The Inconvenient Truth free essay sample

The movie The Inconvenient Truth has a serious meaning to the world. If everyone in the world participates to what it means we can save the world. In this movie Al Gore was doing a speech. He was talking about how the world is just getting hotter and hotter each year. It is getting hot from all of the factories producing gases. He said that in about 50 to 60 years we can be in big trouble because the earth is getting so hot. The world of getting very hot and we need to do something. He showed a picture of Antarctica. He showed a picture of another one where the ice bergs where melting off of Antarctica. He said that it is getting so hot that if part of Antarctica and Greenland had melted the worlds water level would have raised 20feet. So many places would be under water like San Francisco, part of New York, and half of Florida and many more. We will write a custom essay sample on The Inconvenient Truth or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If that happens so many people would have died all because we don’t want to stop it, I think it is a little selfish so we need to do something now. â€Å"Do u think is fair?† Al Gore is a very smart man. It seemed like it took him so many years to find out all of this information. He had won the noble prize for his movie. He has talked to about ever country in the world. There is a treaty were we are aloud to sent out a certain amount of gases cause we pollute the world so much, but ever country in the world has signed beside the united states and Australia. This was a pretty good movie. It had a lot of interesting facts of what we are doing to this earth. It was sort of scary to hear that if part of Antarctica and Greenland melt over millions of people can die. Well this is a good movie and I recommend it to anyone that reads this.

Enlightenment thinking essays

Enlightenment thinking essays The two documents that define Enlightenment thinking, a completely new way of thinking, are the Declaration of Independence and the Declaration of the Rights of Man. These two documents were written fifteen years apart, but spoke of the divine right of individuals, and these rights took precedence over government systems. This was a completely different concept than that that of the pre-Enlightenment era. The previous eras gave power and control to the minority, the wealthy and those of royal blood. The age of Enlightenment started an avalanche of questions and rethinking of the commonly held beliefs. As it gained a hold on the people, they began to see themselves as having rights, not just the elite. This philosophy stated that all individuals have God given rights, and the purpose of governments was to protect those rights. This was a complete shift in thinking. No longer were the kings and monarchs the all wise and set above the individual, but rights of each individual held equal importance. The Declaration of Independence stated these rights, and influenced other countries coming out of revolutions. This was the first time in history a country based its government and constitution on the freedom and rights of the citizen. In France, fifteen years later, Marquise de Lafayette wrote the Declaration of the Rights of Man. In the aftermath of the French Revolution, after society and been thrown into anarchy, the French representatives of the National Assembly had to decide what direction the government would take. This document officially declared the new order of France, based on what had happened in America. Marquise de Lafayette, a veteran of the American Revolution wrote their document, he was so deeply influenced that he emphasized those liberties to bring France out of anarchy. He based the document on the natural law, as taught during the Enlightenment. They proclaimed that God gave all men ce...

The Law of Conservation of Energy Defined

The Law of Conservation of Energy Defined The law of conservation of energy is a physical law that states energy cannot be created or destroyed but may be changed from one form to another. Another way of stating this law of chemistry is to say the total energy of an isolated system remains constant or is conserved within a given frame of reference. In classical mechanics, conservation of mass and conversation of energy are considered to be two separate laws. However, in special relativity, matter may be converted into energy and vice versa, according to the famous equation E mc2. Thus, its more appropriate to say mass-energy is conserved. Example of Conservation of Energy If a stick of dynamite explodes, for example, the chemical energy contained within the dynamite changes into kinetic energy, heat, and light. If all this energy is added together, it will equal the starting chemical energy value. Consequence of Conservation of Energy One interesting consequence of the law of conservation of energy is that it means perpetual motion machines of the first kind are not possible. In other words, a system must have an external power supply to continuously deliver unlimited energy to its surroundings. Its also worth noting that its not always possible to define conservation of energy because not all systems have time translation symmetry. For example, conservation of energy may not be defined for time crystals or for curved space times.

Strategic Management Essay Example | Topics and Well Written Essays - 3000 words - 36

Strategic Management - Essay Example ompany, illustrating the advantages and disadvantages, and the ways to address or mitigate the deficiencies so as to understand strategic management in-depth. The evaluated processes include Yips drivers of internationalization, Porter’s generic strategies and Bowman’s strategy clock. Microsoft Nokia is a multinational company that specializes in the telecommunication sector. Its main products include smart-phones, mobile phones and tablet computers as well as associated accessories that are meant for global market. Microsoft Nokia is a name that evolved after Nokia was acquired by Microsoft Company, a deal which was sealed in 2014. Microsoft has the right to use the name Nokia as long as the agreement holds water. This study is meant to strategically analyze the company’s operations based on three strategies or processes. Michael Porter (Cited in Tamwar, 2013) described a scheme that is used in categorization, which consisted of three types of strategies used commonly by firms to achieve as well as maintain their competitive advantage in contemporary markets characterized by cutthroat competition. The three primary generic strategies that were defined along two major dimensions of strategic strength and scope include: cost leadership strategy, differentiation strategy, and focus strategy. In terms of scope then the demand context of the firm’s product is considered whereas on the strategic strength context, the supply dimension as well as the key competency of the firm are considered (Tamwar, 2013). These three strategies are aimed at outperforming other firms in the same industry. Most authors refer to this as the Wal-mart strategy. It dictates that companies produce high volumes of standardized products that will take care of the scale economies. Tamwar (2013) suggest that products features should be low cost, no-frills, and has ease in manufacturing. The volumes will shadow the low margins in the long run. The cost leadership strategy aims at the

ICT Coursework Example | Topics and Well Written Essays - 2500 words

ICT - Coursework Example The system in question here is the enterprise resource system which comes in the form of three modules namely performance management, private customers’ management and corporate customers’ management. For this to happen, the study will review the situation the organization was before the change, the process of change in that given period of time. The change will be identified on different frameworks. The study also reviews the upcoming issues that arise from implementation of this system including the costs incurred, the personnel affected, and that benefits that will be reaped from such. In conclusion, the study directs the motives to favor the success of the implementation and who are involved in making such a project a success. In an effort to compete favorably in this highly intensive challenging and changing corporate and business environment, there is every need to embrace the only solution that will bring about smooth running of businesses in the course of those changes. The study as researched below clearly depicts how the introduction of ERP systems into BKK mobile oil has impacted the management ranging form performance to customers. The study is divided into three categories or parts. The first part will cover a detailed background of the company stating the origin and the products or services offered, the environment, both internal and external environment of the organization, the surrounding and the far end markets and the reasons behind the changes that led to the introduction of the system. The second part exposes the process of change and all the upcoming issues accompanying the changes, including any challenge faced. The last part focuses on the widespread of the technology, the costs incurre d in an effort to smoothly shift and the benefits that will accompany. BKK Mobile Oil is a health insurance company whose headquarters are located in the BKK mobile Celle with administration located in Hamburg. This company was founded on 1st

Social Work Case Study | Essay

Social Work Case Study | Essay Case study: Jenny Eleanor This essay will focus on the current situation of Jenny, a single parent, and Eleanor, her six year old daughter, who currently live on a large local authority housing estate. Whilst close attention will be paid to their situation and the needs arising out of it, it is not the substantive function of this paper to prescribe specific courses of action in their case only. Rather, it is to identify and discuss the issues raised by their case, considering the appropriate social work processes, policy, and legal framework. Overall, it will be argued that there are two significant issues to be explored through the circumstances of Jenny and Eleanor’s case. Firstly, the nature and effectiveness of multi-agency working in education and the human services, and secondly, the problems faced by these professionals when adults, either deliberately or through incapacity, are not fully cooperative in ensuring the appropriate care of their child. As McCullough points out, ‘Throughout th e UK, provision and means of delivering children’s services have been changing profoundly. Predominant among the reasons driving these changes is concern about the way in which children are kept safe.’ (McCullough 2007: p.27) The paper will therefore discuss these issues, taking into account how such issues may be dealt with in a context of evidence-based and anti-discriminatory practice. In the first instance it may be helpful to include a brief synopsis of the known facts about Jenny and Eleanor’s situation, as a guide to identifying their needs. The case study reports that they are from a White British background: they live in a local authority housing estate which, it is stated, is regarded as ‘rough’, i.e. socially problematical and economically deprived. This categorization is not supported by any objective assessment, such as referral to any social scales or indices, and so appears rather unscientific and possibly discriminatory. Jenny and Eleanor have experienced five different housing placements in the last seven years. Jenny has been the victim of domestic violence, both in previous relationships and from Derek, her current partner and Eleanor’s father. Eleanor was unfortunately the witness to many of the assaults on her mother, and is herself thought to have been the subject of violence from her father. As the result of one of the assault on Jenny, Derek was awarded two year custodial sentence, and is currently expected to be released in four months time: he requested contact with Eleanor whilst in custody. Eleanor is enrolled at a local primary school, where records reveal that her attendance is low and represents a cause for concern: she has appeared withdrawn, and on occasions been violent towards other pupils. Furthermore, the school nurse has registered concerns about Eleanor’s development. In the light of these facts, it is now up to the relevant services to make the appropriate arrangements, using such measures as the statutory and policy frameworks allow. One of the principle factors in their immediate future the matter of Derek’s release from custody is beyond the control of those agencies immediately involved in Jenny and Eleanor’s welfare, so it is up to them to make their dispositions accordingly in the light of this contingency. What follows is a discussion of the relevant issues as they arise out of the jurisdictions, expertise, and responsibilities of the various agencies involved. This discussion will start with the subject who is likely to be of most concern to the educational and human services, i.e. the most vulnerable individual, Eleanor. As a six year old, she is the only person in the situation who does not have self-determination, is consequently reliant on the various agencies appointed for her care: it is now up to them to ensure this is ensured. As Myers-Blair points out, ‘The basic equipment for emotional development (physical and neural) is present at birth, and in a very diffuse way emotional behaviour begins at birth, or perhaps even before.’ (Myers-Blair, 1975: p.60). The immediate concerns over Eleanor’s welfare devolve upon two separate but related spheres: her school and home life. The relevant professionals must unravel the intertwining requirements and responsibilities inherent in this situation. However, as the Department for Children, Schools and Families itself acknowledges, ‘The professional background of workers is both a strength and a barrier to multi-agency working. As each profession has developed its own language and body of knowledge, it not only serves to provide a professional identity but can alienate those outside the profession who do not share their language or way of thinking. Professionals also develop a different way of working in order to achieve their aims.’ (DCSF, 2007: p.5) Obviously, all of these considerations must proceed from the basis that Eleanor is physically safe, with possible physical abuse from Derek, the previously violent partner, being the most obvious threat to this. If sufficient evi dence of this threat is assembled, then the multi-agency effort is largely irrelevant, since the Local Authority, through the Social Services Directorate, will have a clear responsibility to act accordingly under sections 27 and 17 of the Children Act 1989, and remove her from the situation. The decision as to whether any contingent arrangements involve Eleanor only, or Eleanor and Jenny, will depend on the perceived or actual threat, and Jenny’s position in relation to this. As Asen pointedly reminds us, ‘When professionals are unable to decide whether to let the children remain with its natural family or not, this indecisiveness can be abusive in its own right: it leaves the child in a situation of limbo – which in some cases can last years – further adding to the child’s emotional or physical suffering.’ (Asen, 2000: p.227) Depending upon how matters proceed in relations between Jenny and Derek, Social Services will also be responsible for the next level of care, i.e. ensuring that Eleanor is not suffering from any forms of neglect or subsidiary abuse arising out of the situation. Assuming that this situation is being monitored, the weight of responsibility shifts back into the educational environment: this is not to say that the social worker loses control of the situation, or becomes less relevant to Eleanor’s care: quite the contrary. In fact, by virtue of the serious nature of Eleanor’s home situation, they may well become the ‘lead professional’ within the multi-agency effort, as will be discussed below. It is simply the case that the all the professionals involved effectively have their actions governed by overlapping and interlocking statutes. At present, the latter stipulate that Eleanor should be in school: that school will almost certainly be a mainstream school, i.e. not a PRU (Pupil Referral Unit) or other specialized facility: furthermore, the law provides that every professional effort should be made to ensure that Eleanor is supported in achieving the expected educational progress. This in essence is where the social w ork and educational efforts will interact: since achievement of the expected progress will hinge upon Eleanor’s mental and physical well-being, as well as her innate cognitive ability, the home and school environments will become linked around this effort. The essential point here is that the social services case worker will be reliant on the judgment and expertise of the school based professionals with respect to Eleanor’s learning and emotional well-being. This is very much an open-ended process: a number of successive measures and support systems will have to be put into place before any alternative or specialized provision is even considered. In the first instance, the school’s Child Protection Officer – usually the Headteacher in the context of a Primary school like Eleanor’s – will feedback directly to Social Services, if there is any evidence of abuse. The school Special Educational Needs Coordinator will subsequently be responsible f or ascertaining whether or not Eleanor has any educational or emotional special needs: if so, she must have an IEP (Individual Education Plan) classified as Step One, Two or Three, depending on their severity. The latter will also determine whether or not Eleanor may require a Statutory Statement of Educational Needs (usually referred to simply as a ‘statement’). If so, she may qualify for additional support through the Local Educational Authority’s Statutory Assessment Office. This in turn will involve the Educational Psychology Service, who will have to make a formal assessment based on observation of Eleanor in a school context. If it is deemed appropriate, she will also be referred to the Primary Behaviour Support Service, the School’s Pastoral Support Service, the Family Support Service, and the Primary Mental Health Service. What are the implications of these potential multiple referrals from a practical point of view? As the DCFS guidance advises, ‘It is the processes involved in building relationships between agencies and between providers of services and the communities they serve, which is vital, because this is where the real work has to be done. It is a real challenge to us all, not least finding the time and space to work on these issues when many services are provided from at least 8 am to 6 pm, five days a week.’ (DCSF, 2007: p2). What this euphemizes is the attempted integration of services which proceed from a series of parallel and successive statutes. This include the Children Act 1989, the Children Act 2004, the Education Act 2002, the Learning and Skills Act 2000, the Disability and Discrimination Act 1995, The Special Educational Needs Code of Practice 2001, the Special Educational Needs and Disability Act 2001, and the Data Protection Act 1998. The school based effort, into which the social worker must be integrated, is built around the role of the Inclusions Officer, who must in turn convene a school-specific inclusions team comprised of all the practitioners involved. Whilst all of this sounds fine on paper, the practical challenges of coordinating the support and care of a child in Eleanor’s situation cannot be underestimated. Take, for example, the role of the Lead Professional itself. As the Children’s Workforce Development Council concedes, ‘A lead professional is not a job title or a new role, but a set of functions to be carried out as part of the delivery of effective integrated support.’ (CWDC, 2007: p.5). In other words, the role is titular only and attracts no timetabling facility or resources, but must run parallel – and crucially, in addition to – the practitioner’s other responsibilities. As the CWDC frankly puts it, ‘†¦clear communication is necessary between both services so that the individual is not overwhelmed with lead professional and caseload responsibilities. Speak to your manager to ensure that they take account of any lead professional responsibilities in setting yo ur workload, and that your performance in delivering the lead professional functions is recognized and recorded.’ (CWDC 2007: p.2, para 3.14). This is far more than a Human Resources issue however. The whole rationale of the multi-agency movement and Every Child Matters initiative is to mitigate the kind of short-circuits, doublings-up and straightforward mismanagement which contributed to the Victoria Climbie tragedy. As McCullough reminds us, ‘In Laming’s detailed and damning report, twelve different occasions were identified when appropriate intervention by one or more of these agencies could have saved Victoria’s life†¦in his summing up, Laming noted that â€Å"the legislative framework for protecting children is basically sound. I conclude that the gap is not a matter of law but in its implementation.†.’ (McCullough 2007: p.28). The problem is that whilst the role of the lead practitioner is non-statutory, the responsibilities accru ed by the incumbent are not. As the CWDC again concedes, ‘†¦There are particular implications for staff who may be working part-time in a multi-agency setting and part-time in their home agency.’ (CWDC 2007: p.2, para 3.14). Arguably then, the same issues which underlay Victoria’s death are potential factors in any such case, including Eleanor’s. The mere creation of a job title, i.e., Lead Practitioner, or mechanisms such as the Common Assessment Framework, guarantees nothing if the staff involved are overstretched, unsupported and undirected. The fact that Jenny has cancelled two possible contact appointments so far is disappointing, and may well represent an impediment to the advancement of Eleanor’s care in the future. At present however, it does not constitute an insurmountable barrier to the coordinated effort of the multi-agency team, and definitely is not a pretext for inaction on their part. As the school has noted, Eleanor’s emotional well-being is questionable, indicating a serious potential impediment to her progress. As Meadows indicates, ‘Certain emotional states are frequent and salient, and become parts of feeling about the self, so that they can then influence a wide range of behaviours, such as perception, emotional expression, cognitive processing and social relations.’ (Meadows, 2006: p.438) Instruments in an around the curriculum, such as the SEAL (Social and Emotional Aspects of Learning) programme may be used to help Eleanor externalize and come to terms with the events whic h have shaped her experience: essentially these means must be tried in order to redress any lack of emotional support she is receiving at home. As Maslow points out, ‘†¦thwarting of these needs produces feelings of inferiority, of weakness, and of helplessness. These feelings in turn give rise to either basic discomfort, or else compensatory or neurotic trends.’ (Maslow, 1970: P.1) Also, as Samuels reminds us, ‘Basically, if the child’s needs are not met appropriately at each developmental level, the psyche becomes unable to adequately regulate self-esteem by the use of adequate mechanisms.’ (Samuels, 1977: p. 35). The problem is that, whilst the statutory framework stipulates that the school is currently the focus of support for Eleanor’s needs, the latter obviously do not stop there. As Schaefer et al. observe, since behavioural problems in the home usually precede those occurring elsewhere, part of the focus has to be behaviour in the home.’ (Schaefer et al. 1984 p.96). Consequently, whilst ‘Inter-Professional Collaboration’ has to be an overriding consideration for the social worker, it is likely to be the case worker themselves who initiates much of the strategic action, such as the proposed ‘cold-call’ home visit. The focus on Eleanor does not of course mean that Jenny’s needs, as an individual or as a parent, can be overlooked. A holistic approach, encapsulated within an action plan and developed with the Family Therapy or Support Service will be required. However, for environmental as much as professional reasons, as will be discussed below , Eleanor must remain the primary concern within this case. As this conclusion is being written, the manifest weaknesses of the supposedly revamped multi-agency framework have been revealed in the most devastating manner: through the death of a seventeen-month child, who was in the Child Protection Register’s ‘at risk’ category. Whilst any legislative or policy outcome of this tragedy is obviously some way off, some commentators have been quick to apportion responsibility to the inter-agency working framework. ‘When procedures become so exacting and time-consuming, the exercise of judgment is deemed neither necessary nor possible. Indeed, it will get you into trouble, because it is not part of the procedure.’ (Dalrymple 2008) Calls for less weight to be given to parental wishes and rights, and more to be placed on the safety of the child, are already being heard. The outcome of such debates, it may be argued, may have significant effects on the conduct of cases such as that of Jenny and Eleanor. Bibliography Adams, R., Dominelli, L. Payne, M. (2002) Social Work Themes, Issues and Critical Debates, Basingstoke, Palgrave Anning, A., and Edwards, A., (2006), Promoting Children’s Learning from Birth to Five: Developing the New Early Years Professional, Open University Press, Maidenhead. Asen, E., ‘Working with families where there is parenting breakdown’, in Reder, P., McClure, M., and Jolley, A., (eds), (2000), Family Matters: interfaces between child and adult mental health, Routledge, London, pp.227-236. Bowlby, J. (1969). Attachment and Loss: Vol I Attachment, London: Hogarth Press. Bowlby, J. (1973). Attachment and Loss: Vol II Separation, Anxiety and Anger, London: Hogarth Press. Bowlby, J. (1980). Attachment and Loss: Vol III Loss, Sadness and Depression, London: Hogarth Press. Bradley, G. and Parker, J. (2003) Social Work Practice: Assessment, Planning, Intervention and Review, Exeter, Learning Matters Ltd. Brayne, H and Carr, H. (2005) Law for social workers, Oxford, New York Butler, P. (2002) Failure to attend overshadowed Climbie inquiry [online] August 27  Available from: http://www.guardian.co.uk/society/2002/aug/27/climbie  [Accessed 16 November 2007] Children’s Workforce Development Council, (2007), The Lead Professional: Practitioner’s Guide, CWDC, Leeds. Crawford, K. Walker, J. (2003) Social Work and Human Development, Exeter, Learning Matters Ltd. Dalrymple, T., ‘We can’t be surprised by the death of baby P’ The Times Online, 12 Nov 2008, INTERNET, available at http://www.timesonline.co.uk/tol/comment/columnists/guest_contributors/article5133966.ece?Submitted=true, [viewed 12.11.08] Davies, L (2007) The Big Picture: Is protection working? [online] November 15  Available from: http://www.communitycare.co.uk/Articles/2007/11/15/106450/the-big-picture-is-protection-working.html  [viewed 20.11.07] Department for Children, Schools and Families, (2007), Common Core of Skills and Kn owledge for the Children’s Workforce, DFES Nottingham. Department for Children, Schools and Families, (2007), Integrated Working Exemplar: Young child with behavioural problems: Integrated working to improve outcomes  for children and young people, HMSO, London. Department for Children, Schools and Families, (2007), Effective practice: Multi-agency Working, HMSO, London. Department of Health, (1999) Working Together to Safeguard Children, London, The Stationery Office. Department of Health, (2002) Modernising services to transform care: inspection of how councils are managing the modernisation agenda in social care [online] June 27  Available from:  www.dh.gov.uk/en/Publicationsandstatistics/Lettersandcirculars/Chiefinspectorletters/DH_4004590  [Accessed 21 November 2007] Department of Health, (2004) Executive Summary, National Service Framework for Children. Young People and Maternity Services [online] October 4  Available from: www.dh.gov.uk  [Accessed 15 November 2007] Department of Health, (2005) Background to Every Child Matters [online] May 10  Available from: www.everychildmatters.gov.uk/aims/background/  [Accessed 03 November 2007] Department of Health, (2006) Framework for the Assessment of Children in Need and their Families (fifth impression), United Kingdom, The Stationery Office. Department of Health, (2007) Local Safeguarding Children Boards [online] November 14  Available from: http://www.everychildmatters.gov.uk/socialcare/safeguarding/lscb/  [Accessed 26 November 2007] Friedrickson, N., and Clive, T., (2002) Special Educational Needs, Inclusion and Diversity, a Textbook, Open University Press, Buckingham. Goleman, D., (1996), Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsbury, London. ‘Good to be Me’, (May 2005) Primary National Strategy: Excellence and Enjoyment, Social and Emotional Aspects of Learning, Department for Education and Skills, HMSO, Gurney, P., (1988) Self-Esteem in Children with Special Educational Needs, Routledge, London Gillen, S and Lovell C. (2007) Victoria Climbie Foundation head calls for child protection probe [online] November 5  Available from: www.communitycare.org/articles  [Accessed 12 November 2007] Glover-Wright, D. (2007) Social Work, As We See Ità ¢Ã¢â€š ¬Ã‚ ¦, Community Care, 5-11 April, p.28 Guardian Unlimited (2007) a. Ministers deliberately making asylum seekers destitute, say MPs [online] March 30 Available from: www.guardian.co.uk/immigration/story  [Accessed 04 November 2007] Healy, K (2005) Social Work Theories in Context, Basingstoke, Palgrave MacMillan. Hockey, J. James, A. (2003) Social Identities across the Life Course, Basingstoke, Palgrave Macmillan. Hopkins, G. Wetherall, G. (2007) Fatal Failings Community Care The voice of social care 11-17 January 2007, p. 34-38 Horner, N. (2003) What is Social Work? Context and Perspectives, Exeter, Learning Matters Ltd. Howe, D., Brandon, M., Hinnings, D. Schofield, G. (1999). Attachment Theory, Child Maltreatment and Family Support, London, Palgrave. Howe, D. (2005) Child Abuse and Neglect, Basingstoke, Palgrave Macmillan. Laming, L (2003) The Victoria Climbie Inquiry Report of an Inquiry by Lord Laming, London, Stationery Office. Meadows, S., (2006), The Child as Thinker: The Development and Acquisition of Cognition in Childhood, Routledge London. McCullough, M., (2007), ‘Integrating Children’s Services: the case for child protection’, in Siraj-Blatchford, I., Clarke, K., and Needham, M., (eds), (2007), The Team Around the Child: Multi-Agency Working in the Early Years, Trentham, Stoke-on-Trent. Mens Health Network (2000) Family Violence [online] September 1  Available from: http://www.menstuff.org/issues/byissue/domesticviolence.html#femalebatterers  [Accessed 11 November 2007] Myers Blair, G., Stewart Jones, R., Simpson, R.H., (1975), Educational Psychology, 4th Edition, MacMillan, NY. Office of the High Commissioner for Human Rights, (1989) Convention on the Rights of the Child [online]  Available from: www.unhchr.ch/html/menu2/b/k2crc.htm  [Accessed 15 November 2007] Parton, N. (2006) Safeguarding childhood, Basingstoke, Palgrave Macmillan Parton, N. OByrne, P. (2000) Constructive Social Work, Basingstoke, MacMillan Press. Pierson, J. Thompson, M. (2002) Dictionary of Social Work, Staffordshire University, Collins. Plummer, D., (2001) Helping Children to Build Self-Esteem: A Photocopiable Activities Book, Jessica Langley, London. Podesta, C., (2001) Self-Esteem and the Six-Second Secret, Corwin, Thousand Oaks, California. Quinney, A (2005) Collaborative Social Work Practice [online]  Available from: www.learningmatters.co.uk (sample chapters)  [Accessed 19 September 2007] Schaefer, C.E., Breismeister, J.M., and Fitton, M.E., (1984), Family Therapy Techniques fro problem behaviours of children and teenagers, Jossey-Bass, Sanfrancisco. De Shazer, (1982), Patterns of Brief Family Therapy: An Ecosystemic Approach, Guilford Press, NY. Nind, M., Rix, J., Sheehy, K., Simmons, K., (eds) (2003) Inclusive Education: Diverse Perspectives, Open University Press/David Fulton, Buckingham and London Schofield, G. (2002) Attachment Theory: An introduction for Social Workers, Norwich, Social Work Monograph. Siraj-Blatchford, I., Clarke, K., and Needham, M., (eds), (2007), The Team Around the Child: Multi-Agency Working in the Early Years, Trentham, Stoke-on-Trent. Taylor, J. Daniel, B. (2005) Child Neglect, London, Jessica Kingsley. Thompson, N. (2001) Anti-Discriminatory Practice, 3rd edition, Basingstoke, Palgrave Thompson, N. (2005) Understanding Social Work Second Edition, Basingstoke, Palgrave MacMillan Trevithick, P. (2005) Social Work Skills, Open University Press Ward, L. (2007) Not every child matters [online]  Available from: http://politics.guardian.co.uk/comment/story/0,,1995795,00.html  [Accessed 21 November 2007] Warren, J. (2007) Service User and Carer Participation in Social Work, Exeter, Learning Matters. Whelan, D (2003) Using Attachment Theory When Placing Siblings in Foster Care. Child and Adolescent Social Work Journal, 20(1), pp.21-36

Kant & Deontology Essay

When people think of Ethical Theory then the word morals, respect, and honesty seem to come to mind. Kant devised an ethical theory that is broken down into major elements to explain what he believes is ethical for society to believe. This is where the act of good will comes to existence and the nature of a person’s demeanor comes into how he or she decides what is the right or wrong thing to do. When the laws are put into place to help people know what society has decided what is ethical. Next, would be the decision making process of doing what is right or wrong. Looking at personal gain is not morally correct and having no respect for what is right is hard for a person to decide. He or she must have the decision making process developed or taught to ensure successful outcomes in ethical dilemmas. The major elements of Kant’s ethical theory is a person should not use another as a means to satisfy a personal desire and that morality is based on universal rules much like what is referred as the Golden Rule. The principles of Kantianism have hypothetical and categorical imperatives. We have a duty to ourselves and to others and while we have the ability to rationalize, our actions are not always rational. When using another as a means it should be without coercion or lying and the end should be such that they would be willing to being used. Actions requiring the use of deception are wrong and unjust. One does not make false promises. â€Å"For Kantians, respect for another person is fundamental. The fact that we are rational is of infinite value: we can plan, choose, and anticipate our future. † (Stairs, 1997.Pg 4). In Kantianism, justice ranks higher than happiness and if the act is not unjust then it is not immoral or wrong. Kant thought of â€Å"good will† as a deed done for wise regulation motives from a purpose of responsibility. This instructs and benefits as a categorical imperative for all ethical judgments rather than speculative or relying facts (Deontology & Kant, 2005). Kant’s theory is basically an example of deontological, which judges morality by reviewing the nature of actions and the will of agents rather than goals obtained. The system of deontology is supported by rules and principles, which verify decisions. Kant proposed the categorical imperative, the views that every person should act on only those methods that he or she, as a wise person would direct as popular laws to be pertained to the whole of mankind (Ethical Theories & Approaches, 2001). Imperative includes treating others how he or she as a person wants to be treated basically respecting others. Categorical imperatives are essentials: * Actions pass or fail * No â€Å"grey areas† * But the cracks appear in unlikely places (Deontology and Kant, 2005). In the decision making process within the Kantian approach, ethical decisions are based on his or her sense of duty. The word duty is derived from the Greek word Deon (deontological). Duty refers to the acts of a person based on the principles of morality. In this decision making approach a person must make decisions based on what is right rather than the good consequences that will follow. A person must make the morally right decision regardless of the good or bad outcome. Categorical imperative is what determines whether an act is morally right or wrong. The requirements of categorical imperatives are that moral principles are applied by respecting humanity. All humanity is to be respected and no one is allowed to be exploited. In this deontological point of view a person should act rational person and make self-imposed decisions. In conclusion, Kant wants people to understand how to understand the ethical theory that society should follow. If a person is looking for something in return for doing a good deed it is not considered a good deed. If he or she does unto others how they want to be treated then that is the moral duty to do right by everyone. Good will is an important ethical element in Kant’s theory because if a person is not willing to do for others and not expecting anything in return then the nature of things will be chaotic and order will be lost. This is where the decision making process comes into play meaning if society chooses to help others without thinking of what is in it for them than good will has happened. Nature is where everything comes in balance and works in harmony with one another. People are part of nature and following the elements of ethical theory is essential to everyday living in order to live in a peaceful world. Reference Stairs, A. (1997). Kant’s Ethical Theory. Retrieved from https://www. stairs. umd. edu/140/kant. html Ethical Theories and Approaches. (2001). Ethical Theories and Approaches. Retrieved from: http://techsci. msun. edu Deontology and Kant. (2005). Business and Ethical Thinking: An Ethic of Duty. Retrieved from: www. bola. biz.