A List of the Best Topic Ideas for Narrative Writing

A List of the Best Topic Ideas for Narrative Writing Topic Ideas for a Narrative Essay: Choose from the Best! Often, when a tutor asks to complete a narrative essay, students think that they must talk about their personal life, hardships and emotions. However, it may not be the case. You can always make up a situation, describe an interesting event or simply tell about a person you consider your role model. If you want to create a piece of art, don’t be in a hurry and choose a proper topic. Luckily, there are multiple ideas available online and you can choose a good one. Before you choose a single topic, it is important to get familiar with a list of outstanding ideas for a narrative essay, which can boost your imagination and inspire. When you pick a topic, make sure you research it and check whether the content is completely unique. You may be tempted to copy samples online to save lots of your time but try to write the paper from scratch and include sources according to requirements. Concentrate on the topic and lead the audience through your memory. If you let your words flow, you will see how simple it is to create a memorable story! When all of these elements come together, you are doomed to make a solid impression on the audience. Why a great narrative essay topic is so important? When you should deliver a narrative paper, it is necessary to choose whether to write on a topic, proposed by your teacher or to create your own. Take this stage seriously, because topic selection influences the success of your future essay. In case you can’t choose it on your own, there are always professional writers ready to help! Not depending what topic you choose, your essay should always be interesting and easy to read. That is why you should be passionate about the matter. Remember, a narrative essay is the best assignment to show how creative you are, pushing your imagination to its limits. When working on this sort of an essay, you have a chance not to follow all the regulations of a particular style. This makes narrative essays one of the most popular assignments among students. It may be quite challenging for a writer to invent a topic without any side help. You may find yourself stuck when asked to write about your own experience or feelings. That is why many students make a big mistake and stop their search on the first idea, which comes to their mind. However, the chosen topic should light your inner fire and interest the reader. That is why we have collected the most recent ideas for narrative essays, considering your academic background and required subject. Ideas for your narrative essay on experience The goal of any narrative essay is to help you render your stories through the paper, using various literary tools and instruments. That is why you should first think of all the events from your past, whether they are good or bad ones. Make sure you provide maximum details to give the reader a chance to dive into your word and live those emotions together with you. Topic examples on experience The story of your success; An awkward situation you remember; What was the scariest thing you have ever experienced? Memorable family events; A situation that made you value your life more; Unpleasant experience from your past; Event, which made you fight your fears; A thing, which made you appreciate life even more; Event, which influenced your life values; Facts, which made you who you are. Ideas on childhood Childhood is the time of new impressions and experiences when we are still very sincere and naà ¯ve. Often that makes children become a part of ridiculous and funny situations. Every person has plenty of stories to share about childhood, so the next list of topics will help you boost your memory and think of the past events from the childhood, which can turn into a great narrative essay. A day you got a trauma, when playing in the street; Your favorite childhood game and why; What profession you wanted to master when you were a child? Share a story about the most memorable birthday of yours; Experience from childhood, which made you grow up at once; Did you ever get hurt, when playing with friends? What happened? What fairytale do you like the most? What did you like to do, when you were a child? Your favorite childhood belongings; What you miss the most about your childhood? Topics on school years School is a sort of bridge between the childhood and the adult life, where children get new skills, experience and knowledge. School years are filled with lots of challenges, which push the personality to new limits. All of these challenges are unique, and every child or teenager has plenty of stories to share. That is why, if you stop your choice on a school years topic, your essay will surely be original. The most awful event, which has ever happened in your class; When was the first time you participated in a school event? What was your favorite school subject? Why? Did you have any role models among teachers? Did teachers influence your personality? What school events made you who you are? Do you want to remain friends with a particular teacher? What did you like to study most of all at an elementary school? Who was your primary school best friend? What is your strongest school year memory? Topics on relationships We are all connected with other people: our relatives, friends, spouses. Every day we interact with other people, which cause positive or negative emotions. Your stories about people you love or hate are very personalized, which means that relationships are always a great source of inspiration! Did you break up with a close friend? Why? Who are you scared to lose most of all? When was the last time you were rejected? What was the funniest relationship misunderstanding you have ever experienced? Do you have loyal friends? What was the most awful argument in your life? Can you love one person for a lifetime? What impact did your first love have on you? The funniest times you had with your grandparents; Do you have many friends at school or college? Morality topics While every country has its own laws and regulations, there are laws, which regulate the lives of people across every continent and are called laws of morality and ethics. This topic is quite controversial and has lots of debatable issues, because every person is looking at the topic from his or her point of view. That is why such topics always cause interest and make the audience want to go on reading your essay. The most choice you had to make; Do you try to avoid strangers? Do you often lie? Examples of a situation, when you acted like a coward; What are the most disturbing morality problems for you? When and why did you break the rules? Do you often have to face ethics challenges? Do you regularly overhear other people talk? What is the biggest morality challenge you experience right now? A situation, when you helped your close friend to overcome a difficult morality issue. Ideas to talk about interests Our interests make up who we are because they occupy lots of our time. Our personal interests are made up of interesting events and hobbies, which is always a great topic to discuss. When writing a narrative essay on interests, you can tell about your music tastes, the ways how you like to spend leisure and so on. Write your essay passionately and you will surely get a high grade. What was the most remarkable movie you have ever seen? The most touching song you have ever heard; What talent do you dream to possess? Are you good at sports? Are there celebrities you would like to have dinner with? What book character you want to be? What talents have you already discovered in yourself? Are there book characters, which you associate yourself with? If there was a chance to shoot a movie, what it would be about? Did you ever want to write a book? Traveling topics It is almost impossible to find a teenager, who isn’t fond of traveling and discovering new places. When you are traveling, every moment is filled with new emotions and impressions. Even if every person in your class has visited Paris, you still have your own experience to share. There are plenty of ideas for writing a great narrative essay! Do you have a friend from abroad? What is your favorite vacation place? When was the first time you have visited a countryside or a big city (depending on where you are from)? What is your favorite way of traveling? Things you always take with you when traveling; If you owned a million dollars, where would you go to? The most memorable trip; If you had a chance to go to a camp again, what would you change there? Tell about your bad experience, when traveling; What do you like more: family vacations or trips with friends? College life topics Being a college or university student is completely different from being in school. It has more challenges and adventures because you need to meet lots of new people, learn massive amounts of information and adjust to new rules and laws. This makes college stories a great plot for a narrative essay. College years are called the best in every person’s life, so there are definitely plenty of stories to share! What was the most difficult exam? Lecture, which impressed you the most; Describe your first day at the university/college; The best party you have attended; The most awful event, which happened to you in college; People, who influenced you the most during college years; Do you communicate with foreign students? Are there are any role models among your teachers? Your favorite college subject; Why did you choose the particular college? Imagine if Often students are asked to write on a topic, which starts with words like ‘Imagine if..’ Such assignments usually require writing about things that may be possible in the future. This kind of topics is definitely one of the most popular ones because students can make up literally anything without revealing their personality much. The only limit is your imagination! Imagine if you invented the time machine. Where would you go? Imagine if you could be an animal. Who would you be? Imagine yourself a billionaire. How would you spend money? Imagine if you were a comic-book character. What power would you choose? The most recent and fresh topics Finding a topic, which would reflect your personality and still be interesting for the reader is quite a challenging task. That is why we have carefully examined the most popular subjects and categories to make a list of topics, which may inspire you the most! How would you spend millions of dollars, won in a lottery? If you could change only one thing in your life, what would it be? Your first job; If you could only turn back the time, what would you change? The most awful thing you have seen in your life; Your first time facing fear; Everyday issues, which bother you the most; An achievement you are proud of the most; Thing in your character, which annoys you the most; Do you have any family traditions? What makes you different from other family members; What do you like most about your teachers and why? Did you ever have to face the police? What was the case? Are you good at managing time and planning beforehand? Do you devote enough time to yourself? What was the most important lesson you have ever learned? Do you feel pressure to get a perfect appearance and body? Next step Once you find the most suitable topic, which meets all of your expectations, you need to get familiar with the tutor’s recommendations and guidelines. Make sure you know what length your essay should be and whether any sources are required. We are happy to provide you with the most important tips on writing a great narrative essay: Concentrate on things, which are important for the coverage of your topic. If possible, avoid irrelevant details and unnecessary information, which will only harm your essay; Instead of making up facts or lying to sound more interesting, try to explore the topic. Your audience will value your honesty; To make your text sound as a single piece, use transition words and phrases to sound logical. Connect all of your ideas and interlink paragraphs; Always write a conclusion. Although a narrative essay may have a free structure, it should still contain a summary of your work; Always reread the text and make sure that it is interesting. If you don’t like reading it yourself, others will hardly find it worth their time and attention; There should always be limits not to bore the reader. Of course, you may be tempted to tell the audience as much as possible. However, try to concentrate on main details; Remain creative, applying various stylistic instruments; Carefully follow tutor’s guidelines. Although a narrative essay is quite a free genre, it should still follow a certain pattern.

Definition and Examples of the Etymological Fallacy

Definition and Examples of the Etymological Fallacy Etymological fallacy is the faulty argument that the true or proper meaning of a word is its oldest or original meaning. Because the meanings of words change over time, a words contemporary definition cant be established from its origin (or etymology). The best indicator of a words meaning is its current use, not its derivation. Examples and Observations The OED [Oxford English Dictionary] . . . records that the word black has a difficult history, and was sometimes confused in Old English with a similar word which meant shining or white, but speakers would be ill-advised nowadays to use black to mean white.(Source: Michael Stubbs, Words and Phrases: Corpus Studies of Lexical Semantics. Blackwell, 2002)Doctor, Orient, Gyp, Decimate, Grow, DilapidatedIn our own day the etymological fallacy is widely honored, as revealed in countless statements by columnists, in letters to editors, and other public fora, which declare for example that the real meaning of doctor is teacher; or that the verb orient properly means to arrange something to face east; or that gyp cheat is derived from Gypsy (probably), and therefore, its use in any context is de facto an ethnic slur; or that decimate correctly means only to punish a mutiny or other serious breach of military discipline by killing one soldier in ten.The etymological fallacy appears from time t o time in puristic prescriptions, too, as when we are warned by usage authorities that because the real meaning of the verb grow is get bigger, expressions like grow weaker or grow smaller are incoherent; or that it is impossible to climb down; or that only stone structures can be dilapidated.(Source: Andrew L. Sihler, Language History: An Introduction. John Benjamins, 2000) Manure, December, CaptionOne thing to remember when you read or hear someone insisting that an English word must have a certain meaning because of its Latin or Greek roots is that these insisters apply their etymologies very selectively. You will find few of them who object to December being used for the twelfth month, when its Latin root means ten, or to manure being used as a noun meaning to work (land) by hand. So when you read, for example, that caption must refer to matter above a picture because it comes from Latin caput head, keep manure in mind.(Source: Merriam-Websters Dictionary of English Usage, 1995)EducationWhat could be called an etymological fallacy can sometimes be pushed quite a distance. Thus, partisans of a liberal conception of education have claimed that the word education comes from educere, etymology that invites a conception of education as an act of leading (induco) out of (ex) ignorance- which conforms to the liberal notion of education. On the other side ar e those who favor a notion of education understood as nourishing and, more broadly, furnishing the conditions necessary for a persons development. They invoke a second etymological hypothesis, according to which education comes from educare, which means nourish or raise. And still others maintain that education is an indeterminate concept and support their thesis with the very uncertainty of the etymology. You see that etymology, as illuminating as it sometimes is, cannot, in any instance, resolve problems of conceptual definition on its own.(Source: Normand Baillargeon, A Short Course in Intellectual Self-Defense. Seven Stories, 2007) Passing InsightsEtymology does not make a contribution to the description of the contemporary meaning and usage of words; it may help to illuminate how things have got to where they are now, but it as likely to be misleading as helpful (as with the etymological fallacy). Etymology offers no advice to one who consults a dictionary on the appropriate use of a word in the context of a written text or spoken discourse. It merely provides some passing insight for the interested dictionary browser with the requisite background knowledge and interpretative skills.(Source: Howard Jackson, Lexicography: An Introduction. Routledge, 2002)

Reflective practice journal of Mental health Article

Reflective practice journal of Mental health - Article Example But what was disturbing to me was that any child should have to have coping strategies – the parents were either ill with bi-polar, schizophrenia or even alcoholism. Reading the comments like â€Å"Sometimes my mom’s up, sometimes my mom’s down, sometimes she’s normal. I’m always nervous† (1140) are really disturbing. But comments like this in Mordoch and Hall’s study are just a tiny representation of what children have to go through as a result of the government’s initiatives to move caring for the mentally ill in the community rather than in an institution. The lecture notes show the process of how the government went from providing full care for people diagnosed as having a mental health issue, to the now virtually non-existent level of services available. If we combine that with an overworked GP service, the cost and lack of accessibility so many people face with even trying to get some form of help, and the shambles as government decided to try and get most mentally ill patients into some form of work by denying them any financial help and it would seem that the government has totally forgotten that there are more people involved than just those diagnosed with an illness – there are family considerations that should be taken into account as well. Sawyer has completed an extensive literature review on the topic of mental health practices and the challenges of finding a system that works for everyone. Through a review of published articles she isolated what I think is the most important thing that has been ignored by government to date – â€Å"Methods too come under scrutiny here to critique the assumptions behind service evaluation and the way that statistics might blinker our view of the broad social causes of mental illness† (116). Some of those broader social issues could include the number of children who are going to need treatment themselves as adults because of the coping mechanisms they have had to adapt while

Medical microbiology Assignment Example | Topics and Well Written Essays - 750 words

Medical microbiology - Assignment Example Some of them are insufficient media, bactericidal activity present in blood, amount of blood used for culturing, antibiotics occurrence, blood collection time. Most of bacterial cells of Salmonella serovar Typhi resides intracellulary in the patient’s blood. There is a need of reliable, rapid and sensitive methods for clinical detection of Salmonella serovar Typhi. Serological tests are available but its sensitivity and specificity is very low. The blood culture sensitivity is highest during the first week of illness but it then gradually decreases with advancement of illness. 45- 70% patients of typhoid fever can be identified through blood culturing. It depends upon the blood sample amount, bacteraemic level of Salmonella, culture medium type, length of incubation. Also the Salmonella bacteria presence in patient’s blood is very low, often below detection by blood culturing and even below detection by PCR. Difficulties become more due to limited amount of patient blood sample. Ox bile tryptone soy broth was used for blood culture; it allows blood cell lysis completely, which causes the release of intracellular bacteria. It does not inhibit the growth of Salmonella Typhi. From research it was found out that bacterial growth can be increased if blood culture media contains lyzing agents for blood cells. By performing various tests it was found out that 2.4% ox bile presence in blood culture will lyse blood cells within 1.5 hours so that the bacteria present intracellulary came out. Salmonella bacteria when kept in tryptone soya broth containing 2.4% ox bile for 3 hours will increase the amount of bacteria from 0.75 CFU per milliliter of blood. This level can be easily detectible by using regular PCR method. This blood culture PCR assay processing time is lesser than 8 hours as compared to conventional blood culture which may take 2 -5 days. Salmonella serovars patient’s blood or serum is also bactericidal

Unit 2 Assignment Exploring the 1960s Research Paper

Unit 2 Assignment Exploring the 1960s - Research Paper Example It ended with the disintegration of the Soviet Republic and dynamics of the world war being slightly modified by end of it (Gaddis, 2011). Though the cold war might well have ended two decades ago, yet the seeds sown back then are showing their impact in different forms. A prime example in this case can be the Mujahedeen that were nurtured by the Americans against the Soviet Socialists, became their own enemies; as a result America had to go to War in Afghanistan against them. Various other countries have turned rebellious due to the cold war and have made America insecure in many aspects. Other threats posed to the American nation as a whole include the bitter feeling that is left in the hearts of the then Soviet Socialists and present day Russia. They were humiliated at the end of it and their entire empire came down (Craig & Logevall, 2009). In terms of protection for the family, vigilance is the word; each member of the family should know their responsibilities. The threats faced immediately after cold war were the nuclear arsenal being possessed by the disintegrated soviet republic. That threat has vaporized to a large extent. While in public they should be cautious and should report and notice anything suspicious. Besides this the onus falls upon the government to protect the citizens from any kind of vulnerabilities that might exist in the surroundings (Tuttle, 1993). The cold war that lasted from 1950s to 1990s set up new paradigms for times ahead. What we see today is largely because of the cold war that established its roots deep into various countries political operations and foreign affairs. The end of cold war resulted in total submission and defeat of one of the power and left alone capitalist power United States to dictate terms in future. The then U.S.S.R has gone on back foot after being humbled at end of the war. The Berlin wall was another event which marked the end of cold war after the U.S.S.R

The Concept Of Collaborative Working Social Work Essay

The Concept Of Collaborative Working Social Work Essay Collaboration is a interprofessional process of communication and decision making that enables shared knowledge and skills in health care providers to synergistically influence the ways service user/patient care and the broader community health services are provided (Way et al, 2002). The development of collaborative working will necessarily entail close interprofessional working (Wilson et al., 2008). According to Wilson et al, (2008) and Hughes, Hemmingway Smith, (2005) interprofessional and collaborative working describes considering the service user in a holistic way, and the benefits to the service user that different organisations, such as Social Workers (SW), Occupational Therapists (OT) and District Nurse (DN) and other health professionals can bring working together can achieve. These definitions describe collaborative working as the act of people working together toward common goals. Integrated working involves putting the service user at the centre of decision making to m eet their needs and improve their lives (Dept of Health, 2009). This paper will focus first see why health care students learn about working together then reviewing government policy and how this can be applied in a Social Care context, then on influencing factors on the outcomes of collaborative working references within the professional literature, and finally, reviewing evidence on collaborative practice in health and social care. Learning to work collaboratively with other professionals and agencies is a clear expectation of social worker in the prescribed curriculum for the new Social Work Degree (DoH 2002). The reasons are plain: à ¢-  Service users want social workers who can collaborate effectively with others to obtain and provide services (Audit Commission 2002) à ¢-  Collaboration is central in implementing strategies for effective care and protection of children and of vulnerable adultsas underlined, respectively, by the recent report of the Victoria Climbià © Inquiry (Laming 2003) and the earlier No Secrets policies (DoH 2000) à ¢-  Effective collaboration between staff at the front-line is also a crucial ingredient in delivering the Governments broader goals of partnership between services (Whittington 2003). Experience is growing of what is involved in learning for collaborative practice. This experience promises valuable information for Social Work Degree providers and others developing learning opportunities but has not been systematically researched in UK social work programmes for a decade (Whittington 1992; Whittington et al 1994). The providers of Diploma in Social Work programmes (DipSW) represented an untapped source of directly transferable experience in this area of learning and were therefore chosen as the focus of the study. Making collaborative practice a reality in institutions requires an understanding of the essential elements, persistent and continuing efforts, and rigorous evaluation of outcomes. Satisfaction, quality, and cost effectiveness are essential factors on two dimensions: outcomes for patient care providers; and outcomes for patients. Ultimately, collaborative practice can be recognized by demonstrated effective communication patterns, achievement of enhanced patient care outcomes, and efficient and effective support services in place. If these criteria are not met, collaborative practice is a myth and not a reality in your institution. Simms LM, Dalston JW, Roberts PW. Collaborative practice: myth or reality? Hosp Health Serv Adm. 1984 Nov-Dec;29(6):36-48. PubMed PMID: 10268659. http://www.ncbi.nlm.nih.gov/pubmed Health care students are thought about collaboration so that they can see the unique contribution that each professional can bring to the provision of care in a truly holistic way. Learning about working together can help prevent the development of negative stereotypes, which can inhabit interprofessional collaboration. (Tunstall-Pedoe et al 2003) Health care students can link theory they have leant with practice and bring added value of successful collaborative practice. (www.facuity.londondeanery.ac.uk) Learning collaborative practice with other professionals is the core expectation in social work education both qualifying and post grad. Effective collaboration and interaction can directly influence a SU treatment, in a positive way, and the opposite can be said about ineffective collaboration that can have severe ramifications, which has been cited in numerous public inquiries. Professionals should also share information about SUs to keep themselves and their colleagues safe from harm. Working together to safeguard children states that training on safeguarding children and young people should be embedded within a wider framework of commitment to inter and multi-agency working at strategic and operational levels underpinned by shared goals, planning processes and values. The Children Act 1989 recognised that the identification and investigation of child abuse, together with the protection and support of victims and their families, requires multi-agency collaboration. Caring for People (DH, 1989) stated that successful collaboration required a clear, mutual understanding by every agency of each others responsibilities and powers, in order to make plain how and with whom collaboration should be secured. It is evident from the above that Government has been actively promoting collaborative working, and this is reflected in professional literature. Hence, the policy climate and legislative backdrop were established to facilitate inter-agency and intra-agency collaborati on. The stated aim has been to create high quality, needs-led, co-ordinated services that maximised choice for the service user (Payne, 1995). Political pressure in recent years has focused attention on interprofessional collaboration in SW (Pollard, Sellman Senior, 2005) and when viewed as a good thing, it is worthwhile to critically examine its benefits and drawbacks just what is so good about it. (Leathard, 2003). Interprofessional collaboration benefits the service user by the use of complementary skills, shared knowledge, resources and possibility better job satisfaction. Soon after the new Labour government in 1997 gave a powerful new impetus to the concept of collaboration and partnership between health professionals and services, they recognised this and there was a plethora of social policy initiatives official on collaborative working published. A clear indication of this can be found in NHS Plan (DH, 2000), Modernising the Social Services (DH, 1998a). Policies concentrat ed on agency structures and better joint working. This was nothing new, since the 1970s there has been a growing emphasis on multiagency working. 1974 saw the first big press involvement in the death of a child (Maria Coldwell) and they questioned why professionals were not able to protect children who they had identified as most at risk. The pendulum of threat to children then swung too much the other way and the thresholds for interventions were significantly lowered, which culminated with the Cleveland Inquiry of 1988 when children were removed from their families when there was little concrete evidence of harm (Butler-Sloss, 1988), with too much emphasis put on the medical opinion. An equilibrium was needed for a collaborative work ethic to share knowledge and skills and Munro (2010) states that other service agencies cannot and should not replace SWs, but there is a requirement for agencies to engage professionally about children, young people and families on their caseloads. T he Children Act 2004 (Dept of Health, 2004) and associated government guidance, introduced following the Public Inquiry into the death of Victoria Climbià © in 2000, including Every Child Matters (Dept of Health, 2003), were written to stress the importance of interprofessional and multiagency working and to help improve it. The failure to collaborate effectively was highlighted as one of many missed opportunities by the inquiry into the tragic death of Victoria Climbià © (Laming, 2003) and Baby Peter (Munro, 2009). There is an assumption that shared information is information understood problems with information sharing and effective commination are cited again and again in public enquiry reports Rose and Barnes 2008; Brandon et al, 2008). These problems can simply be about very practical issues, such as delays in information shearing, lost messages, names and addresses that are incorrectly recorded (Laming 2003 cited in Ten pitfalls and how to avoid them 2010) An explicit aim was to motivate the contribution of multiagency working. By 1997 Labour had been re elected and rolled out a number of studies into collaboration. These studies revealed the many complexities and obstacles to collaborative working (Weinstein, 2003). The main drivers of the governments health and social care policies were partnership, collaboration and multi-disciplinary working. One of the areas covered by Working Together to Safeguard Children 2010 (Dept of Health, 2010) stated that organisations and agencies should work together to recognise and manage any individual who presents a risk of harm to children. The Children Act 1989 (Dept of Health, 1989) requires multi-agency collaboration to help indentify and investigate any cases of child abuse, and the protection and support of victims and their families. It should be remembered that everyone brings their piece of expertise/ knowledge to help build the jigsaw (Working Together 2010) and to assess the service user i n a holistic way. Although the merits of collaboration have rarely been disputed, the risk of conflict between the professional groups remains. Some of the barriers to collaboration are different resource allocation systems, different accountability structures, professional tribalism, pace of change and spending constraints The disadvantages are if commissioning was led by health, an over-emphasis on health care needs, and inequities between patients from different practices There are challenges in terms of professional and personal resistance to change; it is difficult to change entrenched attitudes even through inter-professional education. Sometimes professionals disagree about the causes of and the solutions to problems, they may have different objectives because of different paradigms (Pierson M, 2010). There are also several concerns for SWs which include not knowing which assessments to use, appearing to be different or work differently from others in the team, not being taken seriously or listened to by colleagues and not having sufficient time or resources because of budget constraints (Warren, 2007). Some of the reasoning for this pessimistic mood is feelings of inequality and rivalries, the relative status and power of professionals, professional identity and territory. Different patterns of accountability and discretion between professionals, are all contributing factors to these feelings (Hudson, 2002). Thompson (2009) suggests that instead of the SW being viewed as the expert with all the answers to the problems, they should step back and look at what other professionals can contribute. Collaborative working offers a way forward, in which the SW works with everyone involved with the clients; carers, voluntary workers and other professional staff, to maximise the resources, thus giving an opportunity for making progress and affording the service user the best possible care. Weinstein, et al, (2003) stated that although there are problems with collaborative working, the potential positive outcomes out-weight the negatives. There could be a more integrated, timely and coherent response to the many complex human problems, fewer visits, better record keeping and transfer of information, and some reduction of risk; therefore the whole is greater than the sum of the parts. If SWs work in silos, working in a vacuum, they are unlikely to maximise their impact (Brodie, 2008). It is important to use collaboration and an interprofessional/multi agency working culture in Social Work in order that the most vulnerable service users receive the best possible assessments of their needs. The advantages are better understanding of the constraints of each agency and system overall, shared information on local needs, reduction in duplication of assessments, better planning, avoiding the blame culture when problems occurred and accessing social care via health less stigmatising. Greater knowledge of the SWs roles and responsibilities by other health care professionals will ensure that the SWs role is not substituted in assessment of the service users circumstances and needs (Munro, 2010). The Munro Report (2010) also states that if everyone holds a piece of the jigsaw a full picture is impossible until every piece is put together. Working together to Safeguard Children states a multi-professional approach is required to ensure collaboration among all involved, which may include ambulance staff, AE department staff, coroners officers, police, GPs, health visitors, school nurses, community childrens nurses, midwives, paediatricians, palliative or end of life care staff, mental health professionals, substance misuse workers, hospital bereavement staff, voluntary agencies, coroners, pathologists, forensic medical examiners, local authority childrens social care, YOTs, probation, schools, prison staff where a child has died in custody and any others who may find themselves with a contribution to make in individual cases (for example, fire fighters or faith leaders). In a study by Carpenter et al (2003) concerning the impact on staff of providing integrated care in multi-disciplinary mental health teams in the North of England, the most positive results were found in areas where services were fully integrated. There is much evidence to suggest that collaboration represents an ethical method of practice where differences are respected, but used creatively to find solutions to complex problems. In essence the service user should be cared for in a holistic approach and to achieve this collaboration is the answer. (1516) Professor Munro askes Some local areas have introduced social work-led, multi-agency locality teams to help inform best next steps in respect of a child or young person, including whether a formal child protection intervention is needed. Do you think this is useful? Do you have evidence of it working well? What are the practical implications of this approach? (http://www.communitycare.co.uk/Articles/2011/01/04/116046/munro-asks-frontline-workers-what-needs-to-change.htm)

Raising the Dropout Age Essay -- Education, GED, high school

Children are told from a young age that it is mandatory for them to graduate from high school, but it’s not until they are on the verge of dropping out that they hear the importance for staying in school. It is also when they hear how high school students who dropouts learn the incredible price to pay in the future when they give up on an education. Thinking with a teenage state of mind and trying to take the easy way out they go straight for a GED, which is told to be an equivalent earning of a diploma. Stated in a complete listing of educational resources most teachers tend to argue that â€Å"The General Educational Development lacks the depth and breadth found in a traditional high school education† (â€Å"The Facts about Getting a GED† par.5) Initially, the program was created for World War II veterans to receive their high school education after the war and not for students who decided that they wanted to give up (â€Å"General Educational Development† par.1). This was until the year of 1959 when veterans were not the only ones getting there GED but also those adults who had yet to finished high school (par.1). In the article â€Å"Dropouts†, from Education Week, it was stated that â€Å"Overall, the dropout rate has changed among racial and ethnic groups; the minorities tend to have higher dropout rates than their white classmates†(Kaufman and Bardby par. 4). As of today the GED profile is still changing into 3.5 to 6 million young teens between the age of 16 and 17 year olds who have decided that they do not want to finish school (Haskins par.1). Due to the National Public Radio it was stated that â€Å"Many states are willing to reduce the dropout rate by rising the high school dropout age to 18† (Abramson par. 10). This law should be passed throughou... ... set the same as the mandatory age for dropping out of leaving school. This is a high risk for giving children the opportunity to leave their education to earn money which will not benefit them in the long run without a diploma. There are few that will state that the mandatory age of a high school dropout is good at sixteen. Main requirements taught in high school become unnecessary, especially lower skilled jobs so not all people who dropout will be unsuccessful. Therefore, society is creating an economic waste by providing a service that has very little benefit to the majority of people (Rodriguez par.2). The PBS, the Public Broadcasting Service, provided facts that show that not all GED recipients are less successful than high school graduates. In example, both comedians Bill Cosby and Dave Thomas both received a GED and became highly successful. (Schleicher 1).