Personal And Professional Values Of People

Personal And Professional Values Of People Values are part of my upbringing and play a big part in my life, as they underpin my thoughts and actions. As a social work student I need to question my personal values, beliefs and ethics as these will have a big impact on my behaviour as a professional. My personal values are congruent to the values of social work, which is the reason why I have chosen a career in a social care. This values are self determination to promote social justice, being caring and helpful toward others, truthfulness (honesty) and respect. Working in Residential and Care Homes further developed my interest in promoting social justice and social change on behalf of the service users. I understand, that as a social work student I need to act in accordance with the values, and ethics of the profession, recognizing how personal and professional values may conflict with the needs of diverse clients. VALUING DIVERSITY To value diversity means acknowledging my own prejudices, allowing people to be different and respecting these differences. Being raised in Poland, where 96, 7% of population is polish my upbringing was white and influenced my prejudice about people from other cultures. Due to lack of contact and knowledge I have made a preconceived judgment about other races. My social environment such as religion and culture has influenced me to behave in certain ways towards other people. My religion created a stereotype and prejudice about homosexuality. My beliefs would not accept homosexuality due to influence of the church on my attitude towards sexual orientation. Moving to England and changing my social environment made me realize how wrong those perceptions were. Living in multicultural environment made me aware of different cultures, religions, races, which helped me to change my attitude towards people from diverse backgrounds. I have made friends from different parts of the world what he lped me to enhance my understanding of different cultures and religions. I have learned how to accept and respect the differences. I understand and recognise that we living in a diverse society and that there is much to be gained by having a variety of people, with a variety of backgrounds, approaches, talents and contributions. DISCRIMINATION My experience with discrimination started when I moved to England in 2004. I was often subject to insulting racial jokes. The stereotypes about my culture and people along with labelling were very offensive and painful. The people with whom I have been working held hostile attitudes toward Polish people and culture. I was working in Bed and Breakfast where the majority of employees were English. My employer treated me differently than other employees. When allocating the tasks, she would often give me the most of them living the rest of the staff doing almost nothing. On one occasion one of the employees did not complete the given task and she said Let the Polish get on with this. She would not have dared to treat other employees the way she treated me. Probably she thought that she could get away with it because I did not know my rights and my English language was very poor. I found that experience very painful and could not understand why I was treated this way. Later on I have dis covered that it was a direct discrimination and it is against the law to be treated this way. There are a number of policies and legislations that could apply to my situation such as: The 1976 Race Relations Act, which makes it unlawful for an employer to discriminate against you on racial grounds. Race includes: colour, nationality, ethnic or national origins. ( www.direct.gov.uk) The Equality Act 2010 provides a new cross-cutting legislative framework to protect the rights of individuals and advance equality of opportunity for all; to update, simplify and strengthen the previous legislation; and to deliver a simple, modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a fair and more equal society.( www.equalities.gov.uk) I could also use agencies such as Citizen Advice Bureau, which provides free advice to foreigners, and often offer a translator to provide information and advice on employment rights, including discrimination. ACAS is another organisation, which provides general information on employment rights and responsibilities. Being discriminated in the past made me realise how damaging the effects of discrimination can be. I have started to wonder why people discriminate against each other. On many occasions I have witness discrimination but due to lack of knowledge I was not able to challenge it and simply accept or ignore it. Last year on the Access Course I have developed a knowledge which helped me to understand why discrimination happens in society. I have learned different theories behind discrimination which helped me to understand its roots. Since then I have become more observant and started to reflect on my own actions and actions of others. Schon (1983) identifies two types of reflection. Reflection in action, which is thinking back on what we have done in order to discover how our knowing in action may have contributed to an unexpected outcome. We may do so after the fact, in tranquillity or we may pause in the midst of action (stop and think) (Schon,1987:26). Reflection -in -action is about challenging my assumptions, thinking again, in a new way about the problem that I have encountered. Reflection In Action is happening where we may reflect in the midst of action without interrupting it. Our thinking serves to reshape what we are doing while doing it (Schon, 1987:26). By observing others in my current work place I have identified negative experiences present in a Care Home based on feelings of discrimination and unfair treatment which was against my own values and believes. One of the examples of discrimination that I have witness was discrimination through the language. Working in a Residential Home as a carer I have noticed a member of staff using patronising and insulting language towards residents. I found that language very disrespecting and decided to challenge my colleague. I have realized that he held a negative attitude towards older people, as he regards to residents as dirty old woman, and call them as useless . I have explained to him that one day he also will be old and is that the way he would like to be seen. At this point my Manager came in and after explaining what has happen, the member of staff was asked to leave the premises. In reflection on this experience I have realized that people have different attitudes to aged population, which are different to my own attitude. Another observation involves a resident having negative attitudes towards black people. The resident would not allow a black member of staff to provide any kind of help or personal care. She would shout and swear using insulting language as soon as they entered the room. Because the majority of carers are black it is hard to allocate a white member of staff to help her. When asking her why she does not want a black member of staff she answered that she does not want blacks to help or touch her because they are dirty and useless. On one occasion when attending this resident I decided to challenge her perceptions about black people and called a new black member of staff to help me when giving personal care. I have explained to the resident that she is a new member of staff and she will only observe me. She accepted it but was not very happy about it. While working with resident I started to ask the girl questions, such as why she wants to work here and does she like her job. She respon ds that she was looking after her grandmother who passed away recently and has a lot of experience and that she enjoys helping other people. The resident was listening but did not say anything. I was hoping that she will change her negative attitude after spending some time with the black member of staff, after watching me having a positive interaction with her. Not being aware of the resident attitude the girl asked her if she would like her to do her hair because she used to do it very nice to her grandmother. The resident did not answer just sat on the chair and gave the girl a hair brush. On that stage I have left the room hoping that this experience will change her attitude and prejudice against black people. The resident now is being attended by black staff without any problems, and communicating in a respectful way. REFLECTION ON THE POLICIES OF CHALLENGING DISCRIMINATION IN MY WORK PLACE (JEWISH RESIDENTIAL HOME) The use of Anti Discriminatory practice at my work place is fundamental to the ethical basis of care provision, and equality legislation is crucial to the protection of service users dignity. It imposes particular responsibilities on public and service providers to avoid stereotyping and to respect service users diverse needs and cultural diversity. To challenge discrimination Jewish Care has put into place a written policies and procedures to deal with discriminatory behaviour and practice. CHALLENGING DISCRIMINATION AND OPPRESSION A starting point in challenging discrimination and oppression is having awareness of the different types and ways that discrimination and oppression can occur. Thompson PCS Analysis provides a clear and understandable method of consideration discrimination and oppression in the context of personal, cultural and societal levels. The process of empowerment is also crucial in challenging oppression. On a personal level we could empower individuals to take control over their lives, for example through enhancement of self-esteem and confidence. On a cultural level empowerment is concerned with becoming aware of ideologies premised on inequality. Discriminatory assumptions and stereotypes should be challenged in order to break down an oppressive culture. On a structural level empowerment involve abolition of structural inequalities from the structure of society. Education plays important role in challenging discrimination. By educating people to understand the causes and effects of discrim ination we can challenge traditional beliefs and practices concerning particular groups and promote equality, diversity, inclusion and tolerance. ANTI DISCRIMINATORY PRACTICE Anti discriminatory practice is an approach which seeks to combat discrimination and oppression, in terms of challenging all forms of discrimination and oppression from our own practice and practice of others (Thompson, 2006). As a social work student I need to develop further my anti discriminatory practice. To do so I have to recognise the significance of discrimination in peoples lives, especially in the lives of disadvantaged people. I also need to develop self-awareness and make sure, that my own action does not reinforce discrimination.

Classroom Management

school and classroom management Researchers have pointed out the importance of assisting students in positive behaviors. In planning classroom management, teachers should consider using an assertive communication style and behavior. In addition, they should always know what they want their students to do and involve them in the respective learning activities, under the general conditions of clearly and explicitly stated school wide and classroom rules. An effective conduct management plan should also refer to teacher control and administration of consequences. The following components of such a plan are focused on in this summary: acknowledging responsible behaviors, correcting irresponsible and inappropriate behavior, ignoring, proximity control, gentle verbal reprimands, delaying, preferential seating, time owed, time-out, notification of parents/guardians, written behavioral contract, setting limits outside the classroom, and reinforcement systems. All of these components are presented so they can be identified in examples of best teaching practices. Covenant management stresses the classroom group as a social system. Covenant management focuses on the classroom group as a social system that has its own features that teachers have to take into account when managing interpersonal relationships in the classroom† (Froyen & Iverson, 1999). Teachers and students’ role and expectations shape the classroom into an environment conducive to learning. In other words, the culture of any given school is unique to that school. However, it is directly influenced by the culture of the larger community whose educational goals are to be met. A strong connection between school and community must be constantly revised and modified according to the requirements of societal dynamism. As schools become very diverse, teachers and students should become aware of how to use diversity to strengthen the classroom social group. Reference Brophy, Jere E. 1983. â€Å"Classroom Organization and Management. † The Elementary School Journal 83 (4):265 – 285. Brophy, Jere E. 1998. Motivating Students to Learn. Boston: McGraw Hill. Brophy, Jere E. , and Evertson, Carolyn M. 1976. Learning from Teaching: A Developmental Perspective. Boston: Allyn and Bacon. Bossert, Steven T. 1979. Tasks and Social Relationships in Classrooms. Cambridge, Eng. : Cambridge University Press. Doyle, Walter. 1986. â€Å"Classroom Organization and Management. † In Handbook of Research on Teaching, 3rd edition, ed. Merlin Wittrock. New York: Macmillan. Doyle, Walter. 1990. â€Å"Classroom Management Techniques. † In Student Discipline Strategies, Ed. Oliver C. Moles. Albany: State University of New York Press. Doyle, Walter, and Carter, Kathy. 1984. â€Å"Academic Tasks in Classrooms. † Curriculum Inquiry 14 (2):129 – 149. Duke, Daniel, ed. 1979. Classroom Management. Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press. Emmer, Edmund T. ; Evertson, Carolyn M. ; and Anderson, Linda M. 1980. â€Å"Effective Classroom Management at the Beginning of the School Year. † The Elementary School Journal 80 (5):219 – 231. Evertson, Carolyn M. 1985. â€Å"Training Teachers in Classroom Management: An Experiment in Secondary Classrooms. † Journal of Educational Research 79:51 – 58. Evertson, Carolyn M. 1989. â€Å"Improving Elementary Classroom Management: A School-Based Training Program for Beginning the Year. † Journal of Educational Research 83:82 – 90. Classroom Management Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave teaching altogether. In 1981 the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again.A major reason was â€Å"negative student attitudes and discipline†. Solving Discipline Problems Charles H Wolfgang and Carl D Glickman 1986 (Allyn and Bacon) According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control. Moskowitz, G. , & Hayman, J. L. , Jr. (1976). Success strategies of inner-city teachers: A year-long study. Journal of Educational Research, 69, 283-289.Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. Berliner, D. C. (1988). Effective classroom management and instruction: A knowledge base for consultation. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds. ), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 309-325).Washington, DC: National Association of School Psychologists. Brophy, J. E. , & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed. ), Handbook of research on teaching (3rd ed. , pp. 328-375). New York: Macmillan. From the student’s perspective, effective classroom management involves clear communication of behavioral and academic expectations as well as a cooperative learning environment. Allen, J. D. (1986). Classroom management: student s' perspectives, goals, and strategies.American Educational Research Journal, 23, 437-459. Classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year.According to Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality. Gootman, Marilyn E. The caring teacher's guide to discipline : helping students learn self-control, responsibility, and respect, K-6. 2008, p. 36 They also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed, and negative consequences when rules are broken. There are newer perspectives on classroom management that attempt to be holistic.One example is affirmation teaching, which attempts to guide students toward success by helping them see how their effort pays off in the classroom. It relies upon creating an environment where students are successful as a result of their own efforts. Pintrich, P. R. , & De Groot E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. By creating this type of environment, students are much more likely to want to do well. This transforms a classroom into a community of well-behaved and self-directed learners.

New Article Reveals the Low Down on California Bar Essay Samples and Why You Must Take Action Today

New Article Reveals the Low Down on California Bar Essay Samples and Why You Must Take Action Today Vital Pieces of California Bar Essay Samples To be clear, however, it's not a matter of merely understanding how to IRAC but more of understanding how to IRAC for this subject. It would be a mistake to assume you do not really must study the California evidence distinctions. The examiner would like you to experience different exceptions in an easy and organized way. The bar examiners are not searching for your capacity to regurgitate rule statements. Try our hiset essay practice question to get ready for this part of the writing test. Reviewing some narrative essay examples can enable you to organize your information and help you decide how to compose each paragraph to acquire the best outcomes. All this is likely to make memorization easier. Be acquainted with the terminology used. Make certain to read your essay and make certain it is logical. Writing a high school essay if you've got the tips about how to do essay effectively. How long is a brief essay. High school essays are structured very similarly no matter the topic and decent essay structure will allow you to write an obvious essay that flows from 1 paragraph to the next. Funny essays on exams ought to be abolished. It's possible for you to discover narrative essay examples wherever you locate a great story. High school essay examples incorporate a selection of short essays like narrative, persuasive and analytical. Make certain to include transitions from 1 paragraph to the next. The Battle Over California Bar Essay Samples and How to Win It Prepare and practice writing an excellent essay necessitates synthesis of material that can't be carried out in the 20 30 minutes you've got during the exam. Frequently a sample will be supplied. First and foremost it's essential to be sure you comprehend the essay question fully and your essay answers each part of the question adequately. Bear in mind you won't be called upon in order to compose a Torts outline on the bar exam. Accordingly, by reading and studying past exams you will boost your probability of seeing something similar on the authentic bar exam. One of the greatest strategies to get ready for the exam is to truly understand the material. You need to reveal the exam grader that you're the kind of lawyer they would want to work with! It is crucial to know beforehand before you walk in the bar exam what your approach is going to be for each subject and topic. How to Get Started with California Bar Essay Samples? Let's have a peek at its advantages and disadvantages. When you're in high school, it's definite that you're predicted to do a few write-ups and projects which require pen and paper. There are particular common elements that signal the caliber and value of the essays. Writing a book report for children. California Bar Essay Samples for Dummies This isn't an excellent plan. When picking a high school essay format, step one is to recognize the sort of essay you will need to wri te. As a consequence, you get a terrific deal of free time and completed homework. Finally, it's your decision. California Bar Essay Samples Can Be Fun for Everyone Eventually, you'll need to complete 200 MBEs in 1 day. It's a fact that you are not going to have more than one hour on the exam day. Fully being a happy high school student wouldn't be possible without my loved ones. To begin with, do MBEs each day. You don't need to return to school to prepare for the GED test. Of course all subjects continue to be potential. Until then, students deserve to possess the exact free access to such exams as they did before the center of the present bar season. High school students must compose essays on a selection of topics which at first may appear to have nothing in common. What to Expect From California Bar Essay Samples? This essay is dealing with the many pros and cons of choosing an inexpensive essay services. Such last-minute searching never becomes futile, which causes unfinished essay assignments and ends in a poor grade. If you wish to get high high quality research and thesis papers punctually and for a sensible price, you should probably try out using EssaySupply.com. California Bar Essays The increasing number of essay writing services is totally overwhelming. Thus employing an expert for doing your essays could be the proper alternative. If you are searching for top essay writing companies, try out the mentioned above. There are numerous essay writing services that think they're the very best, and therefore don't be cheated and check the legitimate collection of the very best. Get in touch with us and find the best academic essay writing service and get rid of all of the feasible mistakes!

The Function and Location of the Brainstem

The brainstem is the region of the brain that connects the cerebrum with the spinal cord. It consists of the midbrain, medulla oblongata, and the pons. Motor and sensory neurons travel through the brainstem allowing for the relay of signals between the brain and the spinal cord. Most  cranial nerves  are found in the brainstem. The brainstem coordinates motor control signals sent from the ​brain to the body. This brain region also controls life-supporting autonomic functions of the peripheral nervous system. The fourth cerebral ventricle is located in the brainstem, posterior to the pons and medulla oblongata. This  cerebrospinal fluid-filled ventricle is continuous with the cerebral aqueduct and the central canal of the spinal cord. Function In addition to linking the cerebrum and spinal cord, the brainstem also connects the cerebrum with the cerebellum. The cerebellum is important for regulating functions such as movement coordination, balance, equilibrium, and muscle tone. It is positioned above the brainstem and beneath the occipital lobes of the cerebral cortex. Nerve tracts traveling through the brainstem relay signals from the cerebellum to areas of the cerebral cortex that are involved in motor control. This allows for the coordination of fine motor movements needed for activities such as walking or playing video games. The brainstem also controls several important functions of the body including: AlertnessArousalBreathingBlood pressure controlDigestionHeart rateOther autonomic functionsRelays information between the peripheral nerves and spinal cord to the upper parts of the brain Location Directionally, the brainstem is located at the juncture of the cerebrum and the spinal column. It is anterior to the cerebellum. Brainstem Structures The brainstem is composed of the midbrain and portions of the hindbrain, specifically the pons and medulla. A major function of the midbrain is to connect the three major brain divisions: forebrain, midbrain, and  hindbrain. Major structures of the midbrain include the tectum and cerebral peduncle. The tectum is composed of rounded bulges of brain matter that are involved in visual and auditory reflexes. The cerebral peduncle consists of large bundles of nerve fiber tracts that connect the forebrain to the hindbrain. The hindbrain is composed of two subregions known as the metencephalon and myelencephalon. The metencephalon is composed of the pons and cerebellum. The pons assists in the regulation  of breathing, as well as states of sleep and arousal. The cerebellum relays information between muscles and the  brain. The myelencephalon consists of the medulla oblongata and functions to connect the spinal cord with higher brain regions. The medulla also helps to regulate autonomic functions, such as breathing and blood pressure. Brainstem Injury Injury to the brainstem caused by trauma or stroke can lead to difficulties with mobility and movement coordination. Activities such as walking, writing, and eating become difficult and the individual may require life-long treatment. Stroke that occurs in the brainstem destroys brain tissue that is needed for the direction of vital body functions such as respiration, heart rhythm, and swallowing. A stroke occurs when blood flow to the brain is disrupted, most commonly by a blood clot. When the brainstem is damaged, signals between the brain and the rest of the body are disrupted. Brainstem stroke can cause problems with breathing, heart rate, hearing, and speech. It may also cause paralysis of the arms and legs, as well as numbness in the body or on one side of the body. Sources Jones, Jeremy. â€Å"Brainstem: Radiology Reference Article.†Ã‚  Radiopaedia Blog RSS.Pietrangelo, Ann. Brain Stem Stroke. Healthline.