Risk Assessment and Decision Making Child protection, safeguarding Free Essays

Introduction Whether a nurse, doctor, allied health professional, manager or clerical worker, the contribution of health service workers to the protection of children is crucial. The well-being of children and in some cases child’s life depends not only on professional vigilance and a willingness to consider the possibility of abuse but also on action taken in response to it. It depends on talking to the child, listening to what they say; sometimes believing things people think do not, could not or should not happen to children. We will write a custom essay sample on Risk Assessment and Decision Making Child protection, safeguarding or any similar topic only for you Order Now Ensuring the safety and promoting the welfare of children who are at risk of harm is not an easy undertaking. It is sometimes difficult to assess the significance of the information about a child, to gauge its seriousness and decide what to do next. It is easy to lose a sense of perspective and the focus on the child in an attempt to also take into account the needs of the parent, family and professional network. It is not necessary to be an expert in pediatrics or child abuse to have concerns about a child but following child projection guidance once abuse is suspected is a requirements for everyone, managers and clinicians alike. The protection of children is a responsibility that crosses all services and hierarchies. It places equal value on each person’s contribution to the process of protecting children, and its guidance is designed to inform everyone working in health service as well as workers in other agencies. (Judy Barker and Deborah hodes 2007). Child abuse and neglect occur across all socioeconomic, religions and ethnic groups. No one single source can be identified (Finkelhor Korbin 1988.) However, because many occurrences of child abuse and neglect go unreported or undetected, official figures do not necessarily state the true incidence. They tend to reflect on what State government agencies are doing. ( James, M.1994). There is a lack of consistency in how ‘neglect’ is defined. Several definitions of neglect have been proposed. Most commonly they emphasise that a child’s basic developmental needs have not been met by acts of omission by those responsible for that child. In contrast, abuse is associated with acts of commission resulting in harm to the child. Usually neglect is categorised into physical, emotional, supervisory, medical and educational neglect with several sub-categories for each type. Greater specificity of definition is hampered by debates about what constitutes basic developmental needs and the level of care considered adequate to meet these needs. Definitions are further qualified by debates about actual harm, potential harm, impaired development, social conditions, cultural beliefs, levels of chronicity and severity and the intent of caregivers. Neglect is the most common form, and also the fastest growing category, of maltreatment in Canada, United States and the United Kingdom. In Australia overall rates of neglect appear lower. However, definitional differences make international and interstate comparisons in Australia, difficult. (Dr Johanna Watson 2005). Recently there has been an increase in public awareness of the intricacy of all of the issues connected with child abuse and neglect, as well as a realisation of the complexity of the responses required. Much of this is due to increased television, radio and newspaper coverage of the topic as well as specific mass media campaigns. The professional community, however, continues to recognise that child emotional abuse and child neglect can be just as damaging as child physical abuse and child sexual abuse. There is, therefore, a concern to understand both how best to respond to the issue and what can be done to prevent all types of child abuse and neglect from ever occurring in the first place. The long-term nature of the problem and the difficulties in finding solutions has led to the search for more refined responses which involve a range of activities and support programs (Calvert et al. 1992). This needs to involve an interdisciplinary perspective and extend across the community in order to protect abused children and bring about change in their families (Untalan and Mills 1992). Decision-making takes place all the time; it toggles between small and large, slight and most important, compound and simple, tense and easy, multi-agency or single practitioner (Mantell, 2009) . DEFINING THE PROBLEM In United Kingdom there is many legal and variations in the definition of child abuse, so this is make it difficult to provide consistent national data on incidence. Indeed, variations may occur depending on the context in which they are used. For instance, UK government departments may use different definitions from those used by community service professionals. However, all of the definitions refer to the physical or psychological damage caused to the child by the abusive behavior of others, or the failure of others to protect a child from such damage. Most commonly, the categories of abuse cover physical, emotional and sexual abuse, as well as neglect. The debate surrounding child abuse has now moved away from disbelief that it occurs, to legal and academic discussion as to what parameters it includes (Boss 1987). Many of these arguments centre on disciplinary and other childrearing practices which can sometimes be abusive. For instance, the physical abuse of children can be seen in the context of the prevailing values in our society, where there is a degree of acceptance of violence as a legitimate means of attaining ends. This element of violence is represented in child-rearing practices where physical force is condoned and in some cases encouraged as a disciplinary measure (Miller 1988, Edgar 1991). Child abuse is, however, more generally characterized by the deliberate infliction of physical, emotional or sexual harm on the child. Child neglect can also incorporate a situation in which there is a failure to provide conditions which are essential for the health, physical and emotional development of the child. Corby (2000) argues that child protection work consists of two important assessment points. Firstly, apprehension of an abuse and to make a short term decision for quick safety of child. Secondly, to take an action when decision is made to make sure for the protection and welfare of the child (Corby, 2000). Corby (2000) summaries that research on short-term assessment and decision making in child protection work points out to a different way being adopted depending on whether the subject inquiry is a case of physical or sexual abuse. Firstly, assessment focuses on the parents and secondly, on children. In the case of physical abuse and neglect, there is a little evidence of use of research findings in carrying out assessments, and some evidence to suggest that this is vindicated (Corby, 2000). I did a literature review done by Lord Laming, The purpose of this review is to identify any evidence of changes and improvements in safeguarding practice since the Laming review. It distils current learning about the challenges and identifies factors which are supporting improvements in safeguarding work. In March 2009, Lord Laming published the findings of a review investigating the progress being made across the UK to implement effective arrangements for safeguarding children. The review, which was commissioned by the (then) Secretary of State for children, Schools and Families in response to the case of Baby Peter Connelly being made public in November 2008 set out to evaluate progress since Laming’s first report, published in 2003 in response to the death of Victoria Climbie. The review stated the need for ‘a step change in the arrangements to protect children from harm’,(DCSF, 2009). In June 2010, Professor Munro was commissioned by the new Coalition Government to conduct an independent review of child protection in England. In the review’s first report, published in October 2010, Munro sets out the review’s intended approach and the features of the child protection system that need exploring in detail (Munro, 2010). Following initial feedback from a wide range of stakeholders, Munro suggested that ‘good practice thrives’, in many parts of the country despite the numerous system-level challenges that are yet to be resolved. This literature review builds on learning from initial scoping study carried out by the NFER for the local government Association earlier in 2010, which set out relevant literature on safeguarding practice published since the laming review in 2009 (Atkinson, 2010). Training and professional development of social workers, Ofsted’s first annual survey of social work practitioners across local authorities in England suggested that the training and professional development of social workers has progressed considerably since the Laming review (Ofsted, 2010a). The survey found that, in general, social work practitioners are positive about their training experiences in relation to safeguarding. The majority of respondents also reported that such training helps them to understand and meet the needs of children and young people. The first line managers always supporting the social workers to assess and manage any risk in their works by attending the required training and by providing them with a full support. A majority also report that they are able to express concerns to their line manager and in just half of the cases; these concerns are dealt with satisfactory (Ofsted, 2010a). The challenges associated with training and professional development in relation to safeguarding include the need to encourage critical reflection. Social workers can then increase their capacity to make effective decisions by critiquing their own judgment when considering cases (Burton, 2009). In addition, Barlow and Scott (2010) reported that specific safeguarding training is required to support professionals working in multi-disciplinary teams. Methods used to develop relationships and understanding, a recent report by the Children Commissioner (2010) highlighted social care professionals’ qualities and skills conducive to building relationships with children and families. Interagency communication and information sharing, The findings of Holmes et al. (2010) suggested that agencies are continuing to develop and improve their information sharing. However, the same study also suggested this can be improved further. Ofsted’s(2010a) survey of social work practitioners found that fewer than half of respondents agree that communication and information sharing is effective both within their local authority and with other organizations contributing to safeguarding children. Within the health sector, the Care Quality Commission (2009) found that just over a third of applicable acute trusts do not have a policy in place for joint working between maternity services and social services. There were instances where health practitioners had noted the sign and symptoms of potential abuse, but had not communicated there to other professionals. The use of Common Assessment Framework (CAF), provides all professionals with a consistent method of performing an assessment of a child’s needs and to decide how those requirements can be performed and very useful in places like primary health care schools and children centers to recognize and deal with problems before these problems become serious( Barker and Hodes, 2007). Developing of safeguarding practice, here its examples to develop safeguarding as identified in the literature: Training and professional development. (Munro,2010) highlighted the importance of social workers training and professional development in supporting system change related to child protection. The report also emphasized the commitment of the Government to continuing the reform of the social work profession. Capacity and recruitment. The first report of the Munro review echoed this literature review in suggesting that the challenges posed to the social work profession in relation to the recruitment and retention of staff ongoing particularly in the face of intense media and public security. Munro argued that such challenges make it difficult for social workers to provide the flexible and sensitive responses that match the wide variety of needs and circumstances that are presented, (Munro 2010). Relationships and understanding. Munro indicated that the review team will work closely with those involved in the family justice review, commissioned by the Ministry of Justice, to improve the experiences of children and young people involved in care proceedings.(Munro2010). Interagency working. it is evident that the challenges of working across organizational boundaries continue to pose barriers in practice, and that cooperative efforts are often the first to suffer when services and individuals under pressure. (Laming 2009). Quality assurance and monitoring. The Laming review identified local authorities performance management as a central of leadership and accountability. Munro highlighted the importance of ensuring quality assurance and monitoring systems (including performance management and inspection processes) are designed to support children’s social care teams’ core aim to deliver high-quality services for children. Therefore, the review aims to consider how to create a system characterized by good local management information, with focused and meaningful national data, combined with regular feedback from children, young people, families, staff and partners. (Munro 2010). Serious case reviews. (SCRs). The purpose of an SCR is to establish whether there are lessons to be learned from a specific child protection case for professionals and organisations that have worked together to safeguard and promote the welfare of children. SCRs are, therefore, critically important to the ongoing protection of children. Laming identified SCRs as ‘an important tool for learning lessons from the death of, or a serious incident involving, a child’ (Laming 2009). Munro suggested that there is considerable progress yet to be made in supporting SCRs to reflect learning culture based upon an understanding of why circumstances have arisen and a keenness to ensure that this learning is carried forward into other child protection activities.(Munro 2010). Referral and assessment. Munro highlighted examples of local innovation in response to this. For example, there are systems enabling experienced social workers to discuss potential referrals with referrers before a referral is made to ascertain whether it is necessary and appropriate; there are also systems enabling social workers to form multi-agency teams with potential referring agencies in order to improve the flow of communication. The review will therefore be working with local authorities to explore the effectiveness of such innovative strategies. (Munro 2010) After reviewing the literature review I noticed that there is a good amount of evidence of change regarding the improvements in safeguarding practice, since Laming did a review in march 2009, also there evidence to suggest that work to develop the safeguarding of children is being used among many practice. UK Government is fully committed to ensuring that children and young people should have the opportunity to make their views known in decision-making concerning their future but without placing undue stress and unnecessary burdens on them if the complexity of the case does not warrant it. There is now much greater awareness of the need for and importance of criminal record bureau CRB checking. Checking for new recruits is well-established in children’s services and robust arrangements exist for checking contract staff in nearly all local authority areas. However, weaknesses in recruitment practices remain in some services, for example in the timeliness of checks on people who apply for approval as adopters resulting in delays in decision- making by adoption panels.(safeguarding children 2008). I am interested in comparing and contrasting the Maria Colwell and Victoria Climbie inquiries. There are many cases about children who suffering at the hands of their parents, and often ending the tragedy of their lives lead to change in policy, for example Maria Colwell she was killed by her step father in 1973, she was 8 years old when she died, she returned to the care of her mother after she lived 5 years with a foster family who were relatives of her natural father in fact the Colwell report noted clearly that â€Å"there is a failure of the system compounded of several factors of which the greatest and most obvious must be that of the lack of, or ineffectiveness of, communication and liaison. (Jones et al , 1987). While both were living at home with their primary carers (more of this later) and had been in frequent contact with a range of professionals in different agencies for a period of time, no professional was able to intervene appropriately. More particularly, both inquiry reports identified numerous opportunities when professionals had failed to intervene; these individual failures, it is argued, need to be understood in their wider context. Both reports argue that these failures were not simply a consequence of individual incompetence but were a reflection of fundamental inadequacies in their respective systems. What has clearly emerged, at least to us, is a failure of the system compounded of several factors of which the greatest and most obvious must be that of the lack of, or ineffectiveness of, communication and liaison. A system should so far as possible be able to absorb individual errors and yet function adequately. (Parton, 2004: P.84). Acording to the House of Commons 2003 that In England around 80 children die every year from abuse or neglect,for instance, the recent case was the death of Victoria Climbie on 25 February 2000,her death was caused by multiple injuries arising from months of ill-treatment and abuse by her aunt, who take Victoria from her parents in France to UK after she promised them that Victoria would have greater educational in Europe, but Victoria had suffered months of physical abuse and neglect at the hand of her aunt and the aunt’s boyfriend.(Doyle,2006) In fact, the suffering and death of Victoria was a result for the system failure, in 2001 after one year of Victoria death the Lord Laming was appointed to chair an independent statutory inquiry into the circumstances leading to and surrounding the death of Victoria Climbie(House of Commons, 2003) the Liming report identified the need for clear accountability about who is responsible at every level for the welfare of children(Doyle, 2006) and this is the same point that identified 20 years ago in the Colwell enquiry. In addition, according to the Lord Laming (cited in The Victoria Climbie Inquiry Report, 2003:P9) that† this tragedy of Victoria Climbie been because one doctor, one social worker, one police officer, had failed to see one telling sign indicating deliberate harm† furthermore the report pointed out that the failure in dealing with Victoria case due to many factors such as the failure of communication between different staff and agencies, and Inexperience and lack of skill of individual social workers. Moreover the failure to follow established procedures, and inadequate resources to meet demands. (Lord Laming 2003). Both inquiries were established by the relevant Secretary of State. However, this is perhaps the first important area of difference, for whereas the Maria Colwell inquiry was set up by the Secretary of State for Social Services, the Victoria Climbie inquiry was set up by the Secretary of State for Health together with the Secretary of State at the Home Office. In effect, the latter was to conduct three parallel statutory inquiries in relation to local authority social services, health services as well as the police. (Parton, 2004: P.84). The Victoria Climbie inquiry provides a coherent, convincing and powerful account of what happened to Victoria, how she was failed and how this can be avoided in the future. While the account in the Maria Colwell inquiry is of a similar nature, it is also much more equivocal. This is in part because the inquiry report has within it the minority report written by one of the inquiry team, Olive Stevenson. It is not that the report has a major dispute over the facts, but it is in their interpretation, particularly in relation to some of the early decisions leading up to why Maria was returned home, from her foster carers, that there is something of a difference of opinion. In her minority report, included as chapter five in the Maria Colwell report, Olive Stevenson writes as follows:â€Å"As a social worker, my education and experience has taught me that in such matters, there is no one truth; in considering the subtleties of human emotions everyone is subjective. One’s feelings , attitudes and experience color one’s perception. This is as true for me as it is for my colleagues. And when one is dealing with events now some time in the past, drawing to a large extent on records for evidence, and inevitably affected by the eventual tragedy, the probability of distortion in interpretation is all the greater. Those who have worked in child care social work have learnt of the impossibility of predicting the future†. (Parton, 2004: P.84). In Maria Corwell inquiry a major issues was concerned with trying to judge how significant the issue of ‘blood tie’ was in relation to the decision making, and how this was appropriately addressed. Such issues now seem remarkably old fashioned. There is now considerable variation and complexity in household and family structure and relationships, such that the model of the traditional nuclear family no longer seems to represent the majority of the population. As a consequence we now usually refer the ‘family’ as opposed to the family. (Parton, 2004: P.84). The other major area for social change over the intervening thirty years is probably concerned with globalisation. Issues related to and arising from this are core to the Victoria Climbie in a way which is hardly evident with Maria Colwell. While both reports discuss the importance of cultural differences between the workers and the adults and children with whom they work, the way this is discussed is very different. For example, in Olive Stevenson’s minority report she discusses, the cultural differences that were possible in the way Mr Keppel, Maria’s stepfather, made sense of and responded to Maria’s behaviour compared to the way the professionals might have analysed this (Parton, 2004: P.84). The decisions were shown to be bounded by the ‘objective’ principles of the Children Act 1989 and Working Together (1991). However themes that emerged from the analysis of the cases suggest that there is a ‘subjective’ influence on decision processes. Evident within the analysis was a shared fundamental belief in keeping children with their mothers. Both these objective and subjective influences suggest that almost inevitably decision making in child protection practice will be driven in directions that result in courses of action that involve potential and actual risks for children. The findings emphasise how an explicit recognition of the multifaceted nature of decision making can assist in more reflective practice. The ways in which national and local policy impacts upon decision processes, at the level of the individual and groups need to be monitored in order that the needs of children in situations that involve risk remain paramount Kelly (2000). From the two cases I mentioned violence against children is a complex issue, so it seems the system of protection and decision-making in cases of child abuse is difficult and sometimes ambiguous ,but over the case difficult is that the decision to take protection to protect children from people who are supposed to be responsible for the protection and welfare (parents), here are a difficult equation between the rights of children and parental rights, but the decision is based on providing the best for the child. The decision in such situation could not be complete without making a careful assessment for the risk which require to cooperation between all the relevant agencies which responsible about the children in the community, then the decision can be made by the professional team who follow the child protection policy. REFERNCES Atkinson, A. (2010). Safeguarding Post-Laming: Initial Scoping Study. Slough: NFER [online]. Available:http://www.lga.gov.uk/lga/aio/10626631 [accessed 3rd March 2011]. Barker, J Hodes, D (2007) the child in mind: a child protection handbook 3rd ed. London: Routledge. Barlow, J. and Scott, J. (2010). Safeguarding in the 21st Century – Where to NowDartington: Research in Practice. Burton, S. (2009). The Oversight and Review of Cases in the Light of Changing Circumstances and New Information: How Do People Respond to New (and Challenging) InformationLondon: C4EO [online]. Available: http://www.c4eo.org.uk/themes/safeguarding/files/safeguarding_briefing_3.pdf [accessed 3rd march 2011].  ·Child Abuse and Neglect: Institute of Criminology Marianne James Senior Research Officer Australian †Issues in Child Abuse Prevention Number 1 January 1994† Children’s Commissioner for England (2010). The Children’s Commissioner for England’s Report on: Family Perspectives on Safeguarding and on Relationships with Children’s Services. London: Children’s Commissioner for England [online].Available: http://www.childrenscommissioner.gov.uk/content/publications/content_405 [accessed 3rd march 2011]. Corby, B. (2000) Child abuse towards a knowledge base. Buckingham: Open University Press DCSF (2010). Working Together to Safeguard Children: A Guide to Inter-agency Working to Safeguard and Promote the Welfare of Children. London: The Stationery Office [online]. Available:http://publications.education.gov.uk/default. aspx?PageFunction=productdetailsPageMode=publicationsProductId=DCSF-00305-2010 [accessed 7th march 2011]. Holmes, L., Munro, E.R. and Soper, J. (2010). Calculating the Cost and Capacity Implications for Local Authorities Implementing the Laming (2009) Recommendations. London: LGA [online]. Available: http://www.lga.gov.uk/lga/aio/ 9387423 [accessed 3rd march 2011]. HM Government (2009). Government Response to the Social Work Task Force. London: HM Government [online].Available: http://publications.education.gov.uk/eOrderingDownload/SWTF-GovResponse.pdf [accessed 8 march 2011]. Jones, David N. (1987) Understanding Child Abuse .2nd ed .London .Macmillan Education Ltd. Kelly, Nancy (2000) Decision making in child protection practice. Doctoral thesis, University of Huddersfield. Laming, H. (2009). The Protection of Children in England: a Progress Report (HC 330). London: The Stationery Office [online]. Available: http://publications.dcsf.gov.uk/eOrderingDownload/HC-330.pdf [accessed 8th march 2011]. Mantell, A. eds (2009) Social work skills with adults. Exeter: Learning Matters Munro, E. (2010). The Munro Review of Child Protection, Part One: a Systems Analysis [online]. Available:http://www.education.gov.uk/munroreview/downloads/TheMunroReviewofChildProtection-Part%20one.pdf [accessed 3rd March 2011]. Nigel Parton, From Maria Colwell to Victoria Climbie: reections on public inquiries into child abuse a generation apart. Child Abuse Review .2004, 13(2): 80-94. Ofsted (2010a). Safeguarding and Looked After Children. National Results for Children’s Social Work Practitioners Survey 2010 (NAT ‘10). Manchester: Ofsted [online]. Available: http://www.ofsted.gov.uk/Ofsted-home/Publicationsand- research/Browse-all-by/Documents-by-type/Thematic-reports/Safeguarding-and-looked-after-children-nationalresults-for-children-s-social-work-practitioners-survey-2010 [accessed 3rd march 2011]. Okitikpi, T Cathy, A.eds (2008) the art of social work Practice. Lyme Regis: Russell House Publishing. www .safeguardingchildren.org.uk {accessed 9th april2011) The House of Commons, Health Committee.(2003) The Victoria Climbie Inquiry Report. 6th Report. London: The Stationery Office Limited. Words count: 4293 How to cite Risk Assessment and Decision Making Child protection, safeguarding, Essay examples

Othello 2 Essay Research Paper OthelloIn Othello free essay sample

Othello 2 Essay, Research Paper Othello In Othello by William Shakespeare, the scoundrel Iago has many motivations for destroying the lives of Othello, Cassio, Desdemona, and Roderigo. They include jealousy, frights of unfaithfulness, greed, and his choler at being passed on for a publicity. These passionate motivations thrusts Iago, turning him into one of the most evil of scoundrels Shakespeare has created. Roderigo a solider in Othello s ground forces and one time a courtier of Othello s married woman Desdemona is under Iago s enchantment from the beginning. Iago s manipulates him into worsening Cassio, Iago s rival and into giving him all his money to rock Desdemona. Iago tells Roderigo to, But, sir, be you ruled by me: I have brought you up from Venice. Watch you tonight ; for the bid, I ll laic T upon you. Cassio knows you non. I ll non be far from you: make you happen some juncture to anger Cassio, either by talking to loud, or defiling his subject ; or from what other class you please, which the clip shall more favourably curate. We will write a custom essay sample on Othello 2 Essay Research Paper OthelloIn Othello or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ( Pg. 673 ) Roderigo does this for Iago promises it will do him look good in forepart of Desdemona. Iago needs to do Cassio suffer and manipulates Roderigo to make it by playing on Roderigo s desire for Desdemona. Iago besides uses Roderigo for his money every bit good as assisting his immorality programs, Roderigo: I am changed: I ll travel sell all my land. Exit. Iago: Therefore do I of all time make my sap my bag ; For I mine ain addition vitamin D cognition should corrupt, If I would clip use with such a snipe, But for my athletics and net income. ( Pg. 665 ) Simply put Iago explains that if it wasn T for his programs and his desire for money he would hold nil to make with a sap like Roderigo. Iago s motivations when it comes to Desdemona are rather the same. He uses the immature miss as the object of Cassio s desire to upset Othello. Iago besides professes his love for the miss but non as a sexual object but as an object to be used to demand his retaliation upon Othello. Now, I do love her excessively ; Not out of absolute lecherousness, though peradventure I stand accountant for as a great wickedness, But partially led to diet my retaliation, . ( Pg. 674 ) Desdemona is the major party in Iago s program for retaliation against Othello. She is so of import that Iago confesses his love for her, bec ause of her importance. Cassio is a seize with teething irritant in the side of Iago. Iago is covetous non merely of Cassio s rank, but besides in the manner he conducts himself with a higher societal category attitude. Iago choler at being passed for rank by Cassio is apparent from the beginning of the drama Despise me, if I do non. Three great 1s of the metropolis, In personal suit to do me his lieutenant, Off-capp vitamin D to him: and, by the religion of adult male, I know my monetary value, I am deserving no worse a topographic point: But he, as loving his ain pride and intents, Evades them, with a fustian circumstance dreadfully stuff vitamin D with names of war ; And in decision, Nonsuits my go-betweens ; for Certes says he, I have already take my officer. And what was he? Forsooth, a great arithmetician, One Michael Cassio, a Florentine, . ( pg. 647 ) Iago is enraged by a inexperient pedant taking the place he thought was his. Iago is farther moved to destruct Cassio by Cassio s upper category behavior. a diabolic rogue. Besides, the rogue is fine-looking, immature, and hath all those necessities in him that folly and green heads look after: a pestilent complete rogue ; . ( Pg. 673 ) Iago cares non for the goodness and love in Cassio. He merely cares to destruct and utilize him for his ain personal retaliation. Finally Iago greatest perfidy comes from his hate of Othello. He suspects Othello of kiping with his married woman. Iago greatest choler nevertheless comes from Othello go throughing him up for a publicity. For this Iago plans to destroy Othello matrimony by lying about Desdemona fidelity. Ironically Iago through out the drama suspects Othello of holding an matter with his married woman Emilia. I hate the Moor ; And it is thought abroad, that twixt my sheets h as done my office: . ( Pg. 665 ) This angers Iago and merely increases his desire to destroy Othello. And nil can or shall content my psyche boulder clay I am even with him, married woman for married woman, . ( Pg. 674 ) Iago will make anything to acquire his retaliation and experience in control. Iago is one Shakespeare s evilest characters. No 1 is safe from his perfidy. Roderigo, Desdemona, Cassio and Othello all see his green-eyed monster, frights of unfaithfulness, greed, and his choler at being passed on for a publicity. Iago uses misrepresentation to play one another off each other until they are all destroyed.

Politics And The Truman/ Macarthur Contoversy Essays - Korean War

Politics And The Truman/ Macarthur Contoversy July 7,2000 Politics and the Truman/MacArthur Controversy The precarious ?peace? following World War II was at times only seconds from degenerating into a world wide nuclear war. The intensity of the cold war allowed for minimal error in foreign policy. It was during this tense and volatile time that General Douglas MacArthur fought what some deem ?his? war in Korea. While he had proven himself time and again a brilliant military leader, his behavior was not impeccable. He tended to rely too much on his own authority, a trait not dear to Congress or the President. It was this tendency towards insubordination and his flagrant vocal outbursts that resulted in his dismissal on April 11, 1951, by President Harry S. Truman.1 The outcome of World War II left the world in an unprecedented situation. The two primary Allied powers, the United States, a capitalist nation, and the Soviet Union, a communist nation, were political polar opposites. The differences between the two political ideologies lent the two nations to a natural rivalry. The post World War II world was a prime playing field for this rivalry to unfold. Most of the world powers had been completely devastated, leaving formerly self-sufficient nations and their colonies in complete governmental and economic disarray. Subsequently they were susceptible to the influence of anyone offering assistance either governmentally of economically. Hence, the rivalry that had begun prior to the war was foregone out of the necessity to defeat a common foe once again began again in earnest. It was against this backdrop of fear and the burgeoning Cold War that General MacArthur would wage his war in Korea. The Soviet Union felt that the spread of communism was imminent and set about to assist that trend. At the same time the Soviet Union wanted to ensure that they would not be invaded again. If control of Eastern Europe could be retained they would be n essence killing two birds with one stone, furthering their political ideology and creating a buffer zone between themselves and anyone wishing to invade the Soviet Union. The United States was convinced that the soviets were intent upon the world domination of communism and that they would aggressively pursue that goal.2 This coupled with the blossoming of nuclear technology elevated the stakes. The United States had effectively ended World War II with the dropping of the atom bomb in Japan.Soviet nuclear technology was not far behind thanks to the infiltration of American government by soviet spies. Until the onset of the Cold War Korea would have been a non issue. .A remote place in respect to the United States, a war on behalf of Korea would never have occurred prior to the cold war and its foreign policies. However, the intense competition between communism and capitalism worldwide was enough to make the political status of Korea an important issue in American politics.3 When China became a communist nation the United States became willing to go to great lengths to ensure that no other East Asian nations succumbed to Communism. Thus a civil war in Korea led by a communist regime resulted in American intervention. This situation evolved into the Korean War. True to its oath to go to all lengths to contain communism, the United States dispatched its most decorated general, Douglas MacArthur, to head the forces in Korea. General Douglas MacArthur had been in the Far East for many years. Prior to the war general Macarthur had been commander in the Philippines and during the war he had led the Allied forces in the Far East. At the close of the war he had been appointed Supreme Commander of the Allied Powers in the Pacific. It was only natural that he would take control of the Koran situation. General MacArthur had proven himself a brilliant commander during the war and was very aware of his own successes. The fact that he had lived in the region for so long also led him to the conclusion that he understood the situation in the Far East more fully that any other American. These two beliefs played a large part in the culmination of events that led to the dismissal of General

Leadership and influencing practice The WritePass Journal

Leadership and influencing practice INTRODUCTION Leadership and influencing practice INTRODUCTIONCharacteristics of an Effective Leader.Political context Leadership activities MentorshipLeadership modelsProfessional socialisationBetter outcomes for patient careConclusionReferencesRelated INTRODUCTION Effective Leadership is considered as a key component for modernizing today`s health environment. A quality leadership is required in each and every field for the profession development. Many people believe that leadership is a way to improve their personal, social and professional life. An able leader is not just a path for development but also an asset for the organisation to which they belong.(Bryman ,1992. Gardner,1990) Leadership can be defined as a multifaceted process of identifying a goal or target, motivating other people to act, and providing support and motivation to achieve mutually negotiated goals (Porter-O’Grady, 2003). In the day to day life of a Nurse, this could refer to their communication skill or their skills in co-ordinating the day/night shifts along with the team of nurses or other health care staffs and support staff on duty under the direction of that nurse or it can also be applied about their dealings with the patients and their relatives.   The successful operation of the shift, staff morale and managing difficult or challenging situations depends largely on the team leader`s leadership skills. In addition, leadership has been defined in terms of the power relationship that exists between leaders and followers. From this viewpoint, leaders have power and wield it to effect change in others. Others view leadership as a transformational process that moves followers to accomplish more than what is usually expected of them. Finally, some scholars address leadership from a   skills perspective.   This viewpoint stresses the capabilities (knowledge and skills) that make effective leadership possible. It is very much important to understand and appreciate that leadership roles are different from management functions. In Stephen Covey’s (1999) book The Seven Habits of Highly Effective People, he quoted Peter Drucker as saying: ‘Management is doing things right; leadership is doing the right things. Management is efficiency in climbing the ladder of success; leadership is about determining whether the ladder is leaning against the right wall.’ The management is all about tasks, but the leadership is about skill, perception, philosophy and judgement. We could infer from this that it is much more difficult to be an effective leader than an effective manager. Thus leaders have, for the most part should be concerned with orienting the profession to focus upon developing nursing practice ( Salvage,1989). The leadership discourse within the UK is only recently considering nursing leadership to be a process through which health policy may be influenced(Rafferty,1995) Characteristics of an Effective Leader. Some say great leaders are born, not made. And while there are some born leaders, many more have honed their leadership skills through extensive practice. Leaders are often described as being visionary, equipped with strategies, a plan and desire to direct their teams and services to a future goal (Mahoney, 2001). It is very much important for an effective leader to develop problem solving skills which can be incorporated in solving various work related issues and maintain group effectiveness and develop group identification such that their work has not gone unchecked. The Nurse or the team leader should posses and develop within all the above characteristics in order to win the support of the fellow workers and lead the development of clinical practice They should also possess dynamic personality, be passionate regarding their job they do, have a motivational influence on other people, and also be solution-focused and seek to inspire others. By Showing the effective leadership qualities, the nurses can induce a greater influence on their fellow staffs or their sub-ordibnates regarding the profession and also ensuring that professional standards are maintained and enabling the growth of competent practitioners. In a study by Bondas (2006), leaders who were described as driving forces were admired. They were regarded as a source for inspiration and role models for future nurse leaders. A Nurse to be a leader should possess the following qualities making decisions   delegating appropriately   resolving conflict   and acting with integrity. The duty of the leader is also to develop the sense of a team work among nurses who are working under them and also encourage them to improve their skills and their relationship with the other members so that a bond of development exists inside the team. Thus by following the above things the act of leadership can be directly connected to a sense of development among the team members. This is largely achieved by working alongside them in a mentoring and coaching role. A good and successful leader will always try to achieve development of the other staff through their leadership. Saarikoski and Leino-Kilpi (2002) from their study found out that one-to-one supervisory relationship was the most important element in clinical instruction. Various researches have suggested that mentorship facilitates learning opportunities, helping to supervise and assess staff in the practice setting. Terminology frequently used to describe a mentor includes: teacher; supporter; coach; facilitator; assessor; role model; and supervisor (Hughes, 2004; Chow and Suen, 2001). A systematic way of culture based continual learning by providing necessary support and best available practice methods will empower and motivate staff. Dynamic clinical leaders and supportive clinical environments in which they can freely work are essential in the development and achievement of best practice models. It is recommended that staff are first shown how to perform a task and then supported to complete it. Therefore the key factors which are described as effective in nurturing transformational clinical leaders are: provision and access to effective role models   mechanisms for mentoring and clinical supervision   provision of career pathways   intentional succession planning   organisations that value clinical competence and promotion of centres of excellence (Borbasi and Gaston, 2002). Political context The Nurse leaders must be ready and able to respond to an ever changing healthcare environment which also includes organisational expectations and changes in the local and national policies. A Nurse should accept the changes but try to follow what is legal and legimate. These roles have become more specialists, autonomous, accountable and focused on outcome, with both positive and negative consequences for the profession. Demands of the consumers and purchasers of healthcare services are increasing and have a greater expectation of higher standards, particularly in relation to nursing care. Nurse leaders must quickly demonstrate resilience in responding to change and supporting other members in the team to embrace this in a positive way. Effective leaders should be capable of reframing the thinking of those whom they are leading, enabling them to see that changes are not only imperative but are also achievable in an easy manner. Senior nurses who have relevant experience and knowledge has to find ways of becoming involved in organisational decision-making on issues impacting on clinical care such as: developing policy   workforce planning   departmental business planning and clinical and corporate governance. Sorensen et al (2008) advocate that senior nurses must develop constructive processes through which they become accepted as equal team members. They are also required to create a good work place environment that provides a quality patient care and must also evaluate nursing expertise and try to represent nursing interests in corporate decision-making forums. Leadership activities Senior nurses should also apply leadership skills in encouraging staff to use critical reflection to facilitate new understanding .Senior nurses should act as a role model for their sub-ordinates. They should be able to develop the skills of other staff by enabling them to apply theory to practice and encouraging them to test new skills in a safe and supportive environment. This, again, is an example of where leadership activities of the seniors combine with developmental ones to create competent practitioners through practice-based learning. These nurses should adopt a supportive leadership style with mentorship, coaching and supervision as core values. Constable and Russell (1986) showed that if the staffs get good support and encouragement from the seniors or supervisors the level of emotional exhaustion is reduced and it also reduces negative effects of a job environment. Consequently, it would be particularly beneficial for supervisors to provide emotional support to nurses and give them adequate feedback about performance to increase self-esteem (Bakker et al, 2000).. It is common in a ward environment that there would be misunderstandings or conflicts within the staffs. Resolving the conflicts and to build an effective relationships between multidisciplinary team members is a test for the senior nurses` ability. With nurses becoming more autonomous decision-makers, this must inevitably lead to revising the relationship between professional roles. Senior nurses also have a leadership role in facilitating their organisation’s staff support and development programme, which should aim to reduce stress, burnout, sickness and absenteeism among colleagues. Supervisors have a significant influence on employees’ personal and professional outcomes. Bakker et al (2000) reported that senior nurses can buffer the effects of a demanding work environment on staff nurses by thoughtfully maintaining a leadership style that supports staff needs. A person who is exhibiting a true leadership sees each person as an individual and will try to recognise their individual needs, as not everyone will perform at the same level or respond in the same way to environmental stressors or workplace pressure. Leaders need to support staff in ways in which individuals recognise as being useful. In the same way, staff will be motivated by different factors. Leaders must focus on the needs of individual staff and use motivational strategies appropriate to each person and situation. They must seek to inspire de-motivated staff and maintain the motivation of those who are already motivated. Leadership seeks to produce necessary changes in de-motivated staff by developing a vision of the future and inspiring staff to attain this. Leadership is the driving force of the work environment and directly affects staff motivation and morale. West-Burnham (1997) argued that leaders should seek to improve on current practice, and use their influence and experience to achieve this. This includes working within the team to develop goals and a feeling of shared ownership to achieve excellence in clinical practice. Mentorship Different people are motivated in different ways. It is the duty of the Leader to recognise it and they must use strategies that individuals find motivating to empower them and highlight the importance of their nursing role. This can be achieved by the Leader by following the process of structured mentorship. A perfect mentorship should foster ongoing role development and be based on the acquisition and mastery of new skills. Senior nurses should everyday try to spend some time (say like 10-30 minutes) everyday     and get involved with the staffs doing some form of mentoring activity, and each activity that has been done should be recorded in staffs book named ‘learning log’. The learning log is a simple, task-specific recording method used as documented evidence that mentorship has been given on a particular area of work activity. Later the staff members are required to complete their own log book, which briefly records: The nature of the activity being coached; Strengths and weaknesses in performing the activity; Coaching intervention; Future goals. It is important that staff members do not feel over stressed or micromanaged. Learning logs must be viewed as a mentorship tool, rather than a management one. The learning log should be used for reflection purposes to form the basis of a more comprehensive supervision discussion. The log book on which the data is recorded should be used to refresh and remind the staffs and the mentor about the progress they have achieved on a particular issue compared to the previous time and also about the new things they have learnt with the help of the mentorship. It must also record about the new things that as to be achieved by the time of the next assessment. Mentors must also ensure that more junior staffs should have the freedom to seek information, through an open exchange of opinions and ideas and they must also keep in mind that the communication gap between the juniors and themselves is not widened. Staff should also be given the opportunity to show initiative, thus promoting confidence in decision-making and underpinning knowledge and competence in their own skills. creating a stable and supportive environment should be the goal of the perfect mentorship which encourages professional growth through effective role modelling. Murray and Main (2005) said that the notion of decision making should be passed on from more experienced nurses to the less experienced ones so that there is continuity in professional development. Leadership models There are a number of useful models which can be used to guide senior nurses in leading other staffs. transformational and transactional models are the two most common models(Bass, 1985; Burns, 1978). The effects of transactional leadership are short-lived, episodic and task based, with the transactional leader only intervening with negative feedback when something goes wrong. This form of leadership would have a place where there is a specific short-term directed project or piece of work to be completed. When working in a ward it is always better to have a leadership model which offers stability in the relationship between senior nurses and juniors. In these kinds of environments the transformational model is more complex but has a more positive effect on communication and teambuilding than the transactional model (Thyer, 2003).The goals and values of other staffs are shaped and altered to achieve a collective purpose to benefit the nursing profession and also the organisation in which they are employed. Bass (1985) found out that than transactional leaders, transformational leadership factors were more highly correlated with perceived group effectiveness and job satisfaction, and contributed more to individual performance and motivation. A different kind of a model was proposed by Adair (2002). This is the three-circle model of strategic leadership, with the circles being the needs of the task, the individual and the team. Adair believed that knowledge or expertise alone is not enough to lead; however, without it, leadership is impossible. Leaders should be aware of the both group and individual needs, and should harmonise them to support common goals and achieve it in a successful manner. According to Adiar, Each of the three needs in the model interacts with the others. One must always be seen in relation to the other two (Adair, 2003). This is a democratic model of leadership, in which there is consideration for the opinions of those who have to carry out the task. Each individual or the group they belong is involved to do the decision making concerning their work. The valuing of people, their knowledge, experience and skills is the strength hold to this model. These nurses should not be concerned about using concepts from various models and developing an eclectic strategy .Leadership models are a useful tool for senior nurses and help to put the function of leadership activity into perspective. The models should be used as a framework on which to build an effective leadership style which suits the individual leader and those whom they are leading. Professional socialisation Supervised learning in clinical practice fosters emotional intelligence, responsibility, motivation and a deeper understanding of patient relationships and nurses’ identity and role (Allan et al, 2008). Much of the attention should be given in encouraging post-registration education and practice development in order to improve the health care standards. Clarifying role expectation and developing a professional identity is also included in this. Professional socialisation is a learning process that takes place in a work environment, of which junior nurses are an integral part. Effective leaders   who are determined in their job will generate opportunities which create potential for professional self-development for junior staff. It is during this socialisation period that junior nurses develop opinions, attitudes and beliefs about their role which form the basis of professional growth. The role-modelling behaviour of senior nurses during this process is critical in transmitting appropriate professional values from one generation of nurses to the next. With proper Professional Socialization a more powerful team of workforce can be built and care standards can be increased. The role of senior nurses is dynamic and multifaceted. Nurse leaders in practice settings have unique opportunities to influence and even create the environment in which professional nursing practice can flourish. Marriner-Tomey(1993) suggested that, in this highly influential role, nurse leaders have a major responsibility to change behaviour to provide an environment that supports the preparation of competent and expert practitioners. It is part of nurse leaders’ role to serve as a model in providing effective socialisation experiences that impart the appropriate values, beliefs, behaviours and skills to staff. Better outcomes for patient care The Ultimate goal of any healthcare organisation is to deliver a quality patient care and this can be influenced the through good nursing leadership. Junior staffs should be encouraged be good leaders to gain a better understanding of their patients and their needs and values. Overall, these strategies will lead to increased patient satisfaction, more effective nurse-patient relationships and quicker recovery times. Good leadership could produce better patient outcomes by promoting greater nursing expertise through increased staff ability and a new level of competence. Empowered nurses are eager to implement evidence-based practice. They are highly motivated, well informed and committed to organisational goals, and thus deliver patient care with greater effectiveness (Kuokkanen and Leino-Kilpi, 2000). Aiken et al (2001) argued the hospital practice environment has a significant effect on patient outcomes. Junior nurses should be encouraged to seek maximum rather than minimum standards, and be expected to achieve and maintain high-quality benchmarks. Conclusion References Adair, J. (2003)  Effective Leadership. National College for School Leadership, Briefing paper.  www.ncsl.org.uk Adair, J.  (2002)  Effective Strategic Leadership. London: Macmillan. Aiken, L. et al  (2001) Nurses’ reports on hospital care in five countries. Health Affairs; 20: 43-53. Allan, H. et al  (2008) Leadership for learning: a literature study of leadership for learning in clinical practice.  Journal of Nursing Management; 16: 545-555. Bakker, A.B. et al  (2000) Effort and reward imbalance and burnout among nurses.  Journal of Advanced Nursing; 31: 884-891. Bass, B.M.  (1985)  Leadership and Performance Beyond Expectations. New York, NY: The Free Press. Bondas, T.  (2006) Paths to nursing leadership.  Journal of Nursing Management; 14: 332-339. Borbasi, S., Gaston, C.  (2002) Nursing and the 21st century: what’s happened to leadership?  Collegian; 9: 1, 31-35. Burns, J.M.  (1978)  Leadership. New York: Harper and Row. Bryman, A. (1992). Charisma and leadership in organizations. London: Sage. Chow, F.L.W., Suen, L.K.P.  (2001) clinical staffs as mentors in pre-registration undergraduate nursing education: students’ perceptions of the mentor’s roles and responsibilities.  Nurse Education Today; 21: 350-358. Constable, J.F., Russell, D.W.  (1986) The effect of social support and the work environment upon burnout among nurses.  Journal of Human Stress; 12: 20-26. Covey, S.  (1999)  The Seven Habits of Highly Effective People. London: Simon and Schuster. Gardner, J. W. (1990). On leadership. New York: Free Press Hughes, S.  (2004) The mentoring role of the personal tutor in the ‘fitness for practice’ curriculum: an all Wales approach.Nurse Education in Practice; 4: 271-278. Kuokkanen, L., Leino-Kilpi, H.  (2000) Power and empowerment in nursing: three theoretical approaches.Journal of Advanced Nursing; 31: 1, 235-251. Mahoney, J.  (2001) Leadership skills for the 21st century.Journal of Nursing Management; 9: 5, 269-271. Marriner-Tomey, A.  (1993)  Transformational Leadership in Nursing. London: Mosby. Murray, C., Main, A.  (2005) Role modelling as a teaching method for student mentors.  Nursing Times; 101: 26, 30-33. Porter-O’Grady, T.  (2003) A different age for leadership, part 1.  Journal of Nursing Administration; 33: 10, 105-110. Saarikoski, M., Leino-Kilpi, H.  (2002) The clinical learning environment and supervision by staff nurses: developing the instrument.  International Journal of Nursing Studies; 39: 259-267. Sorensen, R. et al  (2008) Beyond profession: nursing leadership in contemporary healthcare.  Journal of Nursing Management; 16: 535-544. Thyer, G.  (2003) Dare to be different: transformational leadership may hold the key to reducing the nursing shortage.  Journal of Nursing Management; 11: 73-79. West-Burnham, J.  (1997) Leadership for learning-reengineering ‘mind sets’.  School Leading Ability and Management; 17: 2, 231-244.

ABANDONED VEHICLE PROBLEM IN SAUDI ARABIA Assignment

ABANDONED VEHICLE PROBLEM IN SAUDI ARABIA - Assignment Example The situation is much worse in the Kingdom of Saudi Arabia. Many countries, like New Zealand and European Union, have succeeded in getting rid of the problems of abandoned vehicles; however, Saudi Arabia is still caught in its strong clutches. This research paper throws light on the status of current industrial activities in Saudi Arabia by comparing it with the best current status of recycling in New Zealand. Moreover, the evaluation of the recycling industries currently working in the Kingdom of Saudi Arabia indicates that they are progressing very rapidly, Seder Environment for instance. Possible solutions and suggestions are given at the end in order to combat the environmental threats posed by the disproportionate abandoning of vehicles in the country. Additionally, the suggestions include massive awareness programs, implementation of the proper government laws and policies enforced by Law enforcement and other local authorities, improvement in the vehicle recycling industries a nd advanced research in this particular field. The health of human beings is the most important thing that needs to be taken care of in this modern era. Hence, in order to prevent further spreading of fatal diseases produced as a result of unsafe abandonment and limited recycling activities, the problems mentioned in the paper need to addressed as soon as possible. Introduction The increased expansion in the field of car technology has made human life exceedingly trouble-free. However, this advanced technology which gets quite an obsessive hype from all the strata of life does have a whole negative side to it. The issues encompassing abandoned vehicles by their owners have originated a major concern for city administrations and other law enforcement agencies throughout the world. This predicament often brings negative environmental, social and economic problems with it. The assignment of returning these abandoned vehicles back to their owners proves to be a humungous task as they do not carry any identification plates most of the times. For instance, Dubai Municipality removes around 240 to 250 cars in a month. Head of specialized hygiene, Yaqoub Al Ali once said, "Some people spoil Dubai’s landscape by leaving their cars for long periods within the city for emergency travel or because of financial and security problems" (Al-Sadafy, 2011). However, keeping in view the current statistics, the present situation in Saudi Arabia regarding the problem of abandoned vehicles is much worse and needs to be dealt with as soon as possible. According to the spokesman of the traffic department of Jeddah, Lt. Colonel Zaid-Al-Hamzi, his department has removed almost 2,836 cars in 2011 from the various sections of Jeddah. Law enforcing agencies fear that they will soon run out of the suitable places to store the vehicles. Abandoned vehicles are stored for six months and once this period is over, the cars are discarded away as junk (Arabia MSN). Municipality collects a large number of deserted vehicles from all parts of the country but the lack of recycling activities in Saudi Arabia makes it difficult to deal with such a huge quantity of vehicles in a constructive way. In 2009, the municipality confiscated 1,536 vehicles from Jeddah. According to a well-known economist, Al-Buainain, the recycling sites in Saudi Arabia are marginal at present and the country needs to learn from its neighbouring countries such as Bahrain on the subject of advanced recycling activities (CW Staff, 2013). Abandoned Cars in a North Jeddah neighborhood. (Source: http://arabnews.com) (Source: www.flickr.com) Current Status of Recycling in

The Guide by R. K. Narayan Essay Example | Topics and Well Written Essays - 750 words

The Guide by R. K. Narayan - Essay Example Th story is st in smll town whr th hro is tourist guid nd mts girl who is ccompnid by hr husbnd. H gts fscintd by tht girl nd with his chrm nd tlnt h mngs to gt th girl wy from hr husbnd nd uss hr dncing tlnts to rn mony nd nds in prison nd onc h gts out of th prison h gos in to villg nd strts living nothr fls lif bcus of his chrm nd tlnt th villgrs worship him s god, but how th hro trnsforms himslf in to somon who rlly ttins sttus of GOD. On my opinion, most of th srious thoughts nd ids of th uthor r not stright in this book. To fully undrstnd it, on nds to possss littl bit of mturity to rlly pprcit it, nd I mn mturity in trms of spiritulity. Th grtst problm tht is dpictd in this book is th low qulity of indignous ldrship in his own socity. H dscribs Brhmns s clss or vn politicl group with rsponsibility for th brkdown of trditionl Hindu vlus nd institutions of govrnnc. It should b notd tht Nryn is not dvout Hindu, nd h oftn ccuss Wstrnrs of wrongly supposing tht ll Indins r dply spiritul bings. In his novl Nryn undrtons Gndhism ,whr h points out to th phrs of Vln, "Your pnnc is similr to Mhtm Gndhi's. H hs lft us discipl in you to sv us " (Nryn , p 93). cntrl topic of th novl is th convrsion of Rju from his rol s tour guid to tht of spiritul guid, whr s tour guid nd lovr, h is imptuous, immorl, nd vn hdonistic. s rsult, ftr his imprisonmnt nd wholly trnsformtion h turns into holy, crful nd slf-disciplind mn. Th novl potrys two storis, tht of Rju's rltionship with Rosi, nd tht of Rju's rltionship with th villgrs s holy mn. Th novl thn ltrnts btwn n ccount of Rju's crr s holy mn, which is told in th third-prson, nd Rju's ccount to Vln of his prvious crr s tour guid nd lovr. This dulism of th story is sign of th dulism in Rju's chrctr. Rju is dpictd s sympthtic chrctr throughout th novl. Th illusion in Rju's lif is Rosi, who dtrcts him wy from th dily routin of norml lif. Whn Rju ss hr for th first tim, h dscribs hr by using words lik "complxion not whit, but dusky, which md hr only hlf visibl, s if you sw hr through film of tndr coconut juic" (Nryn ,p 29). It is n opn ndd novl whr nothing is vr rvld. If you think it is right, it will b so. You will probbly sk yourslf if th msk bcom so ovrpowring, tht it tks ovr Rju's rl chrctr nd stblishs it s th truth. Nryn's drk irony is dpictd through th mking of Mhtm in this novl, howvr, Rju's ws cs whr th physicl guid indd bcm spiritul guid, Swmi nd finlly th msk hs tkn ovr th chrctr. No on would sy tht it is simply just pssiv tking ovr, bcus in this cs th chrctr hs cquird th msk nd bcom on with it. Rju's rscu lis in his brvry to ccpt ll his follis nd pologiz for thm. I prsonlly nvr found Rju s immorl bcus in th intil prt, Rosi's sttus s wif is so pitiful tht I lmost wntd Rju nd Rosi to fll in lov. Hnc I don't s Rju's downfll s punishmnt for his immorlity. Rju's trgdy ws tht h could nvr sy no. h just ccptd ll tht ws thrust upon him nd thus plyd diffrnt rols. Hnc h bcm shop ownr, tourist guid nd ltr on n gnt to Nlini lis Rosi's dnc prformnc. Howvr, not tking dcision is dcision in itslf nd indd, if Rju couldn't sy no, lso mns tht h wntd to sy no. Th nding is prhps th most nticing nd I bliv in Rju's trnsformtion from swindlr to sint. If I don't gr with it, I will b stigmtizd s n thist. nd I m nithr, so I will lv th intrprttion of Rju's chrctr for ltr, cus I nd som tim to fully procss th

Explanation Of The Internal Point Of View

Explanation Of The Internal Point Of View Jurisprudential debate concerning the nature of law is often thought of as a long-running battle between two schools of thought the rival camps of natural law and legal positivism. The natural law tradition has always emphasised laws grounded ness in justice and the common good, while legal positivism had tended to emphasise laws basis in authority. Legal positivism emerged from the work of Jeremy Bentham and his disciple John Austin. The latter famously claimed that the idea of sanctions is the key to the science of jurisprudence.  [1]  Therefore he held that legal rules are to be threats backed by sanctions and statements of legal obligations, so as the threatened sanctions to be carried out. Another great legal positivist, Hans Kelsen, tried to explain legal rules and obligations in terms of norm, to be directives to courts requiring them to apply sanctions. In addition Alf Ross separating the difference between Austin and Kelsen, understood of legal rules as norms addressed to courts guiding the use of sanctions and statements of legal validity as predictions that these norms will be followed. However, one of the two greatest twentieth-century (the other one is Hans Kelsen) exponents of the legal positivism was, without question, Hart. In his principal book The Concept of Law  [2]  , Hart describes the central thesis of legal positivism as the simple contention that it is in no sense a necessary truth that laws reproduce or satisfy certain demands of morality, though in fact they have often done so.  [3]  Therefore the central claim of legal positivism is that law is separate and distinct from morality. Also, Hart showed that sanction-centred accounts ignored an essential feature of law. This feature was termed the internal point of view. Harts internal point of view claims that the law is seen not just sanction-threatening, directing, or predicting, but imposing obligations. Therefore, what, precisely, is the internal point of view? And hence, what role does it play in Harts theory? In short, the internal point of view is the practical attitude of rule acceptance. It does not suggest that people accept their moral legitimacy, but only that they are willing to guide, and evaluate their conduct according to the rules. As for its importance to Hart theory, it plays four roles: (1) it specifies a particular type of motivation that someone may take towards to the law; (2) it constitutes one of the main existence conditions for social and legal rules; (3) it accounts for the intelligibility of legal practice and discourse; (4) it provides a naturalistically acceptable semantics for legal statements.  [4]  This concept perhaps is Harts greatest contribution to jurisprudential theory but it is often easily misunderstood. To begin with, Hart dictates that the element of authority involved in law has always been one of the obstacles in the path of an easy explanation of what law is.  [5]  He argues that the command theorists  [6]  explain force as the main component of law and have looked only on one side of the coin the external element of law. It compels people to act only out of fear. This may be the bad mans view of the law and Hart argues that it does not present a balanced picture. A positivist theory of law must offer an account of the nature of law-making authority. At the same time, positivists claim that the validity of a law does not entail an obligation to obey it. This means that the theory is quite independent of any theory about the basis of a moral obligation to obey the law. Bentham and Austin approached these problems by treating statements about sovereignty, rights and obligations as straight forward statements of observable social facts. Therefore in focusing only on the com mands and actions of a sovereign in imposing sanctions, the command theorists have ignored the internal aspect which characterises all law. This is element is the internal point of view which make people feel a sense of obligation to obey the law. In fact, as Hart explains there is a distinction between the two aspects of law, to be obliged thus to act in a certain way because of some threat or by force, such as when an armed man orders a person to hand over money, and to be under an obligation thus to feel in yourself a sense of duty to act in a certain way without some external factors such as threat or sanctions. Therefore, for Hart the command theories try to explain the law only in terms of the first notion, therefor they are inadequate, because the law has both an external and an internal fashion to induce compliance. According to Stephen Perry, for example, the general idea of the internal point of view is that an adequate jurisprudential account must at some point take into consideration how the practice looks to at least some of the practices participants, from the inside.  [7]  Similarly, Gerry Postema writes: The law, like other similar social practices, is constituted not only by intricate patterns of behavioural interactions, but also by the beliefs, activities, judgments and understandings of participants. The practice has an inside, the internal point of view of participants.  [8]   In regard to the above, Harts doctrine demands that legal theories to become across with the shared experiences of legal natives. Jurisprudence must take the insiders point of view, and have a conflict with those theories that ignore the attitudes and beliefs of the people that are under the law. Therefore the internal point of view came to question sanction-centred theories of law, such as those suggested by Hans Kelsen and Oliver Holmes. Hart claimed that these theories are lacking insight because they ignore or conceal the range of attitudes that people have in the direction of the law. The problem in Kelsens theory, is that the law directs officials to punish those who dont comply with the rules instead of providing guidance for those who want to live according and under their obligations. Also the difficulties with bad man theories such as Holmes is that they assume that people are driven to follow the law merely in order to avoid sanctions, rather than because that rules requir e so. In addition, Holmes who is an insider himself, his curiosity about the law is explained only by his aversion to sanctions. He benefits one type of insiders point of view over another. So as Hart says, theorists by focusing only on the perspective of the bad man, sanction-centred theories define, only the other point of view, particularly, the internal point of view out of existence. Thus for Hart the the internal point of view is actually the practical attitude of rule-acceptance. It happens when people accept or endorse a convergent pattern of behaviour as a standard of conduct towards a social rule. Therefore when the phrase the internal point of view has one meaning, it refers to a specific practical attitude. Moreover practical point of view has two attitudes that an insider can follow towards the rules: acceptance and non-acceptance. According to Hart, if someone accepts the rules have taken the internal point of view. In reverse, if someone does not accept the rules, either because they accept the bad man point of view, or because they are just observing, they dont take a practical attitude at all, it is just the external point of view. However, what does he mean to accept a social rule? Hart claims that to accept a social rule is to regard a pattern of behaviour as a general standard to be followed by the group as a whole.  [9]  It is to treat existence of the rule as a reason and justification for action, as the basis for claims, admissions, demands, punishment or criticisms, as establishing the legitimacy of these demands and criticisms.  [10]  Hart clears out that the moral legitimacy of the law does not needed in order to accept its authority. Hence the standard of conduct meant by Hart is certainly not the moral legitimacy of law. Therefore as he said is that when one takes the internal point of view towards a rule, acts according to the commands of the rule.  [11]  But since this can be comfort by the bad mans theories Hart added, The second way in which the internal point of view is expressed is through critical evaluation.  [12]  So as people who accept the rules criticize others even themse lves for not conforming to the rules. In the end, the internal point of view is often expressed by words such as must, ought, wrong, and right. As Scott J. Shapiro in his Journal said if someone accepts the rule that men must bear their heads upon entering a church, this practical attitude might be expressed by statements of the form: You ought to take off your hat in Church or It was wrong of me not to take off my hat last Sunday.  [13]  These statements are internal statements as described by Hart.  [14]  Therefore, Hart compares these practical statements with theoretical statements that others accept a particular rule. For example, someone might say, Episcopalians accept a rule requiring men to take off their hats in Church.  [15]  For Hart, these are the external statements since they express the external point of view.  [16]   To sum up, as Scott J. Shapiro said in his Journal Harts internal point of view must be understood as a commitment to act in all of the above ways. That is, one takes the internal point of view towards a rule when one intends to conform to the rule, criticizes others for failing to conform, does not to criticize others for criticizing and expresses ones criticism using evaluative language.  [17]  Basically, Hart concept of the internal aspect distinguishes between social rules and social habits. A crucial difference from a social habit and a social rule is that habit lack criticism from others in a group when the convergent behaviour is deviated from. However, as it is seen, the internal aspect and therefore rules is an important ingredient for Hart conception of law. At first impression Hart conception of law, is a symbiotic relationship between primary and secondary rules, and more importantly the internal point of view seems valid. A primary rule imposes duties and prescribes how one must act by way of recognizing a general standard mode of behaviour. The secondary rules consist of the three important characteristics, which can be characterized as sub rules, which give the concept of rules as law and obligations, but more importantly, law as a system of rules. First is the rule of recognition, which helps to determine whether a rule is indeed a rule, this is determined by the influx of criticism for deviation of the rule and the existence of social pressures to conform. The second, denoted as the rule of change, which allows for the creation of new primary rules or the change and modifications of old rules for the group to live by, these rules are also subject to procedural standards. The final characteristic is the rule of adjudication that de termines whether or not a primary rule has been violated and prescribes the procedure the courts must follow to apply sanctions. There is also a strong connection with the rule of adjudication and the rule of recognition because, if the courts are empowered to make authoritative determinations of the fact that a rule has been broken, these cannot avoid being taken as authoritative determination of what the rules are.  [18]   Indeed the mosaic of the internal aspect, the primary and secondary rule as law is very attractive for Hart because he is able to explain where Austin has failed. Primary rules are laws, because they are general and span over the territory in which the sovereign has authority, and secondary rules are a means to enforce and amend the laws. The power conferred to the individual is not a duty, but merely powered conferred to identify rules and the breach of obligation, this is justified by inextricably linking the rules of recognition and the rule of adjudication. The existence of secondary rules, giving amendment ability and the creation of new rules, has an exacted resemblance of a legal system. However Hart analysis is open to scrutiny. One element that can be objected to is his assumption on why individuals obey law. For Hart, people obey rules hence law, because of the internal aspect. Individuals obey, not habitually or because of some sense of reason, but because other are doing so. The internal aspect also makes an assumption that a society where the internal aspect is at large is one that is duly homogenous. The individuals in this society all think in a similar fashion, they share the same morals, ethics and perspective and because of this they know rather instinctually know. Hart idea of the internal aspect is an explanation of why people obey and follow laws, but the implications of this theory is that the individuals under sovereign rule are completely oblivious and unthinking to law and the creation of laws is largely reactionary, where there are no presupposed principles of the social group in question. Hart points out that that there is no necessary conceptual connection between law and morality. He supports that there can be legal rights or duties that have no moral justification or force. On the other hand Dworkin which occupies a theoretical position somewhere between natural law and legal positivism maintains that there must be moral grounds fo r the assertions of the existence of legal rights and duties. That is, legal rights are a species of moral rights. Hart points out that his theory enables the identification of the law based on a relatively straight forward application of a rule of recognition. Dworkins theory on the other hand, requires a complex moral calculation and interpretation to identify even the simplest rule as a rule of law. The notion that the internal aspect is the main and only reason for peoples compliance and obedient nature to law is insulting to the populations intelligence and the diversity of peoples, morals, ethics and thought. To conclude by the combination of primary and secondary rules Hart believes that he has found a significant weapon for the analysis of much that puzzled both the jurist and the political theorists, namely, the heart of a legal system. He believes that this approach is greater than his predecessors to explain the nature of law. He rejects the sanction-centred theories because they are based only on the motivation that people will obey only through fear. Also Hart allows us to see legal phenomena, not in terms of isolated precepts with not meaningful link to social reality but as a unified system upon the concept of rule of recognition.