Limitations In Social Work Practice Social Work Essay

Limitations In Social Work Practice Social Work Essay There are many competing pressures to direct the service in ways that may not be consistent with Social Work principles towards greater penal and correctional models. It is therefore essential to have a clear understanding of the policy and legal framework that creates the remit and legitimacy for the operation of Social Work in the Criminal Justice process (Whyte, 2001, p.7). As Whytes views indicate, to practise effectively, it is necessary to have a critical understanding of the law and to recognise limitations as well as strengths in Social Work. The law can lack clarity and can be open to interpretation. This essay aims to discuss Social Work roles and responsibilities in Criminal Justice settings in relation to the increasing number of women involved in the Scottish Criminal Justice system. The law can make the Social Work task complex and issues related to assessment, decision-making, accountability, discrimination and oppression will be considered and the impact on services users, their families and the community. Social Work involves working with marginalised and disadvantaged service users who can be both vulnerable to crime and susceptible to criminalisation and subsequently, practice involves work with victims or offenders. Local Authorities (LAs) have a statutory responsibility to provide Criminal Justice Social Work Services to support the Criminal Justice process through assessment of individuals, information to the Courts and supervision of offenders. Scotland differs from the rest of the UK in that there is a unique cultural and political heritage and a separate legal system. Social Work therefore, has a central role within the Criminal Justice process in Scotland which is in contrast to England and Wales. As McAra (2005) suggests a more welfare orientated approach has been adopted due to Scotlands legal culture and political history. The legal framework outlining powers and duties of Criminal Justice Social Work is the Social Work Scotland Act 1968 (as amended). Section 27 of this Act outlines the duty by LAs to provide specific Criminal Justice services (for example social background reports, supervision of offenders on an Order or Licence) in respect of central government funding however, it does not explain the objectives of these services or provide guidance on their exercise. Section 12 gives LAs discretion to provide additional services for example to victims, as part of the general responsibility to promote social welfare. Probation or offender services became the responsibility of the LA Social Work Departments in 1968 and had a general duty to promote social welfare in their locality (S12, Social Work (Scotland) Act 1968). This was due to the Kilbrandon Committee (Kilbrandon, 1964) being appointed to investigate increasing juvenile crime. The Kilbrandon Report recommended a new approach to childrens services with children who offend being treated the same as children requiring care and protection. Kilbrandon also suggested diversion and early voluntary intervention as crime prevention and one department for children and adults. This merge of work with adult offenders was pivotal in recognising work with offenders as having a welfare component admittedly with a level of control. The Kilbrandon philosophy advocated rehabilitation and treatment of offenders and an awareness of the social causes of crime which is still relevant to todays practice. From the 1980s onwards Criminal Justice in Scotland has undergone major legislative and policy change. As there was concern for public protection and community disposal effectiveness in 1991, 100 per cent central government funding was introduced and the National Objectives and Standards (NOS) were published which set out core objectives, service provision and guidance on their delivery (Social Work Group, 1991). This resulted in the government committing to Social Work delivering this role. Due to recent rising prison populations, there has been growing political concern that custody rates need to decrease and should be replaced with community based alternatives. Women are only a minority of the prison population but their imprisonment is increasing more than that of men (McIvor, 2007), although their offending is less serious and less frequent. Prison sentences are inappropriate for female offenders, with the exception of serious or violent female offenders as their fragile situation in the community can be exacerbated and this can have a long-term negative impact on women and their families (Corston, 2007). Social Work with offenders should aim to address and reduce offending behaviour. Whilst the law provides a framework for practice, effective work with offenders requires skills such as communication, therapeutic relationships in supervision, assessment and risk management. The task is varied and complex as Social Workers have the power to control the individuals who are referred via the Courts and enforce Court Orders but must also work with an offender in a holistic, inclusive way to have a positive impact on their offending behaviour (Scottish Executive, 2004a). This can be through support and assistance in relation to personal and social problems but also the individual taking responsibility for their actions. Effective and ethical practice is therefore, about considering and managing the needs and rights of the Courts, the general public, victims and offenders. Although Social Workers have statutory duties and powers to intervene in peoples lives this is not always welcome but is necessary in promoting public safety. Under the Scottish Social Services Council (SSSC) Code of Practice, Social Workers have an obligation to uphold public trust and confidence and the Criminal Justice Authorities (CJAs) are required by Scottish Executive guidance to develop a strategy to address this (Scottish Executive, 2006b). This strategy includes both offenders and their families and Social Workers should engage these individuals and recognise their views in the development of services. Both Criminal Law and Social Work recognise the autonomy of individuals choices on how they lead their lives and with this capacity is criminal responsibility. Those who lack capacity e.g. children and the mentally disordered, are not culpable in the eyes of the law and may be treated differently. It is therefore recognised that criminal behaviour is not just a choice but may be about social circumstances to which they have minimal control. Social Workers should assist in allowing individuals to improve their capacity for making choices together with consequences to their actions (ADSW, 1996a). Although Social Workers are obliged to protect the rights and interests of service users there is a belief amongst the general public that they have forfeited these rights when they have offended. All Criminal Justice agencies must comply with the Human Rights Act 1988 which incorporates into domestic law the fundamental rights set out in the European Convention of Human Rights (ECHR). Public Authorities are required to respect all of the provisions however, the two articles with particular relevance to Criminal Law and Social Work are the right to liberty and security (Article 5. ECHR) and the right to a fair trial (Article 6, ECHR). However, restrictions can be imposed on those who breach criminal law or are a threat to public safety as long as the detention is authorised by law and there is balance between the individual, their victims and the general public. The Social Worker must assess this balance through rigorous assessment and analysis of risk. The role requires respect to o ffenders as individuals and ensure that the offenders ability and right to function as a member of society is not impaired to a greater extent than is necessary in the interests of justice (ADSW, 1996a). Criminal Justice Social Work services are delivered in partnership with various statutory and non-statutory agencies and this presents challenges due to conflicting professional values and aims. The Management of Offenders etc. (Scotland) Act 2005 was introduced to improve joint working and co-ordinate the management of offenders in the transition from custody to community supervision and places a duty on Criminal Justice Authorities (CJAs) to have an information sharing process in order that relevant information is shared between agencies (s.3 (5)(g)) for improving offender and risk management. However, sensitive personal information must be handled carefully and be under the principles of the Data Protection Act 1988 and local agency protocols. Practitioners must ensure that any information sharing decisions are fully explained and understood by the offender even when their consent to disclosure is not required. Organisations who deliver public services have general duties to eliminate unlawful discrimination and promote equality of opportunity on the grounds of race (Race Relations (Amendment) Act 2000), sex (Equality Act 2006), and disability (Disability Discrimination Act 2005). Individuals who are involved with Criminal Justice organisations are entitled to the protection of discrimination laws which relate to sex, race, disability, religious beliefs and sexual orientation, with exception to exercising judicial functions or carrying out Court orders. In these circumstances, it may be within Article 14 of the ECHR which prevents to the right to liberty and security of the individual or the right to a fair trial being interfered with on a wide range of discriminatory grounds. Criminal Justice is still influenced by prejudicial and discriminatory views. Research carried out by both the Social Work and Prisons Inspectorate for Scotland (1998) highlighted concerns about the treatment of female offenders in the Criminal Justice process. In addition, several inquiries in England and Wales in relation to racial discrimination by the police and prison services have subsequently raised public awareness (Macpherson, 1999; Keith, 2006). The Scottish Government has a duty to publish information of discrimination of any unlawful grounds (s.306 (1)(b) Criminal Procedure (Scotland) Act 1995) and therefore, all workers need to practise in an anti-discriminatory way. The law outlines the limits of Social Work intervention and knowledge of the law is essential to anti-oppressive practice. The only legitimacy for intervening in the life of the individual within the criminal justice process is the individuals offending behaviour†¦if individuals have social needs which require to be met but are not crime related or crime producing, or if the offence is not sufficiently serious to fall within the criteria of the twin-track approach, services should be offered, as far as possible, through voluntary provision†¦No-one should be drawn into the criminal justice processes in order to receive social work help (Moore and Whyte, 1998, p.24). Risk assessment and offence based practice is an ethical approach. It aims to ensure that the most intensive and potentially most intrusive services are focused on those service users who pose the greatest risk of causing harm to others'(ADSW, 2003) and prevent socially disadvantaged individuals being taken further into criminal justice control which can result in further social exclusion. There is often a complex relationship between social exclusion and offending behaviour and often the Criminal Justice process displays existing injustices within society. It is important that issues in relation to class, age and social context should be recognised together with vulnerability to discrimination. The Social Workers role should be to address issues of social exclusion and empower individuals to lead law abiding lives by addressing their offending behaviour. Social Work can help offenders develop capacity to make informed choices by actively encouraging engagement with improving their current situation and their participation in the supervision and change process (McCulloch, 2005; McNeill, 2004). Assisting offenders to focus on their strengths as opposed to their risk and needs can have a positive impact as they learn to recognise the value in their own lives and respect the value of others. The sentencing stage in the criminal justice process generates the majority of Criminal Justice Social Work through provision of information to the Court in the form of Social Enquiry Reports (SERs) and the administration of community disposals, with the exception of liberty orders (tagging). SERs have no legal basis but there is a statutory duty on criminal justice social work to provide reports to the Court for disposal of a case (s.27(1)(a) SWSA 1968. Reports provide the court with the information and advice they need in deciding on the most appropriate way to deal with offenders. They include information and advice about the feasibility of community based disposals, particularly those involving local authority supervision. In the case of every offender under 21 and any offender facing custody for the first time, the court must obtain information and advice about whether a community based disposal is available and appropriate. In the event of custody, the court requires advice abo ut the possible need for a Supervised Release order or Extended Sentence Supervision on release. (Scottish Executive, 2004d, para. 1.5) The Criminal Procedure (Scotland) Act 1995 sets out when the court can or must obtain an SER. Failure to request a report, where required by law, can result in a sentence being quashed on appeal. The Court is not obliged to follow recommendations or opinions in the SER however, Social Workers can have a direct influence on the sentence passed. Preparing SERs demands a high standard of professional practice. It requires skilled interviewing, the ability to collect and assess information from different sources, and the art of writing a report which is dependable, constructive, impartial and brief (Social Work Services Inspectorate (SWSI), 1996). The law imposes time limits in compiling reports, which in practice creates more demands on a workers time and places increased pressure in the preparation of SERs especially if there are high numbers of worker absence or whether the offender is known to the worker and their individual circumstances. Whilst conducting interviews the worker must ensure that the offender understands the purpose of the report, the relevance of questions (health, addiction issues, and personal relationships) and the limits to confidentiality of this information. Social workers must balance between an informed recommendation and an awareness of the severity of the offence. The report author should be impartial and not minimise the seriousness of the offence and its impact (NOS, Scottish Executive, 2004d, para 5.5) and phrases that imply moral judgements, label or stereotype offenders should not be used (para. 5.1). When compiling an SER workers are required to consider the suitability of disposals in relation to the risk posed by an offender and to target appropriate resources which are most appropriate and successful in addressing offending behaviour. Risk assessment is complex and there has been a shift from concern for the offender and their needs to concern about public safety and the offender being a potential source of risk to others. Although the legislation is not explicit about offending behaviour, NOS state that SERs should provide information and advice which will help the Court decide the available sentencing options†¦by assessing the risk of reoffending, and†¦the possible harm to others. This requires an investigation of offending behaviour and of the offenders circumstances, attitudes and motivation to change (Scottish Executive, 2004d, 1.6). The most widely used assessment tools are The Level of Service Inventory Revised (LSI-R) to assess risk of re-offending and the Risk Assessment Guidance Framework (RAGF) to assess risk of harm. However, workers vary in their use of risk of harm assessment tools, with some workers using the Risk Assessment 1-4 (RA1-4) due to lack of training on the RAGF assessment tool, lack of confidence or personal choice and in personal experience some workers fail to address the risk of harm in SERs for fear of being questioned about the validity and reliability of the assessment. LA Criminal Justice Services have opted for one or other, or a combination of both approaches in their offender management. However, the national implementation of a common tool is now planned, with the proposals for The Level of Service Case Management Inventory (LSCMI) (Scottish Government, 2007). These risk assessment tools are inappropriate for women offenders, as their development is based predominantly on populations of men (McIvor and Kemshall, 2002: Maurutto and Hannah-Moffat, 2006), tend to over predict the risk of re-offending and fail to identify health and other needs that are of particular relevance to women. Even where needs are identified it is unclear whether or how they relate to womens offending. Actuarial calculations can result in inappropriate and harsh responses from the Courts but can also deny that a woman is in the process of desisting from crime or that her offending is a symptom as opposed to a cause of other additional problems in her life. It could be argued that focus should be more about needs which stablise an individuals lifestyle than on offending, which results from that lifestyle, and could be seen as a better way to inform both sentencer and practitioner decision making. Professional judgement also varies widely depending on the assessor. Differences can emerge due to workers age, length of service and experience and some use their professional judgement more than actuarial methods (Barry, 2007a). Risk assessments are standardised tools which fail to take into account how appropriate interventions are or the availability of services but form the basis on which the need for and access to interventions is determined. These differing needs and circumstances mean that available interventions are not appropriate for a lot of women. The assessed needs of women are not always taken into account in the sentence they receive. Women predominantly, are given harsher sentences that are disproportionate to the offence in comparison to the treatment of male offenders. Community Service is a high-tariff disposal which is legislated to serve as an alternative to custody. However, research carried out in Scotland concluded that women were more likely to receive a Community Service Order in their involvement in the Criminal Justice system than men (McIvor, 1998; McIvor and Barry, 1998). Community Service is traditionally male dominated, is mainly heavy manual duties such as painting, landscaping and joinery and many women struggle with this disposal for several reasons. Firstly, in terms of child care arrangements whilst undertaking their placement, women can be wary due to past experiences with Children and Families Social Workers even although they have no access to childcare through their own social networks and therefore, organising childcare facilities becomes the responsibility of the Social Work Department. Additionally, there is lack of female supervisors to oversee Community Service placements for women and many women are reluctant to be supervised by a man and this greatly reduces the number of placements appropriate to their skills and capabilities. The use of effective and appropriate sanctions for female offenders presents some challenges. Interventions and services are typically developed for male offenders but are unlikely to meet female offenders needs and there is increasing recognition that gender appropriate provision is required. As argued by Sheehan et al. (2007) gender specific responses may encourage a reduction in imprisonment for this vulnerable group as women tend to offend through necessity than choice (Barry, 2007b; Home Office, 2004). Support from Social Workers should be given to reduce involvement in offending, but underlying problems must also be addressed such as low self-esteem, mental and physical health, financial restraints and limited educational and employment opportunities. A study of probation with female offenders in Scotland, found that practitioners recognised that interventions with women need to be more informal, less structured and more focused on issues other than offending behaviour. Community sanctions work more effectively if there is flexibility as women tend to breach orders as a result of non-compliance as opposed to further offending (Scottish Government, 2007). Probation can be seen as access to a package of welfare measures which might not otherwise be available to women who need support as opposed to punishment (McIvor and Barry, 1998). An ongoing challenge for practitioners is the absence of alternative welfare orientated disposals and that some women view probation negatively based on previous episodes of supervision or involvement in relation to child care issues and may not embrace support made available. Probation Orders vary in length and this can cause difficulties in client motivation over a long period of time and increases the risk of non-compliance resulting in Breach. Although the law is crucial in framing Social Work practice in the Criminal Justice process it is equally important that Social Work skills and values are central to effective interventions. Crime has become increasingly prominent both in the public and political agenda and therefore, Social Work has become more prominent and complex. Social Workers have a professional responsibility towards victims, the Court, community and offenders however, community based resources are scarce for women as their offending rarely presents a significant public risk (Scottish Office, 1998). The needs presented by women appear to be less about offending and more about the underlying problems in their lives such as former or current abuse, poverty, parenting difficulties, mental health and addiction issues and this can increase the likelihood of offending (Carless, 2006). These problems due to their nature and complexity often make it difficult for professionals to work effectively within the confines of the Criminal Justice system. Priority should be given to offering practical and emotional support to women rather than focusing on their offending behaviour and their ability to comply with strict requirements. The Criminal Justice system cannot solely provide effective responses to vulnerable women leading often chaotic and damaged lives within an increasingly risk averse and punitive environment however, Social Workers need to have a critical understanding of the law to practice effectively and to recognise its limitations as well as strengths.

How far were southerners to blame for the civil war? Essay

During and for years after the war, Northerners blamed Southerners and Southerners blamed Northerners for starting the war. With hindsight today, it is easy to dish out blame and easiest to point the finger at the South. After all it was the Southern states that seceded from the union, and it was obvious to many Southerners at the time, and to most Northerners that the result of such secession would be war. It was the Confederates that fired the first shots of the war at Fort Sumter in April 1861, and in doing so they provoked a conflict that would leave one in four white adult male southerners dead, the South’s economy devastated and slavery, the â€Å"peculiar institution† they fought to defend, abolished. However because slavery is seen today to be such a morally and ethically wrong and evil thing, people’s views can be blurred, leading them to side automatically with the North. There were of course many events that furthered America’s sectionalism and eventually led to the civil war, most of which blame can be divided equally. It is therefore necessary to be objective and take each into account, concluding perhaps that the South was not entirely to blame for the civil war, just as Germany was not entirely to blame for the first world war. The Missouri dispute was the first of events that caused division between North and South. In 1819 the territory of Missouri applied to become a state in the union, it was settled mainly by Southerners and ten percent of its population were black slaves. Its constitution therefore would make Missouri a slave state. This would cause imbalance in the Senate whereby the South would have a majority, so congressman Tallmadge from New York proposed that Missouri should only be allowed to join the union if it would abolish slavery. This issue was debated across the country; the South saw Tallmadge’s proposal as an attack on their political power. In the House of Representatives the North already had a large majority and if any new states were to be free, any of the South’s wishes could be ignored in both houses. In 1820 a compromise was made whereby Missouri was made a slave state, and Maine was made a free state, thus keeping the balance in the Senate. Also there were to be no slaves above the line of 36 30†² latitude. This dispute to an extent can be blamed on the North, as it was Tallmadge’s statement that sparked off tension and Southern determination to defend slavery. The North could have been satisfied with their majority in the House of Representatives and just allowed Missouri to be a slave state, knowing that soon other states would arise possibly wanting to be free. The 1828 Nullification Crisis was a cause of further sectionalism that was not directly about slavery; it was instead focused on state rights versus federal rights. Congress proposed to raise import duties making foreign goods more expensive. This would protect industry in the North as consumers would buy American made goods, but it would hurt the South as they relied heavily on cotton trade with Great Britain. The South saw this as another attack from the North, so Senator Calhoun from South Carolina declared that if a state felt the Federal Government was abusing it’s power, that state could nullify or ignore any measure or act it disagreed with. He also said that any state had the right to secede. In 1832 South Carolina ignored the new import duties and President Jackson threatened to send in troops. Eventually they backed down and excepted a lower set of duties. This escapade and Calhoun’s statement about secession threatened the very existence of the union. Blame for this can fall on both the North for selfishly looking after their interests without regard for the South, and on the South for supporting Calhoun’s idea of secession which threatened to tear apart the country at such an early stage. Next came the dispute over California and New Mexico. In 1846 USA won a war against Mexico and gained the lands of California and New Mexico. Congressman Wilmot from Pennsylvania proposed that slavery should be banned in all land taken from Mexico. The South opposed Wilmot’s proviso, as according to the Missouri compromise, California should be part free and part slave. However the climate of California and New Mexico was unsuitable for cotton growth and it was unlikely that slavery would expand that far west anyway, so there was no need for Wilmot to say what he did. By opening his mouth, Wilmot opened an old wound, making the South firmer in their defense of slavery. Calhoun reiterated his views on secession in his doctrine and tension grew with the Californian gold rush. Thousands rushed to California and its settlers formed a constitution that banned slavery. Before it could be a state Congress had to approve the constitution. The Southern states opposed it and the break up of the union was on the horizon once again. As usual a compromise was reached. In 1850 California became a free state but a new harsh Fugitive Slave law was introduced, meaning if a slave escaped to a free state, men could hunt the slave down across the borders and bring him back. The bitterness and tension here can be blamed on both the North and South. The North because Wilmot and his supporters were willing to blatantly go against the 1820 compromise, and the South as they would not simply accept the wishes of the Californian people. The dispute over Kansas and Nebraska is perhaps the best example where both Northerners and Southerners were to blame for what happened. In 1854 Senator Douglas from Illinois proposed a bill to form two new territories, Kansas and Nebraska, in order to buy land to build a transcontinental railroad. Congress passed the Kansas-Nebraska act but it was left for the inhabitants of the territories to decide for or against slavery. Nebraska was unsuitable for slavery but Kansas wasn’t. So, despite the fact that Kansas was above 36 30†² latitude, slave owners from Missouri moved in, in an attempt to make Kansas a slave state. Similarly so did abolitionists from the North. Both groups set up governments and sought approval from Congress. Violence followed in a war lasting several years which was nicknamed â€Å"Bleeding Kansas† Eventually abolitionist settlers outnumbered the slavers and in 1861 Kansas became a free state. In this case both sections were as bad as each othe r with their childish quarrels and fights. So who really was to blame for the Civil war? From the above-mentioned factors, which are only a few of many, you could conclude that both Northerners and Southerners were equally responsible. However the most important factor as mentioned in the beginning is the fact that the Southern States seceded. They did not have to, but they did. In 1861 there was no immediate threat to slavery, Lincoln said when he was elected that he would not interfere with slavery in states where it was already established. He thought it would take a hundred years or more before slavery would fade away, and considering the Republicans did not have a majority in Congress in 1860, there was little Lincoln could do to threaten slavery. Despite this, Southern politicians, representing the wishes of their constituents, acted irrationally and established an independent Southern nation, believing they were protecting themselves from the wrath of the North. Most Southerners knew that in doing so they would start a war and some realized at the time the full extent of their mistake. They knew they would start a war and they realized they would lose. The North was far more industrialized and stronger in numbers of men and it was very likely that they would win. Jonathan Worth from North Carolina said in spring 1861 â€Å"I think the South is committing suicide, but my lot is cast with the South and being unable to manage the ship, I intend to face the breakers manfully and go down with my companions† If all Southerners had realized their foolishness a lot of bloodshed could have been avoided. However a mass delusion seemed to effect the South, they believed they had to fight to survive. Southerners picked the fight; they fired first and were made to lie in the grave they dug for themselves.

Teenage Pregnancy Is A Reoccurring Problem Within The...

Teenage pregnancy is a reoccurring problem within the United States. On average, nearly 750,000 American teenagers become pregnant each year. This issue needs to be solved, and there are many ways to accomplish this problem. One way is to provide birth control, without a prescription, to teenagers who are sexually active. Another way is to discontinue shows such as â€Å"16 and Pregnant,† which encourage teens to be sexually active and makes teens think pregnancy is not a major issue. More teenagers are sexually active than expected. Six out of ten women have sex as teens. Of these teens, 85% that have sex without birth control will become pregnant within one year. 82% of these pregnancies are unintended. Teenagers giving birth are more likely than adult women to experience maternal illnesses such as miscarriage, stillbirth, and death. https://www.plannedparenthood.org/files/6813/9611/7632/Reducing_Teen_Pregnancy.pdf Children of teen mothers are often born with a low weight, experience health and developmental problems, and are often poor, abused, and/or neglected. Teen mothers are also less likely to graduate high school. Some teenagers don’t understand the risks of having sex, and the likeliness to pregnant. Teenagers can get false information from their friends, increasing the reason for parents and teachers to talk to these boys and girls. Girls can get pregnant the first time they have sex, during a menstrual cycle, and from having sex in water. Douching after sexShow MoreRelatedHow Children Are Affected Children With Non Divorced Parents Essay971 Words   |  4 Pagesthe Encyclopedia of Psychology, one half of all marriages in the United States end in divorce. With these one million children are affected each year. Eighty five percent of these children live in single parent households, with the mother being the head of the house. The father is usually distant or does not speak to th e children at all. These children are highly affected and experience a great deal of emotional and academic problems. Especially when you compare them to children with non-divorced

Meningitis (Cdc, 2016).The Affordable Care Act Allows...

meningitis (CDC, 2016). The Affordable Care Act allows children to be kept under their parent’s insurance until the age of 26. The next set of recommended vaccines for adults are from the age of 60 and older. The elderly are exposed to many diseases due to weakened immune systems. According to the CDC 1 million adults are exposed to shingles and about 60 percent are hospitalized due to the influenza virus (CDC, 2016). They recommend getting the Flu vaccine, Varicella and Zoster vaccine to protect against the two previously mentioned. Another vaccine that is important is the Td or Tdap which protects against tetanus, diphtheria, and pertussis. The pneumococcal vaccine protects the elderly against the bacteria that causes pneumonia.†¦show more content†¦Failure to immunize people impacts negatively on a country s growth as it is a health burden to the public. This is because most people are left with chronic disease conditions that are difficult to manage; as such infections require complex and costly care. It is imperative to note that there are many barriers to enhancing the use of adult vacci nation among people. The low rates of vaccination indicate the existence of limited public and provider knowledge on the issue of immunization. Other issues include existence of different economic constraints and infrastructure to support the program. Adult immunization is undervalued by the public and healthcare providers as very little information is known about its benefit. Available options Policy makers in response have considered different approaches to address the concern in societies, which include modifying the exceptions. The first approach is to eliminate the personal-belief exceptions concerning religious and cultural exceptions. The move is understood to contribute to decreased incident of exemption rates which has proved to be a real challenge. Furthermore, people wishing to exempt themselves from the vaccination should be made aware of the implication of their decision. The reform includes engaging in broad consultation with health practitioners or other government agencies who are more informed on the matter. TheShow MoreRelatedManaging Information Technology (7th Edition)239873 Words   |  960 PagesSecurity Officer Role 565 554 520 Contents Risk Management for Information Security 565 Compliance with Laws and Regulations 567 Sarbanes-Oxley (SOX) 567 Gramm-Leach-Bliley Act of 1999 (GBLA) 569 Health Insurance Portability and Accountability Act (HIPAA) The PATRIOT Act 569 Organizational Polices for Information Security Planning for Business Continuity 571 Electronic Records Management (ERM) 571 569 Review Questions 573 †¢ Discussion Questions 574 †¢

Nietzsche s Critique Of Nicomachean Ethics By Using On...

Friedrich Nietzsche and Aristotle were great philosophers of their respective times, but their ideas and beliefs were completely different from each other. The focus of this paper will be on Nietzsche’s critique of Nicomachean Ethics by using On the Genealogy of Morals. Nietzsche had a different outlook on philosophy, especially in historical and goal oriented terms. According to Nietzsche, everything, including virtues, needed to be understood through change and historical development. Aristotle believed that human nature was static while Nietzsche believed that human nature changed over time. Another difference between the philosophers was Aristotle’s teleological understanding of the world. Aristotle was under the impression that a goal-oriented description was needed to understand the world. Nietzsche believed that humanity’s will was always in a state of willing but not towards any specific goal. Aristotle believed that humanity was always trying to achieve happiness. Nietzsche, on the other hand, believed that the human will was never directed towards one universal goal, like happiness, because goals of any kind ignore evolutionary fact and the possibility of change. First off, what would Nietzsche say about Nicomachean Ethics? Nietzsche was under the impression that new historical developments were happening in the world but they did not occur all the time. However, these historical changes helped explain why human nature changed as well. This notion completely

Developing a relationship between student and teacher Free Essays

string(326) " instruction systems is invariably altering in response to the alteration in society demands, â€Å" many of the instructors lack resources and professional development support needed for this clip of alteration to be a period of personal growing, instead it becomes a clip of emphasis and feeling of insufficiency † \." In recent clip, there is more to learning than merely presenting course of study ; therefore Teachers are more concerned about how to develop a good acquisition environment. Teaching procedure is now focused on how to undertake issues such as the type of inquiries to be asked, who should reply them in Class, approximately when to acquire involved in treatments, when and how to promote and censure pupils and besides when to stir or decelerate down. These inquiries are assorted and the list could travel on and on. We will write a custom essay sample on Developing a relationship between student and teacher or any similar topic only for you Order Now Teachers are besides cognizant of the differences in categories with each category developing its ain alone larning environment. Therefore when instructors teach two categories in the same twelvemonth degree with the same class, the category needs varies as a consequence of their differences A relationship exists between Students and Teacher as a consequence of the Learning environment. In given clip norms of behavior are established, both on the portion of the instructor every bit good as by the pupils, as values and outlooks on both sides become clear. A behavioral form consequences from this based on the cognition that pupils have of their instructor and frailty versa. Therefore ensuing in a acquisition environment which may either be a really encouraging one where pupils enjoy their work and experience respected or be detering if the work ethos and satisfactory relationships are absent. Harmonizing to a Research into schoolroom larning environments by Fraser1994, and Wubbels A ; Levy, 1993 which is based upon pupils ‘ perceptual experiences of their acquisition environment it is established that pupils ‘ larning behaviors in category will be mostly determined by the manner in which they perceive their acquisition environment. This can be farther substantiated, by another survey carried out by Brekelmans, Wubbels A ; Creton, 1990 which besides indicate that pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior accounted for more discrepancy in pupil results than did the debut of a new natural philosophies course of study. Besides, Brekelmans, Wubbels A ; Levy, 1993 besides illustrated that pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior accounted for discrepancy of a full appraisal class. CONCEPTUAL FRAMEWORK Goodrum, Hackling and Rennie ( 2000 ) structured the research towards specifying the â€Å" ideal † image of quality in scientific discipline instruction and acquisition, to happen out the â€Å" existent † pattern of what is go oning in schools, and in conclusion, to develop effectual recommendations to travel towards shuting the spread between the existent and ideal. This was achieved through a assorted method of informations aggregation which includes systematic reappraisal of educational research, scientific discipline course of study and studies ; group meetings of scientific discipline instructors ; random telephone study of instructors ; pupil ‘s studies and aggregation of informations from stakeholders. . IDEAL PICTURE The ideal image cardinal footing is that scientific literacy is a high precedence for all human therefore enabling them to develop involvement and understanding the universe around them, besides leting them to prosecute in discourses of scientific discipline, to be doubting and inquiring of claims of others on scientific related affairs in order to be able to place inquiries and give decisions based on grounds, and besides to transport out determinations about the environment and their ain good being and wellness. The ideal and existent image is therefore described by Goodrum, Hackling and Rennie ( 2000 ) in the undermentioned subjects: â€Å" ( 1 ) The scientific discipline course of study is relevant to the demands, concerns and personal experiences of pupils. ( 2 ) Teaching and acquisition of scientific discipline is centred on enquiry. Students investigate, concept and trial thoughts and accounts about the natural universe. ( 3 Assessment serves the intent of acquisition and is consistent with and complementary to good instruction. ( 4 ) The teaching-learning environment is characterized by enjoyment, fulfillment, ownership of and battle in acquisition, and common regard between the instructor and pupils. ( 5 ) Teachers are life-long scholars who are supported, nurtured and resourced to Construct the apprehensions and competences required of modern-day best Practice. ( 6 ) Teachers of scientific discipline have a recognized calling way based on sound professional criterions endorsed by the profession. ( 7 ) Excellent installations, equipment and resources support instruction and acquisition. ( 8 ) Class sizes make it possible to use a scope of learning schemes and supply Opportunities for the instructor to acquire to cognize each kid as a scholar and give Feedback to persons. ( 9 ) Science and scientific discipline instruction are valued by the community, have high precedence the school course of study, and scientific discipline instruction is perceived as exciting and valuable, Lending significantly to the development of individuals and to the economic and societal wellbeing of the state † . Actual Picture The existent image of scientific discipline instruction and larning seem to be a really dissatisfactory one and besides of great variableness. Goodrum, Hackling and Rennie ( 2000 ) , explained that course of study statements by and large â€Å" supply a model for a scientific discipline course of study focused on developing scientific literacy and assisting pupils progress toward accomplishing the stated results, the existent course of study implemented in most schools is different from the intended course of study † . In their research it is observed that in some instances some primary schools do non learn scientific discipline at all hence, pupils lack the scientific background and where taught on a regular footing, all activities are centred towards the pupil, resulting a high degree of pupil satisfaction hence making a room to encompass scientific discipline. Many of the pupils on acquiring to the high school feel greatly defeated, because the scientific discipline they were taught is neither important nor appealing and does non look relevant with their involvements and experiences. The new acquisition environment characterized with the Traditional chalk-and-talk Teaching procedure, note copying and practical lessons which the pupils are now sing gives small challenge and no room for exhilaration. A high figure of scientific discipline instructors feel undervalued, with no equal resource and overloaded with non learning responsibilities. As the instruction systems is invariably altering in response to the alteration in society demands, â€Å" many of the instructors lack resources and professional development support needed for this clip of alteration to be a period of personal growing, instead it becomes a clip of emphasis and feeling of insufficiency † . You read "Developing a relationship between student and teacher" in category "Essay examples" It is hence as a consequence of this that up to half of instructors of scientific discipline degree Celsius ) hypertext transfer protocol: //www.aare.edu.au/98pap/fis98269.htmonsider alteration in calling. LITERATURE REVIEW. Goodrum, Hackling and Rennie ( 2000 ) carried out a research literature on course of study paperss and studies refering scientific discipline instruction in schools followed by synthesis of research about the instruction and acquisition of scientific discipline. Foregrounding the importance of scientific literacy as a general intent for scientific instruction for all pupils and besides taking a place that good instruction provides the experiences and supportive environment that encourages scientific discipline acquisition. Meaning AND IMPORTANCE OF SCIENTIFIC LITERACY. Science is an component of the human hunt for understanding and wisdom, therefore reflecting human wonder about the universe. Obtaining an penetration to what scientific literacy is, will guarantee that we acknowledge its importance as it is cardinal to quality instruction and acquisition in scientific discipline. Scientific literacy is defined clearly in the National Science Education Standards ( NSES ) [ NRC, 1996 ] . Briefly, it is â€Å" the cognition and apprehension of scientific constructs and procedures required for personal determination devising, engagement in civic and cultural personal businesss, and economic productiveness † ( p.22 ) . . Scientific literacy has many aspects, from leting a individual to inquire, happen, or determine replies to inquiries derived from wonder about mundane experiences.- the ability of a individual to depict, explicate, and predict natural phenomenon.Therefore leting Persons to expose their scientific literacy in different ways, such as utilizing proficient footings in the appropriate ways, or in scientific constructs applications and procedures. Besides making the avenue for persons to frequently hold differences in literacy in different spheres, such as more understanding of life-science constructs and words, and less understanding of physical-science constructs and words. Scientific literacy has diverse signifiers and grades which lasts over a life-time, it widens and deepens, and non limited to old ages in school. But It hence follow on the attitudes and values that has been established toward scientific discipline during the early old ages and so determine a individual ‘s growing of scientific literacy as an grownup. Layton et Al. ( 1994 ) grouped scientific discipline and engineering together, uncovering the manner that the two are normally spoken or written about in analysis of scientific literacy. The nexus between scientific discipline and engineering is debatable, this explains the ground they are separated in some school course of study or placed together at different instruction degree in the National Curriculum. While some facets of engineering, and its definition when perceived in footings of doing or planing, might be distinguished from scientific discipline, there lies the fact that scientific discipline can non be split up from engineering and up to this clip will stay important to the universe of pupils and the wider human race. Jenkins ( 1992 ) makes a instance that scientific discipline has changed in the terminal parts of the twentieth century therefore, going more commercialised and industrialised and more integrated with engineering. He besides stated that the hereafter citizens pupils â€Å" should cognize something of the great rational accomplishments of scienceaˆÂ ¦their lives will be affected more straight, personally and, sometimes, adversely, by the ways in which scientific cognition is deployed through arrange of engineerings runing from medical specialty, conveyance and communicating to employment, design and fabrication † . Harmonizing to Jenkins, it is arguable â€Å" that the scientific discipline to be taught in schools should be relocated within these contexts, instead than, as at nowadays, be concerned with the grammar and sentence structure of the scientific subjects † . Teaching and Learning in Science A societal constructivist position is the prevailing position of larning in scientific discipline. Driver, Asoko, Leach, Mortimer, A ; Scott, 1994 wrote that basically this means † that scholars construct their ain cognition and apprehensions based on what they already know and the socio-cultural context in which they find themselves † . Learning is an effectual process in which scholars adopt doing sense of their understanding about the universe. However this is required of everyone so as to be able to work in the universe around them. Learning either in scientific discipline schoolrooms or any environment, from any beginning occurs in similar ways. Learners build cognition and thoughts in scientific discipline which logical to them by associating the new information acquired to their bing conceptual models. Significantly, the extra information is integrated into bing mental model in ways that are meaningful to the scholar. Therefore, scholars ‘ old cognition and experiences are of import in placing what their new cognition and apprehension will be like. Accountability of how pupils learn can be measured through effectual instruction. In another sense, good instructors know a great trade more than the capable affair they teach. Darling Hammond ( 1997 ) points out that Research confirms that instructor cognition of capable affair, pupil acquisition and development, and learning methods are all of import elements of instructor effectivity. The recent reappraisals of more than two 100 surveies contradict the long clip established myths which indicates that anyone can take up learning and that so called instructors are born and non made. Because scholars and contexts differ, there is no individual best attack for instruction of scientific discipline. Alternatively, in accomplishing effectual acquisition in scientific discipline assorted attacks are needed, to do a peculiar facet of scientific discipline available to each peculiar group of scholars. Clearly, significant contemplation and apprehension is indispensable on the portion of the scientific discipline teacher although this requires clip and experience but its ownership should non be undervalued. Shulman ( 1986 ) explained pedagogical content cognition to be a quality which involves careful planning in mixing the cognition of the topic and cognition of the scholar. Lemke 1990 demonstrated that Teachers must further the usage and development of linguistic communication accomplishments in scientific discipline as it is a topic which require the usage of linguistic communication in peculiar ways when depicting scientific constructs. For illustration, Words such as energy and work have specific significances in scientific discipline that are reasonably different to mundane significances. .Student besides need to be capable of utilizing appropriate linguistic communication in conveying and clear uping their thought and to pass on their apprehension of scientific discipline constructs in a scope of signifiers, including diagrams, tabular arraies, words, graphs and symbols. RESEARCH APPROACH /METHODOLOGY. David, Rawnsley, Darrell Fisher ( 1998 ) carried out an fact-finding research appraising a sample of 490 pupils in 23 Year 9 mathematics categories in Adelaide, South Australia. Year 9 pupils were chosen in this study sing that they are of the age where the instructor plays a important function in their schoolroom. During the twelvemonth 8, which is the first twelvemonth of the secondary school, there is a edifice block of newness and freshness about schooling, whilst in senior old ages pupils frequently have a motivational factor about their future employment or third survey. Besides, Year 9 by and large contains common mathematics across the twelvemonth group, which eliminates the divisions of concern and applied mathematics present in some Year 10 cohorts. Year 9 besides is known to be a complex twelvemonth for pupils and as a consequence one where the instructor has an cardinal function in the initiation of an proper schoolroom larning environment. Two instruments were used to ob tain the information from pupils ; 1: A alteration of What is Happening in this Classroom? ( WHIC ) was used to find the perceptual experiences of pupils about their schoolroom acquisition environment. 2: . The Questionnaire on Teacher Interaction ( QTI ) was used to find pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior in the schoolroom. Choices of pupils besides were interviewed to supply qualitative informations to assist explicate and magnify the findings of the instruments. The version of the WHIC instrument used in this survey has been late developed for mensurating pupils ‘ perceptual experiences of their schoolroom acquisition environment. The instrument which was developed in two signifiers consist of a Personal signifier and a Class signifier, both of which are indistinguishable but the accent in the Personal signifier is based on pupil ‘s perceptual experiences of his or her personal interaction with the schoolroom environment while, on the Class signifier each point focuses on pupils ‘ perceptual experiences of the category ‘s interactions with the schoolroom environment The instrument contains 64 statements, mensurating pupils ‘ perceptual experiences based on eight graduated tables. These 8 graduated tables step pupils ‘ perceptual experiences of the sum of ( 1 ) Student Cohesion, ( 2 ) Teacher Support, ( 3 ) Involvement/Negotiation ( 4 ) , Investigation, ( 5 ) Cooperation, ( 6 ) Undertaking Orientation, ( 7 ) Equity, and ( 8 ) Emphasis on Understanding in the schoolroom. Below are two given illustrations of the statements on the ( 1 ) personal and category signifiers and ( 2 ) Teacher support ( one of the eight graduated tables of measuring ) On the Personal signifier the first two points are, â€Å" I make friendly relationships among pupils in this category † and â€Å" I get to cognize other pupils in this category well † . These points have a personal focal point. The same points in the Class signifier have a category focal point: â€Å" Friendships are made among pupils in this category † ; and â€Å" Students in this category get to cognize each other good † . The instrument has been shown to be dependable, with acceptable discriminate cogency and to satisfactorily discriminate between categories. An illustration of the statements in the instrument based on instructor support that the pupils were asked to reply was ( a ) †The instructor takes a personal involvement in pupils † , and ( B ) â€Å" The instructor considers pupils ‘ feelings † . Given the undermentioned option for them to take ‘Almost Never Happens ‘ , ‘Seldom Happens ‘ , †˜Sometimes Happens ‘ , ‘Often Happens ‘ or ‘Almost Always Happens ‘ to find the state of affairs traveling on in the schoolrooms. After which Students ‘ perceptual experiences of their schoolroom acquisition environments are so profiled harmonizing to the category point average mark for each graduated table The 2nd instrument used in the study was the Questionnaire on Interaction ( QTI Teacher ) . This is a 48-item instrument which measures pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior in the schoolroom. It is based on the Leary ( 1957 ) theoretical account of interpersonal behavior and measures pupils ‘ perceptual experiences of the grade of dominance/submission and cooperation/opposition in the instructor ‘s behavior in the schoolroom. Brekelmans, Wubbels A ; Creton, 1990 attest to Its dependability and cogency and it has been good documented for surveies in The Netherlands. Interpersonal behavior by the instructor scores extremely on the Leadership graduated table and this is chiefly the dominant behavior in the schoolroom. Wubbles, Creton, Levy A ; Hooymayers,1993 explained that with a 2nd feature of cooperation, that such instructor will â€Å" detect what ‘s go oning, lead, organize, set undertakings, determine processs, construction the schoolroom state of affairs, explicate, keep attending † . . Table below shows the primary and secondary features and sample points from each of the eight dimensions of the QTI. When the category is surveyed, the category point mean for each dimension can so be mapped to demo the profile of pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior in the schoolroom. Consequence Associations Between Student Perceptions of their Classroom Learning Environment, Using the WHIC, and Student Outcomes can be grouped into two a ) Attitudinal results and B ) Cognitive results Attitudinal result ; The consequence obtained showed that there is high correlativity between the represented behavior in the graduated tables of the WHIC and pupils ‘ attitude towards their acquisition of mathematics. The consequence is both clear on the Personal and Class signifiers. In larning mathematics a more encouraging consequence were established in categories where pupils see coherence among themselves and just intervention, and where fact-finding work was carried out by pupils, and obtained a clear way of their undertaking. The surveies besides show that pupils appreciate a small sum of competition instead than stressing cooperation. Hattie, Byrne A ; Fraser ( 1987 ) found that pupils were more ready to clash and fight, and more marked in male pupils. Cognitive results in footings of simple correlativity and standardised Regression coefficients ; the graduated table of Investigation was negatively correlated with pupils ‘ cognitive results. This suggests that pupils who have the highest cognitive results see that they are involved in less fact-finding work in their mathematics categories. On the other manus, those pupils who observe they are involved in more fact-finding behavior scored lower on the cognitive trials. The QTI examines the interpersonal behavior between instructors and pupils, as perceived by pupils. The graduated tables of Leadership, Helping/Friendly, Understanding and Student Responsibility/Freedom each had positive correlativities with pupils ‘ attitudes towards the mathematics category. Conversely the staying four graduated tables of Uncertain, Dissatisfied, Admonishing and Strict interpersonal behavior each had negative correlativity It was discovered that a more positive attitudes was developed in categories where the instructor was perceived to be just, extremely supportive, stressing strongly on pupils ‘ understanding the work, were involved in probes, showed leading, helping-friendly behavior and lesser admonition of pupils. Students displayed the highest cognitive additions in categories where pupils discovered that the instructor emphasised understanding the work. The lowest cognitive additions was seen in categories where pupils perceived that the instructor was dissatisfied, gave excessively much freedom to them and duty, and where they were involved in probes. David, Rawnsley, Darrell and Fisher ( 1998 ) reported that † In categories where pupils view their instructor as largely demoing high degrees of Leadership, Helping/Friendly, and Understanding behavior, and give high degrees of Student Responsibility and Freedom, pupils have much healthier attitudes towards their category and bask their lessons more than in categories when the other side of instructor behavior is common. Where instructors show high degrees of Strict, Admonishing, Dissatisfied and Uncertain behavior, pupils do non bask their categories as much and develop more negative attitudes towards the topic. Consequently, the usage of the QTI in this survey, showed a strong correlativity between pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior and their attitudes towards the mathematics category. .This survey confirms the importance of interpersonal behavior which shows strong leading, coupled with helpful, friendly and understanding behavior. RECOMMENDATION. It is by and large acceptable that scientific literacy is a high precedence for all, assisting them to be interested in, and besides understand the universe around them, to prosecute in the discourses of and about scientific discipline, to be doubting and inquiring of claims made by others about scientific affairs, to be able to place inquiries and pull grounds based decisions, and to do informed determinations about the environment and their ain wellness and wellbeing. Osborne and Collins ‘ ( 2000 ) averment that a critical constituent of any scientific discipline class is to let geographic expedition of facets of modern-day scienceaˆÂ ¦such an component is indispensable to supplying a linking yarn between school scientific discipline and the â€Å" existent † universe of grownups, induing the topic with a relevancy that no other mechanism can. Whilst students will accept a course of study diet which consists mostly of the standard wisdom of uncontested and pre established cognition, modern-day scientific discipline offers a glance into the universe of here and now, non the universe of past. This is a universe of science-in-the-making, of future possibility and uncertainness where their positions can Get down.Teacher alteration is the footing of educational invention, reform and betterment. The research findings presented in this study emphasize repeatedly that the most of import factor in bettering acquisition is the instructor. Attempts to shut the spread must concentrate on assisting instructors recognize the spread between pupils ‘ existent demands in scientific discipline and what is offered in the existent course of study. Changes to instructors ‘ professional pattern involve important displacements in beliefs and professional Knowledge, and accordingly, take considerable clip, resources and attempt. A teaching manner that emphasizes an inquiry-oriented, student-centred, outcomes-focused attack requires more refined learning accomplishments than those associated with traditional didactic methods. Teachers working entirely in their schoolroom can do little stairss towards alteration. Teachers working jointly can do larger paces. Schools join forcesing make a greater impact still. But choice scientific discipline instruction course of study and professional development resources are really expensive and necessitate the really best expertness to develop. Collaborative ventures that pool the fiscal and human resources from a figure of legal powers have the possible to bring forth the world-class stuffs that are required for a modern-day, relevant and prosecuting scientific discipline instruction for all pupils. Decision The intent of school scientific discipline is to better scientific literacy of pupils. Scientifically literate individuals are interested in developing an apprehension of the universe around them, are doubting and inquiring of claims made by others about scientific affairs, take part in the discourses of and about scientific discipline, place inquiries and pull evidence-based decisions, and do informed determinations about the environment and their ain wellness and wellbeing. Educational legal powers have developed modern and progressive course of study Structure for school scientific discipline but despite this actions, there is a important spread between the † ideal † or intended course of study and the â€Å" existent † or implemented course of study. There is a high incompatibility between schools in the quality of scientific discipline instruction. Goodrum, Hackling and Rennie ( 2000 ) research indicates that In primary schools, where scientific discipline is taught, † it is by and large student-centred, activity-based and stimulates the wonder of pupils. In the compulsory old ages of secondary schooling, most pupils find scientific discipline unrelated to their involvements or concerns, and in many schools scientific discipline does non develop the acquisition outcomes that contribute to scientific literacy † . The set of carefully expressed recommendations given in their study provides the schemes that can be used in bettering the instruction and acquisition of scientific discipline in schools. This nevertheless enhances the consciousness of all stakeholders of the nature and importance of scientific literacy as the first measure. This is so followed by constructing the expertness of the instruction profession through improved resourcing of initial instructor instruction, motives to intrigue and keep our best immature people in scientific discipline instruction, and provides improved support for come oning professional growing of practising instructors within a construction of professional criterions. Qualified and experient instructors need greater course of study stuffs, comfortss and equipment if they are to set into consequence a quality scientific discipline plan. In the present clip, the quality of scientific discipline instruction and acquisition is restricted by attacks to assessment which are non focused on results that promotes scientific literacy or on the agreement of feedback to instructors and scholars so that learning and larning can be enhanced. A deficiency of national focal point, coaction and pooling of resources across legal powers presently limits the quality of the course of study and professional development resources that are being developed. How to cite Developing a relationship between student and teacher, Essay examples

An introduction to world management science - Myassignmenthelp.Com

Question: Discuss about the An introduction to world management science. Answer: Introduction: The point of sale system refers to the technology where the consumers carryout the payment regarding the products or services they buy from an organization. It is considered as the collaboration of hardware and software for allowing the vendors for taking transactions and making the everyday business operations easy (Smith 2014). Small and medium organizations are making progress in implementing information system within their environment. The POS system is capable of streamlining business process of SME so they can achieve more than just having flexibility regarding processing daily transaction. The report is consisted of various consequences of implementing POS system in the Four Seasons Greenhouse and Nursery. The organization is situated in the Colorado. The organization used to have manual processes to manage their business. The report describes advantages and disadvantages of POS system, POS system in gaining competitive advantage, advantage of having centralized database. Advantages and Disadvantages of the New POS System: The biggest advantage of the point of sale system is that business owners of Four Seasons Greenhouse and Nursery are able to monitor the transactions related to sales in real time and this happens in automated way. The system has enable the organization to eliminate the need of manual procedure in the core sales transactions (Rodrguez 2017). Operating and managing the business has become easy for Four Seasons Greenhouse and Nursery owners can get crucial information by inputting, monitoring and sharing data. Decision making is a significant part of the business that assist in elaborating the business if properly observed and processed. As the point of sale system in Four Seasons Greenhouse and Nursery stores accurate data, decision making quality automatically gets better. As the current and accurate inventory related data is available to the owners of Four Seasons Greenhouse and Nursery, they need not to make assumptions during placing orders (Nikolova and Inman 2015). Gaining compe titive advantage through having all the required data at hand has been possible. The most harmful drawback of the system that has been observed so far is the connection reliability is low. The software modifications are costly and it is not always possible for the organization. Gaining Competitive Advantage through POS System The biggest competitive advantage of Four Seasons Greenhouse and Nursery is managing inventory in accurate manner. The system has allowed the owners of the organization to handle inventory, flag entities for reorder and evaluating the sales patterns (Lee et al. 2014). The POS system in Four Seasons Greenhouse and Nursery has been more than a cash register, as it has been processing in the core of sales transactions and allowing the organization to track and share useful data. The accuracy of data is crucial for business to achieve competitive advantage as these data and information is used for decision making process. The decision of taking a new perspective, real costs, offered the opportunity for shifting the production of Four Seasons Greenhouse and Nursery to more profitable state thus making the business more competitive (Miller et al. 2017). The organization was not able to identify and understand this kind of business opportunity prior to development of POS system. Advantage of Centralized Database: The primary advantage of having a centralized database for Four Seasons Greenhouse and Nursery is having an improved data preservation process. In case any hardware fault occurs, the fault-tolerance setup in the centralized database is able to handle the situation. Four Seasons Greenhouse and Nursery is processing on numerous business and consumer related data. In such circumstances, having a secured environment for data is crucial (Eskandari et al. 2016). The centralized database is suitable for developing a security policy and infrastructure that can support the data security needs of the chosen business. The policies will be developed in such way that the possibility of damaging the data by a laptop will be minimal. Another good advantage of centralized database that has helped Four Seasons Greenhouse and Nursery to grow business is cost reduction in overall price of implementation of database (Kuipers et al. 2016). The maintenance cost of the centralized database is always less than maintaining several small databases. Having redundancy and high quality equipment have made the centralized database able to implement a secure and proper database system in the environment of Four Seasons Greenhouse and Nursery system. POS System Facilitate Decision Making: Four Seasons Greenhouse and Nurserys business processes are consist of managing business internal activities, managing customer request, generating reports, managing inventory and many more. The POS system allows the organization to have full access to the business process related data and generate patterns for making the improvements in various parts of the business. The activities is always under control of the business owners (Anderson et al. 2015). Tracking the information in effective manner is not possible. The biggest issue with tracking the data through manual process is error in data accuracy. It has been observed in past that Four Seasons Greenhouse and Nurserys manual processes are tend to be full of errors. The organization was running their business in loss or negligible profit while having manual business processes. The questions can be asked by customers, management, inventory employees and few more personnel of Four Seasons Greenhouse and Nursery. The consumers are tend to have intention of asking questions regarding the status of their delivery or products available (Karpovsky and Galliers 2015). The management can be asking questions related to gaps in the business processes, inventory staff can ask questions about the potential amount of raw materials required to purchase to fulfill customer need for a specific season. The information can be evaluated to identify customer buying patterns, effect of weather on the nursery, inventory assumptions and much more (Bennett 2015). The outcome of the evaluation will allow Four Seasons Greenhouse and Nursery to have better understanding of business opportunity and constraints. Recommend Telecommunication Options: LAN is the abbreviation of Local Area Network. This can be achieved through wired or wireless network. In case of WAN or wide area network, the coverage area of the network is larger than LAN. The wide area network is the combination of various small network coverage areas connected with each other. MAN or metropolitan refers to a network that is consisted with various network nodes connected with each other (Kokkinos et al. 2016). LAN is the best solution for Four Seasons Greenhouse and Nursery as this will allow the organization to have it whole network within a secured place from where conducting cybercrime is nearly impossible. The network will be developed using wired and wireless technology both. In case of connecting remote devices like laptop will be connected to Wi-Fi and machines like inventory in/out checking will be connected using RJ-45 cable (Vaquero and Merino 2014). The routers will be connected to each other through mesh topology so that if a router gets damaged then another path can be used for data transfer, results into uninterrupted data flow. Risks That POS System Brings: In terms of security risk, the physical attacks on the system can a harmful situation. Either employees of Four Seasons Greenhouse and Nursery or an intruder can connect to the network using internal devices like authorized laptops to harm the system. The system can be accessed by the wireless network designed for remote devices. The cybercriminals can access to the network of Four Seasons Greenhouse and Nurserys system if they are able to crack the password of the network (Edelman, Jaffe and Kominers 2016). They can reconfigure the whole network to damage the business process. The hacker can get into the system and steal the personal information of staff and customers. The same way the hackers can get their hands on the business confidential data like customer buying history, generated patterns, information of various deals and much more. Conclusion: From the above report it can be concluded that the system has been able to resolve the main issues of the business. The effect of the system could be seen right after the implementation of the system. The decision making is a significant process of Four Seasons Greenhouse and Nurserys business. The system is a good source of simplifying and increasing the quality of business decision making. The data validation and verification process ensures that only authorized and accurate data is stored into the database. The database is centralized and it allows the system to be secured. Using the LAN will allow the organization to have a secured network. It will be difficult for cybercriminals to hack the system as the whole network will be located into one place. Recommendations: E-Commerce: The organization can develop and integrate an e-commerce website and mobile app within its system. This will allow the organization to attract more customers. The business will be able to expand its business from local area to whole nation. The business will flourish with the new huge customer base. Taking Feedback: The feedback will be taken from end users and customers to identify the areas in which modifications can be done. The feedback will be analyzed and the points directing to a specific modification will be prioritized. Based on the priority, the changes will be done. Having an IT Expert Team: As the organization will not be contracting with any third party organization for their services, the system maintenance will be a hard process. An IT expert team will be able to handle any technical fault within the organization system. Improving Inventory Setup: As the inventory is the core of the business, the organization need to have a proper inventory setup to support business properly. Having barcode reader in the inventory will eliminate the error due to having manual product storage process. References: Anderson, D.R., Sweeney, D.J., Williams, T.A., Camm, J.D. and Cochran, J.J., 2015. An introduction to management science: quantitative approaches to decision making. Cengage learning. Bennett, E.L., 2015. Legal ivory trade in a corrupt world and its impact on African elephant populations. Conservation Biology, 29(1), pp.54-60. Edelman, B., Jaffe, S. and Kominers, S.D., 2016. To groupon or not to groupon: The profitability of deep discounts. Marketing Letters, 27(1), pp.39-53. Eskandari, S., Clark, J. and Hamou-Lhadj, A., 2016, July. Buy Your Coffee with Bitcoin: Real-World Deployment of a Bitcoin Point of Sale Terminal. In Ubiquitous Intelligence Computing, Advanced and Trusted Computing, Scalable Computing and Communications, Cloud and Big Data Computing, Internet of People, and Smart World Congress (UIC/ATC/ScalCom/CBDCom/IoP/SmartWorld), 2016 Intl IEEE Conferences (pp. 382-389). IEEE. Karpovsky, A. and Galliers, R.D., 2015. Aligning in practice: from current cases to a new agenda. Journal of Information Technology, 30(2), pp.136-160. Kokkinos, P., Kalogeras, D., Levin, A. and Varvarigos, E., 2016. Survey: Live migration and disaster recovery over long-distance networks. ACM Computing Surveys (CSUR), 49(2), p.26. Kuipers, M.A., Beard, E., Hitchman, S.C., Brown, J., Stronks, K., Kunst, A.E., McNeill, A. and West, R., 2016. Impact on smoking of England9s 2012 partial tobacco point of sale display ban: a repeated cross-sectional national study. Tobacco control, pp.tobaccocontrol-2015. Lee, J.G., Henriksen, L., Myers, A.E., Dauphinee, A.L. and Ribisl, K.M., 2014. A systematic review of store audit methods for assessing tobacco marketing and products at the point of sale. Tobacco control, 23(2), pp.98-106. Miller, S., Pike, J., Chapman, J., Xie, B., Hilton, B.N., Ames, S.L. and Stacy, A.W., 2017. The Prevalence and Marketing of Electronic Cigarettes in Proximity to At-Risk Youths: An Investigation of Point-of-Sale Practices Near Alternative High Schools. Journal of Child Adolescent Substance Abuse, 26(2), pp.119-124. Nikolova, H.D. and Inman, J.J., 2015. Healthy choice: the effect of simplified point-of-sale nutritional information on consumer food choice behavior. American Marketing Association. Rodrguez, R.J., 2017. Evolution and characterization of point-of-sale RAM scraping malware. Journal of Computer Virology and Hacking Techniques, 13(3), pp.179-192. Smith, D.C., 2014. Preventing point-of-sale system intrusions (Doctoral dissertation, Monterey, California: Naval Postgraduate School). Vaquero, L.M. and Rodero-Merino, L., 2014. Finding your way in the fog: Towards a comprehensive definition of fog computing. ACM SIGCOMM Computer Communication Review, 44(5), pp.27-32.