Future of the Court POLS640.F.8 Essay Example | Topics and Well Written Essays - 500 words

Future of the Court POLS640.F.8 - Essay Example For instance, President Eisenhower appointed both Chief Justice William J. Brennan and Justice Earl Warren. He was later disappointed by their broadminded inclinations on the Supreme Court and referred them to as â€Å"the biggest damned-fool mistakes† (Kommers et al 13). A justice can be appointed for life especially if he or she has a long and distinguished career in law and a good record of public service. Majority of justices start their careers as members of congress, aspires of presidency, and judges of lower courts (Gibson and Thurgood 111). There is a need to appoint justices for life when it comes to handling cases in the Supreme Court. This is because the longer the Justices remain in court; the more they become experienced when it comes to making decisions in Court. Deciding on which cases to be heard, requires effective decision making procedures. When petitions are reviewed and summarized by law clerks, the Chief Justice is required to make a good list of petitions to be discussed. In this stage the Justices agree on which petitions to reject and accept for discussion (Kommers et al. 18). The surviving petitions are then discussed in the conference at the beginning of Court’s term. The â€Å"Rule of Four† criterion is used by justices to decide on the cases to be heard. If four Justices disagree to hear a case, then the petition is dismissed (Gibson and Thurgood 85). Cases that qualify to be heard must always have various factors. These factors include the magnitude of the issue raised by the case; clarity of the involved issue; development of a complete and clear record of the case by the lower court; and the case’s potential impacts on the Court’s own prestige and credibility (Kommers et al. 18). Highly experienced Justices are able to make effective voting on cases, as well as, writing opinions. Each Justice reveals his or her views on the case being discussed and indicates how he or she intends to

Corporate Parenting Essay Example for Free

Corporate Parenting Essay Children’s homes operate under the directorate of â€Å"Corporate Parenting† meaning that when a child is placed in the children’s home on an interim or full care order or even if the child is voluntary placed by the trust ( once they become looked after), the staff within the home have responsibilities which include safeguarding the young persons welfare when their needs are being considered by the courts and also taking into consideration when making decisions the views of the child, parent and any other person involved with the young person. As a corporate parent the child’s religious identity, racial origin, cultural and linguistic background all need to be considered, also your role includes preparing the young person for life when they will no longer be â€Å"looked after† by the trust. Staff in residential care have a legal responsibility to each young person as directed by the â€Å"Children’s Order (NI) 1995. Under the directorate of corporate parenting social care staff with in children’s homes are obliged to look after and treat any young person as any other good parent would look after their own child. Social workers in residential care strive to involve the child’s parent in the decision making process of the child’s life; and work in partnership with parents, however there can be occasions where a parent does not act in the best interests of their child and the trust as a corporate parent can limit a decision made by the parent. Professional Carer Professional Carers can be employed within the statutory, voluntary and private sector, again professional carers (i.e) foster parents/ fee paid carers or emergency foster carers have a responsibility to provide a duty of care to safeguard and protect the welfare and well being of each child placed with them. Professional carers are also governed by policies and procedures and legislation which are a requirement by law.

Mulimedia :: Essays Papers

Mulimedia Introduction Below are the results of research taken out to access different multimedia designs and their internal components that enable them to compete in an aggressive environment Question One Internet Site – The National Bank (www.nationalbank.co.nz) Methodology When creating a website for a large company the use of the waterfall methodology is required. The Steps involved in the waterfall development are: Â · Planning (identify scope, plan development strategies and goals.) Â · Requirements analysis (what the website should do) Â · Design (How the website is going to work) Â · Implementation & Testing (Using the website and seeing if it works) Â · Support (correcting errors, improving and enhancing) This methodology was used because in order to produce an effective computer based application, particularly where the project is large and/or complex, schedules need to be met, costs controlled, quality maintained and specifications adhered to design methodologies will need to be followed. (Vehaart 2000) This is evident because of the online banking that is provided by the National Bank and there need for relevant up to date information at there website which is a large project to control without the use of Planning, Analysis and Design. Essential components Essential components for a website (Ruth Kastenmayer Webmaster and style guide editor at Judson College (http://home.judson.edu/styleguide/contents.html)) are: Â · Web page independence (Who, What, When, Where) Â · User-centered design (target audience) Â · Ease of navigation (clear easy to follow navigation) Â · Access speed (provide users with information they want in fewest steps) Â · Simplicity and consistency (easy to understand, similar setup) Â · Page context, and (where you are and where the next link is going to take you) Â · Functionality (ensuring things ‘e.g., links’ always work) On the above components I will access the National Bank website. When you first enter the homepage for the National Bank you are greeted with a large banner explaining what site you have entered, a list of click able links explaining what is held within, down the bottom of the page it has when the website was created but no sign of updates, all though you hope they do, and it has a tab header frame at the top of every page to take you to there homepage or other pages within their site. This site has its target audience in mind they are Mr and Mrs Joe Bloggs and students. This is apparent through their use of image cycling on their homepage where it cycles through images of couples, singles and students and the tailor made accounts that they offer for them. The even better part is when you click on these images it takes you to the information about that account.

Gender Socialization Essay

Every child is born to a particular society which has its set of values, norms and belief system. The first stage of socialization of the child is the family to which he/she is born. As the child grows, he/she is introduced to the way life is lived and the role he or she is to play in the family and the society. When a child is born, the first question that anybody asks is ‘is it a boy or a girl? †. This is the beginning of gender socialization. From that point, the clothes the child wears, the kind of treatment that is given to the child and the things that are expected of the child becomes distinguished. UNICEF defined gender socialization as â€Å"a process of learning cultural roles according to one’s sex, and provides examples of ways in which these are incorporated through parental and societal expectations from boys and girls† ( VAWnet, 2004). Taking a queue from my life experience and from my knowledge of socialization, I will say that the traits I see myself exhibiting are rubbed off on me as a result of my family socialization. At a very tender age, I grew to recognize my role in the family and how to relate with the elderly. My father taught me how to be a man and how to live the life of integrity and boldness, which he considered a necessity of any man. Furthermore, I grew up with an idea that some jobs were for ladies while some were for men. I was taught that men are strong and do not cave in to their emotions. I was taught how to be a fearless, courageous and decent young man and how it is my responsibility to look out for my family. Although I do not stay with my father and mother again, I still see some attributes of my father in me and sometimes when I do something, I smile and attribute that thing to what I learnt when I was growing up. Summarily, I believe no matter how hard we try not to draw a line between both sexes, the fact is we all have our roles in the society. Reference: http://new. vawnet. org/category/index_pages. php? category_id=813 â€Å"Gender Socialization† (2004). Retrieved on November 21, 2008.

Reflective Learning

Induction Module 1. In your answer, identify the main lines of argument and differences in points of view between the commentators and the author. Justify your own point of view regarding the importance of reflection to individual and organisational performance. DiChiara (2002) states that there are a multitude of companies that seek to create an environment where learning and creativity can flourish, but in practice fall short due to a lack of understanding of what is truly required to facilitate reflective learning. DiChiara concerns his comments around the means in which the organisation can engage groups to nurture and develop communities where reflective practice takes place. In contrast, Raelin (2002) concentrates on the reflective skills (Raelin's five principal skills) that can be used by individuals in a group setting to encourage reflective practice. The main focus of DiChiara is around the importance of a ‘safe space' to provide the environment conducive to reflection and the development of communities of practice. Indeed, this is identified as the essential building block necessary, which indicates that the responsibility of learning is mainly placed on the organisation and not on the skill of the individual as Raelin suggests. McArthur (2002) uses his commentary to highlight the point that reflective practice does not necessarily require additional time, as reflection can be done during the event, coined as reflection-in-action by Schon (1983). Based on this train of thought, McArthur introduces two related points at which he disagrees or questions the conclusions of Raelin. Firstly, Raelin sets out guidelines regarding observing judgements where he states reactive thoughts should be examined to allow a ‘more even-handed way of being', inferring that the reactive observation will ultimately be wrong. McArthur offers an alternative solution where the judgement may actually be correct and it is the method in which the judgement is communicated that is important. Secondly, McArthur questions if the core skills, particularly of testing and probing, are indeed only applicable in group or individual situations as Raelin suggests. McArthur points out that there are three parts to our thoughts; the reactive and reflective which are internal voices and the collective which is an external voice. Skilled reflective practitioners must be able being able to distinctly separate these thoughts to arrive at the most appropriate response. McArthur argues that it is only through applying all of the core skills that this response can be found, regardless of the type of interaction involved. The obvious difference between Schein (2002) and Raelin is the focus on group or individual reflection. Schein focuses on private reflection and discusses how this can be realistically achieved. The central tenet of his commentary is that we can find time to reflect on events within our day and perhaps more importantly, this time would not be identifiable as ‘slack' or wasted time within a disapproving or unsympathetic organisational culture. It could be interpreted that the purpose of this commentary is to trigger individual reflection and that this may in turn provide some of the skill and openness required for group reflection to occur. If so, this is linked to the conclusion McArthur makes regarding the lack of skill, not time, being the primary reason for not reflecting. I believe there are a few distinct benefits of reflective practice for both the individual and the organisation. Raelin states that reflection offers the opportunity to examine actions of the past, thoughts of the present and decisions of the future and allows all three to be linked. The individual and organisation can use this to allow decisions to be made with a deeper understanding and more confidence that the situation is fairly assessed with the best interest at heart. Reflection turns experiences in to knowledge and allows skills to be developed to apply this knowledge in other situations with an entirely different context. In my opinion, the importance of reflection to individual performance is based around knowing oneself. By reflecting, the individual is able to develop a more candid assessment of themselves; how they think, what drives them and how they present their thoughts to others. By doing this, insights are gained in to internal assumptions and motivations and this allows better understanding of the true issues hindering performance. This is a powerful tool for targeting real areas for performance improvement, and by continuing to reflect as the individual takes strides to change will also provides a means of measuring improvement. Based on personal experience, Argyris (1991) accurately describes the importance of reflection to the organisation. That is, without some level of reflective practice there is a real danger of externalising issues and a blame culture being adopted even within organisations with motivated and committed individuals. The inability to reflect, for whatever reason, results in the true root cause of issues to be missed, which means the same mistakes will be made again and again. All too often we will overlook issues and accept the superficial. In my opinion, ultimately the true value of reflection to organisational performance resides in the ability to ask and find answers to the difficult questions that we otherwise miss or ignore. References Argyris, C. , 1991, â€Å"Teaching Smart People How to Learn†, Harvard Business Review, May-June, Pages 99-109. Cameron, S. (2001), â€Å"The MBA Handbook: Study skills for Postgraduate Management Study†, Pearson Education Ltd, Harlow. DiChiara, P. , Commentary on Raelin, J. , 2002, â€Å"†I don't have time to think! † Versus the art of reflective practice†, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Kolb, D. A. , Rubin I. M. and McIntyre, J. M. , 1974, â€Å"Organizational Psychology: An Experiential Approach†, En glewood Cliffs, NJ, Prentice Hall. McArthur, P. W. , Commentary on Raelin, J. , 2002, â€Å"†I don't have time to think! † Versus the art of reflective practice†, Reflections, Fall, Vol. , Issue 1, Pages 66-79. Orton, S. , (2003), The Higher Education Academy, Social Policy and Social Work. Raelin, J. , 2002, â€Å"†I don't have time to think! † Versus the art of reflective practice†, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Schein, E. H. , Commentary on Raelin, J. , 2002, â€Å"†I don't have time to think! † Versus the art of reflective practice†, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Schon, D. A. , 1983, â€Å"The Reflective Practitioner: How Professionals Think in Action†, New York, Basic Books.