The African American Struggle for Civil Rights in the 1960s

In what ways, and for what reasons, did the African American struggle for civil rights in the United States change between the early and late 1960s? The civil rights movement was an influential movement that has been taking place in America for many years. Victories during this time helped to raise hope for African Americans during this influential movement. In the beginning of the movement there was a focus on nonviolence, and the non-violent techniques began to pay off in the early 1960s. As the time progressed the struggle for African Americans during the civil rights in the United States. Towards the ending of the period hope was lost when major civil rights activists were assassinated. In the early 1960s non-violent techniques began to pay off with sit-ins, marches and other forms of protest. For example, on May 4th, 1961, 13 young activists traveled through the south known as the freedom rides. This was nonviolent, and this was effective. Also, four African American students in North Carolina started a Sit-In in a segregated Woolworths lunch counter. The students were not served and workers refused to serves them. The stud ents stayed at the counter because they were allowed to stay there, but were refused service. Many others in the south protested in similar ways, and 6 months later they were finally served in the diner. These non-violent sit-in were effective during this period. Nonviolence became less effective and groups like the Black Panther Party cameShow MoreRelatedThe Civil Rights Movement During The 1960 S1224 Words   |  5 Pageseffects on the people of the US.   During the 1960’s there were a lot of changes and one of these major changes was know as The Civil Rights Movement.   The civil rights movement was a movement created by African Americans to achieve rights equal to white people and have equal opportunity in housing, employment, education, the right to vote, and to not be segregated.   This movement had many important leaders that helped get rights for African Americans.   The book â€Å"Tambourines To Glory† is based onRead MoreEssay about Frq Analysis1138 Words   |  5 PagesRuhani Malik Period 4 1960’s HW FRQ Questions Due by April 26-27, 2012 Be sure to provide a strong and specific thesis statement with a nice introduction to your essay. Also be sure to provide names, dates, book titles, court cases, statistics and any and all other relevant facts you can think of to support your answer. Staple this sheet to the front of your essay and be sure to follow the formatting rules discussed for previous FRQ’s. 1. With respect to THREE of the following,Read MoreEssay on Waiting Til the Midnight Hour1733 Words   |  7 Pages3345: Sociology of the 1960’s Five Page Book Review: Waiting ‘Til the Midnight Hour by Peniel Joseph February 28, 2013 Waiting ‘Til the Midnight Hour by Peniel Joseph Within the eleven chapters that comprise Waiting Til the Midnight Hour lays a treasure chest of information for anyone interested in Black or African American history, particularly the civil rights movement that took place during the 1950’s and 1960’s. I am a self-professed scholar of African American history and I found anRead MoreImpact Of The Civil Rights Movement1624 Words   |  7 PagesIn the 1960s, the United States was on the verge of a major social change. Racism was at the core of the civil rights movement, and its effects that led to systematic discrimination experienced by blacks in work, housing and the education system. Black Americans are Americans, but they had subsisted as second class citizens in the only land they knew. The civil rights movement was a political, legal, and social struggle so that African Americans in the United States could become full citizens. ThisRead MoreThe Civil Rights Movement And The Movement Of The 1960s1310 Words   |  6 PagesThe  civil  rights  movement  was a well known  movement in which  the blacks are entitled to reach Civil Rights and are treated the same in all primary rights for U.S citizenship like possibility of employment, housing, education and right to vote. However, the beginnings of the  movement  go back to the 19th century, but it raised in the 1950s and 1960s. African American people, with accompany of particular numbers of whites, planned and led the  movement at national and local levels. They followed theirRead MoreThe Civil Rights Movement Of The United States1668 Words   |  7 PagesThe civil rights movement in the USA in the 1950’s and 1960’s.can be termed as a democratic movement. The basic reason behind this was the discrimination of the African-Americans that were enslaved and did not have citizen rights. The African-Americans protested greatly against their injustice. The birth of the civil rights movement was before the 1954 Supreme Cou rt’s decision on Brown versus Board of Education (Topeka) which stated that separate but equal schools was against the Constitution. FromRead MoreAfrican Americans And The Civil Rights Movement1623 Words   |  7 Pages African Americans were brought to America during the colonial days by Britain, before the civil war, as slaves. They were the foundation of slave economy, being auctioned off and sold, with no thought given to their opinions, families, or lives. Throughout American history, African Americans have slowly fought their way towards where they are today. Their fight has developed into the Civil Rights Movement in the 1900s. Many historians would agree that the start of the Civil Rights Movement happenedRead MoreSocial Injustice During The Film Selma, Directed By Ava Duvernay1642 Words   |  7 Pagesdirected by Ava DuVernay showcases a lot of social injustice during the 1960 s. The portion of the film that I focused on in Selma was the migration scene, which is about seventy minutes into the movie. Within the migration scene from Selma to Montgomery, Alabama, several cinematic devices play a pivotal role in understanding why white supremacist attacked black people during the 1960 s. The scene showcases a group of African Americans that band together from the city of Selma and wants to march in aRead MoreThe Song Glory, By Music Artists Common And John Legend1653 Words   |  7 PagesOscar nominated movie Selma. The movie Selma was an incredible experience that showcased the African American history and in particular the turbulent 1960s era in which Dr. Martin Luther King Jr(MLK) was leading the civil rights movement. The song Glory itself won the oscar for the best song in a motion picture and truly was an important part of the movie because not only did it chronicle the civil rights marches of 1965 led by MLK but it also incorporated events that occurred in the 21st centuryRead MoreReasons For The Civil Rights Movement1436 Words   |  6 PagesWhen did the Civil Rights Movement begin in earnest in Buffalo? The Civil Rights Movement In Buffalo was weak and many people were quiet and conservative. It was less a Movement than a group of scattered individuals, primarily black and Jewish. This Civil Rights Movement happened in the late 1960’s and early 1970’s. Some people believed that this movement began in Western New York. African Americans faced many social problems during this time period, which demonstrated the significance of organizing

Labor Is Not A Simple Construct - 2398 Words

Essay #3: Labor is not a simple construct. It is made up of a multitude of people with unique background and traits. While these people worked hard, it was not always easy to be treated justly. Many important events arose along labor’s growth in the United States encompassing identifiers such as race, class and gender. These different areas are an integral part of labor and will continue to be. Most of these identities overlap at certain points but it is worth mentioning them separately as each individual aspect of labor contributed a substantial amount to further the progress of labor within the United States even through the most difficult times. Gender, Race, and Class have played an important part in shaping U.S Labor history. One of†¦show more content†¦This in turn led the company to exploit their women workers by instituting speedups and a 20% paycut. Led by Sarah Bagley in 1845, 70 female workers walked out of the factory and demanded to the MA legislature for a 10-hour work day. While this ultimately failed and led to the company hiring more immigrant laborers that were willing to take the pay cut, it opened the door for women to fight for their rights at their workplaces. In 1860, women once again played an important role in labor. The Lynn Strike of 1860 would not have been as effective if it were not for women. Women helped form the â€Å"social networks that made the demonstrations even possible.† They also held their own female-only rallies that carried signs that demanded they not be treated like slaves and if they are given fair compensation then they would be more than happy to return to work. Women would ultimately abandon the strike resulting in its failure. During the Progre ssive Era, women like Jane Addams and Ida B. Wells were activists for the people, including labor, by the former setting up settlement housing and the latter writing pamphlets on lynching that would shock the world. Women emerge again in full force during WWII. Before WWII, 15.9 million women were employed and during the peak of the war 19.5 million women contributed to the war effort back home. After the

Management and Planning Free Essays

Tyco Company is a multinational group of companies that are destined to providing manufacturing services based on telecommunications as well as electronics.   It also provides services on security and healthcare.   The corporation of Tyco Electronics has experienced quite a rapid growth for the past few years, and it is today ranked as the world’s largest manufacturer of components. We will write a custom essay sample on Management and Planning or any similar topic only for you Order Now Management planning is a broad concept that ideally entails definition of the process of engaging all the resources and stakeholders of a particular business enterprise in order to accomplish the set goals of the business, which include success and long-term prosperity.   Planning is very crucial to management because having a plan on how all the business resources are managed is the first step to success of the business. Tyco Company has exercised a very high degree of planning for its management.   Planning has enabled the company to wisely and economically manage its process assets.   These assets include the stipulated standards as well as policies that govern the Tyco Company.   These process assets that have been well managed through proper planning within the Tyco Company are risk categories, whereby risk management planning has been emphasized roles as well as responsibilities of each member of the company that is the workforce, the management team and the stakeholders, and finally processes of decision making within the company. Tyco Company has also been able to plan for managing the company’s environmental factors.   These factors disclose tolerance that whole company organization and the stakeholders’ experience.   Understanding of these factors have enabled the whole Tyco Company organization and the stakeholders to be satisfied with decisions that reward the level as well as the density of risk management that is applied in the company.   Budgeting is also very important in any organization.   Therefore planning on how to manage budgeting has been a key issue in Tyco Company and this has contributed to even distribution of resources within the different branches of the company organizations.   Planning has also ensured that such overlooked issues in many companies such as risk management are considered and budgeted for. Time is always a constraint and time management is a very important aspect that should be stressed on by every organization that seeks to succeed.   Tyco Company has a well plan for time management, something that has ensured coherence among the various companies’ departments (Drucker,Harper Row,1954).Planning for time management has also helped Tyco Company in fast manufacture, and supply of its products such electronics in time and as well, time service provision. This has highly boosted the company’s credibility and reliability, while at the same time rising to the higher levels of success. There are legal issues that arise within the Tyco Company. The fact that Tyco Company is a multinational Company means that it has several business operations in different states of countries. Each country is bound to have a different scale for tax payment.  Ã‚   In some countries, therefore, Tyco Company meets a lot of expenses through tax payment and this affects planning for budgeting management.   Planning is hence affected on the basis of budgeting due to this legal issue. Ethics deals with good relations towards others or the moral standards that are expected in the society.   Tyco Company has been able to maintain high ethical practices by understanding that, ethics as far as a business is concerned, begins right from the top.   The top managers in the Tyco Company therefore have been able to observe high critical standards hence setting a good example for the employees at the lower level to emulate.   This has enhanced management planning through establishment of a strong relationship and trust among the company’s staff, and the entire society. Drucker, Harper Row, 1954). The company also exercised quite high social responsibility standards. It identifies and work s towards mentioning its customers through establishing good employee customer relations.   This has affected the management planning for Tyco Company since the company’s reliability is heightened and the customers are assures for the companies time management. Tyco Company has also laid down strategic contingency, operational as well as tactical plans.   Strategic planning is a process though which a company’s goal that are long term are determined at also involves identification of the most appropriate approach though which these goals can be achieved. Contingency planning involves putting into place long-term measures that are aimed at responding to any unlikely disaster that is bound to occur.   It involves planning for the unexpected. Operational planning involves all the activities that are short term and are geared to operating together towards success of the company while tactical planning involves planning for immediate future. All these plans are influence by various factors in any company.   In Tyco Company, lack of adequate resources such as funds and time has entirely affected perfect strategic, contingence, operational and tactical planning.   Most of the funds and available time is committed to expanding the business networks and technology as well as providing in service training to the companies workforce. (Thompson Sheldon, 2003). Lack of qualified personnel who can deliver reliable plans has been another factor that has influenced the company’s strategic, tactical, operational and contingency planning.   This has led to increased chances of for instance, future risks since there are no firm laid grounds for risk management plans.   Unqualified personnel have also led to a problem of not documenting all the research and activities that the plans establish. This planning is also influenced by credibility which is created by representative participation, clear documentation as well as adhering to the rules of achieving the complete process. References. Drucker P. F. Harper Row. (1954).The Practice of Management. How to cite Management and Planning, Essay examples

Interventions to Improve Cultural Competency †MyAssignmenthelp

Question: Discuss about the Interventions to Improve Cultural Competency. Answer: Introduction The aim of this assignment is to point out the factors that influence the type of care provided to the aboriginal individuals. The paper also aims to cover the strategies that would improve the care to the patient coming from diverse cultural and ethnic backgrounds. Global immigration has augmented with times. According to Renzahoet al. (2013), immigration in the past decade has increased from 150 million migrants to 214 million immigrants during the tenure of 2000 to 2010. Such immigration has affected mainly the public sectors like health care since the culture and the ethnicity of the clients and workforce are becoming multifactorious (Markey et al. 2012). This demographical change has its own problems. High differences in the public health status are posing effects on the cultural minority groups negatively and primarily ethnic group (Betancourt et al. 2016). In a multicultural setting, successful delivery of health care is hampered numerous factors, for example, non-verbal commu nication and language gap between care givers and patient, lack of awareness or respect of cultural traditions and institutional as well interpersonal stereotyping and prejudice (Degniet al. 2012). Accordingly, numerous health-care models have been projected for shifting from paternalistic type of health-care system to a self-care approach and involving the patient in the decision making process. Some of the models in this context are the patient-centered care (PCC) models and cultural competence models (CC) (Renzahoet al. 2013). Cultural competence may be considered as the act of being respectful and responsive towards the health care beliefs of a culturally diverse population groups. (Renzaho et al 2013; Barksdale 2009). According to Renzahoet al. (2013), lack of awareness in the domain of cultural differences and lack of knowledge among patients, belonging to culturally different background, bring about adverse health outcomes. These include compromised patientcare giver relation ships and health belief, behaviors and practices of patients. Hence it becomes difficult for both caregivers and patients to achieve the comprehensive health outcome care (Betancourt et al. 2016). The following paragraphs aims to discuss the factors that influence the care provided to the patients belonging to diversified cultural background. In doing this the essay will begin via throwing a brief light on significance of cultural competence in nursing and midwifery practice. Upon discussing the same, the essay will critically discuss the opportunities, barriers and challenges in implementing cultural competence in healthcare. The essay also plans to explore, personal, professional organizational and societal factors that influence the cultural competence care while highlighting the important approaches that can be adopted for improving the cultural competence in health care field. National Center for cultural competence (CC) in the USA has recommended a framework for cultural competence highlighting its requirements of health-care systems. According to Renzahoet al. (2013), CC helps in dodging cultural obstacles between health-care provider and the healthcare consumers and thereby improving the quality of healthcare with patient centered approach. Cultural competence also vouches for effective development of effective communication. It also helps in the growth of the clinical capabilities among the healthcare professionals. This helps in the promotion of the cross-cultural communication among the nurses and midwifery professionals (Douglas et al. 2014). According to Douglas et al. (2014), a nurse uses its cross-cultural communication skills for identifying the values, beliefs, traditions and the unique health care needs of the client and thereby helping to frame person-centered care. Moreover, Betancourt et al. (2016) further highlighted the consequence of cul turally competent nursing care in the domain of hospital setup. Betancourt et al. (2016) is of the opinion that the hospitalized patients and their family members are subjected to numerous stresses. The scenario is extremely evident in critical care, palliative care and emergency unit of the hospital as here the patients suffer from life-threatening situations. Under these circumstances, culturally competent care is strikingly evident. In addition, Betancourt et al. (2016) stated that the absence of cultural awareness and failure to convey culturally proficient care could augment the anxiety level of seriously ill patents and thereby resulting in derisory care or adverse health outcomes. In the domain of providing care to the Muslim-American, Ezenkwele and Roodsari (2013) highlighted important cultural factors that manipulate the delivery of care in the emergency unit. These factors include modesty, role of gender the concept of will of god, the role of the family members, structure of the family, prohibition towards extramarital and premarital sex, special dietary codes, religious cleanliness and praying. Thus, practicing in a culturally competent manner will help to generate cultural awareness among the nurses and thereby helping them to deliver optimal care to the minority population. However, it is imperative to take into consideration the heterogeneity and diversity of the minority inhabitants while employing culturally competent care on an individual basis (Ezenkwele and Roodsari 2013). According to Betancourt et al. (2014) people who belong under the ethnic minority are more susceptible towards developing communicable disease or chronic condition. Patients who are suffering from chronic conditions demand more person-oriented health services and hence increasing their amount of interaction with the healthcare system. If the nursing or other healthcare professionals are not working together to deliver culturally competent care, the patients who are suffering from chronic conditions are more likely to become victim of negative health consequences. This results in complete dissatisfaction in care. For instance, African-American population are reported to undertaking less partnership with the healthcare professionals, less participation in medical decision-making a nd lower level of satisfaction under the care plan (Betancourt et al. 2014). Furthermore, reports published by Betancourt et al. (2014) highlighted that Asian Americans, Latinos and African-Americans are more likely to generate nurture a thought that they could have enjoyed a better care support had been of a different race or ethnicity. Nevertheless, according to Barksdale (2009), there is a major problem that, there is not adequate provides in the health care domain to procure culturally competent care to the ethnic minority group and thus creating controversy towards culturally competent care. Dauvrin and Lorant (2015) have recommended that culturally competent care model can be implemented among the healthcare professionals via strong leadership characteristics. Because,proper leadership models affect the social relationships, and this helps in implementing and developing care (Dauvrin and Lorant 2015). Approaches that focus on expand in knowledge about numerous groups, especially through a list of common health behaviors and beliefs and principal dos and donts provide the main starting point for the healthcare professionals to know more about the nature of health practices of a particular ethnic group (Truong et al. 2014). This approach leads to the generation of stereotypes and may ignore the variation that exists within the groups. To illustrate, Barksdale (2009) highlighted that the African Americans are taught never to disclose their personal or health related matters or their weak points to the white people and this create a societal challenge in procuring culturally competent care. Correspondingly, personal challenges, which are highlighted by Barksdale et al. (2009) under the domain of culturally competent care, include fear or unwillingness to learn new culturally competent care model and to provide a new approach and bias approach of providers, as they are unmotivated towa rds providing culturally competent care. Likewise, In the domain of organizational challenges, there occurs certain sort of miscommunication between the administrative authority and patient family members towards providing competent care (Barksdale et al. 2009). Here comes the importance of the opportunity of cultural competence as it allows generating an approach that is capable to addressing the cultural needs of diverse ethnic communities. For example, skills such as effective communication and procedure to recording medical history can be applied to a wide variety of clientele and thereby enabling them to participate within the decision-making process (Truong et al. 2014). According to Markey et al. (2012), in Ireland, there is no necessity for addressing the lack of cultural awareness that results out of unintended prejudices, which occurs as insensitivity and unawareness. It stems in socialized behaviors and attitudes enacted through systemic practice. Learned behavior and rooted morals should be challenged for addressing the stereotyping and unwitting prejudices. Noticeably, the study conducted by Suk et al. (2018) showed that the culturally competent care model is also crucial for the visiting nurses. In their study conducted in Korea, it showed that the culturally competent care approach is deficient among the visiting nurses. Since Korea nurture multicultural population, more qualified and culturally competent nurse is crucial for procuring effective care. They recommended regular organized instruction on culturally sensitive care that would be supportive for the visiting nurses for procuring culturally sensitive nursing care (Suk et al. 2018). On the contrary, there is constant refutation inside Irish healthcare setting for acknowledging the insensitive practices as racist. Markey et al. (2012) suggested that defiance of racist practice is a worldwide issue, and this is the major challenge in the domain of comprehensive implementation of cultural competence in healthcare. Racing in nursing is however, denied or avoided as nursing is euphemized as debated construct that conceptualize nurses as caring professionals. Nonetheless, under the Irish context, fighting against denial of racism is difficult because the Irish population mostly feels boastful about themselves for having a welcoming culture, which might curb the acknowledgement and confrontation of racism (Markey et al. 2012). Irish political and social debates have been unenthusiastic for employing the term racism for describing the fanaticism and prejudices experienced by the ethnic minorities in Ireland and this impose a challenge towards culturally competent nursin g care. Additionally, Irish population has a fascination towards the term xenophobia or fear form the strangers in order to describe the minority class and their intolerance and prejudice. Markey et al. (2012) have further opined that this tendency of the Irish population towards describing the term racism in a new way is actually protecting the concept of discrimination and thus creating challenge to focus on culturally competent care. Factors influencing culturally competent care Personal factors are the attributes that contributes to the cultural competence among the individual nurses. (Arieliet al. 2012). Firstly,ethnocentricityis one of the main factor which influence the cultural competent care. Ethnocentricity among the health care professionals can be defined as the belief of his/ her own culture and ethnic group being superior and the other cultures are just reference to them (Oelkeet al. 2013). This concept had been found to be responsible for patient alienation, misdiagnosis and inadequate treatment. According to Renzahoet al. (2013) there had been a strong inverse relationship between cultural competence and ethnocentricity. In order to overcome the ethnocentrism, it is necessary to have an open mind, engage himself in society- integrated activities and absorb new information from different cultures. Secondly, Cultural awareness: People of different cultures have different health beliefs, practices and values. One of the cultural issues that can arise in the nurses involves religious beliefs and faith (Galanti 2014). Certain religious groups may refuse prescribed medications and depend more on bush medicines. Cultural awareness also helps the nurses to give treatment regardless of the gender differences, although the nurses have to remain aware of the gender differences as different cultures have different needs (Loftin et al. 2013). Cultural awareness in nursing can be increased by building up the cultural knowledge, encouraging discussions and by celebrating the diversity. Thirdly,assessment of the cultural heritage is important to give a patient centered care. It provides the nurses an in-depth knowledge of the patients belief about diseases and sicknesses (Kirmayer 2012). A nurse trying to preserve her own cultural heritage may be unsuccessful in delivering care to a patient of complete different cultures. The study of the cultural heritage helps the nurses to study the patient as a whole, how the family clings to their cultural beliefs, and the extent of their superstitions. To exemplify, in a certain tribe, the woman in the post-partum period is provided with roots and herbs for the contraction of the uterus for delivering the baby. Similarly, many tribes believed in the effectiveness of the complementary therapies like acupuncture and aromatherapies (Kirmayer 2012). Moreover, Nurses having an understanding of the cultures can prepare treatment plans using their traditional methods. The nurses can preserve cultural heritage by acts such as sharing of different cultural information and tradition for better understanding. Besides nurses should be committed to the patients irrespective of their race, ethnicity, cultural beliefs, traditions and gender differences (Galanti 2014). This can be achieved by practicing different course of ethics, self-reflective practices and clinical reasoning. Finally, Courage is one of the fundamental values of the nurses and the midwives in giving a culturally competent care. Courage is important in nursing practice for safeguarding the people who are vulnerable or raising concerns about the concerns of care such as those with mental health problems, women, children, LGBTQ community (Peiyinget al. 2012). To exemplify, people with psychotic disorders are often stigmatized in the society and the health care professionals often have to become the victims of violence, still their focus always remains to provide a comprehensive and rational care to the patients (Oelkeet al. 2013). Loftin et al. (2013) have argued for the requirement to foster courage in nurses such that the nurses are ready for making any change. The LGBTQ community has always been the victim of social stigma and shame. Hence, nurses should be courageous enough to move beyond the society and provide them care (Fredriksen-Goldsen et al. 2013). Personal risk-taking practices ca n help out the nurses to develop the sense of courage among the nurses. Education:The nurse educators face several challenges in teaching cultural competence in nursing. A nurse without a proper education would not develop the sense of cultural sensitivity or awareness towards other ethnic groups. This thought would jeopardize the care provided to the patients. Education helps a nurse to avoid all the cultural and the gender differences. It provides them with the ethics of beneficence, maleficence and to understand that, it is the patient that come above all interests.Therefore, it is necessary to develop a sound educational foundation regarding the diverse ethnic and the cultural groups(Delgado et al. 2013). Professional regulatory bodies:The Nursing and the midwifery board of Ireland is the regulatory body for the nurses for setting out standards for the education and the professional conduct of the nurses. The codes of conduct published by this organization contain the instructions that ever nurse should withheld in order to enhance the professional career in nursing and to gather skills of cultural safety practices. It is of no doubt that autonomy and accountability is the main ingredient of nursing (Zamanzadehet al. 2013). The different organizational factors that affect the nursing are the workload. Excess workload in nursing can bring burn out and fatigue among the nurses. Secondly, in an organization the professional nurses should be in a position to perceive all the resources to meet the work demands. Proper distribution of the workloads, financial management of the hospital resources and motivation from the managers can help the nurses to cope up with the organizational factors (Barksdale et al. 2009). Leadership:Health care delivery often requires a multidisciplinary care approach where the patient safety depends on each members of the team. For the nurse, being culturally competent is not sufficient. The nurses need to use their own expertise in order to provide a culturally competent care (Delgado et al. 2013). Leadership in the nurses can be based upon positive norms and negative norms. Positive norms in the nurses helps to integrate the concept of cultural competence into their daily practice, whereas the negative norms help the nurses to provide develop a negative perception of intercultural care. A leader nurse fostered with the concept of cultural competence can describe the cultural competence among the health care leaders and the staffs (Galanti 2014). Mission, vision and values:The values of the nurses help them to deliver culturally competent care. A nurse is imbibed with the knowledge of cultural care if the patient treats others with dignity by recognizing and valuing diversity. Delgado et al.(2013) have stated that it is the core values of nursing that helps the nurses to take decisions while caring for the patients with diverse cultural background. The mission of encouraging others to contribute to their full potential for providing support and training to the nurses provides the base for the cultural competency (Galanti 2014). Some of the other missions include engagement in the ongoing learning activity in order to increase the professional effectiveness regarding inclusion and diversity (Harding 2013). Nowadays a nurse is an educator, manager and client advocate. Society knows that a caring nurse can provide solace and comfort to someone in need. Loftin et al. (2013) have identified four categories of patient perception about the nursing care that is supervising individual patient, explaining, responding and watching over. In most cases, the public image of nursing involves low social status, and is experts in doing domestic activities, but the perspectives of the public are changing (Flodgrenet al. 2012). They are found to be honest and ethical. They are a professional with 24x7 involvements. These changed perceptions create a pressure upon the nurses for meeting their standards. Nurses thrive more for their interpersonal development. Interventions regarding the improvement of the cultural competency involve the improvement of the accessibility and effectiveness of appropriate health care for the people from different ethical and racial minority by augmenting knowledge, awareness and the skills of the health care providers as well as altering the policies. The interventions can be taken at the patient- client level or the organizational levels. Galanti(2014) have found that culturally relevant strategies have brought about glycemic control amongst the African- American woman having type 2 diabetes. According to Kratzke and Bertolo (2013) there are some major factors, which should be focused on for example, language. Gender matched, culturally and linguistically appropriate interpretation should be provided for avoiding any miscommunication between the patient and the caregiver. There are professional interpreters that provide hand on supports and personal aids (Holland 2017). Another factor is the availability of proper insurances for the people, particularly for the vulnerable groups having low literacy level, or those living in the remote areas and cannot afford transportation needs (Hernandez and Kose 2012). Some culture supports care to be provided by the same gender as the patient. Hence, if possible the caregivers should be gender matched. Respect of modesty is another step towards providing culturally safe care. Touching of the private parts may be termed as disrespectful for a woman patient (Galanti 2014). Significantly, provision of a chaperon in the examination room is essential regardless of the gender. It is necessary to be cognizant of the traditions of a culture as they may influence pregnancy, antenatal care (Varaeiet al. 2012). It is necessary to be aware of the autonomy of the women against any religious practices. Anticipatory care and guidance, counseling and education should be provided to patient. Provision of multidisciplinary team i s required for supporting the women health, in particular, the provision of caseload midwifery during pregnancy (Hernandez and Kose 2012). Develop attitudes allied with exceptional transcultural care: By developing certain fundamental attitudes such as empathy, openness, caring and flexibility will aid to deliver culturally sensitive care Create an awareness of the impact culture has on the beliefs, values, and practices of the patient and the nurses Acquire general knowledge about patients cultures Complete cultural assessment on admission: Assess patients medical history, physical status, and activity level, as it is essential to develop personalized care plan for the patient. Perform nutrition assessment, medication assessment, pain assessment and psychosocial assessment which indeed helps the nurses to deliver patient centred care (McCalmanet al. 2017). Moreover, audit and quality improvement approaches play a crucial role in developing culturally competent care. These approaches were applied across various healthcare facilities and resulted in better-quality relationships with local peoples, improved health service availability and occurrence of hospital visits, and the improved participation of clients and their relatives in their own healthcare and eventually enhanced CC care. Besides, introducing Cultural Competency Assessment Tool for Hospitals (CCATH) is an option to evaluate hospital performance in cultural competency and recognize enhancements. Additionally, an organization can develop culturally competent care by identifying social factors, recruting aboriginal staff, making a friendly service, supporting access through transport and assimilating cultural practice (McCalmanet al. 2017). To Conclude, cultural competency is a popular approach for providing a culturally safe care to the patients. Cultural safety had always been an essential tool while dealing with patients with different cultural background and respond to them accordingly. The report has focused on the role of cultural safety in the nursing and the midwifery practice. It had also focused on the opportunities and the challenges in implementing cultural competence in health care. The essay had focused on the concepts such as racism and discrimination in nursing practice. Cultural awareness nurses help them to understand the culture, help the patients form making accommodations and may be work around with traditional treatment plans. There are several barriers in maintaining cultural safety such as the social perception and the stigma. The credit lies in abandoning all the stigma and step beyond the conventional practices. The report could also describe about the role of different personal, professional a nd organizational factors that can influence the nursing actions. Finally, the strategies like effective communication, proper governmental policies, gender-matched care can bring about and language interpretation can bring about culturally competent care in-patient. References Arieli, D., Friedman, V.J. and Hirschfeld, M.J. (2012) Challenges on the path to cultural safety in nursing education, International Nursing Review,59(2), pp.187-193, available: https://onlinelibrary.wiley.com/doi/10.1111/j.1466-7657.2012.00982.x/full Barksdale, D. (2009) Provider factors affecting adherence: Cultural competency and sensitivity, Ethnicity disease,19, pp. S5-3. Betancourt, J.R., Corbett, J. and Bondaryk, M.R. (2014) Addressing disparities and achieving equity: cultural competence, ethics, and health-care transformation,Chest,145(1), pp.143-148, Available: DOI:https://doi.org/10.1378/chest.13-0634 Betancourt, J.R., Green, A.R., Carrillo, J.E. and Owusu Ananeh-Firempong, I.I. (2016), Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care,Public health reports, Available:https://doi.org/10.1093/phr/118.4.293 Dauvrin, M. and Lorant, V. (2015) Leadership and cultural competence of healthcare professionals: a social network analysis,Nursing research,64(3), p.200. Degni, F., Suominen, S., Essn, B., El Ansari, W.,andVehvilinen-Julkunen, K. (2012) Communication and cultural issues in providing reproductive health care to immigrant women: health care providers experiences in meeting Somali women living in Finland,Journal of immigrant and minority health,14(2), 330-343, Available: https://doi.org/10.1007/s10903-011-9465-6 Delgado, D.A., Ness, S., Ferguson, K., Engstrom, P.L., Gannon, T.M. and Gillett, C. (2013) Cultural competence training for clinical staff: Measuring the effect of a one-hour class on cultural competence, Journal of Transcultural Nursing,24(2), pp.204-213, Available: https://doi.org/10.1177/1043659612472059 Douglas, M.K., Rosenkoetter, M., Pacquiao, D.F., Callister, L.C., Hattar-Pollara, M., Lauderdale, J., Milstead, J., Nardi, D. and Purnell, L. (2014) Guidelines for implementing culturally competent nursing care,Journal of Transcultural Nursing,25(2), pp.109-121, Available: https://doi.org/10.1177/1043659614520998 Ezenkwele, U.A. and Roodsari, G.S. (2013) Cultural competencies in emergency medicine: caring for Muslim-American patients from the Middle East, Journal of Emergency Medicine,45(2), pp.168-174, Available:DOI:https://doi.org/10.1016/j.jemermed.2012.11.077 Flodgren, G., Rojas?Reyes, M.X., Cole, N. and Foxcroft, D.R. (2012) Effectiveness of organizational infrastructures to promote evidence?based nursing practice.The Cochrane Library, Available: 10.1002/14651858.CD002212.pub2 Fredriksen-Goldsen, K.I., Hoy-Ellis, C.P., Goldsen, J., Emlet, C.A. and Hooyman, N.R. (2014) Creating a vision for the future: Key competencies and strategies for culturally competent practice with lesbian, gay, bisexual, and transgender (LGBT) older adults in the health and human services, Journal of gerontological social work,57(2-4), pp.80- 107, available: https://doi.org/10.1080/01634372.2014.890690 Galanti, G. A. (2014)Caring for patients from different cultures. University of Pennsylvania Press. Harding, T. (2013) Cultural safety: A vital element for nursing ethics, Nursing Praxis in New Zealand,29(1), pp.4-12, Available: https://doi.org/10.1093/intqhc/mzt006 Hernandez, F. and Kose, B.W. (2012) The developmental model of intercultural sensitivity: A tool for understanding principals cultural competence,Education and Urban Society,44(4), pp.512-530, Available: https://doi.org/10.1177/0013124510393336 Holland, K., 2017.Cultural awareness in nursing and health care: an introductory text. CRC Press. Kirmayer, L.J. (2012) Rethinking cultural competence, Available: DOI:10.1177/136346151344678 Kratzke, C. and Bertolo, M. (2013) Enhancing Students' cultural Competence Using Cross-Cultural Experiential Learning, Journal of Cultural Diversity,20(3), available: https://doi.org/10.1177/1043659612472059 Loftin, C., Hartin, V., Branson, M., and Reyes, H. (2013) Measures of cultural competence in nurses: an integrative review,The Scientific World Journal, Available: https://dx.doi.org/10.1155/2013/289101 Long, T.B. (2012) Overview of teaching strategies for cultural competence in nursing students,Journal of Cultural Diversity,19(3), p.102, Available: https://doi.org/10.3109/13561820.2013.785502 Markey, K., Tilki, M. and Taylor, G. (2012) Strategies to surmount the potential barriers to providing anti-discriminatory care in Irish healthcare settings,Contemporary nurse,40(2), pp.269-276, Available: https://doi.org/10.5172/conu.2012.40.2.269 Matsumoto, D. and Hwang, H.C. (2013) Assessing cross-cultural competence: A review of available testsJournal of cross-cultural psychology,44(6), pp.849-873, Available: https://doi.org/10.1177/0022022113492891 McCalman, J., Jongen, C. and Bainbridge, R. (2017) Organisational systems approaches to improving cultural competence inhealthcare: asystematic scoping review ofthe literature, International Journal for Equity in Health, 16:78, available: DOI:10.1186/s12939-017-0571-5 Oelke, N. D., Thurston, W. E., and Arthur, N. (2013) Intersections between interprofessional practice, cultural competency and primary healthcare,Journal of interprofessional care,27(5), 367-372, Available:https://doi.org/10.3109/13561820.2013.785502 Peiying, N., Goddard, T., Gribble, N. and Pickard, C. (2012) International placements increase the cultural sensitivity and competency of professional health students: a quantitative and qualitative studyJournal of Physical Therapy Education,26(1), pp.61-68. Renzaho, A.M.N., Romios, P., Crock, C. and Snderlund, A.L. (2013) The effectiveness of cultural competence programs in ethnic minority patient-centered health carea systematic review of the literature, International Journal for Quality in Health Care,25(3), pp.261-269, Available: https://doi.org/10.1093/intqhc/mzt006 Suk, M.H., Oh, W.O. and Im, Y. (2018) Factors affecting the cultural competence of visiting nurses for rural multicultural family support in South Korea, BMC nursing,17(1), p.1. Truong, M., Paradies, Y. and Priest, N. (2014) Interventions to improve cultural competency in healthcare: a systematic review of reviews, BMC health services research,14(1), p 99, Available: Available: https://doi.org/10.1186/1472-6963-14-99 Varaei, S., Vaismoradi, M., Jasper, M. and Faghihzadeh, S. (2012) Iranian nurses self? perceptionfactors influencing nursing image,Journal of Nursing Management,20(4), pp.551-560. Zamanzadeh, V., Valizadeh, L., Negarandeh, R., Monadi, M. and Azadi, A. (2013), Factors influencing men entering the nursing profession, and understanding the challenges faced by them: Iranian and developed countries perspectives,Nursing and Midwifery studies,2(4), p.49, available: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4228905/

Penn Foster Exam free essay sample

Request initial explanation from the branch manager regarding the issues that the branch is encountering, on the first day of branch visit. Requesting an explanation from the branch head is imperative before communication with anyone else in the company. The branch head is responsible for the overall performance of his branch and as a branch head, he should be held accountable for whatever issues his branch is facing, or at least he needs to explain his side regarding the issues. In doing this, I expect to learn how the branch head deals with the issues, or if he has complete knowledge of them, and what actions did he take to resolve them. ? Reading and analyzing the branch’s five ­year business reports such as financial, human resources, marketing, customer surveys, etc. Listing possible issues and problems from the business reports. Facts normally don’t lie. Through the business reports, I can gather potential evidences and loopholes in the branch’s operational weaknesses. We will write a custom essay sample on Penn Foster Exam or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Likewise, I will know where to start from, considering the presented data. Conduct interview on each department’s head as a group. Communication with each department’s head in a group will allow discussion of the issues on different perspectives. Preferring a group interview with the department head will allow checking, rechecking, and confirmation of the problems on a wider scope. In this method, I expect that each of the department heads will contribute valuable information that will reveal the root cause of the problems at hand and also, to gather their opinions on how to resolve the issues based on their perspectives. Conduct internal and external survey through a survey questionnaire. The survey will be done on two important stakeholders of the company: First survey is on the employees and second, the branch clients for the past 12 months. I expect to gather information on how employees evaluate all aspects of the branch’s operations, and on how clients evaluate the branch’s service performance. ? Conduct interview on some employee executives and employees individually. The purpose of the interview is to confirm the result of the survey. I can gather other Researching and Illustrating your Material information that was not raised on the group interview, perhaps because of job security. I expect to get a deeper understanding of the problem and to get opinions of how to resolve them based on individual perspectives. Step 2: Gathering Information Step 2A â€Å"Employees† Are you happy with your employment? I expect to learn how many employees are happy and how many are not, with their job. What are the possible reasons for your employment satisfaction/dissatisfaction? I expect to learn what causes their satisfaction/dissatisfaction. In this question, I trigger employees to share the problems they may be experiencing. 3. In what aspects of its operation, do you think the branch should improve? Please list them and provide your reason/s why. ? I expect employees to share their evaluation of the branch’s operations and gather relevant knowledge of where the problems could possibly have started. In reference to number 3 questions, were these improvements started? If not, what do you think are the reasons for its delay? ? In this question, I will learn if the employees think that the branch management is aware of the problems that they see and if not, what they feel about not being heard and what they think could be the problem. 5. What do you propose as the best solutions to your listed issues in question number 3? ? The question will gather possible solutions to the problems as employees see them. 1.

How to update your LinkedIn profile for 2018

How to update your LinkedIn profile for 2018 Whether you’re planning a full-scale job search in 2018 or just thinking about your next steps, career-wise, it’s time to do some prep work in your LinkedIn profile. LinkedIn is one of the first places potential employers scope you out and it can be a recruiting tool as well, so you want to make sure you’re getting the most out of your profile. Update your headline and summary.Your headline and summary are the first things that will be read when a recruiter or potential employer sees your name in a search. That means these have to be on point. You don’t need to fit in all of your qualifications- focus on the ones that you want to feature most prominently. Here are some examples of clear, no-nonsense headlines:Top-Performing Sales Associate2018 Accounting Grad Seeking Entry-Level OpportunityInnovative Graphic DesignerIf you already have a job and will be searching on the DL, make sure your headline doesn’t announce too obviously what you’re up to- remember, your headline will show up in public searches and you never know who’s looking. If you’ll be subtly looking for new jobs, make your headline describe what you do or how you want to be perceived (professionally).Your summary should be more of a narrative of where you are in your career, your best professional attributes, and your biggest accomplishments. To make your summary section 2018-ready, include your most recent projects, achievements, and lessons learned. That means ones from the past year or so, so that you’re including the latest and best information. It’s okay to take out information that feels outdated or is more than a few years old if the summary is getting a little long. The length is at your discretion, but keep in mind that recruiters and hiring managers may have little time to read and don’t want to get bogged down by a full-on memoir while they’re browsing LinkedIn.Update your photo.If your current LinkedIn h eadshot is that one of you as an eager new grad 10 years ago, it’s time to upgrade. No need to get glamorous Hollywood-grade headshots. These days, anyone with a solid smartphone camera can take a solid photo of your face that you can use as a professional avatar photo. It should be a fairly natural, friendly solo photo- you don’t want it to look like a passport photo or, worse, a mug shot. Candid photos are fine as long as you look professionally appropriate. If you’re having trouble figuring out if a photo is appropriate, take a look around at other profiles in your field, around your level, and see what people are using.Open up your availability.One of the easiest and best ways to leverage your LinkedIn profile to help create opportunities for yourself is to update your privacy settings. In your Account settings, click on â€Å"Job Seeking,† click on â€Å"Let recruiters know you’re open to opportunities.† This is what opens up LinkedIn f rom â€Å"living resume† to â€Å"next-level job search tool.† It doesn’t replace the need to go out and search for job openings or proactively send out your resume, but it increases the chances that someone will find you (the needle) in the database (the haystack) for a potentially great job opportunity.It’s a way of letting the recruiters and hiring managers of the world know that you’re available, without putting up a big, honking neon sign (visible to, say, your boss) that you’re looking to leave your current job. It flags your availability behind the scenes.Update your key words.Given that you’ve opened up your profile to recruiters and potential employers, you need to make sure that you’re giving them what they’re searching for in 2018. That means updating your skills, job history, and summary with the words that are important in your industry now- not three years ago. This step is especially key if you’ve h ad a profile that has kind of languished, un-updated since you got your current job.So how do you figure out what key words to use? Search for current job postings in your field. What kind of skills are they emphasizing? What qualities are they seeking in candidates? Once you know what companies are looking for right now, you can work that language in to your profile and increase the chances of a) matching their search criteria and b) holding interest once someone clicks through to your page.Refresh your profile content.The hardest part of making your LinkedIn profile ready for 2018 is keeping up with it after you’ve made the initial updates and changes. Some of the information you put in is going to stay static for a while, especially after you’ve updated your projects and skills from 2017. That means you should turn your attention to live content on your profile page. This is basically a blog where you’re able to write what you want. It’s not a personal blog- it should be entirely focused on your field and your professional life. If you don’t feel comfortable waxing on for 500 words about your career philosophies, you can share links to articles by others in your field or offer commentary on trends. How-to posts are also very popular, if you have a particular skill or area in which you can teach others.According to OKDork, the most successful LinkedIn content posts:Have a headline of fewer than 50 characters.Contain pictures, but not videos or other multimedia, to avoid awkward device and readability issues.Are divided into separate headings for ease of reading.Include lists or how-to tutorials.Are substantial (approximately 1000-2000 words).Are not controversial.Are readable for a broad audience (like the lay person who doesn’t know much about your field, as well as someone who already works in your field).And as you’re thinking about what you want to write and share on your LinkedIn profile, remember: always keep it professional. You’re presenting your best career self, so don’t derail that by airing your political grievances, or responding in kind to negative comments. And I assume we all know this already, but just in case- no smack talk about people in your industry. If you disagree with someone, and want to talk about it publicly on LinkedIn, do it politely and respectfully.Another key step is editing and proofreading your content before it goes live- you want to make sure you sound intelligent and put-together, and nothing derails that quite as quickly as five typos in the first paragraph alone.Set a LinkedIn update schedule.At the beginning of the year, set reminders for yourself to update your profile so that you’re keeping it as fresh as possible. Consistency is the key to a well-maintained LinkedIn profile, and it shows you’re engaged. If you go on a hot streak, posting stuff for a month, and then a recruiter sees that you haven’t bothered fo r the past three months after that, it looks like you’ve abandoned your page. Reminders and a schedule (say, monthly) for posting new content (and updating your existing skills and projects) will help ensure an active, consistent vibe for your page.If you’ve been a more casual user of LinkedIn, or you just haven’t spent much time updating your info, this is a relatively easy way to help set up your 2018, career-wise. Even if you’re not sure whether you’ll be looking for a job, you’re getting ready for â€Å"just in case,† and saving yourself valuable time and energy if you find yourself needing to start a job hunt on short notice. It’s also a handy tool for keeping track of information you’ll need to set your professional goals or if you need to come up with a snapshot of your achievements and skills for a promotion or self-review. Updating your LinkedIn profile is a great way to get organized for the coming year.

Evaluation methodology Term Paper Example | Topics and Well Written Essays - 2500 words

Evaluation methodology - Term Paper Example Evaluation methodology The researcher will use the CIPP evaluation model to guide this program evaluation. The acronym CIPP stands for context evaluation, input evaluation, process evaluation, and product evaluation. Developed by D. L. Stufflebeam, the CIPP evaluation design employs a logic model to describe the program’s elements. Since the early 1970s, the logic model has been used in the educational system, and represents a plausible and sensible model about how a program will work under certain environmental conditions to solve identified problems. The logic model is the core of a certain program’s planning, evaluation, program management, and communications. It holds together everything a program was originally designed for, from its goals, vision, resources, activities, and intended outcomes in a way that is logical to its purpose (Hall, Daly, & Madigan, 2010). The study to be designed will follow its evaluation approaches to test and verify the reality of the advisory program of a target school and how it works. It will also help the researcher focus on appropriate process and outcome measures. The CIPP model of program evaluation is the process of delineating, obtaining, providing, and applying descriptive and judgmental information about the merit and worth of some object goals, design, implementation, and outcomes to guide improvement decisions, provide accountability reports, inform institutionalization/dissemination decisions, and improve understanding of the involved phenomena.... The CIPP model of program evaluation is the process of delineating, obtaining, providing, and applying descriptive and judgmental information about the merit and worth of some object goals, design, implementation, and outcomes to guide improvement decisions, provide accountability reports, inform institutionalization/dissemination decisions, and improve understanding of the involved phenomena (Kellaghan & Stufflebeam, 2003). It is a simple procedural model that measures program evaluation. It would reflect the efficiency of performance of a certain program. (Wholey, Hart, & Newcomer, 1987; Hong, Teng, & Baum, 2009; Chien, Lee, & Cheng, 2007). The CIPP goes through four stages in the evaluation of programs. The first stage of context evaluation assesses the needs and problems of the program and how set goals are being met. It identifies what needs to be done for improvement. The second stage of input evaluation assesses the organization’s budget and staffing and sees how effect ive resources are being used. The third stage of process evaluation assesses how plans are being implemented and if the activities being performed produce positive outcomes for the stakeholders. The fourth and last stage of product evaluation assesses the outcomes of the program and checks if initial goals have been fulfilled (Stufflebeam & Shinkfield, 2007). Due to its renowned reputation as an effective model of evaluation, this study has chosen the CIPP to evaluate an educational advisory program (Kellaghan & Stufflebeam, 2003). The results of the evaluation using this model will greatly help decision makers to assess the needs of the program in implementing its various activities. Using the CIPP

Recruitment, Selection and Retention of Staff Procedures and Policies Essay

Recruitment, Selection and Retention of Staff Procedures and Policies - Essay Example The company has expanded its housing services all over the country therefore the company is considering to employ the best, qualified and experience country housing director who will oversee the company operation in all the established subsidiaries (Commonwealth Secretariat 2003). To have the process complete and successful appropriate recruitment and selection procedures has to be followed when carrying out this exercise. For a successful functioning of any company an effective recruitment, selection and retention of staff has to be established and all the policies and procedures underlying them followed to the latter. The effectiveness of this ensures that candidates with necessary expertise, skills and qualification are selected for a specified post in the company (Bizmanualz 2008). Recruitment, selection procedures acts a guideline in finding the right person for the right job at the right time and ensuring that they are kept in the company as they are important resource for the company. The formulation and the design of the recruitment selection and retention process, its procedures and policies in the recruitment, selection and retention of staff and employees in Aberdeenshire Housing Partnership Company is based on accountability, clear and suitable policies, team work and shared responsibility and executed by professionals who have the capability to deliver. With the effective coordination and communication between the various departments and the human resource department with it innovations this process can be carried out successfully thus challenges related to poor recruitment and selection are alleviated (Taylor 2002). The selection, recruitment of the country housing direction is a challenge to this company as it expands and its services having high d emand in Scotland. To ensure that a qualified candidate with relevant skills is selected for this demanding job the company has to come up with documentation on how the exercise has to be carried out. The human resource department in liaison with housing service department should execute the exercise using the guidelines provided by the

Gender Ad Paper Essay Example | Topics and Well Written Essays - 500 words

Gender Ad Paper - Essay Example The advertisement is for the bra and clearly illustrates a strong gender message of women as somewhat weak and the object of sexual desire. This message was purposefully created by the Wonderbra company, which looks to be a layout for presentation within a magazine. It is brilliantly detailed in solid colors, looking almost like a retro advertisement for a 1950’s woman, however caught in a contemporary scenario in the construction environment. The visual image of the hook catching her professional outfit to expose her underlying bra indicates that the crane operator was likely appealing to his own desires to view the unclothed female body and had deliberately snagged her outfit just to catch a peek. Again, this illustrates that the female consumer can be dominated by men in a very stereotypical role of the passerby being whistled at by lustful and isolated construction workers. The audience for this advertisement, interestingly, is actually for women in an effort to sell more bras to consumers. This would indicate that the company is attempting to create a connection with more subordinate women who might be thrilled by being caught in a similar experience. This would represent marketing which is attempting to relate to women who are business professionals who, in their personal lives, might enjoy a more risquà © social situation such as being the object of sexual desire in a construction environment. The message being sent in this ad clearly identifies women as being sexual and somewhat provocative, which is enhanced by the male worker mesmerized by the woman’s plight. He looks as though he is posed to come to her rescue, which again highlights a gender message being sent which makes women appear to be the less-dominant gender in need of masculine assistance. Clearly, sexuality is on the forefront of this

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.