The application of systems theory Essay Example

The application of systems theory Essay The Application Of Systems Theory To a Case Study Introduction The undermentioned instance survey will detail an intercession with a 32-year old service user who was referred with a scope of showing issues and demands. It was evident that a complex array of household, societal and bureau webs existed, bespeaking that the focal point of any intercession would ask the addressing of these assorted constituents and their function in the service user’s operation. It was decided that using systems theory would be the most efficacious attack in pull offing the service user’s demands. We will write a custom essay sample on The application of systems theory specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The application of systems theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The application of systems theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer General systems theory was foremost proposed by von Bertalanffy ( 1968 ) as a cosmopolitan theory of the administration of parts into wholes. A system was defined as â€Å"a composite of interacting elements† . Although this paradigm was ab initio applied to the physical universe ( mathematics, biochemistry, etc ) , it was adopted by the curative community in order to explicate an apprehension of systems consisting persons and administrations. Some of the thoughts and constructs systems theory has brought to the field include: Families and other societal groups are systems holding belongingss which are more than the amount of the belongingss of their parts. Every system has a boundary, the belongingss of which are of import in understanding how the system works. Changes within systems can happen, or be stimulated, in assorted ways. Communication and feedback mechanisms between the parts of a system are of import in the operation of the system. Events such as the behavior of persons in a household are better understood as illustrations of round causality, instead than as being based on additive causality. Systems are made up of subsystems ( e.g. parental, matrimonial, siblings ) which are themselves parts of larger suprasystems ( e.g. extended household, the vicinity, infirmary ) . ( Beckett, 1973 ) . The service user was a 32-year old male of Afro-Caribbean beginnings, with a diagnosing of schizoaffective upset dating back to his early teens. He had been shacking in a semi-secure forensic unit for more than two old ages and was detained under Section 3 of the Mental Health Act. In footings of household history, he had been conceived through colza and fostered by distant relations in Trinidad. Upon the decease of his Foster female parent, his natural female parent arranged for him to go forth Trinidad and enter the UK. Shortly after this, he became involved with the mental wellness system and the condemnable justness system. Subsequently, his female parent had refused all contact with him and would non prosecute with any of his attention. The exclusive household contact had been his maternal grandma. A genogram is a utile adjunct within appraisal and intervention when using systems theory ( e.g. Guerin and Pendagast, 1976 ) , in that it gives a concise in writing sum-up of the composing of the systems environing an person. A genogram picturing DE’s peculiar systems was prepared and is illustrated in Figure 1. Within the genogram, DE’s familial relationships are illustrated, demoing the bing subsystem with his maternal grandma. Other subsystems include, DE’s relationships with the condemnable justness system, mental wellness services and with myself, his societal worker. With respect to utilizing systems theory in my appraisal and intercession of DE, this would embrace developing a hypothesis refering the nature of the relationships DE has with facets of his system and how this impacts upon his operation. In add-on, round inquiring would be employed to prove this hypothesis and promote alteration ( e.g. Selvini Palazzoli, Cechin, Prata and Boscolo, 1980a ) . Each of DE’s showing demands will be explored within the context of his wider system and the methodological analysis built-in to systems theory employed in my intercession. Figure 1: A genogram of DE’s instance. The Referral DE was a statutory referral which was accompanied by a challenge from his legal representatives to the local authorization, claiming that they had failed in their responsibilities towards DE as he was medically fit for discharge and did non necessitate to be detained under Section 3 of the Mental Health Act. Although discharge from Section 3 was agreed, no programs were presented to the mental wellness court by the local authorization sing the agreement of appropriate adjustment. From the position of the societal worker, programs were hence required to implement Section 117 and organize appropriate after attention and adjustment. In order to make this, it was necessary to place DE’s wants and penchants every bit far as possible, in add-on to pull offing any hazard perceived by the multidisciplinary squad and the mental wellness court. A transportation CPA to the community squad was organised in order to keep DE in the community and ease his recovery. Adhering to the impression of â€Å"goodness of fit† , built-in to systems theory ( Payne, 2002 ) , that is heightening the lucifer between the person and their environment, ways of developing, keeping or beef uping supportive intercessions and cut downing, disputing or replacing nerve-racking systems were explored. Appraisal An appraisal of DE’s showing demands was conducted in order to explicate a hypothesis based upon the information available which would so supply a starting point and usher to subsequent intercessions. Harmonizing to Selvini Palazzoli et Al. ( 1980a ) , a hypothesis is â€Å"neither true, nor false, but more or less useful† . Therefore, it was of import to keep this stance when sing the fortunes environing DE’s instance. By seeking information from DE and others within his system, I was able to obtain as many positions as possible and concept an apprehension, or narrative, as to how he had come to be â€Å"stuck† and enable him to travel in a more helpful way. Both DE and the multidisciplinary squad involved in his attention agreed that he required 24 hr residential attention, as old supported adjustment had non been able to ease his demands and he had relapsed, taking to his admittance to hospital under subdivision. Extra presenting concerns reported by DE included an impoverished household support web and hapless fundss. Drug and intoxicant abuse were besides apparent, acknowledged by DE and verified by a positive trial for cocaine. DE’s keyworker recounted how DE often disengaged with him and displayed disputing behavior, including interrupting regulations of the attention place and absconding. Indexs of backsliding described by staff included a preoccupation with insect infestation, psychotic beliefs of the devil attacking him and homophobic frights of male staff sexually assailing him. In add-on, non-compliance with his attention program was recognised as a precursor to get worse. Using round inquiries to deduce new information about DE’s state of affairs and the interconnection of the system’s constituents, a form emerged which suggested possible indexs of backsliding. A chief characteristic of disk shape is the capacity of the healer to see feedback from the systems involved and to ask for each portion of the system to associate their positions of other subsystems, thereby metacommunicating ( Selvini Palazzoli et Al. 1980a ; Byng-Hall, 1988 ; Cecchin, 1987 ) . Further important rules of disk shape are inquiring about specific behaviors that occur, instead than feelings or readings and ranking behaviors in order to foreground differences ( Barker, 1998 ; Dallos and Draper, 2000 ) . So, for illustration, DE’s keyworker was asked: â€Å"what does DE make when he breaks the regulations in the house† , â€Å"when you believe DE is get worsing, how do you cognize? What does he state or make? † , â€Å"who is most disquieted abou t DE utilizing drugs/alcohol? † . Similarly, DE was asked such inquiries as: â€Å"when you abscond from the attention place, who is most concerned? †¦ and so who? † , â€Å"when you are disquieted about the Satan assailing you, what make you make? † , â€Å"what would your keyworker say was most of import for you to acquire sorted out? † . A specific usage of round inquiring is to specify the job ( Bentovim and Bingley Miller, 2002 ) . Hence, members of DE’s system, including his cardinal worker, other multidisciplinary squad workers, available household members and DE himself were questioned as to â€Å"what is the job? What do you believe DE/keyworker/etc would state is the job? Who agrees with DE? Who disagrees? Who is it most a job for? † etc. Such information served to enrich the hypothesis that was being formulated of DE’s demands. Over clip, a systemic hypothesis evolved which incorporated the function of impaired household operation and an early sense of forsaking by DE’s natural female parent combined with the loss of his secondary, surrogate female parent lending to the development of a schizoaffective upset. A farther contributing factor may hold been DE’s move to the UK following his mourning and the sense of confusion and disaffection this may hold instilled. A preexistent exposure to his mental wellness jobs may hold been activated by DE’s usage of drugs and intoxicant, perchance his get bying mechanism to pull off the antecedently described stressors. In footings of DE’s behavior within his attention place, it would be of import to see physiological factors many of the concerns reported. The literature associated with schizoaffective upsets has suggested that the oncoming of the unwellness can bring forth cognitive shortages, including memory damage, planning, societal opinion and penetration ( Randolph, Goldberg and Weinberger, in Heilman A ; Valenstein, 1993 ; James and Murray, 1991 ) . These shortages, combined with the deficiency of household support and implicit in psychological issues, could hold resulted in the issues with conformity and rule-breaking reported by the professionals involved in DE’s attention. However, within a systemic attack, it is of import to see the dynamic interplay between the person and the assorted constituents of their system when gestating the job. In DE’s instance, it appeared that the effects of his drug and intoxicant usage and of rejection issues had non been to the full considered by staff at the attention place and hence the effects of these had been able to intensify into backsliding. Furthermore, it may hold been that an over-critical attitude towards DE prevailed within his attention place, as has been described in the construct of expressed emotion ( Leff, 1994 ) . This has by and large been reported as bing within the households of those with schizoaffective upsets and is thought to stand for shortages in communicating and overinvolvement. The map of the job is besides a critical component within a systemic preparation ( Reder and Fredman, 1996 ; Bilson and Ross, 1999 ) and in DE’s instance his showing issues appeared to stand for both a communicating of internal struggles ( loss, forsaking, etc ) and as a solution to the job perceived by him as inappropriate adjustment. Therefore, his behavior could be conceptualised as an effort to decide both internal and external discordance. However, clearly DE’s perceived solution merely served to intensify and keep the indispensable trouble, that of his deficiency of battle with aid and riotous behavior. Intervention There were assorted strands to my intercession with DE, within which I attempted to turn to the issues outlined in the above hypotheses. Initially, the issue of adjustment was addressed. In harmony with a systemic attack, DE’s needs and penchants, every bit good as sentiments derived from members of the multi-disciplinary squad, were matched with available adjustment. Three suited arrangements were identified which were attendant with the demands identified in DE’s attention program, that is: 24 hr residential adjustment with staff to oversee his medicine, promote independent life accomplishments and supervise his activities and behavior to place relapse indexs. DE’s sentiments on the three possible arrangements were sought and a determination reached on the most suited. In position of DE’s history of deficiency of battle with keyworkers, it was felt that regular meetings with his attention co-ordinator would be critical in researching his concerns and pos sible barriers to compliance with his attention program. The usage of round inquiring could be usefully extended in such meetings, in reframing DE’s perceptual experience of his concerns and enabling him to recognizing the effects of his behavior on himself and others. Specific facets of DE’s showing jobs were managed by referral to allow bureaus, therefore widening his system of support. For the substance abuse reported he was referred to a drug and intoxicant worker. A referral to psychological services was made to turn to his rejection and mourning issues. The engagement of DE’s grandma and uncle was besides an built-in portion of discoursing his troubles and it was postulated that at some point in the hereafter, systemic household therapy might be helpful in supplying some coherence to DE’s household construction and enabling communicating with this portion of his system. Once the initial concerns had been addressed, my function turned towards attention direction and a sensible monetary value for the adjustment was negotiated, along with the development of a comprehensive attention program which was presented to the agency’s support panel. The support was agreed and a discharge and transportation of attention CPA was arranged. Throughout the resulting treatments of programs, DE’s sentiments were sought. In order to outdo run into the demands identified and guarantee an optimum rehabilitation programme, DE’s attention program incorporated twenty-four hours attention activities, psychological and community forensic input. In conformity with the rules of a systems intercession, a non-judgemental stance was maintained throughout ( Goldenberg and Goldenberg, 2004 ) and the impression of partnership was promoted ( Dallos and Draper, 2000 ) . Additionally, the scheme of facilitating sustained alteration whilst non being an expert about the system was adopted ( Fleurida, 1986 ) , although this presented certain challenges as will be discussed in the undermentioned subdivisions. In footings of implementing DE’s arrangement, it was agreed that a gradual transportation which allowed him to set to the new scene would better his chances for rehabilitation. Therefore, nightlong corsets and extended corsets for a hebdomad prior to dispatch were arranged. Initially, troubles were experienced with DE’s conformity with some house regulations and I arranged a meeting with DE and the house director in order to discourse and negociate these in order to forestall a dislocation of the arrangement. Once more, round inquiries were used to clarify the job and place possible paths for alteration. For illustration, DE was asked, â€Å"when you don’t follow with this regulation, who is most disquieted? † and â€Å"what prevents you lodging to the regulations? † . The house director was asked inquiries such as, â€Å"What does DE make alternatively of lodging to the regulations? † and â€Å"what grounds do you believe he has for non fol lowing? † . Consequently, specific barriers and obstructions were identified and it was possible to negociate a manner in which DE could asseverate his individualism within the arrangement scene, whilst acting in ways which were acceptable to staff and other occupants. Therefore, the â€Å"fit† between DE and this peculiar system was enhanced. Review and Ending During my work with DE a dynamic, unstable hypothesis was formed which was based on systemic rules, in that it was round, addressed relationships, was expressed in footings of what people do and believe instead than what they are and included all members of the system ( Reder, 1983 ) . The hypothesis was continually monitored and reframed during the intercession stage, which facilitated alteration and enabled new positions and solutions to be considered. Other parts of DE’s system were besides modified by presenting round inquiries as they allowed the assorted professionals and bureaus involved to see how helpful or unhelpful the schemes they employed to pull off the exigencies of DE’s instance were and to derive different positions. It is of import to observe that this attack is distinguishable from simply supplying direction or information, in that it facilitates alteration through the procedure of thought and logical thinking. The initial focal point of intercession – to supply appropriate adjustment – was successfully completed. This was rendered smoother by the gradual passage to his new scene. By the terminal of the intercession, I believe that DE was able to prosecute in a more utile manner with the assorted constituents of his system and was more settled in his arrangement as a consequence. Reports from the house director and other professionals besides indicated that this was the instance. Referrals to other bureaus ( psychological science and drug and intoxicant services ) which comprised a critical constituent of the intercession, enabled an enlargement of DE’s systems and the meeting of antecedently inconsiderate demands. His advancement with these bureaus was ongoing. DE’s battle with community forensic services was valuable in deriving farther positions into his attention. Discussion Within systems theory, the inquiries themselves form a significant portion of the intercession ( Tomm, 1988 ) , as they are believed to take towards a constructive alteration in the debatable experiences and behaviors of service users. In add-on, inquiries constitute a much stronger invitation for users to go engaged in a conversation and procedure than make statements, instructions of information and provides stimulation to believe through jobs entirely, therefore advancing liberty and a sense of personal accomplishment ( Payne, 2002 ) . In continually seeking the positions of DE and positions from other parts of his system, it was possible to make a clearer image of the features of the job and to further a sense of ownership on the portion of DE. That is, because he felt portion of the procedure of alteration, he would be more likely to experience comfy with its parametric quantities. A farther portion of advancing DE’s conformity with his attention program was to utilize positive intension, another of import rule of systems theory ( O’Brian and Bruggen, 1985 ) . Positively implying DE’s behavior consisted non merely in reenforcing and praising his efforts to alter, but besides in admiting that his job behavior was functioning to show his dissatisfaction with the state of affairs he was in. An of import facet of intercession therefore was to pass on an apprehension of how things had come to be the manner they were. Merely through making this was it possible to dispute the bing belief system, pro posing new and different definitions of relationships. Therefore, by admiting the hurting of DE’s forsaking by his female parent with a referral to a psychologist, it enabled him to research a different manner of interacting with this portion of his system. Similarly, by sing the function of drugs and intoxicant in interceding his hurt and enabling him to get by with his state of affairs, other agencies of get bying were explored. The usage of systems theory was congruous with mental wellness policy counsel for CPA in that it was individual focussed, involved all relevant bureaus and required a acknowledgment of demands in order to ease the motion of service users through CPA. The designation of unmet demands in DE’s instance, every bit good as affecting multiple bureaus was important in pull offing his attention efficaciously. As DE was on enhanced CPA, it was of import to see multiple attention demands and to recognize that he was more likely to withdraw with attention. Once more, a holistic appraisal and a comprehensive, multi-disciplinary, multi-agency program which encapsulated his wider system was necessary. Systems theory requires strategic believing about the possibilities and restrictions for alteration in the different systems impacting the user’s environment, every bit good as an apprehension of the possibilities for intercession in each system ( deShazer, 1982 ; Penn, 1982 ) , hence sing DE’s behavior in specific scenes and with specific persons and bureaus was a utile scheme. In add-on, possessing an apprehension of the possibilities for intercession within each system enabled me to believe creatively about different classs of action and possible results ( Byng_Hall, 1988 ) . Review and Evaluation In general, systems theory was a utile tool in working with DE, in that its rules guided many facets of the appraisal and intercession towards a good result. The basic dogmas of systems theory, of being respectful of all positions and trying to authorise the service user to implement alteration, are congruous with the CPA theoretical account of working. However, the rule of keeping neutrality ( i.e. hammering an alliance with all parts of the system ) and a non-judgemental, non adept stance ( Selvini Palazzoli et Al. 1980a ; Fleurida, 1986 ) proved to be more ambitious. As DE’s attention co-ordinator it could be expected that a greater confederation would be formed with him and besides that I would possess, in this function, information and cognition pertaining to a assortment of issues, such as fiscal aid available to him. Clearly in this instance, I was unable to keep a non-expert stance. Furthermore, being non-judgemental in relation to all DE’s showing demands ( for illustration, his drug and intoxicant abuse ) was really hard and whilst my attack could embrace the development of a shared apprehension of this behavior, finally the negative impact on DE’s mental wellness and stableness of his arrangement would necessitate to be acknowledged. Therefore, it could be said that there was a apposition between CPA attention direction and utilizing systems theory. However, it was possible to divide the two facets of my function with DE and use systems theory consequently. In footings of what I would make otherwise, I believe that a greater engagement of DE’s household would hold been good in order to help him in building a different narrative or narrative around his history, which would hold enriched his and possibly others’ apprehension of why jobs were showing themselves. Using systems theory to a service user such as DE, who may hold the cognitive shortages antecedently described, raises some of import ethical issues. First, sing the ability to give consent to such an attack being employed and to the seeking of positions from other parts of the system, such as household members and other workers. The potentially harmful influence of labels has been described in the literature of systems theory ( e.g. Benson, Long and Sporakowski ) , nevertheless the usage of labels such as â€Å"schizoaffective† and â€Å"enhanced CPA† would look ineluctable when working within a multidisciplinary squad which necessitates pass oning with tantamount linguistic communication. However, the usage of systems theory creates infinite for believing about the significance and impact of these labels and is, hence, at the really least a valuable and functional adjunct to the repertory of schemes for pull offing complex instances. Summary and Conclusion The work carried out with DE attempted to exemplify how persons function as a portion of many systems – they are affected by these systems and they, in bend, affect the systems. I believe that the round nature of DE’s showing issues and demands was highlighted efficaciously and the intercession took into consideration this dynamic interchange and the effects that alterations in one portion of a system will hold for other parts. Basically, I have learned that many jobs arise due to a mismatch between persons and the systems of which they are a portion and the function of a societal worker is to heighten the tantrum between the person and the systems impacting them. Mentions Barker, P. , 1998.Basic Family Therapy, 4ThursdayEdition. Oxford: Oxford University Press. Beckett, J.A. , 1973. General Systems theory, psychopathology and psychotherapeutics.International Journal of Group Psychotherapy,23, pp. 292-305. Benson, M.J ; Long, J.K. and Sporakowski, M.J. , 1992. Teaching abnormal psychology and the DSM-III R from a household systems therapy perspective.Family Relationss,41( 2 ) , pp. 135-140. Bentovim, A. and Bingley Miller, L. , 2002.The Assessment of Family Competence, Strengths and Troubles. London: Pavillion. Bertalanffy, L. von, 1968.General Systems Theory: Foundations, Development, Application.New York: Braziller. Bilson, A. and Ross, S. , 1999. A history of systems thoughts in societal work. In,Social Work Management and Practice. London: Jessica Kingsley, 2neodymiumEdition. Byng-Hall, J. , 1988. Scripts and fables in households and household therapy.Family Procedure,27, pp. 167-179. Cecchin, G. , 1987. Speculating, disk shape and neutrality revisited: an invitation to wonder.Family Procedure,26, pp. 405-413. Dallos, R. and Draper, R. , 2000.An Introduction to Family Therapy. Buckingham: Open University Press. de Shazer, I. , 1982.Forms of Brief Family Therapy: An Ecosystemic Approach. New York: Guildford Press. Fleurida, C. et al. , 1986. The development of round inquiries.Journal of Marital and Family Therapy,12( 2 ) , pp. 112-127. Goldenberg, I. and Goldenberg, H. , 2004.Family Therapy:An Overview,6ThursdayEdition. London: Brooks/Cole. Guerin, P.J. and Pendagast, E.G. , 1976. Evaluation of household system and genogram. In, P.J. Guerin, erectile dysfunction.Family Therapy. New York: Gardner Press. James, P. and Murray, R.M. , 1991. The genetic sciences of schizophrenic disorder is the genetic sciences of neurodevelopment.British Journal of Psychiatry,158, pp. 615-623. Leff, J. , 1994. Working with the households of schizophrenic patients.British Journal of Psychiatry,164( suppl. 23 ) , pp. 71-76. O’Brian, C. and Bruggen, P. , 1985. Our personal and professional lives: larning positive intension and round inquiring.Family Prcess,24, pp. 311-322. Payne, M. , 2002. Systems and Ecological Perspectives. In,Modern Social Work Theory, 3rdEdition. Basingstoke: Palgrave MacMillan. Penn, P. , 1982. Round inquiring.Family Procedure,21, pp. 267-280. Randolph, C. , Goldberg, T.E. and Weinberger, D.R. , 1993. The physiological psychology of schizophrenic disorder. In, K.M. Heilman and E. Valenstein, eds.Clinical Physiological psychology, 3rdEdition. Oxford: Oxford University Press. Reder, P. , 1983. Disorganised households and the assisting professions: â€Å"Who’s in charge of what? † .Journal of Family Therapy,5, pp. 23-36. Reder, P. and Fredman, G. , 1996. The relationship to assist: interacting beliefs about the intervention procedure.Clinical Child Psychology and Psychiatry,1( 3 ) , pp. 457-467. Selvini Palazzoli, M.S. , Cechin, G. , Prata, G. and Boscolo, L. , 1980a. Hypothesising-Circularity-Neutrality. Three guidelines for the music director of the session.Family Procedure,19( 1 ) , pp. 3-12. Selvini Palazzoli, M. , Boscolo, L. , Cecchin, G. and Prata, G. , 1980b. The job of the mentioning individual.Journal of Marital and Family Therapy,6, pp. 3-9. Tomm, K. , 1988. Interventive interviewing: portion III. Intending to inquire lineal, round, strategic or automatic inquiries.Family Procedure,27, pp. 1-15. Brooding Diary Analysis I applied the theory of depth psychology to the pattern state of affairs in order to research implicit in issues which had made ME so dependent upon her spouse, JM. This appeared appropriate as it would supply an chance to derive information about any past experiences which had contributed to her present province, in peculiar, the nature and beginning of her anxiousnesss and frights. Uncovering this information would so inform my pattern with ME and JM and supply construction to any intercession. The overall intent of depth psychology derives from the Freudian premise that abnormal psychology develops when people remain incognizant of their true motives and frights and they can be restored to healthy working merely by going witting of what has been repressed ( Bower, 2005 ) . Freud believed that the unconscious struggles he uncovered – in dreams, in memory oversights, in neurotic symptoms – ever referred to certain critical events in the individual’s early life. His observations of his patients led him to reason that all human existences experience a mostly similar sequence of important emotional events in their early lives and that it is this childhood past that shapes their present ( Freud, 1905 ) . Although Freud cautioned against the usage of depth psychology in schizophrenic disorder, as he believed that sick persons of schizophrenic disorder had regressed to a province of â€Å"primary narcissism† , a stage early in the unwritten phase before the self-importance has differentiated from the Idaho ( Freud, 1905 ) , more modern-day psychoanalysts have adopted a different attack. Primarily followings of Melanie Klein, they have taken the place that the schizophrenic place, or dividing between â€Å"good† and â€Å"bad† objects, was a normal phase of development and that schizophrenic disorder was the late effect of non negociating this phase decently ( Salzberger-Wittenberg, 1970 ) . Therefore, the flow of unconscious stuff ( e.g. psychotic beliefs, hallucinations and thought upset ) were actively encouraged, explored and participated in. In ME’s instance, a preparation of her presenting issues included the function of specific anxiousnesss and frights. Anxiety has been conceptualised psychodynamically as a province of weakness and â€Å"psychic pain† , which consequences from the sensed disagreements between one’s ideal ego ( or ego ideal ) and one’s existent ego ( Freud, 1926, cited in Brown and Pedder, 1991 ) . These painful disagreements can non so be easy assimilated into our witting position of ourselves and the universe because of the anxiousness they arouse and the effect is a â€Å"defence mechanism† activated to repress this psychic hurting. Using open-ended inquiries with ME, such as â€Å"how are you experiencing? † and leting her to react freely revealed a small of her province of head, Internet Explorer. â€Å"very low, ever tired and really sad† . It was interesting to observe ME’s spouse, JM’s, account of ME’s low temper, â€Å"the weather† , a topic he had mentioned at the beginning of the brush. This may bespeak an effort to avoid, or support against, speech production of hard issues and moreover, may stand for his ain header scheme. Further inquiries to arouse ME’s emotional province included â€Å"has it made a difference? † ( sing the usage of anti-depressants ) and â€Å"how do you experience about discontinuing smoke? † An built-in rule of depth psychology is the usage of transference and countertransference within any clinical brush ( Casement, 1985 ; Salzberger-Wittenberg, 1970 ) . Transference is the conveyance of past feelings, struggles and beliefs into present relationships and state of affairss, specifically to the curative state of affairs ; whilst countertransference is a reversal of this – the feelings of the analyst towards the service user ( Salzberger-Wittenberg, 1970 ) . For illustration, a manifestation of transference may be the single responding to their healer or carer as they would towards of import figures from their yesteryear, such as in a childlike or hostile mode. Countertransference has been exemplified in instances where down persons project their hopelessness and depair onto their healer, who in bend develops negative attitudes towards their client and the result of therapy. In the brush with ME, it was of import to be cautious that she was non reassigning her anxio usnesss and paranoid thoughts onto any confederation with me and to be cognizant of the possible projection of her broken and dependent thought. My premises sing ME prior to the meeting were that she would be more independent and possess greater verbal accomplishments, given that she was on standard CPA. As she was good supported in the community, I believed that my primary part would be to back up and prolong JM’s function of pull offing ME’s mental wellness. During the class of the meeting, it became apparent that ME relied on JM tremendously and that he often responded to inquiries on her behalf. When ME did answer, her responses were limited and reasonably concrete. In order tosupplement the psychoanalytic theory I was using to an apprehension of ME’s demands, I used motivational inquiring ( â€Å"what about some indoor activities? Like swimming, I remember you stating one time that you liked that and it was fun? ) , positive feedback ( â€Å"you quit smoke late and it’s been 8 hebdomads and that is superb. That took a batch of willpower† ) and some self-disclosure ( â€Å"†I int end on utilizing you as my function theoretical account in seeking to halt smoke myself† ) . Although non purely adhering to rules of depth psychology, it was necessary to accommodate the techniques I was utilizing in response to ME’s showing demands. Following my meeting with ME, I considered the utility of using depth psychology to an person with schizophrenic disorder. Whilst I had considered the ethical issue of non doing premises about the manifestation of symptoms, as different persons display changing features of the unwellness, I acknowledged that a pure psychoanalytic attack may be excessively demanding for ME. Alternatively, facets of the theoretical account, such as understanding the psychodynamic history and assisting the single move towards new nonpsychotic forms of life would be most utile. An attack outlined by Lamb ( 1982 ) , which recommends beef uping self-importance control, giving advice, covering with life’s jobs, presenting experiential topics ( decease, freedom, isolation and nonsense ) and cut downing guilt by â€Å"taking sides against the superego† , may stand for a more balanced position. Basically, I came to appreciate that open-mindedness and flexibleness are valuable pre-requisites when sing any curative stance and the application of specific theories and seting one’s attack to the demands the service user is critical. Mentions Bower, M. ( Ed. ) , 2005.Psychoanalytical Theory for Social Work Practice: Thinking Under Fire. Abingdon: Routledge. Brown, D. and Pedder, J. , 1991.Introduction to Psychotherapy, 2neodymiumEdition. London: Routledge. Casement, P. , 1985.On Learning From the Patient. London: Routledge. Freud, S. , 1905. Three parts to the theory of sex. In, A.A. Brill, ed..The Basic Writings of Sigmund Freud.New York: Modern Library, 1938. Lamb, H.R. , 1982.Treating the Mentally Ill. San Francisco: Jossey-Bass. Salzberger-Wittenberg, I. 1970.Psychoanalytical Insight and Relationships: A Kleinian Approach. London: Routledge.

The London 2012 Olympic Games

The London 2012 Olympic Games Introduction Background The London 2012 games were based on a dream of hosting inspirational, secure and all-encompassing games that would leave a mark in the UK. When the representatives from the UK were bidding for the games, they promised it would be the first ever sustainable tournament. The meaning of the term ‘sustainability’ is very complex and therefore not easy to define.Advertising We will write a custom report sample on The London 2012 Olympic Games specifically for you for only $16.05 $11/page Learn More Brundtland commission defined sustainability as the ability to meet the current needs without compromising future needs. However, environmentalists and sustainability experts have been advocating for a more detailed definition. As a result, the organizers of the London Olympics came up with a sustainability plan that incorporated a range of sustainability definitions. The plan focused on the major sustainability premises namely: clim atic change, management of toxic wastes, environmental conservation, health and nutrition, and inclusiveness. Climate change focused on management of water, energy, and alleviation/alteration of carbon impact. Waste management centred on the state of the art waste management infrastructure and exemplary management of resources. The management of biodiversity was aimed at encouraging the sport division to play a part in the conservation of nature and bring individuals closer to the environment. The London sustainability theme of inclusiveness focused on promoting access and celebrating diversity. Lastly, healthy living was meant to inspire everybody to engage in sports and to inculcate healthy lifestyles. The reassessment of various ways in which sustainability has been defined highlights the complexity of coming up with a single definition. Sustainability experts argue that the essence of sustainable development has become open to numerous applications and interpretations. Generally , there is a tendency by organizations and individuals to depend on a triple bottom line approach especially to evaluate performance alongside the meaning. The triple bottom line approach views sustainability in terms of the benefits achieved from the following viewpoints: environment, economy and socio-cultural. Purpose of the Report The general aim of this report is to assess the sustainability of the London games 2012.The report will adopt a triple bottom line approach (three sustainability indicators) to assess the sustainability of the London Games 2012.Advertising Looking for report on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The use of the three sustainability indicators is in line with the legacy of the London 2012 games. There are other sustainability models that have added an extra dimension associated with governance. The socio-cultural and economic indicators used will consider this extra dimensi on by exploring the management of the games and other governance issues. Sustainability analysis using set indicators The use of a set of indicators, especially a far-reaching set, brings forth the question of how to evaluate the overall performance in relation to sustainability. Particularly, it brings forth the question of how to reach equilibrium on all the fronts (economic, socio-cultural and environment front). The set indicators are grouped into three categories namely: environmental indicators, socio-cultural indicators and economic indicators. Environmental Indicators Environmental indicators include water quality, greenhouse gas emission, air quality, land use changes, protected areas, public open-air leisure centres and solid waste management. The new water framework directive assesses the well being of the surrounding water i.e. the concentration of nitrates, phosphates and E-Coli for bathing water. UK is generally ranked poorly in terms of Orthophosphate concentration wi th an average concentration of 0.3 P mg/I. The E-Coli level is also higher than the required standard. The highest concentrations have been recorded around river Lee. However, the nitrate levels within the Olympic park surroundings are below the maximum limit of 50mg N/I with the highest concentration measured being 17.4 mg N/I. The nitrate levels have contaminated London river waters. There is not even a single river that has low nitrate levels. In addition, the phosphate levels are extremely high in more than three quarters of the rivers within London. The construction works and other developments for London games provided a great opportunity to enhance the areas around Lee River and its backwoods. The emission of the Kyoto basket of greenhouse gases in the UK has fallen by more than 5 percent since 2003. The highest reductions in percentage are Sulphur hexafluoride SF6 (47%), Perfluorocarbons PFC (30%), Methane CH4 (10%) and Nitrous oxide N2O (10%). Approximately 50% of these emi ssions originate from the industry and commerce with moderate emission from homes and road transport. The greenhouse gas emission from industry and commerce in the city of London is almost similar to the entire nation. The road transport contribution is relatively low. This is credited to the dense public transport system and partly to congestion charge zone within the city centre.Advertising We will write a custom report sample on The London 2012 Olympic Games specifically for you for only $16.05 $11/page Learn More In the year 2008, the city was voted as the low emission zone. However, the total emission has slightly gone up by 5% since then. The increase in emission is mainly attributed to the construction works around the Olympic park as well as growth of businesses in Docklands (especially in Tower Hamlets). Analysis of the data sourced from the London Organising Committee of the Olympic Games and Paralympics Games Limited (LOCOG) and Olympic Delivery authority (ODA) only shows the long-term benefits of the project. However, it is clear that the construction works around the Olympic Park emitted the highest amount of the greenhouse gases (24%). Spectator/ media and sponsors travel (air, road and rail) contributed 13% of the emission and other related transport infrastructure contributed further 12%. In overall, the construction and infrastructure projects contributed more than 70% of the greenhouse gas emission (GGE). In a nutshell, staging of the 2012 Olympic Games had a negative GGE impact, but this only represented 0.5 % of the country’s annual emission. In addition, the long-term benefits of the game should be emphasized. The quality of the outdoor air in London as a whole is within the standards. However, the areas around Lambeth and the city centres have exceeded the annual permitted level. Nonetheless, the construction works at the Olympic Park has had no apparent impact on the air quality in the city of London. All the screening data from the London Air Quality Monitoring Network confirms this. Land use data shows a number of changes in London as a whole, particularly in Host Boroughs. The area under domestic gardens has considerably decreased reflecting the increase in population and density of housing. This is locally referred to as garden grabbing. However, the amount of land being converted to residential areas has gone down since sub-prime crisis in 2008.The games considerably transformed the Brownfield area into residential, parks and amenity space. Nonetheless, the Olympic park and other venues that were intended for the games had small impact on the overall land use changes in London.Advertising Looking for report on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although the venues tend to overlap large number of protected areas within London they were not within these protected areas. This exhibits the extent to which natural habitats and landscapes are guarded and at the same time allowing access to wildlife and scenic areas by the athletes and other visitors. In addition, the open –air leisure spaces (woodland/forest and public open space) have increased except for the park/garden. In Host Boroughs, Woodlands and forests have remained the same. The construction works around the Olympic Park regenerated most of the derelict lands and industrial Brownfield which created more space for amusement and open-air leisure activities. Furthermore, when the games ended most of the hard surfaces were converted to grass. The solid waste analysis focuses on the solid waste production, treatment and disposal. The production of toxic waste doubled in the three year period before the Olympic Games. This is attributed to the clean up process in the Olympic venues. Most of these waste consisted of contaminated debris that were as a consequence of on-site treatment aimed to improve the land. For that reason, the London Games had a direct positive impact on toxic waste management. The waste transfer stations have increased substantially since 2005 and only dropped a little in 2006 due to increase in treatment plants. Waste transfer has remained stable in London even with the increase in population. The city of London and the larger UK benefited greatly from the groundbreaking processes for treating and recycling wastes. Socio-cultural indicators There are over 20 social-cultural indicators, but the report will only focus on the most important indicators. They include poverty and social inclusion, health and nutrition, crime rates, participation of minorities in the games, and access to public services. Poverty and social inclusion appraise the poverty level and social segregation of the UK society. Poverty level and social segre gation in the UK are measured using the Index of Deprivation. This is based on seven realms namely: earnings, the level of employment, health and disability, education and expertise, obstacles to basic needs, crime rate and the living standard. According to the data sourced from the Department of Communities and Local Government, income deprivation is based on the percentage of the population relying on the social benefits whilst obstacles to basic needs reflect the complexity in accessing fundamental needs such as housing. The data show high rates of deprivation in the five Host Boroughs compared to the entire London. The highest disparity is in the housing and social services. In both cases, deprivation index had fallen significantly from 2007 to 2009. This is mainly attributed to the subprime crisis that led to the increase in the cost of housing. The impact of the London 2012 Games in the transformation of the East London is yet to be discerned. Most of the available data on pov erty and social segregation were collected in 2009. Educational level as an indicator evaluates the impact of the London games on the educational achievement of the populace. Educational achievement for the people of London has been on a rise for the last ten years. The ratio of the unqualified personnel has gone down whilst the ratio of those with high education has risen by nearly 42 percent. Gender disparity in term of education achievement is still high with more women having low qualifications. Qualification profile in Host Boroughs is by and large lower than London. In addition, the gender inequality is emphasized. The increase in educational level is less attributed to London Games 2012. The educational standards of the labour force have been an elemental tune since late 90s. Spending on elementary education has always been adjusted above inflation and therefore protected by the government. Government emphasis has always been on the underprivileged areas, for instance, East L ondon. The UK government created Equality and Inclusion Board to enhance the participation of the minorities in London Games 2012. The board set up a mechanism for recruiting the minority groups. The targeted percentage of the minority groups were as follows: minority ethnic 15%, disabled 3% and 11% women. Therefore, the game promoted equality and inclusiveness in sports and other fronts. London is among the top cities in the UK with the highest crime rate. On a national scale, the crime rate has reduced significantly over the last two decades. The total number of recorded crimes in the period 2003 to 2012 fell by over 20 percent, with the sharpest decline (45%) recorded in 2011/2012. As usual, Host Boroughs recorded high figures compared to the entire London. The falling trend was a result of the policies put in place by the government to fight crime. These policies included the setting up of the Crime and Disorder Reduction Partnerships in local areas. The political will to make L ondon 2012 Olympic Games the safe ever was there. The Crime and Disorder Reduction Partnerships in the Host Boroughs and London as a whole was tied to the local government structures. Therefore, there was a marked impact of the game on crime avoidance and reduction. Generally, the mortality rate (especially infant mortality) due to ill health has decreased in the entire UK. The rate in London is much lower. Over 70% of the mortality rates are due to cancers, circulatory and respiratory diseases. However, death caused by cancer and circulatory diseases have relatively decreased whilst death caused by respiratory diseases have remained constant. Morbidity rate has also gone down all over the UK with London and the 5 Host Boroughs recording slightly higher figures than the rest of the country. The decline is attributed to the increased number of health facilities all over the country and universal health insurance. Life expectancy has also increased countrywide. However, life expectanc y in the 5 Host Boroughs is slightly lower than the whole country due to socioeconomic deprivations and segregations. The blacks and other minority groups have the lowest life expectancy. Nonetheless, there are considerable and sustainable steps being taken by the government to address these inequalities. Nutrition as an indicator explores the quality of food intake. The energy and nutrient intake in London is lower compared to the rest of the UK. This also applies to the general food quality, particularly vegetables. Unhealthy eating habits are common in the city and this is reflected in the increasing number of obese and overweight individuals. The impact of the London Games on the physical activities and regeneration of East London reinforced the emphasis on healthy eating habits and change of lifestyle. The London Games also led to the introduction of the annual school Olympics to enhance sports in the country and improve students’ health. More sporting facilities have be en set up to improve access. Economic Indicators Economic indicators just like socio-cultural indicators are many. The report will only focus on a number of them namely: employment by economic activity, accommodation infrastructure, tourist/visitors, and the public expenditure. Since 2005, UK has experienced an annual growth rate of approximately1% of employed individuals. The growth has been witnessed both in the public and private sectors. At the same time, the population of London has been growing at the rate of 2.41% per annum. This has contributed to a significant number of unemployed. Although the London 2012 games had little impact on the overall level of employment, the distribution of the contracts related to the Olympic created a considerable amount of jobs. Though employment in the construction industry increased by 1.5 % annually during that period, it rose by almost 4% in London. This is attributed to key infrastructure construction projects in the city. According to th e data sourced from the London Development Authority, the city witnessed a nearly 40% decline in the number of establishments in 2004/05 and almost a double figure in 2006. Regardless of the decline in the number of hotels and accommodation in London, total bed space has continued to increase with the sharp increase in 2009/10. The increase in bed space and establishment in East London was attributed to the Olympic effect. The number of establishments as a result of the Olympic effect is not easy to desegregate. In 2007/08, UK had seen a decline in the number of tourists due to the global economic crisis. However, the London games saw a sharp increase in the number of visitors to the UK and domestic tourists to London. The number of visitors outside the EU was slightly lower. Economic experts attribute it to the strength of the sterling pound and the aftershocks of the global economic crisis. According to the Public Expenditure Statistic Analyses, priority of government spending has changed considerably since 2005. More emphasis was put in housing, education, environmental conservation and management, and housing. Recreation and sporting expenditure increased by almost the same level in the whole country. London received more funding than any other city. The funds were used to improve public service, public order, recreational and sporting services and transport. Public expenditure was consistent with the government commitment to create a legacy in the London Games 2012. The UK government spent nearly  £ 1 billion on Olympic village. Conclusion The London 2012 Olympic Games provided an opportunity for the city of London to enhance its infrastructure and other operations in a sustainable style. The use of the three indicators offered a holistic approach in assessing sustainability. According to these indicators, the London 2012 Games had more positive than negative contributions to the environment, society and the economy as a whole. The public investment in the games significantly complemented the city’s regeneration and development programmes. Economic and social-cultural indicators show that it is still early to tell the impact of the London Games 2012. However, the impact of the games on the environment is discernible.

Easy Blue Color Change Demo with Household Chemicals

Easy Blue Color Change Demo with Household Chemicals You dont need a chemistry lab to perform a dramatic color change chemistry demonstration. Make a pale blue solution. Add another chemical and watch the solution form a precipitate and turn milky sky blue. Continue adding the color and watch swirls of vivid blue form, until finally, the entire solution turns deep translucent blue. Chem Demo Materials You only need water and two household chemicals for this project: hot tap watercopper sulfatehousehold ammonia I used Root Killâ„ ¢, which states on its label it is copper sulfate. Some pool treatments and algicides consist of copper sulfate, but read the ingredient list to make certain. Ammonia is sold as a common household cleaner. If you cant find pure dilute ammonia, try a glass cleaner that contains ammonia. Perform the Color Change Demo Dissolve a spoonful of copper sulfate in a cup of hot water. The proportions are not critical, but you want a high enough concentration of copper sulfate to get a blue color.Stir in a small amount of ammonia. See the swirls of milky pale blue? The blue solid will settle out of solution if you allow it to sit undisturbed.Adding more ammonia will start to turn the solution deep blue much brighter than the original copper sulfate solution. When the reaction goes to completion youll end up with a translucent blue liquid. You can a video of this reaction at YouTube to see what to expect. What Happened? Ammonia and copper sulfate initially react to precipitate copper hydroxide. Additional ammonia dissolves the copper hydroxide to form a vivid blue amino-copper complex. The cuprammonium solution could be used to dissolve cellulose as part of one method of producing Rayon. Blue Bottle Color Change Demo | More Home Chem Projects

Accreditation Audit Research Paper Example | Topics and Well Written Essays - 1250 words

Accreditation Audit - Research Paper Example One of the most focused priority communication area of the joint commission standards that needs to be addressed immediately is â€Å"patient safety†. It is a priority because using the survey information it is found that â€Å"patient safety† is one of the priority focus process. It is necessary to review the organization’s patient safety norms from time to time to review the audit compliance standards related to patient safety. Some of the publicly available data which has called for the priority focus area are med par for hospitals and Nursing home compare reports. While all the areas in the hospital accreditation program are important like the assessment and care/ services, quality improvement expertise/Activities, communication, infection control and patient safety. The most important priority focus area which calls for an immediate accreditation audit is â€Å"patient safety† initiative. Therefore an accreditation audit is especially needed for the h ospital accreditation program and the priority focus area is patient safety. 1. Develop a corrective action plan that would ensure compliance with the Joint Commission standards for the identified area. The priority focus identified area is patient safety. Accreditation audit is done to measure the quality and practices followed by a company to achieve its result. The national patient safety goal is a corrective action plan that ensures compliance with the joint commission standards. It is important to conduct an accreditation audit on patient safety because the prime motive of hospitals and health care organizations is patient safety. The National Patient Safety Goals (NPSG), University of Michigan Hospitals and Health Centers (UMHHC) are some of the integrated programs focused on patient safety initiatives. This should be in compliance with the joint commission standards for patient safety. â€Å"The purpose of the National Patient Safety Goals is to improve patient safety. The goals focus on problems in health care safety and how to solve them† (Hospital National Patient Safety Goals, 2011). The national patient safety goals motive is to improve patient safety. The main pu rpose of the National patient safety is to focus on patient safety and find ways to resolve their problems. Efficient patient safety implies identification of all the risks that affect the safety of the patients. Efficient patient safety is a systematic process which involves examining of different activities that is needed to ensure the safety of patients. The patient safety program is to reduce medical hazards and errors so that patient safety can be increased. The accreditation audit for patient safety needs careful planning and analysis such as reviewing and modifying the organizational processes so that there is compliance with the joint commission standards on national patient safety initiative. Patient safety reports should be prepared bi weekly and monthly to ensure proper review of the existing patient safety initiatives and the required improvement needed in patient safety. It is necessary to effectively communicate with the hospital staff on proper compliance with the acc reditation auditing standards on patient safety so that they are fully versant with accreditation audit standards. It is also necessary to communicate effectively the patient safety standards to the patients, the family members of the

Health Promotion Essay Example | Topics and Well Written Essays - 750 words

Health Promotion - Essay Example First of all, each program should be described for the sake of clarity and specific goals thereof. In this vein, ACAP is well based on the provision of proper information on the issue and the way of emergency training (Asthma Australia, 2011). The main objective is to implement educational standards applied to the healthcare in the country. It is vital to note that the main parties concerning ACAP are education staff, parents, and adolescents (Asthma Australia, 2011). Thus, it is aimed at providing children with ultimate care so as to make sure their attitudes will be loyal toward the program itself. Triggered in November 2009, the program is advantageous for training more than 148 104 staff in schools and preschools providing 7 514 1 hour Asthma Australia training sessions across Australia (Asthma Australia, 2011). Thus, the program is aimed at making education staff aware of the problem itself and safety options required for keeping up a good job with children with asthma accordingly. Moreover, it is valuable in a hospital setting, involving children into a friendly atmosphere of understanding and counseling on the part of adults. Moreover, keeping in mind the fact that the rate of asthma prevalence in Australia is one of the highest in the world, the annual costs varies from $500 million to $1 billion (Mulberg, Silber, & Anker, 2010, p. 25). Definitely, ACAP is seen to have the largest amount of funding on the part of the government. Nevertheless, it needs more inclusion of additional directions aimed at the optimization of ACAP’s mission throughout different states in Australia. ACSP is another program included in the national program on community and hospital admission of asthma training in order to increase people’s awareness of the diseases while decreasing cases of emergency in the future. The program deals with both community and hospital awareness and is based on education, information, and support (Asthma Australia, 2011). In this respect the program is effective due to its widespread popularity a a host of positive feedbacks from all participants engaged in this program. The question is that ACSP is called to prevent Australians with asthma from lethal outcomes. It is all about the conclusions made by the Australian Centre for Asthma Monitoring state that during the period of 2000-2005 there were 145 deaths per 100,000 patients with the highest rate of mortality among patients over 45 years old (Watson, Pharma, & Rabe, 2007). Thus, commenced in response to such a poor statistics in November 2009, ACSP provides the hospital staff al ong with the rest of population with proper training and assessment regarding asthma. To say more, 511 session were realized in the last year (Asthma Australia, 2011). However, the program lacks impact on the western states of Australia having less performance in there. Finally, AAP is the oldest health-promoting anti-asthma program commenced in Australia at the end of the 1980s in order to timely analyze and define the detrimental factors for and preventive measures against asthma. In this respect the first two programs seem to repeat the methods prescribed in AAP. It is all about the main benefits of AAP for Australians realized through the awareness of the symptoms, seeking medical attention, resources for better management of asthma, training community members with what they can do in cases of asthmatic manifestations in an individual, etc (Harver & Kotses,

People often complain about life in the U.S. Essay Example for Free

People often complain about life in the U.S. Essay People complain when most of their needs are not met. The irony of it lies when complaints are just piled up without any further insights on how to solve such problems. In the long run, complaints become a part of the lifestyle of people who are good at pointing at the loopholes most especially of the government, and of the leaders. As there would always be a reason for every action that is done, and for every result that is produced, man is also by nature never contented. Furthermore, the will to seek for the ‘best’ is always an intention to make life worth living. Power, fame, and money tops the priority of why people choose the option of fulfilling their daily agenda from dusk ‘til dawn. Although, with the exception of the few who does their work for the common people’s welfare and interest. It may also be considered a selfish ambition to seek good only for one’s self advantage and leave or ignore others behind while they struggle for the well being of everyone. From birth, the very basics of life are taught –following instructions, and that it is in the individual’s prerogative to obey, and afterwards reap the consequences of such actions. On the other hand, citizens do have their obligations and responsibilities. From simple instructions of following the rules and regulations or by becoming a â€Å"law abiding citizen† then, at least one is a big step ahead of fulfilling his obligations and responsibilities. Other concerns such as the payment of taxes for which some would dare not to are obligations that are intentionally forgotten. These are just simple, and few to mention that when taken for granted are enough reasons for making a citizen’s life fluctuate. Self-examination is important and should be carried before bursting in dismay the various injustices committed by the government and by the leaders or officials. For whatever reasons people complain about life in the U. S. is according to their own generalization and judgement on whatever situation or experiences they are basing it. On the other hand, a patriot will readily and passionately criticize his government when it is evil, corrupt, and infamous; and that refusing to do so is considered treason. It is the duty of every citizen to criticize, censure and scourge the political fiends that pretend to serve the public when those villainous brutes serve only tyranny, greed, hatred, and prejudice. In addition, complaints may have been germinated and nurtured from the compost heap of tyranny, imperialism, and international widespread liberal acts of butchery, despotism, and horror. The exposure of such a regime and its operations has become a primary duty of citizens who still believe in the Rule of Law and in the freedoms, which a country is supposed to represent. On the other hand, as a citizen who loves his country, his nation or his homeland, such complaints should be put aside and instead â€Å"take part† in the reforms that are taking place and â€Å"be a part† of whatever changes that will occur. For what would one gain complaining against the government – it only leads to further chaos and destruction that would later affect the stability of a country. Instead, an action of commitment is necessary for a change. Citizens cannot be required to take part in the political process, and they are free to express their dissatisfaction by not participating. However, without the lifeblood of citizens’ action, there can be no hope of making life much better. Teamwork is at its best when everyone participates in the fulfillment of such goals and objectives. For this reason, citizens play a very major role in the development of a country or a nation. Their â€Å"actions† speak â€Å"louder† when joined in one voice for the rehabilitation and development of their country. Most often, people are only joined on an aftermath, citing the 9/11 as an example. World leaders were heard on radio and seen on television joining against terrorism as worldwide threat to political-economic progress of every state or nation. Citizens therefore, should not take their responsibilities only as an option but as a mandate for which they should put into action and make commitments. US enjoy a government whereby the supreme power lies in the body of citizens who are entitled to vote for officers and representatives responsible to them. In which case, election of public officials is the most visible and common form of participation for which people could exercise their genuinity as citizens. However, there are problems faced by the electorate before and during election that would stop or make them have a second thought in casting their votes. Thus, the agenda of â€Å"making life better† by taking part in the election is at stake. Needless to say, as a citizen who loves his country, taking part on a crucial endeavor is worth an honor for standing on such beliefs and life principles – taking part for the better. In other areas, opportunities in which to participate to be able to have a part in the development and rehabilitation of a country and make it a better place to live is to take advantage of joining a host of private organizations, associations, and volunteer groups. For which many of these are concerned with issues of public policy and pay close attention to public opinion, making every effort to widen their base of support as they seek simultaneously to educate the public and influence government policies. The right of individuals to associate freely and to organize themselves into different sorts of nongovernmental groups is fundamental in shaping a better society, a better environment. When people of common interest band together, their voices can be heard and their chances of influencing the political debate increases. As there are no perfect leaders and perfect government that provides and meets the demands and expectations of its citizens, there are the advantages of opportunities vested upon the people to exercise their civil rights whenever it is necessary and while maintaining public order and countering attempts that ignites violence. Every circumstance that an individual faces everyday is a part of the spices of life that one should face courageously. That with his body, mind, and his character, should consider it as strengths for further growth and development. To make life better entails a long practice of patience and humility from which one could invest and influence others to follow. History records of people who have done it, and were able to successfully pursue their agendas after a long historic battle. Furthermore, citizens have the option of either to criticize and act, or to criticize and watch how complaints get piled and returns like a boomerang that backfires. It takes time, effort and most often investing money to make a goal successful. However in the long run, it pays an action for a legacy worthy for future generations. As the world advances, and so do the expectations of every individual, of every citizen. In addition, as government leaders occupy government offices from time to time, new agenda are always sought. Accordingly, to the best interest of the people! Whosoever leads, citizens’ action makes a difference when joined with a common goal – to make life better. REFERENCES: Felkins, Leon. â€Å"How to Avoid Wasting Your Vote†. The Election. 26 May 1996. 19 http://www. spectacle. org/1096/felkins. html Kettenhofen, Colleen. â€Å"Difficult People: Dealing with Difficult People 101†. Beyond Better Communications. 19 March 2007 http://www. livingbeyondbetter. com/difficult101. html â€Å"Politics, Economicsc, and Pluralism†. USINFO. STATE. GOV. 19 March 2007 http://usinfo. state. gov/products/pubs/whatsdem/whatdm8. htm

The Cause And Effects Of Acid Mine Drainage Essay -- essays research p

The Cause and Effects of Acid Mine Drainage INTRODUCTION Imagine going fishing on a cool Autumn day, the trees are all different shades of orange, brown and red and the birds are singing their beautiful songs, but their is a serious problem because when you arrive at the river all plant and animal life are gone. This is by no means a recent phenomenon. This is due to the effects of acid rock drainage (ARD). This is a problem that has been occurring since ancient times, but it was not until the 1800's when fast growing industrialization and heavy mining that it caught alot of attention. Acid rock drainage is the term used to describe leachate, seepage, or drainage that has been affected by the natural oxidation of sulfur minerals contained in rock which is exposed to air and water. The major components of ARD formation are reactive sulfide minerals, oxygen, and water. Biological activity and reactions is what is responsible for the production of ARD. These reactions make low pH water that has the ability to mobilize heavy metals contained in geological materials with which it comes in contact. "ARD causes a devastating impact on the quality of the ground or surface water it discharges to. (Ellison & Hutchison)" ACID MINE DRAINAGE Within the mining process there are several sources that cause ARD. No matter what activities occur, ARD usually occurs when certain conditions are met. These conditions are the factors that limit or accelerate the release of ARD. The initial release of ARD can occur anywhere from a few months to many decades after the sulfide containing material is disturbed or deposited. ARD has been associated with mines since mining began. When ARD occurs due to the effects of mining it is called acid mine drainage, or AMD. The coal mining industry here in the eastern United States has been associated with a major source of AMD for decades. When water comes in contact with pyrite in coal and the rock surrounding it, chemical reactions take place which cause the water to gain acidity and to pick up iron, manganese and aluminum. Water that comes into contact with coal has a orange-red yellow and sometimes white color. The metals stay in the solution beneath the earth due to the lack of oxygen. When the water comes out of the mine or the bor... ...ansform organic material and nutrients.(Bastian 1993) Natural and constructed wetland have been used to treat wastewater. The first one that was ever constructed was in 1982. There are over 200 systems in Appalachia alone.(Bastian 1993) Even though this is safer for the ecosystem it is found that at most sites, chemical treatment is still necessary to meet efficient standards, but the costs of chemical treatment is greatly reduced with the initial biological treatment. Most operators find that the costs of the construction of the wetlands are made up within one year due to the money saved on chemicals. CONCLUSION In conclusion, acid rock drainage is a big problem all throughout the world due to alot of industrialization and mining. This is not only a serious problem around the world, it touches home here, especially here in Appalachia, but it seems to be under or getting under control with all the new regulations and standards the EPA is setting. Low pH and a high acidity level is harmful to us our wildlife and our plants. With the help of more education and more research it will not have to be a problem for our future.

Romulus and the Lost Thing Short Answer on Belonging

The need to belong to a community, society or environment can shape ones behaviour, action and attitude, Through the experiences and the choices made in the processes of belonging, an individual’s identity will develop but may create barriers which they must overcome to be accepted. Romulus my father' by Raimond Gaita, biographical memoir that retells the story of his father, Romulus Gaita who migrated from Germany, to Melbourne Australia and must adapt and therefore belong through thick and thin to this new environment, and ‘The Lost Thing’, a picture book by Shaun Tan which revolves around the belonging of a bizarre machine-like animal when it is found by a curious boy in an industrialised town after being ‘lost’ from home are both texts which closely examine the concept of belonging under difficult circumstances.The story of Romulus, My Father closely, personally and accurately details the struggle of immigrants during and after the Second World Wa r, and how these adversities were faced and sometimes overcome. Romulus, being an immigrant himself, faces this personal struggle to overcome these challenges as he attempt to find a new home for himself and his family. Romulus attempts to connect to a place (Australia) which is disparate to what can be referred to as his natural homeland.The Lost Thing revolves around a creature whom is met with indifference by the rest of society. The bright red colour of ‘the thing’ immediately catches the reader’s eyes, drawing their attention to it thus effectively enabling reader’s to instantly explore as to why the creature is ‘lost’ within an industrialised town unlike it's natural surroundings. This creates a sense of isolation and seclusion which follows the picturesque storyline.

Education and Skills Bill Essay

The Education and Skills Bill introduces a new duty on young people in England to participate in education or training until the age of 18. The Bill follows the green paper Raising Expectations: staying in education and training, which described the perceived benefits to individuals, the economy and society of young people staying in education or training for longer. Responsibility for support services currently carried out by the Connexions service will be transferred to local education authorities (LEAs). The Bill makes changes relating to adult skills. The Bill also provides for the transfer of the regulatory regime for independent schools in England from the Secretary of State for Children, Schools and Families to the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) There are miscellaneous provisions in relation to pupil behaviour, external qualifications, inspection of teacher training, and Schools Forums. Also a framework power is provided for the National Assembly for Wales to legislate in relation to the inspection of pre-16 education and training. The territorial extent of the Bill varies according to the scope of the different provisions. The Bill contains provisions that trigger the Sewel Convention. Christine Gillie Social Policy Section Contributions: Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter House of Commons Library. Recent Library Research Papers include: 07/72 07/73 The ‘Governance of Britain’ Green Paper Child Maintenance and Other Payments Bill Committee Stage Report 07/74 07/75 07/76 07/77 07/78 07/79 07/80 Economic Indicators, November 2007 Channel Tunnel Rail Link (Supplementary Provisions) Bill Unemployment by Constituency, October 2007 The European Communities (Finance) Bill [Bill 2 of 2007-08] Sale of Student Loans Bill Housing and Regeneration Bill [Bill 8 of 2007-08] The EU Reform. Treaty: amendments to the ‘Treaty on European Union’ 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social Care Bill House of Lords – developments since January 2004 Economic Indicators, December 2007 Planning Bill [Bill 11 of 2007-08] Crossrail Bill: Committee Stage Report The Treaty of Lisbon: amendments to the Treaty establishing the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26. 10. 07 02. 11. 07 Research Papers are available as PDF files: †¢ to members of the general public on the Parliamentary web site, URL: http://www. parliament. uk †¢ within Parliament to users of the Parliamentary Intranet, URL: http://hcl1. hclibrary. parliament. uk Library Research Papers are compiled for the benefit of Members of Parliament and their personal staff. Authors are available to discuss the contents of these papers with Members and their staff but cannot advise members of the general public. We welcome comments on our papers; these should be sent to the Research Publications Officer, Room 407, 1 Derby Gate, London, SW1A 2DG or e-mailed to PAPERS@parliament. uk ISSN 1368-8456 Summary The Education and Skills Bill was presented in the House of Commons on 28 November 2007. At the same time Explanatory Notes, an Impact Assessment and a Memorandum of Delegated Powers were also published. The Bill, as presented, is in five parts. Some of the provisions are linked to the Government’s policies for reforming 14 to 19 education and improving the learning and skills of young people and adults. Other parts of the Bill are on separate matters particularly relating to the regulation and inspection of independent schools and colleges. Part 1 introduces a new duty on young people in England to participate in education or training until the age of 18, and creates a statutory framework to support and enforce it with new duties on local education authorities (LEAs ), educational providers and employers. The raising of the participation age will be introduced in two stages: to 17 by 2013 and to 18 by 2015. Provision is made for LEAs to enforce the participation duty, if necessary. They may issue attendance notices to young people who refuse to participate. New attendance panels will be created to hear appeals and to monitor the enforcement process. LEAs may also issue parenting contracts or parenting orders to parents of young people who are failing to fulfil the duty to participate. The proposals follow the green paper Raising Expectations: staying in education and training (March 2007), which described the perceived benefits to individuals and society of young people staying in education and training for longer. While there has been wide acceptance of the principle that young people will benefit from participating until they are 18, concern has been expressed about making it compulsory. Part 2 makes provision for the transfer to LEAs of the information, advice and support services for young people currently provided by the Connexions service. This follows proposals in the Youth Matters green paper (July 2005). The funding for the Connexions service will be transferred to LEAs in April 2008. It is intended that LEAs will continue to maintain the Connexions database so as to help them provide the right support services to young people and promote the new duty on young people to participate in education or training. Part 2 also places a duty on LEAs to arrange for the assessment of the education and training needs of a person with a statement of special educational needs (SEN) during their last year of schooling. This takes account of the change in the Bill to raise the participation age. Other provisions in Part 2 include: a requirement for secondary schools to present careers information in an impartial way and to provide careers advice that is in the best interests of the child; an explicit duty on the Learning and Skills Council (LSC) to provide proper facilities for apprenticeships for 16 to 18 year olds, and to make reasonable provision for apprenticeships for those aged 19 and over; a requirement for LEAs to have regard to journey times in preparing their transport policies for students of sixth-form age attending educational establishments; and a requirement for LEAs to co-operate with partners who are responsible for 14 to 19 education and training. Part 3 contains provisions in relation to adult skills. The issue of maintaining a sufficiently skilled workforce to meet the economy’s needs in the face of growing global competition has become increasing prominent, particularly since the publication of the Leitch Review of Skills in 2006. In its response to the review, the Government set out a range of goals relating to workforce skills for 2020 and outlined how it intended to achieve them. This Bill places duties on the LSC to provide a free entitlement to training for all adults in England aged over 19 up to their first full Level 2 qualification, with a similar entitlement up to Level 3 for those aged 19-25. Provision is also made to enable the sharing of data between relevant departments and the devolved administrations in order to assist in the effective assessment and provision of education and training for those aged 19 and over. Part 4 creates a wider definition of an independent educational institution in England, which includes certain part-time educational provision, to which the regulatory regime for independent schools in England will apply. That regime, currently contained in the Education Act 2002, is restated in Chapter 1 of Part 4. The regulatory framework for ‘independent educational institutions’ is changed so that the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) and not the Secretary of State is the registration authority. The function of approving non-maintained special schools is also transferred from the Secretary of State to the Chief Inspector. Sixth-form pupils in nonmaintained special schools are given a right to opt out of religious worship. (Pupils in mainstream maintained schools already have this right under the Education and Inspections Act 2006. ) The Bill also seeks to amend section 347 of the Education Act 1996 to remove in England the category of approved independent school for the placement of a child with a statement of SEN, and to remove the requirement for LEAs in England to seek consent to place pupils with statements of SEN in non-approved independent schools. Other changes in Part 4 include the introduction of a new management standard for independent educational institutions, and changes relating to fees for registration and inspection. Part 5 includes miscellaneous provisions in relation to pupil behaviour, the Qualifications and Curriculum Authority (QCA) and the approval of external qualifications, the inspection of teacher training, and the constitution of Schools Forums. Also Part 5 creates a framework power for the National A ssembly for Wales to legislate in relation to the inspection of pre-16 education and training. The Bill extends to England and Wales. Many of the provisions apply to England only. A number of new or expanded powers are conferred on Welsh Ministers. (These are set out in table 1 of the Explanatory Notes to the Bill. ) Five clauses that relate to sharing information extend to Scotland and trigger the Sewel Convention. Two clauses relating to the remit of the QCA extend to Northern Ireland. This research paper outlines the key provisions of the Bill, and provides background on them. It is not intended to be a comprehensive account of the clauses. A detailed clause by clause account is given in the Explanatory Notes to the Bill. Library contacts: Christine Gillie : raising the participation age, Connexions service, special educational needs, post-16 transport, regulation and inspection of independent schools, pupil behaviour and attendance and Schools Forums Paul Bolton: statistics on the above Ed Beale : apprenticeships, training and adult skills Grahame Danby: data processing Susan Hubble: financial support for students and external qualifications Vincent Keter: employers and business CONTENTS I Part 1 of the Bill: duty to participate in education or training (England). A. B. Introduction Background 1. History 2. Participation of 16 and 17 year olds in education, employment and training 3. The green paper and the case for change 4. Responses to the green paper C. D. Overview of the proposed system for raising participation 7 7 8 8 8 12 15 20 Suitable provision and enabling young people to participate: the ‘four building blocks’ 23 The Bill 1. Key provisions 2. Comment 31 31 35 38 38 38 40 41 42 43 43 E. II Part 2 of the Bill: Support for participation in education or training: young adults with learning difficulties and young people in England A. Provision of support services (Connexions Service) 1. Background 2. The Bill B. C. D. E. F. Assessments relating to learning difficulties Careers education Apprenticeships Provision of transport for persons of sixth form age: journey times Co-operation as regards provision of 14 to 19 education and training 44 45 45 47 49 III Part 3 of the Bill: Adult Skills A. Background 1. The Leitch Review of Skills 2. Current measures to address adult skills 3. House of Commons Education and Skills Committee report: Post-16 Skills 51 B. The Bill 1. Reaction IV Part 4 of the Bill: regulation and inspection of independent educational provision in England A. Current arrangements for regulation and inspection of independent schools Consultation proposals Response The Bill 53 54 55 55 57 61 63 64 64 65 66 68 69 69 70 B. C. D. V Part 5 of the Bill: miscellaneous provisions A. B. C. D. E. F. Pre-16 education and training: Wales Maintained schools in England: behaviour and attendance External qualifications Inspections of teacher training in England Schools Forums General provisions VI VII Data processing Appendix I: Reaction from specific organisations to the green paper, Raising expectations: staying in education and training 73 Appendix II: relevant documents 85 VIII. RESEARCH PAPER 07/87 I A. Part 1 of the Bill: duty to participate in education or training (England) Introduction In March 2007 the Government’s green paper Raising Expectations: staying in education and training post-16, proposed that the minimum age at w hich young people should leave education or training should be raised to 18. 1 The participation age would be increased in two stages: to age 17 from September 2013, and to 18 from September 2015. The green paper set out a detailed package of measures for consultation. Alongside the green paper the Government published an Initial Regulatory Impact Assessment on the estimated cost of the proposals. 2 (These projections have been reviewed and revised and are now published in the Impact Assessment that accom panies the Education and Skills Bill – see below). In July 2007 the Government published a report of the consultation on the green paper’s proposals. While it noted that there had been wide acceptance of the principle that young people would benefit from continuing to develop their skills formally until they were 18, it also noted that there was concern about making participation compulsory. 3 Also in July 2007, the Government published World Class Skills: Implementing the Leitch Review of Skills in England. 4 This set out the Government’s plans to improve the skills of young people and adults. The Government’s Draft Legislative Programme, published on 11 July 2007, announced that a bill would be introduced to ensure that young people stay in education or training until age 18, and to provide new rights to skills training for adults. 5 In his Fabian Society lecture on 5 November 2007, Ed Balls, the Secretary of State for Children, Schools and Families, described the Government’s proposals, and published a further document – From policy to legislation. This explained how the Government intended to proceed, and what aspects of the policy required legislation. 6 Also on 5 November 2007, the Government published its strategy for reducing the proportion of young people not in education, employment or training. 7 1 2 3 4 5 6 7 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf Initial Regulatory Impact Assessment for Raising Expectations: staying in education and training post16, DfES, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/RIA%20[FINAL]%20word%20version. pdf Raising Expectations: Consultation Report, DCSF, July 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/Raising%20Expectations%20Consultation%20R eport. pdf http://www. dfes. gov. uk/skillsstrategy/uploads/documents/World%20Class%20Skills%20FINAL. pdf http://www. cabinetoffice. gov.uk/reports/governance. aspx Raising Expectations: Staying in education and training post 16: From policy to legislation, DCSF, November 2007: http://www. dfes. gov. uk/14-19/documents/Raising%20Expectations. pdf Reducing the number of young people not in education, employment or training (NEET) by 2013, DCSF, 5 November 2007: http://www. dfes. gov. uk/14-19/documents/NEET%20%20Strategy. pdf 7 RESEARCH PAPER 07/87 The Education and Skills Bill was presented in the House of Commons on 28 November 2007. 8 Explanatory Notes9, an Impact Assessment10, a Memorandum of Delegated Powers11 and a Short Guide 12 were also published. B. 1. Background History The Education Act 1918 raised the compulsory school leaving age from 12 to 14. It also made provision for all young people to participate in at least part-time education until they were 18 but this provision was not implemented. The end of the First World War was followed by a period of austerity; public expenditure cuts dubbed the ‘Geddes axe’ 13 meant that the aspiration of increasing participation was not achieved. The Education Act 1944 made provision to raise the school leaving age to 16 but this was not implemented until 1972. 14 The 1944 Act also re-enacted the 1918 provision to extend participation at least part-time until the age of 18 but again this was not implemented. The school leaving age has remained at 16 since 1972, although the leaving date was amended in 1997. 15 2. Participation of 16 and 17 year olds in education, employment and training At the end of 2006 around six out of every seven 16 and 17 year olds were provisionally estimated to be in some form of education or training. The large majority were in fulltime education, others were in Government supported Work Based Learning (WBL)16, Employer Funded Training 17 or other types of education and training including part-time courses. The latest data are summarised below: 8 9 10 11 12 13 14 15 16 17 Education and Skills Bill, Bill 12, Session 2007-08: http://www.publications. parliament. uk/pa/cm200708/cmbills/012/08012. i-v. html Education and Skills Bill Explanatory Notes: http://www. publications. parliament. uk/pa/cm200708/cmbills/012/en/index_012. htm Impact Assessment of the Education and Skills Bill, DCSF, 29 November 2009: http://www. dfes. gov. uk/publications/educationandskills/docs/impact_assessment. pdf Memorandum of Delegated Powers, DCSF, 28 November 2007 (an electronic copy was not available at time of writing but a hardcopy was available from the Vote Office) DCSF, Short Guide to the Education and Skills Bill: http://www. dfes. gov. uk/publications/educationandskills/docs/BillNarrative. doc after Sir Eric Geddes who chaired a committee set up to suggest economies SI 1972 No 444 The 1997 change introduced a single school leaving date – the last Friday in June in the school year in which a young person reaches age 16: DfES Circular 11/97, School Leaving Date for 16 Year Olds, September 1997 http://www. teachernet. gov. uk/management/atoz/S/schoolleavingdate/index. cfm? code=furt Includes Advanced Apprenticeships, Apprenticeships, Entry to Employment and NVQ Learning. Young people who received training in the previous four weeks, includes non-WBL apprenticeships. 8 RESEARCH PAPER 07/87 Education, employment and training status of 16 and 17 year olds in England, 2006 16 year olds  number % of population 17 year olds number % of population 16 and 17 year olds number % of population Full-time education Work Based Learning Of which also in full-time education Employer Funded Training Other education and training Total education and training Not in any education or training Of which also not in employment Source: 516,900 37,700 1,300 15,000 25,600 593,800 68,400 42,800 78. 1% 5. 7% 0. 2% 2. 3% 3. 9% 89. 7% 10. 4% 6. 5% 428,600 51,600 1,200 26,700 32,000 537,600 122,000 62,700 65. 0% 7. 8% 0. 2% 4. 0% 4. 9% 81. 5% 18. 5% 9. 5% 945,500 89,300 2,500 41,600 57,600 1,131,400 190,400 105,500 71. 5% 6. 8% 0. 2% 3. 1% 4. 4% 85. 6% 14. 4% 8. 0%. Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF Overall participation rates were higher for 16/17 year old females at 88% compared to 83% for males. The gap was nearly 10 percentage points for full-time education participation, but young men were more likely to be in one of the training categories. These figures are based on the academic year age of young people, i. e. their age at the start of the academic year. Therefore 16 year olds are in their first year after the end of compulsory education. The data are estimated as at the end of the calendar year, hence some of these young people will have had their 17th/18th birthdays. Among the one million 16 and 17 year olds in full or part time education in 2006, 426,000 were in further education/specialist colleges, 366,000 were in maintained schools, 130,000 in sixth form colleges and 82,000 in independent schools. The overall number in full-time education has increased by 14% over the last decade; the largest proportionate increases were at sixth form colleges (22%) and at maintained schools (19%). There was relatively little difference in the type of education attended by 16 and 17 year olds. A slightly higher proportion of 17 year olds attended further education colleges at the expense of maintained schools. 18 Trends in participation by broad status are summarised in the table at the end of this section. In the early 1950s (when the school leaving age was 15) fewer than one in five 16 year olds and fewer than one in ten 17 year olds were in full time education in England and Wales. Immediately before the leaving age was increased to 16 (1972) these figures had increased to around one in three 16 year olds and one in six 17 year olds. The 16 year olds’ participation rate reached 50% in the mid 1970s; the 17 year olds’ rate reached this level in the early 1990s. 19 At the end of 2006 78% of 16 year olds and 65% of 17 year olds were in full time education in England. 20 Both were record highs. 18 19 20. DCSF SFR 22/2007, Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005 Statistics of Education 1962 part one, Ministry of Education; Education and training statistics for the United Kingdom 2006 and earlier, DfES DCSF SFR 22/2007F 9 RESEARCH PAPER 07/87. a. 16 and 17 year olds not in education or training The earlier table showed that there were an estimated 190,000 16 and 17 year olds not in any education or training (NET), 106,000 of whom were not in work and hence not in any education, employment or training (NEET). The NEET rate among 16 and 17 year old males was 9. 5% compared to 6. 4% for females. 16 year olds had a lower NEET rate than 17 year olds (6. 5% v 9. 5%). Around 60% of those in the NEET category were classed as unemployed21, the rest were economically inactive. 22 While there is a particular focus of attention on young people who are not in education, employment or training (the ‘NEETs’), the Bill proposes a duty on those in employment to participate in some training or education – hence it is also relevant for the ‘NETs’. The latest similar sub-national data collected is for the end of 2005. This only looked at education and Work Based Learning (WBL) and showed that the total proportion of 16 and 17 year olds not in either category was lowest in London (16%), the South East (18%) and the South West (18%) and highest in Yorkshire and the Humber (23%) and the East Midlands (21%). 23 More recent data from Connexions, which is not directly comparable, gives NEET rates at the end of 2006 which vary from 5. 6% in the South East and 6. 0% in the South West to 10. 5% in the North East and 9. 2% in Yorkshire and the Humber. 24 b. Trends The table at the end this section summarises trends in NET and NEET rates. These are also illustrated in the charts below. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 NET NEET 16 year olds 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 17 year olds NET NEET 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 There was a break in the series in 1994 and there have been some recent more minor inconsistencies. However, some trends are clear. The NEET rate among 16 year olds fell in the early 1990s and increased steadily for much of the last decade to a high of 8. 1% in 2005. The provisional fall to 6. 5% in 2006 takes it to its lowest level for almost a decade. The NET rate for 16 year olds fell by a larger amount in the late 1980s and 21 22 23 24 ILO definition of unemployment DCSF SFR 22/2007 ibid. NEET Statistics – Quarterly Brief, DCSF 10 RESEARCH PAPER 07/87 early 1990s as there was a general shift from employment and WBL to full-time education. This rate increased from 9. 2% in 1994 to 14. 3% in 2001, but has since fallen to 10. 3% in 2006. The NEET rate among 17 year olds fell by around half between 1984 and 1994 to 7. 7%. This rate has increased more recently to 10. 9% in 2005 before dropping back to 9. 5% in 2006. The NET rate fell from 44% in 1984 to below 20% in 1993 as there was a major shift from employment to full-time education. The scale of this was even greater than that seen among 16 year olds. The level of this rate increased from the late 1990s onwards to almost 22% before falling back to below 18% in 2006. Trends in education, employment and training status of 16 and 17 year olds in England Percentages (a)(b) 1985 Full-time education Work Based Learning Employer Funded Training (c) Other Education and Training Total Education and training Total Not in any education or training Of which also not in employment Notes: 1990 51. 1 19. 1 7. 5 3. 5 79. 7 20. 3 8. 0 1995 65. 6 11. 6 4. 0 4. 3 84. 7 15. 3 6. 7 2000 65. 6 9. 5 3. 7 4. 9 83. 5 16. 5 7. 1 2001 64. 8 8. 4 3. 9 5. 2 82. 1 17. 9 8. 4 2002 65. 4 7. 9 4. 0 5. 2 82. 4 17. 6 8. 2 2003 66. 0 8. 1 4. 1 5. 2 83. 2 16. 8 7. 7 2004 67. 2 7. 9 3. 8 4. 9 83. 6 16. 4 8. 3 2005 2006p 69. 2 7. 4 3. 5 4. 5 84. 5 15. 5 9. 5 71. 5 6. 8 3. 1 4. 4 85. 6 14. 4 8. 0 39. 7 16. 1 9. 2 4. 5 68. 2 31. 8 11. 0 There was a break in the series in 1994 due to changes in the source of further and higher education data. (a) Participation estimates may be slightly underestimated for 16 year olds between 1999 and 2000 and 17 year olds between 2000 and 2001. (b) There is a discontinuity from 2002 onwards whereby participation in additional institutions are included for the first time. This increases the full-time education rate by around 0. 1 points and the any education or training rate by around 0. 4 points (c) Includes other part-time education not included elsewhere and full- or part-time education in independent further or higher education institutions. Source: Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF c. International comparison of enrolment in education 16 year old enrolment rate in secondary education, 2005  100% 90% 80% 70% 60% 50% 40% 30% 20% 10% FRA GRE AUS SWE NOR KOR OST LUX IRE BEL ICE SWI 0% US POL SLO JAP UK ITA POR OECD MEX ESP CZ FIN NED DEN NZ TUR OECD data on enrolment by age look at the actual age of pupils/students, the rates calculated are different from those given earlier. In 2005 94% of 16 year olds and 80% of 17 year olds were in ‘secondary’ 25 education in the UK. The 16 year olds’ rate was three percentage points above the OECD average, the 17 year olds’ rate three points below. The UK’s relative position is shown opposite. Source: Education at a Glance 2007, OECD. Table C2. 3 25 This is based on the assessed academic level using international classification which at their highest level split education into primary, secondary and tertiary. It does not mean these pupils are in secondary schools. 11 GER HUN RESEARCH PAPER 07/87 Although the UK’s participation rate for 16 year olds was above the OECD average it was still below that of most other countries as the average was skewed downwards by much lower levels in Turkey and Mexico. The UK ranked 18th out of 29 states included in the 16 year olds measure and 20th on the 17 year olds rate. 17 year old enrolment rate in secondary education, 2005 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% SLO 0% KOR HUN NOR CZ GER SWE BEL POL FIN JAP OST OECD POR GRE MEX DEN NED TUR AUS ICE SWI ESP FRA LUX IRE NZ US UK Some of the countries ranked Source: Education at a Glance 2007, OECD. Table C2. 3 below the UK have relatively high enrolment rates in non-secondary education, 26 but direct comparisons cannot be made due to a lack of comparable data on enrolment on these types of education in the UK. 27 3. The green paper and the case for change The green paper, Raising Expectations: staying in education and training post-16, described the perceived benefits to individuals and society of young people staying in education and training for longer. 28 It proposed a detailed package of measures for consultation. These were summarised in the DfES press notice launching the green paper: †¢ From 2013, young people should remain in education or training after 16 – this means the first pupils to be affected would be those entering secondary school in September next year. Young people would be required to work towards accredited qualifications at school, in a college, or in â€Å"on the job† training or day release; Apprenticeships will be significantly expanded so that they are available to any qualified young person who wants one; Participation should be full time for young people not in employment for a significant part of the week and part time for those working more than 20 hours a week; Better advice and guidance for young people to enable them to access the provision that’s right for them; A high quality, accurate registration system to keep track of the education options a young person has chosen and to make sure they don’t drop out; Building on the Education Maintenance Allowance we will consider new financial support measures to ensure young people from low income †¢ †¢ †¢ †¢ †¢ †¢ 26 27 28 Tertiary and post-secondary non-tertiary Education at a Glance 2007, OECD. Table C2. 3 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf 12 ITA RESEARCH PAPER 07/87 backgrounds get the support they need to overcome any barriers to participation. To make sure the right provision is in place the new requirement would not be implemented until 2013 by which time the new Diplomas will be a National Entitlement. This will give young people a choice of A levels, GCSEs, the International Baccalaureate, the new Diplomas, Apprenticeships, and accredited in work training. Young people would be supported to re-engage if they drop out through integrated Youth Support Services. Any enforcement process would be used only as a last resort if a young person refused to re-engage. 29 Chapter 2 of the green paper set out the evidential basis for raising the education and training participation age. This referred to research showing that young people who stay on in education and training after 16 are more likely to gain further qualifications by 18 than those who go into employment without training or drop out altogether. Individuals with qualifications earn more than those without. In addition to higher wages, betterqualified individuals have improved employment prospects and an increased likelihood of receiving workplace training. There are also wider benefits associated with higher qualification levels, such as improved health and better social skills. The green paper noted evidence on the relationship between higher levels of skills and qualifications and economic performance and productivity. It highlighted evidence suggesting that up to one fifth of the UK’s output per hour productivity gap with Germany and an eighth of the gap with France results from the UK’s relatively poor skills. The green paper also noted the wider benefits to society from increased participation. It stated that those who participate are less likely to experience teenage pregnancy, be involved in crime or behave anti-socially. The green paper refers to a study that looked at Offender Index data between 1984 and 2001 which showed that an additional year of compulsory schooling decreases conviction rates for property crime, and that it has also been estimated that compulsory schooling lowers the likelihood of committing crime or going to prison. 30 The green paper went on to outline t e combination of measures taken so far to h encourage increased participation. These include changes to the 14 to 19 curriculum and the introduction of new specialist diplomas with an emphasis on applied and practical learning; changes to the curriculum for 11 to 14 year olds to allow greater flexibility and personalisation of learning; an expansion of work-based learning; from September 2007 a ‘September Guarantee’ of an offer of an appropriate learning place for every young person leaving school at 16; improvements in information, advice and guidance for young people to help them make choices; and financial support through educational maintenance allowances.