Author: chris

1. Geology Discussion Post
1. 1st post due Wednesdays 11:59pm CST.
a. Requirements:
i. Worth 10 points total.
ii. Must be at least 6 sentences in length.
iii. Must respond to every aspect of the weekly prompt above, using information/facts from our weekly reading, lecture and research.
iv. Must include the source information in an APA formatted reference list and APA intext citations throughout the post. (This is 2 out of the 10 points of the post.)
v. Be in your own words.

2. Contemporary Issues in Criminal Justice Capstone Discussion post
How do the three components of the justice system work together for a common goal? Are these systems effectively working together? Provide an example of both sides of this issue.(See reading below)
The criminal justice system is composed of three areas: law enforcement, courts and corrections. These individual three areas work together to embody our justice system. Each area has individual goals and objections that align with the overall system goals. The effectiveness of the system relies on these areas working together for the common goal. The law enforcement component of the criminal justice system is made up of hundreds of agencies. These agencies include everything from local sheriffs and police departments to federal agencies, such as the Federal Bureau of Investigation (FBI). Local law enforcement agencies include county sheriffs and deputies as well as city or municipal police departments. Some states also have state departments (they may investigate traffic or high profile cases, etc.). The Texas Rangers, Minnesota State Patrol and The Massachusetts State Police are examples of state run police programs. Federal law enforcement agencies investigate federal crimes and include the Federal Bureau of Investigation (FBI), Drug Enforcement Agency (DEA) and Immigration and Customs Enforcement (ICE).
Law Enforcement
Some of the objectives of law enforcement include: community service, crime prevention, order maintenance, education, investigations, and apprehending offenders. The goals of law enforcement as a whole are dynamic and tend to shift as societal needs shift. For example, in the 1980’s there was a heavy push for enforcement of drug crimes, while post 9/11 brought the focus to terrorism.
Law enforcement is the first step in the justice system. The other components of the system (courts and corrections) rely on law enforcement for their efficiency. For example, if an officer makes an illegal stop or search, this affects the next step in the process, the court system. The illegal arrest will be dismissed in court as unconstitutional. While these checks and balances are in place for a good reason, sending offenders through the system inappropriately is both time consuming, expensive, and potentially violates the rights of individuals. Law enforcement officers are considered the gatekeepers of the system, as the system begins when they investigate and/or apprehend a suspect.
Courts
The court system is made up of both state and federal court systems. Persons accused of crimes that violate state law are heard in state court, and those accused of federal crimes are heard in federal court. The objective of the court system is to objectively decide on guilt or innocence and also to impose a sentence if necessary. The court process begins when an offender has their first appearance (typically within 48 hours of arrest). This process continues until an offender’s case is dismissed or they are sentenced. These steps include: bail hearings, arraignments, pre-trial activities, trial, and penalty phase. Once an offender has been sentenced, they move into the corrections system.
Corrections
The corrections system consists of both community and residential programs. Community corrections include areas such as: probation, community service, half-way homes, parole, treatment, and many others. Community corrections are programs that are completed in the community as opposed to a correctional facility. These programs range depending on the needs of the community and the offender.
Correctional facilities include jails and prisons. Typically, jails are reserved for offenders who are either serving less than a year sentence or are waiting for trial. Prisons are typically for offenders who are sentenced to longer than one year. Prisons range from minimum security to super maximum, depending on the needs of the offender and the safety of others.
Working Together
The three components of the justice system (law enforcement, courts and corrections) work both independently and together for common goals. If one area is not efficient, the others are affected. In certain cases, the goals may contradict one another. The overall goal is for a system of justice that works efficiently and towards the goal of safety and accountability, as well as due process and justice.

In this assignment, you have to watch the movie named” Mad Hot Ballroom” and then answer the questions below. Notice you have to answer all the questions. Also please make sure that your sentences are clear and direct. Also your thought has to be deep during answering the questions.
Here is the short summary about the movie then the questions.
MAD HOT BALLROOM is an inspiring look inside the lives of New York City school kids on a journey into the world of ballroom dancing, an unexpected arena where they discover new frontiers about attitude, movement, style, and commitment (Official Movie Site). In this movie, 5th grade children from low-income families learn how to ballroom dance and compete in a district-wide competition. They learn many lessons through a forum that does not leave them labeled with many descriptors that Bernice Lott (2001) notes in her literature review on low-income parents/families.
1- Is learning and the general school experience all about exposure to the unfamiliar, the unthinkable, to populations considered at times not worthy, that could ultimately improve our nation’s schools and student achievement?
2- Or is the lack of exposure another form of hegemony (the dominance of one group over other groups, with or without the threat of force, to the extent that, for instance, the dominant party can dictate the terms of trade to its advantage)?
3- Do we constantly make assumptions that “others” are not interested in “middle class values” or “cultural capital” as deemed important by the powers that be.
4- How does this movie speak to you and the translation of your beliefs into actions? It’s one thing to talk the talk. It’s another to walk the walk.

Civil wars have ravaged the African continent for decades. As a result, resolving protracted civil wars has been a major pre-occupation of policymakers that deal with African affairs. Imagine you are a non-African diplomat drafting a memo to your superiors about the issue of African civil wars. Your memo should accomplish three major tasks:
1) It should explain the causes of African civil wars
2) It should outline the different approaches to resolving African civil wars
3) It should make realistic policy recommendations (at least two) about how external powers can support conflict resolution and recovery in African civil war contexts. Be sure to explain why your recommendations are superior to potential alternatives

You are required to write a report profiling a service organisation.
THE to do is company: Kuoni the website is https://www.kuoni.co.uk
The report needs to highlight the strong points of the operation, and identify the possible refinements to that operation in the spirit of looking for and suggesting ‘continuous improvement’. The expectations are for students to provide thoughtful and reflective insights with evidence of some critical analysis.
The purpose of this project is to provide you with the opportunity to apply your service management knowledge by observing and analysing a service business in ‘real time’. To complete this assignment, you need to choose a service business that interests you and one that is easily accessible; you will need to visit that business to observe its operations. Your visit may include a discussion with a member of staff (or owner) to obtain more in-depth information about the service and how it is provided.
To assess the organisation students will need to observe the service in operation, your task is to critically evaluate your observations and findings and discuss how improvements might be made to the service operation. Your views and arguments should, of course, be supported by reference to relevant theory.
Your report should focus on the type of organisation it is and be:
– An evaluation of the way in which the service(s) is designed, managed, marketed and delivered.
In your report you should aim to integrate appropriate service management concepts, including appropriate references. You may include appendices, provided that there is explicit reference to them in the body of the text. You should not include any vital information or argument in an appendix, and you should not answer any of the questions in an appendix. The style should be that of a management report. You are also required to include explicit reference to your reading.
Presentation of Final Report
The report can deviate from this format but should follow a logical report structure. All pages and all appendices should be numbered and where appropriate for diagrams, tables et cetera should be individually labelled for ease of reference. This is an ‘academic report’ and as such you are expected to use academic references where appropriate. The report should be done to a professional standard as befitting third year management students.
Assessment Criteria
The assessment criteria for the assignment will be:
20% – Presentation and structure, which includes a concise written style, logical progression of arguments, and adherence to referencing conventions.
15% – Evidence of both secondary and primary research into the service organization.
50% – A critical evaluation of the organisation’s service operation which examines the following areas with reference to relevant literature.
– An evaluation of the nature of the service being provided and the implications this has for management.
– An evaluation of the way in which the service is designed, marketed and delivered.
– An analysis and evaluation of the role of the employee in the service organisation.
15% Clear conclusions and recommendations based on the critical evaluation discussed in the report.
THE to do is company: Kuoni the website is https://www.kuoni.co.uk
Gemmel, P., Van Looy, B. and Van Dierdonck, R. (2013).
Services Management: An Integrated Approach, 3rd Edition, Harlow, Pearson
recommended books
Recommended:
Grönroos, C (2007),
Beckford J (2002)
Service Management and Marketing: Customer Management in Service, 3rd Edition, Chichester, John Wiley & Sons Ltd.
Quality, London: Routledge
Cook S (2002)

Customer Care Excellence: How to Create an Effective Customer Focus, London: Kogan Page
Fitzsimmons J A & Fitzsimmons M J (2007)
Service Management: Operations, Strategy and Information Technology, 6th Edition, New York: McGraw-Hill
Haksever C, Render B, Russell R S & Murdick R G (2000)
Hurwitz J, Bloor R, Kaufman M, Halper F, (2009)
Service Management and Operations, 2nd Edition, London: Prentice Hall.
Service Management for Dummies, Hoboken, NJ, Wiley and Co..
Johnston R & Clark G (2008)
Service Operations Management, 3rd Edition, Harlow: Prentice Hall
Korczynski M (2002)
Human Resource Management in Service Work, Basingstoke: Palgrave
Lovelock C H & Wright L K (2002) Principles of Service Marketing and Management, 2nd Edition, Upper Saddle River: Prentice-Hall
Palmer A (2007) Principles of Services Marketing, 5th Edition, Maidenhead, McGraw Hill

discuss young people and family .what proportion young people experience conflict and breaking down of relationship and sustained support.
2/ Young people and peers size of friendship group , social media friendship group.
Young people and sexual assault /abuse latest statistic.
References: tex books .youth and society :exploring the social dynamic(2013) .2/ Australian institute of health and welfare.(2008) 3/young people and work(2011) mission Australia (2011) 5/ Riha D(2010) Emerging paretic in cybercultural and society.
Journals 1/ YOUTH STUDIES Australia 2/ young nardic journal of youth re 3/ youth research 4/ journal of youth policy .
website 1/ www.abs.gov.au
www.apo.org.au/.
www.acys.info
www.aifs gov.au/
human services .gov.au

Resources & Requirements for Annotated Bibliography Assignment
1. Annotated Bibliography Assignment:
Each student will create an annotated bibliography for a specific cultural health issue (health literacy or health disparities or cultural competence) utilizing evidenced based practice methodology. The selection of the specific cultural health issue must be approved by the instructor. Additionally,upon the selection of each topic, the student will identify and analyze this issue in the context of a defined cultural health population.
2. Annotated Bibliography Resources:
Below are a list of Resources that the student may use for this assignment:
OWL Purdue Annotated Bibliography (Links to an external site.)
How to Prepare an Annotated Bibliography (Links to an external site.)
3. Formatting & Content Requirements:
The Annotated Bibliography must contain at least 20 total references. The student must delineate four (4) sub topic sections in the Annotated Bibliography to address specific factors of interest. Minimum level of description for each annotated bibliography entry is one comprehensive paragraph(150 words). APA format required. Print out of Research Query Methodology is required.
4. Submission and Grading:

Assignment

Ted Baker Celebrates 25 Years in Retail

http://www.tedbakerplc.com/

Assignment question:
With reference to the attached case study you are required to critically analyse and evaluate the factors behind the growth and increasing globalisation of the Ted Baker retail brand. This analysis should be based on the material presented on the course and your further reading on the topics. It should also consider the extent to which the Ted Baker brand provides evidence of cultural convergence or cultural divergence.

Requirements:
As part of your analysis you must identify at least four relevant sources from the course reading list, plus any additional references of your own, and evaluate their relevance to Ted Baker and the international market for designer fashion brands.

This is an academic piece of work and as such you are required to read widely in respect of the course topics in order to support your arguments with reference to academic texts and journal articles. All material should be properly referenced using the Harvard system. As part of your assignment you should also include at least six academic references from the module reading list (not including those listed above) and also seek additional references of your own.

Assessment criteria – What we are testing in this assignment?
1) Literature search. Your ability to do a literature search and identify relevant materials to address the assignment question.
2) Essay writing. Your ability to summarise arguments/findings from journal articles and other academic literature in a coherent and structured manner.
3) Critical evaluation. Your ability to critically evaluate the themes from academic literature and the concepts and theories covered in the module in the light of the evidence and discussions contained in the podcast and the identified articles.
4) Referencing. Your ability to reference correctly, both accurately citing authors within your discussion and constructing a detailed reference list at the end of your essay.

Maximum Word Length:
Summarising and compressing the information presented in your assignment in a detailed and concise format into the word limit is one of the fundamental academic and management skills that students are expected to acquire, and demonstrate as part of the assessment process.

TED BAKER CELEBRATES 25 YEARS IN RETAIL

Ted Baker is an international clothing retailer. It was established by Ray Kelvin in the city of Glasgow in Scotland in 1988 and initially commenced trading as a specialist men’s shirt retailer. In the intervening years to the present it has established its operations as a global lifestyle brand and has succeeded bucking the recession as it continues to grow its business across Europe, the Middle East, North America, Asia and Australasia. As of the end of 2014, it had representation in over 35 countries, and the number of stores and concessions was 398.
It has expanded its product range across menswear, womenswear, accessories (e.g. shoes) sleepwear and childrenswear. It makes use of a number channels including physical stores through concessions, its own stores, licencing, wholesaling and through the medium of e-commerce.
In the first eight years of its existence the company struggled to survive and largely did so because Kelvin ploughed every penny he had into the business to keep it afloat. It finally achieved a degree of success during the 1990’s. This was the era of “acid house” music. The bright shirts produced and designed by Ted Baker fitted neatly into the lifestyle and aspiration of young males who were into this music. Demand grew exponentially for the shirts and accessories and put the retailer on a firm footing.
On the strength of this success in the UK, Kelvin developed a range of womenswear which took off in the North American market.
In 1997 Kelvin took the company out of its private status and it operated as the “No Ordinary Designer Label Limited”. He still retained a substantial part of the business however.
Ray Kelvin is still CEO of the firm and he describes himself as “the closest thing to Ted”. In many ways he represents Ted’s alter ego and he continuously asks himself the question. What would Ted do? When faced with decisions on new product launches and designs. He is quirky in many respects: covering his face during interviews and demanding that journalists do a number of press-ups if they turn up late for briefings or meetings.
Many of his stores are customised and have unique features. When he opened his store on 5th Avenue in New York, he designed a collection based on his love of fly fishing.
When asked the reasons for the continued success of Ted Baker, Kelvin stated “better product, better design, it’s that simple”. This reflects the obsession that the retailer has with the focus on design, patterns and tailoring. It is perhaps the main reason why it can command higher prices than competitors, appealing as it does to the fashion-conscious individual, who is prepared to pay a bit extra for these benefits.
As it expands internationally, Ted Baker makes the most of the “quintessentially British” emphasis. This is most notably highlighted in its store design, particularly in its Tokyo store where it included a booth fashioned like the back of a London black taxi (cab) to present some of its merchandise. This lifestyle dimension to its brand image was also exemplified when it opened a new store in the Bluewater Shopping Centre in the United Kingdom (2011). The store was styled as the fictional village of Tedbury, complete with a country pub, apothecary, a baker and cake shop. This quirky and “fun” approach to its brand would appear to appeal to its target market. It was one of the first fashion retailers to provide free in-store wifi and touch screens, and interactive installations in its outlets.
It was also one of the first retailers who entered the “e-tail” era in 1999, when it launched a transaction-based web site. It carried out major upgrades to this site in 2009 and also upgraded its North American web channel in 2014. It worked closely with a multi-channel consultancy firm to drive major improvements to this site by creating separate customer journeys for men and women in order to maximise the customer experience.
It has 183 stores in the United Kingdom and has expanded across Europe (Netherlands and Ireland in addition to its existing stores there), the USA, the Middle East, and Asia (including China, Taiwan and Hong Kong). It has launched concessions in South Korea and opened a store on the iconic 5th Avenue in New York City in 2012. At the end of 2014 the total number of stores and concessions was 398.
The New York store was designed along the following lines:
“The store, which is the brand’s largest unit in the U.S., has been designed to replicate a traditional London townhouse of the Twenties. It features Art Deco design details including an elaborate metal staircase with messages written on the steps and bespoke printed wallpaper, along with exposed brick walls, a three-story glass chandelier and an elaborate digital window installation that includes a huge clock with pendulums and moving cogs and a screen that will display movies, photos and animation”. The Fifth Avenue flagship marks the 18th store for the brand in America and its third in Manhattan, following the Meatpacking District and SoHo. Each store is unique and designed to fit into the neighbourhood in which it is located. This store brings to life the company’s interpretation of “Ted’s Grand House.” Shoppers enter the grand hall where men’s and women’s apparel and accessories share the space. Vintage-looking portraits with a twist hang from the walls and include images of women with moustaches or tea cakes on their heads and a young child with a Mohawk.
Menswear has its own home on the lower level in a space designed to mimic a scullery, complete with dozens of butler’s bells on the walls, pots and pans at the bottom of display racks, upside down jelly moulds hanging from the ceiling and a silver service at the cash wrap. The store is opening with the company’s fall collection of tailored clothing and sportswear in heritage fabrics that recall the great English outdoors.
The women’s department is upstairs and is reminiscent of a lady’s boudoir with fans on the walls and a cash wrap that looks like a vanity table. Fitting rooms feature floor to ceiling velvet curtains. The fall women’s collection features a “town meets country” theme and includes everything from the Working Title tailored pieces to eveningwear. (Palmieir 2012)”
Ted Baker’s reputation for being a “fun and quirky” retailer extends to its approach to marketing. It has relied mainly on word-of-mouth and various marketing stunts to drive its brand forward. Two typical campaigns reinforce this perception. Over the course of the Easter period a few years ago it ran a “giveaway” which consisted of a chocolate bunny hotpot to customers who purchased items in the store. During the 2006 World Cup Football tournament it created a range of football cards featuring players. It has not invested (in comparison to its competitors) in traditional advertising media, and instead makes use of “new media” such as YouTube.

http://www.tedbakerplc.com/

https://www.youtube.com/user/TedBakerTV

Sources: Adapted from: Retail Week’s 25th anniversary: Ted Baker celebrates 25 years in retail. Holland, Tiffany. Retail Week (Jun 21, 2013): Ted Baker Opens On Fifth Ave. Palmieri, Jean E. WWD204.27 (Aug 8, 2012)

Retail Week
March 20, 2014 Thursday
Ted Baker pre-tax profits hit £40m as it grows its global store estate
Ted Baker pre-tax profit surged 26.7% to £40m in its full year as it grew its global store estate.
For the year to January 25 the fashion brand’s revenue soared 26.5% to £321.9m.
Ted Baker said retail sales jumped 24.6% to £25.1m. That comprised a 20.3% sales increase across the UK and Europe to £198.6m, a 38.1% rise in the US and Canada to £50.7m and a 55.7% surge in online sales to £23.2m.
Wholesale sales surged 35% in the year to £62.8m and licence income was up 18.4% to £8.9m.
Ted Baker exceptional costs totalled £1m relating to store costs.
In the year Ted Baker opened its Gatwick South store, its first stores in Turkey and further concessions in Spain, France, Germany, the Netherlands and the US. A key focus has been Asia, where Ted Baker opened two more stores and concessions in Shanghai and its first concession in Tokyo. It also opened another store in Adelaide, Australia.
Ted Baker plans to open a store in Marseille in May and an outlet store in Paris in March.
Ted Baker chairman David Bernstein said the fashion retailer has started the new financial year “well”.
“We are encouraged by the reaction to our Spring/Summer collections,” he added.
He said Ted Baker plans to open stores in Glasgow and Heath row Terminal Two and relocate its outlet store in York.
Ted Baker will also improve its eCommerce service after relaunching it in November last year. Bernstein said it will be more relevant to the customer experience and drive country-specific localised content. It will also migrate its US site to the new UK platform this year.
Ted Baker founder and chief executive Ray Kelvin said: “This has been another excellent year during which we have continued to build Ted Baker as a global lifestyle brand. We have further developed our presence internationally and invested in markets where we see long-term growth opportunities whilst remaining unwavering in our focus on quality, design and attention to detail that underpins everything we do.

Brief – Understanding Specific Needs in Health and Social Care
Description of problem to be solved
Learning Outcome 1
The first part of your essay requires you to analyse concepts of disability, illness and behaviour in relation to Health and Social Care service users and give your assessment of how perceptions of specific needs have changed over time.
You are to examine the impact of legislation, social policy, society and culture on the ways that services are made available for individuals with specific needs. You may use the case study given or any case study of your choice, to illustrate the impact of legislation on the ways that services are made available for individuals with specific needs.
Learning Outcome 2
Use the Bournewood case or Baby-P case below to support this part of your essay, refer to stponline for further reading materials and learning resources.
This section of your essay requires you to describe the Care needs for specific needs of the individual, informing your audience about his condition and how it affects well-being and capacity. Discuss the systems available to support such individuals and link this to the case study. Build your arguments for and against and include your final decision in relation to the assessment criteria.
Learning Outcome 3
Explain the approaches and interventions available to support individuals with specific needs. Use both case studies as benchmarks and evaluate the effectiveness of the interventions strategies use. Discuss the potential impact of emerging developments on support for people with specific needs. Again use either of the case study.
Learning Outcome 4
The last part of the assignment concerns your understanding of the different concept and strategies for coping with challenging behaviours associated with specific needs. Students are expected to explain the approaches and interventions available to support individuals with specific needs.
Furthermore, students must describe the potential impact of challenging behaviour on health and social care organizations and analyse strategies for working with challenging behaviours.
Case Study 1
Baby Peter ‘was failed by all agencies’
Peter Connelly (also known as “Baby P”) was a 17-month-old English boy who died in London after suffering more than fifty injuries over an eight-month period, during which he was repeatedly seen by Haringey Children’s services and NHS health professionals.
Peter Connelly was born to Tracey Connelly on 1 March 2006. In November, Connelly’s new boyfriend, Steven Barker, moved in with her. In December, a GP noticed bruises on Peter’s face and chest. His mother was arrested and Peter was put into the care of a family friend, but returned home to his mother’s care in January 2007. Over the next few months, Peter was admitted to hospital on two occasions suffering from injuries including bruising, scratches and swelling on the side of the head. Connelly was arrested again in May 2007.
In June 2007, a social worker observed marks on Peter and informed the police. A medical examination concluded that the bruising was due to abuse. On 4 June, the baby was placed with a friend for safeguarding. Over a month later, on 25 July, Haringey Council’s Children & Young People’s Service obtained legal advice which indicated that the “threshold for initiating Care Proceedings…was not met.
On 1 August 2007, Baby Peter was seen at St. Ann’s Hospital in North London by locum paediatrician Dr. Sabah Al-Zayyat. Serious injuries, including a broken back and broken ribs, very likely went undetected.
The next day, an ambulance was called and Peter was found in his cot, blue and clad only in a nappy. After attempts at resuscitation, he was taken to North Middlesex hospital with his mother but was pronounced dead at 12:20 pm. A post-mortem revealed he had swallowed a tooth after being punched. Other injuries included a broken back, broken ribs, mutilated fingertips and fingernails missing.
The police immediately began a murder investigation and Baby P’s mother was arrested. So too were Barker, his brother Jason Owen and his 15-year old girlfriend, who had fled to and were hiding in a campsite in Epping Forest.
Baby P’s real first name was revealed as “Peter” on the conclusion of a subsequent trial of Peter’s mother’s boyfriend on a charge of raping a two-year-old.
The case caused shock and concern among the public and in Parliament, partly because of the magnitude of Peter’s injuries, and partly because Peter had lived in the London Borough of Haringey, North London, under the same child care authorities that had already failed ten years earlier.
Peter’s mother Tracey Connelly, her boyfriend Steven Barker, and Jason Owen (later revealed to be the brother of Barker) were all convicted of causing or allowing the death of a child, the mother having pleaded guilty to the charge.
The child protection services of Haringey and other agencies were widely criticised. Following the conviction, three inquiries and a nationwide review of social service care were launched, and the Head of Children’s Services at Haringey was removed by direction of the government minister.
A report by Graham Badman suggested that Baby Peter’s “horrifying death” was down to the  incompetence of almost every member of staff who came into contact with him.
The report stated that “the practice of the majority, both individually and collectively was incompetent.”
“Their approach was completely inadequate and did not meet the challenge of the case,” it argued.
Source: http://www.bbc.co.uk/news/education
Case study Two:
The Bournewood Case
Rights for vulnerable people in the care system
Mr. and Mrs. E live in a picturesque cottage in a quiet Surrey Village. Inside, the house is buzzing with activity: three Old English sheepdogs, rescued from a home for abandoned animals, roam about the kitchen and patio. Photos of family outings cover the walls. Footsteps on the stairs signal the entrance of HL, the autistic man for whom Mr. and Mrs. E are carers. He pauses for a silent greeting before making his way swiftly to the fridge. “He knows exactly where we keep his favourite juice,” laughs Mrs. E.
Mr. and Mrs. E, are remarkable people, whose struggle for HL’s human rights has changed the way vulnerable people are treated under British law.

HL came to live with Mr. and Mrs. E in 1994, under a resettlement scheme from Bournewood hospital where he had lived for 32 years. With their children grown up, the couple had decided to open their home to someone who needed it. Looking after HL was no easy task: he cannot talk, and needs help with basic tasks like washing and dressing himself. Mrs. E says: “It’s fair to say that it was a challenge – but it was rewarding to see how much HL benefited from living in a family setting. At first he was very institutionalised, but he gradually became more confident and progressed beyond all expectations.”
A requirement of his placement was that HL would attend a day centre once a week, to which he travelled by the centre’s transport. On July 22nd 1997, three years after he had come to live with Mr. and Mrs. E, it was not the usual driver who collected from their home. Rather than taking him straight to the day centre as normal, the driver took a different route, collecting others on the way. HL became increasingly agitated.
The next thing Mr. and Mrs. E knew was that HL had been taken back into Bournewood hospital and detained there. He had been admitted informally, using a clause in the Mental Health Act 1983 under which the hospital simply had to argue that it was in his “best interests” – and as HL cannot speak, he was unable to object. Mr. and Mrs. E were not allowed to visit him, apparently in case he wanted to leave with them. “They sent us a letter thanking us for agreeing not to visit,” says Mrs. E. “We hadn’t agreed anything – they had decided, without any consultation.”
When Mr. and Mrs. E realised that HL was not going to be allowed home, they engaged a solicitor on his behalf and took a case for unlawful detention to the High Court, which ruled against him. The Appeal Court overturned the decision in October 1997, and the hospital chose to section HL, although he did not meet the criteria, and in December that year he was finally discharged by the hospital managers. “When he got home he was in a terrible state,” says Mrs. E. The couple has a video showing the abuses to which HL had been subjected in the hospital: he looks half-starved, with blackened toenails and scabs on his face. “When he came home he just ate and slept for three weeks.”
Meanwhile, the hospital trust, supported by the Department of Health, appealed to the House of Lords over the ruling. The Mental Health Act Commission suggested that 22,000 people being detained informally would have to be detained formally under the Mental Health Act if the ruling were upheld. In 1998, the House of Lords overturned the ruling that HL’s detention had been illegal. Mr. and Mrs. E decided to take the case to the European Court of Human Rights, which in October 2004 ruled in HL’s favour. As a result the government introduced the new Deprivation of Liberty Safeguards, which came into force in April 2009.
Source:http://www.equalityhumanrights.com/human-rights/our-human-rights-work/human-rights-inquiries/our-human-rights-inquiry/case-studies/the-bournewood-case/
Layout of essay:
1. Have a cover page for your essay
2. Font should be either Times Roman or Arial, 1½ or 2-line spacing.
3. Referencing style: Harvard.
4. New paragraphs are indented 5 spaces.
5. Number and label all diagrams with their source.
6. Make sure all the assessment requirements are addressed.
7. Include all the references in your text on the last page of the essay.
8. Make sure material is correctly referenced. Plagiarised essays are not marked. (e.g. ukessays.com).
9. Do not use Wikipedia or any site with wiki….
10. Suggested word count 4000 words.

Informational paper covering young/teen pageant contestants communication process with adults and peers helping them to become strong, successful women:

Not irony: Beauty pageants make strong women

Needs Assessment Before you can develop a program or service, the need or needs of the target population relative to the problem must be determined and understood. Too often, well-intended individuals think they know what the need is and develop interventions that fail because they did not adequately assess the community’s perception of the need and problem. Unit 3 addresses collecting needs assessment data from primary sources. This assignment will include two parts. First, you will present the processes that you would use to prepare for and conduct a focus group and, second, a survey questionnaire. Because actually conducting these activities requires extensive processes and other people, you will not actually be required to conduct a focus group or administer the survey. Instead, you will describe these processes in a paper. The data you would gather from these two methods are called primary data since the data come directly from the target population. Remember that the purpose of the focus group is not just to confirm if the participants think there is a problem, but to confirm what you have learned in the literature review if the risk factors are indeed involved in this population. You want to find out the “why” of this problem with this population. Your questions need to reflect this qualitative investigation. The reading assignments and learning objectives will provide factual information about this process. The written assignment for this unit will provide a learning experience for the application of the process.