ktmeng/mec huggingface dataset:
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Contextual, Behavioral and Organizational Variables Recognizing the research gaps in identifying factors that may affect ABC success, academicians shifted their focuses from technical factors to other variables, such as contextual, behavioral and organizational, culture, as well as organizational structure. Anderson [18] conducted a longitudinal investigation of ABC process in General Motor (GM) from a period of 1986 to 1993. In his research, he examined the effects of organizational variables and contextual variables, and segmented ABC implementation into four major stages, initiation, adoption, adaptation and acceptance.
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She also found that technical variables were not associated with ABC success. Shield’s findings are supported by other researchers, such as Shield and McEwen [14], who argued that a significant cause for unsuccessful implementations of ABC of several companies could be due to the emphasis of architectural and software design of the ABC system and less attention given to behavioral and organizational issues, which were identified by Shield [3]. Krumwiede and Roth [25] also stated that barriers of ABC implementation can be overcome if firms could give importance to behavioral and rganizational variables identified by Shield [3]. Similarly, Norris [26] agreed with Shield’s [3] findings that the association between ABC success and behavioral and organizational variables is stronger than with technical variables.
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She further highlighted that the impact of behavioral, organizational and technical should be focused at individual level. McGowan and Klammer [19] conducted a survey of 53 employees from 4 targeted sites in the U. S. o examine whether employees’ satisfaction levels are associated with ABC implementation by They also measured their perceptions of the factors associated with the degree of satisfaction, such as top management support; the degree of involvement in the implementation process; objectives clearly stated; objectives shared; training; linkage to performance evaluation system; adequate resources; information quality and preparer over user. Their results indicated that employees’ satisfaction with ABC implementation was positively related with clarity of objectives and quality of ABC information.
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Gosselin [15] carried out a survey of 161 Canadian manufacturing companies to examine the effects of strategic posture and organizational structure on adoption and implementation of general forms of Activity-based costing. He segmented the ABC implementation stage into adoption and implementation. The research findings showed that a prospector strategy was associated with manager decision to adopt ABC, while centralization and formalization were significantly associated with ABC success implementation. Krumwiede [20] surveyed U.
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S manufacturing firms to study how contextual factors, such as the potential for cost distortion or size of firms; organizational factors, such as top management support, training or non-accounting ownership, affect each stage of ABC implementation process. His findings showed that the different factors affected the various stages of implementation of ABC and the degree of importance of each factor varies according to the stage of implementation. Contextual factors, such as usefulness of cost information, IT existence, less task uncertainty and large organizations were related to ABC adoption.
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The result confirmed the importance of organizational factors (top management support and adequacy resources) during the ABC implementation stage. In South Africa, Sartorius et al. [27] carried out a mail survey to investigate the effect of organizational factors such as top management, adequate resources, coherence with organizational goals and strategy on ABC success. They found top management support and resources were the crucial factors in explaining ABC success. In the UK, Innes and Mitchell [4] and [12] surveyed the extent of ABC adoption among largest firms.
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The study aimed to find out factors influencing ABC success by using behavioral and organizational variables, and it was found that top management influenced ABC success significantly. In another study conducted by Khalid [28] using a questionnaire survey among the largest 100 firms in Saudi Arabia, ABC adoption was found to be positively related to diversity of products. In Malaysia, Ruhanita et al. [29] conducted a mail survey and a case study to examine that factors influencing ABC success, especially at adoption stage.
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The purpose of the research was to find out the problems faced during ABC implementation, He found that the factors determining ABC success were top management support, suitable ABC software, and finally, ensuring that all affected employees understand and participate in the ABC implementation stage. And they also found that at different stages of ABC, the dominant factors influencing ABC success were also different. Colin et al. [31] adopted behavioral and organizational factors summarized by Shield (1995) to examine factors influencing the adoption and degree of success of ABC systems and determinants of that success.
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In their research, the targeted research population was manufacturing and service firms in the UK. They found that top management support, non-accounting ownership, adequate training provided to ABC determined the ABC success. Besides behavioral, organizational and technical variable, some researchers also indicated that the dimensions of national cultures could affect the level of ABC success [32, 33]. Brewer [32] used Hofstede’s taxonomy of work-related cultural values to examine the relationship between national culture and Activity-Based Costing system.
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In the study, Hofstede [34]’s work was applied to the case of Harris Semiconductor (HS), which has implemented ABC at plants in Malaysia and the USA. The results showed that the level of ABC success in Malaysia was higher than that of U. S due to high-power-distance and collectivist cultures in Malaysia. In addition, Supitcha and Frederick [33] also included national culture’s dimension into framework in a case study of one Thai state-owned enterprise’s
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, modifications were required when the organizations in Thailand tried to implement ABC system in Thai environment. Apart from national culture, corporate culture factors were also tested by prior research. Baird, Harrison and Reeve [17] conducted a study to investigate the relationship between the extent of ABC adoption and the organizational variables of size and decision usefulness of cost information and business unit culture. In their research, data were collected by a mail survey questionnaire and samples were randomly selected from business units in Australia.
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The organization further states in the vision statement, “Our vision is to be the world leader in advancing the treatment and prevention of catastrophic diseases in children. ” (St. Jude Mission Statement, 2011) This part of the statement tells us that they are not focused on a particular area or region of the country but have a global mindset and emulates the concern for all children. Followed later by this they statement it says to, “Prevent diseases and minimize adverse consequences of treatment? nd by educating health care and scientific research professionals” (St.
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Phonics enables children to experience regular, planned opportunities to listen and talk about what they hear, see and do. Phonics is a six phase learning programme that is incorporated within nurseries and primary schools. It enables children to blend phonemes for reading and segmenting for spellings. Phase one is aimed at the Early Years Foundation Stage (EYFS) as it falls within the communication, language and literacy section. This phase recognises the importance of developing speaking and listening skills. This enables children to start a systematic programme then they are more likely to succeed.
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Within nurseries and primary school they carry out jolly phonics. Jolly phonics enables the children to learn the sounds of letters, this can be incorporated within a song to represent each letter of the alphabet for example for a you say; A A A Ants up my arm, you would say this doing a pinching movement up one of your arms. Within jolly phonics there are five skills that are taught, these include; learning the letter sounds this is when children are taught the 42 main letter sounds.
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It shows children that words may sound the same but are spelt differently with different meaning e. g. meet and meat. Phase six should enable children to read automatically usually spellings lag behind reading, so children may still find it difficult to read. Spelling needs children to recall the word from memory and recompose it without being able to see it. Children who are in secondary school aged between 11-16 carry out spelling activities. During nursery and primary school they learnt the basic phonics to help them read, write and spell.
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Spelling help to further develop each child and young person’s skills. For example within my setting I was working with the nurture group and they received ten spellings every week. Most of the children within the nurture group had SLCN. The children with SLCN always struggled with their spellings, so therefore I provided my support to whoever wanted it. All the spellings they received every week had the same sound in common, e. g. heat, meat, cheat, great. All of these words have ‘eat’ in common.
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Within my support I explain to the children that the words may sound differently but the spellings they always received had sounds in common so therefore pointing this out they was able to think of the starting of the word and knew each work has the same sound in and was then able to achieve more marks out of ten on their spellings. This helped to boost their confidence and self-esteem because they knew they could do it. Young people that attend college and university aged between 16-25 may carry out key skills/functional skills.
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Once you leave school and set out to go to college, there are some skills that young people are going to be better knowing and understanding than not having those skills. Once young people have learnt them, then their day-to-day life will be a lot easier. Whatever children and young people do their going to have to know how to communicate and work with numbers, because literacy and numeracy are a very important when wanting a job as they are a must. Children and young people are going to need to know the basics when it comes to ICT. When young people are ready to apply for jobs or college courses, they can’t just state what they are good and aren’t good at, they will need to prove it. They can do this by completing a set of courses that assess how well they do at the skills they need to get their dream job. These set of course are called Key Skills. These courses include; communication, application of number, information and communication technology (ICT), problem solving, improving own learning and performance, and working with others.
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These skills will help children and young people to further develop their skills. If young people have SLCN then they may receive support to complete these skills to enable them to go on to college or to get a job. | Adults can help to extend the speech, language and communication development by simply involving them in conversations using a child language instead of an adult language. This enables the children to understand you more when you ask them questions. For example if you asked ‘How are you feeling today? they may not fully understand as it is a complex question whereas if you asked ‘Are you okay? ’ this is a simpler question and will be easier for them to understand. If you interact children with SLCN they are more likely to improve their vocabulary and social communication because they are involved within an activity and may start to communicate with other children without really noticing. Adults could also work with parents/carers by communicating with them and possibly sending SLCN activities home with the child or young person to complete at home with their parent/carer.
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This enables the parent/carer to see where their child is at within their development and also enables them to help their child further develop their skills. Phonics, spellings and key skills all have positive effects on a child and young person’s life. Phonics enables children to understand the names and sounds of letters and help them learn to read, write and spell. Learning phonics enables them to progress through primary school to secondary school. Being able to read and write enables the children and young people to complete their work and their SAT’s.
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Completing spellings enables children and young people to develop their writing skills and their vocabulary as they may know how to spell a word without maybe knowing that it is a word. Key skills effects young people’s lives because it teaches them six different skills to help them apply for college courses and gain a further education to get a job that they want. Doing all of these things is improving their speech, language and communication needs and also their vocabulary. 3. 3 – Apply research evidence to planning an environment that supports speech, language and communication
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Within my work setting I worked closely with children with additional needs. Within my work setting we always got told that if a child I was there to support was getting too frustrated within lessons to remove them from that lesson and take them to a calmer and quieter environment and work 1:1 with that child. For example child T has SLCN and he doesn’t like noise and gets frustrated and distracted very easily so my setting enables him to receive brain breaks which enables him to leave the classroom with his TA and have a little walk and a drink to calm him down until he feels ready to return to the classroom.
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If he feels he can’t go back to the classroom because of the atmosphere then it is down to the TA to return to the classroom and collect the work he needs to complete and liaise with the class teacher to inform them how child T is feeling and wanting to complete his work in a quieter environment as he feels he will work better and will be able to complete his work to a better standard. When a child is removed to a quieter environment the work is broken down into small steps for them to complete one after another.
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It helps children to deal with difficult circumstances such as emotional stress or medical treatments. Play gives children chance to let off steam and have fun. Children learn when they are in a safe and caring environment. They are stimulated through play. Babies and young children develop best when they are in a caring relationship with an adult. A baby will learn to walk faster when they have a safe pair of arms to walk towards and learn to talk when they have an adult who listens to them and responds accordingly.
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Activities will be both planned and spontaneous according to your child’s preference. My weekly plan will be dependent on the children in my care and their ages and stages of development although I will be attending various groups and clubs within the local area that I live. Sample weekly plan: Morning afternoon Monday – outdoor playchildren’s centre childminders group Tuesday -soft indoor play (wacky)creative play/ arts and crafts Wednesday-country park/ play areachildren’s centre playgroup Thursday – baking/cookingoutdoor play
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Friday – children’s centre groupindoor play at home Play can be constructed to fulfil areas of the EYFS, especially any areas where a child may be struggling, such as Playing with sand – Texture, Weight, Pouring through containers, colours, measuring, shapes, make sand castles etc this can link to the following areas of the EYFS– personal development – personal, social and emotional development – creative development – communication language and literacy All of the above would be flexible dependant on the children and any new sessions that can be accessed.
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Before any weekly plan can be made you would need to observe the children in your care to produce a plan that is appropriate to their development this will also help identify when to add/remove new toys/resources. I will use Natural resources and household items to provide stimulating play for the children to look after such as Sawdust and Bark for dinosaur play, jugs, funnels, guttering for water play, blankets pillows and throws and pegs for den building and communication friendly spaces etc.
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No person will be discriminated against and any remarks or comments of this kind will be challenged and discussed to ensure that it does not happen again. I welcome and include all children, their families and members of the community into my setting and I will ensure my setting is accessible to everyone. If a child in my care had specific requirements, certain changes would be made to the interior and exterior of my premises, dependent on the individuals circumstances. Certain activities are also adapted. All the children who come to my setting will have the same opportunities available to them.
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I am aware of the following legislation, The Children’s Act, The disability Act, UN convention on the Right of the Child, The children’s Bill 2004 and the Special Educational Needs Discrimination Act 2001. I will talk to different specialist groups, health visitors and read appropriate books to learn more about the condition and needs of the child, thus enabling me to provide the best possible care. If a child required assistance from a speech therapist or occupational therapist, then this could be arranged at my setting if it was more convenient for parents.
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I will do displays and have equipment in my setting that promotes a positive multi cultural attitude. I welcome parents/carers and visitors to talk about cultures, religions, food, clothes etc. I will never refuse or exclude a child. I will build on each child’s previous experience when accessing play opportunities. I will enable children to gain confidence and independence in play and identify individual requirements and provide appropriate support as/when required. I will also borrow and gain resources to enhance the inclusion of children with mobility or sensory difficulties.
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During snack time I will encourage children to help where appropriate eg. Older children could help butter crackers, or younger children could help divide fruit onto plates, I will encourage the children to help prepare our shopping list for the week for snacks and mealtimes and also encourage them to help with the meal plan for the week. During our week I will plan our activites a sample week could include : Monday : AM – Childrens centre drop in PM – Park – weather dependant Tuesday AM – Wacky Warehouse PM – play at home LEGO, PUZZLES and nap time Wednesday AM –
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Ideology-Countries whose history is strongly marked by western European immigration or settlement, such as the Americans, and the Australians, and is not restricted to Western Europe (Wikidpedia. org). Many countries around the world have been influenced by the western ideology. Western Ideology includes components such as literary, education, political and philosophical views, and most of all, religion. In the autobiography, “The Dark Child”, Camara Laye, is a person who faces these types of challenges. He becomes stuck between his own traditional and the western ideologies.
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In the Dark Child, Camara Laye’s youth and development of his cultural and personal values as a young man is explained. He is part of the Malinke tribe in the village of Koroussa in Upper Guinea and is eldest out of many brothers and sisters. In the beginning, he learns about many of the traditions and customs his people. He is told about Totemism-the fact that everybody has a spiritual animal that is chosen by the person’s character.
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In the school, in a new city for the first time in his experience, Laye encounters difficult language barriers and a hot, humid climate more taxing and oppressive than that in his Koroussa home. He also seeks changes during the day where people at their work are dressed in a Western style, but in boubou’s when they come home from work. Laye lives the life of a typical college school student, studying at the school’s campus and returning home to Koroussa during the holidays. When he returns, he sees the transformation within his family and friends.
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Later, he finishes his studies in Conakry and is offered a once in a lifetime opportunity to study in France. His mother greatly disapproves, but Laye and his father convinces his mother. At the end of the book, Laye leaves for France, and promises to himself that he will return to his people. As I was reading the book, it made realize the position of Africa and where it stood as a country. I felt distinctly as I was reading throughout the book, western values and traditions were overrunning the traditions of not only Africa but Laye’s life as well.
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Since the beginning of the book, he not an ordinary child in the village peoples eyes. He was one of the many who was sent out to attend school and be educated. His father knew what was to come of Africa, modernization. In my opinion, I think his father placed Laye in school for the purpose to contribute to his people, as oppose to being a goldsmith like himself. As he moved to Conakry, he moved in with his uncle Mamadou. His uncle lived in a European-style house. Was it unfamiliarity, or the humid heat of the town, or the fatigue of two days in the train that kept me from sleeping? Yet it was a very comfortable house: the room I slept in was large, and the bed soft, softer than any I had previously slept on” (147). Laye was astonished about his living headquarters. He was not used to this style and roominess. As I earlier stated, people in Conakry dressed differently during the day than at home. It took him a little while to get used to this as well. Later in the book, he would return home during the holidays.
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As he came back, he noticed that his mother had been plastered with white clay. “Originally it had been like the other huts, but gradually it began to acquire a European look” (169). His was trying to adapt to the style of the west through her son’s experience in Conakry. She was expressing not only her love for Laye, but also her feelings toward the western tradition. While he was in his village, one of his friends’ Chet was seriously ill. The medicine men gave him remedies and charms to help her but there was no significant change at all.
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Laye and his other friend knew that he had to see a white doctor at the hospital. Chet passed away after a week. Because of Laye’s education from the west, he knew that the medicine men were insufficient. From experiences and education of the west, he has become a man with wisdom of both cultures. “The Dark Child” is a wonderful journey through Camara Laye’s personal experiences. It shares many of his experiences and challenges through his life as a youth and young man. I really enjoyed the book and thought it was really educating.
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The industrial Revolution occurred in Europe from 1750 to 1850. During this time there was also a huge increase in illegitimacy rate, which is the number of babies being born to unmarried women. The big question becomes, did the industrial revolution cause a sexual revolution or not? There are many historians and people with different views about topic. At the start of the industrial revolution there were close to zero babies being born the unmarried women and by the end in 1850 there was 1 in every 3 women having babies that weren’t married.
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Tilly, Joan W. Scott, and Miriam Cohen counter that unmarried women started working during the industrial revolution to meet an economic need, not to gain personal freedom. They state that the rise in illegitimacy rates rose due to broken marriages and the absence of traditional support from family, community, and the church. With women starting to work this caused a change in people’s lifestyles. Shorter and Tilly, Scott, and Cohen both have a legitimate argument to if the industrial revolution was the cause of the sexual revolution. You raise the key issues here.
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Edward Shorter agrees that women of the upper class in the nineteenth century underwent a female emancipation along with the slave emancipation, but he says that it doesn’t account for the women with families. Young, low status women underwent a radical movement in female emancipation in the late eighteenth century because of the involvement in the economy of the market place. This emancipation started with the young women of low status to older women of higher status. There were some general characteristics describing women during this time.
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There were many famous women making stands for women’s independence and rights, that it was hard to see the position of all women or the norms of women. One thing Shorter states is, except for the few exceptions of famous women, most of them were still powerless and dependent. Female emancipation was all about becoming independent. Married women wanted household political power and a family where they have their own rights, sexual gratifications, and emotional freedom. Unmarried women started ignoring the strict views and opinions of parents and community to satisfy their personal needs. All women started disregarding outside controls for personal freedom and sexuality for individual self-fulfillment.
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One change was that capitalism made subcultures of wage-earning people. These people began to create their own rules and standards on how to run their community. Some of the rules where sexual behavior, target family size, and new techniques for contraception and abortion. The new young people were sexually active and it became a social norm to have sex before marriage. Shorter thinks that some aspect of industrialism must be held accountable for the expressly permissive sexual content of the subcultures.
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Another change dealing with capitalism was the mentality of the market place. As women began working in the market place they began to bring the principles of the market place into other areas of their lives. Shorter believes that the labor markets were the most direct source of personal freedom. Capitalism’s metal habits of maximizing one’s self-interest and sacrificing community goals to get individual profit was what women learned in the market place and it’s what they wanted in all aspects of life including their family and their freedom.
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Shorter came to state that capitalism entitled a source for females to be independent and have sexual freedom. The low wage, young people started the involvement in the market economy. The prosperous women soon followed in the nineteenth century. For unmarried women capitalism meant personal and sexual freedom. Young women were able to go against parental controls with her sexual and emotional independence because she knew the market would still hire her and give her self-sufficiency, and if needed, would move her to a town where she could work. This lead to the absence of birth control and therefore illegitimacy. You say more than necessary in the first paragraph of this section; your explanation of the argument could be stronger.
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What is sisterhood? Sisterhood is based upon these essential qualities such as trust, loyalty, protection and emotional support. As well as being a role model for one another and never feeling alone, knowing that there’s always someone to lean on. Sisterhood is found, not Just at Bennett College but also all over the world starting with your family to long life friendships. It is a bond that is never broken. Sisterhood is built on trust and loyalty and without these things there is no bond.
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Trust is being able to feel comfortable to open up to somebody and trusting them with your secrets. Letting your guard down and being vulnerable is a big step towards trust. Loyalty is being faithful and loyal to your sisters. Your sisters staying true to you through thick and thin and being there during all of your struggles. These are very important qualities for a sisterhood and if my sister is someone I know I can trust and are loyal then they will always have a place in my life.
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It betters you as a person and teaches you how to become a uccessful young independent woman. I can relate to sisterhood because I’m the oldest of my two youngest sisters at home, Kamiyah and Mikaya. They look up to me not Just as a big sister but as a role model. I’m there for them through everything as they grow up, for advice and to Just have someone to sleep with at night when they don’t want to be alone. My sisters know that they can always come to me even if its to play and have a good time together. I teach them what’s right and what’s wrong and how to be a respectable young lady.
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I will always cherish the bond I have with my younger sisters and some day I hope they will choose to be apart of the Bennett sisterhood as well. Sisters are forever and a bond that can never be broken. With all the qualities that I have mentioned you would always want your sister by your side. Whether you are sisters by blood or Just from a close friendship, once a sister always a sister. There’s nothing like having that close relationship with someone so I hope that every female gets the chance of being in a sisterhood one day.
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Gradually develops ability to hold up own head. Makes movements with arms and legs which gradually become more controlled. Rolls over from front to back, from back to front. When lying on tummy becomes able to lift first head and then chest, supporting self with forearms and then straight arms. Watches and explores hands and feet, e. g. when lying on back lifts legs into vertical position and grasps feet. Reaches out for, touches and begins to hold objects. Explores objects with mouth, often picking up an object and holding it to the mouth.
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Listens to, distinguishes and responds to intonations and sounds of voices. Quietens or alerts to the sound of speech. Looks intently at a person talking, but stops responding if speaker turns away. Listens to familiar sounds, words, or finger plays. 1 – 2 years Walks alone and stands on tiptoe Climbs on furniture and begins to run Builds a tower of six or more blocks Empties objects from a container Becomes aware of his or her identity as a separate individual May become defiant Becomes interested in playing with other children Separation anxiety begins to fade Speaks about 50 words
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Links two words together Uses some adjectives (big, happy) Speaks clearly enough for parents to understand some of the words Begins to play make-believe Begins to sort objects by shape and colour Scribbles Finds hidden objects 2 – 3 years Walks up and down stairs, alternating feet Kicks, climbs, runs and pedals a tricycle Builds a tower of nine or more blocks Manipulates small objects and turns book pages one at a time Imitates parents and playmates Takes turns Expresses affection openly Easily separates from parents Speaks 250 to 500 or more words Speaks in three-and four-word sentences
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Uses pronouns (I, you, we, they) and some plurals States first name Asks “why” questions Correctly names some colours Copies a circle Understands the concepts of same and different 3 – 4 years Stands on one foot for at least five seconds Throws ball overhand, kicks ball forward and catches bounced ball most of the time Dresses and undresses Uses scissors Cooperates with playmates Tries to solve problems May have a best friend Becomes more independent Answers simple questions Speaks in complete sentences Uses prepositions (under, beside, in front) Speaks clearly enough for strangers to understand
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Becomes involved in more complex imaginary play Prints some capital letters Draws a person with two to four body parts Understands the concepts of morning, afternoon and night 4 – 5 years Stands on one foot for at least 10 seconds Hops, swings and somersaults May learn to ride a bike and swim Brushes own teeth and cares for other personal needs Wants to be like friends Follows rules Understands gender Wants to do things alone Understands rhyming Uses compound and complex sentences Uses future tense States full name and address Uses imagination to create stories Correctly counts 10 or more objects
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6 years Jumps over rope 25cm high Learning to skip with rope Tie own shoes Eager for fresh experiences More demanding and stubborn, less sociable Joining a ‘gang’ maybe important May be quarrelsome with friends Needs to succeed as failing too often leads to poor self esteem Reading skills developing well Drawings more precise and detailed Figure may be drawn if profile Can describe how one object differs from another Mathematical skills developing, may use symbols instead of concrete objects May write independently years Hand-eye coordination is well developed Has good balance Can execute simple gymnastic movements, such as somersaults Skills constantly improving More dexterity and precision in all areas Desires to be perfect and is quite self-critical Worries more; may have low self-confidence Tends to complain; has strong emotional reactions Understands the difference between right and wrong Takes direction well; needs punishment only rarely Avoids and withdraws from adults Is a better loser and less likely to place blame Waits for her turn in activities Starts to feel guilt and shame
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Read independently and with increasing fluency longer and less familiar texts Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters Moving towards abstract thought Draw together ideas and information from across a whole text, using simple signposts in the text Read whole books on their own, choosing and justifying selections Engage with books through exploring and enacting interpretation 8 -12 years Movements well coordinated Physical skills improving Takes part in team games Drawings become more complex
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Friendship becomes more important Independence increasing More understand to self Concentration improves Able to read fluently May think scientifically Able to play complex games such as chess 12 – 19 years Hormonal changes Puberty Skin changes Growth spurts Body hair develops Girl; menstruates; breasts develop, hips broaden Boy; facial hair develops; voice deepens, growth of penis and testes Skills develops depending on interest and practice, for example play a musical instrument Adolescents start to think about the future and if motivated will use all their intellectual ability to achieve their educational goals
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Discrimination is one of the most significant barriers to inclusion. This along with prejudice. As people we are all different and unique in one way or another. This often leads to conflicts and division between people and cause predjudice. People experience predjudice and discrimination for many different reasons some of which may include, sexualtiy, gender, race, disability, religion, background, age, appearance etc. Discrimination and predjuice ,may have significant harmful effects on an individual or friends and family, or even the wider society.
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For example children who are a victim of discrimination and pedjudice there is danger of damaging their self esteem/ confidence. They aren’t given the same advantages as other indiviuals and therefore don’t the equal opportunities to reach their full potential. They are more likely to not progress and as a result of a lower sekf esteem their motivation to learn is damaged. Children could be excluded from certain roles. This can mean that they are unable to deveop their talent and abilities further which in turn would mean they are not able to make a full contribution to society further on in life.
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Children who may inflict discrimination to others risk causing themselves harm. For example discrimination and predjudice lead to them making wrongful assumptions of other individuals, this gives them the view that some people are worth less than others, this leads to them having a false view of the world we live in. UNIT 053AMANDA FAY OUTCOME 1. 3 HOW INCLUSIVE PRACTICE PROMOTES EQUALITY AND SUPPORTS DIVERSITY Children have the right to have access to equality of opportunity,, in settings we should promote positive aspects of diversity.
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It is so important that we have an inclusive setting allowing all children and families an equal footing. Working towards inclusion means that we are working to break down the barriers of discrimination and ensuring all children and families fell that they are a part of the setting. This means that we are effectively taking steps in promoting a positive attitude towards diversity and creating equal opportunities for all individuals no matter what. By using inclusive practice we are creating a positive environment ensuring that all children have the chance to progress and achieve further.
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UNIT 053AMANDA FAY OUTCOME 2. 1 HOW LEGISLATION AND CODES OF PRSCTICE RELATING TO EQUALITY, DIVERSITY AND DISCRIMINATION APPLY WITHIN OWN WORK ROLe Working inclusively within our practice means we have legal framework to adhere too. Although laws and leagal requirements cannot change prejudice attitudes and discrimination altogether, it is essential in helping to reduce it. Policies and legal framework give setting support and guidence that is practical and useful. There are several pieces of legislation that are relevant within our setting in terms on providing an inclusive work practice.
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The disability discrimination act 1995 protects the rights of individuals with disabilities. It outlines a duty for schools to aim to eliminate barriers ensuring everbody is able to have equal access to services. In the disability discrimination act 2005 places a duty for schools to complete a disibility equaltiy scheme and an access plan. As a school we must encourage eveyone to participate in all areas of school life, helping to eliminate discrimination. The special educational needs and disability act 2001 made it un lawful for educational providers to discriminate against individuals that have special educational needs or disabilities.
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The Children Act 1989 Sets out the duty of local authorities including schools, to provide services according to the needs of the individual child and ensure ,heir safety and welfare. As part of the childrens act 2004 it sets out a duty for us to provide effective accessible services to all children underpinning the five main outcomes for EVERY CHILD MATTERS. The equality Act 2010 outlines legal responsibilities of setting such as schools to provide equality of opportunity for all. Within my own setting and work role I find these peieces of legislation relevant.
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Within our setting we provide opportunitys for children and families of various race , background, gender disabilities etc. In our eyes every member of our ‘team’ is valued and included. This extending from pupils to families and staff etc. For example children that may have special educational needs or disabilities we aim to provide effective care and support to suit the individual needs. Where possible extra support is provided. In my own role as a practioner I must remember that no matter how different children are from oneanother they are treated the same and given equal opportunitie to progress and achieve further.
Topic: family

UNIT 053AMANDA FAY OUTCOME 2. 2 INTERACTIONS WITH INDIVIDUALS THAT RESPECTS BELIEFS, CULTURE, VALUES AND PREFERENCES. When working within a childcare setting we are in a position where we need to communicate with many different people. Thes including parents/carers and families as well as children. It is very important that we communicate in a way that shows we value and respect children and their families no matter how different they may be from that of our own. Although some people may think the use of carefully chosen words and language as ‘politicly correct’.
Topic: family

It is important not to be detered as we should be carefull and think about the way we speak /talk to others, especially when in a position where we interact with families on a daily basis. The words and language we use along with how we express ourselves can have a significant effect on attitudes and values we develop. It can help the way we think of others. It could help us to think constructively when talking to other in future and treat people more respectfully. By showing respect and valuing others beliefs, culture etc we will in turn earn it for ourselves. UNIT 053AMANDA FAY OUTCOME 3. 3
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HOW TO CHALLENGE DISCRIMINATION IN A WAY THAT PROMOTES CHANGE. As we know discrimination works against promoting and supporting a childs development and their progression. When we are faced with situations of discrimination it is important they are challenged. It is not only children that express predjudice or discriminate. It is good to have strategies in place should this arise. Supporting anybody that is being discriminated against is essential, but also helping the person who is behaving discriminatory trying to change their behaviour. Strategies need to be thought out carefully so not to antagonise the situation further.
Topic: family

EXAMPLE If I was faced with a situation where another child was behaving discriminatory toward another by calling them names such as ‘four eyes’ to a child wearing glasses, I would respond by firstly intervening. I would explain to the child(A) instigating the comments that what the have said is hurtful and un-kind. I would point out that it is unacceptable behaviour. I would ensure I was at the child(A) level to ensure they were understanding and paying attention to me. I would also help the child(A) learn from the situation by helping them to understand the consequences of their actions e.
Topic: family

g “how would you fell if somebody said that to you? ” allowing the child(A) to think of it from the other child(B) perspective. I would be careful not to make the child(A) feel disliked by me, “ I like child(A), I dont like it when somebody is un kind. ” Should situations like this arise again I would gain support from the class teacher. Possibly even touching on the subject of everybody being different within lesson plans. This allowing children to learn about diffent people, backgrounds, genders, appearance etc. Also teaching them how to be kind and helpful to one another.
Topic: family

While same sex relationships garner most of the attention, domestic partnerships are not always between members of the same sex. California Family Code Section 297 defines domestic partners as “two adults who have chosen to share one another’s lives in an intimate and committed relationship of mutual caring. To establish a domestic partnership in California, a couple must file a Declaration of Domestic Partnership with the Secretary of the State, share a common residence, not be married or in a domestic partnership with someone else, not be related by blood, both are over the age of 18, both are the same sex, or opposite sex over the age of 62 and meet the eligibility criteria under the Social Security Act.
Topic: family

The costs associated with defending such legal matters can prove to be very cumbersome. Types of Employer Benefits When seeking employment, benefit packages play a major role in attracting and keeping employees. Employer benefits consist of more than the basic medical, dental, and vision plans. A variety of additional benefits being sought after by potential employees include, but are not limited to, retirement plans, life insurance and the family medical leave act. To qualify for domestic partner benefits, employees may be asked to sign a statement or submit an affidavit asserting they live with a domestic partner and are financially interdependent” (Greenwald, 2003). Health Insurance “For most nonelderly people in the United States, health insurance and access to health care derive from one’s own or a family member’s employment” (Ash and Badgett, 2006). In all fairness, these types of benefits should be offered to these types of families under the current guidelines of Domestic Partnership.
Topic: family

Two levels of benefits are offered by employers, single coverage and family coverage. Single employees are at a disadvantage when it comes to compensation because some employers offer their employees a flexible benefit to assist with costs. These benefits will include all the same privileges that legally recognized families are currently receiving. The entitlement shall consist of doctor’s visits, prescription drug coverage, hospitalization, and eye exams (Briggs, 1994). Dental Benefits Dental care is an essential benefit which should be available to all family members. Preventive dental care could significantly reduce loss of productivity and catch problems before they become chronic or severe” (Gustin, 2003). Dental benefits are very affordable and valuable. One available option is for this company to offer dental as a voluntary option. This would enable the employees and their domestic partner to take advantage of the dental plan at a group rate, but the employee would be responsible for the cost (Gustin, 2003). Retirement/401K Retirement Plans and 401K’s are benefits that are only available to employees; however, choosing beneficiaries is a very important detail to these plans. Although domestic partners cannot be given all of the rights of spouses, plans can be structured to provide them with many of the benefits available for spouses” (Davis, 2007). In addition to being named as beneficiary, a hardship withdrawal can be taken based on the need of the domestic partner, and domestic partners will have the right to rollover death benefits (Davis, 2007). Life Insurance Employee life insurance is available at a more affordable rate through employer plans. Adding family members is an optional benefit.
Topic: family

Under this plan, domestic partners and children would be entitled to life insurance coverage for just pennies a day. This would incur no expense for the employer and the employee would benefit from a group rate. Cost to Employees and Employers The cost of healthcare is on the rise and no end to this crisis is in sight. Most people believe all employers should offer health insurance to its employees; however, with the cost of healthcare so high companies who offer these benefits are trying to find ways to offset costs. If all employers did offer health, dental, and life insurance, who would cover the cost?
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A survey administered by the Commonwealth Fund titled The Public’s Views on Healthcare Reform in the 2008 Presidential Election asked that question to 3,500 randomly selected adults. 70% of people surveyed thought the cost should be shared equally between the employer, employees, and the government. 80% of the people surveyed also thought that if an employer did not offer health insurance they should contribute to the cost of coverage (Lubell, 2008). Tax Equity The Tax Equity for Domestic Partner and Health Plan Beneficiaries Act of 2007 was introduced March 29, 2007.
Topic: family

The act states employers offering healthcare insurance have to provide healthcare coverage to domestic partners, same-sex or opposite sex. This law has been added to stop federal tax inequalities same-sex couples currently face when receiving healthcare benefits offered by their employers (Postal, 2007). The new law significantly affected employers in the Northeast and Western states because 42% of larger companies in the Northeast, and 38% of companies in the West have same-sex domestic partner healthcare coverage. Only 14% of large companies in the Midwest and 10% of companies in the south have this type of coverage (Cohen, 2004).