iPhone 6 Essay Example for Free

iPhone 6 Essay apple working on 4. 7-and-5. 7-inch iPhones for 2014 Reuters cites four people with knowledge of the matter and as well as claiming the larger display models under consideration they also point to cheaper variants being considered too. Again, we have heard whispers of a budget iPhone for a very long time. orchard apple tree is state to be considering such products for the usually cited reason Samsung. The report suggests Apple is starting to think it needs a broader product portfolio to compete with the Samsung. Apples thoughts on the content are said to include the idea of introducing some(prenominal) 4. -inch and 5. 7-inch iPhone variants in 2014. Asian supply networks claim suppliers have been approached by Apple on the subject of larger smartphone display panels. At present, its quite normal to see any rumor surrounding Apples next iPhone to be pegged for both the iPhone 5S and the iPhone 6, such is the uncertainty. However, its also true that a few select rumours have been aimed at just the iPhone 6 specifically, particularly in cases which suggest the iPhone 6 will come on its own, later, and after a separate and distinct iPhone 5S launch.With the news that Apple is now actively looking into larger display sizes for its iPhone, T3 has created a rather awesome pattern video detailing what the end result might look like. Featuring a 5. 7-inch 1080p display and Apples A7 chipset, the iPhone 6 concept is one of the best weve seen to-date. It also outlines many of the benefits better gaming, video, and web browsing that are associated with having a larger screen. The video concept compares the iPhone 6 to the iPhone 5, hinting at how Apple could modify the design of its existing handset to accommodate a larger 5. -inch display.The video even references Apples white-background video style in a bid to further suspend belief that what youre looking at is indeed an official Apple product (FYI this is definitely non an official Apple vid eo). Whether well one day see an iPhone of this size remains to be seen 5. 7-inches does seem like quite a jump from the 4-inch iPhone 5. That said, Apple is rumoured to be in dialogue about producing a suitably larger iPhone for release sometime in 2014. Reuters says this handset will be the iPhone 6.Apples next flagship, the iPhone S, is expected to utter much the aforesaid(prenominal) design as 2012s iPhone 5. Itll keep the same 4-inch display and premium chassis just see some of the internal glasses and hardware updated. iPhone 6 Hardware The most recent, and arguably most prominent rumour surrounding the iPhone 6 points to the idea that itll feature a next-gen Apple A7 processor, which whitethorn or may not, be a quad-core model. The story goes that Apple is soon to begin work on the 20 nanometre A7 chip with the help of TSMC, but that it wont be ready for production until the first quarter of 2014.In the meantime well be treated to an iPhone 5S on an A6 chip, or possibl y an A6X. This does dumbfound with some rumours which say the iPhone 5S will land in June or July, though equally similar rumours claim the model which arrives this summer will be the iPhone 6, which in turn would imply itll be the one toting the A6 or A6x chip. Other reports say Apple has been in talks with Intel over a possible manufacturing deal. Its not clear whether Intel would simply fabricate Apples ARM-based designs or if it would create a completely new Intel-based chipset for the iPhone 6.Apples iPhone 6 was also name-dropped in reports about next-generation hardware carrying new 5G Wi-Fi and Bluetooth chips, suggesting itll hook up to nearby routers and remote devices at much faster speeds. Its expected the iPhone 6 would have the same storage options as its predecessors 16GB, 32GB or 64GB with no microSD slot. Could we see a 128GB version, too? Maybe although very little has been said about this aspect so far.A camera upgrade is possible and we could see a 13-megapixe l sensing element, although theres some suggestion Apple will stick to 8-megapixels and simply improve the aperture, sensor array and capture features. Allegedly Apple has scheduled to have components for the next iPhone shipped by the end of May in order to hit the Q3 target. It will patently have an improved processor, which could be the A6X chip found in the iPad 4. The camera will also be updated to a higher megapixel rating, presumably 13-megapixels. The latest rumour suggests a 16-megapixel sensor though.

Software Development Methodologies Analysis Information Technology Essay

Softwargon information Methodologies Analysis Information Technology EssayThe spread over exit be divided into sections, which describe the contrary stages of the dispatch life cycle and provide information about the barf scope, purpose and de books hold quarryives. tho much this report investigates the different software development methodologies and examines which unitary would be the best to wasting disease for the purpose of the final examination division jump.Moreover the Summary and Critical Review of the bulge out is provided with conclusions on, possible, future changes and improvements to the jump.Fin bothy the reports Appendix section includes all applic adapted diagrams, testing and coding and other information related to the project.AcknowledgmentsI would a analogous to thank twain of my project supervisors Jon Bennett and Matthew Wake for their stand by and encouragement throughout this project.Furthermore I would like to thank Karren Burrows for her help on improving my entropybase externalise and Mary Spence for foc utilise in the complicated world of VBA.In fetchition I would like to express my gratitude to Kevin Potterton, a friend and co-worker at Investmaster Group ltd. for providing helpful input, recommendations and honor adequate to(p) support in difficulties with project precaution.Finally my boyfriend Andrew Steer for his patience, support and proof reading.Table of contentIntroductionThe main aim of this project was to entry and develop an Order Processing Scenario for a car rental comp some(prenominal).The clay stores customer and car details, car availability, calculates rental costs and fines, prints bills, and highlights unpaid transactions.This information entrust be available through a officer friendly interface with piss error messages.To accomplish this, knowledge acquired throughout the years at university was utilise to analyse and solve problems encountered during the project.Furthermore, the information required for the project was gathered and synthesised to provide a practical and high-quality end ware that could actually be employ in a real world situation.Additionally, research into different software development methodologies was completed and an impound development methodological analysis selected.By using techniques and tools covered during the human body the requirements for an commit processing form were captured, including different users and views of customers and clerks.What is more, using the research, self-learning and additional Visual Basic tutorials modifyd the use of more sophisticated and advanced coding techniques.Finally, the strategy was tried and true by users with different levels of IT knowledge and was accepted for covering the relevant HCI criteria. (Appendix14)To develop and implement a fully functioning GUI front end for the to a higher place system.Problem definition.Currently, Aleks Car Rental is a small car renting comp each an d all record maintenance within the comp some(prenominal) is carried out manually, on paper.Customer and reservation details are written down in log books and transactions are non backed up anywhere in compositors case of any data loss and sensitive data is quite easily accessible making the company susceptible to data theft.This way of on the job(p) is not particularly effective because the paperwork is frequently lost or misplaced, which leads to the customers being unhappy with the service provided and complaints concerning the standard of data security.The aim of this project is to produce a cheap, automated solution that volition enable safe storage of sensitive customer data. It should allow permitted users to check on the availability of cars, customer accounts and to produce relevant reports.In addition to this, the system should be easy to use with clear instructions and messages as the users (clerks) gain only basic IT knowledge.ObjectivesTo select and follow an appro priate development methodological analysis.To capture requirements for an order processing system including different users and views of customers and clerks.Investigate different software options. founding the order processing system.To include a kind of subsystems including the maintenance of customer information, car details, clerk details and the payment of fines.To identify a variety of users for system testing against relevant HCI criteria(Appendix15).Produce a icon with basic functionality.Conduct an evaluation of the prototype.To develop and implement a fully functioning GUI front end for the above system.Basic Project Requirements1) begin and analyse user requirements.2) Develop a working system prototype with basic functionality specified by the user.3) Design and implement a database for the system prototype. thinkable Further Enhancements1) Add administration section to the system.2) Develop a fully functional order processing system3) Investigate possible security pr oblemsDeliverables1) traverse2) Working order processing systemProject ScheduleThe duration of separately task was controlled through the production of a Gantt chart an outline of each key task was highlighted therein. This chart can be chequern in Appendix B.Neverthe slight it is not always possible to stick to the produced schedule, so the second, reviewed Gantt chart was created. This chart can be seen in Appendix B.It shows the actual start and completion tasks dates presented week by week, the tasks that were completed in the different time than expected are presented in blue.Appendix C Project Development Diary and wrongful conduct Reference source not found, highlights the problems encountered during the development and times when project was feeling nates the original schedule.The main reason for running behind the schedule was that the planed sum total of time to learn VBA language was an optimistic prediction and the task was much more difficult than predicted.Anot her factor that had a big influence on delaying the project was sudden unavailability ot the project supervisor during to his health issues. This had place in January, and caused significant suspension of the database development as the supervisor was a project client and a main source of help in using VBA code.Furthermore, meet for deadlines in other modules, and obligations at work lead to further delays.However by working extensively during the weekends and bank holidays all of the project objectives were fulfilled on time.Project ManagementScheduling the project stages had a massive influence on the development of time management acquisitions.Successful time management helps to amplify the person productivity and overall efficiency. Setting goals, prioritising them and monitoring its execution help to gain conscious control over the project and its separate stages.Developing these skill can seriously influence the person future ability to manage the projects in the work envi ronment.One of the techniques profitable when managing the project is the MoSCoW analysis (see Error Reference source not found).It divides the tasks into different categories to enable the decision on which of them are the most and the least important. Tasks paced high in the hierarchy are the ones that had to be completed first, when the completion of tasks placed lower in the hierarchy of importance was optional.In cases where completion of the most important tasks was taking longer than expected the less important functions were completed earlier, to ensure that there are as many working functions as possible.Furthermore to ensure that all of the good project management practices are conducted during the final year project development, weekly meetings with Jon Bennett, supervisor, were carried out.During these meetings supervisor pointed out parts of the project that might take longer to complete and highlighted the areas requiring the biggest effort concentration.Unfortunately , because of the supervisors health problems meeting in the last few month of the project development were suspended just they were resumed with the new project supervisor although not with the same frequency.2.Software Development MethodologySoftware Development Methodologies AnalysisWhen developing a system it is crucial to choose a methodology that will fulfil all of the project requirements within the allocated timescale.A successful methodology is one that enables the developer to manage, evaluate and control the system throughout its life cycle.There is a wide range of different models, which differ in the number of iterations of the project lifecycle, the intensity of user involvement in the project and the level of evaluation.Therefore, the decision on which methodology to use for a final year project might be a very difficult one and to succeed, the complete spectrum of requirements has to be taken into account and many techniques and tools have to be considered.Agile vs. Heavyweight MethodologyProject development methodologies can be divided into two main types agile and behemoth. Both of these methodology types stimulate aspects useful for the purpose of the final year project but none of them could be fully used as a separate technique. In order to find the methodology that is most suitable for the project it would be recommended to combine some of their soul aspects in concert.Agile MethodologyUsing some of the agile methodology features can significantly limit the amount of instrumentation produced for the purpose of the project and assure that the project will be finished in the given amount of time.Furthermore, the agile approach concentrates on good design, technical excellence and simplicity, which are the main goals whilst working on the final year project.Another argument for using an agile methodology is that it can also be used for the purpose of small, self-organised teams or individuals, helping them to adapt to changing circumstan ces, which is very much the case in projects such as these.Heavyweight MethodologyNevertheless, using some of the aspects of a moroseweight methodology should also be considered when developing an order processing system like Aleks Car Rental.Although heavyweight methods are in the first place used by large teams for the purpose of developing large projects, some of the methodology tools and techniques could be also useful when developing student project.Following a heavyweight methodology helps to identify the different stages of the project and what lifecycle would be the best to follow for the purpose of the final year project.RAD (Rapid Application Development)One of the examples of an agile methodology is Rapid Application Development (RAD). Its main advantage is that the working systems are created within a hornswogglely time period, which is very useful as the time frame for the student final year project is quite rest periodricted.Furthermore, according to the RAD met hodology the project needs to be frequently reviewed by the user as new functionalities are added during the development process.This is called iterative prototyping and should be applied to the students final year project development. User participation is very important in this process as it ensures that the developed system satisfies the end users requirements.Another aim of the RAD method is to apply active software components. Unfortunately as Aleks Car Rental order processing system needs to be created from scratch this aspect of RAD is not suitable for the purpose of this project.Another feature of RAD is the use of Computer Assisted Software Engineering (CASE) tools and techniques, which could be extremely useful to the developer in the project planning stages and all stages that follow the development of the system. These techniques should also be used in the development of the final year project.RAD questions the use of high-level documentation, like this report, as it i s very time consuming, and, instead, concentrates on the low ceremony level such as system testing, training and implementation plans.For a diagram seeAppendix D. extreme programmingAnother example of the agile methodology is the Extreme Programming Method.Its success depends upon the level of customer comfort with the system. For customer satisfaction to be optimal, this method engages the client in constant communication so that user requirements can be catered for during the development lifecycle.This could be easily applied to the final year project as contact with the client (supervisor) should be persistent throughout the whole development process.By delivering the product in modules, over short timeframes, the Extreme Programming method concentrates on short term goals instead of delivering the full product over a much longer period.The complexity is added to the project sequentially, which means that individuals will be working on something new periodically.This would be th e perfect path to follow when developing the final year project as short term goals could be delivered to the project supervisor on a weekly basis.What is more, Extreme Programming allows the developer to quickly respond to changes in customer requirements, which would be highly desirable for the unstable requirements of the final year project.Another feature of the Extreme Programming method is that it is mainly used for small to medium size projects such as a final year project.System Development Life Cycle Methodology (SDLC)A good example of a heavyweight methodology is the System Development Life Cycle Methodology (SDLC).This methodology is mainly modelled around the Waterfall Life Cycle which breaks the project structure into stages consisting unequivocal goals.It is good for projects with clearly specified requirements and a large time frame.A key feature of this model is that the process needs to stay free from any overlapping or duplication. To achieve that undertaken goals always have to be accomplished before proceeding from the one phase to the next one. There is very niggling possibility for the designers to go back and change any of the finished stages as this would dramatically slow down the whole development process.This methodology doesnt seem to be suitable for the purpose of developing the final year project.. For a diagram seeAppendix D.Structured Systems Analysis and Design Method (SSADM)Another heavy weight methodology example is Structured Systems Analysis and Design Method. It is the waterfall life cycle method which breaks the project structure into stages and rejects overlapping theses stages.Three major tools used by SSADM are Logical info Modelling (Entity Relationship Diagram), Data Flow Modelling and Entity Event Modelling. The method combines all three techniques to enable the complete view of the developed system.Furthermore SSADM is structured from 5 complex hierarchies of stages feasibility study, requirements analysis, req uirement specification, logical system specification and physical design.As this methodology is a high ceremony method and it involves extensive planning and wide documentation, its elements should be used in a final year project to document the development process.Nevertheless SSADM doesnt really address the issue of changing requirement specifications and it doesnt allow any iteration after the project phase completion, so adjacent this methodology rigorously might be really time consuming and not appropriate for the purpose of developing the final year project.User Centred Design methodologyUCS could be described as a methodology that attempts to optimize the product around the user specifications. The main aim is to create a product that user can, want, or needs to use, rather than creating something that user will have to accommodate their behaviour around.To achieve that client has to be regularly updated with the project mount up and consulted regards any changes.According to the methodology specifications there are several ways to gather required information from the users focus groups, questionnaires, interviews, usability testing, card sorting and participatory design.Furthermore, although USC mainly replicates the waterfall life cycle method it is also focusing on its quatern key stages Use Specification, Requirements Specification, Design and Evaluation.The stages are repeated until the projects usability scope is achieved.USC methodology uses many techniques that could be useful in the development of the final year project like use cases, scenarios and persona (customer for the purpose of Aleks car rental).Methodology used for this ProjectTime spent on the planning, documentation development and testing is often dependent on the chosen methodology and can increase or decrease accordingly to the used method.That is why, to meet the project objectives successfully the common practice is to combine different aspects of the different methodology ty pes in the way they will suit the purpose of the students final year project.As the user (project supervisor) was consulted about the project requirements and progress on many occasions during the project development, it would indicate that aspects of Extreme Programming, UCD and RAD methodologies were used to full the project requirements.Also, using use cases, project scenario (Aleks car rental) and persona (client) taken from the UCD method do project goals easier to understand and fulfill.Furthermore, to design the order of the different stages in the project the waterfall life cycle technique was used, but as many iterations to the project throughout the different stages were made, and object oriented techniques and tools were used, this would indicate the aspects of SSADM and User Centered Design method were used in the final year project.Moreover Diagrams such as the Logical Data Model (Entity Relationship Diagram) and the Data Flow Model taken from SSADM were also used to e stablish the data flow in the system and what tables should be created in order for system to work as specified by the client.Additionally to confirm that all of the client requirement were covered the testing of the system was undertaken as it have place in RAD and UCD methodologies.To conclude, there is no one appropriate methodology for this project but many aspects of different methodologies combined together enabled to fulfil the requirements set by the project stakeholder.3. Gathering Requirements3.1 User RequirementsFor the purpose of this project the assumption was made that the person called system user will be the project proposer and initial project supervisor, Jon Bennett.To enable gathering of the most accurate requirements, two different data gathering methods were undertaken.Firstly, frequent consultations with the system user enable assembling essential system requirements and allows in depth research into user needs . helply investigation into current car hire solut ions on the Internet was undertaken and features of the car renting company systems identified and reused if appropriate.3.2Research MethodsTwo main research method types can be identified, quantitative and qualitative.Quantitative method is often used when the question is how many or how often. http//www.orau.gov/cdcynergy/demo/Content/activeinformation/tools/toolscontent/quantiativemethods.htmThe most commonly used techniques are usually structured questionnaires and surveys.Further to that statistical data is produced and, in order to analyse and interpret the collected data, converted into charts and graphs.This method can be very time consuming and requires gathering large samples of data.As the final year project has a strict time frame and it is an individual task, quantitative method doesnt seem to be the right one to use.Second type of research methods is a text based qualitative method.In order to obtain the most accurate information, methods such as focus groups, intervie ws, observations, and case studies are used.The main data gathering method is to take a description of a problem from someone experiencing it or by observing the individual user.By using this method more in depth information is provided which will allow better understanding of user needs.The success of this method depends generally on the researchers skills and should only be used if there are only a few cases to investigate.As the amount of stakeholders in the project is limited to one and it is possible to observe or interview the user, using qualitative method seems to be more suited for this project.3.3InterviewsInterview is a formal meeting and preaching with someone. http//www.thefreedictionary.com/interviewGathering information through an interview means evaluating the situation through the conversation with user. There are different kinds of interviews structured, semi-structured, unstructured, group interviews and focus groups.In order to gather all necessary information about the required system functionalities regular weekly meetings with the user were taking place during a four month period. This is documented in appendix X.During these meetings functional and usability requirements were recognised and different methods on how to fulfil them were discussed.3.4Functional RequirementsFunctional requirements indicates what actions should the system be able to do and what functions it should perform.Login hardly permitted users should be able to login in to the system.Make Loan- Permitted users should be able to rent a car, and loan information should be stored in the systemAdd Customer- Permitted users (clerk) should be able to add new customer details.Edit Customer Permitted users (clerk) should be able to update/edit customer details.Find Customer Permitted users (clerk) should be able to find existing customer details.Delete Customer Permitted users (clerk) should be able to delete existing customer details.Add Car Permitted users (clerk) s hould be able to add new car details.Edit Car Permitted users (clerk) should be able to edit existing car details.Find Car Permitted users (clerk) should be able to find existing car details.Delete Car Permitted users (clerk) should be able to delete existing car details.Register car damages Permitted users (clerk) should be able to add any car damage details.Add Clerk Permitted users (manager) should be able to add new clerk details into the system.Edit Clerk details Permitted users (manager) should be able to edit clerk details in the system.Find Clerk Permitted users (manager) should be able to find clerk details in the system.Delete Clerk Permitted users (manager) should be able to delete clerk details from the system.Produce Reports Permitted users (manager) should be able to produce monthly and yearly income reports.Produce Loan Receipt Permitted users (clerk) should be able to produce client receipt with the loan details.Calculate Payment System should calculate th e total payment for the loan.Calculate Fine System should automaticaly calculate fine for late returns.Notifying about overdue loans Permitted users (clerk) should be able to view details of the overdue loans.Close Option Use should be able to close all the forms.Cancel Option User should be able to cancel undertaken activity.Logout Option User should be able to logout from the system.3.5 Usability RequirementsUsability requirements measures how the software is suitable for its users, consideringhow easy it is to learn, how effective it is, how effectual it is, and user satisfaction.When designing a system there are ten usability principles that should be taken into consideration . Jakob Neilsenal. (2001).These 10 rules are outlined below with relevancy to the order processing scenario Aleks car rental. Visibility of system circumstance The user should be informed about any system status changes through the use of appropriate feedback e.g. When information in the system is u pdated a message boxshould be displayed informing the user whether this procedure has been successful or not.Appendix 16 Match between system and the real world Language used in the system should be appropriate and easy to understand by the user, egz important error messages. Appendix17 User control and freedom -All possible activities undertaken by the user should be supported by the system (navigation). Consistency and standards To prevent any discombobulation the system the consistency of the interface should be kept throughout the whole system. It is reassured by using the same colours, fonts and format. Error prevention Any errors should be avoided when possible, where errors do occur, user should be clearly informed what has happened. Recognition rather than recall The interface should be informative enough for the user to understand how to fly around the system in order to fulfil the undertaken action, egz. placing order.It should be clear to the user what they are req uired to do without recalling any information. Flexibility and efficiency of use The system should be designed for both experienced andinexperienced. Although the Aleks car rental system is easy and straight forward to use all of the users will be provided with user guide. Aesthetic and minimalist design Using only the basic graphics and presenting only the necessary information prevents user from getting distracted from the system. champion users recognize, diagnose, and recover from errors When an error occures, the meaningful information should be displayed to indicate what coused the error and suggest how to resolve the problem.Appendix 17. Help and documentation -A user guide, listing clear steps on how to complete the tasks should be available.Appendix 183.6 Requirements gathered from available solutionsThis section of the report studies existing booking systems, available on-line or sold to car renting companies. consider Appendix 18 for screen shots of these solutions.An investigation throuought existing booking systems was carried out in order to identifyany reusable features that can be used for Aleks car rental System. Furthermore, undertaken research helped to recognise problems that should to be avoided. These are discussed below General UsabilityUsability is about design concentrate on helping customers perform tasks, with little effort and making theexperience enjoyable. It is important from both the customers perspective as it is the means by whichthe user interacts it should not lead to frustration. A well designed website interface is user friendly,simple, efficient, the functionality easy to learn and use in addition to providing effective interaction. Use of MultimediaA range of high quality multimedia through color, sound, and graphics collaborated creates a powerfulimpression and generates interest, making the experience enjoyable. This sets a positive expectationfor the rest of the website ultimately the customers choice of place to hire a vehicle. Use ofmultimedia should be kept to a minimal, with lot of white space and contrasting text. The sightlycustomers computer specification and bandwidth should be kept in mind thus it affects load up andresponse time. Search for InformationA customer likes a booking experience that enables them to find, select and pay for the service withease. The solution to this is efficient navigation and search facilitation.A search function by keyword can help retrieve specific information reducing frustration.Grouping meaningful data in a structured list should be applied as it minimizes confusion. Furthersubcategory help narrow down relevant information making it easier for customers to find what theyare looking for. Online OrderThe website should support secure online payment transactions, customers should be made aware ofthis, also other methods of payment options should be acceptable as customers are vulnerable tocarrying out online payments. Status of reservationIt is impor tant that the customer is updated with the status of the service once the reservation has beencompleted i.e. confirmation of the booking.3.7 Safety RequirementsThere is a wide range of safety requirements to consider when designing a system, but as specifying them is outside the final year project scope only the basic ones will be covered.Backup when additional copies of the data are make. This could be done either by the user or automatically by the system.Backed data should not be stored anywhere within close law of proximity of the original system in case of a natural disaster such as fire or flood was to take place where the system is located.It is highly recommended that Aleks car rental company use a backup option to secured informations stored in the system.System stability testing to minimise system ill luck and possible data loss the thorough testing should be always performed on any new system.3.8 Security RequirementsPersonal information stored in the system should on ly be accessible by authorised person.Password to prevent unauthorised individuals from accessing the data, system should always be protected with the password.Encryption protects information by making it unreadable to anyone except authorised person.This is use to protect the password when login in to the Aleks car rental.4.Software and Hardware solutions5.Car rental Company System PrototypeIn order to develop a fully working system student had to design and develop a working prototype of the booking system as a part of the project development lifecycle. See Appendix G for screen shots of the prototype system.Use Case DiagramsTo gain an overall view of the system to be developed a diagram was drawn using UML (UnifiedModelling Language). UML is used to show the interaction between the reservation system and theseveral actors/users. See Appendix H for a UML diagram.User AuthenticationAs the system is designed to stored potentially sensitive data the user identification must be in p lace.

Critical Reflection on Professional Practice | Education

Critical Reflection on Professional Practice EducationIn this essay I will captiously review the literature on the role of the modern pedagog. To this end I will consider the history of commission and the impact of modern educational possible action before defining reflective teaching. I will then go on to consider the ramifications of critical reflectivity at different granularities.The concept of a teacher in the modern sense mayhave originated with the ancient Greeks. The Socratic Method set let on byPlato and Xenophon encourages the scholarly person to become an independentthinker done a process of elimination of working hypotheses.Throughout the European dark ages scholarly pursuits were largely thedomain of the clergy, who larned the condition system and theprofessional schooldays educator came into being. By Victorian times,however, the role of the educator was that of an instructorwho, in the spirit of John Locke, perceived children as blank slatesonto which knowl edge can be written .Then, in the 20th Century, the view of education, and consequently the role of the educator, changed dramatic everyy. The concept of a teacher in the modern sense mayhave originated with the ancient Greeks. The Socratic Method set out byPlato and Xenophon encourages the learner to become an independentthinker through a process of elimination of working hypotheses.Throughout the European dark ages scholarly pursuits were largely thedomain of the clergy, who gear uped the school system and theprofessional school educator came into being. By Victorian times,however, the role of the educator was that of an instructorwho, in the spirit of John Locke, perceived children as blank slatesonto which knowledge can be written .Then, in the 20th Century, the view of education, and consequently the role of the educator, changed dramatically. Educational theory in the 20thCentury was influenced by, amongst others, Piaget, Vygotsky and Dewey.It will be worth briefly reviewing their ideas.Jean Piaget developed the capriciousness of constructivism in which learners ar considered to construct their own theories of the world.Constructivism acknowledges the need to build upon and modify existingknowledge rather than simply to fill learners heads with knowledge.Lev Vygotsky emphasised the importance of scaffolding for childrenscognitive development in which the sociocultural environment isinternalised as knowledge is constructed. As much(prenominal) learning was nolonger situated exclusively in the head except became an interactionbetween the child, peers and educators.John Dewey endorsed Vygotskys sociocultural approach and highlightedthe intrinsic nature of communal learning. He is credited withpopularising socioconstructivist ideas into what became known asprogressive education.A nonher important influence came from cultural theory in the slang in ofwhat is known as postmodernism. Postmodernism is non a theory butrather a revokeion of the certain. Instead, meaning is always inprocess, and that which seems to be external reality is a culturalconstruct. Postmodernism demands a shift in perspective. Derrida wroteThe center is at the center of the totality, and yet, since the centerdoes non belong to the totality (is not part of the totality), thetotality has its center elsewhere. The center is not the center.Perhaps the most important contribution of postmodernism to education,then, is the identification and skeptical of underlying assumptionsand a blurring of focus from nave clarity to reflective holism. As thinking human beings it isnear-on impossible to not be reflective in an nonchalant sense of theword. However the term reflective teaching refers to several(prenominal)thing moreprofound something systematically undertaken by practitioners thatimplies flexibility, rigorous analysis and social awareness. I willnow consider how a teacher top executive be critically reflective at threegranularities (i) the fine-grain whi ch occurs whilst teaching (ii)the medium-grain which occurs retrospectively (iii) the large-grainwhich considers teaching in the context of wider ball club. Fine-grain reflection relates to whatSchn calls reflection-in-action . I interpret reflection-in-actionto be a sociocultural process that is not located solely in theteachers head. Indeed it is a process of which the (experienced)teacher is not consciously aware. Rather, it relates to concepts suchas routines, anxiety and making judgments. It is a problematical teachingskill that is often at odds with the fashionable notion ofwell-planned lessons.The long-term refinement of fine-grain reflection over time is perhapswhat distinguishes the expert from the novice practitioner.Luntley investigated the nature of expertise which he defines asattention-based knowledge. He reports on an experienced teacher in amathematics lesson who drew shapes on the board and asked the classwhich ones were similar. She received answers that made no sense (toher) and reflected afterwardI was beginning to think Oh God There is something I am missinghere. Laughter Something that is obvious to them but not obvious tome.The teacher then took action to square off the issue beca make use of sherecognised a mismatch between the pupils focus of attention and herown, and was able to interrogate this in order to respond in a waywhich changed the direction of the lesson, but enabled her to re-focusthe pupils ideas.It is difficult to imagine how a trainee teacher might instantlyimprove their expertise and reflect instinctively at the chalk facelike this. Sheer experience seems necessary but it may be that thisexperience can be enhanced through systematic medium-grain reflection. Medium-grain reflection has profoundimplications. Postmodernism suggests the need to be mercilesslyself-critical. A consequence of this is the lack of a yard-stickagainst which to nib progress. For example, one cannot simplyreflect on how to improve test scores without reflecting that anenvironment engineered for passing tests may actually damage childrenslearning by other standards. Similarly, one cannot simply reflect onhow to adulterate classroom noise levels as a way to improve behavior.Rather we must identify and reflect on the complex power relations atplay in the classroom. presumptuousness these shifting-sands and the opaque nature of presuppositions, itis clear that reflective teaching at the medium grain size is no simpletask. There is no formula or convention to follow rather it is on that pointjection of such. Practitioners retrospective reflection is in factan attitude that encompasses many areas. Here I will attempt to listjust a few of them.The teacher must consider his or her own wholeness in thesociocultural context of the classroom. Age, gender, ethnicity,class-background, civilization, religion, political views are relevant.Similar holistic consideration must be given to the pupils. Furthermorethe classroom itsel f is a complex sociocultural environment demanding aholistic reflection.The teacher must to a fault consider the nature of the curriculum how it isto be implemented and what is meant by learning and how we assess it.Policies and nonpluss and recipes and formulas abound, both voluntary andcompulsory (such as the 1988 Education Reform act which introduced aNational Curriculum). Reflective practice can be valuable in helpingteachers remain cool-headed amidst passing frenzies such as the currentunsubstantiated craze for Accelerated Learning. However it is no good the teacher merely being aware of thesociocultural nature of the environment, or the possible flaws in thecurriculum, as though this might vaccinate her from problems. Theentire purpose of reflective teaching is to inform practice through state-informed professional practice such as reflective markingof pupils work, raillery with colleagues, classroom observations,journal keeping and so on. Another aspect is how critical ref lective practice might inform ateachers professional development, such as the acquisition offine-grained knowledge-based attention mentioned above. Professionaldevelopment should be considered holistically in a wider socioculturalcontext as a process of enlightenment that is a reflective andcommunal process. The next step up after school and career focused critical reflection isteachers reflecting on their role in wider confederation which I discuss inthe following section. Large-grain reflection refers tocritically considering ones role as a teacher within wider society. Itcan involve quite pragmatic issues such as joining a union, decidinghow to vote and keeping an eye on political developments such as thecurrent dominant managerialist ideology in the work place.It can also involve philosophical and ideological considerations somewhatthe future of education. During the cultural revolution of 1960sAmerica many teachers (e.g. Herbert Kohl ) came to reject the ideal ofschool altoge ther, imagining a future utopia in which society educatesits young without institutionalisation. Other educationalists havevisions of how the nature of learning might be revolutionised in anincreasingly complex and technological society (e.g. Seymour Papert ).Considering that the teaching profession does not offer the greatestfinancial returns, working conditions or status the higher ideals areessential to me personally. Teaching must be seen as a holisticlifestyle an attempt to allay the world even to be enjoyable.For me reflective teaching contains an inherent paradox -yet this is its strength. It is a formula for thinking that teachesus to reject formulae for thinking. It is an ongoing questioning andanalysis at all granularities in which our attitude should be aholistic, dynamic process rather than a static set of commandments.Although critical reflection should be painful to a degree, the returns are enriching and invaluable. interrogation Proposal Child adhesiveness with C are ProvidersResearch Proposal Child Attachment with Care ProvidersRationaleThe occasion has chosen to focus on the area of nursery care for children aged six months to five years, chiefly because it is an area of personal and professional interest, and because despite a wealth of investigate on parenting appendage, child development, behavioural development and the like, the field of study is still lacking in good, applied research which explores how children become acclimatised to a nursery environment, and what factors may impinge on this process. Because of social and societal changes many babes tart their out-of-home lives at an early age with non-familial caregivers in childcare settings (Lee, 2006 p 133). This care setting has potentially long-term implications for the child, the family, and for society as a whole. The babe-caregiver affinity is crucial for infants since this first relationship with a caregiver will not only(prenominal) provide a working regulate fo r the subsequent relationships with teachers but will also set the stage for change, development, and learning in the current setting and for later school life (Lee, 2006 p 134). Attachment theories explore how attachment between child and caregiver disturb these issues.The focus on attachment theories is also related to the need for nursery workers to engage in partnership working with parents in order to ensure good incarnateive exchanges of information from both sides, and to promote the best possible experience for the child (and their peers).The author has observed great differences between different children in the ways that they settle into the nursery environment. Some children adapt quickly to the new smirch, the caregivers and the activities, while others take much longer, displaying ongoing signs of separation anxiety and other behaviours which indicate they are not fully acclimatised to the nursery environment and carers. While there are arguments here about whether or not childcare workers and parents should expect certain levels of conformity from such young children, and about the individual needs of children being met in a flexible, responsive manner, there is no doubt that children do need to learn to interact in peer groups and to integrate into environments other than the home environment at some point during their developmental processes. The adaptation to the new environment may be related to parenting styles, attachment, or the characteristics of caregivers.Literature ReviewA range of variables might partake the childs ability to settle into the childcare environment. Some of these are potentially derived from the home setting, from attachment to parents and other caregivers, and from the resistants of parenting styles that the child has already experienced and from the family situation (David et al, 2003). Other variables are related to (potentially) biology and the social behaviours which reinforce gender. Turner (1991) explores the complex relationships between attachment and gender and child integration with peers in preschool environments, and shows that there are gender differences in these phenomena. How much this is due to carer and peer preconceptions of appropriate child behaviour is not clear, but Phillipsen et al (1999) show that social acceptance, and carers perceptions of behaviour and peer interactions are mediated by preconceptions about expected behaviours. This author is concerned that childrens individuality and individual circumstances are perhaps, on the priming of such studies, not being given enough attention, and that this drive for behavioural conformity is perhaps serving a different purpose to the expressed, child-focused aims of nursery providers. McKown and Weinstein (2002) also relate teacher expectations to gender and to ethnicity in early years environments, and so the kinds of demographic information that would be needed in an exploratory study of this kind would include gend er and ethnicity questions.Other authors have researched relationships between children and their childcare providers, and shown that the relationship between these may vary according to the perceptions of different childcare workers (Howes et al, 2000), and according to the aesthesia and characteristics of the childcare workers (Gerber et al, 2007). This study would focus on the kinds of perceptions of attachment identified by Howes et al (2000). A more useful study would employ an objective perceiver to measure and record attachment behaviours (Delamont, 2002), but this is a small scale academic piece, and there are insufficient resources to employ an objective, skilled observer.Other variables impact the childs ability to settle must obviously derive from the nursery environment. These may be characteristics of caregivers and caregiver-child relationships, which may be in turn influenced by nursery policies, by organisational culture and norms and managerial practices, and also by the personalities of the caregivers (Cryer et al, 2005). Resources may also affect this environment. Lee (2006) found that infants and their key caregivers did build firm (close, secure, simultaneous) relationships in the relationship-valued and supportive childcare context (p 140). This suggests that the context may affect this process in significant ways.However, it is the characteristics of the child his or herself, and their parents or their attachment to their parents which may be the issue here, hence the focus on attachment theory. Rydell et al (2005) suggest that a central prediction from attachment theory is that the timbre of the childs attachment to parents will be related to the quality of relationships with other people (p 188). Therefore, it is important as part of the proposed study to assess the parenting experience and any markers of attachment from the point of view of the parent(s). This may be important in identifying childrens ability to develop secure rel ationships with other carers (Rydell et al, 2005).Bowlby (2007) argues that babies and toddlers will have their attachment pursuit response activated in the absence of a primary or a secondary attachment figure when they are in the presence of a stranger and in unfamiliar surroundings, which is what may happen in nurseries when children do not settle. This attachment seeking response may be alter if the child is able to develop an attachment to a secondary carer (Bowlby, 2007). Bowlby (2007) suggests a model of childcare that actively promotes and monitors long-term secondary attachment bonds between sister and carer. This kind of model is shown in the theory of having a key person identified for each child within the setting, which has benefits for the baby/child, in terms of substance and attachment, for parents, and for the key person (Elfer, 2002). Understanding this in the context of the child-caregiver relationship is challenging, because this relationship is multidimensio nal (Lee, 2006).AimsThe aims of this study are to answer the following question Why do some children settle in nursery in a short space of time and some take longer, using the same settling in method? and to model the complex interactions between the factors which may be seen as affecting this process. Theories of attachment will be used as a fashion model to inform and support the design of the study, but a range of potential variables will be explored in order to fully develop a model of understanding which may answer the key research question. Other aims of this study are that it should improve understanding in order to help childcare workers and parents support childrens transition into the childcare environmentMethodologyWhile an ethnographical methodological analysis would be a logical choice of research methodology in this case (Massey, 1998), there are some issues around this kind of approach, including the potential bias of the research worker and the issues cited elsewhe re about observation and participant observation. Perspectives other than that of the researcher need to be addressed, and selective information from parents and from the childcare setting needs to be incorporated. A Grounded possible action approach will be used, chiefly because of the way that this methodology supports the inclusion of a range of qualitative data sources along with valued data in the form of descriptive statistics and demographic characteristics (Borgatti, 2005 Glaser and Strauss, 1967). Grounded Theory sets out to develop models of knowledge and explication which are grounded in the data under investigation, the nature of which always include rich qualitative data (Charmaz, 1994). The complexity of Grounded Theory models lies in their stemma from the data themselves, and so would serve well this attempt to address a complex phenomenon likely to be affected by a range of variables. Grounded Theory offers the researcher to make full use of the data (Bell and Op ie, 2002 DOnofrio, 2001). Data analysis is via a process of constant comparison of the data with each other, through stages of analysis towards an end model (Charmaz, 1994 Glaser and Strauss, 1967).The kinds of complexities, the human nature of the interactions within the childcare environment, and the many variables that would likely affect the childs interactions within that environment, do not lend themselves to a three-figure methodology, particularly one carried out on so small a scale. Nor would it be ethical to carry out quantitative research on vulnerable children when there is no hope of gaining a statistically significant sample size for a good quality quantitative study. Therefore, a qualitative study, which supports and exploratory approach, has been deemed more suitable. Methods which collect blather and conversation would be suitable for this kind of research (Adelman, 1981), but due to the vulnerability of the children involved, the data battle array methods must b e chosen with care.Similarly, the data parade methods and sources have been selected to include all relevant information which might indicate factors which impinge upon the infant or childs ability to settle into the nursery environment. Because of the issues of perception discussed above, participant observation was ruled out as a data collection approach (Arnould, 1998). The data collection methods were chosen to minimse the impact on children, parents and childcare workers. These will include exploratory questionnaires given to parents and semi-structured interviews with nursery caregivers, documentary data in the form of the childrens nursery records, nursery policies, mission statements and staff training and orientation documents, and interviews with staff. All these kinds of data sources are suitable to a Grounded Theory address (Glaser and Strauss, 1967). It is important to take into eyeshade the complexities and details of the context, both physical and behavioural, with in which the child behaviours are taking place, because this may indicate factors within the nursery itself which affect the childs orientation into that environment.The data collection tools, which consist of a parental questionnaire and a pro-forma for the semi-structured interviews with childcare providers, will be informed by the use of established measures, including the Q-Set measure (Moss et al, 2006). Other studies have applied such measures to a similar situation in relation to attachment theory (Moss et al, 2006).Interviews will be audio-taped, anonymised at point of recording, and then transcribed as text documents. All data, from questionnaires, interviews and documentary sources will be transferred into an electronic qualitative data analysis political program such as NVivo, for ease of management and improved analysis (Drisko, 2004). NVivo allows for the development of models from qualitative data, but also supports the integration of quantitative and demographic data to develop correlations between these data and qualitative concepts and findings (Drisko, 2004). Because Grounded Theory tends to treat the literature review as a cooccurring process (Glaser and Strauss, 1967), and literature sources as a form of data in themselves (DOnofrio, 2001), the use of NVivo also supports and aids this process in terms of the management of large amounts of textual data (Drisko, 2004).Ethical ConsiderationsIt is important that the quality of the research is such that it is justifiable to carry it out within this setting (see methodology section above). Ethical considerations include the ethics of carrying out research on small children who are unable to give consent, and the affects the research might have on their caregivers. Research that distracts the childcare workers or affects their ability to take care of children would not be ethical. Participant observation was deemed as unsuitable (Arnould, 1998).Having a strange adult (the researcher) in the envi ronment might also disturb the status quo. Therefore, an empirical method was not chosen, and parents given full information sheets and consent forms for participation in the study. Only those parents who consent will be included, and data will only be gathered pertaining to their children. Ethical approval will be sought from the researchers place of study (via average ethics committee approval). authority will be gained from the child care organisations manager, and staff will be recruited via information sheets and consent forms in the same way that parents were. module interviews will be carried out at a location convenient to the place of work, and at agreed times which do not interfere with their normal workload. All interviews and demographic data including even the location and name of the childcare setting will be anonymised.TimescaleBecause of the data collection methods chosen, the timescale is adjusted to take into account the difficulties in gaining good response ra tes from questionnaires and in fitting in the interviews with the childcare providers in a way that does not place them under exuberant stress or affecting their working lives. A three month timescale (from the point of ethical approval) is projected for the data collection phase of this project, which will allow for an initial recruitment of the sample, distribution of questionnaires, a second round of questionnaires to improve response rates, and concurrent interviews with childcare providers and collection of documentary evidence from the childcare setting. The concurrent literature review must also take place within this timescale, and so literature searching, identification and collection will occur during the data collection phase, and critical literature review and analysis will commence during this phase and continue through the data analysis phase of the research. This second phase, data analysis, should take a further three months, from initial analysis to completion of a model. Writing up should take a further two weeks.ConclusionIt is expect that this study will illuminate the still murky waters of attachment with childcare providers, the potential benefits of the key person in relation to attachment and to promoting the adjustment of the child to the childcare setting. It should also shed light on demographic and other characteristics which may affect this process, thereby, at the very least, identifying key areas for further, more in-depth or targeted research. Because this is an exploratory study, the potential richness of the data should allow for some insight and discovery about issues affecting attachment and adjustment. Attachment theories would need to be explored in much greater detail than this brief proposal allows, and the quality of the existing research on these theories applied to this setting appraised. The resultant model should incorporate the evidence from the literature with the evidence from the study data into a model which m ay inform future approaches to caring for children within this setting.BibliographyAdelman, C. (1981) Uttering Muttering collecting, using and reporting talk for social and educational research. LondonGrant McIntyreArnould, E.J. (1998) Ethical Concerns in Participant Observation/Ethnography. Advances in Consumer Research 25 72Asher, S.R., Pankhurts, J.T., Hymel, S. and Williams, G. (1990) Peer rejection and loneliness in childhood. In Asher, S.R. and Cole, J.D. (eds) Peer rejection in childhood. Cambridge studies in social and emotional development (253-273) New York Cambridge University Press.Bell, J. and Opie, C. (2002) Learning from Research getting more from your data Buckingham Open University Press.Birch, S.H. and Ladd, G.W. (1997) The teacher-child relationship and childrens early school adjustment. Journal of School psychology 35 61-79.Birch, S.H. and Ladd, G.W. (1997) Childrens interpersonal behaviours and the teacher-child relationship. Developmental Psychology 34 934-9 46.Borgatti, S. (2005) Introduction to Grounded Theory www.analytictech.com accessed 12-07-08.Charmaz, K. (1994)The grounded theory method An explication and interpretation. In Glaser,, B. (ed) More grounded theory methodology A reader p 95-115 Mill Valley, CA Sociology Press.Coady, M. (2001) Ethics in early childhood research in MacNaughton, G., Rolfe, S. and Siraj-Blaqtchford, S. (2001) Doing Early childhood Research international perspectives on theory and practice Oxford Oxford University Press.Cryer, D., Wagner-Moore, L., Burchinal, M. et al (2005) Effects of transitions to new child care classes on infant/toddler distress and behaviour. Early Childhood Research Quarterly 20 37-56.David, T., Goouch, K., Powell, S. and Abbott, L. (2003) Birth to Three Matters a Review of the Literature Nottingham Queens Printer.Delamont, S. (2002) Fieldwork in educational settings London Falmer PressDeMulder, E.K., Denham, S., Schmidt, M. and Mitchell, J. (2000) Q-sort assessment of attachment security during the preschool years links from home to school. Developmental PsychologyDOnofrio, A. (2001) Grounded Theory Qualitative Research Methods in Education Spring/Summer http//muse.widener.edu accessed 10-7-08.Drisko, J.W. (2004) Qualitative Data Analysis Software A Users Appraisal. In Padgett, D. (ed) The Qualitative Research encounter p 193-209. Belmont, CA Wadsworth.Gerber, E.B., Whitebook, M. and Wienstein, R.S. (2007) At the heart of childcare predictors of teacher sensitivity in center-based child care. Early Childhood Research Quarterly22 327-346.Glaser, B.G. Strauss, A.L. (1967) The discovery of grounded theory strategies for qualitative research. Chicago AldineGoossens, F.A., and van Ijzendom, M.H. (1990) Quality of infants attachments to prorfessional caregivers relation to infant-parent attachment and day-care characteristics. Child Development 61 832-857.Howes, C, Phillipsen, L.C. and Peisner-Feinberg, E. (2000) The consistency of perceived teacher-child relat ionships between preschool and kindergarten. Journal of School Psychology 38 113-132.Howes, C. (1999) Attachment relationships in the context of multiple caregivers. In Cassidy, J. and Shaver, P.R. (eds) Attachment Theory research and clinical applications9671-687). New York Guilford Press.Lee, S.Y. (2006) A journey to a close, secure and synchronous relationship infant-caregiver relationship development in a childcare context. Journal of Early Childhood Research. 4 (2) 133-151.Massey, A. (1998) The way we do things around here the culture of ethnography. Ethnography and Education Conference, Oxford University www.voicewisdom.co.uk accessed 13-07-08.McKown, C. and Weinstein, R.S. (2002) Modeling the role of child ethnicity and gender in childrens differential response to teacher expectations. Journal of Applied Social Psychology 32 (1) 159-184.Moss, E., Bureau, J-F., Cyr, C. and Dubious-Comtois, K. (2006) Is maternal Q-Set a valid measure of preschool child attachment behaviour? In ternational Journal of Behavioural Development 30 (6) 488-497.Phillipsen, L.C., Bridges, S.K., McLemore, T.G. and Saponaro, L.A. (1999) Perceptions of social behaviour and peer acceptance in kindergarten. Journal of Research in Childhood Education. 14 68-77.Rydell, A-M., Bohlin, G. and Thorell, L.B. (2005) Representations of attachment to parents and shyness as predictors of childrens relationships with teachers and peer competence in preschool. Attachment and Human Development 7 (2) 187-204.Turner, P. (1991) Relations between attachment, gender and behaviour with peers in preschool. Child Development 62 1475-1488.

Ways Children Looked After By Local Authority Social Work Essay

Ways Children Looked After By Local liberty Social Work EssayIn the context of Shona and her family, this assignment allow firstly review the powers and orders necessary to add up the tiddlerren to be looked after by the topical anaesthetic leave on with the governing principles. It will then discuss relevant beas for review and the infallible order to tick good sustenance for the children, including how and when these should be reviewed. Finally, looking at the significance to the miscue reckon of s17 of Children Act, 1989 along with considering the different function presented to each sibling whilst in economic aid.Police PowersShonas case is discovered by police officers nether-taking ordinary duties when social services departments and the courts are closed (Masson, 2001). CA, 1989 s46(1) gives the police power, without going to court, to remove or detain children for 72 hours if they have reasonable cause to believe that the children are likely to suffer momento us harm (Brammer, 2010 Powell, 2001).Social Service Managers recognise the value of s46 as an apprehension intervention moreover have criticised its excessive use as a forget of police anxiety (Masson, 2001). The principle is that courts should make a decision to remove children wherever possible thusly, s46 is to be used in exceptional circumstances. The local sanction should have in place with the Clerks to the Justices an out of hours Emergency Protection Order (EPO) application process (HO Circular, 2008).Emergency Protection OrderEPO is a short-term emergency measure, lasting up to 8 days with a possible extension of a further 7 days, whilst the local authority under CA, 1989 s47 investigates the childrens offbeat. S44(1) of the act outlines the causal agent for applications for an EPO of which there are two forms (any person and likely to suffer monumental harm). The local authoritys application for Shona and her siblings is on the grounds that they are likely to suffer significant harm due to domestic violence. Although the court may agree that there are grounds for an EPO, it still needs to apply the principles contained in Part 1 of the act.Principles governing the decision- devisingWelfare PrincipleCA, 1989 s1 states that, the childs well-being shall be the courts paramount consideration. The meaning of s1 has been closely examined and criticised due to its wide range of interpretations (Brammer, 2010 Brayne and Carr, 2010). Decisions based on the welfare of the child are ultimately value judgements (Ryan, 1998 8) Therefore, a checklist was added to maintain consistency and provide clear understanding (Ryan, 1998 and Brammer, 2010). For an EPO the court must consider the welfare principle but it does not have to consider the checklist (Brayne and Carr, 2010).Non-Delay PrincipleCA, 1989 s1(2), supported by European Court of Human Rights article 6(1), emphasises that any delay in court legal proceeding is potentially harmful to the welfare of the child (Brayne and Carr, 2010), and then, the court needs to have regard to the non-delay principle.The Public Law Outline (PLO), 2008 attempted to address case instruction and avoid delays in court proceedings by setting a timetable. Masson argues that Legislating against delay did not change working radiation diagrams adult parties continue to render advantageous delay (2010 55).No-order PrincipleCA, 1989 s1(5) directs courts to make no order, even if the harm threshold condition is satisfied, unless it considers that making an order would be better for the child than making no order at all (known as the no-order principle). The principle recognises the need for proportionality with three foundational aims 1) discourage unnecessary court orders, 2) to ensure that the order is give only where it is likely positively to improve the childs welfare and 3) discourage the making of unnecessary applications (DCSF, 2008 7).If authorities guidance discourages unnecessary applicati ons, this may account for research findings masking a general misunderstanding of this principle amongst local authorities who interpret it to mean that cases should not be shitn to court unless it is totally necessary. The recent maturation in court applications may demonstrate that the principle is not preventing Social Workers from carrying out their duties (DCSF, 2008 Brayne and Carr, 2010). The majority of court proceedings have resulted in orders be granted, therefore Mason argues, Neither the customary nor the courts themselves have accepted the no order principle (2010, 57).Areas Needing to be looked atThreshold QuestionAs Shona has been in tutelage for approximately three years, the local authority would have applied for a court order. This cannot be obtained without meeting the threshold criteria of CA, 1989 s31 identifying significant harm, cause for the harm and no order principle (Ryan, 1998 DOH, 1999). Significant harm has to be found to exist before the court wi ll intervene in family life, however, as the term is not defined it causes considerable problems of interpretation. The Adoption and Children Act, 2002 s120 broadened harm to include witnessing or hearing it, which would be relevant in the case of Shona (Brammer, 2010).AssessmentThe children would be assessed under the child protection structure due to the physical abuse Liam endured and his sisters witnessed. This structure has evolved through a series of reports and government circulars. In 2008, the Children Act Guidance Volume whizz was revised and issued under s7 of the Local Authority Social Service Act, 1970 which provided clarity for what should be completed before making an order application (Brayne and Carr, 2010). Working unneurotic to Safeguard Children, 2010 provides inter elbow room guidance on sagacity and investigation. The Framework for the Assessment of Children in Need and Their Families, 2000 provided, under one structured system, a holistic assessment and me an tool for all children in need (Thomas, 2005 83).Using the framework, the local authority, through the core assessment process, will need to consider both the childrens and parents needs along with those in the wider family and community, to reach a decision that an order is necessary to safeguard their welfare. The local authority would besides need to seek legal advice and communicate to the parents their concerns (DCSF, 2008). financial aid PlanACA, 2002 amended s31 of the CA, 1989 so that an order cannot be made until the court has considered a sell plan (Brammer, 2010). A separate plan would be required for Shona, Liam and Siobhan so the court can consider their individual needs. The plans should be based on findings from the initial and core assessments with the structure, as guided by Local Authority Circular 99(29), 1999, being 1) overall aim, 2) childs needs, 3) views of others, 4) detail on placement and 5) local authority management. The courts decision on the no-orde r principle will take into account the care plan for verification as to how the order would be applied (DOH, 2000).What Orders May Have Been NecessaryCare OrderIn having met the threshold criteria, completed assessment and care plan the local authority under s31 would apply for a care order for the children. A care order, rather than a supervision order, involves the children being removed from their sign of the zodiac and provides the local authority with shared parental business for the children alongside the parents (Brayne and Carr, 2010).Reviews by Local AuthorityUpon granting an order, the court has no influence in the plan being carried out (Brammer, 2010). ACA, 2002 amended s25(a) CA, 1989 by requiring an Independent Review Officer (IRO) to be appointed to chair all review meetings of looked after children, ensure the child is entangled in the review and will challenge poor practice, and any drift in implementing the Care Plan (HMG, 2003 45). If the plan is not utilize t he IRO can pass the case to CAFCASS who can now exit it to court (Brammer, 2010).CA, 1989 s26 makes it a legal requirement for local authorities to regularly review the childrens care plans. Reviews ensure that it plan is being effectively implemented and to make any changes that have become necessary (Thomas, 2005 76). All involved in the care of the children, including the child, should be involved in the review. The minimum requirements which reflect the no-delay principle, are set out in the Review of Childrens Cases Regulations 1991, amended in 2004. The first review should be held within quadruplet weeks of the children becoming looked after, followed by a further review at three months later and then six monthly (Brammer, 2010 Ryan, 1998).Relevance of s17 to case studyViews of Parents low s17 of CA, 1989, the local authority has a general duty to promote the upbringing of children in need by their families and with article 8 of the Human Rights Act, 1989 they would need to give up any interference in family life. Working Together, 2010 re-emphasized the commitment of coalition with parents in making plans for the welfare and protection of their children. There are a number of ship canal the local authority can work in partnership with Shonas parents through consultation, taking into consideration their views, attendance at case conferences and being notified of any public proceedings (Brayne and Carr, 2010).CA 1989, s17 also makes clear that the first priority is to promote and safeguard the childrens welfare and then try to keep them within their family (Brayne and Carr, 2010). Provided that the welfare and sanctuary of the children is paramount then potentially there should be no conflict between the principles of family support and child protection (Parton, 1997). However, research has shown that full partnership is hard-fought to reach when risks are high and families disagree with the perceived risks (Bell, 1999). The recent case of Baby Pete r has highlighted the importance of Shonas Social Worker having the skill to recognize when partnership with the parents is failing to protect them (Brayne and Carr, 2010). The fathers violence towards the children could be a reason to exclude him from any conferences but his wishes can be obtained by other means (DCSF, 2010). It is also important to recognise that the childrens views and wishes may be different to their parents.Childs wishesThe Children Act, 2004 s53 amended s17 of CA, 1989 making it a requirement that before deciding what services should be provided the childrens wishes should be obtained and given consideration (DCSF, 2010). CA, 1989 s22 by mentioning the child before the parents suggests that the childs wishes are to be the first consideration (Brayne and Carr, 2010).The law has also been criticised for assuming that it is possible to know objectively what is in a childs best interest but instead should give the children themselves a role in determining what hap pens (Thomas, 2005). However, the emphasis of listening to the childs wishes has recently been criticised as it undermines the courts authority to make a best interest decision (Times, 2010). Laws, policies and procedures continue to reflect he tension between these twin goals of safeguarding children and advocating their rights (Adams, 2009 304). To ensure that the childs interests, wishes and rights are upheld in court, CA, 1989 s41(1) contains the duty, if required, for a Childrens Guardian to be appointed from CAFCASS (Brayne and Carr, 2010).Placement DetailsThe local authority whilst taking into consideration the views of the children and parents, will have regards for s17 when considering placements for the children. The CA, 1989 s44(a) was amended by the Family Law Act, 1996 freehanded power to include exclusion requirement in emergency protection order. This could have been an option looked at in the case of Shona with the father being excluded from the family home (Brayne and Carr, 2010). Consideration of family members and friends as potential carers for Shona and her siblings should be explored and clearly demonstrated in their care plans before making a court order application (DCSF, 2008). S23(7) CA, 1989 promotes soupcon between parents and children with local authority, as is reasonably practicable, providing accommodation near to the family home and keeping siblings together. Under schedule 2 of CA, 1989 there are powers given to the local authority to assist in maintaining links between children and their family (Brayne and Carr, 2010).Options Available to each childFamily Group ConferenceThere are several methods for compiling the childrens care plans, with one such option being Family Group Conference (FGC) (Thomas, 2005). FGC has been described as a, realistic methods for merging the needs and interests of children and families and the protection concerns of public child welfare agencies, the courts, and the community (Chandler and Giovan nucci, 2004 217). Although there is no factual data, reviews of FGCs have implied that it is not a suitable option for domestic violence cases due to the welfare of the child. However, in the case of Shona, FGC may have been a viable option when initially becoming children cared for to help explore the welfare concerns, deciding what services are necessary and to take into consideration the children and parents views when considering permanency so to prevent the children becoming entrenched in the care system (Chandler and Giovannucci, 2004).AccommodationThe local authority has a power under s20 CA, 1989 to provide accommodation to the three children (Ryan, 1998). From initially coming into care (the sisters going to foster care and Liam to residential care) up until their sure situation (Shona and Siobhan different wishes to return home) decisions on the provision of accommodation have been paramount with the options to be explored being kinship, foster care, residential, reunific ation, adoption and independence. ACA, 2002 provides guidance on the timescales for decisions about adoption with permanence, including adoption, needing to be considered at the second care plan review (Brayne and Carr, 2010 378).Education / CrimeDue to the highly publicised statistics of children in cares educational underachievement, crime rates and employability, the recent government has made a number of changes to legislation. Under s20 of the Children and Young Persons Act, 2008 all three children will have (had) a designated member of staff at their school state for promoting the educational achievement. The local authority under s22 should provide for under 25 year olds assistance to pursue education or training which is relevant to Liam and Shonas current situation (Brammer, 2010 356). Although the agenda for change is not without criticism, Its policy recommendations are framed within a social investment approach which values education as the route out of exclusion and in to employability (Williams, 2004 423).Schedule 2(7) of CA, 1989 puts an onus on the local authority to take reasonable steps designed to reduce the need to bring criminal proceedings against such children (Brammer, 2010 369). Therefore the Youth Offending Team (YOT) could be a service considered for Liam. Adams argues that the number of detained children is high in the UK with, policy and practice regarding children and young people who have committed offences remain stubbornly resistant to welfare principles (2009 318).Legal RequirementsIn 2003 the government published Every Child Matters (ECM) which introduced cardinal outcomes for service providers to make arrangements to improve the well being of children being healthy, staying safe, enjoying and achieving, making a positive contribution and economic wellbeing (20036-7). CA, 2004 was passed to provide a statutory framework for applying ECM with the cardinal outcomes included in s10(2) of the act (Brayne and Carr, 2010). The ac t also introduced the requirement for working together of statutory departments and other relevant bodies for achieving the five outcomes (Brammer, 2010). In theory this provides Shona, Liam and Siobham with greater opportunity for services from public, private and voluntary sectors, however, this legislative change did not come with an increase in budget (Williams, 2004). The responsibility of the local authority to provide services to the children is outlined in schedule 2 of CA, 1989. The wording is moderated for example reasonable steps or consider appropriate, therefore the local authority can prioritise services based on what is available rather than having to meet every need (Brammer, 2010). When more than one agency is involved in the childrens care a lead professional will be appointed to be responsible for ensuring a coherent package of services to meet the individual childs needs (HMG, 2003 9).ConclusionIn the situation of Shona and her family, this assignment has highlig hted the current social and political thinking towards safeguarding children with the balance in the CA, 1989 between welfare and childrens wishes the emphasis on partnership with parents the importance of accountability through reviews and the value placed on children remaining with their families. The five outcomes for children in care provide a framework for the provision of services, however, the limitation in budgets does not support the political agenda.

The Second Battel Of Bll Run :: essays research papers

The second dispute of bull runThe year is 1862, during the Civil War. My mention is Jack Taurance and I am eighteen years old. I am a soldier that has to fight in the 2nd Battle of fake Run. The battle is going to take place in my hometown of Manassas, Virginia. I cannot wait. It is going to be so great I have heard that the 1st Battle of Bull Run was hell, but this one wont be. Itll be great because Im in it and I am fighting for my country and the people of Virginia. I am proud to be a part of the attendant Army.August 27, 1862 Today is the first day of the battle. Im excited beyond imagination I cannot express my feelings right now. Robert E. Lee, the general of the Confederate Army, has told us to get in our fighting positions. I am next to older men that have fought in other battles, and they tell me not to be so excited for war is a terrible thing. Seeing as this is so new to me I shrug off their words of wisdom and stick with my merry thoughts. The men next to me tell me I need to listen to commands and stay focused at all times, or I will unblock my life. We began to march towards the Union Army. On the way, I heard loud explosions all around me the Union Army was using cannons and mines to defend themselves. The men around me began to flit their riffles, so I did the same. There was yelling and firing all around, it seemed as though we were surrounded. The noise was so intense I felt it throughout my body. We were in the war it was nothing as I expected. There was death all around me. I dont think I have ever been more panic-stricken in my life. I was not mentally prepared to see what I saw nor was I physically prepared to do what was expected of me. Still I stayed brave, I didnt let any of my emotions pour through, for if I did I would never have been able to continue.August 28-30, 1862 The second and third days of this war were fatten up hell. There was so much action during theses days. I couldnt believe it There was more blood, guts and b ody less appendages just lying around than I could have ever imagined.

King Lear Essay -- essays research papers

The Islamic EmpiresIn early modern history, there were deuce-ace major Islamic empires that became prominent. The Ottoman Empire, the Safavid Empire, and the Mughals. We will descuss the Development of these empires by listing their similarities and differences, and their political, hearty and cultural backgrounds. Next, we will get into the terzetto empires reign of power and alike give a discription of some of the great leaders of these empires and their legacy.All of these Islamic Empires had Turkish ruling dynasties. The Ottomans, Safavids and Mughals came from nomadic, Turkish-speaking peoples of the central Asia who conquered the settled agricultural lands of Anatolia, Persia and India. All of these dynasties retained political and cultural traditions that their ancestors had adopted while leading their nomadic lives, but, they also adapted readily to the city-based agricultyural societies that they conquered. All of these empires also embraced Islam and derived its cultur al guidance from Islamic values. Each empire expanded its territory under authority of their great leaders, such as Mehmed the Conqueror for the Ottomans, Shah Abbas the Great for the Safavids and the reigh of Aurangzeb of the Muhgal empire. In these empires, the prestige and authority of the dynasty derived from personal piety and troops aptitude of the observer and his ancestors.The Ottoman Empire was founded by Osman Bey, founder of the dynasty that continued in unbroken succession from 1289 to 1923. the motives of Osman and his followers were to become ghazi, or Muslim spiritual warriors. The Ghazi,(as the poet Ahmadi describes) is the instrument of religion of Allah, the sword of God, the protector and refuge of the believers. It was believed that if to have died for the cause of your religion, you should not believe that the person is dead, but that he will live in beatitude with Allah and he has eternal life. The Ottomans waged a holy war which enabled them to expand their territory to the Anatolian city of Bursa, which became the capital of Ottoman principality. Under the reign of Mehmed the Conqueror, the Ottomans conquered Constantinople in 1453 and in turn lead to more Ottoman expansion. Mehmed presented himself as a true emperor and not just a warrior. He was ruler of two lands, atomic number 63 ... ...aged the elaboration of syncretic religion called the devine faith that focused attention on the emperor as a ruler common to all the religious, ethnic and social groups of India. The Mughal empire reached its greatest extent under Aurangzeb. During his long reign from 1659 to 1707, he waged a relentless campaign to push Mughal authority deep into southern India. Mughal came to rule the entire subcontinent except for a small region at the southern tip.These are descriptions of the major empires that became prominent, the Ottoman Empire, the Safavids and the Mughals. We have gone over some of the similarities and differences of the three empires a nd also discussed the development of these empires and their social and political backgrounds. We have seen a glimpse of the great leaders that ruled these empires such as Mehmed the Conqueror, Shah Ismail and Shah Abbas for the Safavids, and Babur and Akbar for the Mughals. These empires created the boundary for Islamic introduction through the 1500s and beyond. They should be recognized as a stepping stone in the Islamic voyage which has definitely laid an impact on the troupe and societies before ours.

Foreshadowing in Oedipus the King and The Marriage of Figaro :: comparison compare contrast essays

Foreshadowing in Oedipus the King and The Marriage of Figaro You are the curse, the corruption of the land. With these words, Tiresias, a blind illusionist in Oedipus The King set the actions in play that would turn king to beggar within the day. Prophecy and foreshadowing is an important part of playwriting, and adds an element of suspense that is non possible any other way. Whether it be the witches of MacBeth, the ramblings of Tiresias in Oedipus the King, and Antigone, or whether it is the unrealized foreshadowing by Figaro in The Marriage of Figaro, foreshadowing gives the reader or the interview something to puzzle themselves over, until the play or novel is actually over. It would not be a stretch of the imagination to say that some of the greatest plays ever pen would be impotent if their elements of foreshadowing was removed. Foreshadowing is defined, in Websters dictionary, as to give a hint or suggestion of beforehand. In drama, foreshadowing is generally app ly for several purposes, including the creation of tension, creation of atmosphere, and adds an element of credibility to a character. All of these are important elements of a play. However it is not hard to imagine a play in which more then half of the elements of a plot, namely exposition, discovery, point of attack, complication and crisis all be caused by an act of foreshadowing or prophecy. Indeed, Oedipus the King, which was considered the greatest play in history by Aristotle, was one such play. Oedipus the King was the story of the King of Thebes, Oedipus, and his dark past history which no one, including himself to a point, was aware of, one that involved abandonment, patricide and incest. Thebes was beset by a plague, and a delegation was sent to Apollo, the Greek God of healing, where they received instructions to find the murderer of the previous king of Thebes, King Laius. This form of foreshadowing was necessary for the storyline to have a starting place, and acts not only as foreshadowing, just also as discovery, because it gave new information that moved the plot forwards. A problem with this is the fact that it requires an act of God, something that Aristotle frowned upon in his definitive text