Slavery in the American south Essay Example | Topics and Well Written Essays - 1500 words

Slavery in the American south - Essay Example   Fredrick Douglas a narrator describes how life as a slave denied him his rights and the remarkable contribution ha made in fighting for the freedom of fellow Blacks. He describes the lords and masters of Slavery in North America, how they acquired slaves from African states in the north like Mauritania and Lagos. Slaves bought in exchange of the American manufactured goods and transported along the Atlantic Ocean. African chiefs sold off their natives to earn wealth from the whites, and this triggered the activities by African to conquer the trading of their fellow blacks (Turner-Sadler, 2009). Africans sold off to the whites, forced to work in the American plantations and production industries. Douglas explains that the increased demand for labor resulted to the need to acquire more slaves from Africa, and hence they resulted to new tactics of forcefully raiding African villages and capturing the natives. They faced a lot of resistance, hence did not invade the interior of Afric a, and only attacked the areas close to the coast.In his article, he adds that slaves acquired accomplished domestic chores and professional jobs that required training. Young virgins captured to work as sex workers and hence such inhuman actions resulted to the eruption of human rights for protecting the most vulnerable especially women and children. Slaves who got any forms of training would go back to their countries and take part in developing the African Economy (Deyle, 2005).   

Assignment #1 Coursework Example | Topics and Well Written Essays - 1000 words

Assignment #1 - Coursework Example The citizens enjoy several rights and freedoms but in the enjoyment of such, the people have a responsibility of ensuring that they do not hurt others. Courts therefore determine the aggrieved party and punishing the guilty party appropriately. In order to do this effectively, courts must maintain high ethical standards. The American government ensures that by developing an independent judiciary. By eliminating interference from the other two arms of the government, the judiciary enjoys the autonomy to make rulings depending on their interpretation of the law and the available evidence. Judges and prosecutors among other parties in the judiciary On the other hand must uphold high ethical standards, operate with the view of providing justice and uphold the constitutionalism in the governance of the country. The courts should provide amicable solutions to conflicts that arise in different spheres including commercial sectors among many others within the country (Halbrook, 1998). Cine should not answer the interrogations, answering the interrogations is tantamount to the party providing incriminating evidence against him or her. The Miranda rights for example is a statement that law enforcer read to suspects warning them not to talk since whatever they say is used in incriminating them in a court of law. This implies that the constitution recognizes the fact that one should not incriminate himself or herself. The prosecutor must carry out independent investigations and determine his or her own original evidence. Compelling Cine Forty Theater Group to answer the interrogations is forcing the party incriminate itself, it thus becomes appropriate for the company to reserve its thoughts on the case and use such during the court proceeding in defending itself thereby proving the other party liable. Legal proceedings have effective legislations governing the operations and actions of each party conjoined in a court case. Contempt of court is a

Healtha nd social services and policy issuese Essay

Healtha nd social services and policy issuese - Essay Example Organizations offering such services seek to facilitate minimizing the monetary burden by hindering the obligation imposed on the local authorities by relatively more expensive residential care services. The organizations offering domiciliary care services to the targeted group of clients need to be efficient and prompt in delivery of services, considering the nature and scope of their duties and hence active steps need to be taken to ensure effective service delivery, provision of high quality services, and satisfying the health needs of the individuals relying on their services, in the best possible manner. This paper on Health and Social Care services and Policy Issues is aimed at analyzing and investigating issues concerning productivity of the private domiciliary care services and develop means and alternatives in the form of effective policies and practices to combat the various challenges posed. This paper also seeks to look at the prospective alternatives and choose the best possible solution for improving and enhancing organizational productivity by taking into consideration performance management issues along with other key issues concerning labor efficiency, availability of skilled labor, finances available for provision of efficient services etc. Domiciliary care services that offer adult community care comprises of a varied range of services which are designed, developed and delivered in affiliation with a host of essential factors including service users, carers, healthcare providers as well as other social groups and suppliers belonging to the constitutional and autonomous sectors. These services are designed to fulfill the assessment needs of a considerable portion of population, comprising of individuals, families, as well as communities as a whole which are in dire need of availing support, personal health care and protection. Such services are chiefly intended to endorse and safeguard the vulnerable

A Position Paper on the Current State of the Music Recording Industry Case Study

A Position Paper on the Current State of the Music Recording Industry - Case Study Example But more than a simple issue of finances and revenues is the issue of the product that Springsteen is selling, other than the records the labels are charged with marketing. In the tradition of rock and roll, a tradition that Springsteen is now a large part of, the live performance is the musician’s venue for making that personal connection—an emotional connection—with his fans. Through tours and concerts, the rock musician continues a legacy in which millions of people are emotionally invested. Firstly, because Bruce Springsteen is so well-established, his concert, performance, and appearance revenues actually outweigh revenues of sales from his album releases. This fact makes two things clear: first, the choice between record label distribution and self-distribution is less important, and second, Springsteen can focus on performing instead of writing new material to play to new audiences. Instead, he can perform his classic repertoire of music that multiple generations have loved and enjoyed. For that reason, his record label should actually have very little impact on his musical career going forward, which is a similar case to Radiohead, who decided to self-distribute new material. Clearly, the decision to trust a record label or to self-distribute is up to the individual artist, and his decision will be influenced by a number of factors. For Springsteen, first and foremost, is his age. At 60, a 10-year contract may last him through the remainder of his performing career . Also, for many artists, the decision to self-distribute is a philosophical one: trying to shift away from the label-dominated paradigm that exists in the United States. These intangible issues aside, perhaps the best advice one can give Bruce Springsteen, when faced with these two options, is to reflect on his experiences from the past 35 years, and whether he has had a satisfying experience with Columbia. Another

Corporate Responsibility for Childhood Obesity Essay

Corporate Responsibility for Childhood Obesity - Essay Example The central argument in Linn’s case is that the food manufacturing companies are the ones responsible for the high number of obese kids in society. However, David has a different argument stating that it is the accountability of the guardian and the kid to ensure that the child does not get obese. These central arguments are different and reviewing their supporting arguments offers more insight on the issue. The key difference between these two authors is on who ought to take responsibility for the obesity problem facing kids in the contemporary world. According to Susan Linn, the responsibility for this goes to the companies that manufacture these foodstuffs. She supports this by further stating that the advent in technology has made companies powerful enough to sidestep the authority of the parent when a kid wants to purchase a particular commodity. They have done this by producing commodities that are cheap enough for a kid to purchase with their allowance without necessarily asking their parents for the money. According to David, the responsibility for this falls on the companies and parents. David offers an example of his life where he received enough money to go to fast food restaurants and take his daily meals. He states that this has not changed with the contemporary families and is thus the parent’s responsibility. He further states that the kids ought to practice self-control not to go into these restaurants and eat fast foods. David comments on the issue of children that have flocked courts claiming to sew these fast food restaurants for their obese conditions (ZincZenko). He states that this is a wrong thing to do and that instead of suing these companies, the kids ought to take great care of their health. The fast food companies are also at fault because they do not indicate the ingredient content on their commodities and this leads to misinformed decisions among

Decision Making Process Essay Example for Free

Decision Making Process Essay .Decision making is the study of identifying and choosing alternatives based on the values and preferences of the decision maker. Making a decision implies that there are alternative choices to be considered, and in such a case we want not only to identify as many of these alternatives as possible but to choose the one that best fits with our goals, objectives, desires, values, and so on.. (Harris (1980)) According to Baker et al. (2001), decision making should start with the identification of the decision maker(s) and stakeholder(s) in the decision, reducing the possible disagreement about problem definition, requirements, goals and criteria. Then, a general decision making process can be divided into the following steps: Step 1. Define the problem. This process must, as a minimum, identify root causes, limiting assumptions, system and organizational boundaries and interfaces, and any stakeholder issues. The goal is to express the issue in a clear, one-sentence problem statement that describes both the initial conditions and the desired conditions.. Of course, the one-sentence limit is often exceeded in the practice in case of complex decision problems. The problem statement must however be a concise and unambiguous written material agreed by all decision makers and stakeholders. Even if it can be sometimes a long iterative process to come to such an agreement, it is a crucial and necessary point before proceeding to the next step. Step 2. Determine requirements. Requirements are conditions that any acceptable solution to the problem must meet. Requirements spell out what the solution to the problem must do.. In mathematical form, these requirements are the constraints describing the set of the feasible (admissible) solutions of the decision problem. It is very important that even if subjective or judgmental evaluations may occur in the following steps, the requirements must be stated in exact quantitative form, i. e. for any possible solution it has to be decided unambiguously whether it meets the requirements or not. We can prevent the ensuing debates by putting down the requirements and how to check them in a written material. Step 3. Establish goals. Goals are broad statements of intent and desirable programmatic values. Goals go beyond the minimum essential must have. s (i. e. requirements) to wants and desires.. In mathematical form, the goals are objectives contrary to the requirements that are constraints. The goals may be conflicting but this is a natural concomitant of practical decision situations. Step 4. Identify alternatives. Alternatives offer different approaches for changing the initial condition into the desired condition.. Be it an existing one or only constructed in mind, any alternative must meet the requirements. If the number of the possible alternatives is finite, we can check one by one if it to meets the requirements. The infeasible ones must be deleted (screened out) from the further consideration, and we obtain the explicit list of the alternatives. If the number of the possible alternatives is infinite, the set of alternatives is considered as the set of the solutions fulfilling the constraints in the mathematical form of the requirements. Step 5. Define criteria. Decision criteria, which will discriminate among alternatives, must be based on the goals. It is necessary to define discriminating criteria as objective measures of the goals to measure how well each alternative achieves the goals.. Since the goals will be represented in the form of criteria, every goal must generate at least one criterion but complex goals may be represented only by several criteria. It can be helpful to group together criteria into a series of sets that relate to separate and distinguishable components of the overall objective for the decision. This is particularly helpful if the emerging decision structure contains a relatively large number of criteria. Grouping criteria can help the process of checking whether the set of criteria selected is appropriate to the problem, can ease the process of calculating criteria weights in some methods, and can facilitate the emergence of higher level views of the issues. It is a usual way to arrange the groups of criteria, subcriteria, and sub-subcriteria in a tree-structure (UK DTLR (2001)). According to Baker et al. (2001), criteria should be †¢ able to discriminate among the alternatives and to support the comparison of the performance of the alternatives, †¢ complete to include all goals, †¢ operational and meaningful, †¢ non-redundant, †¢ few in number. In some methods, see Keeney and Raiffa (1976), non-redundancy is required in the form of independency. We mention that some authors use the word attribute instead of criterion. Attribute is also sometimes used to refer to a measurable criterion. Step 6. Select a decision making tool There are several tools for solving a decision problem. Some of them will be briefly described here,and references of further readings will also be proposed. The selection of an appropriate tool is not an easy task and depends on the concrete decision problem, as well as on the objectives of the decision makers. Sometimes . the simpler the method, the better. but complex decision problems may require complex methods, as well. Step 7. Evaluate alternatives against criteria Every correct method for decision making needs, as input data, the evaluation of the alternatives against the criteria. Depending on the criterion, the assessment may be objective (factual), with respect to some commonly shared and understood scale of measurement (e. g. money) or can be subjective (judgmental), reflecting the subjective assessment of the evaluator. After the evaluations the selected decision making tool can be applied to rank the alternatives or to choose a subset of the most promising alternatives. Step 8. Validate solutions against problem statement The alternatives selected by the applied decision making tools have always to be validated against the requirements and goals of the decision problem. It may happen that the decision making tool was misapplied. In complex problems the selected alternatives may also call the attention of the decision makers and stakeholders that further goals or requirements should be added to the decision model.

Volunteering Reflective Essay

Volunteering Reflective Essay Audit Assessment As part of my degree I have been in Placement at Barnardos to help develop and acquire my knowledge, skills and values necessary to contribute effectively to the development of integrated practice. Barnardos believe every child no matter who they are, what they have done or what they have been through, ensuring their needs are met and their voices and views heard.(http://www.barnardos.org.uk/what_we_do/barnardos_today/what_we_believe.htm) Barnardos vision is of a world where no child is turned away, there main purpose is to transform the lives of the UKs most vulnerable children, reaching and helping children who are not heard and their needs unmet. Working in the community as a voluntary service they defend, safeguard and support children at key moments to change their lives for the better, fighting to change policy practice and public opinion. They are not a social service provision and endeavour to work alongside families providing early intervention, giving the family itself the tools themselves to prevent Social Service involvement later on through practical parenting skills, attachment approaches and nurturing skills. Families self-refer or are referred to the service by schools, social workers, health visitors, G. Ps and school nurses if they feel that the family has a need for support or guidance helping the family overcome and resolve things that they are struggling with or concerned about. The services provided can be grouped into CAPSM/ Nurture First Pre-birth- 5 years, Improved future (5-12years), which relates to families affected to Parental substance misuse, historically or ongoing. Early Years 0-5y support and mental health team. Attainment- School years P1-3, offering support to increase engagement and school performance. Kinship-support for families with children under the care of their family. Befriending- engagement with children whose families are already functioning with the service. The service is embedded with procedures and policies that have been delivered down from Scottish and UK legislations and Acts, such legislations stem down mostly from The United Nations Convention on the Rights of a Child and The United Declaration of Human Rights. Acts include, Children and Young People (Scotland) Act 2014, this new version of the act put a system in place to support children and young people and to help detect any problems at an early stage, rather than waiting until a child or young person reaches crisis point. The act also provides extra support for looked after young people in care to try to make sure they have the same opportunities as other children and young people. From this act staff and other agencies have become involved in a collaboratively producing a single childs plan for each child at a Team around the child (TATC) meeting, instead of one per agency. This plan covers the support the child receives, why and how long they will receive it. The service n ow, because of this act, will offer support and advice to children through to high schools Year 1, but due to funding not children aged 12+. Barnardos also constructs it policies and procedures, for example Adoption, Kinship care, Childrens hearings in line with this act, while offering support and advice on accessing the free childcare this act now delivers to 2 and 3 year olds. The Data Protection Act 1998 is another key legislation enshrined through the service right from the initial Staff Learning plan on the first day with Data Protection training, Safeguarding, IT training and is written through the policies and procedures instructing staff how to handle confidential data and personal details and the SSSCs Codes of Conduct. The act is set to change in 2017 and Barnardos are ready to adapt their procedures ready for this review. Other acts whose principles can be identified in the workings of the Barnardos include Equality Act 2010, Child Protection Act 1989, Health and Safety Act, Additional Support for Learning (Scotland) Act 2009. Steaming from these legislations the service incorporates the frameworks and approaches such as Getting It Right for Every Child (GIRFEC) which is a Scottish approach steaming from the UNCRC and Every Child Matters, which came about after the Victoria Climbie report (which also triggered changes to the Borders Citizenship and Immigration Act 2009, Childrens Act 2004 and created the role of Childrens Commissioner). These approaches have moulded and shaped the training and practice found in Barnardos entrenching their values and mission statements. Barnardos embrace the attachment theory (Holmes, 1993, Ch. 3) delivering early intervention strategies such as Five to Thrive developed by Kate Cairns which is then fed down into parent groups and all contact with children, reinforcing the need for parents to nurture a child, co regulate using Dr Williams (2011) technique of Mindfulness to approach anxiety, stress and depression. To obtain a position at Barnardos you must possess either a HNC, HND (with or without an SVQ 3) or Degree relevant to the job in a range of social work, health, education or community development fields, or, for some posts, relevant experience. The job titles within the service include Project worker (Grades 1,2 and 3), Nurture facilitator, Attainment officer, Team Manager, Assistant Project worker, Childrens services manager, administration, volunteer co coordinator. In accordance to the Child Protection Act all employees must possess an Enhanced Disclosure and provide at least 2 references, one at least from a previous employer. Upon commencement of a position with in the service Health and Safety training and Safeguarding code of Conduct will be given on the first day along with the corporate safeguarding, child protection policy and professional boundaries policy. This initial training is to protect the individual and the service, acknowledging the role and boundaries of the job, health and safety in the building and while out with service users. The employee is given training on computer usage, private, professional email accounts to maintain confidentiality, During the following week, the employee will then be trained on Barnardos intranet Bhive to complete eLearning, Data Protection, Equality and Diversity, further Health and Safety training, Promoting Equality and Valuing Diversity at Work, Whistleblowing, Services Policy handbook, the Complaints Induction and Information Sharing Courses. This initial staff training must be completed in compliance with the Data Protection Act, Child Protection Act and the Equality and Diversity Act as all Barnardos staff should be working in alignment with the Codes of Conduct and With Barnardos being registered with the Scottish Social. Inverclyde Council provide 3 mandatory training sessions on GIRFEC that staff must attend and Kate Cairns associates deliver Five to Thrive training which is the attachment ethos Barnardos is built on. Services employees must withhold the same values, principles and roles that the service depicts, adhere to the SSSC Code of Conduct with the service being registered and put the child first at all times. Reference Books Cairns, K. (2002). Attachment, trauma and resilience: Therapeutic caring for children. London: British Association for Adoption and Fostering (BAAF). (Cairns, 2002) Holmes, J. (1993). John Bowlby and attachment theory. New York: Routledge (Holmes 1993, CH 3) Williams, M. J. G., Penman, D., Kabat-Zinn, J., Professor of Political Science Mark Williams (2011). Mindfulness: An eight-week plan for finding peace in a frantic world. New York, NY, United States: Rodale Books. (Williams, Penman, Kabat-Zinn, Professor of Political Science Mark Williams, 2011 p 46-89) Websites Barnardos BHive animation (2017, February 27). Retrieved from https://vimeo.com/103703202 Barnardos. (2017). UKs leading childrens charity. Retrieved February 28, 2017, from http://barnardos.org.uk/ Borders, citizenship and immigration act 2009 UK parliament. (2009, July 20). Retrieved February 28, 2017, from http://services.parliament.uk/bills/2008-09/borderscitizenshipandimmigrationhl.html Data protection. (2017, February 27). Retrieved February 28, 2017, from https://www.gov.uk/data-protection Equality, rights, S., updates, see all, Government Equalities Office, Equality and Human Rights Commission. (2015, June 16). Equality act 2010: Guidance. Retrieved February 28, 2017, from https://www.gov.uk/guidance/equality-act-2010-guidance Government, S., House, S. A., Road, R., ceu, 0131 556 8400. (2013, January 30). Additional support for learning. Retrieved February 28, 2017, from http://www.gov.scot/Topics/Education/Schools/welfare/ASL Government, S., House, S. A., Road, R., ceu, 0131 556 8400. (2017, February 27). Getting it right for every child (GIRFEC). Retrieved February 28, 2017, from http://www.gov.scot/Topics/People/Young-People/gettingitright Health and safety at work etc act 1974 legislation explained. (2016, June 30). Retrieved February 28, 2017, from http://www.hse.gov.uk/legislation/hswa.htm. Leonard, A. (2017). The children young people (Scotland) act. Retrieved February 28, 2017, from https://www.cypcs.org.uk/policy/children-young-people-scotland-act SSSC codes of practice for social service workers and employers Scottish social services council. Retrieved February 28, 2017, from http://www.sssc.uk.com/about-the-sssc/multimedia-library/publications/37-about-the-sssc/information-material/61-codes-of-practice/1020-sssc-codes-of-practice-for-social-service-workers-and-employers The UN Convention on the rights of the child tenth report of session 2002-03. (2002). Retrieved from https://www.publications.parliament.uk/pa/jt200203/jtselect/jtrights/117/117.pdf Universal declaration of human rights. Retrieved February 28, 2017, from http://www.un.org/en/universal-declaration-human-rights/index.html