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

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

Sociograms Essay Example

Sociograms Essay Example Sociograms Paper Sociograms Paper Isograms! What is it? Cardiogram is a visual representation of the relationships among characters in a literary text, which allows you to visualize the relationships and conflicts between and among the storys characters. You will make use of pictures, symbols, shapes, colors, words (quo test) and line styles to illustrate these relationships. Follow the GU nines below carefully to construct your Cardiogram be sure to read through the entire process first so you have a good idea of what you are doing. Remember, these are your deadlines you have room for adaptation and creativity here. Arrange the characters on your Cardiogram according to any criteria you like: p rower? Intimacy? Affection? Likeability? Let the physical distance between characters reflect the perceived psychology cal distance between characters. Let the size of the shape representing a character vary with (a) the important e, or (b) the power of the character. ; Show the direction of a relationship by an arrow/ line, and its nature by a brief label (the lines an be creatively applied: What might the following types of lines indicate? A j aged line? A wavy line? The thickness of the line? Etc. ) Represent substantiated relationships by a solid line and inferred relationship s by a broken line. Circle active characters with a solid line. Circle significantly absent characters with a broken line. ; REQUIRED : Create a note for each character.

Project Management Essay Example | Topics and Well Written Essays - 1250 words - 4

Project Management - Essay Example The Belgian biscuit launch shall be used as the take-off point for revitaliseing sales and marketing efforts, in order to help assure a business turnaround for BIX-FIX. Determine the final version of the new product through product development processes, including test marketing, in terms of standardisation of ingredients, product shape, packaging, and packaged quantities Several mechanisms need to be in place to successfully manage the project and help ensure its success. Project management needs careful planning and organising in order to achieve objectives. Aside from defining goals and objectives, there is a need to identify the various tasks needed to be accomplished to achieve the goals, quantifying the resources needed, determining the budget, and defining the schedule for completion. Upon completion of the plan, implementation, evaluation and maintenance follow (Free Mgt Lib 2009). In the area of Product Development, the proposed new Belgian biscuit will need to undergo a series of trial production runs to be able to standardise quality and quantity of ingredients, biscuit shape and other considerations for packaged food products. In coordination with Marketing, trial production with different specifications for packaging and size also need to be tested. The final product version that will pass the test will also need to be tested to confirm that the design of the new product is compatible with mass production. In the area of Production, as was decided by the board of directors, a new production machine shall be installed to handle increased production arising from the introduction of the new product. The ordering, delivery and installation time of this new equipment should be considered in the Project Schedule, as this is projected to be needed from Year 2 onwards after launch. A new 2-shift working system will need to be adopted compared with the current day only working pattern. This

Care study Essay Example | Topics and Well Written Essays - 2750 words

Care study - Essay Example The Eskimos have a tradition wherein when a member of the family has reached an age where he or she is no longer an active participant of the tribe, the son or the closest member of the family is tasked to take him miles from the home and leave him in the freezing cold. Such practice, although barbaric, was accepted not only by the family member who has to do the form of euthanasia but also by elderly himself to be his fate. In simple logic, those who no longer contribute to the benefit of the family has lost his worth and must therefore accept the reality of death as promulgated by those close to him. The very thought of this scenario where an old person is left to die in frigid weather arouses disturbing thoughts in a humane perspective. The necessity to enforce that every person must be attributed with not only the quality of life but also the quality of death should be affixed to the elderly. The elderly psychiatry ward poses a professional challenge to the individuals assigned to it. But most importantly, it also yields the obligation to impart an emotional aspect to the care that they receive. Otherwise, rather than being treated as individuals, they may be deprived of the respect that is not entirely undue to them. There are a number of problems that arises in the nursing profession. One of such that persists is the ethical dilemmas that health professionals face in their career. Ethics, or in simple interpretation is the ability to distinguish between right and wrong is embraced in the moral conception of decision-making for individuals. Being professional is synonymous to doing the right thing that is good not only for the client but also for one’s own being. The Nursing & Midwifery Council’s promulgation of a Code of Conduct provides for set guidelines that must be met by nurses and midwives in their careers and their interaction with clients to ensure that they remain faithful to their oath. Rumbold (as

Diagnosing and medicating grief as illness Essay

Diagnosing and medicating grief as illness - Essay Example Gup’s argument for alternative emotions management strategies, to medication is also justified. Grief has not been classified as depression, until the new D.S.M. publication, and the proposed management strategy may be a risky shortcut. Gup agues for use of coping skills and these appear to empower psychologically and to ensure a long lasting solution to emotions. In addition, understanding emotions such as grief to be non-medical conditions also justifies the call that medications should not be used for management. Traditional understanding of management of emotions such as grief also validates Gup’s position against medication of emotions. Grief normally transforms people’s lives and could motivate the grieving person of help the person identify opportunities for progression in life and medicating grief denies a person an opportunity for transformation. Grief is also a way of expressing love for what a person has lost and medical treatment therefore undermines the emotional aspect of grief. In addition, counseling that has been used as a strategy to managing grief requires acceptance of loss and the need to shift the pain to emotional development. Medication doses not however address the suffered loss and could therefore be a short-term solution yet a long-term solution is more appropriate. It is also important to note that crisis into emotions can be best understood from the beholder’s perspective. However, medication is based on a practitioner’s perspective and could therefore undermine resolving the real problem into grief.

Impact of E-Commerce on Amazon

Impact of E-Commerce on Amazon Existing E-Commerce sites For around 2 decades or so e-commerce has proved to be a success for businesses. It has changed the way that business and consumers work and operate. Companies such as eBay and Amazon have become a success because of the high demand that high-street market places cant provide. eBay and Amazon are some of the more popular e-commerce sites as they only operate online with no stores anywhere in the world. They are some companies which started before the internet came about such as Asda or Tescos so they have adapted and incorporated an e-commerce site in order to keep up with the trend, consumer way and demand. Amazon Amazon is an e-commerce company founded in the United States of America in 1994 by Jeff Bezos and was launched in 1995. Amazon was very well known since it was first brought to the public eye, as it was one of the first big companies to sell goods on the internet. It started out as an online bookstore which then quickly developed and started to add other items such as VHS tapes, DVDs, CDs, video games and the list goes on. Amazon is now one of the biggest online sellers today, offering over two hundred million different products. How it works Amazon now offers all sorts of products ranging from gardening to high tech. Amazon makes possible attempt to customize the buyers experience. When on the homepage of Amazon, you will find special offers section and featured products. If you have visited Amazon before and have used the service you will have a history with products which Amazon will use to their advantage and advertise relating items on the special offers and featured products to draw your attention. Infrastructure and Technology Amazon runs on Linux. In 2005 Amazon had built databases so big they were officially the worlds largest Linux databases, with a total capacity of 7.8 Terabytes, 18.5 Terabytes and 24.7 Terabytes. The central Amazon data warehouse is made up of 28 HP servers, with four CPUs per node. Amazon became so big they processed a top-end one million shipments and twenty million inventory updates in one day. The amount of sales Amazon were doing daily meant thousands of customers where giving debit and credit details were being sent to Amazons database, this meant security was a top priority as hackers would steal, sell and use details. Amazon already encrypted card numbers during the checkout process, however they went a step further by others customers the choice to encrypt all information such as name, and their address. Amazon employs the Netscape Secure Commerce Server using the secure socket layer protocol. This is where all credit and debit card information would be stored. It would not be accessible by internet meaning no hackers could gain entry. Reference: http://money.howstuffworks.com/amazon1.htm Website Analysis Amazon is very simple and easy to use. The main search bar is at the very top of the page, which is a convenient place, being right below the URL bar. If you have an account with Amazon it is right above quick links to your account as well as Your Amazon, Todays Deals, Gift Cards, Sell and Help links. The search bar is very useful as it has predictive text on what it thinks you may be searching for. Once a specific word has been entered it gives you a choice of departments which you can choice from to help narrow down the search for the customers product(s). User Friendly Amazon has a section named Your Amazon. This is a personalized section that Amazon offers anyone who is signed up for the website. In this section you can quickly view the number of orders they have. They also show basic customers information such as the year they became a customer. It also gives recommended products based on what the customer looks at on the site as well as what the customer has previously bought. Log In The log in process for returning customers and the sign up button are very easy to use as well as very quick to access. The sign up process is very simple to follow and is quick to complete. You will need an email, you will also need to create a password for your account. Any other information such as address and card details can be given on a later day when making a purchase. When logging in after already creating an account before all you need to do is enter the email you registered with as well as the same password you register with. From the log in page Amazon promotes its security, by adding Sign in using out secure server. Promotions Amazon offers a wide range of offers on all different types of products. Amazon is well known for its daily deals, which is located under the search bar. There is a quick link that will take you to the deals named Daily Deals. There are so many deals, that amazon have a handy refinery tool on the left hand side of the page. The customer can select departments which products might interest them and it will narrow the products down. Statistics The graph below shows the net revenue for Amazon from 2006 to 2015 in billion U.S. dollars. In 2014, Amazons net revenue amounted to 88.99 billion U.S. dollars. 33.52 billion was through international revenue channels. Reference: http://www.statista.com/statistics/266289/net-revenue-of-amazon-by-region/ Impact of E-commerce   Ã‚   If it wasnt for online shopping and e-commerce Amazon may not have existed today. Amazon is one of the most well-known e-commerce sites today and has been greatly impacted by e-commerce. Platforms Amazon is available on most platforms. There is an Amazon app that is available on iOS for apples users, it is also available for android users. This covers most mobile phones and tablets, however it is also available on windows 10 operating system which most windows phones and tablets now run on. Amazon is also compatible with all internet browsers such as windows explorer, google chrome, Firefox and all the others. Tesco Tesco was founded in 1919 by a man named Jack Cohen. Tescos was originally a market stall in Londons East End. Over the years the business grew and they now operate in 12 countries around the world, which helps employ over 530,000 people. In the century leap year 2000, Tescos launched their website of Tesco.com and it has grown to serve over 500,000 customers each week (Tesco, 2015). How it works Tescos stock over one million products on their online store, which they then deliver to all over the country and other countries they operate in. Tescos use cookies to track what their customer has looked at and bought. This is then used to personalize each customers experiences a lot like how Amazon base there website on. Unlike Amazon though Tescos is mainly a grocery shop however do sell some other products. Tescos will adapt their site according to the time of year to help with demand, for example if it is Christmas season they will increase the stock for turkeys and Christmas festival treats to help meet demand. Infrastructure and Technology Tescos teamed up with Verzion not so long ago, this is to provide secure connectivity to Tescos suppliers, partners, customers and colleagues in 12 countries around the world. The infrastructure offers a solid foundation and enables Tescos to develop and roll out new and upcoming technologies and services. Just like Amazon, Tescos also use secure socket layer when it comes to customers checking out using their precious card details. They also state this during the check-out process to help reassure the customer that their information is safe. Website Analysis When first entering the site you will be placed on the homepage. From here you will see that everything is easy to see and read. The search bar is in the right upper-hand corner, which is like most sites. The main departments of Tescos are easily displayed and again like Amazon offering quick links to each department making shopping fun, easy and fast. The homepage will adapt according to the time of year it is, so for example if it is Christmas time they may have Christmas themed pictures on their website. Log in The log in and sign up process are a lot like Amazons however Tescos ask for your name, address, email address and password in order to set up an account unlike Amazon who only asked for an email address and a password. If already signed up and need to log in all that will be needed is the email that was used to create the account with as well as the password. Impact of E-commerce Tesco was around before the internet came about. Since the launch of the internet e-commerce has become a big part of it offering benefits for companies such as Amazon and eBay. Tescos developed a demand for things to go online therefore Tesco decided that they should make their products available online and implemented one in 2000. Since then, Tesco have seen a rise in sales and therefore have increased their overall profit and market share. Platforms Tesco is now accessible from most app stores such as android, iOS, and Windows app store. Tescos is also compatible with all internet browsers just like Amazon. Financial Impact When an organisation is thinking about developing an e-commerce site, they need to take in account of financial impacts. The investment will be high, but they need to consider other investments that will need to be made such as website development, e-commerce package and many other investments. E-commerce site plan Below is what I feel like is an appropriate e-commerce site for MFP.

social theory :: essays research papers fc

no paper avail as of yetReport Writing - Rewrite! The chapter on report writing is very important for those who will be doing senior projects, or who will be doing formal reports at work. There are also many terrific advanced features in MS Word that you ought to know about and be experimenting with. Some sections of MHH 324 require that you do research and write a report paper (on top of everything else!) I would like to leave the research tasks for other courses, and have you focus on using standards for business reporting to dress up a paper which you've already done. Study the Report format suggestions of the text (Chapters 11-12) and also study the report template of your team, including the MS provided guides (modified somewhat by your instructor). [Tip: Go to your styles menu and advanced features in order to import a style which you like from one MS Word document to your Normal Template, and from there to a new document.] You might also find useful some ideas for formatting in several "reports" done by Steve. The first reviews some of the vision of Peter Drucker when it comes to thinking about new challenges to management. A second report explores the impact of technology on new ways of working and forms of organization. Haul out an old term paper which you've submitted in the past to one course or another. In a pinch you can borrow a pretty substantial term paper from a friend. Your goal is to "dress up" this old assignment such that you'd be willing ot incorporate it into a portfolio of your best work which you might show a prospective employer. You should include/use at the least, the following items in your report:  · Letter of Transmittal (cover letter) -- tell me what you learned and how you evaluate the assignment  · Title page - don't stick too close to tradition.. make it look professional but with excellent design  · Executive summary - as usual, single space, no indents  · Headings to at least 3 levels - use MSWord Styles as you write and revise the document.. it'll save you tons of time!  · Converting to a business-style document will ususally mean shorter paragraphs (one per idea), and many more levels of header organization. Don't hesitate to insert pull quotes, call-outs, or other sidebar features  · Format with appropriate margins and spacing.

Gender Roles and Marriage

The representation of gender roles and marriage has always been a controversial issue. However, much can be learned about unhappy marriages when examining the roles of both females and males within the marriage. The examination of gender roles and marriage are seen through the following short stories The Story of an Hour, The Necklace, and Country Lovers, along with scholarly articles based on gender role and marriage. Evaluation of these literary works shows quite clearly that social and economic class affects choice in marriage. Gardiner’s County Lovers presents its fairly clear theme right from the beginning of the story. Yes, there is a theme of race, but if you look even deeper you can see the underlying idea of marriage and gender roles. There is a love between two people but it is forbidden due them being a part of two separate classes. In the marriage that takes place between Njabulo and Thebedi there is an absence of love. Thebedi agrees to marry Njabulo because it is what is expected of her, but this does not constitute what many see as a proper marriage. There are some prevalent gender roles expressed in this story. There is are not many females described in the story other than Thebedi, but those who are discussed always have the role of being silent, and that of a domestic worker. Thebedi is often described as being the primary care giver of her children, whereas Njabulo and Paulus are often described as holding careers outside the home. The gender roles in this story are very stereotypical. Thebedi is portrayed as being weak and helpless and she stands outside her hut while Paulus is alone with the child. She knowingly left her child alone with Paulus after he strongly expressed his dislike of the situation of her having his child. The author portrays her as being helpless and innocent but the death of her child could have been prevented if she wanted it. The point of view of this story is that of a third-person. The narrator was not involved as a character in the story, which made it harder to get involved in the story emotionally. There was little connection to the inner thoughts of Thebedi and Paulus. This made theory very limited, in that the narrator knew of the events but not of their experiences. This objective view could have been improved by connecting the reader more to the thoughts and feelings of Paulus, Thebedi and Njabulo. In the end of the, Njabulo decides to stay with his wife and continue living as a family with their new born child. There is little said about how he felt about the whole situation, when in fact the decision he made was a very big one, but would have taken a lot of thought and contradictory feelings. The tone reflected by the author was very somber and solemn. From the begging there was much negatively expressed towards the thoughts of love and marriage. There is a verbal ironic one use when all evidence persuades the reader to think that Thebedi and Paulus will be in trouble or their actions, but in the end their relationship was not acknowledged and they are both able to walk away and live their lives freely. The language used by the author also suggests gender inequality. As Thebedi is 18 years old and Njabulo is 19, Thebedi is still being called a â€Å"girl† and Njubulo is considered a â€Å"man†. Within the story The Necklace the theme of changing gender roles within the married couples is prevalent. Madame Loisel did not marry for love, but rather married because it was expected of her. She married a man who worked in the Ministry of Education and had little money. Mr. Loisel, however, did marry for love and was very satisfied with their life together. Mathilde Loisel did not respect her husband due to him not making as much money as she would like, and she is portrayed as always wanting more. Her husband tGries hard to do anything to please her and makes sacrifices to keep her happy. Mathilde uses her innocence to gain sympathy, which leads to her getting the possessions that she desires. She is presented as being a weak and needy wife who cannot care for herself, relying on her husband to survive. When the Loisel’s had to earn more money to pay off their debts, Mr. Loisel takes on a second job working outside of them home while Mrs. Loisel works in the home cooking, cleaning, and taking on the care giver role. In the begging of the story it seemed as though Mathilde held most of the power in their marriage, but once conflict arose the power shifted back to Mr. Loisel, as Mathilde continued to do exactly what he said without questioning. This story is also told from a third-person point of view. The narrator is not part of the story and presents the action to the reader from on outside view. The reader is able to see everything through the eyes or the narrator, but the reliability is questionable in that the information coming from a third party. The style of writing is very fluent and easy to follow, which makes for a very enjoyable read. deMauppassant uses situation irony in a creative way to give the story an humorous twist; when Mathilde finds out the diamond she and her husband have been working so hard to pay off, was actually imitation. This discrepancy allows the author to add humor, giving the story a light and playful tone. The use of satire exists towards the end of the story in the form of a farce. Subtle humor and hilarity is developed through improbable situations and exaggeration. In this situation the probability of Mr. And Mrs. Loisel going through ten years of misery and poverty just to find out the diamond was fake, is very low, which is why it makes the story so humorous Kate Chopin’s The Story of an Hour also displays a theme of an unhappy marriage. When Mrs. Mallard received the news about her dead husband she began to weep uncontrollably, only to figure out she was weeping out of joy not sadness. Mrs. Mallards journey thorugh her thoughts help her to realize just how unhappy she was in her marriage, and how much better off she will be living for herself, and only herself. Although this story is mostly about Mrs. Mallard, it still gives a sense of the stereotypical gender role. An early mention of Mr. Mallard sates that Mrs. Mallard was repressed by him in their marriage life. Mrs. Mallard’s constant joy (after hearing about her husband’s death) suggests that she wanted to leave her husband but did not have the bravery to do so. Also, men are portrayed as the stronger sex as Josephine comforts her sister as she cries in her arms, while Richard stands by and watches. The female takes on the role of the nurturer and comforter as the male takes on the role of the strong, silent type. The narrator, although a third-person point of view, does a great job of providing an in depth description of Mrs. Mallard’s feelings toward the whole situation. The action is presented through an outside view, displaying the characters thoughts and feelings toward the death of Mr. Ballard. Although most events are sensed through the eyes or the narrator, they do a great job of getting in touch with Mrs. Mallard’s feelings, so the reader can connect better with her, and how she is reacting to the situation. The narrator’s omniscient view is very refreshing and informative. Chopin uses a combination of verbal and situation irony to add humor to the situation. Throughout the story, it is explicitly expressed how each character feels about the unfortunate death of Mr. Mallard. As Mrs. Mallard chants â€Å"free, free, free! † to her in the bathroom, it leads the reader to believe that the deal of Mr. Mallard is accurate and Mrs. Mallard is ready to move on with her life. When Mrs. Mallard finally comes out of the bedroom, feeling quite positive about the situation, shock arrives on everyone’s faces as they find out Mr. Ballard was not on the train, and is therefore still alive. Although this story does not directly speak of social class, Mr. Mallard taking the train does suggest this family within the middle class category. Joan Kahn that during since the 70’s healthy adults are starting to face new challenges unrelated to their career. These activities are productive and provide new opportunities. Some of these activities include part time employment, volunteer, and informal support to family in friends. Kahn noted the gender difference between men and women’s behaviors and relationships. While men tend to work more, while achieving outside the home, women on the other hand are more nurturing in the home. Her studies have focused on age and gender differences in housework and have shown husbands to do less housework than wives which tends to increase with age. Findings on the gender gap in forms of unpaid labor have showed that women did more work for both kin and non kin than did men. Also men showed to be happier in their marriages than women. Also, her study illustrated that women were consistently more likely than men to assist their children in some capacity, as well as those who had living parents. William Wilcox demonstrates the profound changes in the functions and stability of marriage. The rise in women’s social and economic interest has drastically increased. He states, in the from the 18th century and onwards women became more concerned about marrying for social status, than marrying for love. The emotional functions and character of marriage have and marital happiness has become less important. Marital stability; home production, childbearing, and division of labor have been determined predominantly by the stereotypes of what is expected by either gender. Wilcox states, in his gender model of marriage, that men and women are invested in doing that their gender suggests they embrace. They are raised to live up to their gender role ideology. He believes women and men are socialized to hold on to their gender typical patterns of behavior. Jonathan Vespa describes children as a changing factor on gender ideology. When married couples have children, the couples are more likely to agree that a women’s duty is care giving. The effect of employment on gender ideology also depends on life experience and economic status. Working men with an employed wife their family suffered, where as working men with a stay-at-home wife reported their family was stable. Gayle Kaufman believes gender ideology has changed greatly during the last few decades. She also believes it is important to examine the relationship between ideology and marital happiness. There is a strong connection between gender attitudes in terms of expected roles for men and women and power relations. The traditional attitudes focus on men as breadwinners and women as homemakers, with both holding different amounts of power. Nontraditional attitudes focus on sharing economic and caring tasks which divides power more equally, but this is not the majority of most marriages. Much can be learned about unhappy marriages when examining the roles of both females and males within the marriage. Throughout this paper, the effects of social and economic class have shown to have a great impact on marriage. There are many common themes within the three literary works, including the unhappiness of wives in their marriages, as none of them married for love. The examination of gender roles and marriage are seen through the following short stories The Story of an Hour, The Necklace, and Country Lovers, along with scholarly articles based on gender role and marriage. Evaluation of these literary works shows quite clearly that social and economic class affects choice in marriage. Gender Roles and Marriage The representation of gender roles and marriage has always been a controversial issue. However, much can be learned about unhappy marriages when examining the roles of both females and males within the marriage. The examination of gender roles and marriage are seen through the following short stories The Story of an Hour, The Necklace, and Country Lovers, along with scholarly articles based on gender role and marriage. Evaluation of these literary works shows quite clearly that social and economic class affects choice in marriage. Gardiner’s County Lovers presents its fairly clear theme right from the beginning of the story. Yes, there is a theme of race, but if you look even deeper you can see the underlying idea of marriage and gender roles. There is a love between two people but it is forbidden due them being a part of two separate classes. In the marriage that takes place between Njabulo and Thebedi there is an absence of love. Thebedi agrees to marry Njabulo because it is what is expected of her, but this does not constitute what many see as a proper marriage. There are some prevalent gender roles expressed in this story. There is are not many females described in the story other than Thebedi, but those who are discussed always have the role of being silent, and that of a domestic worker. Thebedi is often described as being the primary care giver of her children, whereas Njabulo and Paulus are often described as holding careers outside the home. The gender roles in this story are very stereotypical. Thebedi is portrayed as being weak and helpless and she stands outside her hut while Paulus is alone with the child. She knowingly left her child alone with Paulus after he strongly expressed his dislike of the situation of her having his child. The author portrays her as being helpless and innocent but the death of her child could have been prevented if she wanted it. The point of view of this story is that of a third-person. The narrator was not involved as a character in the story, which made it harder to get involved in the story emotionally. There was little connection to the inner thoughts of Thebedi and Paulus. This made theory very limited, in that the narrator knew of the events but not of their experiences. This objective view could have been improved by connecting the reader more to the thoughts and feelings of Paulus, Thebedi and Njabulo. In the end of the, Njabulo decides to stay with his wife and continue living as a family with their new born child. There is little said about how he felt about the whole situation, when in fact the decision he made was a very big one, but would have taken a lot of thought and contradictory feelings. The tone reflected by the author was very somber and solemn. From the begging there was much negatively expressed towards the thoughts of love and marriage. There is a verbal ironic one use when all evidence persuades the reader to think that Thebedi and Paulus will be in trouble or their actions, but in the end their relationship was not acknowledged and they are both able to walk away and live their lives freely. The language used by the author also suggests gender inequality. As Thebedi is 18 years old and Njabulo is 19, Thebedi is still being called a â€Å"girl† and Njubulo is considered a â€Å"man†. Within the story The Necklace the theme of changing gender roles within the married couples is prevalent. Madame Loisel did not marry for love, but rather married because it was expected of her. She married a man who worked in the Ministry of Education and had little money. Mr. Loisel, however, did marry for love and was very satisfied with their life together. Mathilde Loisel did not respect her husband due to him not making as much money as she would like, and she is portrayed as always wanting more. Her husband tGries hard to do anything to please her and makes sacrifices to keep her happy. Mathilde uses her innocence to gain sympathy, which leads to her getting the possessions that she desires. She is presented as being a weak and needy wife who cannot care for herself, relying on her husband to survive. When the Loisel’s had to earn more money to pay off their debts, Mr. Loisel takes on a second job working outside of them home while Mrs. Loisel works in the home cooking, cleaning, and taking on the care giver role. In the begging of the story it seemed as though Mathilde held most of the power in their marriage, but once conflict arose the power shifted back to Mr. Loisel, as Mathilde continued to do exactly what he said without questioning. This story is also told from a third-person point of view. The narrator is not part of the story and presents the action to the reader from on outside view. The reader is able to see everything through the eyes or the narrator, but the reliability is questionable in that the information coming from a third party. The style of writing is very fluent and easy to follow, which makes for a very enjoyable read. deMauppassant uses situation irony in a creative way to give the story an humorous twist; when Mathilde finds out the diamond she and her husband have been working so hard to pay off, was actually imitation. This discrepancy allows the author to add humor, giving the story a light and playful tone. The use of satire exists towards the end of the story in the form of a farce. Subtle humor and hilarity is developed through improbable situations and exaggeration. In this situation the probability of Mr. And Mrs. Loisel going through ten years of misery and poverty just to find out the diamond was fake, is very low, which is why it makes the story so humorous Kate Chopin’s The Story of an Hour also displays a theme of an unhappy marriage. When Mrs. Mallard received the news about her dead husband she began to weep uncontrollably, only to figure out she was weeping out of joy not sadness. Mrs. Mallards journey thorugh her thoughts help her to realize just how unhappy she was in her marriage, and how much better off she will be living for herself, and only herself. Although this story is mostly about Mrs. Mallard, it still gives a sense of the stereotypical gender role. An early mention of Mr. Mallard sates that Mrs. Mallard was repressed by him in their marriage life. Mrs. Mallard’s constant joy (after hearing about her husband’s death) suggests that she wanted to leave her husband but did not have the bravery to do so. Also, men are portrayed as the stronger sex as Josephine comforts her sister as she cries in her arms, while Richard stands by and watches. The female takes on the role of the nurturer and comforter as the male takes on the role of the strong, silent type. The narrator, although a third-person point of view, does a great job of providing an in depth description of Mrs. Mallard’s feelings toward the whole situation. The action is presented through an outside view, displaying the characters thoughts and feelings toward the death of Mr. Ballard. Although most events are sensed through the eyes or the narrator, they do a great job of getting in touch with Mrs. Mallard’s feelings, so the reader can connect better with her, and how she is reacting to the situation. The narrator’s omniscient view is very refreshing and informative. Chopin uses a combination of verbal and situation irony to add humor to the situation. Throughout the story, it is explicitly expressed how each character feels about the unfortunate death of Mr. Mallard. As Mrs. Mallard chants â€Å"free, free, free! † to her in the bathroom, it leads the reader to believe that the deal of Mr. Mallard is accurate and Mrs. Mallard is ready to move on with her life. When Mrs. Mallard finally comes out of the bedroom, feeling quite positive about the situation, shock arrives on everyone’s faces as they find out Mr. Ballard was not on the train, and is therefore still alive. Although this story does not directly speak of social class, Mr. Mallard taking the train does suggest this family within the middle class category. Joan Kahn that during since the 70’s healthy adults are starting to face new challenges unrelated to their career. These activities are productive and provide new opportunities. Some of these activities include part time employment, volunteer, and informal support to family in friends. Kahn noted the gender difference between men and women’s behaviors and relationships. While men tend to work more, while achieving outside the home, women on the other hand are more nurturing in the home. Her studies have focused on age and gender differences in housework and have shown husbands to do less housework than wives which tends to increase with age. Findings on the gender gap in forms of unpaid labor have showed that women did more work for both kin and non kin than did men. Also men showed to be happier in their marriages than women. Also, her study illustrated that women were consistently more likely than men to assist their children in some capacity, as well as those who had living parents. William Wilcox demonstrates the profound changes in the functions and stability of marriage. The rise in women’s social and economic interest has drastically increased. He states, in the from the 18th century and onwards women became more concerned about marrying for social status, than marrying for love. The emotional functions and character of marriage have and marital happiness has become less important. Marital stability; home production, childbearing, and division of labor have been determined predominantly by the stereotypes of what is expected by either gender. Wilcox states, in his gender model of marriage, that men and women are invested in doing that their gender suggests they embrace. They are raised to live up to their gender role ideology. He believes women and men are socialized to hold on to their gender typical patterns of behavior. Jonathan Vespa describes children as a changing factor on gender ideology. When married couples have children, the couples are more likely to agree that a women’s duty is care giving. The effect of employment on gender ideology also depends on life experience and economic status. Working men with an employed wife their family suffered, where as working men with a stay-at-home wife reported their family was stable. Gayle Kaufman believes gender ideology has changed greatly during the last few decades. She also believes it is important to examine the relationship between ideology and marital happiness. There is a strong connection between gender attitudes in terms of expected roles for men and women and power relations. The traditional attitudes focus on men as breadwinners and women as homemakers, with both holding different amounts of power. Nontraditional attitudes focus on sharing economic and caring tasks which divides power more equally, but this is not the majority of most marriages. Much can be learned about unhappy marriages when examining the roles of both females and males within the marriage. Throughout this paper, the effects of social and economic class have shown to have a great impact on marriage. There are many common themes within the three literary works, including the unhappiness of wives in their marriages, as none of them married for love. The examination of gender roles and marriage are seen through the following short stories The Story of an Hour, The Necklace, and Country Lovers, along with scholarly articles based on gender role and marriage. Evaluation of these literary works shows quite clearly that social and economic class affects choice in marriage.

Eng Essay 1

Eng Essay 1 Eng Essay 1 Donald Cornell Mrs. Laura Ahmed English 3A-04 Arguing a Position Due: 2/3/15 In this world we live in there many mysterious forces that as humans we cannot understand. One of the things in this world we have yet to understand is fate or destiny. Some people believe in it some people don’t. Some people don’t even know what fate is. Fate is defined by the dictionary as â€Å"the universal principle or ultimate agency by which the order of things is presumably prescribed; the decreed cause of events.† Destiny is defined by the dictionary as â€Å"the predetermined, usually inevitable or irresistible course of events.† Even though the definitions are clear and are in the English dictionary, these two principles are not believed by everyone. Strange though, because this not what most people will argue over when discussing fate and/or destiny. People usually will argue whether or not they control their own destiny or fate, or if it is already been decided for you by god. Personally, I think free will determines our fate by ou r actions and decisions that humans make throughout their life and god would play a role in the decision making and the actions humans take. Another thing a lot of people will argue about when it comes to the subject of fate and destiny is fatalism. Fatalism according to the dictionary is â€Å"the belief that events fixed by fate/destiny are unchangeable by any type of human agency.† Meaning, humans can have no effects upon their own fates or upon the fate of others. One of the most common places you will find examples of fatalism is the bible. Fate or Destiny does not exist in the bible they only referred to it as â€Å"god’s plan for you† or â€Å"god’s will.† Not only did the civilizations of the bible era believed this but a lot of other ancient peoples believed that decisions and actions ultimately went according to a divine plan devised by god, even free will. Followers of Christianity consider God to be the only force with control over oneà ¢â‚¬â„¢s fate, meaning that he is responsible for good as well as evil and misfortune. On the other hand, there are many people in the world that believe that we as people control our own fate or destiny and not god. God would play an equal role in their decision making and actions that will determine they’re fate. They also believe that if you want to, and have the will to, you can change your fate. For example: there have been many poor homeless people on the street, but every now and again someone decides to change that fate, and the next time you see that person, they could have a whole different life, because that person used free will to overcome his or hers fate. There are other people in this world that are born into their fates. What I mean by this is that when someone is born into an old family with a family business, most likely that person is going to work in that family business. Or for example a Senator’s son is born and it is his first and only son, most likely the father would want the son to be more like him and would probably

German Teenage Slang

German Teenage Slang The following is a handful of German slang that can be heard at times from teenagers. Keep in mind that not all German teenagers speak this way and that slang may vary from region to region.   A-L ugeln - to flirtabgallen - to throw upAmateurlocken - matted hairAtze - buddyBarrio - hang-out placeBD - stupidbuggi - to not care (Das ist buggi - Es ist mir egal – I don’t care)Bà ¼ffelbude - schoolchillen - to chill, relaxcremig - coolDrahtfresse - teenager with bracesDrinni someone who stays home all the timedissent - to get upsetdullie - dumb personEmo - from Emotional Hardcore Punk, signifies an emotional personfitnieren - to train in a fitness centerfriedhofsblond - gray-hairedFresskick - eating frenzyfroggy - crazygediegen - coolgruscheln - comes from grà ¼ÃƒÅ¸en (greet) and kuscheln (cuddle)Gà ¼llebunker - toiletHasenhirn - an idiotHeulsuse - woman that cries a lotHirni - an idiotHomie - buddyHood - neighbourhoodIkeakind - a Swedeimba - cooljedn - auf jeden Fall – absolutely/ of courseKackpappe - toilet paperknorke - awesomeKà ¶rperklaus - clumsy, awkward personKP - kein PlanLabertasche - blabbermouthlolen – to laugh out loudlush - cool M - Z Mcdreamy - Prince CharmingMOF - Mensch ohne Freunde – Person without friendsmà ¶bt - nerve-rackingMcDonalds – overgrown eyebrowsmegamßig – super bigOmega – loseroverlappt – totally uncoolphat – very goodrolexen – to boastSchnaddadeng! – Here, look!swag - very cooltrollig – dumbUnderbomber – underwearunst – coolvolle Mà ¶hre – awesomewambo – grosszappo – the end Also check out an overview of German youth slang over the 20th century by Spiegel.de

Career Development Assignment Example | Topics and Well Written Essays - 1750 words

Career Development - Assignment Example Self-efficacy refers to one’s belief in his own abilities. Extensive research has been conducted in order to evaluate the impact of predominant belief in academic performance and overall personality of a person. A usually observation indicates that those students who believe that they would not be able to perform better on tests, often times fail in doing so. However, those having potent belief over their skills and abilities usually outperform others. The reason is because self-efficacy is deeply linked with cognitive development of a person (Bandura, 1977). A large number of researches have proven that there is a substantial positive relationship between the academic performance and self-efficacy beliefs of students. Self-efficacy impacts the activities that students perform, as well as their persistence and extent of efforts. Persistence and putting more effort is difficult task or difficult times are what sets the successful students apart (Bryon, 2011). Therefore, the aim of this paper is to improve own self-efficacy skills. In order to do so, certain strategies and activities have been designed. Results must be evaluated after a period of time so as to compare the past and the current performance. According to Bandura, and Adams, (1977) people possessing low self-esteem tend to shun tasks whereas those who have high self-efficacy not just attempt the task but also remain persistence and competent towards that task (Bandura and Adams, 1977). Figure 1 mentioned above is an example of personal development plan that has been prepared in order to develop and furnish own self-efficacy skills. It must be borne in mind that self-efficacy primarily constitutes of three major areas that include self-confidence, academic performance, and employability skills. However, a lot of effort is required in the beginning. For improving in each area, certain activities are needed to be performed. For example,

Gender and Women's Studies Assignment Example | Topics and Well Written Essays - 1250 words

Gender and Women's Studies - Assignment Example The relevance of Myth of Scarcity to Gender & Women’s Studies relates to the manner in which the men respond to crises, blaming the women, who are incapacitated, for not taking part in solution finding (Rosie the Riveters of World War II). b) An example of White privilege at work is the ability of a white rapper like Eminem to market himself through alternative radio stations such as rock, rap, RnB and pop, whereas the black counterparts seldom receive airplay outside the realm of rap. c) The relevance of White privilege to Gender & Women’s Studies is the manner in which feminine traits are deemed weak. As a result, women end up being paid less than men for performing identical work are. For instance, male clothing designers and chefs are paid more than their female counterparts are (SCWAMP 7). a) Definition: A term used to describe the tactics that are used to make oppression successful by involving the victim in it. The victim is confined in a negative image and message environment, victim hating and violence, with a result of self-blaming and low self-esteem (Pharr 59). c) The Relevance of Blaming the Victim to Gender & Women’s Studies is when the male workers blame the female counterparts for not performing as much as them, as it was the case in the World War II (Rosie the Riveters of World War II). a) Definition: A term used to describe the phenomenon in which the oppressor leads the victim of oppression into believing his or her negative views, with a result of self-hatred, which can be expressed through self-abuse, despair and depression (Pharr 60). a) Definition: A term used to describe the tendency of a member of an oppressed group, who has been led to self-hatred through internalized oppression, to express hatred, prejudice and even lacking hope for the group and its members (Critical Terms Sheet). b) Horizontal Hostility takes place when women, who have been rape victims before, condemn all the subsequent rape victims, terming them as agents