The Picture of Dorian Gray Corruption Through Aes Essay Example For Students

The Picture of Dorian Gray: Corruption Through Aes Essay theticismThe Picture of Dorian Gray by Oscar Wilde is the story of moral corruption by the means of aestheticism. In the novel, the well meaning artist Basil Hallward presets young Dorian Gray with a portrait of himself. After conversing with cynical Lord Henry Wotton, Dorian makes a wish which dreadfully affects his life forever. If it were I who was to be always young, and the picture that was to grow old! For that I would give everything! Yes, there is nothing in the whole world I would not give! I would give my soul for that (Wilde 109). As it turns out, the devil that Dorian sells his soul to is Lord Henry Wotton, who exists not only as something external to Dorian, but also as a voice within him (Bloom 107). Dorian continues to lead a life of sensuality which he learns about in a book given to him by Lord Henry. Dorians unethical devotion to pleasure becomes his way of life. We will write a custom essay on The Picture of Dorian Gray: Corruption Through Aes specifically for you for only $16.38 $13.9/page Order now The novel underscores its disapproval of aestheticism which negatively impacts the main characters. Each of the three primary characters is an aesthete and meets some form of terrible personal doom. Basil Hallwards aestheticism is manifested in his dedication to his artistic creations. He searches in the outside world for the perfect manifestation of his own soul, when he finds this object, he can create masterpieces by painting it (Bloom 109). He refuses to display the portrait of Dorian Gray with the explanation that, I have put too much of myself into it (Wilde 106). He further demonstrates the extent to which he holds this philosophy by later stating that, only the artist is truly reveled (109). Lord Henry Wotton criticizes Basil Hallward that, An artist should create beautiful things but should put nothing of his own life into them (Wilde 25). Ironically, the purpose of Basil Hallwards existence is that he is an aesthete striving to become one with his art (Eriksen 105). It is this very work of art which Basil refuses to display that provides Dorian Gray with the idea that there are no consequences to his actions. Dorian has this belief in mind when he murders Basil. Here we see that the artist is killed for his excessive love of physical beauty; the same art that he wished to merge with is the cause of his mortal downfall (Juan 64). Lord Henry Wotton, the most influential man in Dorians life, is an aesthete of the mind. Basil is an artist who uses a brush while Wotton is an artist who uses words: There is no good, no evil, no morality and immorality; there are modes of being. To live is to experiment aesthetically in living to experiment all sensations, to know all emotions, and to think all thoughts, in order that the selfs every capacity may be imaginatively realized (West 5811). Lord Henry believes that, it is better to be beautiful than to be good (Wilde 215). Although he attests that aestheticism is a mode of thought, he does not act on his beliefs. Basil Hallward accuses him saying, You never say a moral thing and you never do a wrong thing (5). However, Lord Henry does take the immoral action of influencing Dorian. Although Lord Henry states that, all influence is immoral (Wilde 18), he nonetheless drastically changes Dorian Gray. As Dorian acts on the beliefs of Lord Henry, the portraits beauty becomes corrupted. Lord Henry presents Dorian with the tenants of his New Hedonism, whose basis is self-development leading to the perfect realization of ones nature (Eriksen 97). If Lord Henrys aesthetic ideas have validity ,Dorian Grays portrait should not become ugly, but rather more beautiful. Since the picture becomes loathsome, it is evident that Lord Henrys beliefs are untrue (West 5811). Dorian becomes so disgusted with the horrible portrait that he slashes the canvas, and the knife pierces his own heart. Because Lord Henry is responsible for influencing Dorian Gray, he is partly the cause of the death of Dorian (5810). .u829fe2578e398ede10f8405e792841e7 , .u829fe2578e398ede10f8405e792841e7 .postImageUrl , .u829fe2578e398ede10f8405e792841e7 .centered-text-area { min-height: 80px; position: relative; } .u829fe2578e398ede10f8405e792841e7 , .u829fe2578e398ede10f8405e792841e7:hover , .u829fe2578e398ede10f8405e792841e7:visited , .u829fe2578e398ede10f8405e792841e7:active { border:0!important; } .u829fe2578e398ede10f8405e792841e7 .clearfix:after { content: ""; display: table; clear: both; } .u829fe2578e398ede10f8405e792841e7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u829fe2578e398ede10f8405e792841e7:active , .u829fe2578e398ede10f8405e792841e7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u829fe2578e398ede10f8405e792841e7 .centered-text-area { width: 100%; position: relative ; } .u829fe2578e398ede10f8405e792841e7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u829fe2578e398ede10f8405e792841e7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u829fe2578e398ede10f8405e792841e7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u829fe2578e398ede10f8405e792841e7:hover .ctaButton { background-color: #34495E!important; } .u829fe2578e398ede10f8405e792841e7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u829fe2578e398ede10f8405e792841e7 .u829fe2578e398ede10f8405e792841e7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u829fe2578e398ede10f8405e792841e7:after { content: ""; display: block; clear: both; } READ: The motet EssayWhile Lord Henry is indirectly the cause of Dorians death, he too causes his own downfall. Lord Henry changes Dorian with the belief that morals have no legitimate place in life. He gives Dorian a book about a man who seeks beauty in evil sensations. Both Lord Henrys actions and thoughts prove ruinous, as his wife leaves him and the remaining focus of his life, youthful Dorian Gray, kills himself in an attempt to further the lifestyle suggested to him by Lord Henry. Eventually, he is left destitute, without Dorian, the art he so cherishes, because he tried to mold it, as dictated by aestheticism. Of all the protagonists, Dorians downfall is the most clearly recognized. A young man who was pure at the beginning of the novel becomes depraved by the influence of Lord Henry. He grew more and more enamored of his own beauty, more and more interested in the corruption of his own soul (Bloom 121). He begins to lead a life of immorality, including the murder of his dear friend Basil Hallward. There were moments when he looked on evil simply as a mode through which he could realize his conception of beautiful (Wilde 196). However, there is still a spark of good left in Dorian. He lashes out at his twisted mentor, Lord Henry, declaring, I cant bear this Henry! You mock at everything, and then suggest the most serious tragedies (173). This trace of goodness is not enough to save Dorian, for he has crossed too far towards the perverted side of aestheticism and cannot escape it. Dorian experiments with himself and with men and women, and watches the experiment recorded year by year in the fouling and aging corruption of his portraits beauty (West 5811). Dorian becomes so disgusted with this portrait of his soul and his conscience, that he slashes the canvas, killing himself. For Dorian, this is the ultimate evil act, the desire to rid himself of all moral sense. Having failed the attempt to escape through good actions, he decides to escape by committing the most terrible of crimes. Aestheticism has claimed its final victim. Basil Hallward is what I think I am: Lord Henry what the world thinks of me: Dorian Gray what I would like to be in other ages, perhaps (Hart-Davis 352). Because of the endings hecreates for these characters, Oscar Wilde proves that he does not envision himself in the immoral characters of this story nor is he attempting to promote their lifestyles. Of all the characters whom he creates, he sees himself as Basil, the good artist who sacrifices himself to fight immorality. It was his beauty that had ruined him, his beauty and the youth that he had prayed for (Wilde 242). Contrary to Wildes claim in the preface that, there is no such thing as a moral or immoral book (vii), this novel has a deep and meaningful purpose. The moral is that an absence of spirituality, of faith, of regard for human life, separates individuals like Wildes Dorian Gray from humanity and makes monsters of them (West 5831). W.H. Auden feels that the story is specifically structured to provide a moral. He compares the story to that of a fairy tale, complete with a princess, a wicked witch, and a fairy godmother. This leaves room for a moral with which good every fairy tale ends. Not only is the novel seen as existing on the pure level of fairy tales, but it is claimed to contain ethical beauty (Auden 146). The Picture of Dorian Gray is a novel including a moral dialogue between conscience and temptation that is powerfully conveyed. Though it is made to seem an advocate for aestheticism on the surface, the story ultimately undermines that entire philosophy. Wilde brings the question of to what extent are we shaped by our actions (26). He also demonstrates that art cannot be a substitute for life (Eriksen 104). It is a fantastic tale of hedonism with a moral to be learned and remembered.

Russian Orthodox Church essays

Russian Orthodox Church essays The Russian Orthodox Church's history and development, which established it as an arm of the Tsarist state and an instrument of the perpetuation of Russia's unequal class system and anti-reform policies, made it a necessary object of destruction for the security of the Bolshevik revolution. The myth of the Holy Russian land was the founding idea of the Muscovite tsardom as it was developed by the Romanovs from the start of the seventeenth century. After the civil war and Polish intervention during the Time of Troubles (1598-1613), Mikhail Romanov, as the legend went, was elected by the entire Russian population, therefore reuniting the Holy Russian land behind the Romanov dynasty and saving Orthodox Russia from the Catholics. (Carr 125). The idea of Russia as a holy land contributed to the Tsars position not as a king ruling with a divine right, but a god on earth. There was, in fact, a tradition in Russia of canonizing princes who died pro patria et fides. Tsars used Church laws to persecute political opponents, unlike the Western rulers of this time. Peter the Great later tried to reform relations between Church and state in an attempt to Westernize Russia, transferring the Churchs administration from the patriarchate to the Holy Synod (this was completed by Catheri ne II). This body of laymen and clergy, with its secular representative being the Procurator-General, was appointed by the Tsar and served as a faithful tool. It was in the Churchs best interests not to protest this subordination to the state, as during the latter half of the eighteenth century it had lost most of its land and now relied on the state to support its 100,000 parish clergy and their families (Curtiss Russian Church... 21) . With most of the population being illiterate, the Church was an essential propaganda weapon and a means of social control. Priests were ordered to denounce from the pulpit dissent and oppositio...

Business Ethics Case Study Example | Topics and Well Written Essays - 1250 words

Business Ethics - Case Study Example Additionally, informing the customers about the risky fuel tank versus keeping the issue under wraps is also another moral issue which had the potential of winning the trust of customers and spelling doom for the then Ford’s newest car model. If Ford officials were asked to justify their decision of making unsafe fuel tanks, they would have defended their actions as follows: firstly, they would cite the principle of fidelity in their effort to keep the weight and cost of the Pinto car at 2,000lb and $2,000 respectively. A remodel of the fuel tank would mean an upward adjustment of the cost and weight of the car. Secondly, the principle of autonomy would work in their favor. This is especially true because their decision was made from an informed, independent business point of view (Shaw, 2010). Thirdly, they would have cited the principle of beneficence as a defense for their continued survival in the US auto industry in their effort to offer affordable cars to millions of locals with lower income. Lastly, the moral principle of utility favored the actions of Ford officials since they tried to balance the ratio of benefits to harm to the company, its consumers, and the general society. Ford’s decision favored the c ompany’s business interests, and the economic contributions the company was making in the US market. In my view, Ford’s decision to build affordable cars with less fortified fuel tanks that could not withstand a rear impact of 20 mph meets the threshold of utilitarianism. This is especially true for a safer fuel tank that could withstand such an impact would have resulted in a more expensive Pinto model (Shaw, 2010). This would mean fewer sales of the car model and losses upon Ford, as many customers would opt for cheaper (foreign) car models with the same specifications.

The transition from adolescence to adulthood Essay

The transition from adolescence to adulthood - Essay Example Assuredly, the people subjected to the transition are prone to many challenges that include drugs and alcohol abuse, sexual orientation, peer pressure, and other issues related to this age (Interactive Population Centre Web). However, they also tend to develop cognitively thus developing critical thinking and manifest increased knowhow in specific areas. Because of the dynamics associated with the transition, chances of misunderstanding by both parents and the adolescents, exaggerated freedom, and being self-minded may result to conflicts between the reference parties and thus a feeling of alienation is likely to develop. In this context, alienation refers to adolescents’ feeling of not belonging. This paper will discuss the aspect of alienation among three characters during their transition from adolescent to adulthood. Subsequently, the paper will explore the similarities and differences forthwith. In doing so, the paper will consider characters in "Sonnys Blues," "Teenage W asteland," and â€Å"Everyday Use†Ã‚  stories. In the story, "Sonnys Blues," we will look into the life experience of an adolescent, Sonny in relation to alienation. Indeed, at the time of his mother’s death, Sonny was an adolescent cruising to adulthood. Nevertheless, he was not yet ready to absorb adulthood responsibilities as his brother. Actually, just like his peers, Sonny got into drug addiction where the law caught up with him and imprisoned him for one year. This jail term alienated him from the society since nobody visited him including his brother. Hence, he suffered in loneliness. Indeed, the jail term hindered his swift transit to adulthood. It is arguably true that out of alienation Sonny would not quit drugs, as they were his comfort zone. Assuredly, when adolescent lack a better mode of expressing their feelings and worries, they tend to alienate themselves and result to unethical behaviors. Moreover, after his mother’s death Sonny would not live alone as

Case Scenario Assignment Example | Topics and Well Written Essays - 500 words

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Scotland Child Committee Purpose Social Work Essay

Scotland Child Committee Purpose Social Work Essay The North East of Scotland Child Protection Committee (NESCPC) has produced this Risk Assessment Framework in response to an identified need for a Pan Grampian approach. This framework is for use by all agencies located within Aberdeen City, Aberdeenshire and Moray with the aim of ensuring that there is a consistency of understanding and approach to risk assessment across all sectors. The framework is written with the additional understanding that all practitioners have a responsibility to ensure that they are familiar with and follow their own organisations child protection procedures. These should all link to the overarching NESCPC Guidelines and give advice on who to contact, how to take immediate action and how concerns should be recorded. Background Several models of Risk Assessment exist but are not used in a systematic way because they are not thought to be comprehensive enough to be used in all situations (Scottish Government: Effective Approach to Risk Assessment in Social Work: an international literature review (2007). To enable greater consistency and conformity across Scotland, the Scottish Executive (2005) proposed a programme of change: Getting it Right For Every Child, incorporating the development work undertaken on an Integrated Assessment Planning and Recording Framework (IAF). This is based on requirements to gain a thorough understanding of: the developmental needs of a child the capacity of a parent/carer to respond appropriately to those needs the impact of the wider family and wider environmental factors on parenting capacity and on the childs needs This Framework emphasises the need to treat assessment as a process rather than an event. In evaluating the assessment and planning a response, practitioners are expected to consider the totality of the childs development and any unmet needs rather than focusing too narrowly on a need for protection. This approach should make sure that: Children get the help they need when they need it; Help is appropriate, proportionate and timely; Agencies work together to ensure a co-ordinated and unified response to meeting the childs needs; The plan is used to put in place arrangements to manage risk and to co-ordinate help for the child or young person; The plan is based on assessment and analysis of the childs world, including the risks, needs and resilience factors. What is Risk Assessment? Risk Assessment is a frequently used term without practitioners always being clear about what is meant. Risk assessment is merely the description of good methodical practice to risky situations (Jones, 1998). Risk Assessment is a critical element of the integrated assessment process pulling together, as it does the identified strengths within a family as well as those areas of concern or risk that need to be addressed. It is a complex, continuous and dynamic process, which involves the gathering and weighting of relevant information to help make decisions about the family strengths, needs and associated risks and plan for necessary interventions. Good systematic assessment confirms what may have happened, how this may affect the immediate and future safety of the child or young person, places this in context and informs what needs to be done. Risk assessments can also be used to predict the escalation of the presenting behaviour as well as the individuals motivation for change. Assessing risk is not an exact science; prediction involves probability and thus some errors are inevitable. Basic Principles when assessing risk. The welfare of the child is paramount. Risk assessment should be based on sound evidence and analysis Risk assessment tools should inform rather than replace professional judgement All professionals involved in risk assessment should have a common language of risk and common understanding of information sharing to inform assessment Risk assessment is influenced by professionals own personal and professional values, experiences, skills and knowledge The judgement and experience of practitioners needs to be transparent in assessment No tool, procedure or framework can adequately account for and predict human behaviour Effective communication and information sharing is crucial to protecting children Children, young people and family views should be sought, listened to and recorded with clear evidence of their involvement in decision making where possible. A good risk assessment process should elicit and highlight both commonalities and differences in professional and family perspectives Good risk assessment requires the best possible working relationship between worker and family members All staff must always be alert and aware to situations where children may be at risk and address any potential concerns through their own agencys child protection policy / NESCPC child protection guidance. Risk Assessment Framework This framework is adapted from the work undertaken by Jane Aldgate and Wendy Ross (A Systematic Practice Model for Assessing and Managing Risk, 2007) and is structured in 9 different stages: Using the SHANNARI well-being indicators (Safe, Well, Active, Nurtured, Achieving, Respected, Responsible and Included). 2. Getting the child and familys perspectives on risk. Drawing on evidence from research and development literature about the level of risk and its likely impact on any individual child. 4. Assessing the likely recurrence of harm. 5. Looking at immediate and long-term risks in the context of My World triangle. Using the Resilience Matrix to analyse the risks, strengths, protective factors and vulnerabilities. 7. Weighing the balance of that evidence and making decisions. 8. Constructing a plan and taking appropriate action. 9. Management of Risk 1. Using the SHANARRI well-being indicators: The Scottish Executive (2004) agreed a vision for Scotlands Children. They should be: Safe Healthy Active Nurtured Achieving Respected Responsible Included Using these SHANARRI indicators, professionals consider the childs holistic needs. In any assessment professionals should ask themselves the following key questions: What is getting in the way of this child being safe, healthy, active, nurtured, achieving, respected, responsible and included? Why do I think that this child is not safe? What have I observed, heard, or identified from the childs history that causes concern? Are there factors that indicate risk of significant harm present and is the severity of factors enough to warrant immediate action? What can I do? What can my agency do? Do I need to share / gather information to construct a plan to protect this child? What additional help may I find from other agencies? 2. Getting the child and familys perspectives on the risk. The involvement and partnership with children, young people and their families is integral and essential to successful risk assessment and management. Information is incomplete and a good understanding of the risks of harm and needs of the children cannot be reached without families perspectives on the risks to their childrens difficulties. An open and transparent approach that actively involves all involved, including the children and families is of clear benefit in that: Children, young people and families can understand why sharing information with professionals is necessary; Children and families can help practitioners distinguish what information is significant; Everyone who needs to can take part in making decisions about how to help a child; Everyone contributes to finding out whether a plan has made a positive difference to a child or family; Professionals behave ethically towards families; Even in cases where compulsory action is necessary, research has shown better outcomes for children by working collaboratively with parents. 3. Drawing on evidence from research and developmental literature about the level of risk and its likely impact on any individual child. Risks need to be seen in the wider context of short and long term risks to childrens wellbeing and development. Core factors can be identified in relation to abuse or neglect but these should not be used as predictors for current and future abuse without being considered in the context of the childs own nature and environment. In all cases of child abuse, parenting capacity should also be considered and this involves taking account of historical information as well as assessing the here and now. Protective factors need to be weighed up against risk factors and vulnerability to determine the level of risk to the individual child or young person and the likelihood of future harm. The factors should be used as a knowledge base to underpin more detailed assessments of strengths and pressures based on the My World triangle. (See Section 5). Factors to be considered: (This list is not complete but is a general guide). Adapted from City of Edinburgh Risk Taking Policy and Guidance (2004). Consideration of significant harm (link to Safety Threshold considerations, Section 3 NESCPC guidelines for further explanation); Current injury/harm is severe: the more severe an injury, the greater the impairment for the child/young person and the greater the likelihood of reoccurrence; Pattern of harm is escalating: if harm has been increasing in severity and frequency over time, it is more likely that without effective intervention the child/young person will be significantly harm; Pattern of harm is continuing: the more often harm has occurred in the past the more likely it is to occur in the future; The parent or care-giver has made a threat to cause serious harm to the child/young person: such threats may cause significant emotional harm and may reflect parental inability to cope with stress, the greater the stress for a person with caring responsibilities, the greater the likelihood of future physical and emotional harm to the child/young person; Sexual abuse is alleged and the perpetrator continues to have access to the child/young person: if the alleged perpetrator has unlimited access to the child/young person, there is an increased likelihood of further harm; Chronic neglect is identified: serious harm may occur through neglect, such as inadequate supervision, failure to attend to medical needs and failure to nurture; Previous history of abuse or neglect: if a person with parental responsibility has previously harmed a child or young person, there is a greater likelihood of re-occurrence; The use of past history in assessing current functioning is critical. Factors relating to the child or young person Physical harm to a child under 12 months: very young children are more vulnerable due to their age and dependency. Any physical harm to a child under 12 months should be considered serious and the risk assessment should not focus solely on the action and any resultant harm, but rather that the parent has used physical action against a very young child. This could be as a result of parenting skill deficits or high stress levels. Child is unprotected: the risk assessment must consider parental willingness and ability to protect the young child. Children aged 0-5 years are unable to protect themselves, as are children with certain learning disabilities and physical impairments. Children, who are premature, have low birth weight, learning disability, physical or sensory disability and display behavioural problems are more liable to abuse and neglect. The child/young person presents as fearful of the parent or care-giver or other member of the household: a child/young person presenting as fearful, withdrawn or distressed can indicate harm or likely harm. The child/young person is engaging in self-harm, substance misuse, dangerous sexual behaviour or other at risk behaviours: such behaviour can be indicators of past or current abuse or harm. Factors relating to the parent or care-giver The parent or care-giver has caused significant harm to any child/young person in the past through physical or sexual abuse: once a person has been a perpetrator of an incident of maltreatment there is an increased likelihood that this behaviour will re-occur. The parent or care-givers explanation of the current harm/injury is inconsistent or the harm is minimised: this may indicate denial or minimisation. Where a parent or care-giver fails to accept their contribution to the problem, there is a higher likelihood of future significant harm. The parent or care-givers behaviour is violent or out of control: people who resort to violence in any context are more likely to use violent means with a child or young person. The parent or care-giver is unable or unwilling to protect the child/young person: ability to protect the child/young person may be significantly impaired due to mental illness, physical or learning disability, domestic violence, attachment to, or dependence on (psychological or financial) the perpetrator. The parent or care-giver is experiencing a high degree of stress: the greater the stress for a parent or care-giver, the greater the likelihood of future harm to the child or young person. Stress factors include poverty and other financial issues, physical or emotional isolation, health issues, disability, the behaviour of the child/young person, death of a child or other family member, divorce/separation, and large numbers of children. The parent or care-giver has unrealistic expectations of the child/young person and acts in a negative way towards the child/young person: this can be linked to a lack of knowledge of child development and poor parenting skills. Parents or care-givers who do not understand normal developmental milestones may make demands which do not match the child/young persons cognitive, developmental or physical ability. The parent or care-giver has poor care-giving relationship with the child/young person: a care-giver who is insensitive to the child or young person may demonstrate little interest in the child/young persons wellbeing and may not meet their emotional needs. Indicators of poor care-giving include repeated requests for substitute placement for the child/young person. The parent or care-giver has a substance misuse problem. Parental substance misuse can lead to poor supervision, chronic neglect and inability to meet basic needs through lack of money, harmful responses to the child/young person through altered consciousness, risk of harm from others through inability to protect the child/young person. The parent or care-giver refuses access to the child/young person: in these circumstances it is possible that the parent or care-giver wishes to avoid further appraisal of the well-being of the child. Highly mobile families decrease the opportunity for effective intervention, which may increase the likelihood of further harm to the child/young person. The parent or care-giver is young: a parent or care-giver under 21 years may be more likely to harm the child through immaturity, lack of parenting knowledge, poor judgement and inability to tolerate stress. The parents or care-givers themselves experienced childhood neglect or abuse: however caution has to be exercised here; parenting skills are frequently learned/modelled but later positive experiences can counteract an individuals own childhood experiences. Factors relating to the Environment The physical and social environment is chaotic, hazardous and unsafe: a chaotic, unhygienic and non-safe environment can pose a risk to the child/young person through exposure to bacteria/disease or through exposure to hazards such as drug paraphernalia, unsecured chemicals, medication or alcohol. Conversely, an environment with overly sanitised conditions, where the childs needs are not recognised or prioritised is also harmful. 4. Assessing the likely recurrence of harm. When assessing how safe a child is consideration must be given to likelihood of recurrence of any previous harm. Factors for consideration: The severity of the harm (How serious was it? How long did it continue? How often?) In what form was the abuse / harm? Did the abuse have any accompanying neglect or psychological maltreatment? Sadistic acts? Was there any denial? This could include absence of acknowledgement, lack of co-operation, inability to form a partnership and absence of outreach. Are there issues with parental mental health? This could include personality disorder, learning disabilities associated with mental illness, psychosis, and substance/alcohol misuse. These also link to consideration of additional family stress factors, the degree of social support available to the family, the age of the children and number of children and the parents own history of abuse. Other agencies may be able to add additional knowledge and expertise to inform an effective risk assessment. Looking at immediate and long-term risks in the context of the My World triangle. The Assessment Triangle Being healthy Everyday care and help Learning and achieving Keeping me safe Being able to communicate Being there for me Confidence in who I am Play, encouragement and fun Learning to be responsible Guidance, supporting me to make the right choices Becoming independent, looking after myself Knowing what is going to happen and when Enjoying family and Friends Understanding my familys background and beliefs Support from School Work opportunities family, friends and for my family other people Enough money Local resources Belonging Comfortable and safe housing An important principle underpinning the evidence-based planning in Getting it Right for Every Child is that there are many positive and negative influences in the world each child experiences. Each child is unique and will react differently to these influences but all children will react to what is going on in different parts of the family and the wider world in which they are growing up. This is why recent thinking in child development urges that we take a look at all the different influences in a childs whole world when assessing childrens development. This is called a childs ecology and is encapsulated in the My World triangle. Each domain of the My World triangle provides a source of evidence that enable a full developmental holistic assessment of any individual child. The domains can be used to identify strengths and pressures, which balance risk and protective factors. 6. Using the Resilience Matrix to analyse the risks, strengths, protective factors and vulnerabilities. The Resilience Vulnerablity Matrix As defined by Daniel and Wassell, (2002). RESILIENCE Normal development under difficult conditions eg.secure attachment, outgoing temperament, sociability, problem solving skills. High Support / Low Concern PROTECTIVE ENVIRONMENT Factors in the childs environment acting as buffer to the negative effects of adverse experience. ADVERSITY Life events / circumstances posing a threat to healthy development eg. loss, abuse, neglect. Low Support / High Concern VULNERABILITY Those characteristics of the child, their family circle and wider community which might threaten or challenge healthy development eg. disability, racism, lack of or poor attachment. Low Support / High Concern Families assessed to be in this category are the most worrying. Low Concern / High Support. Families in this group have a network of support and are generally more able to cope with advice and guidance from standard services. Resilience includes the protective factors that are features of the child or their world that might counteract identified risks or a predisposition to risk such as: Emotional maturity and social awareness. Evidenced personal safety skills (including knowledge of sources of help). Strong self esteem. Evidence of strong attachment. Evidence of protective adults. Evidence of support networks (supportive peers / relationships). Demonstrable capacity for change by caregivers and the sustained acceptance of the need to change to protect their child. Evidence of openness and willingness to co-operate and accept professional intervention. Protective factors do not in themselves negate high risks, so these need to be cross-referred with individually identified high risks and vulnerabilities. Vulnerabilities are any known characteristic or factors in respect of the child that might predispose them to risk of harm. Examples of these include: Age. Prematurity. Learning difficulties or additional support needs. Physical disability. Communication difficulties / impairment. Isolation. Frequent episodes in public or substitute care. Frequent episodes of running away. Conduct disorder. Mental health problems. Substance dependence / misuse. Self-harm and suicide attempts. Other high risk behaviours. The more vulnerabilities present (or the more serious one single vulnerability is) then the greater the predisposition to risk of harm. The presence of vulnerability in itself is neither conclusive nor predictive. These must be set alongside identified risk factors to be properly understood as part of an assessment process. 7.Weighing the balance of that evidence and making decisions. Decisions now need to be made about what to do to address the needs relating to the childs safety. These decisions lead to a plan to protect the child. This plan should also address the childs broader developmental needs. Stages of decision-making: Data gathering Weigh relative significance Assessment of current situation Circumstances which may alter childs welfare Prospects for change Criteria for gauging effectiveness Timescale proposed Childs plan (child in need plan, child protection plan or care plan, depending on the status of the child). What Factors Reduce the Effectiveness of Risk Assessment? Poor integrated working practices between agencies and individuals. Lack of holistic assessment. Inadequate knowledge of signs, symptoms and child protection processes. Information that has not been shared. Difficulty in interpreting, or understanding, the information that is available. Difficulty in identifying what is significant. Difficulty in distinguishing fact from opinion. Difficulty in establishing linkage across available evidence. Working from assumptions rather than evidence. Over confidence in the certainty of an assessment. A loss of objectivity. Making Effective Risk Assessments Assess all areas of potential risk Define the concern, abuse or neglect Grade the risks Identify factors that may increase risk of harm Consider the nature of the risk its duration / severity Set out and agree time scales for the assessment to be carried out Specifically document the identified risk factors Gather key information and evidence Has all the required information been gathered? Assess the strengths in the situation Check if any risk reducing factors exist? Build a detailed family history and chronology of key events/concerns Assess the motivation, capacity and prospects for change? What risk is associated with intervention? Be aware of potential sources of error Identify the need for specialist supports Plan your key interventions. Constructing a plan and taking appropriate action. Constructing the childs plan is a fundamental part of the Getting it Right for Every Child (Scottish Executive, 2005) initiative. This specifies that there will be a plan for a child in any case where it is thought to be helpful. This can be in both a single agency and a multi-agency context. The assessment of risk and the management of risk is incorporated into the childs plan. This also includes an analysis of the child or young persons circumstances based on the My World triangle and should cover: How the child or young person is growing and developing (including their health, education, physical and mental development, behaviour and social skills). What the child or young person needs from the people who look after him / her, including the strengths and risks involved; The strengths and pressures of the child or young persons wider world of family friends and community; and Assessment of risk, detailing: The kind of risk involved; What is likely to trigger harmful behaviour; and In what circumstances the behaviour is most likely to happen. The plan should note risk low, medium or high as well as the impact of the child or young person on others. (Guidance on the Child or Young Persons Plan, Scottish Executive. 2007, page 13). The plan should address key questions: What is to be done? Who is to do it? How will we know if there are improvements? The Childs Plan should be monitored and reviewed and amended as need, circumstances and risks change. (Scottish Executive, 2007). Child Protection Case Conferences play a key role in the management of risk. A Child Protection Case Conference will be arranged, where it appears that there may be risk of significant harm to children within a household and there is a need to share and assess information to decide whether the childs name needs to be placed on the Child Protection Register and be subject to a Child Protection Plan. (Link to Part 4 NESCPC guidelines) 9. Principles for Risk Management There is a need to ensure that the ongoing shared plan: Manages the risk Puts the decisions into a recorded form that clearly shows how and why decisions were reached. Makes the risk management an ongoing process that links with all areas of agreed and informed professional practice and expertise. Ensures that the decisions made have actions with named persons, clear timescales and review dates. Ensures that any agreed timescales can be reduced if new risks / needs become apparent. Ensures that new risk assessments and analysis inform reviews. Lessons from Significant Case Reviews. Significant Case Reviews repeatedly describe warning signs that agencies have failed to react to which have should acted as indicators that children and young people at risk of serious harm. Examples include: Children and young people who may be hidden from view; are unavailable when professionals visit the family or are prevented from attending school or nursery. Parents who do not co-operate with services; fail to take their children to routine health appointments and discourage professionals from visiting. Parents who are consistently hostile and aggressive to professionals and may threaten violence. Children and young people, who are in emotional or physical distress, but may be unable to verbalise this. Children and young people who are in physical pain (from an injury) may be told to sit or stand in a certain way when professionals visit the family or may hide injuries from view. Children and young people who have gone missing / run away (with or without their families). Workers should adopt an enquiring and investigative approach to risk assessment and not rely on parents or carers statements alone. Further corroboration of statements and challenging of parental views and perceptions is essential if to effectively determine the risk to the child or young person. Interventions should not be delayed until the completion of an assessment, but they have to be carried out in accordance with what is required to ensure the child or young persons safety, taking account of any indications of accelerated risks and warning signs. The type and level of intervention, irrespective of when it is made, must always be proportionate to the circumstances and risks faced by the child. Workers should pay particular concern to the rule of optimism. Many significant case reviews have illustrated that practitioners views can be strongly influenced by factors such as seeing indicators of progress or apparent compliance and co-operation. This does not, however, always mean that the child or young person is safe and such factors need to be balanced against the overall balance of evidence and actual risks. It is essential that those exercising professional judgement in relation to child protection take account of all multi-agency skills and expertise. This is of particular importance in relation to understanding of child development and the impact of child abuse and/or neglect on children and young people, both in the immediate and long term. Thus whilst immediate safety provisions have to be put in place, consideration must also be given to the longer term outcomes as a result of abuse or neglect. Significant case reviews highlight the importance of communication between all agencies that work either directly, or indirectly with children and/or their families. Thus it is imperative that: Adult services MUST ALWAYS consider any potential risks for any child linked to their adult clients. Childrens services MUST ALWAYS ascertain whether any adult services may be involved with their child clients. All services MUST ALWAYS ensure there is effective communication where there are concerns about the protection of a child. Concerns relating to actual or potential harm should never be ignored and are an indication that immediate intervention might be needed to ensure the protection of the child from future harm. Decisions to protect children and young people should never be delayed and where applicable, emergency measures should be considered. (see Part 3 of NESCPC Guidelines).

Fitzgeralds Great Gatsby and the 20s Essay -- Fitzgerald Great Gatsby

Fitzgerald's Great Gatsby and the 20s After a time of prosperity, the roaring 1920’s became a decade of social decay and declining moral values. The forces this erosion of ethics can be explained by a variety of theories. However, F. Scott Fitzgerald paints a convincing portrait of waning social virtue in his novel, The Great Gatsby. Fitzgerald portrays the nefarious effects of materialism created by the wealth-driven culture of the time. This was an era where societal values made wealth and material possessions a defining element of one’s character. The implications of the wealthy mindset and its effects on humanity are at the source of the conflict in The Great Gatsby, offering a glimpse into the despair of the 20’s. During a time of â€Å"postwar American society, its restless alienation, and its consequent reliance on money as a code for expressing emotions and identity† (Lewis, 46), Fitzgerald focuses his pen on the inevitable emptiness created by the illusions of wealth and its anomalous connection with love during the 20’s. In order to convey his theory, Fitzgerald builds a repertory of superficial characters whose existence revolves around material value rather than tangible human qualities. For example, Tom Buchanan, the husband of Daisy, is introduced as having an appealing and rich life. â€Å"He’d brought down a string of polo ponies from Lake Forest,† Nick comments about Tom. â€Å"It was hard to realize that a man in my own generation was wealthy enough to do that,† (p. 10). Tom is depicted as an enormously wealthy â€Å"national figure,† one with handsome and powerful â€Å"physical accomplishments† (10). But Fitzgerald’s description does not go much further than that. Tom’s persona is limited to a list of superficial accomplishments none of which resemble any spiritually fulfilling traits. Tom thus represents the end result of a person consumed by wealth, because that is his only defining characteristic. Although we could pity such a character, Fitzgerald makes sure that we don’t feel much of anything towards Tom because he was born into wealth and never had to pursue it. â€Å"His money was divested of dreams before he was even born† (Lewis, 51). Since Tom’s lifestyle links intrinsically to his character, nothing he does resembles the passions and desires of a natural human being, rather he is portrayed as a machine or byproduct of his family fortune. Tom la... ... to love, the most powerful of all human feeling. â€Å"The culture of wealth,† writes Marius Bewley, â€Å"represents the romantic enlargement of the possibilities of life on a level at which the material and the spiritual have become inextricably confused,† (Bewley, 37). Gatsby learned this lesson the hard way, giving up his spiritual vision of love and losing it to the emptiness associated with wealth. Fitzgerald realized the confusion in the 1920’s of a culture based around wealth and used his novel to expose the blandness of wealthy lifestyles in contrast with the human feeling of love. If love were a color it would be red, and if it had a mind of it’s own it would remain far from the gray â€Å"Valley of ashes† (27) of New York in the 20’s. Gatsby unfortunately combined those two worlds together and the gray dusted over the red. In the end, Gatsby is murdered, Tom and Daisy continue like zombies, and Nick, disenfranchised, decides to leave altogether. Fitzgerald portrays the essence of emptiness in all the characters touched or consumed by wealth and leaves the reader with a clear message: No sense of fulfillment, specifically regarding love, will result in a life consumed by wealth.