Ana Code of Ethics Essay

The ANA code of ethics as described in the book of Conceptual Foundations as: ANA’s Code of Ethics for Nurses, 2001 * 1. The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. * 2. The nurse’s primary commitment is to the person, whether an individual, family, group, or community. * 3. The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. * 4. The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum patient care. * 5. The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. * 6. The nurse participates in establishing, maintaining, and improving health care environments and conditions of employment conducive to the provision of quality health care and consistent with the values of the profession through individual and collective action. * 7. The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development. * 8. The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs. * 9. The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy. (Ceasia, Friberg p. 285) Description In the broadest sense, ethics are the principles that guide an individual, group, or profession in conduct. Although nurses do make independent decisions regarding patient care, they are still responsible to the profession as a whole in how those decisions are made. From the earliest concept of nursing, the proper behavior and conduct of a nurse was closely scrutinized. Florence Nightingale wrote of specific issues of conduct and moral behavior. The Nightingale pledge that was composed in 1893 by nursing instructor Lystra Gretter includes the vow â€Å"to abstain from whatever is deleterious and mischievous and will not take or knowingly administer any harmful drug.† Over the last 100 years, nursing has evolved into a very complex professional field. Nurses are now faced with life and death decisions, sometimes on an hourly basis. Medical care has advanced to the point that new technology with its potential benefit or harm to a patient changes constantly. Although the private conduct of a nurse is no longer controlled by the employer, the effects of that lifestyle on the nurse’s ability to think and respond to patients in different situations. The study of ethics is actually a branch of philosophy. The word ethics is derived from the Greek term ethos which means customs, habitual usage, conduct, and character. The study of ethics has led to the identification of basic concepts including relation of basic concepts including rights, autonomy, beneficence, nonmaleficence, justice, and fidelity. Understanding these concepts assists the nurse with making decisions during difficult situations. Webster defines a right as â€Å"something to which one has a just claim or the power or privilege to which one is justly entitled.† Patient rights have evolved to the point that federal legislation has been passed in the United States to protect a patient’s individual rights. A Patient’s Bill of Rights was initially developed by the American Hospital Association in 1973 and revised in1992. All hospitals are now required by law to inform patients of these rights upon admission to the hospital. Autonomy comes from the Latin auto meaning â€Å"self† and nomy which means â€Å"control.† Individuals must be given the rights to assist in their own decision making. This ethical concept has led to the need for informed consent. Sometimes patients’ religious or cultural beliefs lead them to make decisions regarding their own care that may seem controversial or even dangerous. However, the concept of autonomy gives them the right to make those decisions unless they are mentally impaired. Beneficence means to do good, not harm, to other people. Nonmaleficence is the concept of preventing intentional harm. Both of these ethical concepts relate directly to patient care. In the American Nurses Association Code for Nurses, there is a specific charge to protect patients by specifying that nurses should report unsafe, illegal, or unethical practices by any person. Nurses are often faced with making decisions about extending life with technology, which might not be in the best interest of the patient. Often the concept of weighing potential benefit to the patient against potential harm is used in making these difficult decisions, along with the patient’s own stated wishes. The word justice is closely tied with the legal system. However, the word refers to the obligation to be fair to all people. In 2001, healthcare economics have hospitals and other providers stretching their resources to their limits. Economic decisions about healthcare resources have to be made base d on the number of patients who would benefit. The potential of rationing care to the frail elderly, poor, and disabled creates an ethical dilemma that is sure to become even more complicated in the future. Fidelity refers to the concept of keeping a commitment. Although the word is more closely used to describe a marital relationship, fidelity is the concept of accountability. What is the nurse’s responsibility to his or her patient, employer, society, or government? Privacy and confidentiality are concepts that could be challenged under the concept of fidelity. If a nurse is aware of another healthcare giver who is impaired, but the circumstances are private or confidential, how is the conflict resolved? As a general rule, nurses are employed by a hospital, clinic, or private practice. Decisions that are made about patient care are not totally independent. Every decision creates a ripple effect and touches someone else in the health care field. One of the purposes of a code of ethics is to help nurses keep perspective and a balanced view regarding decisions. An example of violation of code of ethics is an 18yr old girl comes into the emergency room with her mother and has abdominal pain. The doctor or nurse does not ask the patient if it is ok for the mother to know the entire patient’s information since she is 18 yrs. old. The mother is under the impression that her daughter is not sexually active. When the urinalysis comes back the nurse explains that they are going to do further tests but the abdominal pain is probably due to her being pregnant. The mother is in the room when the news is told violating the patient’s rights. The professional nursing practices involves working towards the outcomes of safe, quality, evidence based practice and confidentiality. (Styles, A 2008). Overall, I think all nurses try to do the right thing on a daily basis and their decisions are based on a reflection of consequences and moral principles. The ANA helps professional nursing by supporting nurses and providing a framework within which nurses can make ethical judgments and decisions to fulfill their daily responsibilities. References: Styles, A. (2008) The professional nursing practice. http://www.buzzle.com/articles/ethics-in-nursing-jobs-and-profession.html Ceasia, Friberg. (2011) The ANA code of ethics. Conceptual Foundations p.285

Inmates Welfare and Development

Chapter 1 THE RESEARCH PROBLEMIntroductionThe Bureau of Jail Management and Penology envisions itself as a dynamic institution highly regarded for its sustained humane safekeeping and development of inmates. This is indeed a very noble vision which has guided the institution over the last 20 years. With this, the Bureau aims to enhance public safety by providing humane safekeeping and development of inmates.In line with the vision, the Bureau endeavors to formulate policies and guidelines in the administration of all district, city and municipal jails nationwide, provide for the basic needs of inmates, and conduct activities for the development of inmates to ultimately improve their living conditions in accordance with the accepted standards set by the United Nations. Our Constitution provides that any person accused of committing a crime is presumed innocent until proven guilty in a court of law.Thus, a person charged with a crime should not be denied of his freedom to choose and li ve at par with other innocent people who are not incarcerated, unless there is a good reason. In connection to this, the government is a party to several Geneva Conventions such as the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights, to name a few.Our government’s formal commitment to principles of human rights and international humanitarian law has been translated into various local laws and foremost is the 1987 Philippine Constitution which has often been referred to as the Human Rights Constitution. However, in spite of all these international and local laws, the government is still unable to comply with its obligations because of very limited resources. As a result, most of our jails are unpleasant and dehumanizing.It dwells stress, boredom and can even harm the individuals and their visiting families in countless ways. It is therefore a great challenge on the part of the administration of the BJM P to efficiently and effectively utilize its resources in the implementation of its mandate. And to address the increasing and recurring problems inside detention facilities not to mention the different personalities and varied needs of inmates, the Bureau of Jail Management and Penology has intensified the implementation of the Inmates Welfare and Development Program.Theoretical Framework This study is anchored on the Maslow’s Hierarchy of Needs which states that if motivation is driven by the existence of unsatisfied needs, then it is worthwhile for a manager to understand which needs are more important for every individual under his/her management. In this regard, Abraham Maslow developed a model in which basic, low-level needs such as physiological requirements and safety must be satisfied before higher-level needs such as self-fulfillment are pursued.In this hierarchical model, when a need is mostly satisfied, it no longer motivates and the next higher need takes its pla ce. Maslow’s hierarchy of needs is shown in the following diagram:Figure 1. Maslow’s Hierarchy of Needs The Physiological Needs are those required to sustain life, such as air, water, nourishment, and sleep. According to Maslow’s theory, if such needs are not satisfied then one’s motivation will arise from the quest to satisfy them. Higher needs such as social needs and esteem are not felt until one has met the needs basic to one’s bodily functioning.For the Safety Need, once physiological needs are met, one’s attention turns to safety and security in order to be free from the threat of physical and emotional harm. Such needs might be fulfilled by living in a safe area, medical insurance, job security and financial reserves. According to Maslow’s hierarchy, if a person feels that he or she is harm’s way, higher needs will not receive much attention. Then once a person has met the lower level of physiological and safety needs, h igher level needs become important, the first of which are Social Needs.Social needs are those related to interaction with other people and may include need for friends, need for belonging, need to give and receive love. Then, once a person feels a sense of â€Å"belongingness†, the need to feel important arises. Esteem Needs may be classified as internal or external. Internal esteem needs are those related to self-esteem such as self-respect and recognition. Some esteem needs are self-respect, achievement, attention, recognition, and reputation.Maslow later refined his model to include a level between esteem needs and self-actualization: the need for knowledge and aesthetics. Next is the Self-actualization Need, it is the summit of Maslow’s hierarchy of needs. It is the quest of reaching one’s full potential as a person. Unlike lower level needs, this need is never fully satisfied; as one grows psychologically, there are always new opportunities to continue to grow. Self-actualized people tend to have needs such as truth, justice, wisdom, and meaning.Self-actualized persons have frequent occurrences of peak experiences, which are energized moments of profound happiness and harmony. According to Maslow, only a small percentage of the population reaches the level of self-actualization. This study was based on the above mentioned theory because it is inherent for Jail Officers to safeguard the conditions of inmates inside jails and to develop their personalities. Jail Officers have a major role to help these individuals help themselves for them to become a law-abiding member of the society and be a productive one.Hypothesis The different programs, projects and activities of the Inmates Welfare and Development Program of the Laoag City Jail are very relevant to the holistic development, welfare and rehabilitation of the inmates during their incarceration through the efficient implementation of the concerned BJMP personnel. Statement of the Pr oblem The study aimed to assess the implementation of the Inmates Welfare and Development Program at Laoag City jail.Specifically, it sought to answer the following questions:1.What are the different programs, projects and activities being undertaken at the Laoag City Jail to address the welfare and development of the inmates?2. Who are responsible in the implementation of the different programs, projects and activities of the IWD Section?3. How does the jail administration source out funds to realize and implement the various programs, projects and activities of the IWD Program?4. What is/are the perception/s of the inmates on the implementation of the different programs, projects and activities undertaken by the IWD Section in terms of 2. Relevance; and 2. 2 Efficiency5. Are the programs, projects and activities of the IWDP effective in advancing the welfare and development of the inmate s during their incarceration? Significance of the Study This study shall be beneficial to the following: The Lawmakers. The result of this study would help our lawmakers in crafting and promulgating laws to improve the living conditions of persons deprived of liberty and promote the general welfare and development of these inmates. The Jail Bureau.The outcome of the study would be of great help to the top management of the Bureau in drawing out and formulating programs and policies for the strict implementation of the IWD Program. The Inmates. The welfare and condition of inmates is the primordial concern of the BJMP. The insights provided in this study will serve as a basis to enhance their situation while being incarcerated conforming to the United Nation’s standard in the treatment of Persons Deprived of Liberty (PDL). The Community.The community which is composed of the families, the academe, various government and non-government organizations, cause-oriented groups, several religious groups and other capable and concerned private individuals who are actively supp orting the programs of the Bureau would use this study as a stepping stone towards building lasting partnership with the BJMP, working together as one, sharing a collective, comprehensive and a holistic approach to help the plights of the PDLs. The Researchers.Other than for the compliance for the requirement of the course, this work would satisfy the healthy and curious minds of the researchers on the different activities of the inmates during their incarceration. Moreover, the joy of sharing a humble contribution for the future of BJMP and its clientele is a joy so profound. This paper would also serve as a guide along the way for the researchers who have the same concern and passion for a humane safekeeping and development of inmates and might consider working and building a career with BJMP. Scope and Delimitations of the StudyThe study deals with the determination of the different programs projects and activities undertaken by the Inmates Welfare and Development Section of the jail and the different personalities involved in its implementation. It is also geared to establish the perception of the personnel and inmates on the relevance and efficiency of the different programs, projects and activities of the IWD Section of the jail. In the conduct of the interview, it was limited only for the concerned personnel involved in the implementation of the Inmates Welfare and Development Program of the jail.For the inmates as respondents in the survey, a certain number of inmates from each of the eight (8) cells of the jail were included to represent the total number of inmates’ jail population. The Laoag City Jail was chosen to be the locale of the study. It is interesting to note that the Laoag City Jail has won the Best City Jail award in Region 1 for two consecutive years because of the intensified implementation of the IWD Program. It was also nominated as Best City Jail nationwide for the year 2011. Definition of Terms To better understand the study, the following terms are defined operationally and contextually:BJMP. This stands for the Bureau of Jail Management and Penology. Cell. It is a place inside the jail wherein the inmates are confined. City Jail. This refers to the Laoag City Jail which houses detainees awaiting judicial disposition of their cases and prisoners whose sentences ranged from one day to three years. Community. It is a group of interacting people living in a common location. Court Order. This is a legal document or proclamation in which a court orders a person to perform a specific act, prohibits from performing an act, sets a court date, or legally establishes something.Detainee. This refers to the accused person of a crime before a court or competent authority that is temporarily confined in jail undergoing investigation and trials or awaiting for final judgment and conviction. Efficiency. The quality or property of being efficient that is the degree to which this quality is being exercised. Implementatio n. This refers to the carrying out or physical realization of the program. Inmates. This refers to either a prisoner or detainee confined inside jail. IWDP. Inmates Welfare and Development Program Personnel.This refers to a bona fide member of the BJMP. PDL. This refers to persons Deprived of Liberty. These are detainees who are incarcerated pending trial and/or final judgment. It includes all persons who are arrested, detained, imprisoned or otherwise under custody of government authorities. PDLs maybe held in jails, prisons, detention centers, â€Å"lock-ups†, hospitals, rehabilitation centers elsewhere. Relevance. This refers to the applicability or helpfulness of the different programs, projects and activities; applicability to social issues. TCMP. Therapeutic Community Modality Program Inmates Welfare and Development Chapter 1 THE RESEARCH PROBLEMIntroductionThe Bureau of Jail Management and Penology envisions itself as a dynamic institution highly regarded for its sustained humane safekeeping and development of inmates. This is indeed a very noble vision which has guided the institution over the last 20 years. With this, the Bureau aims to enhance public safety by providing humane safekeeping and development of inmates.In line with the vision, the Bureau endeavors to formulate policies and guidelines in the administration of all district, city and municipal jails nationwide, provide for the basic needs of inmates, and conduct activities for the development of inmates to ultimately improve their living conditions in accordance with the accepted standards set by the United Nations. Our Constitution provides that any person accused of committing a crime is presumed innocent until proven guilty in a court of law.Thus, a person charged with a crime should not be denied of his freedom to choose and li ve at par with other innocent people who are not incarcerated, unless there is a good reason. In connection to this, the government is a party to several Geneva Conventions such as the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights, to name a few.Our government’s formal commitment to principles of human rights and international humanitarian law has been translated into various local laws and foremost is the 1987 Philippine Constitution which has often been referred to as the Human Rights Constitution. However, in spite of all these international and local laws, the government is still unable to comply with its obligations because of very limited resources. As a result, most of our jails are unpleasant and dehumanizing.It dwells stress, boredom and can even harm the individuals and their visiting families in countless ways. It is therefore a great challenge on the part of the administration of the BJM P to efficiently and effectively utilize its resources in the implementation of its mandate. And to address the increasing and recurring problems inside detention facilities not to mention the different personalities and varied needs of inmates, the Bureau of Jail Management and Penology has intensified the implementation of the Inmates Welfare and Development Program.Theoretical Framework This study is anchored on the Maslow’s Hierarchy of Needs which states that if motivation is driven by the existence of unsatisfied needs, then it is worthwhile for a manager to understand which needs are more important for every individual under his/her management. In this regard, Abraham Maslow developed a model in which basic, low-level needs such as physiological requirements and safety must be satisfied before higher-level needs such as self-fulfillment are pursued.In this hierarchical model, when a need is mostly satisfied, it no longer motivates and the next higher need takes its pla ce. Maslow’s hierarchy of needs is shown in the following diagram:Figure 1. Maslow’s Hierarchy of Needs The Physiological Needs are those required to sustain life, such as air, water, nourishment, and sleep. According to Maslow’s theory, if such needs are not satisfied then one’s motivation will arise from the quest to satisfy them. Higher needs such as social needs and esteem are not felt until one has met the needs basic to one’s bodily functioning.For the Safety Need, once physiological needs are met, one’s attention turns to safety and security in order to be free from the threat of physical and emotional harm. Such needs might be fulfilled by living in a safe area, medical insurance, job security and financial reserves. According to Maslow’s hierarchy, if a person feels that he or she is harm’s way, higher needs will not receive much attention. Then once a person has met the lower level of physiological and safety needs, h igher level needs become important, the first of which are Social Needs.Social needs are those related to interaction with other people and may include need for friends, need for belonging, need to give and receive love. Then, once a person feels a sense of â€Å"belongingness†, the need to feel important arises. Esteem Needs may be classified as internal or external. Internal esteem needs are those related to self-esteem such as self-respect and recognition. Some esteem needs are self-respect, achievement, attention, recognition, and reputation.Maslow later refined his model to include a level between esteem needs and self-actualization: the need for knowledge and aesthetics. Next is the Self-actualization Need, it is the summit of Maslow’s hierarchy of needs. It is the quest of reaching one’s full potential as a person. Unlike lower level needs, this need is never fully satisfied; as one grows psychologically, there are always new opportunities to continue to grow. Self-actualized people tend to have needs such as truth, justice, wisdom, and meaning.Self-actualized persons have frequent occurrences of peak experiences, which are energized moments of profound happiness and harmony. According to Maslow, only a small percentage of the population reaches the level of self-actualization. This study was based on the above mentioned theory because it is inherent for Jail Officers to safeguard the conditions of inmates inside jails and to develop their personalities. Jail Officers have a major role to help these individuals help themselves for them to become a law-abiding member of the society and be a productive one.Hypothesis The different programs, projects and activities of the Inmates Welfare and Development Program of the Laoag City Jail are very relevant to the holistic development, welfare and rehabilitation of the inmates during their incarceration through the efficient implementation of the concerned BJMP personnel. Statement of the Pr oblem The study aimed to assess the implementation of the Inmates Welfare and Development Program at Laoag City jail.Specifically, it sought to answer the following questions:1.What are the different programs, projects and activities being undertaken at the Laoag City Jail to address the welfare and development of the inmates?2. Who are responsible in the implementation of the different programs, projects and activities of the IWD Section?3. How does the jail administration source out funds to realize and implement the various programs, projects and activities of the IWD Program?4. What is/are the perception/s of the inmates on the implementation of the different programs, projects and activities undertaken by the IWD Section in terms of 2. Relevance; and 2. 2 Efficiency5. Are the programs, projects and activities of the IWDP effective in advancing the welfare and development of the inmate s during their incarceration? Significance of the Study This study shall be beneficial to the following: The Lawmakers. The result of this study would help our lawmakers in crafting and promulgating laws to improve the living conditions of persons deprived of liberty and promote the general welfare and development of these inmates. The Jail Bureau.The outcome of the study would be of great help to the top management of the Bureau in drawing out and formulating programs and policies for the strict implementation of the IWD Program. The Inmates. The welfare and condition of inmates is the primordial concern of the BJMP. The insights provided in this study will serve as a basis to enhance their situation while being incarcerated conforming to the United Nation’s standard in the treatment of Persons Deprived of Liberty (PDL). The Community.The community which is composed of the families, the academe, various government and non-government organizations, cause-oriented groups, several religious groups and other capable and concerned private individuals who are actively supp orting the programs of the Bureau would use this study as a stepping stone towards building lasting partnership with the BJMP, working together as one, sharing a collective, comprehensive and a holistic approach to help the plights of the PDLs. The Researchers.Other than for the compliance for the requirement of the course, this work would satisfy the healthy and curious minds of the researchers on the different activities of the inmates during their incarceration. Moreover, the joy of sharing a humble contribution for the future of BJMP and its clientele is a joy so profound. This paper would also serve as a guide along the way for the researchers who have the same concern and passion for a humane safekeeping and development of inmates and might consider working and building a career with BJMP. Scope and Delimitations of the StudyThe study deals with the determination of the different programs projects and activities undertaken by the Inmates Welfare and Development Section of the jail and the different personalities involved in its implementation. It is also geared to establish the perception of the personnel and inmates on the relevance and efficiency of the different programs, projects and activities of the IWD Section of the jail. In the conduct of the interview, it was limited only for the concerned personnel involved in the implementation of the Inmates Welfare and Development Program of the jail.For the inmates as respondents in the survey, a certain number of inmates from each of the eight (8) cells of the jail were included to represent the total number of inmates’ jail population. The Laoag City Jail was chosen to be the locale of the study. It is interesting to note that the Laoag City Jail has won the Best City Jail award in Region 1 for two consecutive years because of the intensified implementation of the IWD Program. It was also nominated as Best City Jail nationwide for the year 2011. Definition of Terms To better understand the study, the following terms are defined operationally and contextually:BJMP. This stands for the Bureau of Jail Management and Penology. Cell. It is a place inside the jail wherein the inmates are confined. City Jail. This refers to the Laoag City Jail which houses detainees awaiting judicial disposition of their cases and prisoners whose sentences ranged from one day to three years. Community. It is a group of interacting people living in a common location. Court Order. This is a legal document or proclamation in which a court orders a person to perform a specific act, prohibits from performing an act, sets a court date, or legally establishes something.Detainee. This refers to the accused person of a crime before a court or competent authority that is temporarily confined in jail undergoing investigation and trials or awaiting for final judgment and conviction. Efficiency. The quality or property of being efficient that is the degree to which this quality is being exercised. Implementatio n. This refers to the carrying out or physical realization of the program. Inmates. This refers to either a prisoner or detainee confined inside jail. IWDP. Inmates Welfare and Development Program Personnel.This refers to a bona fide member of the BJMP. PDL. This refers to persons Deprived of Liberty. These are detainees who are incarcerated pending trial and/or final judgment. It includes all persons who are arrested, detained, imprisoned or otherwise under custody of government authorities. PDLs maybe held in jails, prisons, detention centers, â€Å"lock-ups†, hospitals, rehabilitation centers elsewhere. Relevance. This refers to the applicability or helpfulness of the different programs, projects and activities; applicability to social issues. TCMP. Therapeutic Community Modality Program

Wee shall be as a City upon a Hill Essay

God almighty in His most holy and wise providence hath so disposed of the condition of mankind, as in all times some must be rich, some poor, some high and eminent in power and dignity, others mean and in subjection. Reason: First, to hold conformity with the rest of His works, being delighted to show forth the glory of His wisdom in the variety and difference of the creatures and the glory of His power, in ordering all these differences for the preservation and good of the whole. Reason: Secondly, that He might have the more occasion to manifest the work of His spirit. First, upon the wicked in moderating and restraining them, so that the rich and mighty should not eat up the poor, nor the poor and despised rise up against their superiors and shake off their yoke. Secondly, in the regenerate in exercising His graces in them, as in the great ones, their love, mercy, gentleness, temperance, etc., in the poor and inferior sort, their faith, patience, obedience, etc. Reason: Thirdly, that every man might have need of other, and from hence they might all be knit more nearly together in the bond of brotherly affection. From hence it appears plainly that no man is made more honorable than another, or more wealthy, etc., out of any particular and singular respect to himself, but for the glory of his creator and the common good of the creature, man. Thus stands the cause between God and us. We are entered into covenant with Him for this work, we have taken out a commission, the Lord hath given us leave to draw our own articles we have professed to enterprise these actions upon these and these ends, we have hereupon besought Him of favor and blessing. Now if the Lord shall please to hear us, and bring us in peace to the place we desire, then hath He ratified this covenant and sealed our commission, [and] will expect a strict performance of the articles contained in it, but if we shall neglect the observations of these articles which are the ends we have propounded, and dissembling with our God, shall fall to embrace this present world and prosecute our carnal intentions seeking great things for ourselves and our posterity, the Lord will surely break out in wrath against us, be revenged of such a perjured people, and make us know the price of the breach of such a covenant. Now the only way to avoid this shipwreck and to provide for our posterity is to follow the counsel of Micah, to do justly, to love mercy, to walk humbly with our God. For this end we must be knit together in this work as one man, we must entertain each other in brotherly affection, we must be willing to abridge ourselves of our superfluities for the supply of others’ necessities, we must uphold a familiar commerce together in all meekness, gentleness, patience, and liberality, we must delight in each other, make others’ conditions our own, rejoice together, mourn together, labor and suffer together, always having before our eyes our commission and community in the work, our community as members of the same body So shall we keep the unity of the spirit in the bond of peace. The Lord will be our God and delight in all our ways, so that we shall see much more of His wisdom, power, goodness, and truth than formerly we have been acquainted with. We shall find that the God of Israel is among us, when ten of us shall be able to resist a thousand of our enemies, when He shall make us a praise and glory, that men shall say of succeeding plantations, the Lord make it like that of New England. For we must consider that we shall be as a city upon a hill, the eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have undertaken and so cause Him to withdraw His present help from us, we shall be made a story and byword throughout the world, we shall open the mouths of enemies to speak evil of the ways of God and all professors for God’s sake, we shall shame the faces of many of God’s worthy servants, and cause their prayers to be turned into curses upon us till we be consumed out of the good land whither we are going. And to shut up this discourse with that exhortation of Moses, that faithful servant of the Lord in His last farewell to Israel, Deut. 30., Beloved there is now set before us life and good, death and evil, in that we are commanded this day to love the Lord our God, and to love one another, to walk in His ways and to keep His commandments and His ordinance, and His laws, and the articles of our covenant with Him that we may live and be multiplied, and that the Lord our God my bless us in the land whither we go to possess it. But if our hearts shall turn away so that we will not obey, but shall be seduced and worship other Gods, our pleasures, our profits, and serve them, it is propounded unto us this day we shall surely perish out of the good land whither we pass over this vast sea to possess it. Therefore let us choose life, that we, and our seed, may live, and by obeying His voice, and cleaving to Him, for He is our life and our prosperity. View as multi-pages

350- to 700-word essay comparing the similarities and differences Term Paper

350- to 700-word essay comparing the similarities and differences between virtue theory, utilitarianism, and deontological ethics - Term Paper Example In order to understand these principles better and understand how they can apply to real-life situations it is best to discuss the strengths and weaknesses of each individually and then highlight their commonalities and differences. Utilitarianism focuses on the idea that what is morally or ethically right is the course that results in the best possible consequences or what creates the greatest happiness among the larger portion. After all human beings work off of a pleasure principle in their actions and behaviors. This perspective is often found among big decision makers whose behaviors and decisions affect many (Fahey, 2012). Therefore the greatest happiness on the largest scale is being considered, as opposed to the needs of an individual. For example when we are with a group of 5 friends and each want the group to participate in different activities, therefore each member makes their case and the majority activity is chosen. This will not make the whole group happy but it will make the majority happy. Deontologists are dedicated to the idea of actions that are ethical are a result of a sense of duty. There is a staunch strictness to this ethical viewpoint. An action is right as long as it remains in accord ance with preset ethical laws (Rainbow, 2002). A good example is what we see in modern court rooms today, sometimes the law is immutable and disallowing of exception, this takes no consideration of the larger groups concerns or the ethical concerns of the accused. The final ethical principle is virtue ethics, which adheres to the idea that a person’s individual character must be considered as exactly that individual. A prime example of this can be found in our own academic institutions. A friend forgets to properly site a source in his paper, which means he technically plagiarized. However, if you see that the other citations are accurate and this student has had no history of dishonest conduct,

Government and for-profit organizations Coursework

Government and for-profit organizations - Coursework Example Reporting entity is referred to any business venture that is entrusted with reporting responsibilities. In context of this paper, both kinds of organizations are reporting entities, who have the obligation of preparing financial reports for benefit and interest of various stakeholders.Materiality is one of the GAAP conventions that are followed by all organizations irrespective of their nature of business. Materiality explains that an organization should discuss only significant information in its financial reports that of accounting nature. Lastly, full disclosure explains that every organization should disclose all necessary information so that financial position of the firm is correctly presented and understood. Additionally, these two kinds of organizations share certain similarities in terms of components of financial statements as well such as journal, trial balance and ledger (Carmichael & Graham, 2012; Delaney & Whittington, 2007).Another point of similarity that can be recog nized between government and commercial organizations is debt refunding. Both these organizations are significantly engaged in debt refunding. In other words, they create new debts whose proceeds are employed for paying off previous debt. The sole reason behind both organizations engaged in this activity is to ensure security of their financial gain (GASB, 2013).Dissimilarities between government and non-government organization’s accountingGovernment organizations are significantly different from various for-profit firms in a number of ways.

Democracy and New Media Article Example | Topics and Well Written Essays - 500 words

Democracy and New Media - Article Example The new media has exponentially augmented the access to information and has dramatically expanded the scope of free speech. The global flow of information has enabled people around the world to test and contrast the archaic models of civic life with the emerging trends and influences. The pivotal question in this context is that is the new media ubiquitous and if it is so, does it have the potential to contribute to the cause of democracy at a global scale? I s new media contributing to democratic values in Castro’s Cuba or in war ravaged Afghanistan? A general perusal of the history establishes beyond doubt that one or other form of media did play an essential role in the dissemination of political values and ideologies in the 20th century. Lenin’s smuggling of Iskra into Russia, nine decades ago is an apt example of the subversion of a regime through the usage of media (Leighley, 2003).

Do you agree or disagree that city life is preferable over life in the Essay

Do you agree or disagree that city life is preferable over life in the country Defend your position, or choose ONE of the other following topics below - Essay Example If an individual gets pulled over by a cop, or is disciplined at work or school, the whole town knows before the person gets home. In the city, people do not know each other. This anonymity makes it easier to avoid gossip and rumors. Teachers, employees, and landlords do not know all of a person’s relatives in the city. This makes living up to a big sibling, parent, or other relative irrelevant. Anonymity can be peaceful after living in the country. Entertainment is another positive aspect of city life. In small communities or the country the only entertainment is television, drinking with friends, or other limited options. In the city, plays are scheduled at all hours. Movie theaters can be accessed twenty-four hours a day. Putt putt golf, skating rinks, and numerous other entertainment venues are available to city dwellers. In the city, entertainment is readily available at all hours. Instead of limited options, a whole world of possibilities is open to city dwellers. This is an advantage over country life. Convenience is another benefit to city dwellers. If a person does not want to cook a meal, they do not have to. Restaurants, delis, and other eateries are open. Some are open twenty-four hours a day. People that live in the country normally have to shop for groceries once or twice a month. In the city, people can shop daily. This allows the person to have fresher and healthier foods. If an individual gets hurt hospitals are easily accessed in the city. Country people might have to drive hours to reach the nearest hospital. Shops carrying clothes, hardware, and other necessities are also more convenient in the city. There are benefits to living in the country. Smaller crowds, cleaner air, and lower crime rates are some of these benefits. However, some individuals do not like the loneliness of the country. Air pollution is normally not noticed by those that live

Employment Law Essay Example | Topics and Well Written Essays - 2250 words - 1

Employment Law - Essay Example Conformity may demand changing the equipment, circumstances, or workplace, such as hiring a sign language interpreter for deaf and mute workers, balanced with cost, feasibility, and whether modifications can be initiated to eliminate the burden to the disabled employee (Barnes et al. 1998). However, the theoretical outcome of legislation against discrimination is unclear. By providing them supplementary privileges, disabled individuals are more apt to work or provide labour. Yet greater expected expenditures may discourage employers from employing disabled workers (Oliver 1995). Without successful implementation strategies, employers will attempt to evade such additional costs. Such implementation can either be informal, such as ‘name and shame’, or formal, such as through ‘tribunals and courts’ (Massie 1994, 92). The Disability Discrimination Act 1995 created guidelines to deter discrimination against disabled individuals. It characterises a disabled individuals as an individual with mental or physical impairment which has a considerable and permanent damaging impact on his/her capacity to perform normal daily life activities (Great Britain 1995). Part II of the Act which was enforced in 1996 is grounded on the philosophy that disabled individuals should not be discriminated against in the workplace or employment or when looking for employment (Barnes et al. 1998). DDA 1995 stipulates that, as abovementioned, employers may have to undergo practical changes if their employment guidelines or workplaces situate disabled individuals at a considerable disadvantage in relation to physically able individuals (Great Britain 1995). This comprises the provision of supporting services or assistances. Nonetheless, there has been no preventative obligation to instigate these changes under the legislation. DDA 1995 initially enveloped employers with at least 15 workers (Barnes et al. 1998). Since 2004 this immunity has been

Latin American History and Politics Essay Example | Topics and Well Written Essays - 250 words - 1

Latin American History and Politics - Essay Example One of the most remarkable features of the Latino culture concerns the values and perceptions involved with family. Based from Skidmore’s discourse, one is able to understand how this social unit is the source or an influence to its various features and characteristics. The closely-knit Latino communities, the Latino’s perspectives in life, education and relationships – these are all embodied within the larger familial dynamics that permeate in this ethnic group. 3. Cuba casts a very large shadow over Latin America. What is going on in Latin America today?   Is it changing ideologically? How would you describe Cuba’s influence over Latin America?  Ã‚  Is it largely positive or negative?  Ã‚  What is Cuba’s  relationship like with Venezuela?  Ã‚  What has been the long-term impact of Fidel Castro on Cubans and on Latinos overall? I believe that much of the ideological influence that Cuba has had over Latin America could be attributed to Fidel Castro. This was reflected with how scholars see Castro not just as the embodiment of military and political leadership but also of the entire Cuban revolution that have seized the imagination of many in Latin America, inspiring some to launch their and continue their own revolutionary causes (Venegas, 2010, p. 183). In some cases, it is a positive development as such influence steered Latin American countries towards self-determination, as it offered a counter to American influence. The strong bilateral relationship between Cuba and Venezuela demonstrates this point. The latter – in its objective to oppose the US – sought a agreements with military dimensions (Corrales & Romero, 2013, p. 27). On the other hand, it exerted negative impact particularly with the nature and frequency of political conflicts in the region. All in all, without Castro, the Cuban influence is

The thematic role of tradition in “Jude the Obscure” Essay Example for Free

The thematic role of tradition in â€Å"Jude the Obscure† Essay Hardy as a purely Victorian writer (Carpenter, 1964) felt, however, a degree of cognitive dissonance and inner inconsistence with the existing realities, in particular, with the social pressure and the dissolution of individuality in the countless traditions and rituals. The novel â€Å"Jude the Obscure† demonstrates the Victorian mores from a peculiar viewpoint, in terms of the opposition between the spiritual nature of the personality, their aspirations, ambitions and longings, and the clutches of tradition that encumber the characters in their self-actualization. In the present novel, the role of tradition is demonstration through the lens of family, cross-gender relationships and social class. Traditionalism seems to blossom in the realm of cross-gender relationships, as they are strongly regulated by the society. In order to illustrate this assumption, it is necessary to analyze the situation Jude encounters after having dated with Arabella for certain time. Due to the fact that their relationships implied no mutual responsibility, Jude decides to leave the girl after his infatuation decays: â€Å" â€Å" I am going away†, he said to her. â€Å"I think I ought to go. I think it will be better for you and for me. I wish some things had never begun! I was much so blame, I know. But it is never too late to mend† â€Å" (Hardy, Part 1, Ch. 9, 1994, at http://www. gutenberg. org). The young woman, in her turn, from the very beginning of their affair, dreams about the marriage to him, because of the persistent social tradition, which prescribes the only model of livelihood for women, which is marriage. Moreover, single women are always criticized and treated as â€Å"peculiar†, the Victorian tradition even attributes mental disorders to such individuals only for their marital status; due to the fact that the stereotypes associated with spinsters are very unattractive, Arabella is eager to observe the social tradition and create her family as early as possible. Women by the tradition are supposed to be more interested in marriage therefore. In terms of cross-gender relationships, it is also important to outline the development of the affection between Jude and Sue, his cousin. Jude gets attracted to the girl after seeing her portrait, but, being aware of his marital status, he doesn’t allows himself to approach the girl: â€Å"The first reason was that he was married, and it would be wrong. The second was that they were cousins. It was not well for cousins to fall in love even when circumstances seemed to favour the passion. The third, even were he free, in a family like his own where marriage usually meant a tragic sadness, marriage with a blood-relations would duplicate the adverse conditions† (Hardy, Part 2, Ch. 2, 1994 at http://www. gutenberg. org). As one can see, the most important reasons are close-knit to the socially imposed perspectives of cross-gender relationships: in order to avoid blaming rumors and gossips, Jude at first deliberately creates a barrier even to the friendship with Sue. The dominance of traditions, regulating and controlling family, are to great extent similar to the previous group, as any relationship between a man and a woman (except the cases of close kinship) are considered a potential family. The family should be officially registered and approved by both secular and clerical institutions – only in this case the children, born in this partnership, are legitimate. In this sense, even though Jude is unwilling to marry Arabella, he gives his complete consent after learning that his girlfriend is pregnant. Moreover, the family-oriented tradition of the epoch harshly discriminates these children, so that they bear the burden of their parents’ â€Å"social disobedience†. Consequently, the young woman’s pregnancy appears false, but Arabella’s manipulations seem partially justified by the society, as they are directed to the creation of family, a structural unit, which is easier to control in the macro- and mezzosocial levels. Arabella’s friend, Anne, even demonstrates childlike glee after learning about the method the young wife has lassoed Jude: â€Å"Mistaken! Well, that’s clever – it’s real stroke of genius! It is a thing I never thought o’ wi’ all my experience! † (Hardy, Part 1, Ch. 9, 1994). Another vital point of the depiction of the societal regulation in terms of family can be found in the beginning of Sue and Jude’s cohabitation and the subsequent scandal. It begins with the response of Mr. Gillingham, Phillotson’s friend, with who the man shares information that sue, his wife, intends to live with another man. Gillingham seems to speak in the name of the whole society, in the present dialogue he embodies the pressure of social tradition: â€Å" But- you see, there’s the question of neighbours and society – what will happen if everybody – [†¦] I am quite amazed, to tell the truth, that such a sedate, plodding fellow as you should have entertained such a craze for a moment, You said when I called that she was puzzling and peculiar: I think you are! † (Hardy, Part 4, Ch. 4, 1994). The responsibility for the wife’s adultery is traditionally placed to great extent upon her spouse; both this quotation and the fact that Phillotson is threatened with termination of his employment because of Sue’s behavior points to the idea that woman is not merely inferior, she is also viewed by society as an infantile create, who should be â€Å"reared† and â€Å"brought up† by her spouse. After Sue and Jude begin to live together, they become severely ostracized by the society. First of all, Jude becomes a stonemason, as no other work is available to him, whereas Sue works as a street seller. Learning that the couple are not married, all lodging owners refuse the take sue and Jude, even though they travel with young children and thus need an accommodation as soon as possible. Therefore, the scorn for the couple living without official registration of their partnership is even stronger than the pity for the infants, as the children ,born in such an affair, can not be equated to legitimate children; and the social tradition which normally prescribes that society take care about minors, ignores their needs. The tragic ending of the novel can also be interpreted as the victory of social tradition. In fact, Sue and Jude’s children are murdered by Jude and Arabella’s son; â€Å"He looked in bewilderment round the room. At the back of the door were fixed two hooks for hanging garments, and from these the form of the two youngest children were suspended, by a piece of box-cord round each of their necks†¦Ã¢â‚¬  (Hardy, Part 6, Ch. 2). Importantly, Little Father Time was born in the wedlock, i. e. he symbolically has more rights, freedoms and entitlements in the family, comparing to other children. His name also points to the fact that he represents the interests of the epoch as well as its social tradition. Thus, the deaths of the children are a symbolic punishment, imposed by the social tradition for committing adultery and not creating a full-fledged family. In terms of social class, tradition is represented, first and foremost, in the point of Jude’s efforts towards getting access to education. Due to the fact that his only caregiver, his aunt, is a baker, she would wish him to remain within the working class, and when young Jude asks her about Christminster and education, she responds that his future livelihood could not be combined with education, moreover, that their family has nothing in common with the intellectual circles form the city. The woman therefore refers to the Victorian tradition, which strictly determines interclass boundaries, stratifies individuals, and creates obstructions to their penetration to the higher class. To sum up, as depicted in the novel, social traditions regulate the most important areas of human life, including the relationships between genders, marriage and family as well as career and class behavior. As one can see from the novel, social traditions is extremely critical to any cross-gender relationships that do not imply official marriage, in which the man and woman, however, have disproportionate interest. Uniting into families is viewed as the most appropriate and traditionally approved way of social interaction, whereas individuals, living in an unregistered partnership, are marginalized. As for the social class, the tradition seeks to retain individual within their strata through regulating the access to education, training and employment. Due to the fact that the major plotline in â€Å"Jude the Obscure† is built upon the combination of these three representations, the role of social tradition is strong in the writing, moreover, with respect to the aforementioned obstructions and judgments the society develops in response to the characters’ actions, one can understand that Hardy addresses it in the negative, rather then positive or supportive tones. Works cited Carpenter, R. Thomas Hardy. Boston: Twayne Publishers, 1964. Hardy, T. Jude the Obscure. 23 September 1994, http://www. gutenberg. org/files/153/153-8. txt

Importance of the Student Council and Student Voices

Importance of the Student Council and Student Voices It is being widely recognized that young people have the tight to be heard and also to speak out about their school experiences. International policy makers are urging the contribution of young people to todays and tomorrows world. The U.N. Convention on the Rights of the Child included the right of children to be heard as one of their four basic principles. How to listen and learn, as well as to teach and lead, is the challenge for teachers, schools and their communities (TEACHING AND LEARNINIG, JUNE 2003). A study by Helen Demetriou showed that consulting the young people could be a way to responding to the needs of teachers and also the pupils. It shows that pupils voice have the potential to harness the thoughts and feelings of pupils which will ultimately lead to effective teaching and learning. The study carried out interviews on 11 secondary school science teachers to ascertain the quality of their teaching and the extent to which they felt they were successful in communicating with the students. Thus the research highlighted the merits of consulting children in both primary and secondary schools about their teaching and learning (Helen Demetriou, university of Cambridge). What must the students be consulted about? Firstly the students must be consulted about the School-wide issues Like revising school mission statements, system of rewards and sanctions, revising school rules, what qualities are needed in a new teacher, and how to get the school council to work well the contribution of pupils as researchers. Secondly they must be consulted about the Year group issues like the induction plan for next year, parents evenings, qualities in a year tutor, suggestions for timetables and organizing homework. Thirdly students must be consulted on issues in their class like their preferences in learning styles, way f understanding, peer support, improving group works and way of catching up so that you dont miss work. Consultations at all these three levels have a similar purpose but are shaped differently i.e. in the context in which they occur. In the classroom teachers must always consult pupils and check whether theyve understood the module or need help in their learning. At school level the consultation is based on a different set of condition, skills and sensitivities (TEACHING AND LEARNING, JUNE 2003). ADVANTAGES FOR THE PUPIL It develops in them a stronger sense of membership. They feel more positive about school and the organizational dimension. They will also build a stronger sense of respect and self worth, making them feel positive about themselves. It also creates a sense of self-as-learner and enables them to better manage their own learning. It gives the a sense of agency making them feel like a part of the school matters which will contribute in the improvement of  teaching and learning. ADVANTAGES FOR THE SCHOOL It helps build a practical agenda for a change which the pupils can identify with. The changes can lead to enhanced engagement with school and school learning. It helps in building a deeper relationship between the pupils and the teachers. It also creates a sound basis for developing democratic principles and practices. It will also enhance the capacity of the school as a learning organization. SCHOOL COUNCIL A school council is thus built on this foundation of student consultation, making their voice heard, and thereby integrating them as a part of the organizational system. A school council is a group of students who are elected to represent the views of all pupils and also to improve the school. The term means collectively stands for all kinds of school-based groups run by students, which includes student forums and youth parliaments (Newsround, school councils, retrieved on 28th April).The functions of the school council are to organizes meetings; usually with a teacher present, on topics such as school lunches, behavior or ideas for fundraising events. The members of the school council are also responsible for carrying out the final ideas that have been agreed at the end of each session e.g. planning discos, writing newspaper articles, or meeting with catering staff. The important features that will enhance the working of a school council are firstly it should not be too big. Secondl y they must conduct regular meetings and representatives with strong communication skills must be chosen. Training should also be provided for the members. The council can be again spilt into smaller sub-committees that will work on specific events. The council must also carry out annual evaluations and also decide their curriculum time so that they dont miss out on their lessons. The concept of School Councils has been around for around for almost 40 years, but now with citizenship being taught, there are many more around. The government acknowledges that school councils are important; but still they will not force schools to have one. In some countries there however there are laws which state all secondary schools must have councils. Eg:- Ireland, Germany, Spain, Sweden (Newsround, school councils, retrieved on 28th April). Every school council is a legal entity in its own right i.e. they are a group of people who are given the power to set the key directions for the school. This means that a school council can directly influence the quality of education that the school provides to its students. They endorse the key school planning, evaluation and reporting documents which also includes the School Strategic Plan, the school budget and the Annual Report to the School Community. School councils make sure the schools running effectively in terms of how it spends its money. The council is accountable to the Minister for Education in respect to how it fulfills its functions. (Introduction to school council, retrieved on 28th April). Objectives of a school council A school councils objectives must include assisting the schools in their efficient governance, ensuring that decisions affecting students of the school are made keeping in mind first and foremost the students interests. It must also include, enhancing the educational opportunities of the students at the school and ensuring that the school and council comply with all the legal requirements. Functions of a school council (Introduction to school council, retrieved on 28th april) The 3 critical functions of a school council are to firstly participate in the development of the School Strategic Plan. Secondly it is to approve the annual budget and the monitor the expenditures. Thirdly they must be involved in developing, reviewing, updating and monitoring of the school policies Drawbacks of a school council The drawbacks of a school council includes that firstly it does not manage day-to-day functioning of the school. It also does not discuss the individual issues that relate to teachers or staff or parents. Thirdly school councilors are not appointed to represent specific interest groups. Also school councils do not renew the principals contract or recruit or dismiss the principal. The school Council is also not allowed to grant license in terms of land; purchase a motor vehicle or plane etc. Co-operative forces in school councils In order for school councils to operate effectively, its important that the school council is able to work in a team. An important relationship is that between the principal and the school council president. They need to co-operate and work together, and when necessary, be prepared to acknowledge any personal differences so as to be able to work in partnership for the good of the school. Even the school council president and the conveners of the subcommittees must maintain respectful and cooperative relationships. Subcommittees are advisory bodies to school council and do not make decisions by themselves. Therefore its important for subcommittee to remember this. School council members need to work as a team, which means respecting the different skills, knowledge and experience that each member brings to council, sharing the workload and responsibility. School council also needs to be able to work cooperatively with the parents and staff at the school. This does not mean that counsel ors have to like everyone, rather they need to be able to listen and ask the school community, about their views on various topics; example: uniform policy or dress code. The school council needs to discuss and document a process for consulting with its community. Role of school council members For the school councils to operate effectively, its very important that its members respect each others opinions, even with the ones with whom they disagree with. Its very important that after a council reaches a decision, the school counselors must support that decision in the school community. Parent members who are on the school council can share their experiences as parents at the school, thereby bringing a wider school community to school council meetings. If any community members are on a school council, they can introduce a particular skill to school council like accounting , building skills or some other skill that the school is looking for at that time. To be on the school council one must be keen, not necessarily an expert. Its helpful if one likes to interact with people, because of the need to be able to work as a team. One also needs to be prepared to commit time and effort to ensure the work of council gets done. School councils work best only when they have people from different backgrounds with different experiences. Being on the school council is thus a great way to get involved and have a say in what the school does for its students. It is also a very good way to help the present and future students. One important role of the school council is to help set the future direction for the school. The school council must meet at least 8 times every school year, and at least once per school term. Its a good practice to have 2 meetings per term. The meetings should be restricted to approximately 2.5 hours duration at most. Most schools require that all school counselors are expected to sit on at least one subcommittee. Subcommittees also meet at least twice each term (Introduction to school council, retrieved on 28th April). School council elections The principal arranges and conducts these elections according to the procedures that are outlined in the schools council. The Elections are held each year. If one decides to stand for election, they must arrange for someone to nominate them as a candidate or they can nominate themselves. The nomination form must be returned within the time stated on the notice of election and call for nominations. Ballots are held only if more people are nominated as candidates than there are positions to fill. Every student must vote and even encourage the parents to do the same. The details of the election process are available from the school. To find out more about what a school council involves, one can talk to the principal or the school council president or the past and present school counselors. Officer Roles in school council The School Councils have officer roles such as the Chairperson whose duty is to has to draw up an agenda at least two days before a meeting. He/she has to take views of the other Council members. Second officer duty is that of a Vice-Chairperson who takes the Chairpersons place if he/she is not available. A vice chairperson has to assist the chairperson. The third officer position is that of a secretary who has to take down the minutes of the meeting, write any letters/communicate with others. If a member seeks election as Chairperson, and proves unsuccessful, they automatically go forward for election as Vice-Chairperson. Need for a School Council To help children develop responsible attitudes, improve their behavior; give children hands-on experience of issues in the National Curriculum. It also creates a feeling of belonging, encourages listening to others and develops self-confidence. And above all to improve pupil/teacher relationships (SCHOOL COUNCIL, retrieved on 28th April). NSPC SURVEY (School Councils, retrieved on 28th April) In 1989 NSPCC ran its first Listen to Children week with an aim to encourage parents and professionals to listen to children. The underlying message was that a child who is heard is more likely to turn to a parent or other adult if she/he needs help. And the schools have a particular role in encouraging and empowering young people. In a previous research conducted by NSPCC, pupils across the Midlands and Wales were consulted about their school life. The major recommendation from this research was that schools must find effective ways of consulting pupils. School councils have been an essential feature of the British education for many years but very little was known about how effective teachers and students believed they were (School Councils, retrieved on 28th April 2011). The previous NSPCC activities and research have reinforced the importance of listening to children as part of their protection. Schools in particular have an important part to play in supporting this process of empowerment. NSPCC believes that school councils must encourage children and young people to be more resilient and better protected. NSPCC did this research as a first step in the process of attempting to learn more about school councils and how they were perceived by those who participate in them, as well as collecting the views of the staff and students who dont have school councils (School Councils: the Views of Students and Teachers). NSPCC conducted a survey of school councils in partnership with School Council UK and the Advisory Centre for Education (ACE). A questionnaire was sent to a random sample of teachers approx in 200 state primary schools and students and teachers in 600 state secondary schools in England and Wales. The findings were as follows (School Councils, retrieved on 28th April) The staff from 294 secondary schools and 89 primary schools responded; 226 of 240 secondary schools with councils also submitted a student response. Student replies were from 30 of the 54 secondary schools without councils. Three quarters of the council meetings were attended by a senior member of the schools management team. In 92% of the school councils in secondary schools and in 12 of the 16 councils in primary schools the student members were elected. The frequency of meetings varies enormously. In 4% of schools, meetings were held every week; in 9% they occurred once a month; and in the other 9%, three times a term; in 45% twice a term and in the remaining 27% once a term. 44% of schools meetings were held in that curriculum time; 35% were during the lunch break; 25% after school, and 2% before school and 2% in assembly time. In 91% cases students contributed to the agenda and in 66% the staff did. But there was, however, considerable variation in the consultation processes aro und these agendas. About 54% of council specific topics could not be discussed. (School Councils, retrieved on 28th April 2011). They were matters relating to members of staff (44% of councils) or individual pupils (19%). Areas other than that included uniform, the length of the school day, curriculum content and disciplinary matters. Most frequently mentioned agenda items were the matters related to canteen, uniforms and toilets. Twenty percent of the responding councils had discussed staff appointments, and majority of them had been involved in some way in the interviewing process. Comments from both staff and students indicated that most of them thought that councils played an important role in communicating. Student respondents in schools with councils rated the performance of their councils in relation to certain criteria. And the ratings showed that they were more optimistic about their potential for improving relationships between students (73%) than for securing an improvement in the relationships between staff and students (50%). The main advantage identified by the staff and students was that the cou ncils gave the students a voice, providing the link between staff and students, and also allowing the students to have a role in the management of school (School Councils, retrieved on 28th April 2011). The areas in which the staff wanted to see councils develop was in developing of a proactive student council, improved communication between councils and all other sections of the school community, particularly governing bodies, and student involvement in the development of school policies. Students placed more emphasis on raising the profile of councils in their schools, on contributing in areas where a student perspective was seen to be extremely important, such as the development of anti-bullying or discipline policies, and on obtaining appropriate training for student representatives so they could be more effective partners. The staff identified two main issues standing in the way of the development of some council, which were time constraints and staff resistance. The obstacle identified by students was to establish a higher level of trust between students and staff in many schools before real progress could be made. A third of the schools which responded did not have school cou ncils although the majority of them were willing to see one established. Staff and students alike viewed them as a way of giving the students a greater stake in their schools. Only few of the respondents opposed the introduction of a council in their schools. In the primary sector this was mainly because teachers thought their pupils were too young to participate effectively or because they felt staffs in these schools are already operating under extreme pressure which should not be augmented. Only a quarter of the staff respondents in schools without a council identified disadvantages in having one and that was related to the time that a staff would have to the council, if it were to develop into an effective force within the school (School Councils, retrieved on 28th April 2011). HISTORY OF SCHOOL COUNCIL Prior to the 1960s, political education was in the form of hard academic learning about constitutions and institutions especially for the high status students; or they were reminders of observing the rules by the low status students. Then with the introduction of the Program for Political Literacy (Lister 1987), procedure values and skills were being encouraged. (Ian Davis school council, retrieved on 28th April) During the 1980s a new era of education became prominent. Education based around global peace, gender, anti-racist etc were being emphasized upon. The focus was now on political literacy and specific political issues. In early 1990s citizenship education had was developed emphasized on voluntary activity by individual young people in the context of a declining welfare state. However the current version of citizenship education (from Cricks notion) is about social and moral responsibility; and also the community involvement and political literacy. A number of key thinkers have outlined the importance of school councils (Palmer; Davies, Gregory and McGuinn 2002). A few of them are mentioned as follows- Dewey postulated that thinking is the instrument for solving problems and that knowledge is the process of accumulation of wisdom gained in the problem solving process. (Westbrook 1993, p. 279). Rousseau outlines a number of key ideas like childhood is not just a preparation for adulthood but rather a stage of life in itself; individualization of education and also that children learn by discovering (Ian Davis, school council, retrieved on 28th April). Vygotsky argues that culture plays an important role and one cannot talk about learning as such, but has to judge the nature of learning in relation to the culture that produces it. Individuals can also develop their own learning by interacting with the environment and not waiting for learning to be imposed on them. (Ian Davis, school council, retrieved on 28th April). Rowes arguments for and against school councils FOR The students have the right to be heard and live in justice. They also learn how to serve each other. The council promotes citizenship learning and social confidence that will enable decision making in challenging situations. Its a democratic process which is effective and efficient in developing a consensus. AGAINST The Schools must not deceive the children into thinking that they have more power; its important that teachers exercise their professional responsibilities. It emphasizes service rather than rights. The councils create a low status and cynicism. ROWES CONCLUSION He concluded that its rather easy to underestimate the obstacles that come in between a good communication between teachers and students. The size of the council does matter. Momentum also is necessary because counselors will lose interest if nothing is happening. Also the staff needs to be responsible and make the students feel worthwhile. The head and administrative staff must make the counselors feel valued. The Staff must also be aware of vulnerable times of the year. SCHOOL COUNCILS IN OTHER COUNTRIES Danish Education Act 1996 requires that the secondary schools must create and maintain pupil councils when the majority of the students want to have one. The Irish Education Act (1998) The school board has to establish and maintain procedures for the purpose of informing students about the activities of the school. A procedure thats been established under section 1 will enable the involvement of the students in the operations of the school having regards for the age and experience of the students in association with their parents and teachers. A board of a post primary school should encourage the establishment of a student council and facilitate by giving assistance to The students who want to establish the council Councils when they have been established Australian secondary schools have a student representative council and in USA the National Association of Student Councils is active. DIFFERENT TYPES OF PARTICIPATION IN A COUNCIL Levels of participation (Hart 1992). Manipulation- The children are engaged for the benefit of their own interests, formulated by adults, but the children themselves do not understand the implications. Decoration- The children are called in to embellish adult actions. Adults do not pretend that all this is in the interest of the children themselves. Tokenism- Children are given a voice, to serve the child friendly image adults want to create, rather than the interest of the children themselves. Assigned but informed- Adults take the initiative to call in children but inform them on how and why. Only after the children understand the intentions of the project and the point of their involvement, the children decide whether or not to take part. Consulted and informed- Children are intensively consulted on a project designed by adults. Adult initiated shared decisions with children. In the case of projects concerned with community development, initiators such as community workers and local residents frequently involve various interest groups and age groups. Child initiated and directed- Children conceive, organize and direct a project themselves without adult interference. Child initiated shared decisions with adults Its up to the school to choose what they prefer (IAN DAVIS, SCHOOL COUNCIL, retrieved on 28th April). Methodology In order to investigate the functioning of the school council, a multi-method approach of gathering data (triangulation) is used to ensure maximum reliability and accuracy. The purpose of this is to ensure validity of data and ensure that the results of the research are a true a true representation of the school. INTERVIEWS All members of the school council are interviewed (one class at a time-two members per class-one male and one female providing all participants agree to participation). An interview of the person setting up the council was taken to find out what the aims for the council were. Also an interview of 3 staff members who are present at school council meetings was taken Pupils are approached during break time or lunch time, and are asked to answer if they agree or disagree with a series of statements. And depending on their answers, the questionnaire for further investigation is developed. The advantage of this method is that it yields good results and the researcher can be assured that he/she knows exactly what the pupils mean. Additionally the researcher can also notice the students reactions to the questions. The disadvantage however is that not so many results can be gathered by using only the interview method. For the interview to be successful, the children must have the freedom to describe their views; they must feel comfortable so that they answer accurately. (misconceptions in science education, retrieved on 28th April). OBSERVATION Observational techniques are a very important aspect of several research and case studies. In a way we all are already well versed in the art of observation. We all observe human behavior and tend to draw conclusions based on that. In research however its important to go beyond the subjective approach and eliminate bias. Also its important to be systematic and open about the procedures of the study, so that others can check the bases on which the conclusions have been reached. (ANDREW HANNAM,2006) Non-structured observations are used in this study because the aim is to measure staff influence in meetings and council agenda and this can be best measured only without the constraints of structured and semi-structured observation methods. PUPIL QUESTIONNAIRES A questionnaire provides a pool of questions that can be used to explore the barriers and supports for the pupils in school. It uses open and closed questions. It can use symbolic faces to rate their experiences or more conventional response options. It also helps explore a pupils feelings of the different events and happenings in the school. Therefore this method of data collection will help to find out a students problems. Even though the students complete the questionnaire by themselves, they still must be briefed initially about why they are being asked these questions; and who will have access to the information and how will it benefit in bringing about a desirable change. The questionnaire can be designed in an online format as pupils are more engaged with an online format and it also adds a feeling of anonymity. Whereas a black and white photocopy is completed as compliance without any personal thought or reflection. An important advantage of questionnaires is that the pupils responses are not influenced by an adult ( pupil questionnaire, retrieved on 28th April). This questionnaire that has been made for this study is anonymous with the option for pupils to write their name, especially if they wish to have a follow up conversation with an adult. QUESTIONAIRE 1. How many times did your school council meet during the current school year? 2. Does your school council meet the minimum membership requirements outlined by in the provincial regulation? Yes No 3. What efforts has your school council made to ensure that it has met the school council membership requirements? 4. What kinds of consultation and activities was your school council involved in during the current school year? (tick against the options you feel right) Consultation Activities Local school year calendar Fundraising School code of student conduct Workshops and/or seminars for parents Preparation of the school profile Extra ­curricular activities in the schools Input to the principal profile School community communication strategies School budget priorities Reporting to parents/guardians and the community Curriculum and program goals and priorities Local coordination of services for children andyouth Responses of the school/Board to achievement School ­based services and community partnerships, In provincial/Board assessment program such as social, health, recreational programs lunch/nutrition Development, implementation, and review of Community use of school facilities Board policies at the local level Others, please list below Others, please list below: 5. How does your school council seek input from parents and the school community? i- School council meetings ii- Sub ­committees iii- Casual Discussion iv- Parent e ­mail list v- Surveys 6- What were the top three priorities/goals for your school council for the current school year? a)Addressing School Transfer Procedures and winter line ­up problem. b) Investigate School Transfer Policy options. c) Establishing better communications (via more frequent Lisgar Links e ­newsletters and a new web site). 7. Were you successful in achieving these priorities/goals? Yes No 8. Why/why not? 9. How could we best communicate with school councils? 10. What are your school councils top three priorities for the coming year? 11. What are top three biggest challenges facing your school council for the coming year ? 12. Any additional comments or suggestions to improve our efforts to support school councils? 13. What should the focus of School Council be for the upcoming (year) school year? 14. We would like to increase involvement in the school and need new members of School Council. (OTTAWA CARELTON SURVEY)

Theories for Philanthropy: History and Background

Theories for Philanthropy: History and Background It is easy to motivate people to attend fundraising events just ask them to turn up and they will, because its the right thing to do. Discuss Introduction Philanthropy is the act of donating money, goods, services, time or effort to support something that is socially beneficial, has a defined objective, and no material reward to the donor. Whilst the majority of people see this as individual charity, the other side to giving without material reward is fundraising and corporate philanthropy. There is a view amongst some organisers of fundraising events that little extra motivation is needed for people to attend they will simply attend because it is the right thing to do. Of course, there are also those who see philanthropy as only occurring where there is some gain outside of money for the donor, especially when it comes to corporate philanthropy. Instead of being about the ‘right’ thing to do, it is more about the perception of doing the ‘right’ thing as a marketing and PR weapon. [1] This essay will examine the roots of philanthropy and look at some of the motivational factors involved. This will involve loo king at marketing techniques, psychological and philosophical theories as to why people give. The aim of this discussion is to provide recommendations to fundraising event managers to help them better promote their events in light of the motivations discovered. The first section will look at the history and background of philanthropy. History and background of philanthropy The earliest forms of philanthropy can be traced back to religion and the ideas of giving and charity within Judaism, Christianity and Islam. The idea of charity in these texts looks at helping the poor and those in need no matter what their faith or situation. This idea of charity set the beginnings for the secular concept of philanthropy. Where charity and philanthropy differ somewhat is that charity has a commitment to the poor and helpless, whereas philanthropy is not so closely linked to the poor.[2] However, religious faith is still a strong motivator behind philanthropy even today because it instils the belief that giving is the ‘right’ thing to do and an important part of faith. In this sense, it could be said that people need no more motivation than their faith to give to fundraising events. However, faith cannot explain all aspects of philanthropy for those who are not religious or where faith is not an important element.[3] Philanthropy developed into a concept in the seventeenth century to do with being kind and humanitarian, which in the 18th and 19th centuries was then to do with being actively involved in humanitarian projects, such as helping the insane or prisoners, and the abolition of slavery. However, it was towards the end of the nineteenth century that philanthropy began to mean the donation of money to causes that would benefit all levels of society and not just the poor. The emphasis of philanthropy has shifted from just helping the poor to helping all areas of society. The government is now seen as the primary carer for those under or around the poverty line, whilst philanthropists look to benefit society as a whole. This of course does not mean that the poor do not or cannot benefit from philanthropy, but that the goal of philanthropy is now wider than helping just those who are poor.[4] The modern version of philanthropy is very much to do with injection of money into causes and raising funds to help develop socially worthwhile projects. Philanthropy is not just about pouring money into something and forgetting about it, but about giving money so that results can be achieved. In fact, if results are not achieved through the donations then generally the donations to that particular project will be reduced. This is a method that wealthy individuals and organizations use to keep projects accountable and to have a measure of social control.[5] This social control may often be in the interests of the philanthropist and so it begs the question as to whether this is the only motivation behind modern philanthropy. If this is the case, then perhaps the idea that motivation to do the right thing is enough is no longer a valid way to promote or achieve fundraising. The next section will look at some competing theories of motivation with regards to philanthropy to see if this q uestion can be answered. Philosophy and models of motivation One idea of motivation behind corporate philanthropy is obviously that it improves the image of an individual or business whilst also providing an opportunity to shape society in a certain way. In modern philanthropy there is no doubt that this is a part of motivation, but in many ways it acts no differently to idea of ‘doing right’. An individual who gives because they believe it is the right thing to do will give in the same way as an individual or organisation who gives because they perceive that others think it is the right thing for them to do. Corporate philanthropy is a part of business culture today, and companies see it as an important marketing tool – to be seen as an ethical, responsible and socially aware company that looks to give back to the community and to society.[6] Also, there is the other side of fundraising that as a company funds are needed to be generated to be given by philanthropists, and so a good company that can benefit society will have a fundraising strategy. Mullin believes that the key to good fundraising is less to do with motivational factors and more to do with detailed strategic planning and advertising of the event is the key to its success.[7] For Mullin, fundraising works very much like any product with a life cycle of fundraising that determines where and when the best opportunities for gaining funding are within each project or event. Wendroff also believes that the key to successful fundraising is attention to detail and planning, and that there is no real need to look into motivational factors as much as there is to employ proper marketing and organization of the event. If this is taken care of then people will donate because of the feeling that this is a worthwhile cause portrayed by the quality of the event.[8] However, there are a number of other theories with regards to the motivation behind fundraising that can help fundraisers. Sargeant and Jay believe that the motivation for philanthropy comes from push and pull factors. People give not just for one reason but for a wide variety of reasons depending on the social climate, empathy and sympathy for a cause, potential for results from the donation and other factors. These push and pull factors are complex and it is believed that more research into why people give and also why they stop giving is important. If this is not undertaken then organisations are in danger of spending too long developing ‘techniques’ to gain funding rather than really knowing why people want to give and how to then present their project.[9] Other theorists see motivation behind giving as being somewhat different. The philosopher Immanuel Kant sees giving as a simply matter of duty, and that the act of philanthropy is an example of duty to our society. Kant doesn’t believe that humanitarian acts or charity are the motivations behind philanthropy, but rather the shaping of duty, society and law are the motivations behind donation. Whilst Kant’s view may appear somewhat cold and does not take into account the human or sympathy aspect of donation, there is evidence that modern philanthropy does on some level work like this. People give money because they feel it is their responsibility to help society with what they have, and this fits in more with a sense of Kantian duty than being charitable.[10] Despite this, Kant’s view is perhaps too narrow and does not take into account the fact that part of giving is certainly to do with personal feelings towards a specific project. Even if someone feels it might be ‘right’ or their duty to donate, they are less likely to do so if there is no personal fit with the project and understanding of its social worth. Perhaps the view of John Stuart Mill is a better explanation of motivation in this case. Mill’s idea is that people donate because they see it as the rational way of making society most efficient. Giving their wealth to help socially beneficial organizations means that they are helping to maximise utility within society. Whilst this theory also seems extremely well thought-out and neat in that it would be great to think that philanthropists and donors need only learn about a project’s benefit to society to give, it again seems that there is more to motivation than this. It also seems unlikely that all donors clearly see this ‘bigger picture’ and that their wealth being offered to others in this way really is helping the overall efficiency and utility of society. If this were the case then philanthropists would all give to very similar and large-scale projects that could benefit as many people as possible – clearly this isn’t the case.[11] Motivational factors and current climate The problem with all of these theories is that they seemingly take a narrow view on motivation to try and pin down why people donate so that fundraisers can develop techniques to increase funding. However, the situation should probably not be looked at in terms of strict individual motivational factors but rather in terms of the current climate of donation and philanthropy on a local, national and global scale. For instance, whilst values in the UK and US on many topics are quite similar, levels of philanthropic donation are much lower in the UK (less than 1% of GDP) than in the US (2% of GDP).[12] Understanding why different national markets vary in level of donation can help fundraisers to understand why people are donating in a particular area or during a particular time period. The US and the UK differ in their giving policies, with US philanthropy very much to do with ‘charity begins at home’, and that self-interest, social appreciation and public statement of giving are important motivational factors. However, in the UK the act of philanthropy is much more to do with the notion of ‘charity for all’ and the sense of duty that doing something socially worthwhile is important. This is done in a more private way and is not so much linked to personal interest or social acceptance. Despite the US and the UK being quite similar they have very different motivations for giving, and this shows how important it is to know the area and culture that the fundraising is being carried out in. This is perhaps more important than knowing individual motivational factors, because these are likely to change depending on the current climate and market conditions. Certainly, since September 11th and the bombings in London the attitude towards giving has changed as people look again to help others and make more of their influence and wealth than before. However, things are changing again as a worldwide economic slump means people are being more cautious, yet demand for funding is increasing as more is needed from individuals to help support the government.[13] In the current climate it looks like corporate donors will move away from corporate giving for PR, and move towards investing in communities to give them a strategic advantage in the future. With companies having less money and all individuals having to reduce their spending, it seems that currently the emphasis for fundraisers should be on showing worth and value to the companies and individuals who want to invest. Companies should also look towards diversifying their fundraising so that they can survive even if philanthropic donations are in decline.[14] Conclusion Although some people will always give money because they believe it is the right thing to do, philanthropy is no longer synonymous with charity. This means that fundraisers have to do more to get the funds they need than simply appeal to a sense of ‘right’. In an effort to find new techniques to generate funds, fundraisers have looked at the individual motivations behind philanthropy. Whilst the theories presented here all have their merits, individual motivations are too complex, unpredictable and diverse to base fundraising tactics upon. Instead, fundraisers should aim to base their tactics on the current economic climate as well as the fundraising climate within their locality or national culture. This is more likely to give general patterns that can be used to strategically improve fundraising. In the current climate, this means diversifying tactics and even looking to earn a certain amount of funds to offset the effects of the economic slump. Fundraisers should also emphasise the benefits to philanthropists with regards to social and corporate results, as anything that will give donors a strategic or social advantage in the future can be a factor in donation. In conclusion, it is no longer enough for fundraisers to rely on people’s sense of charity and humanity to generate funds. Instead, companies should focus on the worth and social benefit of their projects to attract investors in their particular region. Whilst individual motivational factors are complex and need more investigation, local and national trends can be used to develop fundraising strategies. Bibliography Bennett, R., 1997. Corporate philanthropy in the UK: altruistic giving or marketing communications weapon?. Journal of Marketing Communications, 3(2), pp. 87-109. Boney, R., 2008. Corporate donors adjust to economic slump. Philanthropy Journal, September 15th, 2008. Available at: http://www.philanthropyjournal.org/resources/special-reports/corporate-giving/corporate-donors-adjust-economic-slump Boswell, H., 2003. Motivations for Giving and Serving. (Online). Available at: http://www.learningtogive.org/papers/paper33.html (Accessed 15th November 2008). Bremner, R.H., 1996. Giving: Charity and Philanthropy in History. New Brunswick and London: Transaction Publishers. Johnson, G., and Scholes, K., 2002. Exploring Corporate Strategy 6th Edition. Prentice Hall. Matthewson, D.J., 2001. An analysis of John Stuart Mill’s Justification for Redistribution. Prepared for delivery at the 2001 Annual Meeting of the Western Political Science Association, Alexis Park Hotel, Las Vegas Nevada, March 15-17. Available at: http://faculty.fullerton.edu/dmatthewson/Final%20Mill.doc Mullin, R., 1997. Fundraising Strategy. Directory of Social Change. Sargeant, A., and Jay, E., 2004. Fundraising Management: Analysis, Planning and Practice. London: Routledge. Slim, H., 2001. Not Philanthropy But Rights Rights-Based Humanitarianism and the Proper Politicisation of Humanitarian Philosophy in War. Centre for Development and Emergency Practice, Oxford Brookes University. Available at: http://www.odi.org.uk/hpg/confpapers/slim_new.pdf Wendroff, A.L., 2004. Special Events: Proven Strategies for Nonprofit Fundraising. John Wiley and Sons. Wright, K., 2001. Generosity vs. Altruism: Philanthropy and Charity in the United States and United Kingdom. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 12(4), pp. 399-416. Footnotes [1] Bennett, 1997, pp. 87-91 [2] Bremner, 1996, p. xii [3] Boswell, 2003. [4] Bremner, 1996, pp. xii-xiii [5] Boswell, 2003. [6] Johnson and Scholes, 2002, pp. 35-37 [7] Mullin, 1997, pp. 2-8 [8] Wendroff, 2004, pp. 195-198 [9] Sargeant and Jay, 2004, pp. 111-113. [10] Slim, 2001, pp. 2-5 [11] Matthewson, 2001. [12] Wright, 2001, pp. 399-400 [13] Boswell, 2003 [14] Boney, 2008