Free Essays on Integrative Theory

Integrative Theory: The Case of Jack An old man sat next to a well-traveled road when a vacationer approached and asked, â€Å"Are you acquainted with the town ahead? I am planning to visit and wonder what the people are like.† The old man answered, â€Å"What were the people like where you come from?† The man said, â€Å"They gossip, they are mean and horrible.† The old man said sadly, â€Å"That is exactly how you will find the people here to be.† Soon came another traveler and he also stopped to ask the old man questions. â€Å"How are the people in this new place? Are they friendly, are they kind?† The old man replied, â€Å"How were the people where you came from?† The traveler responded, â€Å"They were wonderful, they welcomed me from the day I arrived, and I made friends I’ll not forget.† The old man just said, â€Å"That’s exactly how you’ll find the people here to be.† Approach to Counseling Alfred Adler directed people to â€Å"act as if.† He asserted that humans have the capacity to interpret, influence and create their own existence. Past circumstances and environment are not sentences imposed, but rather events almost completely subject to the individual’s own interpretations. Adler asserts that people need to resist seeing themselves as victims, because where we are striving to go is more important than where we have come from. (Corey p.108.) What a person expects to receive from their society and community is usually what they do receive. When a person develops the ability to â€Å"act as if,† they create an environment for themselves that can be measurably more positive and balanced. Personal Philosophy and Theoretical Foundation Adlerian therapy encourages the development of social interest and community connectedness. This can be achieved when people feel as if they belong, even if they feel they must initially pretend to fit in. The therapist assists the client to gain self-confidence th... Free Essays on Integrative Theory Free Essays on Integrative Theory Integrative Theory: The Case of Jack An old man sat next to a well-traveled road when a vacationer approached and asked, â€Å"Are you acquainted with the town ahead? I am planning to visit and wonder what the people are like.† The old man answered, â€Å"What were the people like where you come from?† The man said, â€Å"They gossip, they are mean and horrible.† The old man said sadly, â€Å"That is exactly how you will find the people here to be.† Soon came another traveler and he also stopped to ask the old man questions. â€Å"How are the people in this new place? Are they friendly, are they kind?† The old man replied, â€Å"How were the people where you came from?† The traveler responded, â€Å"They were wonderful, they welcomed me from the day I arrived, and I made friends I’ll not forget.† The old man just said, â€Å"That’s exactly how you’ll find the people here to be.† Approach to Counseling Alfred Adler directed people to â€Å"act as if.† He asserted that humans have the capacity to interpret, influence and create their own existence. Past circumstances and environment are not sentences imposed, but rather events almost completely subject to the individual’s own interpretations. Adler asserts that people need to resist seeing themselves as victims, because where we are striving to go is more important than where we have come from. (Corey p.108.) What a person expects to receive from their society and community is usually what they do receive. When a person develops the ability to â€Å"act as if,† they create an environment for themselves that can be measurably more positive and balanced. Personal Philosophy and Theoretical Foundation Adlerian therapy encourages the development of social interest and community connectedness. This can be achieved when people feel as if they belong, even if they feel they must initially pretend to fit in. The therapist assists the client to gain self-confidence th...

World War II German Panther Medium Tank

World War II German Panther Medium Tank Armored vehicles known as tanks became crucial to the  efforts of France, Russia, and Britain to defeat the Triple Alliance of Germany, Austria-Hungary, and Italy in World War I. Tanks made it possible to shift the advantage from defensive maneuvers to offensive, and their use completely caught the Alliance off guard. Germany eventually developed a tank of their own, the A7V, but after the Armistice, all tanks in German hands  were confiscated  and  scrapped, and Germany was forbidden by various treaties to possess or build armored vehicles. All that changed with the rise to power by Adolph Hitler and the start of World War II. Design Development Development of the Panther began in 1941, following Germanys encounters with Soviet T-34 tanks in the opening days of Operation Barbarossa. Proving superior to their current tanks, the Panzer IV and Panzer III, the T-34 inflicted heavy casualties on German armored formations. That fall, following the capture of a T-34, a team was sent east to study the Soviet tank as a precursor to designing one superior to it. Returning with the results, Daimler-Benz (DB) and Maschinenfabrik Augsburg-Nà ¼rnberg AG (MAN) were ordered to design new tanks based on the study. In assessing the T-34, the German team found that the keys to its effectiveness were its 76.2 mm gun, wide road wheels, and sloping armor. Utilizing this data, DB and MAN delivered proposals to the Wehrmacht in April 1942. While the DB design was largely an improved copy of the T-34, MANs incorporated the T-34s strengths into a more traditional German design. Using a three-man turret (the T-34s fit two), the MAN design was higher and wider than the T-34 and was powered by a 690 hp gasoline engine. Though Hitler initially preferred the DB design, MANs was chosen because it used an existing turret design that would be quicker to produce. Once built, the Panther would be 22.5 feet long, 11.2 feet wide, and 9.8 feet high. Weighing around 50 tons, it was propelled by a V-12 Maybach gasoline-powered engine of about 690 hp. It reached a top speed of 34 mph, with a range of 155 miles, and held a crew of five men, which included the driver, radio-operator, commander, gunner, and loader. Its primary gun was a Rheinmetall-Borsig 1 x 7.5 cm KwK 42 L/70, with 2 x 7.92 mm Maschinengewehr 34 machine guns as the secondary armaments. It was built as a medium tank, a classification that stood somewhere between light, mobility-oriented tanks and heavily armored protection tanks. Production Following prototype trials at Kummersdorf in the fall of 1942, the new tank, dubbed Panzerkampfwagen V Panther, was moved into production. Due to the need for the new tank on the Eastern Front, production was rushed with the first units being completed that December. As a result of this haste, early Panthers were plagued by mechanical and reliability issues. At the Battle of Kursk in July 1943, more Panthers were lost to engine problems than to enemy action. Common issues included overheated engines, connecting rod and bearing failures, and fuel leaks. Additionally, the type suffered from frequent transmission and final drive breakdowns that proved difficult to repair. As a result, all Panthers underwent rebuilds at Falkensee in April and May 1943.  Subsequent upgrades to the design helped reduce or eliminate many of these issues.   While initial production of the Panther was assigned to MAN, demand for the type soon overwhelmed the companys resources.  As a result, DB, Maschinenfabrik Niedersachsen-Hannover, and Henschel Sohn all received contracts to build the Panther.  During the course of the war, around 6,000 Panthers would be constructed, making the tank the third most-produced vehicle for the Wehrmacht behind the Sturmgeschà ¼tz III and Panzer IV. At its peak in September 1944, 2,304 Panthers were operational on all fronts. Though the German government set ambitious production goals for Panther construction, these were seldom met due to Allied bombing raids repeatedly targeting key aspects of the supply chain, such as the Maybach engine plant and a  number of Panther factories themselves. Introduction The Panther entered service in January 1943 with the formation of Panzer Abteilung (Battalion) 51. After equipping Panzer Abteilung 52 the following month, increased numbers of the type were sent to frontline units early that spring. Viewed as a key element of Operation Citadel on the Eastern Front, the Germans delayed opening the Battle of Kursk until sufficient numbers of the tank were available. First seeing major combat during the fighting, the Panther initially proved ineffective due to numerous mechanical issues. With the correction of the production-related mechanical difficulties, the Panther became highly popular with German tankers and a fearsome weapon on the battlefield. While the Panther was initially intended to only equip one tank battalion per panzer division, by June 1944, it accounted for nearly half of German tank strength on both the eastern and western fronts. The Panther was first used against US and British forces at Anzio in early 1944. As it only appeared in small numbers, US and British commanders believed it to be a heavy tank that would not be built in large numbers. When Allied troops landed in Normandy that June, they were shocked to find that half the German tanks in the area were Panthers. Greatly outclassing the M4 Sherman, the Panther with its high-velocity 75mm gun inflicted heavy casualties on Allied armored units and could engage at a longer range than its foes. Allied tankers soon found that their 75mm guns were incapable of penetrating the Panthers frontal armor and that flanking tactics were required. Allied Response To combat the Panther, US forces began deploying Shermans with 76mm guns, as well as the M26 Pershing heavy tank and tank destroyers carrying 90mm guns. British units frequently fitted Shermans with 17-pdr guns (Sherman Fireflies) and deployed increasing numbers of towed anti-tank guns. Another solution was found with the introduction of the Comet cruiser tank, featuring a 77mm high-velocity gun, in December 1944. The Soviet response to the Panther was faster and more uniform, with the introduction of the T-34-85. Featuring an 85mm gun, the improved T-34 was nearly the equal of the Panther. Though the Panther remained slightly superior, high Soviet production levels quickly allowed large numbers of T-34-85s to dominate the battlefield. In addition, the Soviets developed the heavy IS-2 tank (122mm gun) and the SU-85 and SU-100 anti-tank vehicles to deal with the newer German tanks. Despite the Allies efforts, the Panther remained arguably the best medium tank in use by either side. This was largely due to its thick armor and ability to pierce the armor of enemy tanks at ranges up to 2,200 yards. Postwar The Panther remained in German service until the end of the war. In 1943, efforts were made to develop the Panther II. While similar to the original, the Panther II was intended to utilize the same parts as the Tiger II heavy tank to ease maintenance for both vehicles. Following the war, captured Panthers were briefly used by the French 503e Rà ©giment de Chars de Combat. One of the iconic tanks of World War II, the Panther influenced a number of postwar tank designs, such as the French AMX 50.

Investment Essay Example | Topics and Well Written Essays - 1000 words

Investment - Essay Example 99.03 98.98 98.65 Technology SPDR (ETF) 34.82 34.58 34.69 34.66 34.58 SPDR S&P 500 ETF Trust 180.94 178.94 179.73 179.75 180.53 GE 26.94 26.45 26.64 26.56 26.66 eBay 52.01 51.41 51.09 51.93 51.35 AAPL 560.02 567.9 565 566.32 551.23 Cimarex shrank in value from $98.65 per share on Monday to $95.95 by week’s end. But if the investment game had commenced at the recent low of $64.99 in June 28, capital gain would have been a very satisfying +47.6% before transaction charges and taxes. SPY (SPDR S&P 500 ETF Trust) was moribund that week as market sentiment held back the ETF to trade between $178.94 and $180.94. Hence, devoting the lion’s share of the training investment in SPY did little good at all as the stock closed the week a measly 0.2% up for the week. Nonetheless, its beta of 0.92 at last count suggested that the ETF is not as volatile as the market as a whole. Apple is a long-term hold, beloved of institutional buyers and pension fund managers. The closing price of $ 560.68 when the simulation game ended on Friday, Dec. 6, corresponded to a market cap of $503.871 billion. This despite founder Steve Jobs having passed away in late 2011, two years now, and no seriously new breakthrough products in the same timespan (Thomson Reuters 1). Chairman/CEO Tim Cook is not the visionary that Steve Jobs was. Even as he languished in his deathbed, the latter had engineered a long-term run-up in the stock price with the cash cow iPod line, energized the world with the launch of the iPhone, and brought down the moribund desktop PC industry with the iPad tablet PC. Anyone holding the stock in late 2004 (the aforementioned pension funds that are loathe to sell AAPL) would have ridden the dizzying rise of the stock from $11.36 in February 2004 to $560.02 (a 48-fold gain) on the... The paper tells that during the gaming period in question, Apple and eBay did in fact record the best capital gains of 1.6% and 1.3%, respectively. Apple was once again on a roll this week. It approves that Apple is a long-term hold, beloved of institutional buyers and pension fund managers. The closing price of $560.68 when the simulation game ended on Friday, Dec. 6, corresponded to a market cap of $503.871 billion. This despite founder Steve Jobs having passed away in late 2011, two years now, and no seriously new breakthrough products in the same timespan. According to the paper at the end of week, loading the portfolio with SPY. GE, eBay and Cimarex turned out to be too conservative and defensive a strategy. In retrospect, SPY was too cautious in approximating the performance of the S&P 500. Though ETF’s have much lower expense ratios, no investment minimums, are taxed less and grant option and short-selling opportunities, the lesson learned is that minimizing risk with diversification works but rewards the patient investor over a long bull market. On the other hand, AAPL contributed tremendously to portfolio gains because management was clearly bent on continuing its 18-month run of unleashing quarterly dividends as never before in the last ten years. The object lesson: the intrinsic value of a market leader that has had a two-generation love affair with its upscale markets beats ETF’s and industrials when market sentiment is mixed, as it has been since mid-2007, the start of the Great Recession.

Case Study Essay Example | Topics and Well Written Essays - 1000 words - 27

Case Study - Essay Example There are several reasons as to why I would like to be a Hong Kong police officer. My reasons are based on the motivation practices that the Hong Kong police officers are given, and they include: The Hong Kong police officers are treated with respect and dignity and the same time their hard work appreciated. The Hong Kong police force offers motivational practices like awards and honors thus making the occupation interesting. I enjoy competition, thus they feel that the competition set in the Hong Kong police force is appealing. The Hong Kong police officers’ talents are developed, and their performance managed. It is, therefore, more professional compared to other regions of the world. The Hong Kong police are taken through a competitive training making it of quality as the police officers strive to excel. I am attracted to the Hong Kong police since it bases its course on the â€Å"excellent performance† (Traver 55). The system in Hong Kong is contrary to other places whereby the focus is made on the quantity as opposed to the quality of police officers. The Hong Kong police awarding system promote healthy competition among the recruits and the same time help in determining the best. The system shows that there is some order in the Hong Kong police system. The Hong Kong police force also does not focus on punishment, but rather the use of awards to motivate. The Hong Kong police force is, therefore, friendlier through the introduction of motivation tools instead of punishments. It also gives one an opportunity to further his or her studies thus more fare to academicians like me. There are several examples from the case study that a theory of motivation can be applied. Firstly, the police force awards the graduate with the highest scores with the â€Å"Commissioner of Police’s Certificate of Academic Merit† (Traver 55). Secondly, police force awards the â€Å"best all- round probationary inspector† with the ‘Batton of Honor’, a ‘Silver

Statement of purpose biotechnology Essay Example for Free

Statement of purpose biotechnology Essay There was a time when the average awareness of man did not extend beyond the immediate. But over the centuries and especially over the past decade the average intellectual and knowledge levels of people have -undergone an exponential increase. And keeping in with the laws of evolution and survival it has become imperative for every individual to strive a lot harder even to maintain a status quo. I do not wish to exist and strive merely for survival, for though human beings being a creature of this earth are subject to the same laws of nature and survival, I believe that there should be a cause which extends beyond mere survival to justify ones existence and the gift of a superior intellect. That I believe is the true essence of civilization. My Bachelors degree in Engineering will definitely ensure my survival, but to justify my existence I feel I should give back more to this world and leave it a better place. It is this philosophy and put myself in a position to do so that I wish to pursue my Masters and later my Doctoral studies. Background I have displayed a natural aptitude for biology ever since my school years. And have even won quite a few awards for the same. So upon passing out of high school it was but natural I seek a career in the same field. Microbiology and Biotechnology were the two options I was faced with. Microbiology though being the more glamorous cousin lost out. Because since Biotechnology is where my interest lay, it is what I felt I would excel at. For it is definitely â€Å"better to be the best in a mediocre field, than be mediocre in the best field †. My grades to date have vindicated my decision. Ever since the beginning of my third year I had decided to pursue Masters and later my PhD from an institute of international renown. It remained for me to zero in on the area of specialization. I studied up on the various options available, and the application of ______________ and its contribution to ____________________ fascinated me. In my pre final year I read a special article in a magazine called Global Educator about the application of ______________, after reading the article I got a clear insight as to what was ________________________ about and as expected, appealed to me. I was totally impressed with how _____________________. However my knowledge in the subject could at best be termed less than superficial. One of the major reasons for applying to your university is the highly impressive research work in progress in areas pertaining to the ______________________. I chose to present a paper on the topic of â€Å"_________________________†. I immersed myself in researching up the topic and presented the paper. My third year project â€Å" _________________† helped me get a better idea to the field of ___________________. I have tried to get a perspective of the industrial constraints and aspects of the subject by undergoing Industrial trainings and certifications at some of the premiere institutes in India like __________________, _____________ and _________________. I have also had exposure to various other fields like _____________, ___________ and _________________. In fact, I intend to use my masters as a testing ground for further narrowing down my area of interest so as to zero in on a topic that I could make a passion and of course also continue my research in the same! Why USA and your institute Lucre has never had much lure for me. It is a necessity, but only just that. It is to leave an indelible mark in my chosen field that is my â€Å"raison d’etre†. Unfortunately very few institutes in the world can boast of an extensive research set up and infrastructure, in my area of interest. And it is precisely this reason why I have chosen US of A, and your institute in particular to pursue my masters. I am especially impressed with research work being carried out by Dr. ______________ and Dr. ____________ in the field of _______________ and _________________. I am also keen on being a part of the research centers and laboratories like __________________ and __________________. For I believe your institute will provide me with the ideal ambience to pursue my masters and later my Doctorate. My life my philosophy and my possible contribution to your institute I know I am not perfect, and I am always willing to make myself a better human being. It is a process I will continue till the day I die. Life with its endless lessons is a class in itself. I have vowed never to become a cynic, no matter how many setbacks I have, for I have realized that life is too short to be spent over things that did not happen or could have. Because such a lot else is happening, and a lot more is yet to happen. Though in terms of knowledge I stand to gain more than I can contribute, but it is my abilities as a person and my attitude towards life in general which I believe will help enriching the already rich texture of your university. I realize everything we do is directly or indirectly an endeavor to make the world a better place, and therefore I always feel it is more important to be good human beings, than just good professionals. On a micro level, it applies to ones immediate surroundings. I also come from a land of immense diversity, where tolerance has been an accepted way of life. But unfortunately in the modern world it is often misconstrued as a weakness. I believe it is in the best interest of humanity that people with a broad global outlook, like mine, interact on an international stage. My Short and long term Goals I wish to be considered an authority in my field and leave a legacy that will  live on beyond me. I am well aware that age changes ones priorities. I know it is my youthful optimism and exuberance that speaks. Probably 20 years down the line tempered with the wisdom of age, I will be doing a rethink on my priorities but as of now I want to be involved in path breaking research work in my field and later pursue my doctorate along similar lines. Like mentioned earlier it is my desire to make a big difference in every possible way to humanity.

Movie Fight Club Essay -- Film Films Movies Movie Fight Club Essays

Movie Fight Club   Ã‚  Ã‚  Ã‚  Ã‚  For the following analysis, I will be discussing the movie Fight Club’s two main characters. They are â€Å"Jack† played by Edward Norton, and Tyler Durden played by Brad Pitt. However the twist to the movie turns out that Jack and Tyler are the same person and Tyler is Jack’s real name. Tyler the character is everything that Jack the character is not. The story narration is provided by the protagonist of â€Å"Fight Club,† â€Å"Jack.† The ambivalent protagonist, who only refers to himself as â€Å"Jack.† An ambivalent protagonist, usually the main character, is someone the audience likes, but who possesses character flaws.   Ã‚  Ã‚  Ã‚  Ã‚  The character â€Å"Jack† is a character the audience will feel sympathy for and even come to like. However, it is obvious he has serious problems. â€Å"Jack’s† main problem, what the audience comes to find out, is his alter ego, Tyler Durden. â€Å"Jack† struggles to take control as he sees that Tyler’s acts of vandalism are wrong. However, he cannot stop himself until the very end. However, even before the character of Tyler Durden is introduced it is clear that â€Å"Jack† has personal problems; insomnia, discontent for his job, and a dependency on support groups. â€Å"Jack† is also faced with a moral dilemma as well as constantly being put into danger, another characteristic of the ambivalent protagonist. â€Å"Jack† has the personality of an obedient, yet not very outgoing man. He goes to work, comes home, and wants to simplify his life. He sets up his life as simply as possible. For example, he wears the same white shirt, black pants, and black tie everyday. Jack is a very subservient type of person. For example, he goes to meetings his boss doesn’t want to attend. He hates his job and he hates his life, however he thinks he is ok with the job and his life but is tired of doing the same thing everyday. It is important to see that â€Å"Jack† picks out items that would best represent the type of person he is such as the furniture in his house.   Ã‚  Ã‚  Ã‚  Ã‚  He is a gen-xer that has grown to the point of despair. He can not sleep. He has to have every little clever trinket that he sees. The only way he finds happiness is crashing support groups for those with terminal diseases. He says it is amazing how much people care when they think you are dying.   Ã‚  Ã‚  Ã‚  Ã‚  Durden on the other hand is a man with little scruples. He is not an evil man. He just wants to wa... ... he wanted to be all along and that he didn’t need to live through Tyler anymore. He had conquered the inner conflict of his boring life and by him seeing the credit card companies fall, he had realized that he had undergone the change he wanted to at last.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion the characters go hand-in-hand to the point where the resolve is Jack realizing that he truly had shaken the life he never wanted to be and become the â€Å"Tyler† he always wanted to be. It can be seen as though â€Å"Jack† was a boy being jealous and envious of another boy, â€Å"Tyler†. Tyler was the boy everyone wanted to be like. However, in the end, â€Å"Jack† grew up and took a little bit of â€Å"Tyler† with him, but did not let â€Å"Tyler† take control. The way he commanded at the end when he shot himself, by giving orders to the members and Marla was not something â€Å"Jack† would have done. This lets us know that the character of â€Å"Jack† has grown up and evolved on his way to becoming the complete and ideal character he wanted to be. As the story unfolds it brings these two seemingly opposite characters in a unique relationship, which resolves the movie in a very original way. The irony remains subtle, and is missed by most.

Every Child Matters

There is no duty more important than ensuring that children’s rights are respected, that their welfare is protected, that their lives are free from fear and that they can grow up in peace. Kofi Annan, the 7th Secretary-General of the United Nations The aim of this paper is to review and critically analyse the Every Child Matters (DfES, 2003) framework as well as to discuss the impact of Every Child Matters agenda on a specific role within an educational setting.For this purpose, information was gathered through elements of practitioner-based research and observations along with the study and analysis of materials presented in books, research journals and professional publications, so as to evaluate the main aspects of the policy Every Child Matters and identify the issues it has raised for professionals working with young children, and particularly early years practitioners, as well as to propose some strategies that could support those practitioners throughout the process of inevitable changes associated with the introduction of the policy.In 2003, the Government launched Every Child Matters, a comprehensive programme of reform for children’s services with wide-reaching implications for education, health, social services, voluntary and community organisations, and other agencies. Every Child Matters constituted the Government’s policy response to the findings and recommendations of Lord Laming’s Inquiry into the death of Victoria Climbie, the young girl who died as the result of severe physical abuse and neglect in her family. It was published as a Green Paper for consultation on September 2003.Its proposals have since been further developed in subsequent documents including Every Child Matters; Next Steps and Every Child Matters; Change for Children. Many of the reforms proposed in Every Child Matters—including the establishment of a Children’s Commissioner for England—required amendments to statute. Consequent ly, a Children Bill was presented to Parliament in March 2004 and subsequently received royal assent on 15 November 2004. The Children Act 2004, as it now is, provides the legal ‘backbone’ for the programme of reform. House of Lords and House of Commons, 2005) The proposals of the Government for reforming children’s services aimed to combine the development of an overall framework for universal children’s services with the need for targeted services to protect vulnerable children. The framework has introduced five outcomes for children’s services as being of key importance during childhood and adult life: being healthy; staying safe; enjoying and achieving; making a positive contribution; achieving economic well-being.As Benton, Chamberlain and Rutt (2003: 30) point out, Thirty-nine quantitative indicators have been identified relating to these outcomes. For example, one of the key indicators of children being healthy is the infant mortality rate, w hereas achieving economic well-being might be partially assessed by the percentage of young people accessing FE and training after completing compulsory schooling. Each of the 150 local authority areas can be assessed using any of these indicators that are available at the local level.The research (Anning, Cullen and Fleer, 2004; Williams, 2004; Roche and Tucker, 2007) suggests that the introduction of the quantitative indicators along with other expectations of the Every Child Matters agenda has transformed the educational landscape in recent years. The need for effective and coherent multi-agency working has become apparent, and that was not just to ensure that abused children like Victoria Climbie no longer fall through the net, but also to bring together health, social care and education services for collaboration in the interests of all children and with effective provision at all levels.It is worth to mention that the story behind the development of the Every Child Matters sti ll presents â€Å"uncomfortable reading† (Roche and Tucker, 2007: 213) for politicians, children’s service managers, practitioners and academics alike due to the fact that the Every Child Matters framework emerged out of the tragic circumstances surrounding the death of Victoria Climbie as well as many other child abuse inquiries.The study suggests that Every Child Matters has indicated the emergence of the notions of â€Å"a child† and â€Å"childhood† as the central subjects in New Labour’s social policy. Recently Gordon Brown declared: â€Å"Nothing is more important to the future of our whole country than that, with the best schooling, services and financial support, every child has the chance to develop their potential. † (Guardian, 2003: 19) Similarly, former Prime Minister Tony Blair stated: â€Å"For most parents, our children are everything to us: our hopes, our ambitions, our future. (DfES, 2003: 1) The above claims suggest that c hildren today are no longer seen as incomplete adults not yet able to participate in social life, but as â€Å"co-constructors of childhood and society† (Qvortrup, 1994: 14) In the same context, Moss and Petrie (2002: 40), talk about it being â€Å"time to welcome children as young citizens, equal stakeholders with adults† and state that â€Å"the child has a voice to be listened to† (ibid: 101).However, it is important to acknowledge that this notion of childhood does not seem to be the only one that shapes the status of children in the sphere of political and economic priorities. Tomplinson (2008) uses an example of Home Office activity linked to the Anti-Social Behaviour Order (ASBO), which is being used to restrain children and make information about them public within their communities. According to Walker (2008: 149), â€Å"ten young people a week are being jailed as a result of ASBOs†.This activity is in clear contrast to the aims of Every Child Ma tters, one of which is â€Å"to minimise the use of custody† (DfES, 2004: 3) Prout (cited in Jones et al, 2008: 29) explains that â€Å"public debate swings between children as victims, in need of protection from harm, and children as threat to social order coming from problem families producing unruly and uncontrolled children. † The study also suggests that Every Child Matters possibly does not put enough emphasis on the importance of children’s participation and respecting of children’s opinions.Some acknowledgement of those issues is evident in Paragraph 1. 13 of the document, which states some factors that foster children’s resilience against disadvantage: Strong relationships with parents, family and other significant adults Parental interest and involvement in education with clear and high expectations Positive role models Individual characteristics such as an outgoing nature, self-motivation, intelligence Active involvement in family, schoo l and community life Recognition, praise and feeling valued† (DfES, 2003: paragraph 1. 3) Paragraph 5. 47 also mentions â€Å"Involving children in developing services† (DfES, 2003: paragraph 5. 47) As Williams (2004) rightly points out, the Every Child Matters framework refers to children’s consultation only twice. The first reference is in setting out its outcomes: â€Å"When we consulted with children, young people and families they wanted the Government to set out the aims in terms of a positive vision of what as a society we want to achieve for our children† (DfES, 2003: paragraph 1. 2).The themes of staying safe and enjoying and achieving are reinforced by the second reference to children’s opinions, when â€Å"somewhere safe to go and something to do† is mentioned in relation to the need for recreational activities (DfES, 2003: paragraph 2. 39). The study also revealed that, surprisingly, the theme of â€Å"enjoying† is hardly d eveloped in the framework. The section â€Å"Enjoying and Achieving† focuses mainly on educational achievement without taking into the consideration the fact that â€Å"enjoyment† was the main theme that came from children.Not only does it give the impression that children’s views are not very important but it also characterizes a rather dreary vision of childhood which is about getting through your exams and keeping out of trouble. This registers more about the processes of becoming an adult rather than the active enjoyment and negotiation of childhood and young personhood with friends and siblings. (Williams, 2004: 412) In addition to criticism towards the lack of emphasis on children’s participation, the study also revealed that there are some points of tension in the Every Child Matters document which reflect a weak framework of values.Walker (2008) expresses concern regarding the fact that no advice is given in the document to the agencies on how to cooperate together effectively and how to overcome difficulties and barriers, especially when it comes to a clash of different values. Williams (2004) shares this concern, arguing that while the document opens up new possibilities for the way society can transform the lives of children and their parents, it also, at the same time, closes these off due to its failure to be much more explicit about its vision and its values: There is an underestimation f the need for services and policies to underpin both trust and respect, and for strategies that can build consensus around such values. To some extent a case is put in the Introduction to the Every Child Matters: ‘Underpinning this must be not just the resources but an attitude that reflects the value that our society places on children and childhood’. But the values that might support a change in attitude are not spelled out. (ibid: 410)Nevertheless, despite the mentioned concerns about the conflicting nature of some serv ices and a failure to offer effective legislation in ways that will work for all children and families, it should be noted that the introduction of Every Child Matters and the legislation to support its implementation should be viewed as a staging post (my emphasis) for a government that is on a significant journey of reform for child-related policy and practice (Parton, 2005).The study suggests that the Every Child Matters agenda raised a number of important issues within the roles of all professional involved in children’s and young people’s services, including teachers and practitioners of early years childcare and educational settings. One of the main issues is related to the introduction of multi-agency approach, which encourages professionals to work in multi-disciplinary teams based in schools and Children’s Centres.An early manifestation of multidisciplinary approaches to work could be seen in relation to the rapid development of early years provision. T he mandatory introduction of Early Years Development and Childcare Partnerships (EYDCP) in every local authority area clearly signalled the intention of the Government to build multi-agency working relationships across the public, private and voluntary sectors that would encompass education, social care and health.Crucially, the local education authority was given the lead role in bringing together related agencies â€Å"to draw up an annual local plan, linked together into the Government’s targets for early education places for 3- and 4-year-olds and the expansion of childcare† (Pugh, 2001: 15). Following the Every Child Matters agenda on integrated multi-agency approach put an obligation on early years practitioners to restructure and refocus their roles. The agenda for safeguarding children based on integrated pproach had to be carefully reviewed from the perspective of all those working with young children. While the traditional protection functions remained the sa me (looking for signs of abuse, reporting suspicion of abuse, etc. ), the other functions, specifically related to multi-agency involvement, had to be introduced, such as involvement in common assessment process, sharing and analysing information, reviewing outcomes for the children against specific plans.Within such a perspective the practitioners based at an early years setting have become central figures in developing services for socially excluded children and families and those who are considered to be at risk. The contribution of these practitioners has been viewed as vital, as it is argued that â€Å"health, education and social services all have an important role to play in improving and safe-guarding the well-being of vulnerable children and their families† (Abbott et al. , 2005: 230). However, Abbott et al. ibid) also note that there have been difficulties in promoting the vision of multidisciplinary working across organizations, and go further in their criticisms, arguing that there is a â€Å"lack of evidence to support the notion that multi-agency working in practice brings about benefits for children and families†. (Abbott et al, 2005: 23) The introduction of multi-agency multi-disciplinary approaches also is having an impact on the practitioners working with older age groups of children. The changes in those practitioners’ job roles are mainly related to the issue of developing extended schools.According to research conducted by Cummings et al. (2003) specific grounds for the development of extended schools appear to be emerging, however the evaluation of the extended schools revealed that there is no single model of the extended school, and there is considerable variation between the existing models depending on community need, geography and access to funding. The ‘full-service’ school in which services are located on the school site is less common, though many schools are working towards this (ibid). The chall enge to those working in extended schools to deliver effective practice seems to be considerable.The study suggests that, perhaps, the greatest challenge lies in the area of changing the culture of some schools. Smith (2005) supports the idea that multidisciplinary work challenges the isolated position of many schools: â€Å"where schools have had to work with other agencies their relative size, statutory nature and high degree of control over what happens within their walls have often made them difficult partners† (ibid: 13). Clearly, these issues have put additional pressure on all staff working in schools in terms of demands of being accountable to both schools and outside agencies.The study also revealed that those occupying teaching roles in extended schools have been faced with new expectations placed on them. Cajkler et al (cited in Rochea and Tucker, 2007) emphasize that the safeguarding agenda pursued in extended school along with the creation of extended education, leisure, care and health opportunities make teachers to undertake different forms of work. As the â€Å"Lead Professional† they find themselves working more closely with families, especially when it comes to improving their access to services that are based on school premises.At the heart of Every Child Matters agenda lies recognition that all practitioners working with children will require new skills and knowledge to work more within multi-agency systems. This demand instigated another change in the roles performed by the practitioners as the policy agenda also emphasises the reform of training schemes. As Abbott and Hevey (2001: 180) point out, â€Å"the development of new and innovatory ways of working will ‘require something more than benign cooperation across existing professions†.The authors go on to argue that the development of a new children’s workforce has put forward the need for flexibility in approach and a sharing of values and attitudes tha t had been advocated much earlier in the Rumbold Report (DES, 1990). Indeed, the Every Child Matters agenda implies that all those working with children will require knowledge and skills in six wide areas of expertise, which is referred to as the Common Core of Skills and Knowledge for the children’s workforce.The areas of expertise include: the development of effective communication skills; an understanding of child development; promoting children’s welfare; supporting transitions; multi-agency working; sharing of information (DfES, 2005). Advocates of the ‘common core’ specifically argue that the roles and responsibilities outlined within the Every Child Matters framework require individuals and groups to develop such a range of skills and knowledge in order to increase their ability to work across professional boundaries (Tucker et al. , 2002).Along with the demand related to the new training schemes, the Every Child Matters agenda also challenges the p ractitioners to meet new requirements of OfSTED inspections, which require the practitioners to report the way they are meeting the â€Å"five outcomes†. Personal experiences as well as discussions with the professionals show that, in some ways, the delivery of the Every Child Matters agenda has been transformed from a framework of aspiration to one where evidence is apprehensively sought in relation to specific targets against each outcome.The paper so far has attempted to review and critically analyse the Every Child Matters (DfES, 2003) framework and to discuss the impact of Every Child Matters agenda on a role of practitioners within educational settings. One of the key intentions has been to provide a brief overview of the main issues of the Every Child Matters agenda, an agenda profoundly influenced by a consistent failure to safeguard and protect children and young people and, therefore, promote their welfare.Specific areas concerned with multi-agency approach, the dev elopment of extended schools and workforce training and OfSTED issues have been reviewed to demonstrate the scope and complexity of the changes in the roles of practitioners working with children. The impact of Every Child Matters certainly appears to be influential in terms of the way it has been transforming structures and processes at both the national and local levels.Every Child Matters has provided a framework for shaping practice, specifically in relation to multi-agency multi-disciplinary approach and the expectations of professionals within educational settings to improve the quality and outcomes of safeguarding children. The study also suggests that, notwithstanding efficiency or inadequacy of specific aspects of the framework, no all-embracing package has been devised, which proposes a perfect solution for safeguarding children and promoting their rights and participation.It seems unrealistic to expect a selected framework to offer ultimate solutions in the context of edu cational system in view of the fact that a wide variety of different initiatives and approaches continuously develop to meet new sociological, legislative and educational needs. Today children are seen as â€Å"social beings, active in the construction of their own realities and subjectivities and therefore potentially active in the construction and deconstruction of dominant ideologies† (Osler, 1998: 34). However, in the face of changes that ime brings into our society every day we must recognise that there is no objective truth about children; and there is no single, objective description of how we should protect and safeguard them. The process of developing the ideas of childhood is a continuous non-stop practice, which helps us to comprehend the children and their lives as they really are and in this way give the children's views a central role in our explorations and perceptions.

Marketing Logistics Services

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Doctor Organism and Layer Glowing Core Essay Doctor: Organism and Layer Glowing Core Essay A COMPANIAN FIT FOR DARKNESS GLOWING CORE OF ENERGY Timeline – Time after extinction from dinosaurs, the single cell organism grows within 2 years to full size which has a circumference of almost 25 feet circumference, but evolved to a much efficient form of glowing energy at 3 feet circumference, it can also be a source of fuel, but itself produces much more energy than the sun can produce. Its heat is concealed in a tiny core. It can transform itself into liquid when fuel is needed to be used. It is also having an ability to glow at night to keep you for seeing demons or scary beings. It eats dead matter, dirt, stale food, or mosquitoes, but it does not like to eat fresh food. Later it started developing tastes for any type of food, but it now mostly functions best on batteries – Liquid ion laptop battery. It had to mate with another glowing core of energy but it had evolved to self-reproduction. Since its offspring were almost going to destroy this universe, if it had continued to do dual reproduction. The cause of th e destruction was two types of fuels were going to be united that were used as a formula for a nuclear bomb 700 times more powerful. And how we knew this, because it had been creating major destruction in the core, causing major global warming, and how we prevented it, we destroyed them by cooling them under very high pressure. It can generate many different colors. It can also change its shape from sphere to cuboid to diamond. It is mostly

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