The BAd Effects Of Alcohol Essay Example for Free

The BAd Effects Of Alcohol Essay Alcohol is harmless when not drinking in mass quantities, even it helps body in some cases, for example wine protects people from heart attacks. However, if you get used to drink alcohol, you can easily abuse. Alcoholism happens when someone engages in frequent alcohol abuse. As time goes on, alcohol starts to alter chemical makeup of brain, resulting in user to depend on alcohol so as to feel good. In the end, their body starts to crave alcohol in order to function properly and alcoholism comes to person with many damages. An addiction to alcohol can have destructive and irreversible effects on a persons health which we can classify as physical, psychological and economic. The initial effects of alcoholism are the physical ones. These are the most important, because these can bring about your death. For instance, alcohol abuse affects the nervous system and then lead to permanent brain illnesses which are dementia and Alzheimer. Furthermore, an abuse of alcohol over a number of years has been linked to developing cancers such as liver, colon, throat and breast cancer. Besides, alcohol is a toxin which affects all body cells and tissues. According to the Jerry Kennard from Mens Health, uncontrollable drinking gives rise to crucial health difficulties (1996). Also Jerry Kennard stated that â€Å"Each year more than 100. 000 Americans die of alcohol-related causes. † (1996). All these physical effects make your life expectancy decrease and cause your premature death. The second results caused by alcoholism are psychological. At first alcohol makes you feel relaxed, but if you keep drinking more and more times, it increases anxiety and causes Oner, Page 2 depression. It also changes your behaviors and you may have some complications with your family and social circle. For example, a drunk man may use violence to even his wife or daughter due to have a blackout which is caused from alcohol. In short, just for pleasure which lasts for a short time, you may lose your family and your good friends forever. The last consequences of alcoholism are economic. Alcohol is not cheap and when people are drunk, they do not care about money which is paid for alcohol or another things. As a result, they do not have enough money for their major necessities. According to Shane Hall, eHow contributor, overindulgence drinking and alcoholism cost community billions each year and this includes the cure payments, prices to get rid of illegal situations and becoming unable to work which results from alcohol-related ailments and in the end untimely death. Thus, alcoholism not only causes your death, but also may result in lost all your wealth which you can leave an inheritance to new generations. In conclusion, the effects of alcoholism which are physical, psychological and economic can bring about many problems that influence your life in all aspects. Alcohol alters your brain, muscles, cardiovasculer system, sexual conditions, digestion process and other disorders that affect your health. In addition it can cause your suicide owing to the depression and other brain damages. Besides, it will leave you in pennilessness, because it costs a lot. Finally, there is no reason to drink alcohol in excess, we can drink just a glass of wine and enjoy it!

Evaluation of Cognitive Behavioural Therapy Experience

Evaluation of Cognitive Behavioural Therapy Experience Critically analyse and evaluate your experience of using a cognitive behavioural approach to work on a project of a personal challenge or change, integrating commentary on theory, research and practice. Introduction This work discusses in an analytical and evaluative way my experience of the use of a cognitive behavioural approach towards addressing the personal challenge of being extremely anxious when using personal computers. Firstly, a project summary provides an overview of the situation with references to relevant theory and research. Then the process of cognitive behavioural assessment is illustrated. Next is a discussion of the rationale of the planned interventions and an overall evaluation of the approach. Finally, the application of cognitive behavioural approaches in my work as a psychologist at an NHS psychology centre for adults is provided with some concluding remarks. Project summary My personal challenge is to control my anxiety and dread whenever I have to use a computer. I tend to think of myself as a generally relaxed person unless I have to use a computer, then I become anxious with clammy hands and feel my heart throbbing in my chest. Although I understand that the use of computers is world wide and that using the computer is essential at most workplaces I feel anxious and sometimes sheer panic if I have to use a computer therefore at most times I avoid using a computer. This problem is affecting negatively my work and it is embarrassing to feel computer anxiety in a world full of computers. Literature review Howard Smith (1986) defined computer anxiety as the fear felt towards interacting with a computer that is disproportionate to the actual threat presented by a computer. Tseng, Tiplady, Macleod Wright (1997) observed that approximately 30% 40% of the population is too anxious to use a computer. Recent research by Smith Caputi (2001) emphasises that there is a link between computer anxiety in undergraduate psychology students and debilitating thoughts suggesting further research is needed in order to develop more thorough cognitive models of anxiety. What is anxiety or stress? There is a growing body of knowledge about stress, which has been accumulating since Dr. Hans Selye (Szabo, 1985) who has spent most of his life in anxiety stress research first developed a theory of stress. Many other physicians and psychologists are conducting research on stress, contributing to our understanding and developing promising methods of stress management. The stress researchers are beginning to provide insights into how mind and body work together to produce psychosomatic illness and how this knowledge can be used for prevention. Definition of Stress the General Adaptation Syndrome (in relation to my computer anxiety) As a result of his stress research (Szabo, 1985), Selye developed a definition of stress suggesting that stress is the bodys non-specific response to any demand placed on it whether that demand is pleasant or not and this definition is relevant to my personal challenge of being stressed about using computers. This definition means that the body has a three-stage reaction to stress: (1) alarm, (2) resistance and (3) exhaustion. This three ­-stage response is the stress syndrome called the General Adaptation Syndrome (GAS). (1) In the alarm stage, the body recognises the stressor, which for me is the computer and prepares for fight or flight. My body achieves this state by sending messages from the hypothalamus section of the brain, which stimulates the pituitary gland to release its hormones, which then trigger the adrenal glands to pour out adrenaline. As a result, the rate of my breathing and my heartbeat are quickened, my blood sugar level is raised, my rate of perspiration is increased, my pupils become dilated, and the digestive processes are slowed down. These factors create a huge burst of energy, an increase in muscular strength, and a heightening of vision and hearing natural aids to fight or flight. (2) In the resistance stage, the body must remain alert, leading to the stage of exhaustion. (3) The exhaustion stage means much more than being physically and mentally tired out. When somebody is tired in body and mind, a little extra rest or a change of scene will often quickly restore the person to full vigour; then the person has not reached physiological depletion. When somebody is physiologically exhausted, the body has lost its ability to continue to resist the continuing stress. It has used up its supply of adaptive energy and its defence mechanisms, such as its immune response, are no longer functional. The body is now vulnerable to the stress diseases, including high blood pressure, arteriosclerosis, migraine headaches, gastrointestinal disorders, rheumatoid arthritis, and asthma. The body may even give up during this stage and die. Most physical or emotional stressors do not last long and produce changes in somebody from being in the first and second stage. Usually people go through the first two stages frequently during the course of our lives, as part of our successful adaptation to the many demands of living. I tend to feel alarmed and pressurised to not use a computer being anxious about using the computer and sometimes I get headaches thinking that I should be using computers like everybody else. Positive Stress Versus Distress From what has been outlined above one might think that stress of any king is bad, but that is not the case. According to Selye (1974) there is a need to experience some stress all the time. Even when somebody is asleep our dreams produce stress. I have woken up from nightmares being in front of a huge computer unable to go back to sleep. Thinking about stressors (the computer) and situations I have experienced when my father tried to teach me how to use a computer made me realise that those were the first times I experienced stress to use a computer. This type of stressor is classified by Selye (Szabo, 1985) as damaging and liable to distress, while other stressors such as horse riding I find pleasurable. Situations then are subject to different interpretations. For example using computers is stressful for me, but a delight for others. A key idea that Selye (1974) presents is that what matters is not so much what happens to us, but the way we take it. Herein lays the key to stress ma nagement, which will be considered further later on. Selye (1974) calls the stress that we need for our survival and well-being positive stress. Examples of positive stress include those times when our bodies stress-response mechanisms stimulate us enough to produce a peak performance for an important job or to come through despite a bad cold or a lack of energy. At times, we have performed feats of strength in emergency situations even the seemingly impossible, like single handily moving a huge weight, such as getting a stalled car to the side of the road. Other examples of life situations generating positive stress are going on a first date, taking an examination, and when we are infants, learning to walk. We also get excited and enjoy watching our favourite team in a match. Pleasurable emotions produce positive feelings of exhilaration. For reasons not yet understood, these positive stresses energise us produce healthy relaxation. I would like to be able to feel positive stress and enjoy using computers instead of being distressed. A medium level of pressure and stress leads to peak performance. The performance curve (please see next page) shows that as tension and pressure increase, so our performance increases to a certain point. If pressure continues to increase to a level that is beyond our ability to cope then it soon becomes unhealthy and it can lead to exhaustion and breakdown. It is important to recognise that stress and pressure are different. Pressure is the demands that are placed upon an individual. Pressure itself is not a bad thing and can help to motivate individuals. Stress is the negative experience that results when individuals feel unable to meet the demands upon them. Performance anxiety curve The kind of stress that is bad for us and can be harmful is called distress. Distress results when the stress continues so that we need to keep adapting to it. If the distress continues long enough, it can result in exhaustion. Exhaustion usually affects only parts of the body, a runner in a marathon produces severe stress on her muscles and cardiovascular system which leads to the exhaustion stage, but after a good rest she is back to normal and looking forward to the next race (Malmo, 1959). Computer anxiety Having reviewed the types of stress and the stage responses to stress in terms of neurophysiologic responses, behaviours, thoughts and feelings I find Selye’s (1974) description of the negative stressors best describes my reaction towards using computers. Furthermore, Rosen and Weil claim that one third of college student population feel some anxiety towards using computers (DeLoughry, 1993). Although the literature suggests that I’m not the only one being anxious towards the use of computers I often feel anxious about it and this has a negative influence on how I feel about myself. Assessment What is CBT in relation to assessment and therapy of computer anxiety or stress? Cognitive behavioural assessment is a continuous process of evaluation and monitoring during the length of therapy. According to Kirk (1994) there is a clearly set process to follow aiming to reach agreement with the client about what is the target problem; then to obtain enough detailed information about what factors are responsible for the continuity of the problem and then a process of change with high client involvement. Often clients come for a CBT assessment without any prior knowledge and it is useful to illustrate the main aspects of CBT. Primarily cognitive behavioural therapy assumes that a person’s feelings and behaviour are influenced by his thinking therefore emotional problems are the outcome of debilitating, negative and unrealistic thinking and therapy starts by increasing the person’s awareness of their debilitating thoughts and changing them. CBT is a combination of cognitive therapy, behaviour therapy and learning in way that explains thoughts, feelings and behaviours as the outcome of learning. This learning can be changed so people can change their old learning and gain new ways of thinking, feeling and behaving. Social learning is one approach to learning that postulates people learn by observing what others (role models) do and say (Bandura, 1986). Social learning theory attributes my computer anxiety and stress to when my father was teaching me how to use a computer and he wasn’t patient with my progress. Taking into account that in social learning theory rewards reinforce behaviou r for me then the absence of rewards and the punishment received for not learning by my father to use the computer made me computer averse and anxious. Datttilio Padesky (1990) showed how CBT is a holistic approach because it considers thoughts, feelings, behaviour, social environment, personal history and physiology that influence my computer anxiety – stress. Further, Beck (1995) described CBT as a procedure of guided discovery where the client discovers methods and techniques that will help them to identify and address their debilitating thoughts. The guided discovery works by the client having certain ‘homework’ to complete between CBT sessions in order that he understands which of his thoughts are based on reality he experiments by behaving in different ways that test the reality of his thoughts and he can discover which thoughts are true based on experience instead of mere assumptions. While discovering true thoughts based on his experiential learning the client is encouraged to learn new skills and behave differently in order that his behaviour matches his true thoughts. The assessment of my computer anxiety and stress was done by a behavioural interview and a stress assessment questionnaire (see appendix 1) followed by self-monitoring information. According to Kirk’s (1989) cognitive behavioural assessment framework during the first stage of assessment in the interview the questions I was asked aimed to capture exactly what I feel, think and how I behave when I suffer from computer anxiety – stress. A list of typical situations in which I became anxious and stressed at various degrees was made (see appendix 2). Having discussed my problem then the onset of my anxiety and my stress towards using computers was investigated taking into account the first time I remember being anxious towards using the computer, how it continued and the predisposition to anxiety. My anxiety was measured as a general anxiety – stress concept on Selye’s (1974) classic questionnaire (see appendix 1). I said how my anxiety to use computers started since my father tried to teach me as a teenager with strict rules and impatience. Since then I always felt apprehensive, anxious and sometimes stressed out when having to use a computer especially of others are looking to see how I’m getting on. Aiming to gain enough detail about the content of a problem, cognitive behavioural assessment focuses on the interaction of four ways of responding to a situation: cognitive; emotional; behavioural and physiological (Kirk, 1989). I was asked to remember a recent situation that I felt anxious and/or stressed when having to use a computer and describe what I was thinking (cognitive), feeling (emotional), did or said (behavioural) and any changes on how my body felt. I remember how two days ago I was asked by my tutor to attend a computer class because he thinks if I get to practice using computers I will feel less anxious about them. I became stressed out when the whole class looked at me because my computer was making a loud noise tha t wouldn’t stop because I pressed something. I discovered that although I could remember what I felt (emotional) what I did (behavioural) and how sweaty my hands were (physiological) it was difficult to remember what I was thinking. Because of that my ‘homework’ was to start using a self-monitoring anxiety diary. Self-monitoring information is often used to enhance the effect of behavioural interviewing because it provides the opportunity to describe a problem (my computer anxiety) over time getting specific information about every time I experienced computer anxiety. That makes it also possible to see how often I have computer anxiety. I was asked to record the situation that provoked my anxiety, when it happened and my response using the four systems (thoughts; emotions; behaviour; physiology) as soon as possible after the event for a week. A 0-10 rating scale was also used to measure the intensity of my anxiety (see appendix 3). Beck (1995) describes homework as an essential part of cognitive behavioural therapy and as a way to emphasise its collaborative and self-help principles. This anxiety diary was useful in examining my problem with sufficient detail becoming able to point out what might be holding my problem in place using two ways: a cognitive ABC (Antecedent-Belief-Consequence) model and a behavioural ABC (Antecedent-Behaviour-Consequence) model. Trower et al., (1988) illustrated the cognitive ABC model explaining behaviour in terms of processes that take place between an environmental stimulus and behaviour. According to this model something happens and then the client focuses his attention on it and this is called Antecedent (A). Then the interpretation of what happened occurs in the form of a belief (B) and a consequence (C) which may involve a behaviour and feeling(s) (see appendix 4). On appendix 3 a number of trigger situations are listed during the week of self-monitoring. The analysis of these situations using a cognitive ABC model identified a pattern of common thought processes linking the triggering event and my anxious-stressful consequence (see appendix 4). I also used the behavioural ABC model, based on operant conditioning (Skinner 1974 in Glassman, 2000) to examine why I repeatedly get computer anxiety (see appendix 5). Similarly to the cognitive model there is an antecedent (A) then the behaviour (B) response to the event and the consequence (C) is the outcome of the behaviour. The negative reinforcer I noticed is avoiding the use of computers when asked to use them which then follow negative self-talk about not being able to master the use of a computer. I found this model less useful because of its superficially descriptive nature it does not account for thoughts. Motivation to change Miller (1983) claims that a clients motivation to change is represented as a comparison between the advantages and the disadvantages of changing because both continuing and changing a behaviour is a choice having pros and cons. I’ve done that (see appendix 6). Then I considered Prochaska. DiClemente’s (1986) model of behavioural change where the client develops from an initial precontemplation stage (with no thoughts of change) to contemplation (where the client evaluates advantages and disadvantages of changing); to preparation (where planning and commitment occur) leading to taking action towards behavioural change. If the client takes action(s) to change their behaviour then they progress to maintenance (where efforts focus on long-term change). I discovered that I’m in the contemplation stage having done the comparison between the advantages and the disadvantages of eliminating my computer anxiety it is obvious that advantages are more than the disadvantages. Plan of interventions for eliminating computer anxiety I considered several possible solutions to eliminate my computer anxiety and have discussed with my doctor the possibility of taking medication to free myself from anxiety symptoms (e.g. palpitations) when thinking of computers and when addressing them. I will do: 1. Controlled breathing technique 2. Deep muscle relaxation 3. Set smart goals in order that I get one-to-one help with learning to use computers 4. Progressive relaxation 5. Self-monitoring Evaluation CBT is a very useful approach for dealing with stress because it offers clear methods to support clients by observing, analysing and learning coping skills to deal with anxiety. The use of medication to provide relief from anxiety symptoms can be combined with CBT in order to maximise the short-term outcome. Essential for CBT is the therapeutic relationship to have empathy, trust and respect so that the client does homework between sessions and feels empowered to help themselves. It is beyond the scope of this project to evaluate the therapeutic relationship. However, I certainly developed a self-help attitude and became more aware of my thought, behaviours, feelings and physiology during computer anxiety events having progressed through the Cycle for Change. I need to develop further my motivation in terms of smart goal setting with times, milestone, have a support network and reward myself for achieving milestones and the goal of eliminating computer anxiety. Conclusion Having implemented self-monitoring I discovered that by dominant behaviour is to avoid the use of computers but that does not eliminate my computer anxiety. This is a valuable insight also about the key role my thought processes have in suffering from computer anxiety. The plan to use relaxation techniques; design of smart goals and have one-to-one supportive advice when dealing with computers is what I’ll do in addition to self-monitoring in order to conquer my challenge of computer anxiety. This project provided me with more thorough understanding of CBT assessment and therapy which I will use in my life and at my clinical practice. References Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall. Beck, J. S. (1995). Cognitive Therapy: Basics and Beyond. New York: Guildford Press. Datttilio, F.M. Padesky, C. (1990). Cognitive Therapy With Couples. New York: Guilford Press. DeLoughry, T. J. (1993). Researchers Say ‘Technophobia May Afflict Millions of Students’, The Chronicle of Higher Education, 28 April, 25-26. Howard, G. S. Smith, R. D. (1986). Computer Anxiety in Management: Myth or Reality? Communications of the ACM, 29, 611-615. Kirk J. (1989). Cognitive behavioural assessment. In Hawton, K. Salkovskis, P. M. Kirk, J. and Clarke, D. M. (1989) editors. Cognitive Behaviour Therapy for Psychiatric Problems. Oxford: Oxford University Press, 13-51. Kirk J. (1994). Cognitive Behavioural Therapy for Psychiatric Problems. Oxford: Oxford medical publications. Malmo, R. B. (1959). Activation: a Neurophysiological Dimension. Psychological Review, 66, 367-386. Miller, W. R. (1983). Motivational Interviewing with Problem Drinkers. Behavioural Psychotherapy, 11, 147-172. Prochaska, J. O. DiClemente, C. C. (1986). Towards a comprehensive model of change. In Miller, W. R. Rollnick, S. Motivational Interviewing: Preparing People for Change. New York: Guilford Press. Selye, H. (1974). The Stress of Life. New York: McGraw-Hill. Skinner, B. F. (1974). About Behaviourism. London: Cape. In Glassman, (2000) Approaches to Psychology. London: Open University Press, 25-47. Smith, B. Caputi, P. (2001). Behaviour and Information Technology, 20,Number 4, 1 July, 9, 265-273. Szabo, S. (1985). The Creative and Productive Life of Hans Selye: a Review of his Major Scientific Discoveries, Experientia, 41, 564–567. Tseng, H. M., Macleod, H. A. Wright, P. (1997). Computer Anxiety and Computerised Versus Paper and Pencil Assessment of Induced Mood Change. Computers and Human Behaviour 13, 305-316. Appendices Contents Appendix 1: Danger Signs and Symptoms of Stress, Selye (1974) Appendix 2: Typical situations that I’m anxious – stressed when using a computer Appendix 3: Anxiety diary Appendix 4: Cognitive ABC model Appendix 5: Behavioural ABC model Appendix 6: Motivational change – advantages disadvantages Appendix 1: Danger Signs and Symptoms of Stress, Selye (1974) The following checklists are not precise enough to provide an accurate assessment of you but they can be a beginning point for reflection. If you have more than two of these physical signs, you may be placing your body under high risk from excessive stress. More than four of the following mental symptoms (or a total of four physical and mental symptoms) also indicate that you are a high-risk candidate from excessive stress. Summary scores Appendix 2: Typical situations that I’m anxious – stressed when using a computer When I: Try to navigate through different programs Have to do something (I don’t know what) because the computer crashes Try to use the keyboard Place the cursor on a program icon to open it Should write an essay on Word Have to use the computer in front of others Attend a class to learn to use the computer Appendix 3: Anxiety diary Appendix 4: Cognitive ABC model Appendix 5: Behavioural ABC model Appendix 6: Motivational change – advantages disadva

Social Work Case Study | Essay

Social Work Case Study | Essay Case study: Jenny Eleanor This essay will focus on the current situation of Jenny, a single parent, and Eleanor, her six year old daughter, who currently live on a large local authority housing estate. Whilst close attention will be paid to their situation and the needs arising out of it, it is not the substantive function of this paper to prescribe specific courses of action in their case only. Rather, it is to identify and discuss the issues raised by their case, considering the appropriate social work processes, policy, and legal framework. Overall, it will be argued that there are two significant issues to be explored through the circumstances of Jenny and Eleanor’s case. Firstly, the nature and effectiveness of multi-agency working in education and the human services, and secondly, the problems faced by these professionals when adults, either deliberately or through incapacity, are not fully cooperative in ensuring the appropriate care of their child. As McCullough points out, ‘Throughout th e UK, provision and means of delivering children’s services have been changing profoundly. Predominant among the reasons driving these changes is concern about the way in which children are kept safe.’ (McCullough 2007: p.27) The paper will therefore discuss these issues, taking into account how such issues may be dealt with in a context of evidence-based and anti-discriminatory practice. In the first instance it may be helpful to include a brief synopsis of the known facts about Jenny and Eleanor’s situation, as a guide to identifying their needs. The case study reports that they are from a White British background: they live in a local authority housing estate which, it is stated, is regarded as ‘rough’, i.e. socially problematical and economically deprived. This categorization is not supported by any objective assessment, such as referral to any social scales or indices, and so appears rather unscientific and possibly discriminatory. Jenny and Eleanor have experienced five different housing placements in the last seven years. Jenny has been the victim of domestic violence, both in previous relationships and from Derek, her current partner and Eleanor’s father. Eleanor was unfortunately the witness to many of the assaults on her mother, and is herself thought to have been the subject of violence from her father. As the result of one of the assault on Jenny, Derek was awarded two year custodial sentence, and is currently expected to be released in four months time: he requested contact with Eleanor whilst in custody. Eleanor is enrolled at a local primary school, where records reveal that her attendance is low and represents a cause for concern: she has appeared withdrawn, and on occasions been violent towards other pupils. Furthermore, the school nurse has registered concerns about Eleanor’s development. In the light of these facts, it is now up to the relevant services to make the appropriate arrangements, using such measures as the statutory and policy frameworks allow. One of the principle factors in their immediate future the matter of Derek’s release from custody is beyond the control of those agencies immediately involved in Jenny and Eleanor’s welfare, so it is up to them to make their dispositions accordingly in the light of this contingency. What follows is a discussion of the relevant issues as they arise out of the jurisdictions, expertise, and responsibilities of the various agencies involved. This discussion will start with the subject who is likely to be of most concern to the educational and human services, i.e. the most vulnerable individual, Eleanor. As a six year old, she is the only person in the situation who does not have self-determination, is consequently reliant on the various agencies appointed for her care: it is now up to them to ensure this is ensured. As Myers-Blair points out, ‘The basic equipment for emotional development (physical and neural) is present at birth, and in a very diffuse way emotional behaviour begins at birth, or perhaps even before.’ (Myers-Blair, 1975: p.60). The immediate concerns over Eleanor’s welfare devolve upon two separate but related spheres: her school and home life. The relevant professionals must unravel the intertwining requirements and responsibilities inherent in this situation. However, as the Department for Children, Schools and Families itself acknowledges, ‘The professional background of workers is both a strength and a barrier to multi-agency working. As each profession has developed its own language and body of knowledge, it not only serves to provide a professional identity but can alienate those outside the profession who do not share their language or way of thinking. Professionals also develop a different way of working in order to achieve their aims.’ (DCSF, 2007: p.5) Obviously, all of these considerations must proceed from the basis that Eleanor is physically safe, with possible physical abuse from Derek, the previously violent partner, being the most obvious threat to this. If sufficient evi dence of this threat is assembled, then the multi-agency effort is largely irrelevant, since the Local Authority, through the Social Services Directorate, will have a clear responsibility to act accordingly under sections 27 and 17 of the Children Act 1989, and remove her from the situation. The decision as to whether any contingent arrangements involve Eleanor only, or Eleanor and Jenny, will depend on the perceived or actual threat, and Jenny’s position in relation to this. As Asen pointedly reminds us, ‘When professionals are unable to decide whether to let the children remain with its natural family or not, this indecisiveness can be abusive in its own right: it leaves the child in a situation of limbo – which in some cases can last years – further adding to the child’s emotional or physical suffering.’ (Asen, 2000: p.227) Depending upon how matters proceed in relations between Jenny and Derek, Social Services will also be responsible for the next level of care, i.e. ensuring that Eleanor is not suffering from any forms of neglect or subsidiary abuse arising out of the situation. Assuming that this situation is being monitored, the weight of responsibility shifts back into the educational environment: this is not to say that the social worker loses control of the situation, or becomes less relevant to Eleanor’s care: quite the contrary. In fact, by virtue of the serious nature of Eleanor’s home situation, they may well become the ‘lead professional’ within the multi-agency effort, as will be discussed below. It is simply the case that the all the professionals involved effectively have their actions governed by overlapping and interlocking statutes. At present, the latter stipulate that Eleanor should be in school: that school will almost certainly be a mainstream school, i.e. not a PRU (Pupil Referral Unit) or other specialized facility: furthermore, the law provides that every professional effort should be made to ensure that Eleanor is supported in achieving the expected educational progress. This in essence is where the social w ork and educational efforts will interact: since achievement of the expected progress will hinge upon Eleanor’s mental and physical well-being, as well as her innate cognitive ability, the home and school environments will become linked around this effort. The essential point here is that the social services case worker will be reliant on the judgment and expertise of the school based professionals with respect to Eleanor’s learning and emotional well-being. This is very much an open-ended process: a number of successive measures and support systems will have to be put into place before any alternative or specialized provision is even considered. In the first instance, the school’s Child Protection Officer – usually the Headteacher in the context of a Primary school like Eleanor’s – will feedback directly to Social Services, if there is any evidence of abuse. The school Special Educational Needs Coordinator will subsequently be responsible f or ascertaining whether or not Eleanor has any educational or emotional special needs: if so, she must have an IEP (Individual Education Plan) classified as Step One, Two or Three, depending on their severity. The latter will also determine whether or not Eleanor may require a Statutory Statement of Educational Needs (usually referred to simply as a ‘statement’). If so, she may qualify for additional support through the Local Educational Authority’s Statutory Assessment Office. This in turn will involve the Educational Psychology Service, who will have to make a formal assessment based on observation of Eleanor in a school context. If it is deemed appropriate, she will also be referred to the Primary Behaviour Support Service, the School’s Pastoral Support Service, the Family Support Service, and the Primary Mental Health Service. What are the implications of these potential multiple referrals from a practical point of view? As the DCFS guidance advises, ‘It is the processes involved in building relationships between agencies and between providers of services and the communities they serve, which is vital, because this is where the real work has to be done. It is a real challenge to us all, not least finding the time and space to work on these issues when many services are provided from at least 8 am to 6 pm, five days a week.’ (DCSF, 2007: p2). What this euphemizes is the attempted integration of services which proceed from a series of parallel and successive statutes. This include the Children Act 1989, the Children Act 2004, the Education Act 2002, the Learning and Skills Act 2000, the Disability and Discrimination Act 1995, The Special Educational Needs Code of Practice 2001, the Special Educational Needs and Disability Act 2001, and the Data Protection Act 1998. The school based effort, into which the social worker must be integrated, is built around the role of the Inclusions Officer, who must in turn convene a school-specific inclusions team comprised of all the practitioners involved. Whilst all of this sounds fine on paper, the practical challenges of coordinating the support and care of a child in Eleanor’s situation cannot be underestimated. Take, for example, the role of the Lead Professional itself. As the Children’s Workforce Development Council concedes, ‘A lead professional is not a job title or a new role, but a set of functions to be carried out as part of the delivery of effective integrated support.’ (CWDC, 2007: p.5). In other words, the role is titular only and attracts no timetabling facility or resources, but must run parallel – and crucially, in addition to – the practitioner’s other responsibilities. As the CWDC frankly puts it, ‘†¦clear communication is necessary between both services so that the individual is not overwhelmed with lead professional and caseload responsibilities. Speak to your manager to ensure that they take account of any lead professional responsibilities in setting yo ur workload, and that your performance in delivering the lead professional functions is recognized and recorded.’ (CWDC 2007: p.2, para 3.14). This is far more than a Human Resources issue however. The whole rationale of the multi-agency movement and Every Child Matters initiative is to mitigate the kind of short-circuits, doublings-up and straightforward mismanagement which contributed to the Victoria Climbie tragedy. As McCullough reminds us, ‘In Laming’s detailed and damning report, twelve different occasions were identified when appropriate intervention by one or more of these agencies could have saved Victoria’s life†¦in his summing up, Laming noted that â€Å"the legislative framework for protecting children is basically sound. I conclude that the gap is not a matter of law but in its implementation.†.’ (McCullough 2007: p.28). The problem is that whilst the role of the lead practitioner is non-statutory, the responsibilities accru ed by the incumbent are not. As the CWDC again concedes, ‘†¦There are particular implications for staff who may be working part-time in a multi-agency setting and part-time in their home agency.’ (CWDC 2007: p.2, para 3.14). Arguably then, the same issues which underlay Victoria’s death are potential factors in any such case, including Eleanor’s. The mere creation of a job title, i.e., Lead Practitioner, or mechanisms such as the Common Assessment Framework, guarantees nothing if the staff involved are overstretched, unsupported and undirected. The fact that Jenny has cancelled two possible contact appointments so far is disappointing, and may well represent an impediment to the advancement of Eleanor’s care in the future. At present however, it does not constitute an insurmountable barrier to the coordinated effort of the multi-agency team, and definitely is not a pretext for inaction on their part. As the school has noted, Eleanor’s emotional well-being is questionable, indicating a serious potential impediment to her progress. As Meadows indicates, ‘Certain emotional states are frequent and salient, and become parts of feeling about the self, so that they can then influence a wide range of behaviours, such as perception, emotional expression, cognitive processing and social relations.’ (Meadows, 2006: p.438) Instruments in an around the curriculum, such as the SEAL (Social and Emotional Aspects of Learning) programme may be used to help Eleanor externalize and come to terms with the events whic h have shaped her experience: essentially these means must be tried in order to redress any lack of emotional support she is receiving at home. As Maslow points out, ‘†¦thwarting of these needs produces feelings of inferiority, of weakness, and of helplessness. These feelings in turn give rise to either basic discomfort, or else compensatory or neurotic trends.’ (Maslow, 1970: P.1) Also, as Samuels reminds us, ‘Basically, if the child’s needs are not met appropriately at each developmental level, the psyche becomes unable to adequately regulate self-esteem by the use of adequate mechanisms.’ (Samuels, 1977: p. 35). The problem is that, whilst the statutory framework stipulates that the school is currently the focus of support for Eleanor’s needs, the latter obviously do not stop there. As Schaefer et al. observe, since behavioural problems in the home usually precede those occurring elsewhere, part of the focus has to be behaviour in the home.’ (Schaefer et al. 1984 p.96). Consequently, whilst ‘Inter-Professional Collaboration’ has to be an overriding consideration for the social worker, it is likely to be the case worker themselves who initiates much of the strategic action, such as the proposed ‘cold-call’ home visit. The focus on Eleanor does not of course mean that Jenny’s needs, as an individual or as a parent, can be overlooked. A holistic approach, encapsulated within an action plan and developed with the Family Therapy or Support Service will be required. However, for environmental as much as professional reasons, as will be discussed below , Eleanor must remain the primary concern within this case. As this conclusion is being written, the manifest weaknesses of the supposedly revamped multi-agency framework have been revealed in the most devastating manner: through the death of a seventeen-month child, who was in the Child Protection Register’s ‘at risk’ category. Whilst any legislative or policy outcome of this tragedy is obviously some way off, some commentators have been quick to apportion responsibility to the inter-agency working framework. ‘When procedures become so exacting and time-consuming, the exercise of judgment is deemed neither necessary nor possible. Indeed, it will get you into trouble, because it is not part of the procedure.’ (Dalrymple 2008) Calls for less weight to be given to parental wishes and rights, and more to be placed on the safety of the child, are already being heard. The outcome of such debates, it may be argued, may have significant effects on the conduct of cases such as that of Jenny and Eleanor. Bibliography Adams, R., Dominelli, L. Payne, M. (2002) Social Work Themes, Issues and Critical Debates, Basingstoke, Palgrave Anning, A., and Edwards, A., (2006), Promoting Children’s Learning from Birth to Five: Developing the New Early Years Professional, Open University Press, Maidenhead. Asen, E., ‘Working with families where there is parenting breakdown’, in Reder, P., McClure, M., and Jolley, A., (eds), (2000), Family Matters: interfaces between child and adult mental health, Routledge, London, pp.227-236. Bowlby, J. (1969). Attachment and Loss: Vol I Attachment, London: Hogarth Press. Bowlby, J. (1973). Attachment and Loss: Vol II Separation, Anxiety and Anger, London: Hogarth Press. Bowlby, J. (1980). Attachment and Loss: Vol III Loss, Sadness and Depression, London: Hogarth Press. Bradley, G. and Parker, J. (2003) Social Work Practice: Assessment, Planning, Intervention and Review, Exeter, Learning Matters Ltd. Brayne, H and Carr, H. (2005) Law for social workers, Oxford, New York Butler, P. (2002) Failure to attend overshadowed Climbie inquiry [online] August 27  Available from: http://www.guardian.co.uk/society/2002/aug/27/climbie  [Accessed 16 November 2007] Children’s Workforce Development Council, (2007), The Lead Professional: Practitioner’s Guide, CWDC, Leeds. Crawford, K. Walker, J. (2003) Social Work and Human Development, Exeter, Learning Matters Ltd. Dalrymple, T., ‘We can’t be surprised by the death of baby P’ The Times Online, 12 Nov 2008, INTERNET, available at http://www.timesonline.co.uk/tol/comment/columnists/guest_contributors/article5133966.ece?Submitted=true, [viewed 12.11.08] Davies, L (2007) The Big Picture: Is protection working? [online] November 15  Available from: http://www.communitycare.co.uk/Articles/2007/11/15/106450/the-big-picture-is-protection-working.html  [viewed 20.11.07] Department for Children, Schools and Families, (2007), Common Core of Skills and Kn owledge for the Children’s Workforce, DFES Nottingham. Department for Children, Schools and Families, (2007), Integrated Working Exemplar: Young child with behavioural problems: Integrated working to improve outcomes  for children and young people, HMSO, London. Department for Children, Schools and Families, (2007), Effective practice: Multi-agency Working, HMSO, London. Department of Health, (1999) Working Together to Safeguard Children, London, The Stationery Office. Department of Health, (2002) Modernising services to transform care: inspection of how councils are managing the modernisation agenda in social care [online] June 27  Available from:  www.dh.gov.uk/en/Publicationsandstatistics/Lettersandcirculars/Chiefinspectorletters/DH_4004590  [Accessed 21 November 2007] Department of Health, (2004) Executive Summary, National Service Framework for Children. Young People and Maternity Services [online] October 4  Available from: www.dh.gov.uk  [Accessed 15 November 2007] Department of Health, (2005) Background to Every Child Matters [online] May 10  Available from: www.everychildmatters.gov.uk/aims/background/  [Accessed 03 November 2007] Department of Health, (2006) Framework for the Assessment of Children in Need and their Families (fifth impression), United Kingdom, The Stationery Office. Department of Health, (2007) Local Safeguarding Children Boards [online] November 14  Available from: http://www.everychildmatters.gov.uk/socialcare/safeguarding/lscb/  [Accessed 26 November 2007] Friedrickson, N., and Clive, T., (2002) Special Educational Needs, Inclusion and Diversity, a Textbook, Open University Press, Buckingham. Goleman, D., (1996), Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsbury, London. ‘Good to be Me’, (May 2005) Primary National Strategy: Excellence and Enjoyment, Social and Emotional Aspects of Learning, Department for Education and Skills, HMSO, Gurney, P., (1988) Self-Esteem in Children with Special Educational Needs, Routledge, London Gillen, S and Lovell C. (2007) Victoria Climbie Foundation head calls for child protection probe [online] November 5  Available from: www.communitycare.org/articles  [Accessed 12 November 2007] Glover-Wright, D. (2007) Social Work, As We See Ità ¢Ã¢â€š ¬Ã‚ ¦, Community Care, 5-11 April, p.28 Guardian Unlimited (2007) a. Ministers deliberately making asylum seekers destitute, say MPs [online] March 30 Available from: www.guardian.co.uk/immigration/story  [Accessed 04 November 2007] Healy, K (2005) Social Work Theories in Context, Basingstoke, Palgrave MacMillan. Hockey, J. James, A. (2003) Social Identities across the Life Course, Basingstoke, Palgrave Macmillan. Hopkins, G. Wetherall, G. (2007) Fatal Failings Community Care The voice of social care 11-17 January 2007, p. 34-38 Horner, N. (2003) What is Social Work? Context and Perspectives, Exeter, Learning Matters Ltd. Howe, D., Brandon, M., Hinnings, D. Schofield, G. (1999). Attachment Theory, Child Maltreatment and Family Support, London, Palgrave. Howe, D. (2005) Child Abuse and Neglect, Basingstoke, Palgrave Macmillan. Laming, L (2003) The Victoria Climbie Inquiry Report of an Inquiry by Lord Laming, London, Stationery Office. Meadows, S., (2006), The Child as Thinker: The Development and Acquisition of Cognition in Childhood, Routledge London. McCullough, M., (2007), ‘Integrating Children’s Services: the case for child protection’, in Siraj-Blatchford, I., Clarke, K., and Needham, M., (eds), (2007), The Team Around the Child: Multi-Agency Working in the Early Years, Trentham, Stoke-on-Trent. Mens Health Network (2000) Family Violence [online] September 1  Available from: http://www.menstuff.org/issues/byissue/domesticviolence.html#femalebatterers  [Accessed 11 November 2007] Myers Blair, G., Stewart Jones, R., Simpson, R.H., (1975), Educational Psychology, 4th Edition, MacMillan, NY. Office of the High Commissioner for Human Rights, (1989) Convention on the Rights of the Child [online]  Available from: www.unhchr.ch/html/menu2/b/k2crc.htm  [Accessed 15 November 2007] Parton, N. (2006) Safeguarding childhood, Basingstoke, Palgrave Macmillan Parton, N. OByrne, P. (2000) Constructive Social Work, Basingstoke, MacMillan Press. Pierson, J. Thompson, M. (2002) Dictionary of Social Work, Staffordshire University, Collins. Plummer, D., (2001) Helping Children to Build Self-Esteem: A Photocopiable Activities Book, Jessica Langley, London. Podesta, C., (2001) Self-Esteem and the Six-Second Secret, Corwin, Thousand Oaks, California. Quinney, A (2005) Collaborative Social Work Practice [online]  Available from: www.learningmatters.co.uk (sample chapters)  [Accessed 19 September 2007] Schaefer, C.E., Breismeister, J.M., and Fitton, M.E., (1984), Family Therapy Techniques fro problem behaviours of children and teenagers, Jossey-Bass, Sanfrancisco. De Shazer, (1982), Patterns of Brief Family Therapy: An Ecosystemic Approach, Guilford Press, NY. Nind, M., Rix, J., Sheehy, K., Simmons, K., (eds) (2003) Inclusive Education: Diverse Perspectives, Open University Press/David Fulton, Buckingham and London Schofield, G. (2002) Attachment Theory: An introduction for Social Workers, Norwich, Social Work Monograph. Siraj-Blatchford, I., Clarke, K., and Needham, M., (eds), (2007), The Team Around the Child: Multi-Agency Working in the Early Years, Trentham, Stoke-on-Trent. Taylor, J. Daniel, B. (2005) Child Neglect, London, Jessica Kingsley. Thompson, N. (2001) Anti-Discriminatory Practice, 3rd edition, Basingstoke, Palgrave Thompson, N. (2005) Understanding Social Work Second Edition, Basingstoke, Palgrave MacMillan Trevithick, P. (2005) Social Work Skills, Open University Press Ward, L. (2007) Not every child matters [online]  Available from: http://politics.guardian.co.uk/comment/story/0,,1995795,00.html  [Accessed 21 November 2007] Warren, J. (2007) Service User and Carer Participation in Social Work, Exeter, Learning Matters. Whelan, D (2003) Using Attachment Theory When Placing Siblings in Foster Care. Child and Adolescent Social Work Journal, 20(1), pp.21-36

Comparison of Fall of Man and Hamlet Essay -- comparison compare contr

Comparison of Fall of Man and Hamlet The medieval traditions shown in the "Fall of Man" were very apparent in Shakespeare's play, Hamlet. It is not known whether or not Shakespeare ever read the "Fall of Man", and it does not matter, for the effects and influence of the â€Å"Fall of Man† on Shakespeare's writing is very obvious when the plots of both stories are examined. Both are written in archaic form, as well as with a very strict rhyme scheme. â€Å"The Fall of Man† is a tragedy, the same as Hamlet. The reaches of the medieval writings grasp deep into Shakespeare's characters, with common characteristics shared between the characters in â€Å"The Fall of Man† and Hamlet. Even further, Shakespeare's audience would have had to have been very fluent in the language of medieval plays, for there are many references in Hamlet, to plays and mythology of a much earlier date. The style of writing used in "The Fall of Man† is very similar to that used by Shakespeare in Hamlet. This is a sign that medieval plays and literature was an influence on Shakespeare's writing. In "The Fall of Man" the common amount of syllables per line is eight. â€Å"That moffes me mikill in my minde:†[line 2] or â€Å"I knawe it wele, this was His skille†[line 46], these are both examples from â€Å"The Fall of Man†. The breaks in this pattern are quite often put there for emphasis on a line, word or point trying to be made. Shakespeare also has a common amount of syllables, ten per line, with a break in pattern for emphasizes, for example: â€Å"He hath, my lord, wrung from me my slow leave†[I, II, 61], or ... ...ife- rend'ring pelican†[IV, V, 160] which is a reference to the Elizabethan belief that pelican fed their young by tearing skin off their breast to feed them. With this knowledge that may have been common to them, they received an insight that is not available to readers of today. Shakespeare's writings are obviously deeply impacted by the older literature and plays. This becomes obvious when the technique and story lines of "The Fall of Man" and Hamlet are compared. The two are very similar. With the similarities between the older â€Å"Fall of Man† and Hamlet, it becomes inevitable that for Shakespeare's plays to have been so famous and popular, his audience must have had the same understanding of medieval writings, such as â€Å"The Fall of Man†, as Shakespeare himself did.

Corporate Valuation - Dandy Fashion Berhad :: Business Finance Stock Market

The value of public companies is determined by the stock market. The value of companies not publicly quoted will be greatly influenced by the same market. Therefore, we will focus on the main stock-market-related ratios. They are:  · Market Capitalization  · Share values, nominal, book, market  · Earnings Per Share (EPS)  · Dividends Per Share (DPS)  · Dividend Cover and Pay-Out Ratio  · Earnings Yield  · Dividend Yield  · Price To Earnings Ratio (PE)  · Market To Book Ratio Below is the balance sheet for Dandy Fashion Berhad: Dandy Fashion Berhad BALANCE SHEET AS AT 31 DECEMBER 2006 ($000,000s) Assets Liabilities & Shareholder's Equity Long Investment $ $ Owners Funds $ $ Net Fixed Assets 440 Issued Capital 80 Investment 40 Capital Reserves 60 Revenue Reserves 220 360

Some Factors That Lead to Success in College

Several factors contribute to school success. A person's experience with education early in life has a great influence on school success later on. It is vital that infants and toddlers have access to quality education from day one. The socioeconomic status in which one is raised has an immense effect on school success. Wealthier children have access to greater, high-quality facilities and resources while poorer children often lack the basic necessities such as proper nutrition and quality education. It is important to note that each child also contributes their own contributions to their success in school. There are cases of people who rose out of extreme poverty to achieve great academic success. Exceptional Teachers Exceptional teachers provide students with maximum encouragement, motivation, challenges and belief in themselves. Teachers who believe their students are capable of the classwork help create a self-fulfilling prophecy. The student will begin to hold the same belief of themselves and act on it. It is therefore vital that teachers, parents and caregivers send the right message to students. Students need to know that their teachers, parents and caregivers believe in them and that they are capable of academic success. Exceptional teachers create a classroom culture of high expectations. They do not hold preconceived notions about particular students but believe that all of their students are capable of reaching academic success. Parental Involvement Parental involvement is extremely important to a students academic success. Children spend most of their time at home and the environment a student comes from determines their start of academic success. If a student's home is rich in books, that early exposure to literacy will usually mean a student starts reading early. Parents who are actively involved in their children's education ensure that their children are doing their homework. They also encourage their children to perform well in school and speak to them about the importance of receiving an education. When parents show an interest in their children's education this in turn sparks an interest in their children to learn. Self-Motivation Intrinsic motivation or self-motivation is another important element leading to school success. Self-motivation assumes that we are all born with the capability to learn and that learning can be an enjoyable process. Students who are self-motivated have disciplined themselves to concentrate on a task for the mere result of learning and mastering the needed skill. Students become self-motivated for many reasons. For some being self-motivated to achieve academic success will help them rise out of poverty, for others it will allow them to get into a specific college or receive an academic scholarship. Students who have a high self-esteem have a strong sense of self-motivation as they believe they are capable of academic success. Nutrition Students who eat breakfast regularly perform better academically than those who do not. Poor nutrition can have consequences such as cavities, obesity, weak bones and teeth, as well as delayed sexual maturity. Poor nutrition is defined as not eating the recommended daily servings of fruits, vegetables, and grains. Parents and teachers need to play close attention to the types of foods children eat as lack of vitamins can have severe consequences. Hobbies Self-esteem and social skills can be taught simply by encouraging students to take part in a hobby. By encouraging students to take part in a hobby builds competence in a certain skill. A hobby also allows students to build a sense of identity. Hobbies also keep a student from becoming bored. Hobbies also leave room for students to receive praises for their achievements. Read more: Factors That Lead to School Success | eHow. com http://www. ehow. com/about_5387053_factors-lead-school-success. html#ixzz1Uc85N1gw

How Economic Growth Shaped Dubai as a City

HOW ECONOMIC GROWTH SHAPED DUBAI AS A CITY As powerful and influential as they are, history has shown us metropoliss are vulnerable to extremist alterations, albeit if they are good or bad, forced or uncoerced, they bear the capablenesss to transform the city. jpg" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1499275.002.png">This essay aims to research how a metropolis can be transformed by a force, and as a premier illustration the designated metropolis chosen is Dubai. As one of the biggest and fastest turning metropoliss, the metropolis is an ideal illustration as Dubai has risen quickly to make a repute for itself. It is merely within the last 30 old ages, that the metropolis has witness rapid growing, chiefly due to income generated from oil gross but besides from economic sciences and industrial developments. Context – Dubai pre oil Located on the Arabian Gulf, Dubai began as a hamlets for travelers and bargainers, before it was subsequently established as a fish small town in 1830. The majority of income in the country came from fishing and pearling, while the initial primary motivation for control in the country was chiefly commercial. This was due to the purpose to order the spice trade ; a critical trade good during the clip due to its usage in the saving of nutrient. The Portuguese were the first to colonize the gulf, with the British subsequently emerging as a strong influence within the Gulf part for strategic grounds. The first stage of Dubai’s urban development occurred from 1900 to 1955 ; nevertheless the overall growing was slow and limited due to economic restraints and fringy growing in population. British influence remained strong during this period, highlighted through the country’s aid with a series of development undertakings. At the clip many of these undertakings were arranged in expectancy of fiscal addition from oil gross. However British hegemony finally weakened following WW2, taking to a planetary rise in anti-colonial motions, with the united provinces emerging as a replacing. Dubai as a part was divided into countries located at the oral cavity of the brook, by which the full population was confined to three little enclaves. This country was of great importance at the clip, as the chief gross of income came from fishing and pearl diving. Until 1955, the urban country did non transcend 320 hectare, with the big bulk of the land used for residential intents, while countries for commercial infinite were limited. Prior to the first building of a concrete edifice in 1956, the huge bulk of local dwellers lived in traditional ‘Barasti’ places, built from thenar fronds. The places were built in bunchs to supply the occupants with privateness, but besides tribal security as a group. Discovery of oil The find of oil in commercial measures in 1966, acted as the accelerator for rapid growing and substructure development within Dubai. Aware that the finite resource will finally go scarce, the pick was made to diversify the country’s economic foundations, with touristry the desired sector. The gross generated as a consequence, was invested into substructure developments such as schools, infirmaries, roads and besides a modern telecommunications web. This urban growing was allowed due to 3 chief factors ; economic richness, technological progresss in transit and besides political alterations over land usage. While the touristry sector generates the bulk of the city’s surplus, the province besides additions value through a series of free-trade zones and high tech bunchs. This attracts companies to put and re-located to Dubai, due to freedom and openness of Dubai’s trading Torahs, with the correlativity of greatest growing in mega enclaves or specialized bunchs. The first stage of Dubai’s urban growing was characterised as spacial enlargement established through size, visual aspect, and the city’s urban morphology, while the 2nd stage was focused on the thought of compact growing. This period extended from 1955 to 1970, during which British influence still remained strong, reflected through the states influence on assorted undertakings, such as that of British designer Jon Harris. In 1960 Harris manifested the thought of giving Dubai a more functional and modern layout, through the proviso of a route system, and specific countries for ; industry, commercial, public and residential countries, and besides the creative activity of a new town Centre. Dubai after oil The find of oil in commercial measures drove Dubai’s economic addition, leting the metropolis to spread out at a more rapid rate. In 1971, Harris’ new maestro program was introduced to better the city’s substructure, while his vision to spatially organize the metropolis into countries of different usage was besides manifested. Numerous developments besides occurred on the corridor along Skeikh Zayed Road, Nicknamed ‘new Dubai’ , the country emerged as the new commercial and fiscal Centre of the metropolis. There is an compulsion for everything to be monumental and record breakage, highlighted through the heroic proportions of Dubai’s undertakings ; the tallest edifice, the biggest unreal island, the largest subject park, biggest promenade and the largest international airdrome, are a few to the list. Dubai’s urban individuality is of all time altering, with the strive to make extraordinary architecture shown through the latest proposal of a 1:1 graduated table of the world’s best of, dwelling of landmarks such as the Eiffel tower and pyramids of Giza. Spatially, Dubai is divided into ‘city’s’ which cater for different industries, while many of the Dubai’s skyscrapers are located along Sheikh Zayed Road, a stretch of main road associating Dubai to Abu Dhabi. Of the assorted ‘city’s’ , the chief consist of an ‘internet’ metropolis, an substructure environment which caters for the city’s’ ICT on a local and planetary scope. Situated nearby is Media metropolis, which is arranged in a similar manner to internet metropolis, with the primary industry directed at media, while ‘studio city’ is a developed country which caters for production demands. Amidst the rapid enlargement of industrial metropoliss, and sky scrapers, there is an interesting deficiency of cultural undertakings such as museums and Centres, once more perchance raising the point of a soulless metropolis. The population of Dubai in 1995 counted at about 700,000, while the figure now stands at over 2 million, a drastic addition in a short period of clip. This figure is multi-cultural, with the locals organizing minority, and amidst this population combination, society is really unfastened minded. This free and unfastened political orientation has helped Dubai’s growing as it encourages investing and touristry. There are downsides, with the diverse population mix, and location of the metropolis at the tip of the Arabian Peninsula, intending the part can be vulnerable to a figure of struggles. However these struggles have been resolved spatially, achieved through a policy which promotes co-existence, but can besides be defined as controlled segregation through defined lodgers such as enclaves and zones. While the rapid growing is monumental and without uncertainty impressive, there are critics to the Dubai’s growing. The mega undertakings are perceived as economic and corporately driven, with the metropolis missing distinguishable history and ‘soul’ . Even so that the Burj lead designer Tom Wright admitted he did non cognize where Dubai was located prior to the undertaking. The Sail and thenars are easy recognizable symbols, and have been used smartly as a selling gambit. Claimed as symbols of Dubai, they are act more as cosmopolitan characters and are non needfully entirely linked to Dubai or the UAE. Decision: It is without uncertainty that the find of oil on a commercial graduated table has been the chief drive force behind Dubai’s drastic alteration from a fishing small town, to planetary mega metropolis. The gross generated has acted as the springboard for investings, and development on big graduated tables ; nevertheless other complecting factors have to be considered for the city’s transmutation. The province control free market capitalist economy helps supply Dubai with an unfastened market to turn, really much like how China has, while in comparing to metropoliss such as London, which is restricted by its history. The strategic move to diversify and turn Dubai into a expansive tourer finish, was the concluding portion of mystifier as to talk, with the addition in monumental undertakings such as ‘The universe islands’ , ‘The Palm’ and Burj Khalifa, merely a few to call, which cater for tourers, and besides specify Dubai as a metropolis. Amidst the flashiness and glamor, the metropolis is non a functional as it appears to be, with many to the freshly formed edifices, aimed towards bring forthing gross, opposed to spacial jobs. There is an sole nature to Dubai’s mega undertakings, with many located offshore, and controlled entree thorough a assortment of agencies: security guards, entryway fees.While societal divisions have been created within the population due to the rapid growing, frequently between the privileged, and workers. As a whole metropolis lacks historical context and individuality prior to the economic roar, whether if that is a negative or non remains to be seen, with the metropolis turning at an dismaying yet impressive rate, the sky and sea is the bound †¦ Bibliography Text: Davis, M. , 2008.Evil Edens: Never-never lands of Neoliberalism.s.l. : The New Press. Elsheshtawy, Y. , 2004.Planing Middle Eastern Cities: An Urban Kaleidoscope in a globalizing universe.s.l. : Routledge. Mangan, J. , 2008.Global Logistics and Supply Chain Management.s.l. : John Wiley & A ; Sons. Wright, H. , 2008.Instantaneous Cities.First edition erectile dysfunction. s.l. : Black Dog Publishing ; First edition. Brook, D. , 2013.nextcity.[ Online ] Available at:nextcity.org/daily/entry/how-dubai-became-dubai( Accessed 30 December 2014 ) . Images: Weburbanist. ( N.D )City image[ Online Image ] hypertext transfer protocol: //weburbanist.com/2011/02/21/then-now-the-stunning-speed-of-urban-development/ ( Acessed: 12 January 2015 ) David Teather. ( 2009 ) Palm Islands resort [ Online Image ] hypertext transfer protocol: //www.theguardian.com/business/2009/dec/21/dubai-world-dubai ( Acessed: 12 January 2015 ) Dubaiforvisitors. ( N.D ) Dubai Map [ Online Image ] hypertext transfer protocol: //dubaiforvisitors.com/wp-content/uploads/2008/06/dubai-map.jpg ( Acessed: 12 January 2015 ) 1