages interest and inquiry, and permitting activities that engage students’ minds and imaginations (Slavin, 2005). Teacher should carefully observe the effect of punishments to students. Actually, it is suggested that teacher should use rewards strategy more often than giving punishment. Teachers and students have to work together to sustain positive behaviors and effective atmosphere for learning in order to ensure the successful transmission of knowledge in the classroom.