Reflection on aims and learning from course Creative, Cultural and Social Education Essay Example

Reflection on aims and learning from course Creative, Cultural and Social Education Essay Example Reflection on aims and learning from course Creative, Cultural and Social Education Essay Reflection on aims and learning from course Creative, Cultural and Social Education Essay Essay Topic: Creative Education When bearing in mind the needs of children, from nursery all the way through to secondary school many considerations need to be taken into account. It may be useful to reflect on Abraham Maslows hierarchy of needs, which can be divided into two main categories; survival needs including those which are physiological; need for food, liquid, oxygen and physical and psychological security and the second category which includes growth needs including love, self-esteem and self-actualisation. When considering the individual needs of children, teachers should think about the range of attributes and experiences, which children may bring to school and how this affects their differing educational, social and spiritual needs. Pollard Tann (1994) identifies various factors that contribute to these needs and the importance of respecting and considering all of them Factors such as sex, social class, race, language development, language styles, health and types of parental support are so numerous and complex in their effects that, although broad but important generalisations about patterns of advantage and disadvantage can be made it is foolish to generalise in specific terms about their ultimate consequences. (Pollard Tann 1994) Including all children involves valuing and using these attributes and experiences to enable each child to be respected as individuals and be given the maximum opportunity to progress. Many cultures provide rich sources of multiplicity. The different backgrounds people bring into the classroom can promote a varied learning experience for all children. The teachers bring along their own ideas, issues and plans, which may have an effect upon the teaching and learning qualities within the class. Additionally, the environment the children enter may be different to any other experience they have ever known. Culture affects everything people have, think and do as members of their society because material objects, ideas, values and attitudes, and normative or expected patterns of behaviour make up culture. Ferraro 1990:18) Due to the multi-faceted, multi-cultural society we live in, the school has a duty to plan for all of our children in order that they may play a fulfilling and dignified role within it, building on the strengths of cultural diversity. The National Advisory Council for Creative and Cultural Education (1999) (NACCCE) report upholds this view when suggesting that although schools are unable to guarantee to deliver an end to prejudice, they are in a position to help, inform and educate, therefore confronting prejudice and discrimination. (NACCCE 1999) The National Curriculum Handbook sets out the programme schools are required to teach. The Code of Practice 2000 details a continuum of need. Need can mean a variety of things and is not a unitary concept, though it does suggest a lack of something. Biologically we need food, shelter and warmth. Social needs however are the need for friends and acquaintances. When meeting these needs, the self-esteem needs, where being competent and recognised become important. In this way, needs may be seen in a variety of ways: physical, emotional, social, aesthetic, spiritual, intellectual (Maslow, cited in An Introduction to Teaching, Desforges,C. 1998) Culture can be concluded as a phenomenon that has an effect on everything. It can be defined in many ways. Culture is learned, not genetically inherited. An important definition of culture identified by Hofstede Culture is the collective programming of the mind which distinguishes the members of one human group from another. Hofstede (1980) Within the classroom the adults and children have different attitudes about their cultural identity, as perceived by them and by others. Though important to each individual, some may choose to change their own culture. In todays society this is possible, by marriage, education or immigration. Just by making the move to a neighbouring village or across the town can have an impact upon peoples own culture, changing it to whatever degree they may choose. Furthermore, some may wish to be included in more than one group, therefore becoming bicultural. Bicultural education should be an enriching experience, broadening the range of choice for cultural identity. Relations and interactions with predominant environments become inherited and remain part of the culture known and recognised. However, each generation adds something new of its own, which is then passed on, hence cultural shifts and temporal change. Each generation believes their culture to be the correct one, this may be when this is the only one learned, therefore, the indication that the need to educate our young people about diverse cultures and right and wrong is now, more than ever, a priority. This is critical when culture prescribes the behaviour that may be considered acceptable within a social group. In order that children understand the influence the past has upon the present they need to engage in historical debate. The NACCCE report further emphasises this point whilst discussing change a knowledge of the past is essential to understanding the present (NACCCE 1999), this may then help them to consider how they may influence the future (Cogan 2000). This could be in relation to environmental factors such as global, pollution and conflict between nations, not merely a political exercise. (Cogan 2000) By encouraging responsible behaviour both in and outside the classroom childrens self confidence is increased and they begin to develop social and moral responsibilites towards authority and each other. The development of links between learning that takes place in the confines of the classroom and the outside world will help children to appreciate their role as citizens. Encouraging the development of enquiry, teaching children how to communicate for different arenas and participate across a wide range of experiences will further extend childrens knowledge about what kind of citizen they want to be and indeed can be. However, due to media coverage and as a result of personal experiences it is clear that there has been a decline in the process of encouraging positive citizenship roles to the younger generation. This is further reported by the government within the Crick report (1998) and is the reason why it is now at the forefront of the education process to encourage the development of citizenship. Reports such as the Crick report have been processed to highlight the requirement of such a subject to hit right across the curriculum. Citizenship is now statutory at key stages three and four, and guidelines exist for key stages one and two. Within my current workplace citizenship has been allocated one hour per week teaching time as the headteacher recognises the importance of an early start to educating children of the role they will play in later life within society. The NACCCE outlined the importance of teaching for todays society The Government is committed to planning an education service that will meet the challenges of the twenty-first century (NACCCE 1999). Previously, provision was through general guidelines. The guidelines sought to establish development through a cross-curricular approach. Ensuring awareness was extended beyond subject knowledge in order to create a broad and balanced curriculum. A report for the Qualification and Curriculum Authority (QCA) Citizenship and Personal Social and Health Education (PSHE) Team produced by Jean Rudduck, (March 2003) cited in Erickson and Schultz (1992) highlighted the importance of such work in developing pupils identity. Jackson (1922) suggests that developing voice is an important way of helping young people form a critical awareness of their own ends, means and capacities in learning an echo of the argument put forward in support of citizenship education. Schools councils may well provide this outlet for developing voice. Both in primary and secondary, schools councils are becoming more prevalent. Moreover their powers are affecting the culture of schools. However this may depend upon the school. The management of the school council may indeed have an effect on how successful it is. Some schools may hold the council as a show of tokenism. Children may well be seen to have a voice, however they have little or no choice in the issues discussed. They may not be encouraged or even allowed to formulate their own opinions. Hart emphasises this point in exclaiming that adults may be manipulative in using the childrens voices to carry out their work (Hart 1992). Newly qualified headteachers are beginning to convey in schools new initiatives and think about how schools can be enriched by providing a variety of learning. As further education and teacher training take into account research into childrens learning and the many documents published for example the Crick Report and the NACCCE report. Childrens learning can be enhanced by using a variety of strategies which develop and encourage creativity. Creativity is the theoretical framework that underpins practice. According to Peter Jenkinson (2002), creative partnership is potentially one of the most powerful programmes linking culture and education in a generation. He continues that it will provide significant shifts in schools and in the creative and cultural community. Everyone has the right to access and participate in culture, and that education understood in its broadest sense should be a key priority for all creative and cultural organisations Jenkinson, P. (2002) The NACCCE report (1999) proposes that creative and cultural education are related, creativity drawing from cultural contexts and culture a product of the complexity and diversity of human creativity. It is therefore a must that educationalists recognise this and promote them through the school curriculum (NACCCE 1999) In order for this to happen planning must be part of the process and considered in the learning outcomes. However, this can cause difficulties. The teachers hours of teaching are carefully monitored, it is very difficult for them to have the time to plan for each subject to involve so many different areas, even the most experienced teachers have difficulty. Over the previous years the focus has changed and more innovative teaching is looked for, teaching which Provides a broad range of worthwhile curricular opportunities that cater for the interests, aptitudes and particular needs of pupils taking particular account of the effect of any innovative practice Ofsted (2003) Though, the internet does provide a rich source of information. Help with planning cross-curricular work is also included in the unit plans issued by the QCA. The Office for Standards in Education (Ofsted) is looking for evidence of this when observing schools. The framework for inspecting schools sets out guidelines; within this framework they set out the criteria in which they will inspect. Of particular significance is the detailed look at childrens relationships, the organisation of the classroom and seating in groups of children, termed streaming in some schools. Such elements may be included under the term hidden curriculum. Kelly emphasises that the hidden curriculum is those things which students learn because of the way in which the work of the school is planned and organised but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly 1988:8). This would agree with the findings of Roland Meighan (1981: 52) when he suggests that the hidden curriculum may be all the other things that are learnt during schooling in addition to the official curriculum cited in The Morality of The School Bottery, M. (1990). It is important to identify the significance of balancing the needs of the individual with those of society. According to Sugrue (1997) the teacher has responsibilities not only to the children, but also to society by shaping learners into good citizens and educating them in cultural traditions. Childrens needs and interests must be tempered by social requirements (Sugrue 1997) In conclusion teachers must be aware that they are contributing to tomorrows society and therefore children have a right to fulfill their potential. Schools are required to encourage learning that enables the children to succeed with societys requirements. Sugrue (1997) debates Entwistles (1970) ideas Respect for individual difference must be protected and promoted, needs and interests recognised, while wider social interests and responsibilities cannot be ignored.

Nursing Practice over the Last Two Centuries Essay

Nursing Practice over the Last Two Centuries - Essay Example In addition, nurses stated getting profession training in nursing schools. Nurses acquired their skills through apprenticeship. While the practice enabled the nurses to handle their patients because of the knowledge they had acquired, they did not have the theoretical comparisons that they could make. In the twentieth century, nursing practice registered more changes where nurses acquired professional training as well as joining professional bodies. The setting of more nursing school has promoted standardization of the nursing practice (Mosse & Harayama, 2011). In nursing school nurses do not only learn how to handle their patients, but also how to handle social and administrative issues. Initially, nurses took a diploma or an advance diploma. The introduction of bachelor degree and masters degree programs enables nurses to embrace the most modern trend of disease analysis and patient care. The mode of practice also registered changes with many nurses combining spiritual and medical practice while attending to the patients. Other changes include information management in the nursing practice. Although the nursing practice has relied on patient information since the olden days, in twentieth century, record management was critical in nursing practice (City TownInfo. Com, 2010). Administration as well as working codes for nurses has also faced numerous changes. Some of these changes include practice methods and social approval of the practice among others. My views on BSN v ADN My views have greatly changed following the BSN course. With the advanced diploma course, I was only able to handle specific cases in nursing whereas the BSN prepared me to handle complex exercises, which nurses with advanced diploma in nursing cannot handle. For example, delivery health care may pose challenges to nurses with advance diploma. The content of information and research conducted in this area at BSN level is instrumental in handling these cases. Largely, the training covers the biological, physical, and behavioral sciences, which are critical in handling patients. While advance diploma covers most of the aforementioned areas, it tends to specialize of a given area. For instance, ADN in perioperative cases exposes the nurse to handle issues within his specialization as opposed to other areas. It is evident that specialization limits the ability of a professional to handle multitask. I believe BSN offers in depth coverage on administrative skills that

An Analysis of the Fourth Amendment Research Paper

An Analysis of the Fourth Amendment - Research Paper Example The conduct and practice of the authorities was consistent with the view that the authorities had unlimited powers over all their subjects and could search their private residences at their own whims. Legal scholars and historians connect the origin of the fourth amendment to the old English law, which was equally challenged on the grounds of the excessive powers wielded by the King in searching or arresting persons suspected of certain violations. The fourth amendment was viewed as a culmination of critics of the search system who insisted that the authorities and the executive should be guided by very specific limits when conducting searches on private citizens (Galiano 26). On this matter, some of the issues that attend to the subject of the searches include the motives under which the authorities may act when executing their searches and the capacity of the limitations that should guide the entire search processes. The amendment was considered as a restoration of the rights to pr ivacy of citizens and the limits for action on the part of state officers and other parties acting for and on behalf of the executive. General warrants had allowed the executive to selectively apply the law in ways that suited the limited or political interests of the executive. As such, it was necessary for the state to revamp the constitution in ways that laid structural obstacles in the possibility of misusing the law to suit the private interests of the political class. Increasing concerns that the general warrants had permitted the executive to suppress the opposition and muzzle the media led to the protests and criticisms that eventually culminated in the abolition of the general warrants. The general understanding of the fourth amendment is the validity and force of a warrant can only be obtained through the sanctioning of the judiciary. Effectively, the amendment altered the powers of the executives by determining the specific details upon, which a warrant may be sought and the manner in which it may be applied in order to meet the thresholds of legality (Maclin 58). The curtailing of the powers of the executive through the abolition of the general warrant is one of the important features of the fourth amendment. On this score, it might be argued that the determination of the rights of the citizenry as brought about within the warrant entailed the structural revision of the systems that had allowed and condoned the adoption and application of warrants in unspecified ways. The limitations of the traditional systems gave room to the abuse of office since the executive could engage in suppressive or oppressive activities in ways that promoted the denial of rights to the citizenry. The Fourth Amendment stipulates the conditions under which warrants may be permissible (Taslitz 39). One of the fundamental features of the Fourth Amendment is that it foregrounds the condition of reasonability in the execution of a legal search or arrest. The Amendment explicit ly outlaws any forms of unreasonable searches, which in effect affirms that value of human freedom and the expression of individual privacy as key factors that require the protection and safeguarding by the government (Schulhofer 66). On this matter, it becomes

Teenage Texting and driving Essay Example for Free

Teenage Texting and driving Essay With the advent of the smartphone, life has become much easier for all of us. We can now make a phone call, text, access social media sites and other pertinent applications all from one device. While the advances in the cellphone industry are amazing, they have come with dire consequences. Texting while driving has now become the leading cause of death of teenagers in the United States, overtaking drunk driving. Nearly every teenager looks forward to driving, it represents independence and freedom. While this new found freedom is great for the teenage driver, it represents fear and sleepless nights for parents. Today, not only does a parent have to worry about how their teenage son/daughter is driving but what they are doing while they are driving. In the past, the biggest fear of a parent was whether their child was drinking and driving, which is the cause of over 2,700 deaths and 282,000 treated for injuries, per year (Ricks 2013). As a result, drinking and driving has been the leading cause of deaths among teenagers for the past 30 years. However, per the CDC, since 1991, drinking and driving among teenage drivers has dropped over 54%, while 50% of teens between the ages of 15-18 admit to texting while driving (Ricks 2013). This shift in teenage driving habits has created a whole new concern among law enforcement and parents. Experts say texting while driving can be as distracting as drinking and driving, and laws banning texting while driving have very little if any effect on stopping the practice. â€Å"Composing a typical text message is roughly akin to closing ones eyes for nearly five seconds, during which time a car going 55 mph covers more than the length of a football field† (Savitz 2012). Due to the technological advances of the smartphone, and the fact that 50% of all teenagers admit to texting while driving, deaths of teenagers from texting while driving has skyrocketed. The latest data shows that over 3,000 teenage drivers died and over 300,000 were injured last year, as a result of teenage texting while driving. â€Å"The Insurance Institute for Highway Safety estimates that it is to blame for 11 teen deaths each day† (Savitz 2012). These deaths and injuries now make teenage texting while driving the leading cause of death among teenagers in the United States. With laws making no difference on whether drivers text, the number of deaths attributed to teenage texting while driving will only rise in the coming years. We can now manage our whole life from a cellphone, due to the technological advances in the cellphone industry. While this convenience saves everyone countless hours a day, over 3,000 teenagers die and over 300,000 are injured every year from this convenience. Texting while driving among teenagers is at epidemic levels and is now the number one cause of teenage deaths in the United States. Laws are not enough, only knowledge, training and a teen driver saying â€Å"No† to texting while driving will stop this epidemic. I for one have said â€Å"No†. References Ricks D. Study: Texting while driving now leading cause of death for teen drivers. Newsday, (Melville, NY) [serial online]. May 8, 2013:Available from: Newspaper Source, Ipswich, MA. Accessed September 1, 2013 Savitz E. Naughty, Naughty: Nearly Third Of Teens Text While Driving. Forbes. Com [serial online]. June 7, 2012;:36. Available from: Business Source Complete, Ipswich, MA. Accessed September 15, 2013

Symbolism of the Mississippi River in Huckleberry Finn Essay examples -

Rivers are often associated with freedom and growth as they are vast and constantly moving and progressing. The Adventures of Huckleberry Finn is no exception as Mark Twain beautifully paints a picture of a boy who grows significantly during his journey down the Mississippi River. In the beginning of the novel, Huckleberry Finn yearns for his freedom from people who hold him down such as the Widow Douglas and Pap. Ironically, he finds freedom in a place nearby: the river. When he first begins to travel down the river, Huck is more or less self-involved with his own personal motives in mind when running away. He complains about boredom and loneliness when what he really wanted in the first place was to be left alone. When he comes upon Jim, he is overjoyed to be with someone finally and being that it is a Negro man running for his freedom, he begins his growth as a character. As he moves down the river, we see his growth in stages and much of it is due to his experiences on the wate r, which ultimately becomes his moving home. Twain uses narrative devices and literary techniques to exemplify Huck’s relaxed yet lonesome attitude toward the Mississippi River. In the beginning, Huck tells us that â€Å"two or three days and nights went by† (135). Usually, two or three days when running away seems like an eternity but, for Huck, â€Å"they slid along so quiet and smooth and lovely† (135). He is relaxed on the river and shows this by his ability to lose track of time and watch it slip by. Huck describes his daily routine, which seems more suitable for a vacationer than a runaway, like this: â€Å"Soon as night was most gone, we stopped navigating and tied up-nearly always in the dead water under a tow-head, and then cut young cottonwoods and w... ...hor’s use of description and literary techniques. In The Adventures of Huckleberry Finn, there is much talk of being alone or being cast away from society. This is most understood when Mark Twain describes the vastness of the river. His narrative devices and literary techniques help us feel these characteristics. Loneliness is a reoccurring theme as well and how better to feel the loneliness that Huck is experiencing than to describe the slow-moving life on the large, open Mississippi River. Twain does a beautiful job of this throughout the novel and especially in this passage. What we are left feeling for Huck is hope, Hope that he finds the freedom he is looking for. Hope that he can help Jim to the free states, and hope that he will never be lonely again. Work Cited Twain, Mark. The Adventures of Huckleberry Finn, London: W.W. Norton and Company, 1999.

Anti-Discriminatory Practices Essay

There is a variety of national initiatives which promote anti-discriminatory practices: Some of these practices are provisions relating to, European Convention on Human Rights and Fundamental Freedoms 1950, Sex Discrimination Act 1975, Mental Health Act 1983, Mental Health (Northern Ireland) Order 1986, The Convention on the Rights of the Child 1989, The Children Act 1989, Race Relations (Amendment) Act 2000, Disability Discrimination Act 2005, it is important in every work place and setting to follow these acts in order to prevent discrimination arising for both service users and providers. By following all these service users and providers will feel safe and valued in health and social care settings. This promotes discrimination by living by the rule treat others as you want to be treated-if you treat others with respect and do not discriminate they will more than likely treat you the same, this will then subsequently set standards and expectation for people to follow. For example- nurses wear the same uniform as that’s the expectation for them. Two of these acts I will go into more detail with and explain exactly why these acts in the health and social care work place promote anti-discriminatory practices. When working in health and social care setting it’s also important to be aware of the types of discrimination that can occur so you can both act on it if you was ever to come across another person behaving in such a way and prevent yourself from behaving this way also. Therefore, promoting anti-discriminatory practices by being aware of this and making others aware to, these types are of discrimination are Direct discrimination: discrimination because of a protected characteristic. Associative discrimination: direct discrimination against someone because they are associated with another person with a protected characteristic. (This includes carers of disabled people and elderly relatives, who can claim they were treated unfairly because of duties that had to carry out at home relating to their care work. It also covers discrimination against someone because, for example, their partner is from another country.) Indirect discrimination: when you have a rule or policy that applies to everyone but disadvantages a person with a protected characteristic. Harassment: behavior deemed offensive by the recipient. Employees can claim they find something offensive even when it’s not directed at them. Harassment by a third party: employers are potentially liable for the harassment of staff or customers by  people they don’t directly employ, such as a contractor. Victimization: discrimination against someone because they made or supported a complaint under Equality Act legislation. Discrimination by perception: direct discrimination against someone because others think they have a protected characteristic (even if they don’t). You can no longer ask a prospective employee about their health before offering them work, unless you can prove you’re doing so to check whether the employee can carry out an essential task (such as heavy lifting for a removals company) or to monitor diversity. You can screen health once you’ve made a job offer – but then of course you’re opening a world of trouble if you rescind your job offer on the grounds of a disability, as you are then liable to be taken to tribunal too. Race relations act 1976-2001: This covers race discrimination in employment, training, education, housing, facilities and services and even advertising. In 2001 this act was amended to include discrimination by all public bodies’ e.g. council- Blackburn with Darwen social services. Direct discrimination occurs when a person is treated less favourably on racial grounds than he or she would treat another person, Could be defined as people with different skin colour, race, nationality or ethnic origin. This could potentially happen in the work place if an Afro-Caribbean was to only employ Afro-Caribbean or African works as this would be treating other ethnicity less favourable by giving them less favourable work or less paid work due to their race. This act is in place to prevent these things happening to people due to race as this could hinder their confidence with others in fear of being discriminated against or being given lack of opportunity, this legislation works by simply be prevented by having this ac t in place which gives prosecutions and punishments for not following it these prosecutions could occur if people did not know the correct terms to use to others and how to address people in the best possible way also you could help improve this by educating people on how they should and shouldn’t behave in the work place this this will help them be more educated and accepting of others, helping them to follow the race relations act. What is the mental capacity act 2005; The Mental Capacity Act is designed to protect people who can’t make  decisions for themselves or lack the mental capacity to do so. This could be due to a mental health condition, a severe learning difficulty, a brain injury, or stroke. This act has many purposes as it helps to assist service users in the best possible way, some of these purposes consist of; Allowing adults to make as many decisions as they can for themselves. This gives the service user some independence and helps to make them feel less controlled by service provider helping them to build self confidence in the long run as they are not being restrained to others making decisions for them. This helps to prevent discrimination by not treating a person differently because of their disability treating them as you would any adults. Enables adults to make advance decisions about whether they would like future medical treatment. This helps the service user understand the treatment they are going through and the d rugs/medication they will be taking without this they could feel unsafe as they don’t understand the medication they are being made to take, this helps prevents discrimination as it helps go with the service users rights of choice and right to protect their own body in case they didn’t want to go ahead with the treatment. An example of this act in use in health and social care setting is for example in a nursing home founded by the NHS a patient may have dementia and should still be able to make their own decisions such as what they would prefer for tea or if they would like to purchase something such as a TV, this will be giving the patient the right to their own choices and not restricting them too much. Also in this case they would need and advocate allocated to make important their decisions and care for them (e.g. daughter/husband). When all these things have been took into consideration it’s then made clear how important this act really is for the welfare of people with disabilities. It helps toward making them feel secure and not just another number as they can make their own personal decision on how they want things to go in the best way for them. Therefore promoting equality and reducing discrimination. Disability discrimination act; 2005-2006 The disability discrimination act is designed to end discrimination that may face many people with disabilities of various forms such as immobility, mental disabilities or physical disabilities. This act helps people who have these troubles and want to get on with their life as best as possible  whether it is in the work place or services provided to them by the health care system. Throughout this act it entails people with disabilities having rights in the areas such as, Running of public transport services, such as buses and trains- the government makes these more accessible and easier to get from a to b with disabilities, making things such as local councils, schools and hospitals more accessible for them so they can make sure no matter what their disability people can rather access for the service or work for it. When the act was emended in 2006 it was made sure Public bodies, like hospitals or local councils, now have to do a lot more to make sure that they don’t break the laws that protect disabled people, and give disabled people fair chances. This act can be enforced in health and social care setting such as dentists its essential that a patient with a disability is able to access your practice to enforce this you should ensure corridors are wide enough, if there are stairs there is a lift in which a wheelchair would fit, there is a suitable exit for anyone in a wheel chair in case of. This would be respecting all their rights and promoting anti-discrimination by setting an example to other practices and making the service user feel safe and valued. To conclude this section on who, how, where, and when acts are used in every day health and social care settings, I feel that it’s shown to everybody just the importance of the acts and the impact it has on both service users and providers to make them feel safe and valued, causing them to have more confidence in the system. These acts promote anti discriminatory practices and raises awarenes s on how people should and should not be treated no matter what their individual traits may be. The government has enforced these legislations in England to make sure every individual is receiving the correct and equal treatment from practices so the best care is given to them. By promoting this through practices such as hospitals it will help to promote anti-discriminatory practice nationwide and set standards and examples of how professionals and non-professionals should behave towards one another. M2- Assess the influence of a recent national policy initiative promoting anti-discriminatory practice. The main influence I think in the health and social care system is the equality act 2010, this act helps preventing discrimination in Great Britain and promoted anti-discriminatory practices especially in areas to do with health and social care, this policy is a great guideline for practices to follow in  order to meet service providers and service user’s needs. What is the equality act and why do we need it? Equality is used to protect service users and providers from discrimination and unfair treatment it’s also used to help promote anti-discriminatory practices and makes others in Britain aware of why discrimination is wrong and why everyone deserves to be treat as an equal. This act is good for many reasons; People enjoy life more if they are treated fairly. The country is richer because each and every person can do what they are best at. It is easier for people to live side by side and get on with each other if everyone is treated fairly. Without the equality act we would still be experiencing things such as, many women being paid less than men for the same kind of work. Clever children from poorer families wouldn’t do as well at school and in later life would struggle at finding a job due to the government not helping them as much, and they may receive poor health care which would also limit their chances in life. disabled people would be a lot less likely to have job as the without the equality act in place services were less expectant of disability’s and providing for them as it costed the system more money. People of different races would find it harder to get a job as racism was still shown and no prominently accepted by everyone by promoting racism through the act now though people know it’s not accepted and will try there best the help ethic minorities get jobs and be accepted in social care settings. many lesbian and gay people would worried about asking the police for help in case they are treated unfairly as t hey felt as though they was not accepted in society and by services providers and users before this act came about. This initiative is influencing my local area by making establishments such as hospitals more aware of equality issues which is helping to make it better for staff and service user a few examples of this in recent newspaper articles are; Bury Council is one of Britain’s top gay-friendly employers The local authority was the top performing council in the North West and gained particular recognition in the latest Stonewall workplace equality report for its Dignity at Work policy. Stonewall stated that the council has â€Å"a robust commitment to fostering a workplace culture where all employees are treated with dignity and respect†. The council is now listed as number 54 in  Stonewall’s Top 100 Employers list which showcases the progress being made in many workplaces towards full equality for Britain’s 1.7 million lesbian, gay and bisexual em ployees. This shows to me that governments initiative policies are helping make health and social care providers provide an overall better service, by not discriminating against anyone for their individual traits. This is just one example of how the equality act helps people to be treat to the best possible standard everyday by services, as well as being a promotion of an anti-discriminatory practice showing how by promoting equality it influences people in society and society’s work places to make a change. http://www.lancashiretelegraph.co.uk/archive/2014/02/12/11006078.Bury_Council_is_one_of_Britain_s_top_gay_friendly_employers/ Another way to make sure the equality act is being followed and anti-discriminatory practices are being promoted throughout Britain is by in the work place higher members of staff enforcing the equity duty this is a law for public bodies telling them they must think about how they can make sure their work supports equality. For example, in their services, through their jobs, and through the money they spend. Public bodies already need to think about treating people of different races, disabled people, and men and women fairly and equally. But this becomes even more important when employing and treating patients, as everybody in this setting needs the best possible level of equal care to ensure they feel safe and valued. Equity duty for example would cover a woman/man who is on maternity leave, the government has a legislation which states that when a woman/man working in a health and social care setting is having a child they should still be paid for their time off so they can spend time with the baby and support their partner, this is an equity duty ensuring that whether you are a woman or man working for a service you get maternity or paternity leave paid and it will not hinder future job opportunities. The equality acts state work places should obey by these set of legislation; â€Å"Your rights during pregnancy: you have the right to health and safety protection for you and your baby. You have the right to reasonable paid time off for your antenatal care. You are protected against unfair treatment and unfair dismissal because of your pregnancy (The law says that it is sex discrimination to treat a woman less favourably on the grounds of her pregnancy or because she wants to take or has taken maternity

An Interview of Ngoc T.B. Nguyen A Woman Entrepreneur

The entrepreneur The entrepreneur I choose to interview is a well-known and respectable woman in the tourism-hospitality industry in Vietnam. Her name is Ngoc T.B. Nguyen. There are now many different definitions for the word entrepreneur and entrepreneurship, the definition of entrepreneur as the ‘risk taker’ might be the one that suits her best. Born in 1963, this woman has spent more than 10 years in the Tourist industry and has since then been an inspirational model for many young adults in her hometown. Nguyen started to work for a local hotel as a receptionist at the age of 20. At this time, because of many reasons, she finished high school but could not pursue her dream of studying higher. Not giving up, Nguyen kept working hard†¦show more content†¦Therefore, after showing the business plan to the director of the hotel, they came to a proper agreement of the hotel being the institute’s ‘sponsor’: students from Nguyen’s Institute will have the opportunity to practice the theories they have learnt in the hotel and the institute being part of the hotel’s marketing and promotional strategy. For the first time, she was 100% sure that her idea was a very promising opportunity. Starting the business â€Å"The most important thing about starting a business is to have more than enough start up capital† Nguyen said. It was the right move at that time when she estimated the amount of capital required, and then doubled that money as her start-up capital. For many business owners, the lack of financial capacity, especially in the first stage of the business is one of the 5 deadly mistakes they could ever make (Seid 2006) Nguyen explained that simply because life is full of uncertainties, especially in business because business is like a battle, and your financial calculation in the end will still remain on paper; so be prepared for the worst. Most people when starting a business are usually over optimistic or too excited with the opportunity that they often miss or overlook the downturn of the situation. This is when creative tools like the 6 thinking hat of Edward de Bono provides us with a complete view of the opportunity, so as the owner, you can be ahead of the situation. A lthough Nguyen had not heard about the 6