Benefits of Positive Relationships in Childcare Setting

Benefits of Positive Relationships in Childcare Setting Farah Rehman 1. Recognise how positive relationships promote children’s- well -being Building positive relationships with young children is an essential task and a foundational component of good teaching. All children grow and thrive in the context of close and dependable relationships that provide love and nurturance, security, and responsive interactions. A positive adult-child relationship built on trust, understanding, and caring will foster children’s cooperation and motivation and increase their positive outcomes at school (Webster-Stratton, 1999). Good. In a review of empirically derived risk and protective factors associated with academic and behavioural problems at the beginning of school, Huffman et al. 2000) identified that having a positive preschool experience and a warm and open relationship with their teacher or child care provider are important protective factors for young children. These protective factors operate to produce direct, ameliorative effects for children in at-risk situations (Luthar, 1993). Next, we describe some of the key ingred ients for relationship building. In order for adults to build meaningful positive relationships with children, it is essential to gain a thorough understanding of children’s preferences, interests, background, and culture. For very young children and children with special needs, this information is most often accessed by observing what children do and by speaking directly to parents and other caregivers. With this information, adults can ensure that their play with children is fun, that the content of their conversations is relevant, and those they communicate respect for children’s origins. Whenever possible, this kind of information exchange should be as reciprocal as possible. That is, adults should be sharing their own interests, likes, backgrounds, and origins with children as well. Good. Practical Strategies for Building Positive Relationships †¢ Distribute interest surveys that parents fill out about their child †¢ Greet every child at the door by name †¢ Follow a child’s lead during play †¢ Have a conversation over snack †¢ Conduct home visits †¢ Listen to a child’s ideas and stories and be an appreciative audience †¢ Send positive notes home †¢ Provide praise and encouragement †¢ Share information about yourself and find something in common with the child †¢ Ask children to bring in family photos and give them an opportunity to share it with you and their peers †¢ Post children’s work †¢ Have a â€Å"Star† of the week who brings in special things from home and gets to share them during circle time †¢ Acknowledge a child’s effort †¢ Give compliments liberally †¢ Call a child’s parents to say what a great day she or he having in front of the child †¢ Find out what a child’s favourite book is and read it to the whole class †¢ Have sharing days †¢ Make â€Å"all about me† books and share them at circle time †¢ Write all of the special things about A child on a T-shirt and let him or her wear it †¢ Play a game with a child †¢ Play outside with a child †¢ Ride the bus with a child †¢ Go to an extracurricular activity with the child †¢ Learn a child’s home language †¢ Give hugs, high fives, and thumbs up for accomplishing tasks †¢ Hold a child’s hand †¢ Call a child after a bad day and say â€Å"I’m sorry we had a bad day today – I know tomorrow is going to be better!† †¢ Tell a child how much he or she was missed Some useful techniques that can be applied. Although this knowledge is good, I would have liked you to focus more on the benefits to children of different types of relationships, such as friendships etc. 2. Analyse the importance of the key worker system for children â€Å"Key Worker†. The â€Å"Key Person† role is to build positive relationships with particular children, and work closely with the families of those children. The term â€Å"Key Worker† refers to a role which involves communicating with different professionals to ensure that services coordinate and to work at a more systemic, strategic level within nurseries (Elfer, Goldschmied Selleck, 2005). The â€Å"Key Person† role is the focus of this particular study. The current government guidance on the role of the Key Person seems to place great weight on attachment theory as a driving point for the development of positive relationships in the Early Years. It is important to note that this research does not seek to examine different â€Å"attachment types†. Rather, it seeks to understand the adults’ perceptions of their roles in Early Years settings and the ways in which they ensure positive experiences for their key children. However, attachment theory, as the theoretical foundations of this study, cannot be ignored. John Bowlby’s (1969) theory of infant attachment sought to understand the relationships between infants and their caregivers. Further developments through Bell and Ainsworth’s (1970) Strange Situation led to the identification of attachment types, and a plethora of studies researching the relationships between these types and a child’s future development. Recognition of the impact of early attac hments on outcomes for children as they develop is well established as noted by Thompson (2008). Thompson looks at factors most directly associated with Bowlby’s original ideas, for example; relationship functioning, emotional regulation and social-cognitive capabilities. The conclusion is that the literature continues to support the argument that children labelled as ‘securely attached’ experience more positive outcomes in many areas. Thompson notes that the reasons behind this are not clear, though he draws attention to the literature which suggests sensitivity is an important factor. This may be quite relevant to understanding the relationships between Key Persons and children in Early Years settings, as the Key Person’s sensitivity to the child’s needs may be paramount to the dynamics of their relationship. Current guidance and the EYFS Good points highlighted above and relevant link made to attachment theory. As mentioned previously, attachment theory appears to have had a rather significant impact on current guidance, policies and practice with children and young people (Slater, 2007). It is also integral to the work of agencies such as Sure Start and social care. In order to understand what some practitioners may already know, it seems important to review some of the guidance that the government provides for early education settings. The Department for Education have recently changed the information on their website; however, following a recent consultation on the EYFS, there does not seem to be any indication of significant change to the Key Person role. Information previously available stated that: †¢ â€Å"A Key Person helps the baby or child to become familiar with the setting and To feel confident and safe within it. †¢ A Key Person develops a genuine bond with children and offers a settled, Close relationship. †¢ When children feel happy and secure in this way they are confident to explore and to try out new things. †¢ Even when children are older and can hold special people in mind for longer there is still a need for them to have a Key Person to depend on in the setting, such as their teacher or a teaching assistant.† – These guidelines came under the â€Å"Positive Relationships† principle, and whilst online access to this has now been archived, the translation of these points in to practice formed the initial focus of this piece of research. Due to this, they have remained within this paper. 3) Explain the benefits of building positive partnership with parents for children’s learning and development. When staff shares positive bonds with children’s families, it helps the staff feel more connected, valued, rewarded and appreciated. Staff can more easily respond to children’s needs by understanding a child’s relationship with their parents, carers and siblings. Staff can also develop a deeper understanding of how each family would like their child to be raised. Having a ‘bigger picture’ of a child’s world allows staff to relate to children in a way that makes them feel understood which then strengthens relationships. Relationships and partnerships assist staff feel confident and satisfied in their role of supporting the child and their development. Good points. Mutual benefits of partnerships Working together can help families and staff trust one another and communicate openly. When information is shared, families and staff are able to gain a deeper understanding of: how to work together to support children children’s behaviour at home and at the early childhood service the most effective ways to support children’s learning what children enjoy and what their strengths are resources for addressing children’s difficulties. Interacting within a partnership helps Families and staff: feel welcome, respected and valued feel comfortable, confident and supported in their roles feel a sense of satisfaction from the trust others place in them work through differences, allowing adults to continue working together to support children benefit from the resources, ideas and energy that others provide benefit from shared decision-making see things from other people’s perspective develop strong connections with children 9) feel a sense of satisfaction when children explore, learn and develop their skills 10) have more opportunities to discuss child development Babies and young children learn to be strong and independent through loving and secure relationships with parents and carers and other family members such as grandparents. When children are looked after outside the home they can develop security and independence through having a key person to care for them. Children’s learning is helped when they feel safe and secure and when their parents and the people in settings they attend work together to ensure that the child’s needs are met. A key person such as a child minder provides a reassuring link with home so that children can cope with being separated from the special people in their lives. Attachments are the emotional bonds that are made between young children, their parents and other cares such as the Key Person. All of these important people have a special role to play in providing the right kind of environment for children where they will flourish. Environments are not just physical spaces because they are the atmosphere created through warm and caring relationships, where children are respected and valued and their well-being comes before anything else. In these environments children’s voices are listened to and they thrive socially and emotionally. Describe how to develop positive relationships within the early years setting, making reference to principles of effective communication Effective communication with both children and parents are very important in order to develop positive relationships. Children who feel valued and who enjoy being with you will respond better. Due to this, they are likely to enjoy playing and learning and are more likely to behave well. The basis of forming a relationship with children is to consider what their needs may be and to adapt the way in which you work to meet these needs. It is important to recognise if children have any difficulties in communication. There are many types of difficulties that need to be recognized: Speech and language delay Dyspraxia Muscle weakness or deformity Emotional problems Ear infection Expressive difficulties Receptive difficulties Stuttering Children who have difficulties in communication should be supported. The practioner should: Be patient Allow children time and space in which to speak Do not talk over children Do not speak for the child Do not interrupt the child Consider using pictures for children so they can communicate their needs.

Exploitation Of Conflict Minerals In The Congo Politics Essay

Exploitation Of Conflict Minerals In The Congo Politics Essay The Democratic Republic of the Congo, once a European colony relinquished for its vast amount of raw minerals, gained independence in 1960 from France and has for more than twelve years suffered from continuous civil war over the distribution and control of said resources. Moreover, violence has become so deadly in this region, from forced labor, torture, recruitment of child soldiers, extortion, and killings by armed groups to oppress and control civilians, that it has been regarded as being the .deadliest conflicts globally since World War II. (Prendergast, 2009) Scholar Michael Niemann (2007) reported that Corrupt national and local government, various rebel movements, and governments and armed forces of Rwanda, Uganda, and Zimbabwe, and, to a lesser extent, Angola, Namibia, and Chad all conspire for one thing- to profit from the mineral and other wealth in various resource enriched areas of the country (p. 25). One of these minerals includes Columbite-tantalite coltan for short one of the worlds most sought-after materials; the refinement of coltan leads to a highly heat-resistant metal powder called tantalum. This powder can sell for $100 a pound, and slowly is becoming increasingly vital to modern life. For the high-tech industry, tantalum is magic dust, a key component in everything from mobile phones made by Nokia and Ericsson and computer chips from Intel to Sony stereos and VCRs. (Essick, 2001) Mineral conflict in the Congo is not only a national concern but an international one as well, as most consumers of products that use the minerals exploited from the Congo live outside the country. Prendergast (2009) reported, Consumers in the United States, Europe, and Asia are the ultimate end-users of these conflict minerals, as they inadvertently fuel the war through purchases of these electronics products. Consequently, many people are directly connected to this issue as they are part of a group that legitimatize and unintentionally spur such conflict. Thus, it is important to appreciate the gross antiquity the consumer of the final product sanctions and endorses by virtue of the use of certain products that may contain coltan. In addition to this, this is relevant to Canadas relationship with the Third World because Canadians are a large group of this consumer population. Three important areas of discussion in regards to Congolesian conflict mineral development are: the country s struggle to establish viable states on the ruins of repressive colonial states and how this relates to internal maintenance of socio-economic hierarchy, the related role of a paltry economy, and mineral industrialization in regards to globalization and the role of national and international governments. The goal of this paper will be to outline, within the realm of these three subtopics, the national and international shortcomings/ hindrances and adverse progressions to reduce current mineral conflict in the Congo. Despite frequently promoting colonization as a key contributor to developmental regression, professional and scholarly literature on Congolesian conflict often varies in regards to what particular element of Congolesian culture is most reflective of such regression. (Economic standing, political makeup, etc.) Scholar Michael Niemanns (2007) journal War Making and State Making In Central Africa, specifically concentrates on critically analyzing the concept of the African failed state, recognizing the Western bias inherently stemming from the dominance of colonial powers. Niemann (2007) advocated for a governmental space where . alternative forms of rule and political community can be explored, forms that have a longer staying power than the mostly failed attempts to create the veneer of a liberal democracy which the palimpsest of the repressive colonial state remains visible. (p. 23). Niemann also and most importantly affirms a principle of sovereignty in Congolesian government that w as not only clearly apparent under colonial rule, but also continuously apparent in modern Congolesian government as well (p. 27). This particular issue of modern Congolesian rule as a means of mineral conflict hindrance can best be understood with reference to internal maintenance of socio-economic hierarchy as it relates to colonial legacy. Both Niemann and scholar Severine Autesserre (2009) indicated the influence of the national and local elite. Niemann presented a specific argument: the process of class formation on the continent is incomplete[and].. African states tend to be repressive, rather than hegemonic, but nevertheless fully functioning for the purposes of the class alliance in power. (p. 26) He reported that Efficiency. is not a necessary prerequisite for a functioning state..[and] stresses that the African role in the global system is not one of marginalization or dependence, but one of extraversion, through which elites have long constructed external relations to strengthen their power within their own spheres. (p. 26) Consequently, Niemann concluded that although these relations have proven asym metrical, it does not detract from the fact that they worked well for Congolesian elites. Complimentary to this notion, Jackson (2002) also indicated the prominence of the elite minority in the form of corrupt government when he reported the government of the Democratic Republic of the Congo.exploit minerals and other resources through stealing stockpiles, entering into agreements with transnational corporations to produce, procure and sell these resources in a global market (p 519). Thus, colonial legacy which is reflective and extended in socio-economic hierarchy according to Niemann and Jackson, proves to be an integral part in both understanding and unpacking the issue of mineral conflict in the Congo. Moreover, in order to begin to understand the upkeep and maintenance of such conflict, it would appear critical to first understand the legacy colonial rule has left on the make-up of national and local Congolesian elites. Furthermore, as Niemann points out, it is difficult not on ly to apply liberal democracy to Congolesian government and recognize it either as a veneer or perhaps even a solution, without first considering the impact and legacy colonialism has left on the political makeup of the country. Similar to Niemanns point on colonial rule, Stephen Jacksons (2002) journal Making a Killing: Criminality Coping in Kivu War Economy spoke of the Congos lucrative economy based on artisanal mining of tantalum ore, highlighting a radical mutation of livelihood strategies responding to an economy profoundly destroyed by colonial and post-colonial neglect and greed. (p. 517) Both scholars articulate the legacy of colonial rule , so to speak, but also focus their research on separate cohesive hindrances on conflict reduction. While Niemann highlighted the importance and withstanding failure of developing political rule separate from Western idealized liberal democracy, Jackson focused his research on the recurring danger of the paltry and dependent Congolesian economy. Noteworthy scholar Carol B. Thompsons journal US Trade with Africa: African Growth Opportunity also provides sufficient economic reasoning in cohesion with colonial legacy. Thompson (2004) reported that the Congos expor ts are non-processed minerals and agricultural products. Although the countries are now independent, their exports remain colonial products. (p. 458) In his writing, Thompson also provided a remark by President Joquim Chissano of Mozambique that, although not specific to the Congo, articulates the role colonialism has had and continues to have in various African countries economy: .circumstances have confined us to act as producers of raw materials and unprocessed goods for export to the rich countries of the North. While we are passed to open upon countries and streamline our methods of doing international business, so that the global economy may sink roots, invisible barriers are still making it difficult for us to access resources. (Thompson, 458) Both Thompson and Jackson do an effective job of explaining the impact that colonial rule has had both implicitly and explicitly on the economy of the Congo. This is further proven in the United Nations Human Development Report (2003) that stated that Africas share in the world fell from about 6 percent in 1980 to 2 percent in 2002, and its share of world imports from about 4.6 percent in 1980 to 2.1 percent in 2002. (p.ii) The report also went on to state that subsequently Africas heavy dependence on primary commodities as a source of export earnings has meant that the continent remains vulnerable to the vagaries of the market and weather conditions. (Economic Development in Africa: Issues on Africas Trade Performance, 2003, p.ii). Similarly, the Congo, once officially a colony of France, was exploited primarily for its raw mineral wealth. Today, although technically an independent country, the Congo remains highly dependent on raw minerals, coltan in particular. It is this heavy re liance that enables not only economic instability but also related conflict (Jackson, 2002). Furthermore, it is also important to contextualize the financial situation of the Congo in order to better understand, in detail, any economic hindrance on reducing mineral conflict. In recent years, because of the pressure of declining oil prices, the depreciation of the dollar, and burdensome debt service, the Government of the Congo has been forced to adopt austere financial measures. After slashing its 1986 budget by 40 percent, the government entered into a Stand-By Agreement with the IMF which made possible the rescheduling of Congos then $1 billion in foreign debt. (Congo: U.S. goods are extremely competitive here right now,1998) A subsequent Paris Club rescheduling, debt relief granted by commercial banks, and World Bank structural adjustment also helped avert what would have otherwise been a large capital-account deficit. (Congo: U.S. goods are extremely competitive here right now,1998) Production in the forestry sector has gradually increased due to improvements in the tran sportation system and the opening up of new concessions in the north. (Congo: U.S. goods are extremely competitive here right now,1998) Consequently, such information is, although brief, critical in establishing sound understanding of further encumbrance on the reduction of Congolesian mineral conflict with respect to economic instability. Closely related to discussions of the implication of colonization on the Congolesian economy, are ones involving the exploitive effects of mineral industrialization and globalization on African states and the role of national and international governments to curb such behavior. As the countries of the world increase their interdependence and co-relation, African states, including the Congo, are not only forced to deal with establishing themselves on the ruins of repressive colonial state, but simultaneously adapt to increasingly globalized, and thus changing markets. The success and adverse hindrances as a result of this, will be explored in the following few paragraphs. Most scholarly and professional literature recognize the direct role that exploitation of conflict mineral in the Congo has played in the onset and preservation of warfare, (Niemann; Collier, 2003; Prendergast, 2009; Global Witness Limited, 2009) though provide various explanations to suggest the role globalization has had in the conflict. P. Collier of the World Bank reported in a policy report that, in a cross-national statistical analysis of civil war onset in 161 countries since 1960, the extent of primary commodity exports is the strongest single influence on the risk of conflict (2000, p. 10). By way of explanation, he argues that primary commodity dependence creates better opportunities to finance rebel groups which in turn enable rebellion. Niemann (2007) explicitly spoke of globalization and Transnational Corporations when he stated that cell phones have revolutionized the way we communicate, but in Central Africa their biggest legacy is war. Nearly 3 million people have die d in Congoover coltan in the conflict that is really over natural resources sought by foreign corporations (p.39). Essick (2001) similarly indicates that the demand for tantalum took off with the boom of high-tech products and with it a new sinister market began flourishing in the Democratic Republic of Congo. (para. 3). Despite providing context for why globalization does in fact take place, Global Witness Limited is the only source that provided framework to explicitly suggest why corporations have not sanctioned or cut their ties from mineral conflict. Global Witness Limited (2009) reported on the trading houses based in Goma and Bukavu that buy, sell and export minerals produced by or benefiting the warring parties and how houses are officially censed and registered with the Congolese government act as a cover for laundering minerals which are fuelling the conflict. (p. 7) Global Witness Limited focused on how these companies sell the minerals on to a range of processing and man ufacturing companies, including firms in the electronics industry. (p. 8) Global Witness Limited also reported on the difficulty and lack of initiative from corporations and governments to regulate chain minerals. In the following few paragraphs international and subsequently national, initiative will be explored. One of the most pronounced hindrances on the reduction of mineral conflict in the Congo is the national governments failure to address the role of Rwanda as a channel and trading post for the products which benefit the warring parties of the Congo. Global Witness Limited reports indicated this point, as well as that In theory, Rwandan customs officials check the paperwork accompanying all consignments from the Congo, but the government has not been pro-active in delving deeper into the origins of the minerals transported across the border.. (p. 71) As well, Global Witness Limited also stated that neither the Rwandan government nor mineral trading companies operating in Rwanda are conducting due diligence to ensure that trade is not benefitting any Congolesian warring parties. (p. 71) Thus, from the Global Witness Limited report, it would seem that a major encumbrance on the reduction of national mineral conflict stem from the ease with which such minerals can cross the border into Rw anda; something that is helping to fuel the conflict. Adversely, progression in the reduction of mineral conflict seems to have been made with regards to national governmental initiatives within the country itself as of 2010. Although the Global Witness report indicated a lack of government corresponding action, this report was issued in 2009 and obviously does not address the most current initiatives of the government. According to the 2009 report, Neither of the two main initiatives launched in late 2007 the Nairobi communiquà © of and the Amani Programme arising from the Goma agreement-including concrete actions to stop the involvement of the warring parties in the natural resource trade. (p. 77) However according to Africa Research Bulletin: Political, Social and Cultural Series (2010) the government of the Congo has suspended all mining operations in three eastern provinces, North Kivu, South Kivu and Maniema on the border with Uganda, Rwanda and Burundiafter the United States threatened new legislation to ensure stricter contro ls to ensure DR Congos minerals were obtained legally. (para. 1). It was also reported in the article that as of September of the same year, Congos armed forces had recaptured the coltan specifically in Walikale, a town torn by over 15 years of mineral conflict. (Democratic Republic of Congo: Enyele Attack, 2010). Subsequently, national governmental initiatives by virtue of such suspensions, seem to be progressive in absolving some mineral conflict within the country. With specific respect to the countrys struggle to establish viable states on the ruins of repressive colonial states and how this relates to internal maintenance of socio-economic hierarchy, the related role of a paltry economy, and mineral industrialization in regards to globalization and the role of national and international governments, mineral conflict complexity in the Congo has been explored. Though scholars and academics vary in their research according to different enablers of such mineral conflict, from political instability to economic condition, all seem to agree to some degree the importance of historically contextualizing the conflict. For example, political instability and maintenance of socio-economic hierarchy are not merely a static political or social reality of Congo, but the by-product of over a hundred years of instilled and exploitative colonial rule. Moreover, as much as mineral conflict is harmful in itself, it is important to recognize that by virtue of colo nial legacy that has created socio-economic hierarchy, there are still those that benefit from the exploitive behavior and subsequent mineral conflict. Similarly, economic conditions of the Congo also must be understood with reference to colonial rule of the past, as well as current exploitive behavior of rich countries on developing countries primary commodified economies of the present. Again, industrialization of mineral resources in the Congo and national and international government initiatives, or lack of, must be understood with reference to historical power relations. There is a high demand for coltan as the consumer population of technologies that use this precise metal grows. However as this demand grows, it would appear that companies have capitalized on historical power relations to exploit countries like the Congo with little regard to things like labor conditions and rebel control. Although there has been some progression in the way of conflict mineral reduction, it wo uld appear that there are still many hindrances that need to be first addressed in order to continue this progression. Canadian consumers must recognize not only the existence of mineral conflict, but also appreciate how their purchases fuel directly such conflict and endorse exploitive behavior. The next step in reduction of mineral conflict in the Congo after this recognition is to recognize the historically relevant legacy of colonialism that continues to be reflective in elements such as national financial condition and political stability. Once this occurs, it is then important to start asking questions. Is it possible to reconfigure socio-economic hierarchy in the Congo that has prevailed with the help of paternal countries for over a hundred years? Is it possible to screen mineral trade and purchase without greatly stalling and bruising the mineral dependent economy of the Congo? There are many enabling factors that contribute to mineral conflict in the Congo and there are a number of related issues that much be recognized and absolved before real progression can take place. The most important element however remains the same, this is not merely an international conflict that is the by-product of something inherently Congolesian, but the result of international exploitive and historical behavior.

General George Patton :: Free Essays

General George Patton was one of the most colorful Gen.s of the Second World War which inturn gave him the nickname â€Å"old blood and guts† (Patton history channel).In this paper I will show you the many interesting fact a bout Patton. George Patton was born in San Gabriel in California in the year 1885 He was educated â€Å"at the U.S. Military Academy†(Patton,George Smith Encarta).In 1909 at his graduation â€Å"he was commissioned as a second lieutenant†(Patton,George ENCARTA 1of 1) In 1917 he served as â€Å"aide-e-camp to the American general John Pershing On Pershings expedition to Mexico†(Patton Encarta 1 of 1). However,in France during WWI Patton opened a â€Å" tank training school and commanded a Tank brigades†(Patton, ENCARTRA 1 of 1). In ’42 & ’43 he commanded U.S. forces in â€Å"Morocco, Tunisia,and Sicily†(Patton ENCARTA 1 of 1).In that company there is a â€Å"notorious incident in which the hot-tempered general slapped a soldier suffering from battle fatigue detracted from his [ Military] record†(history channel 1of 1). Here are some fameist quotes from Patton (Dans Quote Page Patton ) ------------------------------------------------------------------------ "Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity." -General George S. Patton "Watch what people are cynical about, and one can often discover what they lack." -General George S. Patton "Do your damnedest in an ostentatious manner all the time." -General George S. Patton "Success is how high you bounce when you hit bottom." -Genreal George S. Patton "Lead me, follow me, or get out of my way." -General George S. Patton "Courage is fear holding on a minute longer." -Genreal George S. Patton These quotes came from DANS QUOTE PAGE (THANKS DAN). In early ’44 he was given command of the famous Third Army. His â€Å"controversial †¦ outspokenness ,uncompromising standards, and aggressive combat strategy, he played a key role in the headlong Allied armored thrust to Germany. Patton is best know for his

Are Physician-Assisted Suicide and Euthanasia Ethical? Essay -- Euthan

Is Euthanasia Ethical?        Ã‚  Ã‚  Ã‚  Ã‚   Euthanasia is one of the most acute and uncomfortable contemporary problems in medical ethics.   Is Euthanasia Ethical?   The case for euthanasia rests on one main fundamental moral principle: mercy.      Ã‚  Ã‚  Ã‚  Ã‚   It is not a new issue; euthanasia has been discussed-and practised-in both Eastern and Western cultures from the earliest historical times to the present.   But because of medicine's new technological capacities to extend   life, the problem is much more pressing than it has in the past, and both the discussion and practice of euthanasia are more widespread.      Ã‚  Ã‚  Ã‚  Ã‚   Euthanasia is a way of granting mercy-both by direct killing and by letting the person die.   This principle of mercy establishes two component duties: 1. the duty not to cause further pain or suffering; and 2. the duty to act to end pain or suffering already occurring. Under the first of these, for a physician or other caregiver to extend mercy to a suffering patient may mean to refrain from procedures that cause further suffering-provided, of course, that the treatment offers the patient no overriding benefits.   The physician must refrain from ordering painful tests, therapies, or surgical procedures when they cannot alleviate suffering or contribute to a patient's improvement or cure. Perhaps the most familiar contemporary medical example is the treatment of burn victims when survival is unprecedented; if with the treatments or without them the chances of the patient's survival is nil, mercy requires the physician not to impose the debridement treatments , which are excruciatingly painful, when they can provide the patie... ...rom inattention, malevence, fears of addiction, or divergent priorities in resources.      Ã‚  Ã‚  Ã‚  Ã‚   In all of these cases, of course, the patient can be sedated into unconsciousness; this does indeed end the pain.   But in respect of the patient's experience, this is tantamount to causing death: the patient has no further conscious experience and thus can achieve no goods, experience no significant communication, satisfy no goals.   Furthermore, adequate sedation, by depressing respiratory function, may hasten death.   Though it is always technically possible to achieve relief from pain, at least when the appropriate resources are available, the price may be functionally and practically equivalent, at least from the patient's point of view, to death.   And this, of course, is just what the issue of euthanasia is about.

The Knight´s Yeoman Essay -- Knight Yeoman Essays

The Knight ´s Yeoman He was born in a castle sometime during the twelfth century. It was the same castle that his father and grandfather before him had been born and lived in all their lives. The estate was magnificent and completely self-sustaining. The grounds around the main citadel stretched for miles and included vineyards and farmland as well as fields for cattle and sheep. A small freshwater lake nearby fed several streams which supplied water to the manor house and provided for irrigation. Only a few miles away on the coast was a harbor which attracted trading ships from all around Europe. The castle itself was enormous and could house hundreds in complete comfort and security. Outer walls had been constructed one hundred feet high and twelve feet thick to withstand the fiercest of sieges. Inside the barbicans, however, these same walls were covered with luxurious handmade tapestries depicting scenes of everyday life to maintain the warmth dispersed by the many fireplaces within. Overall the stru cture rivaled in opulence and fortifications the palaces possessed by the wealthiest and most powerful of kings. Unfortunately, it wasn't his castle, nor would it ever be. He entered the world with a particular status in life. Unless misfortune befell him, he would leave the world as an old man just as he had entered it, a yeoman in servitude to a knight of the realm. The yeoman's education came as an apprenticeship in a trade. Only royalty or those destined for the church ever learned to read or write. There would never be any choice for what profession or for what goals one might wish to achieve. One simply did whatever one was born into doing. There was a rigid caste system to follow, and so in the steps of his father and grandfather, he learned the art of being a woodsman. From the earliest moments of his life, the yeoman spent his youth serving the needs of the woods surrounding the estate learning how to use every element of the forest. Whether it was cultivating wood for carpentry, or studying the migratory habits of game animals, he learned to survive and exist under the trees. There would be no other teachers for him other than his father and the older apprentices also in servitude. The apprentices would sometimes spend weeks and even months in the surrounding forests. Living in shelters made from branches and wearing clothes fabricated f... ...th life and battle and had little respect for the ways of chivalry. His first love was for women, and he cared little for devotion to either God or the kingdom. On many occasions long into the night before a battle when time should have been spent praying for divine protection, he was found in the arms of a woman. He had been lucky so far that his recklessness had not gotten him killed or captured. Nevertheless, all this was of little concern to him, he was young and handsome and felt that he had a world of women to conquer. Chaucer in describing the lusty bachelor stated that: "So hote he loved that by nightertale. He slepte namore than dooth a nightingale" And so it came to pass one spring that upon returning from a winter campaign, the knight felt it an opportune time to take his son on a pilgrimage to visit the shrine of St. Thomas Becket at Canterbury. It would be both an opportunity for them to express their sincere devotion to God as well as spend some pleasurable time together. They would spend several weeks on the road and so again the yeoman was conscripted as their servant. He would act as their valet as he watched over them while they traveled along the road.

Independent Employer Essay

An independent contractor is the worker whose taxes are not withheld or paid by the employer. Joshua is an independent contractor not an employee. Elements such as behavioral, financial and type of employment relationship will help us in determining who Joshua is. First, the Ark Bark has no full control over what Joshua does. This is evident from the point that he still deals with the other business enterprises as the sales person and even the VP of the company Fred Flood accepts the fact the Joshua makes his own decisions about his work in the company. Schneir and James (1999) view a person whose duties are not controlled by the company as an independent contractor. Dealing with the financial issue, we can vividly see that the business aspects of Joshua’s job are not fully controlled by the Ark Bark. Though, there is a bit of confusion in this area because Ark Bark chipped in to foot the travel expenses, business cards among others. These are just minor expenses. If he was an employee, he could have not incurred the greater business expenses, instead the employer could. The type of employment relationship also confirms that Joshua is an independent contractor. First there is no written contract for the contract between the two parties. Broadhurst Emily holds that, even though one can enter into a contract with the employee even minus a written document, it is mandatory that the person be provided with the staff handbook. Joshua’s claim that he was still winding up with the former companies was illogical for an employee. For one to be an employee, the contract between the employee and the employer is never gradual. Therefore, the fact that he accepted the contract while still holding onto the other jobs indicates that he was an independent contractor, who is not under any obligation of Ark Bark. What the company could do to make Joshua an independent contractor. If the company had an intention of making Joshua an independent contractor, they ought to have laid a better business contract for him. It was the duty of the company to keep to the employment Act of 1963 (passed in 1972 Act). This Act defines employees must be given written evidence on the major issues related to terms of employment, this include the mode of payment. This could have saved the controversies erupting over with the $2,500 was a salary or commission The company could as well fill the form SS-8 (PDF) with IRS to be certain about the work status of Joshua for the purposes of taxation. According to Barry and Jeffrey (1992), the form critically reviews the workers status based on the circumstances of employment. It was unnecessary for the company to provide other services like paying for printed stationery and business cards and travel expenses, when they intended to make him an independent contractor. Doing this creates some confusion since for an independent contractor; the company should not provide any tool of operation for the worker. This kind of confusion is tackled in Philip Inman’s (1999) scheme regarding payment between contractors and the employers. Are there ethical issues in the company’s action? No, there are no ethical issues involved. The way the company is trying to treat the man is unethical, according George Richard’s (1999) opinion on business ethics, even if the contract was made orally, it was better for the business to provide a staff handbook or any other written material indicating the terms of employment. The company breached law of a fair employment contract. Actually, if the intention of the company was to have Joshua as an independent contractor, what was the need of terminating his services when he claimed that he was winding down his links with the former companies? This is ethically unaccepted because it leads to harassment. According to Bowie, Norma (1999), business should not be accompanied with harassment. It is not very clear that why Joshua was terminated. But the obvious reason is due to the poor relationship between him and the company. Broadhurst Emily (2005) argues that such an act is unlawful since the law provides protection against unfair dismissal. Other than terminating his services, the company could have embarked on solving grievances at the work place as described by Broadhurst Emily. This could better their relationship instead. Is there room to alter the relationship? Yes there is room to make things different, but very limited. I say very limited because, Joshua is already out of Ark Bark company. If he was still a worker in the company, the company could simply revise the relationship bit, translate the contract in writing and forward details to the IRS. This could justify whether Joshua is an independent contractor or not. At the same time, I say that there is limited room since there are no legal issues preventing Joshua from re-applying to be an employer of the company. The success or failure of the re-union lies with the two parties.

Sex Ed Reduces Teen Pregnancy

We have all heard it, parents, teachers, and students, gossiping about the latest young girl to become pregnant in high school. They make comments like, â€Å"What was she thinking† or â€Å"Her parents must be so disappointed. † Did anyone question if she had been properly educated on the risks of sexual activity or if she had been provided with medically correct information? No one stops to think about the big picture; instead they choose to be judgmental and critical of other’s decision-making skills, or lack thereof. That’s where sexual education comes in. Teenage pregnancy, along with sex education continues to be a highly controversial subject, especially with regards to when and where it should be taught. Much of the debate comes from the two types of education, abstinence-only or comprehensive, also known as abstinence-plus. Abstinence-only education promotes sexual abstinence until marriage, leaving out crucial topics like birth control and condoms. A comprehensive curriculum includes education on the use of contraceptives while maintaining a basis of abstinence. Although there has been a steady decline in the United States teen birth rate, it remains higher than many other developed countries. Statistics show that sexually active teens in the United States are less likely to use varying forms of contraception and are more likely to become pregnant, than those of other equal nations (Rubin). Partially to blame is the United States government, which supports the abstinence-only approach; therefore, most schools are not required to teach subject matter that surpasses that concept (Stanger). Media, although equally controversial, can play a vital role in opening the door for parents to engage in conversation with their children. According to Rachel Canter, executive director of Mississippi First, â€Å"An effective, comprehensive sex education program starts with a base of abstinence but includes medically accurate information about contraception and health† (Pettus). The research is proven; comprehensive sex education reduces teenage pregnancy. Not only are most schools lacking in the information that is covered in their curriculums, some are providing medically incorrect information to students. A recent report revealed that 30% of schools instruct that birth control does not prevent pregnancy (Rubin). In 2009, a lawsuit was filed against a Fresno county school district in California for violating state law by only teaching about abstinence, and for using textbooks that were not in compliance with that law, which requires medically accurate information be taught, along with methods to prevent pregnancy and diseases. With one of the highest teenage pregnancy rates in California, parents were compelled to do something to protect their children (Watanabe). According to a recent survey, more than half of adults questioned feel that federally funded programs should offer more education about contraception and three-quarters of those wish education included information about both abstinence and contraception (Teens). If statistics prove that abstinence education is ineffective at preventing pregnancy and most adults are on board with a more comprehensive approach, maybe lawmakers should take that information into account when developing policies about sex education. A step in that direction would be requiring that curriculums include a more comprehensive style. Abstinence-only programs tend to leave out valuable information such as contraception, which some believe sends the wrong message to students (Stanger). Although abstinence programs play an important role in comprehensive education, there is little evidence to support that these curriculum alone help reduce teenage pregnancy. According to Lisa Wirthman, a Denver journalist, â€Å"By trying to scare and shame kids and withholding critical health information, abstinence-only programs treat teens like toddlers† (Wirthman). A report released this year by the Centers for Disease Control reveals that nearly 50% of pregnant teenagers denied using contraception. Furthermore, 30% were under the impression that they could not get pregnant, while others simply â€Å"misunderstood how one gets pregnant and the risk of becoming pregnant after unprotected intercourse† (Brakman). Therefore, it can be concluded that many young people are under informed about their sexual health and lack proper decision making skills regarding their sexual behaviors. Studies show that states that support the abstinence-only approach to sex education tend to have higher teenage pregnancy and birth rates as compared to those who support a more comprehensive approach. Nevada, having one of the highest teenage pregnancy rates in the nation, does not mandate that contraceptive methods and condom use be included in their curriculum (Stanger). Likely, if it is not required, most schools will not cover such aspects in its studies. The majority of supporters of these programs do not acknowledge that many students will become sexually active during their teenage years. It is inevitable that teenagers are going to have sex, choosing to ignore that fact by not teaching them the proper methods to protect themselves is negligent. Abstinence-only education fails at teaching students many important aspects of sexual health. Those included are, sexually transmitted diseases, pregnancy prevention and contraception. Much of the information provided in these programs is misleading and medically inaccurate, leaving students uninformed and at risk (Watanabe). The typical abstinence curriculum lectures that the only way to prevent pregnancy and sexually transmitted diseases is to â€Å"abstain† from such behaviors that may result in either of the two. While this is truthful, little to no information is provided to students about how to protect themselves if they choose to participate in these activities, leaving them at high risk for unplanned pregnancy. . According to Congress, it was found that abstinence-only programs provide misconceptions of reproductive health and a lack of proper decision-making tools, therefore, promoting irresponsible behavior (Stanger). A study by The National Campaign to Prevent Teen and Unplanned Pregnancy shows that nearly 8 out of 10 teenagers believe they are properly informed on how to prevent pregnancy, yet confess to knowing hardly anything at all about contraception and condoms (Teens). As statistics like this show, young people are, in general, naive about many aspects of their sexual health and require a more all-encompassing education to be able to make appropriate decisions regarding their sexual wellbeing. A common misconception about ‘sex-ed’ is that it only includes information about sexual intercourse; however, it incorporates a variety of topics. These include, but are not limited to, anatomy, reproduction, body image, relationships, and safe sex practices. Comprehensive sex education, or abstinence-plus, includes a wide array of age-appropriate, evidence-based, medically accurate information to enable teenagers to make well-informed decisions about their overall health, while still advocating that abstinence is the only true method to prevent pregnancy and sexually transmitted diseases (Wirthman). Not only does comprehensive education provide insight to multiple sex-health topics, it also stresses the importance of delaying sexual behaviors. To the disbelief of abstinence-only supporters, studies show that students that are taught comprehensive sex education are no more likely to be infected with sexually transmitted diseases, than those taught only about abstinence. Also contrary to pro-abstinence belief, those that are taught a more comprehensive approach have a lower risk of becoming pregnant teenagers (Stanger). One study revealed that of those who are taught more comprehensively, 40% waited to have sex and more than 60% used protection (Wirthman). It is obvious that the more educated students are about the risks associated with sexual activity, the better decisions they make. A recent survey revealed that 38% of teenagers are more influenced by their parents regarding their decisions about sex (Teens). As stated by Emily Pettus, some legislators argue that sex education, including contraception and condoms, should be taught at home, not by the education system (Pettus). This is also where much of the debate is centered. However, teenagers typically do not open up to their parents about sexual activity and many parents tend to bury their heads in the sand and act like it is not happening with their children. Often times, parents and teenagers are unsure about how to discuss the somewhat awkward subject of sex, so they do not talk about it at all. Therefore, education is often left up to teenagers’ peers and other typically inaccurate sources. One study revealed that nearly 90% of young people think if they could have open conversations with their parents about sex, it would be easier to postpone sexual activity. Also, nearly 80% of parents wish their kids would talk to them about sex so that they can provide them with the proper resources to protect themselves (Teens). Kathrin Stanger, professor at the University of Georgia states, â€Å"If teens don’t learn about human reproduction, including safe sexual health practices to prevent unintended pregnancies and STDs, and how to plan their reproductive adult life in school, then when should they learn it, and from whom? † (Stanger). Parents, along with the education system, can provide accurate, age-appropriate information to teenagers to help empower them to make healthy, responsible choices; however, when both of these options fall short, teenagers often turn to the media as a source of education. Many critics often accuse the media of promoting teenage pregnancy, and even glamorizing it. However, little thought is given as to what the benefit of these shows might be. The more teens are watching, the more producers are showing. Nevertheless, there might be some advantages to the influence media has on its young viewers, especially regarding pregnancy (Suellentrop). Although some parents believe the media creates a false sense of reality by glorifying teenage pregnancy, they often fail to realize that such television shows can actually help bridge the conversation gap between them and their children. Two of the television shows popular amongst high school students are MTV’s Teen Mom and 16 and Pregnant. Both are reality shows that follow several young girls and their daily struggles as pregnant teenagers and young parents. A recent study by The National Campaign to Prevent Teen and Unplanned Pregnancy revealed interesting results when they asked teenagers their thoughts about such shows. The results revealed a surprising 40% talked to a parent about the show after watching and most agreed that becoming teenage parents would have an overall negative impact on their lives (Suellentrop). If watching these episodes results in teenagers talking to their parents about sex, then ultimately it can be a positive influence, not only by seeing the struggles that young parents face, but by giving parents and teenagers an opportunity to openly discuss their views and opinions about sex and relationships. Research shows that episodes such as these can be used in a positive manner to teach young people about the risks of becoming pregnant and how their lives could change drastically. Also, it seems that teenagers are willing to discuss these shows with their parents, allowing the opportunity to engage in educational conversations with their teenagers. Clearly, the media influences its viewers; however, advantage can be taken to properly inform today’s youth of the risks of sexual behavior while presenting information in an alluring way (Suellentrop). Although there has been a steady decline in the U. S. een birth rate, it remains higher than many other countries. Students are more educated and are therefore making more informed decisions about sex (Kann).    How can we expect teenagers to make appropriate, well-informed decisions regarding their sexual health if we do not give them the proper education and factual information to do so? The statistics show that â€Å"evidence-based sex education works,† so why go against the grain? (Wirthman). According to the Centers for Disease Control and Prevention, more teenagers are using birth control, which has help lead the way to a record low birthrate, and the numbers of hose using contraception keep rising. Also leading to the decline, is â€Å"more effective† sex education, according to Leslie Kantor, vice president of education for Planned Parenthood (Tulumello). Hopefully in the future, additional school districts will adopt a more comprehensive approach to their curriculums, as it is shown to be much more effective in reducing teenage pregnancy than abstinence-only education. Telling a teenager not to experiment is like a meteorologist saying there is a 50% chance of rain. Yo u hope it does not rain; however, you bring an umbrella just in case it does. As much as we would like to believe that teenagers will not have sex, it is likely that they will engage in some type of sexual behavior in high school and providing them with accurate, age-appropriate information is vital. Sexual education can come from many avenues, including parents, schools, and the media. Comprehensive sex education will not stop the occurrence of teenage pregnancy 100%, but by adequately educating teenagers on safe sex practices, and providing them with medically accurate information, today’s youth are able make healthy, well-informed decisions regarding their sexual well being.