MS A.S.Thafeni Essay Example for Free

MS A.S.Thafeni Essay 1. How did I engage myself with the group? Deciding which group or organization to engage with was not easy for me. I had to play around with some ideas and think which one because we have plenty of them around here. In my community we have Trauma Center, FAMSA; we also have lay counselors who are making a difference in more informal way. However deciding how to approach one of them wasn’t easy at all. I felt anxious every time I had to make a choice. I reflected to one of my experiences I encountered long time ago when I relocated to another country (Angola) for three years. When I had to meet different people, different culture, language and so forth. It was totally new environment for me and I had to adjust very fast. The first step I took was to make an appointment with one nurse in charge in our local clinic to authorize me to do my observation in the clinic with the help of my nephew who was employed at the clinic. She agreed. I also went to FAMSA and try to negotiate my entry there as person who needs help, unfortunately, they were not in that day. Then I decided to engage with the group located in my clinic where I got permission. . I learned lay counselors are in attempt to bring change in our community. Targeted members are those patients who visit or come to clinic on a daily basis for various reasons. The group meets during the week (Monday to Friday) at 8am – 10pm. The establishment of the group was two years ago because the concern some few community members had. It seems it has been started by local community members who were concerned about certain issues that affect people. They felt that buy working together as community would bring a difference and enhance life of other people. They also thought that this group will bring some changes in their homes and to community as a whole. This awareness program is not static, new members are introduced daily, weekly and monthly as the group is informal. The program compels no one to stay, people do have right to choice and freedom and it’s being respected by everyone. The goal of this program is to make the people aware of some disease and illness that affect us and consciously and unconsciously. I understand since this program started two years ago, it has been successful. People show interests  and others report that there has been a radical change in their lives as now they know the importance of taking their treatment especially on time, completing the treatment, eating healthy, exercising, teenage pregnancy decreased as youth now know how to protect themselves against the diseases, abortions decreased and so forth. This kind of reports is what kept the program alive. I also understand this program reached so many people every month as they count approximately 300 to 400 monthly. Again they hope that in the long run the community will be better, HIV/AIDS, TB, Teenage pregnancy will be decreased by 50%. What made them certain is that in 2012 when this program commenced within six to seven months, TB and HIV/AIDS was combated seriously and clinic reported that 2% less/ reduced. I also learned that people wants to be taught with the language they understand so that they can participate fully about the things affect their lives on the daily basis. I came to know the group because I am also a community member who also uses the facilities available to my community such as the clinic. Most of the time when I visited my clinic I used to see people entering certain door and I asked a friend who was sitting next to me and also as I have mentioned above I have a nephew who is employed there about the group and she explained to me. Initially, I never give myself time to join or to be interested in whatever they are doing but studying this module made me to be interested in the group. My nephew who works at the clinic helped me to enter the space by introducing me to the nurse in charge. I made appointment with appointment with the nurse. I had to make an appointment because for me it indicated respect as I wouldn’t just enter as I please in the group without permission. I had five minutes with the nurse and explain who I am? What do I want to do? Why, How? When? And after that she gave me permission. What is important I  indicated that whatever I am going to observe here is strictly confidential; it’s only for my assignment purpose. The nurse introduced me to the facilitator who was facilitating the group and I was highly accepted as part of the family but as an observer. The main area of focus is to teach or  make the community members aware about various issues that affect them on the daily basis. Issues such as Teenage pregnancy, HIV/AIDS, TB, STI’s, etc. They also focused on teaching morality because they believe good morality will result in reduced mortality. 2. I had few assumptions before engaging in the context. Assumption 1- The Environment= the environment should be conducive so that members should be comfortable. Assumption 2-The group share common interest. Assumption 3- They group should share common problem. Assumption 4- They must have open communication. Assumption 5 They should have solution to their problem. Assumption 6 – Decisions are made collectively. All these assumptions are only based on my observations that are not confirmed. I was also aware that even though they form a group but they are still unique individuals with their unique experiences (proposition 1 2). These unique experiences will bring change to their lives. I also believed that as a group they have collective knowledge, skills and potential. The only thing that is required is the facilitator to release that potential resource. Aspects pertaining to the social context as well as social issues that the group is grappling with or the challenges the group is facing are denial and distortions about the disease such as HIV/AIDS. Some member of the group came with the interesting aspect that HIV/Aids caused by super natural causes. It is caused by people casting a spell over you (bewitched) (boloi- South Sotho). Some will say the disease can be cured, they know the traditional healers who cured somebody. Some will say its indication  of ancestors calling. Some claims that they don’t have food in order for them to take treatment. Because of these challenges the program had to be adjusted a little bit to accommodate these challenges. The members will somewhere somehow include God and super naturals in their discussions, for an example, a woman was taught about the HIV/AIDS illness, how we contact it and so forth, and she also made her inputs that in the Bible all these illnesses where predicted, therefore its not a miracle. During my observation I realized that people are struggling to relate with the  environment also with one another. For an example, during the session the group members were afraid to talk their hearts out. I can assume that members know each other perhaps as a neighbor, friend. Therefore, their friendship or neighbor relationship deprived them freely participation in the group as one will think that what others will do or say or one doesn’t want others to know about his /her business or issues the one struggling with. According to part two of the study Guide – The ‘cracked’ landscape Society in crisis. I have realized that people are not aware that they are not alone, they are not individuals. They failed to cherish the idea of ‘motho ke motho ka batho ba bang’ – ‘Humanity’. They still isolate themselves, still have negative thinking that no one can help them and yet they don’t realize that this behavior is abnormal as it makes us to live like animals – where we should be on a look out everyday – who says what, to w hom? In what manner? This behavior also creates tension between the people, create hunger, poverty, violence, discrimination (Study Guide for PYC3705:24). Our society is broken into smaller pieces. However, As I was observing this group I realized positive things about the members. Even though disclosing in public is not their way of life but they do need help. I saw this after the first session ended. Some of them wanted private dialogue with the facilitator. Others shared their experiences with others in private. That private conversation gave them hope and less despair and that allowed development among the group itself. The second session – the following day I saw different group than  yesterday in terms of enthusiasm, energy. The dialogue was just open and free and that also helped other to open up. I heared other member of the group says â€Å"Ka ikutlwa ke fodile† – â€Å"She now feels better or healed†. That where I learned that talking or opening up indeed heals and assist the government cost on medicine. I think the are some similarities and differences I have observed with regard to what constitute a counseling setting. Why I am saying this is because firstly, as I have mentioned above about the well reception I received from the group and the counselors. This indicated positive regard for others  Unconditional positive regard is one of the climate that the counselor should create so that people should feel accepted, and that how I felt. As I observed the counselor/ facilitator’s. According to study guide for PYC3705:40, explains that unconditional positive regard is being present is the basis from which people can explore thoughts, feelings and experiences. This is what I saw from the lay counselor. That is reason why members of the group were able to express their feelings about the HIV/AIDS issues. Even though members introduced their knowledge about traditional healers who can treat various illnesses, she was non – judgmental, she showed warmth through body langu age – used posture, maintained eye contact and that indicated one of the values that she should have – Respect. Secondly, she created the safe environment (proposition 17). She allowed the group members to be themselves. She let them to deal with the issues they felt strong about e.g. (What do you guys want us to talk about today?). She let them to self determine (proposition 4). She never judged them. She respected every one’s ideas. She listens to each and every one of them. She was attending every member of the group. The lay counselors even though they conduct counseling informally as they have no formal training in psychology , like Mrs. Bengu in the study guide for PYC3705 they provide emotional support in the community in collaboration with others. What I also observed in this group is ‘Confidentiality’. We know that this is a dilemma. One member in the group requested that what they discussed in there it should end there. She herself she doesn’t want to hear her problems outside that group. If her request is not respected, then she will be very disappointed. All members including the facilitator agreed on that and made promise to one another that they will be confidential. This indicated the unity of the group (proposition 3). The differences I saw was lay counselor couldn’t recognize the discrepancies between what the member was saying and how was said or behaved. She was just accepting what ever the member said. Two, non-verbal communication, what the member was communicating through her body language e.g. member is communicating something but she puts hands on her mouth. She doesn’t use minimal encouragers, open question paraphrasing and so forth. The lack of attentiveness skill. According to (Grobler and  Schenck 2009:46), attentiveness is the way in which the facilitator orientates him or herself physically and psychologically towards the clients. However, the counselor will answer her phone during the session with the client without apologies. This is the evidence that I have conducted a proper research. As I have mentioned earlier the group is located in my local clinic and is informal, is not registered, the counselors are not qualified or trained. Therefore, they make use of the pamphlets available in the clinic such as Drug-resistant, TB and HIV and TB in the Workplace. REFERENCES Grobler, H. Schenck, R. 2009. Person centred facilitation. 3rd edition. Oxford University Press Modutla, K. Semenya, B. 2010. Only study Guide for Transformative counseling encounters. University of South Africa. Louw, H. 2008-2010. Only study guide for Participatory community development in social work and the social service professions. University of South Africa.

Cypop 24 Essay Example for Free

Cypop 24 Essay Phonics enables children to experience regular, planned opportunities to listen and talk about what they hear, see and do. Phonics is a six phase learning programme that is incorporated within nurseries and primary schools. It enables children to blend phonemes for reading and segmenting for spellings. Phase one is aimed at the Early Years Foundation Stage (EYFS) as it falls within the communication, language and literacy section. This phase recognises the importance of developing speaking and listening skills. This enables children to start a systematic programme then they are more likely to succeed. Within nurseries and primary school they carry out jolly phonics. Jolly phonics enables the children to learn the sounds of letters, this can be incorporated within a song to represent each letter of the alphabet for example for a you say; A A A Ants up my arm, you would say this doing a pinching movement up one of your arms. Within jolly phonics there are five skills that are taught, these include; learning the letter sounds this is when children are taught the 42 main letter sounds. This includes alphabet sounds as well as digraphs such as sh, th, ai and ue. Learning letter formation this is when children are able to use different multi-sensory methods, they learn how to form and write the letters. Blending is when children are taught how to blend the sounds together to read and write new words. Identifying the sounds in words (Segmenting) is when the children are able to listen for the sounds in words gives children the best start for improving spelling. And then there is tricky words, Tricky words have irregular spellings and children learn these separately away from the other words. Jolly phonics helps to support children by learning within a fun environment. http://jollylearning. co. uk/overview-about-jolly-phonics/ Phase 2 is the beginning of the systematic programme. These phonics are best being taught in short, discrete daily sessions. Stage 2 starts with an approach to start learning some letter formations e. g. ‘S’ ‘A’ ‘T’ ‘P’ ‘I’ ‘N’. Within settings this could be incorporated by burring letters in sand of bubbles for the children to find and tell you what sound that letter makes and then put it back in for other children to find. The systematic programs are not designed to control the teachers but to control the presentation of information in order to help children manage and master the complexities of our language. The purpose of a systematic program is to help the child learn. ’ http://www. righttrackreading. com/dsphonics. html Phase three completes the teaching of th e alphabet and helps children to move on to sounds that consist of more than one letter e. g. ‘he’ ‘the’. Phase four enables children to learn to read and spell words containing adjacent consonants, e. . ‘the’ ‘black’ within the word black, ‘bl’ are adjacent consonants because they are two different consonants containing different sounds whereas ‘ck’ at the end of the word black aren’t adjacent consonants because both letters contain the same sound. Some children may pick up phonics really well and may need this stage earlier than other, in which case they should not be held back. Phase five extends graphemes and phonemes. Graphemes are the names of all the individual letters in the alphabet, phonemes are the sounds the letters make. It shows children that words may sound the same but are spelt differently with different meaning e. g. meet and meat. Phase six should enable children to read automatically usually spellings lag behind reading, so children may still find it difficult to read. Spelling needs children to recall the word from memory and recompose it without being able to see it. Children who are in secondary school aged between 11-16 carry out spelling activities. During nursery and primary school they learnt the basic phonics to help them read, write and spell. Spelling help to further develop each child and young person’s skills. For example within my setting I was working with the nurture group and they received ten spellings every week. Most of the children within the nurture group had SLCN. The children with SLCN always struggled with their spellings, so therefore I provided my support to whoever wanted it. All the spellings they received every week had the same sound in common, e. g. heat, meat, cheat, great. All of these words have ‘eat’ in common. Within my support I explain to the children that the words may sound differently but the spellings they always received had sounds in common so therefore pointing this out they was able to think of the starting of the word and knew each work has the same sound in and was then able to achieve more marks out of ten on their spellings. This helped to boost their confidence and self-esteem because they knew they could do it. Young people that attend college and university aged between 16-25 may carry out key skills/functional skills. Once you leave school and set out to go to college, there are some skills that young people are going to be better knowing and understanding than not having those skills. Once young people have learnt them, then their day-to-day life will be a lot easier. Whatever children and young people do their going to have to know how to communicate and work with numbers, because literacy and numeracy are a very important when wanting a job as they are a must. Children and young people are going to need to know the basics when it comes to ICT. When young people are ready to apply for jobs or college courses, they can’t just state what they are good and aren’t good at, they will need to prove it. They can do this by completing a set of courses that assess how well they do at the skills they need to get their dream job. These set of course are called Key Skills. These courses include; communication, application of number, information and communication technology (ICT), problem solvi ng, improving own learning and performance, and working with others. These skills will help children and young people to further develop their skills. If young people have SLCN then they may receive support to complete these skills to enable them to go on to college or to get a job. | Adults can help to extend the speech, language and communication development by simply involving them in conversations using a child language instead of an adult language. This enables the children to understand you more when you ask them questions. For example if you asked ‘How are you feeling today? they may not fully understand as it is a complex question whereas if you asked ‘Are you okay? ’ this is a simpler question and will be easier for them to understand. If you interact children with SLCN they are more likely to improve their vocabulary and social communication because they are involved within an activity and may start to communicate with other children without really noticing. Adults could also work with parents/carers by communicating with them and possibly sending SLCN activities home with the child or young person to complete at home with their parent/carer. This enables the parent/carer to see where their child is at within their development and also enables them to help their child further develop their skills. Phonics, spellings and key skills all have positive effects on a child and young person’s life. Phonics enables children to understand the names and sounds of letters and help them learn to read, write and spell. Learning phonics enables them to progress through primary school to secondary school. Being able to read and write enables the children and young people to complete their work and their SAT’s. Completing spellings enables children and young people to develop their writing skills and their vocabulary as they may know how to spell a word without maybe knowing that it is a word. Key skills effects young people’s lives because it teaches them six different skills to help them apply for college courses and gain a further education to get a job that they want. Doing all of these things is improving their speech, language and communication needs and also their vocabulary. 3. 3 – Apply research evidence to planning an environment that supports speech, language and communication Within my work setting I worked closely with children with additional needs. Within my work setting we always got told that if a child I was there to support was getting too frustrated within lessons to remove them from that lesson and take them to a calmer and quieter environment and work 1:1 with that child. For example child T has SLCN and he doesn’t like noise and gets frustrated and distracted very easily so my setting enables him to receive brain breaks which enables him to leave the classroom with his TA and have a little walk and a drink to calm him down until he feels ready to return to the classroom. If he feels he can’t go back to the classroom because of the atmosphere then it is down to the TA to return to the classroom and collect the work he needs to complete and liaise with the class teacher to inform them how child T is feeling and wanting to complete his work in a quieter environment as he feels he will work better and will be able to complete his work to a better standard. When a child is removed to a quieter environment the work is broken down into small steps for them to complete one after another. This enables the child or young person to understand the work and remain on task as they won’t get frustrated because they don’t understand it. Providing these sessions with child T enables him to enjoy coming to school as he knows if he starts to struggle then staff can make it easier for him. This also enables him to achieve his set targets within his lessons as we are providing support for him to complete his work.

Cameras are an everyday commodity

Cameras are an everyday commodity Introduction / history Cameras are an everyday commodity and are commonly used today. It is a much simpler and advance device compared to the first ever camera made; the camera obscura. It was a sliding wooden box camera with a dark chamber which consists of an optical device. The first photograph taken with the camera obscura was by Joseph Nicephore Niepce in year 1814 but the image was only temporary. Soon after, the first practical photograph method was invented by Louis Jacques Daguerre and named it â€Å"daguerreotype†. However the process was perfected by William Fox Talbot and named it the â€Å"Calotype† in 1840. It is the first negative-positive process making multiple copies possible. The use of photographic film was found by George Eastman. His first camera called â€Å"Kodak† was a very simple box camera with a fixed focus lens and single shutter speed. It came along with a relatively low price which appealed to many average consumers. In 1900, He broadens mass market photography by introducing the concept of snapshot also known as â€Å"the Brownie†. George Eastman is known to bring photography and cameras general to the public. In 1913, the first 35mm camera develops. Oskar Barnack explored using 35mm cine film while building a compact camera capable for high quality enlargements. It gains immediate popularity as the format of choice for high end compact cameras. The 35mm cameras were expensive for most people and remain rollfilm as the format of choice for mass market cameras. However, 35mm film came to dominate the market when the cheapest cameras using rollfilm was discontinued. As conventional cameras became more sophisticated, a new type of camera appeared in the market. Edwin Land invented instant cameras; Polaroid photography. The Polaroid camera allows photographer to remove a developing print after the image is snapped. It was later made available to the public in 1948. In 1986, Fuji introduced disposable cameras. It is a camera that recycles parts which later was named â€Å"single use cameras†. In the late 1980s, digital photography entered the market of commerce. Kodaks introduction on the professional digital camera system (DSC) allows photojournalists to take electronic pictures. However, the first real digital camera introduced to consumers was in 1990. The camera was able to store compressed images and later downloaded into a PC or a Mac via cable. Photography became common to consumers and made available to consumers by the creator of Macintosh computer. It is a color digital camera with a 50mm fixed focus lens. Also able to store images into its memory, this had set some quality for digital cameras in the future.

Griffins Black Like Me and Kingsolvers The Poisonwood Bible Essay

  Ã‚  Ã‚   John Howard Griffin's novel, Black Like Me, and Barbara Kingsolver's novel, The Poisonwood Bible, describe journeys made by white Americans into black societies in the early 1960's. Griffin, a white journalist for Sepia magazine, took medication to darken his skin and entered the United States' Deep South to experience the plight of African Americans (Bain 195). His book is a true account of his experiences as a black man. Kingsolver writes of a man who, in many ways, made a similar journey. Nathan Price, a white Baptist missionary in The Poisonwood Bible, moves his wife and four daughters to the Congo of Africa with hopes of spreading the teachings of Christianity and baptizing many. Although Kingsolver's story is fiction, her development of the Congo's history and culture are based on recorded history and her own experiences there as a child (Kingsolver ix). John Griffin and the Price family leave a world in which their race automatically constitutes them with the rights of voice and choice; and discover a world in which those rights are limited.    Being that their professions are journalism and ministry, John Griffin and Nathan Price are accustomed to the use of words, whether written or spoken, to reach out to others and relay information. Once they cross over into the new territories, their abilities to be heard accurately or at all become difficult. In this new setting, Griffin finds the opportunity to speak to a white person does not present itself because it is preceded by a silent language spoken by whites. He first encounters this silent language outside a "Whites Only" restaurant as he is reading the menu in the window. He says, "I looked up to see the frowns of disapproval that can s... ...e the Congo, for all of Africa, the heart of light" (Kingsolver 184). Through the courage of such leaders to provide a voice, the oppressed blacks in these novels begin to experience liberation from the constraints placed on their rights to make their own choices.    Works Cited Bain, Robert, Joseph M. Flora, and Louis D. Rubin, Jr., eds. Southern Writers: A Biographical Dictionary. Baton Rouge, LA: Louisiana State University Press, 1979. Cruse, Harold. Plural but Equal: Blacks and Minorities in America's Plural Society. New York: William Morrow, 1987. Griffin, John Howard. Black Like Me. New York: New American Library, 1962. Kingsolver, Barbara. The Poisonwood Bible. New York: HarperCollins Publishers, Inc., 1998. Williams, Juan. Eyes on the Prize: America's Civil Rights Year, 1954-1965. New York: Viking Penguin, Inc., 1987.    Griffin's Black Like Me and Kingsolver's The Poisonwood Bible Essay   Ã‚  Ã‚   John Howard Griffin's novel, Black Like Me, and Barbara Kingsolver's novel, The Poisonwood Bible, describe journeys made by white Americans into black societies in the early 1960's. Griffin, a white journalist for Sepia magazine, took medication to darken his skin and entered the United States' Deep South to experience the plight of African Americans (Bain 195). His book is a true account of his experiences as a black man. Kingsolver writes of a man who, in many ways, made a similar journey. Nathan Price, a white Baptist missionary in The Poisonwood Bible, moves his wife and four daughters to the Congo of Africa with hopes of spreading the teachings of Christianity and baptizing many. Although Kingsolver's story is fiction, her development of the Congo's history and culture are based on recorded history and her own experiences there as a child (Kingsolver ix). John Griffin and the Price family leave a world in which their race automatically constitutes them with the rights of voice and choice; and discover a world in which those rights are limited.    Being that their professions are journalism and ministry, John Griffin and Nathan Price are accustomed to the use of words, whether written or spoken, to reach out to others and relay information. Once they cross over into the new territories, their abilities to be heard accurately or at all become difficult. In this new setting, Griffin finds the opportunity to speak to a white person does not present itself because it is preceded by a silent language spoken by whites. He first encounters this silent language outside a "Whites Only" restaurant as he is reading the menu in the window. He says, "I looked up to see the frowns of disapproval that can s... ...e the Congo, for all of Africa, the heart of light" (Kingsolver 184). Through the courage of such leaders to provide a voice, the oppressed blacks in these novels begin to experience liberation from the constraints placed on their rights to make their own choices.    Works Cited Bain, Robert, Joseph M. Flora, and Louis D. Rubin, Jr., eds. Southern Writers: A Biographical Dictionary. Baton Rouge, LA: Louisiana State University Press, 1979. Cruse, Harold. Plural but Equal: Blacks and Minorities in America's Plural Society. New York: William Morrow, 1987. Griffin, John Howard. Black Like Me. New York: New American Library, 1962. Kingsolver, Barbara. The Poisonwood Bible. New York: HarperCollins Publishers, Inc., 1998. Williams, Juan. Eyes on the Prize: America's Civil Rights Year, 1954-1965. New York: Viking Penguin, Inc., 1987.   

Hamlet Plot :: essays research papers

HAMLET PLOT The play opens during the evening watch at the castle of Elsinore in Denmark. The last two nights, a ghost dressed in the dead King Hamlet’s armor has appeared as the clock strikes one. Three men, Horatio (Hamlet’s friend), Marcellus, and Bernardo, are talking, when the ghost appears once more. Horatio tries to talk to the ghost, but the ghost is silent and then disappears. The men try to figure out why the ghost has returned and decide that Hamlet should speak to his father’s ghost. Meanwhile, Prince Hamlet is at the castle with his mother, Queen Gertude, and her new husband, King Claudius, who is also Hamlet’s uncle. Claudius tells Hamlet that prolonged grieving for his dead father is not right. When they leave the room, Hamlet is alone to lament and think. "O God, God! How weary, stale, flat, and unprofitable Seem to me all the uses of this world!" Horatio then comes to greet Hamlet, who is delighted at his friend’s arrival. Horatio tells Hamlet about the ghost and Hamlet agrees to meet them. Laertes, the son of Lord Chamberlain Polonius, is getting ready to leave for France. He leaves his sister, Ophelia, with a warning not to pay much attention to Hamlet, who is trying to court her. Polonius also gives advice to Laertes. At night, Hamlet joins Horatio and Marcellus to wait for the ghost. The ghost calls Hamlet and Hamlet follows him, even though his friends plead against it. The ghost tells Hamlet the horrible secret--- his father did not die from a serpent’s bite but from poison. His father was murdered by Hamlet’s uncle, who has now married Hamlet’s mother! Hamlet is told to revenge his father’s death, but to leave his mother alone. As the ghost leaves, Hamlet becomes enraged at his uncle. From his intelligent, civilized self, Hamlet changes into an enraged person determined to kill his uncle. He decides to act insane so that no one will suspect him. Hamlet makes Horatio and Marcellus swear to tell no one what happened here. Later on, Ophelia tells her father in a fright that Hamlet appeared to her, his face white as if he had been to hell. Polonius believes that this madness is due to the fact that Ophelia doesn’t love Hamlet back. He goes to tell the King this. The King and Queen agree that Hamlet has gone insane.

Scarlet Critique Essay -- essays research papers fc

The Scarlet Letter by Nathaniel Hawthorne was written in 1850. It was based on the Puritans of the 1600's, which were revived in Hawthorne's era. Hawthorne descended from Puritan heritage and harbored a sense of guilt and hatred for their way of life. He used many themes and literary techniques in The Scarlet Letter including symbolism and irony. He emphasized the individual's role in the community and the role of women in society. Hawthorne used romanticism as opposed to the classical correctness of writing. Romanticism was an artistic and intellectual movement that originated in the 18th Century and stressed strong emotion and imagination. Puritanism was the belief that all humans are sinful and that it is only though God and the bible that one can find redemption. Hawthorne did not agree with their philosophy. "The tendency of that Hawthorne had for calling unpleasant things 'Puritanic' is an indication that he rejected Puritanism†¦" (Gerber, p.41) He felt they were hypocrites and protrayed them as stuffy and disillusioned. They lived their lives atoning or sins they were born with. Ironically, Hawthorne's writings seemed just that- atonement for his would-be sin, the puritan heritage that he was born with. Even thought The Scarlet Letter set in 1642 in New England, it was written in 1850 at the revival of Puritanism. It focused the role of women in society. Hawthorne had a strong love for women and never portrayed them weak...

Promote Equality, Diversity and Inclusion Essay

1.Be able to promote equality and diversity in work with young people. 1.1Identify the current legislation and code of practice relevant to the promotion of equality and valuing of diversity. SEN code of practice 2001 This act was created to strengthen the rights of SEN children and their parents to a mainstream education. The act was designed to make a difference to the education of SEN children by allowing them to have access to the educational facilities available all children. This is done by offering support tailored to the needs of the individual and their families whilst taking the opinion and wishes of the child into account with regards to any decisions made. It focuses on the need for a partnership between the child, their parents, teachers, agencies involved in their care; with the need for regular reviews and progress reports. Educational act 2002- 2006 The educational act is designed to set out the responsibilities of the heads of all school environments, local educational authorities and governors and to ensure that all children are provided a safe environment. The act is continuously update and in 2002 revisions were made with regards to the responsibilities placed on governors and staff. In 2006 further amendments were made to emphasise the duty of schools to promote community cohesion by working with other community organisations. A good example of this is â€Å"pop in†, set up by the school and the chapel in Marshchapel, where students and elderly members of the community meet up on a weekly basis to have lunch and share stories. Data protection act 1998 This at was written with regards to the keeping and storing of records and data and it regulates the sharing of information. The act concerns both paper and electronic data. Any organisation which collects or stores information must be registered with the data protection commission and the information they collect must only be used for the purpose which it was intended. To protect the information given by individuals data must remain on site in a locked cabinet or a password protected computer and must only  be share with the consent of the individual. Freedom of information act 2000 This act of the UK parliament defines the ways in which members of the public may gain access to government held information. The act creates a right of access when requested by an individual to information held by public authorities, promoting openness and transparency whilst minimising the risk of harm to any individual entity. Equality act 2010 The act is a consolidation of the numerous arrays of complicated anti-discrimination acts and regulations already present in the UK. The main bodies of legislation incorporated into the act include the Equal Pay Act 1970, the Sex Discrimination Act 1975, the Race Relations Act 1976, the Disability Discrimination Act 1995. It focuses on strengthening the rights of all individuals regardless of age, disability, gender (with special protections put in place for pregnant women), relationship status, race, sexual orientation, religion or belief. With additional specifications put in place for disability that state employers and service providers are responsible for making modifications to their workplaces to overcome barriers experienced by disabled people. Children Act 1989 and 2004 The Children Act 1989 was designed to help keep children safe and well. It intends to help children to live with their family by providing services appropriate to the child’s needs. The act was updated in 2004 following the death of eight year old Victoria Climbie; its purpose was to make England a safer place for children and emphasised the importance of communication between agencies responsible for the welfare of children. It also included guidance specifically aimed towards the aid and welfare of disabled children. Every child matters 2003 Following the death of Victoria Climbie the government produced a paper titled Every Child Matters with the aim that every child, regardless of their background or circumstances should have access to the support they need. Below is the mission statement from that report. Every Child Matters, 2003 Be healthyEnjoying good physical and mental health and living a healthy lifestyle Stay safeBeing protected from harm and neglect Enjoy and achieveGetting the most out of life and developing the skills for adulthood Make a positive contributionBeing involved with the community and society and not engaging in anti-social or offending behaviour Achieve economic  well-beingNot being prevented by economic disadvantage from achieving their full potential Race relations act 1976 and 2000 This act makes it illegal for school to discriminate, directly or indirectly. They are expected to provide the same opportunities to all children and to improve academic developments across the board. Schools are required to have their own race equality policy which is linked into an action plan and must promote equal opportunities and improved relationships between racial groups 1.2Explain the importance of promoting the rights of all children and young people to participation and equality of access. It is essential that all children have full access to all areas of education to allow them to fully develop in every way possible. There is much legislation in practice to aid this including every child matters, the SEN code of practice and the disability discrimination act. Schools are required to allow every child to follow an individual learning plan catered specifically to their personal needs. In addition to this all children have the right to an equal education in a mainstream school with the opportunities to play and learn together. There must be no discrimination for any reason towards any members of staff, parents or pupils. This attitude towards inclusivity not only promotes better development both academically and socially but is also a more efficient use of resources. Each school must have a code of practice in place containing information relating to equal opportunities and a policy concerning the schools practices surrounding special educational needs to protect and benefit all students and staff. Schools should focus on the individual needs of all students and allow opportunities for them to become integrated with not only their peers but the local community. There are  certain groups that may be more vulnerable to exclusion or segregation. These groups include families who hold English as a second language, students who are gifted and talented or are new to the school. In addition to these, families who are of a cultural or ethnic minority, parents whose views and values differ from that of the school or looked after children may also be susceptible to various forms of exclusion. It is important that we are mindful to treat all individuals the same regardless of their beliefs, capabilities or background. Children, staff and parents with special educational needs can often be exposed to exclusion and unintentional segregation. It is vital that resources are put in place to enable all individuals to be fully included in every aspect of life and that all opportunities are available to them. 1.3Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people. Promoting cultural diversity at an early age and exposing children to a vast array of beliefs will benefit them greatly as this knowledge will prevent them from becoming single minded. Educating children about cultural differences will enable them develop a mutual respect for all beliefs and will show them that all cultures including their own are valued. Knowing this will allow children to feel settled and secure within their environment. Schools are encouraged to implement a number of strategies to ensure that families from all cultural backgrounds feel welcome, regardless of their beliefs or background. These include: Without these methods of exploring and celebrating a diverse range of cultures and beliefs children may become closed off to the views of others. Children and families who are in the minority may feel segregated or excluded. Children who feel this way may then develop feelings of anxiousness and unease, which in turn will have an adverse effect on their ability to socialise and their academic development. 1.4Interact with children and young people in a way that values diversity and respects cultural, religious and ethnic differences. Observed in Setting 1.5Demonstrate ways of applying the principles of equality, diversity and anti-discriminatory practice in your own work with children and young people. In my working environment I come into contact with children from a variety of different social and cultural backgrounds. There are many families with differing and varied beliefs, which are celebrated and respected by staff, children and their families alike. All children have the right to attend school and must be given the opportunity to be included in every aspect of school life. In cases where children have additional needs lessons and activities must be modified to give them the same opportunities as their peers. This may include the use of additional resources or equipment specific to the learners needs. Sometimes it may be necessary to seek addition training to aid and enrich the learning opportunities of a child, for example learning makaton, how to use braille or PECS (picture exchange communication system) which can be useful to communicate with children who have a wide range of communication differences including autism. Sometimes additional support may be all a child requires, or simply the time to learn and complete tasks at their own pace. A child using PECS to request a desired item Simply put, anti-discriminatory practice is creating an environment where nobody experiences discrimination regardless of factors such as their race, gander, ability, culture or ethnicity. It is the ability to give fair treatment and equal learning opportunities to all individuals. To practice this in my school and classroom I must ensure I treat those around me with trust and respect. Children who witness this positive attitude and the relationships it creates will mimic my behaviour and in turn will be able to create their own open and positive relationships. It is vital that I celebrate the differences and similarities between all people in our diverse society and actively practice this in my daily life and the way I treat others. If I become aware of discriminatory comments or actions made by others I must challenge this and where necessary report it to the appropriate person.