Brazil´s Dictatorship and Military Regimes Essay - 3068 Words

In our class we learned a lot about the various military regimes that occurred throughout Latin America. However out of all the ones we discussed, Brazil’s dictatorship was never mentioned. I decided to write about it, but at the same time also compare it to the other military regimes in Latin America. Unlike most of the other governments, Brazil’s military one was not as brutal. It in no way measured up to the brutality of the Argentinian dictatorship or the ruthlessness of the dictatorship in Bolivia. However it was not an easy time either. Many Brazilians were exiled and many lost their lives because of this oppressive government. To start it all off, the regime did not just occur from one day to the next. There were years of build†¦show more content†¦However to the militaries dismay on January 6, 1963, Joao was able to turn the government back to a presidential democracy. However the country’s economy was in terrible shape, the currency kept dropp ing and he tried to stabilize it with financed aid packages but he could not get any foreign investment in so inflation went up, which set him at odds with the people once more. However Joao and the military’s relationship was fine until the navy revolted. On March 25, 1964, around 1800s sailors assembled in Rio de Janeiro for the improvements of housing conditions and in favor of Joaos reforms. (Joao Goulart) The Minister of the Navy, Sà ­lvio Mota, ordered the arrest of the sailors. However Joao prohibited any invasion of the assembly and fired Mota as Minister of the Navy. On March 26, the Minister of Labor, Amauri Silva, negotiated a compromise, and the sailors agreed to leave the assembly building, but they were arrested for mutiny. In protection of the sailors in his favor, Joao pardoned the sailors, and in turn making the military very angry at him. Then on March 30, 1964, the day before the coup, Joao gave a speech to a gathering of sergeants, where he asked for the militarys support. Even with his appeal to the military many of those on Joao’s side did not trust the military. In case of any coup, they decided to form a pro-Goulart forceShow MoreRelatedEvolution Of The Brazilian Attitude Towards Homosexuality Essay1168 Words   |  5 PagesTowards Homosexuality In the latter half of the twentieth century, the United States witnessed a struggle for gay and sexual liberation that bore the brunt of government persecution, an AIDs epidemic, and overt resistance from the religious right. Brazil dealt with many similar issues, from anti-gay policing and bar raids targeting queer individuals to an AIDs crisis devastating the country to the conservative right gaining more sway. However, these were complicated by historical troubles. PoliticalRead MoreArticle Review: Who is the Macho Who Wants to Kill Me? 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Frankenstein Are Monsters Born Or Created - 1058 Words

Frankenstein: Are Monsters Born or Created? Throughout the novel Frankenstein written by Mary Shelley, the creature is subjected to countless acts of violence and rejection. For a monster to develop, one must have been formerly exploited either by an individual or their society. The creature is not only a physical product of science, but his atrocious behavior is also an explicit result of Victor’s actions toward him. The creature was not born a monster, but slowly morphed into one as he experiences violence and rejection from his society. Monsters are not born, but created. In order to become a monster one must have been previously victimized or have a predisposition to violence. The monster is created because he is exposed to violence and rejection, he then breakdowns and becomes malicious. In the lines â€Å"Why did you form a monster so hideous that even you turned from me in disgust? (Frankenstein, 124)†. Shelley is showing that by turning against the creature, Victor is deserting him in a strange and uncomfortable world. The creature is miserable and all alone. In corollary, the creature hurts others, because he has been neglected and in turn a monster is created. The creature states that â€Å"I will revenge my injuries; if I cannot inspire love, I will cause fear, and chiefly towards you my archenemy, because my creator, do I swear inextinguishable hatred (Frankenstein, 138)†. I believe that the novel would have turned out differently if Victor had welcomed the creature withShow MoreRelatedInterna l Isolation In Frankenstein1144 Words   |  5 Pagesâ€Å"Spring and Fall†, and Frankenstein. All of these works of literature have characters that have experienced some level of isolation. The monster that Frankenstein created was put into isolation with the knowledge of a new born child. 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Fitness to Practice for Health and Care - myassignmenthelp.com

Question: Discuss about theFitness to Practice for Health and Care Professions. Answer: According to Health and Care Professions Council often abbreviated as HCPC, being fit and practice involves more than simply being an exceptional health and care specialist. This means that it is important for registrants to keep abreast with their up-surging aptitudes and proficiency since they are critical features of practice to fitness. Nevertheless, fitness to practice as well necessitates registrants to handle services consumers while upholding the great virtues of formality and reverence. They need to work together, perform with trustworthiness and honesty and as well communicate efficiently in order to regulate any prospective peril which might emanate from their own health. (I would like you to paraphrase what I highlighted in yellow ) this is the refrence (please put it in Vancouver style) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2701437/ Time management Time management is ability to plan, manage and control specific amount of time spend on a particular activity. Time management is an important aspect as it helps to clear workload within shortest period of time and priorities on emergency tasks. Time management is important key to ensuring personal discipline, maintaining high quality and accuracy of task in hand. I manage time by multitasking activities that requires long time to be accomplished. This is done through ensuring that during breaks and offs am busy doing academic work and research concerning my area of specification. I utilize also this time to analyses complex laboratory data and summarize my lab reports. I have also come up with my own personal time management graph to ensure I perform maximally. The graph helps me to balance all the activities that am supposed to undertake. Such a graph is shown below When am doing procedures which require long time to generate the results and there is incubation time then I utilize the latter time by performing other procedures like preparing reagent. This reduces concurrency time which was to be done at one time and enables different tasks to be done at same time. Through proper time management it increases the accuracy and efficient of the results and save time. Good time management about establishing techniques and tools and putting them into practice by enhancing habits or work patterns that are effective. These patterns eventually form the procedural activities that one can perform them with ease. The studies carried out by (Mohammadian A, Jahangri S. A, Naghizaeh Bagh A, Pour Fizi F. A , 2006) Indicates that time management differs with age, gender, education and job rank. Studies also showed that managers were at 57.7% in terms of time management as compared to other employees who were lower. This calls for me to start acting, thinking and behaving like a manager of my own and especially the issue of time. Ensuring that there is good flow of work in my desk and that I do not hinder the persons who need my service is a key to this success. The capabilities of managers are expected to rise as their experience, age and education increases with time. The finding by (Liu O. L, Rijmen F, MacCann C, Roberts R. D, 2009) shows that female has a higher time management skill than male. This concludes that the role of gender in work force determines the time management skills and experience contributes to effective procession of accuracy in terms. It is for this reason that I have to wo rk out my gender inbuilt qualities that may hinder my performance during the placement. This is aimed at ensuring maximum yield of the time I will be working in the lab. Conclusion In conclusion, the issue of time management and fitness cannot be under estimated by any student or staff working in a histopathology lab. It is therefore important for one to understand their abilities, strengths, threats and weakness (W Lauder, R Watson, K Topping, 2008). This will help them work out the weaknesses and the threats to enhance the general performance. The strengths and abilities can be enhanced further to ensure they are at their maximum. Bibliography K Holland, M Roxburgh, M Johnson. (2010, February). Fitness for practice in nursing and midwifery education in Scotland, United Kingdom. journal of clinical nursing, 19(3-4), 461469. Liu O. L, Rijmen F, MacCann C, Roberts R. D. (2009). The assessment of time management in middle school students. Personality and individual differences, 174179. Mohammadian A, Jahangri S. A, Naghizaeh Bagh A, Pour Fizi F. A . (2006). Study on Time Management Skills in Ardabil University of Medical Sciences (ARUMS) Managers. Journal of Health Administration, 54-56. W Lauder, R Watson, K Topping. (2008, july 10). An evaluation of fitness for practice curricula: self-efficacy, support and self-reported competence in preregistration student nurses and midwives. journal of clinical nursing, 17(14), 18581867.

Inclusion free essay sample

The 1978 Department of Education and Science Warnock Report began the modern era of educational inclusion, by introducing the idea of integrating a broader group of children into mainstream schools. This was reinforced by the Scottish Education Department progress report by HM Inspector of Schools, also in 1978, which criticized the withdrawal of children from class for additional support on the grounds of curricular provision. Since the publishing of these reports, they have formed the basis of inclusion nowadays in schools and on a social level, not just in the UK, but also in the USA. The 1989 United Nations conference on the rights of a child asserted that all children have the right to a decent education no matter their disability (articles 28 and 29). The rights of a child have increased rapidly over the past 20 years; for example, the 2004 Education (Additional Support for Learning) (Scotland) Act (which was amended in 2009), introduced the term â€Å"Additional Support Needs† (ASN) and introduced new rights for parents and increased rights for children. Inclusion is not just focused on in the UK, in 1994 Salamanca set out an Agreement and Framework for Action, which advocates that all children ought to be taught in a mainstream school, which has an â€Å"inclusive orientation†. Inclusion is defined as â€Å"the process by which a school attempts to respond to all pupils as individuals by reconsidering its school organization and provision† (Sebba and Ainscow, 1996). This means that disabled children will spend most or all of their time with non-disabled children in schools, however, for this to be successful the severity of the child’s disability and the effect this will have on the non-disabled members of the class, should be taken into consideration. This is accounted for in the Standards in Scotland’s Schools etc. (Scotland) Act of 2000, which talks about the â€Å"presumption of mainstreaming† and states that all children will go to a mainstream school unless it is deemed educationally unsuitable, detrimental to other children, or too expensive. The Education Act of 1996 (including the amendment) defines the meanings â€Å"special educational needs†, â€Å"special educational provision† and the code of practice in schools. Furthermore, because of inclusion, it does not matter whether the child has a physical, mental or learning difficulty; he or she will still be included in the mainstream school society. As a student teacher, it is my responsibility to understand what I need to do for pupils with specific learning needs, to ensure they get the best education they can, with or without a disability. Within this assignment, the concept of â€Å"a fully inclusive school† and what it involves will be discussed. Following that, the advantages and disadvantages of a fully inclusive school will be investigated. In order for inclusion to work, it is the teacher’s responsibility to implement inclusion within their classes and the curriculum by catering for all their pupil’s educational needs. Therefore, the responsibilities of an effective teacher and how important their role is in enforcing inclusion within the schools curriculum will also be discussed. A â€Å"fully inclusive school† is one which addresses inclusion throughout the curriculum; by ensuring that inclusion is enforced throughout the curriculum and by teachers, during and after class, physically; by mainstreaming disabled children with non-disabled children, and socially; by promoting the mixing and socializing of all children. All children are different, â€Å"there will always be some children who require a specialist sheltered environment†¦ the needs of some disabled children are radically different from those of the average child. These different needs must be given proper status† (Aird, 2001). This is where inclusion takes form throughout the curriculum. Different children require different support needs, which must be appropriately addressed in order for their educational experience to be a success. The legal definition says: â€Å"A child or young person is said to have ‘additional support needs’ if they need more – or different support – to what is normally provided in schools or pre-schools to children of the same age. This implies that any child who struggles with a subject due to a learning difficulty must have their needs catered for in order for them to get the best education possible. This is the duty of the additional support needs workers, who help children overcome their educational barrier. While on placement as a student teacher, I encountered many children who had English as a second language. During lessons, an additional support worker would help them to unde rstand what was required during the lesson, which enabled them to enjoy and understand what they are being taught. However, children whose English was very poor were not immediately mainstreamed into classes, which excluded them from lessons and socialising with other children in those lessons. For a school to be â€Å"fully inclusive†, they must also have social inclusion. My opinion is that students who require ASN should not be segregated from those students who don’t. This is where the work of student support workers comes in and plays an important role in making a fully inclusive school successful. In addition, the school must also be inclusive by making itself accessible to all children with physical disabilities. A school cannot be called â€Å"fully inclusive† if it does not have lifts or wheelchair access for pupils who require them. The council must have inclusion in mind in order to build it into the schools to make them accessible for everyone. It is not enough for the government to introduce policies on inclusion in schools, they have to physically build it into the schools and the teachers, office staff and support workers must build it into the school ethos. It is not enough for a school to just have social and inclusion throughout the curriculum, but in order to make a â€Å"fully inclusive† school effective, there must be physical inclusion, where pupils who require ASN can communicate and integrate with pupils who don’t. Inclusion should play a role in building a community within and around the school, as well as developing values in schools, raising achievement and overall improving the school for teachers and for pupils. Poverty is a major factor when trying to include all pupils socially and physically in schools. A study showed that â€Å"children from low income families are less likely to flourish at school† (Citizens Advice, 2005). Families who poorer financially may not be able to afford the simple uniform schools require their children to wear. In 2005, â€Å"three quarters of parents of secondary school children and two thirds of parents of primary school children could not meet the costs of the school uniform†(CA, 2005). This puts added pressure onto families, and not wearing a school uniform can make the child feel less included or embarrassed, because they do not have the proper uniform. For inclusion to work, all children who have the right to an education, also have the responsibility to attend school to receive it. However, it is up to the government to provide the basic necessities, such as a clothing grant, so that children from poorer families can feel included by attending school and getting an education that will give them the best start in life. From my placement experience, the school uniform was not as strict as other schools I’ve seen. I found this appropriate because the uniform was simple and other children who come from different countries could be included within the school. Poverty does not only affect families financially but pupils who are from a lower class family are less likely to do well in school. The OCED review of quality and equity in schools in 2007 stated that: â€Å"The socio-economic background of students was strongly related to their attainment. There is a continuing need to tackle problems of poverty and deprivation if students are to achieve their full potential†. The OCED report of 2009 stated that the â€Å"socio-economic background is related to performance for at least two reasons. First, students from families with more educated parents, higher income and better material, educational and cultural resources are better placed to receive superior educational opportunities in the home environment as well as richer learning opportunities outside of the home relative to students from less-advantaged backgrounds†¦Ã¢â‚¬  In addition, children who are from a low-income family will not have as many opportunities as their parents may not be as interested in education because they themselves have not had any educational advantages. The Scottish Government introduced the Education Maintenance Allowance (EMA) in 1999, to encourage those children from a lower income household to stay on at school after they turned sixteen. â€Å"This financial support has increased participation in post-16 education of young people from deprived areas† (EIS, 2010). By helping those children from poorer backgrounds, the government is moving forward in including every child as best they can in education and ensuring equal opportunities for every child. This is why inclusion is so important in the Scottish education system, and I believe a fully inclusive school will tackle all problems it is faced with. Since the introduction of inclusion in schools, there have been many advantages and disadvantages. Students who are in classrooms with those who have additional learning needs can benefit, as inclusion itself is a learning experience. Children learn about different types of learning difficulties other students might have which allows them to identify them later on in life e. . in their workplace. It improves communication and interaction skills for all and can increase positive peer interactions in and out with the classroom. A study shows that â€Å"when students who were declared currently eligible and students who were considered candidates for special education were combined as a group, they had significantly lower social-preference scores and significantly higher social-impact scores than did their general education peers† (Sale, P amp; Carey, D, 1995). This study shows that those children with ASN, who were integrated into a mainstream school, were made more aware of their disability because of the abilities of other children around them, on the other hand, when children with ASN were integrated into a classroom with those who didn’t have ASN, their social skills improved. Inclusion has allowed those children from low-income families to be included in schools by schemes that allow families to purchase school uniforms. However, â€Å"nine out of ten parents of school children and over half the parents of primary school children have to purchase at least three items† (C. A, 2005) from the school. Parents could be embarrassed about purchasing this many products from schools, but â€Å"58% of parents of children of secondary school and 55% of parents of children from primary school thought that their child might be bullied if they did not have the correct uniform† (C. A, 2005). Schools helping those families who cannot afford uniforms is costly for the government, however it makes children feel more part of a chool and will give them the encouragement they need to attend school and get the most out of education. In November 2012, Alex Salmond stated in parliament that the Education budget will not be cut, but, this is not the case, and after an apology to the Parliament, the budget is indeed being cut. If the government decides to cut the budget for uniforms, schools will then find it ha rder to include those children from a lower background, because they cannot afford the essentials of a simple uniform. It is important to have inclusion in schools, even if they are not fully inclusive, â€Å"inclusion is not easy, but it’s not optional† (Donaldson, G. 2004). In 1994, the Salamanca Agreement and Framework for Action stated that; â€Å"Inclusion and participation are essential to human dignity and to the enjoyment and exercise of human rights. † If inclusion did not exist today, there would be a major divide between those pupils who require ASN and those who don’t. There would be diversity between pupils, as they would be separated and pupils would be ignorant of pupils who need additional support. Inclusion is in itself an educational experience for pupils, as they learn about the needs of others and just how different everyone is, which creates a friendly environment and one less susceptible to bullying. In contrast to that, some parents may feel that putting their child who requires additional support into a mainstream school may make them more susceptible to bullying, and that inclusion in education can itself be a form of bullying. Teaching children is becoming more difficult for teachers due to children who need ASN, therefore, â€Å"we need to rediscover the competency of mainstream teachers at meeting learning challenges†¦ best practice of ordinary teachers should be the starting point† (Ainscow 1999). A child who suffers from behavioural difficulties and is included in classrooms is an issue that teachers and students have to face. Children with behavioural difficulties can disrupt lessons and make learning harder for pupils, especially if some of those pupils also require additional support needs. For inclusion to work, the government will have to spend more of the education budget on additional support assistants, so that pupils can get one to one support, and the teacher can carry on without the lesson being disrupted. Furthermore, if the child with behavioural difficulties needs to be taken out of the classroom, the assistant can take them out quietly without disrupting the lesson or students. However, with the government cutting the Scottish education budget, will there be enough support assistants for each child in mainstream schools? The Scottish government is trying their best to eliminate obesity in schools, by ensuring pupils receive more physical education. However, those pupils who have physical disabilities and require wheelchairs or crutches are not included in physical education classes because they are the minority in the classroom. Disability equality in education stated in 2005: â€Å"We believe that the problem is not in the child and their impairment but in the social and attitudinal barriers in the education system. The barriers cannot be broken down, unless funding is put in place for the equipment needed, so that children can perform on a level playing field, for example, instead of the physical education class taking part in rugby, they implement wheelchair rugby, thus including all children in the class. This is what I believe, as a teacher; inclusion in schools is important in Scottish education despite some of the disadvantages. The role of an effective teacher in education can make inclusion either successful or unsuccessful. It is the teacher’s duty to raise concern about a pupil who they think may have additional support needs and to report any concerns to the pupil support staff. Furthermore, pupils should be comfortable talking to teachers about any difficulties they face in class; therefore teachers should have good people and communication skills, be flexible and create a pleasant atmosphere for pupils. In addition, all children have the right to a decent education, and it is the teacher’s duty to deliver this and be as inclusive as possible in their lessons; â€Å"excellent education is education that is excellent for all† (Heumann 1999). On placement I observed, that boys tend to dominate physics from third year to sixth year. I also noticed that most schools have a small physics department, but a large biology department. In addition, modern studies is a subject dominated by girls (as well as biology) and history tends to be dominated by boys. I believe that for a school to be fully inclusive, subjects that are seen as â€Å"male orientated† should actively encourage girls and subjects such as mathematics, physics and chemistry, which are accessible for all pupils should be more accessible to the average pupil. For this to happen, where possible teachers should give their time to additional after school classes, to help pupils grasp the knowledge they need for harder subjects. An effective teacher must be accessible to all pupils and must be enthusiastic and make their subject as interesting as possible, as â€Å"children who are slower to learn – for whatever reason – need the same in order to learn as any other child†¦ our humanity tells us they need: interest, confidence, freedom from worry, a warm and patient teacher† (Thomas amp; Loxley 2001). I believe that students are sometimes more willing to pick a subject because of the teacher, even though the subject might be hard, if they can learn the knowledge because of that teacher, the implications of inclusion make me believe that any subject can be accessible to any pupil, which is why teachers must be inclusive, when teaching both in and out with the classroom. However, in saying that, there are restrictions on a teacher being fully inclusive in their classroom. I know that during my placement, there were limitations to what some children could learn; due to the fact English was their second language. Furthermore, some pupils came to school unprepared, with no stationary or jotters and with the attitude that they didn’t want to learn. I took the decision to make my lessons more interesting and fun, I endeavoured to give extra time to the pupils concerned and explained the lesson slower, so that they had a better understanding whilst others were shown that learning could be fun. I also ensured that stationary was available, that they left their jotters in the classroom after lessons, unless they had homework. By making the lessons more accessible to pupils they would look forward to lessons, as they knew they would be in an environment they enjoy and therefore are more willing to learn. In fully inclusive schools, the â€Å"mainstream teachers should have self-belief about ‘their own power to take positive action in response to children’s learning’ than to be restrained by special education thinking† (Hart 1996). If teachers do not believe that they can educate every pupil, no matter what their disability or learning difficulty, then they cannot expect the pupil, who needs additional support, to learn and be a high achiever in that subject. The National Framework for Inclusion helps support teachers and aims to give children with ASN better classroom support. In addition, teachers need the facilities and tools to be able to cater for all children, for example in subjects such as physics and physical education, there are barriers to learning that need to be broken down. In order for me to be an effective teacher, I have to ensure that I cater for the needs of all pupils in the classroom. â€Å"There are unequal education and health outcomes for people depending on where they live; and where discrimination and disadvantage still affect the lives of women, people from minority ethnic communities, disabled people and people of different sexual orientation† (Closing the Opportunity Gap, 2003-2006). The opportunities of children who are from deprived backgrounds, different ethnicity or sexual orientation should not be different to those who are from more prosperous backgrounds. It is the duty of teachers to include all children and give them the same advantages and quality education as everyone, which is why the role of an effective teacher is important in inclusive education. To conclude, inclusion in schools is a key priority in Scottish education and has been in motion in Scotland since the 1974 Education (Mentally Handicapped Children) (Scotland) Act. Since then, there have been many other Acts to help children who require additional support needs in Scotland. A â€Å"fully inclusive† school is one that I believe integrates children through the curriculum; physically and socially, no matter what their additional support needs may be. Children who require ASN will be given the support they need by the introduction of an additional support worker. Social inclusion should be built into the school’s ethos and wheelchair access and lifts should be built in the school. Furthermore, children who require ASN should not be taken out of class, but allowed to integrate in the classroom with classmates, which is why the role of the additional support worker is important. Finally, physical inclusion is where children are physically integrated into classroom with those children who do not require any additional support. Physical inclusion should focus on building inclusion into the school community and improving the learning experience for pupils and teaching experience for teachers. Physically including pupils from poorer or ethnic backgrounds can be difficult, if the family is unable to purchase uniforms. In order to tackle this government has funded clothing grants for families to help them buy uniforms for children who cannot afford them. Furthermore, the introduction of Education Maintenance Allowance (EMA) has boosted the attendance of those children (post-16) from poorer backgrounds and has then improved the chances of that child receiving a better education. This offers the child the same opportunity as those children with a higher income background. I believe this is the concept of a â€Å"fully inclusive school†, and is important in helping children receive the best education possible. With inclusion being such a big topic, there advantages and disadvantages. If children are integrated with those who don’t require ASN, their social skills may improve, and mainstream pupils can learn first hand about the different types of learning difficulties which may reduce bullying. In contrast, teachers have to be given the tools to be able to teach children with ASN effectively for them to receive the best education possible. Schemes which allow children from low income families to buy uniforms, help make them feel included in the school and part of the school community, and they are less likely to be bullied, therefore more likely to come to school. However, with the education budget being cut, there is a question as to whether the councils will be able to continue to pay for support workers for every pupil that needs them. However, parents of children that have a disability may feel reluctant to let their child be put into an inclusive school, because they might be more susceptible to bullying. Children with behavioral difficulties could prove to be difficult and disruptive in classes, but if they have an additional support worker, they can take them out of class minimal disruption to the class however they will be missing out in education. Finally, an inclusive school should have clubs and subjects that can include everyone. Students that require wheelchairs or crutches should be included in all physical education, so funding is needed for equipment so that students can all partake in classes and are not excluded. The role of an effective teacher is important in inclusion. Children need a teacher who is supportive and approachable who is aware of their needs and willing to listen to problems they may have. This is the most effective way teacher can help pupils or get additional support for pupils. It is the duty of the teacher to provide the best education possible to all pupils. Subjects should be more open to all genders and races, therefore teachers must find ways to make the subject more appealing and open abilities and believe that they are instrumental in closing the opportunity gap in education. Finally, the National Framework for Inclusion helps support teachers and children with ASN by giving them better class room support and improving their chances of academic success.

Understand How to Safeguard the Well-being of Children and Young People free essay sample

Understand How to Safeguard the Well-being of Children and Young People Task B : Roles and Responsibilities of Organisations †¢ Social Services Social Workers have a responsibility to provide support and care for vulnerable children and their families. We will write a custom essay sample on Understand How to Safeguard the Well-being of Children and Young People or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They may have been alerted to a particular situation for example; if parents are struggling to care for their children or there are other challenging situations such as drug abuse, domestic violence and reports of abuse to the child(ren). Social Workers are always involved in the intervention of situations involving the abuse or harm of children or young people. Residential Care Workers have a responsibility for ‘looked-after’ children who reside in care homes and not with their families. With usually high vulnerability, these children and young people need to be cared for and the Residential workers have a specific duty of care to provide safeguarding of their health and welfare. Family Support Workers have close contact with vulnerable children and their families. They have a responsibility to care for and provide support for them, usually through home visits or through local children’s centres. They are often called upon to give opinions and monitor families that give cause for concern in regards to health, safety or welfare. †¢ Health Visitor Health Visitors have a responsibility to monitor the health and development of children under the age of five. Their usual first point of contact is during home visits and at clinics and health centres. With crucial skills, they are usually the first people to identify concerns about a child’s safety and welfare. They are able to gather information and have the ability to recognise vulnerability and signs of harm, neglect or abuse in both parents and children. They have contact with multi-agencies and support the work of the Local Safeguarding Children’s Board (LSCB). They also work closely with both midwives and school nurses and can offer individualised plans for those recognised as being ‘in need’. Their early intervention can be crucial in protecting a child. †¢ NSPCC The National Society for the Prevention of Cruelty to Children (NSPCC) is a charity with a duty to protect children from being abused and neglected. It has the statutory power to bring care proceedings in its own right. They also work closely with Childline (a 24 hour service for children to telephone for help and advice. ) They operate a 24 hour Child Protection line also which accepts referrals and passes the information to the relevant service. The NSPCC may be commissioned by Children’s social care to undertake specific child protection related work. It also provides services for families and children and has the same responsibilities as other voluntary agencies. †¢ GPs General Practitioners have a responsibility for the general health of members of the practice. They usually have contact with children and families in the community and will be instrumental in recognising and identifying signs for concern during routine appointments or home visits. The will be responsible for reporting suspected abuse or neglect and should follow the correct procedures for doing so. †¢ Probation Probation Officers will be responsible for the support and rehabilitation of some offenders in the Community. This supervision will involve monitoring people convicted previously of offences against children and ensure that they do not pose s threat to the Community. They also liaise with Multi Agency Public Protection Arrangements (MAPPA) such as safeguarding children, procedures covering ex-offenders, domestic abuse and child protection procedures. †¢ Police Police have a responsibility for the general safety and protection of the general public. Their role is to prevent crime and disorder and protect individuals. Children have the right to be fully protected. With specialist training, the police can investigate cases with the Child Abuse Investigation Units (CAIUs). The police need to gather information and work closely with other agencies in the cases of criminal proceedings against suspected child abusers. All of the information collected is passed on to the Crown Prosecution Service (CPS). The police also possess power to enter premises to ensure that children will be protected immediately from being harmed in any way. †¢ School School staff are responsible for creating and maintaining a safe learning environment. They are trained to identify any concerns and act upon this information. To maintain this field of expertise, the staff must attend child protection and first aid courses. They are responsible for protecting children from abuse and bullying and can observe behaviours that may give cause for concern. They are required to meet health needs of children with specific needs. The staff should be in contact with multi agencies and to support the child and attend case conferences. They should, under the Children Act 1989 have a key role in referring children and providing information to assist police in criminal proceedings. They should safeguard children with reference to Internet usage and provide policies and procedures to be adhered to regarding child protection and risk assessments.

Rights essays

Rights essays The ratio in America between homosexual and heterosexual people has grown emessly since the late 1970s. The ratio used to be 2 out of every 20 people its, now 7 out of every 20 people. Gays in America have been miss treated for along time until they had there own rights pass and put together organizations together to protect each other. For along time gays were not allowed in the military, and if there were accepted they would have to hide there sexuality. One organization named the Alliance that was put together to protect gay rights. This organization is a nation wide, nonpartisan organization formed to promote and secure full civil rights for Lesbians, Gay men and Bisexual and Transgender women and men in the United States. There goal are to strengthen and unite the gay community through participation in Americas political process and to increase awareness about Gay issues amongst the general public, politicians, and the media. In 1995, the sexual orientation civil rights law was by the Rhode Island legislature and signed into law by Gov. Lincoln Almond. This capped an eleven year struggle to pass law. Rhode Island is the ninth state to protect its gay, bisexual and lesbian citizens from discrimination joining Massachusetts, Connecticut, Vermont, New Jersey , Wisconsin, Minnesota, California, and Hawaii. Several advances for gay equally occurred this year across the united states including the passage of hate crimes measure in Hawaii, which now moves to the desk of democrat Ben Cayetano for signing, says the human rights campaign. The Hawaii hate crimes bill capped off a series of successful measures across the nation that have advanced equality for lesbian, gay, bisexual and transgender Americans, said HRC Field Director Seth Kilberm, we are heartened by the positive momentum and applaud the activists in Hawaii for their incredible victory in passing the state hate crimes law. If Cayetona signs the bi ll as expected,...

Global Perspectives in Business Essay Example | Topics and Well Written Essays - 1500 words

Global Perspectives in Business - Essay Example It consists on the large household survey, researches, internet approach and cultural dimensions and models like, Hofstede, Trompenaars and Project GLOBE. These three models give us clearance about the cultural difference. This paper is to analyze the business and legal environment within and outside the organization. Introduction Culture is referring to behaviour of human being. Whatever the preferences are, the culture of each country depended on its people who always use to display various colourful customs, traditions, language, and many of which are heavily influenced by foreign customs. Big companies always get chances to work in the entire world to get their products and services more famous and demanded (House, 2004). When a company get to merge with some other international company, or is going to acquisition the company of some other country with different culture, they assume that each person working within the company has the same aim and goal but most of the times they h ad to bear many problems due to cultural diversity. When multiple cultures started work together, they ultimately face a lot of difficulties and problems and communication is one of the biggest problems they can have (Grzyb, 2000). When two or more different cultures works together they find many difficulties and the people of these companies, most of the times, do not feel comfortable with each other and many few people can adopt these differences of culture. Language is the most powerful and professional instrument one needed to work in good and effective way to make his communication understandable. Nevertheless, learning other’s language is not the biggest barrier and one can easily learn the other’s language by spending some time and giving attention (Grzyb, 2000). How Cultures Work Thinking deeply, cultures are a variable or a dynamic set of starting points allow us to respond to the society in particular ways. All of us freely belong to one or more than one cult ures that give us messages about what is normal, appropriate, and expected. When a person from other culture is unable to understand us, it clearly gives us a clue that our cultural expectations are different. What is common to one group may seem strange, counterintuitive, or wrong to another (LeBaron, 2003). Given Case: In given situation, a well known company in Netherlands wants to negotiate with its new subsidiary company in the Singapore. While working in the Singapore, the employee and associated persons of Netherlands can have the following problems due to the cultural diversification: Communication and negotiation Adopting Singapore’s culture Managing work with employee of Singapore These are some of the problems, which they can face due to difference of culture. The difference of culture can be a big reason of conflict (House, 2004). Here are some advices and suggestions, which can help the people of Netherlands to overcome the above-mentioned barriers in the light o f cultural dimension models like Hofstede, Trompenaars and Project GLOBE. Suggestions from five-dimension model Communication: In business, and especially in international business, it is commonly agreed that  communication  is one of the primary and more focused concerns. Good and effective communication is a thing, which can forecast the success of a business (House, 2004). Therefore, for professionals of Netherlands it is necessary to learn the native language of Singapore. All the levels in communication are affected by cultural