Socrates On Politics Essays - Socratic Dialogues, Dialogues Of Plato

Socrates On Politics Socrates was an ancient Greek philosopher who was accused of impiety and corrupting the youth of Athens. His sentence was death, byway of drinking poison. However, prior to his execution day, a friend, Crito, offered Socrates an opportunity to flee Athens, and evade his death sentence. Socrates refused to run away, and he justified his reasons to Crito. I agree with Socrates' justifications for not escaping, he accepted his death justly and faced the sentence the Athenian court declared. Throughout the Crito, Socrates explains his reasoning for not evading the government. Socrates introduces several pivotal ideas in the dialogue, which led me to agree with his decision. The first idea requires a person to contemplate whether or not the society in which he lives has a just reasoning behind its' own standards of right and wrong. The second idea requires a person to have pride in the life that he leads. In establishing basic questions of these two concepts, Socrates has precluded his own circumstance and continues to prove that the choice he has made is just. "...I am the kind of man who listens only to the argument that on reflection seems best to me. I cannot, not that this fate has come upon me, discard the arguments used; they seem to me much the same." Socrates states that making a conscious choice to remain under the influence of a society is an unconscious agreement with that society to live your life by its' standards and virtues. It is by this notion that people live by today as well. For example, a person chooses to live in a country with a certain type of government. By making the choice to live in this country, the person silently agrees to abide by the laws of that country, or else suffer the consequences. It is to this principle that Socrates adheres to. After establishing the previous point, Socrates reinforces his decision by the fact that the laws and governing agents of the society must command a certain degree of respect. Any person who would disobey these laws creates a deliberate attempt to destroy them and implicitly the society that has imposed them. If the decisions of the city's governing agents are not thoroughly respected as just and cohesive parts of society, the very structure by which the society stands is subject to collapse. If a person is found to be in violation of what his society stands for and does not accept the consequences of his actions, then there cannot be a system of law in place to create order. "You must either persuade it or obey its orders, and endure in silence whatever it instructs you to endure, whether blows or bond, and if it leads you into to war or be wounded or killed you must obey." The society in which a person lives, creates a mutual relationship in which every person in that society is indebted to if he willingly accepts that society for his own. Socrates concludes that if he were to follow Crito's advice he would be committing several wrong actions against a society which he calls his own. In the time of the ancient Greeks, to disobey your won society, is the to betray what was taught to be right by parents. They pass on to their children what they hold to be true; for they brought a person into a society that they believed to be profound and just. In modern society we have similar beliefs. Parents raise and teach their children beliefs and morals that they also hold to be correct. Socrates states that by remaining a member of a society, one must in fact accept the society as their own. The agreement he made within his city to obey the laws, and to live as a good citizen makes the thought of exile shameful and therefore unacceptable. Running away from the decision that his own society has made would be an affirmation of his own guilt in the eyes of his family and peers. Although he may have been wrongly imprisoned and sentenced to death, he holds very little value in the belief that two wrongs can achieve a right. In this case the wrongs being his wrongful imprisonment, and his escape. Neither of these wrongs can achieve a justifiable pardon in society. He firmly stood before his own value system and only wished to preserve the society around him, the society that at one time accepted him. He indignantly renounced the idea of self-preservation and

Battle of Magdhaba in World War I

Battle of Magdhaba in World War I Conflict The Battle of Magdhaba was part of the Sinai-Palestine Campaign of World War I (1914-1918). Date British troops were victorious at Magdhaba on December 23, 1916. Armies Commanders British Commonwealth General Sir Henry Chauvel3 mounted brigades, 1 camel brigade Ottomans Khadir Bey1,400 men Background Following the victory at the Battle of Romani, British Commonwealth forces, led by General Sir Archibald Murray and his subordinate, Lt. General Sir Charles Dobell, began pushing across the Sinai Peninsula towards Palestine. To support operations in the Sinai, Dobell ordered the construction of a military railway and water pipeline across the peninsulas desert. Leading the British advance was the Desert Column commanded by General Sir Philip Chetwode. Consisting of all of Dobells mounted troops, Chetwodes force pressed east and captured the coastal town of El Arish on December 21. Entering El Arish, the Desert Column found the town empty as Turkish forces had retreated east along the coast to Rafa and south long the Wadi El Arish to Magdhaba. Relieved the next day by the 52nd Division, Chetwode ordered General Henry Chauvel to take the ANZAC Mounted Division and the Camel Corps south to clear out Magdhaba. Moving south, the attack required a quick victory as Chauvels men would be operating over 23 miles from the closest source of water. On the 22nd, as Chauvel was receiving his orders, the commander of the Turkish Desert Force, General Freiherr Kress von Kressenstein visited Magdhaba. Ottoman Preparations Though Magdhaba was now in advance of the main Turkish lines, Kressenstein felt required to defend it as the garrison, the 2nd and 3rd battalions of the 80th Regiment, consisted of locally recruited Arabs. Numbering over 1,400 men and commanded by Khadir Bey, the garrison was supported by four old mountain guns and a small camel squadron. Assessing the situation, Kressenstein departed that evening satisfied with the towns defenses. Marching overnight, Chauvels column reached the outskirts of Magdhaba near dawn on December 23rd. Chauvels Plan Scouting around Magdhaba, Chauvel found that the defenders had constructed five redoubts to protect the town. Deploying his troops, Chauvel planned to attack from the north and east with the 3rd Australian Light Horse Brigade, the New Zealand Mounted Rifles Brigade, and the Imperial Camel Corps. To prevent the Turks from escaping, the 10th Regiment of the 3rd Light Horse was sent southeast of the town. The 1st Australian Light Horse was placed in reserve along the Wadi El Arish. Around 6:30 AM, the town was attacked by 11 Australian aircraft. Chauvel Strikes Though ineffective, the aerial attack served to draw Turkish fire, alerting the attackers to the location of trenches and strong points. Having received reports that the garrison was retreating, Chauvel ordered the 1st Light Horse to make a mounted advance towards the town. As they approached, they came under artillery and machine gun fire from Redoubt No. 2. Breaking into a gallop, the 1st Light Horse turned and sought refuge in the wadi. Seeing that the town was still being defended, Chauvel ordered the full attack forward. This soon stalled with his men pinned down on all fronts by heavy enemy fire. Lacking heavy artillery support to break the deadlock and concerned about his water supply, Chauvel contemplated breaking off the attack and went so far as to request permission from Chetwode. This was granted and at 2:50 PM, he issued orders for the retreat to begin at 3:00 PM. Receiving this order, Brigadier General Charles Cox, commander of the 1st Light Horse, decided to ignore it as an attack against Redoubt No. 2 was developing on his front. Able to approach through the wadi to within 100 yards of the redoubt, elements of his 3rd Regiment and the Camel Corps were able to mount a successful bayonet attack. Having gained a footing in the Turkish defenses, Coxs men swung around and captured Redoubt No. 1 and Khadir Beys headquarters. With the tide turned, Chauvels retreat orders were cancelled and the full attack resumed, with Redoubt No. 5 falling to a mounted charge and Redoubt No. 3 surrendering to the New Zealanders of the 3rd Light Horse. To the southeast, elements of the 3rd Light Horse captured 300 Turks as they attempted to flee the town. By 4:30 PM, the town was secured and the majority of the garrison taken prisoner. Aftermath The Battle of Magdhaba resulted in 97 killed and 300 wounded for the Turks as well as 1,282 captured. For Chauvels ANZACs and the Camel Corps casualties were only 22 killed and 121 wounded. With the capture of Magdhaba, British Commonwealth forces were able to continue their push across the Sinai towards Palestine. With the completion of the railway and pipeline, Murray and Dobell were able to commence operations against the Turkish lines around Gaza. Repulsed on two occasions, they were eventually replaced by General Sir Edmund Allenby in 1917.

Biblical Quotes In Tess Of The D

# 8217 ; ubervilles Essay, Research Paper Biblical Quotation marks in Tess of the D # 8217 ; Ubervilles Thomas Hardy # 8217 ; s Tess of the D # 8217 ; Ubervilles portrays the romantic battles of Tess Durbyfield with nature and other unmanageable fortunes. Hardy crafts his novel with legion Biblical quotation marks and allusions. As a self-proclaimed atheist, Hardy manipulates Biblical quotes out of their intended context in the Bible for his ain significance and consequence. Although Hardy is an atheist, he is erudite in the Bible and its instructions. This is really apparent in his book with 63 documented Biblical quotation marks and allusions. Hardy most commonly uses the quotation marks in idiomatic phrases and as similes or metaphors to break depict a character or state of affairs in the original Biblical context, but he besides abuses Biblical quotation marks. Job 42: 5-6 provinces, # 8220 ; I had heard of thee by the hearing of the ear, but now my oculus sees thee ; hence I despise myself, and repent in dust and as hes. # 8221 ; In the Biblical context, to # 8220 ; repent in dust and ashes # 8221 ; means to atone with your whole being, which is made of dust and ashes. Hardy reveals Tess # 8217 ; s ideas about Alec: # 8220 ; Hate him she did non rather, but he was dust and ashes to her, and even for her name # 8217 ; s sake she barely wished to get married him # 8221 ; ( 80 ) . Hardy manipulates the Biblical significance and creates his ain significance for # 8220 ; dust and ashes. # 8221 ; Hardy # 8217 ; s definition implies that dust and ashes are scum and humble objects of no desire to Tess. Hardy exploits a Biblical quotation mark intended to intend every fibre of one # 8217 ; s being into the offal of Tess # 8217 ; s desire. Hardy besides eliminates the original purpose of Phillipians 4: 8-9: # 8221 ; Finally, brethren, whatever is true, whatever is honest, whatever is merely, whatever is pure, whatever is lovely, whatever is gracious, if there is any excellence, if there is anythi ng worthy of congratulations, think about these things. What you have learned and received and heard and seen in me, do. # 8221 ; The adjectives Jesus references exemplify the highest qualities of adult male and should remind Christians of the lone perfect homo, Jesus. In Tess of T he D’Ubervilles, Angel describes Tess as â€Å"being numbered among those who are true, honest, and merely, and pure, and lovely, and of good report† ( 192 ) . Hardy’s citation of the Bible is misdirecting and hypocritical of Tess’ true character. Tellurium was non pure, true, or merely. Tess loses her virginity before she is married and has a kid out of marriage. Tess besides commits slaying, withstanding one of the 10 commandments God set before adult male. The purpose of Hardy’s citation is non to touch to Tess as a Christ figure but instead to qualify Tess as the heroine, who Hardy adored, and demo Angel’s love for Tess. In a continuance of Hardy’s tendency, he molds another Biblical quotation mark into his ain context when he refers to Tess’ character. Hardy’s cagey handling of the different quotes’ original Biblical context establishes Tess’ character with an added genius and singularity. In Matthew 5: 44 – 45, Jesus says, # 8220 ; But I say to you, Love your enemies and pray for those who persecute you, so that you may be boies of your Father who is in Eden ; for he makes the sun rise on the immorality and the good, and sends rain on the merely and unjust. # 8221 ; This quotation mark refers to God # 8217 ; s blind love for everyone no affair if they are Christians or non. God does non seek wrath on evildoers, but instead he treats everyone every bit. Tellurium expresses that she would non # 8220 ; mind larning why # 8211 ; why the Sun does reflect on the merely and unfair alike # 8221 ; ( 125 ) . Tess # 8217 ; rhetorical ailment is precisely that and no more. God # 8217 ; s unconditioned love is non the point of Tess # 8217 ; duologue. Tess complains vocally that she feels life is non just. Hardy # 8217 ; s deceptive quotation mark shows Tess # 8217 ; ignorance of life # 8217 ; s unfairness, and she does non acknowledge that the original context of the quotation mark is to demo God # 821 7 ; s love. Hardy does non misapply Biblical quotation marks to turn out a point or raise inquiries from an atheist # 8217 ; s point of position. Hardy simply quotes the Bible out of context for word picture and dramatic consequence, giving new definitions to Biblical phrases that had antecedently been understood to connote other significances.

Behaviour Organisational Essay Example | Topics and Well Written Essays - 3500 words

Behaviour Organisational - Essay Example The margin of error was close to zero and thus demanded immaculate precision. Area Director was given complete autonomy to carry out the task but the situation was filled with tremendous amount of unknown variables. To counter these variables he wanted a team that would cooperate with him in giving shape to his vision. With no employee data to help him select a team, Area Director had to take special permission to induct outsiders in this project. To complete his team he sought help from the headquarters who came up with few options, from which Area Director selected two more members. In this way he completed his team and used it to get this magnanimous task done. His team-mates have a very high opinion regarding his leadership style, and their responses regarding his leadership help us to conclude that Area Director is amongst the small coterie of gifted leaders. Introduction: Leadership can be defined as the ability of a person to communicate a group in such a manner that his commu nicated words motivate and encourage every individual in the group to accomplish the tasks which they never thought of accomplishing (Vaill, 1989). Thus by undertaking this form of communication the presumed leader is inspiring a change in his group. He is motivating his group to embrace the change and work towards the accomplishment of a single vision (Palmer, Dunford, & Akin, 2008). The duty to articulate a unifying vision lies with the leader. Although, many people consider leadership as synonymous to management, which is unfortunately wrong. Similarly, a manager is also different from a leader in several ways. His job is to deal with complexities, implement the vision and strategies provided by the leader, undertake coordination and staffing activities and handle day to day operations of the enterprise. For organizations both these individuals are important to operate optimally (Zarmansky, Jessup, Terrance, 2011). Especially in today’s fast changing world organizations as well as countries require leaders who can communicate a shared vision, challenge the status quo, inspire his surrounding environment to undergo the laborious process of change, and last but not the least go on to accomplish the goals which the leader set out in his vision (Yammarino, 2003). To complement the role played by a leader, a manger is required who could formulate a detailed plan, create efficient organizational structure and oversee day-to-day operations (Wentz, 1999). People have long been in the hunt to discern traits which can distinguish a leader from a non-leader. In this regard people have focused on trait theories of leadership (John, and Folkman, 2002). Using these theories people has classified leaders as charismatic, enthusiastic and courageous. However researches conducted on trait theories have never succeeded in isolating leadership traits. In addition to these theories people have also search for factors like personality, social, physical, or intellectual at tributes that would help in identifying a leader. After a tedious era of searching for leadership traits researchers finally came up with seven most like traits that distinguished a leader from a non-leader (Avolio, & Bass, 1987). These traits were: ambition and energy, the desire to lead, honesty and integrity, self-confidence, intelligence, high self-monitoring, job-relevant knowledge (Leader to Leader Institute, 2004). However, the failure of different

Con Side of Christian Science Essay Example | Topics and Well Written Essays - 1000 words

Con Side of Christian Science - Essay Example Over the past years, the fundamentalist faith healing practices have grown tremendously to the extent that it has raised serious concerns about its legal basis and for how long it can be tolerated. This can only be considered to be a sect that is illegal. It is considered to be primitive Christianity one which rejects modern scientific inquiry since it emphasizes on the idea that spiritual healing has to be understood in a scientific manner. According to the medical societies, those practicing Christian Science were liable to prosecution through the medical quackery laws (Young 268). This would help transform the bogus medical practitioners into trained and licensed practitioners. To the practitioners, it was through tolerance and faith that one would get healed. It was evident that the numbers of deaths were rapidly rising and this was attributed to the fact that most people were ignoring medical attention and preferred Christian Science. In 1989, a four year old boy named Morris co ntracted a mysterious disease which led to a respiratory infection. By then, his parents were members of the followers of Christ church. According to his parents, true Christians were not expected to turn to medicine when they fell sick. They therefore decided to turn to prayers for their son believing that he would be healed. They bought and anointed him with the holy oil and went ahead to pray for him for 46 days but during this period, his condition continued to deteriorate. The boy did not survive but died after 47 days (Young 269). A medical examiner said that the boy needed basic anti biotic and he would be fine. From the medical examiner, this was the worst case he had experienced from the Christian scientists and to him the parents were liable to a criminal act and they were to be subjected to legal justification. The fact that the parents were religiously motivated made the child a victim of traditional abuse just like the children who die of treatable illness. They could b e subjected to criminal law as this was not right as the parents had failed to undertake an affirmative defense on their child who was still dependent on them for their care. This has indicated that children die unnecessarily due to such ignorance. The survival rates were low for children and this was a negative show for the survival of children as it had been threatened. They can be accused of murder since their son was still too young to seek medical attention on his own. This is feared t become a threat with time as more fatalities that are as a result of Christian Science are still being reported. This relates to another scenario where AIDS patients are only prayed for and not taken to hospital in Christ the king church. According to the church it is only through Jesus that we can receive true healing and therefore going to the hospital to seek medication is an indication that you worship the doctors and not the church. Most transmissions of the disease were as a result of injec tions and heterosexual intercourse. Culture plays a major role in what members of society do and it will definitely shape their attitude towards various aspects including HIV (Young 270). As for politicians, they have come up with campaigns against the disease where they employ people to create awareness on the disease and how they can

Employment responsibilities Essay Example for Free

Employment responsibilities Essay Understand employment responsibilities and rights in health, social care or children and young people’s settings. Outcome 1 know the statutory responsibilities and rights of employees and employers within own area of work 1 Health safety, minimum wage, working hours, equality 2 – Health Safety at Work Act 1974: An act put in place to look after the health, safety and welfare of people at work, for protecting others against risks to health or safety in connection with the activities of people at work. Equality Act 2010: This act legally protects people from discrimination in the workplace. Employment Rights Act 1996: This act explains what rights employees have in a place of work. For example, time off work, guaranteed wages, dismissal and redundancy. 3 – To protect employees against circumstances they may face in their working lives. Every person who works for an employer is protected from discrimination in the workplace, has the right to receive the national minimum wage, and to work no more than 48 hours per week unless they wish to. These employee rights apply regardless of whether the employee or worker is temporary, fixed-term or permanent, or how long they have worked for the employer. These laws provide rules and regulations that must be followed. 4 – Sources and types of information and advice available can be, speaking directly to managers, reading policies and procedures, looking on the internet (direct.gov.uk) , going to a citizen advice bureau or joining a union. Outcome 2 – understand agreed ways of working that protect own relationship with employer 1 – My contract of employment at Crown House covers the following : job title, probationary period, place of work, pay, deductions, hours of work,  overtime, time recording, short time working and lay off, annual holidays, public holidays, sick pay, alcohol and drug testing, pension, notice and garden leave. 2 – My payslip includes the following information: company name, department, payment method, payment period, payments, hours, rate, amount, deductions (PAYE tax, National Insurance, Pension), totals, week/month, date, department number, tax code, employee number, employee name and net total. 3 – If you have a grievance relating to your employment, you should in the first instance raise this with the manager. If the grievance cannot be settled informally, you must set out the grievance and the basis for it in writing and submit it to the Area Manager. 4- Personal information that must be kept up to date with own employer can include : change of name, marital status, change of address, any medical conditions that may affect work, any medication prescribed that may affect work and any altercations with the police must be admitted. 5 – Agreed ways of working includes policies and procedures, which may cover areas such as: Data protection – how confidential files relating to staff or service users are stored in cupboards where access is only given if needed. Conflict management – if there is any conflict between staff members this should be bought to the attention of the manager and he/she should try to resolve this professionally. Anti-discriminatory practise staff and service users will not be discriminated regardless of their age, gender, sexuality, religion, ethnic background or disability. Health and safety – staff should wear appropriate clothing, for example flat shoes and covered up. It is staffs responsibility to report any health and  safety issues they may come across, whether it be broken equipment or maintenance needed within the building. Equality and diversity – staff and service users must be treated equally but not all the same. Opportunities should not be missed just because somebody may need extra support to do something. For example, if a sensory room is upstairs and somebody cannot manage the stairs for whatever reason, help should be given (lift, stair lift) so that person can access the room. Outcome 3 – Understand how own role fits within the wider context of the sector 1 – My job description is to provide centred focused care to service users. To provide opportunities for service users to increase their knowledge and experience, to encourage them to maintain present skills and learn new ones, and to enable them to gain more control over their lives. To manage and minimise behaviours as best as possible. To ensure the four key principles of the ‘Valuing People’ document are adhered to at all times ‘Rights’ ‘Independence’ ‘Choice’ and ‘Inclusion’. General and administration duties. ** Important: this is not exhaustive and is subject to review in line with the changing needs of the unit and/or the needs of the service users. 2 Positive Negative Accessing community and participating in activities of enjoyment People may be at risk to themselves and others (staff, members of public) Gives the company a good name Service users not motivated, become lazy Improves service users development and remain stimulated Behaviours may be displayed often Keep service users safe Gives the company a bad reputation 3 – Other people in which staff need to communicate with will include, but  are not limited to, the following: Residential homes – to find out how the service user has been at home (behaviours, illness), let them of know of any lunch requirements (picnics, cooked lunch), ensure money is sent in for planned activities, make sure the service user is dressed appropriately for planned activities. Speech and Language Therapists – to assess, monitor and review a service users eating and swallowing if any problems have been noticed and reported, to offer help with communication aids and techniques. Mental health team – attend regular appointments with service users to see how they are, is medication working? Any new problems/obsessions? How mood has been? (agitated, confused, depressed) Any behaviour triggers? 4 – CQC are regulators for all health and social care services in Enlgand. A regulator is an organisation that checks services meet the government’s standards or rules about care. They also look after the rights of people who need extra support to stay safe. This includes people who are kept in care under a law called the Mental Health Act. The government’s standards cover all areas of care. These rules are about things like: respecting people and treating them in the way we all expect to be treated. making sure people receive the food and drink they need. giving people care in clean, safe buildings. managing services and having the right staff. CQC put care services on their register if they meet the standards, or act quickly if they do not. They continue to use different information to find out as much as they can about services. Information from the public about their experiences of care is very important to CQC. They also work with local groups and people who use services to find out what’s working well and what’s working badly in health and social care services in their area. Inspectors check services all over England to make sure they meet the rules for safe, effective, compassionate and high-quality care. Care services, and other organisations like the NHS, also give CQC information about certain things that happen. For example, they will check a service if more people are dying there than usual. They act quickly to stop unsafe services or bad ways of working. They say what needs to change and go back to check things are better. CQC can also fine people or companies, give  services a public warning, stop the service caring for any new people, stop a service caring for people while they find out what is happening and even shut services down. Outcome 4 – Understand career pathways available within own related sectors 1 – To be a care home manager you would need the following qualifications * at least two years’ senior management or supervisory experience in a relevant care setting within the past five years * a qualification appropriate to the care you will be providing, such as NVQ Level 4 in Health and Social Care, a degree in social work or nursing (with live registration) * a management qualification, such as NVQ Level 4 in Leadership and Management for Care Services (which replaces the Registered Managers Award (RMA)) or equivalent like a Diploma in Management Studies, or a Management NVQ Level 4 . To be a nurse you would need the following qualifications – around 5 GCSEs (or equivalent) of Grade C and above including English Literature or Language, Mathematics and a science subject. to take a nursing degree courses you will normally need at least 2 A-Level s or equivalent. all nurse training is done by universities. They offer nursing diplomas or degrees which take three years to complete. The diplomas however are being phased out and most universities are moving to degree only in September 2011 – all universities must move to degree only by September 2013 to work as a nurse in the United Kingdom you must be registered with the Nursing and Midwifery Council. The title Registered Nurse is only given to you when you have that registration. To be a social worker you would need the following qualifications – a three-year undergraduate degree or a two-year postgraduate degree in social work that is approved by the Health and Care Professions Council (HCPC). Many university courses are full-time, although some work-based routes with part-time study may also be available. You will typically need the following qualifications in order to study for an undergraduate degree in social work: five GCSEs (A-C) including English and maths  at least two A levels, or an equivalent qualification such as a BTEC National  Diploma or NVQ Level 3 in Health and Social Care. You should check entry requirements, as colleges and universities may accept alternatives like an Access to Higher Education or substantial relevant work experience (paid or voluntary). If you already have a degree, you could do a two-year postgraduate Masters degree in social work. †¨Ã¢â‚¬ ¨ When you apply for social work training, you should ideally already have some paid or voluntary experience in a social work or care setting. You will also need to pass background checks by the Disclosure and Barring Service (DBS). Previous convictions or cautions may not automatically prevent you from this type of work. 2 – In order to become a Deputy Manager of a day service such as Crown House, I would speak to my current manager and find out all the information I needed to know. I could also get in contact with the companies head office and if need be any training providers. 3 – The next steps in my career pathway are as follows Any refresher training to update my knowledge and remind me what I learnt last time, this will include NAPPI training. Attend first aid course and SOVA course annually Complete NVQ level 3 by December 2015 Mental health training by June 2016 Outcome 5 – Understand how issues of public concern may affect the image and delivery of services in the sector 1 – The following are cases where the public have raised concerns regarding issues within the care sector: Winterbourne View Baby P Ash Court Fiona Chisholm Orme House 2 – Abuse took place at Winterbourne View, a hospital for patients with learning disabilities and challenging behaviours in Gloucestershire. A Panorama investigation broadcast on television in 2011, exposed the physical and psychological abuse suffered by people with learning disabilities and challenging behaviour at the hospital. Local social services and the English national regulator (Care Quality Commission) had received various warnings but the mistreatment continued. One senior nurse reported his concerns to the management at Winterbourne View and to CQC, but his complaint was not taken up. The footage showed staff repeatedly assaulting and harshly restraining patients under chairs. Staff gave patients cold punishment showers, left one outside in near zero temperatures, and poured mouthwash into anothers eyes. They pulled patients hair and forced medication into patients mouths. Victims were shown screaming and shaking, and one patient was seen trying to jump out of a second floor window to escape the torment, and was then mocked by staff members. One patient was repeatedly poked in the eyes. A clinical psychologist who reviewed the footage described the abuse as torture. On 21 June 2011, 86 people and organisations wrote to the Prime Minister, David Cameron about the revelations, We are aware of the various actions currently being taken within and outside government – such as the DH review and CQC internal inquiry. We hope to make submissions to those both individually and collectively. However, on their own these will not be enough and a clear programme is needed to achieve change. The prime minister responded saying he was â€Å"appalled† at the â€Å"catalogue of abuses† Panorama uncovered. In June 2011 the Association of Supported Living issued a press statement, which was followed up in writing to every member of parliament in the United Kingdom, calling for community based supported living services to replace institutional services for people with learning disabilities. The Daily Mail said Without the investigation by the BBCs Panorama, given huge coverage in the Mail, the abuse of patients at Winterbourne View might be continuing to this day. As it is, the secure hospital and two other care  homes have been shut down, 11 guilty staff have been brought to justice – and a devastating report now exposes the serial failings of the local NHS, police and health watchdogs. For the past year, the Leveson Inquiry has focused relentlessly on the failings of the media. Never let it be forgotten how much this country owes, in the fight against cruelty and corruption, to its free Press. The Daily Telegraph said, It is impossible to read the details of what went on at Winterbourne View, a care home for the severely disabled in Gloucestershire, without feeling repelled. In the wake of an exposà © from the BBCs Panorama, 11 members of staff were convicted of almost 40 charges of neglect and ill treatment of those in their care. The national regulator, the CQC did a nationwide check on facilities owned by the same company, Castlebeck Care – as a result three more institutions have been closed. The CQC reported a systemic failure to protect people or to investigate allegations of abuse and said that Castlebeck Care had misled the health watchdog. The CQC also inspected 132 similar institutions and a Serious Case Review was commissioned. The head of the Care Quality Commission resigned ahead of a critical government report, a report in which Winterbourne View was cited. Mencap published a report warning that similar abuse could be going on elsewhere and calling for the closure of all large institutions far from peoples families. Eleven people pleaded guilty to criminal offences of neglect or abuse as a result of evidence from Undercover Care and six of them were jailed. Immediately after the eleventh person pleaded guilty, the Serious Case Review was published, revealing hundreds of previous incidents at the hospital and missed warnings. 3 The public seems to have lost faith in such regulators and companies as this has been reocurring for a number of years. The media have issued a lot of publicity stating how care companies, social services and regulators have let the victims down by simply not taking these cases seriously enough and ensuring the well-being and standards are being met. The public may feel  reluctant to use the care services to look after their family members. These issues also give the care sector a bad reputation. 4 – Recent changes in service delivery which have affected own area of work includes staff being supervised and appraised on a regular basis, changes to medication being administered, NAPPI training to prevent forceful restraining, ensuring incident/accident forms are completed correctly and signed by witnesses if needed and up to date training, policies and procedures.

Math Lesson Plan :: essays research papers

Lesson Plan Guide Topic: Math (To investigate and explore multiplication facts) Objectives In this activity, students will investigate and explore multiplication facts. The students will: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Work in groups to device a plan for making a multiplication matrix †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Construct a multiplication matrix †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Reflect on the patterns they observe in the matrix Material For each group †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1 cm grid paper †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  full sheets of paper †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  glue †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  scissors For the class †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  36† X 48† butcher paper Preparation †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Make approximately 10 copies of 1 cm grid paper on colored paper for each group of students. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cut one piece of 36† X 48† butcher paper. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Start the multiplication matrix by placing four or five rectangles on the matrix. Procedure a.  Ã‚  Ã‚  Ã‚  Ã‚  Mini-lesson: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I will begin the lesson by showing the class the multiplication chart I prepared. I will ask pivotal questions to start a discussion, â€Å"What do you think this chart shows†?, â€Å"What do the side numbers mean†? †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I will point to a rectangle and ask, â€Å"What can you tell me about this rectangle†? †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I will hold up a grid paper rectangle with 4 rows of 6 and ask, â€Å"How many rows are in this rectangle?, How many squares in each row?, How many in all†? †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I will then ask the students â€Å"Where do you think this rectangle belongs on the chart†? (I will encourage students to use the â€Å"rows of† language to help in determining the placement of rectangles on the chart). †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Next, I will say â€Å"Today you will be working in groups to create a multiplication matrix†. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I will tell students that they need to devise a plan to make sure that all of the rectangles they need to show will fit on the butcher paper. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I will point to an empty space on the matrix and ask, â€Å"What will the rectangle for this space look like?, What equation will you write on it†? †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  We will discuss how although 2 X 4 and 4 X 2 have the same product, the two problems mean different things. b.  Ã‚  Ã‚  Ã‚  Ã‚  Group Work: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  As students work together to construct the multiplication matrix I will visit with groups and ask some of the following questions: 1.  Ã‚  Ã‚  Ã‚  Ã‚  What part of the matrix are you working on now? 2.  Ã‚  Ã‚  Ã‚  Ã‚  How did you organize the cutting? 3.  Ã‚  Ã‚  Ã‚  Ã‚  Were there any problems? Tell me about them. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Did you change your strategy? 5.  Ã‚  Ã‚  Ã‚  Ã‚  Did you find tricks to make the cutting faster? Show me what you did.