Lawless

SYNOPSIS Creates diversionary program for juveniles who are criminally charged for â€Å"sexting† or posting sexual images. CURRENT VERSION OF TEXT As introduced. An Act creating a diversionary program for certain juveniles, and amending P. L. 1982, c. 81 and supplementing Title 2A of the New Jersey Statutes. Be It Enacted by the Senate and General Assembly of the State of New Jersey: 1. Section 2 of P. L. 1982, c. 81 (C. 2A:4A-71) is amended to read as follows: 2. Review and processing of complaints. a. The jurisdiction of the court in any complaint filed pursuant to section 11 of P. L. 1982, c. 77 (C. A:4A-30) shall extend to the juvenile who is the subject of the complaint and his parents or guardian. b. Every complaint shall be reviewed by court intake services for recommendation as to whether the complaint should be dismissed, diverted, or referred for court action. Where the complaint alleges a crime which, if committed by an adult, would be a crime of the first, second, third or fourth degree, or alleges a repetitive disorderly persons offense or any disorderly persons offense defined in chapter 35 or chapter 36 of Title 2C, the complaint shall be referred for court action, unless the prosecutor otherwise consents to diversion.Court intake services shall consider the following factors in determining whether to recommend diversion: (1) The seriousness of the alleged offense or conduct and the circumstances in which it occurred; (2) The age and maturity of the juvenile; (3) The risk that the juvenile presents as a substantial danger to others; (4) The family circumstances, including any history of drugs, alcohol abuse or child abuse on the part of the juvenile, his parents or guardian; (5) The nature and number of contacts with court intake services and the court that the juvenile or his family have had; 6) The outcome of those contacts, including the services to which the juvenile or family have been referred and the results of those referrals; (7) The availability of appropriate services outside referral to the court; (8) Any recommendations expressed by the victim or complainant, or arresting officer, as to how the case should be resolved; [and] (9) Any recommendation expressed by the county prosecutor; and (10) The offense alleged is an eligible offense pursuant to section 3 of P. L. , c. (C. (pending before the Legislature as this bill) and the juvenile is eligible to participate in the educational reform program set forth section 3 of P. L. ,c. (C. )(pending before the Legislature as this bill). (cf: P. L. 1988, c. 44, s. 17) 2. (New section) Where a complaint against a juvenile pursuant to section 11 of P. L. 1982, c. 77 (C. 2A:4A-30) alleges that the juvenile has committed an eligible offense satisfying the criteria set forth in subsection c. of section 3 of P. L. , c. (C. ) (pending before he Legislature as this bill) and the court has approved diversion of the complaint pursuant to section 4 of P. L. 1982, c. 81 (C. 2A:4A-73) the resolution of the complaint shall include participation in an educational program set forth in 3 of P. L. , c. (C. ) (pending before the Legislature as this bill). 3. (New section). a. As used in P. L. , c. (C. )(pending before the Legislature as this bill), â€Å"eligible offense† means an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a photograph depicting nudity as defined in N.J. S. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and (2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. b. The Attorney General, in consultation with the Administrative Director of the Administrative Office of the Courts, shall develop an educational program for juveniles who have committed an eligible offense as defined under the provisions of subsection a. of this section.A juvenile who successfully co mpletes the program shall have the opportunity to avoid prosecution for the eligible offense. c. Admission to the program shall be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; endangering the welfare of a child pursuant to N. J. S. 2C:24-4; luring or enticing a child pursuant to section 1 of P. L. 1993, c. 291 (C. C:13-6); luring or enticing an adult pursuant to section 1 of P. L. 2005, c. 1 (C. 2C:13-7) or an attempt to commit any of the enumerated offenses; (2) the juvenile was not aware that his actions could constitute and did not have the intent to commit a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution. . The educational program shall provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characteristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggest ive or explicit materials. e. The Attorney General may promulgate guidelines to effectuate the provisions of this act. 4. This act shall take effect on the first day of the seventh month after enactment. STATEMENTThis bill establishes an educational program as an alternative to prosecution for certain juveniles who are charged with a criminal offense for posting sexually suggestive or sexually explicit photographs, or who engage in the behavior commonly known as â€Å"sexting,† in which these pictures are transmitted via cell phones. The bill provides that where a complaint against a juvenile alleges that the juvenile has committed an â€Å"eligible offense† and the court approves diversion of the complaint, the resolution of the complaint would include participation in the educational program created by the bill.The bill defines an â€Å"eligible offense† as an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a pho tograph depicting nudity as defined in N. J. S. A. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and (2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. Under the bill, the Attorney General, in consultation with the Administrative Office of the Courts, would develop an educational program for these juveniles.A juvenile who successfully completes the program would have the opportunity to avoid prosecution for the offense. Admission to the program would be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; endangering the welfare of a child; luring or enticing a child; luring or enticing an adult or an attempt to commit any of the enum erated offenses; 2) the juvenile was not aware that his actions could constitute, and did not have the intent to commit, a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution.The educational program would provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characte ristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggestive or explicit materials. In addition, the bill amends N. J. S. A. 2A:4A-71 to specifically provide for the diversion of juveniles into the newly created educational program created under the bill as one of the enumerated recommendations which can be made by the court.SYNOPSIS Creates diversionary program for juveniles who are criminally charged for â€Å"sexting† or posting sexual images. CURRENT VERSION OF TEXT As introduced. An Act creating a diversionary program for certain juveniles, and amending P. L. 1982, c. 81 and supplementing Title 2A of the New Jersey Statutes. Be It Enacted by the Senate and General Assembly of the State of New Jersey: 1. Section 2 of P. L. 1982, c. 81 (C. 2A:4A-71) is amended to read as follows: 2. Review and processing of complaints. a. The jurisdiction of the court in any complaint filed pursuant to section 11 of P. L. 1982, c. 77 (C. A:4A-30) shall extend to the juvenile who is the subject of the complaint and his parents or guardian. b. Every complaint shall be reviewed by court intake services for recommendation as to whether the complaint should be dismissed, diverted, or referred for court action. Where the complaint alleges a crime which, if committed by an adult, would be a crime of the first, second, third or fourth degree, or alleges a repetitive disorderly persons offense or any disorderly persons offense defined in chapter 35 or chapter 36 of Title 2C, the complaint shall be referred for court action, unless the prosecutor otherwise consents to diversion.Court intake services shall consider the following factors in determining whether to recommend diversion: (1) The seriousness of the alleged offen se or conduct and the circumstances in which it occurred; (2) The age and maturity of the juvenile; (3) The risk that the juvenile presents as a substantial danger to others; (4) The family circumstances, including any history of drugs, alcohol abuse or child abuse on the part of the juvenile, his parents or guardian; (5) The nature and number of contacts with court intake services and the court that the juvenile or his family have had; 6) The outcome of those contacts, including the services to which the juvenile or family have been referred and the results of those referrals; (7) The availability of appropriate services outside referral to the court; (8) Any recommendations expressed by the victim or complainant, or arresting officer, as to how the case should be resolved; [and] (9) Any recommendation expressed by the county prosecutor; and (10) The offense alleged is an eligible offense pursuant to section 3 of P. L. , c. (C. (pending before the Legislature as this bill) and the juvenile is eligible to participate in the educational reform program set forth section 3 of P. L. ,c. (C. )(pending before the Legislature as this bill). (cf: P. L. 1988, c. 44, s. 17) 2. (New section) Where a complaint against a juvenile pursuant to section 11 of P. L. 1982, c. 77 (C. 2A:4A-30) alleges that the juvenile has committed an eligible offense satisfying the criteria set forth in subsection c. of section 3 of P. L. , c. (C. ) (pending before the Legislature as this bill) and the court has approved diversion of the complaint pursuant to section 4 of P.L. 1982, c. 81 (C. 2A:4A-73) the resolution of the complaint shall include participation in an educational program set forth in 3 of P. L. , c. (C. ) (pending before the Legislature as this bill). 3. (New section). a. As used in P. L. , c. (C. )(pending before the Legislature as this bill), â€Å"eligible offense† means an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a photograph depicting nudity as defined in N. J. S. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and 2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. b. The Attorney General, in consultation with the Administrative Director of the Administrative Office of the Courts, shall develop an educational program for juveniles who have committed an eligible offense as defined under the provisions of subsection a. of this section. A juvenile who successfully completes the program shall have the opportunity to avoid prosecution for the eligible offense. c.Admission to the program shall be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; en dangering the welfare of a child pursuant to N. J. S. 2C:24-4; luring or enticing a child pursuant to section 1 of P. L. 1993, c. 291 (C. 2C:13-6); luring or enticing an adult pursuant to section 1 of P. L. 2005, c. 1 (C. C:13-7) or an attempt to commit any of the enumerated offenses; (2) the juvenile was not aware that his actions could constitute and did not have the intent to commit a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution. . The educational program shall provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characteristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggestive or explicit materials. e. The Attorney General may promulgate guidelines to effectuate the provisions of this act. 4. This act shall take effect on the first day of the seventh month after enactment. STATEMENTThis bill establishes an educational program as an alternative to prosecution for certain juveniles who are charged with a criminal offense for posting sexually suggestive or sexually explicit pho tographs, or who engage in the behavior commonly known as â€Å"sexting,† in which these pictures are transmitted via cell phones. The bill provides that where a complaint against a juvenile alleges that the juvenile has committed an â€Å"eligible offense† and the court approves diversion of the complaint, the resolution of the complaint would include participation in the educational program created by the bill.The bill defines an â€Å"eligible offense† as an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a photograph depicting nudity as defined in N. J. S. A. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and (2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. Under the bill, the Attorney General, in consultation with the Administrative Office of the Courts, would develop an educatio nal program for these juveniles.A juvenile who successfully completes the program would have the opportunity to avoid prosecution for the offense. Admission to the program would be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; endangering the welfare of a child; luring or enticing a child; luring or enticing an adult or an attempt to commit any of the enumerated offenses; 2) the juvenile was not aware that his actions could constitute, and did not have the intent to commit, a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution.The educational program would provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characteristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggestive or explicit materials. In addition, the bill amends N. J. S. A. 2A:4A-71 to specifically provide for the diversion of juveniles into the newly created educational program created under the bill as one of the enumerated recommendations which can be made by the court.

What would you get rid of to improve life

What would you get rid of to improve life in the 21 st century? BY Anna3201 In today's world, there are many things that we are not happy. The whole time we complain about something, what worries us. However, when a good think about it, we see that we spoil ourselves this world. Often, the inventions and strenuous effort take control of everything around you. The question is: what would I get rid of to improve life in the 21st century? For me the worst things in the world are violence so that is the first thing which I would get rid of to improve life.Violence is everywhere: at home, at school, at work. It is behaviour that demeans limited freedom, violates the rights and causes mental and physical suffering of another person. Contractor makes it a pleasure. Why? How can you derive satisfaction from observing someone's pain and fear? How abnormal tear brings Joy? Is it human? No! Such a person should not be called human. The physical and psychological violence we face every day. Some times we do not realize when we are its witnesses.Reflecting for a moment, we can see how often we see that someone is bullied, teased. Sometimes simply unpleasant word for someone can make him suffer. The person most wronged no one to turn to for fear of ridicule. Physical abuse often affects the most vulnerable, who do not stick to a particular group, because they are easier to hurt them. The perpetrators know that they go unpunished, so often for a very long period of time persecute people. Physical abuse has many forms from teasing to serious or even beat kicks. This makes physical pain.I think it is worth considering whether in the same way it hurts psychological violence? , In this case the victims are weaker, but they can also be good students, and ordinary people are shy. Easily to heart them because of their nature they annot defend itself against such aggression. Emotional abuse often takes the form of name-calling, ridicule. In my view, the two forms of violence hurt the same way. One undermines the body – one in mind. Both are Just as harmful as the other person stripped of dignity. Therefore, we always react seeing the hurt the other person.No condones the violence and think about how we would feel if someone behaved similarly in relation to us. Person who was bullied and teased as a child can have mental health problems in a present life. People, who have experienced violence in childhood, often do the same thing with your children or other people in heir present life. Violence is first step to a crime; people who use violence feel themselves unpunished and feel themselves believe they can do anything. This leads them to next crimes. Without violence in the world there would be no crime in the world.Violence and criminality leads to the fact that people are becoming more aggressive so it leads to the wars in the world. We know, for example, that Hitler had as a child was abused, humiliated and mocked by his father, without the slightest pr otection from the mother. The real source of his hatred thus becomes obvious. But lso many other dictators such as Mao, Stalin, or Ceausescu have experienced violence in their childhood. So without violence would not to be wars on the world. Violence is the beginning of all evil in the world. ne thing which I would get rid otto improve lite is stimulants There are many types of stimulants; they are alcohol, tobacco (cigarettes), drugs, and even coffee, tea, cola, and chocolate. In the last four, there can be no true physical dependence. These substances, however, operate on the pleasure centres in the brain, which can cause partial dependence on them, but typically psychological. The most dangerous of stimulants are certainly drugs. The most common of these are: natural marijuana, hashish and cocaine or synthetic amphetamine, LSD, ecstasy, heroin.For these heavier drugs addiction can occur even after a single ingestion. Drug use often has a very negative effect, leads to fatal car a ccidents, beatings, murders or suicides. Drugs damage internal organs and systems, especially the nervous system. This leads to the degeneration of physical and mental body. Addiction is unable to perform basic activities of daily living and reduced to the constant search for the next portion of timulants. The problem of drug addicts is also moving HIV causes AIDS, a fatal disease. Alcoholism is one of the most common addictions.He is considered the disease. Binge drinking significantly reduces mental and physical. In extreme cases leads to damage to the liver, heart and stomach as well as mental diseases. Alcoholism is a serious problem in pathological families. Children from such homes often have depression and psychological trauma. Another well-known tobacco is a drug contained in cigarettes. Adults reach for the cigarettes to be de-stress, relax or simply out of boredom or for the company. After smoking a cigarette, some feel a recovery and improves their concentration.These fee lings, however, are short-lived. Chronic cigarette smoking is the reason for a number of diseases, including lung cancer which in most cases leads to death. As you can see, not only strong stimulants like drugs, but these are less harmful to humans. I think that violence and stimulants are the worst things in our world and it's Just I would like to be excluded from the 21st century. Violence and stimulants are the beginning of all evil in the world. Without those things our life would be better. World would be more beautiful.

ART Essay Example | Topics and Well Written Essays - 250 words - 9

ART - Essay Example In this case, one can definitely say that the painting is not at all beautiful. On the other hand, if the painter uses same color shades all over the body parts, that painting can be considered as a beautiful one. In short, color combination plays an important role in deciding whether an artwork is good or bad. Different societies perceive beauty differently. For example, earrings, bracelets, chains, bangles etc are considered as beauty enhancing materials in some societies whereas in other societies, such things are not at all considered so. For example, David Beckham wears an earring in one ear. For many British and European people, that earring is definitely enhancing the beauty of David Beckham. â€Å"According to the BBC, "more lads than ever are buying jewellery - not for their girlfriends, but for themselves. Experts think it is because they are being influenced by famous kings of Bling, like David Beckham and rappers† (To pierce? Why pierce? He pierced). It is not necessary that an Indian or Chinese may consider the earring of Beckham as a beauty enhancing ornament. Many people do believe that earring enhance the beauty of females rather than that of the males. In short, beauty is highly individualistic and subjective and the perceptions of it vary from societies to

The Energy Debate Lab Report Example | Topics and Well Written Essays - 750 words

The Energy Debate - Lab Report Example The most important pro in the usage of active solar energy as a source of power is that it does not emit carbon or any pollutant when it provides us energy. The most serious con is the high cost of its installation that it can sometimes be prohibitive. Definition: passive solar energy is the energy taken from the warmth of the sun without the implements or aid of machines. Thus, passive solar energy can be said to be free and is often taken advantage in heating a home or building to save on cost. People may be unwilling to replace their old appliances with new ones for the sake of efficiency. US just came from a crisis where people are now skimping on cost and making the most of their dollars. It may be difficult to convince people to spend for a new appliance when an existing one still works. Consume more vegetables. Vegetables require less energy to produce and also reduce the CO2 in the atmosphere because they are plants (they use CO2 as food). Meat on the other hand requires so much energy and water resource to

Self-Esteem Brands and Marketing Essay Example | Topics and Well Written Essays - 1500 words

Self-Esteem Brands and Marketing - Essay Example Example, celebrity with healthy, beautiful tanned skin, advertises and promotes a skin cream, hinting that anybody's skin could look as beautiful if they use the cream. This of course is not true, as people with very bad skin could only hope to improve or hide their bad skin. So why not create and market a brand that gives true information to the consumer The hypothesis I would like to prove in my proposal is that the average person will more likely buy products and brands that are targeting their specific problems and concerns. My research will also show that consumers are much more informed and become antagonised when marketers under-rate their intelligence and try to prescribe what they should use, wear or look like. The underlying fact that will be proven is that customers in today's world wants to be recognised as individuals who have a choice and who are educated enough to understand what promotion and marketing strategies are untrue, superficial, threaten their individuality and questioning their intelligence. The method I will The method I will use to source my information will include surveys among 18 to 30 year old customer (men and woman) segment, with the main outcomes supported by literature information sourced from text books, journals, magazines and the internet. Due to time restriction, sampling will be restricted to 20 persons, striving to obtain an equal sample from men and woman. Introduction Self-Esteem marketing has become a hot topic highly debated by scholars and philosophers. It is within this context that my proposed research could be of great value within the fashion industry. Celebrity labels promotion and marketing may have a detrimental effect on the average customer's self-esteem. As some people may never be able to wear sexy outfits, or have nice teeth or a soft mark free skin. Yet many brands promote only perfect people, making the normal person in the street feel inferior, resulting in lowering of self-esteem. Some academics have argued that lower self-esteem leads to higher school drop out rates, lower changes of promotion in the work environment, and reduced changes for a long term relationship. This I see the main stream of fashion marketing and promotion bordering on the un-ethical and believe that "Self-Esteem Marketing" is a much more ethical approach that could be used to promote and market apparel that are better suited for the target customer segment. By meeting the unique fashion needs of a target group, it is possible to enhance their self esteem as this will show acceptance in a society. What makes different target groups unique can be seen as market niche opportunities for players in the fashion industry, which could increase sales and this the market share of companies implementing such a strategy. As an example, the marketing strategies towards Hispanics in the United States can be seen as

Nutritional guide to my plate Essay Example | Topics and Well Written Essays - 500 words

Nutritional guide to my plate - Essay Example The best energy giving foods that a person should consume are the grains. They have the energy contents that are essential for boosting the energy level of people. Moreover, eating the grains is very healthy and effective for males who do jobs that are tiresome and tedious. On the other hand, mothers should always put protein on the table in every meal for as proteins help in the body repair of an individual. Moreover, proteins are essential especially for young girls who are in puberty stage and loss of weight during their monthly periods. Proteins are very important in body repair and body building. Conversely, protein is needed by everybody in their lives and everyone must ensure that they consume some good amount of the proteins. However, proteins are categorized into different groups. The first category of protein is the animal protein. The next category of proteins is the plant proteins. The animal protein includes flesh. Flesh can either be red meat or white meat. White meat includes chicken and fish while red meat includes beef. It is prudent for one to consume a white meat than red meat. Red meat has very many health problems as compared to the white meat. The plant protein includes such foods as green grams and soya beans. On the other hand, fruits include things like banana, oranges and water melons. In conclusion, good health begins with a proper diet. Another important thing that one must consider is a number of the meals that they consume. The quantity should be proportionate as listed above.

Data Protection and Cyber-Security 2013 Essay Example | Topics and Well Written Essays - 3000 words

Data Protection and Cyber-Security 2013 - Essay Example What has made this a possibility is the improvement in the communication technologies and mediums. The social media has been the best hit. Over the past, the social media has realized great developments which have made it easier to communicate and build a network of people from all over the world. Because of this, just as Bishop J. implies on increasing online communities, millions of people who were once not interested in social network development have now diverted to the same and joined the booming social platforms.1 These developments have seen emergence of many social media platforms and chat rooms that people are now free to join for a chance to connect with both known and unknown people from every location of the world, thanks to the internet. Social chat-rooms like twitter and Facebook are just but examples of the freely available social platforms. The development in the social media has come at a price that the society has dearly paid in the past years. The adoption of digit al communication done through the social platforms has, over the past, paved way for many instances of the violation of many UK laws that govern the privacy of information and human rights. There have been several instances where people have used the various social platforms to pass messages that either violates human rights or laws governing the country. Twitter, a prominent social media website, has been used by various people to relay criminal tweets which have affected the public by a great deal. The government has been trying to control the information passed through the social media. As outlined by Bishop, various laws and regulations have been made to prevent people from posting offensive messages that might have adverse effects on the public.2 Contrary to what should happen, people who post criminal and offensive messages on these social platforms have, in the past, made away with the offenses. For instance, law enforcers now say that offensive comments that are posted on tw itter and Facebook rarely lead to charges unless they also include eminent threats and/or even lead to harassment campaigns. This and many past events has seen the government unable to curtail the harms caused by various social media offensive messages hence clearly showing that the law is unclear and ineffective in addressing the social media offenses. This has come along with mixed reactions from people who are now left with question that tends to explain whether the social media is really effective in controlling the digital content. The numbers of offensive messages which are posted on twitter and Facebook among others have been on the rise lately. Estimates now show that millions of messages are sent within a single day. The most surprising part is that this is a statistic for only twitter with other social websites not considered. A large number of the messages which are sent daily are offensive and pose threats to the public. What has made this a significant threat is that th e messages, which are initially only meant for a particular person or group, may eventually end up reaching millions of people worldwide. According to the U.K director of public prosecutions (DPP) Keir Starmer QC., many people who post criminal messages online may go uncharged. This he says happens since the

LAW ASSESSED WORK Essay Example | Topics and Well Written Essays - 3000 words

LAW ASSESSED WORK - Essay Example If we apply this by analogy to the current scenario, David was entering into contractual negotiations with Golden Antiques on behalf of White Hall Limited. Therefore, in order for there to be a valid contract, David will have to have capacity and authority to bind the company in such contracts (McIntyre, 2008). Sections 39-40 of the Companies Act 2006 (CA) regulate authority to negotiate on behalf of companies. Section 39(1) of the CA provides that â€Å"the validity of any act done by a company shall not be called into question on the ground of lack of capacity by reason of anything in the company’s constitution.† In addition, section 40(1) of the CA stipulates that â€Å"In favour of a person dealing with a company in good faith, the power of the board of directors to bind the company, or authorise others to do so, shall be deemed to be free of any limitation under the company’s constitution†. Moreover, section 40(2) of the CA implements a provision that as regards third parties negotiating with a company, there will be a presumption of good faith. As such, the CA provisions do not require third parties to enquire as to whether there are any restrictions on the authority of the board to enter into a contract. Accordingly, if we apply this to the current scenario, unless Golden Antiques were put on notice that David did not have appropriate authority, there will be a presumption that David had capacity to negotiate and conclude the contract with Golden Antiques on behalf of White Halls Limited. Therefore, the fundamental issue will be whether the legal requirements for an enforceable contract have been complied with. The law of contract provides a tripartite test for determining a legally binding contract, which is offer, valid acceptance and consideration. For example, in New Zealand Shipping Co Limited v A M Satterthwaite, The Eurymedon ([1975]) AC 154

Feminism Philosophy Essay Example for Free

Feminism Philosophy Essay At the onset, Valerie Solana’s SCUM Manifesto is a work that was clearly addressed to male species which she regarded as accidental a â€Å"biological accident. † The first two paragraphs of her work reveal her deep resentment on the role of men and women in the society. The last part of the first paragraph reflects her strong rejection of the male sex. Solanas identifies male in various ways but all describing the male as an undesirable species. To her, to be male is something that a man should be ashamed of and maleness is a dearth, a disease and that males are emotionally limited. She said male is completely an â€Å"isolated unit† and everything that he has in himself is nothing but a tool that he use to fulfill his drives and needs. Her work also reflect a seemingly an almost bitter feeling towards men. She used strong and very offending sentences emphasizing on the males’ purportedly many in capabilities including relationship except of his physical sensation. However, the male according to her is capable Solano’s obvious hatred to the male sex was also expressed in the way she describes how a male expresses himself. She described the male’s behavior as physically passive but then he does not like it. He expressed his frustration of his own passivity by screwing a woman he despises. She said the male project his passivity by projecting it onto women and by screwing. Overall, Valerie Solano’s work was an expression of her sentiments on the role between the male and the female in which she downgraded the role of the male species as concerns only of him self, but she gratifies women for her unselfish role. Solano stated that while mother cares for what is best for her children, the father only wants what is best for him. She was a man hater. In contrast with the work of Solano, Fry’s work is more objective although she also urges that women should detach themselves from the world of males and male dominated institution. This separation according to Fry is of various sorts which must includes institutions, relationships, roles and activities that are male dominated. Fry’s work reflects a more meaningful feminist opinion as she discussed important feminist issues leading to their objective of achieving liberation from the male dominance world. While Solano strongly reject the male describing him as incapable, emotionally weak, a disease, and so forth all maligning the male sex, Fry was more objective in a sense that she also put her feet on the other’s shoes. Though a real feminist and also a staunch advocate of the separation from male dominance, she described women’s role in the context of the traditional notion that men are the provider and the protector of women. Fry cited the notion of parasitism of the male and female in terms of family matters. But she insists that the parasitism â€Å"goes the other way around. † It is the male that is parasites to females’ because men are pathetic and used up by living by their own. In general, although both women were against the existing arrangement of the roles of men and women in the society, Solano was very radical in her views about the males’ role and the male as a person to the point that she appeared being a man-hater. Fry on the other hand, was more objective although she also deplored the male as weak and parasites to women. But unlike Solano’s views of the male which is very personal and very negative, Fry’s opinion reflects a carefully weigh ideas regarding the issues involving the role of men and women which in the perspective of feminist like them are offensive and binding to women. Is having a maid morally wrong? What are BARBARA Ehrenreich’s reasons for thinking so? Is correct? Why or why not? In my own opinion, having a maid is not morally wrong as long as they are not treated fairly, are not abused, and given just compensation. In the contexts of the employers, maids should not be viewed as slaves rather they should be considered as worker or even employees. Ong (2006) was right in her assessment that having a domestic helper or two is part of the â€Å"bargain with two-income families† (p. 201). Ong noted that a high standard of living is considered impossible â€Å"without one or even two foreign maids to take care of the household chores as well as of children or the elderly† (p. 201). Thus, having a maid at home should be considered as a social right, just like access to better schools, housing, shopping malls, and leisure. However, in the context of the families of these maids, to be maid in a foreign country is a source of hope on their economic miseries. Most of the families these maids came from are poor and the best option for them to survive is for their daughter to get employment overseas. In other words, hiring maids meant helping those families. Unfortunately, there are always people who discriminate others. They tend to abuse their domestic servants by giving them unequal and unfair treatment. According to the Human Rights Watch, many domestic helpers complain of abusive treatments such as not providing them enough food, longer working hours, and racist behavior. These are what is morally wrong and not the hiring of domestic helpers. Barbara Ehrenreich’s thinking about having maids at home On the other hand, Barbara Ehrenreich noted the movement of women around the world and draws a comparison that for every women executive who travels, large number of women from the third world countries leave their families to work as domestic servants in the first world countries. For Ehrenreich, this mass exodus of women is morally wrong because it results in odd displacements. Ehrenreich cited the facts that while these women carry with them the warmth of the female energy into the wealthy country that hired them; this is usually at the expense of their families left behind. Their absent deprive their families of her care which she willingly offer to the families that need her services abroad. For Ehrenreich, having domestic helpers harm one’s moral character and she calls on her readers not hire maids to clean the house. Ehrenreich argued having domestic servants clean the house is not good for the family especially the children. While Ehrenreich was more concern on are supposed to clean the house, which is usually done by the maids, she deplored that cleaning other people’s house is so gross and demeaning. While Ehrenreich may have a point, but this issue should not be seen as morally wrong rather it should viewed in the economic context. Having a maid is not morally wrong because it is a decent job for women who have fewer opportunities in life, especially those coming from very poor families in third world countries. As long as they are treated fairly and justly compensated, it is never morally wrong to employ somebody to do some jobs that one cannot do anymore. It is the most practical thing because it serves in two ways, it benefits the employer because they can concentrate in their work, and it benefits the maid because she will earn dollars for her family back home. Reference Fry, M. (1983) Some Reflection on Separatism and Power http://www. feminist-reprise. org/docs/fryesep. htm Ong, A. (2006) Neoliberalism as Exception USA: Duke University Press Solano, V. Avital, R. (2004) SCUM Manifesto USA: Verso

Substance abuse Essay Example for Free

Substance abuse Essay It is quite clear that substance abuse almost always occurs within the context of other problems. Common presenting problems that are related to substance abuse are marital and family conflict, child abuse, unemployment, financial problems, multiple medical problems, depression, suicide, and problems with aggression and violence. In assessing the role of substance abuse within the context of other problems, we also need to understand the dynamics of other behavioral problems and how they may be exacerbated by substance abuse. It is estimated that most domestic violence occurs during periods when one or both parties are abusing some substance and that as many as two-thirds of homicides and serious assaults involve alcohol. Criminal behavior such as child abuse or sexual molestation may be committed when the perpetrator is under the influence of a drug or alcohol. In one study, Chasnoff (1988) found that 64 percent of all child abuse cases in New York City involved a perpetrator who was under the influence of drugs and/or alcohol. Although researchers disagree about the exact nature of the relationship between substance abuse and violence, there is clearly a strong correlation between the two. Substance abuse does not only cause social problems, but it can also cause health problems too. For example, according to the American Health Association guidelines, cocaine use can cause a number of heart attack symptoms, such as chest pain, shortness of breath, anxiety, palpitations, dizziness, nausea and heavy sweating (Stengle, 18 March 2008). Physicians must remain aware that cocaine use can cause heart attack symptoms in younger patients with no heart disease risk factors, the guidelines said. Cocaine use can cause heart attacks, but only about 1% to 6% of those who use cocaine and experience chest pain have heart attacks. The guidelines warn that two common heart attack treatments blood thinners and beta blockers can cause injuries or death in those who use cocaine. Blood thinners can increase risk for bleeding into the brain for patients with elevated blood pressure caused by cocaine use, and beta blockers can increase blood pressure and restrict arteries in those who use cocaine (Stengle, 18 March 2008). We all know that alcohol abuse can lead to alcohol-related deaths from cancer, cirrhosis of the liver, pancreatitis, motor-vehicle crashes, falls, drowning, suicide, and homicide. Alcohol affects nearly every system in the body, and contributes to a range of medical problems, including altered immune system functioning, bone disease, hypertension, stroke, cardiovascular disease, reduced cognitive functioning, fetal abnormalities, traumatic injury, depression, gastrointestinal disorders, and cancers of the neck, head, stomach, pancreas, colon, breast, and prostate (Werch, 2002). Behaviorally, substance abuse can be considered any use of a psychoactive substance that causes damage to the individual or society or both. Becoming dependent on any substance is a process that occurs over differing periods of time for different individuals and varies with the use of different substances. A dependence on alcohol may take several decades to develop while an addiction to cocaine, especially crack cocaine, may occur almost immediately. There are, however, certain phases that individuals are likely to pass through as their dependence on a substance increases. An old proverb regarding alcoholism outlines the progression of addiction: â€Å"The person takes a drink, the drink takes a drink, and the drink takes the person. † The journey from controlled use to being controlled by their use is the nature of addiction. No one begins using alcohol or other drugs with the goal of becoming addicted. With these voluminous data about the ills of substance abuse, we should all know by now that we have to curb this problem that eating away our society. I also experienced substance abuse first hand because I have people close to me who had been affected by substance abuse. My cousin has drug problem as he is hooked with marijuana, while my uncle and aunt are alcoholics. I witnessed that how they engaged in prolonged, continuous substance abuse and saw how they were unable to function without using his drug of choice on some regular basis. They somehow neglect their daily needs to the point of not eating or caring for themselves. Attempts to control their usage are abandoned as the periods of intoxication and recovery encompass most of their time. My uncle allowed himself to undergo detoxification at a rehabilitation center but my aunt has developed cirrhosis because of her alcoholism. Ultimately, we need to join hands in informing everyone about substance abuse. Common misinformation about substance abuse may divert the focus of the problem to other factors that are then presented as the primary problem. It should start with the family of the abuser who should support their loved one in this matter. Starting from family, communities can then undertake several strategies to stop substance abuse because there is no single solution that can surely alleviate substance abuse-related harm to individuals and populations. The comprehensive approach should use a wide range of strategies that address the multiple causes and dimensions. These strategies should include educational approaches—such as public health education and awareness programs, including school and community-based prevention programs; environmental approaches—such as controls on the price and availability of alcohol and drugs, minimum age for purchase of alcohol, legislative measures to curb driving under the influence of alcohol, and restrictions on the promotion, marketing, and advertising of drugs alcohol; and health care efforts—such as primary health care screening, advice by health care providers, preventive services, and effective treatment using psychological and pharmacological approaches. References Mackesy-Amiti, M. E. and Fendrich, M. (1995, November). Delinquent Behavior and Inhalant Use Among High School Students. Paper presented at the American Society of Criminology meeting, Boston. NIH Arrestee Drug Abuse Monitoring Program. (2003). Preliminary Data on Drug Use Related Matters Among Adult Arrestees and Juvenile Detainees, 2002, Washington, DC: National Institute of Justice. Steingle, J. (20008, March 18). Cocaine May Cause Heart Attack Symptoms. Newsday. Retrieved March 22, 2008, from http://www. newsday. com/news/nationworld/wire/sns-ap-cocaine-heart,0,6680577. story. Substance Abuse and Mental Health Services Administration (SAMHSA). (2006). National Survey on Drug Use and Health (NSDUH) 2006. Office of Applied Studies. Retrieved March 22, 2008, from http://www. oas. samhsa. gov/nsduh/2k6nsduh/2k6Results. cfm#1. 1. Werch, C. E. (2002). Alcohol Use and Abuse. In Breslow, L (Ed. ), Encyclopedia of Public Health vol. 1, New York: Macmillan Reference USA.

Should Cell Phones Be Banned In Classrooms English Language Essay

Should Cell Phones Be Banned In Classrooms English Language Essay Some people think that cell phones should be banned in the classrooms because they think it bother the whole classrooms. They think it is not necessary to have them in classrooms. As for those they want the cell phones to be banned in the classrooms. They think that cell phones makes a lot of noise in the classrooms. So it is bothering them or even the whole classrooms. Because some cell phones have a loud ringing tone. The phone will rings so loud and thats the time all the people turn to check whos cell phones is that ringing. They want to know what do those people will talked about. That is the time students wont pay attention in classrooms. They might think that those people are talking on the cell phones are taking about something more interesting. So, they might hope for knowing about what theyre say on the cell phones. Students can not keep track of their time. Even in the middle of lecturing or working on their classworks. The students would stop listening to the instructors or teacher or stop on their work and start to answer their cell phones. Sometimes they stop from what theyre doing and start to play games on their cell phones. And they dont mind to concentrate or even pay any attention in their class any more. Its likely cell phones are more to interrupt all of their work and their attention in the classrooms. Even though they know that cell pones are limiting their learning and understanding in classrooms. Because even their free time and they dont think of studying any more. They only think of calling around or talking with their friends or even playing games on their cell phones and never mind about studying. All of their free time are more reserve for them to spend on cell phones. And if they banned the cell phones maybe they turn back to spend the free time for study because they wont have some else to do. Anyway, people are the key to know what is better for them. But I think that cell phones are not really important to use in the classrooms. Maybe somewhere else is better and not in class. In other way we might need and it is not to use in the classrooms. Especially, us people in Micronesia we never think of the is better for us to do in order for us to have a good life in the future. We just think of now and easy things for us right now. Because cell phones are not doing something to us in the classrooms. Although some people think cell phones are important incase of emergency, I think they are too distracting for the whole class, also the school can find students in emergencies. As for me I think thats the good think for it banned the cell phone in the classrooms. Because there is a way to what we need for the cell phones. That is why the cell phone is not good to use in the classrooms. And also good thing to improve our studying. EN 112 Essay Evaluation 90 to 100 A- to A+ Excellent to Very Good: The essay has a clearly expressed thesis. It also shows knowledgeable and thorough development of thesis; the support details are relevant, clearly stated, well organized and cohesive; sentences show variety, strong vocabulary with minimal grammatical errors, appropriate transitions are used. Format is correct. Very well developed. 80-89 B- to B+ Good: The essay has an acceptable thesis. It also shows significant knowledge of topic but not complete development of thesis; the supporting details are mostly relevant and organized but lack details thus somewhat interrupting the flow; sentences show some variety and good vocabulary; some grammatical errors, some use of transitions which are used appropriately; format is correct or almost correct. Well developed 70-79 C- to C+ Average: The essay has a fair thesis which indicates the topic and has an opinion but is somewhat weak. It also shows some knowledge of topic but limited development of thesis; some supporting details are relevant; main ideas stand out but somewhat choppy and loosely organized; sentences could use a little variety; several grammatical errors, few transitions and use is not always appropriate; format is correct or almost correct. Developed with at least 500 words but should have more details and support. 60-69 D- to D+ Fair to Poor: The essay has a weak thesis. It also shows limited knowledge of topic and inadequate development of thesis; a lot of the supporting details are confusing or disconnected; limited variety in sentence structure and vocabulary; frequent grammatical errors, almost no transitions are used; format needs correction. Underdeveloped and may have less than 500 words. 0 to 59 F Very Poor: The essay has no or very weak thesis and does not show knowledge of topic; the supporting details are mostly or all irrelevant; no organization; all simple sentences; weak vocabulary; dominated by grammatical errors and lacks transitions; format needs correction. Underdeveloped with less than 500 words. Overall Comments: the format of your essay is not correct. Please read the required format resource on the course web site. You need an introductory paragraph that introduces the issue, and your position shown in the thesis which is at the end of the introduction. This needs a lot of work. You need to have each paragraph correctly focused on what each one is for. A separate one is needed for the opponents argument against your opinion and in this paragraph you refute or concede his argument. There are also many grammar errors. This still needs lots of work before it can be considered an essay with a passing grade. Checklist†¦ Introduction Developed well to introduce the issue/problem and thesis Thesis statement is a clearly stated arguable position Thesis statement is in proper place Three/four developmental paragraphs 3 or 4 major reasons for position (your support) Organization of support/details (PATTERN 1or 2) Transitions and expressions used properly Logical development of reasons (THEY MAKE SENSE) Opponents most important reason refuted/conceded OR three opposing reasons refuted Relevancy Conclusion Restate thesis and support (reasons) Demand action, suggest a solution or predict an outcome Does not introduce a new idea Presentation Proper format (LOWERS GRADE IF WRONG!) Mechanics (spelling and grammar) Essay is 500 words or more

Anorexia :: essays research papers fc

Anorexia nervosa is an illness that can control the mind. Anorexia nervosa is an illness that usually occurs in teenage girls, but it can also occur in teenage boys as well as adult women and men. People with the disease anorexia are obsessed with being thin. They lose weight excessively and are terrified of gaining weight. They believe they are fat even though in reality they are not fat at all; in fact they are very thin. Anorexia is not just a problem with food or weight. It is an attempt to use food and weight to deal with emotional problems they have with in them.   Ã‚  Ã‚  Ã‚  Ã‚  Most people confuse anorexia nervosa with bulimia. People with anorexia starve themselves, avoid high calorie foods, and exercise constantly. People with bulimia eat huge amounts of food, but they throw up soon after eating, or take laxatives or diuretics to keep from gaining weight. People with bulimia do not usually lose as much weight as people with anorexia. Not to say that bulimia is not as harmful to a person as anorexia is, but anorexia is a disease that attacks the body and mind more than bulimia.   Ã‚  Ã‚  Ã‚  Ã‚  The reason that some people get anorexia is unknown. People with anorexia may believe that they would be happier and more successful if they were thin. They want everything in their lives to be perfect including being thin because that is what society portrays the successful to be. People who suffer from this disorder are usually good students. They usually are all involved in many school and community activities. They blame themselves if they do not get perfect grades, or if other things in life are not perfect.   Ã‚  Ã‚  Ã‚  Ã‚  Girls that suffer from anorexia usually stop having menstrual periods. People with anorexia also have dry skin and thinning hair on their heads. They may have a growth of fine hair all over their body. They may feel cold all the time, and they may get sick quit often. People with anorexia are often in a bad mood. They have a hard time concentrating and are always thinking about food. It is not true that anorexics are never hungry, actually they are always hungry. Feeling hunger gives them a feeling of control over their lives and their bodies. It makes them feel like they are good at something; they are good at losing weight. People with severe anorexia may be at risk of death from starvation.

if bud abbot was alive today :: essays research papers

If Bud Abbott and Lou Costello were alive today, their infamous sketch, "Who's on first?" might have turned out something like this: COSTELLO CALLS TO BUY A COMPUTER FROM ABBOTT ABBOTT: Super Duper computer store. Can I help you? COSTELLO: Thanks. I'm setting up an office in my den and I'm thinking about buying a computer. ABBOTT: Mac? COSTELLO: No, the name's Lou. ABBOTT: Your computer? COSTELLO: I don't own a computer. I want to buy one. ABBOTT: Mac? COSTELLO: I told you, my name's Lou. ABBOTT: What about Windows? COSTELLO: Why? Will it get stuffy in here? ABBOTT: Do you want a computer with Windows? COSTELLO: I don't know. What will I see when I look at the windows? ABBOTT: Wallpaper. COSTELLO: Never mind the windows. I need a computer and software. ABBOTT: Software for Windows? COSTELLO: No. On the computer! I need something I can use to write proposals, track expenses and run my business. What do you have? ABBOTT: Office. COSTELLO: Yeah, for my office. Can you recommend anything? ABBOTT: I just did. COSTELLO: You just did what? ABBOTT: Recommend something. COSTELLO: You recommended something? ABBOTT: Yes. COSTELLO: For my office? ABBOTT: Yes. COSTELLO: OK, what did you recommend for my office? ABBOTT: Office. COSTELLO: Yes, for my office! ABBOTT: I recommend Office with Windows. COSTELLO: I already have an office with windows! OK, let's just say I'm sitting at my computer and I want to type a proposal. What do I need? ABBOTT: Word. COSTELLO: What word? ABBOTT: Word in Office. COSTELLO: The only word in office is office. ABBOTT: The Word in Office for Windows. COSTELLO: Which word in office for windows? ABBOTT: The Word you get when you click the blue "W". COSTELLO: I'm going to click your blue "w" if you don't start with some straight answers. OK, forget that. Can I watch movies on the Internet? ABBOTT: Yes, you want Real One. COSTELLO: Maybe a real one, maybe a cartoon. What I watch is none of your business. Just tell me what I need! ABBOTT: Real One. COSTELLO: If it's a long movie, I also want to watch reels 2, 3 and 4. Can I watch them? ABBOTT: Of course. COSTELLO: Great! With what? ABBOTT: Real One. COSTELLO: OK, I'm at my computer and I want to watch a movie. What do I do? ABBOTT: You click the blue "1". COSTELLO: I click the blue one what? ABBOTT: The blue "1". COSTELLO: Is that different from the blue w? ABBOTT: The blue "1" is Real One and the blue "W" is Word. COSTELLO: What word? ABBOTT: The Word in Office for Windows. COSTELLO: But there are three words in "office for windows"! ABBOTT: No, just one. But it's the most popular Word in the world.

How to improve homeland security in the United States Essay

Since the occurrence of the September 9, 2001 terrorist’s attacks and the constant threats by international terrorists such as the al Qaeda, and given the upsurge in other domestic terrorist networks within the United States, several agencies have had to be high on the alert for possible attacks. Moreover, other industries have also experienced the adverse effect of this menace. The entertainment industry for instance, was at an all time low point after the terrorist attacks of September 9, 2001. Woody Allen (2001) observed that â€Å"Everywhere you look in Hollywood since that tragic day; the entertainment landscape has been transformed, as if ripped asunder by a massive earthquake. People have come to work feeling like jittery sleepwalkers, especially after the studios received FBI warnings late last week that they could be possible targets for terrorism. Nearly every studio has been postponing films, giving them face lifts or tossing scripts out the window. â€Å" Los Angeles Times 09/25/01 Despite efforts made by U. S. n liaison with other countries to root out this evil, terrorists’ organizations continue to arm themselves with various complex assortments of weapons, and training their disciples each dawn. The problem of terrorism has further been complicated by terrorist friendly countries that provide financial support, military equipment and other kinds of assistance that help perpetrate the crime. As Rondea (2008) posits ‘Right now, terrorist friendly countries allow or support schools, training facilities and institutions that indoctrinate children into terrorist cause at a very early age. They are literally growing terrorists and terrorist sympathizers. Without ever having met an American, these children grow up into men and women who hate us and believe it is their duty to destroy our nation. These complex dynamic further complicates the problem, making efforts to stop terrorism futile. It is due to these eminent problems that this study has been undertaken in order to counter this problem and thus improve security in the United States. Greater focus has been put on the three most sensitive areas that have been frequently used in the past by terrorists to gain access to the United States. These key areas are: the aviation transport department, the visa waiver program, and the information technology. Aviation Transport Department America’s system for protecting and controlling commercial aviation and guaranteeing its citizens’ safety continues to be a major are of concern, especially after the terrorist attacks of September 11, 2001. The Transportation Security System (TSA) employs the use of covert testing to discover techniques that are likely to be used by terrorists (Friedlander et. al 1979). This helps in identifying vulnerabilities and measuring the level of performance of airport systems. One of the methods used during these tests involve passing threat objects through passenger and luggage screening systems. This has been prompted by the realization that some terrorists smuggle dangerous chemicals onboard aircraft in order to construct explosives in flight (Clovis, 2008). Aviation security is made up of several layers. One layer involves the federal government’s ability to respond to threats, both actual and potential, while an aircraft is in flight. The Aviation and Transportation security Act which was enacted in November 2001 formed TSA as the agency in charge of securing all forms of transportation. TSA has since then, cooperated with other stakeholders in developing a layered approach that would guarantee the security of commercial aviation. This approach involves diverse yet coordinated measures that include providing flight and cabin crews with essential security training, thorough and systematic screening of travelers’ and luggage (Dacey, 2003). Response to an in-flight threat is, however, a duty well beyond the jurisdiction of the TSA. It involves four other departments namely: Justice, Defense, transportation, Homeland Security and the National Counterterrorism Center (NCTC). These agencies may coordinate their activities using interagency communication tools in case of security threats arising during in-flight. This coordination efforts are however not only intricate and complex, but also involving. The stages involved include: identifying and notifying concerned agencies of suspected threat; discussing pertinent information and working in collaboration to assess the degree of the threat; making a decision on the action to be undertaken to counter the threat, and taking the action; and where necessary, finalizing the law enforcement response upon landing of the flight (Claude, 2008). TSA working in coordination with DHS has made some progress to counter threats in the aviation industry. TSA has for instance, designed covert testing programs on a national and local level. These programs are risk-based and are aimed at achieving its goals of identifying and mitigating vulnerabilities in the aviation security system. Secondly, during the past seven years, several successful interagency operations have been undertaken by federal agencies, some of which have led to arrest and return of suspected terrorists to the United States to face trial. In addition, TSA’s Office of Inspection (OI) has utilized information on terrorist threats to improve its national covert tests and to select suitable airports for tests based on the likelihood of attack by terrorists. Moreover, the federal agencies have carried out more than 200 tests involving federal agencies, state and local participants. However, some tests conducted by TSA have occasionally failed. It is suggested that some of these failures may have been a direct result of poor screening equipment that fails to detect threat objects or a failure on the part of Transportation Security Officers (TSOs) to follow the screening procedures properly. Given that OI does not systematically record reasons for test failures, such failures can potentially limit TSA’s ability to counter identified vulnerabilities. Various suggestions are, therefore offered to help mitigate vulnerability that may arise as a result of such factors. First, documenting all specific causes for test failures related to Transportation Security Officers (TSOs) and those related to screening procedures, is critical to aviation security. This documentation should be done in the covert testing database in order to help TSA recognize areas that need improvement and undertake the necessary steps towards making these improvements. It is also suggested that a systematic process of collecting, analyzing, passing of information on effective practices that are used by airports whose security levels are commendable, need to be put in place at other airports to help TSA managers improve the standards of operation in checkpoint screening operations. Moreover, the Office of Security Operations (OSO) needs to consider in time all recommendations that OI makes as a direct result of covert tests. It should then state its rationale for undertaking or not undertaking to address the recommendations made. In addition, an evaluation need to be done to see whether the steps taken to implement OI’s recommendation actually countered the identified vulnerability or did not. These evaluation needs to be developed by OSO since they are better placed to make follow up and see the changes brought by implementations recommended (Dacey, 2003). Finally, it is also recommended that in order to mitigate vulnerabilities in the transportation security system, threat and risk assessment need to be done. Billions of dollars are spent by the United States annually in countering terrorism yet it is doubtful that these funds are channeled in the right amounts or even in the right programs. An assessment would be beneficial in helping target these funds, consider priority activities and avoid duplicating effort (Dacey, 2003). Cybersecurity Federal agencies are confronted with constant cybersecurity threats brought about by the increase in sophisticated attack methods or the transformation of typical attacks into complex forms that render efforts to counter them almost impossible. Some notable examples include unsolicited commercial e-mail (spam), messages aimed at fraudulently obtaining personal or sensitive data (phishing) and software that monitors the activities of the user without the user being aware or consenting to such intrusion (spyware) (Hare, 2008). Even though initiatives have been undertaken by several entities operating within the federal government, the risk posed by the blending of these threats cannot easily be mitigated with the available equipment at the moment. Some of the initiatives already undertaken include: enlightening consumers about these threats, and targeting computer crime (Perrow, 2007). The United States Government Accountability Office (GAO) recommended that in order to ensure cybersecurity, a number of measures would need to be undertaken. Firstly, DHS’s United States Computer Emergency Readiness Team (US-CERT) would have to conduct frequent cyber analysis and warnings in order to make timely detection of attacks and threats. Secondly, frequent cyber attack exercises should be conducted and lessons learned be fully implemented. According to GAO’s recommendation, this can be accomplished by completing all corrective activities that the department identifies. Lastly, a strategy should be established to coordinate efforts aimed at securing or improving control system cyber security (U. S. G. P. O. 2004). The coordination efforts should include sharing of vulnerability information with other federal agencies as well as the private sector (Friedlander et. al 1979). In addition, other recommendations made to GAO to mitigate these threats include performing risk assessment periodically, implementing policies and procedures that are risk based to counter identified risks, educating and providing the staffs with security- awareness training and establishing procedures which will help in detecting, reporting and responding to issues regarding cybersecurity threats (Rondeau, 2008). Visa Waiver Program (VWP) The Visa Waiver Program provides way through which citizens of 27 countries can gain access to the United States for a period of 90 days without obtaining a visa (Moss & Michael, 2006). The terroristic attacks of 9-11, however, brought major concerns of the risk of foreigners with malicious intentions gaining entry into the United States. Consequently, tougher measures have had to be imposed to mitigate this potential threat. At the moment, foreigners from VWP countries are required to provide bibliographical information to the Customs and Border Protection (CBP) department before leaving for the United States (Saunter & Carafano, 2005). This is in accordance with the Recommendations made in the 9/11 Commission Act of 2007, Public Law 110-53, and Aug. , 2007, which also stipulates the guidelines to be adhered to by aliens from VWP countries wishing to travel to the United States either by air or sea. The amendments done to DHS regulations by the interim final rule allows for consideration of countries whose visa refusal rates laid between 3 and 10 percent in the previous fiscal year. Moreover, the regulation provides for the automation of the 1-94W process electronically in addition to enabling the provision of VWP traveler data in advance prior to travel by the individual. This is beneficial as it allows for a thorough scrutiny of the traveler’s documents well in advance before such individual enters the United States (Stiefel, 2008). The VWP however, still has some inherent risks that need to be tackled. Even though DHS has been successful in intercepting many counterfeit documents, an undetermined number of inadmissible foreigners have gained entry into the United States using a lost or stolen passport from a visa waiver country. Secondly, although the program eases consular workload, border inspectors face numerous challenges when screening VWP travelers. Notable among these challenges is the issue of language barrier and that of limited duration for conducting in-depth interviews (Wright & Wiesenger 2008). Moreover, due to insufficient funds, DHS’s monitoring unit cannot attain its main objective of monitoring and providing report on the ongoing security concerns in VWP member countries. Consequently, GAO recommended that in order to mitigate these risks, a number of actions will have to be implemented. First, DHS must incorporate biometric indicators into the air exit system in order to keep its power of admitting other countries into the program. Secondly, it needs to certify that the Electronic System for Travel Authorization (ESTA) used for screening visa waiver foreigners before they travel to the U. S. is fully in operation by early January, 2009 (Moss & Michael, 2006). The certification will grant DHS power to expand the VWP to countries with visa refusal rates of between 3 and 10 percent. Thirdly, it is also proposed that a clear process be established in coordination with the Department of state and Justice to assist in determining criteria to be employed in considering countries to be included in the program, timelines for their nomination and negotiation of bilateral agreements meant to implement the legislative requirements of the program. Lastly, it was suggested that an office be designated whose purpose would be to develop overstay rate information to monitor whether VWP countries comply with the statutory requirements of the VWP (U. S. G. P. O. 2004). Conclusion New methods for improving homeland security in the United States were the main focus for this study. Particular emphasis was however, laid on the Aviation transport sector, the implementation of the visa waiver program, in accordance with the standards recommended by GAO and on effective methods of countering the risks brought on information technology equipment through computer crime. It can be seen from the study that the effective function of the key security areas discussed lies in the implementation of the weaknesses identified by the researcher and those recommended by GAO following a prior assessment of the operations of these key areas. After these recommendations are implemented, it is believed that homeland security will have been greatly improved. In conclusion, therefore, future research on the improvement of homeland security should address both merits and the drawbacks experienced upon implementation of the proposed changes.

Market Segment

What is the market segments targeted? Market segment targeted that the company create the different marketing campaign that will satisfy to the different customer’s need. Therefore, business should be flexible with their service or product for keeping changing their product to match with the customer’s need. So the market segmentation will be able to build the loyalty relationship that will motivate the customer to buy the product or service again. According to the video case, Marriott Corporation International offers the program called â€Å"Marriott First Choice†.This program will create the service program that match with different customer’s need with the best quality and value value. For example, the business traveler can choose to stay any hotels in Marriott brand . Moreover, the program provides the special offer to the business traveler to change and negotiate some hotel service to satisfy the customer. 2. What marketing research was used? Marketin g research was studied to understand the customer’s need to create the best product or service.According to the video, the marketing research of Marriott will able to match with the Dow chemical’s need which are about focus group, quantitative survey, hotel spending analysis and hotel directory analysis. The marketing research customizes the service program of Marriott. This program can help the seller to find the right program or marketing campaign. This program satisfy the need of business traveler especially the specially service of Marriott to provide for Dow chemical’s employee which are evaluate the result of marketing research. . What product line development initiatives were launched? According to the video case, Marriott developed four-product line that was able to fit into the different business traveler’s need.â€Å"Marriott Quality Hotel† has launched the brand to target the business travelers who consider about the quality of service. The hotel will provide the high quality of service and use the new technology. â€Å"Courtyard† brand has launched to business travelers target who willing to pay moderate market price for their hotel or a price sensitive. Courtyard† product line will have business rooms that provide to the business people for business travelers. The facilities in the room will create the business environment. â€Å"Resident Inn† brand has launched to target the business travelers who really stay in the hotel for many nights.â€Å"Resident Inn† product line will offer many services to satisfy the customer. Finally, â€Å"Fairfield† brand has launched to target the business travelers who don’t really focus on the luxury brand or service but they are willing to stay in the clean hotel and convenience for them. Fairfield† product line also will provide the fast service to customer in the lower price. 4. What role did personal selling play in the go-to-mark et strategy? Personal selling is the important role in the go-to-market strategy because they promote the product or service. Personal selling also creates the long-term relationship between the buyer and seller. Moreover, the company also uses the personal selling to complete with the competitor as the competitive advantage. Moreover, the personal selling should understand the customer’s need and provide the good customer satisfaction.

Where you may get it wrong when writing English Essay

Reporting and Paraphrasing Introduction Paraphrasing is the use of different words to express meaning or clarify either written or spoken statement. Paraphrasing is a commonly used feature when writing. It is when one puts another person’s ideas in his or her own words (someone else’s ideas in your own words) and not just rewriting a paragraph. Some of the important words in paraphrasing include: passive this is written from an active sentence. I.e. John drives a car, this active the passive form of this is a car is driven by John. Existential clause in a sentence refers to the existence of something (there exists or there is) (Barkho, 2011). For example, ‘there are girls in the class’ this is an existential clause. Extra-position is the act of putting the keywords at the end of a sentence (Barkho, 2011). For example, ‘how frustrated with their kids are they?’ This can be rewritten as ‘how frustrated are they with their kids?’ cleft sentence is one that contains a main c lause ‘as well as a dependent clause’. I.e. who did Stan see at the party? It was Nick that Stan saw at the party. It was Stan who saw Nick at the party. The three sentences can be written as ‘Alice told me that Stan saw someone at the party that he knew from his high school days. It turns out it was Nick that Stan saw at the party. Fronting or preposing. Is a sentence construction in which a word group that customarily follows the verb is placed at the beginning of a sentence? (Barkho, 2011) For example, the garage was on the right of the house, ‘On the right of the house was the garage.’ Reported speech is the opposite of the direct speech for example I like ice cream (Direct speech). She says she likes ice cream (Reported speech) (Barkho, 2011). Question 2 article                   Mick and his brother Trig are hanging on a rail outside their home enjoying the scene of the neighbourhood. Dressed in their trainers, the caretaker to their estate sees them ordering them down from the rail. 19 year old Mick who himself is a member of the east London gang shouts back at the caretaker and threatens to beat him up. These kinds of confrontation between Mick add the caretaker is the order of the day in the inner-city London, symbolizing broken Britain. Having been raised from a broken family (fronting), his life had gone a mess. He indulged in sex at the age of 14 and at age 15 he was doing drugs. Despite his good performance in GCSE which could have enabled him secure a place in Sixth Form College, he only looked forward to one place that he dreamed of joining was Feltham jail (Reported speech). This urge came from the time he watched a documentary on TV which portrayed young inmates. Mick’s wish was achieved (passive) when he was sentenced (passive) for 14 months after being charged (passive) with robberies in east London. According to Mick, the Feltham turned to be the best place he has ever been. Three meals in a day, TV, private bedroom (existential) and other luxuries are part of what you enjoy in the jail. The impression to the young people outside is that, they want to be jailed as they think it is an honour, and it is even better than school. The mentality in the jail among the youth is that one does not have to hustle for a living as everything is provided. For the rest of boys in the streets and outside there, going to Feltham is a key part in their lives. Moreover, they find it a substitute to their homes and the chaotic life associated to the homes. The main question arising from this perception is ‘if the prisons are no longer deterrent, then what could be to the young ones in the society. Lewis refers to Mick as a head case Mick. This is after saving him from the young gang that hand threatened to him. Lewis got Mick into a plumbing course hoping to turn him round but to no avail. Despite the situation Mick talks of other gangs made of youth such as the Black hawk boys and Asian gang. However, his group is the most feared d in east London. Despite the police being aware of his group, they are not successful in hunting them down as there is no particular group leader. Mick’s day is entailed with taking care of the drug business. He gets the staff from the supplier, and takes to his customers, later in the day he enjoys the evening with his girlfriend. Despite dong the drugs, Mick claims it is easy to sell wind, but it does not make good money as cocaine and heroin do. Despite the rotten life in drugs, Mick has a dream of a good big house and cars and hopes to one day get a job, but he is not sure of the best time to legit. A two year feud with another boy leaves Mick with a gashed lip. Despite respect for Lewis, Mick plans to make it even with the boy by revenging. He likens the life to a video game you either die early or you play to the end. The incident makes Mick always walk around armed with a weapon (9mm Glock pistol). The jail is not solving the purpose intended, and Lewis looks for an alternative to save the at-risk boys in London. He looks forward to coming up with 1000 ‘Capital Men’ to save the boys. However, the menace has greatly the black families which the politicians have all feared to address. After a period of 5years in drugs and city crimes, Mick is tired of it now. However, trig who has all time watched his mentor Mick, says, â€Å"I dint fear Feltham if Mick made it, I can also handle it†. At the end, Mick says â€Å"Young people are like blind people crossing the highway. They cannot be able to tell what coming down road and instead he to me for guidance. Felth am was a good experience but as one gets older, you comprehend there are better places to go on holiday. I can tell Trig that, but I highly doubt he would even listen to me.† (Direct speech). References Barkho, L. (2011).  Where you may get it wrong when writing English: A practical guide for students, teachers academics and professionals. Norderstedt: Books on Demand. Smaby, R. M. (1971).  Paraphrase grammars. Dordrecht: Reidel. Source document

Economics Unit Portfolio Essay

1) In 1861 Abraham Lincoln introduced income tax during the Civil War when he needed money to pay his army. 2) That every consumer paid the same tax for the product no matter what their income is. 3) I would agree with Benton McMillin. Education is one considered a free institution. Using the education system helps someone become smarter and that helps accumulate wealth. Part 2 – Internet Taxation 1) Because not collecting tax means the internet retailer can offer lower prices than other stores. It can kill their business with lower profit margins. 2) Taxing internet retailers would discourage investment employment growth. The shipping costs for online transactions can cancel out any price advantage. 3) I disagree that taxing the internet would discourage new technology investment and employment growth. 4) Computer hardware is more expensive than books or clothing. Part 3 – Economic Detective activity 1) With the decline in business in Centreville the tax base will drop. There will be smaller amount of businesses and people paying taxes. 2) The operating budget would decrease because of the decline in businesses. 1) Increase fines for texting while driving, drunk driving, tailgating,  aggressive driving, public intoxication, toll violations and other crimes. Increase fines for all violators of health and safety regulations in business, especially the food service industry. Lower the taxes can increase economic activity and provides incentives for taking risks in investments. 2) Increasing fines for individuals or businesses. 1) A. By using the capital funds from the other project to buy the warehouse. B. The indoor mall would attract businesses to lease from the city in the mall. 2) There will be more revenue from the sales and more jobs for people of the city. 3) Tax deductions for energy savings. Corporate income tax credit. Sales tax exemption. Payroll tax deductions. Part 4 – Summary questions 1) Challenges to implement a fair tax system: a. People agreeing on a fair tax system. It seems that most will not agree on every aspect of creating a fair tax system. b. Implementing a fair tax system would take power out of the hands of politicians. c. The poor would suffer more than the wealthy with a fair tax system. 2) Sales tax. Each person is charged at the same rate on their purchases. The wealthy will pay more sales tax because they have more disposable income.

Cause of an individual social emotional and behaviour education essay

on you This faculty has affected the manner I view and manage pupils in a mainstream scene who exhibit facets of SEBD ; it has given me new ideas and thoughts to research. It has led me to oppugn current behavioral policies and see what instructors can set in topographic point in the schoolroom to supply more effectual schemes. two. on your students For the students I teach with SEBD it has made me more cognizant of possible issues and intercessions and enabled me to prosecute support for them in a more professional mode. three. on your co-workers Colleagues in my module have been interested in cognizing what I am analyzing ; we have had some interesting treatments associating to facets of SEBD. I feel that I have been able to offer some counsel in specific state of affairss with students or at least to promote co-workers to see alternate positions and schemes. four. on the establishment Whilst my school are non funding me for this class of survey and I do non work straight in the SEN section I have been able to lend more to whole school issues associating to kids with SEBD through a working party and within my module. This is an country I hope to develop over the following 2 old ages. 3. Is at that place any other impact this faculty has had? ( eg. on your publicity chances, on your programs for the hereafter ) I have been diffident as to whether I want to travel into specialist instruction in the Fieldss of SEBD or autism ( I am analyzing autism in twelvemonth 2 ) . At the minute, I am go forthing this determination unfastened. As a female parent of a kid with aspergers who is in an EBD secondary school ( as this is seemingly the most appropriate proviso ) this faculty has fuelled my involvement in working with high working ASD kids who exhibit riotous behavior and emotional troubles as this does non look to be to the full addressed in ASD support and education.. 4. What suggestions do you hold about betterments that might be made to the faculty? Some of the log activities have been hard to finish to the full due to the nature of my professional function ( a concern instructor in a big mainstream school ) . It may be interesting to see ways of opening some activities to pupils in similar state of affairss. Although I was pleased by and large with my feedback for the practise assignment, I disagreed a small with the rubric diction as it stated â€Å" A instructor attack you†¦ † and â€Å" the instructor would wish advice.. † and â€Å" depict your attack†¦ † yet we were non expected to give advice straight to the instructor and besides non to be descriptive. I felt the rubric should be clearer particularly in the bid footings and besides outlooks made more expressed as many of us have non written academically for a really long clip†¦ I think some pupils were unsure of what was expected. Please tick the box in each statement that best depict your positions on the acquisition procedure experienced This faculty hasaˆÂ ¦ Strongly hold Agree Disagree Strongly differ Had a positive impact on my acquisition Yttrium Had a positive impact on my professional pattern Yttrium Engaged positively with the content Yttrium Provided me with appropriate counsel on wider reading. Yttrium Given me entree to good coach counsel Yttrium Provided me with an appropriate assignment Yttrium If you have a specific issue that you would wish to discourse separately so delight include your name and contact inside informations or e-mail Dr Visser straight at j.g.visser @ bham.ac.uk: Name: Contact inside informations Understanding the cause of an person ‘s societal, emotional and behavioral troubles is indispensable before you can do a successful intercession. Critically assess this averment in the visible radiation of an activity you have undertaken as portion of this faculty. Introduction Delinquents, moral idiots and maladjusted kids are merely some of the labels historically attributed to persons showing the troubles subsequently termed as emotional and behavioral troubles ( Ministry of Education 1995 ) . In this essay the importance of understanding the causes of an person ‘s societal, emotional and behavioral troubles ( SEBD ) is explored in relation to whether this apprehension is critical for the execution of successful intercessions. This essay chiefly considers persons within the UK educational system which covers children/young people between the ages of 4 and 16. In the survey and instruction of persons with SEBD at that place seems to be a deficiency of uniformity in how the label is interpreted and applied ; the forms and definitions of SEBD will hence be considered along with current tendencies in the figure of school age persons diagnosed as SEBD in order to give context to this country of treatment. Another cardinal country of disparity is the theoretical position adopted when measuring and handling an person with SEBD. The theoretical positions each present a different attack to aetiology and intercessions, these will be considered in relation to importance of caus e in the footing of each and how they lead to intercessions. The cardinal statement will so concentrate on the importance of understanding cause and examine grounds from published literature, research and policies to back up this followed by treatment of why understanding cause may non be indispensable in order to implement successful intercessions. The overall purpose is to determine whether intercessions are chiefly based on consideration of the aetiology of behavior and whether there is grounds to bespeak their success. Indeed Harden ( 2003 ) concluded that there was deficient grounds for scheme effectivity in behavioral troubles. The topic of cause and intercessions was discussed with fellow professionals in a web based treatment ( Vygotsky, Skinner and Montessori treatment group October 2010 A ; November 2010 ) and mention will be made to the two fictional instance surveies which formed the footing of these practical treatments. In the first a male child, Ronnie, no information was given on his background so the focal point was on the ascertained riotous behavior in school and the instructor believing he has SEBD. In the 2nd an 11 twelvemonth old miss, Vicki, far more item was given including her recent transportation to secondary school ; above norm reading accomplishments, parents separated and with new spouses, the possibility of epilepsy, refusal to make prep and acquiring into problem at school. These treatments elicited a scope of positions on aetiology, the demand for information perchance associating to do and the nature of appraisal and intercessions. In general the contributing professionals showe d a desire to hold more information about each kid and to construe the impact of background factors on the troubles being observed although there was small recognition of why this information was needed ( Farrugia, 2010 ) . What is understood by societal, emotional and behaviour troubles ( SEBD ) ? One of the overruling issues in the field of SEBD is the ambiguity in apprehension and designation of persons who may hold societal, emotional and behavioral troubles with those who have less terrible subject jobs ( Evan, Harden, Thomas 2004 ) . This introduces the first trouble as the determination to sort an person as holding SEBD is with the individual who identifies some facet of behavior as debatable and is reliant on that individual ‘s concepts. Government publications have provided several descriptions of which two are considered in this essay. In Round 9/94 ( DfE 1994 ) Emotional and Behavioural Difficulty ( EBD ) is described as being between: â€Å" behavior which challenges the instructor but is within normal, albeit unacceptable, bounds and that which is declarative of serious mental unwellness. The differentiation between normal but stressed behaviors, emotional and behavioral troubles originating from mental unwellness is of import because each demands to be treated otherwise. † ( p.4 ) The definition focuses on the behavioral facet instead than emotional and indicates it is a job for the instructors thereby curtailing the troubles to educational scenes. Interpretation of what may be considered unacceptable is hence likely to ensue in inconsistent designation of the types of kids instructors identify as holding EBD ( Soles, Bloom, Heath, Karagiannakis 2008 ) . In The Particular Educational Needs ( SEN ) Code of Practice ( 2001 ) , the definition was amended to integrate societal troubles and so expanded to societal, emotional and behavioral troubles ( SEBD ) , the codification defines those with societal, emotional and behavioral troubles ( SEBD ) as: Children and immature people who demonstrate characteristics of emotional and behavioral troubles, who are withdrawn or isolated, riotous and distressing, overactive and lack concentration ; those with immature societal accomplishments ; and those showing ambitious behaviors originating from other complex particular demands ( Paragraph 7:60 ) This description describes a scope of features associated with this upset and recognises that such behaviors can germinate from other particular educational demands. This presents a broader spectrum of behaviors linked with emotional and societal troubles and remains unfastened to the personal reading of those interacting with such kids. The deficiency of lucidity of the forms could be linked to the increasing figure of kids diagnosed as holding SEBD being recorded in English schools. In 2008 149,040 kids had a demand of EBD on school action plus or statemented at primary, secondary and particular province funded schools, this was an addition of 6.98 % twelvemonth on twelvemonth ( DCSF 2008 ) , EBD represented the 2nd highest demand after moderate acquisition troubles. This could be due to an existent addition in the figure of kids sing troubles or to the wider reading of the definition taking to more kids being recorded with this trouble who might otherwise hold remained at a school action phase. Whichever the ground, it is evident that increasing figure of kids within the UK instruction system are being identified as holding a demand of SEBD and this in bend has led to increasing focal point on intercessions in peculiar for behavioral troubles as seen in the recent white paper ( DfE 2010 ) . The descriptions given in Round 9/94 ( DfE 1994 ) and the SEN Code of Practice ( 2001 ) make no direct mention to aetiology or the necessity to admit this although The SEN Code of Practise ( 2001 ) recognises that SEBD may hold co-morbidity with other biological or medical conditions ( 7.52, 7.53, 7.58 ) and links with mental wellness ( 10.27 ) yet counsel for specific appraisal and intercessions is non detailed. This could be seen as declarative mood of the deficiency of integrity on the apprehension of causes and intercessions for those with SEBD. Which theoretical position of cause of SEBD? In 1829 a 20 twelvemonth poet wrote these lines: From childhood ‘s hr I have non been As others were-I have non seen As others saw-I could non convey My passions from a common spring- From the same beginning I have non taken My sorrow-I could non rouse My bosom to rejoice at the same tone- And all I lov’d-I lov ‘d entirely ( from Entirely by Edgar Allen Poe – 1829 ) The poet was Edgar Allen Poe. Poe was taken into surrogate attention at the age of 3 following the decease of his parents and at the age of 6 his surrogate household moved to London. Poe was said to be talented academically yet a hard character ( Poe Museum n.d. ) ; the verse form â€Å" Alone † suggests a troubled kid who considers himself to be different. In today ‘s educational clime he may good hold been identified as a kid with SEBD. Would an apprehension of his early life have been of import in development of successful intercessions? From a behavioral position it could be suggested that merely his discernible hard behavior was of importance and therefore treatable. The causes could non be speculated upon as they could non be scientifically measured. Bowlby, from a psychodynamic attack might hold disagreed ; Poe ‘s early childhood experiences, most notably the decease of his parents and being taken into surrogate attention, may hold suppressed his inner desir es and thrusts taking to internal struggles. Bowlby might hold been interested in the repression of Poe ‘s feelings following the decease of his parents ( Bowlby 1988 ) . An ecosystemic position may hold considered the effects of the alterations of the household systems and the move to a different society in England as impacting on his interactions with the systems around him. In a same vena, the web based treatments of Ronnie and Vicki ( Vygotsky, Skinner and Montessori treatment group October 2010 A ; November 2010 ) led to similar inquiries. In the instance of Vicki, fellow professionals largely concurred on the acceptance of an ecosystemic position for appraisal based on the information given refering the dislocation of the systems in her life ; some believed that a psychodynamic attack to set up her unconscious procedures and a biological position to analyze the possible epilepsy should besides be considered. However, the intercession schemes proposed were based on a humanistic attack instead than linked to the diagnostic positions. As celebrated earlier for the Ronnie treatment there appears small recognition of why the information was needed and how information may associate to intercessions. In the instance of Ronnie, treatments indicated that more information on countries such as his household background, his larning troubles, incidences of ascer tained behavior at school and the relationships within his household would be valuable in order to do a more informed recommendation for intercession schemes. This desire for more information showed an merger of positions including societal acquisition, psychodynamic and behavioral. Most interesting is that fellow professionals adopted a behavioral attack to intercessions in the absence of farther information about Ronnie. It could be that this was within the kingdoms of their experience of available schemes in instruction. The inquiry of which theoretical apprehension of cause is the right one can non be to the full answered. Professionals in the field of educational research tend to back up a peculiar position ; there are differences of sentiment between psychological, medical and sociological positions, this is further compounded by newer positions such as eco-systemic and humanist which have evolved from earlier theories. As Visser ( 2000 ) notes most make admit that â€Å" it is a mixture of positions which can supply penetrations into understanding and explicating that behavior. † ( p.33 ) . The tendency for which cause can be seen in the changing forms given for SEBD as noted antecedently ( DfE 1994 A ; SEN Code of Practice 2001 ) and besides in attacks to behavioral troubles adopted by schools. The tendency towards a behavioral psychological science attack of operant conditioning and behaviour alteration as a scheme for handling kids with SEBD has been seen since 1975 ( Cooper 1999 ) . C hildren are seen as doing a pick non to act and through usage of behavioral attacks such as effect and wages they can be taught to desire to act so a new behavior is learnt ( Greene 2008 ) . From this position, aetiology is non a considered factor and accent is on implementing a system of wagess and effects which aim to cut down unacceptable behavior and promote a re-learning of acceptable behavior. The cover attack of many behavioral policies, in portion dictated to schools through authorities directives, suggest that policy shapers and educationists do non see there is a demand to understand causes of SEBD. Behaviour is assumed to be within the control of the kid and the school is assumed to be able to act upon and alter the behavior. Recent old ages have seen a alteration in attack with prominence given to systemic attacks taking into history the interaction of systems and environments environing the kid as cardinal factors impacting on their societal, emotional and behavioral troubles ( Evans, Harden and Thomas 2004 ) . From this position there is a demand to understand cause in footings of the environments of the person. This was apparent in the web based treatment on Vicki ( Vygotsky, Skinner and Montessori November 2010 ) where subscribers were largely united in acceptance of an ecosystemic attack and attributed the cause of the troubles to break in Vicki ‘s place a nd school life. Understanding the cause of the SEBD is indispensable before doing a successful intercession. In the old subdivision a figure of theoretical attacks to placing cause were examined and it is concluded that there are troubles in happening consensus on one attack and one apprehension of cause. Despite the difference of sentiments of the likely beginnings of the SEBD, there is widespread support of the demand for understanding the cause. Visser ( 2005 ) is opposed to a normative attack to covering with behavioral troubles and therefore supports the instance for recognizing that each kid with SEBD may hold a different cause of SEBD although he antecedently acknowledged that there are still spreads in apprehension of both causes and of attacks used in kids with EBD ( Visser 2002 ) . Others in this field besides advocate the benefits to instructors holding apprehension of students with SEBD ; Cole, Visser and Daniels ( 1999 ) in a paper analyzing effectual EBD patterns in mainstream schools promote the demand for school staff to understand the complex causing and the varied aetiolog y of EBD in order to be able to fit apt intercessions. Another manner of sing cause is to analyze underlying troubles which may be doing SEBD, non from a theoretical position but from a possible medical or other trouble so the behavior is non straight linked to a psychological or systemic root but instead from some other trouble which leads to the behavior emerging as a symptom. Cross ( 2004 ) believes that a relationship exists between communicating troubles and emotional and behavioral troubles. Communication troubles may originate from biological causes such as Pervasive Development Disorder, Attention Deficit Hyperactivity Disorder or from environmental factors such as kid maltreatment and disregard, or from larning troubles. Cross maintains that whatever the beginning, it is the communicating trouble which must be addressed as a precedence as weak communicating accomplishments can hold a negative impact on a kid ‘s ability to interact and socialize, this can worsen emotional and behavioral troubles. In this sense the ascertain ed behavioral troubles could be dissembling implicit in communicating troubles which, if non treated, will non better the behavior. In the web treatment on Ronnie ( Vygotsky, Skinner and Montessori treatment group October 2010 ) chap professionals concurred that a nexus was likely between his possible acquisition troubles and his behavioral troubles and that this should organize a cardinal portion of any intercessions. In his book, Lost At School, Greene ( 2008 ) maintains that instructors can non cognize what to make with disputing behavior unless the grounds for it are understood, mentioning to these grounds as â€Å" dawdling accomplishments † ; those accomplishments which are missing irrespective of diagnosing. Staff need to place and understand the accomplishment missing as this is polar to implementing a successful intercession. Greene ( 2008 ) lists many dawdling accomplishments, including troubles with maintaining focal point, sing likely results, pull offing emotional responses, which professionals may impute to a scope of upsets such as larning troubles, autistic spectrum upset, cognitive troubles, or anxiousness. It is designation of the specific lagging accomplishments which are of more importance than the existent diagnosing as the diagnostic label does non in itself indicate which accomplishments are missing. Emphasis should hence be on placing the particular facets which are m issing ; the deficiency of a accomplishment alongside an environment which demands these accomplishments is the trigger to there being a job ( Greene 2008 ) . This is in line with an ecological position as the behavior is an result of the lagging accomplishment conflicting with the environment. Support for the importance of understanding aetiology is besides found in educational counsel ; the School Discipline and Pupil – Behaviour Policies ( DCSF 2010 ) advises that it is indispensable to guarantee right appraisal of possible grounds for kids non acting suitably and acknowledges that behavioral troubles may be caused by larning troubles, environmental factors or other cognitive, societal or emotional troubles ( paras 3.9.29 -3.9.33 ) ; yet a subsequent subheading is â€Å" Students who can act but take non to † ( p.58 ) . This takes the school back to the forms of SEBD and topographic points reading back in a subjective model where the school has to separate between the former and the latter. In much the same manner as seen in the SEN Code of Practice ( 2001 ) there is a deficiency of lucidity in how cause should be identified and how this cognition should steer intercessions. A recent study entitled Not Present and Not Correct ( Evans, 2010 ) examined the efficaciousness of fixed term exclusions in bring arounding behavioral jobs. The study concluded this was non an effectual scheme based on the figure of fixed term exclusions holding increased by 5.4 % since 2003-4. Persistent riotous behavior was the ground for the bulk of fixed term exclusions ( 23.3 % ) and lasting exclusions ( 29.6 % ) in 2008-9. These Numberss have non shown important alteration twelvemonth on twelvemonth indicating that current intercessions are non effectual. The study recommends that a trigger is needed to motivate a needs appraisal where fixed-term exclusions are used continually. Yet, in the SEN Code of Practice ( 2001 ) this trigger should be go oning for students who do non react to standard behaviour direction schemes or individualised behaviour direction programme traveling them to a School Action Plus phase. This could propose that either appropriate referrals are non taki ng topographic point or, if they are, the resulting intercessions are non successful. If the latter is the instance so it may bespeak that either causes are non being considered or, if considered, are non taking to successful intercessions. The American based Assertive Discipline attack to pull offing behavior in schools is rooted in a behavioral position. A survey by Jones and Smith ( 2004 ) concluded that the this attack was effectual in bettering minor mis-behaviour and led to overall benefits for learning and larning in the school at the Centre of the survey ; yet, a little but important group did non profit from the attack. This group may hence hold required farther individualized appraisal of the cause of their SEBD with single schemes being put in topographic point. This lends support to the necessity of understanding cause in those specific state of affairss where the criterion schemes employed in mainstream schools are non deciding societal, emotional or behavioral troubles. It besides suggests that the importance of cause is non indispensable at initial phases of designation of behavioral troubles, but may necessitate to be understood if current intercession schemes are non accomplishing the coveted result. A cardinal factor in placing the cause of the SEBD lies in the pick of the position adopted. As seen in the web based treatments for Vicki ( Vygotsky, Skinner and Montessori November 2010 ) causes could be attributed to several facets of the person ‘s life. Depending on the attack taken, the diagnosing and intercession will change which means that successful intercession can non be guaranteed. Overall, whilst there is much argument and research on causality and at the same clip turning accent on the rise in behavioral troubles in the schoolroom, schoolroom based research for kids with SEBD tends non to associate theory to designation, policy and effectual intercessions ( Maras and Kutnick 1999 ) . Understanding the cause of the SEBD is non indispensable before doing a successful intercession. All positions consider cause to some extent although a behavioral attack is founded chiefly on ascertained behavior. There is small research recommending that placing cause is non indispensable or of import in footings of implementing intercessions. The statement against the value of understanding cause is chiefly one of whether cognizing the cause can really take to a particular and effectual intercession. Whilst Visser ( 2002 ) advocates the importance of understanding cause, it has proved hard to happen grounds which gives clear counsel for a nexus between cause and effectual intercession schemes. In discoursing the Individual, Medical or Deficit Model ( IMD ) , Macleod and Munn ( 2004 ) suggest that the deduction of causing should be rejected which is the contrary of the consideration of disablements with a bio-medical root. This position is based on the belief that the biggest trouble in placing cause is the deficiency of understanding in what SEBD really is, as seen in the earl ier treatment on the readings of definitions. It could be argued that focal point should be on schemes and non on cause as readings of the cause are excessively subjective. The web based treatments on Ronnie and Vicki, despite dwelling of differing positions for diagnosing and cause, saw a commonalty in the recommendations for a multi bureau attack. This is besides seen in Diagram 8 theoretical account ( Cole, Visser and Daniels1999 ) in which audience with the Local Education Authority ( LEA ) and relevant bureaus, such as Child and Adolescent Mental Health Services ( CAMHS ) , is seen as an of import factor in schools which are successful in the inclusion of kids with SEBD. Whilst Visser ( 2005 ) has been cited earlier as an advocator of the demand to understand aetiology, in a talk based on a term he encountered in his professional work, â€Å" ageless truths † , he looked at factors which may be cosmopolitan in execution of successful intercessions for SEBD ( Visser, 2002 ) . Understanding cause of the SEBD was non a factor given which lends support to the position that, whilst understanding cause may be desirable and enlightening, there are more of import factors necessary for successful intercession. Merely a 3rd of secondary schools were deemed as effectual in run intoing the demands of students with SEBD ( Ofsted 2004 ) , which suggests that focal point should be on placing effectual schemes. Research carried out by Evans, Harden, Thomas ( 2004 ) concluded that there was a limited grounds base of recommended schemes which were effectual for kids with EBD and they recommended â€Å" a focal point for more strategic commissioning of future primary research†¦ † ( p.8 ) . In the instance of Ronnie ( Vygotsky, Skinner and Montessori treatment group October 2010 ) , there was a quest to cognize more from those measuring the state of affairs. Be it non plenty that his behavior was riotous and so category room based behavioral schemes should be put in topographic point to do Ronnie larn appropriate behaviors? The reply in this instance seems to lie in the apprehension of cause. If Ronnie had a acquisition trouble, there was support for this being addressed first/or in concurrence with the behavior intercessions. If it so emerged that Ronnie was holding jobs at place, such as parental struggle or disregard, this may hold required another signifier of intercession. In the instance of Vicki ( Vygotsky, Skinner and Montessori treatment group November 2010 ) there was more information on her background state of affairs ; this meant some likely causes could be explored which could so take to a scope of possible intercessions. Having more information still led t o a treatment on which position may be more applicable and in fact the intercessions proposed were largely similar to those for Ronnie. Although the participants suggestions for intercessions for Ronnie tended to be school based whereas those discussed for Vicki were both within school and outside with a wider multi bureau attack. Professionals such as instructors, educational psychologists, CAHMS practicians and behaviour support specializers will all convey their ain attacks to the SEBD tabular array. It could be that efforts to understand the cause through a multi-agency scheme may take to confused and confusing intercessions at worst and a drawn-out period of appraisals and interventions at best, neither of which presents an ideal state of affairs for a kid ( Rayner 1999 ) . The scope of readings, societal concepts and positions makes a instance for a scientific attack to developing intercessions for kids with SEBD. The aetiology is acknowledged but it is the present symptomatic forms which are the key to successful intercessions. Conclusion – is it indispensable to understand the cause of an person ‘s societal, emotional and behavioral troubles doing a successful intercession? In seeking an reply to this inquiry, much of the published research advocates the demand to set up the cause of SEBD before implementing intercession thereby presuming the intercession will be more successful. The trouble in this belief is twofold ; foremost the definition of what constitutes societal, emotional and behaviour troubles and in peculiar at what point the badness requires specific intercessions and secondly, which perspectives should be adopted to right place the cause ( s ) and therefore which intercessions are most suited. With the definition of SEBD including a broad scope of features, it seems most likely that there is besides a broad scope of causes and therefore a broad scope of intercessions. Most grounds supports the desire to look into and specify the cause ; this is besides reflected in authorities and SEN policy and guidelines. Yet grounds to back up the importance of this in procuring successful intercession is thin. Overall, whilst the demand to understand the cause seems to be supported in research and advocated in authorities guidelines, the intercessions put in topographic point within educational scenes are preponderantly based on a behavioral attack where it is the discernible behavior which is addressed, measured and evaluated ; this is where an anomaly exists. Over clip, more duty and answerability has been awarded to schools and local governments for kids with SEN including SEBD. This in itself appears to hold reduced the focal point on understanding cause as schools have to pull off this duty alongside authorities directives for bettering behavior in schools. With increasing accent on schools primary answerability being for pupil accomplishment in academic footings and the move to cut down the figure of statements, there is likely to be less accent on aetiology in favor of intercessions based on commanding kids with SEBD – surely in mainstream instruction. The current authorities ‘s support of academies may besides amplify this as the remotion of local authorization engagement means that schools can make up one’s mind whether there is economic value in seeking input from bureaus that may hold more concern with aetiology. It may be that there are other factors necessary in implementing successful schemes aside from understanding cause such as the necessity for a positive ethos within the school itself ( Cole, Visser, Daniels 1999 ) . It is concluded that understanding the cause of an person ‘s SEBD is portion of the equation for successful intercession but unless the grownups responsible acknowledge the cause and seek to advance appropriate and differentiated solutions which can be proven to be successful, so understanding on its ain is non sufficient. Cause of an individual social emotional and behaviour education essay on you This faculty has affected the manner I view and manage pupils in a mainstream scene who exhibit facets of SEBD ; it has given me new ideas and thoughts to research. It has led me to oppugn current behavioral policies and see what instructors can set in topographic point in the schoolroom to supply more effectual schemes. two. on your students For the students I teach with SEBD it has made me more cognizant of possible issues and intercessions and enabled me to prosecute support for them in a more professional mode. three. on your co-workers Colleagues in my module have been interested in cognizing what I am analyzing ; we have had some interesting treatments associating to facets of SEBD. I feel that I have been able to offer some counsel in specific state of affairss with students or at least to promote co-workers to see alternate positions and schemes. four. on the establishment Whilst my school are non funding me for this class of survey and I do non work straight in the SEN section I have been able to lend more to whole school issues associating to kids with SEBD through a working party and within my module. This is an country I hope to develop over the following 2 old ages. 3. Is at that place any other impact this faculty has had? ( eg. on your publicity chances, on your programs for the hereafter ) I have been diffident as to whether I want to travel into specialist instruction in the Fieldss of SEBD or autism ( I am analyzing autism in twelvemonth 2 ) . At the minute, I am go forthing this determination unfastened. As a female parent of a kid with aspergers who is in an EBD secondary school ( as this is seemingly the most appropriate proviso ) this faculty has fuelled my involvement in working with high working ASD kids who exhibit riotous behavior and emotional troubles as this does non look to be to the full addressed in ASD support and education.. 4. What suggestions do you hold about betterments that might be made to the faculty? Some of the log activities have been hard to finish to the full due to the nature of my professional function ( a concern instructor in a big mainstream school ) . It may be interesting to see ways of opening some activities to pupils in similar state of affairss. Although I was pleased by and large with my feedback for the practise assignment, I disagreed a small with the rubric diction as it stated â€Å" A instructor attack you†¦ † and â€Å" the instructor would wish advice.. † and â€Å" depict your attack†¦ † yet we were non expected to give advice straight to the instructor and besides non to be descriptive. I felt the rubric should be clearer particularly in the bid footings and besides outlooks made more expressed as many of us have non written academically for a really long clip†¦ I think some pupils were unsure of what was expected. Please tick the box in each statement that best depict your positions on the acquisition procedure experienced This faculty hasaˆÂ ¦ Strongly hold Agree Disagree Strongly differ Had a positive impact on my acquisition Yttrium Had a positive impact on my professional pattern Yttrium Engaged positively with the content Yttrium Provided me with appropriate counsel on wider reading. Yttrium Given me entree to good coach counsel Yttrium Provided me with an appropriate assignment Yttrium If you have a specific issue that you would wish to discourse separately so delight include your name and contact inside informations or e-mail Dr Visser straight at j.g.visser @ bham.ac.uk: Name: Contact inside informations Understanding the cause of an person ‘s societal, emotional and behavioral troubles is indispensable before you can do a successful intercession. Critically assess this averment in the visible radiation of an activity you have undertaken as portion of this faculty. Introduction Delinquents, moral idiots and maladjusted kids are merely some of the labels historically attributed to persons showing the troubles subsequently termed as emotional and behavioral troubles ( Ministry of Education 1995 ) . In this essay the importance of understanding the causes of an person ‘s societal, emotional and behavioral troubles ( SEBD ) is explored in relation to whether this apprehension is critical for the execution of successful intercessions. This essay chiefly considers persons within the UK educational system which covers children/young people between the ages of 4 and 16. In the survey and instruction of persons with SEBD at that place seems to be a deficiency of uniformity in how the label is interpreted and applied ; the forms and definitions of SEBD will hence be considered along with current tendencies in the figure of school age persons diagnosed as SEBD in order to give context to this country of treatment. Another cardinal country of disparity is the theoretical position adopted when measuring and handling an person with SEBD. The theoretical positions each present a different attack to aetiology and intercessions, these will be considered in relation to importance of caus e in the footing of each and how they lead to intercessions. The cardinal statement will so concentrate on the importance of understanding cause and examine grounds from published literature, research and policies to back up this followed by treatment of why understanding cause may non be indispensable in order to implement successful intercessions. The overall purpose is to determine whether intercessions are chiefly based on consideration of the aetiology of behavior and whether there is grounds to bespeak their success. Indeed Harden ( 2003 ) concluded that there was deficient grounds for scheme effectivity in behavioral troubles. The topic of cause and intercessions was discussed with fellow professionals in a web based treatment ( Vygotsky, Skinner and Montessori treatment group October 2010 A ; November 2010 ) and mention will be made to the two fictional instance surveies which formed the footing of these practical treatments. In the first a male child, Ronnie, no information was given on his background so the focal point was on the ascertained riotous behavior in school and the instructor believing he has SEBD. In the 2nd an 11 twelvemonth old miss, Vicki, far more item was given including her recent transportation to secondary school ; above norm reading accomplishments, parents separated and with new spouses, the possibility of epilepsy, refusal to make prep and acquiring into problem at school. These treatments elicited a scope of positions on aetiology, the demand for information perchance associating to do and the nature of appraisal and intercessions. In general the contributing professionals showe d a desire to hold more information about each kid and to construe the impact of background factors on the troubles being observed although there was small recognition of why this information was needed ( Farrugia, 2010 ) . What is understood by societal, emotional and behaviour troubles ( SEBD ) ? One of the overruling issues in the field of SEBD is the ambiguity in apprehension and designation of persons who may hold societal, emotional and behavioral troubles with those who have less terrible subject jobs ( Evan, Harden, Thomas 2004 ) . This introduces the first trouble as the determination to sort an person as holding SEBD is with the individual who identifies some facet of behavior as debatable and is reliant on that individual ‘s concepts. Government publications have provided several descriptions of which two are considered in this essay. In Round 9/94 ( DfE 1994 ) Emotional and Behavioural Difficulty ( EBD ) is described as being between: â€Å" behavior which challenges the instructor but is within normal, albeit unacceptable, bounds and that which is declarative of serious mental unwellness. The differentiation between normal but stressed behaviors, emotional and behavioral troubles originating from mental unwellness is of import because each demands to be treated otherwise. † ( p.4 ) The definition focuses on the behavioral facet instead than emotional and indicates it is a job for the instructors thereby curtailing the troubles to educational scenes. Interpretation of what may be considered unacceptable is hence likely to ensue in inconsistent designation of the types of kids instructors identify as holding EBD ( Soles, Bloom, Heath, Karagiannakis 2008 ) . In The Particular Educational Needs ( SEN ) Code of Practice ( 2001 ) , the definition was amended to integrate societal troubles and so expanded to societal, emotional and behavioral troubles ( SEBD ) , the codification defines those with societal, emotional and behavioral troubles ( SEBD ) as: Children and immature people who demonstrate characteristics of emotional and behavioral troubles, who are withdrawn or isolated, riotous and distressing, overactive and lack concentration ; those with immature societal accomplishments ; and those showing ambitious behaviors originating from other complex particular demands ( Paragraph 7:60 ) This description describes a scope of features associated with this upset and recognises that such behaviors can germinate from other particular educational demands. This presents a broader spectrum of behaviors linked with emotional and societal troubles and remains unfastened to the personal reading of those interacting with such kids. The deficiency of lucidity of the forms could be linked to the increasing figure of kids diagnosed as holding SEBD being recorded in English schools. In 2008 149,040 kids had a demand of EBD on school action plus or statemented at primary, secondary and particular province funded schools, this was an addition of 6.98 % twelvemonth on twelvemonth ( DCSF 2008 ) , EBD represented the 2nd highest demand after moderate acquisition troubles. This could be due to an existent addition in the figure of kids sing troubles or to the wider reading of the definition taking to more kids being recorded with this trouble who might otherwise hold remained at a school action phase. Whichever the ground, it is evident that increasing figure of kids within the UK instruction system are being identified as holding a demand of SEBD and this in bend has led to increasing focal point on intercessions in peculiar for behavioral troubles as seen in the recent white paper ( DfE 2010 ) . The descriptions given in Round 9/94 ( DfE 1994 ) and the SEN Code of Practice ( 2001 ) make no direct mention to aetiology or the necessity to admit this although The SEN Code of Practise ( 2001 ) recognises that SEBD may hold co-morbidity with other biological or medical conditions ( 7.52, 7.53, 7.58 ) and links with mental wellness ( 10.27 ) yet counsel for specific appraisal and intercessions is non detailed. This could be seen as declarative mood of the deficiency of integrity on the apprehension of causes and intercessions for those with SEBD. Which theoretical position of cause of SEBD? In 1829 a 20 twelvemonth poet wrote these lines: From childhood ‘s hr I have non been As others were-I have non seen As others saw-I could non convey My passions from a common spring- From the same beginning I have non taken My sorrow-I could non rouse My bosom to rejoice at the same tone- And all I lov’d-I lov ‘d entirely ( from Entirely by Edgar Allen Poe – 1829 ) The poet was Edgar Allen Poe. Poe was taken into surrogate attention at the age of 3 following the decease of his parents and at the age of 6 his surrogate household moved to London. Poe was said to be talented academically yet a hard character ( Poe Museum n.d. ) ; the verse form â€Å" Alone † suggests a troubled kid who considers himself to be different. In today ‘s educational clime he may good hold been identified as a kid with SEBD. Would an apprehension of his early life have been of import in development of successful intercessions? From a behavioral position it could be suggested that merely his discernible hard behavior was of importance and therefore treatable. The causes could non be speculated upon as they could non be scientifically measured. Bowlby, from a psychodynamic attack might hold disagreed ; Poe ‘s early childhood experiences, most notably the decease of his parents and being taken into surrogate attention, may hold suppressed his inner desir es and thrusts taking to internal struggles. Bowlby might hold been interested in the repression of Poe ‘s feelings following the decease of his parents ( Bowlby 1988 ) . An ecosystemic position may hold considered the effects of the alterations of the household systems and the move to a different society in England as impacting on his interactions with the systems around him. In a same vena, the web based treatments of Ronnie and Vicki ( Vygotsky, Skinner and Montessori treatment group October 2010 A ; November 2010 ) led to similar inquiries. In the instance of Vicki, fellow professionals largely concurred on the acceptance of an ecosystemic position for appraisal based on the information given refering the dislocation of the systems in her life ; some believed that a psychodynamic attack to set up her unconscious procedures and a biological position to analyze the possible epilepsy should besides be considered. However, the intercession schemes proposed were based on a humanistic attack instead than linked to the diagnostic positions. As celebrated earlier for the Ronnie treatment there appears small recognition of why the information was needed and how information may associate to intercessions. In the instance of Ronnie, treatments indicated that more information on countries such as his household background, his larning troubles, incidences of ascer tained behavior at school and the relationships within his household would be valuable in order to do a more informed recommendation for intercession schemes. This desire for more information showed an merger of positions including societal acquisition, psychodynamic and behavioral. Most interesting is that fellow professionals adopted a behavioral attack to intercessions in the absence of farther information about Ronnie. It could be that this was within the kingdoms of their experience of available schemes in instruction. The inquiry of which theoretical apprehension of cause is the right one can non be to the full answered. Professionals in the field of educational research tend to back up a peculiar position ; there are differences of sentiment between psychological, medical and sociological positions, this is further compounded by newer positions such as eco-systemic and humanist which have evolved from earlier theories. As Visser ( 2000 ) notes most make admit that â€Å" it is a mixture of positions which can supply penetrations into understanding and explicating that behavior. † ( p.33 ) . The tendency for which cause can be seen in the changing forms given for SEBD as noted antecedently ( DfE 1994 A ; SEN Code of Practice 2001 ) and besides in attacks to behavioral troubles adopted by schools. The tendency towards a behavioral psychological science attack of operant conditioning and behaviour alteration as a scheme for handling kids with SEBD has been seen since 1975 ( Cooper 1999 ) . C hildren are seen as doing a pick non to act and through usage of behavioral attacks such as effect and wages they can be taught to desire to act so a new behavior is learnt ( Greene 2008 ) . From this position, aetiology is non a considered factor and accent is on implementing a system of wagess and effects which aim to cut down unacceptable behavior and promote a re-learning of acceptable behavior. The cover attack of many behavioral policies, in portion dictated to schools through authorities directives, suggest that policy shapers and educationists do non see there is a demand to understand causes of SEBD. Behaviour is assumed to be within the control of the kid and the school is assumed to be able to act upon and alter the behavior. Recent old ages have seen a alteration in attack with prominence given to systemic attacks taking into history the interaction of systems and environments environing the kid as cardinal factors impacting on their societal, emotional and behavioral troubles ( Evans, Harden and Thomas 2004 ) . From this position there is a demand to understand cause in footings of the environments of the person. This was apparent in the web based treatment on Vicki ( Vygotsky, Skinner and Montessori November 2010 ) where subscribers were largely united in acceptance of an ecosystemic attack and attributed the cause of the troubles to break in Vicki ‘s place a nd school life. Understanding the cause of the SEBD is indispensable before doing a successful intercession. In the old subdivision a figure of theoretical attacks to placing cause were examined and it is concluded that there are troubles in happening consensus on one attack and one apprehension of cause. Despite the difference of sentiments of the likely beginnings of the SEBD, there is widespread support of the demand for understanding the cause. Visser ( 2005 ) is opposed to a normative attack to covering with behavioral troubles and therefore supports the instance for recognizing that each kid with SEBD may hold a different cause of SEBD although he antecedently acknowledged that there are still spreads in apprehension of both causes and of attacks used in kids with EBD ( Visser 2002 ) . Others in this field besides advocate the benefits to instructors holding apprehension of students with SEBD ; Cole, Visser and Daniels ( 1999 ) in a paper analyzing effectual EBD patterns in mainstream schools promote the demand for school staff to understand the complex causing and the varied aetiolog y of EBD in order to be able to fit apt intercessions. Another manner of sing cause is to analyze underlying troubles which may be doing SEBD, non from a theoretical position but from a possible medical or other trouble so the behavior is non straight linked to a psychological or systemic root but instead from some other trouble which leads to the behavior emerging as a symptom. Cross ( 2004 ) believes that a relationship exists between communicating troubles and emotional and behavioral troubles. Communication troubles may originate from biological causes such as Pervasive Development Disorder, Attention Deficit Hyperactivity Disorder or from environmental factors such as kid maltreatment and disregard, or from larning troubles. Cross maintains that whatever the beginning, it is the communicating trouble which must be addressed as a precedence as weak communicating accomplishments can hold a negative impact on a kid ‘s ability to interact and socialize, this can worsen emotional and behavioral troubles. In this sense the ascertain ed behavioral troubles could be dissembling implicit in communicating troubles which, if non treated, will non better the behavior. In the web treatment on Ronnie ( Vygotsky, Skinner and Montessori treatment group October 2010 ) chap professionals concurred that a nexus was likely between his possible acquisition troubles and his behavioral troubles and that this should organize a cardinal portion of any intercessions. In his book, Lost At School, Greene ( 2008 ) maintains that instructors can non cognize what to make with disputing behavior unless the grounds for it are understood, mentioning to these grounds as â€Å" dawdling accomplishments † ; those accomplishments which are missing irrespective of diagnosing. Staff need to place and understand the accomplishment missing as this is polar to implementing a successful intercession. Greene ( 2008 ) lists many dawdling accomplishments, including troubles with maintaining focal point, sing likely results, pull offing emotional responses, which professionals may impute to a scope of upsets such as larning troubles, autistic spectrum upset, cognitive troubles, or anxiousness. It is designation of the specific lagging accomplishments which are of more importance than the existent diagnosing as the diagnostic label does non in itself indicate which accomplishments are missing. Emphasis should hence be on placing the particular facets which are m issing ; the deficiency of a accomplishment alongside an environment which demands these accomplishments is the trigger to there being a job ( Greene 2008 ) . This is in line with an ecological position as the behavior is an result of the lagging accomplishment conflicting with the environment. Support for the importance of understanding aetiology is besides found in educational counsel ; the School Discipline and Pupil – Behaviour Policies ( DCSF 2010 ) advises that it is indispensable to guarantee right appraisal of possible grounds for kids non acting suitably and acknowledges that behavioral troubles may be caused by larning troubles, environmental factors or other cognitive, societal or emotional troubles ( paras 3.9.29 -3.9.33 ) ; yet a subsequent subheading is â€Å" Students who can act but take non to † ( p.58 ) . This takes the school back to the forms of SEBD and topographic points reading back in a subjective model where the school has to separate between the former and the latter. In much the same manner as seen in the SEN Code of Practice ( 2001 ) there is a deficiency of lucidity in how cause should be identified and how this cognition should steer intercessions. A recent study entitled Not Present and Not Correct ( Evans, 2010 ) examined the efficaciousness of fixed term exclusions in bring arounding behavioral jobs. The study concluded this was non an effectual scheme based on the figure of fixed term exclusions holding increased by 5.4 % since 2003-4. Persistent riotous behavior was the ground for the bulk of fixed term exclusions ( 23.3 % ) and lasting exclusions ( 29.6 % ) in 2008-9. These Numberss have non shown important alteration twelvemonth on twelvemonth indicating that current intercessions are non effectual. The study recommends that a trigger is needed to motivate a needs appraisal where fixed-term exclusions are used continually. Yet, in the SEN Code of Practice ( 2001 ) this trigger should be go oning for students who do non react to standard behaviour direction schemes or individualised behaviour direction programme traveling them to a School Action Plus phase. This could propose that either appropriate referrals are non taki ng topographic point or, if they are, the resulting intercessions are non successful. If the latter is the instance so it may bespeak that either causes are non being considered or, if considered, are non taking to successful intercessions. The American based Assertive Discipline attack to pull offing behavior in schools is rooted in a behavioral position. A survey by Jones and Smith ( 2004 ) concluded that the this attack was effectual in bettering minor mis-behaviour and led to overall benefits for learning and larning in the school at the Centre of the survey ; yet, a little but important group did non profit from the attack. This group may hence hold required farther individualized appraisal of the cause of their SEBD with single schemes being put in topographic point. This lends support to the necessity of understanding cause in those specific state of affairss where the criterion schemes employed in mainstream schools are non deciding societal, emotional or behavioral troubles. It besides suggests that the importance of cause is non indispensable at initial phases of designation of behavioral troubles, but may necessitate to be understood if current intercession schemes are non accomplishing the coveted result. A cardinal factor in placing the cause of the SEBD lies in the pick of the position adopted. As seen in the web based treatments for Vicki ( Vygotsky, Skinner and Montessori November 2010 ) causes could be attributed to several facets of the person ‘s life. Depending on the attack taken, the diagnosing and intercession will change which means that successful intercession can non be guaranteed. Overall, whilst there is much argument and research on causality and at the same clip turning accent on the rise in behavioral troubles in the schoolroom, schoolroom based research for kids with SEBD tends non to associate theory to designation, policy and effectual intercessions ( Maras and Kutnick 1999 ) . Understanding the cause of the SEBD is non indispensable before doing a successful intercession. All positions consider cause to some extent although a behavioral attack is founded chiefly on ascertained behavior. There is small research recommending that placing cause is non indispensable or of import in footings of implementing intercessions. The statement against the value of understanding cause is chiefly one of whether cognizing the cause can really take to a particular and effectual intercession. Whilst Visser ( 2002 ) advocates the importance of understanding cause, it has proved hard to happen grounds which gives clear counsel for a nexus between cause and effectual intercession schemes. In discoursing the Individual, Medical or Deficit Model ( IMD ) , Macleod and Munn ( 2004 ) suggest that the deduction of causing should be rejected which is the contrary of the consideration of disablements with a bio-medical root. This position is based on the belief that the biggest trouble in placing cause is the deficiency of understanding in what SEBD really is, as seen in the earl ier treatment on the readings of definitions. It could be argued that focal point should be on schemes and non on cause as readings of the cause are excessively subjective. The web based treatments on Ronnie and Vicki, despite dwelling of differing positions for diagnosing and cause, saw a commonalty in the recommendations for a multi bureau attack. This is besides seen in Diagram 8 theoretical account ( Cole, Visser and Daniels1999 ) in which audience with the Local Education Authority ( LEA ) and relevant bureaus, such as Child and Adolescent Mental Health Services ( CAMHS ) , is seen as an of import factor in schools which are successful in the inclusion of kids with SEBD. Whilst Visser ( 2005 ) has been cited earlier as an advocator of the demand to understand aetiology, in a talk based on a term he encountered in his professional work, â€Å" ageless truths † , he looked at factors which may be cosmopolitan in execution of successful intercessions for SEBD ( Visser, 2002 ) . Understanding cause of the SEBD was non a factor given which lends support to the position that, whilst understanding cause may be desirable and enlightening, there are more of import factors necessary for successful intercession. Merely a 3rd of secondary schools were deemed as effectual in run intoing the demands of students with SEBD ( Ofsted 2004 ) , which suggests that focal point should be on placing effectual schemes. Research carried out by Evans, Harden, Thomas ( 2004 ) concluded that there was a limited grounds base of recommended schemes which were effectual for kids with EBD and they recommended â€Å" a focal point for more strategic commissioning of future primary research†¦ † ( p.8 ) . In the instance of Ronnie ( Vygotsky, Skinner and Montessori treatment group October 2010 ) , there was a quest to cognize more from those measuring the state of affairs. Be it non plenty that his behavior was riotous and so category room based behavioral schemes should be put in topographic point to do Ronnie larn appropriate behaviors? The reply in this instance seems to lie in the apprehension of cause. If Ronnie had a acquisition trouble, there was support for this being addressed first/or in concurrence with the behavior intercessions. If it so emerged that Ronnie was holding jobs at place, such as parental struggle or disregard, this may hold required another signifier of intercession. In the instance of Vicki ( Vygotsky, Skinner and Montessori treatment group November 2010 ) there was more information on her background state of affairs ; this meant some likely causes could be explored which could so take to a scope of possible intercessions. Having more information still led t o a treatment on which position may be more applicable and in fact the intercessions proposed were largely similar to those for Ronnie. Although the participants suggestions for intercessions for Ronnie tended to be school based whereas those discussed for Vicki were both within school and outside with a wider multi bureau attack. Professionals such as instructors, educational psychologists, CAHMS practicians and behaviour support specializers will all convey their ain attacks to the SEBD tabular array. It could be that efforts to understand the cause through a multi-agency scheme may take to confused and confusing intercessions at worst and a drawn-out period of appraisals and interventions at best, neither of which presents an ideal state of affairs for a kid ( Rayner 1999 ) . The scope of readings, societal concepts and positions makes a instance for a scientific attack to developing intercessions for kids with SEBD. The aetiology is acknowledged but it is the present symptomatic forms which are the key to successful intercessions. Conclusion – is it indispensable to understand the cause of an person ‘s societal, emotional and behavioral troubles doing a successful intercession? In seeking an reply to this inquiry, much of the published research advocates the demand to set up the cause of SEBD before implementing intercession thereby presuming the intercession will be more successful. The trouble in this belief is twofold ; foremost the definition of what constitutes societal, emotional and behaviour troubles and in peculiar at what point the badness requires specific intercessions and secondly, which perspectives should be adopted to right place the cause ( s ) and therefore which intercessions are most suited. With the definition of SEBD including a broad scope of features, it seems most likely that there is besides a broad scope of causes and therefore a broad scope of intercessions. Most grounds supports the desire to look into and specify the cause ; this is besides reflected in authorities and SEN policy and guidelines. Yet grounds to back up the importance of this in procuring successful intercession is thin. Overall, whilst the demand to understand the cause seems to be supported in research and advocated in authorities guidelines, the intercessions put in topographic point within educational scenes are preponderantly based on a behavioral attack where it is the discernible behavior which is addressed, measured and evaluated ; this is where an anomaly exists. Over clip, more duty and answerability has been awarded to schools and local governments for kids with SEN including SEBD. This in itself appears to hold reduced the focal point on understanding cause as schools have to pull off this duty alongside authorities directives for bettering behavior in schools. With increasing accent on schools primary answerability being for pupil accomplishment in academic footings and the move to cut down the figure of statements, there is likely to be less accent on aetiology in favor of intercessions based on commanding kids with SEBD – surely in mainstream instruction. The current authorities ‘s support of academies may besides amplify this as the remotion of local authorization engagement means that schools can make up one’s mind whether there is economic value in seeking input from bureaus that may hold more concern with aetiology. It may be that there are other factors necessary in implementing successful schemes aside from understanding cause such as the necessity for a positive ethos within the school itself ( Cole, Visser, Daniels 1999 ) . It is concluded that understanding the cause of an person ‘s SEBD is portion of the equation for successful intercession but unless the grownups responsible acknowledge the cause and seek to advance appropriate and differentiated solutions which can be proven to be successful, so understanding on its ain is non sufficient.