The Bismarck free essay sample

The interpretation of Bismarck continued to change throughout the 1930s and 40s as a result of Nazism and the collapse of the Third Reich, the interpretations shifted, and throughout the 1960s, 70s and 80s the interpretation of Bismarck has become more balanced, not significantly influenced by political desires, whilst still influenced by social context. Through the study of historical debate focussing between the 1880s and 1980s, the changing interpretations of Bismarck can be illuminated and assessed. Historiographical debate of Bismarck’s impact upon Germany began almost immediately following his rise to prominence, as the primary initial historiography within Germany demanded a â€Å"strong man†[1], â€Å"who would cut the Gordian knot of nationalistic aspirations†. [2] Thus, German historians and the public throughout the 1850s and 1860s desired Bismarck to be portrayed as a benefactor to the German society; however Bismarck was also criticised as being detrimental to the development of Germany. The differing interpretations of Bismarck throughout the 1980s were â€Å"between the kleindeutsche and gro? eutshe historians†. We will write a custom essay sample on The Bismarck or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page [3] As the kleindeutsche historians argued that the unification was a â€Å"natural birth†, the gro? deutshe viewed it as a â€Å"caesarean section†. [4] The kleindeutshe school of though was largely composed of nationalist historians Heinrich von Sybel and Treitschke. Treitschke argued that the subjection of Germany was an inevitable price of unification[5], countering Mommsen’s critique arguing that â€Å"the injury done by the Bismarckian era is infinitely greater than its benefits†¦the subjugation of the German spirit was a misfortune which cannot be undone†. 6] The nationalist-liberal interpretation of Bismarck was reflected significantly in the publications of the late 19th Century historians as for these historians, â€Å"Bismarck became the man with the masterplan†[7], and thus following the unification in 1871 â€Å"there was a feeling of fulfilment amongst historians†¦the status quo had to be supported†. [8] The impact of the historian’s context is clearly shown as â€Å"early biographies by German historians also show us the extent to which the political Zeitgeist made them distort the picture of Bismarck†. 9] The sources available to the historians of the 1880s and 1890s also influenced their interpretation of Bismarck as â€Å"the documents were chosen by Bismarck himself†[10], which has been clearly shown to have impacted upon the writings of the German nationalist historian, Sybel, as Sybel’s writings were checked by Bismarck prior to publication. [11] Thus, as a result of the impact of sources and context, Sybel portrayed Bismarck as a good servant who did his duty to his nation. 12] The writings of the late 19th Century, 1871 to the early 20th Century 1910 were significantly influenced by the nationalist-liberal interpretation of the time and context. The German defeat in the First World War, in 1918 was expected to have created a revision in German historiography however, this was not the case[13], as the failures of WWI were averted and blamed on others through the â€Å"Stab in the back† ideology, the Bismarck myth did not become tainted. The roots of the myth of Bismarck were planted throughout the 1920s as â€Å"German historians of the twenties and thirties were driven by the idea of giving their countrymen an unchallengeable hero in Bismarck†. [14] The struggles of the German nation following the defeat in WWI and the social and political revolution resulted in Germany needing Bismarck â€Å"to provide courage and orientation†, and thus the manufactured interpretation of Bismarck was one of guidance and success. 15] Publications throughout this time were limited; however the ability to understand Bismarck’s impact was extensively amplified as â€Å"new documents were released from the foreign office archives†. [16] Thus as a result of the flourish of foreign policy research, the 1920 interpretation of Bismarck’s foreign policy portrayed it as â€Å"an example of modesty and wisdom†. [17] The writings of Emil Ludwig, Geschichte eines Kampfers in 1928 substantiates this roma ntic and savour view of Bismarck, as â€Å"Bismarck’s life is portrayed as an ancient Greek drama with a Faustian hero†. [18] The historiography surrounding Bismarck was significantly altered following the collapse of the Weimar Republic and the subsequent rise of the Nazis, as the Nazi regime constantly utilised Bismarck to justify themselves. They â€Å"found willing executioners in historians like Marcks to interpret their value-system in Bismarckian terms†. [19] The Nazis manipulated Bismarck and Bismarck’s historical legacy to benefit them as â€Å"on the ‘Day of Potsdam’, where he (Hitler) glowingly praised his predecessor’s work which had, in his view, started the ‘ascent’ of the German people†. 20] Hitler aimed at creating links with Bismarck to justify his expansionary foreign policy, such as the Anschluss in 1938, and to gain credit and popularity through association with Bismarck. The influence of the rise of Nazism upon historiography is highlighted by Wilhelm Mommsen, originally a Republican[21], as he wrote Politische Geschichte von Bismarc k bis zur Gegenwart 1850 – 1933, (1935), linking Bismarck to Hitler. Mommsen argued that â€Å"the first generation fulfilled the yearnings of the Germans and built the empire under Bismarck’s guidance,†¦. he second ossified†¦and the third grew up in the war and built a country that, though connected with Bismarck’s creation, also outgrew it in many ways†. [22] Mommsen argued for the Third Reich to have completed the structural complexities of society and industry that Bismarck had created. The writings of Bismarck became linked to Hitler as a result of the context in which historians wrote, firstly in one of persecution and censorship, however, German historians were not opponents of Hitler, and thus manipulated the history of Bismarck to benefit the Nazi Regime, of which they favoured. 23] Following the collapse of the Third Reich after the Second World War in 1945, â€Å"Bismarck, the creator of the nation, was bound to be seen differentlyâ € . [24] Friedrich Meinecke argued that historians should adopt entirely new perspectives regarding Germany’s past, â€Å"the staggering course of the First, and still more the Second World War no longer permits the question to be ignored whether the seeds of later evil were not already present in the Bismarckian Reich†. 25] Whilst there was a negative assessment of Bismarck’s role in the path of atrocities, German historians also â€Å"preferred to hark back to Bismarck’s greatness to show up the depth of failure among his successors†. [26] Due to the actions of Hitler and the Nazi state, the role of Bismarck was investigated as to how far he enabled the dictatorial powers and influenced the structures of war, which were experienced throughout Europe and as substantiated by Hans Hallmann, â€Å"the question for German historians after the Second World War was, therefore: how should one write about Bismarck after Hitler? [27] The criticism was largely influenced by the context of which the historians were writing in, as the collapse of the Reich signalled a supposed failure in Bismarck, and questioned his success intentions, as â€Å"criticism of Bismarck centred rather unrealistically on the problem of deciding whether a German nation-state or a German-dominated Central Europe should have been created†[28]. A. J. P. Taylor’s, Bismarck: the man and the statesman written in 1955, typified post war historical thought, questioning the role of Bismarck in the collapse of democracy. Taylor contrasted the critical nature of Bismarck arguing for the general success of Bismarck. Taylor’s British context allowed him to keep â€Å"a healthy distance from the Bismarck myth†, which resulted in the influencing of many German historians[29], and thus enabled perspective. He argued for the understanding of Bismarck as a manipulator, due to his ability to avert problematic confrontations, as â€Å"on such occasions one can see not only Bismarck’s great intellectual gifts, but a manipulative emotional intelligence†. 30] Taylor utilised psychoanalysis of Bismarck to explain the factors impacting upon his policies, and as argued by Urbach was â€Å"especially effective in describing Bismarck’s youth†. [31] Through utilising a differing methodology of historical examination, Taylor received and portrayed a differing perspective of Bismarck and Bismarck’s role in Germany, portraying Bismarck as â€Å"a man who wanted peace for h is country and helped to give Europe such peace for forty years†[32], whilst the majority of his countrymen would associate Bismarck with ‘iron, three wars and as the predecessor of Hitler’†. 33] The â€Å"revival of respect and even veneration for Bismarck†[34] was countered significantly in the â€Å"passionately partisan criticism of Bismarck’s work†[35], Bismarck and German Empire (1963) of Erich Eyck. Eyck was typically a liberal historian, and thus opposed Bismarck, from â€Å"the standpoint of iustitia fundamentum regnorum†, arguing that justice should be the major foundation of governance, as Eyck wrote â€Å"in the tradition of the great liberal opponents of Bismarck†[36]. Eyck argues that Bismarck was the â€Å"hero of violent genius†[37], through his 3 volume biography of which is greatly influenced by his liberal standpoint and historical context of persecution by Hitler, and his background as a lawyer as he â€Å"despised Bismarck’s lack of respect for the rule of law†. [38] Eyck continually criticised Bismarck’s detrimental impact upon liberalism within Germany and â€Å"passionately condemned Bismarck’s cynicism towards liberal, democratic and humanitarian ideals†[39], which he states to have â€Å"incapacitated the people†. 40][41] Bismarck and German Empire influenced the historiography of the Bismarckian topic among German and international historians, presenting â€Å"an interpretation neoconservative in nature†. [42] This criticism of Bismarck has influenced the German historian, Hans Rothfels, whom followed Eyck, arguing that â€Å"Eyck’s belief in a ‘liberal optionâ€⠄¢ for a united Germany was not justified, that no one but Bismarck could have united Germany†. [43] Fritz Fischer’s Germanys Aims in the First World War (1968) signalled the â€Å"first significant German historian to blame Germany for starting the war†[44]. Fritz Fischer’s publication significantly demonized Bismarck and Bismarck’s Germany, arguing for the path that Bismarck had essentially led the path to the German cause of the First World War. Fischer’s writings and interpretation of Bismarck largely contradicted the mainstream views of Bismarck and Bismarck’s Germany, and as substantiated by Feuchtwanger, â€Å"It contradicted much of the work done in Germany on the war guilt question and caused great controversy†[45]. The controversial nature of Fischer’s publication resulted however in a flow of reassessments of his original publications, still maintaining the criticism of Bismarck and resulting in a â€Å"massive attack on Bismarck’s creation†. [46] The flow of secondary publications created a Fischer school of historical thought, which â€Å"stood on the political left and its opponents on the political right†[47]. Through the publication of Fritz Fischer’s Germanys Aims in the First World War, the German historian utilized â€Å"political, economic, social and cultural evidence†[48], to persuade and research, thus creating a revision of historiography. The debate between Fischer and the right created significant disruption within the history fraternity, as â€Å"The left, who believed in critical social history, felt cheated because†¦the historical establishment strongly resisted their new and much more critical view of German history†. 49] The Fischer school of historical thought was extensively revised in the 1980s, of which Bruce Waller refers to as the ‘conservative 1980s’[50]. Edgar Feuchtwanger claims, â€Å"Revisionism provokes further revision†[51], as â€Å"German historians and the population in general began to view the past more reverently†[52]. The political complexities of the Bismarckian era influenced and resulted in a change of interpretations of Bismarck Bismarck’s Germany, as moves to the more political right occurred, and thus a return to a more approving view of Bismarck was undertaken. Through one of the most revered and respected historians on Bismarck, Otto Pflanze’s trilogy Bismarck and the Development of Germany (1963, but reprinted and reassessed in 1990), significant in grounds have been made to the overall historical value of the Bismarckian era. Bismarck’s assessment was, as argued by Kraehe, â€Å"taking into particular account the work of Helmut Bohme†[53], whom Pflanze critiques, â€Å"Bohme’s account of the relationship between economic and political forces in domestic politics during the period of unification also appears overstated†. 54] Pflanze argues against the typical liberal-nationalist interpretation arguing â€Å"the primacy of political and individual action†,[55] continuing against the nationalist sentiment of early German historians in arguing that â€Å"the war of 1866 was neither inevitable nor necessary†. [56] Pflanze significantly impacted upon historiography, contrasting the Fischer appro ach to German and Bismarckian history, although still remaining critical of Bismarck and Bismarck’s Germany. Kraehe argues that to Pflanze, â€Å"Bismarck was always larger than life†[57], due to the immense coverage and detail provided in Pflanze’s trilogy. Pflanze uses differing concepts of investigation to outline the Bismarckian era, as outlined by Waller, â€Å"Pflanze uses psychological insight and works with Freudian concepts†. [58] Pflanze in essence portrays a structuralist interpretation of Bismarck’s unification and impact, arguing that Bismarck took taking advantage of certain opportunities, â€Å"Pflanze stresses Bismarck’s flexibility, his concern to keep options open†[59]. Pflanze’s changed views of Bismarckian historiography can be seen due to his â€Å"return to the sources†[60], and thus uses a â€Å"psychological history†[61], hich as Urbach concludes, enabled him to â€Å"analyse in detail†. [62] Pflanze openly argued for the structuralist interpretation of Bismarck, within the nature of Bismarck’s opportunism and manipulation of events, rather than intentionally staging events. [63] The 1980s biography Bismarck: The White Revolutionary, by Lothar Gall sig nificantly impacted upon the historiography of Bismarck and Bismarck’s Germany, as Waller describes, â€Å"It is probably the most searching biography we have†. 64] Lothar Gall portrays Bismarck as a revolutionary, however conservative in nature. As highlighted by Bruce Waller, Gall wrote Bismarck: The White Revolutionary â€Å"to counter the school of historians whom the individual matters little†, and thus like Pflanze investigated the implications of an individual upon a society. Whilst, â€Å"unlike Pflanze, Gall did not uncover new sources† he utilised the analysis of existing Bismarckian sources to investigate the true impact of Bismarck upon 19th Century Germany. 65] Whilst Waller points out that â€Å"most historians, but not the majority of students, have now consigned the view of Bismarck as a reactionary to history’s dust bin†, Gall’s major investigation was to highlight the reactionary nature of Bismarck’s role as c hancellor. [66] Gall’s 1980 biography was aiming to â€Å"describe the circumstances the chancellor faced and then to see the way he reacted to them†[67], and as highlighted by Urbach, â€Å"Gall wanted to show how Bismarck, when faced with developments he had not created himself, turned them to his advantage†. 68] Thus, due to Galls idealisation that Bismarck was a reactionary, he â€Å"portrayed him after 1871 as the Zauberlehrling (sorcerer’s apprentice)†[69], arguing that he had lost his magic touch, an argument that may have been â€Å"the most devastating criticism of the man yet†. [70] Thus Gall portrayed Bismarck as a chancellor that â€Å"was not the great genius who knew and guessed it all well in advance†[71], as â€Å"Gall argues that the iron chancellor conjured up powers – nationalism, liberalism, and economic modernisation – which spun out of control and that therefore what he achieved was not what he had striven for†. 72] Gall’s interpretation of Bismarck has been seen as largely critical, however still remains a significant German interpretation, countering the initial nationalist-liberal interpretations portraying Bismarck as totally in charge, whilst also countering the arguments that Bismarck’s planning was the leeway for Hitler’s ascendancy and dictatorship. In essence Gall identified Bismarck’s accomplishment as â€Å"imperfect and – to a point – unintended†. 73] As noted by Urbach, Bismarck himself hinted at his own imperfection, â€Å"one cannot possibly make history, although one can always learn from it how one should lead the political life of a great people in accordance with their development and their historical destiny†. [74] The Bismarckian historical debate was notably influenced by the writings of Ernst Engelberg, writing in the 1980s, and proposing an altered interpretation of Bismarck. Engelberg as a Marxist â€Å"interpreted the Reichsgrundung as a phase of social progress that helped the working class to develop from a national base†. 75][76] Whilst Waller argues that â€Å"Engelberg was a life-long communist and one of East Germany’s leading historians who in the past had insisted on strict Marxist history†[77], he argues that his biography of Bismarck is not fully weighted on Marxist ideology, â€Å"it additionally gives full weight to psychological and religious as well as to political and economic factors†. [78] Engelberg, like Gall, did not utilise his own research and discover new sources, as stated by Urbach, â€Å"Engelberg used much of the old research of Erich Marcks and A. O. Meyer†[79], however she continues by stating Engelberg â€Å"includes more analysis†. [80] Engelberg’s argument of Bismarck is similar, yet differing to Gall’s, as both historians â€Å"see Bismarck as someone who tried to control the current of the time and not as a creator†[81], and thus to some extent was critical of Bismarck’s power, however Engelberg also defended the power of Bismarck stating that â€Å"despite the machinations, Bismarck was far from acting like an adventurer†¦On the contrary his preparations†¦proved to be prudent†. 82][83] Waller states that Engelberg’s argument was influenced by â€Å"Prussianism†, highlighting Engelberg’s biography to be â€Å"Prussian to the extent of disparaging the attitudes and actions of other Germans, especially those who attempted to thwart Bismarck’s initiatives†. [84] Engelberg proposed a favourable interpretation of Bismarck in his 1980s biography, arguing that whilst his control was not always complete, his ability was. Engelberg critiqued the post war historiography arguing that Bismarck’s successors were â€Å"responsible for gambling away the inheritance†, and thus links made between Bismarck and the collapse of democracy were perverse. [85] The historical interpretations of Otto von Bismarck have undergone an extensive change, due to changing social and ideological contexts of historians that have assessed the chancellor and his impact upon Germany. The historical writings throughout time, from the early historians on Bismarck, such as Heinrich von Sybel, historians writing in the times of Nazism, and following the collapse of Nazism have all succeeded in assessing the personality and his impact, however were unable to emancipate themselves from their social and political contexts, and thus the interpretations of Bismarck have reflected these influences. 86] The most recent assessments of Bismarck have also significantly transformed the historiographical debate; however have successfully avoided being overly impacted upon by context, and thus present an emancipated history of Bismarck and his impact upon Germany. The flourishing debate over the Bismarckian era will result in continual changing interpretations of the statesman; however the discovery of new sources and evidence highlights the sequential move towards the objective portrayal of Otto von Bismarck and Bismarckian Germany. Word Count: 3072. [1] Urbach, Karina, (1998). Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp 1143 [2] Ibid. , p. 1143. [3] Ibid. , p. 1144. [4] Jaspers, Karl, (1960). Freiheit und Wiedervereinigung. Munich. Pp. 42 [5] Heinrich v. Treitschke. (1867 – 97) Historische und politische Aufsatze. 4 volumes. Leipzig, (1874 – 79) Zehn Jahre deutscher Kampfre: Schriften zur Tagespolitik 1865 – 1879). 2 volumes. Berlin. [6] Kohn, Hans, (1961). The mind of Germany: education of a nation. London. Pp 188 [7] Urbach, Karina, (1998). Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp 1144 [8] Wehler, Hans-Ulrich, (1976). Bismarck und der Imperialismus. Munich. Pp. 15 [9] Ibid. , p. 1144. [10] Seier, Helmut, â€Å"Heinrich v Sybel†, in Wehler, Deutsche Historiker. Pp. 144 [11] Ibid. , p. 144. [12] Urbach, Karina, (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. , p. 1145. 13] There were only a few critical voices emerging. For example: Johannes Ziekursch, Politische Geschichte des neuen deutschen Kaiserreiches (3 volumes. Frankfurt. 1925 – 1930); Ulrich Noack, Bismarcks Friedenspolitik (Leipzig 1928). [14] Zmarzlik. Das Bismarckbild. Pp. 19. [15] Urbach, Karina, (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. , p. 1148. [16] Ibid. , p. 1148. [17] Rothfels, Hans, (1924). Bismarck’s englische Bundnispolitik. Berlin. [18] Urbach, Karina, (1998). Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. , p. 1149. [19] Ibid. , p. 1150 [20] Ibid. , p. 1150 [21] Meaning he was in favour of the Weimar Republic, which collapsed in 1933, resulting in Hitler’s ascendancy [22] Mommsen, Wilhelm, (1935). Politische Geschichte von Bismarck bis zur Gegenwart 1850 – 1933. Frankfurt. Pp. 252 [23] Urbach, Karina, (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 998 Cambridge University Press. , p. 1151. [24] Quoted from Gall, ed. , â€Å"Geschiechtsschreibung†, pp9 [25] Meinecke, Friedrich (1946). â€Å"Die deutsche Katastrophe: Betrachtungen und Erinnerungen†. Wiesbaden. Pp. 26. [26] Feuchtwanger, Edgar (2001) Imperial Germany 1850-1918. New York and London: Routledge [27] Hallmann, Hans (1972). â€Å"Revision des Bismarckbildes : die Diskussion der deutschen Fachhistoriker 1945-1955†. Darmstadt [28] Waller, Bruce (1998). â€Å"Bismarck: Bruce Waller looks at recent debate about modern Germany’s greatest statesman†. History Review. March 1st. p. 41. [29] Urbach, Karina (1998). Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp 1154 [30] Ibid. , p. 1154. [31] Ibid. , p. 1154. [32] Taylor interview with the Westdeutscher Reundfunk, 31 March 1965 [33] Urbach, Karina (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp 1154 [34] Waller, Bruce (1998). â€Å"Bismarck: Bruce Waller looks at recent debate about modern Germany’s greatest statesman†. History Review. March 1st. [35] Sturmer, Michael (1971). â€Å"Bismarck in Perspective†, Central European History 4. Vermont. [36] Feuchtwanger, Edgar (2001) Imperial Germany 1850-1918. New York and London: Routledge [37] Footnotes 11 of Michael Sturmer [38] Urbach, Karina (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp 1142 [39] Ibid. , p. 1142. [40] Quoted in Schoeps, Hans-Joachim (1964). â€Å"Unbewaltigte Geshichte: Stationen deutchen Schicksals seit 1793†. Berlin. Pp 108 [41] Urbach, Karina (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp. 1142 [42] Sturmer, Michael (1971). â€Å"Bismarck in Perspective†, Central European History 4. Vermont. [43] Ibid. , p. 1143. [44] Waller, Bruce (1998). â€Å"Bismarck: Bruce Waller looks at recent debate about modern Germany’s greatest statesman†. History Review. March 1st. [45] Feuchtwanger, Edgar (2001) Imperial Germany 1850-1918. New York and London: Routledge [46] Waller, Bruce (1998). Bismarck: Bruce Waller looks at recent debate about modern Germany’s greatest statesman†. History Review. March 1st. p. 41. [47] Ibid. , p. 41. [48] Ibid. , p. 41. [49] Ibid. , p. 41. [50] Ibid. , p. 41. [51] Feuchtwanger, Edgar (2001) Imperial Germany 1850-1918. New York and London: Routledge [52] Waller, Bruce (1998). â€Å"Bismarckâ € . History Review March 1998 [53] Kraehe, Enno, (1990). ‘Review Article on Otto Pflanze’s Bismarck Trilogy’, Central European History, 23, 4. Emory University Press, Atlanta. , p. 369 [54] Pflanze, Otto, (1968). Another Crisis among German historians? Helmut Bohme’s Deutchlands Weg zur Grossmacht. Journal of Modern History 40. University of Chicago Press, Chicago. , p. 125. [55] Kraehe, Enno, (1990). ‘Review Article on Otto Pflanze’s Bismarck Trilogy’, Central European History, 23, 4. Emory University Press, Atlanta. , p. 369. [56] Ibid. , p. 369. [57] Ibid. , p. 369. [58] Waller, Bruce (1998). â€Å"Bismarck: Bruce Waller looks at recent debate about modern Germany’s greatest statesman†. History Review. March 1st. [59] Ibid. , p. 43. [60] Urbach, Karina (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 998 Cambridge University Press. Pp 1156 [61] Ibid. , p. 1156. [62] Ibid. , p. 1156. [63] Waller, Bruce (1998). â€Å"Bismarck: Bruce Waller looks at recent debate about modern Germany’s greatest statesman†. History Review. March 1st. p. 42. [64] Ibid. , p. 42. [65] Urbach, Karina (1998). â€Å"Historiographical Rev iew, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp 1157 [66] Waller, Bruce (1998). â€Å"Bismarck: Bruce Waller looks at recent debate about modern Germany’s greatest statesman†. History Review. March 1st. p. 42. [67] Urbach, Karina (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp 1157 [68] Ibid. , p. 1157. [69] Ibid. , p. 1157. [70] Waller, Bruce (1998). â€Å"Bismarck: Bruce Waller looks at recent debate about modern Germany’s greatest statesman†. History Review. March 1st. p. 42. [71] Urbach, Karina (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 998 Cambridge University Press. Pp 1157 [72] Waller, Bruce (1998). â€Å"Bismarck: Bruce Waller looks at recent debate about modern Germany’s greatest statesman†. History Review. March 1st. p. 42. [73] Ibid. , p. 42. [74] Bismarck’s statement of 1892, quoted in Pflanze. â€Å"Period of unification†. Pp. 16 [75] Urbach, K arina (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cam Kingdom. 1998 Cambridge University Press. Pp 1158 [76] Quoted from Wolter, Heinz, (1983) Bismarcks Au? enpolitick, 1871-1881. East Berlin. Pp. 5 [77] Waller, Bruce (1998). â€Å"Bismarck: Bruce Waller looks at recent debate about modern Germany’s greatest statesman†. History Review. March 1st. p. 42. [78] Ibid. , p. 42. [79] Urbach, Karina (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp 1158 [80] Ibid. , p. 1158 [81] Ibid. , p. 1158 [82] Ernst Engelberg, â€Å"Zur politischen Vorbereitung des Krieges†, in G. Seeber and K. Noack, eds. , Preu? en in der Geschichte nach 1789. (1983). East Berlin. Pp. 03 [83] Urbach, Karina (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp 1158 [84] Waller, Bruce (1998). â€Å"Bismarck: Bruce Waller looks at recent debate about modern Germany’s gr eatest statesman†. History Review. March 1st. p. 42. [85] Urbach, Karina (1998). â€Å"Historiographical Review, Between Saviour and Villain: 100 years of Bismarck Biographies†. The Historical Journal. Printed in the United Kingdom. 1998 Cambridge University Press. Pp 1158 [86] Ibid. , p. 1160.

Age Difference In Society Social Work Essay Essay Example

Age Difference In Society Social Work Essay Essay Example Age Difference In Society Social Work Essay Essay Age Difference In Society Social Work Essay Essay Today s society is extremely witting of age difference. There are certain rights and limitations which determine what persons are allowed to make at different ages. For illustration, society defines the ages at which we can get down school, thrust, have sex, ballot, marry, purchase a house, retire, acquire a pension, travel by coach for free etc. Furthermore, we all have sentiments, based on the thought of age difference, about what behaviours are appropriate at certain ages. These are called age norms . They have a profound influence on our opinion and behavior. Society is continuously doing opinions or distinguishing about what is deemed appropriate behavior at a given age. Our mundane societal judgements are often age based, even if we consciously deny it ( J.Macnicol, 2006 pp.3 ) Age distinction is non needfully discriminatory in a negative sense. Differential intervention may be based on existent grounds of age-related differences which would warrant it for illustration, statute law to protect vulnerable kids. This research paper aims to look at what age favoritism is, what constitutes to age favoritism, the Torahs around age favoritism ( chiefly in the United Kingdom ) , Consequences for those affected by agism, how agism comes approximately and how it can be avoided. While some signifiers of favoritism such as racism and sexism have received widespread and in-depth attending, issues of age favoritism continue to have a comparatively low profile. ( Thompson, S. 2005 ) . Ageism is a term that is usually associated with older people nevertheless agism refers to unjust favoritism on the evidences of age so in rule agism can happen at any age ( Thompson, N. ( 2005 ) The demand to turn to age favoritism has been recognised for rather some clip and, in several states, policies to help older workers day of the month back to the 1920s and earlier. Legislation against age favoritism, nevertheless, is more recent and has been in operation longest in the United States ( US ) , where it was introduced some 30 old ages ago. It is interesting to observe that, while the job of age favoritism has been acknowledged for some clip, merely a few states have introduced statute law to forbid such behavior. Even in these states, the debut of this statute law came some old ages after the debut of statute law forbiding gender and race Introduction and drumhead findings vivii favoritism. This was the instance in the US, Australia and the Republic of Ireland. Discrimination in employment By far the largest figure of studies received concerned employment although they found grounds of favoritism in all these countries. They besides invited studies from older people of their daily experience of age favoritism. Peoples reported being: refused redundancy payments denied the same chances as younger people bullied by co-workers forced to retire before they were ready rejected for employment on the footing of their age compelled to take lower-paid, short-run, impermanent or voluntary occupations Discrimination in employment There are many studies of age favoritism in employment. This may be because there is frequently an expressed age saloon which is non the same in other countries wellness attention, for illustration where favoritism can be more elusive or concealed, and may travel unrecognized by its victims. Age favoritism can hold a really negative impact on mental wellness. Older people reported to Help the Aged cases of depression, defeat, experiencing devalued or rejected, lost assurance, belittling and humiliation, every bit good being excluded and exploited. You will be sing other facets of age favoritism subsequently in this acquisition object but next you can research what underlies negative favoritism the wider construct of agism. Direct and indirect favoritism You have looked at some staff attitudes and related behaviors. Like agism, age favoritism in wellness and societal attention can besides ensue from institutionalized policies and patterns. It may take direct or indirect signifiers ( Levenson, 2003 ; Roberts, Robinson and Seymour, 2002 ) . Direct age favoritism This occurs when people are treated otherwise or denied services because of their chronological age ( e.g. age-related standards for intensive attention beds ) . Indirect age favoritism This happens where a service or pattern has no expressed age prejudice, but there is still a disproportional impact on a peculiar age group who are thereby disadvantaged. ( e.g. hard physical entree to edifices, or clinics held in topographic points ill served by conveyance: factors which can adversely impact everyone, but peculiarly older people ) Age favoritism consequences from agism which is a signifier of bias. Age favoritism can be direct, which occurs when a individual is treated less favorably because of their age. But favoritism can besides happen indirectly, that is, when attention is offered in such a manner that older people are disadvantaged because they are disproportionately affected. Discrimination occurs at many degrees, from the system-wide ( see Box ) to the person. It is deserving emphasizing that favoritism is non needfully unjust, so, positive favoritism is a good established mechanism for turn toing inequalities in wellness. For illustration, people over 60 are entitled to free prescriptions and eyesight trials and the procedure of apportioning resources for wellness and societal attention is weighted by the proportion of older people resident in the local population. It is believed that with age comes wisdom, cognition and life experience. Bing a immature societal work pupil myself and holding personally faced age favoritism led me to derive an involvement and passion for this subject. Since get downing my societal work grade I have been funny as to whether my experiences were isolated or if this is an reoccurring and familiar issue with other immature societal workers and societal work. . When one thinks of favoritism within Social Work it is more frequently thought of the services users being the 1s discriminated against, but as the coevalss move on and there is more of an upspring of immature freshly qualified societal workers, one wonders what sort of inequalities do they face as opposed to the older societal worker? This survey forms the thesis portion of a BA in societal work being undertaken at UEL by the research worker named above. It aims to set up whether or non immature societal workers ( 18-25years ) face age favoritism and if so what may impute to this and what can be done to forestall them being discriminated against. The purpose is to inform the university pedagogues and professionals working in the societal work and wellness and societal attention country. What is a Social Worker? When finding the function of a 1 would sort them as being professionals that work with persons and households potentially seeking to better their lives. Some of this persons may be vulnerable and need aid or protection from things such as injury or maltreatment. This may be assisting to protect vulnerable people from injury or maltreatment or back uping people to populate independently. Social workers are trained and qualified with a Degree in Social Work, or a Diploma of Social Work ( which now no longer exists, holding been replaced by the grade ) . Social workers support people, act as advocators and direct people to the services they may necessitate. Social workers frequently work in multi-disciplinary squads alongside wellness and instruction professionals.A They have to be registered ( with the General Social Care Council ( England ) ; the Care Council for Wales ; the Northern Ireland Social Care Council or Scottish Social Services Council ) and adhere to a professional codification of pattern. Those societal workers who do non adhere to the codifications of pattern face a behavior hearing and could be struck off the registry and non allowed to pattern as a societal worker. This ensures that people utilizing societal work services or service users as they are besides known can hold faith in the professionals entrusted to work with them. Social workers work with a assortment of people including: vulnerable older people kids with disablements adolescents with mental wellness jobs immature wrongdoers grownups with larning disablements people with intoxicant or other dependences refugees and refuge searchers people who are socially excluded Social workers normally have a caseload a figure of instances of individuals/families who they work with at any one clip. Their work, entails visits to service users, appraisals, organizing bundles of support, doing recommendations or referrals to other services and bureaus, maintaining elaborate records and take parting in multi-disciplinary squad meetings. Valuess of a NQSW and more experience SW difference of values of School departer as opposed to one in the profession already. pupils which could hold earnestly impacted on my calling patterned advance. IThe justification to as to why I choose to look into age favoritism for immature societal workers Young societal workers that has faced age favoritism antecedently and I am interested to look into this subject farther as I want to cognize if this a familiar issue with other immature societal workers. What is Age Discrimination? What is Life Experience? Background Ageism and Age Discrimination 4.1 Ageism 4.1.1 Ageism is chiefly an attitude of head which may take to age favoritism. Age favoritism, on the other manus, is a behavioral procedure with results that may be measured, assessed and compared. 4.1.2 aˆÂ ¦ageism is used to depict stereotypes and biass held about older people on the evidences of their age. Age favoritism is used to depict behavior where older people are treated unevenly ( straight or indirectly ) on evidences of their age. ( Ray, Sharp and Abrams, 2006 ) 4.1.3 The first recorded usage of the term agism was in an article in 1969 by Robert Butler. ( Butler, 1969 ) 4.1.4 Ageism is a set of beliefs aˆÂ ¦ associating to the ageing procedure. Ageism generates and reinforces a fright and belittling of the ageing procedure, and pigeonholing givens sing competency and the demand for protection. In peculiar, agism legitimates the usage of chronological age to tag out categories of people who are consistently denied resources and chances that others enjoy, and who suffer the effects of such belittling, runing from wellaˆ?meaning backing to unambiguous smear . ( Bytheway, 1995 aˆ? citing Bytheway and Johnson, 1990 ) 4.1.5 Some authors consider age favoritism to be a aspect of agism itself. ( Ray, Sharp and Abrams, 2006 ) Ageism may be seen as holding an affectional constituent ( feelings ) , a cognitive constituent ( beliefs and stereotypes ) and a behavioral constituent ( favoritism ) . ( Nelson, 2002 ; Palmore, Branch and Harris, 2005 ) Ageism may be positive or negative. ( Reed et Al, 2006 ) 4.1.6 Ageism is broader than age favoritism. It refers to deeply frozen negative beliefs about older people and the ripening procedure, which may so give rise to age favoritism. ( McGlone and Fitzgerald, 2005 ) 4.1.7 Ageism may besides be used to mention to any determination devising on the footing of age. Tsuchya, analyzing public attitudes to favoritism on the footing of age in wellness service determination devising, identifies Ageism, as an attitude of head, can be measured utilizing psychometric trials, most notably the Aging Semantic Differential ( Rosencranz and McNevin, 1969 ) and the Fraboni Scale of Ageism ( Fraboni, Saltstone and Hughes, 1990 ) . Measures of this type by and large find that agism gets less as people get older and that work forces are more ageist than adult females. ( Rupp, Vodanovich and Crede , 2005 ) Ageism is a signifier of oppressiom which consequences from persons being discriminated against strictly on the evidences of their age. 4.2 Age Discrimination 4.2.1 Age favoritism is an indefensible difference in intervention based entirely on age. The significance of age is by and large understood although, within statute law, different age scopes may use in different legal powers. 4.2.2 In definitions of favoritism within statute law, a figure of states distinguish direct and indirect favoritism 4.2.2.1 Direct age favoritism occurs when a direct difference in intervention based on age can non be justified. A direct difference in intervention is a state of affairs in which a individual is, was or could be treated in a less favorable mode than another individual in a comparable state of affairs based on his/her age. 4.2.2.2 Indirect favoritism occurs when a apparently impersonal proviso, step or pattern has harmful reverberations on a individual. ( Belgium aˆ? Discrimination Act of February 25, 2003 ; Ireland aˆ? Equal Status Act 2000aˆ?2004 ) It besides shows how this signifier of favoritism goes mostly unnoticed and has become part of the wallpaper , even to the extent that those who are discriminated against are either unaware of the favoritism, or recognize it but experience themselves undeserving of anything better. The capableness attack ( Sen 1985 ; Sen 1993 ; Sen 1999 ) , focuses on guaranting that people have the same substantial freedoms, that is, the capableness to accomplish the same results should they take to make so. In this manner, equality of capableness requires history and compensation for all factors on the above list, apart from penchants and attempt. In side6 stepping many of the jobs and issues with the equality rules summarised above, the capableness attack has gained important policy entreaty ( Burchardt, 2006 ) . Methodology Data Collection: Limitations- the research worker Datas Analysis: Self-administered in-depth questionnaire were the chosen method for the aggregation of informations as opposed to an in-depth interview. This was partially due to the fact that it was ; a ) cheaper to administrate travel costs b ) It was less clip devouring as it was quicker to administrate. Fought against geographically issues- convenience for both the research worker and the participant can reply when they want, and at the yesteryear that they want. By utilizing a qualitative attack to the research one aimed to garner a greater apprehension of age favoritism for younger Social Workers and supply significances as to what it is, why it may happen and the future effects. One will seek to non generalize the replies provided within my analysis It was felt that a aggregation of primary informations via questionnaires was best suited for the research as it Describe and warrant my research methods- brand mention to literature in the field where possible Describe how and when research was carried out Describe the context and topics of the research Describe how information was organised and analysed Discuss any methodological ( practical issues ) issues I developed my subject around immature Social Workers into a research inquiry I used: It will necessitate a batch of cross-referencing and categorising ( Miles and Huberman -121 ) self-completion questionnaires aimed to acquire in-deptwith closed to acquire a better penetration replies started single sentiments allowed me to analyze whether at that place running subjects more dependable if people added their ain sentiments. unfastened inquiries the ground I used self-completion questionnaire over structured interview first manus informations analysis web log forum sample size pupils /professionals Purposeful sampling of the participants was used in an effort to set up a good correspondence between the research inquiry and the trying fundamentally the participants involved were specific and relevant to the research inquiry. In order to protect the participants confidentiality and the information provided, one will take safeguards such as ( Data Protection Act 1998, pp.119 ) ; non maintaining informations for longer than it required for, maintain all informations and other information secure, protect participant individuality by altering names/locations etc .. ( Holmes, 2004pp.120 ) Sampling technique Questions made them open .easy to read and simple Decided against carry oning interviews as I waned to roll up informations in a more convenient and un-obstructive manner ( Burnet. J pp.9 ) As empirical informations on its ain is non plenty ( Burnet. J pp62 ) , one had to look to theoretical models to research and possible justify the inquiries and replies. Narrative research or action research- based around the two Qualitative method of research was used as one aimed to research a deeper apprehension around the significances, feelings, attitudes perceptual experiences and apprehensions around age favoritism within Younger Social Workers. The How I am traveling to analyze the informations What I am looking for running subjects Finally the ascertained consequences are traveling to be compared to the information found from my literature reappraisal and pp.198 A three-step cryptography procedure will be taken to analyze the informations 1 ) measure one-open cryptography ; this will affect an initial running through of the collected information. 2 ) Measure two, Axial cryptography ; this involves set uping all of the coded sections in relation to one another. 3 ) Step three, Selective cryptography ; this will affect revisiting and reexamining the information and placing the most relevant pieces for farther work. This survey forms the thesis portion of a BA in societal work being undertaken at UEL by the research worker named above. It aims to set up whether or non immature societal workers ( 18-25years ) face age favoritism and if so what may impute to this and what can be done to forestall them being discriminated against. The purpose is to inform the university pedagogues and professionals working in the societal work and wellness and societal attention country. Restrictions: One was non able to roll up a huge sum of soft informations in footings of ocular sounds this would hold been peculiarly effectual when pp121. The gender of the participants was non justified this may hold opened up different avenues in footings of analysis. The demographic information of the participants was non included ; this could hold impacted on the analysis of the research nevertheless this was done to maximize confidentiality and protect the participants. Restrictions to my informations aggregation: There was a greater hazard to losing informations via partially/unanswered inquiries due to a deficiency of supervising or suggestion. Bryan, 2008 explores an interesting point around participants happening it easier to actively to make up ones mind to non reply peculiar inquiries when on their ain due to a deficiency of relevancy to them or merely because they feel that the inquiry is deadening. Literature Review The Laws Around Age Discrimination: Since 1st October 2006, it has been improper for employers and others to know apart against a individual on the footing of his/her age unlike in the US, where ordinances give protection to older workers, the UK regulations apply to all age groups. The UK regulations were originally implemented by The Employment Equality ( Age ) Regulations 2006, but have been incorporated into the Equality Act 2010. The Equality ActA 2010 the bulk in force 1 October 2010 This Act repeals the Employment Equality ( Age ) Regulations 2006 every bit good as several other major pieces of favoritism statute law. It harmonises favoritism jurisprudence in England, Wales and Scotland ( note, non Northern Ireland ) . The Act is being implemented in phases and the bulk of it is in force as of 1 October 2010. The Act may besides widen the prohibition on age favoritism to the proviso of goods and services. As of September 2010, the Coalition is still sing whether to implement this facets of the Equality Act 2010. Click on this nexus for theA Equality Act 2010. What Constitutes Ageism? Effectss of Ageism: It is believed that when one is oppressed against due to their age it can potentially impede their self-pride. Social Constructionism: This is an attack, which challenges the impression that societal definitions and functions are fixed and natural invariables Burr ( 1995 ) It focuses on how we imbue constructs with intending harmonizing to how we understand the universe around us, and that these significances are merely specific to a peculiar cultural or historic context. Pp.6-7 Types of Discrimination: The Age ordinances adopt similar definitions to those applied in most other strands of anti-discrimination jurisprudence. There are four types of favoritism: Direct DiscriminationA where an employer, on the evidences of a individual s age ( or evident age ) , treats him/her less favorably than others are or would be treated. So a refusal to interview anyone over the age of 50 would about surely represent direct favoritism. There is a possible defense mechanism in that it is possible to handle some less favorably than others if the intervention is a proportionate agencies of accomplishing a legitimate purpose this is the alleged objective justification trial which does non look in sex, race and sexual orientation favoritism where a much narrower genuine occupational demand justification operates Indirect DiscriminationA this applies where an employer imposes or operates ( and can non objectively warrant ) a proviso, standard or pattern which puts people of a peculiar age or age group at a disadvantage. For a individual to successfully claim, they must hold really been put to a disadvantage. So a demand for, say, 10 old ages gross revenues experience would put those below the age of around 28 at a disadvantage. So unless that length of experience can be objectively justified, indirect favoritism will hold occurred. HarassmentA this is defined as behavior by one or more individuals which, on the evidences of age, has the intent or consequence of go againsting person s self-respect and/or of making an intimidating, hostile, degrading, mortifying or violative environment. Such behavior might be name-calling, unwanted violative gags, verbal maltreatment and/or disregarding. There can be no objective justification of torment and it is basically the perceptual experience of the victim that counts. The lone possible defense mechanism is that the alleged victim is being oversensitive and the behavior complained of was accidental and could non moderately be taken as violative. Note that bullying , as such is non a class of favoritism, but strong-arming behavior, if based on age, could surely be regarded as torment. VictimisationA this is less favorable intervention of person, non specifically due to their age, ( which would amount to direct favoritism ) , but because they have done one or more of four alleged protected Acts of the Apostless : brought proceedings under the Age favoritism Regulations ; given grounds or information in connexion with proceedings brought be person else ; made allegations that the Regulations have or may hold been contravened ; or done anything else under or by mention to the Regulations. The Positions of Younger Social Workers Social Work The Change from Diploma to Degree: In September 2004, a three-year societal work grade was put in topographic point in England, Wales and Northern Ireland. The Scots governmentA introduced a four twelvemonth grade. The degree programmes replaced the biennial Diploma in Social Work with the purpose of raising criterions of pattern in societal work and hiking the profession. Peoples desiring to set about the societal work degree necessitate to demo that they have an apprehension of societal work and will necessitate some experience of societal work or societal attention prior to analyzing. This experience can be achieved through paid-for work, work arrangements or scenes, life experience ( some people may hold been a full-time carer to a friend or relation at place see subdivision on carers, in our FAQ s, below, which has given them an penetration into societal work ) or volunteering. It is besides possible to analyze while you work ( see subdivision on parttime perusal ) . On the degree class, you will larn about the function of societal work and the assortment of statute law which is applicable to societal work, moralss and values. There is a large accent on practical acquisition and a 200-day arrangement is portion of the class in order for you to set your theoretical acquisition into pattern. Social workers need accomplishments in problem-solving, communicating, working with others and forbearance. On the class you will larn about jurisprudence, partnership working, appraisal, intercession, mental wellness and disablement issues. The entry demand for each class differs, so you need to research what the minimal demand for the class is at each higher instruction establishment and in each UK state. As a regulation of pollex in England you will necessitate 5 GCSE s class A* to C, including English and Maths, and 2 A-levels, but the demand can be higher in other parts of the UK. In Scotland, the minimal entry standards for the grade tends to be 4 Highers and in Northern Ireland, 3 B-Grade A-levels or higher. Who is attracted to Social Work: New figures show a pronounced upturn in pupils fall ining societal work grade classs in Scotland, harmonizing to the Scottish Social Services Council. Early indicants suggest an 8 % addition in admittances in 2009/10 compared with the old twelvemonth, conveying this twelvemonth s entire consumption up to 700 pupils. A lifting tendency of admittances appears to hold been accompanied by increasing Numberss of younger appliers to societal work grades. Following a determination to raise the age barrier which prevented school departers from using, the proportion of appliers in the 16-24 age group swelled from 31 % in 2006/7 to 41 % in 2008/9. Numbers of handicapped appliers are besides increasing, the SSSC says. It is promoting to see more people taking societal work as a calling, says Anna Fowlie, SSSC main executive. We have a committedness to widening the engagement of people in societal work amongst under-represented groups so that the work force more accurately reflects the diverseness of our communities. Recent research by the SSSC and the Association of Directors of Social Work showed that public perceptual experiences of societal work were bettering. It found that 47 % of respondents viewed societal work positively, compared with 38 % the old twelvemonth. hypertext transfer protocol: //www.basw.co.uk/news/rise-in-social-work-undergraduates-in-scotland/ hypertext transfer protocol: //www.gscc.org.uk/cmsFiles/Publications/GSCC_Variations_In_The_Progression_Of_SW_Progression_Analysis_09.pdf Unsurprisingly, pupils age is one of the few demographic features that perceptibly changed since the debut of the new grade. This is chiefly attributed to the remotion of the minimal age demand at which pupils were expected to measure up as a societal worker. In the yesteryear, merely one or two per cent of pupils started DipSW programmes before the age of 20 whereas the proportion of pupils in this age group has risen steadily to 14 % ; this is reflected in the decrease in the average age of pupils get downing societal work programmes from 33.6 old ages ( SD 8.5 ) to 30.7 old ages ( SD 9.2 ) . Among new degree pupils, UG and PG pupils have an about indistinguishable average age ( 30.8 for UG pupils vs. 30.1 old ages for PG pupils ) . As can be seen from Chart 3b, pupils making the Social Work Degree tended to be mature, with more than half ( 52 % ) over 30 old ages old. Although the average age of undergraduates and graduate students were similar ( both 32 old ages old ) , the undergraduate grade class consists of a wider scope of ages, immature and old. A fifth ( 19 % ) of undergraduates in our sample were aged 20 or at a lower place, as would be expected no graduate students were under 21. Postgraduate pupils ( 47 % ) were more likely to be in their late 20s than undergraduate pupils ( 28 % ) . Chart 3b Age profile of first twelvemonth societal work pupils hypertext transfer protocol: //www.scotland.gov.uk/Publications/2005/10/19140054/00554/Q/Zoom/ hypertext transfer protocol: //www.communitycare.co.uk/Articles/2008/11/11/41747/The-Diploma-in-Social-Work-DipSW.htm What are the admittance demands? Mature pupils who are over 21 bashs non ever necessitate formal academic makings, but the choice panels for the DipSW classs will anticipate you to demo your ability to analyze at higher instruction degree, likely by grounds of recent survey or a written trial. It is suggested that you do a part-time or flushing class such as an A Level, advanced GNVQ/GSVQ or NVQ/SVQ Level 3 in attention, the Open University Foundation faculty or an Entree to Social Work class to better your accomplishments and assurance before you apply. Your local farther instruction college will rede you about possibilities. If you have a grade or keep a making which is considered to be tantamount to a grade, you will be eligible to use for a postgraduate class. All graduate student classs require six to 12 months experience in a societal work or societal attention puting. For precise demands, it is ever best to reach the university you are interested in using to, as the standards vary well from topographic point to topographic point. If you are under 21 on the day of the month a DipSW class starts, you must keep either: 2 A Levels and 3 GCSEs ; or 5 base on ballss for the Scots Certificate in Education including 3 at Higher Degree ; or any other educational, professional or vocational makings ( e.g. NVQ/SVQ Level 3, GNVQ/GSVQ Level 3 ) considered by the GSCC to be tantamount. hypertext transfer protocol: //www.communitycare.co.uk/Articles/2009/04/03/111200/Universities-and-employers-use-new-tactics-to-attract-more-people-to-social-care-related.htm Between 1995 and 2003 there was a dip in the figure of people analyzing the old societal work sheepskin. After the societal work grade was launched in 2003 this reversed, but since 2005 the figure of pupils analyzing societal work has fallen once more and now merely 5,000 are on GSCC-approved societal work grade classs in England. hypertext transfer protocol: //swoty.wordpress.com/2010/06/27/the-workforce-crisis-in-social-work-and-its-meaning-for-the-w-a-community/ Age favoritism in wellness and societal attention Unlike employment, there are no Torahs to protect people against age favoritism in wellness and societal attention services. You may experience that you have received hapless quality intervention because of your age, for illustration possibly your GP will non mention you to a adviser. If you are unhappy with your intervention, you should kick to the service concerned. hypertext transfer protocol: //www.informationnow.org.uk/resources/articles/451 hypertext transfer protocol: //www.equalities.gov.uk/pdf/110301 % 20Consultation % 20doc.pdf The position from the British Association of Social Workers Fran McDonnell, societal attention work force development adviser and chair of BASW s acquisition and development commission, writes: Personally, as person who became a trainee at 18 and went on my CQSW class at 20, measure uping at 22, I do nt hold a job with younger people going trainees or pupils on societal work classs. I think what matters is a thorough choice procedure to guarantee appliers are suited and that they have shown involvement and aptitude in working with others: such as whether they have done some voluntary work. It could be damaging to enrolling high quality practicians if there was no calling pathway straight into societal work from school, farther instruction or higher instruction as in instruction and nursing etc. I think it is more of import to hold good pattern instructors and appropriate arrangements and that universities filter out pupils who are non fit to pattern. Appropriate support should enable this to go on. hypertext transfer protocol: //www.communitycare.co.uk/Articles/2009/06/02/111697/carespace-debate-hots-up-over-age-of-social-workers.htm Social workers are besides younger than in the yesteryear, with the proportion under the age of 24 holding doubled in the last five old ages ( 20 % in 2003/04 compared to 39 % in 2007/08 ) . The minimal age, antecedently set at 22, has now been abolished. Social workers in England are now required to hold a Bachelor s grade, but concerns remain about the degree of experience and preparation among those set abouting ambitious work with kids and households. hypertext transfer protocol: //www.nuffieldfoundation.org/news/should-social-workers-be-expected- % E2 % 80 % 98do-it-all % E2 % 80 % 99 However, one of the effects of the new grade ( Evaluation of Social Work Degree Qualification in England Team, 2008 ) is an addition in younger alumnuss. This means that we would anticipate to see a somewhat younger age profile among societal workers from informations collected in 2009 when compared with 2006. hypertext transfer protocols: //media.education.gov.uk/MediaFiles/A/8/B/ % 7BA8B62CDE-EF76-4379-9BB5-604DD3F46317 % 7DSWTF % 20Workload % 20Survey % 20 ( concluding ) .pdf pupils are allowed to inscribe one time they are over the age of 18, and this has resulted in a rise in the proportion of pupils aged 18-20 from fewer than 1 % in 2001-2002 to 14 % in 2005-2006 hypertext transfer protocol: //www.sciencedirect.com/science? _ob=ArticleURL A ; _udi=B6WNX-4XKXRJN-1 A ; _user=132444 A ; _coverDate=07 % 2F31 % 2F2010 A ; _rdoc=1 A ; _fmt=high A ; _orig=gateway A ; _origin=gateway A ; _sort=d A ; _docanchor= A ; view=c A ; _searchStrId=1706792304 A ; _rerunOrigin=google A ; _acct=C000011018 A ; _version=1 A ; _urlVersion=0 A ; _userid=132444 A ; md5=7538ded29004839e49cc238d1e6b3d94 A ; searchtype=a .2. There are a scope of entry paths to societal work preparation which allow for mature entrants, re-entrants and those sing a calling alteration. The GSCC s analysis of the composing of the consumption on societal work programmes for 2007-2008 indicates that 24 % of pupils study at Master s degree, 64 % at degree degree. A farther 12 % are sponsored on employment based paths and/or part-time.[ [ ]3 ] Mature pupils continue to do up the bulk of the consumption with pupils over the age of 25 accounting for 61 % of entire consumption. hypertext transfer protocol: //www.parliament.the-stationery-office.co.uk/pa/cm200809/cmselect/cmchilsch/memo/trainingsocwor/ucm1302.htm The new societal work grade introduced in 2003, which entitles alumnuss to professional enrollment leting them to pattern in the UK, is assisting to alter the traditional profile of a freshly qualified societal worker. Walker says: Social work has attracted late entrants, and while life experience can assist it, is non a requirement to going a societal worker. Because of the degree societal workers are acquiring younger and I think we need a balance of entrants coming into the profession. hypertext transfer protocol: //www.guardian.co.uk/society/2007/nov/22/publicsectorcareers.socialcare As an applier for societal work preparation, you need to be prepared to examine, challenge and alter your ain attitudes and biass. You may go involved with the behaviors of persons and households whose ways of populating their lives are really different to yours, and you may even be required to utilize statute law to protect grownups and kids who are vulnerable or at hazard. Datas from the Social Care Register besides reveals that two per cent of registered societal workers are under 24 ; 16 per cent are aged 25-34 ; 25 per cent are 35-44 ; 33 per cent are 45-54 ; and 24 per cent are over 55. despite common consciousness that the aging work force represents a challenge that companies will hold to get the better of ( Armone, 2006 ) , the bulk of companies surveyed ( Armone, 2006 ; Schramm, 2006 ) have yet to take proactive stairss to restrict the negative effects that the aging work force may hold for the future growing of their companies. Give the research which suggests that age is frequently positively associated with public presentation ( e.g. , Arvey, Miller, Gould A ; Burch, 1987 ; Avolio, Waldman, A ; McDaniel, 1990 ; Bass A ; Turner, 1973 ; Cleveland A ; Shore, 1992 ; Nelson, 2002 ) , o Evidence Analysis of informations Include ommisions Dissertation Conclusion Age favoritism is more frequently covert and elusive and is inexplicit in a general deficiency of precedence for older people s services. Discrimination is sometimes hard to divide from other issues around, gender, poorness, ethnicity and the manner in which people with disablements and long term unwellness are treated. when work is designed to advance concerted mutuality, people are more likely to go relationally-focused ( Brickson, 2000 ) , thereby developing personalized apprehensions of one another instead than trusting on the sorts of stereotypes that can trip agism and other prejudiced behaviour. The decision states what you have discovered and what you have concluded from it. You should non be showing new thoughts or new beginnings in the decision. Last Page: Evidence | Next Page: Recommendations The decision summarises the consequences of a thesis and contains the concluding tax write-offs you have made from your research. Your thesis decision should incorporate a concise and clear description of the consequences of the conducted research. The decision should be written after the chief organic structure of the paper has been finished, and the thesis inquiry has been dealt with wholly by you, the author. It does non incorporate any extra or new information or stuff it is a sum-up of what you have found and the chief points you have made. Writing is a alone occupation, unless you re a drinker, in which instance you ever have a friend within range . ( Emilio Estevez ) Writing your thesis decision The chief chapters of your thesis will hold focused on peculiar subjects or issues. For illustration, each chapter may hold focused treatment on a peculiar text. Alternatively, you may hold structured your work so that each chapter is devoted to treatment of a peculiar facet of your overall subject. The decision offers the chance to reexamine your work as a whole, to place the points of comparing and contrast the assorted texts you have examined, and to demo that, in the procedure of your survey, you have developed a more precise, critical apprehension of the manner they deal with your subject. This is besides an appropriate topographic point for you to indicate to the restrictions of small-scale research of this sort and to bespeak possible avenues for research workers to turn to the issues in the hereafter. Remember the decision DOES NOT incorporate new issues non explored elsewhere or new stuff. It is at that place to reason and pull together what you have discovered, non to add to it. Would hold been good to hold a ocular information aggregation which could hold ben achieved via observation/interviews. Dissertation Recommendations Your thesis recommendations should emerge from the decision, suggest what is to be done, who is to make it and how/when it is to be done, and be justified based on findings, non merely the sentiment of the author. Last Page: Decision | Next Page: Referencing Often the recommendations from thesiss get translated into action programs to cut down the load of sightlessness in their communities ( Community Eye Health Journal, London ) . Recommendations cover two cardinal facets. They may propose action which could be taken right now in relation to a peculiar issue or subject. In add-on, or instead, they may propose that farther research and work is necessary to be able to take appropriate action. Research frequently exposes farther jobs and introduces more inquiries. As a pupil, there is a clip bound to your research undertaking, so it is improbable that your work would hold solved all the jobs associated with the country of survey. Therefore, you will be expected to do suggestions about how your work can be improved and, based on your findings, whether there are countries that deserve farther probe. What you write in this subdivision will demo whether you have a steadfast grasp of your work, and whether you have given sufficient idea to its deductions, non merely within the narrow confines of the research subject, but to related Fieldss. These reflect your ability for original idea, and your possible to transport out original research ; cardinal issues in a research grade. In the instance of a high degree thesis, such as at PhD degree particularly, where you are expected to be the expert, it would be more than abashing if an assessor can do more suggestions about how your wo rk can be progressed. This is non a novel to be tossed aside lightly. It should be thrown with great force. ( Dorothy Parker ) Key recommendations contents: Remedial action to work out the job. Further research to make full in spreads in our understanding.A Directions for future probes on this or related subjects. Principles of anti-ageist pattern Good pattern in work with older people is inherently anti-ageist. Unfortunately, ageist attitudes and policies, unequal resources and deficiency of staff preparation in the demands of older people all conspire to take down the quality of pattern. Are there rules that should inform an anti-ageist pattern with older people? Think about the undermentioned cardinal words: Value and esteem Listening Seeking information The older individual s voice Choice Inter-depenency Priortion of service Principles of anti-ageist pattern Suggested reply We would propose the followers: Value and esteem the single older individual as the grownup he or she is. For illustration, do non take down with names like dear or utilizing first names without permission and regard privateness. Listen and seek to understand what the older individual wants. Seek information, without being intrusive, about the individual s life: household history, work, involvements etc. as this can assist with 2 above and can besides help in organizing a relationship. Ensure that the older individual s voice is heard, if necessary through an advocator. Offer pick. Promote inter-dependency. Independence may be a hard end for some older people, but inter-dependency i.e. being able to give emotional support, for illustration, in return for support given may be a more realistic purpose. Prioritizing services for the most deprived older people such as those with terrible mental wellness jobs and those in poorness for illustration, many older adult females and black and Asiatic older people. Bytheway, B. ( 1995 ) Ageism, Buckingham, Open University Press Bytheway, B. and Johnson, J. ( 1990 ) On specifying agism , Critical Social Policy, 27, pp.27-39. Levenson, R. ( 2003 ) Auditing Age Discrimination: A Practical Approach to Promoting Age Equality in Health and Social Care, London, King s Fund Ray, S. , Sharp, E. and Abrams, D. ( 2006 ) Ageism: a benchmark of public attitudes in Britain, London, Age Concern England Roberts, E. , Robinson, J. and Seymour, L. ( 2002 ) Old Habits Die Hard: Tackling age favoritism in wellness and societal attention, London, Kings Fund Robinson, B ( 1994 ) Ageism, Appendix B, hypertext transfer protocol: //ist-socrates.berkeley.edu/~aging/ModuleAgeism.html Avery, D. R. , McKay, P. F. , A ; Wilson, D. C. ( 2007 ) . Prosecuting the aging work force: The relationship between perceived age similarity, satisfaction with coworkers, and employee battle. Journal of Applied Psychology, 92, 1542-1556. Avolio, B. J. , Waldman, D. A. , A ; McDaniel, M. A. ( 1990 ) . Age and work public presentation in nonmanagerial occupations: The effects of experience and occupational type. Academy of Management Journal, 33, 407-422. Celejewski, I. , A ; Dion, K. K. ( 1998 ) . Self-perception and perceptual experience of age groups as a map of the percipient s class rank. International Journal of Aging A ; Human Development, 47, 205-216. Finkelstein, L. M. , A ; Burke, M. J. ( 1998 ) . Age pigeonholing at work: The function of rater and contextual factors on ratings of occupation appliers. Journal of General Psychology, 125, 317-345. Kite, M. E. , A ; Johnson, B. T. ( 1988 ) . Attitudes toward older and younger grownups: A meta-analysis. Psychology and Aging, 3, 233-244. Kite, M. E. , Stockdale, G. D. , Whitley, B. E. , A ; Johnson, B. T. ( 2005 ) . Attitudes toward younger and older grownups: An updated meta-analytic reappraisal. Journal of Social Issues, 61, 241-266.

Although the dangers of smoking have long been recognized, people Essay

Although the dangers of smoking have long been recognized, people continue to smoke. Why has the battle against smoking not been - Essay Example On 29 September 2005, the Supreme Court of Canada ruled that British Columbia could sue tobacco companies to recover health care costs for ill-nesses caused by smoking. In opposition to this rule, Rondi Adamson in his article Do We Really Want Private Decisions Regulated?, states," But just how much do you want your private decisions regulated by others, snitched-on by your neighbors or used by your government so they can make some money?". The point being that, people deserve to take control of their own life and be responsible for their own decisions, whether harmful or beneficial. He rightly argues that if this view is to be taken into account for making decisions, then even companies manufacturing a product as commonplace as potato chips should be sued, as even they are dangerous to health. This analysis makes the order of the Supreme Court sound rather dubious. Moreover, our government clearly exhibits double standards when it comes to eliminating tobacco products. It is a well- known affair that the government earns a hefty amount on an annual basis in the form of taxes which it imposes on the tobacco companies.

Parenting And Education Essay Example | Topics and Well Written Essays - 500 words

Parenting And Education - Essay Example My Mother’s frequent visits affirmed her love for us and encouraged us to excel at academics. During the vacations, my aunts sometimes contributed to our care during my Mother’s regular business trips, but I am aware that it was my Mother who raised us single-handedly, and with several sacrifices on her part. My Mother was not as fortunate as we have been. Her separation from her parents at a very young age, due to compelling economic factors, persisted throughout her life. My maternal grandparents were poor traders in Ghana, who did not have the means to support their children. As their poor livelihood did not permit them to educate my Mother, she was sent to live in her uncle’s home. This uncle saw her through school, and then my Mother secured a scholarship which enabled her to pay her way through college and secure her Bachelor’s degree in Art. My Mother met and married my father in her late thirties, while on a short visit to the United States, and he r parents passed away before the birth of my eldest brother. As such, my Mother is very much a self-educated and self-made woman. When I consider the differences in the manner in which my Mother secured her education and the way in which she supported us through our academic careers, I never cease to marvel at her strength of purpose and her clear perspective on what she wanted for us. My Mother was determined not to let economic factors or the nature of her occupation compel her to send us away to grow up in the homes of relatives.

Working as a Human Services Professional Assignment

Working as a Human Services Professional - Assignment Example g about the Human Services field which would assist in expanding education and skills are as follows: (1) by regularly apprising oneself on current and future trends in Human Services through reading authoritative sources on this field of study; (2) by attending conferences, seminars, leadership training and development under the Human Services field through the Human Service Leadership Institute (Human Services Leadership Institute, 2012); and (3) by pursuing higher education courses or programs in Human Services (Hack College, 2015), . These opportunities for learning and developmental growth could be achieved by scheduling continued learning in one’s daily activities. The three ways to hold accountability for performing quality work as the administrator/CEO of the Humanitarian Agency are as follows: (1) through clear stipulation of roles, responsibilities, and commitment as the CEO/administrator, as stated in one’s job description and in the organizational structure; (2) through explicit planning and development of policies and procedures that would delineate functions and stipulate accountabilities or deliverables expected of one’s role; and (3) through using resources to communicate clear standards or goals of performance and evaluating the manner by which these goals have been achieved within stipulated time frames. Likewise, as emphasized by Este (2007), â€Å"the challenges to implementing accountability in the human services could be overcome with the appropriate planning, organizational commitment, and resources† (p. 1). Este, S. (2007). The Challenges of Accountability in the Human Services: Performance Management in the Adult Protective Services Program of Texas. Retrieved from Applied Research Projects, Texas State University-San Marcos:

Introduction To Baby Dumping Children And Young People Essay

Introduction To Baby Dumping Children And Young People Essay Baby dumping is the act of those irresponsible human who dump their babies who are younger than 12 months in the public toilet,garbage bin or even the jungle.It has become a serious social problem in our country because the number of baby dumping cases in our country keep increasing year by year.Majority of the people who involved in baby dumping cases are teenagers.This happens when teenagers have unprotected sex before marriage without any planning,unreported rape cases,sex before marriage and also prostitution.After they they have unprotected sex,they feel very pressure when they think that the baby might become a burden to them where they are not ready to take care of the baby.They are unable to make a correct decision.Immature mind of the teenagers will make them to think that the best solution is to throw the baby away because they might get rejection from their parents. Some of the boys might deny their actions because they are worried that people will look down on them.There are too many factors that can lead to baby dumping cases.Literally,baby dumping shows a bad image to the society and it will affect our countrys growth where people other countries will look down on our country.Investors will never dare to invest in a country with a lot of social problems like this.It can also affect the reputation of our country.Teenagers can easily make mistake without the proper guidance from the correct person.The government,parents and schools should work together to prevent teenagers to dump their babies. 2.0 Presentation and analysis of findings 2.1 How baby dumping affect the countrys growth 2.1.1 The negative views from other countries This issue can cause a bad image of society and country. People from other countries will never think of migrating to our country which has so many social issues. Our country will get negative views from the society and foreign countries. The action shows how cruel is our countrys citizen. 2.1.2 The number of investors who invest in our country decreases. Baby dumping cases actually affect the economic growth and our countrys economy might be stagnated when less investor invest in our country when we have a bad image. This will also affect the foreign investment in our country. People in the country will also be affected when there is problem with the economic growth of the country. The unemployment rate increases hence the crime rate will also increase accordingly. 2.1.3 The Government is spending more money The Government need to accommodate the babys expenses and this will be a burden to the government in term of money where they will also need to spend money to solve these cases. They will also need to find out the parents of those abandoned babies. When the government is spending more money on this issue, some other people who needs financial help might not get the full financial aid. 2.1.4 The increase of the number of crime rate. The number of crime rate increases due to the increase of baby dumping cases which is also a criminal where that is actually an action of the people who tries to kill or killed their babies. Those who found guilty to the case of baby dumping can be jailed for 7 years. 2.1.5 Affection to the society normal growth The action of dumping a baby will be mimicked by people all in the country when they had unwanted pregnancy and they dont have any idea what to do to the baby after giving birth .The society will become unhealthy due to this issue which keep increasing year by year. 2.1.6 Influencing the nation of the country The number of population in the country will become smaller and smaller. The country will face difficulties in developing and moving forward for improvements due to the lack of workers in various industries and our country will have to hire foreign workers which will threaten the people in our country. 2.2 Steps to prevent baby dumping cases 2.2.1 Parents should pay more attention on their children Parents have to monitor their childrens activities and behavior. They should guide them with some sex education and also teach them to differentiate between correct and wrong things to do in any situations. Besides that, they should spend more time communicating with their children to give a better understanding of what their children are actually doing. 2.2.2 Restrict the number of pornography websites in our country Pornography is one of the ways which lead to baby dumping. Teenagers could access to pornography in just a few clicks on the internet. The parties who are involved should ban some of the pornographic websites, so that teenagers will not be able to access to pornography. 2.2.3 Moral behavior by the parents Parents play an important role to educate their children about sexual behavior, the way to stay out of sexual relationships and how dangerous is unprotected sex. All these must be explained to the children and they will be able to do things rationally. Parents should teach them the way to prevent pregnancy and what will happen when the children have free sex. 2.2.4. Sex education in school The school should provide proper sex education to the students so that they will know how important is his or her body and relationships. The students have to know more about sexually transmitted diseases such as HIV and AIDS and how it affects humans body. The school counselor should always be ready to guide the students and lead them to the correct way. 2.2.5 Teenagers should learn self control techniques Teenagers nowadays normally will not able to think rationally because they are not mature enough to make decision. They should learn all the techniques of self-control to prevent them from having unprotected sex or sex before marriage that will cause unwanted pregnancy. They have to control themselves because they have the right to say NO if someone offered sex. They should attend youth camps and campaigns so they will able think rationally. 2.2.6 The government should organize campaigns and talks The government should organize more campaigns and talks and encourage more students to join to educate them with the knowledge of sex education and the effect of baby dumping to themselves, the community and the country to create awareness among the teenagers about baby dumping and free sex. 2.2.7 Create awareness through mass media Mass media is also a very important way to prevent baby dumping. This is the best way to educate and communicate with the teenagers. The mass media department can organize some programs for teenager on television or radio about the importance of protecting themselves from getting involved in sex by providing them useful information and knowledge. Moreover, they can invite psychologist and sex therapists for some special programs on sex education to have more personal discussion and allow the public to call on-air for a call session if they have any hesitation about sex. 2.2.8 New rule should be formed The government should form a new rule to restrict the teenagers below 18 years old to check-in hotel or motel without parents or guardian so that the free sex can be reduced among the teenagers so that they will not able to check in to a hotel to do something that will destroy their future. This can also prevent cases like violation to happen. 2.3 Conclusion In conclusion, the awareness of unprotected sex and sex education showed the significant link with our countrys baby dumping issues. Teenagers should have a good understanding on unprotected sex so they can prevent sex before marriage and unwanted pregnancy. Parents, government and schools should work together to educate the children about the sex education so they will not easily get involved in the unprotected sex at the young age. Teenagers should know how to protect themselves. Actions should be taken by all the parties to prevent teenagers from making a wrong decision. If no one is working on it this will literally leads to a bad reputation of our country. Government should organize more programs that not only open to teenagers but open to the public. After running all the steps of prevention, hopefully the reduction of baby dumping cases goes effectively. 6. Recommendation In order to cope with this baby dumping cases, government should come out with several policies and programs. First of all, the government may incorporate sex education in school curriculum as part of a holistic approach to tackle baby dumping cases. This approach is needed in order to provide awareness and better understanding of reproductive system and health at school level. Besides that, the government also can restructure or add the syllabus in certain subject such as Pendidikan Islam or Pendidikan Moral in order to create awareness and highlighted the consequences of social problems like free sex and baby dumping. The government also should promote Islam as a way of life especially to the Muslim youth as we can see nowadays; most of the people who involved in baby dumping were Muslims. Islamic scholars and Ulama must take this responsibility to explain to the community about Islam. However, it is important for the religious persons to use suitable method according to target group in performing this task. The government also can bring the Ulama or others religious person from other religion to give talk to the teenagers based on their belief especially when there is a program for teenagers as well as when there is a national campaign to curb with this kind of social problem. Drastic step by the government in categorizing baby dumping as a criminal amounting to murder if it meets with all the legal specifications is also can be introduced. The government can give another chance to the guilty parents if their baby is found alive but if the baby is found dead, the guilty parents need to be penalized under this criminal act. 3.0 Introduction to Information Technology Information Technology (IT) can be defined as the technology that is used to store,acquire,organize,communication and data processing.Generally,IT (Information Technology) has brought a huge improvements to the human in their daily lives.IT makes life easier where IT helps human by doing things for them faster,precise and efficient.IT contributes a lot to education, health industry, money, careers,leisure and government departments.Everyday there are new inventions and innovations such as computers,laptops,digital cameras,music players,.IT helps in the economic growth and developments of all the countries in the world.Examples of information technology include smartphones,televisions,printers,radios,music players and other electronic gadgets.Information Technology contributes a lot in education.It helps student to do things effectively and reduce the random errors that can be caused by the students.It helps college students in doing research,projects and also their assignments.Inform ation Technology also helps human in exchanging informations with each other.Information Technology has become one of the most important things in the world.Hunans nearly cant live without the help of InformationTechnology. How IT(Information Technology) influence me as a college student Communicate with lecturers through social networking I can easily start a conversation with my lecturer in just a few clicks.Group chats and discussions where we can share our thoughts with all the lecturers and giving ideas in the progress of learning new topics.It also helps me to get closer with all the lecturers,when I have any problem or question I can easily get to them and discuss with them.This helps me to improve in the progress of my course.We can even make video conference to discuss about our assignments so the lecturers can give us a better understanding of some topics. Information technology as an additional knowledge Information technology became an additional knowledge to us where we can actually make use of them after we graduate from the college in the future. There are too many things in information technology for us to learn and all those are lifelong knowledge that can be used in the world of career and create more employment opportunities. Gained ability to follow instructions Through computer, I gained the ability to follow instructions and problem solving skills.I will learn how to instruct others and also to accept opinions by others and this will help me when I work in a large organization later.This is a very goodway for me to learn and behave myself. Access to online libraries Ebrary(electronic library) is an online digital library which contains ebooks.It offers variety of books from different language which I can easily get access to it and eventually I can read books anytime and anywhere without going all the way to the library.It saves time and also will help us to get information quicker.It can also save papers where I dont need to buy or photocopy books when I need to read a book,I can easily access to the ebrary in just a few clicks. Multimedia learning resources The multimedia learning resources which can explain the phenomena and arouse my interest to learn and do thing rationally.I will be able to learn more from Information Technology that will help me in my studies and I will have more interest in process of learning in the college. Easily collect and gather information I can easily collect and gather information that I need for my assignments in the whole progress of my studies.I will have more sources to on finding of materials through internet.On the other hand,I can view news and read articles online so that I can perform better personal development and self improvement. Store and protect information With the IT inventions,now we will be able to store our documents or files into the online webstorage,where we can actually store and backup the information in the system so we will never lost it and in case if any file is missing we still have a hard copy in the system and this system is very secure which can prevent hackers from gaining access to my private information. Gained the ability to work productively and securely Ill have a better experience in time management.I can learn how to work productively and securely when the lecturers give us some work such as the typing some words and where we will need to finish it in a period of time.I can learn more about the way to manage my stuff by doing them perfectly in a given time. Develop Presentation skills. With the use of Microsoft powerpoint,now I learn the ways to present correctly.Next,I can also easily present the information for my assignment to give a better understanding of my assignment.This develops effective presentation skills to be used in the future.Presentation is very important in all types of industries in my country.This can also build more confidence in myself so i will be able to present perfectly in the future. Always get up to date information in a short time and get the latest updates. When i do my project,I can easily get the latest update of all the informations I need.I can search everything i want on the internet in order to finish my tasks and or projects.For example,i can read the latest news online,ebooks,journals and magazines.The access to all these books is very simple and it saves my time on doing my project and this will also train myself to be more responsible in doing things whether for the community or the country. Improve my technical skills and learn teamwork skills. Through Information Technology I can improve my technical skills in computers and electronic devices and I will understand how to run software on the computer that can make my work easier. Besides that, from Information Technology I learn the teamwork skills where I can use it in the future so that I can easily get used to the trend of working with a team of people in an organization .I will become more motivated in doing things. Invention of laptops The invention of laptops make my life easier.I can keep all my private documents in the laptop because im the only owner for the laptop so this is more to privacy.Furthermore,the laptop will increase the vulnerability of my data,Laptop is more convenient because it is portable and I can bring it everywhere and do my assignment any time when I feel like doing it. Conclusion IT should therefore be a must for every person especially to students,Information Technology contributes a lot to education especially in a college,the students use information technology to do their work so that they will be more efficient.Moreover,it will only help college students to complete their tasks more effective and faster besides of improving productivity.Information Technology continues to develop day by day.The new Information Technology Applications that can help in the progress of studying of the college students.Now,they can actually learn more and save time in doing tasks.Students eventually can get information easily from the internet.Students can learn a lot with Information Technology.A student will become more responsible when they come to the world of career after they graduate.This will create more employment chances to them with the knowledge of computer by the information technology. Year 04 78 67 83 76 102 79 91 total 576 Future Leaders Perception on Baby Dumping Issues In Malaysia Nazni Noordin 1+ , Zaherawati Zakaria 2 , Mohd Zool Hilmie Mohamed Sawal 3 , Zaliha Hj Hussin 4 and Kamarudin Ngah 5 1,2,4 Faculty of Administrative Science Policy Studies, Universiti Teknologi MARA, P. O Box 187, 08400 Merbok, Kedah. Malaysia 3 Faculty of Information Management, Universiti Teknologi MARA, P. O Box 187, 08400 Merbok, Kedah Malaysia 5 Centre for Policy Research and International Studies (CenPRIS), Universiti Sains Malaysia (USM), Pulau Pinang Abstract. The increasing cases of outrageous acts of dumping new-born babies and foetuses in Malaysia recently alarming the Malaysian to take serious attention in handling this matter. This research was about teenagers perception on baby dumping issue. Out of 7,535 populations at four selected schools at the area of Bakar Arang State Assembly under Sungai Petani Parliamentary, Kedah, 400 students were selected as respondents. In this study, simple random sampling was used. This research used Descriptive Statistic and Pearson Correlation for data analysis purposes. Data were collected from July until October 2010. Three hypotheses were tested and accepted. The result indicates that there were positive relationship between awareness towards consequences of free sex, knowledge on sex education and religious belief towards baby dumping cases. The significant of this study was awareness creation on consequences of having free sex among youngsters as well as parents and school administration and also inclusive of religious bodies/agencies in taking seriously on the impact of this issue towards our social development in global era. Conclusion/Recommendations: The recommendations were made to the parties concerned in this issue in order to find the best solution in curbing this problem. Keywords: Baby dumping, Teen, Awareness, Sex Education, Religious Belief. 1. Introduction Lately, Malaysia is facing a serious issue regarding on baby dumping which getting more chronic and cause a lot of attention. This social problem appears every day in newspaper and mass media. From the period of January until July 2010, public were shocked, appalled, dismayed by the increasing reported cases of abandoned babies, some of whom were found dead. This incident indirectly indicated that something is wrong in our society [1][2][3][4][5]. What is actually the issue of baby dumping? It is not only just dumping new-born babies but also refers to discarding or leaving alone, for an extended period of time, a child younger than 12 months of age in a public or private setting with the intent to dispose of the child. The worse situation of this issue also can be seen when a girl gives birth in a school bathroom at night then throws the baby into the garbage or in the toilet bowl, also when a baby flung in the chicken coop, a baby swaddled in newspapers left squalling by a fly-infested dustbin, a baby abandoned under the harsh sun beating down on a wet rice field, a baby stuffed into a cabinet drawer, a baby left on the doorsteps of peoples home with notes or in a mosque. It is so embarrassing, sad and worst scenario that happened in our society. + Corresponding author. Tel.: +604- 4562519; fax: +604- 4562234 E-mail address: [emailprotected] 137 2012 International Conference on Economics Marketing and Management IPEDR Vol.28 (2012) Â © (2012) IACSIT Press, Singapore Statistics from the Malaysia Welfare Department for this year, from January to April 2010, reported that 111 unmarried young girls were pregnant. The figure, however, is just the tip of the iceberg as many cases go unreported and pregnancies terminated. It also reported in New Straits Times on 23rd July 2010, the body of a baby girl found in a bag at a bus stop near the Sultan Ismail Hospital, Johor Bahru in the morning. Also there a baby found buried. New Straits Times on 18th July 2010, reported that a fetus was found buried by the roadside in Jalan 12, Bandar Puteri Puchong, Selangor. Baby dumping is not the solution to a life problem and it could be charged under Section 317 of the Penal Code which carries a maximum jail term of seven years or fine or both according to the Malaysian law. For the past few years there are many newborn babies have been found, dead or live in the most unlikely places like rubbish dump. For instance, The Malay Mail on 26 July 2011 [5] reported that a fetus with the umbilical cord intact was found in a garbage can at Pulau Mutiara wholesale market in Jalan Makloom, Penang. This shows clearly that baby dumping is really serious problem that currently happened in our society. 2. Problem Statement Table 1.Statistic of baby dumping cases from the Headquarters of Royal Malaysia Police (PDRM): By State from 2005 until 7 April 2010 Cases of Baby Dumping Reported in Each State from 2005 until 7 th April 2010 States Number of cases Selangor 105 Johor 83 Sabah 65 Sarawak 34 Negeri Sembilan 24 Pulau Pinang 22 Perak 19 Pahang 17 Kedah 17 Kelantan 10 Terengganu 5 Melaka 3 Kuala Lumpur 2 Perlis 1 Total 407 Based on Table 1, the statistic from the Headquarters of Royal Malaysia Police (PDRM) [6] indicated that there were 407 cases of baby dumping, for the past five years starting from 2005 until 7th April 2010. On average, there are 68 cases every year and these cases keep increasing. While in Figure 1.2.1, it shows that, there are 472 babies found dumped nationwide since 2005 until 16th August 2010. In year 2010 alone, it already recorded 65 cases up to 16 August 2010. That is means average 8 cases per month solely in year 2010 and this figure is not included the cases that not reported. According to Federal Criminal Investigation Department (CID) Director Commissioner Datuk Seri Bakri Zinin, this year alone (2010), as at 16 August 2010, 65 dumped babies had been. As compared to 42 cases during the same period last year (2009), there is an increase in these cases [7]. Recently, the Cabinet also informed that there were 21 recorded cases of students who got pregnant out of wedlock between 2006 and 2010. Then, what about the unreported and unrecorded cases? Public belief that the figure more than what we can imagine. After all the shocking incidents proven by the data produced by PDRM and Welfare Department, we found a strong base to do this study. 3. Methods Material A simple random sampling technique was conducted among 400 students (out of total 7535 students) from Form One until Form Six (Upper Six) in secondary schools at the area of Bakar Arang State Assembly under Sungai Petani Parliamentary, Kedah. The schools involved were Sekolah Menengah Kebangsaan 138Ibrahim, Sekolah Menengah Kebangsaan Sungai Pasir, Sekolah Menengah Kebangsaan Khir Johari and Sekolah Menengah Kebangsaan Bandar Sungai Petani in Sungai Petani, Kedah.The data was analyzed using Statistical Package for the Social Science (SPSS) in getting descriptive statistic and correlation. 4. Results Discussion 4.1. Profile of Respondents Out of 400 respondents, there were 183 (45.75%) male respondents and 217 (54.25%) female respondents. This finding showed the dominant of female respondents in this study. Regarding the age group, the respondents were in the age of 13 years old (18 students or 4.50%), followed by 14 years old (51 students or 12.75%), 15 years old (44 students or 11.00%), 16 years old (97 students or 24.25%), 17 years old (94 students or 23.50%) and lastly 18 years old and above which is 96 students or 24.00%. The highest respondents in this study was 16 years old, followed by 18 years old, 17 years old, 14 years old, 15 years old and the lowest respondents were 13 years old. The race of respondents in this study consist of three major races in Malaysia which is Malay, Chinese, and Indian and the balance was other races. From the finding, it can be concluded that the highest race in this study was Malay, which consist of 242 students (60.5%), followed by Chinese, 75 students (18.75%), Indian 67students (16.75%) and the lowest was other races which consist 16 students (4.00%). 4.2. Result of Findings H1: There is a significant relationship between awareness towards consequences of free sex and baby dumping issue from the secondary school students perspective. Table 2. Awareness on consequences of free sex towards a perspective of baby dumping issue Awareness towards consequences of free sex Baby Dumping Pearson Correlation 0.396** Sig. (2-tailed) 0.000 N 400 **. Correlation is significant at the 0.01 level (2-tailed). There was a significant relationship between awareness towards consequences of free sex and a perspective of baby dumping issue from the secondary school students perspective whereas P =0.000 and r = 0.396. Significant level is P This means, the awareness towards consequences of free sex has an influence towards perspective of the baby dumping issue. This finding was also supported by APWLD Annual Report 2010 [9]. H2: There is a significant relationship between knowledge on sex education and baby dumping issue from the secondary school students perspective. Table 3: Knowledge on sex education towards a perspective of baby dumping issue. Knowledge on sex education Baby Dumping Pearson Correlation 0.445** Sig. (2-tailed) 0.000 N 400 **. Correlation is significant at the 0.01 level (2-tailed). There was a significant relationship between knowledge on sex education and perspective of the baby dumping issue from the secondary school students perspective whereas P = 0.000 and r = 0.445. Significant level is P This means, the respondents agreed that knowledge on sex education is important in order to prevent or reduce the number of baby dumping that happen in Malaysia. Besides that, most of the respondent agreed 139that by learning sex education, teenagers will be more matured and responsible to themselves and having knowledge on sex education is important to prevent free sex among teenagers. H3: There is a significant relationship between religious belief and baby dumping issue from the secondary school students perspective. Table 4.Religious belief and a perspective of the baby dumping issue. Religious Belief Baby Dumping Pearson Correlation 0.386** Sig. (2-tailed) 0.000 N 400 **. Correlation is significant at the 0.01 level (2-tailed). There was a significant relationship between religious belief and a perspective of baby dumping issue from the secondary school students perspective whereas P = 0.000 and r = 0.386. Significant level is P 0.05 (P = 0.000). So, the researcher accepts H3. Religious belief also plays an important role in order to prevent baby dumping that increase from time to time. Other than that, most of respondents also agreed that religious belief need to apply in their daily life activity. This finding was also supported by the Azmi (2010) [1] and Coleman Testa (2007)[8]. 5. Conclusion As a conclusion, awareness towards consequences of free sex, knowledge on sex education and religious belief showed the significant relationships with the baby dumping issues in our country. Most of the respondents agreed that these three variables have a significant impact on baby dumping cases. It is important for the teenagers to understand the consequences of free sex so that they can prevent the unwanted pregnancy at the young age. Besides that, the knowledge on sex education is important to ensure the teenagers have a better understanding about their body so that they will not easily involve in free sex which can lead to the baby dumping. On top of that, the important of religious belief and practices also play a vital function. Every religion has lay down and taught about the dos and donts, about the sin and reward, and all religion prohibited the act of free sex. In order to prevent it, the government, schools, parents and teenagers should take necessary actions to stop this baby dumping issue from becoming worst. 6. Recommendation In order to cope with this baby dumping cases, government should come out with several policies and programmes. First of all, the government may incorporate sex education in school curriculum as part of a holistic approach to tackle baby dumping cases. This approach is needed in order to provide awareness and better understanding of reproductive system and health at school level. Besides