How to Safeguard the Well-Being of Children and Young People Essay

1.Understand the main legislation guidelines, policies and procedures for safeguarding children and young people 1.1 Outline current legislation, guidelines, policies and procedures within own UK home Nation affecting the safeguarding of children and young people Polices and procedures for safeguarding and child protection in England and Wales are the result of the Children Act 1989 and in Northern Ireland of the Children (Northern Ireland) Order 1995. The Children Act 2004 introduced further changes to the way the child protection system is structured and organised in England and Wales. Safeguarding~ promoting children’s welfare and putting measures in place to improve children’s safety and prevent abuse. Child protection~ part of the safeguarding process where it is necessary to take action when there is a reasonable belief that a child is at risk of significant harm. Children Act 1989 (England and Wales) Children (Northern Ireland) Order 1995 These Acts aimed to simplify the laws that protected children and young people in the respective UK countries. They were seen as a serious shake up of children’s rights and protection and made it clear to all who worked with children what their duties were and how they should work together in the event of allegations of child abuse. England and Wales produced separates- Working Together to Safeguard Children (1999) – which emphasised the responsibilities of professionals towards children who are at risk of harm. Children Act 2004 By 2003 it was clear that services for children were still not working together and protect vulnerable children in our society. This was highlighted by the tragic death of Victoria Climbie at the hands of her carers resulting in an independent inquiry into her death. The Laming report resulted in a green paper, Every Child Matters, which in turn led to the Children Act 2004 in England and similar bills and Acts in all four countries in the UK. The main features of the Act included: ~ the integration of children’s services and the introduction of children’s directors with responsibility for local authority education and children’s social services. ~lead councillors for children’s services with political responsibility for local child welfare ~ the establishment of Local Safeguarding Children’s Boards with statutory powers to ensure that social services, the NHS, education services, the police and other services work together to protect vulnerable children ~a new Common Assessment Framework to assist agencies in identifying welfare needs ~revised arrangements for sharing information Working Together to Safeguard Children 2006 The 2006 revised version of this document provides an update on safeguarding and a national framework to help agencies work individually and together to safeguard and promote the welfare of children. It also reflect changes to safeguarding practice in recent years, especially in the light of the Laming and Bichard Inquiries. The Vetting and Barring Scheme The scheme was introduced in October 2009 with the aim of preventing unsuitable people form working with children and vulnerable adults. From July 2010 and phased in over a five-year period, anyone working or volunteering with children of vulnerable adults will be required to register with the Independent Safeguarding Authority (ISA). The ISA will make decisions to prevent unsuitable people from working with children and vulnerable adults, using a range of information form different sources, including the Criminal Records Bureau (CRB). The CRB will process applications for ISA – registration and continuously monitor individual against and new information, while continuously monitor individuals against any new information, while continuing to provide record and other information to help them make informed recruitment decisions. 1.2 Explain child protection within the wider concept of safeguarding children and young people Safeguarding is about much more than just protecting children form direct abuse. The Staying Safe action plan recognises a number of important aspects in the wider view of safeguarding including: ~ keeping children safe form accidents ~ crime and bullying ~ missing children ~ actively promoting their welfare in a healthy and safe environment 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day-to-day work with children and young people It is very important that anyone working with children should be able to recognise if a child is at risk of harm of in need because of their vulnerability. The earlier this is recognised, the better outcome for the child involved. All the guidelines are intended to make sure that all the services and agencies involved with children and young people work together to improve safeguarding. Childcare practice Any childcare setting should have clear policies and procedures that cover all aspects of safeguarding. This should include policies and procedures for: ~ health and safety ~ child protection ~ contact with children and performing personal care ~ outings ~ visitors to the setting Risk assessment Risk assessments should be carried out to make sure that there are no safeguarding treats to the children in a setting. Ensuring the voice of the child or young person is heard The United Nations Convention on the Rights of the Child (Article 13) states that all children should have the opportunity to have their voice heard. Article 13 ~ The child shall have the right to freedom of expression, this right shall include to see, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice ‘. 1.4 Explain when and why inquiries and serious case review are required and how the sharing of the findings informs practice Society has a duty to protect children and young people: we have a network of professional organisations supported by legislation, polices and procedures to do this. Serious case reviews are called by the Local Safeguarding Children’s Board when a child dies and abuse or neglect are known or suspected to be a factor in the death. They involve the local authority children’s service and the police, as well as health, education and other agencies as needed. The LSCB also commissions an overview report form an independent person, which analyses the findings of the individual management reports and makes recommendations. Local authorities are required to notify Ofsted of all incidents involving children that are grave enough that they may lead to a serious case review, including where a child has died or suffered significant harm as a result of abuse or neglect, or where concerns are raised about professional practice or have attracted national media attention. Lessons learned form serious case reviews usually include the importance of: ~ sharing information and communication ~ keeping an accurate time line of events ~clear planning roles ~overcoming the problems of hard-to-reach families ~ good assessment of the child’s situation ~early recognition of children in need of protection by mainstream services such as schools or health services ~partnership working with agencies that parents may be receiving services form – for example mental health services A Public inquiry : an official review of events or actions ordered by the government. The report that is produced makes recommendations for improving practice. Laming Inquiry Lord Laming produced a landmark report in 2003 following a public inquiry into the death of Victoria Climbie. She died in February 2000 of malnutrition and hypothermia, having suffered horrific abuse at the hands of her great aunt and great aunt boyfriend. A lack of communication between social workers, nurses, doctors and police officers allowed her great-aunt and her lover to torture the little girl to death. Many professionals involved in the case admitted that their workloads were too big while pay and morale were low, and that they did not communicate with one another. The inquiry made a number of key recommendations for improvements to services that led to the Children Act 2004. Bichard Inquiry This inquiry resulted form the murders of two young girls in Suffolk by a school caretaker, who was known as a danger to children by one police authority. The information had not been identified when he had a SRB check of the Independent Safeguarding Authority 1.5 Explain how the processes used by own legislation that covers data protection, information handling and sharing The Data Protection Act 1998 covers personal information about individuals which is held by organisations. They have to keep information in a safe way that ensures other people do not get hold of it. Settings that work with children and young people have the same responsibilities: except that the information they hold is about young people and children who are vulnerable because of their age. The Data Protection Act places responsibilities on organisations holding personal information to: ~ use it only as needed ~keep it secure ~ make sure it’s accurate ~keep it up to date On behalf of children, adults and parents have the right under the Data Protection Act to have information corrected if it is wrong. They also have the right to claim compensation through the courts if an organisation breaches the Act and causes them damage and distress. The Data Protection Act and the Privacy and Electronic Communications Regulations also give people the right to stop personal information being used for any sort of direct marketing, such as unwanted junk mail, sales calls, or email and text massages. 2. Understand the importance of working in partnerships with other organisations to safeguard children and young people 2.1 Explain the importance of safeguarding children and young people Far too many children and young people suffer abuse or neglect at the hands of their parents or carers. ~ a significant number of children face repeated serious and multiple forms of abuse at the hands of parents or carers ~abuse is more common in families with drug or alcohol abuse problemsSome children are more at risk that other. Studies into the prevalence of maltreatment among children with disabilities have found that these abuse and neglect than non-disabled children. 2.2 Explain the importance of a child or young person centred approach A key feature of Every Child Matters is that each child is a unique individual who needs support form adults to achieve the best possible outcomes as they grow develop. The aim of Every Child Matters is to give all children the support they need to: ~ be healthy ~stay safeguarding ~enjoy and achieve ~achieve economic well-being All services aimed at children or young people based around individuals – planning to meet their needs, rather than for a whole group. It places children and families at the heart of policy on the basis that children and young people spend only one-fifth of their childhood at school. Because young people learn best with family support, the Children’s Plan covers all areas of children’s lives. 2.3 Explain what is mean by partnership working in the context of safeguarding Safeguarding and promoting the welfare of children depends on effective partnership working between agencies and professionals. Each has a different role and area of expertise. The importance of partnership working runs through every aspect of safeguarding form government legislation to local working. The key elements of Every Child Matters: Change for Children are all focused on partnership working at all levels including: ~ the duty to cooperate to promote the well-being of children and young people ~the duty to make arrangements to safeguard and promote the welfare of children and young people ~the development of statutory Local Safeguarding Children Boards (LSCBs) ~the appointment of local directors of children’s services to coordinate local government services ~the National Service Framework for children, young people and Maternity Services bringing together all child-related health services ~The Five Outcomes Framework ~ The development of an integrated inspection framework including education, care and health inspections ~the appointment of a Children’s Commissioner ~the development of a Common Assessment Framework to ensure all agencies contribute to an assessment of a child’s needs ~workforce reform to help develop skills and ensure staffing levels Anyone who has contact with a child or young person and has concerns about their welfare has a responsibility to pass that concern to the most appropriate agency. ‘Working Together to Safeguard Children’ (DCSF 2006) clearly sets out how individuals and organisations should work together to safeguard and promote the welfare of children and young people. Local communityAgenciesHealth visitor Neighboursor groupsChild heath clinicinvolved in Friendsthe welfareGP Family of a child Hospital PoliceChild minder Social workerNursery or school Leisure groups such as footballAfter school club Swimming, cubs, brownies Key features of effective working ~ a lead person who is responsible for coordinating actions and who acts as the main point of contact for children where more than one practitioner is involved ~ effective sharing of relevant information between agencies and practitioner. 2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed When a child or young person has been abused or harmed the first line response will be at the point of the allegation or discovery. ~ Social services have statutory responsibilities to provide support to vulnerable children and families in need.( this may be after a death or when families are finding every day life difficult) ~ Health visitors have a responsibility for the health of babies and young children under five.( they provide support and guidance to the parents of young children and carry out assessments of a child’s development) ~ General Practitioners work in the community – usually form health centres – and are the gateway to other health services. GPs are often the first people to identify possible abuse when a child attends surgery. ~ Probation services support people convicted of some offences to be rehabilitated into the community. ( they have a key role in monitoring people convicted of offences against children and should ensure they do not pose a threat to local children) ~ Police are involved in the criminal proceedings that may result form safeguarding issues. ~ As all children and young people should be in education or training between the ages of 5 -18 years, schools and training organisations are key to identifying and supporting children when they are in need of help. All staff working with children and young people should be trained in safeguarding and child protection. ~ Child psychology services will often be needed to support children who have experienced abuse or harm. ~ The NSPCC is a voluntary organisation – a national charity working to eradicate child abuse. 3. Understand the importance of ensuring children and young people’s safety and protection in the work setting 3.1 Explain why is important to ensure children and young people are protected form harm within the work setting Duty to care is a legal obligation that you all have. Professionals working in registered early years settings are expected to maintain a set of standards that reflect the government’s aim of improving the quality of life for children through the 5 positive outcomes of Every child matters. Parents leave children in the care with an expectation that they can trust you and your colleagues to keep their children form harm. It is difficult for many parents to leave their children, they need to be fully confident that their children are in safe, supportive hands with people who will help their development. Failing to meet this is a gross breach of your professional values. | Any professional working with children or young people is responsible for the care and well being of those children. Making sure that a child is safe on or out of a care setting is of paramount importance. Not only does it make a child or young person feel safe in a learning environment but it also gives the child the security to develop and achieve from an early age. For children to be effectively protected, it is essential that everyone accepts the responsibility of their role and to also be protected in that role. E.g. when escorting a child to the toilet or a child needs to be undressed due to any accident, it is vital that another member of staff or child is present as to not allow any allegations of misconduct. Physical contact between child and adult is important for building caring and trustworthy relationships but only when handled in an acceptable and responsible manner. There may be times, especially with younger children, occasions where a distressed or upset child needs comfort and encouragement which may include physical comforting, in these cases employees should use their discretion and common sense in order for allegations not to follow. | | | | 3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them As well as having policies to ensure that only suitable people work in their setting, managers need to promote very clear practices and ways of working to protect both the children and adults work with. Everyone in a setting has a responsibility to work hard to promote the welfare of the children in their care. Working in an open and transparent way Open-plan rooms~ this ensures that no member of staff is totally alone and out of view with a child. Sharing plans and talking about different ways of working also helps to make sure that staff work in the most appropriate ways. Listening to children and young people Whenever possible avoid agreeing to keep something a secret. Always tell a child if you feel you need to share information- especially if you feel a safeguarding issue is involved. It is important that you record and report any concern you have about a child’s welfare; make sure you know who to go in your setting. Power and positions of trust If you are involved in the care of children or young people, you are working in a position of trust. You have authority over the children and parents have placed their trust in you to look after them; this brings responsibilities. People who with to occupy position of trust with children and young people and vulnerable adults have to have enhanced CRP checks. Propriety and behaviour Children and young people tend to respect and look up to people in position of trust. You must think carefully about your own behaviour and the example you set to children and young people in your care. Physical contact Young children need physical contact; in they have fallen over, a cuddle can help them to recover and get back to playing. However, too much physical contact can be easily misunderstood. Make sure you are familiar with what is acceptable. Taking a child to the toilet, changing a nappy or helping a child change out of soiled clothes are all normal everyday tasks; but never do any of these in a room with the door closed or out of sight of other member of staff. Remembering this protects not only the child but yourself as well. Photographs and video recordings Photographing or videoing activities in any setting are great ways to let parents see what their children have been doing. ~ photos and videos are not available to anyone other than parents and carers ~always make sure that parents have given permission for photos to be taken ~check your policy on parents taking photos or videos. 3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistle blowers and those whose practice or behaviour is being questioned are protected At some stage in with children you may be faced with the problem of what to do about someone whose practice is unacceptable.You must not ignore poor practice – no matter who it is being carried out by. ( It can be very difficult to report someone you work with – or even your manager) How to whistle blow: ~think about exactly what is worrying you and why ~approach your supervisor, manager or safeguarding named person ~tell someone about your concerns as soon as you feel you can ~put your concerns in writing, outlining the background and history, giving names, dates and places where you can ~,ale sure something happens Whistle blowing does take courage. ( there is the risk of being bullied or harassed as a result) But anyone who whistle blows has the right to protection from the person they have raised concerns about. If you suffer as a result of a whistle blowing incident the UK Public Interest Disclosure Act 1998 offers legal protection. 3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits A significant element of a practitioner’s role in protecting themselves would be to read policies and procedures that are put in place to safeguard them and children or young people in their care. In a care setting a professional can protect themselves by:~ Avoid being alone in a closed room with a child.~ Two members of staff must be present if a child needs to be undressed in the event of an accident.~ If a child is collected late by a parent/carer then two staff members must stay until the child is collected.~ Always be seen to working in an open and transparent way where there is either visual access or an open door, especially in one to one situations. ~ Avoid meetings with children or young people in an isolated or private area of a care setting.It would be unrealistic to recommend that a member of staff should touch children or young people only in emergencies as very few people would agree with that, especially when young children can become so distressed in certain situations and a cuddle or close contact is needed by the child. Physical contact, guides and support are necessary in a range of settings appropriate to the age of the child and the circumstances at that time. Settings should provide a clear guidance about when and how the physical contact should be used in order to protect both staff and children. Effective management of risk should become automatic as you become more experienced. For every activity you plan, you should think about the hazards, the likelihood of the hazard occurring and the control measures. Risk~ the outcome or likely impact of the hazard associated with the activity to be undertaken Hazard~ something that has the potential to cause harm Likelihood ~ the probability of any harm from the hazard actually happening Control measure~ any activity or measures put in place to control or minimise identified risks In the case of educational visits, professionals should always carry out a full risk assessment of that visit, under the Health and Safety at work regulations Act 1999 it requires employers to assess the risks of activities, introduce measures to control these risks and inform employees of these measures. Before a trip can be arranged employers must follow the necessary policies and procedures as follows: ~Age, competence, fitness and the standard behaviour of the children and young people.~ Any special educational or medical needs of the children.~ Adult to children ratio. ~ The competence and qualifications of the accompanying adults.~ Modes of transport and location of visit.~ Emergency procedures.~ Permission from parents.~ Relevant medical or dietary needs of children. | | 4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed | | 4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding It is important that you are aware of the indications of child abuse. Not every sing means a child is being abused. Sometimes the first signs that you observe are not physical but a change in behaviour. It is important that you record your concerns and monitor any unexplained changes in a child’s behaviour. Sometimes a child may be experiencing more than one type of abuse. Physical abuse Physical abuse is when a child is physically hurt or injured ( hitting, kicking, beating with objects, throwing and shaking are all physical abuse, and cause pain, cuts bruising, broken bones and sometimes even death) Sings and symptoms of physical abuse can include: ~ unexplained recurrent injuries of burns ~wearing heavy cloth to cover injuries, even in hot weather ~refusal to undressing ~ bald patches of hair ~ repeated running away form home ~ fear of medical examination ~aggression towards self and others ~fear of physical contact, shrinking back if approached or touched Many signs of physical abuse can be confused with genuine accidental injuries, but they are often not in the places or distributed as you would expect. Sometimes the explanation does not fit the injury, or you may see the outline of a belt buckle or cigarette burn. Suspicion should be aroused if the parents have not sought medical advice soon after the injury occurred. Emotional abuse Emotional abuse occurs when children are not given love, approval or acceptance. They may be constantly criticised, blamed, sworn and shouted at, told that other people are better than they are. Emotional abuse also involves withholding love and affection. It is often linked with neglect Signs and symptoms of emotional abuse can include: ~ delayed development ~sudden speech problems such as stammering ~low self-esteem ~fear of any new situations ~neurotic behaviour ~extremes of withdrawal or aggression Neglect Neglect, which can result in failure to thrive, is when parents or others looking after children do not provide them whit proper food, warmth, shelter, clothing, care and protection Signs and symptoms of neglect can include: ~constant hunger ~poor personal hygiene ~constant tiredness ~poor state of clothing ~unusual thinness or lack of normal body weight ~untreated medical problems ~ no social relationships ~ stealing food ~destructive tendencies Sexual abuse Sexual abuse is when a child is forced or persuaded into sexual acts or situations by others. Children may be encouraged to look at pornography, be harassed by sexual suggestions or comments, be touched sexually or forced to have sex. Signs and symptoms of neglect can include: ~sexual knowledge of behaviour that is inappropriate to the child’s age ~medical problems such as chronic itching, pain in the genitals, venereal die ~depression, self-mutilation, suicide attempts, running away, overdoses or anorexia ~personality changes (becoming insecure or clinging) ~regressing to younger behaviour patterns (thumb-sucking, cuddly toys) ~sudden loss of appetite or compulsive eating ~being isolated or withdrawn ~inability to concentrate ~lack of trust or fear of someone they know well, (wanting to be alone with babysitter, child minder) ~starting to wet or soil again, day or night ~becoming worried about clothing being removed ~drawing sexually explicit pictures ~trying to be ‘ultra-good or perfect, overreacting to criticism 4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting All settings that have contact with children and young people must have clear policies and procedures to follow in all cases of abuse. Staff must have training in these and organisation for dealing with the situation. Disclosure of abuse by a child can occur at any time and it can be a shock to hear details. The way an allegation is received can be very important in the outcome to a child, even many years later. There have been many examples in the past of children not being believed at the time they declared their experience often resulting in serious problems later in life. Disclosure of abuse ~ when a child tells or implies to you that he or she has been abused 4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged 44 | | Children and their parents or carers have important rights even in cases of suspected abuse. Most children feel loyal towards those who care for them even when they have been responsible for the abuse, and have difficulty saying anything against them. In situation where harm or abuse is suspected or alleged, it is important to remember the following guidelines. ~ children and young people should receive help so they can express themselves fully, understand what is happening and the decisions that have to be made. ~ a child or young person has a right not to be subjected to repeated medical examinations or questioning following any allegation of abuse, whether of a physical or sexual nature ~family members normally have the right to know what is being said about them and to contribute to important decisions about their lives and those of their children ~children should be kept fully informed of processes involving them, should be consulted sensitively and decisions about their future should take account of their views 5. Understand how to respond to evidence or concerns that a child or young person has been bullied Bullying and the fear of bullying are major worries for many children and young people. Explain different types of bullying and the potential effects on children and young people The victims of bullying are usually different in some way form the bully, the differences may be as simple as a different physical characteristic or being seen as a swot. Bullying can be specific. The basis for the bullying it can be one or more of the following forms: ~ physical (pushing, kicking hitting, pinching and other forms of violence or threats) ~verbal (name-calling, insults, sarcasm, spreading rumours, persistent teasing) ~ emotional ( including not speaking to and excluding someone, tormenting ridicule, humiliation) ~cyber-bullying ( the use of information and communications technology particularly mobile phones and the internet, deliberately to upset someone else) Bullying can be carried out by one person against another, or by groups of people ‘ ganging up’ on a person. Bullying is not always delivered as a personal face -to- face attack, but can also be delivered through technology. Threatened or attempted suicideDepression Running awayLow self esteem Potential effects of bullying Isolation Shyness Poor academic achievement There are many reasons and possibilities as to why people bully, most of the time it’s because the victim is different in some way. Below are some of the differences why someone might be bullied: Someone’s appearance (e.g. hair colour or style, height) Someone’s race Someone’s religion Someone’s nationality Someone’s sexual orientation Someone being jealous Both males and females are capable of carrying out a vicious attack such as bullying on others. Some bullies only do it to uphold their reputation and look â€Å"hard†. Another reason would be either sex of a bully trying to maintain their superficial superiority. Many bullies only bully others out of jealousy and many of the people who have been bullied go on to do great things with their life, like some famous people who have been bullied. 5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place All schools are required by low to have anti-bulling policies in place but these vary in how they are worded and the subsequent actions that need to be taken. Schools must also have policies to encourage good behaviour and respect for others on the part for others on the part of pupils. The Department for Education is clear that no form of bullying should be tolerated. Bullying should be taken very seriously; it is not a normal part of growing up and it can ruin lives. The current anti-bulling guidance for schools: Safe to learn: embedding anti-bulling work in schools was launched in September 2007 5.3 Explain how to support a child or young person and /or their family when bullying is suspected or alleged When dealing with someone who is being bullied it is important to remember that they will be very upset although they may not show it on the outside. If they have plucked up the courage to talk to you then they need to know you will take the problem seriously. In the case of an older child, it is a good idea to ask them to write down exactly what happened and who was there so that you can speak to other people. The more information you have, the better you will be able to deal with the problem and the faster you can sort out exactly what happened. Reassure the victim that you will be back in touch with them as soon as you have completed your investigation and that if there are any more problems in the meantime they must let you know immediately. Supporting the family Parents can find it very hard to know how to help their child if they are being bullied. Some parents will have to cope with the news that it is their child who is a bully. You need to know to support parents in both these cases. Listen to parents; let them explain how they are feeling. Direct them to useful information so that they can start to think how to support their child. 6. Understand how to work with children and young people to support their safety and well-being 6.1 Explain how to support children and young people’s self-confidence and self-esteem Children and young people who are: ~assertive ~self-confident ~self-aware ~and have high self-esteem are less likely to be vulnerable to abuse. A child who has high self-esteem will do better in many aspects of development. Self esteem can be supported by: ~giving lots of praise and encouragement ~encouraging independence and choice, with many opportunities to try things out ~teaching children how to be assertive ( which means having their own needs met but still respecting those of others) ~encouraging cooperation, respect and tolerance between children, and giving a positive example yourself 6.2 Analyse the importance of supporting resilience in children and young people Resilience is the ability to deal with the ups and down of life and is based on self-esteem. The more resilience a child is the better they will deal with life as they grow and develop into adulthood. Many factors can positively affect a child’s resilience: ~secure early attachment ~confidence of being loved by family and friends ~good sense of self-identity ~ability to act independently ~confidence to try new things 6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety The important thing for all children to remember is that they should never feel uncomfortable about someone the are with or something being done to them. Children and young people need support to be able to keep themselves safe. It is important to be available to talk with children about any concerns they may have. If they are upset by a reported case of abuse, be as reassuring as possible. Stress that almost all children lead safe and happy lives and only a very few adults want to hurt children in any way. Using correct anatomical language, at a level appropriate to the child, is important when you are talking about bodies. Simple, age-appropriate sessions, linked to other activities, on how the human body works help children to understand what their bodies can do and raise awareness of what is normal and what is not. Sessions on ‘body maintenance’ should be an integral part of children’s education,not just to warn them of the danger of misuse. The Keep safe Code produced by Kids cape is an effective way of getting across the message about personal safety to young children. Older children need more detailed information such as: ~ lessons on normal sexual function, related to adult behaviour ( relevant to your setting’s policy ~information about misuse of their bodies, through smoking, alcohol and illegal drugs ~the risks of HIV and other sexually transmitted infections (chlamydia, herpes, gonorrhoea,..) Help from other organisations Organisations such as Kidscape, Childeline and the NSPCC can help eith information and guidance on these topics. It is important to use them properly and be sure that information is accurate and used to best effect. 6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety. Children and young people need to be empowered to keep themselves safe. Children will always push boundaries and take risks – that is how we all learn. Your role is to manage those risks without taking away their independence. When they are empowered, and can make their own choices, the are able to do things alone and without supervision. 7. Understand the importance of e-safety for children and young people 7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone This is an admirable ambition, with huge benefits for everyone – especially in relation to research and learning. But it is also fraught with danger as the Internet and mobile network also offer possibilities tor the abuse of children and young people. Most children and young people have access to the Internet and the use of a mobile phone. Both offer benefits to children but equally can expose them to threats to their safety and well-being. The Internet, mobile phones and video games pose a number of risks to children and young people – including cyber – bullying, access to unsuitable sites, exposure to commercial sites and danger form adults seeking to exploit children. 7.2 Describe ways of reducing risk to children and young people from: ~ social networking ~ internet use ~ buying online ~ using a mobile phone Short of banning all access to the Internet and mobile phones it is not possible to eliminate the risks to children and young people. But is is possible to build children’s resilience to the material to which they may be exposed, so that they have the confidence and skills to use the Internet more safely. The Byron Review identified three key objectives to protect children: ~reduce availability ~restrict access ~increase resilience to harmful and inappropriate material online. There are number of measures available that start to meet some of these objectives including: ~ parental controls that allow Internet sites with unsuitable material to be limited ~blocks on use ~improving the knowledge, skills and understanding around e-safety of children, parents and other responsible adults Ways in which you can help to improve children’s knowledge and skills include: ~ making them aware of the dangers ~helping them to develop the skills to recognise danger ~supporting them in dealing with situations they are not happy with.Combined with a sensible approach, such as making sure that children do not spend time on the computer unsupervised or for too long a period of time – these tools can make using the Internet a useful and enjoyable experience. Education of parents and carers are less skilled at using the Internet than their children are and may not be aware of the dangers of how to control access to certain material.

How Water Vapor and Clouds Cause Rain It’s a rainy day!

4. 3. 8  Cause  and  Effect  Essay How  Water  Vapor  and  Clouds  Cause  Rain It’s  a  rainy  day! Have  you  ever  thought  about  how  rain  is  formed? The  process  by which  water  vapor  and  clouds  cause  rain  will  be  explained  here. Water  vapor  and  clouds are  key  elements  in  the  production  of  rain. The  process  in  which  water  travels  from  the earth  to  the  air  and,  eventually,  back  to  the  earth  again  is  called  the  water  cycle.In  this cycle,  there  is  a  chain  of  events  that  clearly  show  a  process  of  cause  and  effect. Water  is  always  in  the  air. Water  in  the  gaseous  form  is  called  water  vapor. Warm  air can  hold  more  water  vapor  than  cool  air. Because  the  warm,  moist  air  is  less  d ense  than cool  or  dry  air,  it  rises. When  the  warm,  moist  air  rises,  it  slowly  starts  to  cool. As  a  result  of the  air  cooling,  the  water  vapor  in  the  air  begins  to  transform  into  very  tiny  droplets  of  liquid water.Now,  the  tiny  droplets  of  water  condense  on  the  particles  of  dust  that  are  in  the  air. Subsequently,  a  cloud  is  formed. After  a  while,  the  cloud  becomes  colder  and  more  water condenses. Then,  the  droplets  of  water  in  the  cloud  bump  into  each  other  to  form  larger drops. At  one  point,  the  drops  of  water  become  too  large  and  heavy  to  stay  in  the  cloud. Thus,  the  water  falls  to  the  earth  as  rain. Without  water  vapor  there  would  be  no  clouds,  and  w ithout  clouds  there  would  be  no

Is God the Father a Model or an Idol Research Paper

Is God the Father a Model or an Idol - Research Paper Example Richard Niebuhr’s. Sally McFague’s major contribution is bridging literature and theology. Her works frequently touch on literary theory and theology, and her theories are known as Metaphorical Theology. Metaphorical Theology has four defining aspects and this has greatly influenced how McFague created her idea. It will be discussed in the subsequent paragraphs. First: theology is achieved by â€Å"hearing† out God’s word. Secondly, God being in Jesus Christ means that all the flaws in humanness, all the problems and ambiguousness, is significant. Thirdly, theology should be reviewed and renewed constantly to avoid â€Å"idolatry and irrelevance†. And lastly, the world, or the human world at least, is made of language. Theology is achieved by â€Å"hearing† out God’s word. If a person does not â€Å"hear† or understand the word of the God, then it is unsuccessful, it is a farce. This thought echoes throughout McFague’s wo rk, and it is has seen to be heavily influenced by Barthesian ideas. The mere fact that it constitutes communication as a part of major theory, is a sign that McFague’s thrust on the understanding of literature is evident in her study of theology. The second aspect, â€Å"God being in Jesus Christ means that all the flaws in humanness, all the problems and ambiguousness, is significant†, is an aspect that shows that McFague tries to bridge the gap between the relationship of theology and literature. It is quite evident that the tension.

Literature Research Paper Example | Topics and Well Written Essays - 500 words

Literature - Research Paper Example He suggests that Allende is plagiarizing Garcia’s work other than being creative. Beginning with the starting few sentences of the house of the spirits, he acknowledges that they do belong to Garcia’s book (Antoni 16). The tone and technique used in Allende’s starting passage is a like to that of Garcia. This he refers to as â€Å"the language of the magic realism†. This he suggests is because as Allende tries to realize her own language in her writing, she ends up using Garcia’s already established language. It is ironical to, also note that, from his analysis, the last few sentences from Garcia’s book are from Allende’s book. As Antoni compares the two novels, it is revealed further that though Allende is attempting to make a difference between her novel and that of Garcia, there are some parts that do not make a big difference (Antoni 19). For instance, she stipulates in her first sentence that the writing of the novel is 50 years after the occurrence of the events in the novel. Garcia, on the other hand, writes that Buendias were prophetically written by Melquiades a century before the events. This implies that Garcia’s book is in the jurisdiction of the mythological time whereas Allende’s book is more of ancient than legendary (Antoni 20). Antoni further gives instances in the two novels that prove of Allende’s alleged plagiarism. In one instance, he views the characteristics of Tio Marcos found in Allende’s novel being obtained from Garcia’s Melquiades. This is because the two characters die, and are resurrected, they are adventurers, they bear the magical books, an d are astronomers among other similar characteristics they acquire. This implies that Allende’s novel fetches so much information from Garcia’s novel (Antoni 25). An instance where Allende is imitating Garcia knowingly iswhere; Clara insists that names should not be repeated in the

Ethics and Social Responsiility of Corporations Essay

Ethics and Social Responsiility of Corporations - Essay Example Also because there is such a flux occurring , in individuals mind sets regarding their values , norms and belief systems which build up the ethical responsibility list , that it seems as if no individual could ever reach a point where , he/she would be able to describe a perfect list of ethics , ethical responsibility. In the Author's views Schools don't aid students nowadays, in learning or sustaining proper ethical behaviors. So, that they would be able to cope with the global environment. There exists a blame game, which initiates at a point where the business schools are blamed by some. Blamed, for not grooming their students in the right manner in terms of ethical value realization, and responsibilities. When it is time to take responsibility, then we see this Blame hat shifting from individuals to individuals, organizations, teams and groups of individuals. Employees are observed blaming the management for their workload and pressure, the management on the other hand blames the external environment, the competitive forces which are global. There are larger organizations blaming the environment as they believe that, in failing to co ordinate and innovate with the changing trends and patterns of organizations globally would mean bringing the organizations on the brink of extinction. The managements cannot be blamed, neither can the employees, suppliers, or consumers .Globalization has enveloped us all rather quickly and so we all need to cope up with this notion in our individual ways, at our distinct levels. This era of Globalisation has changed a lot many do's and don'ts in the ethical value record book. Because every individual is part of this, the blame will eventually fall to all. Every organization, or an individual on their own have distinct roles in society. So, each is seen playing their parts. Arguments on, whether child labor is acceptable or not Does pollution in third world countries promote employment for individuals Is the meaning of good ethical behavior this that we justify all acts of ours through our views of what seems ethical If management set minimum employee wages, the organization can prosper because of the fact that the organization would be able to sell at cheaper costs thus increasing market shares rapidly. It seems that there is an erosion of the less privileged. This has further shifted our notions in the 'I' direction. We can see characters building up the set of individual ethical mindsets, and values and so we raise a question of whether characters can be built Characters those are responsible ethically. All these and many more arguments have now initiated at distinct forums. Organizations, researchers and individuals are now looking at another picture, how we can comprehend what these changing values, and characters, behaviors and ideas are mounting up to. The traditional views and arguments are all now being overseen by new values, perceptions and belief systems. And so we see that a fresher look is being given to Ethics and Ethical responsibility and education, at distinct levels.It is now, considered essential for all individuals, organizations o look at ethics and define our ethical culture, and value system in a manner that would aid us in critically evaluating our Positions at various levels i.e. of organizational, employee level etc. It is vital that all courses that are designed at

Election Primaries in Israel Essay Example | Topics and Well Written Essays - 1000 words

Election Primaries in Israel - Essay Example Due to the country’s unique security needs and political fragmentation, Likud and Labour parties have in some cases formed a coalition government. Likud will elect its candidate for prime minister for the next election in January 31, 2012. Since elections in Israel are held every four years, the primaries for Likud party are also held every four years in order to get the candidate who will represent the party in the next general election to become the prime minister hence forming the government. Vorobev (2010) explains that the party’s constitution requires that leadership primaries should be held up to six months prior to the general elections. In the primaries, members of the party who have the right to vote meet so as to vote their candidate for the next election. These members come from all parts of the country. The party begins the process by identifying the electorate, that is, the body that selects the candidates to be involved in the primaries depending on vario us party criteria. The Israel Democracy Institute (2011) observes that the election of the candidate is often based on the ideology of the candidate and his or her position on various issues relating to Israel such as foreign policy, the Israel—Palestine conflict. ... rael Labour Party constitution requires that primaries should be held so that the candidate for next election is identified to compete with candidates from other parties. The constitution has set a 40% threshold for the candidates; candidates should win with 40% of all votes casted in the primaries in order to be candidates for the party. In an event that the persons vying for the candidature of the party do not attain the 40% threshold, a second round of the election is held (Vorobev, 2010). The two candidates with the best results from the first round battle each other out in the second round. The winner of the primaries also becomes the automatic chairman of the party (The Israel Democracy Institute, 2011). Primaries in 3 parties in other Countries Apart from Israel, there are other countries across the world whose parties hold primary elections. This discussion will focus on the three parties namely; the Democrat Party in the United States, the French Socialist Party in France, a nd the Radical Civic Union in Argentina. In regard to the Democrat Party, just like the Republican Party, the other major party in the US, it conducts national conventions in order to elect the party’s presidential candidate for the next election. Norrander (2010) notes, the conventions are held in each state of the US where the presidential candidates are elected by each state’s delegates. This is usually preceded by a series demonstrations and speeches in support of each party’s candidate. The candidate who is first to receive the leading majority of delegates votes eventually becomes the presidential candidate of the party (Norrander, 2010). After being elected as the candidate of the party to run for presidency is then supposed to select the vice president from one of the party

Multiphase Environmental Flows Essay Example | Topics and Well Written Essays - 6500 words

Multiphase Environmental Flows - Essay Example The other method involves the use of Eulerian/ Lagrangian method in which the particles are treated individually or as a group tracked by the Lagrangian frame of reference. Cundall and Starck developed the discrete element method in 1979 and has been widely used for the study of parcticles in the solid state. Studies conducted using DEM coupled with CFD showed that particles move in plugs along the conveying pipes. According to Kuang et al (2008), one of the most important technologies in the industry is dense phase pneumatic transportation of bulk material in the slug form. In his research paper, Kuang et al (2008) focuses on the numerical study of the slug flow in horizontal pneumatic conveyor by means of discrete particle simulation. Low velocity and dense gas system are common in industries such as mineral processing, agricultural industries and chemical industries. Slug flow is used in the industry to transport materials from one location to another. The slug flow is particularly considered in industries because of its ability to reduce the degradation of plant and also reduce wear. The power utilization of the system is also superior as compared to other flows. The study and simulation of the slug flow therefore brings into light the nature of flow with the aim of understanding the system and improving it. According to the research done by Kuang (2008), the particles used were spherical in shape, made of polythene material with a diameter (dp) of the particle density (pp) was 922 Kgm-3.air was used for the gas phase. The viscosity was taken to be and a density of .The underlying equations for particle flow were the rotational and translation motion determined by the Newton's laws of motion given as; 1 And 2 Where mi is the mass, Ii is the momentum or rotation inertia, is the rotational velocity while is the translational velocity of the particles (Kuang et al, 2008). For the gas phase, the gas flow was considered as a continuous phase and the governing equations are as shown below. 3 4 The coupling method used in Kuang (2008) simulations was both DEM and CFD. At an individual particle scale, modeling of the flow was done using DEM while the gas flow modeling was done using CFD. At each step, DEM gave information of the velocity and position of the particles. The data given by DEM was used by CFD to determine the gas flow field; this then yielded the particle fluid forces acting on individual particles. The resulting forces were then incorporated into DEM to yield the next time phase. The simulation test lasted for 15 seconds, numerical flow during the first 2 seconds was not considered in the analysis as only the macroscopically stable slug flow was considered during the simulation. Property mapping due to the many particles that reside in a given cell was done; the mapping technique was used to aid in the correct calculation of particle fluid force acting on the particle. The least square interpolation was used. Based on this interpolation the particle position wa s given by; 5 Where is the gas properties at the cell center and Is the particle position at the cell center. is The vector denoting the distance from the cell center

Case Study Example | Topics and Well Written Essays - 750 words - 33

Case Study Example The company is a market leader in home care market and personal care market that includes products such as deodorants, antiperspirants and skin cleansing products. According to the company website, Unilever is geared at working with integrity and making positive impact in the society through managing all environmental impacts in order to attain long-term goal of developing a sustainable business (Deighton 2). For decades, Unilever described itself as a company with local roots and global scale and eleven of its leading brands that include Lipton, Omo, Dove and Blue Band earned over $ 1 billion in annual revenues. Unilever was $ 50 billion in annual revenues, but its competitors such as Nestle had $ 69 billion, Procter and Gamble had $ 68 billion while Kraft Foods had $ 34 billion. The company operated in all continents and decentralization of operations enhanced diversity, but led to challenges of control. Although some brands attained high market share, the company lacked a global identity thus leading to the ‘Path to Growth’ strategy of 2000 that aimed at cutting down the 1600 brands to 400 brands that would become the ‘Masterbrands’. The shifts to Masterbrands aimed at decentralization and global vision that would ensure cooperation across all geographic markets (Deighton 4). In the 1980s’s Dove’s advertising highlighted the functional benefits such as avoiding of dry skin and marketing slogans referred the brand as ‘moisturizing cream’. Dove was selected to be a Masterbrand in 2000 in personal care categories such as hair care products, body lotions, hair styling products, facial cleansers and deodorants. Although the advertisements focused on the functional benefits, the communication had to shift to cater for the numerous categories and thus Dove would stand for a point of view. In 2004, Unilever recognized the need to position the brand according to consumers’ point of view in order to attain high brand

1880 Halloween Riot Essay Example | Topics and Well Written Essays - 250 words

1880 Halloween Riot - Essay Example The violence swelled with two or three thousand Colorado residents begun throwing bricks and breaking into Chinese owned establishments. The police was not able to stop the mounting riot due to its sheer number and they were tremendously outnumbered until finally, Chinese homes and business were destroyed by the angry mob despite the Mayor’s call for the mob to disperse. The riot culminated when they broke into Sing Lee’s laundry business where he was dragged down the street and was attempted to be hung on a lamp post. He eventually was beaten to death. Other Chinese nationals would have suffered the same fate but some residents were able to stop them. Police also kept the Chinese locked in their county jails to protect them from angry mob. When the mob was finally over, Chinese businesses and homes were destroyed and the people who were jailed for the killing of Sing Lee were acquitted for lack of evidence. Despite this, Chinese nationals remain in Colorado and rebuild their business and

Basic Device and Security Configuration Essay Example for Free

Basic Device and Security Configuration Essay When designing a network there are basic network and security configurations that one needs to consider. Choosing a hostname for each device is very important, this allows the user to know what device they are working on. Configuring interfaces with a proper IP, subnet, and descriptions are part of the basic configuration of a network device. One needs to consider the security setting for the network devices. There are some basic configurations that one can choose to use in their configuration. Passwords and a username should be used for consoling and remote access to any network device. Enable passwords and encrypting those password are best practice’s for any engineer. Configuration of a username and password for virtual lines, will help in keeping unwanted persons out of your network device along with, a banner upon logging into a device. Banners are messages that will display a warning to any unauthorized person looking to access the device. Shutting down unused ports in a switch, will keep unwanted clients of the network and people from just plugging a laptop into the port for access. Remote access is something to think about when configuring a device. SSH (Secure Shell) and telnet are two network protocol used to remote access to a device. SSH is a more secure application that uses higher encryptions of data then telnet does. To generate the SSH key the use of crypto key generate rsa is used with a 1024 bit key, creates the most secure key. Remote access is a concern to any engineer and should be taken with the highest priority. Commands Used in Basic Device Configurations CLI commands that are used in a switch and in a router are the same. Most CLIÂ  commands are configured in the global configuration mode. It’s always good practice to start with the command erase startup-config, which resulted in the saved NVRAM configuration to be erased. Setting the appropriate hostname for the device is the command hostname {name}. By naming ones device, this will let the user know what device they are working in. Passwords helped secure the device for the enable mode, consoling into the device, and remote access. To set a password to access the enable mode, one need to use the command enable secret {password}. The configuration of a password for consoling into a device, one needs to be in the line con 0 mode and use the command password, the same command is used for remote access but in the line vty 0-15 mode. When using the enable secrete command, the passwords are displayed in clear text. For more security, service password-encryption is used encrypt the password when a show run command is used to display the running configuration. Enabling SSH version 2 is a better choice than version 1. SSH version 2 has stronger cryptographic integrity check and supports password changing. If one configurators their device to support SSH, then there are several commands that need to be configured. A username {name} password {password} command needs to be assigned. The ip domain name domain {mycompany.com} command is used, followed by crypto key generated rsa command. When the engineer types that command the IOS will prompt one for the number of bits. 512 is the default, however, one can choose a larger number and 1024 bits is recommended. The RSA encryption key is used for authentication and encryption of the SSH data. The transport input telnet ssh command allows telnet and ssh on the virtual lines by being configured in the line vty 0 -15 mode. The interface range {interface}-{interface} command is used to make changes in the interface range. One can use this command to shut down all unused ports in a switch. Lastly, the copy run start command was used to copy the recent running configuration to the startup configuration.

Dissociative Identity Disorder and Legal Ramifications

Dissociative Identity Disorder and Legal Ramifications Robert Munro Law and Psychology Considering Dissociative Identity Disorder and  Legal Ramifications Dissociative identity disorder (DID) formerly known, as multiple personality disorder is a controversial psychopathology involving complex disturbances of the self and memory wherein multiple identities are said to coexist within the same person. The first known case of DID was recorded in the 1600s and experienced a steady spike in prevalence during the 19th century (Farrell, 2011, pp. 402406). The separate identities and periods of profound memory disturbance seen in DID lead to important questions when determining criminal responsibility in court proceedings. Defendants have claimed to commit serious crimes while in a dissociated state and under the guise of an alternate identities (Farrell, 2011, pp. 402-406). DID is typically associated with severe childhood trauma and abuse but its origins are hotly debated bringing into question issues of malingering and false memories (Piper and Merskey, 2004, pp. 592-600). The National Institute of Mental Health (Nimh.nih.gov, 2014) reports that although occurring in only 1.5% of the general population, DID is about as common as bipolar (2.6%) and schizophrenia (1.1%). In popular culture, DID has been depicted in horror films such as â€Å"Identity†, comedy movies like â€Å"Me, Myself Irene† and even the recent children’s film â€Å"The Lego Movie†. It is these factors of low but significant rate of occurrence of DID, amnesiac elements of the pathology, high comorbidity with other disorders and the myths created and portrayed by popular media, that form many challenges to having a critical understanding of DID. In this paper, I will discuss the scientific literature surrounding DID to dispel the myths surrounding the disorder and to provide an accurate account of the disorder. I will look at how DID is handled in court proceedings as a legal defense. Finally, I will argue that the topic of DID although involving a number of non-trivial problems should have a trajectory of further understan ding and a drive to create new policy when dealing with DID in the courtroom setting. In this argument, I call upon the importance of the false memory debate involving the children of abuse and posit that DID has similarly challenging issues and is just as worthy of serious discussion. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) describes DID as having the defining characteristic of the individual having two or more distinct personality states or an experience of possession (American Psychiatric Association, 2013, pp. 292-298). The average number of personality states reported is 10 but cases have been observed of as few as 2 to as many as 100 distinct personality states (Nami.org, 2014). The degree to which these personality states are evident or hidden varies with the psychological state of the person and the environment in which they operate. Prolonged periods of identity disruption or amnesia may occur when under extreme stress. Individuals that experience non-possession like symptoms on average do not have overtly evident identity disruption. However, individuals that do experience possession like symptoms do typically display overt identities and personality changes. It is important to note that whether the disorder presents with observa ble identity disruption or not, the disorder is still diagnosable through reported discontinuities in the sense of self and sense of agency and recurrent dissociative amnesias. People with DID report experiences of depersonalization where they feel as if they are observing themselves. They also report feelings of being powerless to stop their actions. Similar to Hollywood scripts, some sufferer’s experience changes in the voices of their inner dialogue or multiple bewildering independent conversations taking place in their mind involving these foreign voices. Individuals have also reported changes in preferences, attitudes and the somatic changes as if their body was suddenly a different shape. Observers of these individuals report outward changes to affect and behavior along with sudden breaks in speech as if cut off mid-sentence. Episodes of amnesia and memory disruption are very prevalent in cases of DID and present themselves in three ways according to the DSM. The first is through amnesia of important life events such as periods of childhood or the death of a relative. The second is through difficulties remembering what happened today or how to execute previously learned skills. Lastly, is the confusing discovery by the individual of evidence that points to periods of dissociation and amnesia that occurred at some unknown point in their recent past. This may come in the form of discovering injuries, written texts, or other bits of evidence that come as a surprise to the individual. Dissociated fugues involving dissociated travel are common, resulting in the individuals finding themselves somewhere they do not remember traveling. Awareness of these memory problems varies with the individual. These symptoms are commonly under reported or ignored by the individual from social pressure, lacking awareness or ou t of embarrassment at having a faulty memory. Already, we can see that DID is much more nuanced than popular media would lead us to believe. DID sufferers do not always present with obvious and flashy symptoms found in the movies. They also are likely to not know they are suffering from DID or to hide their symptoms in a bid to â€Å"not look crazy† (Tartakovsky, 2011). They are likely to be in the mental health system for several years before reaching a proper diagnosis. However, there is some overlap between our cultural understanding of DID and science’s understanding of DID. Memory gaps, voices and depersonalization do seem to occur frequently. We clearly have a powerful psychopathology but an insidious one that is hard to develop a treatment history for with memory gaps and variable awareness. This disorder is therefore hard to prove in court. This is only the beginning of the controversy surrounding DID though. The central controversy surrounding DID is how the disorder is caused. One side of the debate believes that DID comes about as a reaction to trauma (Farrell, 2011, pp. 402406). The other claims that DID is produced by improper psychotherapy (Piper and Merskey, 2004, pp. 592-600) and a heightened hypnotic suggestibility found among DID sufferers. Both sides of the debate suffer from a lack of research with the National Institute of Health funding not a single treatment study (Tartakovsky, 2011). Individuals with DID commonly report having experienced extreme abuse in early childhood. When abuse is not reported, other extreme traumas are cited (Simeon, D. 2008). However, these claims of abuse are disputed in much of the same ways that are involved in the false memory debate (Frances, 2000). The hypothesis for a trauma creation model of DID is that the mind of the child experiencing severe trauma may try to shield itself from experiencing said trauma. In this defense mechanism, separate identities with different memories and experiences may result. It is further hypothesized that DID may be a form of post-traumatic stress disorder as it presents itself in children, mixing with a more frequent use of imagination and fantasy as a coping mechanism (Gillig, 2009, p. 24). The suggestibility involved in imagination and fantasy often debated when children are involved is at the heart of the competing cause for DID. As a part of the recovered memories movement, it is hypothesized that DID may be created through improper use of recovered memory techniques. In favor of the argument are claims that dissociative symptoms and memory gaps are seldom reported before in-depth therapy. The theory proposes that malingering and heightened suggestibility (found to be highest in DID followed by PTSD) can combine with attempts at hypnosis to form the role of a DID sufferer. The questions raised are important to consider in a legal context but it should also be noted that the DSM-5 contains information on the nature of malingering most often seen in DID diagnosis. In this respect, popular culture helps to differentiate malingering from actual pathology. Malingering individuals will rarely report subtle symptoms of the disorder and will over report well-known symptoms. This can be seen in an under reporting of comorbid symptoms and sometimes an enjoyment of having the disorder rather than being ashamed as genui ne sufferers often are. Unfortunately, there are reports of stereotyped alternative identities that are â€Å"all-good† or â€Å"all-bad† in a bid to escape punishment for crimes (American Psychiatric Association, 2013, pp. 297). Lastly, the validity of DID diagnosis and its use in the courtroom is challenged on the basis that is it very rarely diagnosed in children (Piper and Merskey, 2004, pp. 678-683 Boysen, 2011, pp. 329-334). Proponents of the therapy-induced DID theory claim that this lack of DID diagnosis in an age range where DID alternate identities are known to occur may point to the diagnosis being a role played result of therapy and not a genuine pathology. The counter to the traumatic model of DID also points out that most research studies on DID rely on self-report of abuses and not on independently verified abuse by outside parties. In addition, outside of case studies, the same four researchers have published the majority of research involving groups. It is these several methodological shortcomings along with the potential for malingering and the dubious nature of proving amnesia beyond the shadow of a doubt that presents significant hurdles to genuine sufferers of DID and as a defense in the court of law. Today, among the field of psychology there is a consensus that that DID is closely related to PTSD and Borderline Personality Disorder and is probably the result of an employed survival strategy with maladaptive results. However, this is a completely different story in the courts. When DID is used as a defense in court it is typically brought up as an affirmative defense of not guilty by reason of insanity (NGRI). The defense is responsible for proving mental illness and meeting the requirements of insanity in that state. The first time DID was recognized as a mental illness that could excuse criminal responsibility was in State v. Milligan in 1978 (Farrell, 2011, pp. 402-406). In this case, it was argued that the defendant was insane and not guilty of several counts of rape because they did not possess an integrated personality. Instead, the defendant was said to have within himself both identities that were criminally responsible and non-responsible. The public was outraged at this successful defense and the multiple personality defense failed notably in the trials that followed (State v. Milligan, State v. Darnall, State v. Grimsley, State v. Kirkland, etc). During this period the conversation raised several important questions on what criminal responsibility entails in a person with multiple personalities and several instances of expert testimony being inadmissible but we now turn to the strategies utilized in DID defense (NGRI) cases. The defense in DID cases usually utilizes one of three tactics in proving insanity with DID (Farrell, 2011, pp. 402-406). The first and most prominent tactic is the idea that one of the other identities was in control at the time that the crime was committed. A second tactic is to try to prove to the jury that a particular personality of the defendant may meet the standards for insanity. Lastly, the defense may attempt to prove that the main personality or dominant identity of the defendant meets the standards for insanity. In other legal proceedings outside of DID, the dissociative state itself is hotly debated and it is not well established whether dissociation alone can provide reason for NGRI. Part of this debate concerns the question of whether personal control is removed during dissociation or if memories are simply not encoded for future retrieval (Kennett and Matthews, 2002, pp. 509-526). DID is unique in this sense in that it involves the idea of agency and personal identity. In the case of DID, an argument can be made for the level of autonomy and self-control being altered during dissociative and amnesiac states. Critics of this position counter that acquittal should rest on whether the criminal behavior is involuntary, regardless of the state of consciousness. However, as evident from case reports and the DSM-5, some suffers of DID do experience a frightening loss of control or being unable to self-direct action while in a depersonalized state. In more recent times, DID evidence has been rej ected in proceedings for failing to meet the requirements of reliability that expert testimony must possess. The controversies discussed earlier and difficulty in reliably diagnosing DID create a significant challenge to satisfying Daubert criteria. In addition to the hurdles of meeting Daubert criteria the court must consider the low base rate of DID prevalence and the high possibility of false positive diagnosis in the face of a malingering defendant. A multidisciplinary and multitechnique approach is taken to carefully diagnose DID but is criticized for relying on self-reported data and being susceptible to malingering. Some of the tools for diagnosing dissociative identity disorder include the ‘Structured Clinical Interview for Dissociative Disorders’ (SCID-D), the ‘Dissociative Disorder Interview Schedule’, the ‘Dissociative Experiences Scale’ and the ‘Childhood Trauma Questionnaire’ (Farrell, 2011, p. 33). Although the SCID-D has been tested comprehensively and has been shown to have excellent reliability and validity, the fact still remains that dissociation alone does not necessarily denote lack of self-control. Despite the cynicism and incredulity of DID NRGI defenses, the experts in the field of psychology and law agree that there do exist genuine cases of dissociative amnesia and that the criminal culpability under these circumstances raises hard questions (Farrell, 2011, pp. 402-406). In cases in which the defendant pleads not guilty by reason of mental illness, the legal policy makers and the attorneys of these cases face great challenges in undertaking this defense. However, I believe that these debates must be had in order to assure justice and humane treatment. Despite the obstacles involved in controversial clinical and legal issues, the field must press onward at all times in an effort to fully understand DID and bolster reliability in forensic expert testimony. There does exist a very real danger in the concept of false positives and malingering defendants but the practice of justice is not aimed at perfection and instead is aimed at the ethical and rational management of human fa ctors. One compelling argument to move in this direction instead of ruling all DID expert testimony inadmissible is that psychology is an evolving science and constructs such as DID may see major revision as more research is performed (Take the changes from DSM-IV to DSM-5). As this slow process matures the legal world will need to understand the full picture of DID, the most effective forensic tools for detecting malingering in DID suspected defendants and the degree to which criminal responsibility is thought to apply given challenges to self-control and autonomy present in some, but not all DID cases. Similarly to the false or recovered memory debate involving children, DID is a nuanced condition involving vulnerable populations and disturbances of memory with a high susceptibility to malingering and influences of the culture, the professionals and the court process. The law must engage with these difficult problems and move the profession towards a deeper understanding of all factors involved in dissociative identity disorder as a part of due diligence and to preserve justice.

Nuclear Weapons Essay -- Threats To World Peace

Nuclear Weapons A Nuclear weapon is any weapon that gets its destructive power from the transformation of matter in atoms into energy. They include missiles, bombs, artillery shells, mines and torpedoes. Another name for nuclear weapons are Atomic bombs or Hydrogen bombs. The United States was the first country to ever use a Nuclear weapon in battle against Japan. The major arguments for a test ban was first proposed in the 1950Õs. Today, however, the stopping of radioactive fallout and the superpower arms race are still in negotiation. Nations have sought to limit the testing of nuclear weapons to protect people and the environment from nuclear radiation and to slow the development of nuclear weapons. In 1963, Great Britain, the Soviet Union, and the United States negotiated the first test limitation treaty, the Limited Test Ban Treaty. The TreatyÕs signers agreed not to test nuclear weapons in the atmosphere, in outer space, or underwater. The only testing that was allowed was underground testing. Attempts to control the number of nuclear weapons in the world began about 1970. The Strategic Arms Limitation Talks(SALT) was a convention held by the United States and the Soviet Union to limit the numbers in nuclear weapons. In 1982, the United States and the Soviet Union began the Strategic Arms Reduction Talks(START). Unlike the SALT talks, these were aimed at the number of nuclear weapons each country could obtain. Then there was another treaty signed in 1987 which was called the Intermediate Range Nuclear Forces(INF). This treaty called for the dismantling of ground-launched nuclear missiles. A major obstacle to controlling nuclear weapons has been a lack of trust between the two principal powers; the United States and the Soviet Union. The relationship has improved though in the late 1980Õs after President Gorbachev introduced the principles of glasnost and perestroika to the Soviet Political System. In 1989 and 1990, democratic reforms spread spread across Eastern Europe. These reforms have greatly reduced tensions. The country of China still wants to test their nuclear explosions for mining and for some construction. For two years China has successfully held up the 38-na... ...s are considered necessary. In conclusion, Nuclear Weapons arenÕt safe for any country no matter their stability amongst others. Testing Nuclear weapons destroys the well being of our Earth. So many treaties have been passed but it still seems that the likes of a Nuclear war is still stagable. The United States has the most known nuclear tests having a record of 1,030 tests. The closest country next to us is Russia with 715 tests. As you can clearly see it will take a lot more than treaties to negotiate. LetÕs just hope this will all end before that ozone layer breaks down on us!!!! BIBLIOGRAPHY 1. Budanski, Stephen. "Ban the bomb? Not quite." U.S. News and World Report 17 June 1996: 30 2. Cohen, James. Nuclear arms. Pittsburgh 1979. 3. Mitchell, Alison. "Clinton and Yeltsin Accentuate the positive at Summit Meeting." Newsweek 22 May 1990 A7 Column 1 4. Von Hippel, Frank. "Bombs Away." Discover April 1992: 32-35 5. Zimmerman, Tim. "Nuclear Fiction." U.S. News and World Report 24 August 1996: 20

depression :: essays research papers

Om depression Psykiska tecken pà ¥ depression Mà ¥nga personer tror att de aldrig kommer drabbas av depression, men sà ¥ à ¤r det inte, vem som helst i vilken som helst à ¥lder kan drabbas av depression. Denna sjukdom à ¤r inget som de flesta egentligen vill prata om, utan det à ¤r kanske nà ¥got som man skà ¤ms à ¶ver. Psykiska sjukdomar har dessvà ¤rre i alla tider varit en negativ stà ¤mpel. Men en viktig sak att veta à ¤r att depression à ¤r en av de vanligaste sjukdomarna i Sverige och det gà ¥r att bli frisk. Ungefà ¤r 4 - 5 % av Sveriges befolkning har i vuxen à ¥lder, idag en depression som behà ¶ver behandling. Det finns olika typer av depressioner. Egentlig depression, melankoli, dystymi, och manodepressiv sjukdom à ¤r de vanligaste depressionsdiagnoserna. Alla mà ¤nniskor kan ibland kà ¤nna sig ledsna och nere, men detta à ¤r inte depression, detta à ¤r nà ¥got som drabbar alla i và ¥rt dagliga liv. Nà ¤r man à ¤r sà ¥ deprimerad sà ¥ att man inte ser nà ¥gon utvà ¤g och allt kà ¤nns svart och meningslà ¶st, dà ¥ det pà ¥verkar và ¥ra kà ¤nslor tankar och handlingar. Dà ¥ har man en depression. Depressioner kan kà ¤nnetecknas av nedstà ¤mdhet, hopplà ¶shet, trà ¶tthet, glà ¤djelà ¶shet, allmà ¤nt ointresse, hà ¤mning av olika aktiviteter, sjà ¤lvmordstankar och i svà ¥ra fall sjà ¤lvmord. Den allvarligaste depressionen à ¤r den djupa depressionen eller melankoli. Normal nedstà ¤mdhet brukar alla mà ¤nniskor klara av, hantera och bearbeta. Ärftliga faktorer och tidigare erfarenheter pà ¥verkar dock và ¥rat sà ¤tt att reagera och hur sà ¥rbara vi à ¤r. Det finns emellertid ett antal depressionstillstà ¥nd som à ¤r svà ¥rare och krà ¤ver bà ¥de medicinsk och psykologisk behandling. De vanligaste symtomen vid depression à ¤r: Nedstà ¤mdhet Avsaknad av glà ¤dje och intresse fà ¶r vanliga aktiviteter Aptit- och viktfà ¶rà ¤ndringar Sà ¶mnstà ¶rningar Fà ¶rà ¤ndrad motorik Trà ¶tthet och kà ¤nslomà ¤ssig frusenhet Nedvà ¤rderande sjà ¤lvbild Koncentrationssvà ¥righeter och beslutsvà ¥nda Tankar pà ¥ dà ¶den, sjà ¤lvmordstankar och sjà ¤lvmordsfà ¶rsà ¶k Sexuella stà ¶rningar, à ¥ngest och à ¶verdriven misstà ¤nksamhet mot omgivningen Depressiva sjukdomar à ¤r mycket vanliga och kan drabba vem som helst och i alla à ¥ldrar. Enligt WHO à ¤r depression pà ¥ và ¤g att bli en av và ¤rldens stà ¶rsta folksjukdomar. Cirka 500 000 svenskar berà ¤knas just nu ha en depression som krà ¤ver medicinsk behandling. Fyra olika diagnoser pà ¥ depression Fà ¶rstà ¤mningssyndrom kallas ibland ocksà ¥ fà ¶r affektiva sjukdomar och à ¤r den sammanfattade benà ¤mningen fà ¶r de tillstà ¥nd som à ¤r kopplade till fà ¶rà ¤ndringar i stà ¤mningslà ¤get. Hit rà ¤knas t.ex. egentlig depression, dystymi, och manodepressiv sjukdom. Là ¤kare delar in depressionen after dess svà ¥righetsgrad och hur den yttrar sig. Hà ¤r nedanfà ¶r à ¤r de vanligaste depressionsdiagnoserna. Egentlig depression Är det som beskriver bà ¤st det man menar nà ¤r man pratar om depression. Fà ¶r att stà ¤lla denna diagnos krà ¤vs det att symtomen nedstà ¤mdhet och/eller minskat intresse fà ¶r omgivningen skall finnas under stà ¶rre delen av dagen, sà ¥ gott som varje dag under minst tvà ¥ veckor. Sjukdomen kan vara av là ¤tt, mà ¥ttlig eller av svà ¥r karaktà ¤r, och vid de svà ¥rare depressionerna sà ¥ anvà ¤nds begreppet melankoli. En del personer som drabbats av depressioner varar det under mycket là ¥ng

Learning to Cope

Davon Daniels Professor Moss English 1500 11/20/12 Draft 2 Learning to Cope Just about everyone has lost that one person that they really care about and they know that everything can change at the drop of a hat. Death is an unexpected occurrence that could sometimes have long lasting mental and physical effects on people. In the play Down the Aisle by Patricia Leigh Gaborik a young girl Katie and her family are learning to cope with the death of their loved one.People handle the death of a loved one in different ways, and Katie tries to handle the death of her father by holding on to all the good memories she had of him. Not only is Katie deeply affected by their lost but the rest of her family is learning to cope with their lost by taking on different roles when he pasts. The father is a symbolic character in this play because he is the rock of their family, because he is strong and dependable. Each character in the play experiences different conflicts and changes in their relations hip after losing the person they all loved the most.One conflict experienced in the play is the relationship between Katie and her mother before and after the death of Katie’s father. Katie and her mother don’t have the best relationship and at times it seems that Katie wishes that she would’ve been in the car accident with her father. This is a conflict because it seems as if Katie may blame her mother for the death of her father for making him go out while she stayed at home and took care of Katie. This causes a lot of tension between Katie and her mother because she also feels as though the death of her father might also be her fault.At the end of the play Katie and her mother appear to be closer to each other and her mother even apologizes for the things she’s done in the past and talks about Katie’s father. This is important because after years of not really speaking about him it shows that their mother is just starting to cope with his death. Her mother states in the play â€Å"I know you always thought I did everything wrong† (pg. 251). This shows that even though she knows they didn’t have the best relationship in the past that she’s trying to be there for her and only wants the best for her.Katie and her brother Joe has a typical brother and sister relationship they argue a lot but at the same time they care for each other. At times Joe even calls his sister Katie a brat but still offers to do things for her. The death of their father changed their relationship because Joe seems to be the person that now holds the family together. This appears to be Joe’s way of coping with his father’s death because he feels as if he has to be strong for both Katie and his mother and take on the new role of the man of the house. Joe: â€Å"What d’ya think?!Mom! The music’s started! You have to get to your seat! Aw, mom. I told you not to say that stuff. You said it, didn’t you ? You’re crying! Come on! Happy. Happy! Are you happy? See, she’s happy. Everybody’s happy. It’s a happy day. Let’s go! Let’s go! This quote is a great example of how Joe keeps everything together as everyone starts to breakdown; he represents the new rock and strength of their family. Katie’s relationship with her father is the most important because out of everyone in their family she had the closest relationship with him.A major conflict in the story is that Katie after these past years still can come to terms with her father’s death. On her wedding day as she’s preparing to walk down the aisle she in visions herself having a conversation with her father and reminiscing about all the good memories they shared. Katie says â€Å"I don’t understand you’re supposed to be the one I can count on† (pg. 247). This quote shows that even though Katie may not entirely get over the death of her father but she is slowly getting to the point where she is learning to deal with it.At the end of the play the conversation between Katie and her mother helps her come to terms with the death of her father because that was first time that they have actually had a conversation about him. Someone who hasn’t lost someone they really care about may not know how it feels emotionally to overcome the death of someone they love but death is hard to get over and not everyone gets over it quickly. The overall theme of these conflicts is that everyone learns to cope with the death of someone in their own way and at their own time. For Katie the wedding shows her starting a new beginning not only for her but for her family as well.

Social Media :: Curse or Blessing ?

Social Media :: Curse or blessing ? The way I see it, it all depends on how these sites, like Facebook or Twitter, are being used. Social media itself can be abused, overused, and taken advantage of. However, the power of social media itself is probably greater than the power of any person, any novel, any ruler, or even any country. But, whether that incredible power is a blessing or a curse is also one matter to question. The power of social media can be something extremely influential. This first took a huge toll in the beginning of 2011 with the political upheaval of Egypt.The Internet's far-reaching speed combined with social media websites to create something unforgettable. The voices of Egypt stood together to overthrow the regime of Egyptian President Hosni Mubarak, and they spread all throughout the world. The power of social media was also noted when Mexicans turned to it for survival, not too long ago. At first, this served as a revolution. For the very first time, people's voices and opinions were coming together to form something larger than themselves. But we have to wonder, is that power too much?History has repeated itself in telling us that it becomes a problem when one voice has too much power. One only needs to look at people like Hitler, Idi Amin, and Mao Zong for proof that giving one voice too much power can sink an entire people or nation. And in Egypt, this corrupting nature of power turned itself over from the ruler to the subjects which resulted in the same horrific effect. From this, it is clear that social media has a way of lending itself to this attribute of power. Another way social media can act as a curse is through its changing the behavior of our society.Some say social media sites can lend to shorter attentions and less efficient work. Not only that, but my generation, that is, teenagers, tends to abuse social media and use it for popularity. Despite social media being a term with the connotation of connecting us, that seems t o be one thing it is doing least. People who abuse Facebook, for example, by requesting and accepting as many ‘friends' as possible, up to thousands, are giving those relationships artificial traits. Those relationships are so scattered and insignificant that many people don't even know some of their ‘friends. These thinning relationships have no such value, and are illusions of genuine relationships. In this abuse of social media, values of building relationships and making new connections, as were the intentions of social media, are taken away and transformed wrongfully. Nevertheless, many people do use social media for positive purposes, which leads me to the side of social media that is a complete blessing to this modern world. When used correctly, the benefits of social media can far outweigh some of its downfalls. Social media changes the world every day, in ways both small and large.For everyone who uses it, social media at least promotes and encourages communicat ion and lends to more modern ways of learning and communicating. Not only do they lend to more efficiency in our rapidly evolving technologically advanced society, but social media sites are also some of the best ways to positively influence people by sharing your opinions. They act as platforms for your voice. If you have great ideas or want to be heard or found, websites like Google+, Twitter, and LinkedIn can promote those good intentions.Through these sites, you can find millions of people who share the same interests as you, and start making a difference, step by step. Social media websites can operate as both curses and blessings in our modern society. The difference between it as a curse and a blessing all hangs on the shoulders of its users. You may choose to abuse the potential of Facebook, or to change the world with Twitter. The difference in your actions may be small, but the end result varies greatly, and it is up to you to decide social media's role in your life.

Privacy on Social Networks

Network Sites (SNS) are websites that allow users to upload information to a public profile, create a list of online friends, and browse the profiles of other users of the SNS. The websites have membership rules and community standards. Users disclose identity-relevant information via their profile to others. This information is referential, directly referring to a person, or attributive, describing attributes to the data subject. Although most laws and regulations restrict the access to referential information, attributive information is not protected as such. However, the aggregation of large amounts of attributive information on SNS profiles poses new privacy risks, disclose identity-relevant information via their profile to others. Also, the privacy options in social networking sites do not work out in the way they are supposed to do. Keep your private life private! What does social network do? In real life, you have a circle of your friends. But what about their friends? And the friends of the friends of your friends? You can get to know people from literally any part of the world. That means you are sharing information with them. And that also means you are sharing a lot of information that you don't want to share! Information spreads faster through a Social Network Site than through a real? life network. Information might be disclosed to a group of people unexpectedly, because the digital information is easily copied, can be stored indefinitely and is searchable. It especially harms users when information travels through different social spheres, and ends up with people whom it was not intended for. People have been fired, missed out on job interviews and academic opportunities, and been suspended from school for instant messages, wall posts and other messages they mistakenly thought were like private real world conversations with friends. Do not post anything in social networks that you won't want to shout out in public. You can send private emails for that, but NEVER social networks. Social network is a place where you never know whom you are sharing private information with unless you yourself created the network! So be careful, stay safe! Applications and external links on social networking sites Have you ever used the ‘applications' of facebook, myspace or any other social networking sites? Did you read the policies of that site about those applications? In most cases, the games or applications owners have access to almost all of your information that you provided in your social networking account. Moreover, they may also use them for commercial purposes. Some of these applications may offer you to participate in a survey to earn ‘credits' or virtual ‘money'. You might, for example, earn some quick Farmville cash by answering a brief survey. Sounds a lot better than using your credit card, right? But you're probably safer breaking out your wallet. TechCruch cites one instance in which players could win currency if they filled out such a survey. At the end of the survey, they would be asked to provide their phone number so that they can receive a PIN via text to get the results. Once they've entered that PIN into the site, they're subscribed to a horoscope service for $9. 99 per month–something they won't know unless they diligently read all the fine print. Ouch. The victims could immediately try to cancel the subscription, of course, but they could still end up being charged. Unwanted charges aren't the only thing players are susceptible to: Social networking games make you a target for viruses and hackers as well. You will find a couple of threads in Zynga's community forums in which moderators warn users against accepting any gifts or invitations within a certain game on Facebook. (They didn't specify exactly what would happen if users accepted these buggy gifts or requests! ) Sometimes users also claim that a bug in the game wiped out all of their game progress. That can be pretty devastating for someone who has dedicated lots of time and money to it. Laws to minimize privacy threats Not all threats for privacy in Social Network Sites materialize and damage users in the same way. A risk analysis approach is needed to incorporate these insecurities into the analysis. The experts identified multiple threats for users of Social Network Sites. When these threats materialize, they become incidents that affect a certain amount of people. However, not all of these incidents damage users in the same way. The damage incurred depends on the type of threat and the perception of the user. Laws are directed at preventing the threats from materializing. More specifically, American tort laws create means for people to find compensations against the damages they incurred. Experts rate to what extent the tort laws address the threats for privacy and resulting damages they identified. The ratings of the various tort laws are depicted in illustration below. In 1986, Congress passed the Stored Communications Act as part of the Electronic Communications Privacy Act to address privacy issues attendant to the advent of the internet. Through the SCA, Congress intended to restrict disclosure of private communications by providers of electronic communications services. However, when Congress passed the SCA, the internet was in its infancy. The few networks available to consumers, such as Prodigy and America Online, were self-contained, and most people had never heard of the term e-mail, let alone utilized the limited form of electronic messaging that existed at the time. The World Wide Web did not yet exist, and it would be nearly a decade before the introduction of the web browser in the mid-1990s. Do you think the social networking sites abide by laws? Just because they are popular and big-game websites, doesn't mean their policies are always convenient for you. The Privacy Policies of popular social networking sites were found contradictory to the Canadian privacy law. In July 2009, the Privacy Commissioner of Canada issued a report on an in-depth investigation triggered by a complaint from the Canadian Internet Policy and Public Interest Clinic. Third-party application developers Deactivation of accounts Personal information of non-users Accounts of deceased users Uses of user information Facebook did agree to change their privacy policies to avoid being banned or may be sued by Canadian government. But did that really make any difference? The Privacy Commissioner herself expressed dissatisfaction with the result. â€Å"While Facebook took some steps to resolve privacy concerns, the Commissioner remained dissatisfied by Facebook’s response at the end of the investigation. She was particularly concerned about the risks posed by the over-sharing of personal information with third-party developers of Facebook applications such as games and quizzes. † [Source: News release from Privacy Commission of Canada; Ottawa, August 27, 2009: ‘Facebook agrees to address Privacy Commissioner's concerns'] As having access to other people's private information is getting easier, laws can do a very little to protect us. We, ourselves have to be aware of where our information is going and who can have access to it.