Jackie Kennedy free essay sample

Onassis was an intelligent and dynamic role model for many women worldwide. Kennedy-Onassis was best known for her time as a first lady, fashion icon, and for her time spent restoring the White House. Kennedy-Onassis ‘ wealthy upbringing enabled her to be the graceful, elegant, and respectable women she was. Kennedy-Onassis was a huge role model for women, a great leader, and kept it together when all hope was lost. Jacqueline Kennedy-Onassis was a First Lady who had a privileged life, and she used her experiences to make meaningful contributions to society. Early Life On July 28, 1929 in Southampton, New York, Jacqueline Bouvier was born. Bouvier was born into a luxurious life; her father John Bouvier was a wealthy stockbroker and her mother, Janet Bouvier, was an accomplished equestrian rider. Although, she had many things in common with her mother, she mostly retained a better relationship with her father. They would take wonderful trips to the zoo, ice cream parlors, toy stores, and more. We will write a custom essay sample on Jackie Kennedy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, this angered her mother because although John was a good father, he had a serious gambling problem. It was not always happy times in the Bouvier household, in addition to John’s serious gambling issues; he was an alcoholic and had many affaires. In 1940, Bouvier ’s parents divorced, when Bouvier was only ten years old. Bouvier was only able to see her farther on the weekends because her mother has custody of her. Although she had trouble at home, she was still able to receive a prestigious education. Bouvier began her schooling at Chapin School, located in New York City, from kindergarten to grammar school, and then went on to Holton Arms School, in Washington D.C. , where she completed grammar school and started her first year of high school. Bouvier graduated from Miss Porter’s School located, in Farmington, Connecticut, in 1947. Miss Porters is a prestigious boarding school emphasizing the important of manners and conversations. During her senior year, she received the award for the schools top literature student, and a newspaper named her â€Å"Debutant of the Year†. Not only did she thrive in school, but also she had many hobbies that would help her in her adult life. She had many hobbies, included ballet lessons, French lesson, horseback ridding, and writing. She took ballet lessons at the old Metropolitan Opera House under the direction of many ballet teachers. She was a very good dance and she was very well known for her beautiful posture. Bouvier was also very involved with her French that she took from the age of 12. These lesson helped her in her adult life because she an able to connect with be and fluently speak the language. Bouvier was mainly known for here horseback riding. When Bouvier was only a year old, her mother had put here on her first horse. By the age of eleven she had already one several national championships. Jacqueline Bouvier, an eleven-year-old equestrienne from East Hampton, Long Island, scored a double victory in the horsemanship competition. Miss Bouvier achieved a rare distinction. The occasions are few when a young rider wins both contests in the same show. (Jfklibrary. org) Jackie turned to her pony Buddy when to distract her from the troubles going on at home. This education would benefit Bouvier in the years to come. Adult Life Early life experiences molded Bouvier into a versatile person. After graduating from Miss Porters, Bouvier went on to Vassar Collage in Poughkeepsie, New York for her freshman and sophomore years; she spent her junior years abroad in France. For her senior year, Bouvier transferred to George Washington University. Jacqueline started her first job in the fall of 1951 as the Inquiring Camera Girl for the Washington Times-Herald newspaper. Bouvier would move around the city asking people their opinions on the issues of the day, and put there answers into her newspaper column. She would also interview political figures such as Richard M. Nixon. She was also in contact with other political figure and socialites because her family would hold extravagant events; this is where Bouvier was introduced to John F. Kennedy. It was not long after that the two were engaged and the spotlight was on the young couple. On September 12, 1953, they married in St. Mary’s church in Newport, Rhode Island and she became Mrs. Kennedy. Kennedy wanted to have children, but she kept having miscarriages and had one stillborn child. In 1957, her luck changed and had she her first girl, Caroline. On January 1960, John announced his candidacy. During the road to presidency, Kennedy was John’s best asset. On November 8, 1960, John F. Kennedy beat Republican Richard M. Nixon in a very close race. The same year she gave birth two her second son, John Jr. She was determined to shelter her young children from the scary world, so young Caroline attended school at the White House so that she did not have to leave the premises and, that she would be protected from the public eye. Although she was a well-educated woman, her priorities were to be a good wife and mother. She told a reporter if you bungle raising your children, I dont think whatever else you do well matters very much. (jfklibrary. org) Since her young children were going to live and spend most of their days in the White House Kennedy decided to restore the White House. At 31, and with her love for the arts, history, and gracious personal style, Kennedy took the role as first lady head on. In 1961, Kennedy-Onassis announced that she was going to restore the White House, once finished she hosted a televised tour of the White House on February 14. Millions of people worldwide tuned in to see the in vale of the new and improved White House. This was very different and interesting for people because there were able to see the living quarters of the president and television was a new invention so it was very cool for people to watch. On August 7, 1963, Jacqueline Kennedy gave birth to their third child, Patrick Bouvier Kennedy. He suffered from a serious lung problem and was rushed to the Childrens Hospital in Boston, where he died two days later. While still morning the loss of her son, another terrible tragedy befell her. November 22, 1963 John F. Kennedy was assented in Texas, when he and Texas Governor, John Connally and his wife in Dealey Plaza. In later investigation, it was concluded that Lee Harvey Oswald was the killer of JFK. Hours later Kennedy stood bravely by President Johnson as he took the oath of office. Lady Bird Johnson filled Kennedy’s role of first lady. The country shared in her grief as it was broadcasted all around the world. After moving with her children into an apartment on New Yorks Fifth Avenue, the widow spent a year in mourning before returning to the public eye. Her sister, Caroline Lee, tried to help her morn the loss by inviting her aboard the Christina, a yacht own by the million dollar shipping agent, Aristotle Onassis. On October 20, 1968 Kennedy, married Onassis becoming known as Jacqueline Kennedy-Onassis. It was a private Greek Orthodox wedding, which took place in Skorpios in the Ionian Sea which is just of the western coast of Grease – the island was owned by Aristotle Onassis. On March 15, 1975 Aristotle Onassis died, after only six years of marriage. At 46 years old and a widow for the second time, Kennedy-Onassis returned to New York where she began to work as a book editor for Viking Press. As a memorial to her husband, she created the John F Kennedy Library and Museum in Boston on October 20 1979. In 1993, Jackie was diagnosed with non-Hodgkins Lymphoma, and just two months before her 65th birthday, she sadly passed away in her sleep at home. John Kennedy Jr said: My mother died surrounded by her friends and her family and her books, and the people and things she loved. She did it in her own way, and on her own terms, and we all feel lucky for that(http://www. hellomagazine. com). She was buried next to JFK in Arlington Cemetery four days later. Effect on Society Although many people believed that she was just a pretty face Jacqueline Onassis had a huge impact on society. In 1961 Kennedy-Onassis, decided to restore the White House. She acquire a collection of fine and decorative arts. When restoring the White House she also received priceless paintings, including an old ported of Washington. She supported the law stating that she could not give them to friends. Then she also created the White House Historical Association which excepted artifacts that were passed down from president to president, and if allowed it would go to the Smithsonian where it could be publicly displayed. The association is a private, independent, nonprofit association that was dedicated to history and the people and events. Then, Kennedy-Onassis created a guidebook of the White House, raising millions for the White House Historical Association. The guidebook included the new layout of the White House. They were sold in bookstores around the country. By creating an association that preserves art, boosted her confidence enabling her to be able to address large crowds. Her ability to address a crowd, in many different languages, was one of her well-known assets. She was able to speak many different languages including French, Spanish, and Italian. She was also well liked by many foreign political figures and was able to set aside political differences in the Middle East with countries such as India and Pakistan. During her husbands presidency, Jacqueline Kennedy became a symbol of fashion for women worldwide. In 1960, she designated a family friend and French-born American fashion designer, Oleg Cassini, to create the new wardrobe for the first lady; this was known as the â€Å"Jackie Look†. A signature â€Å"Jackie look† included, black turtlenecks, which are smart and respectable. Her big button pantsuits, which were both stylish and sophisticated. Her bumblebee shades that Jackie popularized, became a big hit allover the world, which many women copied. Some of her well-known look was the pillbox hat, string of pears, and her bouffant hair style. Although at first Kennedy was not so keen on the role of First lady, she took on the role with grace, elegance, and style. Conclusion Kennedy-Onassis’ early life experiences enabled her to transform the preservation of American history as well as inspire women to develop a sence of self-confidence. Kennedy-Onassis was best know for her time spent as first lady, refurnishing the White House, and being a fashion icon for many women throughout our country. Kennedy-Onassis was a woman that worked for the betterment of her country and her people.

Biography of Betsy Ross, American Icon

Biography of Betsy Ross, American Icon Betsy Ross (January 1, 1752–January 30, 1836) was a colonial seamstress who is usually credited with creating the first American flag. During the American Revolution, Ross made flags for the navy. After her death, she became a model of patriotism and a key figure in the legend of early American history. Fast Facts Known For: According to legend, Betsy Ross made the first American flag in 1776.Also known As: Elizabeth Griscom Ross, Elizabeth Ashburn, Elizabeth ClaypooleBorn: January 1, 1752 in Philadelphia, PennsylvaniaParents: Samuel and Rebecca James GriscomDied: January 30, 1836 in Philadelphia, PennsylvaniaSpouse(s): John Ross (m. 1773-1776), Joseph Ashburn (m. 1777–1782), John Claypoole (m. 1783–1817)Children: Harriet Claypoole, Clarissa Sidney Claypoole, Jane Claypoole, Aucilla Ashburn, Susannah Claypoole, Elizabeth Ashburn Claypoole, Rachel Claypoole Early Life Betsy Ross was born Elizabeth Griscom in Philadelphia, Pennsylvania, on January 1, 1752. Her parents were Samuel and Rebecca James Griscom. Ross was the great-granddaughter of a carpenter, Andrew Griscom, who had arrived in New Jersey in 1680 from England. As a youth, Ross likely attended Quaker schools and learned needlework there and at home. When she married John Ross, an Anglican, in 1773, she was expelled from the Friends Meeting for marrying outside the meeting. She eventually joined the Free Quakers, or Fighting Quakers, who did not adhere strictly to the historic pacifism of the sect. The Free Quakers supported the American colonists in their struggle against the British crown. Ross and her husband began an upholstery business together, drawing on her needlework skills. John was killed in January 1776 on militia duty when gunpowder exploded at the Philadelphia waterfront. After his death, Ross acquired property and kept up the upholstery business, making flags for the Pennsylvania Navy and tents, blankets, and other materials for the Continental Army. The Story of the First Flag According to legend, Ross made the first American flag in 1776 after a visit in June from George Washington, Robert Morris, and her husbands uncle, George Ross. She demonstrated to them how to cut a five-pointed star with a single clip of the  scissors if the fabric were folded correctly. This story was not told until 1870 by Rosss grandson William Canby, and even he claimed that it was a story that needed confirmation (a few other seamstresses from that era also claimed to have made the first American flag). Most scholars agree that it was likely not Ross who made the first flag, though she was a flagmaker who, according to historian Marla Miller, was paid in 1777 by the Pennsylvania State Navy Board for making Ships [sic] Colours, c. After Rosss grandson told his story of her involvement with the first flag, it quickly became legend. First published in Harpers Monthly in 1873, the story was included in many school textbooks by the mid-1880s. The story became popular for several reasons. For one, changes in womens lives, and social recognition of such changes, made discovering a founding mother to stand alongside the founding fathers attractive to the American imagination. Betsy Ross was not only a widow making her own way in life with her young child- she was twice widowed during the  American Revolution- but she was also earning a living in the traditionally female occupation of a seamstress. (Notice that her abilities to buy and manage land never made it into her legend, and are ignored in many biographies.) Another factor in the Ross legend was growing patriotic fever connected with the American flag. This required a tale that was more than just a business transaction, such as the (plausible but disputed) story of Francis Hopkinson, who allegedly created the stars-and-stripes design for the flag along with the design for the first U.S. coin. Finally, the growing advertising industry made the image of a woman with a flag popular and used it to sell a variety of products (even flags). Second and Third Marriages In 1777, Ross married sailor Joseph Ashburn, who had the misfortune of being on a ship captured by the British in 1781. He died in prison the following year. In 1783, Ross married again. This time her husband was John Claypoole, who had been in prison with Joseph Ashburn and who had met Ross when he delivered Josephs farewells to her. She spent the following decades, with help from her daughter Clarissa, making flags and banners for various departments of the U.S. government. In 1817, her husband died after a long illness and Ross soon retired from work to live with her daughter Susanna on a farm outside of Philadelphia. During the final years of her life, Ross went blind, though she continued to attend Quaker meetings. Death Betsy Ross died on January 30, 1836, at the age of 84. She was reburied in the Free Quaker Burying Ground in 1857. In 1975, the remains were moved once again and reinterred on the grounds of the Betsy Ross House in Philadelphia. Legacy After her death, Ross became a prominent character in the story of Americas founding while many other stories of womens involvement in the American Revolution were forgotten or ignored. Like Johnny Appleseed and Paul Bunyan, she is now one of the countrys most prominent folk heroes. Today, a tour of Betsy Rosss home in Philadelphia (there is some doubt about its authenticity, too) is a must-see when visiting historical sites. The home, established with the aid of 2 million 10-cent contributions by American schoolchildren, is a unique and informative place. One can begin to see what home life was like for families in the early colonial era and remember the disruption and inconvenience, even tragedy, that war brought to women as well as to men during the American Revolution. Even if she did not make the first American flag, Ross was still an example of what many women of her time found as the reality in times of war: widowhood, single motherhood, independently managing household and property, and quick remarriage for economic reasons. As such, she is emblematic of this unique period of American history. Sources Glass, Andrew. â€Å"Congress Redesigns U.S. Flag, April 4, 1818.† Politico, 4 Apr. 2017.Leepson, Marc. Flag: an American Biography. Thomas Dunne Books, 2006.Miller, Marla R. Betsy Ross and the Making of America. St. Martins Griffin, 2011.

Premarital screening (testing) for Thalassemia and Sickle Cell Disease Essay

Premarital screening (testing) for Thalassemia and Sickle Cell Disease (CSD) - Essay Example The thalassemias are a group of heterogenous group of inherited disorders caused by genetic defects as a consequence of which decreased synthesis of either the alpha or beta chain of HbA occurs (Aster, 2007, pg.632). When deficient synthesis of beta chain occurs, it is known as beta-thalassemia and when alpha synthesis is affected, it is known as alpha-thalassemia. Sickle cell anemia is a type of disease characterized by production of defective hemoglobins because of which sickling of red cells occurs in certain conditions (Aster, 2007, pg.628). Thalassemia has a wide distribution, particularly in areas where malaria has been endemic like in the Middle East, Southeast Asia, India and China). It is most common around the Mediterranean Sea, especially in Italy and Greece (Al-Suliman, 2006). The prevalence of the ÃŽ ²-thalassemia gene is estimated to range between 0.01 to 0.15 in various areas of Saudi Arabia (Al-Suliman, 2006). Several reports from Arab countries indicate that ÃŽ ²-thalassemia carriers have common genetic abnormalities, and the frequency of this disorder varies from country to country in the Middle East and is reported as 1% to 15% (Al-Suliman, 2006). In a study by Karimi and colleagues (2002), the prevalence of beta-thalassemia trait was estimated to be 5-10%. Hemoglobin S is most common in persons of African ancestry. In some regions of Africa, it has been estimated that up to 40% of the population is heterozygous for hemoglobin S. The gene is also present in Mediterranean, Middle Eastern, and Indian popula tions. Ten percent of American blacks are estimated to be heterozygous and 1 in 650 as homozygous (Schwarting, 2007). The normal hemoglobin of humans contains 4 globin chains. These are denoted as 2 ÃŽ ± and 2 non-ÃŽ ± chains. There are 3 normal variants of hemoglobin based on the nature of the non-ÃŽ ± chains. The commonest variant is Hemoglobin A (ÃŽ ±2ÃŽ ²2) which accounts for 95% to 98% of the total in adults. The adults

How might cultural differences impact on the job application process Essay

How might cultural differences impact on the job application process - Essay Example Depending on the country and organization, job application process varies. In addition, the course also faces opposition from different factors ranging from legal to training requirements. People differ in attitudes, personalities, understanding and values around the world. Interestingly, consolidation of these differences is necessary to achieve a single working environment. People spend their lives working and moving from job to job frequently. This is partly to maximize their potential while at the same time maintaining their productivity and happiness. The diversity in working environments furthermore allows them to earn enough money for survival and maximize their potential (Blommaert 2010, pp. 113). The difference in self-identity and self-opportunity has initiated a strain in job application process. Notably, cultural differences pose challenges to the job application process in various ways. Understanding cultural differences can be a nightmare. In many instances, people fail to show up to the relevant jobs advertisement for fear of discrimination based on their culture. From this perspective, capacitated people fail to manifest their potential hence limiting maximization of profits. It, however, is imperative to note that not all people who fail to turn up have the technical requirements (Fiske 2011, pp. 67). Therefore, in as much as we try to harmonize the job application process, more attention should lean on quality and not culture. Despite the different priorities, the economy has to grow. It, however, cannot grow if cultural differences onset the application process. Maintaining a cultural fit is difficult, however, the separate cubicles of culture also needs attention. According to Boone and Kurtz 2011, ideal candidates can cause a disaster if a mismatch of culture exists in an organization. The multifaceted culture presents employees with different background, which subjects the job application process to tests. In terms of religion several laws exits, which govern people from given races and religious affiliations. In this regards, the laws prevent them from answering to or committing to some activities that contravene their faith. It, therefore, is the role of various application agencies to harmonize the job application process to limit stereotyping or the thought of discrimination (Samovar, Porter and McDaniel 2007, pp. 67). Notably, the job application process ought to be smooth and fair to all; however, cultural difference has developed it to be a nightmare for different people. The lifestyle job market requires women and men fit physically as well as emotionally. To ensure candidates qualify for the respective job advertisements, some recruitment agencies go to extra lengths of physically examining applicant bodies. In as much as it might be a challenge to all people, it mainly presents a challenge to the Hindu and Islam culture who disguise their bodies to be holy. In addition, their women cannot expose any part of their body except to the husbands (Avery, Lerman & Volpone, 2010, pp. 331). This is a major challenge to the job application process where one has to balance quality and culture. Notably, this is the same trend in military job application processes where several parts of the body have to undergo examination. Empirical evidence exists to support cultural diversity in workplaces under efficient management strategies (Samovar, Porter and McDaniel 2007, pp. 69). However, the differences play out in the job application process where different companies specify the nature of person required. In terms of race many black, Asian, white and Chinese people have faced problems in the application p

Homeostasis and Pain Management in Patient with Multisystem Failure Essay

Homeostasis and Pain Management in Patient with Multisystem Failure - Essay Example Consequently, obtaining the blood pressure, respiration rate, pulse rate and temperature will reveal the vital symptoms of whatever ailments that the patient is suffering from. Determining the oxygenation of Mrs. Baker is extremely essential; this can be executed by the use of the pulse oximeter. Place the pulse oximeter on the index finger and observe the patient’s skin color, the beds of the finger nails, and also the skin around the lips (Poitout, 2004). The time intervals for capillary refills should be noted while also assessing the beds of the fingernails. Current level of consciousness should be determined by assessing the reactivity of pupils, orientation to person, time and place; ask the patient questions to estabish the state of the mind. Symptoms and signs of dehydration together with skin turgor, decreased blood pressure, lethargy, sunken eyes, confusion, dizziness, and dry mucous membranes must be investigated (Poitout, 2004). The pain levels of the patient can b e assessed successfully when the patient is in a conscious state and when he/she can still speak; for instance, the pain of the patient can be rated on a scale of 1 to 10. ... Furthermore, there is a standard standing order for intravenous medication in such situations, in this regard it important and a must to start an IV. The lab personnel must be ordered to be drawn off of the IV. Technological tools used, why they are used, and importance of the tools in determining the patient’s status Tools and technology to be used in the diagnosis include, pulse oximeter, stethoscope, glucose meter, Sphygmomanometer, Laryngoscopes, Stylets, and tracheal tubes The pulse oximeter is a medical device essential for measuring or monitoring indirectly the patient’s blood oxygen saturation, and blood volume changes in the skin. The pulse oximeter is also useful as it displays the patient’s pulse rate (Niles, 2010). The pulse oximeter is a vital tool especially in the event where patient’s oxygenation is unstable or compromised like in the intensive care unit, operating, emergency and in ward settings. As already mentioned, the tool helps in ass essing the patient’s need for oxygen and determining if there is any need for supplemental oxygen (Niles, 2010). The oxygenation levels of Mrs. Baker will be evaluated and recorded by the pulse oximeter. A stethoscope is an acoustic device used in hospitals for listening to sounds produced from within a human body or animal (Niles, 2010). In this regard, the instrument is indispensable in listening to sounds produced by lungs, heart, intestines together with blood flow in the veins and arteries. In this case scenario, the stethoscope will be used to determine the heartbeat rate, and the pulse rate of Mrs. Baker. The sphygmomanometer is vital in measuring the blood pressure by

Role of the MP in Representation

Role of the MP in Representation What is the role of an MP as a constituency representative in theory and practice? Abstract There is a debate as to the exact role of an MP as a constituency representative and whether that role may differ in theory from practise. This dissertation will explore the differing interpretations of the representative role that MPs perform. There are differing theories as to how that role should be performed and the ways that role is performed in practice. As shall be discussed the theories as to the constituency representative role of an MP have developed over several centuries and the practice has evolved along the same time period. Factors that affected the theory and practice of an MP’s constituency representative role include the development of modern political parties, the extension of the electoral franchise and the influence of the media on the political agenda or the expectations of the electorate. Originally MPs were elected as individual representatives of their constituencies based on very narrow electorates. Some MPs were returned without having to face electi on whilst others brought their seats or had them brought for them. The rationale of this work is to examine the way that constituency representative role has changed to reach its present theoretical and practical positions. The relative positions of MPs will also be explored; for instance MPs happy to be backbenchers or those that wish to gain ministerial positions. Introduction From Parliament’s beginning in the mid 13th century an MP would almost exclusively have represented the rich merchants or the land owning classes from which they themselves were nearly always drawn from. They would tend to represent the concerns of their peers within the constituencies as neither the nobility, neither the clergy nor the poor could vote for them. Parliament was subordinate to the monarchy with the House of Lords dominating the House of Commons except in the area of taxation were the Lords did not wish to accept the unpopularity that setting taxes caused (Morgan, 1993, p.172). Attention will be paid to the roles assigned to MPs by tradition, inclination and ideological differences. Over the centuries there have been arguments and debates as to who has the right to choose an MP and who exactly that MP should represent. Finally there is the debate as to the conduct of an MP, do they have the right to do as they wish or do they have to follow the wishes of the peop le that elected them (Birch, 2001, p. 93). From the start the House of Commons main purposes was to give the king taxes in times of war or when the country was threatened whilst also passing legislation to improve the administration of the country. Although the House of Commons was less important than the House of Lords even then there were the notion that MPs represented their constituencies and raised their constituents concerns in Parliament. Whilst the House of Lords represented the upper strata of feudal England, MPs represented the middle strata of the English nation (Silk and Walters, 1998, p.1). The development of the constituency representative role Through evolution, revolution, design and accident Parliament in general and the House of Commons in particular would greatly increase in significance and power making the theory and practice of an MP’s constituency representative role more contentious as well as more important. The man widely credited with inadvertently making the role of MPs as constituency representatives and the House of Commons more important was Henry VIII. Henry used Parliament to break with Rome and establish the Church of England. His chief minister Thomas Cromwell proved highly skilled at managing the House of Commons and may have understood the consequences of the change more. Even then potential conflicts between an MP being an effective constituency representative or merely there to do the government’s bidding could be detected (Schama, 2000, p.308). The political turmoil caused by the Reformation eventually led to the civil war and the Glorious Revolution. As a result of those events Parliament became politically dominant and the forerunners of modern political parties, the Whigs and the Tories emerged. Prior to the emergence of these parties MPs were elected as independent individuals free to vote or act in any way that they considered apt. They may have represented ver y small numbers of voters yet that was because the franchise was restricted as well as the criteria for standing as an MP. Even now MPs are elected as individuals even if the vast majority of voters pick who they vote for on the basis of political parties rather than on personal merit or views. MPs have the right to change their party membership after being elected although they cannot expect to be re-elected (Silk Walters, 1998, p.10). All MPs had to have their own wealth or have wealthy supporters, as they were not paid for being an MP. Lack of a salary meant there could always be the suspicion that MPs could accept bribes or incentives to represent other people aside from their constituents and thus act against their constituency interests or the national interests. British democracy was tightly restricted, women were completely barred from voting whilst the vast majority of men could neither vote or be elected. So this meant that nearly all MPs were not representing the people in their constituency even if they more representatives of the small number of voters. Britain in fact only obtained full universal adult suffrage in 1928 after more than a century of campaigns for electoral reform (Coxall, Robins Leach, 2003, p.7). Despite attempts at occasional radical reforms by Liberal and Labour governments changes to democracy have been like the approach preferred by the Conservative party, reform or change by evolu tion rather than revolution (Comfort, 1993, p. 122). As already mentioned prior to the emergence of a party system and the extension of the electoral franchise, MPs that in theory if not always in practice had more freedom in their parliamentary actions or voting. Although free to act in any way they saw fit MPs would often form groups with like-minded colleagues. Governments would also try to manage the House of Commons so the monarch could get the legislation or the taxes they needed approved. Loose parties or groups were often formed of those MPs that supported or opposed the government. Kings such as Edward I regarded MPs as two-way representatives. As well as representing their constituency they represented the government and the king in their constituency. Should any conflict arise between an MP’s role as a constituency representative and their position as a servant of the crown then the crown usually took precedence. If an MP had any doubts about that the government would force or persuade them to conform to its wishes (B irch, 2001, p. 102). Governments were at that point still run by the monarch in fact as well as in name. A strong monarch equated to strong government with Parliament used as or when it was needed. Whilst MPs did not have the same social, economic and religious status of the nobility, abbots and bishops that sat in the House of Lords they were part of the elite within society and were supposed to be representing that groups interests. At no point were they supposed to represent the common people. Henry VIII may have used parliament to increase his own power yet his policies altered the role and importance of parliament. The dissolution of the monasteries not only removed abbots from the House of Lords it was also the largest redistribution of wealth and land in English history that most benefited MPs, their relatives and friends yet sowing the seeds of future conflict between monarch and parliament (Morgan, 1993, p.284). The legislation associated with the reformation greatly increased the power of the monarch and even today any legislation that increases government power significantly or without just cause are still referred to as ‘Henry VIII powers’ (Silk Walters, 1998, p.152). Governments still needed majorities in parliament to pass legislation and the Tudors would resort to bribery, cajoling, making concessions and personal appeals to get what they wanted. Whilst the Tudors avoided serious conflicts with Parliament Charles I and his policies would lead to civil war and his overthrow. The commonwealth witnessed written constitutions military rule and a purely nominated parliament. In the end it was decided that a constitutional monarchy offered the best means of stable government. The 17th Century saw the start of political groups that would develop into parties, it also saw the failure of democratic movements, personal rule by the monarch and military rule (Morgan, 1993, p.374). The 18th Century saw the further emergence of the party system and a new position that of Prime Minister. With Prime Ministerial government came an increase in the number of MPs that were government ministers. Taking up a ministerial position reduced the amount of time that an MP could spend representing their constituents with however the gaining of power and prestige as an incentive to accept office. Parliament remained unreformed and the electoral franchise was actually narrower than it had been under the Tudors. No government made any attempt to reform the Pocket Boroughs were MPs happened to be picked by the rich and powerful to represent them or do exactly as they told. There were at least 300 such Pocket Boroughs in the general election of 1807. MPs elected by such means were not in a hurry to reform the House of Commons as this would more than likely lead to them losing their seats (Gardiner and Wenborn, 1995, p. 604). Rotten Boroughs were even more notorious for their corrup tion, the majority of them having no voters at all, only having voters on election days or voters bribed to vote for a certain candidate. Such practices meant some MPs had reality no constituents to represent and could act without restraint or fear of losing their seat. If the government happened to control the Pocket and Rotten Boroughs it meant they could not lose its parliamentary democracy (Gardiner and Wenborn, 1995, p. 664). After 1688 Britain had been dominated by Whig governments with a Tory opposition yet neither party wished to make the country more democratic. However there were radicals such as Thomas Paine that wanted democracy and therefore electoral reform plus an overhaul of parliament. Although Paine could not bring about reform in Britain he did influence the ideas of the American and French Revolution. Those who were opposed to reform contended that Britain had its own revolutions in 1642 and 1688 with Parliament dominating the constitutional monarchy and effectively representing the nation further revolution was not needed (Hobsbawm, 1962, p. 54). Prior to the French Revolution, the Tories sometimes argued the case for parliamentary reform and extending the franchise. Such reforms would not have changed the theory and practice of an MP role as a constituency representative but it offered pragmatic advantages for the Tories. Reforms were suggested both as a means to make elections fairer wit h elections less corrupt and as a means of breaking the Whig domination of government. Some considered the reforming of seat boundaries just as important for representative government as extending the franchise. After all the last redrawing of boundaries had taken place during the Commonwealth and had been abandoned with the Restoration (Gardiner and Wenborn, 1995, p.584). The French Revolution increased the divisions between the Whigs and the Tories with the former being more liberal and the latter more conservative. However both parties had a fear of Parliamentary reform leading to radicals taking over the country, better to have a well balanced responsible government elected by the few rather than a radical irresponsible government influenced if not directly controlled by the masses. The French Revolution gave an impetus to demands for democratic reform. The reformers arguing that MPs could hardly be effective constituency representatives when the majority of people could not vote for or against them. Reformers also pointed out that the archaic boundaries made a mockery of the claim that MPs were representatives of their constituents when some represented hundreds or thousands of voters and other MPs represented a handful of voters. In reality both parties were opposed to and feared radical democratic reforms as they did not believe that Britain sho uld become fully democratic. Democratic reforms were not enacted with enthusiasm but when Parliament believed there was no other option, it was better to adopt piecemeal controllable reform than suffer revolution (Eatwell Wright, 2003, p.54). The political elite in Britain especially the Whigs were more interested in protecting property rights and laissez faire economics than political reform or actually representing the poor and the working classes. The Tories were not keen on altering British society and economy either yet would gain greater benefit from electoral reform and extensions of the franchise than their liberal counterparts. That explains the reluctance of both parties to extending the franchise and making MPs more representative of the population as a whole and more willing to represent the interests of all or most of the people in their constituencies. As far as they were concerned MPs best served the nation’s interests by serving the interests of its social and elite to which they either belonged or aspired to join. For liberals governments were solely there to allow the capitalist market and system to function unhindered. Individuals were responsible for their own success or failure; they did not ne ed or deserve the right to vote if they failed. MPs should only represent the successful (Eatwell Wright, 2003, p.27). Some Liberals along with Conservatives were afraid that universal suffrage would lead to the majority of the masses ruling over the minority, if that minority knew better (Coxall, Robins and Leach, 2003, p. 228). Such attitudes were similar to those of Edmund Burke who believed that MPs should be left to govern or be in opposition to the government in the House of Commons, representing but not subservient to their constituents (Held, 1991, p.185). The extension of the franchise would eventually lead to changes in the theory and practice of an MP’s constituency representative role. Parliament was able to resist demands for its reforms and an extension to the electoral franchise until 1832. The political establishment had managed to avoid reform following the French Revolution in 1789. Yet the Great Reform Act of 1832 was enacted following the reform movements that sprang up after the 1830 revolution in Paris that threatened the establishment. Three years earlier, Catholic Emancipation allowed Roman Catholics to vote and stand for parliamentary election provided they met the monetary and property criteria for doing so (Hobsbawm, 1962, p.110). The 1832 Act also started the process of reforming the constituency boundaries to increase the number of MPs for expanding towns such as Birmingham and Manchester as well as London. The emerging and expanding towns were still represented by only two MPs whilst some of the old constit uencies had retained their two seats even if they now had only a tiny number of voters. Increasing the number of urban constituencies meant that winning those seats became more important to any political party wishing to gain and maintain political power. As towns expanded into cities their populations had increasing expectations of what their MPs should do for them. Urban expansion and industrialisation meant that the nature of the constituency and its population changed meaning practical if not theoretical changes to the constituency representative role of an MP. The role of an MP as a constituency representative therefore developed further as Britain’s society and economy developed and progressed. An MP particularly of an urban or industrialised constituency became involved with different issues than one represented a rural or rural constituency even if they belonged to the same party. Those opposed to radical reforms would stress that an MP not only represented his constituents he used his greater intellect and judgement to make the best decisions for them. Edmund Burke whose ideas strongly influenced modern conservatism stated that a bad or weak MP was one that sacrificed his views for those of his constituents that lacked his political knowledge or sound judgement. Burke who lived in an age when the party system was less developed would no doubt felt that MPs had the right if not a duty to go against their party if they believed that is the best course of action (Comfort, 1993, p.66). It became harder to ignore the working classes and the poor within any given constituency even if an MP did not have to gain their support as they had no voting rights for much of the 19th century. An MP would have to represent more of the people within their constituency than before. Industrial and economic development made the practice of an MP as a constituency representative altered as they wished to promote prosperity, employment and health amongst their constituents. The industrial revolution may have made the capitalist classes richer yet it also promoted political unrest, epidemics such as cholera, slum housing and industrial strife. In effect it made the business of government and representation more complex. These economic and social changes led to MPs and governments taking a greater role in monitoring or industrial safety. Even before the advent of the welfare state governments became increasingly keen on improving public health, housing and education provision. Constitue nts would increasingly encourage their MPs to use their representative role to grab bigger slices of government spending to improve their constituencies. From a cynical point of view it could be argued that an MP would happily take part in such measures as part of their role as a constituency representative. Promoting the prosperity and well being of their constituency is just doing their job and if they do it well it improves their chances of re-election at the next general election. Limits to the constituency representative role On the other hand it could be argued that an MP should be a constituency representative to everybody in that constituency whether or not they voted for that MP or even if they voted against them. At the end of the day MPs are there to improve the lives of their constituents as well as to represent them. In theory an MP should stand up for their constituency’s best interests and represent them as strongly as possible in Parliament. MPs are generally supposed to follow their official party line when debating or voting in Parliament. Some MPs believe that they should be able to vote anyway they believe to be right and they should not be forced to vote for measures or acts that are contrary to their conscience or the interests of their constituency. Left wing Labour MPs referred to such defiance of the party whip as the ‘conscience clause’ when defying or considering defying the party leadership. Defiance was usually against plans to cut public spending, changes to th e National Health Service or Britain having nuclear weapons (Comfort, 1993, p. 121). In practice how well they look after their constituency interests on whether they are part of the governing part and how much influence they can have on policy formation. In practice the government’s budget is finite and hard choices or bargaining can determine whether a constituency gets a new hospital, better schools or no public help when a local factory or business closes down. Governments will often look after the interests of the constituencies represented by their MPs first even if they proclaim that they are serving the whole country’s interests. MPs from the governing party can be highly susceptible to a government being unpopularity so it is in their best interests (Birch, 2001, p. 102). For present day MPs it is a serious decision as to whether to vote against the party line when a party whip is in operation. Not only are MPs subject to internal party discipline they have been elected by their constituents to be their representative as a Labour or Conservative MP for example. Constituents can therefore regard their MP as being not only disloyal to his or her party they may regard it as a betrayal of their loyalty too. MPs have voted against their party line when their conscience could not support party policy. Some MPs will even be prepared to oppose or vote against party policies that contradict the perceived interests of the constituencies that they represent. Often in such a situation MPs will seek a workable compromise so that they have represented their constituents best interests as best they could whilst remaining loyal to their party. Labour MPs in the past for instance have voted against or frequently disputed the leadership’s decision to keep Britai n’s nuclear deterrent contending that it was not needed, it is too expensive with the additional problem of making Britain and not just their constituencies a target. The internal disputes over unilateral nuclear disarmament when combined with other divisions contributed to the party spending 18 years in opposition after 1979. The minority status of the 1976-79 Labour government made it particularly vulnerable to back bench revolt or dissent although it its failure to keep its promise over changing the electoral system and introduce devolution in Scotland and Wales that lost the parliamentary support of the Liberals and Scottish Nationalists. Its downfall came after public spending brought about the public sector strikes dubbed the ‘winter of Discontent’. Perhaps if Labour had introduced a system of proportional representation it would not have spent so many years in opposition or then go on to win three consecutive terms in office (Coxall, Robins and Leach, 2003 , p.41). Ironically enough the Labour leadership suffered its worst back- bench revolt when it was in opposition. If all the Labour, MPs had voted against during the EEC treaty debate then the Heath government would have been defeated. For Benn alongside other MPs joining the EEC was a mistake as it reduced the sovereignty of Parliament and meant that MPs would see their influence decline (Benn, 1988, p.313). Labour MPs have tended to stress their commitment to being constituency representatives and helping as many of their constituents as possible. As originally set up the Labour Party believed it represented the people in Parliament. The Labour Party was there to run the country for the people and make it a better place for all. The Labour Party was founded in 1900 from the Independent Labour Party, the Fabian Society and the Social Democratic Federation with funding from the Trades Union Congress (Rodgers Donoughue, 1966, p.46). The aim of the Labour Party was to fully represent the working class in Parliament. Not all working class men had received the vote after the latest reform of 1884. The Representation of the People Act of 1918 gave all working class men and women aged over 30 the vote. Universal adult suffrage was not achieved until 1928 by which time the Labour Party was well on the way to replacing the Liberals as the second party in British politics. The first Labour government of 1923-24 was a minority government and too weak to attempt any socialist measures. The Labour government elected in 1929 had to deal with the effects of the Wall Street Crash which made the chances of even the modest socialist measures impossible. Prime Minister Ramsey McDonald split the party by forming the National Government and cutting unemployment benefit during the worst recession anybody had ever seen. The majority of Labour MPs, members and voters felt bitterly betrayed. As far as they were concerned Ramsey McDona ld had gone against everything Labour meant to its members and to its constituents. The 1931 general election saw the party reduced to a rump of 51 MPs, the dreams of the ‘People’s Party’ seemed to be in tatters (Morgan, 1993, p.610). Yet for many years of the modern era the most successful political party has been the Conservative Party. The basic instinct of the party may have been to conserve the best of the country and make everything else better through evolutionary change. The Conservatives to a certain extent saw themselves as a caring parent representing the best interests of the people. The Conservatives also seemed to be remarkably successful in winning power when it might have been assumed that first the Liberals and then Labour would have been the natural party of government. Despite massive electoral defeats in 1906, 1945 and 1966 the Conservatives were able to regain power within relatively short periods of time. Following in the traditional view of Edmund Burke. Conservative MPs were happy to represent their constituents yet unwilling to be told by the electors what to say or do in Parliament. The Conservatives had not actually lost out with the extension of the franchise to all adults attracting en ough votes from women and working class men to be able to win general elections. The Conservatives were noted for their pragmatism rather than their ideological outlook. Unlike the Liberal and the Labour parties they always seemed to be a united party with MPs that constituents knew would work for stability and evolutionary progress. The Conservatives did not overturn the reforms of the Liberals of 1906-14 or Labour governments of 1945-51. The Liberals introduced the first unemployment benefit and pensions whilst Labour brought in the welfare state plus the NHS (Gardiner Wenborn, 1995, p.193). All this changed when Margaret Thatcher became party leader and then Prime Minister. Far from pragmatism she advocated neo-liberal policies that broke the post-war consensus. The radical policies pursued by the Thatcher governments raised questions about how the electoral system allowed such large majorities to governments supported by a minority of the electorate. This system is not represented at all and has had critics since the 19th century (Held, 1991, p.186). Some of the theoretical and practical theories of how an MP should represent their constituents has evolved over the centuries. The evolution of theory and practice has meant the representative role of an MP has developed into some contradictory directions. The ideals of an MP being in a constituency representative can be traced back to the first Parliament of 1265. MPs had a dual representative role, to the constituents that elected them and to the country they assisted in governing. Whilst MPs were independent elected individuals there was no real conflict or contradiction or roles or interests. For the MPs elected by pocket or rotten boroughs there was little conflict on interests as they did the bidding of those that had got them into Parliament. The contradiction of representing both constituencies and the country was further complicated by loyalty to political parties and positions within the government. MPs have essentially always been elected by a simple plural system, the ca ndidate with the most votes win, they don’t need a majority of votes, just a single vote more than their nearest rival. Therefore a political party that receives a majority of the votes nationally due to the vagaries of the system end up losing the election. That happened to Labour in 1951 and the Conservatives in February 1974 (Held, 1991, p.174). One drawback with the way that the theory and practice of an MPs constituency representative role has developed was that they can have little ability to stop governments introducing unpopular or ill considered policies. For instance MPs did not stop and only a minority protested against the poll tax or Britain’s involvement in the invasion of Iraq. However MPs could argue that most political parties only enact that they have promised in their election manifestos and if the people don’t want such policies then they should not vote for that party in the first place. Other events are reactions to incidences outside of the government’s control such as the Margaret Thatcher’s reaction to the invasion of the Falklands Islands, the response to the Iraqi invasion of Kuwait or Britain’s involvement with the war on terror. Such events have a tendency to happen between elections leaving the electorate without the chance to approve or protest against government actions. Governments would counter claims that they were ignoring public protests or opinion by saying that sometimes they need to make important decisions quickly and do what they believe is best for the country rather than what they think is best for winning elections. Thus Margaret Thatcher’s decision to re-invade the Falkland Islands contributed to her general election victory in 1983 whilst for Tony Blair the decision to invade Iraq was blamed for the loss of more than 100 seats in the 2005 general election (Coxall, Robins and Leach, 2003, p.200). A method of ensuring that general election results would be fairer would be to switch from the first past the post system to a form of proportional representation. Using a proportional representation system would tend to make the governments more moderate as they would be coalition governments and radical policies would be less likely to be adopted. However, such a move could have a great impact on the theory and practice of an MPs constituency representative role. Depending on which system of proportional representation was adopted there might not even be a link between MPs and constituents at all. If the Additional Member System used in Germany were adopted then a strong link would be retained with a weaker link if the Single Transferable Vote as used in the Republic of Ireland were used. PR was first considered for adoption with the Liberals not keen on it. However once they had been reduced to a small third party they were much keener (Madgwick, 1994, p. 280). The general electio n results of 1974 and 1983 showed the unfairness of first past the post. With greater levels of tactical voting, the Liberal Democrats actually gained more seats in the general election of 1997, 2001,and 2005 with fewer votes that the Liberal / SDP Alliance received in 1983. Unless there is a hung Parliament similar to 1974 than it is unlikely that Proportional Representation will be introduced as both Labour and Conservatives always believe they can win an overall majority. Should Proportional Representation ever be adopted that some MPs would have greater influence than others would, mainly those in the smaller coalition parties could in theory and practice hold the largest parties to ransom (Coxall, Robins and Leach, 2003, p. 90). Conclusions To conclude the theory of an MP being a constituency representative has changed very little over the centuries. The theory of the constituency representative role is fairly straightforward. An MP is simply elected by a majority of their constituents and is the constituency representative for the term of the whole parliament. Once elected an MP is in theory bound to represent their constituency interests to the best of their ability and to participate with or oppose the government depending of whether they belong to the governing party or the opposition. In theory whether they belong to the governing party or the opposition they should scrutinise government policy and legislation. In theory MPs are still elected to Parliament as constituency representatives as if they were independent individuals rather than as members of political parties. An MP is free to switch political party they belong to whilst still sitting in the House of Commons. In reality MPs are primarily elected because of the political party they belong to and that they are the candidates for. In other words they are elected to represent their constituency as the Labour, Conservative or Liberal Democrat etc MP rather than as an individual. Once they have b

Mexican Folk Music: El Corrido Essay -- Music, Oral Folk History

During the late 19th century and early 20th century, a form of Mexican folk music called the corrido gained popularity along the Mexico-Texan border (Saldà ­var). Growing from the Spanish romance tradition, the corrido is a border ballad â€Å"that arose chronicling the history of border conflicts and its effects on Mexican-Mexican culture† (Saldà ­var). A sort of â€Å"oral folk history,† the corrido was studied intensely by Amà ©rico Paredes, who then constructed his masterpiece, George Washington Gomez, around the â€Å"context and theme† of the corrido (Mendoza 146). But the novel is not a traditional corrido, in which the legendary hero defends his people and dies for his honor. Instead, through its plot, characterization, and rhetorical devices, George Washington Gomez is an anti-corrido. The corrido has been identified as having distinctive characteristics that make up its theme and plot. First, the corrido has a â€Å"context of hostile relations between Anglos and Mexicans along the border and the establishment of a scenic structure, geographical locale, and opposing social forces† (Mendoza 146). The corrido’s hero â€Å"is a hard-working, peace-loving Mexican, who, when goaded by Anglos, outrages into violence, causing him to defend his rights and those of others of his community against the rinches, the Rangers† (Saldà ­var). This hero â€Å"is quickly introduced in legendary proportions and defiant stature† and many people must die before the hero reaches his triumphant, but tragic, demise (Mendoza 146). The Anglos in the corrido, meanwhile, are not one-dimensional villains but â€Å"complex figures who contain positive as well as negative qualities† (Mendoza 146). These distinctive traits of a corrido – setting, confli ct, and characterization, among others – ... ...l. â€Å"Ge-or-ge,’ she called in an exaggerated Gringo accent. He looked back. Tears were running down her rigid, expressionless face. ‘Cabron!’ she said. ‘Vendido sanavabiche!’† (Paredes 294) In this way, George – no longer Guà ¡nlito – has politically and culturally betrayed his people, and â€Å"is not is not the tragic hero who has died in defense of his people† (Mendoza 148). In conclusion, through its plot, characterization, and rhetorical devices such as tone, George Washington Gomez is an anti-corrido. However, it must be said that perhaps in its purpose as an anti-corrido, the novel is a corrido. In telling the story of Guà ¡nlito, the anti-hero of the Mexicotexans, perhaps Paredes is singing the readers his own border ballad, an ironic, cautionary tale to the Chicanos to remember who they are and where they came from and to resist, always, as a corrido hero would.

Inclusive Practice

Inclusive Practice Inclusive practice in education moves us away from ‘integration' and ‘mainstreaming' of learners, which was mainly concerned with separating those with a disability or ‘special educational needs' until they had reached the required standard for mainstream education. Inclusion is about the learner's right to participate and the teacher/ institutions duty to accept the learner as an individual. Inclusion rejects the separation of learners with disabilities from learners without disabilities; instead it promotes equality and respect for their social, civil, human and educational rights.From what I can see there are few totally inclusive schools but those that are, restructure their curriculum so all can learn together without discrimination. Some key reports that have changed the face of education over the last decade and a half are: â€Å"Inclusive Learning† (1996) a report by John Tomlinson, was the result of a three-year enquiry into the ed ucational needs of and provision for adults with disabilities and/ or learning difficulties in England.It arose from the requirement of an Act of Parliament, in 1992 and states that; the new national funding council for further education should ‘have regard' for such students in all its work of funding, development and evaluation. ITSELF ? Learning for Teaching We believe that learning can only be fully effective if it is inclusive' ? Tomlinson 1996, case. Org. UK â€Å"Learning Works† the report of the Further Education Funding Council's committee on widening participation in Further Education Noun 1997), chaired by Baroness Helena Kennedy of the Shaw. The Learning Age† (Feb. 1998), the government consultation paper on lifelong learning, and the formal response to the National Committee of Inquiry into Higher Education's report Higher Education in the Learning Society. Key points being; more assessable learning opportunities, removing barriers I. E. Financial, di sability, investing in 16 + learners and improve quality.The Wolf report March 2011) Key points being; motivate young people to take the most valuable vocational qualifications pre-16, introducing study programmer for post-16 to ensure they are gaining skills which will lead to progression into a variety of Jobs or further learning, especially those who haven't done so well in English and mathematics to continue to study those subjects. To ensure apprenticeships deliver the right skills for the workplace, restructuring of the Qualification, Credit Framework (SCOFF) and enabling FEE lecturers and professionals to teach in schools, ensuring young people are being taught by those best suited to do so. education. Gob. UK Unfortunately with the changes in political power come changes in legislation. This on low income. Although only EYE per week, this could mean the difference between being able to afford to go to college or not. With the increases in University charges and the prospect of post graduates being left with huge debts to pay, or being told by bob centers they are ‘over qualified ‘ so no Jobs for them, it seems as though there has been a u turn in all the progress that had been made in the last decade and a half.Only time will tell what impact this will have on students and how many will want or be able to continue with their studies and what divide may be caused between those who can and can't afford to do this. In recent years, with the poor economic climate, many businesses have collapsed making people redundant. Faced with life changing decisions of having to change their career path and learning new kills; as the competition for Jobs with the skills they have may be too great, some of these individuals haven't been in the education system for many years and are faced in some circumstances with a frightening prospect of starting all over again.If they have had bad experiences in the past this will magnify the fear tenfold. I believe the refore it is even more important that teachers have experience in different skills and occupations as more learners may need to go directly into the work force and acquire work based training, with the employer supporting their learning. These are all barriers that have an impact on inclusive practice in the classroom as I can often have a group of learners with ages ranging from eighteen to sixty plus, from various backgrounds and experience.On one occasion I had a group of fifteen learners consisting of school leavers with no experience, some with varying amounts of experience in residential homes and hospitals. Some were returning to work Mums and others who had previously worked in Jobs such as, shop and office workers. There was one who had been a registered manager of a care home but had been dad redundant, with no vacancies in his area of expertise he decided to become a care worker, only a few weeks before he had been managing a workforce of twenty care workers, seniors and administration staff.It can be extremely difficult to accommodate such a wide cross section of individuals and sometimes to bridge the generation gap. Nears Care has policies in place to give individuals equal opportunities in training and employment (see appendix 1) From the introductions at the beginning of the session to the final goodbyes at the end of training I ensure that very learner is shown to be valued by all, showing interest in their opinions and what they have to say, valuing also their own experiences, which they bring into the room for all to share.No matter what their age, race, religion, disability, sexuality, and gender maybe, it is their opinions, work and life experience which is important for everyone to share and learn from. On 1st October 2010, the main provisions of the Equality Act 2010 came into force. It is a major simplification of discrimination legislation that makes the law easier to understand and comply with and delivers significant benefits for bus iness, public dies and individuals.It provides a new legislative framework to protect the rights of individuals and equality of opportunity for all; to update, simplify and strengthen the previous legislation; and to deliver a simple, modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a will be brought in and likewise over the next year other provisions will be discussed and brought in; provisions relating to auxiliary aids in schools, to name one.The Special Educational Needs and Disability Act 2001 (SENDS) introduces the right for kissable students not to be discriminated against in education, training and any services provided wholly or mainly for students, and for those enrolled on courses provided by ‘responsible bodies', including further and higher education institutions and sixth form colleges. Education providers must also make ‘reasonable adjustments' to ensure that disabled students aren't discri minated against.Making reasonable adjustments could include; changes to practices or procedures, physical features, how learners are assessed and providing extra support and aids (such as peccaries teachers or equipment) The obligation for schools to provide extra support such as specialist teachers or equipment will be introduced at a later date – direct. Gob. UK 2011 1 have had many learners over the eight years I have been teaching, with many (SEEN) Dyslexia, color blindness, discalced (which I have learned about and identified during this course).I have had learners with sensory disabilities where I have had to make reasonable adjustments by restructure of the sessions, layout or materials and used others, from outside agencies to sign or give support one to one. For one learner, who was working towards their NV level 2 in care, I used a tape recording of accounts as she found it difficult to write reflective accounts due to having dyslexia.Sometime though it is difficult to make adjustments for one learner when it could be to the detriment of the rest of the class so it is not always possible to be completely inclusive, where possible I would try to meet their needs in a one to one session. Although I try to maintain inclusive practice within my sessions, it can be very difficult when talking about sensitive issues like abuse, some f the subject matter can cause distress to some individuals and so I ensure to warn them before the start of any subject that could cause distress or offense, that they may leave the room of ask to talk to me, or another in private.There are numerous legislations we are bound by in our work, some cover all individuals and industries and some are more specific to your chosen area. Health and Safety at Work Act 1974, Data Protection 1998, Human Rights Act 1998 are some of the acts that effect all of us and impact on our personal lives as well as at work. Some of the legislations that are pacific to my work and the area I t each are: Every Child Matters (2003), the title of three government paper leading to The Children's Act 2004. (ECMA) cover children and young adults up to 19 years old and 24 years old for those with disabilities.It was partly produced as a response to the death of Victoria Climb. The main aims of ECMA are; to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. We also take guidance from Children's Workforce Development Council. Safeguarding of Adults – (review of ‘No Secrets 2000' in 2008). Working with both of these vulnerable groups requires an enhanced CRAB (Criminal Records Bureau; a police check) to ensure the safety of the individual and the suitability of the worker, working with them.Misuse of Drugs Act 1971, Misuse of Drugs Regulations 2001 and Medicines Act 1968 & 1971; because our staff have the responsibility of assisting and administering medication. They also need to know how to safely assist with moving and positioning of an individual, the Manual this area. Everything that is done in care, health or mental health is regulated and inspected by the Care Quality Commission (ICQ) formally (SIC). This is not an exhaustive list but does highlight some of the diverse and complex regulations that have to be taken into account when carrying out my role as a training and development manager.It is important to be aware and take into account all of the above when planning sessions to be inclusive to the learners. When training my learners to be care assistants I have to prepare them for many situations that could arise in their daily work, so I need to ensure they have basic literacy and innumeracy which is established prior to induction training, if they didn't have the right level of understanding this would create a huge barrier to their learning and would really be setting them up to fail.If they don't reach the minimum requirements then we can send them to a local college or Learn Direc t and on completion of literacy, innumeracy or both they can come back and try again. If a learner informs us if they have any special requirements when asked at interview (initial assessment) we will meet with them and see how we can meet those needs, whether it be sitting closer to the front of the class and larger print on all materials or a signer for sensory difficulties, eddying up and or smaller groups, one to one or extra sessions for those who find it hard to work in larger groups.Offering staggered start and finish times, changing break times and length of breaks for child care responsibilities, medical condition, nutritional or religious requirements. If there were learners with existing conditions from prior injuries, for example; a back condition, I would see if there was a more comfortable or adapted chair, if they needed to get up and walk around would be acceptable and maybe I would get all the learners to move around to different groups o as not to single that indiv idual out.Wherever possible I remind all learners that what they are learning are life skills and not Just a work skill, I encourage learning from real life and not Just scenario based. At the end of each session we ask all the learners to complete a feedback form asking; what they thought about the whole experience, what they got out of it, what they most enjoyed, what they didn't enjoy, how was the environment, refreshments and breaks, could anything be improved and any comments on the teacher.They are anonymous, I get to read them and I use hem to reflect on the session and make any improvements. I keep them on file with attendance registers for local authority and ICQ inspectors as evidence of training when they conduct inspections. Nears send random feedback forms to a percentage of learners that are collated by Quality Assurance for internal audits. The statistics of these are given at training and standardization meetings that are held regularly around the country.At these me etings all trainers/teachers talk about their experiences what has worked for them and what hasn't, they talk about good and bad practice and anything new that has been developed. I have registered myself with groups such as ICQ, Community Care, Dignity, ICE, MacMillan, TEST, and elf and receive regular email keeping me up to date with anything new, I also watch documentaries pertaining to my work and attend training sessions to refresh and expand my knowledge.I spend a lot of time surfing the internet, research different things and am a member of the NW London Skills for Care sub-committee which also ensures I am up to date with legislative requirements and have an active part in the the privilege of helping the company achieve Investors in People (â€Å"P) over the last fifteen years and every three years to re-qualify for continual status. In both PIP and ICQ inspections' training has always been praised for its quality and support. Appendix 1 Some facts and achievements of Near s Care Ltd.The fact that Nears has been accredited by Investors in People (â€Å"P) since 1994 is one of the achievements of which we can all be most proud. During this period Nears has grown from 350 employees to over 13,000, PIP accreditation requires organizations to consistently operate in a way that develops employees and to actively engage with them to look for ways to improve the running of the company. It is also important that the organization is socially responsible and that people are committed to its' success.Nears may be a larger organization now but our commitment to staff development will never change. In 2011 you will see new efforts to increase our apprenticeships, support management development, launch our new Graduate programmer and continue to develop all our staff in Health and Safety. I would like to thank all staff for their individual contribution to our continuing success David Miles CEO EQUALITY AND DIVERSITY Nears Group PL and its subsidiaries are Equal O pportunities Employers.Our aim is to ensure that no Job applicant or employee receives less favorable treatment on the grounds of gender, race, disability, color, nationality, ethnic or national origin, marital status, sexuality, responsibility for defendants, religion, trade union activity and age (up to 65). Selection criteria and procedures are kept under review to ensure that individuals are selected, promoted and treated on the basis of their relevant merits and abilities. All employees will be given equality of opportunity within the company's service and will be encouraged to progress within the organization.To ensure that direct or indirect discrimination is not occurring, recruitment and other employment decisions are regularly monitored in conjunction with equal opportunities data concerning new and existing staff. The Nears Ethos is one of respect for people and we are fully committed to ensuring accessible services and opportunities to all. Our policies, procedures and w orking practices are designed to exceed government legislation and best practice in this area and to ensure that no discrimination either direct or indirect is tolerated throughout the group.We are all different. We look different, like different things, worship to different elisions and have different outlooks on life. Diversity is a term that values peoples' differences and supports the belief that these differences benefit a successful business or community. Committed to local employment. To the local contract, support economic and social regeneration, but also that our workforce reflects the community it serves. Staff who live locally and understand their communities help us to respond to and respect local culture.We recruit between 85% and 100% of local staff from the community To achieve this we ensure all vacancies are advertised on our website and with the local Job centre. When necessary we advertise in local newspapers and radio to maximize local awareness and interest. Ne ars support for local community projects also helps to make people aware of what we do and creates a positive impression of our business from prospective employees [pick] AGE POSITIVE Nears is very proud to be an Age Positive organization, an accreditation that we received in 2006.We are committed to promoting a diverse workforce and recognize the contribution more experienced employees offer to the business. We currently employ 31 people above the normal retirement age (2010). Case Studies Administrator 19 Years I Joined Nears North as an Office Junior in 2005 with basic office experience and an NV Level 2 qualification in Business Administration. In my role as Office Junior I worked closely with all the departments in Head Office and assisted the Office Manager with weekly payroll.Within a few months, I was given the opportunity to take responsibility for the processing of weekly payroll and promoted to Administrator in the finance department. I also achieved NV Level 3 in Busines s Administration and was awarded Apprentice of the Year 2005 by Recordable Training Association. Regional HER Advisor 58 Years â€Å"Prior to Joining Nears I worked for 34 years for an Electrical Engineering company in Newcastle. I started as a Commercial Apprentice and gained a BAA (Hon.) in Business Studies.I held various positions in HER starting as an assistant to the Personnel Officer and ending as a Regional HER Manager. In October 2004 1 took a voluntary redundancy package and decided to retire, but soon decided that I was far too young to retire. I knew that I had a lot to offer a new employer with over 30 years HER experience but the difficulty I then had was getting to the interview stage. Nears approach to recruitment for the Newcastle contract offered me a walk-in interview branches and was soon given two additional branches and the title of Regional HER Advisor.It's extremely exciting and challenging being part of a company growing so quickly and there is a very positi ve buzz about the place†. Joiner 63 years â€Å"I have always worked in construction but only Joined Nears in 2005. I consider my greatest achievement while working for the company has been coaching and supporting our trainees. The apprentices we employ have not all come through the usual channels and many have issues and difficult backgrounds. I aim to be patient and thoughtful, showing the apprentices how to do things the correct way! Inclusive Practice Inclusive Practice Inclusive practice in education moves us away from ‘integration' and ‘mainstreaming' of learners, which was mainly concerned with separating those with a disability or ‘special educational needs' until they had reached the required standard for mainstream education. Inclusion is about the learner's right to participate and the teacher/ institutions duty to accept the learner as an individual. Inclusion rejects the separation of learners with disabilities from learners without disabilities; instead it promotes equality and respect for their social, civil, human and educational rights.From what I can see there are few totally inclusive schools but those that are, restructure their curriculum so all can learn together without discrimination. Some key reports that have changed the face of education over the last decade and a half are: â€Å"Inclusive Learning† (1996) a report by John Tomlinson, was the result of a three-year enquiry into the ed ucational needs of and provision for adults with disabilities and/ or learning difficulties in England.It arose from the requirement of an Act of Parliament, in 1992 and states that; the new national funding council for further education should ‘have regard' for such students in all its work of funding, development and evaluation. ITSELF ? Learning for Teaching We believe that learning can only be fully effective if it is inclusive' ? Tomlinson 1996, case. Org. UK â€Å"Learning Works† the report of the Further Education Funding Council's committee on widening participation in Further Education Noun 1997), chaired by Baroness Helena Kennedy of the Shaw. The Learning Age† (Feb. 1998), the government consultation paper on lifelong learning, and the formal response to the National Committee of Inquiry into Higher Education's report Higher Education in the Learning Society. Key points being; more assessable learning opportunities, removing barriers I. E. Financial, di sability, investing in 16 + learners and improve quality.The Wolf report March 2011) Key points being; motivate young people to take the most valuable vocational qualifications pre-16, introducing study programmer for post-16 to ensure they are gaining skills which will lead to progression into a variety of Jobs or further learning, especially those who haven't done so well in English and mathematics to continue to study those subjects. To ensure apprenticeships deliver the right skills for the workplace, restructuring of the Qualification, Credit Framework (SCOFF) and enabling FEE lecturers and professionals to teach in schools, ensuring young people are being taught by those best suited to do so. education. Gob. UK Unfortunately with the changes in political power come changes in legislation. This on low income. Although only EYE per week, this could mean the difference between being able to afford to go to college or not. With the increases in University charges and the prospect of post graduates being left with huge debts to pay, or being told by bob centers they are ‘over qualified ‘ so no Jobs for them, it seems as though there has been a u turn in all the progress that had been made in the last decade and a half.Only time will tell what impact this will have on students and how many will want or be able to continue with their studies and what divide may be caused between those who can and can't afford to do this. In recent years, with the poor economic climate, many businesses have collapsed making people redundant. Faced with life changing decisions of having to change their career path and learning new kills; as the competition for Jobs with the skills they have may be too great, some of these individuals haven't been in the education system for many years and are faced in some circumstances with a frightening prospect of starting all over again.If they have had bad experiences in the past this will magnify the fear tenfold. I believe the refore it is even more important that teachers have experience in different skills and occupations as more learners may need to go directly into the work force and acquire work based training, with the employer supporting their learning. These are all barriers that have an impact on inclusive practice in the classroom as I can often have a group of learners with ages ranging from eighteen to sixty plus, from various backgrounds and experience.On one occasion I had a group of fifteen learners consisting of school leavers with no experience, some with varying amounts of experience in residential homes and hospitals. Some were returning to work Mums and others who had previously worked in Jobs such as, shop and office workers. There was one who had been a registered manager of a care home but had been dad redundant, with no vacancies in his area of expertise he decided to become a care worker, only a few weeks before he had been managing a workforce of twenty care workers, seniors and administration staff.It can be extremely difficult to accommodate such a wide cross section of individuals and sometimes to bridge the generation gap. Nears Care has policies in place to give individuals equal opportunities in training and employment (see appendix 1) From the introductions at the beginning of the session to the final goodbyes at the end of training I ensure that very learner is shown to be valued by all, showing interest in their opinions and what they have to say, valuing also their own experiences, which they bring into the room for all to share.No matter what their age, race, religion, disability, sexuality, and gender maybe, it is their opinions, work and life experience which is important for everyone to share and learn from. On 1st October 2010, the main provisions of the Equality Act 2010 came into force. It is a major simplification of discrimination legislation that makes the law easier to understand and comply with and delivers significant benefits for bus iness, public dies and individuals.It provides a new legislative framework to protect the rights of individuals and equality of opportunity for all; to update, simplify and strengthen the previous legislation; and to deliver a simple, modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a will be brought in and likewise over the next year other provisions will be discussed and brought in; provisions relating to auxiliary aids in schools, to name one.The Special Educational Needs and Disability Act 2001 (SENDS) introduces the right for kissable students not to be discriminated against in education, training and any services provided wholly or mainly for students, and for those enrolled on courses provided by ‘responsible bodies', including further and higher education institutions and sixth form colleges. Education providers must also make ‘reasonable adjustments' to ensure that disabled students aren't discri minated against.Making reasonable adjustments could include; changes to practices or procedures, physical features, how learners are assessed and providing extra support and aids (such as peccaries teachers or equipment) The obligation for schools to provide extra support such as specialist teachers or equipment will be introduced at a later date – direct. Gob. UK 2011 1 have had many learners over the eight years I have been teaching, with many (SEEN) Dyslexia, color blindness, discalced (which I have learned about and identified during this course).I have had learners with sensory disabilities where I have had to make reasonable adjustments by restructure of the sessions, layout or materials and used others, from outside agencies to sign or give support one to one. For one learner, who was working towards their NV level 2 in care, I used a tape recording of accounts as she found it difficult to write reflective accounts due to having dyslexia.Sometime though it is difficult to make adjustments for one learner when it could be to the detriment of the rest of the class so it is not always possible to be completely inclusive, where possible I would try to meet their needs in a one to one session. Although I try to maintain inclusive practice within my sessions, it can be very difficult when talking about sensitive issues like abuse, some f the subject matter can cause distress to some individuals and so I ensure to warn them before the start of any subject that could cause distress or offense, that they may leave the room of ask to talk to me, or another in private.There are numerous legislations we are bound by in our work, some cover all individuals and industries and some are more specific to your chosen area. Health and Safety at Work Act 1974, Data Protection 1998, Human Rights Act 1998 are some of the acts that effect all of us and impact on our personal lives as well as at work. Some of the legislations that are pacific to my work and the area I t each are: Every Child Matters (2003), the title of three government paper leading to The Children's Act 2004. (ECMA) cover children and young adults up to 19 years old and 24 years old for those with disabilities.It was partly produced as a response to the death of Victoria Climb. The main aims of ECMA are; to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. We also take guidance from Children's Workforce Development Council. Safeguarding of Adults – (review of ‘No Secrets 2000' in 2008). Working with both of these vulnerable groups requires an enhanced CRAB (Criminal Records Bureau; a police check) to ensure the safety of the individual and the suitability of the worker, working with them.Misuse of Drugs Act 1971, Misuse of Drugs Regulations 2001 and Medicines Act 1968 & 1971; because our staff have the responsibility of assisting and administering medication. They also need to know how to safely assist with moving and positioning of an individual, the Manual this area. Everything that is done in care, health or mental health is regulated and inspected by the Care Quality Commission (ICQ) formally (SIC). This is not an exhaustive list but does highlight some of the diverse and complex regulations that have to be taken into account when carrying out my role as a training and development manager.It is important to be aware and take into account all of the above when planning sessions to be inclusive to the learners. When training my learners to be care assistants I have to prepare them for many situations that could arise in their daily work, so I need to ensure they have basic literacy and innumeracy which is established prior to induction training, if they didn't have the right level of understanding this would create a huge barrier to their learning and would really be setting them up to fail.If they don't reach the minimum requirements then we can send them to a local college or Learn Direc t and on completion of literacy, innumeracy or both they can come back and try again. If a learner informs us if they have any special requirements when asked at interview (initial assessment) we will meet with them and see how we can meet those needs, whether it be sitting closer to the front of the class and larger print on all materials or a signer for sensory difficulties, eddying up and or smaller groups, one to one or extra sessions for those who find it hard to work in larger groups.Offering staggered start and finish times, changing break times and length of breaks for child care responsibilities, medical condition, nutritional or religious requirements. If there were learners with existing conditions from prior injuries, for example; a back condition, I would see if there was a more comfortable or adapted chair, if they needed to get up and walk around would be acceptable and maybe I would get all the learners to move around to different groups o as not to single that indiv idual out.Wherever possible I remind all learners that what they are learning are life skills and not Just a work skill, I encourage learning from real life and not Just scenario based. At the end of each session we ask all the learners to complete a feedback form asking; what they thought about the whole experience, what they got out of it, what they most enjoyed, what they didn't enjoy, how was the environment, refreshments and breaks, could anything be improved and any comments on the teacher.They are anonymous, I get to read them and I use hem to reflect on the session and make any improvements. I keep them on file with attendance registers for local authority and ICQ inspectors as evidence of training when they conduct inspections. Nears send random feedback forms to a percentage of learners that are collated by Quality Assurance for internal audits. The statistics of these are given at training and standardization meetings that are held regularly around the country.At these me etings all trainers/teachers talk about their experiences what has worked for them and what hasn't, they talk about good and bad practice and anything new that has been developed. I have registered myself with groups such as ICQ, Community Care, Dignity, ICE, MacMillan, TEST, and elf and receive regular email keeping me up to date with anything new, I also watch documentaries pertaining to my work and attend training sessions to refresh and expand my knowledge.I spend a lot of time surfing the internet, research different things and am a member of the NW London Skills for Care sub-committee which also ensures I am up to date with legislative requirements and have an active part in the the privilege of helping the company achieve Investors in People (â€Å"P) over the last fifteen years and every three years to re-qualify for continual status. In both PIP and ICQ inspections' training has always been praised for its quality and support. Appendix 1 Some facts and achievements of Near s Care Ltd.The fact that Nears has been accredited by Investors in People (â€Å"P) since 1994 is one of the achievements of which we can all be most proud. During this period Nears has grown from 350 employees to over 13,000, PIP accreditation requires organizations to consistently operate in a way that develops employees and to actively engage with them to look for ways to improve the running of the company. It is also important that the organization is socially responsible and that people are committed to its' success.Nears may be a larger organization now but our commitment to staff development will never change. In 2011 you will see new efforts to increase our apprenticeships, support management development, launch our new Graduate programmer and continue to develop all our staff in Health and Safety. I would like to thank all staff for their individual contribution to our continuing success David Miles CEO EQUALITY AND DIVERSITY Nears Group PL and its subsidiaries are Equal O pportunities Employers.Our aim is to ensure that no Job applicant or employee receives less favorable treatment on the grounds of gender, race, disability, color, nationality, ethnic or national origin, marital status, sexuality, responsibility for defendants, religion, trade union activity and age (up to 65). Selection criteria and procedures are kept under review to ensure that individuals are selected, promoted and treated on the basis of their relevant merits and abilities. All employees will be given equality of opportunity within the company's service and will be encouraged to progress within the organization.To ensure that direct or indirect discrimination is not occurring, recruitment and other employment decisions are regularly monitored in conjunction with equal opportunities data concerning new and existing staff. The Nears Ethos is one of respect for people and we are fully committed to ensuring accessible services and opportunities to all. Our policies, procedures and w orking practices are designed to exceed government legislation and best practice in this area and to ensure that no discrimination either direct or indirect is tolerated throughout the group.We are all different. We look different, like different things, worship to different elisions and have different outlooks on life. Diversity is a term that values peoples' differences and supports the belief that these differences benefit a successful business or community. Committed to local employment. To the local contract, support economic and social regeneration, but also that our workforce reflects the community it serves. Staff who live locally and understand their communities help us to respond to and respect local culture.We recruit between 85% and 100% of local staff from the community To achieve this we ensure all vacancies are advertised on our website and with the local Job centre. When necessary we advertise in local newspapers and radio to maximize local awareness and interest. Ne ars support for local community projects also helps to make people aware of what we do and creates a positive impression of our business from prospective employees [pick] AGE POSITIVE Nears is very proud to be an Age Positive organization, an accreditation that we received in 2006.We are committed to promoting a diverse workforce and recognize the contribution more experienced employees offer to the business. We currently employ 31 people above the normal retirement age (2010). Case Studies Administrator 19 Years I Joined Nears North as an Office Junior in 2005 with basic office experience and an NV Level 2 qualification in Business Administration. In my role as Office Junior I worked closely with all the departments in Head Office and assisted the Office Manager with weekly payroll.Within a few months, I was given the opportunity to take responsibility for the processing of weekly payroll and promoted to Administrator in the finance department. I also achieved NV Level 3 in Busines s Administration and was awarded Apprentice of the Year 2005 by Recordable Training Association. Regional HER Advisor 58 Years â€Å"Prior to Joining Nears I worked for 34 years for an Electrical Engineering company in Newcastle. I started as a Commercial Apprentice and gained a BAA (Hon.) in Business Studies.I held various positions in HER starting as an assistant to the Personnel Officer and ending as a Regional HER Manager. In October 2004 1 took a voluntary redundancy package and decided to retire, but soon decided that I was far too young to retire. I knew that I had a lot to offer a new employer with over 30 years HER experience but the difficulty I then had was getting to the interview stage. Nears approach to recruitment for the Newcastle contract offered me a walk-in interview branches and was soon given two additional branches and the title of Regional HER Advisor.It's extremely exciting and challenging being part of a company growing so quickly and there is a very positi ve buzz about the place†. Joiner 63 years â€Å"I have always worked in construction but only Joined Nears in 2005. I consider my greatest achievement while working for the company has been coaching and supporting our trainees. The apprentices we employ have not all come through the usual channels and many have issues and difficult backgrounds. I aim to be patient and thoughtful, showing the apprentices how to do things the correct way!