Thursday, October 31, 2019

Personal Work Group Evaluation Assignment Example | Topics and Well Written Essays - 750 words

Personal Work Group Evaluation - Assignment Example The goal of the group was to select three subjects with which the program should be launched and how many questions should be asked in a single set. The group is also expected to suggest other features that would make this service attractive for the students. The group membership consists of four members: two school textbook editors, an IT specialist, and a finance expert from the same organization. The group started off on a positive note since the people knew one another from the organization but, except for the two editors, had not worked together on a project before. During the forming stage, the members met in a conference room and exchanged greetings. The IT specialist introduced the project and asked the textbook editors to suggest which subjects should be selected. The group then seemed to enter the storming stage as the editors disagreed on several issues. One editor wanted to select high school science subjects whereas the other editor stressed on using English questions for ESL and EFL students. They interrupted each other frequently and ultimately, the other two members had been left out of the discussion and it became a tussle between the two editors. Eventually, the IT specialist noted that decisions could not be made in this way and that it was necessary to establish some norms. He suggested that each member would share their ideas along with the pros and cons so that a balanced discussion can take place. He also suggested that in the end a vote would be taken to decide which subjects to select. The members agreed that they needed more time to research about the size of the market and the pros and cons of their choices. The meeting was adjourned on this note. During the proceedings, the two editors engaged in turf protection and in establishing their authority over each other. They shared ideas but merely to reject competing ones. The IT

Tuesday, October 29, 2019

Developing Concept of the Restaurant Essay Example for Free

Developing Concept of the Restaurant Essay Restaurants plays a significant role in our lifestyle, and dining out is a favourite social activity. Everyone needs to eat, to enjoy good food and, perhaps, a wine in the company of friends and in pleasant surroundings is one of life’s pleasures. Eating out has become a way of life for families. Nowadays, a buoyant economy has given us higher disposable incomes, which allows more meals away from home. The restaurant business is fun. A lot of people coming and going, lots of new faces and never get lonely. The business is always challenging because other restaurant owners are striving to attract our guests but with the right location, menu, atmosphere, and management, it continues to attract the market. The successful restaurant offers a high return on investment, one restaurant, then two, perhaps a small chain and then retire wealthy. There are more than hundreds of restaurants in Bhutan and each year few restaurants open and few close or other just fades away. People contemplating opening a restaurant come from diverse backgrounds and bring with them a wealth of experience. However, there is no substitute for experience in the restaurant business especially in the segment in which we are planning to operate. Read more:  Essays About Restaurant Review   Developing a Concept The Star restaurant will be the mid-scale restaurant which is owned by Mr. Thinley in Thimphu at Dechencholing. It will be at very reasonable price ranging from Nu.75-2000. The restaurant will feature mostly the chicken-made dishes. Star restaurant mainly focuses on the interior design of the restaurant. The restaurant will offer a dine-in buffet, carryout and delivery to the surrounding neighbourhoods and area businesses. Also its location will give the guests a beautiful and pleasant environment. Its speciality is that it is mainly targets the celebrities so everyone can meet their own favourite celebrity. While preparation of the guests’ order, the latest songs will be played and in having their meal acoustic music of jazz will be played so they can relish their mind. The furniture used will be in the shape of the star with a background colour of black. The floor carpet will be in the shape of the stars twinkling in the night. The ceiling will be the 2D image of the stars. My Restaurant The Star restaurant will be about 2-Storeyed with a mission stated below: Mission: The Star restaurant is a great place to eat, combining an intriguing atmosphere with excellent, interesting food. The mission is not only to have great tasting food, but have efficient and friendly service because customer satisfaction is paramount. We want to be the restaurant choice for all families and singles, young and old, male or female. Employee welfare will be equally important to our success. Everyone will be treated fairly and with the utmost respect. Happy employees make happy guests. We will combine menu variety, atmosphere, ambiance, special theme nights and a friendly staff to create a sense of place in order to reach our goal of overall value in the dining/entertainment experience. We want fair profits for the owners and a reward. Feasibility study Location: Location is a primary goal in running a business like services industry. The star restaurant’s location is in Dechencholing, Thimphu Bhutan. The Starr Restaurant will be located at the top of the palace where the parking is available with a clear sign board .The disposal income of the resident is not that much higher but they love to dine out. With the modernization, Dechencholing is now town plan B. And the population is accelerating as Royal Body Guards increases year by year. Their trend as of now is that they love eating and their children love to visit discotheque. Location of the Star Restaurant is more convenient for the people of the Dechencholing to visit as it will be connected with the road. Market: The market is a fundamental for the operations of the restaurant without market it is same like season without winter. As of now there is no restaurant that offers what guests’ demand. There are some restaurant that is of low quality and mostly those restaurant offers beverages and fast food like pizza, Chana and Samosa etc. So if the Star restaurant is operating in Dechencholing, it will be a monopoly and it will be of high quality that satisfies what guest demand. Competition: Business without competition will take advantage of offering poor quality with a high price. Competition occurs when two or more organizations act independently to supply their products to the same group of consumers. So there is no similar restaurant that offers the services like the Star restaurant. Only thing is if the pricing is high people of that place will not come to the Star restaurant. If not there is no competitor but in the future it might occur. Trends of locality: The current trend of the Dechencholing people is that they go to the main town to enjoy a meal from the restaurant, to have fun, to celebrate birthdays and so on. Also the monks from Tango monastery and Pangri Zampa go to the main town to enjoy their meal. The royal bodyguards go to the main town to dine out with their families. So the Star restaurant will solve those problems by offering better services than the restaurants in the town areas.

Saturday, October 26, 2019

Self Efficacy Education in Military Leaders

Self Efficacy Education in Military Leaders Integration of self efficacy education in development and training of South African military leaders. Introduction Twenty first century military leaders across the world face unusual challenges as organizations put in great effort to adapt to the ever accelerating rates of change internally and to the external environment within which they operate. Such rapid evolution in modern challenges does not only require equally evolved and revolutionary knowledge, skills and abilities of leaders, but more importantly it requires the self-conceptualizations of their leadership capabilities and psychological resources to meet the ever increasing demands of their functions. Given such complex challenges, it would be hard to imagine anyone following or being positively influenced by a leader who does not welcome or accept such challenges. Yet, there is not much being done in developing and educating current and future leaders within the South African National Defence Force (SANDF) about such leadership efficacy. Leadership efficacy is a specific form of efficacy associated with the level of confidence in the knowledge, skills, and abilities associated with leading others. It can thus be clearly differentiated from confidence in the knowledge, skills, and abilities one holds in relation to their function in the organisation. In this essay, it is argued that self efficacy education is paramount in training and development of modern and future leaders as the current conditions require leaders to continually rise to the occasion so as to meet complex challenges as well as have the necessary social and psychological aptitude to positively influence their foll owers and the organizations culture, climate, and performance. In order to be able to mobilize groups toward collective performance, leaders need the capability to exercise high levels of personal agency and create similar levels of agency in those individuals they are leading by proxy[1]. For the purpose of this essay, agency refers to acts done intentionally. Bandura[2] also states that central to leadership and its development, efficacy is the most pervasive among the mechanisms of agency and provides a foundation for all other facets of agency to operate. Efficacys relevant and comprehensive nature in meeting todays leadership challenges is captured by Lester et al in a statement that efficacy beliefs affect whether an individual will think in a self-enhancing or self-debilitating way, how well they motivate themselves and persevere in the face of difficulties, the quality of their well-being and their vulnerability to stress and depression, and the choices they make at important decision points[3]. There is a differentiation that can be made between leading behaviours of individual leaders and the leadership effects, which the essay explains as the resultant positive influences displayed in a group which the leader is a part of. The essay suggest that there is potentially great value in building a more comprehensive understanding of the contribution of leader efficacy in building collective leadership efficacy within a group. By pursuing this linkage, the essay intends to connect the literature on leader efficacy with the larger body of research on organizational behaviour to facilitate the discussion on the collective efficacy formed through the interactions between leaders and subordinates. Beyond this the essay will motivate that the strategy for developing South African military leadership should consider leaders efficacies for taking on the challenges of development and performance. Thus the motivation for integration of self efficacy education in development and training of military leaders and subsequent followers. Why self efficacy education in leadership development Self-efficacy has been the most widely studied form of efficacy and has received considerable attention in the fields of cognitive and social psychology through extensive theory building and research. Bandura2 defines self-efficacy as beliefs in ones abilities to mobilize the motivation, cognitive resources, and courses of action needed to meet situational demands. The believe that one can be the master of ones own destiny, whether as an individual or as an organisation is essential for future leaders in or out of the military environment. Lacking a sense of self efficacy means that people consider themselves subject to anything but their own ability to master the situation. They blame the elements, the environment, fate, foreigners, providence, history, economics or even God. The culture of dependency that has developed out of this is also a culture of intellectual poverty and lack of self esteem which leads people to seek and expect handouts, direct self explanatory orders and inst ruction from higher authority at every situation or task. The leader who brings a sense of efficacy to a situation is the one who restores people to a belief that they themselves control their own destiny and takes responsibility for their actions. Borne along by this conviction, the leader imparts it in words and deeds, inspiring followers to work together to achieve a new transformed reality. The leader draws inspiration from the meditation on the plight of the followers; they respond by endorsing and confirming the essential rightness of the mission, it is what subordinates desire the most. The finest exemplars of military leadership efficacy can be seen in General Collin Powell, Admiral Elmo Zumwalt, Major General Archer Lejeune to name a but few. Efficacy transforms a situation and this means more than effectiveness. Efficacy changes the whole picture to the point of even breaking the frame. To be effective is to be the cause of the result, but this is within given circumstances, it is not transformative. Lester et al3 proposed that positive psychological states such as efficacy directly promote effective leader engagement, flexibility and adaptability across the varying challenges characterizing complex organizational contexts. This is because higher levels of self efficacy provide the internal guidance and drive to create the agency needed to pursue challenging tasks and opportunities successfully. To this end McCormic et al[4]. concluded that leader self-efficacy, may be one of the most active ingredients in successful leadership, and team performance, and that it clearly contributes to leadership effectiveness. Development of Self-efficacy in leaders How leader efficacy influences a leader may differ depending on whether the efficacy is conceived in the preparatory context during learning and training situations or job performance situations. In his social cognitive theory, Bandura2 suggested that the optimal strength of self efficacy differs between the learning of a skill, which he called preparatory efficacy, and performing in the situations for which development is targeted, or job performance efficacy. Bandura further argued that though there is a positive linear relationship between performance efficacy and performance, the relationship between preparatory efficacy and learning is more complex. Machida and Schaulbroeck[5] explains that preparatory efficacy is different from an individuals beliefs about their general ability to learn, which is termed learning efficacy, the efficacy construct in focus here is ones efficacy for executing and completing a task during preparatory situations. Bandura2 explains that when individuals are highly efficacious in completing tasks and demonstrating skills in the preparatory or learning process, they often have little incentive to invest further effort into learning the skill. Though leaders efficacy about leading others during the actual execution of leadership roles might need to be higher for peak performance, leaders efficacy in leading others during leader development and preparatory phase might need to be lower so as to facilitate greater motivation to persist in learning and practicing the skills. The studies conducted by Machida and Schaulbroeck5 claim that there is a negative relationship between self-efficacy and learning. It seems likely that people who are too confident in their leadership abilities will not seek to invest their time and energy in developing their leadership ability as would individuals who have a more realistic sense of the scope of leadership activities. Machida and Schaulbroeck5 further proposed that the concept of efficacy performance spirals and has self-correcting cycles. According to these authors, an efficacy-performance spiral is a phenomenon in which increases or decreases in one variable of performance causes a similar change in the other variable of self efficacy which ultimately leads to a self-reinforcing trend in performance. Thus by amplifying upward efficacy performance spirals, individuals become complacent as they see their performance and their confidence improve despite lack of exploring alternative task strategies or increasing other preparatory activity such as by experimenting with new behaviours. This perspective supports Banduras argument that there are advantages to possessing lower level of self-efficacy in the context of completing a task during preparation and learning or development of skills2. Bandura argued that self-efficacy is a fluctuating property that changes constantly; however, he has not discussed what would be the ideal or preferred patterns of change in self-efficacy to maximize learning in the preparatory phases, such as leader development activities. Machida and Schaulbroeck5 proposed the concept of efficacy spirals in relation to organizational performance and collective efficacy. For optimal learning, leaders may need to maintain a self-correcting cycle by seeking to adjust their self-efficacy, increasing it or decreasing it in ways toward the objective of motivating investments in preparation. Another implication of efficacy performance spirals is that when leaders are learning to lead, repeated and uninterrupted failure, which will tend to decrease self-efficacy and encourage downward efficacy spirals, should be avoided. Such failure patterns are demoralizing and can even lead to a cycle of learned helplessness wherein the individuals come to believe that they have no control over performance improvement. For developmental tasks to be sufficiently challenging for development to occur, a high probability of failure must be inherent, however, to avoid situation whereby learners engage themselves in downward efficacy spirals, a self-correcting cycle must be encouraged by exposing the learners to possibly less difficult tasks and reminded of their developmental progress. During the development activities, leaders baseline self efficacy must ideally be set at a moderate level. As leaders encounter developmental challenges, their self-efficacy can and should fluctuate from this baseline self-efficacy level in the self-correcting cycle of efficacy change. Based on Banduras arguments concerning preparatory self-efficacy, it is believed that maintaining the motivation for learning during the process of leader development requires that ones baseline leader self-efficacy is not too low or too high. Thus, when individuals are developing their skills as leaders, it is critical that they are aided in maintaining a moderate level of self-efficacy to engage the self-correcting cycle of efficacy changes most effectively. Development of Self-efficacy in South African military leaders Having discussed the distinction between preparatory and performance efficacy, it is important to keep in mind that both preparatory and performance leader efficacy must be viewed in reference to the specific task of leading others in the defence organization. According to Bandura2 learning self-efficacy is not self-efficacy about performing a task during learning nor is it about how the individuals perceive his or her abilities in comparison to their peers rather, it refers to confidence about ones ability to learn a skill and accomplish a task. In his review of numerous studies, Bandura2 stated that the most potent antecedent to developing self-efficacy is mastery experiences based on past performance accomplishments. However, Bandura2 also made clear that prior success alone does not raise self efficacy. Development is influenced by how the individual interprets the success and the context that performance occurred in. This suggests mentoring that helps leaders make meaning of their prior leadership experiences is important in influencing development. Lester et al3 suggested that leaders identity construction occurs through social interaction, through claiming and granting of leadership. Individuals claim leadership through stepping up and attempting to influence others. Others then grant leadership through affirming and supporting that leaders attempts. Through this reciprocal process, individuals begin to see themselves as capable leaders, reinforcing a leader identity. It is therefore suggested that mentorship be incorporated into leadership training to foster leaders identity construction and grant affirming support. As experienced role models, mentors can be powerful sources to provide such external endorsement. The primary role of mentors must be to provide psycho-social support to learners, helping them to diagnose their prior actions, cast those actions in a positive light, and to serve as a source of validation for the learners. Machida and Schaubroek5 proposed that strong manifestation of a leaders identity ultimately requires endorsement from others, including ones mentor, peers, or followers. Furthermore, as mentors increase learners sense of competence, self-esteem, and efficacy, it can be expected that a spiral effect would occur as noted earlier. Specifically, it is expected that the learners would feel more encouraged and safe to explore their leadership than those without a mentor, and thus, increase attempts to claim leadership in th eir groups, thereby increasing leadership claim episodes. Mentorship relationships are expected to be the most effective method as role modelling exhibited by the mentor to the learners will influence development of leader efficacy beliefs by the learners. Mentors will primarily be expected to act as role models who will walk learners through prior or future leadership behaviour and performance, helping them to cognitively replicate and learn aspects of successful performance. Selected mentors should be attractive role models that serve as the prototype upon which learners may identify and base their future development. The mentor must be a role model to the learner such that respective learners begin to believe that they too can develop toward and achieve performance levels similar to their mentor and role model.. According to Bandura1 leader efficacy can also be developed through modelling, whereby learners study and observe competent and relevant role models successfully performing similar tasks, or cognitively model leadership experiences through study and envisioning successful performance by past leaders. The impact that modelling and in-depth observations hold is influenced by the attractiveness of the role model to the learners, the level of similarity between the observed model and the learners characteristics relevant to the task, and how similar the observed tasks are to those tasks the learners may be expected to perform. Bandura1 also notes that social persuasion ,which constitutes a primary role inherent in mentoring is another way of developing self efficacy. In congruence to Bandura, Lester et al3 explains that even when feedback is negative like discussing an incident of poor performance, mentors can provide feedback in a positive manner, highlighting what was learned and how that feedback can then be used to enhance future performance. What is critical in this factor is that mentors must instil in the individual learners the importance of growing and developing from all sorts of feedback, which is expected to influence thelearners efficacy regarding his or her leadership. This approach is also in line with evidence provided by Lester et al3, showing how individualized consideration associated with transformational leadership positively relates to leader development and performance. Another process of developing self-efficacy is according to Bandura1, psychological, physiological, and emotional arousal. In this instance, mentors would be required to serve in the role of inspiring learners to motivate their development. Such stimulation can, according to Machida and Schaubroeck5 be generated through inspirational motivation or creating an idealized vision for the learners as well as through sources of emotional infection, whereby mentors enthusiasm is transferred to learners and stimulates them to advance their development of leader efficacy. Organized mentorship programs are known to be effective in developing various positive outcomes in learners, the essay suggest that mentorship programs targeting the primary sources of efficacy identified by Bandura as discussed above would be particularly effective in raising learners leader efficacy and performance. It is further suggested that these discussed sources of efficacy be made to be innate in the role of any eff ective mentor and mentoring relationship. It is clear by now that this essay proposes that mentoring will increase learners leader efficacy more so than the traditional group based training for leadership development. Based on the research and theory reviewed above, it is suggested that by developing a more individualized   training relationship between the mentor and learners, the promotion of positive trajectories of leader development in the SANDF will be improved. A mentoring program will have a more positive impact on leader efficacy development and performance enhancement than the generalized, ready-made leader training interventions being practiced in the SANDF today because of the degree that the mentors will connect to their individual learners needs, abilities and aspirations. An individualized focus will help target learners specific needs and capabilities, enhancing efficacy development. It seems reasonable to expect that one on one mentoring, on average, will provide more consistent opportunities for the mentor to employ the four methods identified by Bandura1 for developing self-efficacy and to adjust the leader development intervention to the exact needs of the learners, thus enhancing learners efficacy and performance. Conclusion The essay described the multifaceted role of self efficacy in leader development. Furthermore the essay visited self efficacy related concepts proposed in the psychological literature, including preparatory self-efficacy, efficacy spirals and performance self-efficacy and has made suggestions about ways in which these concepts can be integrated into the current context of leader development in the SANDF. Judgments concerning leadership abilities as conveyed by mentors and interpreted by budding leaders as they experience successes and failures are essential for the development of highly effective leaders for the future. It is perhaps a clichà © that leaders are constantly required to learn and develop in this rapidly changing world. Coming to grips with this truism however requires a developmental process that comprehends the distinctions between leaders preparatory situations and their performance situations, identifies the personal and contextual factors that influence efficacy beliefs of leaders, and finally integrates a multifaceted perspective of leader efficacy in a way that promotes continuously positive learning trajectories. It is hoped that the essay will encourage training of practices that more effectively balance the needs for SANDF leaders to perform in the short term with the imperative that they learn and are adaptive in the longer term as well as inspire further res earch in the subject matter. BIBLIOGRAPHY Bandura, A. Self-efficacy: The exercise of control. New York: W. H. Freeman. (1997). Bandura A. Self efficacy in changing societies. New York: Cambridge University press. (2002) Lester PB, Hannah ST, Harms PD, Vogelgesang GR and Avio BJ. Mentoring impact on leader efficacy development: A field experiment. Academy of management learning and education, review 10,no3(2011) Machida M and Schaubroeck J. The role of self efficacy beliefs in leader development. Journal of leadership and organisational studies, review 18, no 459(2011) McCormic MJ, Tanguma J and Lopez-Forment AS. Extending self efficacy theory to leadership: A review and empirical test. Journal of leadership education, Review 1, no2(2002). [1] Bandura A. Self efficacy in changing societies. New York: Cambridge University press. (2002) [2] Bandura, A. (1997). Self-efficacy: The exercise of control in McCormic MJ, Tanguma J and Lopez-Forment AS. Extending self efficacy theory to leadership: A review and empirical test. Journal of leadership education, Review 1, no2(2002) [3] Lester PB, Hannah ST, Harms PD, Vogelgesang GR and Avio BJ. Mentoring impact on leader efficacy development: A field experiment. Academy of management learning and education, review 10,no3(2011) [4] McCormic MJ, Tanguma J and Lopez-Forment AS. Extending self efficacy theory to leadership: A review and empirical test. Journal of leadership education, Review 1, no2(2002). [5] Machida M and Schaubroeck J. The role of self efficacy beliefs in leader development. Journal of leadership and organisational studies, review 18, no 459(2011)

Friday, October 25, 2019

Asthma Essay -- essays research papers fc

Asthma is a disorder of the respiratory system in which the passages that enable air to pass into and out of the lungs periodically narrow, causing coughing, wheezing, and shortness of breath. This narrowing is typically temporary and reversible, but in severe attacks, asthma may result in death. Asthma most commonly refers to bronchial asthma, an inflammation of the airways, but the term is also used to refer to cardiac asthma, which develops when fluid builds up in the lungs as a complication of heart failure. This article focuses on bronchial asthma. More than 17 million Americans suffer from asthma, with nearly 5 million cases occurring in children under age 18. In the United States, asthma causes nearly 5,500 deaths each year. Asthma occurs in males and females of all ages, ethnic groups, and socioeconomic levels. For reasons not completely understood, asthma is generally more common in poor urban neighborhoods, in cold climates, and in industrialized countries. Among all Americans, the prevalence of asthma increased more than 60 percent between 1982 and 1994, especially among children. Deaths from asthma increased more than 55 percent from 1979 to 1992. Scientists suspect that increased exposure to second-hand cigarette smoke, growing populations in polluted city centers, and new housing that is poorly ventilated contribute to the increase in asthma cases. Breathing Every cell in the human body requires oxygen to function, and the lungs make that oxygen available. With every breath we take, air travels to the lungs through a series of tubes and airways. After passing through the mouth and throat, air moves through the larynx, commonly known as the voice box, and then through the trachea, or windpipe. The trachea divides into two branches, called the right bronchus and the left bronchus, that connect directly to the lungs. Air continues through the bronchi, which divide into smaller and smaller air passages in the lungs, called bronchioles. The bronchioles end in clusters of tiny air sacs, called alveoli, which are surrounded by tiny, thin-walled blood vessels called capillaries. Here, deep in the lungs, oxygen diffuses through the alveoli walls and into the blood in the capillaries and gaseous waste products in the blood—mainly carbon dioxide—diffuse through the capillary walls and into the alveoli. But if something prevents the oxygen from reaching t... ...ng, may provoke hyperventilation, a rapid inhalation of oxygen that causes the airway to narrow. In asthmatics, hyperventilation often results in an attack. Many asthmatics are especially sensitive to physical exercise in cold weather. Research suggests that genetic factors may increase the risk of developing the disorder. Children with a family history of asthma are more likely to develop asthma than other children. Despite this apparent genetic link, many people without a family history of asthma develop the disorder, and scientists continue to investigate additional causes. Treatment Physicians typically diagnose asthma by looking for the classic symptoms: episodic problems with breathing that include wheezing, coughing, and shortness of breath. When symptoms alone fail to establish a diagnosis of asthma, doctors may use spirometry, a test that measures airflow. By comparing a patient’s normal airflow, airflow during an attack, and airflow after the application of asthma medication, doctors determine whether the medicine improves the patient’s breathing problems. If asthma medication helps, doctors usually diagnose the condition as asthma. Bibliography www.scienceworld.com

Wednesday, October 23, 2019

Local Care Home Essay

At this care home, equality, diversity and rights is very important as residents come from a wide cross-section of society. This chapter is set for the new staff members to deliver good quality and compassionate care for our services users. This handbook contains the policies, rules and procedures referred in your contract of employment and the ones you are expected to abide by as a member of the Local Care Home team Wishing all of you a pleasant and worthwhile time with your career at this organisation – your line manager Know your key terms Here is an explanation, with examples of what equality, diversity and rights mean: Equality is being equal and having a fair society, especially in rights, status or opportunities. Some people may experience discrimination because of gender, race, sexuality, age, disability and few others. For example; A blind person is at a disadvantage because they can’t look at a presentation or won’t be able to know what it is about. A diverse action towards this situation is if you read what the power point said they would be getting all equal chances to their education. Diversity means accepting differences; everyone’s differences are equal and accepted/respected. An example of this is; professionals in a health and social care setting should have an understanding that each and every one of their patients is unique and be able to recognise and accept these differences. Rights is a legal entitlement to carry out or have something. When we talk about this, it means mostly to give all the equal opportunities whether small or big. In a health and social care setting such as a nursing home,  every one of the service users should have the right to live, freedom and education. No one should be treated in any different way because of the way they are. Vulnerability (the state of being exposed to emotional or physical danger/harm from others) – in health and social care settings, many people are vulnerable due to the nature of their support needs Non-discriminatory practice is a term used to describe appropriate professional practise. This refers to a number of things: Not treating individuals or groups less favourably than others, whether the treatment is on purpose or not Being treated equally and getting the right non-discriminated care and procedure in a health and social care setting is very important and this will also be expected and assumed from the patients that they are being treated the same as others Valuing diversity All staff and patients must appreciate diversity and respect each other diversely as everyone is unique in their own ways. Meeting individuals’ diverse needs For example if your patient has speech and learning difficulties or their sight is impaired, it is your duty to enable communication any way possible. This could be through body language and tone of voice Discriminatory practice is when someone is discriminated against with a number of forms of discrimination. There are four types of discrimination. Discriminating is treating someone less favourably because of their certain features as mentioned above. This is known as direct discrimination. Discrimination can occurs where there is a policy, practice that disadvantages people. This is a form of indirect discrimination. Harassment, unwanted conduct violating an individual’s dignity or creating an intimidating, hostile, degrading, humiliating or offensive act. And lastly, victimisation, example of this is; unfair treatment of an employee who made or supported a complaint Discrimination can have many negative impacts on someone’s life and cause  problems and result in low self-esteem and stress. The equality act 2010 mentioned below protects the rights of certain individuals and makes sure that all are being treated equally in all aspects and provides opportunities. You should also bear in mind that patients with certain disabilities may be affected by your or other people’s reactions to their condition. This will also have an impact on their ability to communicate. The Equality Act 2010 This is a legislation which replaced many anti-discrimination laws with a single act. It simplified the laws on things such as sex and religious discrimination. This made it much easier for people to understand and comply with the law. This act promotes the protection for certain people and tackles discrimination and inequality. Here is an example; You suffer from depression, so it’s very hard for you to make decisions or even to get up in the morning. You’re forgetful and you can’t plan ahead. Together, these factors make it difficult for you to carry out day-to-day activities. You’ve had several linked periods of depression over the last two years and the effects of the depression are long-term. So, for the purposes of the Equality Act, you’re defined as a ‘disabled person’. Before the Equality Act, you might not have been able to get disability discrimination protection. Different discriminatory practises Covert abuse of power – this is a hidden use of power to discriminate. This can is when someone is being treated in a different way compared to others and not getting the same level of treatment. This can lead to jeopardising one’s health and well being Overt abuse of power – openly using power to discriminate. This will have similar results as with covert abuse of power but if the discriminated person realises their situation, they will be greatly affected and this will have a negative impact on their recovery and may even trigger mental health issues. Prejudice – this is an opinion or idea based on no real knowledge or experience of the truth. Will lead to suspecting and even hatred of another group of people. As a result of discriminatory actions of others individuals may develop physical or mental health problems. Stereotyping – a common, fixed and oversimplified view of a person/group of people. A generalisation and to describe or classify someone. For example, a racial or religious stereotype. (All Muslims are terrorist, as a minority of the followers did something silly, now all Muslims are judged bad due to what the minority has done). Bullying – is using power to intimidate another person. This comes in many forms such as cyber, physical, verbal etc. which all lead to distress and maybe even mental health. Depending on the age of the person that gets bullied it can really affect them. For example; several teenagers have committed suicide because of being bullied. Whereas, some adults may have had to leave their job as they were being bullied or abused. Infringement of rights is when we are not respecting an individual’s rights and not letting them practice their religion or culture. This may then lead an individual feeling devalued and unhappy, which can then affect their health. Scenarios 1. A health care visitor could be discriminative to someone due to them being a different religion and they may think that they will raise their children in a strange or a different way. This could lead them being discriminated and end up being reported, neglected and abused which in turn can cause depression and end in having low self esteem 2. A care profession is making the judgment that Mark is on drugs and doesn’t care about his health and his family so the doctor does not give him a fair  treatment. Now Mark might become reluctant to seek support and his condition worsen and affect his physical health even more as he did not receive the promised support from the health care center. In the worst case, Mark might end up dying. 3. Julia is a Gypsie traveler and she wants to register to a GP surgery service. As everyone is required to provide proof of address for first time registering, Julia is at a disadvantage because she’ll find it difficult to register (no constant address). This is an indirect discrimination against her group of race. Because of their characteristics of race, she and her group will be affected. This can lead to Julia not receiving the help and surgery care that she needed and now Julia can end up distressed as not knowing what to do and her condition may deteriorate. http://www.windowonwoking.org.uk/sites/wavs/wavs_services/hradvisoryservice/HRToolkit/ConInd/ConInd07 class worksheets (A.1 understand the importance of non-discriminatory practice in health and social care – discriminatory and non-discriminatory practice in health and social care) http://www.chaucer.ac.uk/ctsshared/HealthandSocial/Text%20Book%20Chapters/Unit%202/u2%20p34.pdf http://www.faculty.londondeanery.ac.uk/e-learning/diversity-equal-opportunities-and-human-rights/Diversity,%20equal%20opportunities%20and%20human%20rights.pdf http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCQQFjAA&url=http%3A%2F%2Fwww.adviceguide.org.uk%2Findex%2Fequlity_act_2010_overview.pdf&ei=GaZ0VLDINcuqPNKwgYgH&usg=AFQjCNEpr1b2Fqj1-fOJf1Qql26xswNOlA www.nhs.uk

Tuesday, October 22, 2019

Asses Why Was Louis XVI Executed in 1793 essays

Asses Why Was Louis XVI Executed in 1793 essays On January, 21, 1793 King Louis XVI was guillotined, after being tried for treason and being proven guilty. During the reign of Louis XVI France suffered from constant economic troubles; the country was always in debt because of the present (Louis XVI and his family) and previous royal familys frequent spending on war and luxuries, in 1788 there was a terrible harvest leaving almost 80% percent of the population poor, starving and unemployed because of unbalanced social classes. For example; during the American Revolution Louis government gave substantial financial assistance to the Americans. When the Estates General met in May, 1789, the king insisted that it had one purpose: to solve the financial problems of the government. Although his plans did not turn out as he had hoped and the third estate left the Estate General and later became the National Assembly. The National Assembly became a powerful group that achieved many great things for France. There were three main reasons tha t help asses why King Louis XVI was executed in 1793; the Jacobins gained more power, Austria and Prussia threatened to attack France, and the Vendee revolt. The Constitution of 1791 marks the end of the first stage of the revolution, this constitution includes: the legislative assembly, this was a lawmaking group, to vote for representatives you must be a male and a taxpayer, this constitution also gave strong limits to the power of the king. The second stage of the French Revolution is called Radical Times, in these times the extreme revolutionaries, or radicals, grew stronger. The main goal of this group of people was to bring down the monarchy and establish a republic. A group of radicals made a government called; the comune, this group of people took over. One of the first actions that the comune took was to imprison the king and his family. On September, 22, 1792 the newly formed National Convention met, this was the fi...