A Study And Report On Social Work

A Study And Report On Social Work Social work has always been considered as a difficult and complex occupation, with a complicated and perplexing framework. This is due to its different settings accompanying different tasks. An inevitable part of social work is its values and ethics and the questions and debates that surround its structure. Although values can be considered as personal and individualistic, it is also possible for a group with the same beliefs to share the same values, such as social work. It is important to acknowledge that values continually shape our actions and it is of the opinion of Ronnby (1992) â€Å"that someone becomes a social worker because they have the same ethics and values and attach them to the position†. Biestek developed traditional values in the late 50s. (Biestek, 1961). His principles outlined the basics of traditional social work and were constructed of a seven-point scheme. The principles consisted of 1. Individualism.2. Purposeful expression of feelings. 3. Controlled emotional involvement. 4. Acceptance. 5. Non-judgmental attitude 6. User self-determination.7. Confidentiality, Many of Biestek beliefs were very traditional and were criticised for their diversity in their interpretation. Controversies relating to different principles caused many problematic conclusions e.g. individualisation and confidentiality. Individualisation could not be possible in the fast moving modern world, people lose their identity and individualisation is not respected. Confidentiality has its limitations to be enforced e.g. If a user divulges information where someone will be harmed, the social workers duty is to share it as a right to other individuals. It was clear these key issues had to be developed and advanced to help social workers. It was considered that there must be guidance on values and ethics for social workers, as they play a major part in their work Central Council for Education and Training in Social Work was a significant part in the development in education for social workers. It is also acknowledge by (CCETSW, 1998) that it is a necessary part as the title suggest, that social workers must gain an understanding of ethical awareness as part of the professional practice. Skill development gave social workers a range of skills that are needed to ensure that social work is a high quality profession. The CCETSW set out details of a number of competencies that they should be able to cover in their work. It is considered that there are two main ideologies within social work, social justice and personal caring. These were considered to be benefit for social workers as they exercised anti-oppressive practice. They produced a list that social workers had to identify with. This stated that a social worker: . Should be committed to: Respect and value of individuals Promote peoples rights to choice privacy protection and confidentiality, while looking at the rights and demands The right of individuals to make choices Strengths and skill embodied local communities Right of protection for those at risk Social workers should be able to do: Develop awareness of inter-relationship of the process of structural oppression, race, class and gender Understand and counter act the impact of discrimination from poverty, age, disability and sectarianism Demonstrate an awareness of individual and institutional racism Understand gender issues and demonstrate anti-sexism in social work practice Promote policies and practices which are non- discriminatory and anti- oppressive Demonstrating these skills in learning, acknowledge that they had competence in practice. The Central Council for Education in Social Work stated that ‘practice must be founded on, informed by and capable of being judged against a clear value base (CCETSW, 1995). This knowledge base was very important, but it did not give ready-made answers as to how social workers should continue in any particular situation. However it gives lots of insight and clues about situations that social workers may face, it also enabled them to have an appropriate response for any particular predicament. Never the less it is still down to the individual social worker to acquire and expand their knowledge base for practising in social work. The range of skills that can develop from learning will be responsible for an established and high quality in the service that are offered to service users. There are professional ethical standards that are relevant to social workers in practice. These allowed social workers to work at a professional standard and to behave professionally. These standards concern ethical responsibilities to clients, colleagues, social work profession and responsibilities to the broader society. Some of the standards are guidelines for professional conduct, such as the code of ethics for social workers. For social work the code of ethics plays a major role in its training, policy making and its professional literature. These guidelines provide a framework for making sense of the practice in social work. The code of ethics for social workers (BASW 1996) was put in place in 1975 to ensure that social workers had a set of guidelines for professional activities. The primary objective of the Code of Ethics is to make these pragmatic principles clear for the protection of clients and other members of society. Its principal objectives are to ensure that the professional social workers were recognised as a non-bias worker. The code covered two main areas, including principles and practice, The statement of principles covers social workers understanding and identifying of the values and dignity for every human being, irrespective of origin, race, status, sex, sexual orientation, age, disability, or religious belief. Social workers are expected to prevent and eliminate exploitation and discrimination against any person, group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation, age, marital status, political belief, religion, or mental or physical disability. Millerson (1964) argued that the code of ethics could become irrelevant, as it was difficult to use, as it could not be dominated by one specific area within social work. Millerson noted that there were many areas of specialist including child protection, community care, mental health and family therapy, that it becomes more difficult use the code as a principal source of moral guidance. Ethical awareness is a necessary part of the professional practice of any social worker. His or her ability to act ethically is an essential aspect of the quality of the service offered to clients. It has been thought that the code of ethics was set in place to allow social work to be recognised as a professional occupation. Social workers were expected to Identify and interpret the basis and nature of individual, group, community and social problems. Illustrating their ability to recognise professional and personal limitations, and refrain from any behaviour that may damage the profession. The uncertainty of day to day practice brings with it many ethical dilemmas, which are a challenge for many social workers. The complexities of ethical dilemmas arise when a social worker has two or more possible undesirable conclusions that go against their own moral principals, these dilemmas cause a battle because they have to make a choice and they dont know which one is right. Professional service shall assist clients to take responsibility for personal actions and help all clients with equal willingness. Social work is a decision making occupation that can lead to many problems, the feeling of guilt and blame for the outcome of many decisions that they have been involved in. This may cause much stress and strain for social workers in having to make major decisions and choices, but also to take responsibility for any outcomes that may go wrong. This essay has described the value base of social work in its development and education, also looking at its effect and consequences. Learning base work can give possible solution as to how social workers should proceed in a situation; it can also give lots of insights into fields that they have no experience in. The codes of ethics standards were explained and considered it has been argued of its effect and purpose, its usefulness and its guidance for the profession of social workers. How we deal with them will always be a challenging and stimulating process for all social workers. There are many instances in professional social work where simple answers are not available to resolve complex ethical issues. A case study has been discussed and analysed, showing anti-oppressive practice. It is shown that power and oppression of all kinds must be regulated and resisted, we must acknowledge that power and oppression is always present in individuals and within society. In conclusion social work can be a challenging subject and one that will actively push the boundaries of all social workers on a personal level and professional level. It is agreed within social work that ethics, morals and values are all an inescapable part of professional practice and ‘Ethical awareness is a necessary part of practice of any social work (IFSW, 1994). Values and ethics are not simply reasonable matters that we can unravel through logical arguments; they are a combination of thoughts and feelings closely linked to action. There must be distinctions on how to apply social work values and ethics into their professional work, without causing personal conflict. //////////////////////////////////////////////////////////////////////////////////////////////////////////// Moreover, the Social work values emphasises that the social workers should â€Å"identifies and question their own values and prejudices, and their implication of practice;†¦ and they should â€Å"Respect and value uniqueness and adversity†¦.and identify (discrimination), analyse and take action to counter discrimination, racism, disadvantage, inequality and injustice using strategies appropriate to role and context† (CCETSW, paper 30 referred in UB. 2002: 6). Therefore, the social work value gave people a direct power to clients by letting them choosing and decide for themselves and social worker are advised to â€Å"promote opportunities for people to use their own strengths to make decisions for themselves (CCETSW, paper 30 cited in UB. 2002: 4). In other words, social work has widened the concept of ‘freedom and ‘toleration by being considerate for all members of the community, which is now-a-days known as ‘anti-discrimination, freedom of choice and ‘equality. //////////////////////////////////////////////////////////////////// There are also issues regarding to social workers practice e.g. practicing in ‘traditional way due to personal prejudices, which has oppressed the clients and has stigmatized the social work itself. Thompson (1997: 11) emphasise that the â€Å"†¦social work practice which does not take account of oppression and discrimination can not be seen as ‘good practice†¦.†. The ‘bad practice is portrayed through the media but the good practice is not awarded and neither praised by media. The social work constantly reviews the policies to encounter prejudices and emphasises high on anti-discriminatory practice. /////////////////////////////////////////////////////////////////////////////////////// The concise oxford English dictionary defines â€Å"values† as â€Å"principles or standards of behaviour†. Personal values can very dependent on our social, cultural and religious background. Although being inherent these values can change as we develop and mature and become less dependent on the values that are important to our parents, family and peers. David Howe (1999) advises that â€Å"values are important because they help to guide action† (Study Unit 1, p.18) he also suggests â€Å"values spell debate and trouble† (Study Unit 1, P.18), values can cause conflict and tensions which need to be reflected upon. I come from a large family and lived on a council housing estate where family and neighbours â€Å"looked out† for one another. I have six brothers and one sister and, although we were disciplined, our parents always showed their love for us. Within my immediate and extended family there was a feeling of security in that we all knew we ha d people who cared for us and who would always be there for us no matter what. It was inherent in us to care for each other and I perhaps made the assumption that most families had the same values as ours. I think I considered people who did not have these values to be untrustworthy, unreliable and uncaring and at that time I did not realise that this was a preconceived opinion based on no actual experience. It was not until I started to work in residential childcare that I began to question my prejudices. I realised that not everybody was brought up with the same values as I had been and that my values and beliefs would change and grow through my experiences within my work. I worked with many children and young people from varied cultural, religious, racial and social backgrounds with a wide range of emotional and behavioural difficulties. I saw how little some parents/carers valued their children and how badly they treated them. As parents/carers have such a big influence over a c hilds life this meant that the children themselves had very little self worth or value, with low self- esteem and feelings of social isolation. They found difficulty in forming relationships, having been subjected to various levels of physical, emotional and sexual abuse. Through this experience I achieved a greater sympathy and understanding of how peoples life history can affect their future. People have individual life experiences and because of this their values and beliefs are very often different from our own. The speakers on tape one (K111 Side 1 Band I) state that we should â€Å"reflect on our own prejudices and not skip over them and we should be willing to accept others beliefs†. I have learned through experience that we cannot impose our own personal values and opinions on others; we must constantly re-evaluate our thoughts and actions. Ian Parr PI M5564134 K111 TMA02 Page 2 An experience with one of the young people in the Childrens Residential Unit where I worked illustrates how my values have been called into question and reflected upon. The young person had only had contact with his mother, who was white and had never met his father, who was black. His father had a long troubled history involving drug and alcohol abuse. When he was 9 years old, the young person chose to make contact with his father, against the wishes of his mother and siblings, who were born to a different father. They thought that contact would split the family even further and this put a lot of pressure on the young person. The father at first offered consistency but this was short lived and there were problems with his lack of basic parenting skills. To alleviate these problems it was necessary to build a working relationship with the father to improve the lack of support given to the young person. Whilst dealing with these problems it was important to work in a non-judgmental wa y as there were issues that whilst they may have seemed adequate to some, I did not totally agree with. This taught me that it was important to allow the young people choices, and to respect those choices, and to allow them to take control of their lives. Empowering a young person will give them â€Å"more control over their lives, to have a greater voice in institutions, service and situations which affect them†(Bray Preston-Shoot, 1998:48 cited in set book Adams, Dominelli and Payne, p.38) There were also issues surrounding the fathers race. The mother and the siblings were all white and lived in a white environment and this caused some strain between the children. By using positive encouragement and working in an Anti-Oppressive (seeking fundamental change in power structures and exploitative relationships which maintain inequality and oppression)(Bray Preston-Shoot 1995 cited in Study Unit 1, Part A, p.77), Anti-Racist and Anti-Discriminatory (challenging unfairness or inequity)(Bray Preston-Shoot 1995 cited in Study Unit 1, Part A, p.77) way I managed to alleviate some of the problems. This made me reflect on how important a persons culture is to their identity and I have learned not to discriminate on the grounds of race, religion, culture, language, social status and life-style. In â€Å"identifying and questioning my own values and prejudices†(CCETSW 1996 p.18 Aids to Practice Cards) I am constantly re-evaluating my thoughts and actions through reflection. During my past experience I have also become aware that â€Å"our professional values may sometimes conflict with those of organizations for whom we work† (Aids to Practice Card, Valuing). I took care of two young brothers who, when they were placed in the residential care home where I worked, had serious attachment disorders, behavioural problems and mental health issues. My colleagues and I worked closely with them in conjunction with other relevant agencies, which included Child and Adolescent Psychiatry, in order to enable them to gain trust and establish relationships with us. The children were thriving in our care and had stopped self-harming but, after two years of working with them, the funding local authority decided, because of lack of funding, to remove the boys from their placement and return them to a facility in their hometown. This was done against their wishes and against the advice of the mental health team. Ian Parr PI M5564134 K111 TMA02 Page 3 The childrens right to choice was disregarded. As social workers are challenged to be advocates for those who are unable to advocate for themselves and â€Å"all the social workers efforts should be directed towards removing the obstacles which enable the service user to take control of their own life†(Aids to Practice card Advocacy Empowerment) the decision was contrary to my personal and professional values and a difficult one to accept. This experience made me reflect that there will be times during my practice when my values will conflict with others but difficult decisions will always have to be made. I hope I can learn from past mistakes within the system and continue to practice within my professional code as described in the course reader, â€Å"will respect their clients as individuals and will seek to ensure that their dignity, rights and responsibility shall be safeguarded† (BASW 1986 Set Book Adams, Dominelli, Payne, p.34) Describe your current understanding of professional social work values and how you have arrived at this understanding. Outline those issues which you find problematic and want to work on during your present placement. Professional social work values as listed in the course material (K111 stage 1 p.20) are part of the core competencies. The K111 aids to practice card (valuing) defines these as â€Å"having a clear set of values which actively informs your social work practice, particularly concerning promoting the intrinsic ‘worth or ‘value of another human being†. These are values that need to be inherent within any professional and indeed hopefully within each worker on a professional and a private basis. My own understanding of professional social work values has changed and evolved over time through my own past experiences. I feel that, fundamentally, respect for other people is the most important value as ultimately you should treat people the way that you would wish to be treated yourself â€Å"There is a long tradition in social work that emphasises the importance of ‘respect for people'(Study Unit 1, Part A, P.76). Bisteck, 1961 (as cited in K111 study unit 1 p.76) listed â€Å"seven principles of casework which included acceptance, self-determination, confidentiality, individualisation and a non-judgemental attitude. These are grouped together under the umbrella of ‘respect for persons†. I feel that I have learned to build on my respect for others through past contact with service users, especially in residential care where the majority of children and young people had little or no self-respect. Valuing something means that we know its worth. â€Å"This is essential in social work precisely because many service users are seen as ‘undeserving by society, or as worthless. Indeed, some service users have this view of themselves†(Aids to Practice Card, Valuing). Treating them as individuals, each with their own identity, and not as part of a homogenous group, helped me to understand how important self-identity, self-awareness and self-worth is. Ian Parr PI M5564134 K111 TMA02 Page 4 I have been able to reflect on this and bring it into my practice. Although I did not necessarily agree with or approve of the values and behaviours of the families of some of the young people it was imperative that I was guided by the ‘values of social work (CCETSW 1996 p.18, Aids to Practice Card, The Values of Social Work) and that I communicated a non-judgmental attitude toward them. Acceptance of others and a belief in the worth and dignity of every human being are values that are conveyed through non-judgmental behaviour. To be able to respect another persons privacy and safeguard confidentiality affirms that persons worth and dignity. I presently work with children from areas that are classed as â€Å"disadvantaged†; these areas have a high transient population from all over the country, including the travelling community. This makes for a wide range of cultures, religions, social status, ethnic minorities and to treat people as individuals and â€Å"respect and value uniqueness and diversity†(Aids to Practice Card, The Values of Social Work) is essential when practising in such diverse social settings. The travellers who I have worked with have views which are very different to my own. They believe that girls do not need to be educated at all and that boys only need formal education until the age of ten. Because this goes against my personal values I sometimes find it difficult to promote peoples right to choice in such situations but I do recognise the need to â€Å"work with individuals and families from backgrounds and cultures of which I may have little direct experience in a way which is sensitive to this diversity† (Study Unit 1, Part A p.19). I try to recognise that changes must come from within the service user and that we cannot impose our standards and values on them. However, I am always conscious of the need to be aware of any child protection issues and the need to â€Å"assist people to increase control of and i mprove the quality of their lives, while recognising that control of behaviour will be required at times in order to protect children and adults from harm†(Study Unit 1, Part A, P.20) I am constantly learning about myself and other people and re-examining my own attitudes and prejudices. The K111 Aids to Practice card Valuing, informs us that â€Å"the assumption is that the values which inform training will come to influence practice† and perhaps more importantly, â€Å"having a set of principles to apply to the practice of ‘valuing the existence and contribution of another human being, of respecting them and upholding their rights and responsibilities, is seen as essential to accountable social work†. The values that are central to social care should affect all aspects of my working practice. My current understanding is that the profession of social work centres on the improvement of quality of life for people and the enhancement of human potential for full, productive participation in society. If we let our own personal values be guided by the â€Å"values of social work†(Aids to Practice Cards, The Values of Social Work) then we woul d allow everyone that we come into contact with to try and develop their full potential whilst also giving them the choice of and responsibility over their own actions. Ian Parr PI M5564134 K111 TMA02 Page 5 References: Adams. R, Dominelli. L, Payne.M, 2nd Edition Social Work: Themes, Issues and Critical Debates, Palgrave K111 Social Work Practice Learning, Stage 1, 2002, Aid to Practice Cards, The Open University, Milton Keynes K111 Social Work Practice Learning, Stage 1, 2002, The Open University, Milton Keynes. K111 Social Work Practice Learning, Stage 1, 2002, Tape 1, Bands E-I Pearsall. J, The Concise Oxford English Dictionary (2002), 10th Edition, University Press /////////////////////////////////////////////////////////////////////////////////////////////////// Day 2: Users expectations of social workers The main points that I felt were reiterated during the sessions led by the service users were; an expectation that the partnership with their social worker would possess the positive qualities of any good relationship. The focus was on an open and equal attitude, mutual trust and respect. Empowerment was crucial to the service user as it addresses their feelings of impotence within society; this can be achieved by being informative e.g. sign posting to other agencies for support and empowerment and assisting with direct payments so that service users can make their own decisions regarding their care. I learned that it was the positive qualities of any good relationship that were most appreciated such as a personal and friendly approach; practical offers of practical help i.e. useful phone numbers and keeping to appointment times and agreed timescales and these made the difference between a good working partnership and a poor one. One service user felt that, because she presented as v ery articulate and independent, she had not been offered assistance with filling in forms for direct payments, which highlighted to me that a positive assumption can lead to needs not being met. (193) Day 3: Carers expectations of social workers One of the key things that I learned from the meeting with carers and my own experience within my family was the emotional rollercoaster of the 24hour commitment involved. One of the case studies we looked at during the module highlighted how the focus of support is mainly directed at the service user and the needs of the carer are often overlooked. One point that stood out from one of the lectures was how personality has some influence on what care is appropriate for that person. The example given was a service user whose mental health problems sometimes conflicted with the delivery of care for his physical health problems adding extra stress for the partner and carer. As a family carer myself I identified with how good sign posting from the social worker can assist with the frustrating process of trying to gather knowledge of how and where help can be accessed. I also identified with other carers experiences of the need for the professionals involved with our family members care to respect our family members individuals needs e.g. her religion and her food preferences to maintain dignity. Maintaining good interprofessional relationships was highlighted, to maintain cohesion and continuity of care and to be prepared to advocate on behalf of the carer and service user. (217) Day 4: Cultural competence Cultural, ethnic, linguistic, and economic differences impact on how individuals and groups access and use health, education, and social services. They can also present barriers to working in partnership in health care interventions particularly when practitioners stereotype, misinterpret, make faulty assumptions, or mishandle with insensitivity their encounters with individuals and groups viewed as different in terms of their backgrounds and experiences. Adopting an anti-oppressive approach by admitting and reflecting on personal biases, stereotypes, and prejudices is the starting point of developing cultural competence, the next stage is to be sensitive to cultural norms, attitudes, and beliefs; in fact valuing the diversity of cultural difference. Other important ways in which you may become more culturally competent and avoid potential pitfalls would be in learning verbal and nonverbal cues of other cultures, becoming more comfortable in cross-cultural situations by assessing wha t works and what does not. By assessing how the beliefs and behaviours of the cultural group affect the service user, their interaction with services offered, learning to negotiate between the persons beliefs and practices and the culture of your profession, cultural competence can be achieved. I am valuing the opportunities this course is affording me in developing my cultural awareness by learning from and with people from a variety of different cultural and social backgrounds. (214) Day 5: Social workers use of power and authority My concerns about using professional authority are about finding myself in situations that require careful judgement due to the consequences for both service user and myself because of my own actions or non-actions. I can ensure that I acquire up-to-date knowledge of the values and principles of the British Association of Social Workers Code of Ethics for Social Work and work by them at all times. Other sources of help in verifying that I was not using the powers and authority invested in me appropriately would be talking to line managers, referring to the General Social Care Council codes of practice and referring to the National Occupational Standards for Social Work. Other ways of seeking assistance would be to discuss dilemmas and reflect upon similar case studies weighing up the consequences of certain courses of action. Seeking help from other professionals and agencies may give a fresh perspective, however, it is a case of balancing personal and professional judgement in the c ontext of codes and guidelines of the profession and treading the thin line between safe holding and violation. (178) PART 2 The personal impact of the learning that took place on the topic of cultural competence was that it gave me greater understanding of how everybody differed in their own individual perceptions of their culture, background and religion. This realisation has increased my self-awareness of my own cultural identity and how that has shaped my own values and opinions. I am aware that in society we often group people according to their cultural background, based on appearance or religion, when what real

Competition Protects Consumers, Politicians Protect Themselves :: Politics Political Essays

Competition Protects Consumers, Politicians Protect Themselves Baltimore Sun political writer H. L. Mencken once warned, "The whole aim of practical politics is to keep the populace alarmed, and hence clamorous to be led to safety, by menacing it with an endless series of hobgoblins, all of them imaginary." As saviors politicians then announce an array of government programs to safeguard a grateful electorate from one hobgoblin or another. For that safety, taxpayers are forced to cough up billions of dollars to finance government agencies like the Federal Trade Commission (FTC), Consumer Product Safety Administration (CPSC), and the Food and Drug Administration (FDA). What is it that ultimately protects the consumer? It's not government but competition - many producers competing with each other for our dollars. What motivates a grocery store manager to have sales, introduce new products and services and incessantly search for other ways to please us and make us loyal customers? The easy answer is that the manager seeks greater profits, but profits cannot be simply decreed because he has no power to force us to shop at his store. He must lure us into his store pleasing us more than our next best alternative - his competitor down the street. The life of the manager and his employees, would be much easier if they could get legislators to write "level playing field" laws to "protect consumers" against cutthroat competition. A level playing field law might mandate that all grocers charge the same prices, sell the same items, and provide identical customer services. That way competition would be reduced. Right now your grocer and his employees know that if he charges high prices and provides poor quality service, you will take your business elsewhere. That would result in less business, lower profits and possibly bankruptcy. But if the manager and his employees could persuade lawmakers to enact a level playing field law, it would be a different story. The identical principle applies to workers. Some people think labor unions, Occupational Safety and Health Administration (OSHA), and minimum wage laws protect the worker. Labor unions, OSHA regulations and minimum wages laws do protect the jobs and income of some workers but at the expense of other workers' jobs and income. Labor unions and many labor laws are little more than a collusion against other workers. Union leaders argue that their right to strike is their most powerful tool in their pursuit of higher wages and better working conditions.

Environmental Conflicts In Literature

Conflicts are a very prominent element in literature. If you were to look up the dictionary definition of conflict, you would find that it is a struggle, controversy, or fight. Conflicts can take many forms, and each has its own place in literature. Environmental conflicts are certainly one of the more recognized and appreciated types of conflicts. They are easy to identify, understand, and analyze. An environment can be described as ones surroundings, so logically, an environmental conflict is a conflict with ones surroundings. Environmental conflicts pit man against a greater power, and it is unsure what will happen next. Throughout [good] literature, a vast array of environmental conflicts can be found. Let us take a look at Leiningen Versus the Ants, by Carl Stephenson. In this story, environmental conflicts are exceedingly prevalent. In fact, the entire story is built upon the act of God that Leiningen faces. A twenty square mile army of ants threatens Leiningens plantation and his life. The ants prove to be a formidable opponent, even for a man of such cunning as Leiningen. They represent the power and unpredictability of naturea perfect example of an environmental conflict. Not all environmental conflicts are huge, apocalyptic, catastrophic events. They can be as simple or commonplace as a tree falling. Such is the case in The Interlopers, by Saki. Saki recognizes the power of nature, and makes use of something so unimportant as a fallen tree to trap Ulrich and Georg beneath it, and dramatically alter the course of the entire story. Not only that, but at the end of the story, Saki uses wolves to change the direction of the story once more, and this time he creates some irony as well. In almost all cases, the environment does triumph over man in some way or another. To Build a Fire, by Jack London is a prime example of this happening to a large extent. A man and his dog are lost in the wilderness at sub-zero temperatures, and he is not only involved in an environmental conflict, but a struggle to live. Eventually the man dies of hypothermia. Again, this is another instance that illustrates the power that nature has over us. Ironically, (as if to drive the point home) the mans dog survives. It is safe to say that environmental conflicts are a truly wonderful and important addition to the literary world. They give the reader a sense of awe toward nature and its power. We cannot predict what nature will do, nor can we deny its supremacy. Because of this, environmental conflicts are often more captivating and suspenseful than other types, and we find a great deal of enjoyment and entertainment from them.

The Commercialization of Colleges and Universities

With the rapid development of economy, there is the tendency that education has become commercialized – colleges and universities have become such business enterprises that everything is measured in terms of profits. People tend to associate education with money and believe that education can eventually bring huge profits in the long run. Nonetheless, some people are ambivalent about this phenomenon. While they asserting universities should be businessization because in the real world, everything is connected with money. At the same time, they deem the essence of education, to process of gaining knowledge, skills, and information, is twisted. If education becomes materialized, it is not only misleading but also detrimental. In Ask not what you can do for your university, but what your university can do for you, an article appeared in the UCLA Student WebZine, the author points out insightfully that the change occurred within the structure of American university system from a à ¢â‚¬Å"high-brow institute of knowledge† to a â€Å"business enterprise†(OW 293). As a result of this shift, students â€Å"attending college view their university education not as a valuable opportunity to gain knowledge, but rather as a purchase. Undergraduates invest tuition money to attend classes and, in turn, expect to receive a degree that will then precipitate a financially successful career†(OW 293). This essay remains successful by backing his claims that students has become investors rather than actualShow MoreRelatedSports Athletes Should Not Be Paid1603 Words   |  7 Pagesearned $871.6 million in revenue (Dirlam), but it is never distributed to the workforce. 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Headquartered in Indianapolis, Indiana, the NCAA has approximately 500 employees who serve the membership by interpreting and supporting legislation, running 90 championships and managing programs that supports nearly 500,000 student-athletes (NCAA.org). In 1973, the NCAA was divided into three divisions to align like-mindedRead MoreFor British Universities Essay1170 Words   |  5 Pages for British universities. Since the 1980s, neoliberalism has been expressing itself in university syllabi. Abandoning previous values of critical-thinking and challenging basic assumptions, the focus leans towards teaching vaguely defined â€Å"skills† such as â€Å"teamwork,† â€Å"communication† and â€Å"leadership.† Such effects are evident in the recently â€Å"enhanced† course guides at the London School of Economics (LSE). The LSE is a private university that specializes in the social sciences and ranks third inRead MoreCommercialisation of Education1512 Words   |  7 PagesCommercialization of education The Commercialization of education has been a fairly recent trend in India that stems from the educational reform in the country over the last two decades. It mainly materializes itself in mushrooming private schools, public and private universities and at the high education level. In a sense, it has added a financial element to the qualifications of attending private schools and public and private universities. Undoubtedly, it affects millions of families. As a resultRead MoreBenefits Of Faculty And Staff Of Universities1621 Words   |  7 PagesMutual Benefits. Faculty and staff of universities also benefit from student athletes. Specifically, among these faculty and staff, a major topic of debate has been the salaries of college coaches. As coaches have continued to be paid more over the past years, the debate to pay college athletes has gained momentum. Through the disparity between student athletes’ compensation and coaches’ salaries the unbalanced system allows athletes to earn below minimum wage while coaches like Nick Saban of AlabamaRead MoreShould College Athletes Be Paid?960 Words   |  4 Pages However, when it comes to college sports, everyone’s views change and only the coaches are the ones being compensated. Today, I would like to argue against these double standards because, the effort college athletes put towards their sport and the commercialization of college level sports, justifies the notion of monetary compensation for college athletes. College athletes are known more because of their sports rather than what they are actually majoring in. College athletes put in immense effortRead MoreTansan Chapter 1 Short Story2224 Words   |  9 Pageshis Ph.D. in Aeronautics and Materials Science from California Institute of Technology in 2002. He started his interdisciplinary faculty career as a civil engineering faculty at Vanderbilt University, and a mechanical and aerospace engineering faculty at University of Texas at El Paso and New Mexico State University (NMSU). His honor and award include an Office of Naval Research (ONR) Young Investigator Award in 2003, and a Fellow of the American Society of Mechanical Engineers (ASME) in 2012. He isRead MoreTansan Chapter 1 Short Story2224 Words   |  9 Pageshis Ph.D. in Aeronautics and Materials Science from California Institute of Technology in 2002. He started his interdisciplinary faculty career as a civil engineering faculty at Vanderbilt University, and a mechanical and ae rospace engineering faculty at University of Texas at El Paso and New Mexico State University (NMSU). His honor and award include an Office of Naval Research (ONR) Young Investigator Award in 2003, and a Fellow of the American Society of Mechanical Engineers (ASME) in 2012. He is