Potential conflicts Essay Example for Free

Potential conflicts Essay Every State has three inherent powers which are all necessary and indispensable for its continued existence. These powers may exist even without an express constitutional grant. Among these powers are Police Power, Power of Eminent Domain, and the Power of Taxation On the other hand, citizens in a democracy enjoy certain rights and freedom. These rights serve as safeguard for the protection of the people against excessive and unnecessary exercise of these three powers mentioned. The beauty of a democracy lies in the proper balance between the civil rights and liberties of the people and the fundamental powers of the State. An over-concentration of power in the government will lead to dictatorship or authoritarianism. An over emphasis in freedom and liberty will result to anarchy and mob rule. Analysis of the USA Patriot Act Consider the enactment of the USA Patriot Act as our country’s response to international terrorism. Pres. Bush upon signing the Patriot Act into law emphasized that this law will provide law enforcement officials with sufficient weapons and tools to fight terrorism. â€Å"Remarks by President Bush at Signing of USA Patriot Act of 2001†) He emphasized that we need this law for the protection of our country and for our protection as well. Despite the highly publicized importance of the Patriot Act to protecting our national security and territory, civil rights advocates however fear that the said law may have severe repercussions to our individual liberties. This law which should protect us from terrorists may even be used against us. Some of the provisions of the said law will give the law enforcement authorities unlimited power to search our physical property and seize them, monitor our electronic communication and bank accounts, library records and even our medical records. Last January 2006, The Association of American Physicians and Surgeons and the American Civil Liberties Union joined together in calling for the amendment of Section 501 of the Patriot Act which gives sufficient authority for government officials to seize any â€Å"tangible things† (Jeanne Lenzer)  Under Section 501, â€Å"(a)(1) The Director of the Federal Bureau of Investigation or a designee of the Director†¦may make an application for an order requiring the production of any tangible things (including books, records, papers, documents, and other items) for an investigation to protect against international terrorism or clandestine intelligence activities, provided that such investigation of a United States person is not con ducted solely upon the basis of activities protected by the first amendment to the Constitution. † (Sec 501) It is because of this reason that in a number of medical center’s privacy policy there is already a statement informing their patients that they are authorized to disclose any medical information about the patient to authorized federal officials. Personal information about our health conditions, our sickness, the doctor treating us, the medicines we are taking and any other personal information, which we consider as confidential may now be discovered by the government, placed in a database together with all other personal information taken from other people, and this information could be transferred from one government agency to another. Conclusion I am a Libertarian. I do not think we need to sacrifice our liberty for the purpose of protecting ourselves from terrorism. Our civil liberty, such as our right to privacy, is our treasured rights. For some that is all they have. If the government will take this away from them they will be worse than the terrorists. There is only one solution to this problem and that is for the public to call for the amendment of this provision so that section 501 may finally be deleted from the Patriot Act. Although the said provision may also be useful for any criminal investigation, I believe however, that no government official should be given unbridled discretion to seize our medical records. As a rule, seizure of medical records should not be allowed subject to certain exceptions such as if a suit has been filed against the person whose medical record is being seized or if the person is a suspected terrorist who has confirmed affiliations with terrorists organizations.

The Unfair Treatment of Women Essay -- No Name Woman Gender Discrimina

The Unfair Treatment of Women My mother has always promoted sisterhood and support for women. Growing up, I was taught that women, although we can do anything we want to do, need a support system, because we are traditionally the underdogs, and we should not accept being treated unfairly. My mother likes to tell a story about how, when she was a girl, she told her dad that she had decided to become a lawyer when she grew up. In response to her proclamation, my grandfather, an attorney himself, asked, "Isn’t that an awfully expensive education for a girl?" My mother was involved in her education throughout high school. The number of opportunities presented to her while growing up and in her education, however, did not even come close to the number of opportunities presented to her male counterparts. In her yearbook, she is pictured among the Future Teachers of America, the only organization offered in her high school that relates to furthering the education of its young female students. The male students were also able to join that club, as well as Future Farmers of America, Future Lawyers of America, and Future Businessmen of America. She was also the Associated Student Body Treasurer—quite a feat, considering that it was unthinkable for a girl to run for President. Girls didn’t play sports, they cheered for the guys who did. My mother attended MIT Sloan School for Business, and in her class of 32, there was only one other woman. A certified management accountant with an M.B.A. from MIT, my mom has been rejected from job s on the basis of her gender. In interviews, she’s been told by companies that they don’t want a woman in the position, and that the average matriculation time for women in management was 23 months. My mo... ...tional ways, which her brothers, now among the barbarians, could fumble without detection." So if women had the power to carry on traditional values, then why did they not try to change anything? What privileges did Chinese women have that they wanted to hold on to, even in the United States, where they did not have to tolerate being treated so unequally? I do not know about Chinese culture, and I am sure that there are reasons that such an unfair tradition of gender inequality could have survived for so long, even after the Chinese immigrated to America. However, with the upbringing that I have had, I found it sad and frustrating to read about the acceptance of unjust treatment of women in Chinese culture. Women seemed to hold their own social status down with their silence and by attacking other women, such as Kingston’s aunt, whom they know are not to blame.

Analyse the Ethos of Partnership with Parents Essay

The relationship between parent and practitioner or the service that they are working within is crucial to the effective outcome for all those concerned. It now seems impossible in modern Britain to imagine developing any kind of relationship with a child without taking into account the wider family and the impact it has on that child. Given that this is the case it is essential to understand the nature of that relationship and although there can be many types, the most effective parent-practitioner relationship is a partnership. Ideally, this would be defined by mutual participation, shared power, involving the expertise of both partners, with agreement about aims and process, negotiation, mutual respect and trust, and open and honest communication. In caring for someone else’s child, we inevitably work within an ‘emotional framework’ (BOVE 2001) and need to ensure that the ‘equivalent expertise’ of parents is fully recognised. Although the idea of partnership is widely accepted in current service policy, its meaning is rarely fully understood. Dictionary’s provide a range of meanings from â€Å"a person who takes part with another in doing something† to â€Å"an accomplice† but a parent- practitioner partnership has to be one in which both parties work closely together with active participation and involvement as opposed to the professional working on (e. g. treating) the parent. A fitting definition of partnership working that sits with this ethos is: ‘†¦. cross sector alliance in which individuals, groups or organisations agree to: work together to fulfil an obligation or undertake a specific task; share the risks as well as the benefits; and review the relationship regularly, revising their agreement as necessary. ’ (Quoted in Partnership made painless – a joined-up guide to working together, Harrison R et al, Russell House Publishing, 2003) In education, the idea of a partnership between parents and practitioners has been around for many years. In the late 1970s the Warnock Report reviewed provision for children with special educational needs in England and Wales. The report contained an influential chapter entitled ‘Parents as partners’ (CEEHCYP, 1978). In 2003 the government published a green paper called Every Child Matters (ECM). This started a big debate about services for children, young people and families. There was a wide consultation with people working in children’s services, and with parents, children and young people. The organisations involved with providing services to children and young people – from hospitals and schools to police and voluntary groups – began to team up in new ways, sharing information and working together to protect children and young people from harm. Following the consultation, the government published Every child matters: the next steps, and passed the Children Act 2004, providing the legal framework for developing more effective and accessible services focused around the needs of children, young people and families. In November 2004, Every child matters: change for children was published. This outlines the way local programmes for children, young people and families should be developed. Every Child Matters emphasises a vision for working with families that puts outcomes for children and young people first. It stated that working together as a partnership had a positive effect on parenting. For example, more self-confident adults are likely to be more self-confident parents. Together from the start, guidance published in 2003, on which the Early Support programme is based, said: ‘Parents have rights and responsibilities in relation to the development and care of their child. Professionals have a duty to acknowledge and understand the unique role and relationship each parent has with their child. ‘ This focus is shared by many other and more wide-ranging policy initiatives. The Children’s Plan, Building brighter futures, which sets out a ten-year Government agenda from 2007, identifies partnership with parents as its ‘unifying theme’. A partnership needs to respect the special knowledge that each partner brings to the relationship. Parents are the experts on their own children and when a partnership is built upon the well-being and the rights of all concerned and share common goals and shows mutual respect for differing roles and opinions, then children,parents and practitioners will all benefit. There are a number of basic principles of partnership as defined in the Quality in Diversity in Early Learning (Early Education Forum 1998). Below is a brief summary of these principles and how they can be achieved within a setting or any relationship: * Respect children/adults as individuals regardless of ability, disability, race and religion. Encourage individuals to bring in items from home to inform groups/practitioners about their culture or every day experiences. Personalised transition stages. * Respect cultural differences and beliefs in raising a child and explore these with open and sensitive dialogue. Speak to the parents about their belief systems and how they differ, explore ideas that may not be apparent to them. Self-education regarding differing cultures. * Have a willingness to relate to children and their parents in diverse ways and to share the responsibility of the relationship Home/school agreements. ‘Family plan’ booklets. Agreed aims and objectives and clear outcome indicators. * Respect parents in their decisions. Set up good communication methods ie. communication book. Set up parent councils for settings. Regular feed back questionnaires. * Commit to communicate regularly and in as many languages as needed. Translators. Literature in differing languages. Parent notice boards. Newsletters. * Commit to listen to parental views and take their concerns into account Regular meetings and open communication. Feedback questionnaires. Parent days. * Clear communication about the ways in which parents can contribute to their child’s education and improve the quality of the setting at home as well as outside. Offering parenting groups (i. e. PEEP) Parenting courses (i. e. literature and numeracy) * Clear communication channels between parent and practitioner to share knowledge. Communication book, being approachable and listening. Acting on the parents suggestion. Discussing aims and outcomes. * Clear procedures to support parents becoming involved in the management and day to day life of their children in various settings. Home/school agreements. Parent consultation days. Parent workshops. Open access. Partnership is not a relationship that can develop quickly and naturally; it requires time, effort and skill. It also follows that an effective partnership may not be possible in all cases or at all times; it depends upon what the participants bring to the situation, and some may not want or be able to work with others in this way. The better the partnership between the parent and practitioner the easier it will become to achieve agreed outcomes. Parents will be more in control and motivated and will understand what is expected of them in their role as partner. In sharing the process the parent will feel more empowered and is more likely to draw on lessons learnt in times of future difficulty. Their trust of professionals will also be reinforced and they are more likely to ask for help in other aspects of their lives.

Essay on Split Cherry Tree by Jesse Stuart - 733 Words

Split Cherry Tree by Jesse Stuart The short story, Spilt Cherry Tree, was written by Jesse Stuart. In the beginning of the story, Dave and his classmates went with Professor Herbert on a field trip for biology class. They were all searching for lizards, bugs, snakes, frogs, flowers, and plants. Dave and five of his classmates had spotted a lizard in the old cherry tree up the hill, so all six of them ran up the tree after it, and the tree broke down. Eif Crabtree, the owner of the tree was plowing when it happened and he ran up and go tall the boys’ names. Dave’s five classmates who broke the tree with him were all able to get the dollar that they owed Mr. Crabtree, but Dave knew he wouldn’t be able to get his. Professor Herbert kept†¦show more content†¦Dave told his father about the field trip and having to work to pay the dollar, but his father didn’t believe he was telling the truth, so he said he was going to go down to the school the next day. He begged and begged his father not to go to the school, but his father refused to listen to anything Dave said. The next morning, after chores and breakfast, Dave and his father went to the high school. Luster told Professor Herbert the same story Dave told him, and the Professor told him the story was accurate. His father couldn’t understand why they would go out looking for bugs and stuff when they should be inside learning from the books. Professor Herbert told him that there were certain courses of study that had to be complete for the state, but he still didn’t understand, so Professor Herbert requested that Luster stay all day at the high school. Luster and the professor stayed together the whole day and they observed the different classes. At the end of the school day, Dave and his father finished working for Dave’s dollar and then went home. Dave’s father told Dave that he got along good with professor Herbert, and he told Dave that he was very well off at the school, so he should continue to learn the things that he never had the chance to learn. Luster Sexton is a very hard working sixty-five year old man. He worked very hard all of his life on the farm, and he was not very well educated. He wanted what was best for