The Second Amendment Of The United States - 1513 Words

The Fourth Amendment states in part â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated†¦.† 14 United States Code 89 gives the U.S. Coast Guard authority to board, inspect, or seize any U.S. vessel on the high seas or in U.S. territorial waters. The Supreme Court has ruled not every search or seizure requires probable cause or a search warrant, however, these are the exception to the rule. The Coast Guard’s blanket authority to board any U.S. vessel at any time harkens back to the British treatment of colonial America and fly’s in the face of the Fourth Amendment. According to Linda Monk in The Words We Live By, colonists resented the British practice of general warrants. This allowed British agents to search anywhere they wanted and seize anything they pleased. Colonials resented this practice to the point that upon securing independence from Britain, eight states prohibited general warrants in their state constitutions. The areas to be discussed are what constitutes a reasonable expectation of privacy, reasonable searches and seizures, the requirement to establish probable cause, and when has the court ruled to the contrary. The first step in contrasting the Fourth Amendment and 14 USC 89 is to define whom these apply. According to Amar in America’s Constitution: A Biography, the term ‘the people’ used in the Fourth Amendment suggested the intent was to protect the person asShow MoreRelatedThe Second Amendment Of The United States1725 Words   |  7 Pagesâ€Å"Americans are deeply divided over the Second Amendment. Some passionately assert that the Amendment protects an individual’s right to own guns. Others, that it does no more than protect the right of states to maintain militias† (Cornell). The Second Amendment of the constitution gives citizens the right to bear arms, and is therefore one of the most important laws of the nation. This amendment holds an important value to our nation because, it prevents tyranny but, it also protects, spreads, andRead MoreThe Second Amendment Of The United States874 Words   |  4 PagesWhen comes to the second question’s a nswer; the citizens of the United States take power from the Second Amendment of the Constitution to get a gun. Second Amendment of the United States that was adopted in 1791 emphasizes, â€Å"Every individual was granted the right of gun ownership and bearing gun† (Diaz, 54). For those citizens who want to buy a gun can put their constitutional rights forward so that all barriers can easily be eliminated in front of owning a gun. People may want to have a gun dueRead MoreThe Second Amendment Of The United States1367 Words   |  6 Pagesinterpreting the Second Amendment date back to the turn of the twentieth century because so many viewpoints and regulations have accumulated; it is all in the manner of which interpretation citizens subscribe to- loose verses strict interpretation. Due to the controversies, certain gun regulations have been enacted and fears have risen because of this. In the Second Amendment of the Constitution of the United States, it states, â€Å"A well regulated militia, being necessary to the security of a free state, theRead MoreThe Second Amendment Of The United States1472 Words   |  6 PagesGun Control The Second Amendment of the constitution of the United States was adopted on December 15, 1791. â€Å"A well-regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed† (Gun Control Laws). There is controversy on the exact meaning of the Second Amendment. There is also a lot of controversy surrounding guns and gun laws, and what could be done to prevent gun violence and mass shootings in our country. There has toRead MoreThe Second Amendment Of The United States2402 Words   |  10 Pages The United States of America has always been referred to as the land of the free. The United States Constitution and the Bill of Rights were put in place to ensure that the citizen’s basic rights were not violated. Even with these documents in place, certain rights have often been the center of heavy debate. The fourth amendment which protects against unreasonable searches and seizures, or the first amendment which protects free speech, or the fifth amendment which protects you from self incriminationRead MoreThe Second Amendment Of The United States1425 Words   |  6 PagesThe Second Amendment to the Constitution was adopted on December 15, 1791 protects the right for people to â€Å"keep and bear arms.† This issue is always a controversial topic not only around election time but becoming more and more a subject for conversation everywhere we go. Gun ownership in the U.S. has a tremendous high rate as well as gun violence. At least 270 million firearms are owne d by Americans and found in 47% of homes. In 2015, an estimated 13,286 people were killed by guns and 26,819Read MoreThe Second Amendment Of The United States1666 Words   |  7 PagesIntroduction The fourth amendment of the United States Bill of Rights states that â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.† (â€Å"Bill of Rights†). Within the text of this amendment, the word ‘unreasonable’ is oneRead MoreThe Second Amendment Of The United States Constitution1774 Words   |  8 Pagesfamily. It is not the duty of the federal government to dictate what a citizen chooses to legally defend themselves with. The second amendment of the United States Constitution was ratified on the 15 of December, 1791 and was drafted by future president James Madison. The text of the second amendment reads â€Å"A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.† There has been much debate in our country regardingRead MoreThe Second Amendment : The United States And Its Citizens978 Words   |  4 Pagesbegin this essay, I will state that I believe that the second amendment is truly beneficial to making money in the U.S. economy. First, I want to cover why this amendment is important to the United States and its citizens. For example, one of my most favored actors Ice-T has proven to be a very big supporter of gun rights and an avid backer of the 2ND Amendment, and in an interview with Channel 4 TV in London, England he states that ,â€Å"Yeah, it’s legal in the United States. It s part of our ConstitutionRead MoreThe Second Amendment Of United States Constitution1350 Words   |  6 PagesIntroduction The second amendment of United States constitution said â€Å"A well-regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed†. This amendment was embraced on December 15, 1791, taking in consideration that American citizens have a natural right to self-defense and they can help to accomplish the following purposes: Permitting the people to organize a militia system Contributing in law enforcement Deterring

Conflict, Conflict And Power Issues On Organizational Life...

Dealing with conflict is an inevitable factor in organizational life and the practice of social work. According to Northouse (2015), conflict is unavoidable in organizations and groups â€Å"during adaptive challenges and presents an opportunity for people to learn and grow (pp. 268). Sources of conflict include goals, means, values, temporal perspectives (e.g., time frames), role pressures, status discrepancies, and personality. However, conflict is usually due to contextual events so, personality differences should be considered last. Conflict management refers to the leader’s responsibility to handle different sources of conflict effectively. Leaders must intervene in interpersonal areas such as managing conflict and power issues in order to improve relationships. This can be done by â€Å"fighting or avoiding confrontation, questioning ideas, and avoiding groupthink† (Northouse, 2015, pp.378) There are five styles of dealing with conflict, which come from the Thomas Kilmann Model. These strategies can be considered in terms of who wins and who loses. Other models use different labels but express the same ideas as Thomas and Kilmann (2016), in that these five styles show the balance between concern for self and concern for other. Avoidance style is where everyone pretends there is no problem, which can be useful if people need to ‘cool down’ prior to having any discussion or the conflict is of little importance; however, the conflict may resurface and create a lose/lose situationShow MoreRelatedPower Imbalances Can Impede An Individual s Attempt For Manage Work Related Conflict1693 Words   |  7 PagesPower imbalances can impede an individual’s attempt to manage work-related conflict in many ways. It is noteworthy that imbalance in power arises from the differences that exist between the employers and employees. Therefore, power could be destructive a s a result of its disparity. In any organization, the title of any individual reveals the power that person holds in the company. However, any individual who seeks to resolve conflicts at work-place will have to be influential just like his/her positionRead MoreOrganizational Dynamics Issues.. Did You Know That Organizational1689 Words   |  7 PagesOrganizational Dynamics Issues Did you know that Organizational Dynamics is the root for businesses to operate successfully? The level of operational success amongst an organization is said to be determined by the way the employees and management functional behavior relations are and their work dynamics when prompt to work together. Organizational Dynamics is the process of which an organization uses resources to make their company more manageable and marketable and it also enhances the employeesRead More Personal Development and Reflective Reasoning in Nursing Essay1130 Words   |  5 Pagesâ€Å"Maybe reflective practices offer us a way of trying to make sense of the uncertainty in our workplaces and the courage to work competently and ethically at the edge of order and chaos†¦Ã¢â‚¬  (Ghaye, 2000, p.7) In order to fully understand the personal development and reflective reasoning in relation to your development in the Nursing field, one will have to define these two terminologies. Personal development means to include activities that improve awareness, can develop potential that will ultimatelyRead MoreAn Introduction to Organizational Behavior1638 Words   |  7 PagesAn Introduction to Organizational Behavior 1. Define organizational behavior (OB) and explain its roots - a field of study that seeks to understand, explain, predict and change human behavior, both individual and collective, in the organizational context - includes 3 levels ï  ® individual: employee motivation and perception ï  ® group: teams, communication, job design, and leadership ï  ® organization-wide: change, culture and organizational structure ï  ® interorganizational (network): outsourcingRead MoreThe Role Of Conflict And Conflict Management1342 Words   |  6 Pagesstrategies have to be developed and implemented for entities to work, Major concepts in leaders and leadership are communication, competition, and conflict. Because of the direct emphasis that competition brings and why communication is the key factor of the solution, . The effects of conflict and conflict management in organizations and the value of highly skilled organizational leader and their leadership capabilities. In organizations, conflict is regarded as the existence of struggle that occurs whenRead MoreConflict Management2100 Words   |  9 PagesORGANIZATIONAL CONFLICT MANAGEMENT 1. ABSTRACT Organizational conflict is a state of discord caused by the actual or perceived opposition of needs, values and interests between people working together. Conflict takes many forms in organizations; there is the inevitable clash between formal authority and power and those individuals and groups affected. There are disputes over how revenues should be divided, how the work should be done and how long and hard people should work. There are jurisdictionalRead MoreQuestions and Answer About Bullying, Types of Justice and Motivation1484 Words   |  6 PagesWorkplace bullying demonstrates a lack of which one of the three types of organizational justice? Question 2 What aspects of motivation might workplace bullying reduce? For example, are there likely to be effects on an employee’s self-efficacy? If so, what might those effects be? Workplace bullying demonstrates a lack of which one of the three types of organizational justice? According to Jerald Greenberg, organizational justice is refers to an employee’s perception of their organization behaviorsRead MoreThe Culture Of Bangladesh And Canada1497 Words   |  6 Pagesin Bangladesh and Canada. According to Mihaela (2014), the culture of a country contributes to the development of any country it helps in attracting the opportunities in business. The business culture of every country is quietly affected by the social life and cultural belief followed by people resides there. In Bangladesh maximum population reside is following Muslim culture so the communication between male and females are different and restricted while there are no such restrictions followed inRead MoreConflict Management Styles At The Individual And Little Gathering Level961 Words   |  4 Pagesremain unasked and unanswered: Is there any confirmation that conflict cultures exist at the authoritative level? How do such unmistakable conflict cultures create? How do leaders shape the advancement of conflict cultures? What are the results of conflict cultures for authoritative level results? Answers to these inquiries can t be found in the psychological literature on conflict, which has for the most part ce ntered around conflict management styles at the individual and little gathering levelRead MoreConflicts Within The Workplace Are Inevitable1428 Words   |  6 PagesBUS 3021 Theme 1 Conflicts in Organisations Conflicts within the workplace are inevitable. Conflict is ever present for organisations and how these conflicts are dealt with defies the difference between how they operate. In this essay I will be considering organisational conflicts and discuss whether conflict is something organisations can resolve. I will be discussing the nature of work and how this impacts on individual’s in their everyday organisational life. Due to the current climate the government

More Than a Title free essay sample

The pink fringe hung from my vest, swaying to and fro in the wind, as I approached the schoolhouse doors. As I started to make my way down the seemingly endless hallway, my boots began to produce an almost rhythmic clacking sound, as they landed heel-to-toe upon the tiles that had been freshly polished just the night before. Like the golden mane of a Palomino pony, my newly braided pigtails dangled from the sides of my head, grazing my ears repeatedly, as I skipped by the classroom doors, which I envisioned being the storefronts of an old western cow town. This was the day that I had long dreamt of. It was the day that every youngster longs for. Yes, this was the day that I had the privilege of dressing myself. It was the day that I had eagerly sprung from my slumber and sashayed into my closet with the grace of a Hollywood starlet on the red carpet of the Oscars and carefully chosen my ensemble. We will write a custom essay sample on More Than a Title or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It was the outfit that would not only impress those around me, but would make a statement about the type of person I was and the presence I would be asserting from here on out. As I passed the artwork that hung on the walls and the cream-colored tiles of my own personal â€Å"prairie†, I knew I could do anything. It was a time when I knew I would have several horses to choose from to gallop through the pastures whenever I wanted. My ranch would stretch out as far as the eye could see. It was a time when people would ask me, â€Å"What do you want to be when you grow up?† I didn’t even have to think. I would liken it to the knee-jerk reaction a leg makes when struck with the reflex hammer of a physician. I knew exactly how to answer this question. I yearned to be a cowgirl. Unfortunately, all too quickly, the childish dreams of yesteryear pass away. The dream of me being a cowgirl has long since faded, being replaced with the aspirations of tomorrow. The future h as quickly become the present and, sadly, my pink fringe has gone out of style. I find myself making the decisions that will impact the rest of my life, and the question that was posed to me, oh so many years passed, still remains and echoes in my head; â€Å"What do I want to be?† I am not one of the chosen few who can say that they’ve always known what they would become. I had lofty goals that didn’t align with my makeup. I love anatomy, but will faint at the sight of blood. I enjoy math, but am too ADD to sit in a cubicle calculating statistics all day. These are but a few of the dichotomies that I have wrestled with. I learned, very early on, that I loved children. With that notwithstanding, through all the chaos of finding my niche, there is one thing that I am sure of; I want to be more than a title. Too often people go to their job, going through the same routine day in and day out. Sadly, this is what has come to be expected of most Americans today. Although this process may â€Å"make the world go round†, it takes much more than just consistency of activity to make a difference in the lives of others. Perhaps this can best be represented by Wendy Wasserstein who said, â€Å"Dont live down to expectations. Go out there and do something remarkable.† And so, that childhood question still lingers and begs to be answered. Most would choose a concise noun, declaring, â€Å"A doctor, a lawyer, or an astronaut† and move on. Each response given would be an excellent and admirable choice. Although my college major will be elementary education, I don’t have an exact answer to the question just yet. However, what I do have is this. I have the certain and unwavering knowledge of knowing that I will not be labeled by a simplistic noun. I will inspire those arou nd me to be more than what they thought they could be. I will motivate by example and truly make a difference in the lives of those I encounter. I will cultivate the seeds of our youth, so that they will grow into the leaders of tomorrow. â€Å"What do I want to be?† I want to be more than a title.

The Matrix free essay sample

# 8211 ; The Red Pill Essay, Research Paper The film? The Matrix? is filled with philosophical ideas and inquiries. The biggest and most of import inquiry of them all is: ? Which one, the ruddy or the blue pill? ? Given the picks, the ruddy pill would be the most appealing. If the ruddy pill is chosen it will open eyes to a new world ; it will give life a new significance ; and it will give a better apprehension of the universe to the 1 who consumes it. When it comes right down to it, to cognize or non to cognize, that is the implicit in philosophical inquiry. Before the pill, world was merely a image that was painted for the well being of those who lived within it ; nevertheless, after the pill, that image loses it? s camouflage and reveals it? s true design. ? If person explained that everything? seen before was an semblance and that now? world? was really clearer? , how could it be true? Possibly that is best answered by Morpheus in his reply to Neo? s inquiry: ? Why do my eyes hurt? ? , when he replies: ? You? ve neer used them before. We will write a custom essay sample on The Matrix or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ? In other words, world is right at that place for all to see, its merely that cipher seems to desire to open their eyes and expression. It seems that as people get older, the walls of world narrow, and people believe less and less ; nevertheless, when in childhood, anything is possible, and kids do non close the door on any thought. This is best seen at the terminal of The Matrix when the immature male child sees Neo take off into the air and the female parent tells her boy? Don? T be silly, honey. Men wear? t fly. ? Alternatively, people are happy being the captives of the cave, so to talk. Bing able to get away from the darkness would broaden boundaries and alter the regulations. It would open up doors that were otherwise closed, and let for greater escapade. In taking the ruddy pill, the bars are lifted and psyches are set free to see the new world. In sing a new world, a new significance of life is besides exposed. Throughout clip, people have been in hunt of the significance of life, and all have come up short. Conceivably, this is due to the fact that? The Matrix is the universe that has been pulled over your eyes to blind you from the truth. ? It is impossible to cognize the true significance of life, when one doesn? t truly cognize what life is. As Morpheus says: ? ? there? s a difference between cognizing the way and walking the path. ? In pre-red pill clip, the significance of life is merely a dream, no one truly knows why they exist or what their intent is, they merely think they know. Having the truth exposed, allows for the perceiver to see the design, to see the significance of being. You merely hold to? ? allow it travel, ? fright, uncertainty, and incredulity. Free your head? ? , and allow truth be your usher. Looking in from the exterior, all those within the matrix have but one significance, to power the automaton s ; nevertheless, being on the exterior, a new and much greater significance is uncovered: the significance of endurance. Bing on the exterior is like being portion of an sole nine, ? If you are non one of us, you are one of them. ? The pick is robot or human, and human sort is the minority. Bing a human means that you are contending for the right to be, and contending for the right to be is the significance of life. By cognizing the significance of life, one can besides develop a better apprehension of the universe around them. In developing an apprehension, a pragmatism is brought away with an new and more complex truth. ? What is existent? How do you specify existent? If you? re speaking about what you can experience, what you can smell, what you can savor and see, so existent is merely electrical signals interpreted by your brain. ? Morpheus says? merely? like it is non a large trade, but to understand what causes senses, after being nescient to it for so long, makes it much more than simple. Possibly ignorance is excessively strong, possibly? What you know you can? t explain, but you feel it. You? ve felt it your full life, that there? s something incorrect with the universe. You wear? T know what it is, but it? s at that place, like a sliver in your head, driving you mad. ? If the Good Brahman had been given the chance to take the ruddy pill, he would hold received an apprehension to all th e things that he knew, but couldn? T explain, and were disturbing his head so much. No longer would he? ? live in clip, and? non cognize what clip is? ? ; alternatively, he would populate his life, and cognize why. How great would it be to cognize why things happen, and how things work in the universe? Knowledge is a powerful thing, and people spend all their lives seeking to achieve and retain it. Knowledge and truth are the two most sought after stuffs in the universe. Equally long as one is in the matrix, they will go on to seek for them. By taking the ruddy pill, the possibility of happening those stuffs is present. Bing given such great possibilities, who would even believe? why oh why didn? T I take the blue pill? ? Certain there are greater duties involved, but who could turn down the chance to cognize the truth about world, life, and the universe. The ruddy pill is the lone manner to travel. Possibly? ? ignorance is bliss. ? for some people, but the huge bulk of people would wish to cognize the replies to life? s most asked inquiries, and being outside the matrix is the lone manner to acquire them. BibliographyPlato, The Allegory of the Cave. Keanu Reeves ( as Neo ) , The Matrix, 1999. Laurence Fishburne ( as Morpheus ) , The Matrix, 1999. Unknown ( Mother at terminal of film ) , The Matrix, 1999. Laurence Fishburne ( as Morpheus ) , The Matrix, 1999. Laurence Fishburne ( as Morpheus ) , The Matrix, 1999. Laurence Fishburne ( as Morpheus ) , The Matrix, 1999. Laurence Fishburne ( as Morpheus ) , The Matrix, 1999. Laurence Fishburne ( as Morpheus ) , The Matrix, 1999. Laurence Fishburne ( as Morpheus ) , The Matrix, 1999. Voltaire, Story of a Good Brahman. Joe Pantoliano ( as Cypher ) , The Matrix, 1999. Joe Pantoliano ( as Cypher ) , The Matrix, 1999.

Culturally Competent Assessments Of Children In Need Social Work Essay Essays

Culturally Competent Assessments Of Children In Need Social Work Essay Essays Culturally Competent Assessments Of Children In Need Social Work Essay Essay Culturally Competent Assessments Of Children In Need Social Work Essay Essay This article critically analyses cultural competency as a theoretical concept and explores the demand for a model that will help societal workers to transport out culturally competent appraisals of kids in demand and their households. It is argued that the necessary constituents of a model for pattern in this country are a holistic definition of civilization, an ethical attack to difference, self-awareness, an consciousness of power dealingss, the acceptance of a place of complete openness in working with difference and a doubting attack to a commodified construct of cultural cognition . The attack must avoid the totalisation of the other for personal or institutional intents. It is argued that the Furness/Gilligan Framework ( 2010 ) reflects these concerns and could be easy adapted to help with appraisals in this country. Cardinal words: appraisal ; kids in demand ; kids and households ; civilization ; cultural competency Introduction The intent of this paper is to critically analyze cultural competency as a theoretical concept and to research the demand for a model that will help societal workers to place when facets of civilization are important in the lives and kids in demand and their households. The 1989 Children Act places a legal demand to give due consideration to a kid s spiritual persuasion, racial beginning, and cultural and lingual background in their attention and in the proviso of services ( Section 22 ( 5 ) ) . This proviso established the rule that understanding a kid s cultural background must underline all work with kids. However, there has been a longstanding concern that services to kids are neglecting to be culturally sensitive. Concern over the disproportional figure of children in demand from cultural minorities led to their specific reference in The Government s Objective for Children s Social Services, which states that the demands of black and cultural minority kids and households must be identified and met through services which are culturally sensitive ( Department of Health, 1999a: parity 16 ) . Government policy paperss progressively recognise the multicultural world of Britain. Yet, authorities assessment counsel provides practicians with small aid in footings of set uping ways in which cultural beliefs and patterns influence household life. Social work has acknowledged the demand to react respectfully and efficaciously to people of all civilizations, cultural backgrounds, faiths, societal categories and other diverseness factors in a mode that values the worth of persons, households and communities and protects and preserves the self-respect of each ( BASW, 2009 ) . There are many indicants that civilization is important in finding the ways in which some people interpret events, resolve quandary, make determinations and position themselves, their ain and others actions and how they respond to these ( Gilligan, 2009 ; Hunt, 2005 ) . Practitioners may non, hence, be able to prosecute with service users or to ease appropriate intercessions if they take excessively small history of these facets of people s lives or see them on the footing of inaccurate, ill-informed or stereotyped knowledge ( Gilligan, 2009 ; Hodge et al. , 2006 ) . Culturally competent pattern is so cardinal to appraisals of kids in demand that one might anticipate a well developed literature on the topic. This would move as a robust cognition base to underpin excellence in service bringing. Thompson ( 2006, p. 82 ) admits, there is a danger that appraisal will be based on dominant white norms without equal attending being paid to cultural differences. Failure to take such differences into history will non merely distort, and thereby annul, the footing of the appraisal but will function to estrange clients by devaluating their civilization. However, the literature in this country is surprisingly thin. Almost two decennaries ago it was described as a nothingness of published information ( Lynch and Hanson, 1992, p. seventeen ) and Welbourne ( 2002 ) argues that advancement is still slow. Boushel ( 2000 ) argues that despite the authorities s declared concern to cognize more about the impact of race and ethnicity on kid public assistance, th e limited extent to which research reflects the experience and demands of culturally diverse kids fails to back up a true grounds base for policy or pattern. There is grounds that facets of civilization can all excessively easy be underestimated, overlooked or ignored, sometimes with highly serious effects ( Crippling, 2003 ; Gilligan, 2008 ; OHagan, 2001 ) . Many mainstream child care and kid protection texts make small mention to civilization ( OHagan, 2001 ) . Not one of the 20 pieces of research into differing facets of kid protection work considered in Messages From Research ( Dartington, 1995 ) explore the cultural facets of any of the instances dealt with. There is now a turning organic structure of literature written for wellness and societal attention professionals about the importance of developing and integrating cultural sensitiveness and consciousness in their work with others ( Campinha-Bacote, 1994 ; CHYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content/full/bcp159v2? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=social+work+religion+and+belief A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcetype=HWCIT # BCP159C4 andHYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content/full/bcp159v2? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=social+work+religion+and+belief A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcetype=HWCIT # BCP159C4 a HYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content/full/bcp159v2? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=social+work+religion+and+belief A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcety pe=HWCIT # BCP159C4 andHYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content/full/bcp159v2? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=social+work+religion+and+belief A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcetype=HWCIT # BCP159C4 Furman, 1999 ; Hodge, 2001, 2005 ; Moss, 2005 ; Gilligan and Furness, 2006 ; Sue, 2006 ; Laird, 2008 ) . However, despite the evident outgrowth of a more general acknowledgment and recognition of these issues amongst many professionals, relevant daily pattern remains mostly dependent on single positions and attitudes ( Gilligan, 2009 ) . A Department of Health ( 2002 ) survey of 40 deceases and serious hurts to kids found that, information on the cultural background of kids and carers was obscure and unworldly in that it failed to see characteristics of the kid s civilization, faith and race, as specified in the Children Act 1989 ( Department of Health, 2002, p. 26 ) . The failure to gestate accurately the cul tural and societal context within which minority cultural parents are runing impacts on intercessions offered, which served to reflect and reproduce bing impotence. . . ( Bernard, 2001, p. 3 ) . If, as this suggests, there is a shortage in societal workers ability to gestate minority cultural service users societal and cultural context in appraisals of kids, partially accounted for by a dearth of literature in this country, the deductions for pattern are potentially a failure to transport out culturally competent pattern for many vulnerable kids. In The Victoria Climbie Inquiry Report 2003, Lord Lamming commented that, The legislative model is sound, the spread is in the execution ( 2003, p. 13 ) . Report after study has expressed concern over the limited accomplishments of societal services staff when project appraisals and planing intercessions with cultural minority kids ( Batty, 2002 ) . While many professionals acknowledge that there is a demand to work in culturally sensitive ways, there is grounds that many professionals working with kids and households do non ever experience equipt to make so ( Gilligan, 2003 ) . Gilligan ( 2009 ) found that whilst professionals may recognize that service users beliefs are really of import, there is small consistence in how such acknowledgment impacts on pattern. Even within his little sample, there was considerable fluctuation in attitudes and much to propose that actions and determinations are the merchandise of single pick instead than professional opinion or bureau policies ( Gi lligan, 2009 ) . Practitioners are able to go on with culture-blind attacks without these being significantly challenged by bureau policies or by professional civilizations ( Gilligan, 2009 ) . There is a clear demand to look once more at what we mean by cultural competency and to develop a model that will help societal workers to place when facets of civilization are important in the lives and kids in demand and their households. Specifying civilization There is a clear acknowledgment that aspects of civilization are important in the lives of kids and their households and that this needs to be considered in assessment pattern. In order to turn to the deficiency of apprehension and uneffective pattern among practicians in this country it is necessary to supply clear definitions of culture and cultural competency . Measuring kids in demand and their households is a complex undertaking. There is grounds of considerable fluctuation between societal workers definitions of the indispensable constituents of good plenty rearing , reflecting the fluctuation between professionals in definition of need ( Daniel, 2000 ) . When reexamining instances of serious hurt or decease, the Department of Health concluded that: . . .areas suggested by this research as ripe for development [ include ] making common definitions of being in demand or at hazard of important injury ( Department of Health, 2002 ) . It is in this context of ambiguity tha t culture must be defined. The 1989 Children Act uses the wording culture as a statutory demand in turn toing the demands of black kids, but does non offer counsel about its definition. Culture is a extremely dianoetic term and the object of an intensive theoretical and political difference ( Benhabib, 1999, 2002 ) . The building of civilization as a theoretical construct has ever been affected by embroiled positions, peculiarly in societal work ( Boggs, 2004 ) . Harrison and Turner ( 2010 ) found that participants in their survey spent considerable clip discoursing the complex nature of civilization and the troubles in specifying it. This means that when looking at the pattern of cultural competency as portion of measuring demand and put on the line the range for conceptual ambiguity is huge ( Welbourne, 2002 ) . Eagleton ( 2000, p. 1 ) provinces that, civilization is said to be one of the two or three most complex words in the English linguistic communication . OHagan ( 2001 ) argues that civilization is a complex construct, with virtually illimitable parametric quantities, which can non be defined or explained in the two or three sentences normally allocated to them in much wellness and societal attention literature. For illustration, Payne ( 1997, p. 244 ) provides a instead equivocal definition of civilization: a hard construct. It implies a comparatively unchanging, ruling aggregation of societal values, and assumes that members of an identified group will ever accept these . It is possible to analyze definitions of civilization that root from anthropology, sociology, psychological science and cultural geographics ( OHagan, 2001 ) . The anthropologist Edward Tylor ( 1871 ) formulated the most abiding definition of civilization: civilization is that complex whole which includes cogni tion, beliefs, art, ethical motives, jurisprudence, usage and any other capablenesss and wonts acquired by adult male as a member of society . The sociologist Giddens ( 1993: 31 ) says that civilization refers to the ways of life of the members of a society, or of groups, or within a society. It includes how they dress, their matrimony imposts and household life, their forms of work, spiritual ceremonials and leisure chases . OHagan ( 2001 ) defines civilization as the distinguishable manner of life of the group, race, category, community or state to which the person belongs. It is the first and most of import frame of mention from which one s sense of individuality evolves . OHagan s definition draws on anthropology and is broad plenty to dispute essentialist impressions of civilization, yet defined sufficiency to be meaningful. It besides balances the community and single facets of civilization. When we consider this definition of civilization it can be seen that all appraisa l of kids in demand occurs within a cultural context. In fact it is possibly better understood as taking topographic point within a figure of interacting cultural contexts, with the civilization of the kid at the bosom of the procedure. The usage of the construct of culture in developing cultural competency and non race has been a calculated displacement in nomenclature from anti-racist theorising. Anti-racist theory, with its accent on race, has been criticised for dichotomizing blackness and whiteness which does non allow any distinction in the experience of racism between different cultural groups ( Laird, 2008 ) . The thought of racial homogeneousness has been digesting but this thought must be challenged. White people and black people are non homogenous groups ( Laird, 2008 ) . Culture is a broader term than race or ethnicity and can include facets of age, gender, societal position, faith, linguistic communication, sexual orientation and disablement ( Connolly, Crichton-Hill and Ward, 2005 ) . Using the term culture allows for difference of attitude and experience between persons who are portion of the same cultural or racial grouping. If one considers that civilization is learned from coevals to coeval s, it is necessarily individual specific and shaped by one s personal and social context. The Challenge of Cultural Competence There are a assortment of paradigms in the survey of race, ethnicity and civilization which are located in peculiar socio-historical and political contexts. Cultural competency is merely one of these and has non escaped unfavorable judgment in the professional literature. Writers in societal work have argued that cultural competency depoliticises race dealingss and promotes othering ( Pon, 2009 ) , assumes workers themselves are from a dominant civilization ( Sakamoto, 2007 ) and is based on the flawed premise that geting cultural cognition will ensue in competent pattern ( Dean, 2001 ; Ben-Ari and Strier, 2010 ) . Despite its broad credence, the construct remains capable to multiple, frequently conflicting, positions. There is a demand to critically analyse cultural competency as a theoretical concept in order to do it meaningful to practicians and to supply a footing for best pattern. Concern with racism emerged in the societal work profession in the 1970s and during the 1980s major texts appeared to steer pattern ( Payne, 2005 ) . The construct of anti-racist pattern emerged built on the rules that race is a societal concept that has been used to warrant subjugation and that it is necessary to critically analyze the kineticss of power relationships that produce subjugation. Anti-racist theoreticians have criticised advocators of cultural competency for making an exotic apprehension of people from cultural minorities and for non recognizing pattern issues of societal inequality or racial favoritism ( OHagan, 2001 ) . Cultural competency has been presented as unpolitical and has been criticised for neglecting to turn to the power battles of history ( Barn, 2007 ) . Key issues of power are absent from much of the analytical thought around the paradigm of cultural competency ( Barn, 2007 ) . Given that the political, cultural and professional positions on race and ethnicity have of import effects for minority cultural kids and households, societal workers need to integrate an apprehension of power dealingss as a cardinal tool for overthrowing racism. A more sophisticated and nuanced attack is necessary, which will affect a paradigm displacement from essentialist impressions of race which view civilization in stiff and inflexible ways to one in which cultural sensitiveness is understood within the context of power dealingss ( Barn, 2007 ) . It is of import to widen the argument beyond black and white , to recognize that racial, cultural and cultural groups are non homogeneous, but to non abandon the challenging of racism and other signifiers of subjugation. Culturally competent pattern needs to take history of the tensenesss between different cultural norms and values within the UK, non merely between ethnically and culturally distinguishable groups of people. Social work norms and values may non be those of the bulk of Europeans, or even of the mainstream white UK population, as the instance of A V UK demonstrates. Writers such as Olsen ( 1981 ) , Korbin ( 1981, 1991 ) and Thorpe ( 1994 ) have problematised the impression of a cosmopolitan criterion of child care, indicating to important cross-cultural variableness. The kernel of this challenge is that standardised definitions of kid maltreatment must be contested as they needfully relate to culturally defined norms. Korbin HYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content/full/35/6/901? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=how+and+when+does+athnicity+matter A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcetype=HWCIT # KORBIN-1991 ( 1991 ) , in what is now a authoritative essay, warns against the dangers of both Eurocentric pattern and excessively culturally relativist pattern. On the one manus, Eurocentric pattern serves merely to enforce one set of cultural beliefs and patterns as preferred and hence reproduce forms of domination and subjugation. In the British literature, concern has been expressed that minority households are excessively often pathologised and stereotyped, with workers over-relying on cultural accounts for their jobs and using a theoretical account of cultural shortage ( Williams and Soyden, 2005 ; Chand, 2000 ; Ahmed, 1994 ) . It is argued that they receive more and speedier punitory services than preventative/care services ( Williams and Soyden, 2005 ) . Lees ( 2002 ) argues from her research that there is a inclination to pathologise behavior that is non culturally normative , an illustration being negatively measuring the act of running off from an opprobrious place among immature black adult females instead than following inactive header schemes. At the other extreme, Korbin notes utmost cultural relativism, in which all opinions of humane intervention of kids are suspended in the name of cultural rights, may be used to warrant a lesser criterion of attention for some kids ( 1991, p. 68 ) . It has been suggested that cultural relativism freezes the position quo by doing standard-setting harmonizing to universal norms impossible ( Laird, 2008 ) . Barn et Al ( 1997 ) found that acceptance of a place of cultural relativity through fright of being labelled as racialist affected statutory proviso to kids and households. They found that some societal workers were loath to step in to protect kids because they believed that opprobrious behavior was sanctioned by their civilization ( Barn et al, 1997 ) . The kid abuse inquiry studies of Jasmine Beckford ( Blom-Cooper, 1985 ) and Tyra Henry ( Lambeth, 1987 ) concluded that culture had impinged upon events taking to the deceases of these kids. It was suggested that workers were ex cessively optimistic in their appraisals of carers and that opprobrious behaviors were interpreted as facets of civilization. Whilst these concerns turn on the acknowledgment of facets of cultural difference as important in the procedure of appraisal, it has long been noted in the societal work literature that practicians fail at the first hurdle, in every bit much as they do non recognize at all the importance of civilization: a culture-blind attack ( Dominelli, 1998 ; Boushol, 2000 ; Graham, 2002 ) . The culture-blind attack eschews difference in its hunt for a cosmopolitan expression. It suggests that a criterion of good pattern can be established which fits all. For illustration, Payne ( 1997 ) rejects the statement that western societal work theory may be incompatible with some of the nucleus constituents of other civilizations and ignores the fact that it was used extensively in the procedures of obliteration of assorted autochthonal civilizations ( OHagan, 2001 ) . Despite being systematically criticised as naif and oppressive, this attack represents a powerful paradigm within societal work ( William s and Soyden, 2005 ; Dominelli, 1998 ) . Finding the balance between these concerns poses considerable troubles for those charged with appraisals of kids in demand ( Dominelli, HYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content/full/35/6/901? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=how+and+when+does+athnicity+matter A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcetype=HWCIT # DOMINELLI-1998A HYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content/full/35/6/901? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=how+and+when+does+athnicity+matter A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcetype=HWCIT # DOMINELLI-1998A 1998 ) . What is needed is an attack to pattern that can dispute normative stereotypes of appropriate behavior by parents or kids while advancing the rights of kids to safety and good plenty rearing. Brophy ( 2003, p. 674 ) states Balancing a regard for differing manners of parenting and guarding against inappropriate inroads into li fe styles and belief systems, while besides protecting kids from ill-treatment, remains an demanding undertaking. Professionals can be castigated for step ining excessively rapidly or excessively easy. Social workers must run with cultural sensitiveness within the assessment procedure but at the same clip acknowledge that at the bosom of anti-oppressive pattern is a committedness to the non-relative nucleus value of human equality. A Knowledge Based Competency? Cultural competency as a pattern response to these issues has been conceptualised in several ways. There are non one, but multiple definitions of cultural competency and it appears to be a mutable, germinating construct ( Harrison and Turner, 2010 ) . The models available to help practicians in measuring facets of civilization are preponderantly of two types: appraisal theoretical accounts that try to help in the aggregation of information and the apprehension of specific service users strengths, demands and fortunes ( Carballeira, 1996 ; Hodge, 2001, 2005 ; Hogan-Garcia, 2003 ; Sue, 2006 ) and brooding theoretical accounts that aim to assist the practician to develop relevant accomplishments and consciousness in general footings ( Green, 1999 ; Connolly, Crichton-Hill and Ward, 2005 ; Papadopoulos, 2006 ) . Assessment theoretical accounts of cultural competency often refer to the integrating and transmutation of cognition about persons and groups of people into specific criterions, patterns and attitudes used in appropriate cultural scenes to increase the quality of services, thereby bring forthing better results ( Davis and Donald, 1997 ) . To work efficaciously with diverseness, practicians are expected to derive cognition of different cultural patterns and worldviews, to hold a positive attitude towards cultural differences and develop crosss of assessment theoretical accounts include the LIVE and LEARN Model developed by Carballeira ( 1996 ) which identifies a series of activities which practicians need to prosecute in to be culturally competent: Like ; Inquire ; Visit ; Experience ; Listen ; Evaluate ; Acknowledge ; Recommend and Negotiate. Another illustration is Campinha-Bacote s ( 2002, pp. 182-3 ) ASKED theoretical account which identifies five dimensions of cultural competency : cultural Awareness ; cultural Skill ; cultural Knowledge ; cultural Encounter ; and cultural Desire. In line with this attack Sue ( 2006 ) argues that culturally competent societal work pattern is defined as the service supplier s acquisition of consciousness, cognition, and accomplishments needed to work efficaciously in a pluralistic democratic society ( 2006: 29 ) . However, there is disparity in the literature as to the knowledge that is necessary for effectual culturally antiphonal pattern. The above theoretical accounts adopt a cultural literacy attack in which civilization specific information and pattern is categorised under wide cultural group classs ( Connolly, Crichton-Hill and Ward, 2005 ) . For illustration, Laird s ( 2008 ) book Anti-Oppressive Social Work contains chapters entitled communities with roots in India , communities with roots in the Caribbean and communities with roots in China . Similarly, OHagan ( 2001 ) includes chapters about Islam , American Indians and Australian Aborigines in his book about cultural competency. Laird ( 2008, p. 156 ) states It is merely by deriving cultural cognition, that is, larning to appreciate the assortment of ways in which people with different heritages organise their lives, that practicians from the white-majority community can derive cultural consciousness. This is because cultural cognition offers practicians a comparative analytical tool with which to analyze cultural influences upon their ain lives . From this attack knowledge is seen as cardinal to the development of cultural competency accomplishments, which are basically knowledge-based erudite capacities ( Ben-Ari and Strier, 2010 ) . It is widely believed that cultural cognition is the key to construing the codification of cultural diverseness ( Ben-Ari and Strier, 2010 ) . It is argued that without cognition, one can non be cognizant of the presence of prejudices in professional patterns and pattern could stay ethnocentric ( Adams et al. , 2001 ) . There is a inclination to believe that if a worker learns about a civilization, what Spradley ( 1994 ) calls explicit cultural cognition , so they will hold a model for working with that civilization. Widely bing constructs of cultural competency assume that the other is cognizable and that this cognition is a requirement for being culturally competent ( Ben-Ari and Strier, 2010 ) . A radically different stance has been suggested by Ben-Ari and Strier ( 2010 ) who examine cultural competency through the lens of Levinas ( 1969 ) theory of other . Levinas ( 1969 ) proposes that moralss precedes cognition. He argues that our humanity is realised through the wisdom of love and non through the love of wisdom ( the actual Greek significance of the word philosophy ) . In other words, moralss precedes any nonsubjective searching after truth ( Beals, 2007 ) . Levinas thesis ethics as first doctrine agencies that the chase of cognition is but a secondary characteristic of a more basic ethical responsibility to the other . Within this model, the chief inquiry becomes what relation to the other is necessary in order for cognition to be possible? He argues that the other is non cognizable and can non be made into an object of the self , as is done by traditional doctrine. By underscoring the primacy of moralss to knowledge, Levinas creates a new model for working a cross differences. This raises cardinal inquiries with respect to the nature of societal cognition. Laird ( 2008 ) argues that the most critical demand of culturally sensitive societal work is to maintain open the duologue between people from different cultural backgrounds and to guarantee that each single emerges as a alone complex of values, beliefs and aspirations. It is necessary to see how accrued cognition about other civilizations has the possible to restrict our openness in our brushs with people who are other to us. Knowledge about other civilizations can take to the experience of entirety: something is nil more than what I make out of it ( Ben-Ari and Strier, 2010 ) . When we totalise the other we cut down our apprehension of it. Levinas ( 1987 ) proposes that we should take for the experience of eternity, that is, the acknowledgment that something is more than what we could do of it. Berlin ( 2002, p. 144 ) notes the danger of totalizing people from other civilizations, saying sorting pe ople on the footing of group rank merely gives us the semblances that we are being culturally sensitive, when, in fact, we are neglecting to look beyond easy word pictures for the peculiar and specific ways this individual is understanding, feeling and moving . A cognition based attack to cultural competence has a inclination to make overgeneralisations of cultural groups and can take to the worker comprehending themselves as an expert despite the likeliness of them being in a place of cultural naivete ( Connolly, Crichton-Hill and Ward, 2005 ) . The deduction of this is that culturally competent appraisals must come from an ethical point of view of openness on the portion of the practician. OHagan ( 2001 ) provinces, The workers need non be extremely knowing about the civilizations of the people they serve, but they must near culturally different people with openness and regard . It must be recognised that ideas, feelings and actions are influenced by external and internal variables that are cultural in beginning and, as a effect, that each person who enters the kid public assistance system is alone ( Connolly, Crichton-Hill and Ward, 2005 ) . A effect of this is that perceptual experiences of the kid public assistance job will be alone to each client or household. Understanding how the household perceives the job enables child protection workers to work in a more culturally antiphonal manner in developing solutions. Cooper ( 2001, p. 732 ) states the significances in context of a kid s hurt are non revealed through nons ubjective facts or through expert nonsubjective appraisal or diagnosing. An in agreement significance, understanding and possible for alteration can merely be co-constructed, with the service user and their societal relationships and webs, within a located administration and multi-agency context . Aligning solutions with the cultural individuality of the household provides the possible for family-centred responses. Cultural competency must travel off from an accent on cultural cognition if it is to supply an ethical model for working with difference. A Matter of Reflection? The 2nd chief type of cultural competency theoretical account is a brooding theoretical account. Reflection has been portion of pattern discourse for a figure of decennaries ( Schon, 1983 ; 1987 ) . More late the construct of critical contemplation has taken clasp ( Fook, 2002 ) . A critically brooding response challenges the values and attitudes associated with professional behavior ( Connolly, Crichton-Hill and Ward, 2005 ) . An illustration of a brooding theoretical account of cultural competency is the cultural-reflective theoretical account developed by Connolly, Crichton-Hill and Ward ( 2005 ) . This theoretical account includes the procedures of cultural thought ; critical contemplation and brooding pattern results. A strength of the theoretical account is that is recognises the interaction between the self and the other within interactions between people of different civilizations. Ben-Ari and Strier ( 2010 ) argue that the development of the construct of cultural competency could profit from sing the significance of self and other mutuality in modern-day arguments on cultural diverseness. They analyse dealingss between self and other utilizing Levinas theory of other and research the ways in which these dealingss play a polar function in working with differences. A individual s definition of the other is portion of what defines the self ( Levinas, 1969 ) . The thought that the self requires the other to specify itself has been expressed by many authors ( Brown, 1995 ; Riggins, 1997 ; Gillespie, 2007 ) . It has been recognised that the construct of otherness is built-in to the apprehension of individualities as people construct functions for themselves in relation to an other . The deduction of this is that that all cross-cultural brushs between societal workers and service users bring into drama non merely the heritage of the service user, but besides that of the practician ( Laird, 2008 ) . Connolly, Crichton-Hill and Ward ( 2005, p. 59 ) note that appraisals of the societal universe are likely to state more about the percipient than the individuals under survey . Social workers need to detect and reflect upon their ain value system and traditions in order to be culturally competent. Brooding theoretical accounts, such as Connolly, Crichton-Hill and Ward s ( 2005 ) , recognise that our cultural thought responses are frequently automatic and outside of our control. It is necessary to inquire where our responses and linguistic communication come from ( Connolly, Crichton-Hill and Ward s, 2005 ) . The brooding procedure encourages an scrutiny of values and beliefs underpinning reactions. It involves disputing our premises, recognizing stereotypes and recog nizing power and its effects. Without this it is easy to believe that it is our manner of being is the norm and other people who are cultural, idiosyncratic, culturally curious ( Eagleton, 2000, p. 26 ) . Connolly, Crichton-Hill and Ward ( 2005, p. 29 ) note that being so familiar, our ain manner of thought and our ain manner of life can so easy seem simply human to us . OHagan ( 2001: 262 ) states cultural competency emerges from strict self-exploration ; it expands the professional s empathetic repertory, guaranting there is no culturally biased instant response . It is self-awareness and an ethical stance of openness that are the most of import constituents of cultural competency, non accumulated cognition of the other . Developing a Model for Practice Having re-conceptualised the indispensable constituents cultural competency it is necessary to see what deductions this has for pattern in the country of appraisals of kids in demand and their households. Any deductions have to see the policy and organizational context that appraisals of kids take topographic point within. The policy that underpins appraisal in this country is The Framework for the Assessment of Children in Need and Their Families ( The Assessment Framework ) ( Department of Health, 2000b ) . The Assessment Framework was issued as counsel under the Local Authority Social Services Act 1970, which means that it must be followed by local governments unless there are exceeding fortunes that justify a fluctuation. The Assessment Framework represents a manner of capturing the complexness of a kid s universe and an effort to build a coherent attack to roll uping and analyzing information about a kid ( Rose, 2001 ) . The model is underpinned by an ecological attack, intendi ng practicians finishing an appraisal consider three domains : the developmental demands of single kids ; rearing capacity ; and household and environmental factors. Each domain is further divided into dimensions that indicate cardinal countries that should be considered for that peculiar sphere. The Assessment Framework provinces, differences in conveying up kids due to household constructions, faith, civilization and cultural beginnings should be respected and understood. . .every attempt should be made to guarantee that bureaus responses do non reflect or reenforce that experience [ day-to-day experience of favoritism ] and so, should antagonize it Guaranting equality of chance does non intend that all kids are treated the same. It does intend apprehension and working sensitively and knowledgeably with diverseness to place the peculiar issues for a kid and his/her household, taking history of experiences and household context ( Department of Health, 2000b, p.12 ) . However, the attending given to facets of a kid s civilization within the Assessment Framework is really limited. If a practician uses the Assessment Framework without doing mention to the attach toing counsel, as appears to often be the instance ( Horwath, 2002 ) , it would be easy to construe the influence of civilization on household life in a really narrow manner. The Practice Guidance attach toing the Assessment Framework notes that . . .although many professionals are cognizant that it is indispensable to take history of race and civilization, and in peculiar to be culturally sensitive in their pattern, they are frequently at a loss to interpret this into practical footings ( Department of Health, 2000a, p. 38 ) . Whilst acknowledgment of issues of civilization in appraisals of kids has had a turning organic structure of literature, the limited extent of empirical research in this country fails to bolster evidence-based policy devising and potentially signals a failure to transport out culturally competent appraisal for cultural minority kids ( Boushol, 2000 ; Welbourne, 2002 ) . There is small empirical grounds to show that the rule of cultural sensitiveness and consciousness ushers practitioner determination devising, or to verify the claim that it benefits cultural minority clients ( Williams and Soyden, 2005 ) . Williams and Soyden ( 2005 ) carried out a cross-national survey that examined these concerns within the context of kid protection. Their survey demonstrates that despite fluctuations in national policies the kid s cultural association evokes small important response by societal workers irrespective of the state, corroborating a mostly universalist attack ( Williams and Soyden, 200 5 ) . Overall, their findings suggest that the logic of universalism continues to extenuate against the important recognition of difference in appraisals of kids ( Williams and Soyden, 2005 ) . This highlights a clear demand to develop a model to help practicians in measuring facets of civilization when transporting out appraisals of kids in demand and their households. It is unrealistic to anticipate practicians to carry on separate appraisals of issues originating from civilization ( Furness and Gilligan, 2010 ) . Any extra appraisals are likely to be unwelcome to service users, many of whom tell research workers that they undergo excessively many already ( Furness and Gilligan, 2010 ; Dartington Social Research Unit, 2004 ) . Harrison and Turner ( 2010 ) found that deadlines and clip restraints were considered to be hindrances to culturally competent pattern and pattern responses have to be cognizant of these issues. There is tenseness between trying to supply culturally competent practicians within nerve-racking, under resourced public systems ( Connolly, Crichton-Hill and Ward, 2005 ) . Therefore, any suggested model for cultural competency in measuring kids in demand and their households has to be compatible with the Assessment Framework s ( Department of Health, 2000a ) recording signifiers and timescales. It has been established that the necessary constituents of a model for pattern in this country are a holistic definition of civilization, an ethical attack to difference, self-awareness, an consciousness of power dealingss, the acceptance of a place of complete openness in working with difference and a doubting attack to a commodified construct of cultural cognition . To accomplish this it seems indispensable that practicians are non limited by a procedural theoretical account of appraisal, but are free to inquire appropriate open-ended inquiries, in order to let people to show themselves in ways that they choose, are familiar to them and esteem their expertness. It is besides of import to recognize that beliefs and patterns will change even amongst those within the same cultural grouping. A assortment of day-to-day life activities may be deeply influenced by a individual s civilization and may, hence, necessitate geographic expedition with them: race and ethnicity ; linguistic comm unication ; faith and spiritualty ; modesty and privateness ; vesture, jewelry and makeup ; rinsing and hygiene ; hair attention ; supplication ; holy yearss and festivals ; physical scrutiny ; birth ; contraceptive method ; abortion ; attitudes to decease, deceasing and mourning ; medicine ; mending patterns ; transfusions, organ contribution and graft ; last offices ; postmortem and funeral services ( HusbHYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content/full/bcp159v2? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=social+work+religion+and+belief A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcetype=HWCIT # BCP159C36 andHYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content/full/bcp159v2? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=social+work+religion+and+belief A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcetype=HWCIT # BCP159C36 HYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content /full/bcp159v2? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=social+work+religion+and+belief A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcetype=HWCIT # BCP159C36 andHYPERLINK hypertext transfer protocol: //bjsw.oxfordjournals.org/cgi/content/full/bcp159v2? maxtoshow= A ; hits=10 A ; RESULTFORMAT= A ; fulltext=social+work+religion+and+belief A ; searchid=1 A ; FIRSTINDEX=0 A ; resourcetype=HWCIT # BCP159C36 Torry, 2004 ) . Discussion of these issues may inform the appraisal in important ways. Gilligan and Furness ( 2010 ) have developed a model with the purpose of helping practicians to reflect on and measure the relevancy of their ain spiritual beliefs and those of service users in appraisals. The model consists of eight cardinal inquiries to assistance practicians ( Gilligan and Furness, 2010 ) ( see Figure 1 ) . This model, which follows loosely person-centred and strengths-based attacks ( Rogers, 2003 ; Saleeby, 2008 ) , has been piloted with societal work pupils and refined through feedback and application. The model was developed to be integrated into the most often used bing models for appraisal, including the Framework for Assessment of Children in Need and their Families ( Department of Health, 2000b ) . Questions one to seven of the model ( Gilligan and Furness, 2010 ) represent an attack that incorporates the indispensable facets of an ethical attack to cultural competency outlined above and could easy be adapted in order to help with culturally competent appraisals more widely ( See Figure 2 ) . If the 8th cardinal inquiry is removed, this model besides avoids the totalisation of the other through an inappropriate usage of cultural cognition . The practician needs to get down with a holistic definition of civilization as discussed above and follow a critically brooding attack, sing power dealingss and their deductions. This attack to working with cultural diverseness implies, foremost and first, an ethical relation to difference. The brooding attack of the theoretical account avoids the totalisation of the other for personal or institutional intents. The acknowledgment that differences can non be to the full known means that we are cognizant that they are ever more than what we grasp. Ben-Ari and Strier ( 2010 ) believe that spread outing our apprehension of Levinas ethical stance, which absolutely advocates the replacing of cognition with duty, is a promising lead in this way. It is non merely that cognition is non adequate, but that under certain conditions, it can even be harmful. Finally, this theoretical account does non detach working with differences from an anti-oppressive position presuming societal duty towards the excluded and oppressed ( Dominelli, 2002 ; Danso, 2009 ) . Clearly there would be a demand to through empirical observation research the utility and effectivity of such a model for sing facets of civilization in appraisals of kids in demand and their households, which would necessitate to see the organizational context within which such appraisals take topographic point. 87.5 per cent of participants in Gilligan and Furness ( 2010 ) pilot of their model said that it had been and would be helpful in their appraisals. However, the fact remains that such a model adopts an ethical stance towards difference in civilization. Decision To to the full appreciate and prosecute with affairs associating to civilization when measuring kids in demand and their households is non easy and a balance needs to be struck between places of Eurocentric pattern and excessively relativistic pattern. It has been argued that the necessary constituents of a model for pattern in this country are a holistic definition of civilization, an ethical attack to difference, self-awareness, an consciousness of power dealingss, the acceptance of a place of complete openness in working with difference and a doubting attack to a commodified construct of cultural cognition . The attack must avoid the totalisation of the other for personal or institutional intents. It has been argued that the Furness/Gilligan Framework ( 2010 ) reflects these concerns and could be easy adapted to help with appraisals in this country. Underestimating or disregarding the topographic point of civilization can ensue in the loss of chances to do existent differences a nd betterments in the lives of service users, while inactivity could, on juncture, lead to serious injury. Competent practicians need to set aside their ain biass and to stay unfastened and receptive to the demands of all service users. In the present clime, it can be hard for busy practicians to happen clip for contemplation and personal development. However, this is critical if societal workers are to work efficaciously within a culturally diverse society. Figure 1: Furness/Gilligan Model: Principles for Reflection on Religion and Belief 1.A Are you sufficiently self-conscious and automatic about your ain spiritual and religious beliefs or the absence of them and your responses to others? 2.A Are you giving the individuals/groups involved sufficient chances to discourse their spiritual and religious beliefs and the strengths, troubles and demands which arise from them? 3.A Are you listening to what they say about their beliefs and the strengths and demands which arise from them? 4.A Do you recognize persons expertness about their ain beliefs and the strengths and demands which arise from them? 5.A Are you nearing this piece of pattern with sufficient openness and willingness to reexamine and revise your programs and premises? 6.A Are you constructing a relationship which is characterised by trust, regard and a willingness to ease? 7.A Are you being originative in your responses to persons beliefs and the strengths and demands which arise from them? 8.A Have you sought out relevant information and advice sing any spiritual and religious beliefs and patterns which were antecedently unfamiliar to you? Figure 2: Adapted Furness/Gilligan Framework: Principles for Reflection on Aspects of Culture 1.A Are you sufficiently self-conscious and automatic about your ain cultural individuality and your responses to others? 2.A Are you giving the individuals/groups involved sufficient chances to discourse their cultural attitudes and beliefs and the strengths, troubles and demands which arise from them? 3.A Are you listening to what they say about their civilization and the strengths and demands which arise from it? 4.A Do you recognize persons expertness about their ain civilization and the strengths and demands which arise from them? 5.A Are you nearing this piece of pattern with sufficient openness and willingness to reexamine and revise your programs and premises? 6.A Are you constructing a relationship which is characterised by trust, regard and a willingness to ease? 7.A Are you being originative in your responses to persons civilizations and the strengths and demands which arise from them?

Long-Term Care Essay Example | Topics and Well Written Essays - 3000 words

Long-Term Care - Essay Example s go through all the available information about the medical problem in question, including the treatment options and the consequences, and then consider how these fit with the patient’s preferences for health states and health outcomes (Hibbard, 2003). A study by â€Å"McKinsey & Company† found that employees were more likely to change their behavior and shop for treatment alternatives, but they were frustrated by the lack of information available to help them make these decisions (Agrawal, Ehrbeck, Packard & Mango, 2005). Patients would communicate with others who are experiencing the same condition through online chat rooms and support groups. They may want information about a physician’s bedside manner. Subjectivity is important in health care, as it is in most other intimate personal relationships (Agrawal, Ehrbeck, Packard & Mango, 2005). The growing demand and the desire for more choices have fueled an increase in competition within the field of long-term care, which has created a need for more efficiency and effectiveness. Providers have been forced to enter into the world of public relations, marketing and business, which led to generating a whole industry specialized in health care. It has, at the educational level, led to development of graduate programs in business but with specialty in health administration. All this development happened with the purpose of creating more efficient professionals who could deal with current trends in health care and stay one step ahead in competition (Study Notes, n.d., pp. 1-2). Consumers’ involvement in their care has created a transcendental effect at many levels and it will continue to impact the health care industry. The trend started with the baby boomers (those born from 1946 to 1964) lifting the expectations and putting considerable pressure on those who provide the services (Study Notes, n.d., p. 2). The demand for services will continue rather than drop off not only because the baby boomers are creating

Self reflection Report Essay Example | Topics and Well Written Essays - 1500 words

Self reflection Report - Essay Example I owned a personal training company and was in charge of management of the business, gaining valuable real life experience. I expect to grow and be able to use the results of this report to improve my performance in the remainder of my degree course. The results of the personality analysis showed that I am primarily an Implementer and secondarily a Shaper. This means I am organized, rely on common sense and demonstrate self-discipline. I like to approach problems systematically and map out a solution with a series of steps. When working in a group, I tend to focus on the best interests of the group rather than my own. I am useful in groups because I can keep on track and persist until the task is completed, regardless of difficulty. Some flaws or weaknesses in my personality include a possible lack of flexibility and a resistance to unproven ideas. This is where my secondary personality trait becomes useful. As a shaper, I am outgoing and dynamic. I am highly motivated and have ample energy a desire for achievement. I often push others to work hard and find ways to overcome obstacles. I can handle confrontation and sometimes find it useful. However, my personality as an Shaper will help me deal with high pressure, stressful situations, and deadlines [Appendix A]. In my learning style analysis, I discovered that my learning style is evenly spread across the four learning styles and I have at least a moderate preference for all the learning styles. I had a slightly stronger preference for the reflector learning style. This means that I prefer to observe, consider all angles, and think. I like structured experiences, case studies, and reports because they contain thorough information and evidence. However, my ability to learn using all four styles makes me adaptable to any learning situation. This can be very useful and keep my education balanced as I continue through my degree program [Appendix B]. My Shaper characteristics complement my