Health Systems Are Not An Open Society - 807 Words

Today not everyone has equal opportunities and access to health care. Not everyone is respected the same due to their physical features: skin color, texture of hair, and body type. An open society helps individuals to respect for diversity, to promote inclusion, to support for national and global initiatives dedicated to eliminating disparities, and to create open, healthy societies. In order to be an open society, one must have an open mind of co-workers and patients and self-discipline to laws. An open society is considered to be â€Å"utopia† (Nyswander, 1985). Health systems are not an open society, but are always working to improve and striving to become an open society. In an open society, workers respects their coworkers and patients, future laws, and abide the rules. Workers in an open society are all â€Å"free ‘men’†, who are self-disciplined, respect for rational order, and accept conformity to laws for the general good, and trust others (Nyswander, 1985). Free men know how to work with workers efficiently by communicating. As individuals, we have to promote inclusion. In an open society, people need to always brainstorm new goals to help the system to improve. Goals are mainly accomplished when everyone works together comfortably. In some type of way, everyone should be included in the task such as, coming up of goals or ways to accomplish the goal or being a part of the goal to help accomplish it. By having everyone work together, it will create a positiveShow MoreRelatedHealth Systems Can Not Be An Open Society920 Words   |  4 Pagesaccess to health care. Not everyone respects individuals the same due to their physical features: skin color, texture of hair, and body type. As individuals, we promote inclusion, respect for diversity, and support initiatives, which eliminate disparities and create open, healthy societies. In order to be an open society, one must have an open mind for co-workers, patients and self-discipline to laws. Open Society An open society is considered to be â€Å"utopia† (Nyswander, 1985). Health systems cannotRead MoreNursing Theorists1685 Words   |  7 Pages 3. Virginia Henderson - Need Theory 4. Fay Abdella - Twenty One Nursing Problems 5. Ida Jean Orlando - Nursing Process theory 6. Dorothy Johnson - System model 7. Martha Rogers -Unitary Human beings 8. Dorothea Orem - Self-care theory 9. Imogene King - Goal Attainment theory 10. Betty Neuman - System model 11. Sister Calista Roy - Adaptation theory 12. Jean Watson - Philosophy and Caring Model 13. Madeleine Leininger -Transcultural nursing 14Read MoreSevere Effects Of Neglected Mental Health Essay1402 Words   |  6 Pagesabout the widespread effects of neglected mental health. Therefore, should the United States provide resources in schools and workplaces for mental health as they do for physical health? Llamas rule Due to the fact that a heightened awareness of mental health care could solve many problems for young men and women and build better mental foundations for their future, schools and workplaces should provide resources for mental health. Providing mental health resources in schools from an early age couldRead MorePersonal Reflection On Family Nursing936 Words   |  4 Pages Family nursing promotes, maintains, and restores health of families considering the history and future of its members (Kaakinen, Coehlo, Steele, Tabacco, Hanson, 2015). The purpose of the paper is to discuss my nursing experiences related to the four approaches to family nursing, including family as context, as a client, as a system, and as a component of society (Kaakinen et al., 2015). Over the course of a week in the intensive care unit, all four approaches to family nursing were implementedRead MoreThe Impact of Systems Theory and Diffusion of Innovation Theory on Healthcare1224 Words   |  5 PagesSystems theory versus diffusion of innovation theory: How both have impacted the field of healthcare The foundational concept of systems theory is as old as Aristotles statement that the whole is greater than the sum of its parts. But when the biologist Ludwig Von Bertalanffy created the concept of general systems theory (GST), he was reacting against a powerful contemporary emphasis within his field which stressed reductionism rather than a holistic perspective. He fathered an organismicRead MoreCulture can include, but is not limited to ethnicity, spiritual belief, tribal affiliations,1400 Words   |  6 Pagescompetence When considering health, it is vital we identify the relevance and relationships between culture, cultural competence and socioeconomic status and how they may affect an individual in receiving appropriate health care. There are numerous cultures who share different beliefs in the treatment and education of health in comparison to common western society. These attitudes towards medical care are quite significant because â€Å"a lack of attention to cultural issues affects health care and its outcomes†Read MoreHealth Care Products And Services Essay1096 Words   |  5 Pagesconsumer in this context is a person who uses health care products and services. This term is used in place of others such as patient, citizen, user or receiver of health care. It is used to portray the sense of a more democratic and open provision of service delivery than has existed in the past. With it comes a request for user satisfaction and quality of care as well as protection from misleading information and promotional practices. Some health care professionals therefore, may encourage consumerRead MoreCollaboration, Communication, And Teambuilding1099 Words   |  5 PagesCollaboration, Communication, and Teambu ilding in Health Care Collaboration and collective competence are essential to meeting the health care needs of society today. There are six interrelated characteristics of collaboration necessary for successful teamwork. Barriers involving historical and sociocultural norms, ineffective communication, regulatory and organizational policies act to impede collaboration. Personal experiences from nursing practice provide samples of collaboration efforts. Read MoreThe Battle with Social Class773 Words   |  4 PagesSocial class is a system of social stratification, the hierarchy creates specific types of social inequalities. Social inequality refers to the existence of social inequalities created such as ownership, types of occupation that creates differences in wealth, income and power, while social stratification refers to the existence of social groups. Class can be arranged to economic factors such as income, education, wealth and other factors at work. Poverty remains high and could argue that true povertyRead MoreAgency as a System1239 Words   |  5 PagesYou and Your Agency as a System This paper talks about Children’s Crisis treatment Center (CCTC). CCTC as a system is concern with meeting the needs of children and families with mental health and those that have experienced abuse, neglect and trauma. The focus here will be on the School Therapeutic Services component, the connection it has to the system and the environment and attempt to bring to light whether CCTC is functioning in line with its mission statement. I will also be describing

Hamlet Analysis Hamlet - 1149 Words

Timothy Sharps D.E. English December 7, 2015 Hamlet Analysis Prince Hamlet is a man who enjoys contemplating difficult philosophical questions. When his father the king of Denmark, was killed by his uncle. when Hamlet returns he sees his ghost after he returns home to find evidence of his father’s death. The Ghost of Hamlet tells Prince Hamlet that his uncle Claudius his uncle was the one who killed his father with poison of the ear. Throughout the rest of the story with him, Hamlet seeks to prove his uncle Claudius and guilt him into telling before he takes action against him. But, Hamlet is pensive ad extremum, at times even brooding; he constantly overuses his intellect while ignoring his emotions and ignoring what he thinks feels right. His sense of logic causes him to delay his revenge against Claudius until the end of hamlet story where he kills Claudius and proves that he has progressed into a truly mad character. At the beginning of the story, Hamlet acts out of pure intellect and processed logic. He suppresses his emotions and trusts only in the power of his mind. When Hamlet encounters his father s ghost, he does not believe it is his father, but then his emotions reaction upon seeing his father and then Hamlet says â€Å"Let me not burst in ignorance; but tell / Why thy canoniz d bones, hearsed in death, / Have burst their cerements . . Say, why is this? wherefore? what should we do?† (I.iv.46-48,57). Hamlet is so baffled and confused by the sight of hisShow MoreRelatedAnalysis Of The Structure Hamlet 1233 Words   |  5 PagesStability, Sanity, and Structure (Analysis of the structure in Shakespeare’s Hamlet) Structure is in our lives all around us; we see it in work lives, our home lives, in our owe bodies, and even more so in the curriculum that kids are learning at school. Structure, in all aspects, is constructed according to a plan. It gives a sense of assembly and backbone to whatever we are looking at. We see structure is in the information students are attaining at school, especially in the literary sense. ManyRead MoreAnalysis Of Hamlet s Hamlet 1265 Words   |  6 PagesHow far would a man, who is a still a child at heart, go to avenge the death of his father? Hamlet, who is the son of the recently deceased King, engages in a quest to avenge his father, who was murder by the man who is now in his place, and married to the queen. Hamlet tries to develop a plan to kill King Claudius, but only time is stopping him. Time inevitably leads toward expiration of a human life. Hamlet shows a great concern for time and its effects, which was brought upon a death that contributedRead Mor eAnalysis Of Hamlet s Hamlet 1547 Words   |  7 PagesHamlet’s Hamartia Shakespeare s longest play is Hamlet, which takes place in the Kingdom of Denmark. Hamlet is a tragic tale about the Prince of Denmark and is a drama about revenge. Prince Hamlet is visited by his father’s ghost who demands he kill his uncle, Claudius, after Claudius killed Hamlet’s father. Yet despite being â€Å"†¦ the son of a dear father murdered, prompted to my revenge by heaven and hell,† Hamlet delays enacting vengeance on Claudius (II,2,584-585). This delay ultimatelyRead MoreHamlet Soliloquy Analysis Essay524 Words   |  3 PagesHamlet Soliloquy Analysis As Act I of Shakespeares Hamlet concludes, a conversation between the protagonist Hamlet and the ghost of his deceased father, King Hamlet occurs. In response to the ghosts request for Hamlet to take revenge, Hamlet shares his thoughts with the audience in a soliloquy. Through vows and promises, Hamlets oral reaction to the Kings request exposes his full will for revenge. In addition, Hamlets word-choice begins to exhibit the blind passionRead MoreLiterary Analysis Of Hamlet 1366 Words   |  6 PagesDeven Sect. 4 Professor Roberts April 21, 2015 Literary Analysis Psychological State of the Characters in Hamlet The English Play writer, William Shakespeare had written many well-known pieces of work including Hamlet. Hamlet is known to be one of his most popular works. Hamlet was written in the late 16th Century about the Prince of Denmark. The original title of the work was The Tragedy of Hamlet, now it is referred to as just Hamlet. In Hamlet, William Shakespeare uses the mental state of his charactersRead MoreAnalysis Of Hamlet And An Argumentative Essay892 Words   |  4 PagesEnglish 112 involved writing a large variety of literary pieces focusing on multiple components of writing. I wrote a multigenre on tattoos, literary analysis on Hamlet, and an argumentative essay as well as a summary and response essay on the need for higher education. From this wide array of papers I have learned and grown in my technical writing skills that will contribute in my pursuits of college level classes. I will address each of my papers and what I have learned from them. I have includedRead MoreHamlet and Horatio Best Friends for Life: an Analysis of Hamlet941 Words   |  4 Pages Hamlet and Horatio Best Friends for Life: an Analysis of Hamlet In Hamlet, two characters I believe to be important are Hamlet and his friend, Horatio. Horatio is the second most important character in the play. Horatio is Hamlet’s best friend and advisor. Horatio never keeps anything from Hamlet. In Act one, scene one; Horatio, Bernardo, and Marcellus see the ghost of king Hamlet who was killed by his brother, Claudius. AfterRead MoreEssay on A Critical Analysis of Shakespeares Hamlet1132 Words   |  5 PagesA Critical Analysis of Shakespeares Hamlet Dave Beaston Hamlet. Is he an insane madman or a revengeful, scheming, genius? There are many conflicting ideas and theories on this subject, and hopefully this paper may be of some assistance in clearing up the confusion. The paper is divided into three separate analytic sections beginning with the beginning of Hamlets so called madness, and why it may have occurred. Next, is an analysis of why Hamlet delays revenging his fathers death.Read MoreAn Analysis of Queen Gertrudes Position in King Hamlets Death in William Shakespeares Hamlet1056 Words   |  5 PagesAn Analysis of Queen Gertrudes Position in King Hamlets Death in William Shakespeares Hamlet Usually in a playwright, one of the authors objectives is to keep the viewer or reader confused or disconcerted about certain events in the plot. Certain characters in a play or story that have concocted covert schemes to perhaps murder or frame somebody, may have confusing effects on the viewer. Depending on the way the plan was developed in the plot the viewer may have to stop and ask themselves;Read MoreAn Analysis of the Characters in Hamlet Essay1592 Words   |  7 PagesAn Analysis of the Characters in Hamlet Hamlet by William Shakespeare has been considered by many critics as one of the best plays in English literature. It has also been considered as one of the best tragedies among the many Shakespeare wrote. It is a story which revolves around this person called Hamlet, prince of Denmark. It is set in the Elizabethan times in the 16th century. It is a tragedy because it results in the deaths of many characters either accidentally

Data Marts Advantages Disadvantages Essay Example For Students

Data Marts Advantages Disadvantages Essay The implementation of data marts enable users to gain faster access to common data utilizing a technique called dimensional data modeling, which optimizes data for reports. For example, since data is prepared in common format, users With little or not training at all, can browse a data mart and obtain information as needed. Data marts can improve end user response time, as it contains raw data Which allows computer systems to focus on a single task, thus, improving performance. As opposed to ALTO systems, data marts can also store satirical data Which enable users to analyze data trends. Moreover, data marts are not as expensive and complex as data warehouses to setup and implement because technical issues are not so difficult to resolve (www. Authoresses. Com). Data Marts Disadvantages Alike any other system, data marts have many issues including functionality, data size, scalability, performance, data access, and consolidation. Since data marts can be broken into different departments to focus on their individual needs, This approach makes data access, consolidation, and cleansing very fisticuff. For instance, when a company has a data mart for each of its departments including sales, inventory, tracking, shipping, receiving, and production. Combining revenue intimation from each oftenest departments into a single data mart can be overwhelming and confusing, due to the volume of data to be analyzed (haberdasheries. Com). Data Warehouse Advantages Unlike, data marts, data warehouses store data in relational format to enable management to access data trends from consolidated databases containing more consistent, accurate, and subject-oriented data. Data sources are governed by business rules which define consolidation techniques, codes standardization, and data cleansing, and tracking Of historical data (amateurishness. Com). The main purposes of these rules are to allow users to reference unified data, regardless Of their source and protecting production data from query drains, as data is stored in separated systems dedicated to specific tasks including retrieving data from production sources at predictable time intervals (womanlier. Mom). For example, sales information containing customers Ames is cleansed and integrated across systems by creating a standard master list from the sources, This technique can enable users to utilize the data warehouse master list, as the single source for data marts because the DO is the only active centralized source of commonly updated information O. Watercourses. Com). Data Warehouse Disadvantages Despite the many advantages offered by DO, it is a very expensive system to implement because it concentrates on data modeling and management, instead of the users needs, As a result, DO requires more resources, scarce support lolls, and time to implement because maintenance and support are ongoing in order to keep up with changing business conditions.

Promote Equality, Diversity and Inclusion in Work with Children and Young People Essay Example

Promote Equality, Diversity and Inclusion in Work with Children and Young People Essay Promote equality, diversity and inclusion in work with children and young people 1. 1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. When working in a school it is important that staff is aware of the ever changing legislation, especially the aspects related to promoting equality and valuing diversity. We need to be able to identify their relevance in school and that we are aware of them when carrying out our roles. Current legislation and Codes of Practice Every Child Matters 2003 covers children and young adults up to the age of 19, or 24 for those with disabilities. Its main aims are for every child, whatever their background or circumstances, to have the support they need to: †¢Be healthy †¢Stay safe †¢Enjoy and achieve †¢Make a positive contribution †¢Achieve economic well-being Each of the above has a detailed framework. In order for success within these frameworks many different agencies work together. The agencies in partnership may include, children’s centers, early years, schools, children’s social work services, primary and secondary health services, Playwork and Child and Adolescent Mental Health services. It is important that all these professionals work together and understand each other roles in order to provide the best possible service. The fundamental aim of Every Child Matters is to ensure every pupil is given the chance to be able to work towards the goals referred to within it. Children Act 2004 aims to ensure that the welfare of the child is paramount and works in partnership with parents to protect children from harm. We will write a custom essay sample on Promote Equality, Diversity and Inclusion in Work with Children and Young People specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Promote Equality, Diversity and Inclusion in Work with Children and Young People specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Promote Equality, Diversity and Inclusion in Work with Children and Young People specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Act is intended to strengthen the child’s legal position, to give him/her equal rights, feelings and wishes and ensures children are consulted and kept informed. The Race Relations Act 1976 (amended 2000) – makes it unlawful to treat a person less favourably than another on the grounds of race including, race, colour, nationality and national or ethnic origin. The Act outlawed discrimination whether it is direct, indirect or victimisation. It placed a general duty to promote race equality and good race relations. Positive discrimination (affirmative action) is illegal in the UK and The Race Relations Act does not allow it. In other words a teacher cannot change the stability of the classroom by selecting a child mainly because she or he is from a particular racial group. This would be discrimination on racial grounds and against the law. The Disability Discrimination Act 1995 (amended 2005) it is unlawful to discriminate against people in respect of their disabilities. All disabled people should be treated in a fair and equal way in relation to employment, the provision of services, education and transport. It has been unlawful for service providers to treat disabled people less favourably for a reason related to their disability. They have had to make adjustments for disabled people, such as providing extra help or making changes to the way they provide their services. Also service providers may have to make other adaptations in relation to the physical features of a building in order to overcome physical barriers. Schools are now encouraged to include children with disabilities into mainstream school. Special Educational Needs and Disability Act 2001 introduces the right for disabled pupils (primary age higher education) not to be discriminated against in education, training and any services provided for pupils. Student services covered by the Act can include a wide range of educational and non-educational services, such as field trips, examinations and assessments, short courses, arrangements for work placements and libraries and learning resources. It will be unlawful to treat a disabled person ‘less favourably’ than a non-disabled person for a reason that relates to the person’s disability. If a disabled person is at a significant disadvantage, you are required to take reasonable steps to prevent that disadvantage. This might include: †¢changes to policies and practices †¢changes to course requirements or work placements changes to the physical features of a building †¢the use of interpreters or other support workers †¢the delivery of courses in alternative ways †¢the use of material in other formats Human Rights Act 1998 helps create a society where people’s rights and responsibilities are balanced. All humans have the same rights and are treated equally. Human rights are meant for everyone, no matter what their race, religion, ethnicity, nationality, age, sex, political beliefs, intelligence, disability, sexual orientation or gender identity. Our basic human rights are: †¢Right to privacy †¢Right to live †¢Right to have a family To own property †¢Free Speech †¢Safety from violence †¢Equality of both males and females †¢Fair trial †¢To be innocent until proven guilty †¢To be a citizen of a country †¢The right to express his or her sexual orientation †¢To vote †¢To think freely †¢To believe and practice the religion a person wants †¢Health care †¢Education †¢Not be forced into marriage †¢The right to love †¢The right to work †¢The right to express oneself (Source: wikipedia. org – Human Rights) Un Convention on the Right of the Child 1989 it sets out in detail what every child (under the age of 18) needs to have for a safe, happy and fulfilled childhood. It includes children’s civil, political, economic, social and cultural rights and promises to provide what a child needs to survive, grow, participate and fulfil their potential. This applies to every child, no matter who they are or where they are from. Equality Act 2010 covers nine characteristics that are protected by this act. They cannot be used in any way to treat people unfairly. Everyone has one or more of the protected characteristics, so everyone is protected against unfair treatment. The protected characteristics are: †¢age †¢disability †¢gender reassignment marriage and civil partnership †¢pregnancy and maternity †¢race †¢religion or belief †¢sex †¢sexual orientation As far as schools are concerned this means that they cannot unlawfully discriminate against pupils because of their sex, race, disability, religion or belief and sexual orientation. This also includes pupils who are pregnant or undergoing gender reassignment. Th e Sex Discrimination Act 1975 makes it unlawful to treat a woman or a man less favourably in employment, training, education and the provision of goods, facilities and services on the grounds of their gender or marriage. It prohibits direct or indirect sex discrimination against individuals in employment. Types of direct sex discrimination include sexual harassment and treating a woman unfavourably because she is pregnant. Indirect sex discrimination is where a requirement is applied to both sexes, but negatively affects more of one gender than the other, e. g. a requirement to be under 5ft 10ins would discriminate against men, while a requirement to work full-time might discriminate against women. Equal Pay Act 1970 prevents discrimination between male and female employees in the same job in relation to pay and terms and conditions. The Gender Reassignment Regulations 1999 extended the Sex Discrimination Act to make it unlawful to discriminate on grounds of gender reassignment. Civil Partnership Act 2004 allows same-sex couples to make a legal commitment to each other by entering into a civil partnership. This means that gay and lesbian couples who register their relationship will have similar rights and responsibilities to married couples including, property rights, social security and pension benefits, parental responsibility, tenancy rights, full life insurance and next of kin rights in hospitals. EU Employment Directive 2000 prohibits employment discrimination on the grounds of religion or belief, disability, age or sexual orientation. It prohibits both direct and indirect discrimination and also includes harassment. Employment Equality (sexual orientation) Regulations 2003 – gives rights to lesbian, gay and bisexual workers. The regulations make it unlawful to discriminate on grounds of sexual orientation in employment and professional training, including university students. The regulations include protection against direct discrimination, indirect discrimination, victimisation and harassment. Employment Equality (religion and belief) Regulations 2003 make it unlawful to discriminate on grounds of religion or belief held (or not held) in employment and professional training, including university students. Again, the regulations include protection against direct discrimination, indirect discrimination, victimisation and harassment. Employment Equality (age) Regulations 2003 make it unlawful to discriminate on the basis of age in all areas of employment, including training. The regulations do add in some situations where discrimination can be lawful if there is good reason but these are subject to strict guidelines. Statutory Code of Practice on Racial Equality in Employment – helps prevent unlawful racial discrimination and is relevant to all employers. It will help: †¢understand the Race Relations Act and be aware of your duties, rights and responsibilities †¢treat all workers in the same way, no matter what race, colour, nationality or ethnic group they are †¢improve your equality practices The code will help you draw up an equal opportunities policy and put it into practice. It must apply to all workers, throughout all stages of employment and should include: †¢advertising and recruiting for a post offering equal terms and conditions to potential employees †¢providing access to training, promotion or other opportunities †¢dismissing someone from a post †¢preventing harassment on racial grounds in the workplace Some of the above legislation has merged together under the Equality Act. These include: The Race Relations Act 1976 (amended 2000), The Disab ility Discrimination Act 1995 (amended 2005), The Sex Discrimination Act 1975, Equal Pay Act 1970, Employment Equality (age) Regulations 2003, Employment Equality (religion and belief) Regulations 2003 and Employment Equality (sexual orientation) Regulations 2003 Every school has a number of policies that set out the guidelines and procedures for ensuring equality. These take account of the rights of all individuals in school. When considering the way policies work to ensure equality and inclusion, it is important that we take into consideration all aspects of school life i. e. teaching, learning, values and practice. All schools should have a commitment towards promoting inclusion and equality. This usually comes in the form of written policies, which reflect the rights and responsibilities of all people associated with the school environment. Policies also provide guidance for staff and visitors on the ways the school ensures inclusive practice. A few examples of these policies are: †¢Health and Safety †¢SEN. †¢Behaviour †¢Equality and diversity †¢Attendance †¢Anti-bullying †¢Code of Conduct †¢Confidentiality †¢Inclusion †¢Safeguarding All of the above policies will include ways that schools work in relation to: †¢Race cultural diversity †¢equality of opportunity inclusive practice †¢safeguarding bullying †¢gifted talented pupils †¢special educational needs †¢disability access. †¢ The different ways in which schools promote the rights and equality for children are included in the policies. Schools must monitor the strengths and weaknesses in a policy and amend them in response to the ever changing legislation. To make this all a little easier to understand it can be viewed as a cycle. The cycle of development of legislation, policies and practice (Source:Pearsonschoolandfecolleges. co. uk) 1. 2 Explain the importance of promoting the rights of all children and young people to participation and equality of access Equality of Access is the idea that all pupils have equal rights of access to any aspect of school life. All pupils have the right to an expansive curriculum and schools have a duty to ensure that all pupils have equality of access no matter what their background, race, culture, gender, additional need or disability. Equality of access ensures that all discriminatory barriers are removed allowing for children’s individual needs to be met. An example of the importance of promoting equality of access, in my own experience, involves the child I worked with. She had a hip operation and was wheel chair bound for three months. As the school had ramp access to the building her education wasn’t hindered in any way. Participation is as important as equality of access and includes everyone within the school. It involves finding opportunities to talk to children and their parents about all aspects of school life and the curriculum. They could be asked what works, what doesn’t work, what could work better and they could also be involved in decisions about how their education is delivered to them and the evaluation process. Children want to be involved in the running of school and this process creates a sense of well being and worth. Children are more likely to interact and enjoy everything school has to offer. Participation also helps reduce bullying, improve school safety and supports a child’s emotional and social development. In my setting, participation is achieved formally and informally. We have a school council, made up of two children from classes 1-6. They meet on a regular basis and discuss school issues, set up play buddies, set up events to raise money for local charities and much more. Basically giving children a voice. Informally, we often chat in class or have whole school assemblies to come up with ideas for the future. At the start of term the whole school put together the new school rules with the head teacher, which the children agreed to and then signed. 1. 3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people Culture can have many different meanings and it’s what gives groups of people in our society their identity. Valuing and promoting cultural diversity of individuals and groups within the school will develop learning and encourage the knowledge and understanding of all pupils. Understanding and taking account of our pupil’s background and culture is essential for us to build effective relationships and provide appropriate support. Our school provides opportunities to ensure that children from all cultures feel welcome. We value and promote cultural diversity by: †¢making children feel valued and good about themselves †¢ensuring that children have equality of access to learning †¢creating an nvironment of mutual respect and tolerance †¢encouraging positive behaviour in children e. g. kindness and inclusion †¢exploring different faiths and cultural practices as part of the curriculum – RE and PHSE lessons †¢displaying signs around school in a variety of languages †¢taking part in awareness assemblies †¢using learning resources representing different cultures e. g. play sets, empathy dolls, books †¢taking part in celebration days/lessons – we recently had a cookery lesson led by a parent who is from Thailand and a lady from India spent a day with us teaching there way of dance. Both were thoroughly enjoyed by all the children (and staff! ) It is important to help children feel settled and secure in their environment and this can be achieved by participating in all of these opportunities, in turn children know that their culture is respected. Valuing and promoting cultural diversity are beneficial in that they build children’s confidence, develop their understanding and awareness and give a sense of pride. In time this will create an environment that is socially accepting. 2. 1 Explain ways in which children and young people can experience prejudice and discrimination Discrimination is defined as the unjust treatment of different categories of people or things and prejudice is most often referred to as preconceived, usually unfavorable, judgments toward people or a person because of gender, social class, age, disability, religion, sexuality, race or other personal characteristics. There are many ways a child can experience prejudice and discrimination in school and unfortunately a lot of children are subject to it. Children can experience these forms of discrimination in different ways: †¢Direct discrimination This occurs when one person treats another person less favourably than they would another because of a protected characteristic. One person is specifically singled out e. g. a child who has attention deficit hyperactivity disorder is not permitted to take part in the school play because of fears about their behaviour. †¢Indirect discrimination This occurs when a working condition or rule appears neutral, but its impact particularly disadvantages people with a protected characteristic. Specifically excluding a person by being selective e. g. the school is fitted with lifts but the building has a set of six steps at the front entrance. Entry for those needing to use the lift is through the back entrance near the bins. Those using a wheelchair can’t get into the building from the front entrance. †¢Victimisation – This occurs by treating somebody less favourably than others because they tried to make a complaint about discrimination. It is an ongoing form of bullying where a person/group is pinpointed. e. g. a teacher shouts at a pupil because he thinks she intends to support another pupil’s harassment claim. 2. 2 Analyse the impact of prejudice and discrimination on children and young people In an experiment carried out by Jane Elliot, ‘Brown eyes, blue eyes’, Elliot saw co-operative, thoughtful children turn into nasty, vicious children within the space of 15 minutes. She found that children experiencing discrimination had very negative feelings. They felt inferior which resulted in low self esteem. The children didn’t even want to try and accomplish anything, they just gave up. Learning was influenced by the attitude of their self and tasks took longer to complete. The basis of discrimination can be the smallest thing, as you can see from the previous diagram, but can have an immense negative impact on a child. Depending on the seriousness of the discrimination and how long it goes on for, prejudice and discrimination can create social and emotional tension and can lead to fear and anxiety. It can undermine the self-esteem and self-confidence of those being ridiculed and make them feel unaccepted and unworthy. Children stop liking themselves and think that no one wants to know about them because they feel different from their peers and not worthy. A child will start to feel that they are not valued as a person. In turn, their school performance often suffers. A child who does not feel part of the class due to discrimination or prejudice will not be happy or feel safe in school and will not want to put their hand up to ask a question in class as it will draw attention to them. They may become depressed and socially withdrawn, becoming less able to join in with activities with their peers. With a lack of confidence it’s also difficult to make friends and with fewer positive relationships being developed with peers or adults the impact on prejudice and discrimination can be very depressing and childhood can become a much less happy time. 2. 3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people Our own values and attitudes have a critical impact on the way we make decisions and conduct ourselves. It is important to be clear about these personal values and beliefs so they don’t have a negative impact on the children we support. We must be aware and make sure we are not judgemental in any way on the basis of race, gender, religion, ethnicity etc We have a duty to protect the rights of the children we work with. My personal background, upbringing and experiences can have an effect on attitudes towards individuals and groups, so it is important that I recognise these. I could overcome them by developing a greater understanding of groups in society e. g. finding out about the religious beliefs and cultures of the children I work with and learn about any special educational needs or disabilities. It is important I don’t make assumptions about children and young people. Finding out about their backgrounds, interests, abilities and individual needs will help me to provide more effective, appropriate and personalised support. It is quite difficult to evaluate my own attitudes, values and behaviours because sometimes you don’t realize you hold this belief until faced with it. However, whilst at work it is important to put aside these beliefs and not impose my opinions on the young impressionable children I work with. I would like to say that I treat all the children the same at school and give each child equal opportunities. However, I work with a child with attention deficit hyperactivity disorder and it is so hard not to treat him a little differently. He is very demanding of my attention and certain measures need to be in place to enable him to function in the classroom. This immediately sets him apart from the others in the class. Nevertheless, I do ensure that he receives the same treatment as the rest of the class when it comes to discipline etc. When it comes to age, race, gender, religion or ethnicity I hold a very positive attitude. There are only a handful of children from multi cultural backgrounds at my school but I respect and value them as much as any child. I live my life according to my own religious belief and I take a genuine interest in learning about other peoples religious beliefs and celebrations. The setting I work educates children from 3-11 and my colleagues age range from 22-50+. Every person, no matter what their age, is worthy and valued, and all of them make a positive contribution to the school. I feel that displaying these positive values and behaviour characterises me as a positive role model and has a positive impact on the children I work with. . 4 Explain how to promote anti-discriminatory practice in work with children and young people The promotion of anti-discriminatory practice should be at the forefront of any schools practice. As well as having the policies in place, it is paramount that anti-discriminatory practice is demonstrated in everything we do. As a member of the school te am it is my shared responsibility to ensure that anti-discriminatory practice is promoted. To promote anti discriminatory practice it’s important that all staff act as good role models. Children are very impressionable and replicating this ehaviour will teach children to respect one another. It is important to include the children in as much as you can and listen to what they have to say. You may need to differentiate or adapt the work so that all the children are given equal opportunities to complete it. All barriers need to be removed so that children can have full access to the curriculum. Children need to be recognized as unique and they all need to be treated as individuals. Our school council has set up a play buddies system at playtimes. This ensures that all the children can play together; no body is left out for any reason. This also gives the older children a sense of responsibility and they enjoy it. If I was to ever become aware of any victims of discrimination either in the class room or in the playground, I would make sure that it was dealt with promptly and efficiently. It is very serious and must not be ignored. This will hopefully prevent it from happening again and stop any discrimination from escalating and becoming a bigger problem. 2. 5 Explain how to challenge discrimination. Within my role as a Teaching Assistant there is a chance I will be required to challenge pupils over their behaviour because I feel it is potentially discriminatory. This must be done as soon as it is witnessed. Discriminatory behaviour must never be ignored and it is often common practice to record any incidences. A lot of the time children are unaware of the implications of a comment they might make. They could be mimicking what they have heard elsewhere and not mean to be insensitive. How you choose to challenge inappropriate behaviour will depend on the situation it occurred in and the age of the child but it is important to challenge effectively so there is less chance of it happening again. The following are useful to consider: †¢Talk to the child and make them aware of why, what they did or said was wrong †¢Depending on the age and ability of the child you could turn it into a game i. e. role play †¢Ensure you talk to the child at their level of understanding †¢Ask what actually happened, why it happened and how they would feel if it happened to them In an incident that occurred in my setting the named child I work with called another child ‘a nigger’. I didn’t witness the episode but it was reported straight to me. He was immediately removed from the situation and sent to the head teachers’ office. The Head and I explained in a sensitive manner, the seriousness of his comment. It turned out the comment is something he had overheard at home and he didn’t realise the offence it would cause. The child apologised personally to the other child and a letter was sent home to parents so that they could reiterate what we had said in school. Challenging discriminatory behaviour is important to ensure we create a learning environment that is free of discrimination. We need to show that we value differences. It also reinforces the policies and procedures that we have in place at school. In all instances it needs to be made clear that a child inappropriate behaviour or comments are not acceptable and that everyone in school deserves to be treated fairly and with respect. 3. 1 Explain what is meant by inclusion and inclusive practices Inclusion is about creating a secure, accepting, collaborating and stimulating school community in which everyone is valued and all the pupils can achieve their best. Inclusion involves making sure all children are given the opportunity to access all areas of the curriculum including out of school activities e. g. school trips. Everyone in school has an important role in promoting and supporting an inclusive culture. Everything we do, on a daily basis, is inclusive practice and there are three main elements to its success: †¢Attitudes – staff should have high expectations of all their pupils. The work set should be adjustable so that all pupils can be included. Diversity should be celebrated and valued, certainly not feared and all pupils should be encouraged to believe in the ‘I can’ attitude. †¢Skills – all staff should be equipped with the right skills, dependant on the child’s need, to enable them to provide an environment that welcomes all. †¢Resources all pupils should have access to the same range of resources. Some of the resources will be specific to pupils particular needs e. g. hearing aid, sound systems, mobility aids and it is important we know how to use these so all children can gain access to all aspects of school life. The child I work with has ADHD and doesn’t take kindly to any changes in his daily routine. If there is a sudden change he lashes out which means he needs to be removed from the classroom and therefore misses out on parts of his education. To overcome any potential problems we have now introduced a visual timetable on his desk so he can see exactly what he is doing and when. This minimizes any possible outbreaks and results in a smooth lesson. Other examples of inclusive practice in our school are things like introducing a physical aid for a pupil during PE. A child I used to work with had Dyspraxia, therefore struggled using certain PE equipment. Once I adapted the resources she could take full part in the lesson. We use thicker pencils for children who have difficulty with fine motor skills. Our school is also equipped with ramp access to the building and a disabled toilet. 3. 2 Identify barriers to children and young people’s participation A barrier to participation is anything that can hold back a child from being involved in any experiences a school has to offer. These could possibly include: