Essay --

STATEMENT OF PURPOSE I am very thankful for providing me this opportunity and it is with sincere sense of gratification that I do pen my brief statement of purpose. I completed under graduation in Computer Science Engineering from VNR Vignana Jyothi Institute of Engineering and Technology affiliated by Jawaharlal Nehru Technological University, Hyderabad. Being an undergraduate student, I stand at a point where I have to decide my future so as to enhance my knowledge and skills. At this point I have to take right choice of university to pursue a graduate degree. Graduate study helps me in sharpening my skills and quest professional exposure. Undergraduate program is a broad based structured course with strong fundamentals but offers limited scope of specialization. Thus, I feel that the graduate course would pave way to acquire specialization in my field of interest. In the following paragraphs I shall explain my interest in pursuing a graduate program in Computer Science. Through under graduate studies I have learnt many concepts and it gave me a firm grounding in number of Computer Science Engineering related concepts. During my schooling, I was introduced to computer basics and I also feel that one should have proficiency in more than one field. I found this computer knowledge coupled with my under-graduation background would be advantageous to pursue a career in Computer Science During my under-graduation, I was introduced to various subjects like Computer Organization, Computer Networks, and Operating Systems and programming languages like C,C++,JAVA. I am acquainted with operating systems like MS-DOS, WINDOWS. I developed interest in the field of networking from the time I started to learn about LAN and I... ...spirations I wish to pursue my education at a school renowned for its good research facilities, eminent faculty and good quality of student life. I feel that advanced graduate study at your university is best kind of education with the environment to achieve my goals because of flexibility in learning systems and sophisticated infrastructure available and the nature of research going on. Attending your prestigious institution would give me an opportunity to receive high-level education under the guidance of prominent professors. I would regard my admission to UNIVERSITY OF CENTRAL MISSOURI not only as a great honor but also as a great responsibility and challenge to prove myself. Hence, I request that my application be considered for admission with possible financial aid and assistantship. Thank you for your time and consideration. High Regards, VAMSHI NENAVATH.

Equality, Diversity and Inclusion Essay

1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. There is various legislation and codes of practice relevant to the promotion of equality and valuing of diversity in including: see more:analyse the potential effects of barriers to equality and inclusion Human Rights Act 1998 – Gives further legal status to the standards on Human Rights that was set out in 1948 with the Universal Declaration of Human Rights. This highlighted the principle that all humans have the same rights and should be treated equally. This act also sets out the rights of all individuals and allows individuals to take action against authorities when their rights are affected. Every Child Matters 2003 – Every Child Matters was introduced for all organisations and agencies in order to ensure they work together to ensure that they support the children they work with, between birth and 19 years, fully in order for them to achieve the 5 outcomes they set out. The acronym SHEEP can help you to remember them: Stay safe Healthy Enjoy and achieve Economic wellbeing Positive contribution SEN Code of Practice 2001 – The Special Education Needs and Disability Act (SENDA) 2001 was introduced to strengthen the rights of parents and SEN children into a mainstream education. It also made significant changes to educational opportunities that are available to children with disabilities and special educational needs which means that these children are more likely to be educated in mainstream schools. UN Convention of Rights of the Child 1989 – The UK signed the legally binding  agreement in 1990 which leads on from the Human Rights Act. This act sets out the rights of children to be treated equally and fairly without being discriminated against. This treaty was ratified in 1991 by the UK government and they ensured that all rights of children are protected through law. This legislation also makes their rights extensive making sure that all children have a right to an education and that their views are respected. Children Act 1989 and Children Act 2004 (updated 2010) – The 1989 act sets out the duty of Local Authorities to provide services according to the needs of children and to ensure their safety and welfare. The 2004 Act underpins the Every Child Matters outcomes in order to provide effective and accessible services for all children. Education Act 1996 – This act sets outs the responsibilities towards children with special educational needs and also requires schools to provide additional resources, equipment and/or support to meet their needs. Racial and Religious Hatred Bill 2005 – This bill makes it illegal to threaten people because of their religion or to stir up hatred against a person because of their faith. Employment Equality (Religion/Belief) Regulations 2003 – This act outlaws discrimination (direct/indirect discrimination, harassment and victimisation) in employment or vocational training on religion or beliefs. Non-belief is also covered by these regulations. Employment Equality (Sexual Orientation) Regulations 2003 – This act outlaws discrimination in the same way as the Religion/Beliefs regulations but on the grounds of sexual orientation. This act covers people who are gay, lesbian, bisexual and heterosexual. Age Discrimination Act 2006 – This act makes it unlawful to discriminate against anyone based on their age. The act covers all forms including that of young and older pupils. The Equality Act 2010 – The Equality Act 2010 brings together the following pieces of legislation: Human Rights Act 1998 Equal Pay Act 1970 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Together this legislation prevents services from discriminating against any group being race, gender or disability. It also requires schools to promote inclusion, disability and race equality for all. This act also made it illegal, whether directly or indirectly, to discriminate. Under this act schools must also actively promote equal opportunities and positive relationships between all groups of children and there is a statutory requirement on schools to encourage inclusion of children with disabilities into mainstream schools. Special Educational Needs and Disability Act (SENDA) 2001 – This act prevents all educational providers from discriminating against pupils with SEN or a disability. Code of Practice on the Duty to Promote Race Equality 2002 – This is a statutory code which supports the public authorities to meet the duties set out in the Race Relations (amendment) Act 2000. All schools must produce a written race equality policy and include information on practical ways in which schools will work to promote racial equality. Schools need to create policies which show they are working towards the following outcomes: Reducing the gap of educational achievement between different ethnic groups Improving the relationships between different racial groups Improving the behaviour of pupils Promoting greater involvement of parents and community Ensuring staff working in the school reflect cultural diversity of the society Creating an admissions policy which does not discriminate These policies must also include the strategies in which the school use to monitor the difference that the policies make to individuals and the school. Removing Barriers to Achievement: the Governments Strategy for SEN (2004) – This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the government’s vision for education of children with SEN and/or disabilities. The principles included are the need for: Early Intervention Removal of barriers Raising achievement Delivery of improvements through partnerships across services Disability Equality Scheme and Access Plan – The Disability Discrimination Act 2005 builds on the 1995 act by requiring all schools to produce a DES. This sets outs the ways in which schools promote equality of opportunity and promote positive attitudes towards staff, pupils and others with disabilities. It must be an action plan which identifies how discrimination barriers are removed i.e. improvement to the physical environment such as ramps, lifts, room layout and lighting. School Policies – School policies must include a mission statement which sets out the commitment of the school towards inclusion and equality of opportunity. They must have written policies which reflect the rights and responsibilities of those within the school environment. Also the policies must provide guidance for staff and visitors to the school for the ways in which they can ensure inclusive practice. My setting, Hillbourne, has the following policies which relate to these terms: Racial Equality Policy Equal Opportunities SEN Policy Anti-Bullying Policy Child Protection Policy Disability Policy Gifted and Talented Pupils School policies must also include ways in which the school promotes rights and equality of opportunity for children and young people. The school must also monitor the strengths and weaknesses in their policies. 1.2 Explain the important of promoting the rights of all children and young people to participation and equality of access. It is important as a practitioner that you ensure the children you work with are learning and playing in an inclusive environment as they all have a right to a broad and balanced curriculum. They also have a right to have equal access to the curriculum regardless of background, race, culture, gender, needs or disability. It is also imperative that you ensure you are aware of the needs of all the children you work with for example if they have EAL or SEN, if they are new to the school, if they have a different culture or ethnicity or if they are in foster care. You need to allow children to have equal opportunities as it is part of their human rights – all children have a right to play and learn together. It is important that all children are not discriminated against in any way – if this happens you need to make sure that the correct measures are used to deal with the problem and prevent it from happening again. It is essential that all children are allowed to participa te in activities that will broaden their horizons i.e. school outings. At my setting in Hillbourne, last summer Reception went on a school trip to Honeybrook Farm and there was a child, S. CD, in the class who had SEN. His mum had written a note to the class teacher to say that she wanted him to go on the mini bus with the other children and she would meet us at the farm. At the farm he stayed with his mum and his one-to-one up until lunch time. He had lunch with all the other children and after this he went home with his mum (as he only did mornings in Reception). After lunch we had a tractor ride so S and his mum went with the first group as they were going to go home – this was good because even  though he had SEN he was able to participate in most aspects of the school trip just as much as the other children. There is a dilemma when promoting rights of all children and young people as there can be times when they wish to undertake a task which you feel is not in their capabilities or not safe to do so but the children have the right to do activities that will broaden their experiences. While promoting the rights of children and young people, you should ensure that all children participate in as it can help to raise their achievement, self-identity and good relationships with their peers. It is important that you allow equal opportunities in education as children and young people are more likely to do better in inclusive settings, academically and socially. By promoting the rights of children and young people, they will feel like they belong and it will help improve their self-esteem. It is also important that where applicable you should ensure that all activities are always tailored so that all children can participate regardless of their needs. 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people. We now live in such a diverse society with different religions, cultures and a lot of people with EAL that it is important that we value and promote cultural diversity especially when working with children. It is important that we teach children that it doesn’t matter where you come from, what beliefs/views you have, what language you speak or what you look like, everyone is equal and deserves the same opportunities as anyone else – by doing this we encourage children to value everyone which in turn will help them have an open mind and be able tolerate differences more easily. It is also important to value and promote cultural diversity because it can help to prevent stereotyping, prejudice, discrimination and also reduce the risks od tokenism (where you only acknowledge different cultures/religions through posters or at certain times of the year). Promoting and valuing cultural diversity benefits children in the following ways: They have the chance to learn about other cultures and views that are  different from their own They may have minimum adjustment issues – learning about cultures and distinct features of places will add knowledge and if they travel to these places their adjustment to life there will be minimal and natural as they have grown studying and being around other cultures Helps children to realise that their cultures are just as diverse as others and that the other children are just like them Helps children and young people make sense of their learning with connections to their own lives It is important that when we value and promote cultural diversity we understand and take account of the backgrounds and cultures of the children and young people in our care as it will help us build effective relationships with them and help us provide more effective support during their learning. Also by doing this we can help children feel like they are accepted – if we penalise a child because they come from a different background this can make them feel unwanted and this will also affect the way the other children in out care learn as they will pick up on the way we behave and they may think that it okay for them to behave this way. It is important that we get across that just because a child is from a different culture or can’t speak our local language doesn’t mean they don’t belong – they will eventually pick up the language and they have the same rights as any other child i.e. they all have a right to play and learn together. By promoting and valuing cultural diversity we can live with freedom from bias because as we interact with people of different cultures on a daily basis there should be no scope for people to gather and from baseless prejudices or feelings of superiority. Valuing and promoting cultural diversity can help to promote patriotism as we can help children learn to compare other values, beliefs and cultures to their own and can help them to appreciate food/things from their on cultures whilst also respecting others. Valuing and promoting cultural diversity can help with the education that we give to the children and young people we work with as they can learn about different cultures, habits and other things unique to a specific culture. It also helps to promote education through books but also by facing different cultural issues in the classroom and how to overcome them. At Hillbourne in Year 1 the TA, Mrs. C has bought in different things like artefacts and  necklaces from different places she had been when it is relevant to a topic they are doing for the children to look at. This helps them to find out about things and objects that we don’t necessarily get in this country while learning about another country and can also compare the way things are made from that country to the way they are here. At Hillbourne they also do topics on stories that are set in other countries for example in Year 1 they look at a book called Handa’s Surprise which is set in Africa and a story set in Australia called Wombat Goes Walkabout – the story set in Australia gave the children a chance to see pictures of animals that we don’t get the chance to see in this country. My other setting, Old Town School and Nursery, help value and promote cultural diversity by having a welcome sign, written in different languages from English and French to Arabic and Polish, outside the Reception classroom. Old Town show they are accepting of differences and promote and value cultural diversity as across the school from Nursery to Year 2 they have about 26 different languages spoken. In the main hallway Old Town have a poster showing the different first languages that are spoken by the children/staff. By promoting and valuing cultural diversity you help everyone to celebrate each other’s differences, provide an enriching curriculum for the children and young people in your care and help to reduce prejudices and discrimination which can make a happy environment for everyone to play, learn and work in and also allows everyone to get along well with each other. 2.1 Explain ways in which children and young people can experience prejudice and discrimination. It is important throughout our work as practitioners that we are aware of the fact that a child/young person will experience some form of prejudice and discrimination through their time in schools and also that as children get older prejudices and discrimination can get worse and have more serious consequences. Children and young people can experience prejudice and discrimination in many ways. Prejudice is when you have preconceived negative thoughts or beliefs about individuals who belong to a particular group and discrimination is led behaviour or actions motivated by unfair  beliefs – this can be directly or indirectly. Direct discrimination can be: A child not being allowed to access part of the curriculum or school activities because of their race, gender or disability. Child not being allowed to join in because of their religion Child not being accepted because of special education needs Children not playing with another child because of a specific reason (i.e. skin colour, hair colour, gender etc.) Indirect discrimination can include: Practice and procedures are applied without consideration to individual’s circumstances i.e if you plan a school trip where you may be required to wear a hard hat – this would discriminate against someone who wears a turban. You can also have individual discrimination where policies and procedures allow practice which directly or indirectly discriminates against someone. Individual discrimination can be practised by individuals or groups. Mostly prejudice can occur because of a lack of knowledge and understanding in diversity which is way it is imperative that we value and promote this through our practice. Mainly discrimination occurs because of the differences between people – this could be because of age, gender, culture, skin colour, religious beliefs, ethic traditions or size. Children and young people can also experience discrimination through labelling of a group because of prejudice i.e. boys are expected to be noisy whereas girls are expected to be quiet. Prejudice and discrimination can also happen when a child does not receive equality of opportunity. 2.2 Analyse the impact of prejudice and discrimination on children and young people. Experiences of prejudice and discrimination can affect children and young people in many ways. There are cases where the effects are minimal but there are also cases where the effects and consequences of such actions are very serious and will require a lot of support from staff that look after that child and possibly will need help from outside agencies depending on the  situation. When a child experiences prejudice and discrimination this can mean they may have lack of motivation, they may feel angry, depressed and confused. Young children in particular could feel confused because they would think â€Å"Why are they picking on me? I’m no different to them† – they may not be fully aware of the fact that they may be different and this could be the reason for the child discriminating against them but then the child discriminating may not be aware that that is what they are doing so it important to teach children about discrimination and what to do if it happens m aking sure the teaching is appropriate with their age. With older children they are more aware of the ways in which they are different from their peers meaning that their actions could have more serious side affects on the person being discriminated against. One side affect could be a young person self-harming – this could happen when a young person is being discriminated against so often that it would be classed as bullying. If a child or young person experiences prejudice and/or discrimination they will not feel like part of the group and they will not want to be in class. Feeling this way will affect them academically and socially. They will be affected academically as when in class they may know the answer to a question but may not feel brave enough to put up their hand and actually answer. Also they may feel they know an answer but then they may start to doubt their answer and then will not put their hand being too afraid they may get it wrong. Their learning will also be affected because they will not want to join in in activities with their peers so they don’t draw attention to themselves. They will feel worthless and like they are under achievers by outing themselves down meaning that they will withdraw from their education refusing to participate in activities and may decide that if they are under achievers they aren’t capable of doing any of the activities even if they have done it in the past. Children and young people’s personal, social and emotional development (PSED) will be affected as they will find it difficult to form positive relationships with peers and the adults that work with them. Children will feel withdrawn socially and will not settle in while at school or feel happy which will impact on their learning as they will find it hard to concentrate meaning they may fall behind. Children and young people’s physical development (PD) will also be affected as their health and  well-being will decline meaning that they will find it harder to be happy and play with others. Their self-esteem and confidence will be knocked and they will find it harder to open up about how they feel. They will feel that they can’t talk to the adults looking after them and could feel that they will share the same views as the children who are discriminating against them. With a feeling of low self-esteem children and young people will not feel valued as a person and if they are being discriminated against because of religion or ethnic background they will feel they don’t belong and may start to lose faith in their religion. It is possible that while children and young people feel they can’t join in with the group they may sit in a corner by themselves as they will feel left out and their behaviour will be affected – someone who is normally quite happy and full of energy may suddenly have very negative behaviour towards other children and young people and possibly even the adults caring for them. This will lead to a very unsettled atmosphere in the setting and could impact on the other children as they will start to feel unhappy and then the adults in the classroom will have more problems to deal with meaning they could become stressed If the adults become stressed their behaviour could change meaning that all the other children in the class will start to feel like they don’t want to go school and they will be fewer positive relationships throughout the class. This is why it is imperative that when prejudice and/or discrimination occurs we get to the bottom of it as quickly as possible and deal with the situation as professionally and sensitively as possible so that all the children in our care can be healthy, happy and safe and enjoy their learning while making good relationships with their peers. 2.3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people. As a practitioner you have a legal duty to protect the rights of all children and young people you work with therefore it is vital that you assess and evaluate your attitudes, behaviour and values regularly and make a point of  looking at how they can affect your practice with the children and young people you work with. Your attitudes, values and behaviour can impact on your work with children and young people in both positive and negative ways for example if you make a point of finding out and learning about the backgrounds, interests, abilities and individual needs of the children and/or young people you work with this will help you to provide more effective, appropriate personalised support as you will have a broader range of knowledge of the different cultures and customs of the children and/or young people meaning you will be able to talk and act in the appropriate way towards them and they will know that you care about them and are interested in what they do – this wi ll help you to build positive relationships with them and they are more likely to want to and be happy to talk to you when they have problems or are worried about certain things as they know you will listen and take what they say seriously. Generally my behaviour is appropriate and professional when I am working with the children in my care but sometimes I can get a bit annoyed when children come to ask me something, this is normally if I am busy with a job the teacher has given me for example if it’s gluing in pupils work or sorting out sheets to be laminated. If I am busy with this and children come to ask me something or tell me that someone has been mean to them I can get annoyed as they have disrupted me from what I was doing. This can have a negative impact on the children as they may start to feel that I don’t care about what they have to say or that I don’t want to listen to them. I need to make sure that even if I am doing a job I still need to be approachable so that the children know I am happy to help them when they need it and that they can talk to me about anything if there is something worrying them – I need to remember I am there to care of them and make sure they are happy an d safe and not be a reason they may be unhappy just because of the way I spoke to them. It is important that you remember that children will take in any information you give them which is why it is important to surround them with positive messages about their peers and own importance in society and to raise them with a strong sense of self-worth. You need to make sure that you don’t let  your own values and beliefs affect your practice and the ways in which you support pupils. If you respect others beliefs and values they are more likely to return the favour meaning everyone can get along and the support you give will be more efficient. This is also important in the case of SEN children – you can’t decide to not support a child because they have SEN and you think they should be in a special school, it’s not just up to you. If they school are able to adapt to meet the needs of the child and the SENCO and other professionals from outside agencies who may come to see the child are happy that they are doing well enough in mainstream education t hen they have the right to be and this is something you should respect. SEN children have just as much of a right to an education as all other children therefore it is important that you give them the same attention and support as you would any other pupil. However, you need to make sure that you don’t just spend time supporting those with additional needs. If you only spend time with children who have additional needs this can affect them as well as the other children or young people in your care. The children and young people who have additional needs may feel you are crowding them all the time and feel like they can’t do anything without help, it is okay to help them but you need to know your boundaries and know that sometimes they just need help starting something off and then they can carry on themselves. Spending all you time with children who have additional needs also affects the other children and young people in your care as they will feel that you don’t care about them or the work they are doing, even with children who often don’t need support it is important that you acknowledge the work they do and push them in their work when you feel it is appropriate i.e. you might give them some extra work to do if they finish the first task set fairly quickly. At Hillbourne in Reception, the teacher Mrs. B did a similar thing for two children. She took a group of children to do a maths activity with them, a student who is training to be a teacher took a group and another volunteer took a group as well but she gave two children, M. S and E. C a challenge to complete independently. When I got back to classroom I asked M and E what the task was they had been set – they told me they had to  try and fill up some boxes and see how many things (they were using small pebble s and little plastic frogs) they could get in the boxes. They had a whiteboard and pen to help them remember what they found out. I sat with them watching what they were doing and they were telling me about which box would the most and least. It is important to think about the ways in which your practice can be affected by your values, attitudes and behaviour so that you can ensure you provide effective and professional support for the children and young people in your care whilst remaining true to yourself and your beliefs. 2.4 Explain how to promote anti-discriminatory practice in work with children and young people. It is important that you promote anti-discriminatory practice in your work with children and young people in order to create an inclusive environment where everyone can enjoy and achieve. This is defined as an approach that promotes: Diversity and the valuing of all difference Self-esteem and positive group identity Fulfilment of individual potential In order to promote anti-discriminatory practice you need a message, a means of conveying it and an appropriate audience to spread the message. By promoting anti-discriminatory you can help to form a basis of an environment where there’s no discrimination towards individuals on the basis of race, ability, gender, culture or ethnicity. It is important that you take positive actions to counter discrimination. This includes: Identifying and challenging discrimination Being positive in practice, differences and similarities between people It is vital in your work with children and young people that you apply principles in the way in which you form relationships in school both with adults and children and also through acting as a role model. In order to  have effective anti-discriminatory practice you need to have competent colleagues who are able to see discrimination when it happens and know the right ways of challenging it. It is important that you are racial aware – this means that you are aware of what words and actions you use are considered to be discriminatory towards individuals from ethnic groups. You also need to make sure that you aware of customs and norms for an individual and ensure that you are sensitive towards that individual. Another way to promote anti-discriminatory practice is through eliminating stereotypes i.e. you could encourage boys to play with dolls and prams as well as girls. You could also have visitors or parents come in to do a talk with the children i.e. if they are from a different culture or background so the children can learn about other cultures which will help them to understand why some children may not be able to join in with an activity. 2.5Explain how to challenge discrimination. Through your work with children and young people it is important that you challenge all cases of discrimination and take all of those cases seriously no matter how small and make sure you deal with them as quickly and professionally as possible. The school have a duty to follow the code of practice to promote race equality which requires them to monitor and report all racist incidents to the LEA. One important thing to do when challenging discrimination is that you recognise anti-discriminatory practice and make sure you require knowledge of policy, procedure and practice as this well help you feel more confident about what is good practice allowing you to deal with incidents more effectively when cases arise. It is important that when dealing with cases of discrimination you recognise that it can be intentional but can also be because of ignorance and lack of understanding. It is also vital you take into account the age of the children as very young children may say something not understanding the implications and meaning of what they have said in which case you will need to explain to the child that their comments are not acceptable and that everyone should be treated fairly and equally. In cases involving older children you may need to take further action as they should know how to behave and treat people – further action  may require recording and reporting it to a member of the Senior Leadership Team in your setting. It will help in your practice if you make a point of learning assertiveness strategies that will help you to recognise discrimination. It is important that you make yourself aware of the school’s policy when racism happens and when challenging discrimination it is important that you do the following: Explain what happened or what had been said that is discriminatory State the effect of this on the individual, group and o thers Suggest/model ways to ensure anti-discriminatory practice 3.1 Explain what is meant by inclusion nd inclusive practices. Inclusive practice is not only about the way in which schools provide of children with SEN and disability. Inclusive practice is defined as: The process of identifying understanding and breaking barriers to participation and belonging Ensuring everyone feels valued Having a sense of belonging Recognising, accepting and celebrating of differences and similarities Understanding the medical and social model of disability Inclusive policies should take account of needs of all pupils in the school. Inclusive practice is based on the social model of disability. The social model of disability is based on the assumption that a way the school operates, what barriers are present and how different attitudes can prevent individuals from participating in society. Legislation requires schools to make ‘reasonable adjustments’ to remove barriers so children and young people can take part in educational and social activities within the school alongside the other pupils. The medical model of disability is based on the assumption that children must adapt to the environment – this can help to promote an atmosphere of ‘dependence’ and providing information i.e. worksheets in a larger print, audiotapes, alternative forms of communication. Inclusion is ensuring that all children and young people no matter their background/situation are able to participate fully in all aspects of school life and providing the same opportunities and access in order for a high  quality of education. It is important that you help children with additional needs as they often require extra support from a teaching assistant or school support worker. Inclusion for pupils isn’t only about providing additional support, it can also relate to adjustments being made to the school environment as well i.e. providing lifts, ramps, furniture at right height for children with physical disabilities. 3.2 Identify barriers to children and young people’s participation. Bibliography Baker. B, Burnham. L, (2010) Supporting Teaching and Learning in Schools Harlow: Heinemann Baker. B, Burnham. L, (2010) Supporting Teaching and Learning in Schools (Primary) Harlow: Heinemann http://www.northumbria-police-authority.org/equality/legislation.htm http://www.studymode.com/essays/Tda36-1-2-Explain-The-Importance-Of-Promoting-1510240.html?topic http://www.buzzle.com/articles/cultural-diversity-in-schools.html http://www.studymode.com/essays/Explain-Ways-In-Which-Children-And-1576982.html http://creately.com/diagram/gyvpukdz3/2.2+Describe+the+impact+of+prejudice+and+discrimination+on+children+and+young+people http://www.silkysteps.com/forum/showthread.php?t=13630 http://www.studymode.com/essays/Analyse-The-Imput-Of-Prejudice-And-1554872.html http://www.studymode.com/essays/Tda-3-6-2-Understanding-The-Impact-43620160.html http://www.studymode.com/essays/Equality-Diversity-And-Inclusion-In-Work-1047340.html http://www.barnet.gov.uk/WorkingWithChildrenInBarnet/info/30097/diversity_and_anti-discriminatory_practice http://www.silkysteps.com/forum/showthread.php?t=16915 http://uk.ask.com/question/how-to-promote-anti-discriminatory-practice http://www.studymode.com/course-notes/Anti-Discriminatory-Practice-Assessors-Training-Program-1441488.html

Carer’s and UK social work law Essay

               ‘Carers’ need support from the civil law, not punished by the criminal law. To what extent do you consider the law treats ‘carers’?                ‘Carers’ have become an essential aspect in the lives of the UK citizens. A carer can be referred to as anyone who cares, unpaid, for a friend or family member who due to illness, disability, a mental health problem, or an addiction cannot cope without his or her (carer) support. There are various reasons behind any individual taking on caring are varied, but can contain causes such as: Serious physical illness, Long-term physical disability, Long-term neurological conditions, Mental health problems, Dementia, Addiction, Learning difficulties.                   Just as the reason why someone becomes a carer varies, the same is the case for the tasks that a carer fulfills. These tasks include practical house hold tasks, personal care and emotional support among many others. Just like any other individual in United Kingdom, the ‘carers’ needs protection by the law especially the civil law and not being subjected to punishment by the criminal law. The justice system in the United Kingdom is the mechanism that upholds the rule of law. The country’s courts provide a forum that is effective in resolving disputes as well as to test and enforce laws in a rational and fair manner. Moreover, the courts system has formed the basis for the solving of any disputes and law breaking offences in the community and at all levels (Swain & Rice, 2009).                â€Å"Law and social work† have become an important aspect in the United Kingdom social set up. It refers to the crossing point between the carrying out of the communal work and the legal structure in the country. This includes components of the legal system such as the: legal establishments (prisons and courts among others), case law, and legal experts such as the judges, attorneys, forensic experts, paralegals, and alternative dispute resolution, among many others. Law plays numerous significant roles in the ‘carers’ practice of social work. For example, from an environmental viewpoint, the legal structure is an essential part of any client’s social setting. Numerous social work clients are concerned with legal structures, such as criminal justice, child security, or mental health. ‘Carers’ need to be sensitive of the laws that controls or regulates every structure so as to help clients steer their way through these s tructures more efficiently, and to be capable of advocating for law improvement to improve the integrity of fit linking clients and their socio-legal surroundings. In addition, laws also oversee loads of interactions of interest to social work clients (McIvor & Raynor, 200). These include relationships such as tenant/landlord, employer/worker, patient/physician, children and parents as well as customer/vendor among others relationships. Hence, familiarity of the law ought to give practitioners with a realistic perceptive of their clients’ rights and responsibilities in a wide variety of social relations. Subsequent, organization-specific laws regulate a number of social agencies such as the hospitals, social assistance, schools, mental health facilities, correctional institutions, and other social agencies. Organization-specific laws may order who is qualified for services, principles for record keeping, privacy, and other client civil rights (McIvor & Raynor, 200).                ‘Carers’ or better still ‘Social workers’ have to comprehend these laws in turn to make sure that their organizations abide by the laws, and to be able to advocate for modifications in the law so as to encourage better and bigger economic and social impartiality. Thirdly, different laws control the occupation of social work itself. Mostly there are licensing and/or authorization laws that control the carrying out of social work, as well as who possibly will practice and what values of performance are lawfully allowed for them to perform. ‘Carers’ should also be conscious of unprofessional conduct or (tort) bylaws that make out when a ‘carer’ may be legally accountable for inducing injury or harm to a customer if they carry out their practiced duties in an approach that falls below a rational level of care. In summary, some ‘carers’ has their work in forensic surroundings, conducting examinations , valuation, and treatment for clients involved in court or other legal systems. Such settings include probation, prison, child custody assessment, and uncontrolled committal to mental health foundations (McIvor & Raynor, 200).                   Despite being vital in the governance of any country, there is great difference between the civil and criminal law. The two are different as well as broad components of law with distinct of laws and punishments. â€Å"The disparity stuck between criminal law and civil law is reflected on the two varied objects which law seeks to practise, put right or penalty. The constituent of civil law is the putting right of wrongs through by forceful compensation or repayment: the offender is not penalized; he only undergoes so much harm as is indispensable to make good the wrong he has done. The person who has suffered gets a specific benefit from the law, or at least he avoids a loss. Alternatively, in the case of crimes, the main objective of the law is to discipline the reprobate; to give him and others strong enticements not to commit same or similar crimes, as well as to change him preferably and also satisfy the public sense that wrongdoing ought to meet wit h revenge.† For example, the criminal law entails cases such as burglary, assault, murder among others while the civil entails aspects such as malpractice and negligence (Swain & Rice, 2009).                  Over the time the social work and the law in United Kingdom has come along together forming a relationship where one cannot do without the other. The law calls for a must registration of the carers in one of the many registers organizations in the country. This allows for the effective protection of the ‘carers’ by the law. This has brought along a clear understanding of the law and in turn defining what is ethically right for the caregivers in their work. The social law has called for ‘Carers’ need to recognize diversity in the caring services. Respecting and Valuing service users, irrespective of, for example, their ethical definitions, gender or age is central to excellent practice by the . It is also about working in a way that counters the unfair or unequal treatment of individuals or groups on the basis of their race, gender, class, age, culture, religion, sexuality or ability. There is a growing body of law that seeks to p rohibit and punish a range of discriminatory behaviors in various kinds of social setting, for example in the provision of services and in employment opportunities. For social workers, valuing diversity entails more than this. Social work professionals need to be aware that there are structural dimensions to discrimination.                The law defines what the carer ought to observe when offering their services to their clients. One of the key aspects that they are supposed to observe is the need to protect the rights and support the interests of service users and ‘carers’. In addition, the law also requires the ‘carers’ to strive towards establishing and maintaining the confidence and trust of service users and ‘carers’ or themselves. Other requirement by the law to the social care givers include: promote the independence of service users while protecting them as far as possible from danger or harm. Valuing the rights of service users whilst in search to ensure that their behavior does not hurt themselves or other people. Endorse public trust and confidence in social care services, and also be e responsible for the quality of their work and take responsibility for maintaining and improving their knowledge and skills.                Social work is a responsible and demanding job. Practitioners work in social settings characterised by enormous diversity, and they perform a range of roles, requiring different skills. Public expectations, agency requirements, resources, and the needs of service users all create pressures for social workers. The public receives only a snapshot of a social worker’s responsibilities and, against a background of media concentration on the sensational, the thousands of successful outcomes and years of hard work in childcare and with vulnerable adults are never considered. In intervening in people’s lives, social workers face practice dilemmas arising from the relationship between social work values and the law (for example, working to promote the rights and self-determination of service users and having to balance this with the need to protect them and to protect the rights of others (Swain & Rice, 2009).                  The relationship between social work and the law is part of an ongoing debate. There are those who adopt a legalistic model and argue that the law, reflected through court orders, is central to social work practice (for example, Blom-Cooper, 1985). Others have argued that over-reliance on the law fails to address the problems people face and may even exacerbate them. This seems to present a dilemma for practice. The growing importance of the law in social work practice and decision-making is reflected in the training requirements for professionals working in the field of social work (Department of Health, 2002). Yet it is essential that alongside this there is a value base with an emphasis on principles, such as partnership, equality, and empowerment, which must inform good practice (Bashir, 1999).                Over the past two decades, there have been a number of events that raised serious questions regarding social work practice. There has been fierce debate in relation to child protection issues, the changes within the criminal justice system (for example the introduction, by the Crime and Disorder Act 1998, of anti-social behaviour orders) and the effectiveness of community care. There have been well-documented tragedies and errors of judgement (Blom-Cooper, 1985), apparent over-zealousness such as in the Cleveland affair (Butler-Sloss, 1988) and the misuse of power in residential care in the ‘pin down’ affair (Levy and Kahan, 1991).                  For many professionals in the field of social work, the publicity surrounding these and other events has led to a feeling of crisis. Social work as a profession has frequently been under attack since the mid-1980s, and this has undermined the public’s awareness of social work’s successes. For example, one of the observations about the Children Act 1989 was that it was based on current best practice within social work at the time, though such practice was not sufficiently widespread. The Act represented a new start for children, families, and other professionals working with children by radically changing the legal framework regulating the care and upbringing of children (Hardy and Hannibal, 1997). No legislation or legal framework can remain static, however, and because of reviews and enquiries such as the Victoria Climbie Inquiry Report (Department of Health and Home Office, 2003), the Children Act 1989 has been significantly updated, and t he way in which it is interpreted, resourced and implemented has been strengthened (Braye & Preston, 1997).                The law is one way in which established but discriminatory practices can be and are challenged. At the same time, however, the law can be seen as supportive of the prevailing social order, shaped by dominant forces that perpetuate inequality and injustice. Nevertheless, there are some key values embedded in legislation that are supportive of social work values. For example, the Human Rights Act (HRA) 1998 incorporates the provisions of the European Convention on Human Rights (ECHR) into UK law, with the result that the principles enshrined in the articles of the ECHR are directly applicable within the UK. These principles include respect for family privacy (Article 8) and an insistence on procedural fairness in the resolution of disputes (Article 6). Further, Article 14 aims at ensuring that the rights contained within the ECHR are secured without discrimination on any ground. The impact of the HRA 1998 on social care and social work has already been consider able (Bashir, 1999).                  Thus, it is important to recognise that the law expresses some values that accord with social work values and can help you to work in a positive way to support and empower service users. However, it is also important for social work practitioners to be aware of the ways in which the law can fail people. For example, there is little legislation to protect adults who are vulnerable through age. Community care legislation may provide that certain people are entitled to an assessment of their needs, but this is largely at the discretion of the local authority and it can be difficult for service users to challenge such decision-making (Bashir, 1999).                Although agency policies and procedures also set parameters within which discretion is exercised, often the individual social worker makes the initial decision. This choice will be influenced by a range of factors, including the knowledge and understanding of the social worker, his or her experience of similar situations, the viability of available options – including the law and ongoing policy – and the social worker’s own values (Braye & Preston, 1997). Conclusion                Social work practice is based upon assessments of situations and decisions about strategies to be adopted. Sometimes there can be a tension between the law and working within social work values; the law provides the framework for practice. In the next section, you are going to examine the legal structures and processes within which social work skills are applied. In summary, it is vital for the civil carers to have support from the law and most importantly from the civil law and the social work law in United Kingdom, and not to be punished by the criminal law. The law forms the framework of all the actions carried out by the carers and in turn, it rather than being punished should protect them. References Baker, C. (ed.) (1998)  Human Rights Act 1998: A Practitioner’s Guide, London, Sweet and Maxwell. Bashir, A. (1999) ‘Working in racist Britain’,  Community Care, 21–27 October, p. 26. Biehal, N., Clayden, J., Stein, M. and Wade, J. (1992)  Prepared for Living? A Survey of Young People Leaving the Care of Three Local Authorities, London, National Children’s Bureau. Blom-Cooper, L. (1985)  A Child in Trust: The Beckford Report, London, London Borough of Brent. Braye, S. and Preston-Shoot, M. (1997)  Practising Social Work Law, Basingstoke, Macmillan. Brechin, A. (2000) ‘Introducing critical practice’ in Brechin, A., Brown, H. and Eby, M.A. (eds)  Practice and Health in Social Care, London, Sage. British Association of Social Workers (2003)  Code of Ethics for Social Work  [online].  www.basw.co.uk/articles [Accessed 12 September 2005]. Butler-Sloss, E. (1988)  Report of the Inquiry into Child Abuse in Cleveland, London, HMSO. McIvor, G., & Raynor, P. (2007).  Developments in social work with offenders. London: Jessica Kingsley. Hayes, D., Humphries, B., & Cohen, S. (2004).  Social work, immigration and asylum: Debates, dilemmas and ethical issues for social work and social care practice. London: Jessica Kingsley Publishers. Swain, P. A., & Rice, S. (2009).  In the shadow of the law: The legal context of social work practice. Annandale, N.S.W: The Federation Press Source document

Ionic Compound Properties, Explained

Ionic Compound Properties, Explained An ionic bond is formed when there is a large electronegativity difference between the elements participating in the bond. The greater the difference, the stronger the attraction between the positive ion (cation) and negative ion (anion). Properties Shared by Ionic Compounds The properties of ionic compounds relate to how strongly the positive and negative ions attract each other in an  ionic bond. Iconic compounds also exhibit the following properties: They form crystals.Ionic compounds form crystal lattices rather than amorphous solids. Although molecular compounds form crystals, they frequently take other forms plus molecular crystals typically are softer than ionic crystals.  At an atomic level, an ionic crystal is a regular structure, with the cation and anion alternating with each other and forming a three-dimensional structure based largely on the smaller ion evenly filling in the gaps between the larger ion.They have high melting points and high boiling points.High temperatures are required to overcome the attraction between the positive and negative ions in ionic compounds. Therefore, a lot of energy is required to melt ionic compounds or cause them to boil.They have higher enthalpies of fusion and vaporization than molecular compounds.Just as ionic compounds have high melting and boiling points, they usually have enthalpies of fusion and vaporization that can be 10 to 100 times higher than those of most molecular compoun ds. The enthalpy of fusion is the heat required melt a single mole of a solid under constant pressure. The enthalpy of vaporization is the heat required for vaporize one mole of a liquid compound under constant pressure. Theyre hard and brittle.Ionic crystals are hard because the positive and negative ions are strongly attracted to each other and difficult to separate, however, when pressure is applied to an ionic crystal then ions of like charge may be forced closer to each other. The electrostatic repulsion can be enough to split the crystal, which is why ionic solids also are brittle.They conduct electricity when they are dissolved in water.When ionic compounds are dissolved in water the dissociated ions are free to conduct electric charge through the solution. Molten ionic compounds (molten salts) also conduct electricity.Theyre good insulators.Although they conduct in molten form or in aqueous solution, ionic solids do not conduct electricity very well because the ions are bound so tightly to each other. A Common Household Example   A familiar example of an ionic compound is table salt or sodium chloride. Salt has a high melting point of  800 ºC. While a salt crystal is an electric insulator, saline solutions (salt dissolved in water) readily conduct electricity. Molten salt is also a conductor. If you examine salt crystals with a magnifying glass, you can observe the regular cubic structure resulting from the crystal lattice. Salt crystals are hard, yet brittle its easy to crush a crystal. Although dissolved salt has a recognizable flavor, you dont smell solid salt because it has a low vapor pressure.

Free Essays on Taming Of The Shrew

Analysis of the theme of Acting in The Taming of the Shrew In William Shakespeare’s play The Taming of the Shrew, the theme of acting is apparent throughout the course of the play. No one in the play seems to be what he or she appears to be. At least eight characters in the play appear to be in some sort of disguise, each playing a role and pretending to be something or someone they are not. Because of this acting, the plot becomes complicated and humorous from time to time. Through this theme, Shakespeare has made The Taming of the Shrew a play within a play. In the Induction at the beginning of the play, a Lord plays a joke on a drunken beggar, Christopher Sly. The Lord’s servants are to treat Sly as if he was royalty, and because of this the beggar actually begins to believe that he is a Lord. â€Å"Upon my life, I am a lord indeed.† (Ind., ii, 72) In Act II of the play, more examples of obvious role-play can be found. Lucentio disguises himself as Cambio, the tutor, so that he may become closer to Bianca in hopes of wooing her. Therefore, Tranio disguises himself as Lucentio in order to present himself (as his master) as a suitor for Bianca. One of Lucentio’s competitors for Bianca’s love, Hortensio, disguises himself as Licio, another tutor, so that he may be near Bianca as well. When Baptista requires verification of Lucentio’s wealth, the Pedant comes forward pretending to be Vincentio, father of Lucentio, to assist his son in obtaining Bianca’s love. Almost all characters in the play take on identities that are not their own at some point during the play. Sly as a Lord, Tranio as Lucentio, Lucentio as Cambio, Hortensio as Licio, and the Pedant as Vincentio are all examples of this role-play. However, the most effective example of subtle role-playing is seen through Bianca and Kate. In the beginning of the play Kate appears rude, cruel, and terrifying to all of the characters. Her own father... Free Essays on Taming Of The Shrew Free Essays on Taming Of The Shrew Analysis of the theme of Acting in The Taming of the Shrew In William Shakespeare’s play The Taming of the Shrew, the theme of acting is apparent throughout the course of the play. No one in the play seems to be what he or she appears to be. At least eight characters in the play appear to be in some sort of disguise, each playing a role and pretending to be something or someone they are not. Because of this acting, the plot becomes complicated and humorous from time to time. Through this theme, Shakespeare has made The Taming of the Shrew a play within a play. In the Induction at the beginning of the play, a Lord plays a joke on a drunken beggar, Christopher Sly. The Lord’s servants are to treat Sly as if he was royalty, and because of this the beggar actually begins to believe that he is a Lord. â€Å"Upon my life, I am a lord indeed.† (Ind., ii, 72) In Act II of the play, more examples of obvious role-play can be found. Lucentio disguises himself as Cambio, the tutor, so that he may become closer to Bianca in hopes of wooing her. Therefore, Tranio disguises himself as Lucentio in order to present himself (as his master) as a suitor for Bianca. One of Lucentio’s competitors for Bianca’s love, Hortensio, disguises himself as Licio, another tutor, so that he may be near Bianca as well. When Baptista requires verification of Lucentio’s wealth, the Pedant comes forward pretending to be Vincentio, father of Lucentio, to assist his son in obtaining Bianca’s love. Almost all characters in the play take on identities that are not their own at some point during the play. Sly as a Lord, Tranio as Lucentio, Lucentio as Cambio, Hortensio as Licio, and the Pedant as Vincentio are all examples of this role-play. However, the most effective example of subtle role-playing is seen through Bianca and Kate. In the beginning of the play Kate appears rude, cruel, and terrifying to all of the characters. Her own father...

Banana

Banana. When I look at this word, neither an ice cream sundae nor monkeys come to mind. Instead, I see my former self: yellow on the outside and white on the inside. Not long ago, when one got to know me, my native color of yellow peeled off, revealing the color of white that consumed the heart of me. When I entered high school, I began to feel ashamed and inferior because of my ethnicity. This was odd because I live in Hawaii, the paragon of racial diversity. But suddenly, I became aware of shared characteristics Caucasian girls seemed to posses. To me, they were beautiful, intrepid, intelligent, gregarious, and especially confident- all the qualities I longed to have. I began to feel ugly and small, even envious of their defined facial features and the strong certainty, with which they presented themselves. This admiration soon devoured me that I even tried to create double-eyelids with strips of tape. Thus, I was dubbed the nickname â€Å"Banana† by my sister. Soon, my mother and friends identified me as this deceiving fruit. This insecurity consumed me even more when I attended a leadership program in New York City. There, I met the most bright and self-assured girls. As I acted as a spectator throughout the week, my admiration for Caucasians rapidly grew. The division between Asians and Caucasians that constantly lingered in my mind was clearly illustrated one night when SeRyeong, one of the few Asians at the program, and I joined three Caucasian girls to Times Square. As we walked through the Friday night crowd, the three girls were in their own clump, always in front of SeRyeong and me. Everytime we tried to catch up to them, this gap always found its way back. This unconscious form was a mockery that bolstered my assumption: Caucasians would always be better than what I could ever be. To justify my insecurity, I began to blame the Asian race, especially my Asian pare nts. I convinced myself of the stereotype that Asians are raised to be submissive, demure, and vulnerable. I was never encouraged to openly raise questions. My family neither converses effusively at the dinner table nor always says â€Å"I love you† at the end of phone calls like my Caucasian friends do with their parents. When my parents and I get into a fight, I can never defend myself. Because of their academic expectations and tough love, I can neither achieve their full satisfaction nor that of my own. I believed these characteristics were the reasons why I was a small, insecure banana. But by constantly scorning my parents and Asian upbringing, I literally like a banana, bruised often and easily. Slowly, I began to realize that my insecurity was not a result of my ethnicity, but of me; my assumptions of Caucasians and Asians did not matter. I only blamed Asians to justify my assumptions and to hide from the fact that I was setting myself up for my own misery and insecu rity. I was my own hindrance from becoming the confident person I longed to be and could be; I was bruising myself. All this despondency, jealousy, and deprecation were completely avoidable, thus I’m the only one to blame. Although my trip to New York City was just about a year and a half ago, as a young woman who is about to become an adult, I had to overcome my weaknesses. As I mentally grew and matured during this time, I knew I needed to let go of this hindering mindset. My years as a banana have been turbulent and belittling, and truthfully, I am still in the process of shedding away my â€Å"Banana† name. But, I cherish these years for I learned that I am my most powerful catalyst. I am no longer oblivious to myself as a possible weapon of obstruction from becoming the best of me. I am beginning to let go of my immature and narrow assumption that I need to be Caucasian to feel beautiful, smart, and confident for I can embrace these characteristics regardless of my ethnicity. I am learning to no longer see myself as solely â€Å"Asian†, â€Å"wannabe-Caucasian†, or â€Å"Banana† for these distinctions do not consume me; I alone define myself.

Aircrafts Maintenance - A Commercial and Public Essential Annotated Bibliography

Aircrafts Maintenance - A Commercial and Public Essential - Annotated Bibliography Example The demand for its services, as with most transport, is a derived one that is driven by the needs and desires to attain some other, final objective. Air transport can facilitate, for example, in the economic development of a region or of a particular industry such as tourism, but there has to be a latent demand for the goods and services offered by a region or by an industry.† Since all major business operation, conducted an international scale by the multinational organizations require air traveling, the safety and protection of the crew and passengers is a matter of grave concern for the airline industry. Consequently, the companies pay due heed to the reparation and overhauling procedure on regular basis in order to ensure a safe journey on the one hand, and for minimizing the maintenance expenditures on the other. â€Å"Aircraft maintenance†, CAA states, â€Å"is an essential component of the aviation system which supports the global aviation industry. As air traffi c grows and the stringent requirements of commercial schedules impose increased demands upon aircraft utilization, the pressures on maintenance operations for on-time performance will also continue to escalate.† This annotated bibliography consists of five pieces of research on the need and significance of aircraft overhauling on regular basis in order to avoid any unpleasant and untoward state of affairs during the flight. First research has been made by Samaranyake et al in 2002, in which they have elaborated the importance of the structure and design of aircraft in the overhauling and reparation procedures. To conclude, it becomes evident that all the researches discussed above throw light upon the maintenance, reparation and overhauling systems of the aircrafts.