An Example Of Physical Abuse - 2670 Words

Abuse is behaviour towards a person which deliberately or unintentionally causes harm to them. It is a violation of an individual’s human and civil rights and in the worst cases can result in death. There are 6 types of abuse: †¢ Physical Abuse †¢ Sexual Abuse †¢ Emotional Abuse †¢ Financial Abuse †¢ Neglect †¢ Discrimination Physical Abuse Physical Abuse is when someone physically causes you harm, this can include things such as; hitting, kicking, pulling hair, pinching, scratching, shaking or (in a care related situation), giving someone too much or not enough medicine. An example of physical abuse in care setting is if you are to punch or kick someone intentionally to cause harm to them. Another example would be a personal carer not giving an elderly person the correct amount of medicine at the right times to cause harm. Sexual Abuse Sexual Abuse is when someone is making you do sexual things and actions which might make you sad, angry or frightened. This includes things such as; being touched when you do not want to be, being made to touch other people in ways you do not want to, undressing or having sexual intercourse with someone when you do not want to, or being made to watch or say sexual things when you do not want to. Sexual abuse is not always between strangers, and can be between husband and wife, or two members of the family. An example of this is if a boyfriend was to touch their girlfriend inappropriately and they did not want them to, or maybe the girlfriend’sShow MoreRelatedChild Abuse And Neglect Of Children1670 Words   |  7 PagesChild Abuse and Neglect Are you a child being abused by your parent? Do you need help? Why would any parent do that to their child or children? Child abuse is common, there are many different kinds of abuse. Most of the abuse occurs within the family. Child abuse is more than bruises and broken bones. While physical abuse might be the most visible, other types of abuse such as, emotional abuse and neglect, also leave deep, lasting scars on the children (Smith, M.A, Segal). Studies have shown thatRead MoreEssay on Child Abuse and Neglect1710 Words   |  7 PagesThere are four general categories of child maltreatment now recognized. They are physical abuse, sexual abuse, neglect and emotional maltreatment. Each category, in turn, covers a range of behavior. The maltreatment of children not only affects the children themselves, but also affects the family by making it dysfunctional. Physical Abuse   Ã‚  Ã‚  Ã‚  Ã‚  Physical abuse may be best defined as any non-accidental physical injury by a person who has care, custody, or control of a child. The definition Read MoreChildhood Trauma Has Life Long Effect On Genes And The Brain1491 Words   |  6 Pagesthroughout the world. A lot of abuse can and does scar a person physically and/or emotionally for life. Child abuse needs to be recognized more than it is. It’s something that should not go unnoticed and definitely should not be ignored. People need to stop worrying about little things and focus on the big picture. A â€Å"big picture† like child abuse. Child abuse can be known as four type’s physical, psychological, sexual, or neglect. There are different kinds of child abuse, which can include sexual harassmentRead MoreEssay on Module 3 Review Parenting667 Words   |  3 PagesModule Three: Text Questions Review Questions Explain the different forms of child abuse? Include Shaken Baby Syndrome in your response. What types of physical care must a parent provide an infant child? What are some strategies for helping a child cope with stress? Critical Thinking Questions What is the difference between a protective environment and a nurturing environment? How do children’s needs change as they grow through development stages from infancy to teen years? How do specialRead MoreChild Abuse And Its Effects On Children Essay1489 Words   |  6 Pagesindividuals corrected. However, there are cases that have not been solved or not stopped by the law. Child abuse is common. Child abuse can be caused by a variety of reasons. Scientist have been studying and they have some ideas on what prompt people to harm children (Ian Hacking). They are trying to end child abuse, but there is so much they can do. Many children abuse incidents are not reported. Child abuse may have many causes as in way the abuser does it. One specific factor is the background of the abuserRead MoreReporting Elder Abuse Essay1186 Words   |  5 PagesIn the medical field, the workers are highly trained to be able to make a distinction between what is right and what is wrong. Elder abuse is becoming a serious issue in the health environment. As defined in the webs ite, MedicineNet.com, elder abuse is: â€Å"the physical, sexual, or emotional abuse of an elderly person, usually one who is disabled or frail†. The older population consists of people over sixty-five years old. They are very fragile and sometimes they are forgotten or abused. The elderlyRead MoreAll around the world domestic violence is a threat to all different types of families, including1000 Words   |  4 Pagesfor victims includes: National Network to End Domestic Violence, Survivor Network, and National Council on Child Abuse and Family Violence. Domestic violence can have negative effects on people causing; emotional, physical, and psychological damage. One aspect of Domestic Violence is the emotional toll that it has on the individual; this can be defined as emotional abuse. Emotional abuse can cause long lasting effects which can lead to depression, anxiety, stress and suicide (â€Å"Domestic Violence†)Read MoreThe Effects Of Domestic Violence On Domestic Abuse1340 Words   |  6 Pages1301 Lacina-Taylor 2 December 2014 Stop The Abuse Underreported and underestimated, domestic abuse rips families apart every single day. Domestic violence comes in mainly five different forms, physical, sexual, psychological, emotional, and economic. This violence ruins families, demoralizes the victims, and the public downplays the household terrorism that goes on every day. Generally thought of as taboo, the public belittles and humorizes domestic abuse as a way to deal with it, that avoidance mustRead MoreDescartes s Meditations On First Philosophy917 Words   |  4 Pagesa scholar. Before dedicating his life to philosophy, he worked with analytic geometry and analytics. In many ways, Descartes was spared experiences that might have caused him to reassess his thoughts on the split between mind and body. Unlike the example of the man with an amputated foot that Descartes uses in Meditations on First Philosophy, Descartes did not lose a limb. If he had, he may have realized that the mind is just as divisible as the body, as is th e case with traumatic experiences. BasedRead MoreEssay about Unit 11 P11679 Words   |  7 Pagesassignment will describe the forms of abuse which may be experienced by adults; describing indicators that abuse may be happening to adults. It will then look at factors that may lead to abusive situations and assess the possible immediate effects of two different forms of abuse. The abuse that will be specifically looked at will be sexual and financial abuse, further extending by evaluating the potential long term effects of the two types of abuse. Abuse is a violation of a person’s civil and

Workforce Education Free Essays

Author Note Heartfelt thanks to Dr. Terre Eversden to have given me an opportunity to present a paper on the Adult Educational Philosophies – Benefits and Challenges their involvement in real life scenarios or the environment we live in. The paper captures the benefits, challenges and example to each Adult Education Philosophy i. We will write a custom essay sample on Workforce Education or any similar topic only for you Order Now e. Liberal, Behavioral, Humanistic and Progressive. Abstract An adult education philosophy, or philosophical orientation, is the categorization of an individual’s beliefs, values, and attitudes toward adult education and what the purpose and outcome of adult education should be. In this paper, I shall discuss of Liberal Educational Philosophy, Behaviorist Educational Philosophy, Progressive Educational Philosophy, Humanistic Educational Philosophy and finally Radical Humanistic Philosophy. These are the Adult Educational Philosophies. Benefits and Challenges of each of these philosophies shall be discussed in brief. Keywords: liberal, behaviorist, progressive, humanistic, radical, educational, philosophy Liberal Educational Philosophy The liberal adult education philosophy stresses the development of intellectual powers. Liberals always seek knowledge. They work to transmit knowledge and clearly direct learning. The educator is the â€Å"expert†, and directs the learning process with complete authority. Learning methods used include lecture, study groups, and discussion. Socrates, Plato, and Piaget were practitioners of the liberal philosophy. (Note: Liberal adult education does not refer to liberal political views; it is related to Liberal Arts. ). According to liberal adult education, â€Å"the educated person possesses the four components of a liberal education: rational or intellectual education which involves wisdom, moral values, a spiritual or religious dimension, and an aesthetic sense† (Elias Merriam, 1995, p. 26). Liberal adult education emphasizes liberal learning, organized knowledge, and the development of the intellectual powers of the mind. It also stresses philosophy, religion, and the humanities over science. The teacher is given a prominent place within this philosophy, and must be well-versed in many intellectual interests. Liberal adult education employs heavy promotion of theoretical thinking. This philosophy is suited for adult learners because it requires life experience in order to fully gain from the reflection and contemplation involved in liberal education’s goals. To illustrate the significance of this philosophy, Elias and Merriam (1995) write: As long as the human person does these things [searches for truth, desires to develop their moral character, strives for spiritual and religious visions, and seeks the beautiful in life and nature], the liberal tradition in education will be a potent force.  (p. 42). The negatives of liberal approach are not everyone is critical thinkers and problem solvers and their opinions can be swayed by others. Example: A liberal classroom setting is a more traditional environment. In the classroom you my just have a lecture or even break students or adults into study groups to help each other out. Another option is critical reading and discussion. This approach allows students to free themselves from past experience. They are able to prepare themselves for diversity and change. It teacher teaches them to be critical thinkers and problem solvers. Behaviorist Educational Philosophy A major tenet of behaviorism is the belief that â€Å"all human behavior is the result of a person’s prior conditioning and is determined by external forces in the environment over which a person has little or no control† (Elias and Merriam, 1995, p. 79). Because behaviorism fundamentally aims toward individual and societal survival, emphasis is put on skill acquisition and learning how to learn. Thus, the teacher must create an environment that is optimal for bringing about behavior that ensures survival. The behaviorist adult education philosophy emphasizes the importance of the environment in shaping the learner. The traits of the behaviorist teacher are close to those of the liberal, in that the behaviorist â€Å"manages† the learning process and directs learning. Behaviorist concepts include mastery learning and standards-based education. Some teaching methods used by behaviorist educators include programmed instruction, contract learning, and computer guided instruction. Learners are active and able to demonstrate a measurable, learned behavior. Accountability is an important concept in behaviorism and punctuates that teachers and learners are both accountable for successful learning. Behaviorism is strong in setting clearly defined purposes, learning objectives, and in selecting experiences that work toward those purposes and objectives. Evaluation is valued in assessing the attainment of the behaviors being taught. Vocational training and teacher certifications are both behaviorist practices. Skinner, Thorndike, and Steinberg were believers in the behaviorist philosophical tenet. Example: A good example of Behaviorist is a coach. If a coach tells you what to do then you have to do it, otherwise you won’t get to play. You must practice the task on hand in order to be successful just like in sports. The teacher has to be a manager who directs the learner outcomes and design the environment. Many teachers must be competency-based teacher. Competency-based focuses on outcomes and has a certain curriculum that teachers have to follow to get the outcome that they want. Progressive Educational Philosophy The power of progressivism runs deep in American adult education, as stressed by Elias and Merriam (1995): â€Å"Progressivism has had a greater impact upon the adult 14 education movement in the United States than any other single school of thought† (p. 45). The progressive philosophy of adult education stresses an experiential, problem-solving approach to learning. Like behaviorism, progressivism sees the goal of education being individual and societal. However, the goal of progressive education is improvement rather than survival, which is achieved through liberating the learner. There are five basic principles of adult progressive education. The first is a broadened view or concept of education, meaning that education is not restricted to formal, classroom instruction but is a lifelong process influenced by many sectors of society and daily life. The second principle is a new focus on the learner and the potential of that person to learn more than his or her immediate interests. The third principle is the introduction of new instructional methodologies. Diversifying these teaching methods in turn diversified learner knowledge gained by learning from those methods. The fourth principle is a new teacher-learner relationship that is interactive and reciprocal. The fifth principle is that education is an instrument for preparing learners to change society. Learners of this philosophy need problem solving skills and practical knowledge. They learn by doing, inquiring, being involved in the community, and responding to problems. Teaching methods used in this philosophy include problem solving, the scientific method, and cooperative learning. The educator is an organizer who guides learning instead of directing learning and evaluates the learning process. Progressive proponents include Spencer, Dewey, and Lindeman Example: Progressive setting is showing someone how to frame a wall while constructing a house and then watching them do it themselves. Progressive is showing someone how to do something and then they do it while you guide them through the task. Training and Development in present organizations follow such type of education. Humanistic Educational Philosophy Humanistic education aims at the development of people who are open to change and continued learning, people who strive for self-actualization, and people who can live together as fully-functioning individuals. The humanistic philosophy of adult education follows some basic principles such as the following: human nature is naturally good; freedom and autonomy influence behavior; individuality and potentiality are unlimited and should be nurtured; self-concept leads to self-actualization; perception of the world explains behavior; and individuals have a responsibility to humanity. Foundations of humanistic education lie in the following: the notion of self-concept; that the adult defines himself in terms of the accumulation of a unique set of life experiences; that an adult’s readiness to learn is linked to developmental tasks unique to a stage in life; and that adults desire an immediate application of knowledge. The humanistic adult education philosophy seeks to facilitate personal growth and development. Humanists are highly motivated and self-directed learners; responsibility to learn is assumed by the learner. The humanist educator facilitates learning but does not direct learning. According to Elias and Merriam (1995), â€Å"Humanistic adult educators are concerned with the development of the whole person with a special emphasis upon the emotional and affective dimensions of the personality† (p. 109). The educator and learner are â€Å"partners. † Concepts that define the humanistic philosophy include experiential learning, individuality, self-directedness, and self-actualization. Humanistic teaching methods contain group discussion, team teaching, individualized learning, and the discovery method. Rogers, Maslow, Knowles, and McKenzie are facilitators of the humanistic philosophy. The challenge is as this concentrates on people’s natural desire to learn, the teacher is a facilitator and students relate to past experience with this approach; however, if there isn’t mutual respect between the students and teacher this method will probably fail. Radical Educational Philosophy The radical adult education philosophy promotes extreme social, political, and economic change through education. Radical education does not work within existing social norms or structures, but strives to change those structures. Within this philosophy, the educator and learner are equal partners in the learning process. The educator is the coordinator of the class and makes suggestions but does not direct the learning process. This philosophy embraces concepts such as noncompulsory learning and deschooling. Exposure to the media and people in real life situations are considered effective teaching methods. Holt, Freire, and Illich are proponents of the radical adult education philosophy. Radicalism falls outside the realm on mainstream adult education philosophy, mainly because the purposes of many adult education activities are not parallel with the purposes of radical adult education. Identification of Adult Education Philosophical Orientation How to cite Workforce Education, Papers

Contract Law Text - Justice - and Materials

Question: Discuss about the Contract Law for Text, Justice, and Materials. Answer: Introduction With the growth of eCommerce, electornic communication and contracts have been very common.Davidson (2009) defined electronic communication as the convey of information in many different electronic forms like text, image, video. Electronic contracts are those that are formed with the use of any mean of electronic communication such as email. The use of electronic contracts increased after the implementation of the act "Electronic Transaction Act1999". The main aim of this paper is to discuss the contracts that are created through electronic means or electronic contracts. This paper discusses the differences in the formations of contract via electronic means to the contracts that are made by other ways. It also discusses the validity of offers and displays through electronic media as internet, the way offer and acceptance can take pace, withdrawal of a mistaken offer, legal assistance available to parties in the case of a dispute, and issues related to electronic contracts. Discussion on Electronic Contracts Similarities and Differences: There are some similarities among the contracts that are built through electronic ways or other means. For example, it is evaluated that for the formation of all the contracts including electronic, oral, written, etc. there is need to ensure the availability of basic elements including a valid offer and acceptance, consideration, competent parties, and legal objectives. Additionally, for the formation of contracts, according to the 'Commonwealth law' parties need to provide written information, allow signature that are handwritten, develop a document in a tangible way, and recording and holding of the information. But, in the case of an electronic contract, it is necessary that the parties do all these requirements electronically. There are also some other requirements for the formation of an electronic contract. These include place and time of the dispatch and electronic communication's receipt. It is because if there occurs any issue in relation to the electronic contract, all these terms are used to resolve the dispute. In addition, it is also important for the development of an electronic contract that the offeror and offeree use an electronic channel to make the contract. It is also assessed that for the execution of the electronic agreements, electronic signatures are also necessary to ensure the validity under Australian and international law. In addition to different paper contracts, an electronic contract has also other requirements. For example, the contract must be stored in an appropriate manner and can be assessed after the implementation. Moreover, it is also essential that the parties agreed with each-other to provide or receive the information 'either expressly or impliedly' in an electronic manner. Validity of Offers and Displays on the Internet A range of mediums including newspaper, radio, television, printed catalogues, and internet websites are used by commercial traders to promote their products. Most of the advertisements for the goods' sale are not considered offer, but are referred as invitations to treat. However, in some situations, the advertiser can go further and make an offer. It shows that all the offers and displays on the internet are not actual offers because these are addressed to various unspecified persons and therefore does not demonstrate a purpose by the offeror to be bound by any receiver. For example, 'a manufacturer or the exporter produce a product catalogue for the sale of the goods will not be an offer normally because it is dealt to many unspecified people, and thus does not show an intention by the manufacturer to be bound by any purchase orders arising from the catalogue'. As per the common law, if a proposal deals with more than one specific person, it is regarded just an 'invention to make offers'. The article states that it is essential that a contract specifies the terms of the contract to make it a valid offer. Thus, offers and displays on the internet would normally be an invitation to make the offer, and is not an offer itself, unless there was a statement in it stating that the offeror will do something for a specific considerati on as per the offer. For example, a display on the internet as the offeror will supply the goods at the price stated in the offer will be an actual offer regardless of who accepts the offer. But, at the same time, it is also found that display of goods/services on a website may amount to an offer. For this, it is necessary that the internet site is formulated and formatted in such a manner as to promote the development of contract. Along with the language, which is used for the website, the 'type of website' is also applicable to ensure that displays on the internet are offers. Offer and Acceptance Offer and acceptance in an electronic contract may take place between parties in several ways. The offer may take place in the following way: Offer: The Common Law Position An offer refers to the act of indicating willingness by an individual to another to form a contract. Additionally, it is also important that the offer's terms must be clear satisfactorily to permit a contract to be made through the acceptance without any further talks. Moreover, it is also important that the offeror's intention to be bound by those terms must be clear. To any person, an offer can be made. In contrast, if a proposed offer does not show all these elements, it will be related to an 'invitation to treat', which cannot be enforced due to the lack of a binding contract through the terms acceptance. Additionally, it is also assessed that if common law is implemented to make an offer, there is no effect of the 'The Electronic Transactions Act 1999 (Cth). Thus, it can be stated that by using any method of electronic communication, an offer, which states all the terms clearly can be made by the parties. Acceptance: Common Law Perspective The universal principle is that when and where an acceptance is transmitted to the offeror, a contract is prepared. There is no particular method prescribed by the law for the acceptance of an offer. It is essential that the acceptance must match to the offer and be incompetent in its conditions. There are two situations that offerees can face while accepting an offer. In the first situation, the method of acceptance can be dictated by the terms of offer. For example, the offeror can demonstrate in the offer that the offeree must sent his/her acceptance via reply of the mail by a certain date'. In such situations, the acceptance will only be legal if it follows the terms offered by the contract. Another situation is that no indication of a suitable method of acceptance in the offer. In this situation, the offeree can accept the offer by using the same or equivalent method as followed for making the offer. For instance, if the offer has been ended through the use of an email, an accep tance may also occur through the use of email. Withdraw A Mistaken Offer As per the Commonwealth Law,' an offer become in effect when the another party or offeree receives it'. A mistaken offer can be drawn back by the party in the case when the information about the withdrawal reaches the earlier or at the same time as the offer reaches the offeree. Under Article 24, when the offer for the contract arrives at the offeree either by word of mouth to him or handed over by any other way to him in a personal way, to his mailing address, etc. For example, if a purchase order is sent by an ordinary mail by the buyer, it can be validly withdraw the offer by email earlier the purchase order is received by the seller. Even after 'an offer is received by the offeree, the offeror could cancel the offer, if the revocation arrives to the offeree earlier an acceptance of the offer is dispatched by the offeree'. But, at the same time, if the offer opens for a fixed time period, the offeror cannot revoke the offer during the fixed time period. Availability of Legal Assistance In the case of a dispute in electronic contracts via mail, adequate legal assistance is available. The main purpose of 'the CommonwealthsElectronic Transaction Act1999 (the Act)' is to assist transactions that are made electronically. As per this act, a dealing among parties is not invalid because it happened to a degree or completely by means of one or more transmissions. To handle the disputes, the act considers electronic communication's receipt as well as when and where the contract has been completed '. This act ensures that a deal under a Commonwealth law would not be invalid merely because it was carried on by electronic communication. Additionally, to ensure the implementation of this act and save the parties of the contract, 'the Governor in Council' may make regulations in relation to anything permitted by this act. Issues in the Creation of Contracts through Electronic Ways The Electronic Transaction Act (1999) also considers the place and timing of dispatch as well as electronic communications' receipt. But, it is difficult to determine when the contracts formed through email will be viewed as 'formed'. Therefore, there is uncertainty about the answers of the when and where questions. Additionally, regarding this issue, there is no statute law in Australia or case law exists. Thus, the answers of both these questions create an issue for the formation of contracts by electronic means. Time: In relation to the electronic communications, the act considers 'the time of dispatch (s 14(1) and (2)) andtimeof receipt (s 14(3) and (4))'. The crucial time in the contracts making is acceptance and as per the general rule, it is necessary that there is actual communication of that acceptance. The time of receipt is viewed as to happen 'when the electronic communication enters [the] information system [designated by the addressee] (s 14(3))'. It means that in the case of email, receipt would occur 'when the messageenters the addressees electronic mailbox'.Most of the time, it is difficult to determine when the message is actually received by the offeree. Place: The question of where is addressed by the act as 'Sections 14 (5) and (6) coverplaceof dispatch and receipt of electronic communications. For the purpose to any subsequent jurisdiction issues, the section realizes the importance of place in an specific manner. The act differentiates effectively between the place of transmission or receipt that is viewed for and the actual place where the message is dispatched and/or received. In some circumstances, it is also difficult to find the actual place of the information sent and received. Thus, it can be stated that the time and place related issues are the important issues in forming and handling electronic contracts. Observation At some extent, my views also agree to the discussion in this paper. It is because I also believe that electronic contracts are similar to other contracts as there is need to make a valid offer and acceptance, proper consideration, and legality of the objects. Additionally, I also view that all the offers and displays on the internet should not be considered as the offer until there are some specific terms about the offer. It is because due to just a display on the internet, an individual cannot bind the another person to perform that offer. At the same time, in my opinion, the other methods of making a contract such as written and oral contracts are good in comparison of the electronic contracts. It is because the issues related to the timing and place of making an electronic contract as well as the lack of adequate case laws, discourage me to form an electronic contract. Thus, it can be discussed that to ensure the popularity of electronic contracts, it is essential that there is p roper laws, which address all the issues related to such kind of contracts. Conclusion On the basis of above discussion, it can be stated that electronic contracts are similar to other contracts at some extant as in the formation of these contracts there is also need of a valid consideration, offer and acceptance, competent parties, etc. The main differences are related with the necessity of using an electronic communication and time and place importance in electronic contracts. It can also be stated that by using any electronic communication channel, an offer can be made by the offeror, which also states the terms and conditions of the contract. Similarly, offeree can accept the agreement by using the similar channel. It can also be stated that all the offers and displays are not actual offers until it specifies some terms such as consideration, etc. It can also be summarized that the offeror can withdrawn a mistaken offer before the actual offer reaches to the offeree. In last, it can also be concluded that it is necessary to overcome issues related to time and place in the formation of electronic contracts to enhance their viability. References Australian Government, Ecommerce (2016) https://www.ag.gov.au/RightsAndProtections/ECommerce/Pages/default.aspx Christensen, Sharon, 'Formation of Contracts by Email Is it Just the Same as the Post?' (2001) 1(1), Queensland University of Technology Law Justice Journal 22 Clark, Eugene, Cyber Law in Australia (Kluwer Law International, 2010) Davidson, Alan, The Law of Electronic Commerce (Cambridge University Press, 2009). Delaney, Hayden and Francis, Briar, Electronic signatures and their legal validity in Australia (2016) https://www.findlaw.com.au/articles/5777/electronic-signatures-and-their-legal-validity-in-.aspx Galaty, W Fillmore, Allaway, J Wellington, and Kyle, C Robert, Modern Real Estate Practice in Ohio (Dearborn Real Estate, 5th ed, 2001) Malbon, Justin and Bishop, Bernard, Australian Export (Cambridge University Press, 2010) Malcolm, Jeremy, Multi-Stakeholder Governance and the Internet Governance Forum (Terminus Press, 2008) McKendrick, Ewan, Contract Law: Text, Cases, and Materials (Oxford University Press, 2012) Simone, W B, Hill, 'Email contracts When is the contract formed?' (2001)12(1) Journal of Law, Information and Science 46 Victorian Current Acts (n.d) https://www.austlii.edu.au/au/legis/vic/consol_act/eta2000345/s15.html.