Devolution - British Government Essay Example | Topics and Well Written Essays - 1000 words

Devolution - British Government - Essay Example Devolution is operated in United Kingdom in the very same manner i.e. the power and decision making authorities of its Parliament are transferred to the three main states of Scottish parliament, the National Assembly for Wales and the Northern Ireland Assembly. This came into being after a series of issues that started arising in early 1970s in the United Kingdom (Britannica n.d.). The people of Scotland and Wales demanded a separate parliament to run their states and policies. Therefore, a referendum was held by the Labour Party government and parties of Scotland and Wales i.e. Scottish National Party and Plaid Cymru, respectively (Britannica n.d.). Initially, this referendum was rejected but during 1980s and 1990s its need was aroused once more. And finally, the Labour government of Tony Blair proposed a devolution scheme in 1998 which offered the following authorities to both Scotland and Wales: A Scottish Parliament that will have hold on setting its own rules and policies and ta xation rates (Britannica n.d.). ... (HM Government 2013). was approved by both and hence both Scottish Parliament and Welsh Assembly came into being in 1999. Moreover, Northern Ireland Parliament was also implemented later on. In this way, the present states of Scotland, Wales and rest of United Kingdom shows granting of real â€Å"say over their own affairs† after this devolution (BBC 1998). This enables them to run their local affairs more effectively within strong Britain government. The effect of devolution on Scotland and rest of United Kingdom can be well explained by examining its consequences and relation of Scotland and United Kingdom after the devolution act. The devolution assigns certain reserved provisions which can only be administered by UK government. They are â€Å"U.K. Constitution, foreign policy, national security, fiscal policy, international trade policy, nuclear safety, social security, employment policy and health policy (Young 2001)†. Similarly, it assigns several devolved provisi ons which can only be administered by Scottish Parliament. They are â€Å"education, local government, housing, tourism, civil and criminal law, emergency services, economic development, agriculture, and sports (Young 2001)†. According to HM Government (n.d.), the state of United Kingdom provides devolution in such a way that the Scottish parliament is authorized to take charge and control its policy, health and educational needs. It grants full freedom to Scotland to devolve their policies reflecting their preferences (Devolution n.d.). In addition to this, devolution also provides mutual decision making in which Scottish Parliament and UK government makes decision by full collaboration. This results in better welfare of the people and society. It helps in providing

Muscular Dystrophy Disease

Muscular Dystrophy Disease Muscular Dystrophy Muscular dystrophy is when you have thin and weak muscles. You usually fall frequently and you run very strange. You have difficulty getting up and you cant sit up straight. It usually affects boys (rarely girls). â€Å"People with Muscular Dystrophy have incorrect or missing information in their genes.† The symptoms of muscular dystrophy are when you have poor balance and you cant walk straight. Sometimes you can have a curve on your spine; kind of like scoliosis. You tend to walk on your toes because you cant put your feet flat. You cant even climb stairs. If the Childs heart and breathing muscles get weak, they could die before reaching the age 20 from heart failure or pneumonia. In 1830 Sir Charles Bells discovered that Muscular Dystrophy is an x-linked genetic disorder that causes children to have progressive muscle weakness; most boys inherit this mutation from their mothers. People are born with this problem. Its not contagious and you cant catch it from someone else who has it. Some people develop this disease when they are adults. But usually, the signs of a child having muscular dystrophy appear around the ages three to five. There are many different type of muscular dystrophies. Such as, Duchenne muscular dystrophy, Becker dystrophy, Emery- Dreifuss Muscular dystrophy, Myotonic muscular dystrophy, Limb- Gridle dystrophy, Facioscapulohumeral muscular dystrophy, Congenital dystrophy, Oculopharyngeal muscular dystrophy and Distal muscular dystrophy. Duchenne Dystrophy occurs 2 out of every 10,000 young men. It is the most severe disease out of all of the muscular dystrophies. It occurs mostly in young boys that affects children today. The signs and symptoms of muscular dystrophy may include sudden falls, Large calf muscles, difficulty getting up when lying or sitting down, difficulty running or jumping, weak leg muscles, and â€Å" Mild mental retardation, in some cases â€Å". Becker muscular dystrophy is milder than Duchene. It affects older boys and young men, but it progresses slower than others. The signs and the symptoms of Becker dystrophy are similar to Duchenne except that Becker usually appears between the ages 12 to 16. But the latest it can appear is around the ages 25 to 30. This disease can also cause severe heart problems. Emery-Dreifuss dystrophy can appear in your early childhood or teenage years and it can only affect males. â€Å"It causes muscle weakness and wasting in the shoulders, upper arms, and lower legs.† There can also be life threatening heart problems to the carriers. Such as the mothers, the sisters and the daughters. â€Å"Muscle shortening (contractures) occur early in this disease.† It can weaken your chest and pelvic muscles; that means that when you breathe, it is hard to inhale oxygen because your muscles dont let you move your chest. This progresses slowly, but it causes less muscle weakness than other muscular dystrophies. Myotonic muscular dystrophy is the most common in adults. â€Å"It affects both men and women and it can appear from any time from early childhood to adulthood. In some rare cases it can appear in newborns.† This symptom can get worse in cold temperatures. It not only affects your whole body but it affects your nervous system (the brain). Which means it is going to affect your hormones and how you do simple things. Because your brain is like the command center, a normal person can go through puberty and do simple things like picking up a phone. But when you have these diseases, you cant grow and you cant do certain things because your brain has a dysfunction. Limb-gridle can appear in the early teens and early adulthood and it can affect males and females. â€Å"Limb-girdle causes progressive weakness that begins in the hips and moves to the shoulders, arms, and legs.† In 20 years, walking can be almost impossible. Sufferers are able to live there late adulthood. Facioscapulohumeral affects the face, shoulder blade, and the upper arm bone. â€Å"This form of muscular dystrophy appears in the teens to early adulthood and affects males and females.† You can have short periods and rapid deterioration. The percentage is very mild for you to be completely disabled. About 50% of the people that suffer from this disease can walk their whole lives; they can usually live a normal life span. People with Congenital muscular dystrophy are born with problem and it can affect either male or female. The doctors can figure out if the baby has muscular dystrophy in the first few months of the Childs life or at birth. â€Å"Along with severe and early contractures.† You can often have seizures when you get older. Oculopharyngeal muscular dystrophy can appear in men and women in there 40s, 50s and 60s. It causes weakness in the eye and face muscles, which may lead to difficulty swallowing and sometimes choking. â€Å"Weakness in pelvic and shoulder muscles may occur later. Distal dystrophy is one of the rare forms of muscular dystrophy that affects both men and women. It causes muscle weakness in the forearm, hands, lower legs, and feet. Generally, distal dystrophy is less severe and it progresses very slowly than others. Muscular dystrophy is dominant trait. And the expectancy of muscular dystrophy ranges from 2-40 years old. â€Å"The overall frequency of all LGMD (limb-gridle) syndromes has been estimated to be 5-70 per 1 million populations in several countries.† But muscular dystrophy is most common in Brazil. There is no cure for muscular dystrophy but doctors and scientists are working hard to find one. â€Å"Some are even trying to fix the defective genes that lead to muscular dystrophy so they will make the right proteins. Others are trying to make chemicals that will act like these proteins in the body.† Things that will help Muscular Dystrophy Certain exercises such as physical therapy can help them with stiffening muscles near the joints. Some times teens use special braces to â€Å"ensure flexible joints and tendons.† Surgery is some times used to reduce pain. Medication can help sometimes. People with heart problems are very important that heart specialists monitor their heart.

Cultural diversity :: essays research papers fc

Many people are affected by cultural differences, but if one tries to break the barriers, the attempt is usually received with open arms and graciously. I remember when preparing for my trip to Germany friends asked why I chose Germany. I responded with â€Å"why not?† Then I was confronted with reasoning like â€Å"look what happened in World War II, you do not know their language,† and my favorite, â€Å"all there are is Nazi people over there.† I looked at them for a second then replied with something to the affect that I have always had a fascination with World War II and especially Adolf Hitler and Germany. It is true that I do not know the language, but English is becoming more and more a universally recognized language, and while it is true there are Nazi types of people there, I’m sure there is an equal amount of â€Å"hate† right here in the United States. While this is interesting, it so far simply doesn’t respond to the assignment , which is to respond to an essay from Language Awareness. You need to make clear from the start what essay you’re responding to. Not deterred by other’s comments, I set off for Germany in November of 2002. This was post 9/11 so I was a bit nervous. The first jaunt was from Cleveland to Toronto where I had my first encounter with traveling outside the United States. Toronto has many Muslim people. As I approached the security gate to get into the area where I was to board the plane, I noticed a Muslim man yelling in Arabic or some other Middle Eastern language to someone across the security gate. By yelling, I mean angrily and forcibly. Being that this was my first international trip and only my 2nd airplane ride in my life, I was already nervous to begin with. Add the fact that it was post 9/11, I was nervous as hell. I thought to myself, â€Å"Did World War III break out in the hour that I was in the air to Toronto?† Then I realized that just maybe the person was upset about having to unbuckle his belt or something trying to get through the gate. I landed safe and sound in Frankfurt which has the largest airport in at least Europe. This is where I had my first cultural shock. I knew I had less than

Attention Seeking Behavior

ATTENTION-SEEKING BEHAVIOR I. PERSONAL DATA NAME: NICKNAME: Hans SEX:male AGE:9 y/o ADDRESS: FATHER: MOTHER: SCHOOL: II. CHILD BEHAVIOR: Many parents and teachers after experienced that inward sigh when the children or the students seem to seek more attention beyond of the normal level. Attention seeking behavior may appear as a child being goofy to make others laugh or constantly requesting someone to play with them. It can also be in the form of  self injury  or aggressive behavior in children. Even though the attention may be considered negative (ie. colding from caregiver), it can still be very reinforcing for a child wanting to get attention no matter what that requires. The child (Hans) catches the attention of his parents or peers to gain attention. He will do something annoying that will catches the attention of those people surrounds him like licking his nose, banging his head on the wall, aggravating others around him by pulling their hats off at home time, poking them or leaning on them during quiet times. He enjoys showing adults and peers his â€Å"sore knees† or â€Å"spots† or â€Å"bleeding nose† to gain sympathy from them. Similar essay: Identify Circumstances When Children or Young People May Need Urgent Medical AttentionThis child constantly does things to get your attention and it can become quite annoying. They will blurt out and tell you what they did etc. Their desire for attention is almost insatiable. Much of what they do is done to get attention. It doesn't seem to matter that you provide lots of attention as they continually seek more. III. SYMPTOMS OF BEHAVIOR: ? Aggravating others (children, friends, classmates, schoolmates even family members) ? Blurts out answers before questions have been completed ? Difficulty awaiting turn Interrupts or intrudes on others (butts into conversations or games) ? Doing something annoying that will catches the attention of people surrounds him/her. ? Hyperactivity ? Attention seeking behavior ? Lacks empathy ? Illusions ? Disregard for others IV. ASSESSMENTS: Schedule special time together: One way to ensure your child is getting the attention he or she des ires is to make sure to schedule a specific time that you spend  one on one with your child for at least 15-30 minutes a day, but preferably longer.Some days may be longer and others only 15 minutes, but what’s important is that your he/she knows this is your special time together. Let your child (him/her) know this is his or her special time and allow your child to choose what activity  you will do or what you will talk about. Avoid any negative conversation  or â€Å"You should do this or that† types of conversation. Remind him of your special time together  when he engages in his typical seeking types of behavior.Then, state that you need to finish what you are doing, but you promise to be able to do what they are asking during your special designated time. Always follow through on this or your child will learn that you are not good on your word. Approach your child every 10-15 minutes: If he is really demanding, try your best to  approach your child every 10-15 minutes  along with  scheduling  a special time during the day. Give frequent words of encouragement and physical affection  (Ex. â€Å"Wow, that is an wesome picture you are drawing! † with a pat on the back). If you have something you need to get done, help him/her to start an activity by also engaging in the activity for at least 5-10 minutes. Once he/she begins to play well, state you will be back in a few minutes. Come back in 5 minutes and give the words of encouragement with some physical affection. Then leave again for 5-10 minutes depending on what he/she will tolerate before attempting to engage in attention seeking behavior.Continue doing this back and forth gradually increasing the time between visits while doing as much as you can to get things done. It may help to have him/her near you, such as at the kitchen table doing an activity while you are trying to make dinner. Involve your child in what you are doing: In addition to the above techniques, if your child just seems to be seeking you all the time and requires your attention so much that you are unable to get things done within the 10 minutes, involve him/her in  the job  you are working on.If this involves dinner, allow them to help in any way possible. For laundry, let them load the washer, switch the loads, pour in soap, etc. Usually, he/she will either be excited to be involved or start seeking other activities that can be done alone without needing your attention as an alternative to helping with the chore. Of course, there are exceptions to this rule depending on your specific situation and if he or she engages in  attention seeking behavior and has a pervasive developmental disorder (PDD NOS)What is most important is that you provide so much attention on a regular basis that he or she will not need to engage in attention seeking behavior as a method to get your attention. V. RISK FACTORS AND MAINTANING VARIABLES: A factor analysis of some attention- seeking behaviors of young children Though knowledge of the process underlying young children’s behavior their general social interaction with both adults and peers, very little is known either about the dimensionality of their attention-seeking or about its antecedents. In the study herein reported an attempt is made to gain some everage on the dimensionality of the behavior classes employed for attention by young children through a factor analysis of the correlations among nine items of behavior judged to be consonant with the characteristics generally attributed to attention-seeking and age. Behavior for the reinforcer provided by the attention of people (attention-seeking) has usually been defined as falling under the more broadly defined concept â€Å"emotional dependence† along with such behaviors as those employed for approval, praise, physical contact and caresses, reassurance and nearness.While the clinical literature is replete with case histories, mostly based on in formal observation in children and adults with adjustment problems, which are described and interpreted in terms of such behavior concepts, the research literature reveals that few systematic attempts have been to study the dimensionality of either emotional dependence or attention-seeking or to determine their antecedents.Typically, relationships involving emotional dependence and attention-seeking in children have been found as by-products of general studies which addressed themselves to the consequences in children’s behavior of broadly defined family attitudes or conditions of socialization, such as overprotection, deprivation, or rejection. In order to further a systematic experimental investigation of the behaviors employed for attention and the antecedents of those behaviors, an experiment was conducted on young children, which employed situation easel paint as long as he wished in the presence of an adult.VI. DEVELOPMENTAL ASPECTS VII. TREATMENT Here are some ways to prevent child’s attention-seeking behavior: ? Promote  self-esteem and confidence every chance you can. Catch your child doing something great and praise him/her. ? Provide opportunities for the child to become responsible. When they take responsibility well, let him/her know. ? Always be objective and understanding – do not lose your patience even though you are tempted to. ? Use your best judgment at all times, remain objective and seek to understand. Patience, patience, patience! Even though you may be very frustrated. Communicate your expectations with a minimal number of rules and routines to be followed. Think big, start small. ? Involve the child when you are establishing  rules and routines. Ask for his/her assistance. Make sure they repeat them – this will help them remember. ? Emphasize the child's strengths  and minimize the weaknesses. ? Set your child up to be successful when the opportunity presents itself. ? Provide opportunities for the chi ld to reiterate expectations.For example: â€Å"What always needs to be done before bed? † ? Encourage the child to participate and monitor their own behavior. For example: â€Å"What is terrific about what you're doing right now? † ? AVOID  power struggles  Ã¢â‚¬â€œ nobody wins! ? Take time to discuss appropriate and inappropriate behaviors. This should be done when a  chilling out period  has occurred. ? Routines – children with behavior difficulties benefit from clearly established routines/structure, I can't say enough about this. Role-play some situations based on unacceptable behaviors and discuss them. ? Set up practice situations and role play those. For example: Tommy just came and stepped on your toe, you even thought he did it intentionally. How will you handle this situation? ? Teach the skills necessary for appropriate behaviors. Following the â€Å"crying baby† model for filling the need as soon as it arises, all Attention Seeking Be havior Disorders can be entirely avoided as well as cured by giving focused attention immediately and as soon as the request has been received.This does not mean one has to put one’s entire life on hold or â€Å"run rings around the creature† – it is literally a simple little flash of attention at the right time and when first asked for it; the classic â€Å"a stitch in time saves nine† principle. Rather than â€Å"rewarding† attention seeking behavior, it never gets to escalate, the creature’s energy system remains balanced and the disturbed behavior never need take place at all.As the babies who are fed when they are hungry cry markedly less or not at all, creatures who receive attention energy (or love or recognition energy) when they ask for it, their attention seeking behaviors become markedly less frequent, markedly less dramatic and may cease altogether once the system has been in operation for a while and the creature has understood that not only can it get what it needs just the for the asking, but also its energy system has become more robust, more healthy, more resilient and won’t collapse when there is a time when attention is in short supply.Let us now look at how to apply this theory in practice when treating severely disturbed forms of animal behaviour, and including trance and repetitive behaviour problems. VIII. DISCUSSION QUESTIONS: 1. How will the parents do to avoid tress from their children that is/are having an attention- seeking problem? 2. What are the causes of attention-seeking behavior in children? 3. How to assess attention-seeking child/children?

Police History Essay

Starting In 1829, Sir Robert Peel began developing his theory of policing. These nine principles are as relevant today as they were in the 1800’s. Peel established the Metropolitan Police when he served as Home Secretary of England. Since Sir Robert Peel introduced his principles of policing in the early 1800’s, our country has continued to follow his ideas of effective policing. Community policing is based on Peel’s concept of prevention. According to one of Peel’s principals, the real key for policing is â€Å"The police are the people and the people are the police†. Peel believed that prevention of crime could be accomplished without intruding into the lives of citizens. Sir Robert Peel’s first principle was that, â€Å"The basic mission for which the police exist is to prevent crime and disorder† (Westminster Police Department, 2012) In our diverse society, it is necessary for police to understand the different cultures that make up the communities that they patrol. If police can relate to and understand the different cultures of the community, they will be able to successfully gain public approval. I believe this is important for his second two principals. â€Å"The ability of the police to perform their duties is dependent upon public approval of police actions. † Also, â€Å"Police must secure the willing co-operation of the public in voluntary observance of the law to be able to secure and maintain the respect of the public†. (Westminster Police Department, 2012) Peel also felt strongly about the idea of the use of force as well. In two other principals Peel stated â€Å"The degree of co-operation of the public that can be secured diminishes proportionately to the necessity of the use of physical force† and that â€Å"Police use physical force to the extent necessary to secure observance of the law or to restore order only when the exercise of persuasion, advice, and warning is found to be insufficient. † (Westminster Police Department, 2012) Excessive force has been a public concern and the first sign of community mistrust in the police. It can take years to gain the trust of a community and one incident to lose that trust. By providing adequate training on the use of force and having the public’s trust and respect can ensure that force is only used to the extent necessary. When individuals have little or no respect towards the police, they are most likely to ignore the requests or demands of officers. This can lead to the officer having to use force in order to gain control of a situation. Peel felt that â€Å"The test of police efficiency is the absence of crime and disorder, not the visible evidence of police action in dealing with it. (Westminster Police Department, 2012) When police are faced with dispersing large crowds, it is necessary for the public to have the respect to follow police orders. When individuals lack trust and respect for the police, riots may occur, which can also lead to arrests, serious injuries, and even death. Sir Robert Peel’s principles and Community Policing go hand in hand and share the same concepts and goals in policing. One of the distinct similarities between Peel’s approach and Community Policing is that prevention of crimes is the number one priority. I believe that Peel felt morals played an important role in effective policing. It is important that police officers think things through and have the best interests in mind before making decisions. Peel’s principals â€Å"Police seek and preserve public favour not by catering to public opinion but by constantly demonstrating absolute impartial service to the law†, and â€Å"Police should always direct their action strictly towards their functions and never appear to usurp the powers of the judiciary† (Westminster Police Department, 2012) Are important and should be demonstrated to earn the trust of the people in the long run and to uphold the law. The relationship between the U. S. overnment and police organizations across the United States can be analyzed in several ways. I believe that because the police organizations and the government have a close relationship in several ways. Not only are police organizations expected to follow rules from their own departments, they also must follow standard federal guidelines as well. There are federal, state and, local levels of police organizations. The federal government roles are similar to that of local and state; however there are a few differences. The FBI (Federal Bureau of Investigation) and the Department of Homeland Security are examples. Employees of these organizations are by law, allowed to make an arrest in any county or state. Unlike local or state police organizations, these officers do not provide basic protection services or simple criminal investigations unless the local or state agency cannot control the situation (say for example a serial killer). There are some problems with the way our government controls certain things with the other agencies. For example our government ran U. S. military is being used for domestic law enforcement. Also, the federal government is taking over the training, financing and delegation of local police. This could cause many issues, removing the police from local control may not be the smartest move. The concern is arising that the federalized police have increasingly turned to violent tactics and assaults on people who have not committed any crimes. When issues like this arise, it can cause problems within local or state organizations when it comes to police procedures and the way policing is being done. If the organizations don’t feel as though they are in control, or that their problems or concerns are not being addressed properly, this may affect the quality of law enforcement. It could also cause communication issues and lapses. There is the other possibility, that some people may have the opinion that things are better with more outside control. Policing may have to change in many ways to adapt to the change in control. Conclusion In conclusion I think there can be both pros and cons to the relationship between the U. S. government and the police organizations. I also believe that Sir Robert Peel had a major effect on the policing of his time, our current police procedures, and community policing.