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Friday, July 31, 2020

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Wednesday, June 3, 2020

The Race Relations Act 1976 - Free Essay Example

Introduction A major factor affecting the delivery of the curriculum in Further Education is rooted in the inequalities resultant from perceived racial and ethnic differences. These are very often based on preconceived notions, usually ill informed, about the beliefs and practices of different racial and ethnic groups. Over the past few years there has been a small but sustained increase, year on year in the racial mix of potential learners applying to start engineering courses. My practice involves the delivery of the engineering curriculum to learners at levels one to three; the make-up of all these groups reflects the general trend in the increase in racial mix. Therefore, the primary reason for investigating this topic was to discover the real impact of the increasing diversity and how the legislation is being used to underpin the values described in the Race Relations Act 1976, how they affect College operation (in respect of Oaklands College) and how teaching practice is affected. In this report, the intention is to set out the background to the Act and investigate its effect on the further education sector with particular reference to Oaklands College and then to discuss the implications for the teacher in the classroom or workshop. The Policy The Race Relations Act 1976 (RRA) and the Race Equality document that supports this and how Oaklands College is implementing it. Values behind the Policy The Race Relations Act came into being in 1976, when it was recognised that the existing legislation was weak and had little beneficial effect on the lives of racial minority groups. The underpinning values of the new regulations were, the elimination of racial discrimination, the promotion of equality of opportunity and the promotion of harmonious relations between peoples of different ethnic and racial groups. These are the values, which the majority of British people purportedly avow allegiance; however, they are very much tested by the strength of popular perception which is, as always far more powerful than the truth. A situation not aided by the popular press who take every opportunity to terrify the population by visions of the impending end of the British way of life, overwhelmed by a tsunami of immigrants from all parts of the world. Thus the need to overtly promote the values is even more heavily underscored and even more necessary. To understand how legislation affect s operations in Further Education, it is essential to understand some definitions of aspects of discrimination as described in the Act. The 1976Act divides discrimination into four broad areas; direct discrimination, indirect discrimination, harassment and victimisation. Below are some examples and definitions, which illustrate the meaning of each of these categories. An example of direct discrimination would be to set tighter assignment deadlines to black learners only. A good example of indirect discrimination is the enforcement of a no headgear rule; this could be seen to exclude Sikhs, who wear turbans, Jewish men wearing yarmulke or Muslim women wearing the hijaab. In practice, if a class contains one or more learners in these groupings plus learners from a majority group who insist on wearing baseball caps, the law would apply if only the baseball cap wearers were asked to doff their headgear. Harassment on racial grounds is treated the same as direct discrimination b ecause there is a detrimental effect on the victims dignity or it creates an intimidating or hostile environment. Victimisation concerns people whom have made or intend to make a complaint in respect of racial discrimination and includes any person supporting the complaint. The Act forbids any unfavourable treatment of people in either of these circumstances. The Commission for racial Equality (CRE, which in 2007was incorporated into The Equality and Human Rights Commission.) issued a Code Of practice (COP), which placed specific duties on schools, colleges and universities. These duties primarily required colleges to publish a policy statement, which actively promoted racial equality. Guidance from the CRE included a number of points, which the college policy was bound to address: Arrangements to assess the impact of the policy on staff as well as learners. Ongoing monitoring of the effects of the policy in terms of admissions. The progress and success rates from differing ethnic and racial groups. Arrangements to publish the findings of the ongoing monitoring on an annual basis. Implications for Institution and professional practice 1. The Institution In 2004 Oaklands College issued an Equality and Diversity Policy (EDP) in which it corporately Ã¢â‚¬Å"Welcomes diversity, recognises values, celebrates and respects the many different contributions and needs of our learners, staff and the communities we serveÃ¢â‚¬ (i) As required by the Act, the policy sets out a strategy, operational outcomes and responsibilities for implementation and lists supporting policies and procedures. The Race Relations Policy (RRP) is named as one of these supporting policies. Included is a means of ongoing review, which is the work of the Equal Opportunities Committee of the Academic Board. The committee reports to the board on a termly basis and produces a report of its machinations annually. (ii) Data included in the report is produced retrospectively and is usually only available until after a whole year is passed. The broad thrust of the Race Relations Policy is to promote inter-racial awareness, mutual respect an d the valuing of the diverse ethnicity of all staff and learners. The policy includes a requirement for all staff to be trained and be made aware of the methods of implementation of the Policy. It was anticipated that initially such training would be provided at induction and thereafter be refreshed at regular intervals. This is, however, not mandatory after the induction training and though training sessions are provided, these are not compulsory and attendance is very much at the whim of the individual. In terms of promotion of the values, much college material is created to take into account the differences in its audience. This is also true in the way that the college advertises to the general public, in a way that hopefully attracts a widely diverse learner body by projecting the image of a multi-cultural establishment in tune with modern, diverse communities. The main page of the College has easily accessible links to an overview of learner support available, including ESOL and the International page also has links leading to information essential to the potential overseas learner as well a guide to the local area. All in English. 2. Professional practice The effects of racial legislation in the classroom or workshop are best examined by illustration using two real scenarios. Firstly, a level one group, fifteen strong, is undertaking a largely practical course in engineering fundamentals. Three learners in this group are of the Muslim faith. Their backgrounds are racially diverse, one black of Ugandan origin, one is Bangladeshi and the third is a Lebanese from Beirut. All three have vastly different characters due partly to the natural diversity of human beings, their common Muslim faith and their national origins. Secondly, a level three group, also fifteen strong is engaged on a level three national Diploma course has a very broad racial and ethnic diversity. The group includes the following. An Israeli, an Afghan refugee, a Ukrainian , a Romanian, four Afro Caribbeans and the remainder white-British. Immediately we see racial differences that have the potential for giving rise to tensions or even conflict. In dealing with the three Muslims in the level one group, their needs are very much governed by their racial and faith backgrounds. The society values of each individual within the group will be quite different. Think of the Ugandan, the Bangladeshi and the Lebanese, all Muslim yet all quite different with different individual needs. Yet the Race Relations Act of 1976 demands that each group or individual within a majority group must be given equality of opportunity. Here also there is a case for differentiation extending beyond that required in terms of learning styles alone. The big danger here is the perception of the majority grouping that another individual or minority group is receiving preferential treatment and is thereby gaining an unfair advantage. (Outside the education world a similar principle is bringing about the rise of the BNP in some working class communities) The majority group could realistically argue that the differentiation applied to the minority group, could be contrary to the principles of the RRA, paradoxically just what the strategy set out to avoid. The level three group is potentially more volatile in terms of possible conflict, although to date no problems of this nature have been encountered. More to the point are the strategies that can be employed to promote good relations and equal opportunities, since these two values do not always sit happily together. With such a diverse group, it could be envisaged that language would be the primary barrier to equality of opportunity. The quietness of the Romanian learner at first gave rise to some doubt, but rapidly dispelled on the production of assessable work. The Ukrainian, although born in that country has spent the majority of his life in this country, the Israeli likewise. The only issue in this regard concerns the Afghani refugee. This learner has fairly fluent spoken English and reasonable command of the written. However, this learner does have some difficulty with certain specialist, technical terminology. Support in this regard is provided upon request and ESOL type support is being provided via the International Office. In general, the College calendar is constructed with the major Christian festival in mind as well as conforming to the traditions of the British academic year. With the annual rise in ethnic diversity, it is now important to recognise the festivals and observances of other religions. A Muslim learner, for instance who is not available for college on a Friday, could be provided with personal support, guidance and of course will have access to any learning materials placed on the VLE. Another possibility is that the date of an assessment could be adjusted in order that Muslim learners are not assessed during Ramadan. An ideal time to promote racial and ethnic harmony is the tutorial session, which the majority of learners have allocated. Unfortunately support materials for the specific purposes of supporting racial equality sessions are limited to two activities only. Conclusion. Oaklands College is bound by law to implement the requirements of the RRA1976. However, the advantages are manifold in real terms. If equality of opportunity is achieved, then it naturally follows that success rates will improve and with it the reputation of the college as an excellent place to learn. None of this can happen without compliance. A foundation block of this is the classroom or workshop, where finely tuned strategies are essential for the promotion of racial harmony. Teaching staff, who are the main point of contact for the student, must therefore be cognisant of the requirements of the Act, which places a very pertinent emphasis on ongoing training. For prospective students especially those from minority ethnic groups, it is essential that their first impression of the College is of a place where they will receive absolute equality of opportunity. Experience has shown that that race relations and observance of the requirements of the RRA1976 is no longer only a question of colour, the recent influx from eastern Europe brings with it further challenges, in respect of language, customs and religious observances. Though many come skilled into the British workplace, retraining to British standards (here we think of electricians) will mean that there will be an increasing number of students for whom language could present a barrier to their opportunity. It can be seen that while Oaklands College implements the letter of the Act in many ways, there remain several areas where the spirit of the legislation is forgotten, or at least relegated to insignificance. In view of investigations, it is recommended that the following points be addressed The college pays more real attention to the requirements of the act in that it makes the RRP more accessible. Currently the RRP is only listed in the EDP and only accessible via the quality folder on the Curriculum drive. Staff training should become more regular and mandatory, that is, positively timetabled for every member of staff. Changing the college calendar in recognition of festivals and observances of religions other than Christian. (Days off for the Sabbaths of all Abrahamic religions?) Making available more, relevant support materials to promote racial equality of opportunity for use in tutorial sessions. References: Oaklands College Equality and diversity policy, Oaklands College, issued 2006 https://intranet.oaklands.ac.uk/docs/CorpPil-EAD%20-%20Equality%20%20Diversity%20Policy.doc 24/10/2007 at 0915 Annual report on Equality and Diversity Oaklands College Curriculum drive, Quality, All Staff only Bibliography 1. The Race Relations Act 1976 https://www.statutelaw.gov.uk/legResults.aspx?LegType=All+Legislationtitle=Race+Relations+ActYear=1976searchEnacted=0extentMatchOnly=0confersPower=0blanketAmendment=0TYPE=QSNavFrom=0activeTextDocId=2059995PageNumber=1SortAlpha=0 Accessed 17/11/2007 at 1500 2. The duty to promote race equality A GUIDE FOR FURTHER AND HIGHER EDUCATION INSTITUTIONS (Non-statutory) https://www.equalityhumanrights.com/Documents/Race/Education/The%20duty%20to%20promote%20race%20equality%20a%20guide%20for%20further%20and%20higher%20education%20institutions.rtf Accessed 25/11/2007 at 0730 3. Statutory CODE OF PRACTICE ON THE DUTY TO PROMOTE RACE EQUALITY https://www.equalityhumanrights.com/Documents/Race/Public%20sector/Race%20equality%20duty/Specific%20duties/Code%20of%20Practice%20on%20the%20Race%20Equality%20Duty.rtf Accessed 18/11/2007 at 2315 4. Race Relations Act 1976 and the Race Relations Amendment Act 2000 https://ljmu.ac.uk/EOU /EOUDocs/summary_Race_Relations_Act_1976_and_the_Race_Relations_Amendment_Act_2000.doc Accessed 18/11/2007 at 2130

Sunday, May 17, 2020

Short Story - 1184 Words

The beeping of a monitor was getting annoying. With the sterile smell and constant humming of technology, Corvus could have really used some music. His body ached from the fight he had won, ached from the damage that was finally catching up to him. His bones had broken numerous times, something he could easily fix. However, now he was just getting his energy back while the lab coat people ran tests on him. They didnt need his consent for anything given the fact that this hospital was not really considered such, but it was the only place he could really go while staying under the radar of the native population here that would be happy to see a bounty hunter like him floating dead in the ocean. Obviously, this was something he did not want,Ã¢â‚¬ ¦show more contentÃ¢â‚¬ ¦This was honestly making the brunet a bit jealous, given his almost constant state of nausea and stomach pain. The nurses had tried to force feed him some kind of lime Jello, but it really wasnt good, something tasted o ff about it. Both of them were on antibiotics and generally just resting, their doctor predicting only about one or two days left in the sterile room. The quicker the bounty hunter coulda get out of this place and off the island, the better, being surrounded by pirates like this was not something that he enjoyed that much, consider they werent just weaklings and mostly rather capable of combat. It was a risk to stay here longer than he needed, and while Bruce certainly wasnt afraid of no dumb pirates, he eventually came to agree after carefully worded disagreements that may or may not have resulted in shouted insults. Bruces deep baritone filled the room. Docs supposed to be back now soon. Perhaps it was simply a coincidence, but almost as soon as the shark man had said that, their blonde doctor waltzed into the room with that carefree attitude of his. Both of them were quite appraising of the mans appearance, both noting how pretty he was for a man. Doctor Illum must have been blessed at birth, given the intellect of a doctor as well as the natural beauty of a model. When said doctor had not been present,Show MoreRelatedshort story1018 Words Ã‚ |Ã‚ 5 PagesÃ¯ » ¿Short Stories:Ã‚ Ã‚ Characteristics Ã¢â‚¬ ¢ShortÃ‚ - Can usually be read in one sitting. Ã¢â‚¬ ¢Concise:Ã‚ Ã‚ Information offered in the story is relevant to the tale being told.Ã‚ Ã‚ This is unlike a novel, where the story can diverge from the main plot Ã¢â‚¬ ¢Usually tries to leave behind aÃ‚ single impressionÃ‚ or effect.Ã‚ Ã‚ Usually, though not always built around one character, place, idea, or act. Ã¢â‚¬ ¢Because they are concise, writers depend on the reader bringingÃ‚ personal experiencesÃ‚ andÃ‚ prior knowledgeÃ‚ to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words Ã‚ |Ã‚ 5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words Ã‚ |Ã‚ 8 PagesShort story: Definition and History. AÃ‚ short storyÃ‚ like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), Ã¢â‚¬Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.Ã¢â‚¬ In the Cambridge Advanced LearnerÃ¢â‚¬â„¢s DictionaryRead MoreShort Stories648 Words Ã‚ |Ã‚ 3 Pageswhat the title to the short story is. The short story theme I am going conduct on is Ã¢â‚¬Å"The Secret Life of Walter MittyÃ¢â‚¬â„¢ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words Ã‚ |Ã‚ 5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories Ã¢â‚¬Å"Miss BrillÃ¢â‚¬ and Ã¢â‚¬Å"Frau Brechenmacher attends a weddingÃ¢â‚¬ written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words Ã‚ |Ã‚ 6 PagesÃ¯ » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words Ã‚ |Ã‚ 6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreRacism in the Short Stor ies1837 Words Ã‚ |Ã‚ 7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. The notion to overlook someone because they are not the same race, gender, creed, religion seems to be the way of the world for a long time. Racism is so prevalentRead MoreThe Idol Short Story1728 Words Ã‚ |Ã‚ 7 PagesThe short stories Ã¢â‚¬Å"The IdolÃ¢â‚¬ by Adolfo Bioy Casares and Ã¢â‚¬Å"AxolotlÃ¢â‚¬ by Julio CortÃƒ ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intruding our mind, causing the individual to not be able to ignore these thoughts. In Ã¢â‚¬Å"AxolotlÃ¢â‚¬ , the narr ator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. InRead MoreGothic Short Story1447 Words Ã‚ |Ã‚ 6 Pages The End. In the short story, Ã¢â‚¬Å"Emma Barrett,Ã¢â‚¬ the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events

Wednesday, May 6, 2020

Canadian GovernmentÃ¢â‚¬â„¢s Compensations for Japanese Canadians...

Canadian GovernmentÃ¢â‚¬â„¢s Compensations for Japanese Canadians Interments in World War Two Canadian GovernmentÃ¢â‚¬â„¢s Compensations for Japanese Canadians Interments in World War Two (restitution) No one would ever think that an apology and a meager amount of money would be sufficient enough to pay back for taking away freedom and rights for several years. Apparently, it appears as Canadian government did. During World War II, Japanese immigrants and Japanese Canadians were denied of their rights as humans and Canadian citizens, and were forced to live in internment camps (Baldwin, 2011). Although the Canadian government has realized its wrong doings to Japanese Canadians and has made attempts for reparation, the formal apologies andÃ¢â‚¬ ¦show more contentÃ¢â‚¬ ¦Years after the war ended, in 1988, Ottawa provided twelve million dollars as compensation to National Association of Japanese Canadians (Mollins, 1999). However, this amount was not enough to repair the economic hardships that Japanese Canadians underwent, because their sufferings did not end when the war ended. Japanese Canadians came back from the internm ent camps, only to find out that their properties were either stolen or publicly sold. Even though the money from the sales was kept by Custodian of Enemy Alien Property and held in account under the ownerÃ¢â‚¬â„¢s name, there was no interest and only limited amount of money, hundred dollars per month, was allowed to be taken out by the owner. Moreover, the law did not allow the Japanese Canadians to work if they had money in their account (Hickman Fukawa, 2011). This prevented Japanese Canadians from building their financial status and getting involved in Canadian economic for many years. What is more, Japanese Canadians had to pay for their interment at camps (Hickman Fukawa, 2011). This requirement of payment for the camps was very unreasonable, because Japanese Canadians did not volunteer to go to the camps; in fact, they were forced to move

Tuesday, May 5, 2020

CDA Assignments Essay Example For Students

CDA Assignments Essay ?COMPETENCY GOAL I To establish and maintain a safe, healthy learning environment 1. Provide a summary of the legal requirements in your state regarding child abuse and neglect (including contact information for the appropriate agency) and also your programÃ¢â‚¬â„¢s policy regarding your responsibility to report child abuse and neglect. 2. Include the current certificate of completion of a certified pediatric first-aid training course (that includes treatment for blocked airway and for providing rescue breathing for infants and young children). Certification must have been within the past 3 years. . Use the Internet, the public library, or your programÃ¢â‚¬â„¢s professional library to obtain the name and contact information for an agency that supplies information on nutrition for children and/or nutrition education for families. 4. Provide a sample of your weekly plan that includes goals for childrenÃ¢â‚¬â„¢s learning and development, brief descriptions of planned learning experience s, and also accommodations for children with special needs (whether for children you currently serve or may serve in the future). COMPETENCY GOAL II To advance physical and intellectual competence 5. Select 4 songs, fingerplays, word games, or poems that you can use to promote phonological awareness. Describe strategies to promote phonological awareness among children whose home language is other than English. 6. Describe 9 learning experiences for 3-, 4-, and 5-year old children (3 for 3-year olds, 3 for 4-year olds, 3 for 5-year olds). Each learning experience should promote physical, cognitive, and creative development. Describe the goals, materials, and teaching strategies used. COMPETENCY GOAL III To support social and emotional development and to provide positive guidance 7. Provide the titles, authors, publishers, copyright dates, and short summaries of 10 age-appropriate childrenÃ¢â‚¬â„¢s books that you use to support development of childrenÃ¢â‚¬â„¢s self-concept and self-esteem and to help children deal with life challenges. 8. Use the Internet, the public library, or your programÃ¢â‚¬â„¢s professional library to obtain at least 2 resources designed to assist teachers in constructively dealing with children with challenging behaviors (such as aggressive behavior like hitting or biting, or shyness). 9. Provide the name and telephone number of an agency in the community where you work for making referrals to family counseling. COMPETENCY GOAL IV To establish positive and productive relationships with families 10. Find out where to obtain resources, materials, and translation services for families whose home language is other than English. Provide the agency name and contact information. 11. Document your programÃ¢â‚¬â„¢s policies that specify parentsÃ¢â‚¬â„¢ responsibilities and what the program does for parents. COMPETENCY GOAL V To ensure a well-run, purposeful program responsive to participant needs 12. Provide 3 samples of record-keeping forms used in early childhood programs. Include an accident report, emergency form, and a 3rd form of your choice. COMPETENCY GOAL VI To maintain a commitment to professionalism 13. Use the Internet, the public library, or your programÃ¢â‚¬â„¢s professional library to obtain the name, address, and phone number of your stateÃ¢â‚¬â„¢s agency that regulates child care centers and homes. Describe 2 important requirements related to your job responsibilities. 14. Review the websites of 2 or 3 national early childhood associations (1 with a local affiliate) to obtain information about membership, their resources, and how to order. Download at least 2 resources from the Internet that will enhance your work. 15. Obtain 4 pamphlets or articles designed to help parents understand how young children develop and learn. Articles must help parents understand development and learning of 3- to 5-year olds. At least 1 article must relate to guidance. 16. Locate an observation tool to use in recording information about childrenÃ¢â‚¬â„¢s behavior. One copy should be blank; the other one should be filled out as a sample of your observation of an individual child. 17. Obtain contact information for at least 2 agencies in the community that provide resources and services for children with disabilities.