Chemistry Extended Essay Essay

To investigate the effect of 2-bromo-2-methyl propane concentration and temperature of the system on the rate of reaction of solvolysis of 2-bromo-2-methyl propane in 90% ethyl alcohol Done by: Habib Iscandar Hinn Friend’s Boy’s School June 22, 2007 To investigate the effect of 2-bromo-2-methyl propane concentration and temperature of the system on the rate of reaction of solvolysis of 2-bromo-2-methyl propane in 90% ethyl alcohol Introduction: The major product of the solvolysis of t -butyl chloride in 70 % water – 30 % acetone is t-butyl alcohol, with a small amount of isobutylene being formed as a by product And this is with accordance of first order kinetic and suggests a two step mechanism in which the rate determining step consists of the ionization of t-butyl chloride, and in this mechanism a carbonium ion is formed as inter- mediate and this bonds immediately to near by nucleophile (in this case nucleophile is a neutral molecule) the initial product is t-butyl carbonium ion. â€Å"Note1: if the nucleophile is neutral the product will be charged since the leaving group takes both bonding electrons away with it† So chemists have proposed to general types of mechanism: 1- Nucleophilic substitution Sn1 The ionization step in a Sn1 reaction is endothermic and much slower than the exothermic neutralization of carbonium ion by a nucleophile. And so the rate determining step being the unimolecular ionization of the t-butyl chloride equation 4, and as a result, the overall rate of reaction is not affected by changes in the concentration or kinds of nucleophilic reagents present. â€Å"Note2: the factor which determines the mechanisms employed is typically the nature of the substrate it self and not the particular nucleophile† â€Å"Note3: if the sum of the energy of the product is lower than the energy of the reactant the reaction is exothermic, and if the product have higher energy than the reactant the reaction is endothermic.† 2- Elimination E1 (elimination unimolecular) And because t-butyl chloride acts as a Lewis acid (an electrophile) and combines with a nucleophile to give a substitution product, so the major product of the solvolysis of t-butyl chloride in water-acetone solvent is t-butyl alcohol. (â€Å"Note4†: electrophile: an electron deficient atom, ion or molecule that as affinity for an electron pair, and will bond to a base or nucleophile.) (â€Å"Note5 â€Å": nucleophile: and atom, ion , or molecule that has an electron pair that may be donated in forming covalent bond to an electerophile.) Evaluating the mechanism: The only reactant that is undergoing change in the rate determining step is t-butyl chloride and so such reactions is a unimolecular and follow a first order equation (Sn1, E1). â€Å"This means that the rate of the reaction varies directly with the concentration of t- butyl chloride†. And since nucleophilic only participate in the fast second step, so their relative molar concentrations rather than their nucleiophilities are the primary product – determining factor, and by using nucleophilic solvent like water, so its high concentration will assure that alcohols are the major product, and because water have a high dielectric constant (e=81) so water molecule tend to orient them-selves in such a way as to decrease the electrostatic forces between ions. And an important factor is the salvations which refer to water molecules ability stabilize ions by encasing them in a sheath of weakly bonded solvent molecules: 1- Anions are solvated by hydrogen – bonding, 2- Cations are solvated by nucleophilic sites on water molecule (oxygen). And in this case of t-butyl carbonium ion the nucleophiles form strong covalent bond to carbon and converting the intermediate to a substitution product. The reaction mechanism is a sequential account of each transition state and intermediate in a total reaction, the over all rate of reaction is determined by the transition state of highest energy in the sequence, so the rate determining step is the rate determining step for both the Sn1 and E1 for t – butyl chloride. (â€Å"Note 6†: the water soluble organic solvent acetone is used to keep a reasonable concentration of t-butyl chloride in solution) The balance equation for t-butyl chloride solvolysis in water-acetone solvent is: The effect of concentration on the solvolysis of t-butyl chloride in 70 %water – 30 %acetone solvent. As the reaction proceeds the solution becomes increasingly acidic until all of the t -butyl chloride has reacted and all HCl that can form has formed. So we will monitor the reaction by allowing HCl formed to neutralize a predetermined amount of NaOH. An indicator dye (bromo-phenol blue) will change color when the NaOH has been neutralized, and clocking of the reaction should begin at the instant. So according to kinetic measurements: Rate of reaction = K [t – butyl chloride] Where K is the specific rate constant in S -1 and [t – butyl chloride] is the concentration of t-butyl chloride in M. Our kinetic measurement will depend on the determination of the amount of HCl produced by the reaction, so by monitoring the color change of the acid – base indicator, we will determine the time required for 10% of t-butyl chloride to hydrolyze by having 10 % as much NaOH present as T-butyl chloride. Rate = – d [Rcl] dt ; Where Rcl = -dt [Rcl] = K [Rcl] dt Rearranging, d [Rcl] = -K dt [Rcl] And integrating for t=0 to t=t will give; = Ln [Rcl] t – Ln [Rcl] 0 = – Kt – 2.303 Log [Rcl] 0 = – Kt [Rcl] t 2.303 Log [Rcl] 0 = Kt [Rcl] t Where [Rcl] 0: is the molar concentration at time t = 0 [Rcl] t: is the molar concentration at time t = t Two methods to calculate K 1- since the equation Kt = 2.303 Log [Rcl] 0 [Rcl] t Is an equation of a straight line (y=mx+b) with slope k. and intercept =0, a plot of 2.303 log [Rcl] 0 / [Rcl] t versus t should yield a straight line with slope k. 2- if the solvolysis reaction run to 10% completion Then, [Rcl] = 0.90 [Rcl] 0 Kt = 2.303 Log [Rcl] 0 = 2.303 log (1.11) 0.90 [Rcl] 0 And therefore, K = 0.104 T So by finding the value of K and compensate it in the rate of reaction equation â€Å"Rate = K[Rcl]† where the concentration of Rcl is known we can calculate the value of the rate of reaction and we will see it’s effect on the solvolysis of t – butyl chloride in 70% water – 30 % acetone solution. The effect of temperature on the solvolysis of t -butyl chloride in 70%water – 30%acetone solvent. In nearly every instance an increase in temperature causes an increase in the rate of reaction, â€Å"because the total fraction of all of the t – butyl chloride 1molecules having energies equal to or greater than activation energy (Ea) Corresponds to the shaded portion of the area under the curve increases by increasing the temperature† and by comparing the area for two different temperature, we see that the total fraction of t- butyl chloride molecules with sufficient kinetic energy to undergo reaction increases with increasing temperature and consequently, so does the reaction rate. â€Å"Note7: changing the concentration affects the rate of reaction changing the temperature affects the rate constant as well as the rate.† By finding the values of reaction rate constant K for different concentration of t-butyl chloride and different reaction temperature, we will find the effect of temperature on the solvolysis of t-butyl chloride in water acetone solvent. Quantitatively, K (s-1) is related to Ea and T by the equation K1 = Ae-Ea/RT1 †¦Ã¢â‚¬ ¦1 Ea is the activation energy, in joule / mole. (Jmol-1) A is a proportionality constant, in s-1 R is the gas constant = 8.314 Jmol-1K-1 e is the base of the natural logarithms. T is temperature in Kelvin. This relation ship is known as Arrhenius equation We measure Ea by taking the natural logarithm of eq.1 Ln K = ln A – Ea RT Thus, a plot of ln k versus 1/T gives a straight line whose slope is equal to -Ea/R and whose intercept with coordinate is ln A â€Å"Note8: Ea is the activation energy, a constant characteristic of the reaction† We can calculate the rate constant at some specific temperature if Ea and K at some other temperature are known. For any temp. T1 (known), Ea (known), K1 (known) K1 = A e -Ea/RT1 For any other T2 (known); (K2 unknown) K2 = A e -Ea/RT2 By dividing K1 over K2 K1 = A e -Ea/RT1 K2 A e -Ea/RT2 Taking natural logarithm of both sides, we get Ln K1 = Ea (1/T2 – 1/T1). K2 R Or in common logarithms (base 10 logarithms) gives: Log K1 = Ea (1/T2 – 1/T1) K2 2.303 R And by finding the value of K2 we will be able to find the rate of reaction at T2 and we will find the effect of temperature on the rate of solvolysis of t – butyl chloride in 70 % water – 30 % acetone solution. By finding the values of reaction rate constant K for different concentration of t-butyl chloride and different reaction temperature, we will find the effect of concentration and temperature on the solvolysis of t-butyl chloride in water acetone solvent. Procedure: Part A: the effect of concentration on the rate of solvolysis of t – butyl chloride in 70%water – 30%acetone solvent. a- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at room temperature. A, a, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer and label it #2. 3- Using a burette take 30 ml of the solution in flask #1 and put it in another Erlenmeyer and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to an Erlenmeyer flask #4. 6- Add two drops of Bromo-phenol blue indicator to flask #4. A, a, II:- 1- Add quickly the solution in Erlenmeyer flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 2- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into Erlenmeyer flask #4 to minimize the errors in the results. 3- The color of the mixed solutions is blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow, then we stop the stopwatch and record the time. 4- Repeat the procedure at least three times and calculate the average. 5- Tabulate the results in record A. b- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.2 M concentration) in 70 % water – 30% acetone solvent at room temperature. A, b, I:- 1- Prepare 500 ml of 0.2 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1 and put it in another Erlenmeyer flask and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to an Erlenmeyer flask #4. 6- Add two drops of bromo-phenol blue indicator to Erlenmeyer flask #4. A, b, II:- 1- Add quickly the solution in an Erlenmeyer flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 2- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into an Erlenmeyer flask #4 to minimize the errors in the results. 3- The color of the mixed solutions is blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow, then we stop the stopwatch and record the time. 4- Repeat the procedure at least three times and calculate the average. 5- Tabulate the results in record A. Part B: the effect of temperature on the rate of solvolysis of t – butyl chloride in 70%water – 30%acetone solvent. a- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at zero Celsius degree. B, a, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1and put it in an Erlenmeyer flask and label it #3. 4- By a graduated pipette take 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to Erlenmeyer flask #4. 6- Add two drops of bromo-phenol blue indicator to Erlenmeyer flask #4. B, a, II:- 1- Suspend the Erlenmeyer flasks in a water bath full with ice and water, allowing the temperature of the Erlenmeyer flasks and their contents to equilibrate for ten minutes. 2- Adding quickly the solution in Erlenmeyer flask #4 to solution in Erlenmeyer flask #3 and start the stop watch to count for time in seconds. 3- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into Erlenmeyer flask #4 to minimize the errors in the results. 4- The color of the solution after that will become blue, so continue swirling the solution in Erlenmeyer flask #4 till the instant color of the solution start changing to yellow we stop the stop watch and record the time 5- Repeat the procedure at least three times and calculate the average. 6- Tabulate the results in record B. b- Experimental procedure: to measure the time necessary for 10 % solvolysis of t – butyl chloride (0.1 M concentration) in 70 % water – 30% acetone solvent at a temperature greater than room temperature by ten degrees. B, b, I:- 1- Prepare 500 ml of 0.1 M t- butyl chloride in acetone only and put it in an Erlenmeyer flask and label it #1. 2- Prepare 100 ml of 0.1 M NaOH solutions (in water) and put it in an Erlenmeyer flask and label it #2. 3- Using a burette take 30 ml of the solution in Erlenmeyer flask #1 and put it in an Erlenmeyer flask and label it #3. 4- By a graduated pipette put 3 ml of sodium hydroxide 0.1 M in an Erlenmeyer flask and label it #4. 5- Using a graduated cylinder measure 67 ml of distilled water added to Erlenmeyer flask #4. 7- Add two drops of bromo-phenol blue indicator to flask #4. B, b, II:- 1- Suspend the flasks #3 and #4 in a water bath full with ice and water, allowing the temperature of the flasks and their contents to equilibrate for ten minutes.(to reach the temperature of the water bath) 2- Adding quickly the solution in flask #4 to solution in flask #3 and start the stop watch to count for time in seconds. 3- Swirl the mixture and after one or two seconds immediately pour the combined solutions back into flask #4 to minimize the errors in the results. 4- The color of the mixed solutions is blue, so continue swirling the solution in flask #4 till the instant color of the solution start changing to yellow we stop the stopwatch and record the time 5- Repeat the procedure at least three times and calculate the average. 6- Tabulate the results in record B. Record A Run number Temperature Time of 10 % reaction Average time / seconds Record B Run number Temperature Time required for 10% reaction Average time/seconds Average time/ seconds References; * E. Brady, James. E. Humiston, Gerard., General Chemistry Principles and Structure, second edition, SI version, john Willy and sons, Inc. * Brewester, Vaderwerf and McEwen. â€Å"Unitized Experiments in Organic Chemistry†, 3rd Ed. * Streitwieser, Andrew. H. Heathcock, Clayton. Introduction to Organic Chemistry. * H. Reusch, William. An Introduction to Organic Chemistry. * J. Laidler, Keith. Chemical kinetics. 2nd ed. * Search engines that where used: o www.google.com o www.yahoo.com * Goldwhite, Harold. R. Spielman, John. College Chemistry, 1984

Slavery & Racism in America Through Time

SLAVERY & RACISM IN AMERICA THROUGH TIME Slavery & Racism In America Through Time AMENDMENT I – to the Bill of Rights, the right to be able to make your own choices about your life†¦ In so many words that is true. The first amendment speaks of freedom of speech, freedom of religion and freedom of petition, but who did this pertain to? Not everyone was privileged to these rights, which is sad when in today’s society; we have so much to be thankful for. Our rights are being guarded, fought for by thousands of men and women in the Armed Forces day and night, and have been for years, but since 1865, the fight for equality did not exist. So today there is a spirit that America has, called Patriotism, which means something different now than it did before 1865. Today we have comfort and a reason to live here; a purpose. Coming into this world as a black, white, brown, green, or orange person, we all have a choice as to who we want to become, and how we want to call the shots, if we want to be lawyers, police officers, judges, waitresses, or run for the president of the United States. Did it ever occur to you, that before you and I and our grandparents were born, not any of this was an option? People had children for one reason; whites had children to raise and become the owners of their plantations depending on the sex of the child. If you were an African American slave, you were born an African American slave. No choices! We all have choices now. The mess it took to get America to where we are today is an amazing adventure that is going to be and adventure to write about. Before the reconstruction in 1865, African Americans were treated in ways depending on their masters. The authority the masters had over their slaves, made it easy for them to take advantage of the situation by beating them and being torn up by dogs, which is what one slave said that lived to tell her story during an interview by Ila B. Prine in a Federal Writing Project in 1937. Charity Andersen lived in Mobile Alabama, and was said to be 101 years old. Most of the former slaves during this project were close to a century old if not older. They speak of broken English, but not of a language of a country, but of illiteracy. The slaves were not given education rights, for hemselves or children. They were simply put on this earth to work for the white man. There were also the slaves who had a better way of life because their masters felt that mistreating their slaves would not make for a good investment for their future if needed to sell them later. The slaves would need to be healthy and hard working, well mannered, and trusted. To beat, and â€Å"feed them to the dogs†, as Cha rity well stated, would not promote more work out of the slaves either. In these interviews the slaves spoke of freedom after the emancipation as if they had never left. They were set free, but really, were they? They had choices to move on and make more of their lives, but most were oblivious to what was out there. They lived alone, never learned to read or write, but spoke of freedom as it being the best thing that ever happened. Would you agree? Abolishing slavery did not mean the white man accepted the black man into their world. This brought hatred, ugliness into society more than could be imagined. The anti-black riots began the summer of the Elections of 1866. Many were killed and injured. Still, African Americans did not give up fighting for equal rights from the beginning of the reconstruction. The Fourteenth Amendment was ratified which allowed African American’s that were born in America to be called U. S. citizens, but were limited to their constitutional rights. Although they kept getting beat down, they demanded the right to vote, and in 1870, finally, the fifteenth amendment was ratified and gave the right for black males to vote. (Davidson, 481) The fact that the black man was able to vote meant a lot, but what did that mean to to the rest of the African Americans? To the women? Women were still not considered equal to man. It was not until 50 years later until the nineteenth amendment granted women the right to vote. There were a lot of corks and screws loose in the consitution, and with each state having the ability to change within it’s own, made it difficult to play the equality game. No matter where you went Democratic parties were trying to wean out the rights for the African Americans. â€Å"Separate but Equal† was the new Democratic running slogan. Today this means nothing. Then it meant seperating the blacks and the whites as long as theywere treated equal. The fourteenth amendment was limited to protecting citizens civil rights by states not by individials. Segregation was legalized in 1896, but for example, Mississippi’s new state constitution required voters to pay a toll and required all voters to pass a literacy test. This eliminated a great majority of black voters. How is this not setting them up for failure? Entrapment at its best! Then by1908, campaigns that put a to limit voting has one in every southern state. The â€Å"color blind† constitution was a part of African American progress for the next 100 years, which will bring us past to our future amazing life as we are now! Not only giving African American men the right to vote, but women, made a big impact on the political society. This legitimized women’s participation in all area’s of society. For example, African Americans were still getting denied services in certain states that was kept underground for a period of time. Reporter Peter Buxton, a Public Health Investigator revealed that 399 African American men were infected with syphilis near Tuskegee, Alabama in 1932. They were being denied medical treatment so that effects of the disease could be studied. This subsequently ended in 1972. In 1997 President Clinton apologized to some of the American people by stating the some of the studies were not covert, and not only on African Americans. Basically spreading the wealth among the whites, burn victims etc. The families that were there were still unaware of what experiement they were getting into. (P*, 1994-1995) There was so much for the black man and woman to give up on. Since slavery the whit man has been trying to run the black man out of the country, out of the business world, out of the housing market, the crop market, the economy, away from voting; has that stopped him or her? What is next? The Klu Klux Klan has got to be the most dredged alligience that lynched African Americans and they grew all over the United States after World War I. The KKK Lynched over 70 African Americans, leaving 11 burned alive. The mid 50’s were times also when men were lynched for â€Å"imagined† crimes. Just for possible looking at someone. There is a story about a black man in North Carolina plowing a field. He was accused of looking at a white woman walking along side the field, when he was probably just looking at the cows butt. He was found guilt for â€Å"leering† at her. He was given a long prison sentence. The black men and women still stood for what they believed in. In 1955, Rosa Parks, well, she sat down for what she believed in. She was tired after a long day at work, and refused to give up her seat on a bus in Alabama, which disobeyed a law that required blacks to give up their seats to white people when buses were full. She was arrested, which caused a 381-day boycott, that resulted in the Supreme Court banning segregation on public transportation. Rosa Parks was a seamstress who helped spark the civil rights movement of the 1960’s. (America's Story) No matter what, African Amercians were pushing to be apart of American society, and EQUAL part of Amerian society. Because we are all Americans. By the early 1960’s, African Americans were moving to urban centers in the Northest, the Midwest and the Far West of the United States. Then by the 1970’s, the trend was known as the â€Å"Sun Belt† phenomenon. (Davidson, 831) The cities were declining, the whites were moving out and the blacks, and hispanics were moving in. There was so much in Americas society that the African American had to offer after we had moved in. In 1967, Thurgood Marshall was the first African American Supreme Court Justice. He spent many years on the National Association for Colored People, and argued that segregated schools for children was against consittutional rights. The Supreme Court agreed. We still had our bad times, 1968, Springfield riots, Martin Luther King assassination, the democratic convention in Chicago, ect. , but will it ever end? We have so much still to fight for and so does the black man. We finally have our first African American President of the United States of America. Does it end here? No! It will not! Because Barak Obama will not. This paper stands behind every black man amd woman and what they stand for. They should never give up for what they believe in. Have faith in our country and where you stand. To come as far as slavery, to be born and know you will be 4 years old and peeling potatoes barefoot and picking corn in the fields without meals for hours, sleeping on hardwood floors and calling that normal, then calling freedom, sitting in your living room afraid to walk outside and cross the street because you can not read the street signs. Their freedom was never given in every sense it could have been like we have it. References Lester, J.. (2009, September). Troubling White People. The Horn Book magazine, 85(5), 507-508. Retrieved September 29, 2009, from Research Library. (Document ID: 1845601651). †African American literature. † ClassicLayout. World Book, 2009. Web . 29 September. 2009. America's Story from America's Library. (n. d. ). Retrieved October 12, 2009, from Library of Congress in Washington D. C. : http://www. americaslibrary. gov/cgi-bin/page. cgi/jb/modern/parks_1 Davidson, J. D. (2008). Nations of Nations, A Narrative History of the American Republic (Sixth ed. , Vol. II: Since 1865). (S. Culbertosn, Ed. ) Several, US: McGraw Hill Companies. Georgetown University. (n. d. ). The History Guide. Retrieved September 28 , 2009, from Resources for Historians – the History Guide: http://www. historyguide. org/resources. html P*, S. E. (1994-1995). Bordeninstitute. army. mil. Retrieved October 12, 2009, from Military Medical Ethics: http://74. 125. 155. 132/unclesam? q=cache:PuNerD7YimYJ:www. bordeninstitute. army. mil/published_volumes/ethicsvol2/ethics-ch-17. pdf+peter+buxton+tuskegee+alabama&cd=1&hl=en&ct=clnk&gl=us Prine, I. B. (1996). American Studies Hypertexts at the University of Virginia. Retrieved October 11, 2009, from American Slaves Narratives, an Online Anthology: http://xroads. virginia. edu/~hyper/wpa/anderso1. html

Poetry can bring to life experiences and ideas Essay

Q. â€Å"Poetry can bring to life experiences and ideas which are otherwise difficult for us to understand what is your response to this view?† My personal response of poetry being the â€Å"subject and formulae†, for individuals helping them to understand complicated life matters, which are difficult for us to understand is shown by comparing the two poems ‘London’ by William Blake and ‘Prayer before birth’ by Louis MacNeice. We can begin to comprehend the authors individual thoughts and feelings by analysing them through our own interpretation of language, form and structure of the poem. â€Å"Prayer before birth† is written in 1944 which is at the end of the second world war. This poem reflects the innocence of a child in the mothers womb being brought into a world of experience and temptation. It is quite ironic to have a an unborn baby â€Å"knowing† of the outside world and experiences as of yet not being born. But MacNeice uses clever imagery â€Å"†¦Let not the bloodsucking bat or the rat or the stoat or the club – footed ghoul come near me.† This gives us more of an image of how both innocence and experience differ from one another. This poem is a prayer which is to protect the innocence of the unborn child – to nurture them constructively against the pressures they might experience in the twentieth century. The way that MacNeice has constructed the poem is by conologically going through life experiences as we keep on reading. This is taken from the second stanza by asking God to not allow people to influence him into bad doings, where here he has a choice from early on in life to make the right decisions and choose the right pathway, however if he doesn’t this is related to the seventh stanza where his doings now turn into something which he has no control over and that it is â€Å"leathal automation†, due to the experience he is accustomed to. Even the structure of the poem visually illustrates the beginning to the ending of his â€Å"life† as each stanza gets narrower. But by looking at the seventh Stanza, also its the language of the poem becoming quicker,as we proceed toward the end of the poem altogether â€Å"†¦hither and thither or hither and thither..† This in comparison to the poem ‘London’ by Wiliam Blake. Where by the poem is of the Romanics which tends to attack the form of experience as it is alongside innocence due to nature not nurture. A poem of social protest, against the suffering of all who live in a world such as this. Written in 1789 (during the french revolution, and also the british industrial revolution). It’s about misery and human despair, the â€Å"mind forg’d manacles† of depression imprisoning people. The rapidly indutrialising economy and society corrupt and poisin all those who live in it. This poem is about how people may disfunctionally go through experience and end up passing their knowledge through to the next innocent generation. Blake tends to use the imagery of cjildren a lot as they symbolise purity and power. His argument is that if childhood is reacked then so is the the adult that they become. Throught every stage of his poem he uses a more innocent imagery of a child from â€Å"infant† to â€Å"new born infant†. Also he uses clever imagery of purity contrasted against impurity. Quite a few oximorons are used to contast imagery in the poem. Showing how the worldof experience can quickly corruptand destroy the innocence. â€Å"†¦Every black’ning Church appals;† â€Å"Black’ning† meaning dirty metaphorically and also literally. This also shows the church which is appuled by the conditions but turns a blind eye, â€Å"black’ning† is contrasted with purity which is supposed to be of the church , but the chuch is blackned by turning a blind eye. This imagery is used to show the state of human nature which people usually turn a blind eye. â€Å"†¦How the youthful Harlot’s curse† Blake uses his imagery of a young prosititute, which here is also contrasted with innocence which is corrupted. â€Å"†¦chimey-sweepers cry† is exploiting innocence. Becoming black,dark and tained. Also the dying breath of the solider,which is infact the last dying breath of the solider, this is about ordinary people killing ordinary people for causes which may not benefit them,thihs maybe could be connected to revolution. Therefore the running of blood down place walls,shows the guilt on the monarchy. â€Å"†¦Runs in blood down place walls† London is about how the controlling nature takes over innocence and the experience is now of automation. He shows this in the first stanza where theart of mapping, controlling, and resitricting are contrasted against the â€Å"flow† of the Thames. Not a poem of observed factual detail but Blake’s perception of London, he uses the traditional form of alternate rhyming lines to imitate the repititive predictability of the circle of suffering. Blake has experience of London so he is able to reflect back from when he was an innocent child to now of what he holds the knowledge of experience. This is shown in the first line of the poem: â€Å"†¦I wander thro’ each charter’d street,† The lyrical quality is quite simplistic it is not a performance based poem. Alliteration is used to addto the imagery Blake is trying to create of London. The words â€Å"weakness,† and â€Å"Woe† makes the poem sound of a feeble minded and gives the feeling of a spiritual lack of strengh of character. In the second stanza â€Å"every† is used to add imact which is used constanmtly through the first, second and third lines. The poem it self is quite short and in every stanza thereis four lines, the imagery is also quite strong in the short space Blake has used to give us an idea of what he feels London is all about. This could be due to having to get his point across to people Both these poems, in my opinion, share feelings of concern and disgust for experience. If i had to pick which one I prefered I would choose the Blake poem. This is because the meaning of the words is more clearcut. I accept that the point of the MacNeice poem may be to leave it up to the reader to decide whether or not the poem is sarcastic or not. But I dont consider this device to be particularly effective ; thought provoking maybe but not effective. The Blake poem is also more emotionally charged and melodramatic it is almost scary as the poem relates to London which is a mere 10-15 miles away and sadly corruption and sexually transmitted diseases are still relevant themes today.

What is ADHD Essay Example | Topics and Well Written Essays - 500 words

What is ADHD - Essay Example While it is clear that brain chemistry plays some role, the latter explanation seems more compelling and fully developed. Brain chemistry is one of the two main ways that one can theoretically approach ADHD and ADD. Using this theory, one would treat ADHD like a number of other neurological problems such as depression and anxiety, and treat it with drugs that affect the brain’s chemical balance in order to solve the underlying problem. The problem with this approach, however, is the fact that ADHD has never been conclusively linked to any particular brain imbalance, and no neurological test can be used to definitively identify its symptoms, unlike a large series of other neurological disorders (Furman 994). Thus, it seems that what we consider a disorder is actually a â€Å"collection of symptoms† that has not actually been associated with other neurological issues (Furman 998). The cause of ADHD thus does not appear to be a chemical imbalance in the brain. The competing hypothesis is essentially that there has been a great deal of social and lived experience that contributes to the development of these disorders. There is a great deal of support for such an argument: primarily, it seems that treating the co-morbid issues of children facing ADHD (such as family issues, learning problems and so forth) has a direct impact on their experience of ADHD, a reason why a variety of treatments, including family counseling and educational assessments, are necessary in dealing with ADHD (Furman 999). This theory, thus, constructs ADHD as more of a â€Å"volitional† disorder (Garro and Yarris 603), which, like many behavior problems, has its roots in choices that children make along with the environment in which they develop. This cause-effect relationship is better supported by evidence than the brain-chemical model, which is directly disputed by the prevalence

The Impact of Technology on Education Research Paper

The Impact of Technology on Education - Research Paper Example In the present world,technology has an influence on almost every field of life.However,there are some fields where the impact of technology is more apparent than others.As Thadani states,â€Å"the latest developments in technology can be seen and felt in many industries,but there are some areas that have been benefited more than others† Some of those fields include long distance communication, nursing and healthcare, product design and manufacturing, ecommerce, and education. In this paper, we will discuss the impact of technology on education. The aim is to know how different technologies are making educational system more interactive and beneficial for teachers and learners. Education and technology are directly related to each other. Education feeds technology, which in turn, serves education (Fodje). Technology has become an essential part of all educational systems (Pratt). The reason is that the use of technology in classrooms has opened up a way towards an interactive l earning environment for students where they have an easy access to knowledge. In the present world, the use of Information and Communication Technology (ICT) in education has become extremely important because of the wide range of benefits associated with it. In the field of education, ICT supports both teachers and learners in exchanging information and knowledge in such a way that communication distances between students and teachers become shorter and access to knowledge becomes easy.... Having discussed the need for using technology in educational sector, let us now discuss some of the ways technology is making the processes of teaching and learning easier for teachers and students respectively. Smart Boards Smart boards help teachers in presenting lectures to large audiences using big white screens. This technology not only benefits teachers in communicating knowledge to students but also helps students in learning the knowledge. Students usually take more interest in studies when their teachers make use of technology for knowledge transfer. As Dekunder states, â€Å"SMART Boards, which are made by SMART Technologies of Canada, are interactive whiteboards that are mounted to a wall, like a chalkboard, and connected to a computer and projector† (1). Here, an important point to mention is that smart board is a newer a technology than ordinary projectors. Using ordinary projectors, teachers cannot make any changes to the display being shown on the screen, where as smart boards have a touch sensitive screen using which one can touch the text and can make changes wherever needed. Smart boards play a major role in creating an interactive learning environment. Another advantage of using smart boards is that teachers do not need to sit behind the computer system all the time while delivering lectures; rather they can move in front of the white screen of smart board to edit the data or to move to the next page or slide. The impact of every technology is positive for education considering the ease they provide to both teachers and students. Smart board is one of those technologies the demand of which is increasing in the educational sector with every passing day because of their reliable and high

Organisational behaviour Essay Example | Topics and Well Written Essays - 3000 words - 2

Organisational behaviour - Essay Example The major purpose of this essay is to highlight the importance of social psychology with reference to organizational behaviour. The organizational behaviour is concerned with the evaluating the impact of individuals and structure on organizational performance whereas organizational social psychology states that relaxed work environment and strengthening social relations among employees and management are going to further enhance the organizational performance in all regards(Heine, Lehman, Markus, & Kitayama, 1999). In the most practical sense an organization is basically a social entity because employees and management work through different social phenomena in order to accomplish organizational goals. According to recent studies organizational development and progress occur in real sense when a sense of family and belonging significantly prevails amongst the ranks of a particular organization. This essay will also highlight application of various facets of social psychology at Vodaf one that include advanced training of top management in counselling techniques, power to initiate innovative projects, cross cultural teamwork and reward for performance system. Finally Vodafone is used to hire tolerant and flexible individuals in order to apply melting pot technique for managing cultural and gender diversity in employees (Eisenberger, Stinglhamber, Vandenberghe, Sucharski, & Rhoades, 2002). The operational concepts of organizational social psychology are decentralized authority, participative management and flexible timing and they mainly spread from Japanese organizations to those that are operating in other regions of the world (Heine, Lehman, Markus, & Kitayama, 1999). Furthermore it is imperative to note that Australian continent is the second most efficient geographical region in terms of adopting modern management concepts. However the American companies are rather slow regarding implementing the contemporary managerial concepts of the 21st century. But the b asic purpose of this part is to evaluate the involvement of social psychological concepts and practices in a management framework for Vodafone’s unit of New Zealand. Additionally, the application of modern management is relatively easy in the featured culture due to its individualistic and professional nature. The fundamental reason for development and increased application of social psychology in organizations is the need to retain employees for longer periods of time while enhancing their organizational commitment (Eisenberger, Stinglhamber, Vandenberghe, Sucharski, & Rhoades, 2002). The social psychology stated that humans have a psychological need of receiving a reward after every six to twelve months and if companies fail to do so then they risk job turnover from core employees (Chryssochoou, 2004). Mutual respect and trust among employees and management is also a vital factor in predicting productivity of the staff. Nevertheless, according to recent research employees l ike to be governed by those individuals who have similar personality dimensions. Employees on the other hand spend more time in organizations that offer them reward for performance, paid and emergency leave and divert resources towards employee training and development (Crisp &Tumer, 2007). The nature of the job should also be sufficiently challenging in order to keep things interesting for the

To what extent did isolationism limit the effectiveness of the Geneva Essay

To what extent did isolationism limit the effectiveness of the Geneva Conferences in facilitating disarmament - Essay Example Many people believe that the US isolationism policies caused the failure of the 1932 Geneva disarmament conferences and the Second World War. This paper briefly analyses the consequences of US isolationism policies and its effects on global politics and the failures of the Geneva Conference for the Reduction and Limitation of Armaments in 1932, using secondary research data obtained mainly from internet. Section B: Summary of evidence 500-600 Geneva conference and its decisions were thus unacceptable to the Americans and they declared their isolationism policies based on the following assumptions; â€Å"U.S. unique with no interests threatened; U.S. superior to a corrupt world; U.S. impregnable to attack and "devil" theory of war†(U.S. Isolationism in the Republican Era of "Normalcy" 1921-1933) To satisfy France, the U.K. and U.S. signed the Anglo-American Guarantee on June 28, 1919, which proposed that in the case of a repeat of the German invasion, both the United States and the United Kingdom would immediately come to France’s aid. Unfortunately for France, the U.S. Senate did not ratify the document, and so both signers of the Guarantee withdrew their promises (IB History). At the World Disarmament Conference of 1932-1933, a number of important issues began to achieve something akin to consensus in the world community. There was recognition, for instance, that military aviation could not be limited unless civilian aviation (that could quickly convert to military uses) also was controlled. At the World Disarmament Conference in Geneva, the British — sensitive to their new vulnerabilities — tried unsuccessfully to prohibit strategic aerial bombardment (distinguishing â€Å"tactical† from â€Å"strategic† emerged as a contentious issue). The French proposed that all â€Å"strategic† aircraft, civilian and military, should be placed under control of the League of Nations, with nations allowed to retain only short -range â€Å"tactical† aircraft in their national air forces (Geneva Conference 1932-1934) Senator Swanson led the United States Delegation to the General Disarmament Conference in Geneva. He was noted for his strong stand in favour of a large U.S. Navy and for his prediction of a possible war with Japan. Germany, whose military power had been severely limited by the Treaty of Versailles, responded by claiming that if world disarmament to the German level was not accomplished, Germany had the right to rearm and achieve military equality(Disarmament Conference) The Members of the League undertake to respect and preserve as against external aggression the territorial integrity and existing political independence of all Members of the League. In case of any such aggression or in case of any threat or danger of such aggression the Council shall advise upon the means by which this obligation shall be fulfilled (The League of Nations) The United States never joined the League of Na tions which weakened the League The Anglo-American guarantee never happened Germany was angry as it thought the Treaty of Versailles was unfair and harsh and so wanted the treaty revoked Italy was angry as it was on the winning side, however it did not receive much territory and so the Italians wanted to revise the treaty in favour of Italy Japan was only interested in issues concerning itself and not the issues concerned with the European aspects of the peace

Hospitals in Islam Essay Example | Topics and Well Written Essays - 250 words

Hospitals in Islam - Essay Example Many hospitals were developed during the Islamic revolution, but it was Caliph Al-Walid I an Ummayad who founded the first hospital in 705 AD in Jundishapur. This was a Persian city in the Ahwaz province although some critics consider this institution was only a place where lepers because it imposed isolation. The physicians and attendants operating the hospital were paid for their services and it was at the hospital that Greek medicine together with Persian medical practices began to thrive. The first Islamic hospital was built in 786-809 AD in Bagdad, Iraq, during the reign of Caliph Harun-ul-Rashid. The task of operating and heading the facility fell to Jibrail Bakhtishu, who was a well-revered physician. During his tenure, the hospital achieved fame and the building of other hospitals soon followed (Doak, 2010, 113). One of the latter hospitals to be built was the Audidi hospital in 982 AD, whose inception was started by Al-Razi who personally selected the building site due to the existence of germs in the area. He wanted a place where there were fewer germs and the hospital soon opened with 24 physicians who included specialists from different fields of medicine. They included physiologists, oculists and surgeons (Bonner, 2007,

Impact Of Ww2 On Children (The Forgotten Victims Of World War II) Essay

Impact Of Ww2 On Children (The Forgotten Victims Of World War II) - Essay Example Youth showed strength and unity in face of adversity. The hardships that children had to bear during World War II are beyond imagination. Restriction of diet, evacuations to be safe from air raids and bombings, loss of family members, and disruption of education systems are only a few of the problems faced by these brave souls. World War II, as often called as â€Å"War against children†, saw kids who were hungry, displaced, murdered, abused, and kidnapped. Post war humanitarian movements to protect these children were initiated very late. This paper focuses describing the different ways these precious minds were affected by World War II. The monumental effects will be briefly explained in order to give a rough idea of how horrifying the war experiences were for these kids. Table of Contents 1.1 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 1.2 Impact of ww2 on children’s daily lives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 1.3 Child Soldiers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 1.4 Physical impact on war children†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 1.5 Moral and spiritual impact on war children†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 1.6 Psychological impact on war children†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 1.7 Social and cultural impact on war children†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 1.8 Educational impact on war children†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 1.9 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..11 Works cited†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...12 Effects of World War II on Children 1.1 Introduction World War II established a whole new meaning to lives of not only the soldi ers fighting over it but also those at home front, especially children. It was a critical time which resulted in reorganization of the whole society. For many children, World War II was the defining experience of their lives. Some associated the times with patriotism while some with intense consciousness of being part of a generation distinct from others. Others saw the era with great anxiety, a period of family separation or bearing heavy personal and financial losses. The pressures exerted on these children affected their daily lives as well as their way of thinking. Children along with elders were voluntarily or involuntarily forced to not only exert their every move towards war efforts but also solve day to day problems on their own. This paper is an attempt to explore the variety of effects World War II created on the youth. 1.2 Impact of World War II on Children’s Daily lives Juliet Gardiner asserts that â€Å"the forgotten victims of World War Two were the children.â €  ("Children and World War Two") It did not matter to which country they belonged to, whether they were American, British, and Japanese or from Poland, youth of all regions were massively affected by it. In Britain alone, nearly 2 million children were evacuated from their homes at the start of the War. ("Children and World War Two") An uncountable number of killings gave rise to many orphans. Otherwise, as most of the men of a family entered war, daily life of the younger ones was mostly affected. They had to face time away from not just fathers, uncles, and brothers but also long hours away from mothers, who took place of husbands in factories. Once the bombing

Literature Review on Roles Played Essay Example for Free

Literature Review on Roles Played Essay Dalton (2002) had focused on what managers do, which are behavioural roles, rather than the reason or method used by these managers. He recognized that variations in cultural beliefs, values and norms as well as variations in managerial style challenged the performance of global managers. On the other hand, Rifkin (2006) said that soft skills may be more important for global managers to be effective. He suggested three steps companies and managers can take to better prepare for the challenges of managing globally, which are: †¢ To develop a clearer understanding of the challenges of managing people across borders; †¢ To instill in new global managers an awareness of and an appreciation for the vast differences among cultures in which they do business; and †¢ To give global managers the tools and support they need to succeed. Writing on international management and cross-cultural perspectives, Adekola (2007) stated that like the domestic managers, international managers must also adhere to the four major roles of planning, organizing, directing and controlling. He said that planning assures that the business organization has some idea of its purpose, where it is heading and how it will achieve its objectives. International managers must consider not only local conditions but also overall international operations in their short or long-range preparations to achieve their goals. They must be aware of the extent to which employees, local customers, government officials and suppliers are likely to accept or resist changes. Adekola (2007) also stated that control for an international manager includes ensuring that what is happening is what was intended to happen. Control is used in different ways by the organization depending on the level and scope of its application. He quoted Miller (1987) who said that for an international manager, â€Å"control should provide managers with the information necessary to monitor the operations of the firm to help achieve its global strategy†. According to Adekola (2007), â€Å"international direction and leadership style is the way in which a manager chooses to fulfill leadership, delegation, communication and supervision responsibilities. These choices reflect both personal and cultural differences. † He believed that international managers’ roles can be very effective when a manager can learn and develop leadership functions such as completing organizational work through employee motivation, getting commitment, energizing employees’ behaviour and by creating personal interests and excitement in the organization’s goals.

Secularism In India | An Analysis

Secularism In India | An Analysis Secularism in India as Gandhi and Nehru saw it is distinctly different from the Western view of secularism. The Gandhi-Nehru secularism places the importance of the states neutrality between Indias many faiths. Indias independence eventually came as a result of Congress success in 1946 elections,  [1]  and as a result the emergent India embodied an idea of a political community that was brought together by modern notions such as individual rights, democracy, and citizenship irrespective of religious or other markers of ethnic identity.  [2]  The Congress party embraced a version of nationalism that promoted an inclusive and plural vision of the Indian state irrespective of religious or other identities. According to Amartya Sen, the roots of Indian secularism can be traced back to its long and diverse multi-faith history.  [3]  Indias constitution grants its citizens, individual as well as group rights.  [4]  As such, Indias secularism tends to emphasize the neutrality of the state in religious affairs as opposed to a strict separation of the state from religion. According to Sen, the first view requires the state to be equidistant with respect to all religions meaning that the state treatment of different religions and religious communities will be symmetrical. The second view requires that the state has absolutely no relationship with any religion.  [5]   For the purpose of this essay first we will look if as per the Constitution India is secular State and second how Hindu nationalism affects Indias secularism. Evolution of constitution Nehru initiated the process of constitution making with the eight point resolution for Independent India on December 13th, 1946. According to the resolution India was to be a union of the provinces and the princely states. The constitution guaranteed the upholding of equality, justice, and freedom to the people of India. Along with these the constitution had special provisions for the people from the scheduled class, backward and under-developed areas. The constitution of Independent India had many things in common with the Government of India Act 1935 except the incorporation of Universal Adult Franchise as article 326 in June 1949 which marked its major differentiation with the Government of India Act.  [6]   The Constitution did not contain the word secular till the 42nd Amendment in 1976, in Article 25(2)(b). Prof. K.T. Shah was the only member who made an effort to get a provision regarding the secular character of India included in the Constitution. The following amendment, moved as Amendment No.366, was defeated on 3rd December 1948.  [7]   The State in India being secular shall have no concern with any religion, creed or profession of faith; and shall observe an attitude of absolute neutrality in all matters relating to the religion of any class of its citizens or other persons in the Union. The following extract from the speech of Pandit Laxmi Kanth Maitra on 6th December 1948 quoted by Justice R. A. Jahagirdar can be said to reflect the consensus of the members: By (a) secular State, as I understand it, is meant that the State is not going to make any discrimination whatsoever on the ground of religion or community against any person professing any particular form of religious faith. This means in essence that no particular religion in the State will receive any State patronage whatsoever.  [8]   As the BJP Home Minister L.K. Advani is quoted by James Chiriyakandath to have said: The Constituent Assembly drew up a secular Constitution essentially because theocracy is alien to Indias history, tradition and culture. The concept of Sarva Panth Sammabhav (equal respect for all faiths) has always been regarded as an essential attribute of the state and statecraft of our country.  [9]   The non-discriminatory character of a secular State is undoubtedly imprinted on the Constitution. There is individual and collective freedom of religion the right to freely profess, practice and propagate religion. Every religious denomination has been given the fundamental right to establish and maintain its own institutions and to manage its own affairs in matters of religion (Art.25).  [10]   While Article 25 gives individuals complete autonomy with regard to practice and performance of religious rituals, Article 26 allows every religious group an equal opportunity to operate within the prescribed domain, which is defined by the law.  [11]   Equal treatment of all religious denominations requires that the state does not associate itself with a particular religion or recognise a particular religion as the majoritys religion which in Indias case is Hinduism, the constitution rather disassociates itself from it. Article 27 stipulates that no person shall be compelled to pay any taxes, the proceeds of which are specifically appropriated in payment of expenses for the promotion or maintenance of any particular religion. Article 28(1) says: No religious instruction shall be provided in any educational institution wholly maintained out of State funds.  [12]   These articles indicate separation of state and religion. Moreover, the silence of Indian constitution over the provision of an official religion speaks the most about separation of state and religion. As Smith says, What the constitution does not say is just as important as what it does say. On citizenship, the Indian constitution recognises the people of India as the citizens where the state has nothing to do with their religion, faith, belief or caste and acclaims to treat all citizens equally. Article 15(1) ensures religion as not being a cause of discrimination. It states: The state shall not discriminate any citizen on grounds only of religion, race, caste, sex, and place of birth or any of them. Article 16(1) and (2) states: There shall be equality of opportunity for all citizens in matters relating to employment or appointment to any office under the state.  [13]   No citizen shall, on the grounds of religion, race, caste, sex, descent, place of birth, residence or any of them, be ineligible for, or discriminated against in respect of, any employment or appointment under the state. The employment of the three clauses, individual and collective freedom of religion, separation of state and religion and citizenship in the Indian constitution excludes the role of religion in defining the relationship between the union and its citizens. Emergence of Hindu nationalism and role of Hindutva in Indian politics The Bharatiya Jana Sangh (BJS) and the Akhil Bharat Hindu Mahasabha had been in the Indian political arena since 1951 and 1915 respectively. It was the political and institutional context of Indian politics in the 1980s, and not Hindu nationalist ideology per se, that facilitated the emergence of the BJP.  [14]  For BJP Hindu nationalism equates Indian-ness with Hindutva (Hindu-ness)  [15]  as the threat that nationality is based on territory and not religion.. For this essay the impact of Hindu nationalism on Indias secularism is explained by assessing a) the Uniform Civil Code, b) the Ayodhya controversy and c) Article 370 of the Indian Constitution which gives Kashmir special status within the Indian union. We also look at d) the saffronization of education in India through a reinterpretation of Indian history by Hindu nationalists. According to Savarkar a true citizen of India is one for whom India is not just the matribhoomi (motherland) but also the punyabhoomi (sacred land).  [16]  These two notions are congruent for Hindus Hindus, Jains, Buddhists and Sikhs whom they regard as the true citizens of India. According to this argument, Christians and Muslims pose a cultural threat to Indian (Hindu) culture since their punyabhoomi does not coincide with the territory of India. They can live in India so long as they do not assert their identities and conform to the larger Indian (Hindu) culture.  [17]   The Hindu nationalist agenda operates at multiple levels within Indian society. The BJP (and its predecessor, the BJS) serve as the political arm of Hindu nationalism. The RSS fulfils a militant and ideological role; the Bajrang Dal is an organization aimed at radicalizing Indias Hindu youth; the Vishwa Hindu Parishad works as a social and cultural body espousing Hindu nationalism (and even works with the radical elements within the Hindu diaspora); and the Vidya Bharti works as the educational arm of the RSS. Together, these and numerous similar organizations form what is known as the Sangh Parivar built around the RSS that aims to promote Hindu nationalism. In 1948 RSS was temporarily declared to be an unlawful organization and its activities were proscribed as a result of Mahatma Gandhis assassination by Nathuram Vinayak Godse, an RSS devotee. The Hindu Mahasabha, another political group of HIndutva escaped ban at this time but their activities were forbidden these groups were forced to maintain a lower profile. Since independence, Congress party dominated the Indian political scene until 1989. Congress partys hegemony began to gradually decrease after Nehrus death in 1964. Indira Gandhis imposition of emercy between 1975 and 1977 caused mass disillusionment with the Congress party across India. This ultimately led to the election of the first non-Congress party government in 1977, led by the Janata Party, a coalition of parties that included the BJS. Within this political context BJP formed in 1980 entered national politics in India. BJP tried an attempt to appear as a more moderate party and capture wider popular appeal which alienated the RSS, which in turn supported Rajiv Gandhi and the Congress party in the 1984 elections to demonstrate its displeasure.  [18]  As a result, the BJP returned to its Hindu nationalist ideological core. Use of religion by Indira Gandi in the state of Punjab to challenge the appeal of its regional rival, the Akali Dal, a Sikh religious party and later Raj iv Gandhis reversion of Supreme Court judgment that had granted alimony to Shah Bano  [19]  further assisted BJPs Hindutva cause rise. BJP used Congress partys decision to pacify the Muslim orthodoxy to argue that this step was contrary to the spirit and practice of Indian secularism as it privileged the sectarian interests of a particular religious community. In 1989 Rajiv Gandhi began his electoral campaign in Faizabad district, where the town of Ayodhya is located. There he promised to create a Ram Rajya (rule of Ram), again playing majoritarian politics. BJP started to openly criticise the Congress partys manipulation of religious symbols as pseudo-secularism. However, the Congress party lost the 1989 elections and the era of coalition and minority-led government of V. P. Singh which was supported by the BJP from the outside. In order to secure the support of the now mobilized lower castes, V. P. Singhs government put forth an affirmative action program the Mandal Commission that promised 27 percent of all government jobs and places in institutions of higher education.  [20]  In order to offset political split within the Hindu community, L. K. Advani launched a 10,000 kilometer-long rath yatra in 1990. He expected the twin pillars of Mandal and Masjid would ensure the rise of hindu nationalism rise in Indian politics. While the BJP was only able to win 7.4 percent of the popular vote in the 1984 general elections, its vote share increased to 21 percent in 1991.35 In 1996 the BJP formed a coalition government that only lasted 13 days, while the 1998 BJP-led coalition government, the National Democratic Alliance (NDA), survived for a year. Finally, in 1999 the BJP-led NDA government formed the first non-Congress government that survived the full five-year term with Atal Bihari Vajpayee as its prime minister. Jaffrelot has shown that the Hindu nationalist movements strategies include both radical and moderate elements.  [21]  The BJPs radicalized, militant nature is demonstrated by the Babri Masjid demolition in 1992 and the Gujarat violence a decade later ensured the support of its core constituency and the RSS. In spite of their coalition with ideologically different parties, the BJP succeeded in promoting a Hindu nationalist version of Indian history by implementing changes to the National Curriculum Framework.  [22]  The specific policy issues that were crucial to the Hindu nationalist agenda were; Uniform Civil Code: In the late 1980s the controversy created by the Shah Bano case gave the BJP the ammunition to criticize the policies of the Congress party as catering to minority-ism and being pseudo-secular. This case is an example of this tension between individual and group/religious rights guaranteed by the Indian Constitution.  [23]  The Indian state did not show the same zeal for reform in Muslim laws as it did while enacting the Hindu laws in 1955 and 1956. According to Articles 37 and 44 of the Indian Constitution, the establishment of a uniform civil code is a directive principle for the Indian state in making laws, even as it is not enforceable by any court.  [24]   BJP still remains committed to the implementation of a uniform (Hinduized) civil code. The Ayodhya Controversy: The destruction of the Babri Masjid at Ayodhya in 1992 and controversies surrounding this mosque had been around since the nineteenth century, this issue had remained dormant since Indias independence.  [25]  In the 1980s, the BJP used this issue as a political rallying point to unite the Hindu electorate irrespective of caste or language in an attempt to construct a Hindu vote.  [26]  As an electoral strategy the Ayodhya issue paid off. The BJP increased its vote share from 11.4 percent in 1989 to 21 percent in the 1991 general elections.  [27]  The construction of a Ram temple at the site of the destroyed mosque remains on the agenda of the Hindu nationalists. The Ayodhya controversy erupted again in February 2002. This attack had all the signs of a systematic and pre-meditated political violence on minority Muslims in which the state government was an active party. This led to the rise of Hindu nationalism supporters so much so that Narendra Mo di even campaigned on the Hindutva platform in the state elections in 2002 and won. The Hindu nationalists further threatened that Gujarat experience would serve as a laboratory to be replicated elsewhere in India.  [28]   According to Nussbaum, Hindu nationalism in general, and the Gujarat incident in particular, poses a serious threat to the survival of democracy in India.  [29]  However, the general outrage amongst the Indian public in other states led BJP to drop this issue from their 1999 NDA election manifesto try to replicate it in other Indian states. Article 370 and Kashmir: Article 370 of the Indian Constitution grants Kashmir special status within the Indian union. Kashmir is Indias only Muslim-majority state but enjoys special provisions such as restrictive land-ownership. Article 371 of the Indian Constitution allows the governments of certain states such as Nagaland and Mizoram in northeast India to legislate on the ownership and transfer of land in these regions, thereby restricting migrations of Indians from elsewhere in the country.  [30]  Indias Lakshadweep islands also enjoy a similar status as even Indian citizens require special permission to enter this restricted region.  [31]  However, it is only the Kashmir issue that is important to the Hindu nationalists given the complex history of its accession to the Indian union after independence.  [32]   Reinterpretation of History and Changes in the Educational Curriculum: In an attempt to show that India is the matribhoomi of all Hindus, the Hindu nationalist historians claim that the Vedic Sanskrit-speaking Indo-Aryan peoples were indigenous to India, thereby implying that no Indo-Aryan migration into the subcontinent ever occurred.  [33]  to show that all of Indias Hindus are the descendants of the original inhabitants of the subcontinent.  [34]  Islamic political dominance in the subcontinent has been reinterpreted by the Hindu nationalists to emphasize the more militant aspect of the rule of the Mughal Emperor Aurangzeb and the exploitation of their Hindu subjects. Periods of Hindu-Muslim cultural syncretism and good governance of Akbar is absent from the Hindu nationalist narrative of this period of Indias history.  [35]  Furthermore, these revised textbooks have deleted references to the assassination of Mahatma Gandhi in 1948 by a member of the Hindu Mahasabha. T he textbooks blame Muslims for the partition of India.  [36]  Since the BJP has a long-term agenda to redefine Indian identity, they were not hesitant to use their power while in government to redefine Indias past with the intention to mould the future generations understanding of Indias history along their ideological lines. According to the twin tolerations argument, a broad range of religious-state relations are possible in a democracy.  [37]  BJPs single major success has been the communalization of Indian politics by changing the discourse on secularism. It has affected in two ways. First, in spite of the rise of Hindu nationalism, a standardization of Hinduism appears to be occurring for the first time in the religions history. Second, Indias lower castes are increasingly conforming to the religious and social norms of the upper castes as they climb the socio-economic ladder. This is resulting in further homogenization within Hindu society.  [38]   Is India a secular state? What is India and who is an Indian are simple questions that are extremely difficult to answer.  [39]  One should note that the territorial idea inevitably becomes part of all nation-states, but territory does not have to be the defining principle of national identity.  [40]  The constitution makers without mentioning the word secular wrote a secular constitution. Though the constitution does not define who or what is a Hindu, but it defines followers of Buddhism, Jainism and Sikhism as Hindus for purposes of Hindu temple entry. Article 25 (2) (b) (Explanation II) states: the reference to Hindus shall be construed as including a reference to persons professing the Sikh, Jaina or Buddhist religionà ¢Ã¢â€š ¬Ã‚ ¦ Would this be to prevent the conversion of Dalits to Christianity or Islam, to reform Hinduism to make it palatable to the former untouchables? The Hindu Marriage Act of 1955 applies to (a) any person who is a Hindu by religion in any of its forms and developments, including a Virashaiva, a Lingayat or follower of the Brahmo, Prarthana or Arya Samaj; (b) to any person who is a Buddhist, Jain or Sikh by religion, and (c) to any person domiciled in the territories who is not a Muslim, Christian, Parsi or Jew by religion.  [41]   In other words, legally there is no such thing as a Buddhist, Jain, or Sikh marriage, is this another attempt to deny other religions a distinctive identity and absorb them in the Hindu fold? Although freedom of religion is granted under the constitutions Article 25 (1), in 1982, when a few hundred Dalits embraced Islam in Meenakshipuram, Indira Gandhi characterized conversions as a threat to national security and the central government took measures to curb conversions. Is it not ironic that the Indian state is ready to deploy army to cleanse out Sikh insurgents from Golden Temple and Muslim rebels from Charar-i Sharif, but not protect Babri Mosque from the Hindu activists? Article 16 (2) of the constitution prohibits discrimination in public employment on religious grounds. Per Presidential orders of 1950 and 1956 the beneficiaries of Scheduled Castes reservation can only be Hindus, Sikhs and Buddhists but not Christians and Muslims. Predominantly Hindu army of Kashmir was absorbed in the national army in 1947; whereas Hyderabads largely Muslim army was disbanded, rendering nearly 20,000 jobless. Are Indian armys infantry regiments not still based on religion (Sikh regiments), or ethnicity (Gorkha) or caste (Rajput) or region (Garhwal) in which members of other faiths, ethnicities, and regions are barred? Are government school texts in Hindi and regional languages not saturated with signs, symbols idioms, phrases, and icons of Hinduism? Have the textbooks of history and social studies not been filled with gross distortions of Indian history of all eras, ancient, medieval and modern portraying Muslims and Christians to be the villains, traitors and foreigners? Based on the constitution and political practice including congress partys can we not say India is as secular as India can be No Less, No More.

History Of An Ethical Dilemma Social Work Essay

History Of An Ethical Dilemma Social Work Essay In this essay, based on a case study and ethical dilemma (see appendix); I will demonstrate the process of ethical decision making and justify a course of action. I will discuss the ethical issues from the dilemma; critically examine competing BACP ethical principles and guidelines, issues of difference, organisational issues and legal implications and evaluating the outcome. To conclude I will discuss the therapeutic relationship. To maintain confidentiality and client anonymity, all personal details have been amended within this academic essay and case study. Impacts upon the problem and issues to consider An impact upon the problem is, if I breach confidentiality, I will be damaging the trusting relationship formed with Raj, leaving her feeling isolated, further vulnerable and let down. This could affect not only her trust in future relationships and prevent her from seeking help in the future but also her therapeutic progress. If I breached confidentiality it could lead to my client experiencing further threats from her husband. Raj is fearful of going to the police when this happens as in the past he manipulated the police into believing she was abusing her husband which led to him having custody of their son. Furthermore, it could cause the father to be angry with Aaron and could lead to him experiencing further abuse. However, as a member of the BACP I have a duty of care towards my client and a statutory and common law duty to safeguard vulnerable children as recognised by the Childrens Act (2004) (Jenkins, 2004). Further impacting the situation is the organisations policies regarding confidentiality and child protection, which require me to breach confidentiality and report such concerns to my line manager and make a safeguarding alert to social services. Additionally, when contracting in our initial counselling session, I explained that in circumstances of child protection and where my client or others are at risk of harm, confidentiality would be breached, which Raj agreed too, thus she was aware of this when she disclosed child abuse to me. Furthermore, if I was to breach confidentiality without Rajs consent, she would not want to continue our counselling sessions due to trust being broken. It could also seem disrespectful of Rajs choices and concerns and that I do not understand her frame of reference. Further issues to consider include the clients culture, my own morals and standpoint, what action needs to be taken to ensure a good quality of practice, the ethical, legal and professional implications for any decision made as well as considering will breaching confidentiality be for the greater good and whose interests will be met. While also considering Rajs interests and rights to be free of harm, autonomous living, justice and good quality of therapy, I must also consider the consequences for myself and my own self-respect and needs (BACP, 2010). Whose dilemma is it? It is Rajs dilemma as she is fearful of her ex-husband finding out that Aaron told her about the incident, fearing this will lead to Aaron being further abused. The decision affects Raj as I have been trusted with personal, confidential information, therefore Raj will feel neglected and betrayed if confidentiality is breached, leaving her isolated (Welfel, 2006, pp 67). Her vulnerability will further due to feelings of abandonment as presently I am her only support besides the collectivist family unit. It is also my problem as I am being asked to keep confidence despite feeling wary and uncomfortable in doing so. While I have no legal obligation to report child abuse, I have an ethical obligation to report the disclosure as I have a duty of care towards protecting a child at risk and a vulnerable adult as well as acting in the best interests of the client. Furthermore it would be morally wrong of me to not report the incident and especially if something else happens causing further harm to Aaron and/or Raj, which seems likely as the ex-husband has a history of abuse and aggressive behaviour. I will need to act quickly in order to prevent possible further harm to Aaron. Raj has specifically asked for confidentiality to be maintained, so if I breached confidentiality, this will be untrustworthy and going against my clients wishes. However, confidentiality can be breached in cases of child protection and if someone is at risk of harm; in this case Aaron. Due to Rajs vulnerability and fear resulting from domestic violence, her thought process may be irrational and anxiety provoked. As a counsellor I need to act in the best interests of my client and to protect her from harm. By breaching confidence, I do not want to create further problems for my client or do anything that will cause harm to her or her son. I have an obligation to Raj, BACP and the organisation to put my own feelings aside in order to follow the best interests of my client and what causes the least harm to her whilst also having an ethical obligation to protect Aaron against harm. In my job description, it is not stated that I will solely liable for damages; therefore, it is the organisations problem because as my employer they could face legal implications if confidentiality is breached, i.e. if Raj sued the organisation. BACP (2010) state respecting client confidentiality is a fundamental requirement for keeping trust. I am a member of the BACP so I would be going against their guidelines by breaching confidence without consent. Ethical Principles and Values, Organisation Policies and Legal Issues By law, I am required to maintain confidentiality so long as the client or anyone else is not at risk of harm and when confidentiality is assumed or requested, , I would be lying to Raj and betraying her trust and their relationship is this information was disclosed to a third party (Welfel, 2006). However, while in cases of child protection informed consent is not required due to having a statutory duty to report, I can be honest and open with Raj about what I plan on doing to ensure congruence and maintain the therapeutic relationship. There are many possible conflicts between ethical principles and the law. The law states confidentiality must be abided so long as no one is at harm, however the BACP ethical principles of justice and self-respect ensure that not only does the professional consider the clients best interest, without causing harm to themselves. However, by adhering to confidentiality about something I am morally against I would not be appropriately applying the ethical principles as entitlements for myself. While I have a main responsibility to keep Raj from harm, I also must consider the Aarons right for safety. While Raj has a human right to choice, I have an ethical and professional obligation to ensure I provide Raj with necessary information to ensure the decision made is the best possible decision for Raj and Aaron and would cause the least harm. By attending clinical supervision and line management supervision I will be able to receive guidance on dealing with dilemma, gain a differing perspective on the situation. Reflection will also help me understand the situation more clearly. Fidelity I have established an effective therapeutic relationship based on trust, congruence, safety, UPR and warmth with Raj. It would be untrustworthy of me to breach confidentiality as Raj trusts me. However as I am required by the BACP and organisation to report child protection, I will need to be honest with Raj and explain that I will need to report the incident however it would be better if she gave her consent and explaining why this matter needs to be reported. Autonomy Throughout the counselling process, I have valued Rajs autonomy through choice and offering power to make decisions within therapy. I must respect her decision by keeping her material confidential and her right to be self-governing and make choices independently without hindrance (Gillon, 1985). However by helping Raj consider the situation and consequences thoroughly, through all perspectives, she will be able to make an informed decision. By gaining informed consent I will be abiding by BACP guidelines as well as respecting my clients right to choice and accurate information and being client-centred. By explaining my ethical obligations in the contracting process and reiterating this and my requirements in safeguarding children when Raj made the disclosure, I am informing her of foreseeable conflicts as soon as possible. Beneficence Raj is vulnerable, confused, scared and distressed, therefore is it not sure if she is able to recognise her best interest. She may not be acting rationally due to her fear of her ex-husband and worry over her son. By explaining why it would be in her best interests and Aarons best interests to disclose child abuse, I am showing a commitment to promoting her well-being as well as being concrete and honest. Non-maleficence The action that would cause the least amount of harm to Raj is to make the safeguarding alert without disclosing where I gained the information. While this will limit the action social services can take against her husband and to protect her son, it will ensure that her husband will not find out that she or Aaron disclosed the abuse. If I was to not make the safeguarding alert, Raj would remain distressed and fearing for her sons safety which would cause her further emotional harm. Justice Raj has human rights to freedom and choice over her decision and the support she receives and the right to respect for private and family life, however she and Aaron have a right to prohibition of torture. The fairest decision for both Raj and Aaron is to make the safeguarding alert with informed consent. By honouring her right to information I am being fair by assisting her to make an informed decision. I am also being fair to myself in abiding by BACP ethics, the law and organisational policies. Self-Respect I am being asked to go against my own beliefs and morals as well statutory law and BACP ethical guidelines, thus conflicting with my right to beneficence, autonomy, non-maleficence, justice and my human rights. BACP state informed consent should be sought before breaching confidentiality, however the organisations policies state that clients do not need to be informed when breaching confidentiality for child protection matters, which would be dishonest of me and affect the therapeutic relationship. This causes conflicts within what is being asked of me, professionally, ethically, legally and morally what I feel is right. To work through these conflicts I attended clinical supervision and discussed the dilemma with my line manager. Possible Courses of Action As a member of the BACP I am required to maintain confidence at Rajs request. By providing a rationale as to why confidentiality needs to be breached, I could work within the boundaries of my job and BACP ethical guidelines by helping Raj to understand that this disclosure would assist in ensuring Aarons safety in the future as procedures would be put into place to prevent further harm to Aaron and a safety plan can be formed to ensure Raj is safe from harm from her ex-husband. I could explain to her that when I make the disclosure to social services, I dont have to disclose her personal details and she can remain anonymous thus her ex-husband will not know that she has reported the incident. I can also explain to social services that Aaron is at risk of further harm so procedures will be put into place to protect him should the incident be investigated. This will hopefully put Raj at ease. Raj would need to give written informed consent for me to share her information with a third p arty (Welfel, 2006), providing she is fully informed of all the facts to make that choice (Gerch and Dhomhnaill (2005). This would ensure I am abiding by the Data Protection Act (1998). By giving a rationale, offering a different perspective and accurate and necessary information, Raj will be able to make an informed decision. Raj is more likely to give me informed consent to make the disclosure if I show her that she can trust me to consider her best interests and ensure her safety as far as possible. I will allow Raj time to make up her mind, and ask questions to ensure she does not feel pressured (McLeod, 2010). The other option is to breach confidentiality without Rajs consent as a child is at risk of harm. This would mean the disclosure could be made sooner as I would not need to speak to Raj thus action to ensure Aarons safety could be taken sooner. However, in doing so I will damage the therapeutic relationship, breaking her trust and causing more psychological harm as she I would then be another person in her life whom she trusted but let her down, which will then make her more vulnerable and cause trust issues within future relationships. Furthermore, Raj could take legal action against me or the organisation (Jenkins, 2007). By choosing this course of action I will be going against BACP ethical guidelines, the organisations ethos and my own values and morals as an integrative practitioner as well as safeguarding legislations. To ensure Rajs safety I still could keep Rajs personal details confidential when making the safeguarding alert. Course of Action Having referred to the Childrens Act (1989, 2004) and its supporting guidance for safeguarding children (HM Government, 2006, 2010). I will explain to Raj that due to ethical guidelines, the organisations policies regarding child protection and statutory and common law as well as my moral duty of care towards Aaron, I need to breach confidentiality as stated in the counselling contract. I will explain to her that this safeguarding alert will assist in ensuring her sons safety in the future as there will be a record made and that social services will do whatever they can to prevent further harm to Aaron. I will explain to Raj that when I raise this alert to social services, if she prefers, I will not disclose her personal details, I will maintain her anonymity in accordance to the data protection act (1998) (Jenkins, 2007) and I will not disclose where I got this information from thus her husband will not know that she has reported the incident. However I will also explain to Raj that should she give me permission to disclose where I got this information from it will be further help as the more evidence I can provide, the better chance there is of social services acting upon the disclosure. I will explain that this is completely her choice and I will respect whatever decision she make, but I am professionally, ethically and legally required to breach confidentiality, thus enabling her to make an informed choice. Thus Raj would feel more confident and knowledgeable about her decision and she will have a choice in her decision (BMAED, 2004, pp. 74), thus respecting her autonomy and Human Rights (Bond, 2010). I will also explain that due to my respect for Raj I would like her permission to make this disclosure and to agree upon what information will be shared as well as abiding by BACP guidelines and the law. By explaining to Raj why this action must be taken, how I will ensure her and Aarons safety is maintained as much as possible and explaining each step I will take and the information to be shared, I am showing Raj that I value her and her opinion, I have her best interests at heart and that protecting Aaron and maintaining her safety is key within the work that I am doing. Ultimately I am exemplifying she can trust me and providing her with a safe environment, free from punishment. By also offering alternative perspectives such as explaining the possible consequences of not making the safeguarding alert would also allow Raj to make an informed choice (BACP, 2010). It is important that I am honest with Raj and that I give her the necessary information as this would exemplify fidelity, client autonomy, respect, and equality. I will reassure Raj that I will support her, listen to her and that as an Asian counsellor I can understand her concerns regarding family honour and confidentiality thus I will maintain her anonymity it she feels that it what she wants to do. By choosing this course of action I show that I have considered universality, publicity and justice (Bond, 2010, Gabriel and Casemore, 2010) and the ethical, legal and professional implications, whereby I am abiding by the BACP ethical framework, the organisations policies on child protection and statutory law regarding data protection, confidentiality, and child protection and safeguarding vulnerable adults. Furthermore, I have considered the consequences of this action within supervision, considering the effect on the therapeutic relationship, my own rights and legal implications if informed consent is not sought. Evaluation of the outcome The outcome was that after the fourth session, with informed consent I made a safeguarding alert whilst also maintaining Rajs anonymity, which led to social services checking on Aaron and a record being made. Raj attended a further where she reflected upon her therapeutic progress, her self-esteem and shared her decision to apply for sole custody of Aaron. I would take this action again for other clients and feel I made the right decision as I was honest, gave the necessary information, respected Rajs autonomy, beneficence, maleficence and ensured that the decision was fair for everyone involved, prevented further harm to Raj, Aaron and abided by ethical and legal guidelines (Bond, 2010, Gabriel and Casemore, 2010). Furthermore, I considered the clients culture and presenting issues which were relevant to ensuring her safety. Over all, I promoted the clients well-being and protected her from harm. Therapeutic Relationship When clients are able to see us as genuinely concerned for them, that we are not putting on a professional faà §ade, they will feel safe with us because we are reliable (Merry, 2002). By being honest about what I was intending to do and explaining I was congruent yet mindful of the clients frame of reference and experience I highlighted I was sincere in offering help. Beyond the physical scars, domestic violence has profound effects on a womens self-worth. Lewis (2003) stated an abused woman needs to regain power and control over her life by making independent choices and decisions. Carl Rogers (1951) highlighted that we all have the capacity to be fully functioning if our power is given recognition. Through a client centred approach based on respect, acceptance and choice, I helped Raj to recognise her worth and power within the therapeutic relationship and thus empowering her. Rogers core conditions (1951) encourage women to develop power from inside them in order to attain improved self-awareness and to take control. Thus by allowing Raj to take control over what was happening in therapy, I was helping her become autonomous, and take control over the choices she wanted in life, whilst also protecting her from harm and understanding her cultural needs through empathy and UPR. The increase in self-esteem would enable further self-awareness, which would later help achieve successful therapy outcomes from changes in personality and behaviour (Rogers, 1951). These points highlight that I had provided a good quality of care and maintained a good therapeutic relationship (BACP, 2010). It must be considered, it is due to the effective relationship that Raj felt comfortable to make the disclosure and through offering her power and autonomy and being honest, she felt comfortable with giving her consent as I was able to exemplify that her and Aarons safety was paramount.

Modern Witches Essay -- Witchcraft Research Papers

Modern Witches While doing research for this paper I decided to talk to some modern witches. When I informed some of my friends of this the most common remark was â€Å"Be careful!.† From these conversations it quickly became evident that most people have no idea what witches believe or even if they exist. However, almost everyone has an image of an ugly witch on a broom, who kidnaps and eats little children. Kids dress up like her during Halloween, and books like Hansel and Gretel introduce her to each new generation of children. I became interested in where all these stereotypes about witches come from and how they differ from the reality about witches and Wicca. It seems that most of the stereotypes can be traced to the Middle Ages and the time of the witch craze and the inquisition. 1. The stereotype of witches and where it comes from a. Pre-Christian Witches Although most of the stereotypes of witches can be traced to the Middle Ages, it does not mean that people during this time came up with the description of a witch without prior historical influence. In order to understand what happened during the Middle Ages to create the images of a witch that we know today, it is necessary to go back to pre-Christian times. European witchcraft during the Middle Ages was strongly influenced by beliefs in magic and sorcery from the Greco-Roman as well as Hebrew times. The Greeks had a sophisticated system of magic that was combined with witchcraft and religion. The highest level of magic was that dealing with the gods. This was the one acceptable form. The two lower levels both deal with individuals who claim to brew potions, recite incantations, or give people magical objects. These people usually sold their... ...with all the other groups that fall under the name of witchcraft. References: 1. Adler, Margot. Drawing Down the Moon. Boston: Beacon Press, 1981 2. Ankarloo, Bengt and Henningsen, Gustav. Early Modern European Witchcraft. New York: Oxford University Press, 1990. 3. Barry, Jonathan and Hester, Marianne and Roberts, Gareth. Witchcraft in Early Modern Europe. New York: Cambridge University Press, 1996. 4. Clark, Stuart. Thinking with Demons. New York: Oxford University Press, 1997. 5. Farrar, Stewart. What Witches Do. Blaine: Phoenix Publishing Inc., 1991 6. Russell, Jeffrey. A History of Witchcraft: Sorcerers, Heretics, and Pagans. New York: Themes and Hudson Inc. 1983. 7. Starhawk. The Spiral Dance. New York: Harper Collins Publisher, 1989 8. Interview with Seamus McKeon and Sandy Herrera both practicing Wiccans.

Stanlislovskis System: Concepts On Acting :: essays research papers

Stanlislovski's System: Concepts on Acting The Elements of Style, as described by Sonia More in her simplified view of the Stanlislavski System, are clear rudimentary concepts designed to help actors achieve a profound and truthful portrayal of their character on the stage through personal connection with their character. These concepts are designed as tools for the actor so that he may connect to a character or situation on the stage that he otherwise would not be able to connect with. As Sonia Moore put it, Stanlislovski knew that an actor's mind, will, and emotions must participate in the creation of a live human being on the stage. He also understood that it is impossible for people to turn their thoughts and emotions on and off as if by a switch. He also knew that no actor coming on stage without any reason for experiencing emotions would be unable to do so without some connection, or bridge, to the personal and emotional response of their character. So Stanlislovski designed tool for the actor to use to help him connect with the emotional and physical world of his character. Such concepts as The Magic If is a clear example of a tool an actor could use to connect himself the life of the character. The Magic If, simply guides the actor to ask the simple question: "What would I do if I were in my character position?" By asking this question of himself the actor can personalize the given circumstances of the character. The situation of the character becomes more personal, and the stakes much higher, because the actor has divulged some particular issues of himself into the character. Due to these particularities the actor will work out the given circumstance of the character in a much more truthful manner. Even in acting the old saying goes: "You cannot really know someone until you walk a mile in their shoes." This concept of The Magic If also plays a big part in another Element of Action -Imagination. Imagination is another tool that allows the actor to build a substantial relationship with his character by creating the very universe in which his character resides. Through this artistic imagination the actor can create the past, present, and future of the character. The actor, in essence, could play God wherein the character is concerned apart from given circumstances or the circumstances that exist within the play. This artistic imagination is being used to give thoughts and feeling to the character being portrayed by simply infusing honesty and truthfulness into the actor's performance. There are other Element's of Actions that guide the actor to form