Recruitment in Human Resource Management Essay Example | Topics and Well Written Essays - 1000 words

Recruitment in Human Resource Management - Essay Example According to the study, when recruiting, it is of critical importance for an organization to avoid any form of discrimination because employment laws protect individuals against such treatment. Here, the Pregnancy Discrimination Act of 1978 has taken care of any discrimination issues that may arise due to pregnancy, childbirth or any other related medical conditions. Specifically, this Act protects individuals against issues related to employment such as promotion, layoffs, training, hiring, and leaves among other conditions related to employment. When discriminations take place, the employee or employees can file lawsuits for unfair treatment. However, it is important to understand that some instances that may pass as discrimination are allowed by the law and include jobs such as those that require members of a certain religion. At times, pregnancy discrimination may be viewed as discrimination based on gender. In the case of Jenny and Melbourne Finance, Jenny has a right to take le gal action against the organization because of how it conducted her previous application for an opportunity. It is clear that she was discriminated because she was pregnant. Although the organization may have had genuine reasons for denying her the opportunity such as that she may have to undertake constant visits to the doctor for pregnancy check-ups, they still violated the Pregnancy Discrimination Act. This is one of the main mistakes that the organization did during the recruitment. It is appropriate to conclude that she was discriminated because of several reasons that include that she was more aware of how the organization ran implying that she was more qualified than an external individual would be and that the position that she was awarded later was senior to the one that she was denied.

Black studies 1019--opinion paper--choosing two topics and describing Essay - 1

Black studies 1019--opinion paper--choosing two topics and describing their ideas and how they affected african americans in the - Essay Example The Sharing of Culture The exposure of one African ethnic group to the other had resulted to the sharing of cultures and traditions. As claimed by Michael Angelo Gomez, during the slavery period in America, the Africans coming from different cultural backgrounds had assembled themselves to form a single society of African Americans (88). It is contended that their cultural formation was not triggered by any form of racial discrimination but by the realization that they are different from the other people within the American society. What made them different is not just the color of their skin but their social status. So as to have a unified foundation for the expression of their common interest, the different ethnic groups decided to fuse their various traditions. It is in this sense that the Africans appreciated the advantages of creating a community. Nonetheless, it is worthy to emphasize that the fusion of the different beliefs and practices had not been easy for the different eth nic groups. Actually, the traditional people in Africa did not view the members of the other ethnic groups as belonging to their own (Freeman 25). They even had the propensity of seeing their ethnic group as more influential than the others. This suggests that during the process of cultural integration, the various African ethnic groups were struggling to make their beliefs and practices part of the new identity. Nevertheless, due to their slavery experience, these ethnic groups could have considered to be submissive to whatever way that could serve the best interest of all the Africans in America. The African American Music The formation of African-American music is one of the products of the cultural integration that the different ethnic groups had experienced and embraced during the slave era in America. After the abolition of slave trade in America, there had been many African-American singers and songwriters who became part of the American entertainment and music industry. As m embers of the African-American community, the African-American music artists are expected to express their cultural identity in their musical compositions and even in their everyday dealing. Their way of expressing the cultural identity of African-Americans has caught the public’s attention. The African-American music artists living in America have been subjected to a very controversial question, that is, whether they view themselves primarily as individuals of African descent who happened to be in the American soil or primarily as Americans who happened to be of African descent. A Discussion of the Distinction It is claimed that the new generation of African-Americans could consider themselves belonging to the second option. In a way, since they have been part of modern America, they have the tendency to behave in the American way. This connotes that for them, their American identity weighs more than their African ancestry. Their ancestral root has become a second or subsidi ary identity. Nonetheless, they still recognize the fact that they have a unique cultural origin. It is in this sense that they have the tendency to reshape and improvise a musical composition or simply â€Å"to blackenize† it, giving it an African-American touch (Maynard-Reid 71). Examples of African-American singers born during the post-slavery era are Michael Jackson and

John Locke vs. Thomas Hobbes Essay Example for Free

John Locke vs. Thomas Hobbes Essay During the seventeenth century, Great Britain produced Thomas Hobbes and John Locke, two of the greatest political philosophers of all times. Both men are known for their great philosophical ideas that help to explain the role of government in man’s life. Their explanations are based on the description of their understanding of man’s state of nature. While both men do have opposite views on many of their political arguments, the fact that they are able to structure the essence of their conflicting ideologies in to the shell of what they define as the state of man in nature, is the link that relates them to each other. Both man share there desire in an establishment that provides order to ensure not only the protection of the individual, but also the security of the state. In Hobbes philosophy, the state of nature is a very unwelcoming, dull place. His theory is that individuals in their true nature are guided by their innate primal, animalistic instincts, rather then reason. Hobbes’ concept of the state of nature is based on his believe that morality such as the ideas of good and evil do not exist in tis state. He claims that with out guidance, man will use any power at his deposal, to defend his life and positions. In his book Leviathan, Hobbes describes this condition as war, in other words, it is every one against every one. (Hobbes) In addition, he depicted the state of nature as a state in which individuals are without any of the benefits that are taken for granted in modern society. Hobbes describes the lack of these benefits as: â€Å"No commerce, no agriculture, no account of time, no arts, no letters, and no society. (Hobbes)† Hobbes believes that without proper structure, man is in constant state of war. A state where an overbearing sense of fear and grief, triggers men to be on a constant defense in order to protect themselves, and their belongings. Hobbes relates man’s desire to escape from the state of nature and war by seeking peace, which allows man to end his unremitting feeling of fear. In order to obtain peace, Hobbes claims that it is the use of reason that enables man to respond the laws of nature. It is through reason, that man transfers all rights to a higher power, according to Hobbes, which in turn allows man to receive man’s natural right to all things, providing that others will do the same. Hobbes labeled this mutual transferring of rights contract. Hobbes knew, however, that there has to be some collective authority in place to enforce the laws. He believed that human’s appetite for power would be a constant threat to the contract. To prevent this threat, Hobbes saw a necessity for government. He concluded that there aught to be some sovereign authority that could enforce laws and would be authorized to punish anyone who broke the rules; an authority that is endowed with the responsibility to uphold the rights of every individual, as a part of the social contract. Hobbes believed that the best form of government to fulfill this role is in form of an absolute monarch as ruler over the people. He named the role of the absolute sovereign Leviathan. The role of the monarchic ruler was to be successful because it helped to create a endless circle that reinforced the social contract. The sovereign was to control the masses through fear, as he had the power of the threat of punishment bestowed upon him. This power helped to reinforce the mandates that the laws of nature provided, thereby ensuring the continued operation of the social contract that was in place. In turn for turning the responsibility to protect and serve over to the ruler, the people essentially gave up all of their own personal rights to govern themselves to the sovereign. The concept was that people are able to maintain their right to self-preservation by granting the sovereign all of their other rights. Hobbes titled this idea of a system of sovereignty the Commonwealth. It is through this social contract that is upheld between the people and the sovereign in the commonwealth, Hobbes states, that â€Å"man is able to get out of the state of nature and into society. (Hobbes)† Being a philosopher of political theory in the seventeenth century, John Locke understood and believed in the social contract and the state of nature as much as Hobbes. The positions he took on them, however, were most of the time on the polar opposites of the spectrum. Locks interpretation of the state of nature becomes evident in his publication Two Treaties of Government, where he states, â€Å"while there were no civil societies yet formed, people basically were able to live in peace, because the natural laws that governed them were an innate quality which everyone had. (Locke)† In other words, is Locke’s believe that in the state of nature, all people are equal, and have executive power of the natural laws. One of the major clashes between Locke’s and Hobbes’ theories was the interpretation of the state of nature. Hobbes was a firm believer in the state of â€Å"war† as a natural part of the state of nature. Locke on the other hand, alleged himself with the thought that the two states were not the same. Locke’s philosophy states that the human nature is characterized by reason and tolerance. He believed that in the state of nature all men where equal and independent. Further more Locke believed that it is every ons right to protect his rights of life liberty and property. He states that people govern to govern their lives by using reason, and do not need a common superior, or leader. The state of war occurs when people try to force things on others, and it was Locke’s belief that when this occurs, people have the right to wage war because force without right is an adequate basis for the state of war. In order to transition from the state of nature into a civil society, Locke believed that people would innately want to give up their natural freedom in order to assure protection for their lives, liberties, and property. Locke claimed that the most efficient form of government for a civil society would be one that is run by the majority of people with common views, and that the individual, when entering into this society would submit to the will of the majority and follow the rules set forth by it. In transitioning from the state of nature to a civil society, Locke stated that the state of nature differed from a civil society because it lacked â€Å"an established, settled, known law; a known, and different judge; and power to back and support the sentence†. In order to complete this transition into a civilized society, the individual has to relinquish certain natural rights. These rights include the right to do what they wanted within the bounds of the laws of nature, and the power to punish the crimes committed against natural law. Both rights are given up in order to put oneself under the protection of the executive power of the civil society. According to Locke, it is a transfer of these rights to the civil society. Lock states that there will be â€Å"a law, a judge, and [an] executive working to no other end, but the peace, safety, and public good of the people. † Locke’s ideals were considered to be very progressive at the time of their creation and based on the principles of equality and government working to the advantages of the people. After entering into a civil society, Locke stated that the government of the commonwealth, using the element of a majority, should have a single legislative body that was used for the creation of laws. Locke suggests many types of governments such as Democracy, or Oligarchy, but he never states that one is better then the other. This again is another difference in the views between Locke and Hobbes. While Hobbes favored one single person to have the divine power to rule, Locke stated that the power to create law should rest within a majority legislative body and that the law created by it should be absolute. No other body could create laws of its own, and every member of society and the commonwealth must abide by the laws that were created by the legislative majority. While the legislation is an absolute governing body, it does in fact have limits as well. Locke states that the legislative body must govern by fixed laws that apply equally to everyone, and that the laws that are designed are to be done solely for the good of the people; lastly, the legislative body cannot increase taxes on property owners with out the people’s consent. John Locke and Thomas Hobbes ideas about common law governments help to explain, at least from a philosophical ideal, the evolution of man from the animal age to the enlightened seventeenth century in which they resided in. While I believe the critical difference between their views is the amount of power they each placed in the idea of a sovereign power, they also shared many other different ideals, such as the state of nature in which people resided, and their ideas of how people living in the commonwealth should relinquish their rights. However, one crucial element of commonality should be noted that existed between Locke and Hobbes. Even though many of their ideals differed their end result was the same; the common good of the people. Though they both may differ on how this plan works, they are able to base at the crux of each of their arguments, the essential need for reason in man’s life, and how we as a race are able to better ourselves through the tools of reason and government. Work cited: Hobbes, Thomas. Leviathan. first edition . Oxford: Clarendon Press, 1909. Print. Locke, John. Two Treatises of Government . 22/04/2003: n. pag. Web. 18 May 2011. http://epublish. biz/pdf/Two_Treatises_of_Government. pdf.

The Growing World From 1550 To 1650 History Essay

The Growing World From 1550 To 1650 History Essay The world was growing and changing during the period from 1550 to 1650. Life was growing and changing and so were the people. There were many famous people that lived during the period from 1550 to 1650. Philip II was one of them. He was the king of Spain and he lived from 1527 to 1598. He was king from 1555 to 1598. Philip II was revolted against in Aragon in 1591 because the people did not like his rule. With all of Philip IIs military campaigns, Spain became bankrupt by 1596. When Philip II died, his empire was divided and in a poor economic situation. Charles V was emperor of the Holy Roman Empire from 1519 to 1558 and he lived from 1500 to 1558. At the end of Charles V reign, he gave Spain to Philip II and he gave the crown to his brother Ferdinand I who became emperor of the Holy Roman Empire in 1558. Another famous person that lived during the period from 1550 to 1650 was Maximilian II. He lived from 1527 to 1576 and he, Was king of Bohemia from 1562, king of Hungary from 1563, and emperor of the Holy Roman Empire from 1564 until his death. Maximilian II lived when the Ottoman Empire was at its peak, but Maximilian II was unable to fight off the Turks and push them out of Hungary. Mehmed II also lived during the period from 1550 to 1650. Mehmed III lived from 1566 to 1603 and he was the sultan of the Ottoman Empire. He became sultan in 1595. He was a very religious and sensitive sultan. There were other events that were happening during the period from 1550 to 1650. One was when Michelangelo died in 1564 and his mortal remains were being fought over. He was first, Buried in the Church of the Apostle Saints in the presence of the highest dignitaries of the Church and an enormous crowd. The people erected a tomb for Michelangelo in the basilica of St. Peters. Michelangelos body was eventually buried in the Church of St. Croce. Another event that happened was in 1571. This was when the last guerrilla war was waged by the Incas. Pizarro was the one who beat and conquered him. Traffic between Spain and its American colonies was expanding during 1500 to 1650. Spains galleons were loaded with gold and silver from its American colonies. On the way back to Spain, these galleons were attacked by pirates from France, England, and Holland. Charles V and King Philip II needed the gold and silver to pay for their armies at war. Italy was in terrible times from 1494 to 1559. Italy was the main place of European war. First, French kings wanted Italy and then Charles V wanted Italy. Wars lasted for 65 years. The Black Death was also sweeping across Europe during the period from 1550 to 1650. The Black Death was coming and going several times during this period. It killed millions of people all across Europe. The use of national languages evolved during the period from 1550 to 1650. The Bible in German served as a unifying element for the different Germanic dialects. Tuscan became the model to follow for all Italian writers. The ability to read and write grew tremendously during this time period. Many things were introduced during the period from 1550 to 1650. Princes and rich noblemen of the Renaissance loved to surround themselves with furniture, ceramics, and ornaments of gold and silver because it displayed wealth, good taste, and knowledge of ancient allegory. Ivory was also introduced during this period from Africa. Italy introduced faience which is a kind of pottery covered with white tin-based enamel and it is decorated in color. The creation of furniture for display also started during the 16th century. For example, they made desks with as many as eight secret drawers. Family life as we know it today was born in the Renaissance. At first, it only concerned the most privileged classes of society while nothing changed for the less privileged people in the country side to any great extent. Things were changing for the better and for the worse during the period from 1550 to 1650. We might not be living the same way we are right now if it were not for the Renaissance. Works Cited Maximilian II, Holy Roman Emperor New World Encyclopedia. Info:Main Page New World Encyclopedia. Web. 18 Nov. 2010. . Pierre, Michel. The Renaissance. Morristown, NJ: Silver Burdett, 1985. Print.

Evolution in the United States Education System Essay -- Essays Papers

Evolution in the United States Education System In July of 1925, a Tennessee high school teacher named John Scopes sat in a court room facing a violation of state law by teaching evolution, the idea that human beings and monkeys share a similar ancestry. This was no ordinary trial, this was the â€Å"trial of the century†; it featured heavy media attention, it was a battle between two of the best attorneys in the nation, and it raised many questions about evolution and creation, the theory that human beings were put on Earth by God. Today, these questions still are not answered, with cases and debates still popping up 78 years after the famous â€Å"monkey trial,† with the same issues at hand: creation versus evolution (Futuyma 6). The evolution theory goes back to the times of the Greeks, who believed that humans went through a form of evolution. Later on in the 18th and 19th centuries, many scientists and philosophers from Europe wrote theories pertaining to evolution. Finally, in 1859 On the Origins of Species, a book on observations by Englishman Charles Darwin, was published explaining his theory, that in the long run, the fittest of all species survive, passing on different characteristics to help the next generation survive. This theory changed the aspects of biology and sparked much controversy in society. Beginning in the 1870s in the United States, about ten years after Darwin released his controversial book, Southern Christians began to fight the idea of evolution, while in the North, much was not made of the topic. It was almost completely ignored. In the early 1900s, teaching of evolution had become pretty normal in an American elementary, middle, or high school, although sometimes with some controversy. In the... ...d J. (1998). Summer for the Gods: The Scopes Trial and America's Continuing Debate Over Science and Religion. Boston: Harvard University Press. Levenson, J.C. (2004). The age of Darwin. Raritan, 23 (3). 115-149. Linder, Douglas. (2002). Tennessee vs. John Scopes Monkey Trial. Retrieved April 19, 2004, from http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm Morgan, Jeffrey P. (2003) Reading race into the Scopes trial. Journal of American History, 90 (3). 891. Robinson, B.A. Teaching of Evolution of U.S. schools. Retrieved: March 30, 2004, from http://religioustolerance.org/ev_school.htm Shultz, Lynne H. Summary of Evolution in Public Schools. Retrieved: April 19, 2004, from http://infidels.org/activist/state/evolution.shtml Scopes, John T. & Presley, James. (1967). Center of the Storm. New York: Holt, Rinehart, & Winston Books

The Neem Tree: The Village Pharmacy Essay -- Botany

The Neem Tree: The Village Pharmacy The neem tree Azadirachta indica A. Juss. (=Melia azadirachta L. and Melia indica Brandis) is known as the Indian lilac or Margosa (Koul, 1990). Neem is a large evergreen tree with a wide trunk, which can grow 12-24 meters tall. The leaves are bright green with 9-15 leaves, oblique at the base or slightly curved, coarsely toothed, with a pointed tip Shodini, 1997). In India, neem flowers from January to April, and fruits mature from May to August (Koul, 1990). The one-seeded neem fruits are yellow when ripe, and are about one inch long (Shodini, 1997). neem is native to the and regions of the Indian subcontinent, was introduced into Africa, and is presently grown in many Asian countries, as well as tropical areas of the New World (Koul, 1990). Neem trees are fast growers, and in three years may grow to 20 feet in height from seed planting. It will grow where rainfall is only 18 inches per year and it thrives in areas of extreme heat up to 120 degrees. Neem trees can live up to 200 years (Conrick). The neem tree's history goes back a long way, with indications it was used in medical treatments about 4,500 years ago. There is evidence found from excavations at Harappa. and Mohenjo-Daro in Northwestern and western India, in which several therapeutic compounds including neem leaves, were gathered in the ruins (Conrick). India's ancient books of knowledge are called the Vedas. Some of the most ancient surviving documents that have been translated, are the Caraka-Samhita (about 500 BC), and the Susruta Samhita (about 300 AD). These books are the foundations of the Indian system of natural healing, or Ayurveda. These texts mention neem in almost 100 entries for treating many diseases whi... ...Association. http://www.ajtsc.coni/neemtree.htm Koul, Opender, et. al. 1990. Properties and uses of neem Azadirachta indica. Canadian Journal of Botany. v68. National Research Council of Canada. McCaleb, Rob. The Original neem Co. neem Ancient Herb From India. http://www.neemaura.com/. Randhawa, 1997. Cyber India Foundation. http://www.neemfoundation.org/ Sharma, Priya Vrat. 1996. Classical Uses of Medicinal Plants. Chaukbambha Visvabharati. Varanasi 1, India. Sharma, S.B. 1997. ( Book Review) The neem Tree Azadirachta indica A. Juss. and Other Meliaceous Plants: Sources of Unique Natural Products for Integrated Pest management, Medicine, Industry and Other Purposes. International Journal of Nematological Research. E.J. Brill Leiden, The Netherlands. Shodini. 1997. Touch Me, Touch-me-not: Women, Plants and Healing. Kali for Women. New Delhi, India.

Equality, Diversity and Inclusion Essay

1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. There is various legislation and codes of practice relevant to the promotion of equality and valuing of diversity in including: see more:analyse the potential effects of barriers to equality and inclusion Human Rights Act 1998 – Gives further legal status to the standards on Human Rights that was set out in 1948 with the Universal Declaration of Human Rights. This highlighted the principle that all humans have the same rights and should be treated equally. This act also sets out the rights of all individuals and allows individuals to take action against authorities when their rights are affected. Every Child Matters 2003 – Every Child Matters was introduced for all organisations and agencies in order to ensure they work together to ensure that they support the children they work with, between birth and 19 years, fully in order for them to achieve the 5 outcomes they set out. The acronym SHEEP can help you to remember them: Stay safe Healthy Enjoy and achieve Economic wellbeing Positive contribution SEN Code of Practice 2001 – The Special Education Needs and Disability Act (SENDA) 2001 was introduced to strengthen the rights of parents and SEN children into a mainstream education. It also made significant changes to educational opportunities that are available to children with disabilities and special educational needs which means that these children are more likely to be educated in mainstream schools. UN Convention of Rights of the Child 1989 – The UK signed the legally binding  agreement in 1990 which leads on from the Human Rights Act. This act sets out the rights of children to be treated equally and fairly without being discriminated against. This treaty was ratified in 1991 by the UK government and they ensured that all rights of children are protected through law. This legislation also makes their rights extensive making sure that all children have a right to an education and that their views are respected. Children Act 1989 and Children Act 2004 (updated 2010) – The 1989 act sets out the duty of Local Authorities to provide services according to the needs of children and to ensure their safety and welfare. The 2004 Act underpins the Every Child Matters outcomes in order to provide effective and accessible services for all children. Education Act 1996 – This act sets outs the responsibilities towards children with special educational needs and also requires schools to provide additional resources, equipment and/or support to meet their needs. Racial and Religious Hatred Bill 2005 – This bill makes it illegal to threaten people because of their religion or to stir up hatred against a person because of their faith. Employment Equality (Religion/Belief) Regulations 2003 – This act outlaws discrimination (direct/indirect discrimination, harassment and victimisation) in employment or vocational training on religion or beliefs. Non-belief is also covered by these regulations. Employment Equality (Sexual Orientation) Regulations 2003 – This act outlaws discrimination in the same way as the Religion/Beliefs regulations but on the grounds of sexual orientation. This act covers people who are gay, lesbian, bisexual and heterosexual. Age Discrimination Act 2006 – This act makes it unlawful to discriminate against anyone based on their age. The act covers all forms including that of young and older pupils. The Equality Act 2010 – The Equality Act 2010 brings together the following pieces of legislation: Human Rights Act 1998 Equal Pay Act 1970 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Together this legislation prevents services from discriminating against any group being race, gender or disability. It also requires schools to promote inclusion, disability and race equality for all. This act also made it illegal, whether directly or indirectly, to discriminate. Under this act schools must also actively promote equal opportunities and positive relationships between all groups of children and there is a statutory requirement on schools to encourage inclusion of children with disabilities into mainstream schools. Special Educational Needs and Disability Act (SENDA) 2001 – This act prevents all educational providers from discriminating against pupils with SEN or a disability. Code of Practice on the Duty to Promote Race Equality 2002 – This is a statutory code which supports the public authorities to meet the duties set out in the Race Relations (amendment) Act 2000. All schools must produce a written race equality policy and include information on practical ways in which schools will work to promote racial equality. Schools need to create policies which show they are working towards the following outcomes: Reducing the gap of educational achievement between different ethnic groups Improving the relationships between different racial groups Improving the behaviour of pupils Promoting greater involvement of parents and community Ensuring staff working in the school reflect cultural diversity of the society Creating an admissions policy which does not discriminate These policies must also include the strategies in which the school use to monitor the difference that the policies make to individuals and the school. Removing Barriers to Achievement: the Governments Strategy for SEN (2004) – This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the government’s vision for education of children with SEN and/or disabilities. The principles included are the need for: Early Intervention Removal of barriers Raising achievement Delivery of improvements through partnerships across services Disability Equality Scheme and Access Plan – The Disability Discrimination Act 2005 builds on the 1995 act by requiring all schools to produce a DES. This sets outs the ways in which schools promote equality of opportunity and promote positive attitudes towards staff, pupils and others with disabilities. It must be an action plan which identifies how discrimination barriers are removed i.e. improvement to the physical environment such as ramps, lifts, room layout and lighting. School Policies – School policies must include a mission statement which sets out the commitment of the school towards inclusion and equality of opportunity. They must have written policies which reflect the rights and responsibilities of those within the school environment. Also the policies must provide guidance for staff and visitors to the school for the ways in which they can ensure inclusive practice. My setting, Hillbourne, has the following policies which relate to these terms: Racial Equality Policy Equal Opportunities SEN Policy Anti-Bullying Policy Child Protection Policy Disability Policy Gifted and Talented Pupils School policies must also include ways in which the school promotes rights and equality of opportunity for children and young people. The school must also monitor the strengths and weaknesses in their policies. 1.2 Explain the important of promoting the rights of all children and young people to participation and equality of access. It is important as a practitioner that you ensure the children you work with are learning and playing in an inclusive environment as they all have a right to a broad and balanced curriculum. They also have a right to have equal access to the curriculum regardless of background, race, culture, gender, needs or disability. It is also imperative that you ensure you are aware of the needs of all the children you work with for example if they have EAL or SEN, if they are new to the school, if they have a different culture or ethnicity or if they are in foster care. You need to allow children to have equal opportunities as it is part of their human rights – all children have a right to play and learn together. It is important that all children are not discriminated against in any way – if this happens you need to make sure that the correct measures are used to deal with the problem and prevent it from happening again. It is essential that all children are allowed to participa te in activities that will broaden their horizons i.e. school outings. At my setting in Hillbourne, last summer Reception went on a school trip to Honeybrook Farm and there was a child, S. CD, in the class who had SEN. His mum had written a note to the class teacher to say that she wanted him to go on the mini bus with the other children and she would meet us at the farm. At the farm he stayed with his mum and his one-to-one up until lunch time. He had lunch with all the other children and after this he went home with his mum (as he only did mornings in Reception). After lunch we had a tractor ride so S and his mum went with the first group as they were going to go home – this was good because even  though he had SEN he was able to participate in most aspects of the school trip just as much as the other children. There is a dilemma when promoting rights of all children and young people as there can be times when they wish to undertake a task which you feel is not in their capabilities or not safe to do so but the children have the right to do activities that will broaden their experiences. While promoting the rights of children and young people, you should ensure that all children participate in as it can help to raise their achievement, self-identity and good relationships with their peers. It is important that you allow equal opportunities in education as children and young people are more likely to do better in inclusive settings, academically and socially. By promoting the rights of children and young people, they will feel like they belong and it will help improve their self-esteem. It is also important that where applicable you should ensure that all activities are always tailored so that all children can participate regardless of their needs. 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people. We now live in such a diverse society with different religions, cultures and a lot of people with EAL that it is important that we value and promote cultural diversity especially when working with children. It is important that we teach children that it doesn’t matter where you come from, what beliefs/views you have, what language you speak or what you look like, everyone is equal and deserves the same opportunities as anyone else – by doing this we encourage children to value everyone which in turn will help them have an open mind and be able tolerate differences more easily. It is also important to value and promote cultural diversity because it can help to prevent stereotyping, prejudice, discrimination and also reduce the risks od tokenism (where you only acknowledge different cultures/religions through posters or at certain times of the year). Promoting and valuing cultural diversity benefits children in the following ways: They have the chance to learn about other cultures and views that are  different from their own They may have minimum adjustment issues – learning about cultures and distinct features of places will add knowledge and if they travel to these places their adjustment to life there will be minimal and natural as they have grown studying and being around other cultures Helps children to realise that their cultures are just as diverse as others and that the other children are just like them Helps children and young people make sense of their learning with connections to their own lives It is important that when we value and promote cultural diversity we understand and take account of the backgrounds and cultures of the children and young people in our care as it will help us build effective relationships with them and help us provide more effective support during their learning. Also by doing this we can help children feel like they are accepted – if we penalise a child because they come from a different background this can make them feel unwanted and this will also affect the way the other children in out care learn as they will pick up on the way we behave and they may think that it okay for them to behave this way. It is important that we get across that just because a child is from a different culture or can’t speak our local language doesn’t mean they don’t belong – they will eventually pick up the language and they have the same rights as any other child i.e. they all have a right to play and learn together. By promoting and valuing cultural diversity we can live with freedom from bias because as we interact with people of different cultures on a daily basis there should be no scope for people to gather and from baseless prejudices or feelings of superiority. Valuing and promoting cultural diversity can help to promote patriotism as we can help children learn to compare other values, beliefs and cultures to their own and can help them to appreciate food/things from their on cultures whilst also respecting others. Valuing and promoting cultural diversity can help with the education that we give to the children and young people we work with as they can learn about different cultures, habits and other things unique to a specific culture. It also helps to promote education through books but also by facing different cultural issues in the classroom and how to overcome them. At Hillbourne in Year 1 the TA, Mrs. C has bought in different things like artefacts and  necklaces from different places she had been when it is relevant to a topic they are doing for the children to look at. This helps them to find out about things and objects that we don’t necessarily get in this country while learning about another country and can also compare the way things are made from that country to the way they are here. At Hillbourne they also do topics on stories that are set in other countries for example in Year 1 they look at a book called Handa’s Surprise which is set in Africa and a story set in Australia called Wombat Goes Walkabout – the story set in Australia gave the children a chance to see pictures of animals that we don’t get the chance to see in this country. My other setting, Old Town School and Nursery, help value and promote cultural diversity by having a welcome sign, written in different languages from English and French to Arabic and Polish, outside the Reception classroom. Old Town show they are accepting of differences and promote and value cultural diversity as across the school from Nursery to Year 2 they have about 26 different languages spoken. In the main hallway Old Town have a poster showing the different first languages that are spoken by the children/staff. By promoting and valuing cultural diversity you help everyone to celebrate each other’s differences, provide an enriching curriculum for the children and young people in your care and help to reduce prejudices and discrimination which can make a happy environment for everyone to play, learn and work in and also allows everyone to get along well with each other. 2.1 Explain ways in which children and young people can experience prejudice and discrimination. It is important throughout our work as practitioners that we are aware of the fact that a child/young person will experience some form of prejudice and discrimination through their time in schools and also that as children get older prejudices and discrimination can get worse and have more serious consequences. Children and young people can experience prejudice and discrimination in many ways. Prejudice is when you have preconceived negative thoughts or beliefs about individuals who belong to a particular group and discrimination is led behaviour or actions motivated by unfair  beliefs – this can be directly or indirectly. Direct discrimination can be: A child not being allowed to access part of the curriculum or school activities because of their race, gender or disability. Child not being allowed to join in because of their religion Child not being accepted because of special education needs Children not playing with another child because of a specific reason (i.e. skin colour, hair colour, gender etc.) Indirect discrimination can include: Practice and procedures are applied without consideration to individual’s circumstances i.e if you plan a school trip where you may be required to wear a hard hat – this would discriminate against someone who wears a turban. You can also have individual discrimination where policies and procedures allow practice which directly or indirectly discriminates against someone. Individual discrimination can be practised by individuals or groups. Mostly prejudice can occur because of a lack of knowledge and understanding in diversity which is way it is imperative that we value and promote this through our practice. Mainly discrimination occurs because of the differences between people – this could be because of age, gender, culture, skin colour, religious beliefs, ethic traditions or size. Children and young people can also experience discrimination through labelling of a group because of prejudice i.e. boys are expected to be noisy whereas girls are expected to be quiet. Prejudice and discrimination can also happen when a child does not receive equality of opportunity. 2.2 Analyse the impact of prejudice and discrimination on children and young people. Experiences of prejudice and discrimination can affect children and young people in many ways. There are cases where the effects are minimal but there are also cases where the effects and consequences of such actions are very serious and will require a lot of support from staff that look after that child and possibly will need help from outside agencies depending on the  situation. When a child experiences prejudice and discrimination this can mean they may have lack of motivation, they may feel angry, depressed and confused. Young children in particular could feel confused because they would think â€Å"Why are they picking on me? I’m no different to them† – they may not be fully aware of the fact that they may be different and this could be the reason for the child discriminating against them but then the child discriminating may not be aware that that is what they are doing so it important to teach children about discrimination and what to do if it happens m aking sure the teaching is appropriate with their age. With older children they are more aware of the ways in which they are different from their peers meaning that their actions could have more serious side affects on the person being discriminated against. One side affect could be a young person self-harming – this could happen when a young person is being discriminated against so often that it would be classed as bullying. If a child or young person experiences prejudice and/or discrimination they will not feel like part of the group and they will not want to be in class. Feeling this way will affect them academically and socially. They will be affected academically as when in class they may know the answer to a question but may not feel brave enough to put up their hand and actually answer. Also they may feel they know an answer but then they may start to doubt their answer and then will not put their hand being too afraid they may get it wrong. Their learning will also be affected because they will not want to join in in activities with their peers so they don’t draw attention to themselves. They will feel worthless and like they are under achievers by outing themselves down meaning that they will withdraw from their education refusing to participate in activities and may decide that if they are under achievers they aren’t capable of doing any of the activities even if they have done it in the past. Children and young people’s personal, social and emotional development (PSED) will be affected as they will find it difficult to form positive relationships with peers and the adults that work with them. Children will feel withdrawn socially and will not settle in while at school or feel happy which will impact on their learning as they will find it hard to concentrate meaning they may fall behind. Children and young people’s physical development (PD) will also be affected as their health and  well-being will decline meaning that they will find it harder to be happy and play with others. Their self-esteem and confidence will be knocked and they will find it harder to open up about how they feel. They will feel that they can’t talk to the adults looking after them and could feel that they will share the same views as the children who are discriminating against them. With a feeling of low self-esteem children and young people will not feel valued as a person and if they are being discriminated against because of religion or ethnic background they will feel they don’t belong and may start to lose faith in their religion. It is possible that while children and young people feel they can’t join in with the group they may sit in a corner by themselves as they will feel left out and their behaviour will be affected – someone who is normally quite happy and full of energy may suddenly have very negative behaviour towards other children and young people and possibly even the adults caring for them. This will lead to a very unsettled atmosphere in the setting and could impact on the other children as they will start to feel unhappy and then the adults in the classroom will have more problems to deal with meaning they could become stressed If the adults become stressed their behaviour could change meaning that all the other children in the class will start to feel like they don’t want to go school and they will be fewer positive relationships throughout the class. This is why it is imperative that when prejudice and/or discrimination occurs we get to the bottom of it as quickly as possible and deal with the situation as professionally and sensitively as possible so that all the children in our care can be healthy, happy and safe and enjoy their learning while making good relationships with their peers. 2.3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people. As a practitioner you have a legal duty to protect the rights of all children and young people you work with therefore it is vital that you assess and evaluate your attitudes, behaviour and values regularly and make a point of  looking at how they can affect your practice with the children and young people you work with. Your attitudes, values and behaviour can impact on your work with children and young people in both positive and negative ways for example if you make a point of finding out and learning about the backgrounds, interests, abilities and individual needs of the children and/or young people you work with this will help you to provide more effective, appropriate personalised support as you will have a broader range of knowledge of the different cultures and customs of the children and/or young people meaning you will be able to talk and act in the appropriate way towards them and they will know that you care about them and are interested in what they do – this wi ll help you to build positive relationships with them and they are more likely to want to and be happy to talk to you when they have problems or are worried about certain things as they know you will listen and take what they say seriously. Generally my behaviour is appropriate and professional when I am working with the children in my care but sometimes I can get a bit annoyed when children come to ask me something, this is normally if I am busy with a job the teacher has given me for example if it’s gluing in pupils work or sorting out sheets to be laminated. If I am busy with this and children come to ask me something or tell me that someone has been mean to them I can get annoyed as they have disrupted me from what I was doing. This can have a negative impact on the children as they may start to feel that I don’t care about what they have to say or that I don’t want to listen to them. I need to make sure that even if I am doing a job I still need to be approachable so that the children know I am happy to help them when they need it and that they can talk to me about anything if there is something worrying them – I need to remember I am there to care of them and make sure they are happy an d safe and not be a reason they may be unhappy just because of the way I spoke to them. It is important that you remember that children will take in any information you give them which is why it is important to surround them with positive messages about their peers and own importance in society and to raise them with a strong sense of self-worth. You need to make sure that you don’t let  your own values and beliefs affect your practice and the ways in which you support pupils. If you respect others beliefs and values they are more likely to return the favour meaning everyone can get along and the support you give will be more efficient. This is also important in the case of SEN children – you can’t decide to not support a child because they have SEN and you think they should be in a special school, it’s not just up to you. If they school are able to adapt to meet the needs of the child and the SENCO and other professionals from outside agencies who may come to see the child are happy that they are doing well enough in mainstream education t hen they have the right to be and this is something you should respect. SEN children have just as much of a right to an education as all other children therefore it is important that you give them the same attention and support as you would any other pupil. However, you need to make sure that you don’t just spend time supporting those with additional needs. If you only spend time with children who have additional needs this can affect them as well as the other children or young people in your care. The children and young people who have additional needs may feel you are crowding them all the time and feel like they can’t do anything without help, it is okay to help them but you need to know your boundaries and know that sometimes they just need help starting something off and then they can carry on themselves. Spending all you time with children who have additional needs also affects the other children and young people in your care as they will feel that you don’t care about them or the work they are doing, even with children who often don’t need support it is important that you acknowledge the work they do and push them in their work when you feel it is appropriate i.e. you might give them some extra work to do if they finish the first task set fairly quickly. At Hillbourne in Reception, the teacher Mrs. B did a similar thing for two children. She took a group of children to do a maths activity with them, a student who is training to be a teacher took a group and another volunteer took a group as well but she gave two children, M. S and E. C a challenge to complete independently. When I got back to classroom I asked M and E what the task was they had been set – they told me they had to  try and fill up some boxes and see how many things (they were using small pebble s and little plastic frogs) they could get in the boxes. They had a whiteboard and pen to help them remember what they found out. I sat with them watching what they were doing and they were telling me about which box would the most and least. It is important to think about the ways in which your practice can be affected by your values, attitudes and behaviour so that you can ensure you provide effective and professional support for the children and young people in your care whilst remaining true to yourself and your beliefs. 2.4 Explain how to promote anti-discriminatory practice in work with children and young people. It is important that you promote anti-discriminatory practice in your work with children and young people in order to create an inclusive environment where everyone can enjoy and achieve. This is defined as an approach that promotes: Diversity and the valuing of all difference Self-esteem and positive group identity Fulfilment of individual potential In order to promote anti-discriminatory practice you need a message, a means of conveying it and an appropriate audience to spread the message. By promoting anti-discriminatory you can help to form a basis of an environment where there’s no discrimination towards individuals on the basis of race, ability, gender, culture or ethnicity. It is important that you take positive actions to counter discrimination. This includes: Identifying and challenging discrimination Being positive in practice, differences and similarities between people It is vital in your work with children and young people that you apply principles in the way in which you form relationships in school both with adults and children and also through acting as a role model. In order to  have effective anti-discriminatory practice you need to have competent colleagues who are able to see discrimination when it happens and know the right ways of challenging it. It is important that you are racial aware – this means that you are aware of what words and actions you use are considered to be discriminatory towards individuals from ethnic groups. You also need to make sure that you aware of customs and norms for an individual and ensure that you are sensitive towards that individual. Another way to promote anti-discriminatory practice is through eliminating stereotypes i.e. you could encourage boys to play with dolls and prams as well as girls. You could also have visitors or parents come in to do a talk with the children i.e. if they are from a different culture or background so the children can learn about other cultures which will help them to understand why some children may not be able to join in with an activity. 2.5Explain how to challenge discrimination. Through your work with children and young people it is important that you challenge all cases of discrimination and take all of those cases seriously no matter how small and make sure you deal with them as quickly and professionally as possible. The school have a duty to follow the code of practice to promote race equality which requires them to monitor and report all racist incidents to the LEA. One important thing to do when challenging discrimination is that you recognise anti-discriminatory practice and make sure you require knowledge of policy, procedure and practice as this well help you feel more confident about what is good practice allowing you to deal with incidents more effectively when cases arise. It is important that when dealing with cases of discrimination you recognise that it can be intentional but can also be because of ignorance and lack of understanding. It is also vital you take into account the age of the children as very young children may say something not understanding the implications and meaning of what they have said in which case you will need to explain to the child that their comments are not acceptable and that everyone should be treated fairly and equally. In cases involving older children you may need to take further action as they should know how to behave and treat people – further action  may require recording and reporting it to a member of the Senior Leadership Team in your setting. It will help in your practice if you make a point of learning assertiveness strategies that will help you to recognise discrimination. It is important that you make yourself aware of the school’s policy when racism happens and when challenging discrimination it is important that you do the following: Explain what happened or what had been said that is discriminatory State the effect of this on the individual, group and o thers Suggest/model ways to ensure anti-discriminatory practice 3.1 Explain what is meant by inclusion nd inclusive practices. Inclusive practice is not only about the way in which schools provide of children with SEN and disability. Inclusive practice is defined as: The process of identifying understanding and breaking barriers to participation and belonging Ensuring everyone feels valued Having a sense of belonging Recognising, accepting and celebrating of differences and similarities Understanding the medical and social model of disability Inclusive policies should take account of needs of all pupils in the school. Inclusive practice is based on the social model of disability. The social model of disability is based on the assumption that a way the school operates, what barriers are present and how different attitudes can prevent individuals from participating in society. Legislation requires schools to make ‘reasonable adjustments’ to remove barriers so children and young people can take part in educational and social activities within the school alongside the other pupils. The medical model of disability is based on the assumption that children must adapt to the environment – this can help to promote an atmosphere of ‘dependence’ and providing information i.e. worksheets in a larger print, audiotapes, alternative forms of communication. Inclusion is ensuring that all children and young people no matter their background/situation are able to participate fully in all aspects of school life and providing the same opportunities and access in order for a high  quality of education. It is important that you help children with additional needs as they often require extra support from a teaching assistant or school support worker. Inclusion for pupils isn’t only about providing additional support, it can also relate to adjustments being made to the school environment as well i.e. providing lifts, ramps, furniture at right height for children with physical disabilities. 3.2 Identify barriers to children and young people’s participation. Bibliography Baker. B, Burnham. L, (2010) Supporting Teaching and Learning in Schools Harlow: Heinemann Baker. B, Burnham. 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