Business Strategy - Jobcentre Plus Essay Example | Topics and Well Written Essays - 2000 words

Business Strategy - Jobcentre Plus - Essay Example Jobcentre's culture will be driven by the clear objective set by Ministers of "work for those who can, support for those who cannot." This clear work-focus will be apparent in everything Jobcentre do for Jobcentre's customers. Jobcentre plus will emphasize to them the link between benefits and work, with their associated rights and responsibilities. This will include a determination to reduce fraud and irregularity by ensuring that only those entitled to benefits receive them. But Jobcentre plus will also be about a much higher quality of customer service. Jobcentre plus will build on the existing successes of the Benefits Agency and the Employment Service by introducing more personal advisers with greater flexibility; more contact to keep people in touch with the labour market; more focus on meeting employers' needs and more emphasis on benefit integrity and accuracy. Jobcentre's service will treat each customer as an individual rather than as one of a group narrowly defined by benefit entitlement. Jobcentre's aim will be to tailor what Jobcentre can offer to what each individual needs. For instance, Jobcentre plus will take care to treat disabled people according to their individual circumstances. As a further example, parents who want to return to the workplace will be offered guidance to identify and relate the skills they have acquired as parents to those required by employers. For employers Jobcentre plus will provide a much more outcome-focused and professional service based on improved communications, dedicated vacancy service managers and local account managers, building on the foundations already laid in the New Deal and more widely. Jobcentre plus will deliver Jobcentre's services through the full range of channels offered by modern technology, including the internet, touch screen terminals and customer service centres. Jobcentre aim to offer employers in the Pathfinders a more effective service which responds to their requirements. Jobcentre plus will do this by working with them to understand their needs and the demands of the different industry sectors in which they operate. This means co-operating with employers, the local Learning and Skills Councils and other local training and education partners to customise training to meet industry and local employer needs. Jobcentre also aim to be better at matching the people without jobs to the jobs without people. This will involve us working with individuals to prepare them for the needs of employers and also working with employers to ensure they can make use of

Literature as a Medium Which Conveys the Culture of the Target Language Essay Example for Free

Literature as a Medium Which Conveys the Culture of the Target Language Essay The purpose of this paper is to familiarize foreign language instructors with the effectiveness of using literature as a mean of bridging the cultural gap between students and the target language. It will also discuss how teaching literature can help students become more effective communicators in the target language and at the same time making them appreciate other cultures different from their own. This may lead to say that, one of the major functions of teaching literature in a foreign language classroom is to serve as a medium to transmit the culture of the target language of the people who speak the language in which it is written. Therefore, literary texts can offer to the students a colorful world that reflects the culture of the language community. As readers; students get engaged within these texts, they come to understand how the characters in such literary works experience life and how they speak and behave in different settings. However , the study of literature can be considered as a method in which students can dive into the cultural experience of the language throughout the imagery and metaphors mentioned in a given text, as Gray points out: â€Å" Students learn to see a world through another’s eye,observing human values , different kind of living and discovering that others live very different societies. they will understand and become broadly aware of the social,political,historical,cultural events happening in a given society. . The role of literature in language teaching Literature, when defined as a subject of study, is an activity that involves and uses language (O’Sullivan, 1991). Ganakumaran et al (2003) stated that it is also referred to as the big â€Å"L† that focuses on the literariness of a text. It is an example of language in use and a context for language use. Literature is seen as a medium in which students’ appreciation of different system language organizat ion can be developed. Therfore, studying literature, on the whole, may not be considered as a reaction but rather as an interaction between the reader , the writer and their cultures. From an other parameter ,the teaching of literature in foreign language classrooms is essential and can be used as a perfect instrument to stimulate and speed up the teaching and learning process Carter and Long (1991). In other words, literature contributes in helping the students to explore knowledge ,promote their literacy development and fosters their language proficiency. Also, literature may provide effective, attitudinal and experiential factors which will motivate students to read McKay (1982). As a matter of fact, Obeidat (1997) said that literature has much to offer than language would normally do, since it has greater freedom and since it acknowledges no linguistic barriers which could refrain our ability to use language. Therefore, it is undeniable that literature helps to improve students’ command of language and the ability to use it freely, not solely as a linguistic, but as a cultural, intellectual, social and psychological medium of expression. In terms of using literature to teach language, Brumfit and Carter (1986) asserted that literary texts not only can grip the reader’s imagination more strongly but they can also be promoted for the examination of language at work. Littlewood (2005) also observed that although such texts were predominantly valuable for developing reading skills, it could be exploited for purposes such as explaining grammar teaching and indicating various types of language usage. Since literary texts contain language intended for native speakers, literature stands as a model for language learners to become familiar with different forms and conventions (Collie and Slater, 1991). Containing real examples of grammatical structures and vocabulary items, the literary texts raise learners’ awareness of the range of the target language and advance their competence in all language skills (Povey, 1967). Second, using literature in language teaching has the advantage of providing cultural information about the target language. Literary texts increase foreign language learners’ insight into the country and the people whose language is being learnt (Collie and Slater, 1991), which fosters learners’ ability to interpret discourse in different social and cultural target language contexts (Savvidou, 2004). . Literature as an instruments that stimulates the knowledge of the culture Teaching literature stimulates the imagination of the students and develops their critical abilities by getting them involved in interpreting the different symbols and meanings found in the text. They become more productive and adventurous when they perceive the richness and diversity of the language. Therefore, it is vital if educators create a harmonious literary atmosphere ,they may enable their students to immerse themselves in the story by turning the classroom into a cultural island where students interact with the text, share different viewpoints about the settings, the style, the language. Researchers have recognized that the benefits of using literature in three core areas: First , literature is beneficial to language development( John and Louis, 1987; Morgan, 1998; Myonghee, 2004;Sage,1987); second, literature enhances the knowledge of ulture and society which is too complicated to be captured by any single piece of expository writing; Third, literature fosters critical thinking by offering readers multiple perspectives especially in books with issues such as immigration, cultural differences, social upheavals (Edmondson 1995/6). John Lye (2003) believed that literature captures the complexities of the human situation, illustrating (dramatically, imaginatively, compellin gly) the grounds and the meanings of values, and the nuances of our experiences. It also allows us imaginatively to inhabit the lives, the experiences, the meanings of others. Lye(2003) added that literature challenges the sentimentalization of values, and those distortions of values which serve the ends of the powerful, the opportunistic, and those who want only to serve their own desires ,from an other parameter, literature explores and reflects conflicts in the culture itself, conflicts in the values and ideas of the culture, the conflict of social groups (ethnic, racial, class, gender, religious and so forth), in addition to that ,it offers a sense of identity and community, by establishing and founding narratives which capture the essence of what typifies the culture or community, or by dramatizing those particular stories and images which give the culture a sense of common meaning and purpose. 4.  Applying literature and culture in language teaching classroom When it comes to learning a new language there can be no substitute for actually living in a country where this language is spoken. Besides, teaching literature does not mean ,limit students to take a passive role but to stimulate students to be engaged proactively within the target language. However, foreign language teachers can provide literary texts best by turning their literature classes into a community where students can engage themselves actively with the culture and the language they are studying and where the emphasis in class could be on ‘cultural experience rather than cultural awareness. As Duff and Maley point out, â€Å"literature offers universal themes which are relevant to students’ own experience,it is also a mirror that reflects and heightens each learner’s perception of the social world. Thus, literary texts are opened to multiple interpretations and interactions†. Students cannot remain passive if they are to interpret and understand what they are reading. They are placed â€Å"in an active interactional role in working with and making sense of the target language guided by the teacher, they have to actively participate and interact with each other. Literature and culture in foreign language teaching can provide linguistic and artistic elements and perspectives to students.  Through literature as well as culture, students could have the opportunity to establish a connection with the target language and realize that their own personal, social,cultural and historical contexts have been influenced by a foreign language and a foreign culture and how, in a symbiotic process, this other culture has been nourished. Culture, on the other hand, offers an interdisciplinary field that includes artistic discourses, social conventions, and reflexive impacts. It opens the door for students to increase their knowledge of the target culture as they can contemplate and critically comment on people’s way of life, values, attitudes, and beliefs, and regard how these elements can have an impact in linguistic categories and forms. Indeed,language found a soulmate in literature, and they are inserted in culture.

Synthesis of Substituted Quinazolinones

Synthesis of Substituted Quinazolinones 6. DISCUSSION Heterocyclic compounds, widely distributed in nature are very essential to life. They play a vital role in the metabolism of all living cells. With their high degree of structural diversities and broad spectrum activities, they have proven to be one of the most economically useful chemotherapeutic agents. Synthesis of novel heterocyclic compounds with more potent activities, better efficacy and lower toxicity is the need of the day to the modern synthetic and medicinal chemists. In the present work, a total of 90 newer therapeutic compounds with heterocyclic rings like quinazolinonyl isoxazole and thiocarbamoyl pyrazolines were synthesized by conventional heating. In the 1st step, a total of 18 substituted quinazolinones were synthesized followed by 18 substituted acetylated quinazolinones in the 2nd step by acetylation of 1st step compounds. Treatment of various substituted acetylated quinazolinones with benzaldehyde lead to 18 substituted quinazolinonyl chalcones respectively. Further, when the chalcones were treated with thiosemicarbazide and NH2OH.HCl lead to synthesis of a total of 36 compounds with complex quinazolinonyl thiocarbamoyl pyrazolines and quinazolinonyl isoxazoles. All the above synthesized compounds were structurally confirmed by the IR, 1HNMR and mass spectral analysis. After structural confirmation by physical and spectral characterizations, they were evaluated for pharmacological activities like antibacterial, antifungal, anthelmintic, analgesic and anti-inflammatory activities. 6.1 Structural characterization of synthesized compounds Reaction of anthranilic acid and its derivatives bromo, iodo anthranilic acids with aromatic amines (aniline, p-chloro aniline, p-bromo aniline, m-chloro aniline, p-fluoro aniline and p-methyl aniline) and carbon disulfide in the presence of potassium hydroxide in methanol under reflux for 3hr afforded the corresponding 3-(un)substituted phenyl-6-(un)substituted-2-thioxo-4(3H)-quinazolinones 1a-r. Absorption bands in the range 3210-3445 cm-1 and 1505-1590 cm-1 in the IR spectrum of the synthesized compounds (1a-r) indicated the presence of N-H and a thioureide group (N-C=S) in the thioxoquinazolinone system. Strong absorption band in the range of 1600-1690 cm-1 and a medium band at 1100-1290 cm-1 were also observed due to C=O stretching and C=S stretching respectively [66]. The absence of any band in the region 2600-2550 cm-1 (characteristic of a thiol group) indicated that the compound exists in the solid state in the thione form. The 1HNMR spectrum of 2-thioxo-quinazolin-4(3H)-one in DMSO-d6 showed a singlet of 1H intensity at ÃŽ ´13 ppm for the proton attached to the nitrogen at position 1, and a complex multiplet of 14 protons between ÃŽ ´ 6.0-8.8 ppm. All the above results correlate and confirm the formation of thioxoquinazolinone ring system in respective compounds 1 a-r. When compounds 1 a-r treated with acetic anhydride, N-acetylation was took place and acetyl group was introduced at 1st position of the thioxo quinazolinone nucleus and gave compounds 2 a-r. Acetylation was confirmed by the appearance of peak at ÃŽ ´ 1.72 ppm and disappearance of a peak corresponding to NH in between ÃŽ ´ 9.7 ppm to ÃŽ ´ 13.0 ppm due to the protons of acetyl group. Claisen-Schmidt condensation of 2 a-r with benzaldehyde in alcoholic alkali gave corresponding quinazolinonyl chalcones 3 a-r. IR spectrum of the quinazolinonyl chalcones showed a peak at 1670 cm-1 characteristic of à ¯Ã‚ Ã‚ ¡, à ¯Ã‚ Ã‚ ¢-unsaturated keto functional group [255] of chalcones. Appearance of doublets in the range of ÃŽ ´ 6.7-6.9 ppm and ÃŽ ´ 7.44-7.56 ppm, disappearance of singlet corresponds to 3 protons of the N- acetyl group confirmed the 2-propen-1-one moiety of the titled compounds 3 a-r. 5-Phenyl-3-[3’-(un) substituted phenyl-6’-(un) substituted-2’-thioxo-4’ (3’H)-quinazolinon-1’-yl]-1-thiocarbamoyl-2-pyrazolines 4 a-r were prepared by refluxing quinazolinonyl chalcones with thiosemicarbazide in the presence of sodium hydroxide. Disappears of peck corresponds to ÃŽ ±, ÃŽ ²-unsaturated keto functional group of chalcones at 1670 cm-1 and appearance of pecks at 709.92 cm-1, 1067.42 cm-1, 1386.89 cm-1,1517 cm-1 and 3239.62 cm-1 confirmed the thiocarbamoyl-2-pyrazoline nucleus. Appearance of singlet at ÃŽ ´ 8.46 ppm indicated the two protons of thiocarbamoyl group (NH2-C=S) at 1st position of 1-thiocarbamoyl-2-pyrazoline ring [256]. Cycloaddition of chalcones with hydroxyl amine hydrochloride (NH2OH.HCl) gave isoxazoles 5 a-r. Absence of C=O band and appearance of new bands in the range of 1210-1270 cm-1, 1560-1610 cm-1 in the IR spectrum of all the compounds indicated -C-O-N- and C=N of isoxazole ring respectively [257, 258]. Appearance of a peek in the range of ÃŽ ´ 5.9-6.9 ppm in 1HNMR spectrum correlates with IR spectrum data and confirms the formation of isoxazole ring in the respective compounds. 6.2 Biological activities 6.2.1 Antibacterial activity All the titled compounds (1 a-r, 2 a-r, 3 a-r, 4 a-r and 5 a-r) were evaluated for antibacterial activity. The results were given in Table 5.29, 5.30, 5.31, 5.32 and 5.33. In all compounds basic skeleton and the electron withdrawing halogens played a key role in pharmacological activities. Compounds with electron withdrawing F, Br, Cl groups at para position of phenyl ring and electron releasing CH3 group at para position of the phenyl ring displayed maximum activity against Bacillus subtilis 6.2.2 Antifungal activity All the titled compounds (1 a-r, 2 a-r, 3 a-r, 4 a-r and 5 a-r) were evaluated for antifungal activity. The results were given in Table 5.34, 5.35, 5.36, 5.37 and 5.38. In all compounds basic skeleton and the electron withdrawing halogens played a key role in pharmacological activities. Compounds with electron withdrawing F, Br, Cl groups at para position of phenyl ring and electron releasing CH3 group at para position of the phenyl ring displayed maximum activity against Candida species. 6.2.3 Anthelmintic activity All the titled compounds (1 a-r, 2 a-r, 3 a-r, 4 a-r and 5 a-r) were evaluated for anthelmintic activity. The results were given in fig 5.1, 5.2, 5.3, 5.4 and 5.5. In all compounds basic skeleton and the electron withdrawing halogens played a key role in pharmacological activities. Compounds with electron withdrawing F, Br, Cl groups at para position of phenyl ring and electron releasing CH3 group at para position of the phenyl ring displayed maximum activity against Perithima posthuma. 6.2.4 Analgesic activity All the titled compounds (1 a-r, 2 a-r, 3 a-r, 4 a-r and 5 a-r) were evaluated for analgesic activity. The results were given in fig 5.6, 5.7, 5.8, 5.9 and 5.10. In all compounds basic skeleton and the electron withdrawing halogens played a key role in pharmacological activities. Compounds with electron withdrawing F, Br, Cl groups at para position of phenyl ring and electron releasing CH3 group at para position of the phenyl ring displayed potent analgesic activity. 6.2.5 Anti-inflammatory activity All the titled compounds (1 a-r, 2 a-r, 3 a-r, 4 a-r and 5 a-r) were evaluated for anti-inflammatory activity. The results were given in fig 5.11, 5.12, 5.13, 5.14 and 5.15. In all compounds basic skeleton and the electron withdrawing halogens played a key role in pharmacological activities. Compounds with electron withdrawing F, Br, Cl groups at para position of phenyl ring and electron releasing CH3 group at para position of the phenyl ring displayed maximum anti inflammatory activity.

Go Ask Alice By Anonymous Essay -- essays research papers fc

Teenagers of every race, religion, and clique relate deeply to the words of the anonymous teenager within the book Go Ask Alice, by an anonymous girl whose life enters a place where, as most teenagers, she has no idea who to turn to, or where to go. "Oh dear god, help me adjust, help me be accepted, help me belong, don't let me be an outcast and a drag on my family," (Anonymous, 13). With these words, we are accepted into the girl's life, and into her heart and mind. I chose this quote because it is one quote that I think relates to the theme. She writes in her diary about her life, and her diary is like a best friend. It is someone she can spill all of her secrets to and something to express her feelings. Everyone needs to share his or her feelings in order to live a healthy life. This anonymous girl is a normal fifteen year old teenager who just wants to be popular and fit in. In this book, she goes through many different so-called friends, or people who she thinks she likes. Many of her friends at first, were just plain ordinary kind of dorky kids and she wanted something new. She discovered a new crowd who she thought she could be popular with, but they only lead her to make the wrong decisions and to ditch the good friends that she had before. They brought her into the seductive world of drugs. She kept all of her secrets in her diary and she never thought to tell anyone. Not only did she hide it from her good friends, but also she hid it from her parents, who...

Explore the presentation of women in Much Ado about Nothing Essay

Explore the presentation of women in ‘Much Ado about Nothing’ The women in the 1500’s were always expected to do things such as taking care of the family not working outside of their houses and always seen as possessions, not people. As in Shakespeare’s time they were seen not heard. Shakespeare used this as a theme in him novel, ‘Much Ado about Nothing,’ and the character Hero in particular portrayed the typical woman. The typical woman was modest, convectional, reserved and many women were pressured to be exactly like her. There are many other ways of which women are presented in this 1599 play about love and the deception of appearances. The play was very popular with the audience and was a comedy. Women who had a high status were usually linked with honour. Hero is an example of this as her father, Leonato, is a successful character and has high status. He is described as a, ‘honourable father,’ which means that if she was to be, ‘unfaithful’, to Claudio then her whole family would go down in status and she Hero would be seen as an unclean creature now worth nothing. Hero’s overall presentation is a typical woman and is used as a plot device to move the story along, so she is valuable but her value is not recognised. An example of this is when she furthers the plot when she is, ‘unfaithful,’ to Claudio. Hero is a possession to be passed on from father to husband as the society was patriarchal and the women were dominated by men and were assets to bargain. In the wedding scene Hero hardly says anything in her defence, and what she does say are only in one line blocks, ‘is my Lord well that he doth speak so wide? ‘ She is not saying that he is wrong, but just asking him to rethink what he is saying. This shows us that she is a typical, modest woman and cannot stand up for herself. When Hero is accused of being unfaithful to Claudio, her father doesn’t defend her like a typical father would do today, but he says, ‘do not live Hero, do not ope thine eyes,’ Leonato is ashamed to be linked with his daughter and basically says that he wants her to die. This is not how women should be treated. They have no voice and people would believe a man’s word over a woman’s. Hero is seen as a, ‘plague right well prevented,’ which means she is no longer any use to Claudio and is a plague on him. Once women had lost there virginity to a man when they were not married, they were seen as useless and unclean, a woman would not be able to get a husband and would be put in a nunnery or kept indoors. Honour is linked to virginity because then the women were not worthless and so that they could be married to someone of high status. Claudio thinks Hero’s appearance is deceiving him and he ruins her life as she had ruined his, ‘thoughts of harm. ‘ He ruins her life because now people think that she is unfaithful, ‘rotten orange,’ she will be worthless and kept indoors. Another example of Hero as a typical Elizabethan woman is at the party when she gets proposed to. Hero is told what to say to her marriage proposal and has no choice in what to say. Beatrice even prompts her on what her actions should be, ‘speak cousin, or if you cannot, stop his mouth with a kiss. ‘ Woman’s sexuality was controlled by men. Hero would be like any other good typical wife in Elizabethan times, she, ‘would do any modest office. ‘ She is quiet and chaste and conforms to the norms of the society. Hero is very predictable, again like the typical woman, ‘now going to kiss Claudio,’ Beatrice prompts her on her actions. In contrast Benedick’s and Beatrice’s relationship has more equality and they come across as comfortable with one another as they use, ‘you ,’ and, ‘your,’ as apposed to, ‘thee,’ and, ‘thou,’ as Hero and Claudio use. Beatrice is presented in a very different way to Hero. Beatrice is presented very openly. All of her emotions are shown and she always says what she thinks, ‘the commendation is not in his wit, but in his villainy. ‘ This shows us that Beatrice is a very plotting and witty character who is in control of the situation. She is an independent woman, who was not like how women in Elizabethan times were presented, she was like Queen Elizabeth. Hero and Beatrice are complete opposites. Beatrice doesn’t want any man to rule her life, in marriage, so takes an independent look to things. She doesn’t want a husband because she wants to remain like she is, ‘I had rather hear my dog bark at a crow than a man swear he loves me. ‘ Her strong voice is a strong comparison to Hero’s silence; it makes them seen very opposite and is not the norms of Elizabethan society. Because Beatrice is so independent, she uses her wit to stop her from getting hurt, ‘so I would not he should do me, my Lord, lest I should prove the mother of fools. ‘ It shows that Elizabethan women were quite vulnerable. The love that Benedick has for Beatrice is true love, this gives Beatrice the power to manipulate him, and she tells him to, ‘kill Claudio,’ because she has to rely on a man to carry out what she wants to be done. The women in those times could not carry out a duel with someone else, as it was no, ‘expected,’ of them to do that and they had to conform to the typical woman, like Hero. Beatrice shows her frustration when she says, ‘O God that I were a man! I would eat his heart in the market place,’ she’s saying that if she was a man she would kill Claudio herself so makes Benedick chose if he looses a friend or love. Beatrice shows that she can be a domination person when she cuts Benedick’s sentences short, ‘Beat-,’ then she says, ‘Princes and Counties! ‘ Overall I think that the women in, ‘Much Ado about Nothing,’ were pressured into being quiet, chaste and not seen, like Hero. Beatrice is the total opposite and has her own strong-willed, independent mind. Men and women were not treated as equals and men had so much more power and freedom and saw the women as possessions not wives. Hero resembles the perfect presentation of what a woman should be like. Beatrice does not because she is not quiet and is not told what to do, she is different, she is stubborn and will do things her own way.

Fraser Guidelines Essay

Gillick competence is a term originating in England and is used in medical law to decide whether a child (16 years or younger) is able to consent to his or her own medical treatment, without the need for parental permission or knowledge. The standard is based on a decision of the House of Lords in the case Gillick v West Norfolk and Wisbech Area Health Authority [1985] 3 All ER 402 (HL). The case is binding in England and Wales, and has been approved in Australia, Canada and New Zealand. Similar provision is made in Scotland by The Age of Legal Capacity (Scotland) Act 1991. In Northern Ireland, although separate legislation applies, the then Department of Health and Social Services Northern Ireland stated that there was no reason to suppose that the House of Lords’ decision would not be followed by the Northern Ireland Courts. Contents [hide] †¢1 The Gillick decision †¢2 Subsequent developments †¢3 Australian law †¢4 Confusion regarding Gillick competency †¢5 Fraser Guidelines 6 References †¢7 Link [edit] The Gillick decision The Gillick case involved a health departmental circular advising doctors on the contraception of minors (for this purpose, under sixteens). The circular stated that the prescription of contraception was a matter for the doctor’s discretion, and that they could be prescribed to under sixteens without parental consent. This matter was litigated because an activist, Mrs. Victoria Gillick (nee Gudgeon), r an an active campaign against the policy. Mrs Gillick, a mother of ten (five girls, five boys), sought a declaration that prescribing contraception was illegal because the doctor would commit an offence of encouraging sex with a minor, and that it would be treatment without consent as consent vested in the parent. The issue before the House of Lords was only whether the minor involved could give consent. ‘Consent’ here was considered in the broad sense of consent to battery or assault: in the absence of patient consent to treatment a doctor, even if well-intentioned, might be sued/charged. The House of Lords focussed on the issue of consent rather than a notion of ‘parental rights’ or parental powers. In fact, the court held that ‘parental rights’ did not exist, other than to safeguard the best interests of a minor. The majority held that in some circumstances a minor could consent to treatment, and that in these circumstances a parent had no power to veto treatment. Lord Scarman and Lord Fraser proposed slightly different tests (Lord Bridge agreed with both). Lord Scarman’s test is generally considered to be the test of ‘Gillick competency’. He required that a child could consent if they fully understood the medical treatment that is proposed: â€Å"As a matter of Law the parental right to determine whether or not their minor child below the age of sixteen will have medical treatment terminates if and when the child achieves sufficient understanding and intelligence to understand fully what is proposed. † Lord Scarman The ruling, holds particularly significant implications for the legal rights of minor children in England in that it is broader in scope than merely medical consent. It lays down that the authority of parents to make decisions for their minor children is not absolute, but diminishes with the child’s evolving maturity; except in situations that are regulated otherwise by statute, the right to make a decision on any particular matter concerning the child shifts from the parent to the child when the child reaches sufficient maturity to be capable of making up his or her own mind on the matter requiring decision. [edit] Subsequent developments The decisions in Re R and Re W (especially Lord Donaldson) contradict the Gillick decision somewhat. From these, and subsequent cases, it is suggested that although the parental right to veto treatment ends, parental powers do not ‘terminate’ as suggested by Lord Scarman in Gillick. However, these are only obiter statements and were made by a lower courts; therefore, they are not legally binding. However, the parens patriae jurisdiction of the court remains available allowing a court order to force treatment against a child’s (and parent’s) wishes. A child who is deemed â€Å"Gillick competent† is able to prevent their parents viewing their medical records. As such, medical staff will not make a disclosure of medical records of a child who s deemed â€Å"Gillick competent† unless consent is manifest. In most jurisdictions the parent of an emancipated minor does not have the ability to consent to therapy, regardless of the Gillick test. Typical positions of emancipation arise when the minor is married (R v D [1984] AC 778, 791) or in the military. The nature of the standard remains uncertain. The courts have so far declined invitations to define rigidly â€Å"Gillick competence† and the individual doctor is free to make a decision, consulting peers if this may be helpful, as to whether that child is â€Å"Gillick competent†. Australian law The Australian High Court gave specific and strong approval for the Gillick decision in ‘Marion’s Case’ 175 CLR 189. The Gillick competence doctrine is part of Australian law (see e. g. DoCS vY [1999] NSWSC 644). There is no express authority in Australia on Re R and Re W, so whether a parent’s right terminates is unclear. This lack of authority reflects that the reported cases have all involved minors who have been found to be incompetent, and that Australian courts will make decisions in the parens patriae jurisdiction regardless of Gillick competence. In South Australia and New South Wales legislation clarifies the common law, establishing a Gillick-esque standard of competence but preserving concurrent consent between parent and child for the ages 14–16. [edit] Confusion regarding Gillick competency On May 21 2009, confusion arose between Gillick competency, which identifies under-16s with the capacity to consent to their own treatment, and the Fraser guidelines, which are concerned only with contraception and focus on the desirability of parental involvement and the risks of unprotected sex in that area. A persistent rumour arose that Victoria Gillick disliked having her name associated with the assessment of children’s capacity, although a recent editorial in the BMJ debunks this idea, quoting Victoria Gillick as saying that she â€Å"has never suggested to anyone, publicly or privately, that [she] disliked being associated with the term ‘Gillick competent’ â€Å". [1] [edit] Fraser Guidelines It is lawful for doctors to provide contraceptive advice and treatment without parental consent providing certain criteria are met. These criteria, known as the Fraser Guidelines, were laid down by Lord Fraser in the House of Lords’ case and require the professional to be satisfied that: †¢the young person will understand the professional’s advice; †¢the young person cannot be persuaded to inform their parents; †¢the young person is likely to begin, or to continue having, sexual intercourse with or without contraceptive treatment; †¢unless the young person receives contraceptive treatment, their physical or mental health, or both, are likely to suffer; †¢the young person’s best interests require them to receive contraceptive advice or treatment with or without parental consent. Although these criteria specifically refer to contraception, the principles are deemed to apply to other treatments, including abortion. Although the judgement in the House of Lords referred specifically to doctors, it is considered to apply to other health professionals, including nurses. It may also be interpreted as covering youth workers and health promotion workers who may be giving contraceptive advice and condoms to young people under 16, but this has not been tested in court. If a person under the age of 18 refuses to consent to treatment, it is possible in some cases for their parents or the courts to overrule their decision. However, this right can be exercised only on the basis that the welfare of the young person is paramount. In this context, welfare does not simply mean their physical health. The psychological effect of having the decision overruled would have to be taken into account and would normally be an option only when the young person was thought likely to suffer â€Å"grave and irreversible mental or physical harm†. Usually, when a parent wants to overrule a young person’s decision to refuse treatment, health professionals will apply to the courts for a final decision. An interesting aside about the Fraser guidelines is that many regard Lord Scarman’s judgment as the leading judgment in the case, but because Lord Fraser’s judgment was shorter and set out in more specific terms – and in that sense more accessible to health and welfare professionals – it is his judgment that has been reproduced as containing the core principles.