Curriculum definitions and reference point Article

Curriculum definitions and reference point - Article Example Thus, the two settings where the notion of a curriculum did persist were Scotland and the United States. In the United States, the development of a structure for the curriculum, in administrative and managerial terms, proceeded rapidly. However, the concept of what the realm of curriculum might be became highly diffused, and two consequences persist. 1. The curriculum as a concept, as a discrete idea, was almost without boundaries. It could mean anything from the â€Å"bundle† of programs an institution offered, to the individual experience of a particular student. 2. Systematic description, that is, an orderly, technical terminology that enhanced insights on practice and linked ideas to application, had not developed. Often faculty at work on the curriculum had to invent their own labels to describe what they did. 1. The word can connote either formal structural arrangements or the substance of what is being taught (split in definition). Most faculty would side with the notion that â€Å"the structural aspects of the curriculum had much less to do with the quality†¦quality instead was more importantly linked to matters of substance.† In sum, application of the concept of â€Å"curriculum† spread in the United States, but it did not achieve the refined meaning, precise definition, or consensus among professors that standards of professional practice normally require. 1. The concept of the curriculum as a plan for learning is well developed based on a comprehensive analysis of the literature on the subject. Further field research among faculty led back to the course as the fundamental component of such a plan, not the curriculum. 3. The concept of system has been extended to consider the curriculum as a major subsystem of the university, thus opening analysis of inputs and outcomes. This approach can be characterized as â€Å"systemic curricular planning.† One great asset of the concept of

Paulo Freire and Revolutionary Education Essay Example for Free

Paulo Freire and Revolutionary Education Essay In reading Paulo Freire’s inspiring and idealistic book Pedagogy of the Oppressed, first published in 1970, the question arises is whether such a radically transformed educational system is even possible. According the person I interviewed, a professor with many years of teaching experience in many countries, the answer is not particularly optimistic. Paolo Freire’s radical and humanistic view of education is light year’s removed from what actually takes place in most classrooms around the world. At the lower levels, education often amounts to little more than rote memorization to prepare for standardized tests, with administrators mainly concerned that their ‘numbers’ look good. Higher education has devolved into career training for big business interests, and frankly has become a business itself. Virtually none of the creativity, humanization or liberation that Freire writes about so eloquently really exists in most educational systems around the world, which simply turn out more cogs for the machinery. There may be a few truly creative and humanistic teachers, although they usually end up frustrated, burned out and cynical because of the nature of the system itself. For Freire, the worst form of teaching is the banking concept of education, in which students are passive and alienated note takers of any information the teacher provides. This has been the normal type of education system in most of the world throughout history, mirroring the authoritarian and paternalistic socio-economic relationships in the world outside the classroom. In fact, the schools and universities are preparing students to take their place in the system without questioning it. Freire claims that teachers can either work â€Å"for the liberation of the people—their humanization—or for their domestication, their domination. † They can either create an education system in which all persons in the classroom are â€Å"simultaneously teachers and learners†, realizing that â€Å"knowledge emerges only through invention and reinvention, through the restless, impertinent, continuing, hopeful inquiry human beings pursue in the world†, or simply uphold the status quo (Freire 72). He also insists that â€Å"the teacher cannot think for her students, nor can she impose her thoughts on them† (Freire 77). Ruling elites merely want to use the education system as part of the apparatus of â€Å"domination and repression†, to maintain order, but real education should be revolutionary and deliberately set out to â€Å"transform† the world (Freire 79-80). Are there teachers who actually believe in this radical mission for education? Is it even possible within the present system? How long does it take for teachers who were once young and idealistic to become disillusioned? The following are excerpts from an interview with ‘Dr. W. ’a university professor who has taught in various countries around the world for twenty-two years: Question: Have you ever read Paulo Freire’s book Pedagogy of the Oppressed? Dr. W: Yes, parts of it. Over the years, I’d say I’ve become fairly familiar with his general theories. Question: Do you regard the educational systems you have seen as oppressive? Dr. W: I have experienced many educational systems around the world, including a number that I would regard as extremely oppressive. For example, I’ve taught in Asian and Middle Eastern countries where primary and secondary school teachers regularly slap, punch and beat students†¦hit them with sticks and so on. For the most part, those systems are based on rote memorization as Freire described, and the students are not even allowed to question the teacher: they are strictly passive. Mainly, the students are just being prepared for standardized tests, not to develop creativity or imagination, and this becomes very clear when they reach the university level. At that point, they have become used to treating teachers like little tin gods, although I suppose it prepares them for the kind of bureaucratic and managerial salaried positions most of them will be expected to fill in society. Question: Isn’t that also the case with the American education system? Isn’t it mostly geared toward jobs in the capitalist economy? Dr. W. : Absolutely. The American education system is also a class system, and this is already the case in primary and secondary schools. My first job was as a student teacher in a high school in New York. The kids from working class backgrounds were generally tracked into ‘general† classes† that were not preparing them for higher education, while those from the middle class were. I’ll never forget the first class I ever taught, with a group of sullen, nonresponsive working class kids, stuck in a basement classroom that did not even have windows, taught by people who didn’t much care whether they learned anything or not. These kids knew it, too. They were not dumb, although the system certainly treated them that way. They knew they were being prepared for jobs as mechanics and cashiers. And this was not an inner city school, though, where the American class and caste system reveals itself at its most brutal. Question: Caste system? Dr. W. : Yes, in the United States, we have a long history of education segregated by color, with the worst schools always being reserved for minority groups. Compare any inner city public school system today with those in the white suburbs, or with expensive private schools for the upper classes, and you will see the difference in about two seconds. For the poor and minority groups in the inner cities, the teachers and facilities are much worse than in the suburbs, as is the housing, health care, nutrition and so on. Conditions in these ghettoized schools and neighborhoods are not all that much better from those in developing countries†¦the types of places Freire was talking about in his books. In those countries, the oppression is very real indeed, and the students are being prepared for lives as peasants, workers or simply part of the marginalized economy and society, like kids in America’s inner city schools. Those institutions are programmed for failure. Question: But you never taught in inner city schools like those? I mean the types of schools that are like jails, with cops on duty, metal detectors and things like that? Dr. W. : No, my career has been mostly at the university level, and the students I’ve had were relatively privileged by the standards of this world—middle class or upper class. In the Middle East, I taught students from royalty and the aristocracy who had huge allowances every month, and in Asia I once taught students who arrived in limos with their own drivers. I wouldn’t say that they were exactly the oppressed masses Freire was describing. On the other hand, I taught at a university in the former Soviet Union were about 60% of the students were on scholarships and came from fairly modest backgrounds. A lot of people had also been hit hard by the collapse of the economy when the Soviet Union ended. We even had a former brain surgeon who ended up working as a janitor at the university, earning about $150 a month. The whole medical and public education system was so far gone that she could make more money that way. Question: So you basically see the education system as being unequal, designed to keep people in their place generation after generation? Dr. W. : Yes, that’s been mostly my experience. I think it’s designed to insure that the children of the owners and the ruling class will stay at the same level as their parents, while the children of the middle class will continue to manage and administer the system for them, and the children of workers will continue to be mostly worker bees, although a few might be allowed up into the middle class. Question: So in all your years of experience, you never experienced education as being liberating in the way Freire describes? Dr. W. : Absolutely never. The system is set up to do the opposite and it will usually weed out teachers who do not conform to its requirements, unless they are protected by tenure. Most teachers just go along and get along, never rocking the boat because they are relatively powerless themselves and just need the paycheck. Moreover, parents of middle class and upper class students do not want anyone to be liberated, but expect their children to conform to the system—to insure that the family maintains its class position. Question: So given this reality, is there any way you can imagine that a truly liberating education system might be established? Dr. W. (laughs): I think to do what Freire was talking about would require a revolution. Clearly, then, Dr. W. was a case of someone who had become cynical about the education system after long years of experience. He admitted that he had once been young and idealistic and might even have believed some of Freire’s ideas, but over the years he had found that there was really no meaningful way to put them into practice under the current system. In addition, he thought that most students simply went along with this system because that was what their parents expected, especially when they were paying private schools and universities to provide certain services. They were most definitely not interested in making students more humanistic, rebellious or questioning of authority, but only to prepare them for careers and to ‘get ahead’ in life. Only in rare cases in American history, such as the 1960s during the era of the Vietnam War, counterculture and civil rights movements did students actually come to question the dominant values of society on a mass scale. That has most certainly not been the case in recent decades, at least not in the United States, nor in most other countries that Dr. W. had experienced. He had come to regard education as a business, run by bureaucrats and entrepreneurs for a profit rather than to encourage critical thinking or humanistic values among the students. Only occasionally would rebels and nonconformists challenge this system, except in very unusual historical circumstances. WORKS CITED Freire, Paulo. Pedagogy on the Oppressed. NY: Continuum, 2000. Interview with ‘Dr. W. ’ by author, February 4, 2010.

The Impact Of Spanish Colonization

The Impact Of Spanish Colonization The days were long and arduous and the ships sailed for hours hoping to discover something, they became impatient and discouraged and was at the merge of giving up, then suddenly out into the sea they there was the sight of land grounds, Look ahead men, its landIM AFRAID THIS IS PERHAPS A NEW WORLD! A seaman named Christopher Columbus became obsessed with the possibility to pioneering a western sea route and the gold and spice islands of Asia. Taking that in great consideration Columbus and his men arrived in the new world for three simple reasons, Gold, God and Glory. Many believed that there was limited source of gold and so the amount of gold an empire had determined how rich their economy was. Europeans alleged at that time, the world was a flat surface but however Columbus challenged that principle. He thought to himself that the world was round and wanted to prove his theory and obtain great riches for and spices hence the reason he wanted to set sailed with his men, hoping to discover India. India was known for its glorious gold and riches. Columbus formulated a theory called the Enterprise of the Indies and since India was known for its many resources, he thought that it was profitable to use the sea route to get there. It was suggested that passing on land routes included payments of many taxes and so decided it take such alternative. The trip therefore had to be sponsored but unfortunately he was rejected several times by the king and queen of Spain. He tried convincing them that he would discover great possessions that would enhance their economy and that he would also spread their religion of Christianity, but his efforts were to no avail. However, that was until after the Spanish conquest of the Moorish kingdom of Granada in January 1492. The Spanish monarchs, flush with victory, and so agreed to support his voyage. In this essay I will examine both the mayor reasons for the Spanish arrival in the new world and analyze the impacts that their coloni zation had on the indigenous people in Trinidad and Tobago. To acquire gold, spread the word of god and accomplish glory, were indeed the most important reasons for the Spanishs arrival in the new world. In Columbus times gold was very limited and a wealthy nation would be determined by the amount of gold its economy owned. Columbus wanted to provide evidence that the world was indeed round and that he could sail to obtain the immense riches of India to return to his country. However on doing so he discovered land that was referred to as the new world, this is known today as the Caribbean and North, South and Central America. On arriving at the land, to Columbus astonishment, it was in fact an existing world. Therefore the Spanish were obviously not the first set of people to discover the new world and was not the first settlers there. Different types of indigenous people were the primary settlers that journeyed to the Caribbean. They were great hunters and to obtain food would hunt animals to consume. However with diverse weather conditions animals tend to migrate a lot to find an environment that suits them best. Parallel to this, the indigenous groups migrated a lot in search of food and so as a result settled in the Caribbean and Americas. Two sets of these indigenous tribes that remained in Trinidad were called the Tanios and the Kalinagos. They had unique cultures and lifestyles from that of the Spanish. Luckily the Spanish was worshipped by the Amerindians because they saw them as Gods. This was so because of the white complexion of their skin and they were immediately welcomed. The natives thought that if they serve them with whatever they desired they would be richly blessed since they were Gods. The Spanish soon after started controlling the groups of indigenous tribes. They forced them to work for no pay and soon there freedom was taken away from them. Their lands and riches were possessed by the Spanish settlers and they enslaved the Amerindians. The word of God was a very important factor to the Spanish and they took their religion of Christianity very seriously. The Spanish settlers religious beliefs were also extended to the indigenous people and they were forced not to practice their own culture. Their religion of Christianity was made compulsory and the natives were forced to speak their language. There traditional religious beliefs were stamped out and were replaced by Christianity. The Spanish believed that once they had the ability to make someone reject their own god and worship theirs, they would have great control over that person and so that is exactly what they did to the Amerindians. Once their religion was delivered to the world, the Spanishs empire would be exceedingly contented and so they achieved a main reason for their arrival. Another reason the settlers came was to obtain glory, this however summarizes some aspects which includes land, power and wealth and so Spain became flooded with magnificence and wealth after conquering the new lands. European nations became wealthier because of the precious metals such as gold and diamonds that they obtained from the new world. They cultivated many lands and produced large amounts of harvest; they enslaved the Amerindians and offered no pay at all. Spain gained great power and prestige; they dominated the Americas and possessed a vast amount of land and wealth. The country reined for a very long time after Columbus discoveries, bringing jealousy to other countries. To the Europeans, the widespread of their Christianity beliefs was named very well for them. Columbus voyages was a great beginning for Europeans, it made them explore even more. Trading exportations of large quantities of goods and raw materials was available along with other positive features. The Ameri ndians had also introduced tobacco, corn and cassava to the Spanish. They acquired and learned great skills from the Amerindians, for example how to build their houses to withstand hurricanes. After the voyages, few negative effects were also bought to the Europeans nations. This included lots of jealousy and rivalry among European nations which caused many wars. The Europeans also obtained diseases such as yellow fever and malaria from the Amerindians resulting in many deaths. The Spanish colonization however had major negative impacts on the indigenous people that settled in Trinidad such as the decrease of the population, family separation, starvation and the lost of their culture and tradition. The most prominent amongst them all was genocide and annihilation. The indigenous population decreased drastically after being enslaved by the Spanish. The Amerindians, were killed in the defensive wars they undertook against the Spanish to preserve their freedom. They lost battles to the Spanish and died rapidly because their weapons were made from bones, stones and shells and so they could not have competed with that of the Spanish. The Spanish had in possession, more superior arms and weapons that included guns, canons, dangerous explosives and gunpowder and was successful in dominating the indigenous people. Some also died from many European diseases such as small pox, measles and influenza. Because the indigenous people were not immune to these diseases they became exceedingly ill and consequentially they eventually died. Being enslaved, some natives were separated from their families, which caused a major breakdown. They were not familiar with the nature of work and unknown lifestyle forced onto them by the Spanish and the harsh treatments received so this resulted in a great loss of the population. The Amerindians were also fatalistic and believed when bad things happened, the Gods were against them and seeing that they saw the Europeans as gods, as stated earlier, some committed suicide since they were treated so ruthlessly. Others, after being brutally enslaved and submitted to a meager diet of cassava and sweet potatoes, died from malnutrition and overwork in the mines or plantations. They died from starvation because they were not liberated to obtain the food they would normally consume. They were starved and treated as slaves. The indigenous people were also used for sport purposes by the Spanish. The Spanish saw them as lesser bodies and so to test the sharpness of ones blade or weapon, they would cut off the neck of an Amerindian. Some also committed infanticide. Others ran away to other island where they could be concealed while some just surrendered. Another major impact that the Spanish colonization had on the indigenous people was the lost of their culture and tradition. After being taken over by the Spanish settlers they were stripped of their unique cultures. It was on Columbus third voyage he discovered Trinidad. The two groups of indigenous people that survived in Trinidad, the Tanios and Kalinagos had different characteristics and so those features were abolished after being forced to live by another way of life. The arawaks, sub group of the tanios were the first set of people discovered by Spanish and was seen as very peaceful and sedentary beings. The arawaks, short, copper colored, having long black and straight hair, survived from agriculture, hunting and fishing, they grew a soft variety of corn and sweet potato. They also knew how to make cassava bread using an elaborate process to leach out the poisonous juice of its roots. The arawaks society was simply a very calm culture The Arawaks society was basically a very calm culture. It was classed into contentment, friendliness and was a highly organized paternal society. Each society contained a small kingdom and every kingdom had a leader, call a cacique. At the time when Columbus arrived, there were five different kingdoms, all was then in fact divided separated and dismantled. The culture of the arwaks involved having two or three wives and the cacique had about thirty. Women enjoyed a materially superior lifestyle being the wife of the cacique and also their children were held in high esteem. The religious myths of the arawaks were polytheists and their Gods were called ZEMIS. Religious practices of the zemis included worshiping and obeisance to the zemis themselves accompanying dancing and took place in the village courts during special festivals. Medicine men or priest also consulted the zemis for advice and healing, this was also done in public cerem onies with songs and dances. The Europeans however took away those valuable practices and cultures from them after conquering their lands. They forced them to abide by their rules and regulations and stripped their way of life viciously. The tanios have now totally disappeared from the surface of the earth. The other group of indigenous people that was found in Trinidad was the caribs, a sub group of the Kalingao tribe. This tribe had olive skin, long straight hair and was a handsome people of great stature. Their foreheads and noses were flat since they flattened their heads, believing it to be a sign of beauty and perfection. They were not farmers but however great fishermen. Their religious beliefs involved abstaining from pigs, salt and turtles were practiced. Human sacrifices were also part of these rituals. Their culture was also somewhat of the arawaks. They had a head chief called the ubutu, who was selected because of strength and skill. Their manner was quite fierce and warlike. When conquered by the Spanish these indigenous people was also enslaved and they were also forced to live their lifestyle. Nevertheless, some people of this tribe still exist today in parts of the world and their culture has therefore survived to some extent. Life has changed dramatically for the carib people who traditionally are shy and retiring. However, many feel that they currently do not receive the attention they deserve and are vigilant in their determination not to suffer from exploitation; a fate that has bedeviled many indigenous peoples throughout the world. The Spanish colonization indeed impacted negatively on the indigenous peoples depletion and it also resulted in lost of their culture. Conversely, few positive impacts was also accomplished and introduced to the Amerindians. Technology was introduced to them by the Spanish for instance, ship building, also the skills of using navigational instruments. In addition to that European crops were bought in like banana, wheat, rice, coffee and olive. Animals were also imported such as horses, cows, pigs and chicken. The Spanish are not only the cause of the whipping out of the indigenous tribe but also plays an important role in the development of Trinidad. The Spanish governor who made the most significant impression on Trinidad was Don Jose Marla Chacon, after whom the national flower, the chaconia has been named. Chocon was an astute administrator who settled in many depute, declared Port of Spain the captial city of Trinidad today and also initiated development in the more remote parts of the island. Today many Spanish names of places exits in Trinidad, these include Rio-Claro, San-Fernando, Santa Flora, Santa Rosa, Barataria and many more. The language of the Spanish still exists and is officially the second language of Trinidad and Tobago. Some Amerindian names also exist as well in Trinidad today for example, Caura which means heavily wooded valley and Caroni. These two places are fun for its fascinating places of interest. There is the Caura River which is an interesting place to visit for recreational purposes. The Caroni Bird Sanctuary is known for the view of wonderful birds of numerous characteristics. There is also the Caroni Swamp which is also a historical place of interest in Trinidad. The history of the Spanish Colonization is indeed a unique aspect of our culture today. COMMENTS: .

Essay --

Blair Khoker Religion and the Arts Professor Wendy Raver December 16th, 2013 Bharata Natyam The word â€Å"Bharata† comes from a combination of three main elements in Indian dance; Mood (bhava), melody (raga), and rhythmic timing (tala). The word â€Å"Natyam† means both dancing and acting. Bharata Natyam is from South Indian, specifically Tamil Nad. This dance style has been preserved mostly in the beautiful ancient temples and areas of Tanjore and Madras. South India has many sculptures of Gods and Goddesses who are lavishly decorated and ornamented and who show the art, religion, and culture of the country. Enakshi Bhavani describes these beautiful shrines and religious areas as being â€Å"an atmosphere of ancient India linger[ing] with a compelling fragrance† (28). Where this dance style originated is very important to how it is viewed today in modern times and western societies. In India, there are still ancient areas in which the traditions and teachings of Bharata Natyam are being studied, but how these teachings evolved into modern society is i mportant in understanding its religious impact on the Indian community. Bharata Natyam embodies three basic aspects of classical Indian dancing; The pure dance, dance embodying an expressive mood and dance containing a dramatic element. It must be strongly emphasized that Bharata Natyam in its true and proper form is studied in a very intense manner. In some cultures the dance is done to invoke gods and enact mythological events. The dancers go through immense amounts of training in order to be able to control every muscle in their body. The technical ingredients for physical mastery are swiftness, precision, suppleness, strength, instincts for time, agility, and lightness; but, one of the most i... ...yday lives and into a spellbound state of beauty. In the Bharata Natyam the dance techniques of pure dance consists of a number of combinations of postures. These combinations include the movement and coordination of the body, waist, arm, hand, leg, foot, head, and neck to various sets of words and beats. Beautiful gestures and arm positions combine to form the general beauty of posture. There are about 120 basic dance arrangements which can be further combined into hundreds of varieties of patterned dance movements. Although, dancers usually learn about forty to seventy basic movements and then study the intricate dances that include them. A recital or individual performance can go from one and a half hours to four hours long. Every performance in made up of the following parts (given in sequence), Alarippu, Jethiswaram, Shabdam,Varnam, Padam(s), and Thillana. â€Æ'

Porters 5 Market Forces Essay

This model focuses on the study of the competitive influences or ‘forces’ on a business. When we discuss competitive factors on a firm, we usually consider other firms within the same industry selling similar products. [1] and although it is true that other firms in the same industry present competition, Porter challenged this over simplified view by considering other forces that will also affect the firms competitive ability . The diagram below highlights the 5 main forces. 2. Potential Entrants into the market This force is concerned with the new firms that may try to enter the same market thereby creating more competition. If a firm anticipates this happening, it may try to raise the barriers to entry, in other words, try make it difficult for new firms to enter their. What barriers may a firm use and why may governments try to stop the barriers to entry? 3. Technical Threat with Substitute goods This is a different threat from those firms selling similar goods as it’s a threat that comes for firms selling alternative/substitute goods. Technology for example has enabled us to use phones to take photographs and this has presented a huge threat to firms producing and selling cameras and camera related products. It is important for a firm to look substitutes and not just similar goods. What substitutes may exist for a restaurant that could impact its sales? 4. Bargaining power of suppliers The power of suppliers will be able to in turn influence the competitive ability of a firm as they will be able to influence the amount and reliability of suppliers as well as the cost if the suppliers. The fewer the number of suppliers the more power the suppliers would have. For example in the micro chip market there are 2 main suppliers, Intel and AMD. These 2 suppliers can make decisions that will in turn influence the competitiveness of the firm. If the suppliers impose penalties and costs when a firm changes over, this too will impact the competitive ability 5. The bargaining power of the buyers Buyers/customers have enormous control over an industry when there are lots of similar and/or alternative goods. Because they can move from one firm to another. If the industry makes it easy for customers to switch to other firms then this also gives the customer more power. The Government introduced a rule for the mobile phone industry that makes it easier for customers to change from one provider to another? What was this rule? What have mobile companies done to try reduce this movement between providers?

Discrimination and Child

How current and relevant legislation and policy affects work with children and young people. Children's individual needs Quality of care Choice of service Management ; staffing Complaints ; protections Plan to support child, working in partnership with social worker and adhere to policies. Individual needs are met. To maximise the chance of positive outcomes for children. All of the policies and procedures by which I work are defined by The Children's Act 1989 which legislates for England and Wales.All our Safeguarding measures, Health and Safety policies and Child protection procedures must follow the relevant egislations. As a children's residential home we have to follow The National Minimum Standards too and it is these standards that we are inspected through Ofsted. SCMP3-1. 2 Describe the impact of social care standards and codes of practice on work with children and young people. SCMP3-1. 3 The importance of the United Nations Convention on the Rights of the Child (UNCRC).Chil dren have the right to; Own Privacy, Dignity and Confidentiality. To be looked after and kept safe from harm. To be able to play and not to be used for cheap labour. To be with their birth family or extended family, in absence of, those who would look fter and care for their needs best. Good health care. An adequate standard of living and enough food and water. Disabled children have the right to special care and training. SCMP3-2. 1 The responsibilities of a: Corporate parent. To work with professionals following guidelines set i. e. o put the needs of the child first, seek the same outcomes for the child as you would if the child was your own and safeguard and promote the welfare of the child. Professional carer. To train those who will be in contact with children i. e. foster carers, to ensure the child is best placed/matched with a carer that can attend to their needs, to rovide the child with all services required, ‘e healthcare, dental etc. To ensure child has the best s tart in life and engage in ‘Every Child Matters' 5 outcomes. What is meant by a duty of care.To take reasonable precautions to safeguard a child in your care from harm or injury by making plans to minimize risk. Use ethics in making decisions with regards to other people's differing cultural or religious beliefs. Allow the child to risk assess themselves and take reasonable risks as part of normal growing up. Protect a child's right to dignity and independence. SCMP3-2. 3 The impact of professional relationships on children and young people. PROS Child receives holistic care, feels loved, wanted and safe. Children are never left unsupervised with non CRB checked adults.Risk assessment of equipment ensures safety of the child. Children's past is kept confidential. Increased self esteem and confidence in child. Everyone works together put the child at the centre of focus, child therefore does not miss out on education and healthcare. CONS A looked after child cannot receive the same bodily contact i. e. no cuddles if child is ill in bed. Child cannot sleep with you when not feeling well or had nightmares. Child not to have bath with you or see you undressed. The child knows they are in care which has a negative impact, they feel neglected.SCMP3-2. 4 Examples of poor practice and unprofessional conduct that may impact on outcomes for children and young people. Not remaining confidential with children's details/ previous life experiences. Not teaching the child independence. Not teaching child self-hygiene. Calling their parents or extended family names in front of them. Having nothing positive to say to SW or in meetings at school etc. Drinking heavily or taking drugs. Not turning up to parent's evenings and arranged meetings for the child. Not giving the child choices or allowing them to make their own decisions.SCMP3-2. 5 The actions to take where poor practice and unprofessional conduct are having a negative impact on outcomes for children and young peop le. Note concerns and date details of poor practice before reporting to Manager (unless complaint against Manager, report to their Manager). Use team meetings to openly discuss and any concerns or issues Whistle blow to head of Social Services, Head Teacher at school etc. , dependent on who the complaint is about. SCMP3-3. 1 The professional responsibility to maintain current and competent practice.Follow legislations and policies making sure they are clear, precise and up to date. Keep all children's records confidential and all life story work up to date. Update CPD and follow all training. Attend reviews i. e. LAC; PEP; IPP etc. Attend support groups. Ensure chil d nas regular denta other welfare issues. SCMP3-3. 2 I checks and is reterr ed toa specialist it required tor Engage with professional supervision in order to improve practice. See attached supervision SCMP3-3. 3 Seek, and learn from, feedback on own practice from colleagues and children and young people SCMP3-3. 4The im portance of understanding the limits of personal competence and when to seek advice. Everyone has a limit of personal competence; training courses when offered should be taken where possible to ensure that you are competent to do the job and updated in new legislations etc. If we do not understand our own limit, we may take on a task that we are not comfortable with and can cause further harm to the child we may be dealing with, i. e. looking after a child that has been diagnosed ADHD and permanently chastising incorrectly as you have no knowledge of the condition and how best to deal with the child.SCMP3-4. 1 Respect and value the professional competence and contribution of colleagues. I respect and value the professional competence and contribution of colleagues and Managers. All Residential Child Care workers have been trained to do the Job they do, putting the child's interests first and providing support for Young people. Residential Child Care workers have a great knowledge of what children's needs in care are and encourage/support carer's to follow their lead in providing holistic care. SCMP3-4. 2 Rights and expectations as a professional and how to assert them.As a professional I have a right to challenge anything I am told or asked to do, if I do not agree with what is being asked or said with regards to the care of a child. I expect my feelings to be respected and my own knowledge to be taken in to account when decisions are made with regards to the welfare of a child. I expect full support from my Supervising Manager to help me carry out my Job as a Residential Child Care Worker, using both professionalism and empathy. SCMP3-5. 1 How current equalities legislation affects work with children, young people and families.Child's individual needs are met and supported. Increased self-esteem and confidence. Additional needs are supported both physical and mental. Introduced to your family allows children to feel part of the family and loved. Examples of g ood practice in promoting equality and how they are effective. Equality and diversity should be a natural and embedded part of everyday work for those involved in health and social care work. With an increasingly diverse population it is vital that we should be continually looking at and developing our equality and diversity training.We should be able to recognise discrimination and identify risks of discrimination. Whether direct discrimination, indirect discrimination or harassment. Understand the potential consequences of discrimination and be able to identify and respond to the specific needs of diverse, children which arise from their personal, social or cultural background. We should be accountable for providing a service which demonstrates good equality and diversity practice to Support the empowerment of children so that they may be involved in their own care and health improvement.Good equality and diversity practice involves communicating with children in a way that is acc essible to them making reasonable adjustments in the ay we do our work and deliver our services to take account of the particular needs. Understanding the role that cultural and religious beliefs play in children's services Ensuring that everyone gets care which takes account of their individual needs treating everyone with dignity and respect at all times. SCMP3-6. 1 What is meant by diversity. The diversity is all about acceptance and respect.It means understanding that each individual is unique, recognizing our individual differences. These can be race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, eligious beliefs, political beliefs, etc. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embrace and celebrate the rich dimensions of diversity of each individual. SCMP3-6. What is meant by anti-discriminatory practice and examp les of how it is applied in practice with children, young people and families. Ann-discriminatory practice is the main strategy in combating discrimination. It is action taken to prevent discrimination on the grounds of race, class, gender, disability etc. nd takes into account how we behave towards other individuals. All employees in a care setting should promote this practice in the workplace as it is key to combating prejudice, in doing so they are trying to eradicate discrimination and promote equality for service users, staff and children.Examples; children have the right to choose their own clothes, activities, food and religious beliefs. Their religious festivals should be celebrated and children treated SCMP3-6. 3 witn respect. The effects of discrimination and explain the potential results for children and young eople Children should not have your views and opinions forced upon them, they should be allowed to make up their own minds and make their own choices in life.If chi ldren are discriminated this can lead to poor self-esteem, the child feeling different and not fitting in at school and in society. Don't discriminate others in front of children or this is a habit they will pick up and use against others; bullying other children etc. Rarely the effect of discrimination on the child can be positive, producing a strong willed, confident adult who was able to stand up to bullies in society and fght for what they believed to be right.