Make Peace not Terrorism

Make Peace not Terrorism Make Peace not Terrorism Terrorism has always been considered as a threat with particular influence not only on people but on infrastructure as well. Since the old times people involved in terrorist attacks pursued an objective to prove their power and strength. They choose extirpation not by exident. Psychological nature of human beings functions in a way that fear for ones life is one of the strongest leverage to make someone pay attention to something. Infrustructure is the second important area terrorists use for attacks. Destroying infrustructure means serious interruption in normal life flow of people and creating threat for their natural existence. All of us remember the events of 9/11 where both people and infrustructure experienced powerful attack lead to enormous tragedy ever. However, it should be born in mind that violence can never be erased. That is why it is important to be always on the look-out. Measures should be taken not only by government of USA but by individuals in private as well. Common efforts can considerably contribute in preventing terrorism locally and on a national basis. Terrorism is a phenomenon that can not be destroyed by ignorance. The proper informing of individuals how to act in a case of attack or suspicious obstacles would be of a great importance. But at the mean time situational awareness should not turn into total paranoia about the possibility to be killed anywhere. As for public security within the USA it should be focused on providing safe environment for people anywhere. Emergency service should be prepared to act immediately and secret service should be ready to foresee several scenarios of terrorists acts and be able to react in an appropriate way. In conclusion I would like to say that terrorism is the only global problem of the modern world can not be resolved. In this case people have to be ready to face it

Pepsi Company 2014 Diversification Strategy Essay

Pepsi Company 2014 Diversification Strategy - Essay Example This essay talks about the Pepsi Co Inc. which was founded 50 years ago as a merger between a snack company (Frito-Lay) and a soft drink global giant (Pepsi Cola). The paper explores Pepsi Co, Inc diversification strategies responsible for its continued growth.PepsiCo is divided into six business segments. The Frito-lay North America, the Latin American Foods, the Quaker food North America, PepsiCo Europe, PepsiCo Americas Beverages and the PepsiCo Asia and Africa. Each of the company business segments employs three key strategies to enhance its competitiveness in the beverage and snack industry. These strategies included global expansion, product innovation, and strategic alliance.PepsiCo has expanded most of its operation internationally through acquisition and mergers. This strategy has offered the company great business advantage due to the access to already established infrastructure and competencies in the foreign market. More importantly, through this strategy, the company doe s not need to start from scratch and thus it reduced the overheads and direct cost.By employing a broad range of innovative product development initiatives, PepsiCo has been in a position to launch new products on a yearly basis. Moreover, each year the company opened up a new plant in various locations both locally and internationally. PepsiCo enrolled popular celebrities to endorse its brands internationally. PepsiCo formed strategic alliances with huge corporations on a global scale.

School counseling Essay Example | Topics and Well Written Essays - 500 words

School counseling - Essay Example I know that many students face troubles in life because they never had anyone to really care for them. I believe I can become a counselor in the school system and make a positive difference in the lives of many such students. My pursuit of the Master of School Counseling program has been made easy and meaningful by my previous education and experience in the related areas. I have a Bachelor of Arts in Psychology from the University of Alexandria in Egypt University. My experience of working with my students in the class has significantly helped me apply my theoretical knowledge in psychology in pragmatic terms, in a meaningful way. I have also realized from my experience as a teacher that society transits its cultural heritage to children and young adults. I have witnessed positively how people learn and behave, and learn as individuals. They learn quite as lot from their communities. With a Masters degree in School Counseling I believe that I will become even more innovative and skillful at developing and implementing programs to help others overcome problems. I will seriously consider learning about theories of psychology and how people learn from birth to adulthood. I hope to dedicate my time in the u niversity to understand theory development, which is an important goal of the course. I will try to promote thinking and problem solving in social situation and prepare to handle new concepts of reflective instruction. I understand there will be significant learning about assessment and how to identify individuals, and to move across a spectrum from statistical analysis to classroom narrative and social life, from evaluating the effectiveness of science curriculum to developing integrated prevention and treatment activities that reduce the risk of outcomes and improve social, emotional and academic functioning. I enjoy helping those students I need and I am very

Economic Downturn and Crime Essay Example | Topics and Well Written Essays - 2000 words

Economic Downturn and Crime - Essay Example According to the findings, it can, therefore, be said that the Economic downturn is a period characterized by declines in the economic activities in an economy, an economic downturn may last from months to years and is normally visible within employment, real income, production, and other indicators. As per the past research conducted by Finklea, for example in the United States, the economic downturn does fuel crimes. Figures show an increase in the crime level that resulted from opposition parties, members of different parties fighting each other. In England and Wales, the figures of crime have changed as a result of the economic downturn; records show that the domestic burglaries raised by four percent, forgery and fraud rose by 16% while the burglaries within the businesses rose by 3%. The annual crime statistics for 2014 also show that the crime rate increased in terms of â€Å"fatal stabbings†, the records show an increase of 16% in the number of knife robberies. As per the journal by Finklea the assumptions made by the security officials in 2014 also show that the number of property crimes increased which in most cases accounts for 70% of all the recorded crimes. The estimates are that with the increase in the economic crisis then the crime rate will keep increasing. The public even with the increasing crime rates is still very hopeful in that the crime rates will reduce.

Facing the Hard Facts of Life Essay Example | Topics and Well Written Essays - 1000 words

Facing the Hard Facts of Life - Essay Example Born in a well-to-do urban business class family, life had always been a cakewalk for me. A cakewalk, till the day the â€Å"hard facts† of life were thrust on me! I remember having a carefree childhood, cushioned in the warm, caring love of my parents and elder sister. Being the younger child, and a chubby one with dimples to go with my naturally good looks, I was the apple of everyone’s eye. Parents, grandparents, aunts, uncles, teachers, seniors, friends, and later girlfriends, everyone simply loved me. Life was just beautiful. In school, I was good in studies, sports and extra curricular activities. Dad’s business was thriving and we were used to the best in life. We lived in a palatial house, went to the best school in town, dined in fine restaurants on weekends with dad’s friends and had a chauffeur driven limousine to drop my sister and me to school every day. Once in a couple of years, we would have a foreign holiday. What more could one ask for in life? At least, that is what I thought when I entered my teens.

Child Care Case Study Social Work Essay

Child Care Case Study Social Work Essay High profile investigations since 2000 highlight failures in child protection (Laming, 2003 and Laming, 2009), causing nationwide concern, media comment and public debate and putting social work under the microscope. Working Together to Safeguard Children: A Guide to Inter-agency Working to Safeguard and Promote the Welfare of Children (H M Government, 2010) sets out how organisations and individuals should work together to safeguard and promote the welfare of children in accordance with the Children Act, 1989 and the Children Act, 2004. The document sets out statutory guidance from primary legislation and responsibilities for professionals and agencies. The Children Act, 1989 is designed to help keep children safe and well and, if necessary, help a child to live with their family by providing services appropriate to the childs needs. It places a general duty of every local authority to safeguard and promote the welfare of children in their area who are in need. Section 17 defines a child in need as a child who is unlikely to achieve or maintain, or to have the opportunity of achieving or maintaining, a reasonable standard of health or development without the provision for him/her of services by a local authority or his/her health or development is likely to be significantly impaired, or further impaired without the provision for him/her of such services or he/she is disabled (H M Government, 1989, section 17) The local authority has a duty to ascertain whether Sean and Laura are in need of an initial assessment addressing whether there are concerns about impairment to the childrens health and development (HM Government, 2010). Learner and Rosen (2002) describe that the duty of the referral and assessment team is to ascertain the degree of need of the child and the degree of risk to the child. The social worker may initiate an initial assessment using the multi agency Framework for the Assessment of Children in Need and their Families (DoH, 1999b) which must be completed within a maximum 10 days from the referral. If there was evidence that the children were suffering or likely to suffer significant harm, the social worker would then investigate this and conduct a core assessment under Section 47 (HM Government, 2010). Broadhurst et al (2010) describe that the level of safeguarding response remains a challenge in social work as decisions are often made in difficult circumstances with limited information. Munro (1996) describe how decisions made by social workers during this initial contact which determine how cases are responded to. Social workers need good observation and analytical skills to understand the nature of the relationships, the signs of noncompliance, to work alongside families, and to come to safe and evidence based judgements about the best actions (Laming, 2009). Intervention is direct social work input that is based on understanding of the situation or problem presented and can involve providing services or trying to effect change in the social environment in order to improve outcomes (Kadushin 1993). It requires that social workers have clarity in why they are intervening and justification to do so (Doel and Shardlow, 1994). Intervention can be distressing for families so it is paramount that social workers employ a variety of skills, theories and knowledge when making decisions in the process. The common core of skills and knowledge for the children (DfES, 2005) sets out skills to be used when working with children, aiming to promote equality, respect diversity and challenge stereotypes, helping to improve the life chances of all children and to provide more effective and integrated services. The document acknowledges the rights of children. Sean and Laura are of dual heritage, their culture and context should be considered. Phillips (2002) suggests that a colour-blind approach, common practice in the 1980s, was actually the process of judging families according to a white and middle class view of normality. This led to an imbalance of power for many service users. The paper Protecting Children (DoH, 1988) challenged this view, recognising that cultural patterns within families will influence parenting styles and the ways children are reared. Practice was required to change as legislation laid definite responsibilities for local authorities to recognise religion, race, culture and language (DoH, 1988). The Framework for the Assessment of Children in Need and their Families (DoH, 1999b) provides guidelines for white staff who undertake assessments with black children, but all staff should be willing to reflect on their own practice. Race, culture, religion and language are central to childrens identity. Assessments should address identity holistically considering these elements (DoH, 1999a) Sean and Laura lost their mother 3 years ago. Rando (1988) states children who are bereaved at that age may experience reawakened feelings of childishness, may repress feelings, putting them at risk for grief reactions consistent with Eriksons stages of psychosocial development of inferiority versus industry (Erikson, 1970). Longress (2000) and Anderson et al (1999) describe that there would push for a child to become industrious and confident during this stage of development and admitting helpless feelings at this time may be difficult. Worden (2002) states when a death of a parent occurs in childhood , the child may not mourn effectively and this may create problems with depression and inabilities to maintain close relationships with others. The role of the position of the lost parent within the family system would give meaning to systemic loss. According to Bolwbys attachment theory, the loss of a parent means a loss of stability, security, nurturing, and affection (Despelder and Strickland, 2005, Davies, 2004). The childs understanding of the death of a parent can be a shock. Piaget stated that the child can make sense of this process by the formal operating stage of development (Longress, 2000, Berger, 2001). In working with the family, the social worker must understand that the loss of a parent will affect the roles and expectations of those left behind. Gaining better understandings of child an adult reactions to loss and examining it through cultural perspectives will be important. Trevithick (2005) discusses the importance of non verbal communication, acceptance, empathy, warmth, listening skills, the use of silence and observation in working with children along with asserting that the relationship that is built between practitioner and service user is central to achieving change. It is noted that parents who voluntarily engage with services make more progress while a more coercive approach can deteriorate into an adversarial relationship which blocks progress. Becoming more intrusive carries both gains and losses and so creates a complex decision (Munro, 2011). . Egans SOLER model (Egan, 2002) employs a counselling skills approach to communication and would be of benefit. Engaging in meaningful and reciprocal dialogue allows for collaborative meaning-making and joint-knowledge construction where the social worker is no longer the expert but rather a partner and an equal contributor (White, 2007). A social worker may utilise systems theory, considering how the family, community, economic and political factors affect the children (Hoffman and Salle, 1994). It allows the social worker to consider possibilities for change in the whole system, i.e. James having sleeping problems has an effect for the family. Systems theory acknowledges strengths i.e. the children have good family links, are involved in the community and a church group and they have had bereavement counselling. Systems theory acknowledges that a change of one part of the system can change another part. The limitations of systems theory is that it is descriptive, not explanatory, can disempower individuals as it does not allow for individual responsibility (Kemp et al, 1997). A strengths perspective, which focuses on a belief that however bad things seem, people can discover strengths within themselves, may also be used (Mullaly, 1993). The perspective is seen through a role of enhancing personal strengths and resources, helping service users solve both interpersonal and environmental problems, and helping clients mobilise for change (Saleebey, 2003). Consideration of oppression and discrimination of children would be appropriate. MacDonald and Winkley (2000) discuss the vulnerability of young people and state that each child has the right to expect that professionals intervening in their lives will do so on the basis of the best available knowledge (MacDonald and Winkley, 2000, page 1). The social worker would need to remain sensitive to power differences and the difficulties that some young people experience in relating to adults. In terms of the specific interventions chosen, initially these focused on building up trust, as well as attempting to identify risk factors. Social workers have an obligation to conduct themselves ethically, engaging in ethical decisionà ¢Ã¢â€š ¬Ã‚ making, including partnership with service users. The Code of Ethics for Social Work (BASW, 2011), provides a moral code and a regulator of behaviour and moves uneasily between the two. There are moral imperatives that could place social workers in conflict with their employers or government policies i.e. social workers need to challenge ways in which the policies or activities of government, organisations or society create or contribute to structural disadvantage (BASW, 2011, p. 3). In practice, social workers may meet pressures from managers to keep children within the family unit, sometimes resources may mean it is not possibly to challenge service provision, and service provision is met with barriers in eligibility (Dalrymple and Burke, 2006). If social workers are to practice anti-oppressively, they must first understand their roles as oppressors in order to create a space for deeper empathy and understanding. Bishop (2002) argues that ignorance to oppression simply compounds the issue. Section 53 of the Children Act, 2004 gives due consideration to the wishes and feelings of the child as far as is reasonable before determining what services to provide or action to take (H M Government, 2004) Article 3 of the United Nations Convention on the Rights of the Child (UNCRC, 1989) places children as a top priority for services, being child focused. James has been suffering from insomnia and suffering from grief from the loss of his wife. A referral for a mental health assessment may be appropriate for support such as counselling 1653 words References Anderson, R. E. Carter, I., Lowe, G.R., (1999). Human Behavior in the Social Environment; A Social Systems Approach. 5th ed. New York: Aldine De Gruyter Inc BASW The College of Social Work (2011) Accessed 10th February 2011 http://dl.dropbox.com/u/3522570/signup/codeofethics.pdf Berger (2001). The Developing Person Through the Life Span. New York,: Worth Publishers Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression in people (6thed.). Halifax: Fernwood Publishing. Broadhurst, K., White, S., Fish, S., Munro, E., Fletcher, K., Lincoln, H. (2010), Ten pitfalls and how to avoid them: what research tells us, NSPCC Dalrymple, J. and Burker, B. (2006) Antiopressive practice. Social care and the law. Open University Press. Davies, D. (2004). Child Development; A Practitioners Guide. 2nd Edition. New York: Guilford Press Despelder, L. A. Strickland, A. L. (2005) The Last Dance; Encountering Death and Dying. 7th Edition. New York: McGraw-Hill. DfES ( Department for Education and Skills) (2005) Common Core of skills and knowledge for the childrens workforce. London HMSO. Accessesed on 5th February 2011 http://www.cwdcouncil.org.uk/assets/0000/9297/CWDC_CommonCore7.pdf Doel, M. And Shardlow, M, (2005) Modern Social Work Practice Modern Social Work Practice: Teaching and Learning in Practice Settings, Ashgate Publishing Limited. DoH (Department of Health) (1988) Protecting Children: A guide for social workers undertaking a comprehensive assessment. London: TSO. DoH. (Department of Health) (1999) Working Together to Safeguard Children: A guide to interagency working to safeguard and promote the welfare of children. London: TSO. DoH (Department of Health). (1999b) Framework for the Assessment of Children in Need and their families. London: TSO Egan, G. (2002) The skilled helper: A systematic approach to effective helping, Pacific Grove, CA: Brookes/Cole. Erikson, E.H. (1970). Reflections on the dissent of contemporary youth., International Journal of Psychoanalysis, 51, 11-22. H M Government (1989) The Children Act London HMSO Accessed on 6th February 2011 at http://www.legislation.gov.uk/ukpga/1989/41/contents H M Government (2004) The Children Act London HMSO Accessed on 7th February 2011 at http://www.legislation.gov.uk/ukpga/2004/31/contents H M Government (2010)  Working together to safeguard children: a guide to inter-agency working to safeguard and promote the welfare of children, London. Department for Education and Skills Accessed on 6th February 2010 http://www.education.gov.uk/publications//eOrderingDownload/00305-2010DOM-EN.PDF Hoffman, K. S., Sallee, A. L. (1994). Social work practice: Bridges to change. Boston: Allyn Bacon Kadushin, A. (1993). Whats wrong, whats right, with social work supervision. The Clinical Supervisor, 10, ),19. Kemp, S. P., Whittaker, J. K., Tracy, E. M. (1997). Person-environment practice: The social ecology of interpersonal helping: New York: Aldine De Gruyter. Laming, (2003) The Victoria Climbie enquiry: a report on the inquiry by Lord Laming. HMSO. London http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4008654 (accessed 20/10/10) Laming, Lord (2009) The protection of Children in England: A progress Report. Norwich: HMSO Learner, E. and Rosen, G. (2002) Duty first: Developing practice with children and families duty teams, London: NISW. Longress, J. E. (2000). Human Behavior in the Social Environment. 3rd Edition. New York: Peacock Inc. MacDonald, G and Winkley, A (2000) What Works in Child Protection? Summary, Barnardos, Essex Munro, E. (1996) Avoidable and unavoidable mistakes in child protection work, British Journal of Social Work, (1996), vol 26, pp 793-808. Munro, E. (2011) The Munro review of Child protection: Interim report: The childs jounry. DFES. Accessed on 6th February 2011 http://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00010-2011 Mullaly, R. (1993). Structural social work: Ideology, theory, and practice. Toronto, Canada: McClelland and Stewart Phillips, M. (2002) Issues of ethnicity and culture. In: Wilson, K., James, A. (eds) The Child Protection Handbook. Edinburgh/London: Ballià ¨re Tindall. Rando, T. A. (1988). Grieving; How to Go on Living When Someone You Love Dies. Canada: Lexington Books. Saleebey, D. (2003). Strengths-based practice. In R.A.English (Ed.in Chief) Encyclopedia of social work (19th ed. 2003 supplement, pp. 150-162). Washington, DC: NASW Press. Trevithick, P. (2005) Social Work Skills: A Practice Handbook, 2nd ed. Maidenhead: Open University Press. UNCRC (1989) The United Nations Convention on the Rights of the Child Accessed on 6th February 2011 at http://www.getreadyforchange.org.uk/images/uploads/UNCRC_CYP_version.pdf White, J. (2007). Working in the midst of ideological and cultural differences: Critically reflecting on youth suicide prevention in indigenous communities. Canadian Journal of Counselling, 41(4), 213-227. Worden, J. W. (2002). Grief Counseling and Grief Therapy. 3rd Edition. New York: Springer Publishing Company ADULT CARE CASE STUDY The NHS and Community Care Act 1990, imposes a duty on local authorities to carry out an assessment of need for community care services with people who appear to them to need such services and then decide whether those needs call for the provision of services (H M Government, 1990). This makes the task of assessment a key activity as it establishes a persons needs but also if a person meets the criteria or threshold for support (Crisp et al, 2003). Fair Access to Care Services provides councils with an eligibility framework for adult social care to identify whether or not the duty to provide services under the following legislation is triggered (DoH, 2003) Preparation for assessment involves reading all relevant information. A lack of knowledge of older peoples social history may lead to presenting behaviours being misinterpreted and emotional needs ignored (Feil 1992). Tact, sensitivity and empathy must be employed in communicating with Mr and Mrs Smyth as the situation may be very distressing for them. Employing Egans model of SOLER (Egan, 2002) would be useful. The National Framework Service for Older People (DoH, 2001) requires that we recognise and respect the individuality of older people, that we listen to them and encourage their choice about care options. Effective communication is essential to fulfil these requirements (Milne and OByrne, 2002).. Parker and Bradley (2007) state that feelings of powerlessness and humiliation can be provocative for vulnerable people. Social workers should attempt to empower people by communicating openly and by providing as much information as possible (Parker and Bradley, 2007) All people have a desire to be understood, to be accepted and for our lives to have meaning (Howe, 1995). Service users want to be listened to and respected as individuals and have choice and control of their support. Crawford and Walker (2008) state older people share traditional social work values, such as a concern for relationships, and appreciate social work skills, for example, in carrying out comprehensive assessments and regular reviews. Bauld et al (2000) state that people place importance on relationships with professionals and that these relationships impact on their wellbeing. Effective social work with older people draws on distinctive aspects of the social work role, sensitive communication, moving at the individuals pace, starting where the service user is, supporting through crisis, challenging poor practice, engaging with the individuals biography and promoting strengths and resilience (Crawford and Walker, 2008). The person centred approach explores fundamental skills for effective communication, building on listening skills, congruence, empathy and unconditional positive regard (Rogers, 1957). However, social work involves the use of authority and this opposes unconditional positive regard. It is not always possible for social workers, who have a responsibility to protect not only the service user but also other people, to be non-directive, empathetic, unconditionally accepting and congruent (Dalrymple and Burke, 2006) Mrs Smyth has cried when talking to the community nurse. It may be that Mrs Smyth is experiencing depression. The white paper, Our Health, Our Care, Our Say (DoH, 2006) acknowledges older people with depression and states that many other supports (i.e. transport, social contacts) must be considered alongside health and social care if practitioners are to make a reality of independence, well-being and choice all of which are often seen as potentially helping to addressing depression and its prevention. Mrs Smyth has new physical problems with which depression also tends to be associated (Copeland et al, 1999) Factors that contribute to depression include loss (e.g. of a relative or of mobility) and social circumstances, such as isolation (ONeill, 1999). The Mental Health Foundation (1999) suggests about 15% of older people experience depression. Literature also suggests that older people are less likely than younger people to take up mental health services (Ashton and Keady, 1999). There is a tendency for professionals and older people treat late life depression as an inevitable consequence of aging (ONeill, 1999). However, there is evidence of the effectiveness of a range of interventions, including environmental changes, psychotherapies and cognitive behavioural therapies, and anti depressant medication (Snowdon, 1998). Maintaining good social relationships is a key to quality of life for older people (Percival, 2010, Bowers, 2009). Yet isolation and loneliness are problems shared by many older people with support needs (Manthorpe and Moriarty, 2010, Cattan and Giuntoli, 2010). Those with mobility, cognitive or sensory impairments are at particular risk of being excluded from social life (Callaghan et al, 2009). Mr Smyth has experienced confusion and Mrs Smyths mobility has decreased. Thompson (2001) describes anti ageism as a dimension of social justice which increases active and independent lives for older people and that assessment should consider the impact of ageism on peoples lives, including low self esteem and feelings of being a nuisance. Dominelli (2004) states that portraying older people as dependent and in need of care is an ageist construction. Care must be taken to ensure that ageist assumptions are not influencing assessment. As with racism and sexism, if we are not actively swimming against the tide of cultural and institutional ageism we shall be carried along with it, such is the strength of ageist ideology (Thompson, 2001, page 12). Mr and Mrs Smyth are experiencing loss of health. Phillipson (2002) suggests that social work with older people is inseparable from managing loss. The life course involves transitions, including the developmental stages associated with the work of Erikson (1977). Thompson (2002) suggests that an understanding of each transition should be understood, seeing older people in the context of life history stressing the importance of individual life stories and include activities such as reminiscence and storytelling. This approach also takes account of peoples environment and the impact of wider social issues including gender, class and race (Crawford and Walker 2004). Danny is concerned about violence from his father to his mother. The risk of abuse of older people is not a new phenomenon but it has only recently been addressed (Penhale, 2003). Pritchards (2001) study of older abused women highlight the importance they attach to being able to talk to somebody about their experiences. It is important that social workers are trained not only to identify abuse but also to understand and be equipped to work with survivors to address longer term as well as short term practical needs. Danny states that there have been many years of violence. Research conducted to determine older womens understandings of elder abuse has emphasised the importance of looking at the quality of care giving relationships, rather than simply analysing action or behaviour when assessing risk and vulnerability (Morbey, 2002). Social work is complex in these potential risk situations, raising difficult questions about how to balance empowerment with protection. Preston-Shoot (2001) argues that the value of self determination is highly influential in social work practice but should not absolve practitioners from finding ways to protect vulnerable users. The literature on elder abuse emphasises the importance of social workers: using communication skills e.g. building trust and support assessing, especially the vulnerability of the service user and circumstances of the abuse, providing information about services and consideration of different options protection planning, monitoring and review understanding the law relating to welfare provision, incapacity, common law and criminal justice (Preston-Shoot, 2001). The Social Care Institute of Excellence stated that Improving dignity, respect and human rights should be a priority in all policy development for older people. But to implement these principles social care needs to identify good practice and produce guidance for everyone who works in the sector (SCIE, 2006). Danny and Mr Smyth are providing care to Mrs Smyth. Under the Carers Recognition Act, 1995, they may be entitled to an assessment of their ability to provide care (H M Government, 1995) . We also know that there is a significant group of older people providing care (typically for partners) who may themselves fit the definition of having high support needs (Blood, 2010). Service users and carers are not easily distinguished. The dog needs to be considered. Cusack (1988) states that older people can be deeply affected by the loss of a pet who can be important attachment figures in peoples lives, bringing their owners physical, psychological and social benefits. Garrity et al (1989) discuss how strong pet attachments are linked with decreased depression rates. Danny currently walks the dig every day but Mrs Smyth may be struggling with looking after it. Sensitivity will be needed in addressing this. Direct payments were extended to older people in 2000 and are empowering for service users as they have more control over their care provision. They live in a rural community. Viewed from a social model of disability, Mr and Mrs Smyth could have low support needs as they live in accessible housing with enabling technology, within a supportive community 1471

To Kill a Mockingbird, Chapter 20 Analysis :: To Kill a Mockingbird Essays

In chapter 20 of â€Å"To kill a Mockingbird†, Harper Lee wrote about the great divide between black and white people in Maycomb County, and why the public should not judge them too harshly. The Author explains all this through Atticus who is fighting on Tom Robinson’s behalf, that Tom did not rape Mayella Ewell. Atticus tried to persuade the jury beyond reasonable doubt, that Mayella was simply claiming Tom had raped her, to cover up for her wanting to kiss and tempt Tom Robinson (A black man). Atticus explained that Mayella had obviously broken no law, but â€Å"a rigid and time-honoured code of their society† and whoever broke this code would be â€Å"hounded from their midst as unfit to live with† (page.224). Atticus explains that guilt was her motivation, Mayella was just one among thousands that would be ashamed to have any relationship with a black man, other than him being a â€Å"servant†. Mayella simply did not want to be tormented or seen as a â€Å"Negro lover†, so she decides to get rid of the evidence, Tom Robinson’s life. It is also clear, that Atticus believes in Tom Robinson’s innocence with a passion. Atticus is not defending the man just because judge Taylor appointed him, he is defending him out of his own moral principles. Not because he has to, but because he wants to and its what he believes is right. Atticus refers to Tom as a â€Å"quiet, respectable, humble Negro† (page.225). Even though Atticus tries to be on good terms with all people, he has a dislike for people who fall under the category of â€Å"white trash†. However his view on people like this is incredibly different to the stereotypical view, which is shown more by his sister Alexandra. Alexandra, like many others, believes that if people are from a poor family or a family that had a â€Å"bad streak†, then they are not worthy to be friends with people like the Finches. Atticus’ view is completely opposite. He sees people for their qualities and not possessions, people like Bob Ewell, he sees as trash, because of the way he abuses his children and the way he abuses the law. So it is clear why Tom is even respected by Atticus, because he is polite and would never harm another human being unless in the defence of someone. So, in Atticus’ point of view, sentencing Tom Robinson as guilty and to receive the capital punishment, would be similar to killing a mockingbird, something he believes, is a sin.