Bordo Essay Example | Topics and Well Written Essays - 250 words

Bordo - Essay Example have transformed from historical social beliefs that male relevance and beauty are a product of having massively-muscular bodies and ultra-masculine personas while women are depicted primarily as sexual objects for scrutiny and desire as a result of exposing their genitalia. She believes, essentially, that male beauty, today, is being depicted by more feminine posturing which both confuses the author and also seduces her at the same time. Bordo seems to be seeing a shift in cultural preferences that now have men being advertised as sex objects for visual delight and enchantment which defies historical connotations of masculinity. Bordo’s perspective would seem to be aligned with feminist ideology, with socially-driven viewpoints of sexuality now favoring equality as men are being transformed into artifacts with the same sexual characteristics as women. She questions biology as a contributing factor to what constitutes male beauty, however it seems this is just allegorical. She seems to understand fully that what compromises exciting male sexuality is culturally

Social Work And Assessment To Framework Social Work Essay

Social Work And Assessment To Framework Social Work Essay Assessments have been a key element to the social work practice and we have seen many changes and developments within assessments over the years. The Childrens Act 1989 and other legislation such as Criminal Justice Act 1991 and NHS and Community Care Act 1990 all contributed towards the changes made within the assessment process. The objective has been refined based on two key factors. First being the public enquiries that indentified shortcomings in legislations, policy and practices within social work and secondly the governments agenda for modernisation. (Wilson, et al.2008). Historically the objective of assessments was primarily to consider the risks factors to children and families in accordance to legislation. However, since the framework for assessments was introduced in 2000, practitioners have been steered towards evaluating not only risks, but also needs and strengths of service users. Assessments are carried out to help both service users and Social Workers identify and understand the nature, rationale and degree of professional involvement. Although there are numerous definitions of assessments from social work academics, however, there is no one conclusive definition. Coulshed and Orme define assessments as; An on-going process, in which the client participates, the purpose of which is to understand how people relate to their environment; it is a basis for planning what needs to be done to maintain, improve or bring about change in the person, the environment, or both. (Coulshed and Orme, 1998, pp21). There is a debate amongst academics as to whether assessments are an art or a science; Bradley and Parker (2007) have explored the different assessment definitions and have concluded: A balance approach would suggest that social work assessment is both an art and a science since it involves wisdom, skills, appreciation of diversity and systematic applied knowledge in practice. (Parker and Bradley, 2007, p4) Although there are many definitions of assessments the objective remains the same, it is to identify needs and have a plan of interventions, which meets the objectives of all concerned. Assessments are a working document that can be legally binding, which need assessing, reviewing and planning. Assessments are a systematic process that include various components and involve methods such as, gathering of information, analysing objectively, collaborating with service users and other professionals including sharing of information with colleagues, assessing the eligibility and recording information accurately. (Thompson Thompson, 2008). There are many vital interpersonal and communication skills that are required when gathering information such as, good listening skills and have the ability to observe and absorb information correctly. Pamela Trevithick (2005) emphasise on the importance of verbal and none verbal communication, as well as listening and observation skills, before embarking on the assessment process. (Trevithick, 2005). Assessments are not just about gathering information, but are about having the ability and knowledge to make correct judgments and analyse objectively. Milner and O Byrne (2009) suggest that when analysing data, social workers will use knowledge and the theoretical perspectives which have been identified to expand their analysis. ( Milner and OByrne, 2009). In addition, upon analysing information consideration must be given to service users social, economical, cultural and ethnic background. Although assessment involve making informed judgement, it is vital to assess an individual need in relation to their environment. Milner and OByrne (2002) stress that it is crucial while making judgements social workers must avoid any form discrimination, such as labelling or judging peoples behaviour according to common stereotypes. Assessments are not a one way dialogue but rather a joint venture between service user and social worker. Although there can be the issue of power imbalance, it is crucial that there remains a shared power relationship whenever possible. Middleton (1997) has emphasised the importance of respecting individuality of service user during the assessment process, so that it can empower and help them manage and identify their individual strengths. In addition it is essential that social workers build a good relationship with service users, as they, must collaborate and share information with other agencies. There has been a heightened awareness that multi agencies collaboration is vital; however there are many barriers which have often contributed to the lack of communication between agencies. Sharkey (2000) has noted the underlying causes as being the different structure and values of the individual organisation. Social workers undertake assessments on behalf of the local authority therefore; eligibility depends upon a few factors, which include, need, the organisations criteria, resources and funding. Throughout the entire assessment process social workers must keep clear and accurate records of all the work undertaken and their findings. Social work assessments can be broken down into two types, one which is on-going and will change according to need and information, and the second being specific to the issues and will be limited to a particular time. However, these two components will often exist simultaneously in most assessments. Coulshed and Orme (2006) clarify that assessments are not a one off practice but are a process that continues even after a piece of work has been carried out. An on-going assessment process could be the result of subsequent changes that may occur in the service users life, and then responded to accordingly. By implementing this method of practice it ensures that the service users needs are adequately assessed and evaluated at all times. Pincus and Minahan (1973) have described assessment as a process that can be altered and adapted after obtaining new information and data, enabling the assessor to reassess the situation and review the effectiveness of their chosen cause of action. (Pinus and Minahan, 1973). Assessments that are carried out for a specific issues and are time limited, such as a court report or a case conference, are usually conducted in accordance to legal obligations. This formula is focussed on making judgements and identifying what is needed and how it can be achieved. This may not always be an accurate presentation of the service user life and may not hold any relevance in the future, but will target the issue within a particular the timescale. Furthermore, the level of assessment can be determined through the two types of assessments mentioned and by identifying the need and response levels of intervention, will give the service user a well structured and focussed base service. The importance of carrying out assessments is widely recognised in the area of social work practice and is a fundamental component in professional interventions. By carrying out assessments effectively and systematically, there are more chances of interventions to prove to be successful. At the heart of an excellent assessment there is careful planning, evaluating and applying appropriate professional involvement. Sutton (1999) has emphasised on the nature of assessment process with the ASPIRE model, Assessment, Planning, Intervention, Review and Evaluation. It is important that when discussing assessments, to be aware that this is not a singular action, but is also complemented by good interpersonal and communication skills. Due to the significance assessments have in social work practice, it is vital that the entire process is carried out with an objective and factual thought process. As inadequate preparation can lead to a catastrophic results as we have seen over the years.

Fireworks Essay example -- Chemistry Fireworks Essays

Fireworks How do fireworks produce their brilliant colors and loud bangs? To produce the noise and flashes, an oxidizer (an oxidizing agent) and a fuel (reducing agent) are used. The oxidizer oxidizes the fuel in a very exothermic reaction which produces a brilliant flash and a loud report from the rapidly expanding gases produced. For a color effect, an element with a colored emission spectrum is included. Electrons in atoms can be raised to higher-energy orbitals when the atoms absorb energy. The excited atoms can then release this excess energy by emitting light of specific wavelengths, often in the visible region. In fireworks, the energy to excite the electrons comes from the reaction between the oxidizer and fuel. Fireworks are usually made out of the following items; an oxidizing agent, a fuel (reducing agent), a coloring agent, binders and regulators. These mixed together are what make up the basic fireworks: Oxidizers The first thing in a firework is the oxidizing agent. These produce the Oxygen to burn the mixture. Oxidizers are usually nitrates, chlorates or perchlorates. The common oxidizers are nitrates. These are made up of a metal ion and the nitrate ion. I'll use potassium nitrate as an example. Nitrates only give up 1/3 of their oxygen. The resulting equation would look something like this: 2KNO3 ---> 2KNO2 + O2 The next Oxidizers are chlorates are also made up of a metal ion and then the chlorate ion...

Englis Removalist Essay Essay

Engaging texts lead us to think about significant issues within society. Discuss with reference to your prescribed test and of at least ONE other related text. Significant issues within society are effectively explored through engaging texts. The two-act play ‘The Removalists† written by David Williamsons explores significant issues within society in Australia in the seventies. The significant issues discovered throughout â€Å"The Removalists† include abuse of power and corruption. Similarly the empowering film â€Å"Shawshank Redemption† directed by Frank Darabount, also explores issues within society. Unlike David Williamsons â€Å"The Removalists†, â€Å"Shawshank Redemption† explores similar issues within society in America, in the 1940s. A significant issue within society is corruption. Corruption was conveyed throughout the play â€Å"The Removalists†. This is evident when Simmonds states â€Å"We can’t handle anything big because there is only the two of us. We can handle anything small, but then again it’s hardly worth the effort if it’s small†. Even though Simmonds says this area is the geographical centre of crime, which portrays his contradicting statements. Since the sub-branch does not handle anything big or handle anything small, it indicates the corruption within the force. The character Simmonds again reflects corruption throughout the play when he says â€Å"I have never made and arrest in all my twenty three years in the force, Ross† Simmonds uses irony as Simmonds mentioned that this city has the greatest crime rate, and Simmonds is yet to make an arrest in all his time in the force. Through the character Simmonds, corruption is effectively explored throughout The Removalists. In a similar fashion, the social issue of corruption is evident throughout the film Shawshank Redemption. Corruption was evident in the beginning of the movie as throughout Shawshank items were being traded through the currenc y of cigarettes. The fast-paced panning motions were used to show that the trading was illegal but still completed with all the prisoners and some guards. Another way corruption is evident throughout Shawshank Redemption is through the character Andy as he stimulates a large part of corruption throughout Shawshank. â€Å"All I ask for is three beers a piece for each of my co-workers†. Since Andy is doing illegal work for the police Andy asks in a polite tone for something in return for the work he has done. Corruption is also evident when Norton asks another inmate â€Å"would you be able to testify before the judge?† Norton’s asks him in a friendly tone and a low volume so  Norton could let the inmate think he was his friend. The inmate told the truth, which led to the inmate being intentionally killed. This demonstrates in a similar fashion to The Removalists how the social issue of corruption is evident in Shawshank Redemption. The social issue of the abuse of power is evide nt throughout The Removalists. This is evident when Simmonds â€Å"bends down and hoist’s Fiona’s skirt up a little† and say’s â€Å"take a close-up one on her thigh†. Simmonds actions and words portray his abuse of power within the police force to pick on troubled Fiona. The alluring tone Simmonds’s used towards Ross to take a picture of Fiona’s thigh indicated his plan was to try and use his authority and power he has to seduce Fiona. The social issue of the abuse of power is again evident through the character Simmonds. When Simmonds arrests Kenny, Simmonds abuses his power by repeatedly punches Kenny. Simmonds uses force against Kenny when Kenny undermines him. â€Å"Pity about Kate. Sergeant. You would’ve been in like Flynn† Simmonds resorts to violence because he believes that he has the right to, because he doesn’t follow the rulebook. â€Å"Stuff the rule book up your arse†. Through the character Simmonds the social issue of the abuse of power is evident in The Removalists. Similarly, the social issue of the abuse of power is evident throughout Shawshank Redemption. The abuse of power is evident through the warden, Norton. â€Å"Nothing stops! Nothing! Or you will do the hardest time there is. No more protection from the guards† The high modality and commanding tone Norton uses is to remind Andy that he is still the boss, and that Andy is under Norton’s thumb. It also portrays the abuse of power as Norton who abuses his power as the warden in Shawshank by controlling Andy for his tax frauds. The issue of the abuse of power is again evident through Norton. â€Å"There’s going to be a book barbeque at the back if you say anything†. Norton threatens Andy to keep quiet or his six years of work in the prison to get the library will turn into ashes. Norton’s commanding tone to a beaten up Andy was to further intimidate and threaten him. The two acts committed by Norton towards Norton displays the social issue of the abuse of power throughout Shawshank Redemption. Through engaging texts significant issues within society are explored effectively. The texts â€Å"The Removalists† and â€Å"Shawshank Redemption† effectively explore and reflect the significant issues within society.

Paulo Freire and Revolutionary Education Essay

In reading Paulo Freire’s inspiring and idealistic book Pedagogy of the Oppressed, first published in 1970, the question arises is whether such a radically transformed educational system is even possible. According the person I interviewed, a professor with many years of teaching experience in many countries, the answer is not particularly optimistic. Paolo Freire’s radical and humanistic view of education is light year’s removed from what actually takes place in most classrooms around the world. At the lower levels, education often amounts to little more than rote memorization to prepare for standardized tests, with administrators mainly concerned that their ‘numbers’ look good. Higher education has devolved into career training for big business interests, and frankly has become a business itself. Virtually none of the creativity, humanization or liberation that Freire writes about so eloquently really exists in most educational systems around the world, which simply turn out more cogs for the machinery. There may be a few truly creative and humanistic teachers, although they usually end up frustrated, burned out and cynical because of the nature of the system itself. For Freire, the worst form of teaching is the banking concept of education, in which students are passive and alienated note takers of any information the teacher provides. This has been the normal type of education system in most of the world throughout history, mirroring the authoritarian and paternalistic socio-economic relationships in the world outside the classroom. In fact, the schools and universities are preparing students to take their place in the system without questioning it. Freire claims that teachers can either work â€Å"for the liberation of the people—their humanization—or for their domestication, their domination. † They can either create an education system in which all persons in the classroom are â€Å"simultaneously teachers and learners†, realizing that â€Å"knowledge emerges only through invention and reinvention, through the restless, impertinent, continuing, hopeful inquiry human beings pursue in the world†, or simply uphold the status quo (Freire 72). He also insists that â€Å"the teacher cannot think for her students, nor can she impose her thoughts on them† (Freire 77). Ruling elites merely want to use the education system as part of the apparatus of â€Å"domination and repression†, to maintain order, but real education should be revolutionary and deliberately set out to â€Å"transform† the world (Freire 79-80). Are there teachers who actually believe in this radical mission for education? Is it even possible within the present system? How long does it take for teachers who were once young and idealistic to become disillusioned? The following are excerpts from an interview with ‘Dr. W. ’–a university professor who has taught in various countries around the world for twenty-two years: Question: Have you ever read Paulo Freire’s book Pedagogy of the Oppressed? Dr. W: Yes, parts of it. Over the years, I’d say I’ve become fairly familiar with his general theories. Question: Do you regard the educational systems you have seen as oppressive? Dr. W: I have experienced many educational systems around the world, including a number that I would regard as extremely oppressive. For example, I’ve taught in Asian and Middle Eastern countries where primary and secondary school teachers regularly slap, punch and beat students†¦hit them with sticks and so on. For the most part, those systems are based on rote memorization as Freire described, and the students are not even allowed to question the teacher: they are strictly passive. Mainly, the students are just being prepared for standardized tests, not to develop creativity or imagination, and this becomes very clear when they reach the university level. At that point, they have become used to treating teachers like little tin gods, although I suppose it prepares them for the kind of bureaucratic and managerial salaried positions most of them will be expected to fill in society. Question: Isn’t that also the case with the American education system? Isn’t it mostly geared toward jobs in the capitalist economy? Dr. W. : Absolutely. The American education system is also a class system, and this is already the case in primary and secondary schools. My first job was as a student teacher in a high school in New York. The kids from working class backgrounds were generally tracked into ‘general† classes† that were not preparing them for higher education, while those from the middle class were. I’ll never forget the first class I ever taught, with a group of sullen, nonresponsive working class kids, stuck in a basement classroom that did not even have windows, taught by people who didn’t much care whether they learned anything or not. These kids knew it, too. They were not dumb, although the system certainly treated them that way. They knew they were being prepared for jobs as mechanics and cashiers. And this was not an inner city school, though, where the American class and caste system reveals itself at its most brutal. Question: Caste system? Dr. W. : Yes, in the United States, we have a long history of education segregated by color, with the worst schools always being reserved for minority groups. Compare any inner city public school system today with those in the white suburbs, or with expensive private schools for the upper classes, and you will see the difference in about two seconds. For the poor and minority groups in the inner cities, the teachers and facilities are much worse than in the suburbs, as is the housing, health care, nutrition and so on. Conditions in these ghettoized schools and neighborhoods are not all that much better from those in developing countries†¦the types of places Freire was talking about in his books. In those countries, the oppression is very real indeed, and the students are being prepared for lives as peasants, workers or simply part of the marginalized economy and society, like kids in America’s inner city schools. Those institutions are programmed for failure. Question: But you never taught in inner city schools like those? I mean the types of schools that are like jails, with cops on duty, metal detectors and things like that? Dr. W. : No, my career has been mostly at the university level, and the students I’ve had were relatively privileged by the standards of this world—middle class or upper class. In the Middle East, I taught students from royalty and the aristocracy who had huge allowances every month, and in Asia I once taught students who arrived in limos with their own drivers. I wouldn’t say that they were exactly the oppressed masses Freire was describing. On the other hand, I taught at a university in the former Soviet Union were about 60% of the students were on scholarships and came from fairly modest backgrounds. A lot of people had also been hit hard by the collapse of the economy when the Soviet Union ended. We even had a former brain surgeon who ended up working as a janitor at the university, earning about $150 a month. The whole medical and public education system was so far gone that she could make more money that way. Question: So you basically see the education system as being unequal, designed to keep people in their place generation after generation? Dr. W. : Yes, that’s been mostly my experience. I think it’s designed to insure that the children of the owners and the ruling class will stay at the same level as their parents, while the children of the middle class will continue to manage and administer the system for them, and the children of workers will continue to be mostly worker bees, although a few might be allowed up into the middle class. Question: So in all your years of experience, you never experienced education as being liberating in the way Freire describes? Dr. W. : Absolutely never. The system is set up to do the opposite and it will usually weed out teachers who do not conform to its requirements, unless they are protected by tenure. Most teachers just go along and get along, never rocking the boat because they are relatively powerless themselves and just need the paycheck. Moreover, parents of middle class and upper class students do not want anyone to be liberated, but expect their children to conform to the system—to insure that the family maintains its class position. Question: So given this reality, is there any way you can imagine that a truly liberating education system might be established? Dr. W. (laughs): I think to do what Freire was talking about would require a revolution. Clearly, then, Dr. W. was a case of someone who had become cynical about the education system after long years of experience. He admitted that he had once been young and idealistic and might even have believed some of Freire’s ideas, but over the years he had found that there was really no meaningful way to put them into practice under the current system. In addition, he thought that most students simply went along with this system because that was what their parents expected, especially when they were paying private schools and universities to provide certain services. They were most definitely not interested in making students more humanistic, rebellious or questioning of authority, but only to prepare them for careers and to ‘get ahead’ in life. Only in rare cases in American history, such as the 1960s during the era of the Vietnam War, counterculture and civil rights movements did students actually come to question the dominant values of society on a mass scale. That has most certainly not been the case in recent decades, at least not in the United States, nor in most other countries that Dr. W. had experienced. He had come to regard education as a business, run by bureaucrats and entrepreneurs for a profit rather than to encourage critical thinking or humanistic values among the students. Only occasionally would rebels and nonconformists challenge this system, except in very unusual historical circumstances. WORKS CITED Freire, Paulo. Pedagogy on the Oppressed. NY: Continuum, 2000. Interview with ‘Dr. W. ’ by author, February 4, 2010.