Understand Diversity, Equality and Inclusions in own area...

1. Understand Diversity, Equality and Inclusions in own area of Responsibility 1.1 Explain Models of practices that underpin equality, and diversity and inclusions in own area of responsibility. In looking at this model I have found that many people have views that based on discrimination and prejudice they are embedded in today’s society, the attitudes and the surrounding environment often focuses on what a person lacks in terms of disability and focuses on condition or illness or a person’s lack of ability. To combat this prejudice within making space we use person centred care planning it is my responsibility to promote the use of this and to ensure that the support workers who deliver it are fully trained to do so. It is also†¦show more content†¦Personal barriers where support staff may hold individual prejudices that influence their practice, these actions may be conscious, but can often be unconscious or unwitting inflicted on an individual. Attitudinal barriers are not as easy to identify as physical barriers may be but they can feel every bit as real to those who are exposed to them. Causing low self esteem low confidence, depression ect. Physical barriers in a built up environment could be not having access into buildings, narrow doorways, or the absence of lifts and accessible toilets. When any of the above occurs individuals may feel oppressed, helpless and disempowered, low self-esteem, withdrawn and depressed. 1.3 Analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility There are many Legislations, Codes of practice (Some of which are listed below) and also my workplace policies which regulate equality diversity and inclusion within my area of responsibility.The equality and diversity act is the most significant piece of legislation to be introduced for a long time. And has recently be modified it states that all people male or female people from different races, disabled people, people of different ages, gay lesbian, straight and bisexual people or transsexual people. People from different religions or different beliefs, pregnant women,Show MoreRelatedunderstand diversity, equality and inclusion in own are of responsibility1243 Words   |  5 Pagesï » ¿CU2943 1.1 Explain models of practice that underpin equality, diversity and inclusion in own area of responsibility. Equality is to treat all as individuals; to respect race, disability, age, gender, religion, beliefs, culture and sexual orientation. For all to be open to opportunities, to be treated fairly and respectfully, have rights and equal status in society and for all to reach their full potential. Diversity is to value that we are all unique and yet similar. We have different needsRead MoreUnit 503 Essay667 Words   |  3 Pagespractice that underpin equality, diversity and inclusion in own area of responsibility The client groups at my current place of work are adults with autism, learning disabilities and some of the residents have a dual diagnosis of mental health issues as well. Both the social and medical model has an impact on their daily life. The home empowers the residents and enables them to lead a normal positive life where possible. We do this by providing and engaging them in their own individualized care plansRead MoreDiversity: Discrimination and Service Users1535 Words   |  7 Pages2 Be able to champion diversity, equality and inclusion 2.1 Promote equality, diversity and inclusion in policy and practice It is your role and responsibility to ensure that all staff promote equality, diversity and inclusion, whether dealing with service users directly or indirectly. This can be done in the following ways: Dignity and respect – respect individual’s need for privacy and dignity in the way that service is provided and the way that information is handled. Treat service usersRead MoreLevel 3 Diploma998 Words   |  4 Pagesrelationships in the future * Care system; social ties education, relationships, crime, development 1.2. Explain the importance of poverty on outcomes and life chances for children Effects of poverty; * Development * Social inclusion * Awareness * Understanding * Health * Crime Poverty can have a negative effect on a child; the health needs may not be met. Poor diet, unable to afford specialised services and treatments. By being in poverty it could affectRead MoreTDA 3.61678 Words   |  7 PagesUnit 306 Promote equality, diversity and inclusion in work with children and young people Outcome 1 Promote equality and diversity in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity The education act is based towards the school responsibilities towards children with special educational needs. It means schools must provide resources, equipment and extra support to meet the needsRead MoreExplain Models Of Practice That Underpin Equality2059 Words   |  9 PagesUnit 503 1.1 Explain models of practice that underpin equality, diversity and inclusion in own area of responsibility. Although sometimes used interchangeably, the terms ‘equality’ and ‘diversity’ are not the same. Equality can be defined as ‘the state of being equal, especially in status, rights, or opportunities’ Equality is about ‘creating a fairer society, where everyone can participate and has the opportunity to fulfil their potential’ (DoH, 2004). By eliminating prejudice and discriminationRead MoreLevel 5 Health and Social Care 503 Essay1458 Words   |  6 PagesUNIT 503 Learning outcome Understand diversity, equality and inclusion in own area of responsibility 1.1.1 There are two models that link with equality, diversity and inclusion, the first one is the social model of disability which views discrimination and prejudice as being embedded in today’s society, their attitude’s and their surrounding environment. The social model focuses on who the adult is as person not what their disability or diagnosis is, the focus is on how to improve and empowerRead MoreEquality Diversity Inclusion1538 Words   |  7 Pages1.1 Explain what is meant by. Equality Equality is treating people fairly and making sure that everyone is given a fair chance and that their individual needs are met. It’s about giving all sections of the community equal access to employment, education and other services that are provided whilst valuing and respecting them. Recognising that different sections of the community require specific measures to make sure they receive equality. Recognising how and why some groups are underrepresentedRead MoreLegislation Table HBCA Unit 1 Task 1 SA 2 Essay694 Words   |  3 Pages Using the information within the learning materials make a list here of current legislation Criteria 1.2 From your list of legislation for criteria 1.1 please now consider the areas of: Health and Safety Safeguarding, welfare and protection of children Equality, Diversity and Inclusion Using the table template list 2 or 3 examples of legislation specific to each of the 3 headings and a brief summary what each piece of legislation will mean in your work as a home based childcarerRead MorePTLLS Overview1077 Words   |  5 PagesRoles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and valuing diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and

The Ethical Standards Of Corporate Social Responsibility

Introduction In 2013, the American Insurance Company AIG, American International Group was ranked the worst company in corporate social responsibility for the fifth consecutive year (Orwell, 2014). Known for its exorbitant executive salaries, â€Å"golden parachutes†, and lavish management perks during the infamous financial bailouts of 2009, AIG still struggles to regain consumer confidence (Orwell, 2014). Multiple corporations grapple with how to meet the ethical standards of corporate social responsibility in today’s global economy. Becoming a triple bottom line company would help a business meet its ethical obligations and demonstrate its sustainability progress to stakeholders. Employing utilitarian theory of ethics to exam triple bottom†¦show more content†¦The legal responsibility of an organization is to abide by all laws and regulations. The expectation is for the business to follow and obey not only the explicit version of the law but its intended pur pose. The corporation’s ethical responsibility is to conduct business and act in accordance with ethical and moral values even when not required by law. The philanthropic responsibility refers to an organization’s obligation to contribute to the betterment of society through its â€Å"generosity towards the community† where it resides (Metivier Matteson, 2015). Triple Bottom Line The triple bottom line (TBL) is a theory of corporate social responsibility and accounting framework that focuses on a corporation’s long-term sustainability in three different areas. It proposes that the ultimate success of a corporation depends not only on how well it performs financial but also socially and environmentally (Norman MacDonald, 2004). The TBL concept requires the performance in each area of sustainability be measured independently (Metivier Matteson, 2015). The triple bottom line has been commonly referred to as the three Ps for profits, people, and planet (Slaper Hall, 2011). Similarly to CSR, the economic sustainability measure of TBL evaluates the profitability of a business. Measured primarily in dollars, the economic sustainability assesses the variables related to the bottom line (Slaper Hall, 2011). The social

Hunters Gatherers Essay Example For Students

Hunters Gatherers Essay Anthropology 1010: Assignment 1The Asmat, Headhunters, people are located in New Guinea’s West Iran. These people actually cut off people heads and eat their brains and wear their jaws as a necklace. People’s brains are not their main source of food. The major food of these people is the starch of the sago palm that they roast. The sago palm is found deep into the swamps. You take an ax and split the palm in to two pieces. The food inside is called sago grub. The sago grub is soft white larva of the Capricorn beetle. They put it on a stick and roast it in the fire. The Asmat villages are always located by water and the houses are raised on poles above the mud. When high tide comes, so does the seafood, such as shellfish. When high tide leaves the seafood stays and they grub on that. Other forms of food are lizards, pigs, and cassowaries, which are wild flightless birds that are almost as big as ostriches. Neighboring villages get together and have a ritual where they literally adopt others from the neighboring tribes. The adults pretend to be children and suckle to their newly acquired mom. The adults also teach the children their roles and responsibilities. The boys learn their roles as hunters and the women learn their roles as fisherman. Women also gather most of the food and do the cooking, while the men stand by and watch and protect the women. Some men even stay at home and just talk. The women really seemed to be the bosses and called all of the shots. The men may be headhunters, but it is the women that have most of the responsibility and ultimately the power. BibliographyRecourse:Kirk Malcolm S â€Å"Headhunters in Today’s World† National Geographic, Jan-June 1972 pgs.389-408. Anthropology

teen pregnancy Essays (645 words) - Midwifery, Teenage Pregnancy

The Prevention Of Teenage Pregnancy Approximately every two minutes, a teenage girl in the United States gives birth (Guernsey 6). While this fact may be sad and startling to most people, it is in deed the truth. Over the past few decades, the problem of teen pregnancy has grown considerably in this country. It has been receiving a great deal of public and official attention recently, including expressions of concern from President Clinton and New Jersey?s Governor Whitman (Schurmann 7). However, the most extensive dilemma regarding the issue of adolescent pregnancy is the incredibly important question of prevention. Preventing teen pregnancy includes such problems as the availability of birth control, sexual education among children and adolescents, and a greater sense of support for pregnant teens. However, before society can begin to successfully prevent pregnancies among teenage girls, the underlying causes and facts about the dilemma must first be exposed. While eighty-five percent of the teenage girls who become pregnant every year do not plan their pregnancies, an alarming fifteen percent of these pregnancies are in fact intentional (Bell 107). Some girls are under the false pretenses that having a baby will provide them with a certain amount of love that is currently missing in their lives. Many also believe that with this new life they have helped create will come a renewed sense of hope (107). These incentives reflect emotional problems that will not be solved by becoming pregnant, but will only get worse. In addition, a considerable amount of girls become pregnant as a secret plan to hold on to their boyfriends (Guernsey 37). They assume that by giving birth to their boyfriends? babies, he will stick around longer and the relationship will improve as a result. However, the reality is that if a relationship is not strong enough to survive on its own, the presence of a baby will simply make it much more difficult. There are several myths surrounding teen and adolescent pregnancy. Some of these myths are misunderstandings that many teenagers have, regarding sexual activity and pregnancy. A common deception among teens is that it is impossible to impregnate someone, or become pregnant the first time they have sex. Not only is this extremely false, it just so happens that approximately one out of twenty girls becomes pregnant the first time she has sex, and as many as ninety percent of all pregnancies occur within the first year of sexual activity (Guernsey 19-20). Another common myth among teenagers is that you cannot get pregnant if you have intercourse while standing up and that pregnancy cannot occur unless the girl is over sixteen years old (Jakobson 32). There are also myths that the adult world perpetuates regarding teens and teen pregnancy. Some of the more common ones are that most pregnant teens are ?bad girls?, and that many teens who have children together wind up getting married to one another. The reality is that teen and adolescent pregnancy is an issue that concerns and involves all types of girls from all races and incomes (?Preventing? 3). Regarding the marriage of teen parents, only ten percent of teen parents marry, and the majority of the time the marriages do not work out. Before the problem of teen pregnancy is attacked, it is important for both teens and adults to have a better understanding of exactly what the issues are, and to acknowledge the extreme differences between the lies and the facts. A common misconception about the prevention of teen pregnancy is that the increase of contraception availability will result in an increase of pregnancies. Forty-five percent of people interviewed said that they believed that if schools were to begin dispensing birth control products, ?it [would] make teenagers more likely to engage in sexual activities? (Newsweek 56). This ties in very closely with the ever-growing debate of legal abortions.