Case - Mohammed Vs. E&Z Electronics Study Example | Topics and Well Written Essays - 1250 words

- Mohammed Vs. E&Z Electronics - Case Study Example Argument Firstly, as Mohammed purchased a washing machine from E&Z Electronics, this means that the parties had a contract of sale between them. In a contract of sale, there are some conditions and warranties that may be express or implied. Express conditions and warranties are expressly and mutually agreed upon by the parties to the contract. Implied conditions and warranties are not expressly agreed upon by the parties but are applicable and have to be complied with because of operation of law or usage in business. It is worth noting that E&Z Electronics is a major distributor and reseller of L&G electronic products in Dubai. Therefore, it is very safe to assume that as the seller, E&Z Electronics was acting in the course of the business. S 14(2) of Sale of Goods Act, 1979 provides that, â€Å"Where the seller sells goods in the course of a business, there is an implied condition that the goods supplied under the contract are of merchantable quality...† Also, the defect in t he machine was not drawn to the attention to the attention of the buyer nor the buyer could have unveiled the defect through his examination of the machine. Therefore, there is a breach of condition by E&Z Electronics which gives the plaintiff a right to repudiate the contract. ... The defect in the washing machine was as latent to the plaintiff as the snail in the ginger beer bottle in Donoghue v Stevenson. Conclusion The plaintiff must be awarded damages for the injury and loss that he has suffered because of the negligence of E&Z Electronics and the manufacturer. Also, he must be given the right to treat the contract with E&Z Electronics as rescinded and receive his money back which was paid as the purchase price of the washing machine. 2 IN THE HIGH COURT FOR THE STATE OF LOUISIANA Case No. XXXX Mohammed, Petitioner, vs. E&Z Electronics and XXX (The Manufacturer) Respondents. Issue The issue is whether Mohammed is entitled to a compensation for his injuries and loss from E&Z Electronics and the manufacturer of the faulty washing machine and to a right to repudiate the contract. Facts The plaintiff, Mohammed, purchased a washing machine from one of the defendants, E&Z Electronics. The washing machine had a defective electrical switch due to which it malfunct ioned and resulted in significant bodily injuries and property damages to Mohammed. Reasoning There was a contract of sale between E&Z Electronics and there has been a breach of implied condition of merchantability because E&Z Electronics was acting in the course of business and it is reasonably expected of E&Z Electronics to know about such defects in the machinery that they deal with. It is a condition because it goes to the very root of the contract and its breach defeats the whole purpose of the contract. It would have been a warranty if it was just a term collateral to the contract. In this case, the washing machine had to be safely usable. Otherwise, there is no purpose of buying the washing machine. E&Z Electronics is also responsible for

Feminine Beauty Essay Example | Topics and Well Written Essays - 1000 words

Feminine Beauty - Essay Example It has also been argued that beautification, for the women, is a form of disguise (Ware 178-179). This implies that, through beautification, women attempt to hide their true self and show what they want the society to see. This may mean that women struggle to hide some defects in their bodies. This would be used to show the difference between the process of beautification and the product of the overall process. The process leads to a product, which is just an extension of the woman but not the real self. Specifically, this is termed as a process of creating an alternative ideal of the physical self and eliminating the flaws in the body. To further support this claim, the main reason as to why most women undertake plastic surgery is so that they can align their inner self with their appearance. Some women may claim that their bodies fail to represent them as they should or as they really are (Cahill 41-43). This implies that the women have identified some flaws in their bodies and are constantly attempting to eliminate them through beautification practices. Therefore, through various beautification processes, the true existence of the women is realized. This implies that there is a form of subjectivity that the society has placed on women that requires them to spend longer periods of time while attempting to ‘fit’ in the society. This is the beautification portrayed in the artwork that could as well indicate that the woman spend a significant amount of time performing some beautification procedures to make her look as she ‘really is’.  Such beauty has also been argued to be projected for the male population; for the males’ approval. However, the males are also not keen since they approve it simply by looking at the anesthetic instead of the female being as a full human being. Since the men view the feminine beauty as specifically done for them, the discourse for beautification is contrary to political, social and economic equal ity. Simply, the idea of beautification is against the quest for equality in the society. When men view the beautified woman as the aesthetic, the whole material of work that constitute the woman’s body is perceived as used up in that she fails to reveal her being. In place of that, men see equipment made for their own satisfaction.  

Working For Children With Disabilities Social Work Essay

Working For Children With Disabilities Social Work Essay There has been a dramatic increase in the survival rate of children born with complex healthcare needs (Carpenter 2003). There are major concerns as a result (Blackburn, Spencer and Read 2010). According to the definition of the Disability Discrimination Act (DDA) 7.3% (CI 6.9, 7.7) of children in the UK are stated as having a disability. Disability patterns differ between sexes, with a higher rate overall in boys than girls and possibly more difficulty with learning and remembering ability, communication, concentration and physical coordination in boys. Children with disabilities find themselves in dissimilar situations to those of non-disabled people. This situation for disabled children exists in particular circumstances such as in minority ethnic groups, black/mixed marriages and single-parent families. These children demand support from different professionals and agencies. It is vital for them to have effective multi-agency working. Currently, there is little evidence about the effect of multiagency working with disabled children and their families. (Sloper 1999) highlighted in her paper the unmet needs for families who have children with disabilities: counselling and support to have information and guidance about services; the condition of the child and how to deal with and help the child; equipment supply; financial support with housing and transportation, and having breaks from care like respite care as practical support. This paper will summarize the outcome of an evaluation of both multidisciplinary and multiagency working with disabled children and their families. Background to Multiagency Working and Multidisciplinary Working Multiagency working is eц¢Ãƒâ€˜Ã¢â‚¬ ¢entially about bringing together practitioner with a range of ц¢killц¢ to work acroц¢Ãƒâ€˜Ã¢â‚¬ ¢ their traditional ц¢ervice boundarieц¢. Thiц¢ iц¢ currently regarded aц¢ crucial to the effective proviц¢ion of childrenц¢ ц¢erviceц¢. Aц¢ local authoritieц¢ re-organiц¢e to provide education, ц¢ocial care, and ц¢ometimeц¢ health proviц¢ion,( Cronin 2005) within a ц¢ingle childrenц¢ ц¢erviceц¢ department or childrenц¢ truц¢t, three modelц¢ for multiagency working are emerging: Multiagency panels or networkц¢ the team around the child practitionerц¢ remain employed by their home agencieц¢ but meet on a regular baц¢iц¢ to diц¢cuц¢Ãƒâ€˜Ã¢â‚¬ ¢ children and young people with additional needц¢ who would benefit from multi-agency input. Multiagency teams made up of practitionerц¢ ц¢econded or recruited into the team, making it a more formal arrangement than a multi-agency panel. The team workц¢ with univerц¢al ц¢erviceц¢ to ц¢upport familieц¢ and ц¢choolц¢ aц¢ well aц¢ individual children and young people. Integrated ц¢erviceц¢ which bring together a range of proviц¢ion, uц¢ually under one roof, ц¢uch as in school or in an early years setting. Staff work in a co-ordinated way to addreц¢Ãƒâ€˜Ã¢â‚¬ ¢ the needц¢ of children, young people and familieц¢ providing ц¢erviceц¢ ц¢uch aц¢ all-year-round, incluц¢ive education; care and perц¢onal development opportunitieц¢ for children and young people; and ц¢pecialiц¢t ц¢upport for children and families. The idea of profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ionalц¢ and agencieц¢ working together iц¢ not new. There are many proviц¢ionц¢ in the Children Act of 1989 which require different authoritieц¢ to co-operate and to conц¢ult with one another while multi-agency ц¢upport iц¢ a feature of the ц¢pecial educational needц¢ framework, ц¢et up following the Education Act of 1981, (Nelson 2002)particularly in relation to ц¢tatutory aц¢Ãƒâ€˜Ã¢â‚¬ ¢eц¢Ãƒâ€˜Ã¢â‚¬ ¢ment and ц¢tatementing. à Ã¢â‚¬ ¦ince the Labour government came into power in 1997 a number of initiativeц¢ ц¢uch aц¢ à Ã¢â‚¬ ¦ure à Ã¢â‚¬ ¦tart and Connexionц¢ have been put in place to promote effective joined up multi-agency working to ц¢upport vulnerable children. However, the recommendationц¢ which followed the Laming inquiry into the death of Victoria Climbià © prompted a renewed determination to get ц¢erviceц¢ working together and in 2004 a new Children Act established a duty on agencieц¢ to co-operate with each other to protect and improve the liveц¢ of children. Thiц¢ haц¢ reц¢ulted in ц¢ome of the following developmentц¢: The introduction of major changeц¢ to the childrenц¢ workforce: a comprehenц¢ive curriculum for training all practitionerц¢ who work with children iц¢ currently being developed by government. While thiц¢ iц¢ not going to make all profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ionalц¢ knowledgeable about diц¢abilitieц¢ ц¢uch aц¢ autiц¢m, they ц¢hould have the baц¢ic ц¢killц¢ to recogniц¢e a poц¢Ãƒâ€˜Ã¢â‚¬ ¢ible developmental delay, be able to ц¢upport parentц¢ emotionally and, (McCarton 2006)crucially, to know when to ц¢ignpoц¢t parentц¢ on for more expert advice. Working with children iц¢ a key component of the core curriculum which recogniц¢eц¢, for example, that ц¢ome children do not communicate verbally and that practitione rц¢ need to adapt their communication to the needц¢ and abilitieц¢ of the child or young perц¢on. New wayц¢ of ц¢haring information are being developed to avoid duplication, children ц¢lipping through the net and exceц¢Ãƒâ€˜Ã¢â‚¬ ¢ive bureaucracy. The government haц¢ developed ContactPoint, a databaц¢e holding information on every child in England from birth to 18 yearц¢ of age, poц¢Ãƒâ€˜Ã¢â‚¬ ¢ibly longer for children who are diц¢abled or looked after. With greater electronic recording of perц¢onal information reц¢ulting in wider acceц¢Ãƒâ€˜Ã¢â‚¬ ¢ in ц¢ome caц¢eц¢, iц¢Ãƒâ€˜Ã¢â‚¬ ¢ueц¢ of confidentiality are of concern to diц¢abled people. Croц¢Ãƒâ€˜Ã¢â‚¬ ¢-profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ional legal guidance ц¢etц¢ out how information ц¢haring ц¢hould happen and coverц¢ confidentiality in ц¢ome depth. The Common Aц¢Ãƒâ€˜Ã¢â‚¬ ¢eц¢Ãƒâ€˜Ã¢â‚¬ ¢ment Framework (CAF) which aimц¢ to provide a more ц¢tandardiц¢ed and preventive approach to identifying need and making proviц¢ion and which operateц¢ acroц¢Ãƒâ€˜Ã¢â‚¬ ¢ profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ional boundarieц¢ has been developed. à Ã¢â‚¬ ¦ome children may be identified aц¢ having a poц¢Ãƒâ€˜Ã¢â‚¬ ¢ible disability, such aц¢ cerebral Palsy, via this route (Eicher 2003). Every local authority (except the beц¢t performing four ц¢tar authoritieц¢) haц¢ to have a Children and Young Peopleц¢ Plan (CYPP) focuц¢ed on better local integration of childrenц¢ ц¢erviceц¢ in locationц¢ ц¢uch aц¢ extended ц¢choolц¢ and childrenц¢ centreц¢. Familieц¢ with children o n the autiц¢m ц¢pectrum ц¢hould find it eaц¢ier to acceц¢Ãƒâ€˜Ã¢â‚¬ ¢ ц¢erviceц¢ aц¢ a reц¢ult and ц¢hould be conц¢ulted about ц¢erviceц¢ they would like to ц¢ee improved and developed. The CYPP coverц¢ all local authority ц¢erviceц¢ affecting children and young people including early yearц¢ and extended ц¢choolц¢ and out-of-ц¢chool child care, education, youth ц¢erviceц¢, childrenц¢ ц¢ocial ц¢erviceц¢. It alц¢o includeц¢ ц¢erviceц¢ provided by relevant youth juц¢tice agencieц¢ and health ц¢erviceц¢ for children and young people, including child and adoleц¢cent mental health. Models of multiagency working Three different models of joint working have been identified by Watson et al. 2002: multidisciplinary, interdisciplinary, and transdisciplinary working. These categories are based on several experts working together effectively in a particular service context, linked with family requirements in a holistic approach (table 1). Multidisciplinary working means single agencies made up of individual professionals (Watson et al. 2002). For instance, a health visitor, a physical therapist, an occupational therapist, a speech and language therapist, and a hospital consultant may work together within a health agency. Professionals work separately to assess the child, and as a consequence they produce separate documents so they do not share their goals and aims, which makes it very difficult to assess the child as a whole. Their care is focused on the childs health care needs only without involving other needs such as educational, emotional and social needs. There is a low equivalent partnership approach with the family and low communication with other agencies; usually family members take on this role. The second model, interdisciplinary working, with different agencies and their professionals working together by assessing the child and his/her family needs separately and then meeting together to set goals according to their findings. This model is focused on the childs needs more than the familys needs. The third model is the more holistic approach and preferred by families, transdisciplinary working, where different agencies work together by sharing goals, knowledge, tasks and responsibilities. This model is focused on a primary provider, the key worker, who is responsible for delivery of an integrated programme for the child, and family care. Moreover, for the most important part is that families are treated equally. Both (Sloper 2004, and Carney 2009) agreed that the transdisciplinary working model in the area of multiagency key working is the only way of integrated working which has favourable outcomes for disabled children and their families. However, there is not so much evidence that could show what type of model is implemented in practice. Sloper et al. 2004 also cited in her paper Cameron (2000) and Atkinson (2002) regarding other models; most models focused on relationships between professionals and how multiagency working was organised. This may contribute to better communication but does not necessarily result in the family receiving a coordinated service. (Table 1 ,Watson et al. 2002) Method Electronic resources (MedLine, Cochrane Library, PsychInfo, PubMed, google Scholar) were used and the focus was on existing reviews, in particular qualitative studies and good quality reviews. Key words The research terms were multidisciplinary working and disabled children, multiagency working and disabled children, and multiagency and multidisciplinary and disabled children. PROPOSED METHOD OF CRITICAL APPRAISAL I have chosen two qualitative studies (Watson, Abbott and Townsley 2007) which help to explore the impact of multiagency/multidisciplinary working on disabled children and their families. CRITICAL APPRAISAL To critically examine the evidence provided by these papers, which are qualitative studies, it is appropriate to use the critical appraisal checklist provided by the critical appraisal programme, from the Public Health Resource Unit, Institute of Health Science, Oxford which was accessed from http://www.phru.nhs.uk . The 10 questions are adapted from Oxman AD, Cook DJ, Guyatt GH, Users guide to medical literature. VI. How to use an overview. JAMA 1994; 272 (17): 1367-1371. The reason for choosing this is because the two studies are qualitative studies. 1st study Authors Watson, D., D. Abbott R. Townsley Title Listen to me, too! Lessons from involving children with complex healthcare needs in research about multi-agency services. Publisher Child: Care, Health Development, (2007) 33, 90-5. 2nd study Authors Carter, B., J. Cummings L. Cooper Title An exploration of best practice in multi-agency working and the experiences of families of children with complex health needs. What works well and what needs to be done to improve practice for the future? Publisher Journal of Clinical Nursing, 16, 527-39. 2007) 10 questions of qualitative research CASP tool (Watson et al. 2007) (Carter et al.2007) Was there a clear statement of the aims of the research? Yes, there was a clear statement of the aims to discover the positive impact of multiagency working on families with children who have complex health care needs. to examine the involvement of complex health care needs children in multiagency services. Yes, there was a clear statement of the aims to create a connection between children, families and people who work with complex needs children. To discover best multiagency working practice with families and people who work with complex needs children, to find out what is good practice. Generate opportunities, associations and guidance plans which will improve multiagency working practice in the future. Is a qualitative methodology appropriate? Yes, there was appropriate methodology: disabled children who are dependent on medical technology and their carer or families. Yes, there was appropriate methodology: 20 Families were targeted (mothers fathers children with complex needs). People working with complex needs children from different agencies. Was the research design appropriate to address the aims of the research? Time spent with 18 children young people aged between 2 -15 yrs, 7 girls and 11 boys (from 6 multiagency services in the UK). Interviews with 115 professionals in the 6 multiagency services about their experience in multiagency services. 25 families visited with parents/carers interviewed about their experience with multiagency services. Appreciative interviews with participants lasted between (40 minutes 3 hours): Individual Face to face Audio- taped Narrative interviews Small group workshops (dreaming design). All participants were invited. Workshops of consent (design and destiny). All participants were invited to attend 5 consensus workshops across 2 counties. Final synthesis. Was the recruitment strategy appropriate to the aims of the research? The authors targeted: 6 services chosen from 26 which presented the highest components of multiagency working. 18 children young people aged between 2 -15 yrs, 7 girls and 11 boys with a range of cognitive abilities, from severe to no learning difficulties. The majority had cognitive impairment. 3 children without obvious learning difficulties. The explanation of chosen participants is explained above#. 18 parents/carers agreed to take part. 2 young people were recruited, one male and one female to help the authors with their meetings and email communication. The authors: Targeted 20 families: 10 families from Burnley / East Lancashire, and 10 from the South Lakes area, to reflect two different health economies within the area served by Cumbria and Lancashire Workforce Development Confederation (WDC), UK. Recruited people working with complex needs children from different agencies as much as possible. Used purposive sampling (families), and sampling of snowballing (professionals). All the targeted population completed the interviews. Also agencies and disciplines were targeted. Were the data collected in a way that addressed the research issue? Time spent / interviews / disposable camera for the purpose of taking photos of all the important people. Informal, adapted, enjoyable and relaxed sessions to meet the needs of each child, lasting for an hour. Small gifts + a 10 pound voucher for taking part. Developed topic guide which covered: Things I like, things I dislike, who lives at home with me, school, friends, adults who helped me, short breaks, difficult things to do, and happiness moments. Drawing on big paper (the child interviewer sometimes). Showing a sheet of simple faces showing different expressions, to choose which one is closest to the child or young person. Asking about seeing professionals, also about having a designated worker, referring to key worker by name depending on the childs cognitive ability. Attride-Stirlings approach to data collection is to codewhat is said in the interviews.( this was used instead of Appreciative Inquiry) Each interview was coded line by line, and codes were assigned to words, phrases and any interesting views relevant to the research aims noted. The researchers used this information to create the 56 statements on a flip charts. they then showed back to the people theyd interviewed.   These people then chose statements which were relevant and meaningful to them, in relation to the research. Small group workshops (dreaming design) All participants were invited. Workshops of consent (design and destiny) All participants were invited to attend 5 agreement workshops across 2 counties. Has the relationship between researcher and participants been adequately considered? Yes it has. A lot of care is taken to create a more equal relationship between the researcher and the complex care needs children and their families. Design method is flexible, non intrusive and responsive to childrens communication styles. The construction of this relationship and the methodology have ethical implications which are discussed below. Yes it has. Flexible and dynamic approach by involving and shared between the participant and researcher. Have ethical issues been taken into consideration? Yes, ethical issues have been taken into consideration. There were plenty of details about how researchers contacted the participants by obtaining consent from young people and some ethical dilemmas were presented. The project was approved by two ethics committees: The Faculty of Health ethics committee. Morecambe Bay Local Research ethics committee (LREC). All the LRECs were covered by Locality Agreements in Cumbria and Lancashire. For the duration of the study, all research team had Honorary Contracts with Morecambe Bay Primary Care Trust (PCT). Comprehensive information was received by the participants and they had opportunities to discuss their involvement. At no time was there any pressure to participate. 24 hours were given as a minimum to make participation decision in the project to participants. Was the data analysis sufficiently rigorous? Yes it was. There was no comprehensive discussion about the method used for data analysis. The authors created data sets using four broad categories and they provided descriptive tables on childrens age, education, use of health technology and communication style. Yes it was. (figure 1) showed how rigorous the data analysis was:, thematic analysis using Attride-Stirlings approach of basic themes grouped into organizing themes and then global themes. Is there a clear statement of findings? Yes, there was a clear statement of findings, there was a discussion of the evidence, but no discussion about the credibility of their findings. Findings were discussed in relation to the childrens communication in multi agency services. Yes there was a clear statement of findings. Their findings were explicit. There was a discussion of the evidence. There was a credibility discussion about their findings. The authors discussed findings in relation to the original research question. 10-How valuable is the research? Yes, the study does make a contribution to understanding the consultation of children with complex care needs used in multiagency services. The authors didnt discuss new areas of research. There was a considerable contribution on involving disabled children in service delivery and research but there is still a gap about involving complex care needs children. The project was valuable because it provided families with a better understanding of how practice should be, and provided opportunities for a mutual relationship between professionals through the exchange of information. The research identified new areas where research is necessary in the future. There was a greater impact on practice by this study and it lead to a better quality of life for both children and their families. Limitations of (Watson et al. 2007) The major limitation in this study is that there was not comprehensive discussion about methods used for data analysis. Moreover, the authors created data sets using four broad categories: friendship and communication, relationships with professionals, school life, and the things that children like and dislike. With such a small sample size, 18 children and adolescents with complex health care needs, between 2-15 years old, it is very difficult to address the effect on the result of bias. Limitations of (Carter et al. 2007) There are some limitations in this qualitative research. The first one is in methods; the authors tried to carry out Appreciative Inquiry but then used Attride-Stirlings approach. Moreover, methods were combined into three stages as another shift in method. Each agency / discipline was not fully represented. There was an absence of involvement of general practitioners. There was a limitation in the appreciative interviews because of they were interviews at a particular point in time. Furthermore, one child was included in the study due to other children being too young to participate or having severe disabilities. Last but not least, the study failed to recruit ethnic minority group parents and children. Discussion The main focus of these two papers was to find out the impact of multidisciplinary or multiagency working on disabled children and their families. Regarding the two studies findings in relation to multiagency working (Watson et al.2007) authors reported that seeing many professionals did not cause any difficulties for the majority of children in the study. However, difficulties did appear when professionals attempted to talk to the child directly. Communication between the key worker and the child was reported as weak or limited. One child expressed their feeling of seeing many professional as a silly and boring thing to do, while another child showed a close relationship with their key worker by recognising their name. In general, this study did attempt the challenge of involving children with complex health care needs, but it is not a reliable study because it used a small sample number of children. As regards the findings of the second paper (Carter et al.2007), they chose two areas from the guidance plans, the 10 statements, as they felt that they reflected the two core areas of guidance which were: the most important As a consequence, authors stated the importance of making children and parents more satisfied and less isolated, and the crucial role of support and voluntary groups. Moreover, families and people from different agencies have to be cooperative when choosing the important role of coordinator for the long term, as this is where parents will seek help. Figure 1 Evidence from disabled children with their families in multiagency and multidisciplinary working Atkinson, Wilkin, Stott, Doherty and Kindel (2002) as cited by (Carney 2009) stated that multiagency working benefits organisations and individuals; it gives a broader perspective by providing enhanced understanding of the matters and improved connections with other agencies, and constructive experience on the whole, respectively. Moving towards better outcomes over the past decade, government has adopted integration of services for children and their families. Integration has taken various appearances such as, putting different types of proficiency together. There are some positive outcomes that have been identified in the review of multidisciplinary team working as a model of multiagency working in health care. (Borrill et al.) came to the conclusion that there was a reduction in hospitalization and cost in terms of primary health care teams; development in the provision of services; growth in health care access; treatment, follow-up and detection are improved, and patient and staff satisfaction and motivation are enhanced Few studies have focused on the impact of multiagency working and multidisciplinary approaches with disabled children and their families (Carter et al. 2007, Townsley, Abbott and Watson 2004, Watson et al. 2002, Watson et al. 2007). The majority of these studies carried out qualitative research methods to find out the key features of successful multiagency working practice and how to make children and parents more satisfied and not isolated, improved and enhanced their quality of life, and the crucial role of support and voluntary groups. Many studies have focused on the positive impact of key worker systems in multiagency services for disabled children and their families (Greco and Sloper 2003, Greco et al. 2005, Greco et al. 2006, Liabo et al. 2001, Sloper et al. 2006). These studies have included comparisons between families with and without key workers. This model stated positive outcomes for families having key workers like enhanced quality of life, less isolation and feelings of strain, better relationships with services, and quicker access to services and reduced levels of stress. (Greco et al. 2005) authors have stated many advantages of having a key worker service in multiagency working for parents and children, as they can relate their concerns to one person who can then ensure the familys needs are met and coordinate services. Having a key worker avoids duplication of telling the same story to professionals, and families received better information. Also, having a key worker enhanced the relationship betwee n the child and their family by providing them with a mediating role and through building relationships with disabled children. Key working is a service, involving two or more agencies, that provides disabled children and young people and their families with a system whereby services from different agencies are co-ordinated. It encompasses individual tailoring of services based on assessment of need, inter-agency collaboration at strategic and practice levels and a named key worker for the child and family (Care Coordination Network UK, 2004). Also there was a range of studies which have mainly focused on staff views (Tait and Dejnega 2001, Presler 1998, Abbott, Townsley and Watson 2005). These studies illustrate the positive impact on staff when they use multiagency working for disabled children. For instance, there was enhanced communication and improved relationships with complex health-care need children, development in their work lives and their professional skills, enhanced teamwork with collaborators and more satisfaction in their role. Two studies have discussed two services; (Young et al. 2008, Robson and Beattie 2004). The former talked about an Early Support programme to improve integrated services for disabled children and their families between 0 and 3 years old. The aim of this study was to improve and enhance outcomes for disabled children and their families, and to find out the relationship between integrated services and the impact of ES in terms of cost effectiveness and their benefits. The other study (Robson and Beattie 2004) is a coordination project by Diana Childrens Community Service and multiagency services using qualitative methods e.g. interviews, questioner , focus group to name but a few. The results were effective collaboration within and between the services for disabled children and their families by enhanced and improved family support and satisfaction; a sense of control and a feeling of empowerment; equivalent partnerships between families and professionals, with duplication and service gaps reduced. Sloper 2004 identified many negative outcomes of multiagency or multidisciplinary working on disabled children and their families when there are barriers to facilitating the integrating of services such as: when there are unclear roles and responsibilities; aims and roles are not shared among agencies; there is disagreement on aims; there is low quality of management including ongoing training, weak leadership and communication, and sharing of information; poor IT systems, and poor relationships with professionals. Conclusion Many studies have focused on the advantages of facilitating multiagency working generally as the most holistic approach for disabled children and their families and on multidisciplinary working specifically in terms of team working. However, there was a lack of studies which concentrated on the drawbacks of the two working models. This results in a need to address more focus on the negatives for future studies for both multidisciplinary and multiagency working with disabled children and their families. In my opinion, from my prospective experience in the disabled children association in Jeddah in Saudi Arabia, I have identified what type of model my organization followed: multidisciplinary working alone which recognises that all professionals are working separately. My recommendation is to implement the holistic approach or transdisciplinary working which focuses on integrating services and adopting the key worker system to gain positive outcomes for the services in DCA.

Colonialism and Imperialism in Joseph Conrads Heart of Darkness Essay

   Joseph Conrad's novella, Heart of Darkness, describes a life-altering journey that the protagonist, Marlow, experiences in the African Congo.   The story explores the historical period of colonialism in Africa to exemplify Marlow's struggles.   Marlow, like other Europeans of his time, is brought up to believe certain things about colonialism, but his views change as he experiences colonialism first hand. This essay will explore Marlow's view of colonialism, which is shaped through his experiences and also from his relation to Kurtz.   Marlow's understanding of Kurtz's experiences show him the effects colonialism can have on a man's soul.   In Europe, colonialism was emphasized as being a great and noble cause.   It was seen as, the white mans mission to help civilize and improve a savage race.   At the beginning of the book, Marlow talks about the Roman conquest of Britain and the similar situation to that of Africa.   The Romans felt the British people were savage and looked down on them because they believed that they had achieved more.   I believe Marlow drew this comparison to ironically show that the Europeans are not as superior as they think and to demonstrate that they t... ...99. Print. Goonetilleke, D.C.R.A. "Heart of Darkness: Overview." Literature Resources from Gale. Gale, 1994. Web. 18 Oct. 2014.   Hillman, James. "Notes on White Supremacy: Essaying an Archetypal Account of Historical Events," Spring (1986): 29-57. Loe, Thomas. "Heart of Darkness: Overview." Literature Resources from Gale. Gale, 1991. Web. 18 Oct. 2014. McLynn, Frank. Hearts of Darkness: The European Exploration of Africa. New York: Carol & Gey, 1992. Patrick Brantlinger, ?Heart of Darkness: Anti-Imperialism, Racism, or Impressionism?? Criticism (Fall, 1985) 364.  Ã‚  

Differences Between Homogeneous Nucleation and Heterogeneous Nucleation

Newey and Weaver described nucleation as a process that must occur in a system, undergoing a phase transition, before the formation of another phase (Royce). This process is called homogeneous nucleation if it occurs away from any boundaries. On the other hand, heterogeneous nucleation takes place on a surface, interface, dislocation or other defect in the material. In addition, the latter type is favored because it requires a lower free energy change to form the initial stable nucleus where others can adhere resulting an increase in size (cited in Royce).During nucleation, the atoms are forming nano-sized solid clusters. In homogeneous nucleation, clustering occurs above the melting of the metal (Tm) turns back into the liquid state due to its stability on that phase while clustering below Tm can lead to crystallization-nuclei formation if its size reaches stability against melting (Iqbal 3). High solid-liquid interface surface energy is a thermodynamic hindrance in nucleation. Due to this energy barrier, foreign materials are added to serve as nucleation sites. These nucleation sites have lower surface energy, thus, increases the nucleation rate.The stable nuclei then grow into an equiaxed and finer grain structure (Iqbal 3). Moreover, nucleation is a kinetic process wherein atoms of the melted metal form into clusters within the liquid medium at solidification temperature (Iqbal 9). These clusters act as crystallization nuclei where other atoms adhere and solidify. The rate of nucleation process is directly affected by the difference between the equilibrium melting temperature (Tm) and the freezing temperature (Tf) or undercooling. As a rule of thumb, a higher undercooling yields higher nucleation rate. Nucleation MechanismBen Best discussed that mixtures of some metals, like copper and nickel, both in liquid and solid states are highly soluble in all given concentration. Since both copper and nickel have similar crystal structures and atomic radii, in the c ooling process the particles formed have properties imparted by both of these metals. This metal mixture type is called isomorphous. In contrast to this, the mixture of lead and tin is eutectic because of partial solubility of these metals in the solid state. Unlike copper and nickel, lead and tin have different crystal structures and atomic radii.This is the reason why the solid lead-tin alloy can only consist of 2. 5% lead and 19. 2% tin their maximum composition by weight. In addition, a eutectic mixture has composition that completely liquefies at eutectic temperature. For lead-tin mixture, the eutectic composition is 61. 9% that has a eutectic temperature of 183 ºC. This property makes lead-tin mixture as a good soldering agent. Metals typically solidify as crystals at a temperature lower than its melting temperature (Best). The difference in melting and solidification temperatures is called as the maximum undercooling.This undercooling is the effect of pure metal crystalliza tion. During the crystallization process, the nucleation of small particles or crystallization nuclei occurs first then the adherence of other particles on these nuclei follows. As such, other surrounding particles tend to dissolve it back into the liquid phase. Successful fusion into the crystal releases heat which causes other adjacent atoms to dissolve. This means that the high fusion of a metal reflects its tendency for a high solidification temperature and maximum undercooling (Best).The energy affects the dissolution process with respect to the surface area of the nucleus while energy variation favoring nucleus growth is a factor of volume proportion (Best). Surface area varies with the square of the radius, whereas volume varies with the cube of the radius. Thus, a large crystal is not susceptible to surface dissolution. In addition, a metal at a specific temperature has a critical radius size. Radius bigger than the critical radius tend to increase in size while smaller radi us is susceptible to dissolution.Nonetheless, lower temperature facilitates the attainment of the critical radius (Best). Further, crystallization may occur in less undercooling if a higher melting point metal with similar crystal structure to and insoluble at the melting temperature of the original metal is added (Best). The crystal growth around these insoluble nuclei is referred to as heterogeneous nucleation. In heterogeneous nucleation, specific sites in a material catalyze the nucleation process through the reduction of the critical free energy of nucleation (?Gc) (Balluffi, Allen, and Carter 477).It is always in kinetic competition with homogeneous nucleation wherein the faster rate mechanism prevails. The lower value of ?Gc supports heterogeneous nucleation while the greater number of potential nucleation sites favors homogeneous nucleation. Moreover, by means of the nucleation rate expressed as J = Z ßc N exp[-?Gc /(kT )], regimes of temperature, supersaturation, relativ e interfacial energies, and microstructure in which one nucleation mechanism occurs can be predicted.When a small particle deposits on the grain boundaries, edges or corners of a polycrystalline microstructures such as grain boundaries, edges or corners, these crystal imperfections will be eliminated with an associated free-energy decrease lowering ?Gc (Balluffi, Allen, and Carter 477). Solidification in Metals The solidification of metals and their alloys starts when a welded small portion of metal melts and resolidifies (â€Å"Phase Transformation†). Homogeneous nucleation occurs when there are no other chemical species involved in a nucleation process.For instance when a pure liquid metal is slowly cooled below its equilibrium m freezing temperature to a sufficient degree numerous homogeneous nuclei are created by slow-moving atoms bonding together in a crystalline form. While the involvement of other chemical species to favor nucleation results to heterogeneous nucleation . Solidification is a crucial stage in metallurgical processes such as in ingot casting, continuous casting, squeeze casting, pressure casting, atomization (Phanikumar and Chattopadhyay 25).This is also an important stage in secondary manufacturing processes such as welding, soldering, brazing, cladding and sintering. For the properties of the product largely depend on the mechanical properties and the microstructure of the different phases. The microstructure of the products on the other hand, is affected by thermal and solutal processing conditions and thermodynamic and kinetics factors of the materials (Phanikumar and Chattopadhyay 25). Solidification involves heat extraction through diffusion and convection processes, and solid-liquid interface movement.In addition, the microstructure solidification is a complex process affected by the rate of solidification (v), temperature gradient (G), composition (C) and kinetics factors such as phase equilibrium reactions, nucleation and gr owth, and crystallographic constraints (Phanikumar and Chattopadhyay 25). Solidification and Mechanical Properties Industrial treatments such as rolling or forging, alloying and thermal treatment are done to metals to strengthen their mechanical properties.For instance, pure aluminum has a tensile strength of around 13,000 pounds per square inch (psi), however, by cold-working its strength is approximately doubled. This can also be done by adding alloying metals such as manganese, silicon, copper, magnesium and zinc. Similarly, heat treatment makes the tensile strength of aluminum over 100, 000 psi (â€Å"Property Modification† n. p. ). Plastic or permanent deformation of crystalline materials is largely affected by the tendency of dislocation within the material. Thus, restraining the dislocation movement improves its strength.This is done by controlling the grain size, strain hardening, and alloying (â€Å"Strengthening/Hardening Mechanisms†). In the material science engineering, a grain is a crystal with unsmooth faces due to the deferred growth in contact with a boundary (â€Å"Solidification†). The grain boundary is the interface between grains. Atoms in this region are disordered, hence, no crystalline structure. The different orientation of adjacent grains within the material, the boundary between grains hinders the dislocation movement and the resulting slip.The solidification rate controls the size and number of grains. Smaller grains denote shorter distances between atoms that can move in a slip plane, thus, improving the strength of the material (â€Å"Strengthening/Hardening Mechanisms†). The improvement of metallic strength is done through strain or work hardening or cold-working. In plastic deformation of metals, the movement of dislocations produces additional dislocations (â€Å"Strengthening/Hardening Mechanisms†). These dislocations interact, pin or tangle resulting to decline in dislocations movement and ca uses material strengthening.This strengthening is called as cold-working for the occurrence of plastic deformation is at low temperature which impedes atom movements. However, cold-working process reduces the ductility of metals. On the other hand, when the process is done at higher temperature, the atoms rearrange to improve material strength (â€Å"Strengthening/Hardening Mechanisms†). Since cold-working process reduces ductility, thermal or heat treatment is used to remove its effect. The strengthening gained through the cold-working will be lost if the strain hardened materials are exposed at higher temperatures.Recovery, re-crystallization, and grain growth may occur during the heat treatment (â€Å"Strengthening/Hardening Mechanisms†). Nucleation and Mechanical Properties The number of nucleation sites for the freezing metal affects the grain structure of the solid metal product. Few number of nucleation sites means smaller number of crystallization nuclei, hence , large-grain or coarse structure results. An increase in nucleation site numbers, on the other hand, yields fine-grain structure because a lot of crystallization nuclei are available for the dissolve phase attach and solidify.Fine grain structure is the most desired product for strength and uniformity in metal production (Poster and Easterling 125). An ideal crystal has a perfect crystalline structure and characterized by a regular repetitive lattice in any space direction. However, crystalline materials have crystallographic defects. Minor crystal defect may impart significant metallic properties. The conductivity of silicon, for instance, is doubled when it is contaminated with 10-8 percent mass of boron (Tisza 107).There are several properties that can be identified based on the ideal lattice structure such as thermal and electrical conductivities, and specific heat. These are called as structure-insensitive properties. However, there are structure-sensitive properties such as m echanical properties that are hardly predicted on the basis of ideal crystal structure. The discrepancy between the ideal and real crystal structures result to the large differences in theoretical and experimental computation of properties (Tisza 107).

Essay on Montessori Language

Language lies at the root of that transformation of the environment that we call ‘civilization’. The child’s language developments during his or her early years are freely remarkable. Describe how does the Montessori environment aid the child’s com/b-f-skinner-theories-of-language-development/">language development? What is civilization? â€Å"Civilization is a term used to describe a certain kind of development of a human society†(2). In ancient Egypt, writing was first discovered in the form of paintings on the walls of caves, structures and many artifacts.These ancient forms of writings are a form of communication within the ancient Egyptian society. The paintings on the walls were later transformed into writing on papyrus. Paper was first discovered in China and later papermaking spread throughout Asia. Many languages were developed. As the result of advancement in reading and writing, economic, political and social developments were possible. Th rough the development of languages it leads to the transformation of the environment we call ‘civilization’.An infant is first exposed to language through sounds generated by the environment and languages spoken by the adults surrounding him. He babbles words such as ‘da da, ma ma’ and utters intentional word like ‘milk, mum mum ‘when he gets hungry. At the age of 1. 5, he realizes that everything has a name. This is a crucial period whereby Montessori understands that any form of education imparted at this age has to be indirect as â€Å"Montessori’s enormous respect for the mysterious powers that form the child from the moment of conception led her to fear any direct interference with their unfolding†(1, page 121).Before a child begins to learn how to read and write, there are four fundamental preparatory activities that will indirectly enhance their learning. Story telling is a great way to impart new words to a child. It is imp ortant for the story to be short and interesting as children have very short attention span. It spurs imagination in a child to create emotional attachment to goodness as â€Å"when a moral principle has the power to move us into action, it is often because it is backed by a picture or image. †(3, page 7).Secondly, music and movement is important to help children to express their emotions. This will help them to gain confidence in their own abilities to express themselves in language. Also, they are developing gross motor skills and good body posture when they are dancing with the music. Thirdly, speech and drama exposes the child to learn a wide range of appropriate and inappropriate ways of communicating. They learn to project their voices and to speak words clearly. Indirectly, the child is learning new vocabulary and is enhancing the concept of social grace and courtesy.Lastly, picture talk can be introduced to children to allow them to express words through what they see and imagine. Practical life exercises help the child to develop control of movement and hand-eye coordination which prepares him for future writing. Activities such as pouring beans or water from one jar to another, lacing on the dressing frames and polishing build fine and gross motor skills. The child learns to develop inner discipline to see through the activities to completion. He also develops the sense of writing from left to right.During the activities the teacher introduces the names of the activities and the verbs involved such as â€Å"buttons, zip, unzip† which indirectly builds the child’s vocabulary. In social grace and courtesy activities the child learns to ask questions among themselves using words like â€Å"May I† and â€Å"Can I† which further develops their self-image and communication skills. In sensorial activities, the child is developing the sensitivity to order. For example, the child is expected to carry all the blocks to the ta ble one-by-one for the pink tower exercise.The teacher conducts three-period lessons to expose children with certain words like â€Å"cylinder, thick, thin, light, heavy† that further builds vocabularies. When a child practices on the knobbed cylinders, besides learning on different sizes and shapes, he is also developing his pincer muscles of his thumb and index fingers. This prepares him for a stronger pincer grip for writing in future. Once the child has shown readiness and interest, he is able to move on to direct preparation of reading and writing. In Montessori environment, the child learns to write before he learns to read.By the age of 4, teacher may start making phonetic letter sound for the child such as ‘mmmmm’ then pronounce words with that sound – mother, someday, drum. The child traces the shape of the letter using sandpaper letters. â€Å"By tracing the letter with the index finger of his dominant hand, the child builds a muscular memory of the shape of the letter he will one day write. †(1, page 129). He also learns to build words using large moveable alphabets (LMA). If the child faces some difficulties, the teacher is there to help him to decode the word.When he is competent with this activity, he is given small phonetic objects and pictures which represent the words he needs to build. At this stage the child can move on to reading words by reading with object or picture boxes. To further build the phonetic words bank of the child, he can practice reading with sheets of pictures and cards, the 5-vowel wordlists and 5-vowel booklets. The child by now is exposed to reading and teacher should help him to build sentences using pictures and object boxes.Teacher asks open-ended questions to allow the child to express what he sees from the picture. The child learns about articles, big capital and full stop as part of the component s of a sentence. In another words, when reading came to him, â€Å"it came in a full form†(1, page 136). Not only the child knows the meaning, he has a good grasp of grammar, position in the phrase and sentence. Teacher can further cultivate his reading habit by introducing to him interesting reading materials from the book corner or a visit to a local library.The teacher plays a very important role in a child’s language development. She should see herself as a friendly and encouraging facilitator than an â€Å"authoritarian knowledge giver†. (3, page 48). She can start by encouraging a freedom of expression and to bring the children’s ideas and background into the class learning activities. She much be prepared to listen responsively and not past judgment to quick that could potentially dampen the child’s enthusiasm to learn. Most importantly, the teacher has to have a great passion and love for children.