Introduction and Purpose Statement Essay

Introduction and Purpose Statement Defined In this week’s assigment, I am turning my attention to article B, to evaluate the introduction and purpose statement. The authors reporting on a qualitative study use the introduction to provide the audience with a narrative to introduce the topic, to identify that the topic is well-established, beginning with the general problem, then focusing on a specific problem and its consequences (Creswell, 2009; Harley, Buckworth, Katz, Willis, Odoms-Young & Heaney, 2007; Laureate Education, Inc., 2009). The authors additionally use the introduction to justify the importance of the problem associated with the topic, identify discrepancies in literature, and conclude with the purpose of the study. The introduction is an important aspect of a journal article, because it not only provides background information, and allows the authors to describe the problem by exploring a specific phenomenon or concept, but it also provides how the study will provide remedies or solutions, and adds to the existing knowledge base (Creswell, 2009; Laureate Education, Inc., 2009; Harley et al., 2007). The introduction concludes with the purpose statement, which establishes the direction of the research, orients readers to the main intent of the study, and what the researchers hope to accomplish (Creswell, 2009). Qualitative research uses the purpose statement to focus on and advance a single phenomenon by exploring relationships or by drawing comparisons among ideas using neutral language. In addition, it demonstrates inquiry strategies for data collection, analysis, and research processes, identifies the participants, and the site at which the research takes place (Creswell, 2009). In the following paragraphs, the introduction and purpose statement elements of the McGrath & Pistrang (2007) article are examined and evaluated, along with some of the nine purposes for research from as described by Newman, Ridenour, Newman & DeMarco (2003). Evaluation of the Introduction of Article B (McGrath & Pistrang (2007) McGrath & Pistrang (2007) begin to introduce the topic of interest in their abstract, by mentioning what the study examined, defining who the participants were, the location where the study took place, data collection methodology, three dimensions of qualitative data collection and analysis, and the issue involved in the topic. As described by Creswell (2009), Dr. Patton (Laureate Education, Inc., 2009), and Harley et al. (2007), the authors begin to justify the study in the first paragraph of the introduction by citing that the topic is a well-established concern, and mention a specific cultural and sub-cultural population, by mentioning that the study took place in the U. K, and involves youth and staff at homeless hostels. McGrath & Pistrang (2007) explore the past extent of the problem, along with how it has changed in recent times, giving statistics outlining the extent of the problem. The authors then identify past research that has identified youths at homeless hostels as being at greater risk for social, emotional, and physical problems to a much greater extent than other people in the same age group. The authors narrow the problem by asserting that homeless youth living in hostels lack of supportive social networks to help improve their experiences, and address the difficulties associated with defining whether their problems are causes or consequences of being homeless youths. McGrath & Pistrang (2007) maintain that previous authors recommended that hostels hire older staff to establish or offer youth surrogate parent relationships, and address a specific discrepancy as failure to expand on how the relationship would work, offering no theoretical model for programs to follow for working with homeless youth. Furthermore, they examine specific staff helper elements of warmth, empathy, and acceptance as important issues to address, which contribute to the quality of the relationship between hostel workers and homeless youth. The authors define the relationship between homeless youth and hostel workers as the broad investigation and aim of the study, the areas and aspects of the hostels, the range of time youth spend at hostels, and the types of support youth and staff required so that the programs are beneficial. They indicate that staff members often have little training or education regarding their role, or how to effectively work with, and support the needs of homeless youth. Their introduction concludes by describing the purpose statement and research methodology, described next. Research Purposes as Described by Newman et al. (2003) Newman et al. (2003) describe nine elements, which may be included in the purpose statement. Adding to the existing knowledge base, the impact on a personal, social, and organizational level, understanding complex phenomena, generating new ideas, informing constituencies, and examining the past all seem to be relatively important features in the McGrath & Pistrang (2007) article. The authors are attempting to add to the existing knowledge base by describing the aim of the study as examining the experiences and elements involved in the relationship between residents and hostel workers, based upon the perceptions of the residents. They provide the direction of the study, by indicating why it was qualitative, which justifies the research. McGrath & Pistrang (2007) mention using a phenomenological approach, which is used to enlighten the audience to the specific issue of the nature of the relationship between homeless youth and hostel workers. They identify the phenomena as having three helping or supportive elements of warmth, empathy, and acceptance on behalf of the staff, based upon the perceptions of the residents. Therefore, they are including the impact of these elements on the residents on a personal, social, and organizational level to explain the complexities involved in the phenomena, and to inform constituencies (Newman et al., 2003). McGrath & Pistrang (2007) examine the past in order to interpret and reinterpret findings, examine discrepancies and consistencies, and examine social and historical origins of the current social issue. The authors accomplish this by mentioning that there has been little research focusing on the psychological issues related to the experiences of homeless individuals, and the need to study the issue in a social context. Their phenomenological method of inquiry justifies the aim of the study, which was to obtain accounts of the experiences of the homeless youth, and the emotional, empathetic, and acceptance levels of staff to improve upon services, as to make programs more beneficial. The three dimensions of emotional, empathetic, and acceptance levels of hostel staff generate new ideas, helped the researchers form the hypothesis and theory, and to describe and define relationships, along with culture and sub-culture. For example, the authors define the relationship between residents and hostel workers on the three dimensions, and they describe the U. K. as a specific general culture, and the sub-cultures as the homeless youth and hostel workers as the participants of the study. The two sub-cultures exist within  the larger cultural population, as homeless youth living in two different types of hostels, and the work sub-culture described as the uneducated or undertrained staff members at the two types of hostels (McGrath & Pistrang, 2007). The general culture, along with the two sub-cultures are used in order to describe why the specific methodology of interviewing residents was utilized, further justifying why they conducted the research, the studies aim, and strategies for improving conditions. In conclusion, there is a great deal more to say about the McGrath & Pistrang (2007) article, but overall, I found many of the key elements included in the introduction, described by Dr. Patton (Laureate Education, Inc., 2009), Creswell (2009), and Harley et al. (2009). I was also able to identify several of the nine features of the purpose statement, as proposed by Newman et al. (2003), found in the way that McGrath & Pistrang (2007) addressed the purpose of the study. Examining and evaluating the writing of these authors gave me an opportunity to gain a much greater understanding of the key elements and concepts regarding the nature and importance of the introduction and purpose statements. References Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed). Thousand Oaks, CA: Sage Publications. Harley, A. E., Buckworth, J., Katz, M. L., Willis, S. K., Odoms-Young, & Heaney, C. A. (2007). Developing long-term physical activity participation: A grounded theory study with African American women. Health Education & Behavior, doi:10.1177/1090198107306434 Laureate Education, Inc. (Executive Producer). (2009). Purposes of Research. Baltimore: Author. McGrath, L., & Pistrang, N. (2007). Policeman or friend? Dilemmas in working with homeless young people in the United Kingdom. Journal of Social Issues, 63(3), 589-606. doi 10.1111/j.1540-4560.2007.00525.x Newman, I., Ridenour, C. S., Newman, C., & DeMarco, G. M. P. (2003). A typology of research purposes and its relationship to mixed methods. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 167-188). Thousand Oaks, CA: Sage.

Idea of Progress Essay

I’m going to talk about the notion Idea of progress. To begin with, I’d like to give a definition of progress. The idea of progress basically consists in believing that the world can become better in terms of art, science, technology, liberty, and quality of life. However, sometimes progress causes more problems than it solves . Consequently, we are going to weigh the positive and negatives aspects of progress, in science , in medicine and in new technologies. The idea of progress basically consists in believing that the world can become better in terms of art, science, technology, liberty and quality of life and has shaped most of Western civilisation’s vision of history . Progress implies change, some evolution from an old order with old traditions to a new order which is not necessarily embraced by all . It’s at the heart oh a heated debate between those who approve of these changes and those who resist and criticize them in the name of tradition . As the rythm of progress seems to have accelerated these last few decades with an ever faster increase of major technological and scientific breakthroughs, the cult of novelty and progress is now being questioned . Indeed, a growing number of people voice their concern about the ethical, social and environmental consequences of such development and about the excesses of today’s consumer society . â€Å"

Car Industry Managers Ethical Concerns

Car Industry Managers Ethical Concerns In the 21st century, business managers have lot of challenges for the business progress, while the main challenges that business managers have are, good use of human resources, about the marketing of the products, long range planning for better results, and better use of analysis towards the foundation for decision making, (Drucker, P.F., Classic Drucker collection). In the early days, a vehicle was prepared by few men, under a shed for the purpose of carriage trade, besides this now car manufacturers are employing specialists in different fields (engineering, economist, marketing experts etc) to overcome different challenges (Christ, The motor industry). In the car industry managers are also facing challenges costs of cars, government policies for the industry, working conditions of the staff, about the oil consumption and pollution. In ethical concerns one of the main practical issues with respect to consumers is prices of cars. Aged people and people with low income prefer cars o f low prices. In the words of Arndt Ellinghorst (head of automotive research at credit Suisse), smaller and less expensive cars are preferred by older people because these cars are easy to handle, which results in stronger vehicle downsizing (Daniel Schafe, Financial Times). In consumer concerns another practical issue for the managers is safety and appearance of the cars. Most of the car makers avoid building safety features in the cars which they knew are necessary for the safety of consumers (Ralph Nader, The motor industry). Now people prefer safety and beautiful appearance of cars in different designs (Dannenberg, J. and Burgard, J., Oliver Wyman Journal). One of the most struggling challenges for the car industry managers is staff issues in ethical concerns of consumers. Health and safety is of main priority because employees are the assets of the business and if employees during the work become injured then the business may be suffered and a business can make good profits wit h efficient workers (Cuscio, W.). Another issue is employees benefits, employ benefits include different packages like pension, extra work reward and also include vacations, the other benefit is that the employees must be fairly compensated (Managing services quality journal). Also managers must take into account the working conditions of the employees, employees should be paid according to their work. In addition many companies are not paying their employees according to their work for example, in 2009 Toyota cut pay and working hours of the employees by 10%, there are 4500 employees working in Toyota with basic pay of ÂÂ £19000 per year and now losing ÂÂ £1900 in a year (Emily Garnham, express news). In respect of consumer concern advertising is also a big challenge for managers. People want true and fair advertising of cars so that they chose their desired cars. Wisconsin law shows that the advertising of cars must be truthful (Wisconsin department of transportation). A nother challenge for the managers with respect to consumers concerns is the government policies for the automobiles (restriction on the imports and exports and custom duties on cars). Consumers are also affected by these policies because in some countries government impose high custom duties on cars so people cannot afford such cars for example, In Ukraine, world trade organization has eliminated the restrictions on eight year old cars and reduced the import rates on automobile from 25% to 10% (China law and practice).

Approach for Cancer Care Essay Example | Topics and Well Written Essays - 1500 words

Approach for Cancer Care - Essay Example Staging of Cancer Cancer staging refers to the extent or severity of cancer-based on the original tumor. Staging indicates the extent in which cancer has spread. There are four stages of cancer. Stage one to four. Factors such as the size of tumor, the extent of penetration, invasion into adjacent tissues and distant organs and the extent of metastasis, usually determine the stage of cancer. As tumors develop in a tissue or organ, they spread to other tissues and organs. They can also enter the blood stream or the lymphatic system and spread to other organs. Tumors spread from a primary site to a secondary site through a process called metastasis. Cancer staging is very important since it helps the doctors to predict death or survival and to provide treatment. The health care providers also use cancer staging to establish prognosis. Treatment can help restage cancer but rarely can it change the stage detected at diagnosis (Aronson, 2010). Staging also helps in identifying clinical trials that can suit particular patients. There are several systems used to cluster stages of cancer. They include the Tumor Node System, Ann Arbor system, scale I-IV, the FIGO system, Jewett Whitmore system and the Dukes staging system. These systems consider various elements used to cluster the stage. These include the primary site of the tumor, size, and the number of tumors, the tumor cell type, the involvement of tumor and metastasis (Wen, Schiff, & Quant, 2012). The most used cancer staging system is the Tumor Node Metastasis (TNM) system. The TNM system usually clusters cancer in two stages, which include a clinical stage and a pathological stage. The clinical stage is the stage before surgery where cancer is described through physical examination and other forms o f diagnosis except biopsy. The pathological stage is the

American Culture in 1920s Coursework Example | Topics and Well Written Essays - 750 words

American Culture in 1920s - Coursework Example When he created the Model-T, along with the Ford Company, a large industrial complex was built along the banks of the Rouge River in Dearborn, Michigan. The large Rouge Plant involves production and use of raw materials to be handled by a number of workers. Ford’s idea of mass production pulled his company to a great success in setting up the demand for their Model-T to a great plateau. Since then, the use of automobiles and vehicles has driven a great advancement from urban to suburbanization. The popularity of transportation led to the production and construction of roads and to the growth of oil industry. Construction of roads led to the production and industry of several products such as rubber and concrete and also to the construction of small shopping centers. Ford’s simple concept of mass production allows production of goods in a short time and for less cost and it gave birth to a complex society evolving itself. Afterward, as a result of increasing mass production, things other than transportation industry came up. Mass communication and advertising have taken its place and the development of the use of a radio has begun. The radio in the early 1920s was a "mass-produced consumer item" in which "a major breakthrough in the field of mass communication" (Goff 121). Commercial broadcasts using a radio started its way in the midst of 1920s. Around 1922, two years after the first commercial broadcast, the first radio station in Illinois began broadcasting in Tuscola. Thereafter, several companies used mass communication to advertising. They adapted the use of technology to sell their products. As mass production is at peak, companies had the capability to increase production as well as to save cost. This, by result, made them more flexible and capable in advertising. Advertising gave them the power to set up campaigns to sell their products across the country. On the other hand, advertising alter ed the American culture. By its enduring and persuading goals, it somehow shaped the lifestyles of American citizens especially those who were living in cities and urban areas. Another way mass communication altered American culture was by means of entertainment. Mass communication led to the use of new inventions such as radios, cinemas, and music. It led to the birth of music industry and film industry. Apparently, entertainment, in 1920s, was more likely to be viewed as an essential part of American culture. Entertainment like music and cinemas became part of the lifestyles of American citizens. In the midst of 1927, several numbers of films were made. Movies influenced the American society

Use of Derivatives in Risk Management Term Paper

Use of Derivatives in Risk Management - Term Paper Example Following are the major sorts of instruments applied by organizations to manage the financial risks associated with business activity. Futures and Options In this type of instrument, one individual or business signs a contract with another one to purchase the commodity on some future date with an agreed-upon price. However, in futures both of the parties have to go through with the contract while in options both of the parties reserve the right to withdraw the contract upon paying in monetary terms. Agreements: This instrument is localized in nature, and governments do not interfere with its transactions. Nevertheless, the purpose of these agreements is the same as that of futures and options, which is to hedge against fluctuations in the market price of the commodity or an industrial product. It is also important to note that these kinds of agreements are more common in economically distressed nations. But, recently they are intensively deployed in order to ensure a supply of raw material in US, which is necessary because of the prevailing recession in the local market. So, it is safe to assume that businesses are preparing themselves for increasing adversities of the future by contracting with their suppliers on a long term basis, which also enables them to attain economies of scale as a result, driving their financial and operational costs down that allows them to lower their prices in order to increase their market share. Nevertheless, it is fascinating to acknowledge that various businesses are paying close attention towards managing financial risk through using statistical models in order to assess the current level of risk, which can disrupt the expected pattern of their cash flows (Benson & Oliver, 2004). However, they often lack the proper translation of this analysis into practical plans, so in this way they cannot benefit from the concept of derivatives effectively most of the times. On the other hand, manufacturing sector of Europe is using derivatives more extensively than American ones (SpricIc, 2007). The prime reason for this trend is prevailing and growing uncertainty of the European market as compared to that of America. Along with this, managers who deploy derivatives in order to evaluate the degree of risk in financial terms are viewed as trustworthy by stockholders because they consider it as the proper and desirable means of minimizing financial threats (Koonce, Lipe, & McAnally, 2008). However, managers are found to falter by not basing their business decisions on the results of derivative analysis, therefore portraying the image of rational business decision making when in reality it is not the case. At the same time, derivatives are not rated as an effective mean for minimizing the possibility of default (Yi, Lin, & Chen, 2008). Therefore, derivatives can only be utilized as the mean of predicting future financial position of a particular firm. However, it is important to note that firms that base their decisions on derivative analysis often outperform those that do not consider derivatives as an ideal method for predicting financial future (Lin, Pantzalis, & Park, 2009). Another advantage of successful risk management is contentment of stockholders (Berk, Peterlin, & Cok, 2009). Through effective management, risk managers can handle them and are

Developing IMC plan for Tween Mobile phone Essay

Developing IMC plan for Tween Mobile phone - Essay Example For the last two years, this young company, which has the credit of designing some of the most innovative applications in the mobile industry, was experiencing a dearth in the sales of its products. Further analysis revealed that the sales of the company depreciated as a direct response to the saturation of the adult mobile users while the market for new mobile applications is increasing exponentially due to the emergence of a new category of young consumers. This led to the company feeling the need to design a new marketing communication plan which will increasingly focus on the various communication objectives, selection of advertising strategy on a creative note, and finally a highly effective media plan. Background Information The world today has become a highly digitized and connected world. The reason for this extreme level of digitization as well as consecutiveness can be attributed to the increasing advancements of technology with regards to the communication needs of human b eing and human controlled processes of automatic and automated that has emerged all over the world. Keeping pace with the rapid advancements of communication technology, the mobile phones have emerged as the most primary form of human communication all over the world, more effectively in the emerging as well as the economically established countries and markets around the world. In Australia, the consumption of mobile phones has gone up tremendously. Various market researches on consumers have identified that the young group of child consumers, who increasingly fall in the age group of 6 to 13 years are one of the most active and avid customers, who display highly attractive and strongly influential consumer behavior. Researches further show that the young consumers hold significant power in terms of influencing the consumer behavior of their parents in a direct and indirect manner (Global Trade Marketing, 2005). Talking in terms of various categories of consumers, the consumers fal ling within the age group of 6 to 13 years, which comprises around a total of 11 percent of the Australian population, have acquired the needs of owning a cell phone (Telstra, 2007). Talking in terms of statistical data, it can be said that the around ? of the total consumers falling in this category from the Australia region already have individual possession of cell phones (Downie and Glazebrook, 2007). While the sole purpose of being provided with cell phones has been cited as the logic of being able to stay connected with their parents, yet this young group of consumers have increasingly developed a significantly different category of consumer behavior which is itself unique in nature (Roy Morgan Research’s Young Australians Survey, Summary). It has been increasingly decoded that the young group of consumers increasingly sees the mobile phones as a symbolic representation of their status and a high percentage of them state that the brand of the mobile phones that are bein g used by them is increasingly important to them.

Answer questions from uploaded information Essay

Answer questions from uploaded information - Essay Example The theoretical knowledge and value system gained through different stages of growth would assist in explicitly setting our personal and professional goals and provide the needed strategies towards their fulfillment. The current discourse provides one with the opportunity to examine one’s values and priorities; as well as the value system that apparently leads to manifested attitudes toward work and personal life. The following questions would hereby be responded to, as needed: 1. Do I look forward to being at work every morning? Most mornings? An examination of one’s work actually reveals that one does not look forward to being at work every morning; nor in most mornings, at that. This could be a clear indication that one does not find fulfillment in the endeavor being pursued. With this kind of attitude, there is a potential impact on productivity at work. As such, this could be contrarious to Oosting’s assertion in his discourse on â€Å"Productivity In Your Work† which emphasizes that one needs to focus on being productive in work since â€Å"that must be your goal, every day, all year, and every year. Anything less is letting down God, your family and your employer† (n.d., par. 8). ... This is consistent with the theory proposed by Frederick Taylor who stated that â€Å"workers were motivated primarily by money, so he also developed the idea that workers should be paid based on whether they reached production targets† (Magloff, 2013, par. 3). 3. When I think of work, what is the most negative thing that comes to mind? The most negative thing that comes to mind when I think of work is being treated unfairly. I strongly feel that my colleagues do not care about me. It was revealed by Wright (1990) that â€Å"most of our difficulties in life occur because of other people†¦Most people would really want to get along with those around them† (p. 9). By perceiving indifference, prejudice, lack of support and care, I feel isolated and lonely. 4. Are my attitudes likely to change during the next twelve to twenty-four months? If so, why is that? My attitudes could possibly change during the next twelve to twenty-four months, if I take this course into consi deration and pray about it. I could still be at that point in life where one’s personal and professional goals are not clearly and accurately established; since these are not in conjunction with God’s purpose for me in life. As asserted by Douglass (1978), â€Å"instead of seeking God's specific direction for these and other courses of action, many people tend to proceed through life without much prayer or thought and, therefore, without God's integrating purpose† (p. 1). Thus, with the assistance of the lessons learned and still to be imbibed in the course, one could be guided to discern God’s purpose for me and to assist in changing my attitudes, value system, priorities, and personal, as well as professional goals. 5. Do I like myself?

Case Study Essay Example | Topics and Well Written Essays - 500 words - 19

Case Study - Essay Example The changes to the completion were mainly from Amazon which entered the market for online auctions and the entry of other smaller players who cloned eBay’s business model. These in turn made eBay look towards more innovation and building brand loyalty among its consumers as well as providing remote customer support to its users. Q2) eBay took a series of steps to ensure that it responds to the competition by going after newer products and platforms. In its quest to remain the number one online auction site, eBay pioneered a set of changes in its business model. For instance, it adopted the paradigm of going global and acting local. What this meant was that eBay expanded into international markets and retained the local flavor in each of these markets by adopting practices that were commensurate with the market in which they operated. The business model that eBay implemented relied on trust, loyalty and building brands that saw its business grow in size. To respond to the competition, eBay also introduced a wide range of products as well as invested in computing infrastructure that was needed for its aggressive forays into newer ranges of products and services. There were changes to the trading platform as well that were introduced by eBay and which culminated in the metamorphosis of eBay into a world class online auction site. Q3) The opportunities for eBay are many and some of them include newer forms of auction formats that allow innovative pricing models for its products and greater participation of the customers in the online auction site. The other opportunities arise from the expansion of eBay into Asia and other regions that are bound to get volumes of customers who would be a source of loyal customer base for the company. The most significant opportunity for eBay would arise from targeting the youth and the teenagers who form a

Cineworld Group PLC Essay Example | Topics and Well Written Essays - 1000 words

Cineworld Group PLC - Essay Example Objective of the report The objective of this assessment is to highlight the relation between the performance and the corporate governance of the company. The company chosen for this assessment is Cineworld Group PLC. In 1995 Stephen Wiener founded Cineworld Group plc. Initially it was a private company but in the month of May in 1997 it became listed on the London Stock Exchange. It is the only listed cinema company in the UK. It consists of around 70% of the total UK box office market and owns 60% of the total number of screens in the United Kingdom (Cineworld Cinemas, 2012b). Critical evaluation of the corporate governance Cineworld Group PLC is a listed FTSE 250 company in London Stock Exchange. It follows the corporate governance code and conduct of United Kingdom for the companies below FTSE 350. The board of Cineworld Group PLC has eight members out of whom there are two Executive Directors and number of Non executive directors is six. Among the non executive directors five of them are independent and one non executive director works independently. There are three main committees namely remuneration nomination and audit. Each of this committee works in their respective fields. New committees are formed by the board to discuss some specific topics .The nomination committee helps in setting up the board. It evaluates the skill and experience of the board members and determines its size and composition. It also appoints and replaces directors whenever necessary. This committee also looks after the retirement of the board members. The three non executive directors are David Maloney, Thomas McGrath and Peter Williams. Thomas McGrath currently heads this committee. The general meeting of this committee is held twice a year. The committee for remuneration looks after the company’s policy that deals with the executive and personal remuneration and also with the remuneration of non executive directors and senior management who are below the Directors. The three non executive directors in this committee are Peter Williams, Martina King and David Maloney. Peter Williams is the chairman of this committee. The general meeting of this committee is held twice annually. The committee for auditing ensures the proper reporting of the financial statements of the company. It scrutinizes the financial statements and also reviews the internal and external audits. This committee helps in recruiting the external audits and looks after the proper functioning of the internal audits. It also reviews and finalizes the annual report. Peter Williams, David Maloney and Rick Senat form the audit committee. David Maloney is the Chairman of this committee. The general meeting of this committee is held twice annually. The main aim of the corporate governance board of Cineworld Group PLC is to abide by the UK corporate governance code. (Cineworld Cinemas, 2012c). Relation between performance and corporate governance Corporate governance is one of the key facto rs that ensure consistent growth of a company. Any company that aims for a steady increase in its profit and its shareholders wealth must have well functioning corporate governance policies. If we take a look at the financials of the Cineworld Group PLC and compare the year 2011 with the year 2010 we will see that this company has improved its financials significantly

The ambitions of Henry VIII in the years to 1526 Essay Example for Free

The ambitions of Henry VIII in the years to 1526 Essay How successful was Wolsey’s foreign policy in satisfying the ambitions of Henry VIII in the years to 1526? (24 marks) The foreign policy of the 12 years following 1514 was Wolsey’s accounts have been written almost as if, during these years, Henry VIII only existed as a stamp and the decisions were made by Wolsey. It is apparent that Wolsey made most decisions on a day-to-day basis and occasionally took major initiatives without the King’s acknowledgement. Henry intervened decisively at times to redirect events at his pleasure. Wolsey has to look like he was implementing the King’s policies even if he was pursuing his own ideas. Henry played a more significant role in the formation and conduct of Wolsey’s foreign policy than has traditionally been suggested. It was argued that the aim was perused in order to preserve some influence for England in foreign affairs, by ensuring that no one attained such dominance that he could arrange matters without taking into account the interests of other states, such as England. The claim was that Wolsey followed this policy by threatening to give his support to whichever side seemed likely to be worsted by the other. It was maintained that this policy was generally successful in ensuring that England’s international status remained high. This is the orthodox interpretation, where the main idea is that Wolsey wanted to maintain the balance of power. However, J.J. Scarisbrick had serious doubt on the geniuses of Wolsey’s ambition to become Pope. He argued that Wolsey’s support of papal diplomatic initiatives was largely coincidental and happened because England and the Papacy shared common interests from time to time. Scarisbrick established a new ’revisionist’ interpretation based on the existence of a main aim and a preferred method. The aim was the established and maintenance of peace. The method was a variant of the old ’balance of power’ interpretation. He established this by claiming that Wolsey sought to achieve an ’unbalance of power’ that he tried always to join the stronger side, so that it would create a sufficient imbalance for the other side to realise that fighting was pointless. He claimed that this policy has not been more apparent to observers because Wolsey was not very good at implementing it and frequently made mistakes, which he attempted to justify by p retending that his aims and methods were other than they had been. Henry had a very aggressive policy on France, until he eventually decided on trying to become the peacemaker of Europe. Henry wanted to regain the lost territory in northern France so he could be seen as a Great War lord with visions of honour and glory, but also to challenge Henry V’s title of the last great English warrior. The first sign of this aim being put into place is the first French war from 1512-1514. However the first expedition on June 1512 was a disastrous failure as Ferdinand of Aragon and Holy Roman Emperor Maximilian didn’t hold up to their end of the deal for an allied invasion. This shows Henrys naivety in foreign policy and the other European powers were using him to benefit themselves whilst sending him to his downfall. Wolsey gained his first experience of the duties and pitfalls involved in organising financing, transporting and feeding an army. Wolsey was blamed by many for the shambles that developed after the army landed in France despite the fact that he was a junior member of the Royal Council. However, Henry did not blame Wolsey and the manner in which Wolsey had conducted himself in correspondence with Ferdinand of Aragon impressed Henry. Despite this Henry personally lead an army of 25,000 across the channel and took Thà ©rouanne and Tournai in northern France and winning memorable battles such as the battle of the spurs. Wolsey was the Quarter-Master generally rather than the war minister. When a French force was defeated near Thà ©rouanne, Wolsey’s reputation as a master organiser was enhanced. The King’s growing trust in Wolsey enabled English diplomacy to shape, the guiding principle of which was to ensure that England, the least important of the three great western monarchies, was not left isolated against a Valois-Hapsburg alliance. Wolsey was the one who very effectively organised the second attempt on besieging France and made the peace agreements between the two nations in 1514, so it could be argued that the foreign policy towards the French at the time was policy’s that of Wolsey not Henry. Also in later years in the second French war 1522-25 Henry was yet again let down by his allies Charles V and Duke of Bourbon, which shows he didn’t learnt from previous experiences and is not very knowledgeable in foreign policy. Henry’s policy in France benefited him slightly by collecting a pension from the French, but is failure as it shows he can be manipulated by other powers and lost huge amounts of money on war. On a financial level the wars with France did have some bonuses one being the pensions they would receive due to the peace treaties. During Henry’s reign he managed to accumulate  £730,379 in funds from the French; however this was in no comparison to the amount spent on the wars which was  £3,545,765, so the pension was more of a consolation. D. MacCulloch quotes â€Å"Henrys demand for his pension was much more constant† which means he made sure he collected his money which shows he’s a strong king. Wolsey was unable to prevent the Emperor’s friends from persuading Henry VIII that England must take some military action against France. Francis chose to ignore the warnings he’d been given. An English army was sent to France at short notice in August 1523. In the sixteenth century, military action proved to be much less decisive than its authors had expected. Wolsey’s and Henry’s passing enthusiasm for armed intervention evaporated, and Wolsey was allowed to implement his original strategy of stalling Charles’ demands for action while he was attempted to negotiate a general peace with the French. But on February 1525, Charles secured the decisive victory that Wolsey had estimated to be so unlikely. In a battle that took place outside the walls of Pavia, in northern Italy, the unthinkable happened. Not only was the French army totally destroyed as an effective fighting force, but Francis I and most of his leading supporters were captured. This placed Charles in an overwhelmingly dominant position and Henry VIII was not slow to seek advantage of the situation. He realised that here was a rare opportunity to fulfil his intermittently held dream of securing the French crown for himself; Francis was prepared to launch fresh attacks on Charles within a year of his release. Henry had hopes of launching an attack on France while she was leaderless, but he was forced to abandon these when he was unable to raise the necessary finance. It shows that Wolsey was less enthusiastic about this, as shown by the lack of determination in making success of the ‘Amicable Grant’ which was supposed to fund for this. However Wolsey was certainly not diligent in encouraging the formation of an anti-imperial alliance (the League of Cognac) in northern Italy in 1526, with which France could associate in her efforts to reserve the verdict of Pavia. A further aim of Henry’s was to achieve everlasting honour and glory. He wanted to be remembered throughout the ages and to have a huge reputation in Europe and be among the great superpowers in Europe. He achieved historical remembrance quite easily from the many famous acts he passed; however he did bathe in a huge amount of glory and honour when the field of cloth of gold was held. This was a spectacular array of games held in Calais 1520 between Henry and Francis, it was meant to be a diplomatic meeting however no agreements were made, yet it did make Henry look good. However he failed on a lot of attempted invasions to France, but he overall succeeded in acquiring a degree of honour and glory in Europe. It seems that Henry and Francis viewed the occasion as no more than an opportunity to impress others of their wealth and international standing. The field of Cloth of Gold did nothing to advance the cause of general peace. If anything it created problems for Wolsey in convincing the rest of Europe that England was not taking sides in the already developing struggle for supremacy between Francis I and Charles V. Henry was most grateful to Wolsey for making it appear to the World that he was the equal of the two ‘super power’ rulers of Europe. Henry also managed to achieve success by maintaining links with the Netherlands. England depended on the Antwerp cloth market heavily as cloth was England biggest trading material at the time. Henry tried to maintain this link throughout, by allying with Charles V whenever he went to war, as Charles was in control of the Netherlands at the time. As years passed, Henry began to portray the image of being the peacemaker of Europe. Under the guidance of Wolsey Henry began to use the treaty of London in his own favour to try and achieve a peaceful Europe. It could be argued that Henry only resorted to this as he couldn’t achieve honour through war. However he undertook this role to try and make the country look good, cement his place at the top of the leader board in Europe and make England look bigger and more powerful than what it really was. He also used the treaty of London so he had alliance requests from Charles V and Francis I before the Hapsburg-Valois war, so he could choose which side would benefit him the most. In October 1518 the treaty was signed, with Wolsey being the organiser. England and France were the first signatories and within a few months, Spain and the Papacy also signed. It was a grandiose scheme’ intended to bind the 20 leading states of Europe to perpetual peace with one another. The plan was for all those states with an active foreign policy not only to commit themselves to non-aggression, but to promise to make war on any ruler who went against the treaty, thus making it impossible for any state to benefit from attacking another. Wolsey delivered an oration in praise of peace that was much acclaimed. This wasn’t actual topic that the Pope had organised it for, buy Wolsey changed it. This could be seen as Wolsey trying to get his own way and for his own gain, but it benefited himself, Henry and all of England. Historians have generally viewed this initiative as yet another example of Wolsey’s cynical self-interest. The public perception was that Wolsey was working to implement the Pope’s wishes because he was using the fact that he was acting as the Pope’s representative because he was Legatus a Latere. Others have maintained that he was merely seeking to satisfy his sense of his own importance by being seen to be the peacemaker (arbiter) of Europe, and to be treated as such during the extensive public celebrations that accompanied the unveiling of the treaty. Many believe that he was guilty of sacrificing national interests for personal gain. A Hapsburg-Valois conflict began when Charles was elected Holy Roman Emperor in 1519. This situation presented Henry VIII and Wolsey with both continuous opportunities and frequent challenges. Given the strategic position that England enjoyed, being able either to disrupt Charles’s communications between Spain and Netherlands or to open a new front in any attack on France, her favours were certain to be in great demand from the two major powers. Wolsey was called on to pay some of the price for his triumph of the Treaty of London. Francis I had been happy enough to receive his reward for agreeing to join the Cardinal’s ‘grand design’ but he had no intention of being constrained by its terms on conditions. Francis was determined to strengthen his position in Northern Italy by military action against Charles and his supporters. Charles called upon England another to come to his assistance to halt the aggressor. In August 1521, Wolsey travelled to Bruges in Netherlands in order to meet with Charles on the action to be taken. The agreement made with Charles was that an English army would invade France unless Francis agreed to make peace. The mere threat of English action would be sufficient to persuade France to make terms. Wolsey had experience of Francis’ stubbornness that he must have realised that a threat was likely to be insufficient. He was more than satisfied with the honour that his meeting with Charles had brought him. Henry however failed in securing his dynasty. He married his daughter Mary off to Charles V. However it failed because Mary and Charles did not have children. But, in 1514 Louis XII of France became a widower. Wolsey seized the opportunity to propose a Valois-Tudor alliance to be sealed by the offer in marriage of Mary, sister of Henry VII. With Henry’s willing consent, the marriage went ahead and the ensuring treaty gave Henry an annuity of 100,000 crowns and confirmed English possession of Tournai. The success of the negotiations had enabled Wolsey to cement his place as the King’s chief diplomat. Scarisbrick’s interpretation has not been replaced by an alternative straightforward explanation. This is because it has become more and more apparent that no coherent pattern ever existed in Wolsey’s approach to diplomacy. It is now widely accepted that there was no single guiding principle that directed his actions throughout his 15 years in power. At differing times he was motivated by selfish considerations, especially a desire to obtain more extensive or longer-lasting delegated powers from the Pope. The need to satisfy the expectations of Henry VIII to further what he considered to be national or papal interests and by an altruistic inclination to benefit mankind by creating an era of peace. It is impossible to detect if many or all of these motives were behind each decision he made. There is not enough evidence to judge the importance of these motives. So in conclusion, Wolsey’s foreign policy to a great extent, satisfied Henry’s ambitions because Wolsey did exactly what Henry wanted; even though he thought about himself a lot.

The Sin Tax Bill How Its Affect the Bar Industry in the Philippines Essay Example for Free

The Sin Tax Bill How Its Affect the Bar Industry in the Philippines Essay In 2011, there was a tax increase on alcoholic beverages. The tax increase depended on the alcohol content and the net retail price of the beverage. This however had little effect on bars/pubs in the Philippines because the tax increase was not significant. Many consumers did not feel the price change too much because of the relatively high mark-ups at bars/pubs. PROSPECTS In 2011, the Philippine government was reviewing a bill which proposes to increase alcohol and tobacco taxes quite significantly in the Philippines. If the bill is passed, this may negatively impact sales in bars/pubs in the Philippines. The higher prices of alcohol may result in less alcohol consumption by consumers when they dine-in at bars/pubs. INTRODUCTION MANILA, Philippines—A sin tax on cigarettes and alcohol dampened the New Year party spirit when it was introduced in the Philippines Tuesday, as part of a government bid to boost finances. Many stores started selling tobacco and drink at inflated prices before midnight, ahead of the official implementation of the tax hikes on January 1, 2013 hitting partygoers in the pocket. Tax on cigarettes will gradually be raised to P30 ($0.72) per pack by 2017, roughly doubling the current price to around 52 pesos. Duty on alcohol will also increase gradually until 2017, increasing the price of a bottle of beer by 23.50 pesos, with varying levels for other drinks including wine and spirits. It will be further increased by four percent each year thereafter. The new prices compared to countries like Singapore, for example, are still low, but for the ordinary Filipinos they are expensive, said Laudemer Angeles, a 33-year-old shop owner in the town of Bacoor, south of Manila. Many of my customers were complaining about the higher prices and were not too happy when they bought their booze and smokes for their parties last night. Anti-smoking campaigner Emer Rojas said he hoped the new taxes would lead to a gradual decline in the number of people suffering from tobacco-related illness. I think the sin taxes should even be raised higher, he told AFP. But we commend President Aquino for showing his resolve in signing the law. The government has said that the country of 100 million has the highest incidence of smoking in the region, with tobacco-related diseases costing the country P177 billion ($4.3 billion) last year. The new taxes aim to raise P33 billion ($800 million) this year alone, gradually increasing over the coming years. A large percentage of the money will go towards the government’s healthcare program. The government first asked Congress to raise taxes on â€Å"sin† products as early as 1997, but a strong lobby by tobacco manufacturers stifled change. The lobby included members of Congress representing tobacco-growing regions as well as powerful cigarette companies that enjoyed one of the lowest tobacco taxes in Southeast Asia. Published on Tuesday, January 1st, 2013 Link: http://www.euromonitor.com/cafes-bars-in-the-philippines/report http://newsinfo.inquirer.net/333451/philippines-sin-tax-introduced-dampens-new-year-fun

Working with Children with Special Educational Needs

Working with Children with Special Educational Needs Alison Carr Children with Disabilities or Specific Requirements Today, mainstream schools educate numerous children with specific educational needs or disabilities. For some time it has been enshrined in our domestic law that children with such needs should not be discriminated against and have the right to be treated fairly. Every child has the right to an inclusive education. The Legal and Regulatory Requirements The United Nations Convention on the Rights of the Child applies to all children and sets out basic entitlements and rights for example; Article 12 – the views of the child should be taken into account. Along with The United Nations Convention on the Rights of Persons with a Disability, the Conventions also set out specific rights for disabled children underscoring promoting equality of treatment and more specifically, Article 24- Education requires that children with disabilities are entitled to be educated within an inclusive educational system, receive support accommodating individual requirements to facilitate an effective education and so to maximise academic and social development. Article 7 specifies that the best interests of the child must be a primary consideration and Article 9 requires that children with disabilities have equal access, without barriers, within a school to the physical environment including communication, information and technology. The various rights and entitlements under these conventions underpin our domestic legislation in the areas of special educational needs. The most recent legislation is the Children and Family Act 2014 (â€Å"the 2014 Act†) which places schools under a duty to make arrangements for supporting children with medical conditions and in meeting this duty schools must have regard to the statutory guidance – Supporting Pupils at School with Medical Conditions. Further to this there is additional provision in relation to children with a disability defined under The Equality Act 2010 †Ã¢â‚¬ ¦a physical and mental impairment that has a substantial long term and negative effect on your ability to do normal daily activities†. The relevant part of this Act is that schools must have reasonable adjustments in place to prevent children with disabilities being treated differently or at a disadvantage to other children. Further children with disabilities must not be victimised , harassed or discriminated against. The 2014 Act also introduces Education, Health and Care Plans. These plans have come into place in September 2014 and will make a statutory assessment of that child’s special educational needs then also communicating with the relevant health and social care teams to bring all the information together into one plan. The difference between a statement and an Education, Health and Care plan are overall family centred, gathering information from all services involved at the point of referral. The aim is to help improve outcomes and this will replace Statements of Special Educational Needs. Children who currently already have a statement will go through the transition process to achieve an Education, Health and Care Plan. Inclusive Practice It is our duty to children with disabilities and special educational needs who are placed in a mainstream educational setting to fulfil a positive developing experience in an inclusive practice. Where the Special Educational Needs Code of Practice (June 2014) focuses on inclusive practice, it states that the government in the United Kingdom have a commitment to inclusive education of disabled children and young people, progressively removing barriers to learning and the participation of pupils in mainstream education. For settings to succeed in achieving this, adults will need to work together closely as a team to ensure appropriate education and care for such children. It is important for children with a disability or special educational needs that they are given the same expectations to succeed as their peers. This will promote and develop social skills to enable positive confidence and transition into adulthood. Therefore leaders of educational settings must undertake the correct training and collaborate the right support aiming towards successfully including all children with disabilities and special educational needs in mainstream schools. Settings will need to take into account extra-curricular activities, school visits and trips. ‘It is through this inclusive ethos that all children feel secure and able to contribute and in this way stereotypical views are challenged and pupils can learn to view differences in others in a positive way.’ OFSTED Report 2003 Partnership with Parents and Other Professionals. The Children’s Act 2014 aims to ensure the welfare of the child is paramount having a greater emphasis on parental involvement. Subsequently the Children’s Act 2014 states each local authority is responsible in setting out a ‘local offer’ available to Early Years settings and schools for families to access easy-to-understand information with options available to help support children who are disabled or have special educational needs and their families who need additional help. This provision will include transport services and leisure facilities. If parents or carers cannot access the internet for any reason this must be available in another format. Inevitably the goal is to ask the child and their family what assistance they feel that they need and receive feedback on their ‘local offer’ so this can then improve even further. Within the ‘local offer’ parents and children will receive a greater choice and control over their support in their provisions and home life, this includes personal budgets. Parent forums set up in local areas are a great way for discussing contacts and communicating with other parents who may be in similar situations. Early Years professionals, Teachers along with the provisions Special Educational Needs Co-ordinator and in some cases any other professionals involved must take part in structured conversations with each child and their parents. Individual Pupil Profiles and Individual Educational Plans must be signed by all parties with participation and involvement in all areas of the profiles and plans. Parents can play a great if not essential role at all stages of their child’s education helping immensely in improving achievement. Parents can aid a learning community and help by positively engaging their child with staff and peers. Parents will then begin to understand the role they play in their child’s learning and development. There will undoubtedly be hurdles but with an excellent inclusive practice with a strong professional team in place, barriers will be resolved. These hurdles from parents contributing to and who are which supporting their child’s education may consist of a high level of educational aspirations for their child in which case settings need to ensure practical obstacles and professional attitudes are addressed alongside measures to support parents goals. Every local authority must guarantee that everyone is involved in discussions and any decisions which support provision and learning for the individual child. The ultimate result in an inclusive practice is for a best and positive outcome, making sure the child’s and family’s needs are met and for the child to prepare for adulthood. Existing Practice Every existing educational practice should have a designated teacher holding the role of Special Educational Needs Co-ordinator (SENco). This teacher should be trained in this area to be able to manage and support specific children and the staff team. It is vital that all teachers throughout the school and support staff have valuable training in all special educational needs areas. This training should be of a high quality and where necessary staff may have personalised training for each individual child to be able to achieve the best positive outcome for that child with their specific needs. Each practice should be concentrating on four areas of development: Communication and interaction Cognition and learning Social, Emotional and mental health difficulties Sensory and/or Physical These areas should then transfer into regular assessments for each individual child. ‘Once a potential special educational need is identified, schools should take action to remove barriers to learning and put effective special education provision in place. This SEN support should take the form of a four part cycle- assess, plan, do, review. This is known as the graduated approach’ SEND Code of Practice 2014 0-25yrs Chapter 6- Schools. All teachers educating a child with a disability or a special educational need should have termly meetings with the parents and the Special Educational Needs Co-ordinator to discuss their child’s individual educational plan making sure positive targets are being met for the child. Also a meeting with the child present at certain points throughout their academic year to discuss their Pupil Profile to make sure everything is up to date and that the child is happy in their learning. Ofsted will need to see evidence of individual pupil progress in every school from children with special educational needs. Clearly showing positive outcomes graduating into ongoing effective monitoring and finally evaluation of their special educational needs support. When adapting an educational practice for a visually impaired child considering the surrounding environment for that child will be main priority. Around the classroom setting staff need to consider lighting, colour/tone and contrast. When the individual child moves between rooms will a dark room going into a light room or light room going into dark room affect the child? Will signage around the room need to be adapted? Risk assessments will need to be carried out underlining the physical environment for example stairs, steps, fixtures and fittings. Most educational settings now have interactive white boards. Seating positions for individual children will need to be taken into account. In relation to adapting the setting, the position of the teacher’s chair is very important this should not be in front of an outside window as this will cause the teacher to become shadow like for the child. When the child is navigating around the environment edges need to be highlighted and activity areas need to be well defined. Movement around the setting needs to flow clearly and effectively. Staff need to be aware of how adapting the environment will affect other children. Personal, social and educational development issues can be shared during circle times with every child included in the setting. Learning tools such as braille books, Load 2 Learn reading books and treasure chests which focus on sensory learning will help support and encourage positive fun education. Some visually impaired children may suffer with behavioural issues, this may need extra staff support and training and will need to be regularly monitored. Other reservations in an educational setting to consider will be the child’s personal care, school assemblies, school trips, physical education lessons including sports day and hand over times both in the morning and after school pick up time. With all special educational needs children there needs to be a contingency plan in place, in regards to a visually impaired child for example this may involve their glasses getting accidentally broken. When staff are assessing each individual child’s progress they need to ensure the child has the correct resources for their target level making sure activities are not too easy or too challenging which may result in a barrier towards that child’s learning or participation. Conclusion In conclusion to this, inclusion is essential for each and every child under the special educational needs umbrella and we must adopted this ethos by working closely with parents to help support their child’s education and collaborating with all other professionals involved. Working together and having a flexible supportive team is the key to achieving an inclusive education for all children. Unfortunately in some cases lack of knowledge and training from early year’s practitioners and teachers is one of the main barriers to inclusion. The special educational needs umbrella has helped professionals understand that training and support for children with disabilities and special educational needs is vital for every individual child’s positive progress and to reach their full potential in an inclusive mainstream school. Finally underpinning the United Nations Convention Rights of the Child and the Children’s Act 2014 working with teaching strategies which are presently being used in mainstream schools can be adapted to assist pupils with disabilities and special educational needs therefore creating an inclusive practice throughout the school. Alison Carr [Type text] Working with Children with Special Educational Needs Working with Children with Special Educational Needs Joanne Boyden There are a number of regulations and requirements in place to protect children with special educational needs or disabilities. It was originally believed that children with needs should be sent to a special school and therefore choice for parents and children was very limited. However, with the implementation of laws and regulations this has very much changed, with children with needs attending mainstream schools of their parents’ and their choice wherever this is possible. The onus is very much on the setting being adapted for the child rather than the child being unable to fit in with the mainstream setting. The laws regarding children start with the Education Act 1970 which saw the transfer of the responsibility to educate children with special needs from the health service to the local authority. As a result of this special schools were built. Around this time the medical model of disability was frequently used. This model labelled the child as somehow having a fault. The focus was very much on what the child could not do rather than their skills and aptitudes. This model focused on the perceived need for segregation hence the need for separate special facilities. Opinion suggests this model puts a great deal of anxiety and stress upon the parents of the child and limits the choices and opportunities they can give the child. The Warnock report looked into SEN and from this report a number of suggestions were consequently made. Suggestions looked at how the child could access the curriculum and how to adapt the environment to meet the needs of the child thus enabling them to do this. The Education ACT 1981 took a lot of its claims from the Warnock report and gave power to the parents. It also outlined in detail the legal responsibilities of the LEA. The Education reform Act 1988 saw the introduction of the National Curriculum. This ensured consistency of teaching across schools. However this could still be adapted to meet the needs of children with SEN and Disabilities. The Children’s Act 1989 states that the needs and wishes of the child are paramount and should be considered when at all possible in all decision making processes. This again gives more power to children with SEN in where and how they are educated. The Education Act 1993 brought about the need for specific guidance on the identification of children with SEN. The SENCo was introduced and again gives more power to the parents and in a way gave them a voice through the SENco. The disability discrimination Act 1995 brought in such laws as it being illegal to discriminate against disabled people in relation to employment housing etc. It could be argued that the most important law of all regarding children with disabilities or specific requirements is the SEN code of practice 2001. This is the Act that gives the power to the child and their parents. Most importantly this act gave rise to the law that children with SEN have the right to a mainstream education. There was an immense focus on inclusive practise and the adaption of the environment to fit the child and not the other way around as previous. This act fully encompasses the social model of disability. This act gives upmost power to the parent to choose where their child is educated and how. The Act is embodied by seven key principles. The first is that the knowledge of parents should be taken into account in all decisions. They do after all know their own child and their individual needs better than anyone else. The second states that the focus should be on what the child can do not what they cannot. The third principle states that parent’s feelings and emotions should be supported. The fourth and again these are very much linked, states that parents should be fully involved with all decisions. The fifth principle states that parents know what is best for their child. The sixth principle shows that parents may also suffer disability and this should be supported and understood. Finally the seventh principle, states that meetings should be arranged in good time and at times suitable for the parents. Parents may have other siblings to look after or they may be juggling employment and childcare. They cannot always be there for a meeting at a time suitable for the set ting. This should be considered when all meetings are being set. The act fully highlights the need for positive and close relationships with parents aswell as empowerment for the child. The act states the importance of early identification and close monitoring of all intervention and support through the use of documents such as IEP’s. The act also give guidance on the levels of support through school action and school action plus and indicates who is responsible and at what levels of the support process. In summary there are a number of regulations and laws that support children and their families with SEN and disability all of which should be carefully adhered to when working with the children and their family. The outcome if the laws are followed correctly should be a happy fulfilled child reaching their full potential with happy parents. This would abide by the principle of every child matters ensuring that all children whatever their needs are given support to fulfil their goals. It is extremely important to work inclusively with children with disabilities or specific requirements. Firstly this would adhere to the SEN code of conduct which explores the need to work inclusively. Inclusions involves â€Å"looking for ways of helping children to join in who would tradtionally be excluded from settings or activities† pg 312 Children’s care learning and development. It can also be described as â€Å"a process of identifying, understanding and breaking down barriers to participation and belonging† pg 312 as above. It is important to note that it is the environment that should be adapted rather than trying to fit the child to the environment. This may mean things such as having activities laid out on table tops rather than on the floor, giving extra time for dressing for PE etc. The areas that need to be addressed depend very much on the need of the child. No matter what that need the child has the same rights to be given the same opportunities as a child without needs. In fact most children have needs in some areas and working under every child matters, environments and opportunities should be differentiated for all children so that all can reach their full potential. One example of inclusion would be a child who has a physical need. Rather than simply saying they cannot participate in PE, they may need extra time to dress/undress. It is important to allow the child to do as much for themselves as they possibly can. If they require help they should be asked if they want help first. Also the ac tivity itself should be looked at. If it is a ball game can it be adapted to include the child. A child that is not allowed to participate fully as the others can soon become frustrated and segragated from their fellow pupils. This would be following the medical model rather than fully embracing the social model of disability. Allowing children with needs to fully participate also teaches the other children a valuable lesson of acceptance of difference and tolerance. It aids to promote acceptance in the school community as a whole. Often when looking at inclusion it can be the views and attitudes of the adults that can be the actual barrier to inclusion. The child involved may be capable of far more than the adult believes if they were given the chance to do so. It is important wherever possible to include the child in whatever the class is involved in rather than taking them away for specific individual work. Before long a well meaning adult can take the child away from many activi ties they are fully capable of taking away their right to inclusion in that task. The relationship between parent and setting cannot be underestimated. At the end of the day parents are the ones who know the child best and are therefore in the best position to say what is best for the child. They are the experts on their own child regardless of their need or disability. They can provide insight into how the child behaves at home and also if there have been any changes in the child they can often provide answers as to why this may be. The relationship between setting and parent can often be difficult and views can vary significantly as to what is best for the child. However the relationship should be one of compromise and trust. Again working closely with parents and involving them in all decision making processes is key and in fact necessary to adhere to the SEN code of conduct. It is not always an easy relationship to maintain in a positive way but it is crucial to do this. Parents may be upset and angry and may not wish their child to be labelled. In some circumstances they may deny that their child has any needs and wish them to be treated in exactly the same way as the other children when this may not always be suitable or possible. Parents may suffer disabilities themselves and this must be taken into consideration when working closely with parents. Not only is the relationship with parents key to providing the best environment for the child but also good clear relationships with other professionals is key. This may take the form of speech and language experts, educational psychologists, health workers, social workers. It is imperative that this relationship is both clear and a two way relationship for the benefit of the child. In many instance the setting may simply not have the expertise as to what is best for the child and the professionals eg speech and language can offer valuable resource and knowledge. Practitioners must wherever possible strive to adapt their environment to meet the needs of the child with disabilities. This does very much depend upon what those specific needs are. For example if the child has a visual impairment care must be taken to remove any tripping hazards. Also if changes to the environment are made the child should be made aware of them. Specific instruction should be given if for example the room has to be evacuated quickly does the child knows the procedure to follow? Any areas that the child has to frequent regularly should be easily assessable to the child for example their coat peg should be at the end of the row, their lunch box easy to access. The other children within the class should be taught to be aware of the room, chairs should be tucked in, toys should be removed from the floor. When considering the child’s needs for example with reading the work do paper actvitities need to be enlarged/ coloured in a specific way? Depending on the sev erity of the need can books be made available in Braille, can audio books be used? The toys and games of the classroom should be looked at, is there a requirement for electronic speaking toys. Any items used should be made part of the normal day for all children where possible to avoid any kind of segregation. The teacher should be aware to verbalise any key activities such as playtimes, lunchtimes etc. All the children in the class should be encouraged to use some of the aids to promote empathy and regard within the class and also to normalise any intervention material. For example visual aids could be used by all the children in certain lessons. Any equipment needed to support the child should be purchased and this is where it may be beneficial to apply the expertise of the experts. For example a practioners initial reaction may be to say the child should be given alternative activities during PE sessions. However this may not need to be the case as with appropriate equipment such as balls that make a noise, they could fully participate along with their peers. Often it is the views and beliefs of the people involved in the teaching of the child that have to be changed and certainly not the child themselves. With a little creativity most daily activities can be adapted and differentiated to meet the varying and sometimes challenging needs of children. Therefore to conclude, there are many acts that govern how children with needs are educated and with careful consideration of both parents and the child these can be successfully followed. Through inclusive practice and good communication the needs of the child and wishes of the parent can be successfully met. References: Burnham Louise, (2008), The Teaching Assistants Handbook, Essex, Heinemann. Beith Kate (2008), Children’s care learning and Development, Essex, Heinemann. Special Educational Needs code of Practise:, http://webarchive.nationalarchives.gov.uk/ Convention on the rights of persons with disabilities: http://www.un.org/disabilities/convention/conventionfull.shtml Working with Children with Special Educational Needs Working with Children with Special Educational Needs The Legal and Regulatory requirements that are in place for children with disabilities. Legal and regulatory requirements are in place to help children with disabilities or special educational needs against discrimination. The specific laws and regulations in place are; The Equality Act (2010), Special Educational Needs and Disability Code of Practice (SEND)(2014), The United Nations Convention on the rights of the child (UNCRC) and The united Nations Convention on the rights of Persons with Disabilities. The main principle of the Equality Act (2010) is to ensure children with disabilities or special educational needs have access to public settings and services. Therefore reasonable adjustments must be made to enable this to happen such as changes in the environment. The SEND code of practice (2014) promotes the value of an individuals needs. The main principle being the child has their needs met as well as having access to the core provision available to their peers. Children with (SEND) should be given full access to education in an appropriate delivered curriculum, to enable them to reach their full potential. The United Nations Convention on The Rights of persons with Disabilities ensures disabled people enjoy human rights as a non-disabled person would. The code of practice states that parents must be included in any decisions or support given to a child and where appropriate the child’s views should be sought. It outlines measures that can be taken to reduce barriers and promote the rights of disabled children so these children can participate equally with other children. They ensure the child’s best interests are in consideration and they are given chance to express their own views and opinions. The United Nations Convention on the Rights of the Child (UNCRC) is a generic document that gives children rights regardless of their individual needs and circumstances. It highlights the importance of the voice of the child, their individual needs, adapting the environment so they can learn, play and rest and to give them the rights to all of the 54 articles. Why it is important to work inclusively with children with disabilities. It is important that practitioners work inclusively with children with special educational needs or disabilities so these children are given the same amount of opportunities as children without special educational needs or disabilities. They have the right to be educated in mainstream schools with other children. It is statutory that all children’s needs are recognized and met. All children are individuals and unique therefore they will have specific strengths and weaknesses. Practitioners have the responsibility to provide a non-discriminated environment, and to accommodate all children’s strengths and weaknesses, which will be facilitated in the curriculum and planning through differentiation. A child with special educational needs, or a disability, needs to feel welcome in a setting and to feel at ease and not to feel different to others. It’s important to make the child feel confident. This can be achieved by promoting a child’s self esteem by including them with decisions regarding their interests and by allowing children to try new things and to encourage them to try again using lots of praise. Practitioners are responsible to plan and set up activities based on the child’s interests and hobbies in order to make the child feel at ease and confident. Children with individual needs may require activities or environments to be adapted to meet their needs. Therefore practitioners need to plan with consideration and knowledge of all the child’s specific needs. Activities which may be too difficult or too simple should be adapted to meet the child’s level of understanding or be age related to meet their needs. However it is still important that these children are still challenged and stretched to reach their full potential. Practitioners and senco can work together to create individual educational plans (I.E.P). Individual educational plans are not required within the SEND but practitioners must make record of the provisions put in place. It is important to have in place specific resources to meet their needs to be able to complete activities. The child should never be made to feel inadequate or unable to access activities set, as this would impact and effect their self esteem. A child with a disability should be able to have access in all areas of their setting. Adaptations should be made, for example, ramps at entrances, ground floor classroom use and furniture layout changed to give access. The benefits of working in partnership with parents and other professionals. Working in partnership with the parents/carers of a child with special educational needs or disabilities is very important and is good practice. Most parents/carer’s know their child best. Unless in situations where the parent has a disability themselves. The parents/carer’s also have the most understanding and experiences of the child. The parents/carers can give professionals information that is important to give the child the support they need. The parents need to feel supported and comfortable to discuss their childs needs. The parents/carer’s feelings need to be taken into account as they may find it emotional or stressfull to talk about their childs additional needs. The parents of a child with additional needs may also have some additional needs, they may find talking about their child’s needs difficult to understand and may need support with this. Therefore it is important for practitioners to be aware of this point and provide these parents with h ome support such as Action for Children to explain certain terminology that they will understand. The parents/carer’s views and contributions help professionals to work more effectively to meet the childs needs. Parents/carer’s need to be given as much knowledge as possible about their child’s entitlements within the SEND framework. They should be given time and support to understand and complete any documentation or procedures. This will ensure an effective two way communication process and will deliver a robust support package for the child. Everyone involved should clearly understand the aims and goals for the child. Behavior and progress needs to be reported to parents so they feel included. Parents may need support with their child’s well-being and behavior at home so settings should offer them family learning sessions that may be available. A good relationship with parents is vital so they can work closely with professionals for the best of the chil d and their needs. A child may be experiencing a good or challenging day and so effective communication in sharing this information will be of great benefit to the child and practitioner knowing what best support to deliver that day. The working partnership between other professionals and the school/setting and the parents/carers is important so everyone can have a good understanding of the childs needs and the best ways to give them what they need. For example speech and language therapists may set activities and work for practitioners and parents to carry out to help the child. This is the same for physio therapists, health visitor, peadiatricians and social workers. They play important roles for the child. Multi agency work is so vital. All professionals working with a child and the family must understand and be fully aware of each others roles, goals and strategies. A childs education, health, development and well-being are interlinked and impact on each other. Regular reviews a mongst multi agencies must take place in a timely manner to ensure all those are made accountable for their input, to discuss any improvements or deterioration in a child’s development and to move the child on further. Children with disabilities are vulnerable and all those working with them must ensure they are kept safe from harm, neglect and abuse. Regular reviews and close working together will highlight any signs of potential concern and early strategies can be put into place to ensue the best for the child. Describe how practitioners can adapt their existing practice to support children with disabilities. Practitioners must be aware of their legal duties underlined in legislation, understand how their role fits into this and to carry this out on a daily basis. Practitioners must make others aware of their duties to include children with disabilities and challenge and negative remarks or practice. Resources must be readily available to adapt activities for individual children. Children’s interests, ability and safety must be met when planning their education. A child should be willing and eager to participate in an exciting and appropriate activity to best support their learning and achievements. Resources must be easily accessable to the child to promote their independence and self esteem that they can do things for them selves and can achieve. A range of real resources should be available to choose. Practitioners must be aware if a child has difficulties in making choices and being independent. If so a visual timetable and providing two choices will be of better support. A child with sensory difficulties may find it difficult in a large classroom and may benefit from a smaller and quieter environment. Health and safety must be a priority so a child cannot injure themselves or others when moving around the classroom. Here it is important that the layout of a room, stor age of resources and their location is kept the same so a child can learn where things belong. Children experiencing emotional and behavioural difficulties will require a sensitive adult and an environment that allows them to express their feelings be it positive or negative and still feel valued. A child may need support during crisis and therefore an area to go that is safe from causing themselves or other harm. They may need support in choosing an activity, visual aids such as photographs at activities or holding up real objects may be useful. It is essential that records are kept and observations are recorded of additional support and activities that are put in place as extra help for children with disabilities. This can be in the form of an Individual Educational Plan, which details specific targets and timescales for professionals to work on with a child. Plans of how professionals are going to achieve those targets e.g. what resources will be used, what activities, who will be involved, for how long and how often and notes on how it went and observations on a child accessing and using the resources and their learning and development all should be recorded as evidence and used as support in moving the child on further. A successful record keeping system needs to be established in settings that works for them and the individual child and that parents and other professionals can add to regularly; such as half termly and can understand.

Religion and Evangelicalism in Jane Eyre Essay -- Jane Eyre Essays

Religion and Evangelicalism in Jane Eyre    When orphans of the nineteenth century were able to receive an education, it usually came from a charity instution. These charity institutions were founded on a basis of religion. This is the case in Jane Eyre for Mr. Brocklehurst is a clergyman who owns and overlooks the Institution that Jane became a part of. Jane's conversation with the newly met Helen Burns exposes this to the reader. Jane asks the question, "Who was Naomi Brocklehurst?" The reader finds out that she was the lady who built the new part of the Institution. It is her son, Mr. Brocklehurst who "overlooks and directs everything." At Lowood he "is the treasurer and manager of the establishment." It is also at this time that Jane finds out Mr. Brocklehurst is a clergyman (82; ch.5). The goal of charity schools was to teach religion and morals to orphans. Knowing this, and feeling as though Jane needs more moral and religious instruction, Mrs. Reed tells Mr. Brocklehurst that "this little girl has not quite the character and disposition I could wish: should you admit her into Lowood school, I should be glad if the superintendent and teachers were requested to keep a strict eye on her, and, above all, to guard against her worst fault, a tendency to deceit" (65; ch. 4). However, religious and moral teaching were secondary to grammar. Before the Elementary Act of 1870, religious instruction was limited to the beginning or the end of the school sessions (Curtis 386). This is true at Lowood. After the girls get up and wash, they go into a "dimly-lit schoolroom" and the prayers are read. Then, "Business now began: the day's Collect was repeated, certain texts of Scripture were said, and to these succeeded a protracted... ...d takes great care to be plain and dress neatly. Before she leaves her room, she checks to make sure that everything is neat and orderly. She is "still by nature solicitous to be neat" (130; ch. 11). After Mr. Rochester asks her to marry him, when he says that he will send for the family jewels, her relpy is, "No, no, sir! Think of other subjects, and speak of other things, and in another strain. Don't address me as if I were a beauty; I am your plain, Quakerish govnerness" (287; ch. 24). She cannot have jewels because it would upset her plainness and she would no longer look like that "plain, Quakerish" type of girl. Lowood had quite an impact on her life as it was sure to have had on the other children that went there. Works Cited: Bronte, Charlotte. Jane Eyre. London, Penguin Books Ltd.: 1996. (Edited with an Introduction and Notes by Michael Mason).

Examine closely Lore by R.S Thomas and Woman Work by Maya Angelou. Essa

Examine closely Lore by R.S Thomas and Woman Work by Maya Angelou. How do the poets show their attitude to life and work in their writing? The poems ‘Lore’ by R.S Thomas and ‘Woman Work’ by Maya Angelou are poems about the working life of two very different people. The poem ‘Lore’ is about a Welsh farmer who enjoys his work and prefers the traditional way of farming. He works hard and has been farming for most of his life, he works for himself. The poem is also written by a Welsh farmer and this voice is used in the poem. ‘Woman Work’ is about a black American slave, she however does not enjoy her work; she gains nothing from it and longs to be free from her work so she can enjoy more important things in her life. Although she hates her work she still works hard, she does not work for herself as she is a slave, her work is a strong contrast to Job’s. ‘Lore’ by R.S Thomas is about a Welsh farmer. Verse one describes the hard life of the farmer, Job, and the effects that the harsh weather has had on his life. Despite the hard life he has endured, Job Davies is still cheerful and enjoys his work because he has been doing it for eighty-five years. The weather is described as ‘slow poison’, which shows that it is having effects on his life and although he is still alive it is making his life hard. Job’s age is measured by the number of winters he has lived through, ‘eighty-five winters old’, he has lived through harsh seasons and has suffered but he is still doing the work that he enjoys. This image of Job shows that he is enthusiastic about his work and is determined to continue. The name ‘Job’ suggests that he is similar to the character from the bible who is tested and has suffering in his life but ... ...side. She longs to be free as she asks the violent weather to take her away and like Job she finds comfort in nature. ‘Lore’ is about a Welsh farmer who enjoys his work, shown by the long period of time that he has been doing the same job. The main theme in this poem is farming, traditional farming in particular as Job Davies is against the use if machinery. The port of ‘Woman Work’ shows a negative attitude towards work and life as she emphasises the large workload and says how she turns to the weather for comfort and affection. The poet of ‘Lore’ shows a positive attitude towards his work and Job clearly enjoys what he does. The poet shows that all Job needs to survive is food, he also shows that Job enjoys his life and he also has been affected by the weather but despite the harsh conditions he carries on. The reasons that they work are very different.

Food Recipe Essay -- Nutrition, Traditional Food

This chapter first enlightens definition of traditional food. Many researchers in previous studies define traditional food in many ways of thoughts. Generally, traditional food is connected with locality, whether from its ingredients, method, formulation or people who handle it. As well, some researchers address traditional food has a strong relationship with cultural and heritage of the place whereby it is produced. In addition, authenticity is an important element that contributes to the uniqueness of traditional food. As traditional food embraces culture and heritage instead of relating to authenticity hence it gives a lot of advantages to tourism industry within the country. Terengganu is chosen as a state within Malaysia, which represents the variety traditional foods that contain the elements of authenticity. Lastly, explanations about traditional food, authenticity, relationship between food and tourism along with Terengganu as an authentic food representative in Malaysia will be discussed a detail in this chapter. 2.2 Definition of Traditional Food Food is commonly acknowledged as something that contains nutritional values which beneficial to human health. On the other hand, Bassiere (1998) defined food as a component of physio-logical, psycho-sensorial, social, hygienic, and symbolic environment. The author symbolized food in different guises whereby as: (a) basis of fantasy and symbolic virtues (bread, wine and dark blood of the game); (b) communication (food sharing influence social link), class marker (champagne, wine, caviar or tripe); and (c) emblem of culinary heritage. In terms of traditional food, Iglesias et al. (2003) defined it as food which is fully elaborated from traditional ways of processing or ... ...s a strong relationship between local food and tourism as today culinary tourism has become wider and popular almost in all countries. Chen-Tsang and Jeou-Shyan (2011) commented food might be just a part of economy but marketing of food which collaborate restaurants, markets and products is the essential component of tourism. Similarly, Gustafsson et al. (2005) revealed that regional food culture is an advantage to the economy as it seems to spawn successful rural food businesses. Therefore, producers, marketers even government need to have a great effort to examine the existing culinary resources so that any potential benefits could be identified. Sound framework which taken in consideration pros and cons should be established to ensure tactical form and style of culinary tourism appropriates for certain place could be developed (Chen-Tsang and Jeou-Shyan, 2011).

Introduction to Сommunication in Health and Social Care

Identify different reasons why people communicatePeople communicate for different reasons. To portray their feelings, opinions, emotions, pain. To express needs, share ideas and information People can communicate verbally by talking or writing. Or even by body language / sign language. Communications can be used to bring out changes in attitudes, motivate people and to create and maintain relationships. Communication is vital for providing and seeking information, and it is also crucial for developing positive relationships with people. Communication is important to understand and be understoodExplain how affective communication affects all aspects of own workEffective communication is important as it ensures that information is clear, accurate, non-judgemental and informative. This helps to reduce the possibility of mistakes being made. It ensures appropriate care service delivery. It is important to communicate with your colleagues, so that all targets and outcomes are met.Effectiv e communication is important so that yourself and the service user fully understand eachother. This includes using words, feedback, action, body language and gestures. With effective communication service users and family will enjoy the services provided.Explain why it is important to observe an individual reactions when communicating with themAll communication has an effect on the person that you are communicating with. Interactions a two way process, it is important to watch the effects so that any problems can be identified and dealt with. In order to be effective in care and supporting service users you have to be a good communicator whether this is through speaking, body language, facial expressions or gestures.Sometimes you are able to communicate with others without having to use words. When communicating face to face the other person may not always indicate verbally that they understand, or if they agree. Observing body language is very important as it helps the speaker unde rstand if the other person agrees or understands etc.Find out an individual's communication and language needs, wishes and preferencesEffective communication happens when the right method is used to send a message so it can be received and understood. Care workers need to know about a range of communication methods. They should also be skilled at identifying the communication and language needs, wishes and preferences of the people with whom they work and interact. Service users can be people from a diverse range of backgrounds who will want to communicate in different ways. Finding out about each individual’s language needs, wishes and preferences is an important part of your role.You can do this by:Asking people whether they or their relatives have particular language or communication needs.Referring to the Service users Care PlanReading reports and notes about service users that provide information on speech and language issues, learning difficulties, disabilities e.g. (he aring or visual impairment) or physical conditions (e.g. stroke, cleft palate) that may affect their ability to communicate.Being aware that an individual’s culture, ethnicity and   nationality may affect their language preferences and needs.Observing the people who use your setting to see how they use their communication and language skills.Asking your supervisor/mentor, senior staff and specialist professionals such as speech and language therapists, occupational therapists and social workers for information, advice and support about how best to communicate with adults who have special communication needs.Show how and when to seek advice about communication.There may be situations in which you feel unsure about how you should  communicate with a service user or another person in your work setting. In some situations you will be aware that you are struggling to communicate effectively with somebody. In situations like these, you should seek advice and obtain support.You can do this by: talking to your supervisor, mentor or line manager about the difficulty, You can ask for their advice about how to deal with the problem, You can also speak with the communication or language support specialists (teachers, psychologists or speech and language therapists). Your goal is always to ensure that the messages you send can be received and understood. To achieve this you may sometimes need to change or adapt the form of communication that meets each individual’s needs, wishes and preferences.Identify  barriers to communicationTo identify the barriers to communication, the sender and receiver of the message need to consider several factors.Sensory DeprivationWhen someone speaks a different language or uses sign language, they may not be able to make any sense of information they are being given by someone trying to help them if that person does not speak their language.JargonWhen a service provider uses technical language the service user may not unde rstand. For example – The doctor may say that a patient needs bloods or an MRI scan. That can sound very frightening to someone who has been rushed into hospital. It is better if the doctor explains that they need to take some blood to do dome simple tests and then explains what an MRI scan is. Understanding the facts can make something seem less scary.SlangWhen a service user uses language that not everyone uses, such as saying they have a problem with their waterworks. This can mean their plumbing system. But also means a problem going to the toilet. Sometimes it may be appropriate to use slang with your peers, but whilst working with colleagues or service users you should avoid using any language that can be misunderstood, misinterpreted or may cause offence.Emotional difficultiesWe all have emotional difficulties at times and become upset, you might of split up with your boyfriend / girlfriend or had an argument, or you could have had some bad news. The effect can be not to hear or understand what people are saying to you. This can lead to misunderstandings.Health IssuesWhen you are feeling unwell, you may not be able to communicate as effectively as when you are feeling well. This can affect your colleagues and service users. Similarly, people who are being cared for in hospital because of an illness may not be able to communicate in their normal way. Some long term ‘chronic' illnesses such as Parkinson’s disease or multiple sclerosis also affect an individual’s ability to communicate and you need to be aware of this if you are working with these people.Environmental problemsWhen communication is affected by the environment that people find themselves in. For example – Someone who does not see very well will struggle to read written information in a dimly lit room. A person who is in a wheelchair may find it impossible to communicate with the receptionist at the dentist if the desk is too high and above the wheelchair use rs head. Identify sources of information and support or services to enable more effective communicationTranslation servicesThis service can help with changing the written text from language to another.Interpreting servicesThis service can help with converting spoken language to another language.Speech and language servicesSupport people who have had a stroke and have problems with their speech.Advocacy servicesThis service can support people who are unable to speak up for themselves. This service trys to understand the needs, wishes and preferences of people, and will argue on their behalf.Sometimes you will need to find specialist advice because a person’s communication needs are too complex for you to deal with alone. Someone who has an illness that affects their ability to produce sounds or control their neck and facial muscles may need to speak using a piece of assistive technology. For these type of issues, you will need the advice of a speech and language therapist who is an expe rt and will be able to advise on and kind of specialised communication needs.Explain the term confidentialityConfidentiality means not sharing information about individuals without their knowledge and agreement and ensuring that written and electronic information cannot be accessed or read by people who have no reason to see it. Confidentiality is important because: People may not trust a support worker who does not keep information confidential People may not feel valued or able to keep their self esteem if their private details are shared with others Peoples safety may be put at risk if details of their property and habits are shared publiclyA professional service that maintains respect for individuals must keep private information confidential. There are legal requirements under the data protection act 1998 to keep professional requirements laid down by the regulators that make it the duty of professionals to keep information confidential.Describe situations where information nor mally considered to be confidential might need to be passed on.Sometimes confidential information disclosed by a service user may need to be passed on to others if there is a risk of danger or harm to the service user or other people, if abuse is suspected, or if there is suspected misconduct of a colleague, in respect of care of a service user (whistle blowing) You must inform the service user why the information needs to be passed on to others, and that it is your responsibility to do so.Explain how and when to seek advice about confidentialityIt is very important as a care worker that you understand when to seek advice about confidentiality. Confidentiality is essential in care work to improve trust and working relationships between the service users and their carers. Certain information is however shared amongst teams if it is needed to effectively support service users and others involved in their care. Take for example when there is a prospect of danger or harm to the service user, staff or members of the public.Additionally if abuse is suspected within the home or seen anywhere or if there is a misconduct of a staff. It is the responsibility to the supervisors or the appropriate bodies to take appropriate actions. In most cases organisations have whistle blowing policies to guide and protect staff from victimisation after blowing the whistle and also to guide them on how to break confidentiality.