Diversity within Society Essay Example for Free

Diversity within Society Essay This essay will discuss some of the changes brought to Britain by immigration and new religious teachings. It will briefly analyse some of the benefits and how these still contribute to our society by improving this country. Furthermore, it will show that immigration has led to religious diversity making us a multicultural society. Britain nowadays is an extremely diverse country. There are people of different nationalities and religions all around us and we have learnt to adjust to their own ways and beliefs. With immigration we have embraced new changes: fashion, food, music and festivals. New religions have taught us to be a more tolerant society and become more accepting of other faiths. Some fashion is influenced through migrants, for instance the Hindu sari’s colours and style have helped shape the evening backless gowns. The burka however, still creates great controversy. Although there is a merging of fashion similarly fashion can also separate. It would seem people are judged by their sense of dress, whether they dress for cultural or religious reasons. Today there are even magazines in the media to help expand our knowledge of Islam. Most notably, the Emel is a British lifestyle magazine that reports on contemporary British Muslim culture. Launched in 2003, it was previously only available in Muslim bookshops. It has since become the most widely read British Muslim magazine in Britain and now attracts interest from non-Muslim readers too. As well as covering fashion it also informs on other aspects of life such as consumerism and politics, health and education. The whole aim of the magazine is to explain the positives aspects of Islam to non-Muslims and reduce fear and tension. (Emel, 20/05/2013) Another example of change in the fashion is that Indian people have brought with them their knowledge of threading, a method of facial hair removal, which is currently very popular amongst both women and men. One particularly striking aspect that affected Britain tremendously is new food. Immigration and religion have enriched Britain’s diet. These days there is a large variety of restaurants presenting foreign cuisines. We can have our pick of Chinese, Thai, Japanese, Indian, Italian, Spanish, Mexican and many  others to suit our tastes. Amazingly, there are even some restaurants that of fer a mix of cultural gastronomy allowing us the luxury of selection and variation on the same plate. For some people these days, the Indian dish, the curry especially, is a favourite meal and most popular in Britain. In particularly, some people also choose to adapt a Mediterranean diet for health reasons. The food we consume is also determined by our religious beliefs. In Christianity, fish is eaten on Good Friday as a way of celebrating Jesus whereas in Islam and Hinduism, pork is out of the menu as the pig is seen as a dirty animal. Also in Hinduism, beef is not consumed as Hindus believe the cow is holy. British popular music also shows many influences from immigration. Immigrants have brought new musical sounds like reggae, ska and calypso. Black music, most notably RnB has had a lasting impact on British popular culture. Pop music is another indicator of the multicultural nature of Britain today. In most UK towns and cities it is possible for worshippers of Christianity, Buddhism, Judaism, Hinduism, Sikhism, Islam and many other religions to find somewhere to celebrate their faith in a community safely with others. The most known religious festivals in Britain are Christmas and Easter as part of Christianity. Eid is the second most important festival in the Muslim calendar. In the same way Christians celebrate Jesus at Christmas, Muslims celebrate Raham at Eid. Both events are about sharing, music, party and simply good fun. In Hinduism, Diwali is perhaps the most well-known Hindu festival. It is known as the ‘festival of lights’ and this five day festival honours Lakshmi, the goddess of wealth. The Notting Hill Carnival in London is the largest street festival in Europe. It originated in 1964 as a way for Afro-Caribbean communities to celebrate their own cultures and traditions. It celebrates the abolition of slavery and freedom. It takes place every August Bank Holiday weekend and since festivals invite participation, every year people get together to enjoy this amazing, lively event and savour the Caribbean food on offer. On the whole, it is obvious immigration has brought significant benefits to Britain. Immigrants have enriched our society by working hard and creating jobs. They have offered us all the beneficial changes previously mentioned and we could no longer live without them. As a result, Britain is now a far  stronger society. Immigration has educated us to be more aware the ‘other’ making us open, tolerant, diverse and welcoming and this is something Britain should be proud of. BIBLIOGRAPHY Emel, http://www.emel.com/, (2O/05/2013) BBC, http://www.bbc.co.uk/schools/religion/islam/eid_haj.shtml, (20/05/2013) BBC, http://www.bbc.co.uk/schools/religion/hinduism/diwali.shtml, (20/05/2013) http://www.politics.co.uk/comment-analysis/2013/03/25/david-cameron-immigration-speech-in-fullpolitics.co.uk, (20/05/2013)

Success Essay -- essays research papers

~~†If one advances confidently in the direction of their dreams, and endeavors to lead a life which they have imagined, they will meet with a success unexpected in common hours.† – Henry David Thoreau What is success?   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Is it the process of doing a task and receiving a positive result, or is it simply achieving ones own personal goals? One’s ability to succeed in life is almost directly related to an image of the perception of what success is. Many of America's most successful businessmen, such as J.P. Morgan and Andrew Carnegie, understood what it took to survive in the rapidly evolving business world. Their belief was that success is tangible only through smart business interactions and good money management, personality and good looks only serve as a bonus. Rene Gallimard in Madame Butterfly and Willy Loman in Death of a Salesman evidently did not grasp these experts' concept of success. Both Willy Loman and Rene Gallimard define success as their antithesis, and measure their level of accomplishment against their individual barometers for success. Willy Loman preaches that success comes hand in hand with a great smile and a jovial personality but he believes that success is hidden in far off opportunities. Rene Gallimard defines a successful person as one who has the ability to control and maintain power over another. Both of these images are tainted because they are simply representations of their maligned, s...

Reasons for Communication Essay

The reasons why people communicate is to (a) express needs (b) to share ideas (c) to build relationship and socialise (d) to ask question and share experience 1.2HOW COMMUNICATION AFFECTS RELATIONSHIP IN THE WORK SETTING communication affects relationship at work place e.g. with colleagues, people using services, children and their families, help to build trust, understanding of individual needs, communication is used to negotiate, to prevent or resolve conflict and prevent misunderstanding. Relevant theories e.g. tuck man stages of group interaction (forming, storming, norming and performing) Read more: Reasons for communication  essay 2.2 THE FACTORS TO CONSIDER WHEN PROMOTING EFFECTIVE COMMUNICATION Argule’s stages of the communication cycle (ideas occur, message coded, message sent, message received, message decoded, message understood) type of communication for example complex, sensitive, normal or non-normal: context of communication e.g. one-one; group, with people using services, children or young people, with professional/colleagues; purpose of communication; cultural factors, needs to adapt communication; environment; time and resources available 3.1 HOW PEOPLE DIFFERENT BACKGROUND MAY USE AND/OR INTERPRET COMMUNICATION METHODS IN DIFFERENT WAYS People from different backgrounds may use or interpret communication in different ways by looking at that ;an individual background can influence communication for example age, gender, culture, socio economic status: differences in verbal communication e.g. language, vocabulary, dialect, intonations, non-verbal e.g. facial expression, use of body language, eye contact, gesture etc 3.2 THE BARRIERS TO EFFECTIVE COMMUNICATION The barriers to effective communication are: language e.g. dialect, use of jargons, sector specific vocabulary. Environment e.g. noise, poor lighting. Emotional and behavioural e.g. attitude, anxiety, lack of confidence, aggression, sensory impairment health or medical conditions learning disability, effect of alcohol or drugs 3.5 HOW TO ACCESS EXTRA SUPPORT OR SERVICES TO ENABLE INDIVIDUALS TO COMMUNICATE EFFECTIVELY To access extra support and services, the use of interpreting services; translation services; speech and language services; advocacy services; third sector organisations example stroke association, royal institute for deaf people (RNID) 4.1 THE MEANING OF THE TERM CONFIDENTIALITY The term confidentiality means one person receives personal or sensitive information from another person. This information should not be passed on to anyone else without the person from whom the personal or sensitive information was received: meaning of confidentiality as contained in principles of current legislation e.g. the data protection act of 1998 4.3THE POTENTIAL TENSIONS BETWEEN MAINTAINIG AN INDIVIDUAL’S CONFIDENTIALITY AND DISCLOSING CONCERNS Maintaining confidentiality in day to day communication in different inter-personal situation e.g. adult receives personal or young person receives personal or sensitive information about other adults or colleagues, child or young person receives personal or sensitive information about an adult, following policies and procedures in own work place setting for example policies from sharing information, situations where unconditional confidentiality cannot be maintained, support and guidance regarding confidential information, role of manager or supervisor, referral, training types of information to the collection, recording and storage of different of information There is a potential tension caused by confidentiality and the need to disclose information when information; understanding when information may be shared without consent, concept of need to know, need for transparent policy and protocols in information sharing Unit 2 1.1THE DUTIES AND RESPONSIBILITIES OF OWN WORK ROLE the duties and responsibilities of own work role are: contractual responsibility e.g. hours, line of reporting, specific roles and responsibilities e.g. behavioural support, supporting children and young people with special educational needs, supporting bilingual children and young people: compliance with policies and procedures of work setting e.g. behaviour, children and young people protection,. Health and safety: keeping up to date with changes to procedures; keeping up to date with practice 1.2 THE EXPECTATIONS ABOUT OWN WORK ROLE AS EXPRESS IN RELEVANT STANDARDS the expectations of own work role as express in relevant standards are example national occupational standards for children’s care, learning  and development (NOS CCLD), national occupational standards for learning and development for support services (NOS LOSS) in relation to duties and responsibilities e.g. role to support children or young people with educational needs , expectation to meet standards 2.1 THE IMPORTANCE OF REFLECTIVE PRACTICE IN CONTINIOUSLY IMPROVING THE QUALITY OF SERVICES PROVIDED The importance for reflective practice in continuously improving the quality of service provided and aiming to continually review progress to improve or change approaches, strategies, actions, benefits to children, young people. Setting and individual of improved performance e.g. enable learning to take place and practice to improve. Enables all relevant factors to be taken into account. Provides clarity, identification of learning cycle (KOLB) 2.3 HOW OWN VALUES, BELIEF SYSTEMS AND EXPERIENCE MAY AFFECT WORKING PRACTICE Personal values, belief system and experience may affect working practice through self-awareness of values, beliefs experience affection approach to working practice example motivation, conformity, cooperation, consistency, respect fairness, creativity of previous experience of learning: ways of own values affect practice positively and negatively e.g. conflict between own values, beliefs and standards 4.1 THE SOURCES OF SUPPORT FOR PLANNING AND REVIEWING OWN DEVELOPMENT The sources of support for planning and reviewing own development can be: sources of support e.g. mentor, supervisor, teacher, manager, local authority, training providers awarding organisation further and higher educational institutions, learning direct, teachers development agencies (TDA). Children’s workforce development council (CWDC) 5.1 THE EVALUATION OF HOW LEARNING ACTIVITIES HAVE AFFECTED PRACTICE Learning activities such as formal lessons, training programmes/sessions research activities observing practice, practical activities can affect practice by applying newly learnt theories and using different approaches. How reflective practice leads to improved ways of working e.g. ways that continually challenging current behaviour has developed and enhanced own practice and skills: how monitoring own practice has enabled changes to take place UNIT 3 1.1 WHAT IS MEANT BY THE TERMS DIVERSITY, EQUALITY AND INCLUSION Diversity- differences between individuals and groups e.g. culture, nationality, ability ethnic origin, gender, age religion, beliefs, sexual orientation and social class Equality- this is the promotion of individual rights, giving choices and opportunity, respect and fairness, services in response to individual needs. Inclusion- individual at the centre of planning and support, valuing diversity 1.2 THE POTENTIAL EFFECTS OF DISCRIMINATIONS The effect of discriminations is: direct discrimination, institutional discrimination etc. Individual being treated less favourably than others: lack of opportunities, prejudice and injustice. 1.2 HOW INCLUSIVE PRACTICE PROMOTES EQUALITY AND SUPPORT DIVERSITY Promoting equality: policies and procedures in work place setting inclusive practice procedures: challenging discrimination, promoting rights, empowering, removing barriers e.g. physical access to effective communication, improving participation, promoting dignity and respect, individual at the centre of planning and delivery of services. Supporting diversity, valuing differences between using positive images of individual from diverse groups. Celebrating differences 2.1 HOW LEGISLATIONS AND CODES OF PRACTICE RELATING TO EQUALITY, DIVERSITY AND DISCRIMINATION APPLY TO OWN WORK ROLE Legislation and codes of practice: codes of practice of sector, policies of work place settings, human rights act 1998, disability discrimination act 2005, special educational needs and disability act2001, race relation (amendment) act 2000,the equality act 2010, the European convention on human rights 3.3 HOW TO CHALLENGE DISCRIMINATION IN A WAY THAT PROMOTES CHANGE In order to challenge discrimination to promote change, I will identify and challenge discrimination behaviour; recognised stereotypes in attitude or written materials; understand and adopt own belief attitude; know how to report concerns; review and develop policies and procedures UNIT 4 1.1 WHAT IT MEANS TO HAVE A DUTY OF CARE IN OWN WORK ROLE duty of care in own work role is accountability e.g. exercising authority, managing risk working, safe guarding children and young people, monitoring  own behaviour and conduct, maintaining confidentiality, storing personal information appropriately, reporting concerns and allegations, making professional judgement, maintaining professional boundaries, avoiding favouritism, maintaining high standards for conduct outside the professional role 1.2 HOW DUTY OF CARE CONTRIBUTES TO SAFEGUARDING OR PROTECTION OF INDIVIDUALS The contribution of duty of care to safeguarding and protection of individuals is safeguarding children and young people e.g. protection from sexual, physical or emotional harm, preserving respect and dignity. Engendering trust protecting children and young people e.g. safety in the environment, safe use of resources and equipment, prevention from intimidation or humiliation, protecting self e.g. ensuring against risk of allegation of misconduct or abuse. Avoiding risk of accusation of malpractice 2.1 THE POTENTIAL CONFLICT OR DILEMMA THAT MAY ARISE BETWEEN THE DUTY OF CARE AND THE INDIVIDUAL’S RIGHT The potential conflict or dilemma and individual right that may arise between individual rights and duty of care are e.g. attitudes and unsafe behaviours such as drugs, alcohol, abuse, treating, staying out without permission aggression and violent, bulling and intimidation, vandalism. Individual rights for example respect for views and actions, safety and security, love and belonging, education equality 2.2 HOW TO MANAGE RISKS ASSOCIATED WITH CONFLICT OR DILEMMABETWEEN AN INDIVIDUAL RIGHT AND DUTY OF CARE In order to manage risks associated with conflict or dilemma will be by e.g. implementing policies and codes of practice, acting in individual’s best interest, fostering culture of openness and support, being consistent, maintaining professional boundaries, following systems for raising concerns 2.3WHERE TO GET ADDITIONAL SUPPORT AND ADVICE ABOUT CONFLICT AND DILEMMA ADDITIONAL SUPPORT AND DILEMMA CAN BE GOT FROM: EG LINE MANAGEMENT, TRAINING AND PROFESSIONAL DEVELOPMENT, HEALTH PROFESSIONALS, SCHOOL/ college advices, counselling services, mediation and advocacy services 3.1 methods of responding to complaints Ways in which we can respond to complaints are: e.g. listening to complaints, referring complaints to policy, suggesting that complaints be made in  writing, reporting complaint to line manager 3.2 THE POINTS OF AGREED PROCEDURES FOR HANDLING COMPLAINTS The main points of agreed procedures for handling complaints are: e.g. acknowledgement of complaints, stages within procedures, report and recommendation, review and appeals Unit 5 The aim of this assessment is to understand the national and local context of safeguarding and protection of vulnerable people from abuse. The assessment will take into account and how to understand ways to reduce the likelihood of abuse and finally knows how to respond and report unsafe practices. 3.1 THE NATIONAL POLICIES AND LOCAL SYSTEMS THAT RELATES TO SAFEGUARDING AND PROTECTION FROM ABUSE According to the codes of practice, all agencies and individuals involved with vulnerable adults have duty to protect them from abuse. The wishes of the vulnerable adults should be central to the use of the multi-agency policies and procedures for the protection of vulnerable adults from abuse. The policies and procedures respects an adult’s rights to live free from abuse in accordance with the principles of respect, dignity, autonomy, privacy, beliefs and equality. Services will be provided in a manner in which does not discriminate on grounds of racial or ethnic origin, religion or b eliefs, disability, gender, age or sexual orientation 3.2 THE ROLES OF DIFFERENT AGENCIES IN SAFEGUARDING AND PROTECTING INDIVIDUALS FROM ABUSE It is the responsibility of everyone to seek to prevent and protect vulnerable people fro abuse. Suspected or actual abuse must be reported to social services or the police within 24 hours. An adult protection enquiry coordinator will be appointed by social services to coordinate the investigation and will a senior practitioner or first tier manager with appropriate skills, in most cases, an inter-agency strategy meeting, chaired by a senior manager at team manager level or above will be converted to determined the action plan 3.3 REPORTS INTO SERIOUS FAILURES TO PROTECT INDIVIDUALS FROM ABUSE Agencies have a duty of care to protect vulnerable adults from abuse and to recognised and take actions within the present legal framework, there will be occasions when vulnerable adults may choose to remain at risk in dangerous situations. Professional staff may find no statutory power in cases where the adult is judge to sufficient capacity to make his/her own choices and refuses the help or treatment which the staff  or carer feels is needed and where public interest consideration do not apply. In this case, the decision of the vulnerable should be respected. At the same time, accurate record must be made of the situation 3.4 SOURCES OF INFORMATION AND ADVICE ABOUT OWN ROLE IN SAFEGUARDING AND PROTECTING INDIVIDUALS FROM ABUSE Confidentiality must not be confused with secrecy. Staffs have clear duty to report any concerns they have relating to abuse or suspected abuse of vulnerable adults to their line manager at their earliest opportunity. Workers in all agencies owe a duty of confidentiality to vulnerable adults. A vulnerable adult has a right to expect that information about them and held on them in what ever form, will be treated with due regards to the principles of confidentiality. These principles are applicable to information sharing both within and between agencies in matters concerning abuse.

Age Thirteen A Tough Age For Some - 918 Words

Age thirteen can be a tough age for some. It is the start of one s teen years and that of puberty. Also the year I graduated the eighth grade and moved on to become a freshman in high school. Unfortunately, it was also the age my parents decided to go separate ways and divorce. Divorce as defined by the Merriam-Webster dictionary is the end of a marriage by legal process. The word divorce makes many teens feel uneasy; some know the meaning all too well. The thought of my parents divorcing was living in the back of my mind, due to their constant arguing and fighting. When parents fight it causes us teens to feel sad and unhappy. Having to go through this process as a teen is difficult and even more so, to confront it. My goal is to share ways to help you cope with your guardians divorcing. The first and most important step to help you get by this is to not blame yourself. This is most likely to be your immediate reaction and perhaps say this is all my fault†, when in reality you were never the problem to begin with. Many teens, like myself, get caught in between their parents who are arguing and angry with each other. It may be even harder for, you to know that your peers still have both parents in a relationship. Do not let that bother you. In fact, you never know if their parents will divorce in the future. Author Kingsolver says in her piece â€Å"Stone Soup† that, we are statistically more likely to divorce, and to live in blended families or other extra nuclearShow MoreRelatedTreat Juveniles Differently than Adult Criminals Essay1010 Words   |  5 PagesTreat Juveniles Differently than Adult Criminals I do not think it is a good idea to lock juveniles up in prisons with adults. For a child to set down and plan a murder for instance, there would have to be some kind of deep emotional problem. 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