Baroque Style of Period

It's easy to play any musical instrument: all you have to do is touch the right key at the right time and the instrument will play itself. -Johann Sebastian Bach Well, yes, it's easy to play any musical instrument, but unfortunately for most, it IS hard finding the â€Å"right key' and putting your finger, or mouth, or bow on the â€Å"right time† is almost impossible. But Bach always found the right time to play, and it wasn't during the right second or on the right beat. It was the right century. 600 officially began the Baroque period, and I mention Bach because it seems this period ended tit his death in 1750. Stay tuned (all puns intended) to learn what was going on, who else had the magic touch, and the characteristics of the Baroque time. Several events took place in the one hundred and fifty year span of the Baroque period. Presumably the most influential was that the Age of Enlightenment began. That meant you had an increased chance not to be killed for being differe nt, which was great for entertainers trying to make a name for themselves.Great philosophers and writers flourished in this time, including Francis Bacon, Rene Descartes, Thomas Hobbes, John Locke, John Milton, Jonathan Swift, William Shakespeare, and John Donned. All of which high school students are forced- ERM encouraged to read about. Science was also explored, and from it, gravity- the enemy of all women standing on a scale- was discovered. Sir Isaac Newton developed laws of physics, including the Laws of Motion and, as noted above, gravity. The first opera, Eurydice, and opera house, Theater San Casino, opened in 1600 and 1637, respectively.King James Version of the Bible, the most widely distributed version today, was published and reduced in 1611, and probably the greatest moment for you and me, the pilgrims landed here in America in 1620. Go Thanksgiving! So needless to say, none of the great composers of this time came from America, and consequently, have rather difficult names for the average American to pronounce. Such as Archangel Cornell, Claudio Monteverdi, Jean-Philippe Rammer, Alexandra and Domenici Scarlatti, and Heimlich Scouts (You should see how many red squiggly lines Word has up for those).There are less complicated ones, such as Johann Sebastian Bach, George Frederic Handel, Henry Purcell, and Antonio Vivaldi. Vivaldi†¦ I love Vivaldi; his works are outstanding and seem to fit every occasion. Most commercial companies have realized this as well, regrettably, and overuse his masterpiece, The Four Seasons. Some of the other more notable works were Toccata and Fugue in D minor by Bach, The Messiah by Handel, Marcher Royals by Lully, and Coracle's trio sonatas such as Sonata for Violin and Lute.Speaking of trio sonatas, they were a popular form of the Baroque period, as were concertos, concerto grosses, suites (a set of instrumental compositions to be played in succession or a set of selected pieces from an opera or musical, arranged t o be laded as one instrumental work), oratorios, cantatas, operas, fugues (a contrapuntal composition in which a short melody or phrase is introduced by one part and successively taken up by others and developed by interweaving the parts), and toccatas (a musical composition for a keyboard instrument designed to exhibit the performer's touch and technique).While some of these forms may have been used in periods before them, the Baroque period definitively had its definitive characteristics that made it unique and created things that made it memorable. In general, the music was a bit like â€Å"how it feels to chew 5 gum†. Lying on a bed of vibrating metal balls, suspended from wires hit with a hammer, while shooting way up into the air all combined into one.The music had complicated rhythms and expansive movements; it was heavy and thick with texture, including singers and instruments in polyphonic heaven. Sounds were echoed and imitated, creating a very elaborate piece witho ut any crescendos or diminuendos to make it dynamically different. It did have dependable meters though, usually two, three, four, or six main beats. In Just a century and a half, more than two dozen people made artistic history. The Baroque period was a great time of advancement in several areas, especially music.Numerous composers, such as Bach, Handel, Scouts, Vivaldi, Cornell, and Lully, and their work, like The Messiah, and The Four Seasons, survive to this day. The Baroque area has its own defining characteristics, such as complicated rhythms, elaborate melodies, pieces thick with harmony, and syrupy textures. It was also during a time of great change and many new discoveries, such as gravity, the first opera and opera house, and the beginning of the Age of Enlightenment. Hopefully this essay did some justice to the Baroque era. That's all folks.

Analysis Of Sweat By Zora Neale Hurston English Literature Essay

Analysis Of Sweat By Zora Neale Hurston English Literature Essay All through literature and stories, words and characters will always represent different meanings and symbols. Readers will continue to venture deeper and deeper into the meanings of the words a writer puts on paper. The writer of the story may not even have a deeper meaning to the writing but we as humans have a need to explore. The short story known as â€Å"Sweat† by Zora Neale Hurston may also be one of those types of stories. The short English literature story â€Å"Sweat,† written by Zora Neale Hurston, shows Sykes as the husband of the leading character Delia in the story. During the story it seems as though Sykes gets easily upset and angered at his wife Delia.  Ã‚  Sykes takes his frustration out on Delia all throughout the story by hurting her physically, cheating with another woman, and teasing her with one of her biggest frights, which are snakes.  Ã‚  Even though Sykes’ behavior should not be accepted or followed, he possibly could show signs of a mental problem that is not fully addressed or dug into during the story. Sykes may also feel threatened because Delia is the sole provider of the house. He wants to feel as if he still has the â€Å"man† power and control over the marriage. More often than once he tries to take Delia and make her feel lesser to him as he feels it should be.    During this time many women may have backed down after being yelled at or threatened by their husbands but Delia did not back down however. She took a stand against Sykes by saying to him,†Mah tub of suds is filled yo’ belly with vittles more than yo’ hands is filled it.  Ã‚  Mah sweat is done paid for this house and Ah reckon Ah kin keep on sweatin’ in it† (Hurston 408). In the story the reader can almost tell and feel that Sykes also does not want to be reminded that he was unsuccessful in making a complete family or the fact that he has failed to take care and provide for his family. Betty Nosa m writes in the book, â€Å"Sweat, Looking for a Man`s place†, â€Å"In Sweat, the husband named Sykes is frequently exposed to his let down and failures to provide for his family, his wife by her recurring talks of ‘her’ carriage, pony, other physical items† (Nosam 66).   Hollering, screaming and yelling all seem to fail, which will make Sykes feel the need to resort to other means of making Delia listen, violence.  Ã‚  All Through the story Sykes will be threatening Delia and informing her that he will hit her physically in one way or another. Author of the book,  forming a Straight punch with a curved fist, Loren Bruckheimer, will explain how, â€Å"Zora Neale Hurston uses descriptions of the whip to propose a people of manliness expressed in an over powering nature and deeply seeded in ethnic tyranny† (Bruckheimer 44).  Ã‚  This would imply that Sykes hits Delia only because the only way of manliness that he has known is the kind that th e white townsmen seem to portray.

Sociological Theory Journal Analysis Essay Example | Topics and Well Written Essays - 750 words

Sociological Theory Journal Analysis - Essay Example The hypothesis says that "religious attendance promotes higher intergenerational closure, friendship networks with higher educational resources and norms, and extracurricular participation." (Jennifer 1). The study depends upon many previous researches (which say that religious participation improves psychological balancing, and there is an inverse relationship between religious participation and delinquency) to reach such a hypothesis. Ans. Yes, the article provides a very logical theoretical background by citing some other studies that speak about social capital. The article cites the theory put forward by Coleman (1988) who argued that in adolescents social participation enhances educational backgrounds. This article uses this theory to study about religious participation. The article uses various other related theories also. The author’s theoretical perspective shows us that religious involvement of the teens leads them to social networking and, eventually it leads to more beneficial outcome in the form of academic achievement and engagement. It is found that religious attendance improves adolescent friendship networks. Also religious attendance leads to less skipping of schools frequently. It is found that religious attendance encourages the teens to participate more n sports and other extra-curricular activities. It is very significant to the above inferences, since the participation in sports and extra-curricular activities improves academic performance. Ans. Even though the data are given to show that the hypotheses in right, the psychological dimensions are not given or explained. The study failed to explain convincingly how religious participation enhances academic performance. Ans. This theoretical is very useful in many ways. The socio-educational scientists can use the theoretical ideas for more researches in this field. The school managements can use these ideas in the application level to enhance the

The Cybersecurity Act A free internet no more Essay

The Cybersecurity Act A free internet no more - Essay Example The internet is a vital tool in shaping the society. Digital technology is rapidly evolving and faster data transfer rate as well as internet connectivity using the mobile phone and the other devices have opened up the communication field with huge impact to the social changes. The internet is an imperative tool in promoting social changes and bringing about interaction that can help different cultures mingle. The internet has also be blamed for a demoralizing the society by fostering violence, encouraging the influx of phonographic materials, sex exploitation, illegal trade, encouraging children to sex, promotion of immoral behavior and other numerous social ills. This study focuses on censorship of the internet as a means of guarding the degradation of social values and norms and also as a means of fostering social interactions and shaping the society in a positive manner. Bell (1997) investigated the social impact of the digital communication and determined that the use of such devices would have both positive and negative effects. Castells (1996) argues that, the digital communications provide the material basis for pervasive expansion. Castells adds that, the internet will result to the formation of "a networking form of organization." Internet censorship refers to the act of withholding or controlling access to some information from the information superhighway or the internet. Filters and censorware are used towards this end. Though censorship seems to block information, it has been hailed by parents and governments as vital in protecting the social norms of young children as well as preventing explicit information that may taint the cultural lifestyle of a country or encourage young children to sex. Censorship may however be abused by nations and different companies and organization to archive a selfish goal. Evil political regimes also censor internet information with a view of hampering information flow, democracy and political pressure groups views. 2.0 Information censorship Though censorship has been used as a method of preventing young children or some members of a given culture from accessing information that may harm their religious, social and cultural norms, it has been used as a tool for discrimination. Information availed on the web is widely discriminatory. This papers studies internet information with a view of identifying the positive aspects of censorship and expose the wrongs of information discrimination at the other end. 2.1 Inequality of information

HIV drug treatment in South Africa Literature review

HIV drug treatment in South Africa - Literature review Example It also highlights the side effects of these drugs and mention ways of making the HIV drug treatment as safe as possible. HIV is an important health concern as about a million of people are infected annually by this pandemic. Africa is disproportionately bearing the weight of HIV/AIDS epidemic. The population of Africa forms 11 percent of the world’s total population and about 67 percent of the people infected by HIV are living in Africa. About 22.4 million population of Africa is infected by HIV virus and about 1.9 million new HIV cases were reported in the year 2008. About 10 million African children lost their parent because of HIV, in the last year. The countries located in the north of Africa have the lower prevalence HIV rate. However according to statistics South Africa is the worst HIV affected part of this continent. About 10 percent of the population of Zambia, Swaziland, Namibia, Lesotho, Botswana and Zimbabwe, is affected by HIV virus. In the sub- Saharan part of Africa the HIV patients acquire half of the beds present at any hospitals. Health care professionals have been highly affected by this pandemic. In the years 1990-2005 about 17 percent of the health work force was lost because of this killer virus. In response to this major health risk a number of initiatives have been taken to educate the population of Africa, in order to reduce the potential risk of HIV. In 2013, a special report was issued by UNAINDS. According to this report the number of people receiving anti-retroviral treatment in the current year is seven times more than the patient receiving treatment five years back. Education is the main source by the help of which develop Africa fight against HIV/AIDS. There are several institutions that offer training to the individuals to eliminate the misconception about HIV this help them to make informed decision related to their health. There are several programs being offered in Africa one of which is â€Å"sensitization

Explore and analyse new Labours approach to Neighbourhood regeneration Essay

Explore and analyse new Labours approach to Neighbourhood regeneration - Essay Example ur government came up with initiatives for neighbourhood regeneration which involved cooperation between the government and the residents in the regeneration of their neighbourhoods as opposed to adopting a course where the government had complete control (Burns, et al, 2002). In this manner, the Labour government worked towards the adoption of practices related to managerialism and civil participation in a manner which ensured that its ideology concerning regeneration was put in place in a manner which was as efficient as possible. Thus, the government, working in some form of partnership with the private sector and residents, worked towards the development of plans and implementation of these plans in neighbourhoods in a bid to ensure their regeneration according to the desired standards. For the first time in history, the Labour government came to recognize the need to involve residents in the development of their neighbourhoods and in order to develop this partnership; the govern ment took steps to ensure the formulation of policies favouring it (Abbott, 1996). It is for this reason that a short time after coming to power, the New Labour government announced a Compact between it and the public to ensure that the latter was constantly involved in the making of any public policy agenda. This was the first step that this government took to ensure that the public was involved in these agendas and the policy would continue to grow in strength throughout the following decade. The result of the Labour stand towards public inclusion in policy making created a situation where the latter was involved in almost every aspect of the provision of public services to local communities and this included the provision of housing, social services, as well as the regeneration of neighbourhoods (Beider, 2007). Because of this cooperation, the government came to establish the Office of the Third Sector in 2006 whose main purpose was to consult the public concerning how best the

The Patient and Surgeon benefits of laparoscopic gastro-intestinal Research Proposal

The Patient and Surgeon benefits of laparoscopic gastro-intestinal surgery as compared to open surgery and it's implications to nurses - Research Proposal Example Current medicine and surgical practices have now leaned towards close laparoscopy-guided GIT surgeries. The benefits of this surgery for patients and surgeons have not been fully established. This paper is an attempt towards establishing evidence-based proof to support the best type of surgery for GIT procedures. Laparoscopic GIT surgeries are â€Å"minimally invasive procedures commonly used to treat diseases of the gastrointestinal tract† (Medicine.net, 2009). This type of surgery is usually carried out without the usual incision down the center of the stomach; instead, keyhole incisions are made in the abdomen through which the scope and small surgical instruments are inserted. This laparoscopic surgery is often used to treat conditions like Crohn’s disease, colorectal cancer, diverticulitis, familial polyposis, bowel incontinence, rectal prolapse, ulcerative colitis, and colon polyps (Medicine.net., 2009). Kumar and Bellamy (2007) discuss that this type of surgery slowly gained popularity since its inception in the 1980s. Modlin, Begos, and Ballantyne (1996) also document that early attempts on the use of this type of surgery were first seen through Hippocrates’s primitive anoscope which he used to examine hemorrhoids. Other attempts that followed basically used natu ral light source in order to illuminate their attempts at close surgeries. Illumination through reflected sunlight, candles , and paraffin lamps were used in the early 1800s by physicians in more early attempts at minimally-invasive surgery (Berci, as cited by Modlin, Begos, and Ballantyne, 1996). In 1901, Kelling used the cystoscope in order to look into the abdomen of a dog. Then, in 1910, Jacobeus used the first human laparoscopy in order to investigate ascites. Other attempts in the use of the laparoscopy followed but were hampered by limited technology. In the late 1920s, Kalk suggested the use of a second puncture site in order to establish a

Fascism and the Great Depression Assignment Example | Topics and Well Written Essays - 500 words

Fascism and the Great Depression - Assignment Example Countries who had a long tradition and history of democracy and representative government were able to persist with freedom, while countries that did not have that history were quick to abandon the parliamentary process in favor of fascism. The totalitarian governments of Germany and Italy were made possible by the creation of a political void when the depression set in. There was no long history of cooperative politics to base a future of compromise and sacrifice on. Both Germany and Italy fit this mold. Germany became an extreme form of totalitarianism with the practice of genocide and a policy of ethnic cleansing. Italy was less authoritarian in that it did not have world domination as a policy goal. However, Italy did wish to dispose of capitalism and put the power into the hands of the working class. This called for extreme measures to push their socialist agenda. Mainstream and moderate political ideas were shut out and in the process, total control was given over to the fascist rulers. The Rise of Adolph Hitler Adolph Hitler was able to rise to unquestioned authority in Germany, which resulted in one of the most brutal dictatorships in the history of the world. He was able to rise to power as a part of the Nazi party machine. The Nazis had gained popularity after World War I and the resulting sanctions that were placed on Germany at that time. The Nazi party was based on an intense feeling of nationalism and patriotism. It emphasized that the German people stood alone against the rest of the world and the true Germanic race was superior. Hitler was able to exploit these feelings when he came to power at the beginning of the Great Depression. The time was right for a strong leader and Hitler capitalized on the economic misfortunes.

W6 OM Discussion Essay Example | Topics and Well Written Essays - 250 words - 1

W6 OM Discussion - Essay Example Several modern day project managers associate themselves with six core concepts and processes of project management. These are initiating, planning and design, executing, monitoring and controlling, closing, and project controlling and project control systems (Meredith and Shafer, 2014). These systematic processes are in place to ensure that from the beginning to the end of a project, there are critical considerations for the roles that each stakeholder can play as a way of ensuring that the project becomes integrated and well coordinated to accomplish its desired goals. There are a number of projects across the globe that are perfect examples of the utilization of the core concepts of project management and how successfully these turned out to be. The HM Revenue and Custom’s (HMRC’s) Enterprise Release (ER) project is a perfect example of how project management was employed as a means of implementing IT services in a manner that was described to be in accordance with critical timescales and having very minimal disruptions to the business and public service (The Stationery Office, 2012). Even though there were challenges along the project, using the five major processes namely initiation, planning, execution, monitoring and control, and closing ensured that all of such challenges were overcome in due time. The Stationery Office (2012). Managing successful change: IT service transformation at HMRC. Accessed 17th April, 2014 from

The 3 stages of memory Essay Example for Free

The 3 stages of memory Essay Sensory Memory is the earliest stage of memory. Information from our surroundings is stored for a short period of time for auditory information. Short-Term Memory is information that we are aware of or information that we think about. Most of the information that is stored in our short-term memory for a longer period of time than the Sensory Memory. Long-Term Memory has information that is largely outside of our awareness and can be called into our working memory to be used when needed. Some information can easily be recalled while other information cannot. Knowing how our memory works can help us learn better by writing down our thoughts so that we dont forget them. For instance, during my down time at work, I may decide to work on a discussion question and can easily get distracted by questions from my teammates or writing out an email. It would be to my advantage to write down what Im thinking at the moment and refer to it when I need it. From the study that I have taken in the text on page 212. It stated that I was mainly and sound type of learner. I can see where they can get this as a results for the study and I do agree that I do some of my learning from hearing what is being said about a task that I am doing, But I would have to say that I do not really agree with the study. I know that I am a visual learner, I do my best work If I have some one to show me what types of things that need to be done for a certain task. If I had to go along with the study because I do think that maybe half of my task skills come from listening to a task. I think that I would use it at all times. I know when I am working I would use this memory style to work with the patients that I am looking after that day and every day, there are also the nurses and other staff that I am working around. I think that there are people that like to  work in certain ways and having the memory this will help to talk with them to know that their likes and dislikes are. This will help me to improve my skill and help make the people around me and the patients happy to want to be working with me. Also using these skills for school will be a big thing for me because there are things that I have to know to complete the task that are due for my assignments. With the sound memory skills I think that this would be better for me because there are a lot of task that I have went through that have a video of some sort to listen to so that I can gather information. This is helping because I can focus on what some one is saying so that I can get the information that I am going to need for that assignment or for the course. I think that there are a lot of different ways that I use to learn and listening to some one explain things is one of my skills. I think that that I have a good memory and I am a fast learner so I think with all my skills put together I have a easier time at learning the skills that I am going to need to learn. I have learned so many things in my life by observing someone else doing it, but the one that stays in my mind is learning how to drive. I remember watching my father turn the wheel, keep it steady, and watched his foot hit the gas petal as well as the brake. I use to practice driving by sitting in a chair with a plate and turn it right, left, and steady. Since I watched my father drive for many years I thought it was my time to show them what I have learned without taking any lessons. Everyone was so impressed with what I knew by only watching my father drive and without any help from a seasoned driver. You can learn a lot just from watching another person, and I am proof of that. Paying attention really pays off and saves a lot of time. The difference between classical and operant conditioning is that classical is more the natural behavior of a subject when exposed to a specific stimulus whereas operant conditioning tries to create a certain reaction by using certain stimulants. The response of the subject in classical conditioning is not learned it is just what comes naturally in a situation, however, the stimulus added to the equation then makes the subject have the same effect to only the stimulus. Operant conditioning aims to produce the desired reaction of the subject by using reinforcement or punishment. One example of operant conditioning is when I first got my Pomeranian and was paper training her. We had to watch her constantly and whenever she went on the pad we laid out for her we would reward her with a, â€Å"Good girl,† and a treat. When she failed to make it on the pad, we would scold her and make her sit there while we cleaned up the mess. After a few weeks, she was able to successfully go on her pad whenever she needed to go even if we were not there to praise her. An example of classical training is similar to my other example. My friend had already trained his dog to go outside to use the bathroom; however, she would just sit there until someone saw her so if everyone was in another room she could have been sitting there for hours. He installed a cow bell at the bottom of the door and when he noticed her sitting at the door, he would tap the bell himself to ring it and then open the door for her. Eventually she realized that the ringing of the bell meant that the door was going to open. Classical conditioning occurs when a controlled stimulus is offered to elicit a response. In the case of Pavlovs dogs, the bell elicited salvation. This was only after Pavlov fed the dogs after each time he rang the bell. The rules of classical conditioning are that: 1. A controlled stimulus must be presented before an uncontrolled stimulus. 2. The controlled stimulus and the uncontrolled stimulus have to be timed closely together. 3. The neutral stimulus has to be partnered with the uncontrolled stimulus many times before the conditioning can happen. 4. The controlled stimulus is unique from the other stimulus. When I was younger I would only drink Dr Pepper. When I got pregnant with my first child, Dr Pepper started making me queasy. After several months of realizing I was feeling sick to my stomach every time I drank Dr Pepper, I quit drinking it. To this day I will get sick to my stomach if I drink Dr Pepper.

The Carbon Tax Reduces Negative Externalities And Pollution Economics Essay

The Carbon Tax Reduces Negative Externalities And Pollution Economics Essay Carbon tax will have an impact on the negative externalities and the environment in Australia. Most economists recommended the adoption of a carbon tax to achieve carbon emission reductions. They argued that the carbon tax costs lowest to reducing carbon among emission reduction policies. Carbon tax is known as a most efficiency measure to reduce carbon dioxide emissions. Carbon tax is an environmental tax and also is a Pigovian tax. Generally basing the carbon content of coal, oil, natural gas and other fossil fuel, carbon tax is designed and levied according to the fixed tax rate. Carbon tax is a kind of consumption tax levied on fossil fuels (Jane Andrew, Mary A. Kaidonis, Brian Andrew, 2010). Carbon tax levy will raise the price of fossil energy products. The price increase will promote the economical use of resources. The prices of non-fossil energy become more competitive, and ultimately make the reduction of greenhouse gas emissions. Carbon tax is conducive to promoting the in ternalization of the external negative effects with consumption of fossil fuels. With the interior of fuel costs and increasing the cost of energy, it is useful to achieve the objective of reducing energy consumption, and thus to control carbon dioxide emissions. Carbon tax could better serve to reduce pollutants, especially carbon dioxide emissions, but it also can solve the problem of negative externalities. The carbon tax can reduce pollution levels Introduce of a carbon tax can promote prices increase of fossil fuels and other energy-intensive products then to suppress fossil energy consumption, and thus to reduce carbon dioxide emissions and aims to reduce emissions of other pollutants. As Figure I shows, a carbon tax of fossil fuels buyers will increase the price buyers pay. Before the introduction of carbon tax, the equilibrium of fossil fuels is Q1 and the equilibrium of priceÂÂ  is P1. After introduce of a carbon tax, the price of fossil fuels will get rise. The demand of fossil fuels from firms and household will decrease, is represented by a leftward shift of the demand curve from D1 to D2. Hence, new equilibrium quantity and price decrease from Q0 to Q1 and P0 to P1, respectively. The increase of the demand of coffees will be shown by rightward shift of demand curve from D0 to D1 in Figure 1. Hence, new equilibrium of quantity and price will be established that the quantity increases from Q0 to Q1 and price increases from P0 to P1, respectively. Therefore, the introduce of a modest carbon tax is conducive to increasing cost of the high energy consuming enterprises and high-polluting businesses, inhibition of high energy consumption and high emission industries. Meanwhile, a carbon tax will help promote and encourage enterprises to explore and use of renewable energy, speed up the elimination of high energy consumption, backward technology with high emission, research, development and use of energy saving technology, which will certainly promote the adjustment and optimization of industrial structure, reduce energy consumption and accelerate the development and application of energy saving technologies (Ram M. Shrestha and Charles O. P,1999). Essentially, the carbon emissions caused global warming is an externality problem. The so-called external effects refer to non-market effects which the producers or consumers bring to other people during the actual economic activities. The first theorem of Pigous welfare theories argued that in a fully competitive market, if there is no externality, and if there is no possible that market information is not sufficient, the result of market competition will be Pareto optimal. Conversely, if the market does not meet any of the full competition, no externalities, full information these three conditions, it will result in differences between individual cost and social cost (Annegrete Bruvoll and Bodil Merethe Larsen, 2004).. This difference is difficult or cost to eliminate itself in the market so it is difficult to reach to the Pareto optimal state. To eliminate the cost difference led up to the optimal Pareto improvement, he suggested the government should tax the polluters based on th e harm caused by pollution make up the gap between individual and social costs in the form of carbon tax. This action is helpful to let the producers transfer pollution emissions costs into the price of the product. This tax is also called Pigovian taxes. (Frank Scrimgeour, Les Oxley, Koli Fatai, 2005) From the above analysis, carbon tax would not only be able to promote polluters to reduce the negative externalities, it is also an incentive also for clean energy companies, so Pigou Tax is an important policy tool for policy makers to reduce carbon emissions( Lucas Skoufa and Rick Tamaschke, 2011). The purpose of a carbon tax is to reduce external diseconomies, achieve the internalization of external diseconomies and correct of market failure caused by loss of efficiency in order to achieve optimal allocation of resources. Carbon tax is actually a Pareto improvement , which would be an improvement and optimization of allocation of resources to the society as a whole to achieve a more efficient use of resources. Carbon tax can solve the external economy as well as to achieve Pareto optimal state. Conclusion Carbon tax can influence the price and quantities of fossil fuels demand, so it will helpful to reduce pollutants, especially carbon dioxide emissions. It is a good measure to Australia to protect the environment. Carbon tax also can reduce negative externalities.

Effects of Red Bull on Young Adults

Effects of Red Bull on Young Adults Research Proposal Aims The aim of this study is to investigate the acute effects of drinking a can of Red Bull, which includes taurine and caffeine, on heart rate and blood pressure in healthy young adults. It is hoped that this study will lead to the mandatory regulation of the amount of caffeine contained in all energy drinks and the mandatory inclusion of a warning label on every can to hopefully eliminate adverse effects due to the overconsumption of energy drinks. Introduction Energy drinks such as Red Bull ®, V ®, Rockstar ® and Mother ® are caffeinated beverages promoted for improving physical performance, concentration, endurance and also being beneficial in increasing stamina. Young adults, especially students and athletes, are the target of advertising campaigns by companies that manufacture these beverages. Energy drinks account for approximately 20 per cent of beverages sold in Australian convenience stores. The Food Regulation Standing Committee found that energy drinks sales in Australia and New Zealand have increased from 34.5 million litres in 2001 to 155.6 million litres in 2010. Energy drinks contain varying quantities of caffeine (80–500 mg), taurine (1000–2000 mg), guarana, amino acids, sugar and vitamins. Caffeine is the most commonly consumed stimulant drug worldwide, with approximately 90% of adults regularly consuming it, but unlike many other stimulant drugs, it is legal and unregulated worldwide. At the cellular level, caffeine increases intracellular calcium and releases noradrenaline and intensifies dopamine receptors with stimulation of the cardiovascular system as well as the brains respiratory and vasomotor centers. In healthy adults, a caffeine intake of ≠¤400 mg/day is considered safe and not likely to result in any adverse effects. Additional amounts of caffeine are often found in energy drinks through additives, including guarana, cocoa, yerba mate, and kola nut. Guarana is a plant that contains caffeine. 40 to 80 mg of caffeine can be contained in each gram of guarana and it may also have a longer half-life due to interac tions with other plant compounds. However, these ingredients are not required to be listed under the caffeine content by manufacturers thus the actual caffeine dose in a single serving may exceed that listed on the can. Taurine is one of the most abundant amino acids in the human body. It is also naturally present in our diet as it is contained in meat and seafood. Taurine is also synthesized in the liver from the amino acid cysteine, as well as from other sulphur compounds. It is present in relatively high amounts in skeletal and cardiac muscle and it is involved in the formation of bile salt, neuronal excitability, cell membrane stability and the modulation of calcium flow. There is no evidence of adverse effects in humans in short term studies with large daily doses (6000 mg per day for 42 days) of Taurine. Both caffeine and taurine have been shown to have direct effects on cardiac function and hemodynamic status. A pilot study on healthy volunteers in the United States found that one can of Red Bull containing 80 mg of caffeine increased BP compared to 80 mg of caffeine alone. Another study investigated the effects of energy drink consumption on hemodynamic and electrocardiogram (ECG) parameters in healthy young adults and reported a significantly increased heart rate and blood pressure within 4 hours (Steinke and Lanfear). In another study, the influence of a multi constituent energy drink and its individual ingredients on the heart was compared and found that stroke volume and diastolic intake velocity were significantly increased in the red bull group compared to a similar drink that contained caffeine but not taurine. A poisons information line in NSW reported almost 300 cases of toxicity due to energy drink consumption, with the average age being 17 years old and the average number of drinks consumed in one session being 5. The most common physical effects reported included peripheral vasodilation, palpitations, agitation, tremor, insomnia and gastrointestinal upset. 128 people were hospitalized and 21 people had symptoms of serious neurological or cardiac toxicity. Most worrying is the growing trend of young people combining these energy drinks with alcohol. Research from the United States has shown that individuals who combine alcohol and caffeinated energy drinks consume more alcohol more often compared to individuals who don’t consume alcohol and caffeinated energy drinks. It has also shown that that there is a significantly higher prevalence of alcohol related consequences, including alcohol poisoning, impaired driving, physical injury, and sexual victimisation. Energy drinks have previously been classified and marketed as dietary supplements, which have minimal regulation. Canada has recently changed their classification to foods which have tighter regulations. It is time that energy drinks are subjected to greater regulation worldwide, this includes regulating the amount of caffeine in a single serving. Only a few energy drinks have a fine-print warning label, which state that they may not be safe for children, caffeine sensitive individuals, or for pregnant or nursing women however this is not mandatory it is up to the company to add this. It should be noted that, although energy drinks have been sold worldwide for more than a decade, only a few published studies have examined their effects on health and well-being. However, studies have not been conducted on an isolated island population with a defined population such as this. Research Plan/ Methods Participants The participants for this study are healthy young adult Islanders from a virtual environment called The Island. The Island provides a unique sample population. 30 Islanders either gender, aged 18–30 years will be selected at random using a random number generator and asked if they would like to participate in the study. A minimum and a maximum will be entered into the random number generator for the number of towns on the island, the number of houses in the town were and also for the number of residents in the house if more than one resident aged 18-35 years old lives in that particular house. The study will be unblinded. Each resident will be assigned a number from 1-30 with numbers 1-10 receiving the placebo, which contained no caffeine or other stimulant, and thus the control group, numbers 10-20 receiving the 1 Red Bull (80 mg of caffeine) and numbers 20-30 receiving 5 Red Bulls (400 mg of caffeine). Subjects have to meet a set of inclusion criteria obtained by a medical h istory/ task history examination blood pressure < 120/80 mmHg, non-smoking, absence of systemic diseases (including hypertension, diabetes, or vascular disease), evidence of abstinence from caffeine or caffeine beverages, and abstinence from use of any systemic drugs and/or alcohol. Subjects will be excluded if they have blood pressure outside the specified range, are smokers, if they have a systemic disease, if they have recently ingested caffeine, drugs or alcohol. Instruments Brachial artery systemic blood pressure will be assessed by automated sphygmomanometry and pulse rate will be measured using a heart rate monitor. Procedure Three solutions were administered: Placebo and Energy drinks with 80 mg and 400 mg of caffeine. As a control, 10 of the subjects were required to consume 250 mL of water. Of the two groups consuming the energy drinks one group will be required to drink 1 red bull which contains 80mg caffeine and 1000mg Taurine per 250ml and other group will be required to drink 5 Red Bulls which contains 400 mg caffeine and 5000mg Taurine per 1250ml. The reason we chose the two different doses of Red Bull are due to claims by Red Bull that 1 can of Red Bull contains the same amount of caffeine as a regular cup of coffee, which is 80mg. An extensive review of the scientific literature on caffeine was conducted by Health Canada. They concluded from the review that if the general population of healthy adults limit their consumption of caffeine to 400 mg per day they will not be at risk of any potential adverse effects thus we decided to use a maximum dose of 5 Red Bulls even though there is a warning to not have more than two 250ml cans per day. Measurements of BP and pulse rate were performed before (resting baseline) and after (30, 60, 90 min) ingestion of each of these solutions. Statistical Analysis The results for all subjects for each group, at each time point, will be combined and presented as the means  ±standard deviation, to allow for statistical comparison. A one way analysis of Variance (ANOVA) will be used to see if there is any difference between all the measured variables. Statistical analysis of the data was performed with SPSS 16.0 software (SPSS Inc., Chicago, IL, USA). P-values less than 0.05 were considered as statistically significant. Significance It is expected that both doses of red bull will increase heart rate and systolic and diastolic blood pressure when compared to the control group however a larger response is expected in the group who consumed 5 cans of red bull. . It is hoped that this study will lead to the mandatory regulation of the amount of caffeine contained in all energy drinks and the mandatory inclusion of a warning label on every can to hopefully eliminate adverse effects due to the overconsumption of energy drinks. References Franks AM, Schmidt JM, McCain KR, et al. Comparison of the effects of energy drink versus caffeine supplementation on indices of 24-hour ambulatory blood pressure. Ann Pharmacother 2012; 46:192-199. Gunja N and Brown JA. Energy drinks: Health risks and toxicity. Med J Aust 2012; 196:46-49. Koczwara K. Moms talk: Are energy drinks safe for teens? Fountain Valley Patch, April 26, 2012. Knowler W. Energy drinks must now carry warnings. Independent Online, May 3, 2012. Szotowska M, Bartmanska M, Wyskida K, et al. Influence of energy drinks on the blood pressure and the pulse rate in healthy young adults. J Hypertension 2012; 30: e369. Wolk BJ, Ganetsky M, Babu KM. Toxicity of energy drinks. Curr Opin Pediatr 2012; 24:243-251. FINER Feasible This study is feasible as it has an adequate number of subjects and as the sample size is small, the cost of the trial is reduced. This study also has adequate expertise in the field as all staff members have been instructed by experts in the field on how to use the instruments used to measure heart rate and blood pressure. A nurse will also be present during all experimental procedures to ensure the health and safety of all the subjects. James Baglin who is a statistician at RMIT will be assisting with the statistical analysis of the results. The scope of the study is manageable as the experimental procedure only goes for 90 minutes therefore subjects do not have to do repeat testing after this time. Islanders are also easy to contact and find on the Island. This study will be funded by the National Health and Medical Research Council thus lack of funding will not be an issue. Interesting The study will be hopefully be able to shine a light on the dangers of caffeine in energy drinks in a sample population which is of great benefit to researchers and experts alike and also to the community. Novel Only a few published studies have examined the effects of energy drinks on health and well-being. However, studies have not been conducted on an isolated island population with a defined population such as this. Ethical All of the studies participants are healthy young adults aged between 20-35 years who have consented to be in our study. No children, disabled, senior, mentally or physically ill Islanders have been included in the study. There also aren’t any vulnerable islanders or islanders in dependant relationships in this study. This study is categorised as risk 2 –non invasive project as the subjects will be receiving either red bull or placebo and heart rate and blood pressure will be measured over a period of 90 mins. Participants are also not payed in this study. Relevant It is hoped that this study will lead to the mandatory regulation of the amount of caffeine contained in all energy drinks and the mandatory inclusion of a warning label on every can to hopefully eliminate adverse effects due to the overconsumption of energy drinks.

Use of the Epigraph in George Eliots Middlemarch Essay -- Eliot Middl

Use of the Epigraph in George Eliot's Middlemarch The epigraph is an unusual, though not uncommon, form of citation. It is a part of the text yet distinct from it. White space and specialized formatting, such as italics, separate the epigraph from the main text, thereby challenging the reader to determine the relationship between the two. Unlike a typical quotation, which dwells in the midst of the text, illuminating one point in the argument, the epigraph's unique positioning prior to the body of the text highlights particular ideas, words, or images and thereby guides the reading of the entire argument. In essence, its shadow falls across and affects the reading of the text it precedes. This shadow looms large because it is formed not only by the body of the epigraph but also by the scholar, philosopher, or poet, and textual source from which it is taken. Like all citations, the epigraph creates an intertextuality and a dialogue with another author. The heuristic function of the epigraph may seem relatively simple when looking at a journal article that begins w...

The Kite Runner Essay -- Khaled Hosseini Afghani and Islamic culture

Khaled Hosseini’s best-selling novel, The Kite Runner, is an eye-opening look into Afghani and Islamic culture through the painful memories of an American immigrant, Amir. Hosseini’s novel is rich with beautiful imagery and settings. The book also masterfully tells of disturbing events and very real characters. Perhaps Hosseini’s greatest achievement is his vast and quite effective use of symbolism in The Kite Runner. One such recurring symbol is the pomegranate. The pomegranate’s rich symbolic history from cultures around the world provides many different interpretations as to the various ideas the pomegranate represents. The Kite Runner can be viewed as an analogy for the well-known story of Adam and Eve’s expulsion from the Garden of Eden by interpreting the pomegranate as the forbidden fruit. Many people are familiar with the story of Adam and Eve’s fall from paradise in the Book of Genesis in the Old Testament or from the Hebrew Torah. What may be less familiar to people is that a similar story is also found in the Koran. The Koran states, â€Å"‘O Adam! Dwell thou and thy wife in the Garden, and eat ye plentifully there from whatever ye list; but to this tree come not nigh, lest ye become of the transgressors.’ But Satan made them slip from it, and caused their banishment from the place in which they were† (Rodwell 6). The Koran does not explicitly state the type of tree that was forbidden, just as the Book of Genesis only tells of an unnamed forbidden fruit. This forbidden fruit is commonly believed to have been an apple. Many scholars now believe, though, that the forbidden fruit of scripture was actually a pomegranate. The transformation in common culture of pomegranate to apple may have had many causes. Et... ...ions that will lead both countries toward a better future and paradises of their own. Works Cited Freedman, David Noel. The Anchor Bible Dictionary: Volume 2. New York: Bantam Doubleday Dell Publishing Group, Inc., 1991. Ghauri, Abdus Sattar. â€Å"The Concept of Original Sin.† 13 November 2002. Understanding Islam. 23 February 2008 com/related/text.asp?type=article&aid=178#_ftn2>. Hosseini, Khaled. The Kite Runner. New York: Penguin, 2003. Prpic, J. Kaya, and Ainslie E. Ellis. â€Å"Influences in the design of a faculty-wide tutor development program.† HERDSA, 2002. Rieger, Mark. Introduction to Fruit Crops. Birmingham: Food Products Press, n.d. Rodwell, J. M. The Koran. London: Orion Publishing Group Ltd, Orion House, 1909, 1992, 1994. The American Heritage Dictionary of the English Language. 4th edition. Houghton Mifflin, 2006.

womenhod Women in Darkness in Joseph Conrads Heart of Darkness :: Heart Darkness essays

Women in Heart of Darkness  Ã‚   Women seem to be categorized into a separate group, serving as supplements to men’s actions, characters and behavior. All of them seem to live in the realm of their own, built on the idealistic conception of the surrounding world, governed by fair rules and laws. The two women Marlow encounters in the Company’s office knit black wool – they represent the Fates who guard the â€Å"door of Darkness† (Hell and Destruction) and to the â€Å"house in a city of dead†. The black colour may be associated with the Natives on whose destruction and exploitation the Company was based. Black is also equivalent to the Darkness into which Marlow descends (sin and death). The wool may signify the thread of life. Their appearance is foreshadowed by the two black hens which ‘decided’ about Fresleven’s doom. Marlow’s aunt is depicted with an underlying irony (â€Å"a dear enthusiastic soul†) which points to an illusive existence of a white woman in her civilised imagined world. She was â€Å"ready to do anything† for Marlow in the name of a â€Å"noble cause†, that is, colonising the Blacks and implementing civilisation in the Darkness of Congo. She firmly believes her nephew to be the â€Å"emissary of light†, overlooking the dark level of exploiting the Natives for financial benefits (ivory). The painting of a woman who is â€Å"blindfolded, carrying a lighted torch† which Marlow admires signifies initial intentions of Kurtz and his beliefs before he was swallowed by the tempting Darkness. He was to have been an emissary of light but remained blindfolded and did not see the consequences leading him to his self-destruction. The painting indicates the original, good nature of Kurtz, lost in the dark of the Congo. The native woman represents the whole Black community and the beauty of the wilderness, both of which were invaded by the ‘civilised’ whites. She is the passionate reality, being â€Å"savage and superb, wild-eyed and magnificent†, reminding the whites of the Black heritage and their own culture (jewellery). The gesture of throwing her arms into the sky may symbolise a dumb outcry to God to restore the original Time when the land was not raided and there was peace and freedom (â€Å"wild sorrow...dumb pain†). The lack of words which remain unsaid, only reiterates her appearance and the message sent by her behaviour. Kurtz’s fiancee becomes contrasted with the native woman – the Intended, as signified by the name, will remain the Intended, living with an idealistic image of her husband-to-be whom she unquestionably believed to be of impeccable character and behaviour.

William and Ziner Comparson

Caleb Marshall Patricia Bjorklund English 111 February, 25 2013 Zinsser and Bird Compare and Contrast Paper William Zinsser is the author of â€Å"College Pressures†, and Caroline Bird is the author of â€Å"College is a Waste of Time and Money†. William Zinsser and Caroline Bird both introduce essays that tell the life of everyday college students and the problems they face while being a student in today’s College University. No matter what we view the hardest problem to deal with college. â€Å"College Pressures†, By William Zinsser Is an essay about the everyday life, troubles and problems of a College student.William talks about the challenges of college and how students react to the new environment that they must deal with when applying and going to college. The pressures of just applying to College can be enough to dishearten the potential student to apply to college. When College’s only taka certain number of students a year, it makes the odd s of getting in to schools like Yale and Harvard almost impossible. The actual odds are some 34%, for the Schools such as Harvard. Students get into college and sometimes fined that they are not prepared for college by any means.Students steadily fall behind on their school work and find themselves in a hole they can’t get out of. With people worried about getting into a good college to find a good job in the world, it’s making getting into college that much harder to do. Students that make it into college find that after they get out of college they are in debt before they have started to make any money for themselves. The Pressures of college can be great, although students seem to strive every day and push through the hardships that they receive. College is a waste of time and money†, by Caroline Bird is an essay about how college is something that everyone doesn’t need. Bird talks about how some students are forced to attend college when its’ no t really what the student wants to do by any means. Students have had the same phrase put into their head over and over again while growing up go to College and get a degree, so you can get a good job. Bird says throughout her essay that college seems like a great idea, but in fact it’s the opposite of that.In Both essays college is something that not all students are ready for, that all students are not able to do. The Problems that college students face in both essays are not always just felt in college; they can also be felt all the way through school. Although both authors hit on the topic that college has its own problems, they also differ in their opinion on the problems. Zinsser says that there are problems that can be dealt with were as Bird has a more opinionated stance on the problems with today’s colleges.

Bshs 402

Course Syllabus BSHS/402 CASE MANAGEMENT Course Start Date: 10/30/2012 Course End Date: 12/3/2012 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright  ©2009 by University of Phoenix. All rights reserved. University of Phoenix © is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.Microsoft ©, Windows ©, and Windows NT © are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix © editorial standards and practices. Course Description This course covers principles, practices, and issues in case management. The dia gnosis and treatment of developmental, psychological, and psychiatric roblems and treatment resources in the lease restrictive and most cost effective settings will be examined. Course Topics & Objectives Week One: Case Management Overview, Clientele, and Practice Models  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understand the basic definition and application of the case management function and process.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Delineate the concepts of case management as they apply to the needs of various special populations.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe the components of an integrated delivery model of case management. Week Two: Implementation of the Case Management Process   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe the role and practice framework of case management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Identify the differences and similarities of case management in the community setting and in the managed care environment. Week Three: Case Management Sk ills: Interpersonal and Information Gathering Skills, Goal Setting, Intervention, and Evaluation  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Demonstrate the interpersonal skills necessary to build rapport in the early stages of case management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understand the integration of assessment to problem identification and goal setting.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Examine the connection between intervention planning and resource utilization.Week Four: Case Management Skills: Counseling, Therapy, and Linking of Clients to Services    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Examine the personal helping interventions that can have positive effects on behavioral patterns of vulnerable clients.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understand the case manager's role in developing formal and informal linkages to benefit the client. Week Five: Case Management Skills: Reassessment, Outcome Monitoring, Advocacy, and General Case Management Problems    ·Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understand the correlation of reassessment, monitoring, and outcome evaluation to the prevention of future problems.Course Materials   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rothman, J. , ;amp; Sager, J. S. (1998). Case management: Integrating individual and community practice (2nd ed. ). Boston: Allyn and Bacon. All electronic materials are available on your student Web site. Point Values for Course Assignments  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ASSIGNMENTS| Points| Individual (75%)|   | All WeeksParticipation and Discussion Questions| 200|Week Two Individual Assignment: Special Populations Paper| 150| Week Three Individual Assignment: Textbook Quiz| 200| Week FiveIndividual Assignment: Final Examination| 200| Learning Team (25%)|   | Week TwoLearning Team Charter| 25| Week ThreeCase Manager Interview Questions| 25| Week FourLearning Team Assignment: Informal Networks Paper| 100| Week FiveLearning Team Assignment: Case Manager Interviews Presentation| 100| Total| 100| Week  One Case Management Overview, Clientele, and Practice Models   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understand the basic definition and application of the case management function and process.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Delineate the concepts of case management as they apply to the needs of various spec ial populations.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe the components of an integrated delivery model of case management. Course Assignments 1. Readings  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read the Appendix and Ch. 1, 2, ;amp; 10 of Case Management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read this week’s Electronic Reserve Readings. 2. Learning Team Instructions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Review the Week One objectives and discuss insights and questions you may have.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prepare for the Case Manager Interviews Power Point Presentation. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Create a plan for how the case manager interviews will be selected and conducted and adding any new ideas. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Discuss the areas that each of you wishes to pursue, who to contact, and how to contact likely interviewees. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Start your search NOW to find a case manager to interview for your LT project. Each student is required to interview a case manager.You cannot interview someone where you work and you cannot interview you own case manager if you have one. Your case managers must have either a BA or MA degree. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Start thinking about questions you will ask your case manager. Working with your team members, start discussing possible questions you will ask the case managers during the interview.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Information obtained from these inte rviews will combined and synthesized into a Power Point presentation in Week Five about how case managers function in the real world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Search online for articles on case management for special needs populations. Each person can choose their own population to write on for the Week Two Special Population paper; this is an exercise to help each team learn about various special populations. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Divide the various disability populations and conduct an online search for articles on each student’s specific population. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Review the articles found and focus on the similarities and differences in services to the various populations.   Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conduct a group discussion in which you review the similarities and differences in case management practices between special needs populations. 3. Discussion Questions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is a difference in goals that are set by the client, and goals that a provider may wish for the client to achieve. Compare client-driven goals and provider-given goals.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As we’ve learned from this week’s reading, there are many different forms of advocacy. Discuss the role of advocacy in case management. What are some examples of ways we as case managers can appropriately advocate for our clients?Weekly Reminders Discussion Questions Discussion question responses will not  count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Al l Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 1 Deliverables Assignment| Individual or Learning Team| Location| Due|   Participation| Individual| Main| Ongoing –  4 days per week| Bio| Individual| Chat Room| Tuesday| Check-In| Individual| Main| Wednesday| Discussion Question (DQ) #1| Individual| Main| Wednesday| DQ #2| Individual| Main| Friday|Check-In to the Learning Team | Learning Team| Learning Team| Monday| Week  Two Implementation of the Case Management Process  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe the role and practice framework of case management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Identify the differences and similarities of case management in the community setting and in the managed care environment. Course Assignments 1. Readings  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read Ch. 3 ;amp; 4 of Case Management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read this week’s Electronic Reserve Reading s. 2. Learning Team Instructions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prepare for the Textbook Quiz in Week Three by reviewing Ch. –4 of Case Management as a group. Create and Submit the Learning Team Charter to the Learning Team Forum. There is a Learning Team Charter located in the Materials Forum that should be used for this exercise.  ·      Ã‚   Diversity Issues Exercise   o  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Form dyads or triads and discuss with your teammate(s) your differences in sex, race, culture, politics, and religion. After you have completed your discussion, talk to each  other about what you found hard to discuss, what you found easy, and whether or not what you experienced relates to your work with clients.Discuss your experiences with the rest of the Learning Team. 3. Individual Assignment: Special Populations Paper  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Resource: University of Phoenix Material: Criteria for Preparing Individual Paper on Special Populations (It will say that it is due Week Four, but it is due Week Two)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Review the material gathered on your chosen special population for the Week One Learning Team discussion. The materials should include at least two scholarly sources.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Write a 3- to 5-page paper in which you explain the following:    ?What populations have you reviewed and which one have you selected? ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   How and why have you selected this population? How was this area of interest formed? ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What do you bring to the field of helping that would benefit this specific population? ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   How would you use case management to help this population? ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What limitations and strengths do you bring to this chosen field? How would you use the strengths and overcome the limitations?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Are there likely to be multicultural issues to be addressed as you work with this population? How would you address those? ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What local resources did you find in your Internet search for this population? Format your paper according to APA standard. This is a scholarly paper, requiring at least two scholarly sources, and citations of all information that is not common knowledge. Additionally, it should NOT be written in first person. Be creative! 4. Discussion Questions Discuss the importance of boundaries for both the client and practitioner in case management.Describe the role played by managed care in case management. Weekly Reminders Discussion Questions Discussion question responses will not count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 2 Deliverables Assignment| Individual or Learning Team| Location| Due|   Participation| Individual| Main| Ongoing – 4 days per week| LT Charter| Learning Team| Assignments link| Tuesday|DQ #3| Individual| Main| Wednesday| DQ #4 | Individual| Main| Friday| Special Populations Paper| Individual| A ssignments Link| Sunday| Week  Three Case Management Skills: Interpersonal and Information Gathering Skills, Goal Setting, Intervention, and Evaluation * Demonstrate the interpersonal skills necessary to build rapport in the early stages of case management. * Understand the integration of assessment to problem identification and goal setting. * Examine the connection between intervention planning and resource utilization. Course Assignments . Readings  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read Ch. 5 ;amp; 6 of Case Management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read this week’s Electronic Reserve Readings. 5. Individual Assignment: Textbook Quiz –  Ã‚  Ã‚  Ã‚   The Quiz will be posted prior to Day 1 of Week Three.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Complete the quiz on Ch. 1–4 of Case Management. 6. Learning Team Instructions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discuss progress being made toward locating appropriate interviewees for the case management i nterviews, including any difficulties anyone is facing or experiencing, and solve problems as a team to overcome the difficulties.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Working as a team, prepare 12 interview questions (2 questions for each principle) in which the following are demonstrated: ? Assessment and reassessment ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Establishing a relationship ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Fostering client participation and empowerment ? Monitoring ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Advocacy ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Evaluation (system used to prevent problems in the future) These twelve questions are the core that each team member will be asking the case managers and presenting in full for the Case Managers Interview PPT. They should be submitted in the assignment link by the due date indicated. 7. Discussion QuestionsUsing a case study provided by your instructor as an example, address one of the following two questions:    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   List the components of an intake interview. In other words, what do you need to find out?  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   List the components of assessment. Describe how you would assess the seriousness of each problem and the steps you might take to address them. Using a case study provided by your instructor as an example, address one of the following two questions:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe the process of setting goals.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe formal and informal support systems and how you might use them for your case study.Weekly Reminders Discussion Questions Discussion question responses will not  count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 3 Deliverables Assignment| Individual or Learning Team| Location| Due|   Participation| Individua l| Main| Ongoing – 4 days per week| DQ #5| Individual| Main| Wednesday| DQ #6| Individual| Main| Friday| Textbook Quiz| Individual| Assignments Link| Sunday|Case Manager Interview Questions| Learning Team| Assignments Link| Monday| Week  Four Case Management Skills: Counseling, Therapy, and Linking of Clients to Services * Examine the personal helping interventions that can have positive effects on behavioral patterns of vulnerable clients. * Understand the case manager's role in developing formal and informal linkages to benefit the client. Course Assignments 8. Readings  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read Ch. 7 & 9 of Case Management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read this week’s Electronic Reserve Readings. 9. Learning Team Instructions   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Review textbook material as a group from Weeks One through Four in preparation for the Final Examination in Week Five.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Continue preparing f or the completion of the Case Manager Interviews Power Point Presentation due in Week Five. 10. Learning Team Assignment: Informal Networks paper ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Write a 4- to 5-page paper using the following criteria:    Research:   As a team, find two peer reviewed articles or other scholarly sources (not including the textbook) in the UOP Library related to informal support networks. Every member of the team needs to read the articles.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Use information from the articles, your personal experiences if you so choose (1-2 paragraphs only of personal experiences in the paper – not 1-2 paragraphs of personal experiences for each member of the Learning Team), and ideas from the group discussion about the special population in your article. Be sure to read and follow the rubric posted in your Materials forum. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Be sure to give a description of the special population served in the article. Include information on the race, age, economic status, culture, and family structure of the special population.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Submit your Informal Social Network assignment through the Assignment Link. * 11. Discussion Questions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Explain the difference between counseling and therapy. What do case managers do? *  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Explain the differences between empowering and enabling clients and give examples of each. * Weekly Reminders Discussion Questions Discussion question responses will not count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 4 DeliverablesAssignment| Individual or Learning Team| Location| Due| Participation| Individual| Main| Ongoing – 4 days per week| DQ #7| Individual| Main| Wednesday| DQ #8| Individual| M ain| Friday| Informal Networks Paper| Learning Team| Assignments Link| Monday| Week  Five Case Management Skills: Reassessment, Outcome Monitoring, and Advocacy, and General Case Management Problems   * Understand the correlation of reassessment, monitoring, and outcome evaluation to the prevention of future problems. Course Assignments 13. Readings  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read Ch. 8 of Case Management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Review Ch. 1–9 of Case Management.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read this week’s Electronic Reserve Readings. 14. Individual Assignment: Final Examination  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Complete the Final Examination. 15. Learning Team Assignment: Case Manager Interviews – Power Point Presentation    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Submit the information compiled by the team’s research and interviews on case managers in a Power Point Slide Presentation through the Assignment Link. There are NO maximum or minimum number of slides required. A word doc (. doc or docx) copy of all speaker’s notes is REQUIRED and should be entered into the assignment link separately. Failure to do so will result in a loss of points. 16.Discussion Questions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In case management, the term â€Å"monitoring† has a specific meaning. Describe its definition and purpose within this context. Be sure to include the role of client involvement in your discussion. *  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During monitoring and reassessment, clients may encounter various barriers. Describe one such barrier and what you as the case manager might do to help your client overcome it. Weekly Reminders Final Week Requirements Discussion question responses and participation  will be required during the final week of the course. Discussion question responses will not count towards the class participation requirementOnly Posts to the Main forum will count towar ds participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 5 Deliverables Assignment| Individual or Learning Team| Location| Due| Participation| Individual| Main| Ongoing – 4 days per week| DQ #9| Individual| Main| Wednesday| DQ #10| Individual| Main| Friday| Final Exam| Individual| Assignments Link| Sunday| Learning Team Evaluations| Individual| Individual| Monday| Case Manager Interviews – Power Point Presentation| Learning Team| Assignments Link| Monday|

 Champion Equality, Diversity and Inclusion SHC53 Essay

Equality refers to individuals being treated as equals, and allowing all to have the same opportunities, and to be treated with respect and dignity and to be given the same opportunities to achieve. Inclusion is the process that includes all, while ensuring that the needs of the individuals are met, whilst overcoming the barriers to prevent everyone participating. Social Model The favoured model that is linked to my work is the social model, which focuses on the child or individual and not on their disability, ethnicity, gender, social background, ect; this model looks at the environment as the problem and not the individual thus enabling them independence and empowerment. The health model of disability Focuses on the persons impairments as the problem and not their environment. This can restrict their independence and highlight their disability. Within my area of work I have children and young people who have autisum, globle development delay and mental health diagnosis and some who have suffered great trauma leading to attachment disorders. Both of the above models impact on our young people, we strive to empower our young people to enable them to lead as normal a life as possible. Our company word is ‘Respect’ our ethos is to wrap around the child allowing them to reach their full potential, and supporting them to make informed choices during their time with us and for their futures. We will always advocate for the child to become as independent as they can, this is achived by personal care plans and life skill plans, the children are included in this planning which enables their voice to be heard and involves them in decision making, With the young person always being at the centre of our ethos this ensures they are treated as individuals and listened to. This allows the young person to be ‘empowered’ to identify their own personal choice on decision making about their own lives .For example; a young person with Mental Health diagnosis may not have the capacity to make all decisions about going to college, but can be part of the planning and the communication around this. When needed we would use social stories, pictorial items and arrange college visits. 1.2 Children living within the care system come across barriers of equality and inclusion, in care carries a stigma â€Å"they must be bad† this prejudice happens out of ignorance and the lack of empathy, this prejudice is grown out of assumptions that all looked after children are small criminals . This can have a huge impact on their self-esteem and leave them feeling unable to accesses the community for activities. Discrimination can have a negative effect on children and adults; this can affect their well-being and their mental health. If children and young people lose their confidence, they may become withdrawn and spend periods of time alone, in their bedrooms feeling rejected and that they don’t belong. This will affect their confidence and self-esteem preventing them from engaging in activities within the community and school if this is not addressed then it could  affect their future prospects. The long term effects of exclusion can result in the young person continually thinking they are bad or cannot fit into society, ending up in prison or mental health residential homes because they only feel safe when institutionalised . I feel this prejudice is unwarranted and leads to these children having to try harder to fit in to society. These children often come from low economic homes or have parents who have health problems, they grow up feeling excluded. Becker states â€Å"society labels the individual or group, they are then treated differently† Personal – were your own prejudge can influence you’re practise. Mental health and the stigma this brings .The social consequences of ‘labelling’, according to Becker ‘society labels the individual or group, they are then treated differently. The feelings shown or felt towards the looked after child or the stigma of mental health can give staff or the community a preconception of the young person before they have got to know them. The effects of the stigma on the looked after child comes from being in the care system through behaviours that have come from incidents that are of no fault of their own ,it has come from the trauma of neglet ,abuse or a mental health diagnosis . The looked after child who has the stigma of mental health alongside the stigma of being a looked after child, will need additional support to ensure the opportunities of inclusion and equality are always available to them, enabling any barriers within the community to be overcome. These young people and their behaviours can raise The anxieties of the residents within a community can be raised purely due to the young people being in care within their neighbourhood, making it harder for them to fit in. The role of the care team is to ensure all areas of planning are covered to enable the young people have equality within the community in which they live. 1.3 Best practise within my own area of working means I need to understand the most current legislation ,I need to be familiar with the acts of parliament that inform my policies . These acts are; disability discrimination act ( 1995 ) the NH’s and community care act (1990 ) the mental health act (1983 ) the equality act (2010 ) mental capacity act (2005 ) and best interest assessment articles 1,2 and 14 of the Human rights act (1995 ) sex discrimination act (1975 ) equal pay act (1970 ) race relations act (2000) employment ,equality (religion or belief )regulations (2003 ) The children’s act 1989 –clause which requires authorities to take special account of children’s disabilities and the support needed to enable them to live as near as normal lives as possible. Guidance in the form of ‘no secrets’, (doh,2000) which sets out adult protection policies and recognises adult discrimination as abuse. The documentation working together to safe guard children (doh,2010) which requires PR actions to guard against ‘myths and stereotypes’. Equality, diversity and inclusion are at the core of all that we do, these policies and legislation’s impacts on how I work to support the needs and outcomes of my team and the children within our care. The legislation ensure that people receive equal opportunities, promotes diversity, equality and inclusion, and is a legal requirement that they are implemented within the organisation, this makes it illegal to discriminate against people for any reason . If we did not work following the guidance and legislation it would impact on the staff team and the service user resulting in low morale and confusion, leaving them feeling discriminated against, which could them unhappy resulting in them acting out behaviours, this can then affect how the team continues to work with them.Regular reviews, supervision and appraisals support the team to ensure our working practise is effective. With the changes in legislation the working practise has also changed, children in care are now cared for, gone are the days of work houses and only health care for the rich. Over the years Equality, has promoted the equal rights of all. 2. Be able to champion diversity, equality and inclusion. 2.1 When supporting the rights of children and staff it is important and essential to remember that not all are the same, If you penalise a individual because they are different, this can make them feel unwanted .The rules and boundaries of the home are the same for all, the children’s plans within this are individual to them. The children’s support and care plans ensure our practise meets all criteria of policy to ensure equality, diversity and inclusion for all. Adults who work within our setting should think about their own values and beliefs and how discriminatory comments can affect the home, the child and their colleges. Within our organisation we invest in ongoing training and have policies in place to enable staff to reach their full potential whilst being able to promote diversity, equality and inclusion these include; Allegations against staff policy – to support staff in the event of an allegation leading to a section . Equality opportunities policy –ensuring we are equal to all staff and young people Grievance procedure –to ensure all staff and young people have the right to a process of complaint and grievance Staff recruitment – clear guidelines for staff to see all recruitment meets equality Complaints policy –so all have the right to fairness and equality and the processes to complain if this is not felt Staff hand book –has clear guidance on policy and procedure to ensure staff are supported in their employment and training Young person’s hand book –clear boundaries ,home rules and guidance on what to do when not happy Safe in care policy –this is to ensure all young people living in the home and staff are aware off the needs of each individual person this is followed up with a safe in care agreement were all young people sign up to ,this helps with bulling within a children’s home . 2.2 Part of my role as house manager is having a duty of care, and having the ability to challenge discrimination and exclusion, whilst still working within the our policies. To achieve this it is essential to ensure that the supervision of the team promotes good practise. It is important to involve staff in their individual development plans, ensuring that these are tailored to their individual support needs. Within this process it is important to challenge any barriers that arise preventing exclusion, equality, diversity, the staff member has a right for their voice to be heard, this creates a culture of transparency which allows for growth and good practise. I expect my team to lead by example and show our children  respect and dignity and to be non-judgemental, if discrimination ,bulling or prejudice of any form of is witnessed by child or adult this is challenged. We have a very clear zero tolerance procedure and clear guidelines on how to make a complaint. Policies used to ch allenge; Complaints procedure Bulling and harassment Equality opportunities policy Employment handbook Grievance procedure Supervision and appraisal Allegations against staff Personal harassment policy 2.3 – In 2005 The Office For Disability Issues announced that their vision is by 2005 â€Å" Disabled people in Britain should have the same opportunities and choices as non-disabled people, to improve their quality of life and be respected and included as equal members of society† Their purpose â€Å"We are the guardians within government of the vision of equality for disabled people by 2025† Within our practice we have many policies and procedures to adhere to which all staff are responsible to read and understand. They should also understand that there are many forms of abuse and neglect which could result from discrimination. Emotional abuse within the care system can be very damaging to a young person, Working together to Safeguard Children is a document that care staff are provided with. It states that â€Å"Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development.† Our safeguarding policy describes discrimination as â€Å" Behaviour that is directed at person because of disability, ethnic origin, race, skin colour, culture, sexual orientation, size, gender or age, which could result in the young person’s , Withdrawal Anger/aggression Loss of self esteem Imitative behaviour -The impact of inclusion on a child is that it empowers them and makes them feel that they belong. Many of the young people that we care for have had numerous placements in either foster care, residential homes and schools. This can leave them feeling uncared for unwanted and rejected. One of our clients when first placed with us would spend long periods of time alone in her bedroom playing on one of her 3 DS and was reluctant to send time with the group or engage in any activities. We carried out lots of 1-1 sessions with her and discovered that this was what was expected of her in her previous foster placement. During the 1-1 sessions we were able to identify her likes and dislikes which enabled us to be able to include her in some group activities with others who also shared the same interests. She now attends activities several evening a week and spends the remainder of her time interacting with her peers, and her DS’s are now rarely used. For their time with us to be beneficial to the young people we must follow inclusive practise, this is incorporated in the day to day running of the home, they are allowed full access to all areas of the home, excluding others bedrooms, the rules and boundaries applied are equal to all. If the young person’s behaviours cause them or threatens to cause others harm then they may be sanction to help with the containment off the behaviour, so that they can be included in all aspects of the home and activities. If I felt that a staff member was discriminating a young person or staff member I would address this immediately and this would be discussed during supervision and further training would be offered. We want our young people to feel confident, safe and respected within their home thus allowing them to succeed. The value of diversity means that we respect and value the differences of each other and listening to others opinions, providing that they are not detrimental to any ot her child or adults well being. The staff team are expected to interact with the children equally, while recognising that they are individuals, and have individual needs and support plans. All staff are provided with regular safeguarding training, this gives them information on discrimination, abuse, inclusion and diversity, which along with our policies and procedures promote better outcomes for our young people. In house information Bulling and harassment Equality opportunities policy Employment handbook Grievance procedure Supervision and appraisal Allegations against staff Personal harassment policy 2.4 Our children are supported to ensure they are not discriminated against, they receive weekly key work sessions, and can request a 1-1 with a care member of staff at any time. We have weekly young people’s meetings, where they can write down things that they would like addressed or ask a staff member to write it for them so that others don’t know who has raised an issue. Exclusion is not a practise that is used unless a child cannot access an area due to a behaviour that means they are not safe to self or others .My team are supported to challenge discrimination or exclusion ,this can be done in reflective space ,debrief, team meetings ,handovers. Supervision is a place where there is confidentiality so issues can also be discussed, there is zero tolerance for my team, and we treat each other with respect and dignity, whilst remembering we are all individuals that bring different aspects of experience to the team. There is a clear complaints procedure and staff all have copies of staff handbook and procedure in their individual folders .Young people have the use of worry forms and complaints forms individually and in a folder in communal areas ,these are supported at key work sessions . 3. Understand how to develop systems and processes that promote diversity, equality and inclusion. 3.1 The Equality act is a legislation that is in place to ensure that people are given equal rights and opportunities regardless of their age, gender disability, race, religion or belief and sexual orientation. This legislation promotes diversity, equality and inclusion by making it a requirement that they are commonly practised and incorporated into the social care setting thus making it illegal to  discriminate against a person for any reason . The main acts within the Equality Act 2010 are; The care Quality commission The disability Discrimination Act 2005 Human Rights Act 1998 Equal pay Act 1970 The Sex Discrimination Act 1999 The Race Relations Act 2003 To promote good practise it is essential to follow these Acts if not followed then consequence can be diverse, this could affect the individual a young person or the entire team. This could leave a young person feeling discriminated against, which can lead to negative feelings of isolation, and feeling unheard, leading to problems for them and those around them. They can become unhappy causing them to act out negative behaviours putting the team and young people at risk. We have complaints procedure for staff and children, whoever I feel we do not promote this enough and would benefit from being revised, although the procedure is clear I feel that it does not promote its self to enable change. Our staff team is multi cultural so is able to promote the cultural needs for our clients, this has proved beneficial to the needs of our young people. The staff have taught some of them how the care for afro Caribbean hair and to understand their religious and cultural needs. We ensure our young people are involved in menu planning and we hold a cultural night which enables them to prepare a ethnic meal and share their culture with others. We ensure we have Champions for all young people this ensures our practise continues to be Equal for all and remains open and honest. We hold regular meetings throughout the service, it means we all have a voice and the legislation ensures our voices are heard and respected. Without the use of individual care plans and individual support plans, (Where the young person’s input is included) which are tailored around the individual needs of the young person that also take into account their ability, culture, disabilities and their personal int erests, the young person would be discriminated against. All children have a right to grow up safe from harm and discrimination. Lord  Laming highlighted the importance of frontline professional’s getting to know children as individual people and as a matter of routine, while considering how their situation feels to them. All young people in our setting have weekly keywork sessions and can request 1-1 support from staff at any time, they all have access to worry forms or complaints forms and each have an independent advocate, and all participate in regular activities suitable to their ability. As a staff team we have monthly individual supervision and weekly team meetings where any form of discrimination would be addressed. 3.2 We have previously had issues with our rotas due to staff shortage. This meant that staff were required to work long shifts and also weekends, which makes it hard to achieve a good work life balance. When staff are tired and unhappy it can have a knock on effect on the young people. With an increase of staffing levels it has allowed us to re-look at the shift patterns allowing the rota to change ensuring a good work life balance. This has included many meetings with managers and the principle, in reflection of the rota system and process, we have been able to produce a fair rota ensuring all staff have equal weekends off and this has contributed to the well-being off the team, thus ensuring that staff are not too tired to give the level of care required for our young people. It is important as a manager that I ensure my team are given the opportunity to make informed decisions. The process we have in place has worked well, we work openly and honestly, so the team meeting discussion was taken to the senior management meeting this then resulted in the team sitting down with senior managers and working out a rota together. Staff our now given a rota for six months instead of two weekly, enabling them to make plans within their personal life. 3.3 To improve our service and to meet the needs of our young people, I need to increase our partnership with the cultural community. We have recently had a child placed with us who is a Jamaican, our knowledge in this area is limited, to support us as a team and ensure equality, inclusion, and diversity I have to ensure we Employed staff with Jamaican background Taken advice from a cultural advisor Brought literature to support young person and staff The team have been part of the planning with the young person and social worker and have a set target to re-introduce the young person to her religious beliefs and culture I continually strive to improve our service to our young people, I constantly review and evaluate, this requires a whole team approach ,senior staff within the team are given additional needs to support this ethos. For example life skills, these are planned with the young person and are individual to the abilities of the young person. . 4. be able to manage the risks presented when balancing individual rights and professional duty of care 4.1 working with young people who are encouraged to have a voice, it is sometimes hard for them to understand that parental responsibility does not lie with the care team but other authorities; Section 31 young people it is their placing authority Section 20 young people it is still their parents. This can cause confusion and young people need to know they have a voice and are heard, we do this through network meetings, key work sessions, house meetings, meetings with social workers and contact with parents. Duty of care and ensuring safe practise means all information is shared with the safe guarding team, it is then decided how this information is shared to keep young person and team safe . An ethical dilemma is when a section 20 young person is reaching adult services and the parents push on their mental health labels wanting a more secure placement and excluding them from any part of the decision making. This is hard as parents feel they are acting in best interest but they are often frightened of the young person making the wrong choice. The ethical dilemma means we have to balance the needs of the family versus social care versus the young person. Our key responsibility has to ensure that the individual is in control of their own lives and is at the centre of any decision making, we have to support our young person and if we need to challenge the families views. The documentation and planning of life skills with the young person will allow us to promote the equality and inclusion of the young person. The young person must be given the information in a format that they understand, such as social stories or pictorial schedules. In cases like this we must understand the; â€Å"The mental capacity act 2005 (mea 2005) and Best interest assessment â€Å". The five principles of assessment are; 1. Presume capacity unless established otherwise. 2. Take practical steps to enable decision making 3. Accept that people can make unwise descions 4. Act in persons best interest 5. 5. Use the action least restrictive of the person’s rights and freedom of choice. 4.2 The principle of informed choice the individual is supported to make a decision, they accept a shared responsibility for the choices they make, along with the outcome .Evaluation of the decision have we provided the right tools for this to be communicated. The young person’s values and points are respected; the team promotes an environment that empowers them to make their decision. It is vital that all parties are involved this may require a network meeting, any decisions should be unbiased and taken clearly on facts, and the understanding of these facts will have implications and future consequence of an action. This element of informed choice is risk taking and can often alter the path for young people are we able to take the risk it makes professionals nervous ,as we are asking individuals to balance risk and their own responsibilities against legalities choice and rights of the care system. Within therapeutic working practise trust is essential, so the choices given mu st be able to be achieved and implemented by the young person. They must be given time to reflect on their choices, risks, and potential outcomes. Once they have all the information the choice must be their choice and not influenced by us, however ensuring that they have given all of the relevant information. Within the principles of Equality ,Dignity ,Diversity ,each young person should have the opportunity to make decisions for themselves, even if they make wrong choices as long as they can proceed with full knowledge of risks, while ensuring that the choices given are safe. This I feel is better for the young person, to be able to make their own choices rather that to be told what is best for them. 4.3 Individual capacity affects informed choice ,because of a young person’s mental health, physical health, chronic health,  young people who have been in the care system are supported from a very young age to understand they have a voice ,this is promoted in their reviews . Within the â€Å"Mental capacity Act (2005) A code of practise states; â€Å"Making an unwise decision does not mean that person lacks capacity â€Å". This area can seem very grey, children living in care homes can become institutionalised so decision making is hard, it’s our duty of care to give them as many skills as possible to be part of their care planning, to be able to make the right choices. Young people with mental health labels are far too often deemed unable to be part of any planning or decision making. When they make wrong choice is this capacity or just making wrong choice? â€Å"an individual may not be able to make a judgement about complex treatment decisions, may still be able to express a preference about what they want to eat â€Å".Beauchamp and Childeress (2001) For Children and young people diagnosed with Mental Health issues, as they reach adulthood it can become very complex. The impact of others on the decision making and choices, we often see that parents can become over protective, this can be out of fear of losing control of their child. The young person through mental ability, anxiety, intellectual capacity, may never have been part of making their own choices and now through legislation is being overloaded with choice. To ensure we meet the needs of the young person as an individual, we should work on the facts actual diagnosis, care plans, risk assessments, actual abilities that are documented, for example; can work out their budget for toiletries. This skill can lead to being able to do food shopping, menu planning ect. The statement above is a very clear point, young people with ASD for example can plan their day in an environment they feel safe and secure in, once outside anxiety can take over and crossing the road can be a danger. The young person still needs the choices we just need to ensure the choices are given within their own capabilities. 4.4 To manage risks we have in place live documents that continuously dynamically risk assesses, this allows for mutual accountability. It allows for risk taking by looking at each risk. I have a young person who continually puts herself at risk absconding and asking strangers for cigarettes, this puts her at risk of abduction, grooming and rape, within the network we came to the conclusion we should provide 4 cigarettes a day.  Although the risk to health increased with the 4 cigarettes a day, it decreased in the other areas, but has also dramatically reduced her smoking habit. The young person is always at the centre of any risk assessment and their thoughts and choices are always considered, a high risk for our young people is that they may possibility not be socially accepted, this then increases the risk of them making the wrong choices, within our risk assessing we encourage young people to make the right choice . Through our network meeting risks and planning are always disc ussed this includes the whole network to work collaboratively to manage risk assessments and to ensure a culture that is accountable and does not lay blame. References care quality commission . (2012, june 29). Retrieved may 3, 2013, from www.cqc.org.uk. legistation . (2013, march 10). Retrieved from www.legistation.gov.uk. Caplin, P., Landridge, E., Morgan, B., Platts, R., Rowe, J., & Scragg, T. (2012). Diploma in leadership for health and social care . Cheltenham: Nelson Thornes . Equality and Human Rights commision . (n.d.). Retrieved may 3, 2013, from www.equalityhumanrights.com. J McKibbin, A. W. (2008). Leadership and Management. Derby: Heinemann. http://www.officefordisability.gov.uk/ Acts Equality Act (2010) Mental health Act ( 1983) Mental Health Act and Mental Capacity Act (2005) Disability discrimination Act (1995)