10 Commandments In Schools Essays - Bible, Christianity And Judaism

10 Commandments In Schools P.S. 233-03 Ed Mashek Dr. Hicks 02/08/01 Assignment #1 The 1st Amendment in Schools Right now in Kentucky, there is a somewhat heated debate going on about whether or not the 10 Commandments should be posted in public schools. The people, schools, and our state and federal governments all seem to have their own opinion, but which one is the right one? That is, which one follows the guidelines set in the Bill of Rights? Legally speaking, schools in Kentucky were required to display the Ten Commandments, until the Supreme Court declared that law unconstitutional. Some Kentucky residents support this action, while others are outraged by it. In the Courier-Journal's Readers' Forum: Posting the Ten Commandments in our Schools which ran on November 22, 1999, there are a few examples of each. Robert D. Grubbs believes that the Ten Commandments are ?symbols, not substance,? and that substance is what is needed in our schools. He feels that the only way to change behavior in our young people is to get involved in their lives, not just hang something up and expect them to follow it. Patty Hadley couldn't disagree with him more. It is her belief that, without the Ten Commandments being posted in our schools, America will become a Godless country, and that money should also, then, be outlawed since it carries the phrase ?In God we trust.? Edward L. Smith Jr. supports the side of Ms. Hadley, stating that ACLU has no right to tell anyone how or where they can practice their religion, and that schools should fight back and sue the ACLU. Jo Ann Sturgeon is also on their side. She feels that posting the Ten Commandments in our schools may in itself stop such tragedies as the Columbine incident. She concludes by saying that this paper, which doesn't advocate the hanging of the Ten C ommandments, should keep its opinions to itself and let the legal system handle the situation. Someone should inform Ms. Sturgeon that the legal system has handled this situation, appropriately, by making it illegal for schools to hang the Ten Commandments. Religion

Free Essays on War And The Coming State

War and The Modern State As we turn the page on a century full of war and conflict, it is a good time to think about where our great country would be without war. The many wars which our country has been a part of has shaped our homes, families, and lives as we know them. It is also a good time to think about the possibilities this next century holds. The threat of war today, is far greater than at any time in history. The presence of nuclear weapons not only threatens the destruction of our world as we know it, but also the existence of possible extinction, this sounds impossible, but there are many occurrences in the history of War that were once thought to be impossible. It is depressing to think of our involvement in any major wars in the future, or even a World War III, in the coming century is very high. It seems like the United States and other countries have been walking a tightrope between war and peace, where one little slip could have disastrous consequences. Will we face a repeat of the bloody violence and anguish of years past? Many people have disagreed with our involvement in past wars. Our involvement in Vietnam was widely criticized, and still is for that matter. Many people feel we wasted entirely too many lives in Vietnam, most would agree but there is the opinion that our involvement in Vietnam did in fact help stop the spread of Communism. The United States involvement in the Middle East is strongly criticized every time we send troops there, not just recently. The major problem the United States runs into is trying to police other nations. There really is no correct answer for The United States, no matter what we do we are the ba d guy. This has a great impact on our Nation and everybody that lives in it. If we are to get involved in War other countries tell us to butt out. However if we do not get involved and help allies we are widely criticized because we are a super power. As a result of this our lead... Free Essays on War And The Coming State Free Essays on War And The Coming State War and The Modern State As we turn the page on a century full of war and conflict, it is a good time to think about where our great country would be without war. The many wars which our country has been a part of has shaped our homes, families, and lives as we know them. It is also a good time to think about the possibilities this next century holds. The threat of war today, is far greater than at any time in history. The presence of nuclear weapons not only threatens the destruction of our world as we know it, but also the existence of possible extinction, this sounds impossible, but there are many occurrences in the history of War that were once thought to be impossible. It is depressing to think of our involvement in any major wars in the future, or even a World War III, in the coming century is very high. It seems like the United States and other countries have been walking a tightrope between war and peace, where one little slip could have disastrous consequences. Will we face a repeat of the bloody violence and anguish of years past? Many people have disagreed with our involvement in past wars. Our involvement in Vietnam was widely criticized, and still is for that matter. Many people feel we wasted entirely too many lives in Vietnam, most would agree but there is the opinion that our involvement in Vietnam did in fact help stop the spread of Communism. The United States involvement in the Middle East is strongly criticized every time we send troops there, not just recently. The major problem the United States runs into is trying to police other nations. There really is no correct answer for The United States, no matter what we do we are the ba d guy. This has a great impact on our Nation and everybody that lives in it. If we are to get involved in War other countries tell us to butt out. However if we do not get involved and help allies we are widely criticized because we are a super power. As a result of this our lead...

Barriers to trade Case Study Example | Topics and Well Written Essays - 1000 words

Barriers to trade - Case Study Example of September 2009, the Chinese government filed an economic complaint with the WTO as a response to the announcement by the US that an ongoing plan of increasing the tariffs on the tires produced from China was about to be implemented (Bown, 2002). Consequently, on September 2010, the US Congress Committee made an approval of the bill that was to impose tariffs on China. Nonetheless, the trade relations between the Chinese government and the US government is significant to the two countries since China is reported to be the second largest trading partner of the US globally (Bown, 2002). Further, recently there have been legal battles between China and the United States. On May 23, 2014, the WTO dispute settlement panel ruled that the duties of up to 21.5 percent that were imposed by China on some of the U.S. imported vehicles were inconsistent with the WTO obligations of China. Moreover, on March 23, 2014 the WTO made a ruling that China’s restrictions on the rare earth elements as well as the two other metals were extremely inconsistent with its WTO obligations. However, the decision was later appealed on April 8. Indeed, the trade relationship between China and the USA has been strained recently and more negotiation and talks are being done to ease the tensions. On July 9 to 10 of the year 2014, the Chinese and U.S. officials held talks under the S&ED (Walker, 2014). The WTO is simply a negotiating forum which has the overall mission of promoting free trade all over the world through multilateral negotiations among the member states that is currently reported to be composed of approximately 153 members (Bown, 2002, p 54).The member states are expected to ensure that their various trade laws conform to the terms of the 16 different agreements that comprise the rules of the WTO. In case one of the member countries is of the opinion that the other country’s laws are a violation of the WTO rules, the complaining country is expected to file a complaint in the

Spain Economy Essay Example | Topics and Well Written Essays - 1500 words

Spain Economy - Essay Example The ERM is essentially a managed float exchange rate regime where the currencies of the participating countries are allowed to float at a specific band. Most of the currencies of participating countries are allowed with a fluctuation band of 2.25% against a central rate while the Portuguese escudo and the Spanish peseta were allowed a broader band of 6%. Constant intervention of the participating countries' central banks became prevalent to control exchange rate. As the German mark is the most stable currency of the group, it became the yardstick or the central rate with which all the other currencies are measured. The mark has become the unofficial reserve currency, meaning that if Spain was intervening to buy pesetas it would be selling marks in exchange for pesetas (Weerapana, 2004). The reunification of East and West Germany commenced the collapse of the ERM in 1992. It is important to note that the reunification necessitated the transfers of huge amounts from the large rich economy of the West Germany to the smaller, poorer East. These huge transfers which accounts for 50% of the West Germany's savings created a budget deficit which reached 13.2% from the original 5%. As the German government is becoming nervous on the prospects of high inflation, it started pursuing contractionary monetary policy. However, the combination of the expansionary fiscal policy (transfers to East Germany) and contractionary monetary policy yield to a surge in German interest rate (Weerapana, 2004). As inflation raged through Germany, the world interest also rose. Due to these, there was an outflow of money from European countries thereby causing the devaluation of ERM currencies like peseta.... The regime of General Franco left an essentially fascist economy to Spain which is characterized by lack of economic freedom. The economy is dominated by large public institutions controlling all sectors and monopoly was prevalent. However, the accession of the country in the European Union during 1986 necessitated Spain to â€Å"open its economy, modernize its industrial base, improve infrastructure, and revise economic legislation to conform to EU guidelines.† These huge developments in the country’s policies and structure irrefutable introduced changes in its economy. The immediate years following the country’s ascent to the EU marked Spain’s economic boom. It should be noted that from 1986-1990, Spain saw substantial mount in Gross Domestic Product, reduced the ratio of public debt to GDP, decreased unemployment from 23% to 10%, and curb inflation to under 3%. By the end of 1990, GDP reached more than 50 trillion pesetas while the annual per capita income amounted to 1.1 million pesetas. However, this economic boom was followed by a recession in the mid-1992 to 1994 which was the most severe economic depression since the international oil crisis. Spain faced huge challenges which greatly affected its financial system and international relations. Meanwhile, changes in trade policies, specifically lowering trade restrictions facilitate a freer movement of merchandise among Spain and its trading partners, while promoting efficiency in the economy. The situation in the United States in very much different by the economic state of the European Union. Europe is currently considered as the largest economy at the moment while the United States is recognized the largest and one of the most technologically advanced nations.

Criminal Justice and Deviance Essay Example | Topics and Well Written Essays - 1500 words

Criminal Justice and Deviance - Essay Example The premise of this is a statement given by Congressman Hutchinson, stating that â€Å"Having lost its social stigma, bankruptcy ‘convenience’ filings have become a tool to avoid financial obligations rather than a measure of last resort.† (quoted in Thorne and Anderson, 2006, 147). This was also supported by Efrat (2005: 481), who attributed the lessening of stigma to the fact that â€Å"American society may have developed a more positive attitude towards the individual that was manifested by less anger and more sympathy with the plight of the individual.† Thus, if the theory is to be followed, there was no more shame to be had because of the acceptance of those who defaulted from debts. The findings of Thorne and Anderson, however, appear to suggest otherwise. In fact, instead of viewing personal bankruptcy as merely a product of rational economic choice and a strategy to stop payment of mounting debt, those who file for bankruptcy find themselves confron ting stigmatization and discrimination. Proof of this is their desire to conceal their bankruptcy from family members and associates whom they feel would be critical of what they perceive to be their fiscal mismanagement. To quote: Virtually every debtor whose parents were still living tried to withhold knowledge of the bankruptcy from them. Older debtors whose parents had passed away commented that "if they knew, they'd spin in their graves." One woman, whose father was visiting when the researcher arrived for the interview, nearly pushed the interviewer off the front steps out of fear (as she explained later) that if her father saw the researcher, he would ask disconcerting questions and potentially learn of the bankruptcy. If one looks at stigma as the social devaluation or deliberate alienation of an individual who deviates from a behavioural norm, such behavioural norm being â€Å"a shared belief of a particular social unit that individuals should act in a certain way under ce rtain circumstances† (Stafford and Scott (1986: 81), then it is fairly obvious that when something becomes common, or when there are enough individuals who file for bankruptcy, it ceases to be a reason for stigma. An analogy could be premarital sex. In the past, there were not a lot of people who engaged in premarital sex and hence it was a stigma. But now, because it had become fairly common, there was no reason to feel stigmatised or ashamed. Fay, Hurst and White (2002: 708) also suggested that households file for bankruptcy when it becomes economically beneficial for them to do so. This paper argues however, that stigmatisation still affects those who file for bankruptcy. The empirical data accumulated by Thorne and Anderson prove this, so do Sutton and Callahan who said that even firms experience stigmatisation. â€Å"The bankrupt firms we studied were often shunned by members of their organizational audiences. The leaders we interviewed were hurt and embarrassed.(1987: 4 06)†. The reason is simple: no matter how common poverty is, it still causes stigmatisation. Bankruptcy is an indication of poverty. It is an indication of inability to pay off one’s debts. Even if there are a lot of people doing it, it is still is a cause for shame when one admits in official documents that he or she is asking to be legally discharged from debts contracted. Since childhood, people have been programmed to aspire towards prosperity and a certain way of life. Bankruptcy is a signal that that aspiration has not been met and that,

Essay on setting and work

Essay on setting and work Describe the Setting and the Work it does This report is commissioned by the Local Authority and is the result of a review a Phase One Childrens Centre who currently adopt and integrated model of working. The scope of the review was to identify benefits and limitations of an integrated approach. Furthermore, a brief exploration of the economic implications is provided and recommendations regarding future strategic structure and planning are detailed. Terminology A primary issue with multi-agency working is the inter-changeability and misuse of associated terminology (Morris, 2008; Walker, 2008). This report offers two distinct definitions of multi-agency working and clarifies the use of terms. The first definition describes multi-agency work as a range of different services which have some overlapping or shared interests and objectives, brought together to work collaboratively towards some common purpose (Wigfield Moss, 2001). The second definition contends that multi-agency work is about Bringing various professionals together to understand a particular problem or experienceIn this sense they afford different perspectives on issues at hand, just as one sees different facets of a crystal by turning it (Clark, 1993). These definitions share the ideology of different professionals from separate agencies working with a common goal and attempting to resolve an issue. It is essential to note the differences between multi-agency and multi-disciplinary work. Multi-agency work refers to two or more professionals from different agencies working together, whereas multi-disciplinary refers to the collaboration between different professionals from one agency. For example, (Walker, 2008) suggests that the professional working relationship between a teacher, nursery nurse and teaching assistant within a school is multidisciplinary because although their roles are different, they work within the education agency. However, the relationship between a Teacher, Social Worker and General Practitioner would be multi-agency because it encompasses different agencies (Education, Social Services and Health). (Wilson Pirrie, 2000) make further distinctions between multi-agency and inter-agency and argue the choice of terminology is determined by three factors- numerical, territorial and epistemological. This relates to the quantity of professionals involved, locations, and the amount of innovation in developing new ways of working which considers the philosophical foundations of each professional identity(Wilson Pirrie, 2000). Inter-agency may involve two professionals from different agencies whereas multi-agency involves a minimum of three (Wilson Pirrie, 2000). Furthermore, true multi-agency working requires professionals to enter each others professional environment, both physically and culturally, and establishing or re-establishing a novel and universal awareness and understanding (Coad, 2008; Walker, 2008; Wilson Pirrie, 2000). For the purpose of this report, the term multi-agency shall be adopted throughout and shall refer to two or more professionals from different agencies working collaboratively to address the needs of children and young people. Rationale The emphasis for multi-agency teamwork initiated following the death of Maria Colwell in 1973 (Walker, 2008) which resulted in significant changes to the structure of child services. However, the deaths of children with whom various agencies were involved continued. Such deaths include Jasmine Beckford (1984), Tyra Henry (1984), Heidi Koseda (1984) Kimberley Carlile (1986), Doreen Mason (1987), Leanne White (1992), Rikki Neave (1994), Chelsea Brown (1999), Victoria Climbià © (2000), Lauren Wright (2000) and Ainlee Labonte (2002). Despite enquiries into these deaths only a minority led to negligible changes in policy or guidance and only one led to a radical change in children services (Walker,2008). (Laming) (2003) highlighted significant failings on the part of agencies to work collaboratively to ensure the well-being of children and young people. Lamings (2003) recommendations were broadly adopted into the Every Child Matters agenda (DfES, 2003) which (Walker, 2008) suggests the g overnment were already considering implementing which suggests the it was implemented because it mirrored the ideological perspective of the government. However, van Eyk and Baum (2002) suggest that inquests have provided h3 evidence that agencies should be working together in a collaborative manner to safeguard children and therefore it is unsurprising that the government have adopted this ideological stance. Laming (2003) supports this by indicating the inseparability of the protection of children and wider support to families which has been widely accepted (Morris, 2008) and therefore the need for Local Authorities to have agencies working collaboratively is essential (Coad, 2008; Walker, 2008). Despite the development of legislation and policies, the death of Baby Peter in August 2007 was attributed to the failure of Social Workers and other professionals who had seen him approximately sixty times.   In November 2008 Lord Laming was commission by the government to conduct independent report on the progress being made by Local Authorities to work collaboratively to protect children. Key findings from Laming (2009) included: Social Workers are under-pressure deliver but inadequate training. The Day-to-day running of protection cases has significant problems. Managers are failing to lead by example with an over-emphasis on targets and process. The lack of a centralised Information Technology system is hampering progress. Administration is too complex and lengthy with a tick-box recording system. There is a lack of communication and joined-up working. Data protection laws are not clear nor understood resulting in information not being shared. There is a lack of funding in Social and Child Protection work. There has been a reduction in Child Protection Police Officers. Laming (2009) made the following recommendations: Directors of Childrens Services with no experience with child protection issues should appoint an experienced social work manger. All Local Authority Leads and Senior Managers should have child protection training. Social Work students should get more child protection training. Employers should face prosecution for failing to protect. Court fees for Care Proceedings should be reviewed (currently  £4000 per case) OFSTED inspectors must have experience of child protection Explicit targets should be developed for all frontline services A national agency should be developed to ensure the implementation of these recommendations. Legislation Under Section 17 of the Children Act 1989 the Local Authority has a duty to safeguard and promoted the welfare of children within their area and are in need.   Section 22(3) extends this to include children within care. As the local authority is constructed of many agencies there is an implicit requirement for agencies to work collaboratively. This is stipulated within Section 10 of the (Children Act, 2004) Children which is a development of Section 27 of the Children Act 1989. This places a duty on agencies to pro-actively work with each other to support children and their families.   However, there also conflicting social policies and legislation which may act to limit the effectiveness of multi-agency working. An example may be a single-mother under the care of Social Services because she is over-crowded in her house.   The assessment indicates this is the primary factor from concern and recommends better accommodation from the Housing Department.   The Governments Every Child Matters vision demands that all children be placed at the centre of social action. However, other laws conflict this.   Housing law does not need to consider the Children Act 1989 or 2004, nor does it force Local Authorities to consider the allocation of accommodation on a child-centred basis, but on the basis of reasonable preference (Shelter, 2005, p.www). This leaves the potential for one law to stigmatise with the other to maintain stigmatisation and conflict between agencies arising. Current Model of Inter-Agency Working Integrated Service Model The Integrated Service Model unites various agencies into one hub who deliver a range of services and integrated support children and families within a community. The team share a location, vision, agreed principles and philosophies in developing localised plans to improve outcomes for service-users. This is usually delivered from an early years setting such as a Childrens Centre. The facilities and services of the integrated team are funded by all agencies and out-sourcing funding from voluntary, community and government agencies is also available. Such services may include access to childcare, education, and counselling as well as advice on health, employment and benefits. Furthermore, practitioners actively and collaboratively engage in outreaching activities to identify and target in need families. Parents and children are given the opportunity to learn new skills, discuss their issues (formally and informally), and engage in communal activities. As services are localised it recognises each community is different and has unique needs. Therefore, activities will differ from hub to hub. Furthermore, there is a greater emphasis on co-working and co-training with skills between agencies being shared at a deeper level resulting in better practice and information sharing. However, the benefits of this model can be limited by local factors such as poor management or failing to identify local needs. Furthermore, getting all agencies involved requires an initial financial and personnel investment along with a clear and agreed strategy on how to merge services. Managing the differences in pay between practitioners and the power each agency holds needs to be considered at a macro-level to ensure fairness and consistency. A failure in this may result in practitioners feeling devalued or threatened. Atkinson et als (2001) study found this model is most effective when there is a case lead/manager responsible for co-ordinating services for families which ensures services are aimed at the service-user rather than the organisation or professional.   A review into outcomes for families with disabled children indicates that a key worker integrated model promotes better outcomes (Liabo et al,2001). Although Liabo et al (2001) acknowledge a lack of large scale and robust studies, an integration of the current evidence indicates families enjoy a better quality of life, lower levels of stress and quicker access to services. However, from a critical perspective a systematic review is required to minimise any bias. Although Watson et al (2000,2002) concur, they argue these are opinions rather than fact and call for localised research aimed at measuring outcomes to enable a synthesis of results. Alternative Models of Multi-agency Working Multi-agency Team The multi-agency team model is considerably more formal than the Multi-agency panel model currently employed. Practitioners are recruited as part of a singular team who share a common goal and a sense of team identity and are line managed by a team leader. However, links are maintained with home agencies through supervision and training. This team would share a base, although some practitioners would be required to work in two settings. Such an example might include a School Attendance Officer who would be based within the Local Service Team and at the school which can lead to confusion between job roles. As collaborative working is at the foundation of the approach there is inevitably a sharing of skills and knowledge with communication being uncomplicated. However, recruitment of staff is time-consuming and identification of people not only with the appropriate skills, but also to work collaboratively may be problematic. Also, as this will be new to the Local Authority, time and funding would need to be allocated for team building and development.   There is also a reliance on agencies sharing a good relationship and be willing to partake in meetings, conferences and strategy meetings in addition to service-user discussions. Measuring the Impact of Integrated Working The above has highlighted the implications for failing to work in an integrated manner and there is an assumption that effective integrated working actively contributes to the positive outcomes of Every Child Matters. Therefore this section focuses on studies and literature aimed at measuring the efficacy of integrated working. Cameron and Larts (2003) systematic review reaffirms the findings of Cameron et al (2000) that there is little evidence to confirm the benefits for service users of integrated working. Cameron and Lart (2003) are critical of the lack of evaluations aimed at measuring the effectiveness of multi-agency working and highlight the few that have are methodologically poor. Similarly, few studies have provided information regarding the effectiveness of different models. For example, Atkinson et al (2002) interviewed professionals to assess benefits of multi-agency working to service users. They identified quicker access to services leading to quicker diagnosis and treatment. Furthermore, they identified that professionals from different agencies communicated more effectively. However, this study collected the subjective views of professionals and failed to obtain the representative view of the service user.   Webb and Vuillamys (2001) study indicated a reduction in the exclusion of high risk pupils through the introduction of specialist support workers responsible for avoiding inter-agency disputes regarding responsibilities and resources. Webb and Vuillamy (2001) claim the support workers differentiated between school-focused agencies (such as educational social workers, educational psychologists and teachers) and external-agencies (such as Social Workers, Police and General Practitioners). This study reported a 25% reduction in exclusions. Webb and Vuillamy (2001) claim this has far-reaching consequences such as a reduction in crime, better educational and vocational attainment, however, this is broad assumptions based on the statistical link between exclusion and crime and is not proven within the study. Challis et al (2004) conducted a Randomised Control Trial (RCT) of 256 older people at risk of care home entry. The objective of the RCT was to redesign the decision-making process by assessing the value of obtaining a specialist clinician assessment prior to placing individuals into care homes. Participants were randomly allocated into two groups, the first received the standardised assessment process and second (experimental group) received a clinical assessment from a geriatrician or psychiatrist. The collaboration between the clinician and social worker was at the heart of this RCT. The experimental group continued to experience reduced deterioration mental and physical, had minimal contact with emergency services and carers reported lower levels of stress. Furthermore, NHS costs were lower and social services and the NHS benefited from merging skills, developing communication; and improved outcomes for users and carers. Despite the findings from these studies, the majority of studies focus on process rather than outcome, for example a Systematic Review by Cameron and Lart (2003) indicate factors which promote and hinder integrated working. This is supported by the Integrated Care Network (ICN) (2004) who contends that even when outcomes are considered this is narrowly focused and are difficult to measure in the short-term without evidence from a cohort study. The ICN (2004) believes emphasis needs to shift from structure and input to outcomes. Benefits of Multi-agency Working Inter-agency working is reported to improved the knowledge, skills and expertise of professionals (Sammons et al,2003) due to the increased opportunity for professionals development through working with other agencies (Atkinson et al, 2001,2002). This is supported by Townsley et al (2004) who indicate that the process of multi-agency working is having an effect on positive outcomes for families with disabled children. However, this incorporates the views of professionals rather than service users suggesting a subjective and biased view. The study by Atkinson et al (2002) also considers the views of professionals who suggested service users benefited from quicker access to services leading to quicker diagnosis and treatment. Furthermore, they identified that professionals from different agencies communicated more effectively. Challis et al (2004) conducted a Randomised Control Trial (RCT) of 256 older people at risk of care home entry. The objective of the RCT was to redesign the decision-making process by assessing the value of obtaining a specialist clinician assessment prior to placing individuals into care homes. Participants were randomly allocated into two groups, the first received the standardised assessment process and second (experimental group) received a clinical assessment from a geriatrician or psychiatrist. The collaboration between the clinician and social worker was at the heart of this RCT. The experimental group continued to experience reduced deterioration mental and physical, had minimal contact with emergency services and carers reported lower levels of stress. Furthermore, NHS costs were lower and social services and the NHS benefited from merging skills, developing communication; and improved outcomes for users and carers. Webb and Vuillamys (2001) study indicated a reduction in the exclusion of high risk pupils through the introduction of specialist support workers responsible for avoiding inter-agency disputes regarding responsibilities and resources. Webb and Vuillamy (2001) claim the support workers differentiated between school-focused agencies (such as educational social workers, educational psychologists and teachers) and external-agencies (such as Social Workers, Police and General Practitioners). This study reported a 25% reduction in exclusions. Webb and Vuillamy (2001) claim this has far-reaching consequences such as a reduction in crime, better educational and vocational attainment, however, this is broad assumptions based on the statistical link between exclusion and crime and is not proven within the study. Counter-Evidence Despite the findings from these studies, the majority of studies focus on process rather than outcome, for example a Systematic Review by Cameron and Lart (2003) indicate factors which promote and hinder integrated working. This is supported by the Integrated Care Network (ICN) (2004) who contends that even when outcomes are considered this is narrowly focused and are difficult to measure in the short-term without evidence from a cohort study. The ICN (2004) believes emphasis needs to shift from structure and input to outcomes. Cameron and Larts (2003) systematic review reaffirms the findings of Cameron et al (2000) that there is little evidence to confirm the benefits for service users of integrated working. Cameron and Lart (2003) are critical of the lack of evaluations aimed at measuring the effectiveness of multi-agency working and highlight the few that have are methodologically poor. Similarly, few studies have provided information regarding the effectiveness of different models. Facilitators to Multi-agency Working Evidence on Removing Barriers Barriers to Effective Multi-agency Work There are apparent dangers to encouraging inter-agency and multi-agency working. As (Walker, 2008) stipulates, different professions are likely to have unique values at their foundation which they may want to protect. To provide an example of different values, cultures and practices consider a social worker partaking in an interview with a police officer. The child who they are interviewing breaks down. The role of the social worker is to consider the well-being of the child (from a child-centred perspective), however, for the police officer it is to provide evidence to consider prosecution. Obvious barriers, conflicts and confusion can arise. (Coad, 2008) offers support to (Walker, 2008) and suggests the primary trigger for such issues is the lack of clarity of roles and authority in decision making. The lack of clarity regarding roles may lead to work duplication or providing advice which conflicts with that of another professional. However, this can be overcome through effective c ommunication between agencies and practitioners (Walker, 2008) and transparency regarding decision making processes (Coad, 2008). In addition, each agency will have its own language, terminology, budgets, targets, assessments and measurement criteria to which other professions may not fully understand. Overcoming the barriers presented is dynamic and complex. As expectations of politicians, academics and service users change so do the barriers which are presented. Therefore, in order to overcome such barriers a model of integrated thinking should be adopted with the development and deployment of a Childrens and Young Persons Strategy. This should be developed through the conduction of research to include all agencies, academic institutions training professionals, and the views of service users. This should be reviewed on a bi-annual basis to ensure it remains contemporary. Recommendations Conclusion Seeking funding utilises large amounts of managerial time and resources.

Effects of Nontraditional Curriculum on its Students Essay -- Educatio

Effects of Nontraditional Curriculum on its Students To succeed in the current world, a person should have multifaceted knowledge. Therefore, to build that knowledge in students, many schools have an educational system that consists of nontraditional subjects. According to the people who implement this curriculum, it will produce a person who is well-adjusted to the current world. It also helps students to succeed not only in class but also in the real world. But the curriculum with nontraditional subjects has several effects. In her passage â€Å"An Army of one: Me† Jean Twenge discusses about self-esteem curriculum. Although the authorities who carry out these self-esteem programs promise that it will improve the future of the students, it is making the future of the student worse. In, â€Å"An Army of one: Me†, Twenge argues how schools conduct self-esteem programs and what kinds of effect do these programs have on children. Twenge says â€Å"Many school districts across the country have specific programs designed to increase children’s self-esteem, most of which actually build self-importance and narcissism† (765). In the same sentence, she starts to describe the self-esteem program in schools she makes an assumption that it is going in a way that is not intended. If we build a building without using the plan that we already drew, it will be a crooked building. In the same way, self-esteem curriculum is planned and designed to increase the self-esteem of the school children, but when it is implemented it made an outcome that is straightly opposed to the outcome that is intended. Twenge defines narcissism in this way â€Å"Narcissism is one of the few personality traits that psychologists agree is almost completely negative† (774). Thus, narciss... ...to a real world. Because the real world is not a bed of roses, we have to face failures at sometimes. But the self-esteem programs try to make students feel that there will be no failures, which is not true. If we cannot see planet Saturn with the naked eye, it does not mean that Saturn does not exist. Likewise, it does not mean that students will not fail anything because they went through a system that will not fail them. This self-esteem curriculum also conceals the failure of the students and promotes the students to the next level. But at some point it will be difficult for those students to follow up with others. Therefore, this self-esteem curriculum should be revised in a way that it improves the students’ future instead of diminishing it. If we choose and implement the program correctly it will undoubtedly make the younger generation’s future prosperous.