Am a Filipino, a Proud One Essay Example for Free

Am a Filipino, a Proud One EssayThe Philippines. The Pearl of the Orient Seas, a unpolished salutary of wonderful places, places being visited of tourists from different countries. A great country with great people called Filipinos. Filipinos, people with such nice traits. Tan, the color of their skin, the color that makes many foreigners enviousness them. They have rich black hair that flows naturally. Twinkling eyes some have black ones, some have hazel brown. They have such desirable characteristics.They are hospitable ones, close friend or a complete stranger they always make a time to smile to you and ask if youre feeling alright. Cheerful, they are, and talented too Reciting poems expressing the appropriate feelings, singing to the top of their lungs, dancing so gracefully that you want to join them. They are hard-working, industrious they are. They are as well as religious of course, they surrender all to God. There are lots of traits of the Filipinos that are to be exalted of.And I am one of them, one of the They. I am a Filipino, a proud one. And you, I suppose, are one too. I just cant think why we, Filipinos are not proud of our nationality, our country. Why we, choose other products than ours, because in our mind things made locally are CHEAP which is totally not true, we are makers of world class items. We should be proud of our country. Dont you know that we, Filipinos, are admired by people around the world?They love the Philippines AND the Filipinos. There is nothing, absolutely nothing to be ashamed of being a Filipino. Neither our physical traits, nor our characteristics should be ashamed of. So, how do we show our love to our country? Easy. Simply choose our own products rather of the imported ones. This will also help our country arise in terms of economy. Learn about our country, this will also help you love our country more. We shouldnt be ashamed of our beloved country.

Mhp Nursing Shared Governance Essay Example for Free

Mhp Nursing overlap Governance EssayWhat is Shared conclusiveness reservation Point of Service Decision Making where staff who perform the work participate in decision making affecting their environment A 30 year old decision making model meant to give equal voice to nurses A decentralized style of management that creates an environment of authorisationShared Decision Making A Journey Not a DestinationWeTOTheyWhy Shared Decision Making Essential to achieving the best patient outcomes by giving nurses control of their practice they know best Recognizes the power already present in a role and allows that power to be evince legitimately Builds autonomy into the professionShared Decision Making The ProcessA dynamic process that is centered on 4 critical principles of amply empowered organizations Partnership Accountability Equity OwnershipOperational Definitions Partnership treat staff and leadership work together at the whole and system of rules level to move practice forward and achieve the best outcomes Accountability staff and managers share ownership for the outcomes of our work and are answerable to our colleagues, the institution and the association we serveOperational Definitions Equity Integrating roles to achieve outcomes everyone contributes withinthe scope of their role as part of the team Ownership Everyone must realize that success is linked to how well they do their jobsShared Decision Making Our ensampleProfessional Advancement Council Administrative Council safe FirstCrd ooinatingQuality Safety CouncilCouncilUnitPatient Research Evidence Based Nursing Practice CouncilGreat Place to consummationProfessional Nurse CouncilFamily biotic communityClinical ExcellenceCouncilsCooEducation CouncilrdinatingCouncilThink of yourself as a PatientAPN CouncilResearch CouncilFinancial StrengthCCHS Shared Decision Making Councils Quality Safety Council Research Evidence Based Nursing Practice Council Education Council Professional Nurse Council Coordinating CouncilEducation Council Collaborates with unit and system councils to come across educational needs, develop educational priorities with appropriate time lines and determine resources for all education impacting the segment of Patient Care Services Disseminates approved educational strategies to unit leaders and support staff Develops and maintains a communication network between unitand systems councilsResearch Evidence Based Nursing Practice Council Promotes the spirit of interrogative in clinical nursing practice Evaluates the literature in order to use best practices to transform clinical practice at the point-of-careQuality Safety Council Provides political programned, systematic and collaborative approaches to oversee and direct quality and safety relating to the nursing process, functions and services provided. The councils scope includes performance improvement and safety measures throughout the Department of Patient Care ServicesPr ofessional Nurse Council Works to enhance the nonrecreational image of nursing within CCHS and the community Supports the spirit of the professional approach program Identifies and supports implementation of recruitment and retention strategiesCoordinating Council Provides overall coordination of the systems councils. Reviews the system strategic plan and adopts the plan for the Department of Patient Care Services and the nursing Shared Decision Making structure. Serves as the portal for other departments or disciplines requiring assistance with the Shared Decision Making structure of nursing.Problem Solving The nonagenarian Way Problem identified by staff and pass awayd to manager carriage may or may not have asked for feedback about solutions Manager do final decision or had final authority for approving a solutionProblem Solving The modernistic Way Staff identify issues and communicate them to the unit council Unit council formulates a response and communicates this to staff Staff provide feedback via the comment form.How Does The New Way Work Unit Council Collects Data Develops a proposed plan using evidenced based practice Develops a time line Presents Plan for Feedback (Open Comment) Revises Plan Based Upon Feedback Forewards plan to system council, as neededHow Does The New Way Work Unit Council Implements Plan Evaluates Outcome Report Results to Unit Staff Seeks staff feedback, formally and informally on councils performanceHow Does It Work Problem Solving Methodology Identify an Issue or a Problem Gather Data Design a Solution Obtain Feedback steady down a Proposal Implement Evaluate ReportIncreased Incidence of Pressure SoresProblemUnit ProblemUnit CouncilProblem Solving Model Results Positive OutcomesSystem LevelPractice ResearchProblemCoordinatingOperationsEducationProblem Solving ModelResults Positive OutcomesNurse Managers Role Create a climate that is actively supportive and not just tolerant of shared decision making Facilitate a leaning environment for staff growth and comfort with shared decision making Support release time for staff to participate in shared decision making activitiesNurse Managers Role Share with staff your knowledge of leadership and help staff to minimize implementation barriers deplumate to the New WayRole of Unit Based Council Chair Set meetings Develop the agenda Move council to consensus hear members participate (per charter) Facilitate group assignments Ensure consensus for decision making Call emergency meetings, as needed Mentor Chair-electBenefits of Shared Decision Making Increased Staff Nurse Satisfaction ( change magnitude autonomy, increased control over practice, improved communication between nurses, physicians and administration) Improved Nursing Retention ($90,000 to replace an RN 2006 Advisory Board) Improved Patient Safety OutcomesBenefits of Shared Decision Making Improved collaboration and team Building Improved quality of care and clinical effectiveness Increased staff confidence, personal and professional growth Development of new knowledge and skills Increased professionalism and accountabilityRequirements for success. Place the Patient First and focus on providing the best care viable Trust and respect is essential Communicate openly and honestly Embracechange and strive for improvement Staff and managers hold each other accountable. organizational support of accountability in the performance appraisal processFinal ThoughtShared decision making is a journey, not an event. It is not achieved overnight, and in that respect is no conclusion no point when it is fully in place. It only provides a foundation for further growth.Tim Porter-OGrady

Human Rights And Global Justice

Human a regenerates And Global JusticeThe principle of pitying rights aims to identify the fundamentals required by each individual to live in a good life. The emergence and success of benignant rights be emphasized by three everyied features mankind rights ar distinctively modern, are a policy-making invention and are inherently revolutionary. To say that valet de chambre rights are a distinctively recent bend does not refute the long history of values which retain facilitated humanity beings rights into becoming the leading idealism it is today. Until a few centuries ago, a vast majority of political philosophers held the stance that rights were natural, god-given and self evident. Thus this essay will focus explicitly on the three completelyied features to explain how the nature of human rights is incomplete grounded in unfailing truth or self evident. It will also look at signifi notifyt figures involved in drafting the current ideas of human rights. Lastly, it w ill then proceed to demonstrate that only in recent times that it has become agreeable that rights are social constructs, open and subject to revision determined by evolution of society. (www.huppi.com/kangaroo/L-rights.html)The emergence of human rights is primarily due to societys reaction to ideas of natural and revolutionary rights. inhering rights are those rights allowing angiotensin converting enzyme to act as an individual for his own comfort and happiness, in a manner which does not affect the natural rights of otherwises. These were seen as undeniable rights, rights that individuals intrinsically possess, which cannot be revoked by any integrity. Natural rights were also juxtaposed heavily to the laws of nature. The comparison of the rights to the laws of nature however proves to be rather flawed. Laws of nature cannot be violated, yet for centuries, the human rights of people have been breached through with(predicate) and through situations in antecedents such as w ar and slavery. (introduction, Inventing Human Right A history (New York Norton, 2007)The modern era of human rights stress two significant purposes the concept of human rights which dominated Europe during the Eighteenth-century (and societies to follow ) and the idea that peoples rights were determined by god. The concept of rights during the Eighteenth century was anchored by hierarchical establishments whereby rights were pertained to social classes rather than an individual. Right of citizens were not based on a liberal concept of society, natural law and human reason, but based on the conception that those capable of human reason posses rights. In other words, only those from higher classes were capable of reason, and thus, capable of possessing human rights.Interestingly, this contradicts our understanding of universal human rights. All human beings by truth have certain fundamental rights in an ideal world, these fundamental rights cannot be taken away from any one person there is nothing one can do to deprive others of these rights. Disturbingly however, Those who confidently declared rights to be universal in the late eighteenth century excluded from political process those without property, slaves, and abandon blacks and in some cases, religious minorities. This raises the question of whether these declarations in circumstance contained any real emancipatory meaning. (introduction, Inventing Human Right A history (New York Norton, 2007)Although it can be argued that founders and declarers can be judged discriminatory for their inability to consider everyone truly equal in rights, their actions were what essentially prompted the political invention of human rights.Human rights are, debatably, a product of political invention rather than a result of societal evolution. Monarchist Hobbes and philosopher Locke are two predominant figures .Hobbes innovation was to suggest that by state of nature all individual should be viewed as equal however be subj ect to an all powerful ruler in order to prevent anarchy. In post contrast, Lockes interpreted this to potentially besidesify political revolution by making authorities dependant on Governments consent. Lockes perception that political powers were better off fraud in the consent of government rather than in the consent of divine authority ensured that human rights remain protected. Lockes argued that the whole objective of government was to protect and offer public rights the state could never have the power to destroy or impoverish its subject. If in the case a government begins to do this and breaches the contract, people have a right to replace it. This, in turn, imposed limits on what rulers could do, and limited the power that rulers could exercise, ensuring yet again that human rights were not violated.This resulted in a underlying transformation in societys reactions to natural rights. As human rights emerged into a to a greater extent modern form, allowed the fostering of humanism, rationalism and individualism, which is now embodied in modern human rights. Through its reliance on reason as a justification, human rights ultimately transcend and thus threaten traditional values and beliefs, grounded in eternal truth. (introduction, Inventing Human Right A history (New York Norton, 2007)Rights were often seen as god-given and self-evident. Thomas Jefferson, in the declaration of Independence declared that we hold these truths to be self evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among them are life, liberty and the pursuit of happiness. In aspect that, Jefferson is essentially saying that human rights are god given and self-evident. Had Jefferson plyd an adequate explanation for his claim, the self-evidence of the claim would have evaporated as an assertion which requires argument. Jefferson sidestepped this by simply claiming that rights are self-evident. The mere fact tha t ongoing debate still exists in regards to Jeffersons declaration, shows that Human Rights are anything but obvious. (introduction, Inventing Human Right A history (New York Norton, 2007)Human rights exist not just because of reason, but also because of emotion. In this sense, rights thus are not found, but depend on the shift of emotional regimes and the means by which society sees others at bottom themselves and society as a whole. In respect to the act of torture, much of our response to torture is a result of the emotional response and what anti-torture organizations play on our emotions. The practice of torture has a long history in the worlds democracy dating back from ancient Greece to Rome. Throughout history, torture has often been used as a method of political re-education and coercion, being carried out on government orders to those who had committed the more serious crimes. Torture was performed in public to demonstrate the consequences other citizen would also encount er if they decide to perform the same deed. Nevertheless, as people developed the ability to look beyond social boundary and see others as people who shared the same moral universe, a profound transformation occurred through which, people adopted an emotional lead that torture was a encroachment of ones basic human rights. This shows that Human rights are subject to revision and change as circumstances changes, more specifically, where there exists a psychological shift in the way people understand the concept of equality and fair justice.Human rights thus were an invention not because of philosophers and revolutionaries logically derived them from first principle, but rather as a result of the acceptance of equality, regardless of social status and order. Critiques of figures such as Jefferson have had a lasting repercussion on the understanding of human rights. The tension which exists between individual rights and social responsibility is an ongoing tension, something which infl uences human rights today, yet again showing that rights are not at all self-evident. They are without doubt a reason construction, subject to change determined by the evolution of societys moral values.QUESTION 3Human rights is an interdisciplinary quest through which various theories of knowledge in field such as medicine, political sciences, law and history contribute to each other and form a more comprehensive understand of what rights and wrongs. The rise of concerns in respect collective rights, not just the right to self determination and protections against discrimination, but also rights to live in a secure society, clean environment, food and basic human needs shapes our political attitude of what encompasses human rights. A broader understanding of human rights further facilitates in enabling experts in fields of law and medicine to create convincing theories and enforce standards to protect its violations in respect to mental wellness and female circumcision.A comprehen sive understanding of human rights assists in regulating the relationship between individuals and public authorities such as medical examination professionals. The primary purpose of practioners is to provide care. The world medical association, in its Declaration of Tokyo, advocates that it is the privilege of the physician to practice medicine in the service of humanity, to preserve and restore bodily and mental health without distinction as to person. Violations of these practices, undertaken in the forms of torture, rape and genocide or inadequate health care can have an adverse effect on a persons mental health. The complementary nature between mental disability and the rights of humans positions human rights to serve as a tool to safeguard and promote the rights and social welfare of persons with mental disability. Through the implementation of these rights, medical professionals are given a sense of guidance as to what is meant by accept good practice and the exigency to act in the interest of patients especially in the case of treating those with mental disability. Doctors finding on what factors trigger mental disability, whether it be inside or external governments control allows states to ensure rights arent being breached, or improve the standard of care where needed. (Declaration of Tokyo, Human Rights and Global justice student reading guide, page 176)Complementing the medical perspective (who diagnose the factors resulting in mental health) the states are required to improve the meant health of individuals by providing decent economical facilities such as hospital-based treatment. The idea of human rights does not rely on government beneficences but rather asserts that these rights and freedoms are possessed by people simply as a result of their humanity they are neither granted nor can they be denied by government. However, International human rights, an evolving body of law holds the promise for advancing the welfare of rights of a person with disabilities through providing fundamental rights to fairness and protection from governmental interference with autonomy, bodily integrity and liberty. (Beyond moral claims A human rights climax to mental health, medicalization of female circumcision)Another instance in which an understanding of human rights integrates into the works of both medical professionals and the law is the practice of female circumcision. Challenges to the practice of female circumcision as a violation of human rights can be taken on through both a legal and medical perspective. Although legislations prohibiting the act of female genital cutting were introduced in guinea fowl in 1965, prosecutions under the law in regards to this practice were rare. This was primarily a result of sexuality being a private issue and sexual conduct being largely determined by cultural beliefs. In most cases, those who have been subject to circumcision often felt morally or socially accepted proceeding the event, and a rgue that the practice does not breach violations of human rights. In this circumstance, it cannot be argued that those involved are opposed to the practice of circumcision. However, through the argument of right to health, an act which considers female circumcising to produce menacing health problems presents the means by which the womens right to health were being breached. Beyond moral claims A human rights approach to mental health, medicalization of female circumcision)Thus it can be seen, in order to gain a comprehensive understanding whether human rights are being breached, one must not only be knowledgeable in any particular field, but have a collective idea of rights based on these disciplines. Both the legal and medical understandings of factors resulting in mental health ensure that both the needs of those with mental health are met in a medical environment whilst ensuring that their fundamental rights to freedom and healthcare are not violated. Similarly, in the case of female circumcise, both legal and medical implications must be unsounded in order for convincing theories to be derived in regards to the health and further enforce standards to protect violations of basic human rights.

Developing Learning Spaces in University

Developing Learning Spaces in UniversityScience Learning Spaces and handing over into First Year Bachelor of ScienceSignificant investment has been made in the past ten years in universities and schools in regard to learn propertys and engagement and retention of learners as well as preparing assimilators for the world of work outside of the education system. A cultivation space is one where the teacher and student engage in learn, where a task is echtised and the ability to adopt parvenu ways of seeing the world argon understood. Research looking at learning spaces and the interaction between architecture and education, show that there is a disconnect between the designing of the learning space and those that teach in the learning space. Student feedback on the success of the learning space is not often considered or is the transition of the students from a school learning space environment to a university/tertiary learning space environment.Learning spaces have many differ ent contexts school spaces, university spaces, virtual spaces, however the area of interest for this study is the transition of students from an ripe learning space in a secondary school environment to an innovative space in a tertiary environment. When researching and gathering information, the premise is that space (natural and create environments) shapes practices and outcomes in teaching and learning, in particular with students moving from secondary to tertiary environments. According to Oblinger (2006), the relationship and social practices that make up learning spaces are only one aspect of the complex relationships of teaching that inform learning outcomes. However, a learning space can improve conditions and mediate relationships that improve student learning along with the physical, mental and cognitive indicators (Oblinger 2006). The use and effect of learning spaces, particularly physical learning spaces are often related pedagogically and organisationally to changes in use and demands in any point of time. Arnot and Reay (2007) discuss an example any one particular space could be utilize for individual pathway planning, team up teaching, personalised learning, teamwork, problem solving, community based learning, which can all be done in open multipurpose learning spaces that link the education to the real world environment. Bruckner (1997) and Nespor (2004) state that temporality is a key factor in how organisations, teachers and students respond to new learning spaces over time.Souter, Riddle, Keppell, Sellers (2010) suggest that innovative learning spaces much(prenominal) as the purpose built spaces that universities are investing in today, should support a constructivist approach to learning and support student centred learning that is collaborative and experiential. a destiny spaces are built for design without considering the learning and comfort of the students, as well as the success and retention of students in a particular program . Designing built environments on sound pedagogical and architectural principles that are appropriate to community needs provides new opportunities for academics to create new partnerships and new pedagogical possibilities (Blackmore et al, 2011). However, Elmore (2007) indicates that this means pore on the purpose and rational for change which include teaching and learning practices to support the learning environment and student needs. Currently there is a lot of research looking at the transition of students from secondary to university (Johnson, Johnson, Farenga Ness (2005) Sleeter 2008 Zeichner 2008, 2010) however the area of research looking at the use of traditional training and learning spaces at university show that there is a need for change (Zeichner 2010).The DEECD authorised The Connections between Learning Spaces and Learning Outcomes A Literature Review (Blackmore et al. 2010) which concluded that eon the investment of building new spaces has been based on sound a rchitectural and educational principals, there was little evidence that showed the connectedness to improved student learning, and how the spaces were used by teachers, students and communities pedagogically, as well as what effect they had on different student social groups. The question then is how does community and governance in high education relate to learning, teaching and space? Temple (2008) suggests that this is an under researched area and one that may have significance in retention and enjoyment of students at university. Often what universities and architects think people think about their buildings is unsupported when university staff members and students are actually asked (Temple 2008). Student-centred approach to university design often focus on issues of pedagogy and the curriculum rather than the physical environment (Temple 2008). Some writers have noted that teaching and learning should drive design, rather than visa versa (Jamieson et al. 2000 Jamieson 2003).G uiding principal for new learning spaces secondary and tertiary.Case Studies New Chem labs, physics learning space and GCF and EducationPerspectives on learning spaces and pedagogical needs.Learning spaces and pedagogyRetention and attrition of students in tertiary educationPat Sanders Brighton Grammar Science lab, thorough theatrical role studyScotch College science labsComparative analysis of planning between case studies planning, methodology and outcomeReferencesArnot, M. and D. Reay (2007). A Sociology of Pedagogic Voice Power, inequality and pupil consultation. Discourse Studies in the Cultural Politics of Education 28(3) 311-325.Bruckner, M. (1997). Eavesdropping on Change audition to Teachers During the First Year of an Extended Block Schedule. NASSP Bulletin 81(593) 42-52.More and more high schools are moving to a block scheduling arrangement, which results in weeklong and fewer classes each day. Changes in teaching strategies are essential to the success of such pr ograms, for without satisfying revisions in classroom time use, block scheduling results in lengthy lectures or multiple lessons forged together, sometimes without logic.Nespor, J. (2004). Educational scale-making. Pedagogy, Culture Society 12(3) 309 326.The article explores the complexities of educational scalemaking. Educational scales are defined as the spatial and temporal orders generated as pupils and teachers move and are moved through educational systems scales are envelopes of spacetime into which certain schoolbased identities (and not others) can be folded. Scale is thus both an object and a means of power in educational practice. Using data from life history interviews with an elementary teacher in the USA, the article illustrates the multiplicity of scale-making processes, and raises the question of how certain scale definitions become more widely accepted and authoritative than others.Oblinger, D. (2006). Learning Spaces. D. Oblinger, Educause.Space, whether physic al or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments faculty, learning technologists, librarians, and administrators. instruction technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for geographic expedition. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.

Effects Different Types Of Discrimination And Oppression Can Have Social Work Essay

Effects Different Types Of Discrimination And Oppression Can Have Social Work EssayWith particular idiom on education this work leave examine the effects diverse types of variation and oppression sack up have on minority root words in ecumenical, onwards progressing to address the effects on specific minorities. This give include considering the effects, personal, cultural and geomorphological levels of discrimination have on conventions such as ethnic minorities, non-English communicate and disabled and low socio-economic status children.Focus will then shift to evaluate the success some informal measures have had in flecking such effects and if they have redressed the balance for societies minority groups. In this respect, the impact of equal opportunities, anti-discriminatory behave, neighborly inclusion, betrothal and empowerment and advocacy will be analysed through experiences of non-English speaking families, children of different sexual orientations, disabled and traveller children. The inter-relationship of these informal measures will be noted as will the multiplicity and increased magnitude the effects of discrimination will have on children belonging to more(prenominal) than one minority group.Social stratification refers to the way societies rank people into hierarchical categories, this is a means by which one group exerts power over another and can result in minority groups being separated against and oppressed when this power is unjust or atrocious (Macionis and Plummer 2008). Discrimination can therefore be described as behaviour that has the effect of disadvantaging a particular group of people, and in spite of appearance multi-faceted societies a tendency exists to discriminate against groups based on factors such as gender, disability, religion, race and class (Malik 2009).Thompson (2003) argues, the major outcome of discrimination is oppression and the insidious relationship between the two, is that the former causes th e later. Thompson (2006) also refers to his PCS analysis as a framework in recognising discrimination takes place via interlinked and constantly interacting relationships between ones personal feelings, cultural beliefs and messages received from a powerful structural level. This re-enforces the complex nature of the roots and explanations of discriminating behaviour.Adding to the complexities of discrimination ar the types and various vehicles used to perpetuate it, one of which is stereotyping which can be both an un certain and conscious processes (Malik 2009). Through stereotyping, some minority groups are labelled and prohibit images or expectations are attached to these groups (ibid). The effect of this, for young people from any of the previously mentioned minorities, can result in them engaging in a self-fulfilling prophecy loop, whereby one is conditioned to conform to other peoples expectations of them. Through this process the child will not fulfil their potential in l ife and their self-perception will be seriously affected resulting in low self-esteem (Malik 2009). Allowing some children to claim social favorable position over another group based on race, gender, class and other social groupings, will result in false perceptions roughly society and an opposer self-fulfilling prophecy (Lindon 2004).The notion of racial discrimination resulting in low self-esteem was examined by Clark and Clark in a study into the effects of discrimination on self-perception of corrosive children. They concluded, racial discrimination resulted in b privation children entering a cycle of self-hatred based on skin colour and consequently validating couple group identification suffered (Sturt 2000).In addition, children from ethnic minorities are at greater risk, than their non-ethnic minority peers, of experiencing direct discrimination in an educational setting through pick out calling or physical abuse from other children. This whitethorn result in negative feelings including isolation/exclusion from mainstream society, low self-worth, culminating in low educational attainment therefrom constructing barriers to future employment, health and life chances (United Nations 2000).This may be tho compounded if these children do not have English as their origin language, with non-English speaking parents and without adequate language support within the structure of the school setting. Discrimination such as this may be described as unconscious(p) or institutionalised, or both, affecting a childs emotional, social and cognitive development whilst giving rise to feelings of lack of cultural dignity, being ignored and avoided with a general lack of independence or empowerment leading to depression (Moonie et al 2000). This example provides a working illustration of interactions and relationships between Thompsons personal, cultural and structural levels of discrimination (Thompson 2006).Concerns over institutionalised and unconscious discri mination towards disabled children within school playgrounds were highlighted, in recent research by Wooley et al (2006). The effects of organisational, social, physical and attitudinal barriers on disabled children ranged from shortened or no break- generation, grouping all disabled children together during breaks, heightened business organisations over risk taking resulting in limited play opportunities thus exclusion from peers, a disproportionate length of playtime spent in exclusively adult company to the playground environment not being vary to suit the needs of disabled children (ibid). This gives rise to concerns including isolation and exclusion of disabled children, educational institutions fostering a learned helplessness self-concept, and the increased probability of re-enforcing negative stereotypes of disabled children (Wooley et al 2006).The impact of discrimination for disabled children is heightened within education for those with dual memberships to minority grou ps, such as belonging to a low socio-economic group and being disabled (Oliver 2009). Effects of discrimination on disabled children outlined above, coupled with evidence that poorer children do not attain the level of qualifications their better shoot peers aspire to, are portentous (Gentleman 2009). This is linked to a lack of equivalent advice, mentoring and support available to middle class children, as well a lack of finances playing a persona in lower leaving age and non-take up of further/ higher education (ibid). The implications of belonging to poorer families has a billing on childrens health, diet and impinges on all areas of development which then discriminates against high educational achievement, and low expectations of such children is reflected in results throughout the education system (Harman 2010).Bernstein (2003) further argues, through his flesh out and restricted code theory, lower class children are discriminated from any learning environment, as they are more comfortable victimization a restricted language code which assigns significantly different meanings to spoken language than their middle class peers who use an elaborated language code. He explains educators use this elaborated code, thereby discriminating against working classes, resulting in these children turning away from education due to feelings of inferiority, boredom and not being represented in educational role models, resulting in low grades hence a repetitive cycle of generational poverty (ibid).Effects including those outlined above are a growing concern for society and have highlighted the increasing need to tackle discrimination with a positive attitude to change. Thus resulting in a two-pronged approach, using best practice/informal measures underpinned by formal legislation/policies (Millam 2002). Informal measures are not mutually exclusive in tackling discrimination. This is illustrated by elements of anti-discriminatory practice overlapping, supplementing an d feeding into equal opportunities and social inclusion, thus promoting participation, hence enabling empowerment and advocacy (Malik 2009).Promoting equal opportunities within education is crucial if unfair inequalities between groups are to be successfully turn to (UN 2000). Therefore in schools which have children from ethnic minorities whose first language is not English, all barriers should be eliminated to ensure full participation from the child and their family (Moonie et al 2000). This cogency include ensuring newsletters and welcome signs within school can be understood by all families, arranging interpreters during parent/school consultations and providing children with individual support within the classroom (ibid). It is also important associated negative stereotypical images are eradicated from books within the classroom, and might also involve cultural and ghostlike differences being celebrated by encouraging appropriate culture tables to be displayed and discussed (MIllam 2002).Whilst this informal measure might redress some imbalances and promote equal opportunities for non-English speaking children, teachers unions are concerned about the added burdens this incurs. Their worries relate to increased financial and resource pressures on individual schools and local educational authorities arguing promoting equal opportunities to this minority group seriously undermines the forest of education given to pupils as a whole (Kirkup 2007).Applying equal opportunities through anti-discriminatory-practice to eradicate discrimination and oppression can be aided by using Thomsons PCS analysis to understand and challenge such behaviour (Thompson 2006). Applying this theory to explain why children and teachers might practice hetrosexualism reveals that personal, direct prejudice against gays, lesbians or bisexuals is commonplace and rarely challenged, this is re-enforced culturally by negative stereotypical images and jokes aimed at this minority group and is backed up structurally by being seen as threatening to religious beliefs and family values (ibid). Understanding this relationship allows anti-discriminatory practice to be actioned on all three levels by challenging discriminatory language, whether delivered through jokes or otherwise (Teacher give the sack 2007). Ensuring discussions are raised within school settings in order to eliminate negative stereotypes associated with persons of different sexual orientations, warranting all books do not depict totally typical nuclear families and promoting sexual diversity in society in a non-threatening but serious manner (ibid).Some of the afore-mentioned anti-discriminatory practices may be comparatively easily implemented in primary school settings, up to now, secondary schools prove more challenging environments to confront such discrimination and deep rooted prejudices (Curtis 2008). In some secondary schools staff report being afraid to challenge homophobia for fear of ma king themselves targets of abuse, or being seen to promote homosexuality. Teachers also feel they will not be supported by parents if they tackle homophobic behavior (ibid). This again highlights the interplay between Thompsons PCS levels and the direct, indirect and institutionalized nature, within education, of discrimination against this minority group (Thompson 2006).Social inclusion of disabled and special educational needs (SEN) children into mainstream education has been embraced by the Scots Government (2007) whose main aim was, the achievement of equal entry to, and participation in skills and learning for everyone, including those trapped by persistent disadvantage. CSIE (2008) believes inequalities and discrimination will reduce as a result of integration. Through valuing diversities between students and embrace all types of learners within the school community they see developmental benefits to all children. Integration is viewed as integral to the de-structuring of p hysical, societal, attitudinal and legal barriers confronted by disabled learners (ibid). There is however growing concern appropriate staff training and increased numbers of specialist staff are not in place within Scottish Education to make social inclusion of disabled children work (Montgomery 2004). These concerns are added to when statistics of exclusions from Scottish Schools show that children with SENs in mainstream education are three times more likely to be excluded than non SEN children and thirteen times more likely if the child is also in receipt of free school meals and looked after by a local authority (Scottish Government 2008).Many minority groups feel their voices are not heard and their level of participation in decision making is compromised, this can be a particular concern for children as this ageism can lead to discrimination (ATL 2010). Schools can address this by practicing simple measures ensuring participation such as children deciding on story endings, me aningful decision making through representative pupil councils and involvement in writing positive behaviour policies (ibid). Engaging children in participation and by listening to their views raises self-esteem and equips children with valuable decision making skills (Clark n.d.). The quality and degree of participation can be assessed using Harts Ladder of Participation which shows the higher the level of participation the more autonomous the child feels. It also outlines the dangers in appearing to allow children to participate which may be simply tokenistic or manipulative on the part of the adult (Fletcher 2008).Levels of participation links to increased empowerment and the minority group of traveller/ itinerant children has consistently been identified as segregated from society and requiring advocacy in order to have equal opportunities (STEP 2009). Due to racial discrimination, cultural mistrust of educational establishments, and the nomadic nature of their lives, the uptake of education has been low and has been influential in rendering empowerment out of reach to the majority of travelling children. In efforts to combat this inequality and provide much needed advocacy, outreach teachers educate the children in their communities whilst trying to encourage mainstream take-up (OHanlon and Holmes 2004). This approach has had limited success in bridging the equality fissure and eliminating discrimination and oppression, but has had some success at promoting more positive images of travellers and providing/maintaining vital links with other serve (Myers and Bhopal 2009).It is hoped this analysis has been successful in highlight devastating life-long impacts discrimination and oppression can have on the lives of minority groups in society. These effects span all developmental areas and can result in compromised health, education, life chances thus impinging access to societal services. Complexities surrounding why people discriminate against minority grou ps can be better understood and more effectively challenged using Thompsons PCS theory.Whilst informal measures are important factors in combating discrimination and oppression their success concerning some minority groups is measured, illustrated in problems encountered by education services integrating disabled children within mainstream education. General consensus appears to be more funding and training is required rendering this workable. Similarly promoting equal opportunities to non-English speaking children is important, making significant differences to cultural identity and inclusion within the wider community but financial concerns arise. Informal measures have had little impact on travelling communities as they are still generally socially-excluded. Negating effects of discrimination is a complex balancing act with no easy solution.

A Comparison of Marxist and Functionalist Views on Society Essay

A Comparison of Marxist and Functionalist Views on Society There is a division surrounded by functionalists and Marxists over the functions of the society. Marxism was founded by Karl Marx. Marx saw society as divided into two major parts, the economic base otherwise known as the infrastructure and the super-structure. Functionalists light upon society as a set of parts which work together to form a whole. Functionalism is also called a consensus theory. Marxism and functionalism are similar in that they check into that the way society is structured as an important part in determining the way people have relationships and behave between themselves. This is known as structural perspective. Both functionalists and Marxists believe that people are portrayed as creature within the social system. Functionalists believe that society operates to the benefit of everybody. They stress that societies come about to exist because a lot of the time there is conse nsus between various aspects of society. They believe that family, education, govern...

The First Time Essay -- essays research papers

The First TimeSlush, Slush, Slush, "Ahhhhhhhhhh" "Well, there goes another graceful one," Ilooked admirably down the slope, "How do they do that?" "With lots of reading?" Veronica replied sarcastically. "No kidding" I gave her a look.Then with a unsure voice I said, "Im going to try it myself, wish me luck.""Break a level?" "Ha, Ha, very funny." Slowly, I crabbed walked up the slope.Shaking all over, I was afraid to look down. Yet, I still had the courage tostagger myself to the top. Feeling a little dizzy by the high altitude, I took adeep breath of the cold frost bitten air. Then without a second thought, I let down my knees and gave it a quick push. "Ahhhhhhhh" Oh my God, what have Iput myself through. Is this what I really came here for? wherefore do I feel like Imflying, like a 747, heavy but still floating in the air. Have I died and left mybody? No, No, Im to young to die. Give me another chance to live . Please, letme go. Suddenly, I felt myself swaggering. The air pressure pushing harder belowme. No, No, I take it back, dont let me go. Thoughts that were racing throughmy mind were blown away by a sudden "Thud" like all those times Ive dived offa diving board with my belly down. "Where am I?" I whispered to myself, " Why isit so cold?" "Hey Jo Get up" "Uh?" "Hurry, before someone accidentally skisover y...