Schizophrenia Essay examples -- Psychology Disorders

Schizophrenia is a psychotic disorder that causes severe mental disturbances which disrupt ones thoughts, speech, and behavior. According to Paul Thompson, Associate Professor of Neurology, one percent of the world’s population suffers from this disorder. There is no one specific cause of schizophrenia, because it is caused by a combination of problems during development. It is a disorder which not only affects the patient, but their family and society as well. Schizophrenia can be a debilitating disorder, however, there are many treatments that can allow people who suffer from it to lead normal lives. â€Å"Schizophrenia, a complex and often disabling mental illness, is among the most serious of brain diseases† (Veague 1).To some schizophrenic patients, imagination and reality become so intertwined that they cannot distinguish between them. Those who suffer hear and see what no one else around them hears or sees and sometimes finds it impossible to believe the voices and visions are all a part of their imagination. Before the 1950’s, many schizophrenics had to remain in mental hospitals. Emil Kraepelin, a German psychiatrist, provided the first characterization of schizophrenia, in the late nineteenth century. â€Å"He believed that the disorder was caused by irreversible physical damage to the brain† (Veague 3). Eugen Bleuler, who was a contemporary of Emil Kraepelin, believed that schizophrenia was caused by psychological trauma sustained early in life. Since then, scientists have blocked the action of dopamine on certain nerve cells and also have deve loped other drugs which control the symptoms with fewer side effects. Schizophrenia is much less common than bipolar disorder, obsessive compulsive disorder and major d... ...ects. They are effective in treating both positive and negative symptoms. There are some mild side effects such as drowsiness and weight gain. Other than medication, which is the most common type of treatment, there is therapy. There is individual therapy, group therapy and family therapy. This way the patient is usually medicated and also expresses their feelings about being schizophrenic. Schizophrenia causes those who suffer to have severe mental disturbances, act uncontrollably, loses touch with reality and not able to take care of themselves. It causes family members to become stressed, develop drug or alcohol problems for themselves or family members, to become homeless, or even try and take their own life. Schizophrenia can be a debilitating disorder, however, there are many treatments that can allow people who suffer from it to lead normal lives.

The Top of the World is Not for Everyone :: Essays Papers

The Top of the World is Not for Everyone Once the exclusive domain of the elite mountaineers, the roof of the world now lures scores of amateurs. These climbers seek a challenge that begins as high drama but can end abruptly as tragedy (Breashears, 1997).† At 29,035 feet, Mount Everest is the â€Å"top of the world† and the ultimate challenge for Climbers. But recently with advances in technology and equipment, more people are attempting to conquer Everest, although many of them do not belong in such an unpredictable, dangerous place with such little experience. With more and more people venturing to the top of Everest, substantial pollution has been a result, which is an expensive and difficult problem to correct at such high altitudes. Everest, which was once considered a sacred home of the gods, is now a commercialized, life threatening challenge with accumulating contamination. Mount Everest is situated at the edge of the Tibetan Plateau, on the border of Nepal and the Tibet Autonomous Region of China. Traditionally, those living near Everest honored the mountain and thought of the Himalayas as scared homes of the gods. No local people climbed them until the early 1900’s. But as foreign expeditions brought tourist dollars and Western ideas, the local people began to serve as porters for foreign climbers (Encarta, 2000). Many expeditions were sent out to reach the summit of Everest, but most ended unsuccessfully with tragic deaths. In 1921 George Leigh Mallory led a British Expedition to the summit of Everest climbing the north side. On May 29, 1953, Edmund Hillary of New Zealand, and Tenzing Norway, a Sherpa of Nepal under the tenth Expedition Flag of the British and the leadership of John Hunt were the

Night Mother Essay

Night Mother is a screenplay of a mother who goes through a lot of problems before she finally ends up committing suicide. The woman in question is Jessie who is cast aside due to her poor parenting skills and her epilepsy. She was deemed an unfit parent and also a poor workforce member due to her disease. She does not meet any man and is even scared of venturing out and discovering new sights of the world. In her frustrations, Jessie ends her life. The culmination of events to the death of Jessie is explored in a chilly manner. The people surrounding her each play a different role in the ultimate outcome of her life. With a keener sense of reflection it is easy for one to know exactly why Jessie chose suicide over life. There is so much that is left hanging and in the balance by the demise of Jessie who most people would want to believe could have led life differently (The Internet Movie Database). Hope and love is a theme brought out clearly in the movie ‘Night, Mother. The conversations that Jessie had if they had been more enlightening and encouraging would have probably built her esteem towards life. Most of the talks Jessie has with her mother are redundant and insignificant hence the preference to her father’s silence while he was alive. She loved that her father was happy with the small things and was pleased by the keenness shown to his pipe. He loved his pipe cleaned and that was his biggest bother. If clean she was dotted with her father’s love and attention (Dolan 43). However, her mother acted like always wanted to manipulate Jessie. She barely loves Jessie and is more interested in sending her all over than in teaching her or caring for her. Her mother reveals to Jessie that she barely loved her father when she tells her how the love Jessie had for her father was enough for both of them. Yet Jessie yearns for love and affection and feels it would boost her thoughts about life. When her health improves, and the fear of epilepsy wanes she understands finally how her life revolved around her sickness. She feels her mother is justified in hating her as the sickness consumed all her time and her mother’s time too. She bemoans losing herself to the disease and eventually confesses to her mother that she would rather take her own life for she felt she had already lost it (Demastes 53). Another theme that is evident is role reversal of parent and child. With the use of medicine Jessie starts to feel as though the sickness is imposing too much on her mother. Each time she takes medicine her memory improves and she is able to recall the effort her mother puts into her health. It makes Jessie want to make more of the matter and she is frequently questioning if her mother is enough to take care of her. With this in mind Jessie takes it in her own hands to take care of herself whenever she can. She also cares for her father a role her mother carried out previously but stopped when Jessie started doing it. She is at her mother’s beck and call doing all that she requires yet she is the one that needs nursing and taking care of (De Fazio 72). Jessie finds more solace in helping out at home rather than trying to make friends like people her age. She is an isolated child, chained by the stigma that is her sickness. She readily sent and spends her time locked indoors for fear the epileptic attacks may occur during her walks outdoor. She doesn’t seek to venture out of the house and is spurned by neither nature nor adventure. She keeps to herself and no one questions her that way. She avoids conversation with most people and is seldom seen out of the house (The Internet Movie Database). There is no motivation from her mother to try and discover the world out there. She does not feel the need to do it either. The picture painted of Jessie is a bleak tale of separation from reality. What the mother feels as the prevention of pain and shame for her daughter is actually an ill that grows over time and goes unnoticed. She resents the world and her mother as a result (Brown 91). The family dynamics of this home are complex as they are depressing. The father is at comfort knowing his pipes are cleans and somehow derives gratification from this. It is like his measure of love for his daughter as he is seldom seen to display any form of unwarranted parent love or care. He just does what is needed, going through life as though it were motions. His daughter, Jessie, on the other hand, makes it her point to clean all the pipes as she desires the attention and care shown to her by her father. She is constantly checking to see that her father is fine and at peace (Flora & Taylor 74). The relationship Jessie has with her mother is tumultuous and rocky. Her mother treats Jessie more like a house servant than her own daughter. Jessie does not seem to realize this and is seen to gladly go whenever she is sent. She feels the need to help her mother, out of the guilt of not being able to assist her when she is unwell. She assumes most responsibilities in the house and is constantly making plans for the family like an adult. Jessie however does not entirely like her family. She complains that family usually knows too much to which her mother says it is only normal as the family rarely chooses each other and they are meant to love each other unconditionally (Flora & Taylor 116). In the life of Jessie there is recurrence of determinism and fate. Jessie’s mother feels that she is somewhat to blame for the way her daughter behaves and also for her sickness. She constantly question whether she might have dropped Jessie as a child or if she fed her the wrong kind of food. She confesses that she did not want any more children and she smoked and drunk while carrying Jessie awaiting conception. Jessie tries to reassure her mother saying that it’s just epilepsy and that there was nothing she did that would have lessened the situation. She is categorical in her stating that it was her fate to be epileptic and to commit suicide. She tries very hard to show her mother that the mother’s decision making affects little or even nothing of her current condition. She is but a mere observer to her state; for she believes either way she will die and is only trying to hasten the process (Flora & Taylor 124). A complex morality also plays a part in the unfolding of the story. Jessie’s mother finds a way to get her daughter guilty of committing suicide. She reminds Jessie of how she hates being alone or staying alone hence she feels Jessie should stay around for her. She then tries hard to coax Jessie into shelving her plans by asking her to consider the pain incurred when talking to her friends about Jessie. It is clear that her mother felt the gap that would be left was too huge to fill. Jessie then reminds her mother that the reason she choose to confide in her about committing suicide was so that her mother would be at peace and not have to worry and question herself or blame herself for it is beyond her power to change what she feels (Dolan 105). Jessie further emphasizes the need to know for her mother was her driving force to speak. Jessie does not appreciate how her mother makes it all about her. Even after her clarification, Jessie’s mother is still adamant saying how she is the one whom society will continually shower with sympathy she doesn’t need. She tries more cheap shots at Jessie by telling her how her son will sell all the belongings and go use drugs with that money for lack of guidance. To wish Jessie replies with an equally chiding remark that she will be happy if he found good drugs not cheaply prepared drugs (Demastes 89). From greatness to fall shows how Jessie envisioned her life with her mother. She always thought she was the prized child but in her death she realizes just how estranged she was from her parents and how she is not a befitting parent to her son either. Thelma, Jessie’s mother, asks her to extend her stay by putting away her suicide attempt to which Jessie responds with an astute no. In her plea, Thelma promises to be a better parent and make a better listener than she usually is. Jessie is sure she knows enough not believe her mother. She says she wants a dramatic exit where she leaves at the top (The Internet Movie Database). Just by saying this Jessie shows the viewer how out of touch she is with her son. She does not even put his interests into consideration when taking her life. Asked about contacting her brother, Jessie is shocked that her mother talks to her brother and somewhat irritated. She is heard mumbling about how she had been neglected and set aside as though she was not a member of that family. She quickly defends her rift with her son as an unfortunate occurrence brought about by disease. The children in this family seem to have grown up not knowing parental love or care and consequently lost touch of their togetherness. The sudden announcement of committing suicide spurns Thelma into action and for a moment she is willing to spend even an extra hour with her daughter. In the frenzy she is also trying to communicate with her son Dawson and his wife Loretta (The Internet Movie Database). Even amidst the turmoil of the realization that Jessie will eventually commit suicide the two women still find time to throw humorous statements at each other. At some point Jessie while making reference to her epileptic attacks says she did not even realize when they happened and was only alert when she woke up and found herself in a different set of clothing. She says they gave no warning and sometimes all it gave off was a light buzz to the head and her lights were out. Her mother later remarks, jokingly, that she had a splendid time watching as Jessie and her father turned on and off akin to light bulbs all through the night. They laugh at this rare moment and share glimpses of what could have been done all through their lives (Brown, 94). To break silence Jessie is quick to point out how large her sister in-law’s, feet are big and her mother counters by telling her the share a similar foot size with her in-law. Humor creates closeness and aids in filling the empty void of displeasure that Jessie has carried all her life (Brown, 133). The closeness and sentimentality is also seen where Jessie tells Thelma of how she wants all the night to herself. She just wants to be with her mother and no one else should disturb them. She calls the night a private moment for two. In the sentimentality there is a lot of thought provoking conversations that open the two to learning more of the other. Jessie for the first time gets to confirm that her mother lost all form of affection for her father a long time back. She is neither pleased nor sad at finally getting to hear those words uttered vocally by her mother. She also gets a half-baked confession from her mother who denies any knowledge of the suffering Jessie was going through. Jessie feels despised and takes offence that her own mother would not notice how alone she was yet she was there most of the time (Flora & Taylor 141).

Leading Equality and Diversity Essay

Be able to understand the commitment to equality of opportunity and diversity 1. 1 – Evaluate the organisation’s commitment to equality of opportunity and diversity Equality and diversity means that every service user has their individual needs comprehensively addressed. He or she will be treated equally and without discrimination. This is regardless of the individual’s ethnic background, language, culture, faith, gender, age, sexual orientation or any other aspect that could result in their being discriminated against purely because they have such characteristics. Ashley Care LLP is firmly committed to diversity in all areas of our work. We believe that we have much to learn and profit from diverse cultures, experiences and perspectives, and that diversity will make our organisation more effective in meeting the needs of all our stakeholders. We believe that equality and diversity within our organisation contributes to our objectives and we are especially conscious of the fact that effective partnership relationships require a shared commitment to equality of opportunity and valuing and managing diversity. Our Equality and Diversity Policy helps to ensure that there is no unjustified discrimination in the recruitment, retention, training and development of staff on the basis of gender including transgender, marital status, sexual identity, religion and belief, political opinion, race, work pattern, age, disability or HIV/AIDS status, socio-economic background, spent convictions, on the basis of having or not having dependants, or any other irrelevant grounds. Our Policy is an integral way on which we handle our recruitment procedures to ensure a fair and approachable image of our organisation. Ashley Care LLP have an Equality, Diversity and Inclusivity Policy and its purpose is to ensure that its service is fully committed to these principles and values and to communicate this commitment to all stakeholders. The policy should always be referred to wherever differences of view based on lack of understanding or prejudice about diversity, equality and inclusion are evident. Equality, diversity and inclusion means that every service user has their individual needs comprehensively addressed he or she will be treated equally and without discrimination. This is regardless of the individual’s ethnic background, language, culture, faith, gender, age, sexual orientation or any other aspect that could result in their being discriminated against purely because they have such characteristics. 1. 2Discuss how behaviour, actions and words of all members of the organisation support the commitment to equality of opportunity and diversity At Ashley Care LLP we are committed to working together to build a community founded on equality of opportunity – a social care community which celebrates the rich diversity of our service users and staff populations. Discriminatory behaviour has no place in our community and will not be tolerated. Within a spirit of respecting difference, our equality and diversity policies promise equal treatment and opportunity for all regardless of gender, sexuality, race, colour, disability, religion, age, and ethnicity or nationality. We call on all members of our company to make a personal commitment to these aims. Our Partners of the Company will ensure that its own actions promote equality and diversity. Through their words and behaviours, Partners will aim to provide genuine equality of opportunity regardless of gender, sexuality, race, colour, disability, religion, age, and ethnic or national origin. In considering its own composition and filling vacancies, the Partners will seek to ensure that its membership embraces the widest possible variety of backgrounds and views, consistent with the need to maintain a Partnership with the skills and experience necessary to carry out its responsibilities. Ashley Care LLP expresses its commitment to equality and diversity by: a. especting service users’ ethnic, cultural and religious practices and making practical provision for them to be observed b. reassuring its service uses that their diverse backgrounds enhance the quality of experience of the service c. accepting service users as individuals, not as cases or stereotypes d. involving service users to express their individuality and to follow their preferred lifestyle, also helping them to celebrate events, anniversaries or festivals which are important to them as individuals e. howing positive leadership and having management and human resources practices that actively demonstrate a commitment to equality and diversity principles f. developing an ethos throughout Ashley Care LLP that reflects these values and principles g. expecting all staff to work to equality and diversity principles and policies and to behave at all times in non-discriminatory ways h. providing, training, supervision and support to enable staff to do this i. aving a code of conduct that makes any form of discriminatory behaviour unacceptable; this is applicable to both staff and service users and is rigorously observed and monitored accordingly. Partners will devote time to the development of their own knowledge, understanding and practices to promote and achieve equality and respect for diversity and will see such development as one test of their effectiveness. The achievement of genuine equality of opportunity is at the heart of our mission as a provider of higher education. We aim to build a learning community which exhibits the diverse range of skills and experience which cannot be found within any single group of students or staff. In pursuing this aim, we want our community to value and to be at ease with its own diversity and to reflect the needs of the wider community within which we operate. Although we accept all of our responsibilities under current legislation, we aim to reach beyond the strict confines of the law to provide equality of opportunity for all. We will continue to formulate and implement policies to that end. Every member of our company has a moral and legal responsibility to promote equal treatment within that community and to respect its diversity. Overall responsibility for working with our community in support of these aims lies with the Senior Partner, closely supported by the other Partners. The HR & Workforce Development Manager is responsible for matters relating to equality of opportunity in employment, for developing policies which meet legislation and best practice, for monitoring the impact of these policies on different minority groups, and for providing relevant employment statistics. All staff and service users are responsible for ensuring that their actions are carried out in accordance with this policy. They may be held personally to account should their actions fall sort of the requirements of this policy in any way. We are committed to being an equal opportunities employer. We wish to see people from all groups in our society represented at all levels of employment, to ensure that no available talent is overlooked and to provide role models for our staff members. 1. 3Identify organisational and personal responsibilities and liabilities under equality legislation and codes of practice The Equality Act became law in October 2010. It replaces previous legislation (such as the Race Relations Act 1976 and the Disability Discrimination Act 1995) and ensures consistency in what we needed to do to make our workplace a fair environment and to comply with the law. â€Å"This was, primarily , the Equal Pay Act 1970, the Sex Discrimination Act 1975, the Race Relations Act 1976, the Disability Discrimination Act 1995 and three major statutory instruments protecting discrimination in employment on grounds of religion or belief, sexual orientation and age. † en. wikipedia. rg/wiki/Equality_Act_2010 The public sector Equality Duty (section 149 of the Act) came into force on 5 April 2011. The Equality Duty applies to public bodies and others carrying out public functions. It supports good decision-making by ensuring public bodies consider how different people will be affected by their activities, helping them to deliver policies and services which are efficient and effecti ve; accessible to all; and which meet different people’s needs. The Equality Duty is supported by specific duties, set out in regulations which came into force on 10 September 2011. The specific duties require public bodies to publish relevant, proportionate information demonstrating their compliance with the Equality Duty; and to set themselves specific, measurable equality objectives. The Equality Act covers the same groups that were protected by existing equality legislation – age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity – it extends some protections to some of the groups not previously covered, and also strengthens particular aspects of equality law. The Equality Act is a mixture of rights and responsibilities that have: * Stayed the same – for example, direct discrimination still occurs when â€Å"someone is treated less favourably than another person because of a protected characteristic† * Changed – for example, employees will now be able to complain of harassment even if it is not directed at them, if they can demonstrate that it creates an offensive environment for them * Been extended – for example, associative discrimination (direct discrimination against someone because they associate with another person who possesses a protected characteristic) will cover age, disability, gender reassignment and sex as well as race, religion and belief and sexual orientation Been introduced for the first time – for example, the concept of discrimination arising from disability, which occurs if a disabled person is treated unfavourably because of something arising in consequence of their disability. As a result, I needed to review and change most of our policies and practices. 2. Be able to understand the application of equality of opportunity and diversity 2. 1 – Describe the organisation’s equality and diversity policies and how these are communicated within the workplace To ensure equality and diversity is no longer viewed as something only affecting minority groups, any issues need to be viewed not as issues, but as something to be explored and celebrated. Staff could be personally affected by stereotyping, prejudice and/or discrimination when attending work, which could lead to non attendance or non achievement. As a manager I need to ensure all my staff value one another and that the basic rights they are entitled to, for example to learn in a comfortable and safe environment are met. The Pre-Employment Induction to Ashley Care LLP include details of all policies and procedures, including equality and diversity, which are brought to the attention of the staff members during their initial interview and during the induction session. Having a policy is not enough, Ashley Care LLP also have a working group to ensure that the policies are promoted, monitored and regularly reviewed. Policies are also communicated to all staff through the following mechanisms: * Staff handbook * Contract of Employment * Application Form * Team meetings * Staff meetings Ashley Care LLP fully supports all principles of equality and diversity, and opposes any unfair or unlawful discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, ethnic origin, gender, learning difficulties, marital status / civil partnership, nationality, political conviction, race, religion or belief, sexual orientation and/or social background. Ashley Care LLP aims to ensure that equality and diversity is promoted among all staff and service users and that unfair or unlawful discrimination, whether direct or indirect, is eliminated to promote a climate of equality and respect. All staff can expect to work in an environment free from harassment and bullying. † Taken from Ashley Care LLP’s policy on Equality and Diversity 2. 2 – Assess the application of the organisation’s commitment to equality of opportunity and dive rsity The evidence that Ashley Care LLP have collected over the years clearly demonstrate our commitment to equality and diversity. The application form states that â€Å"Ashley Care LLP is an equal opportunities employer and we welcome applications from all sections of the community. We are committed to a policy of equal opportunities for all work seekers and shall adhere to our policy at all times. We review all aspects of recruitment to avoid unlawful or undesirable discrimination. † Our policy states that â€Å"Equality and diversity means that every service user has their individual needs comprehensively addressed. He or she will be treated equally and without discrimination. This is regardless of the individual’s ethnic background, language, culture, faith, gender, age, sexual orientation or any other aspect that could result in their being discriminated against purely because they have such characteristics. † Within our policy we also state that â€Å"Ashley Care LLP expresses its commitment to equality and diversity by: a. respecting service users’ ethnic, cultural and religious practices and making practical provision for them to be observed b. reassuring its service uses that their diverse backgrounds enhance the quality of experience of the service c. accepting service users as individuals, not as cases or stereotypes d. nvolving service users to express their individuality and to follow their preferred lifestyle, also helping them to celebrate events, anniversaries or festivals which are important to them as individuals e. showing positive leadership and having management and human resources practices that actively demonstrate a commitment to equality and diversity principles f. developing an ethos throughout Ashley Care LLP that reflects these values and principles g. expecting all staff to work to equality and diversity principles and policies and to behave at all times in non-discriminatory ways h. providing, training, supervision and support to enable staff to do this i. aving a code of conduct that makes any form of discriminatory behaviour unacceptable; this is applicable to both staff and service users and is rigorously observed and monitored accordingly. † 2. 3 – Review the diversity of the workforce against the local and/or national population and identify areas for review. Diversity is about valuing and respecting the differences in the workforce, regardless of ability and/or circumstances or any other individual characteristics they may have. If you have more than one member in your workforce you will experience diversity. I am also different from my workforce in many ways, and they are different from one another, therefore they are entitled to be treated with respect, wi th their differences taken into consideration. Combined together, equality and diversity drive an organisation to comply with anti-discrimination legislation as well as emphasising the positive benefits of diversity such as drawing on a wider pool of talent, positively motivating all employees and meeting the needs of a wider customer base. Differences should be acknowledged, celebrated and embraced, to ensure all employees feel included in the process to be followed, and that the working environment is suitable for all. Examples of these differences are: * ability| * disability – physical or mental| * age| * domestic circumstances| * belief| * educational background| * colour| * employment status| * class| * ethnic origin| clothing worn| * experience| * confidence| * gender| * culture| * intelligence| * language, accent, dialect| * race| * learning difficulties| * religion| * marital status / civil partnership| * sexual orientation| * nationality| * social class or identity| * occupation| * talent| * parental status| * tr adition| * physical characteristics| * transgender| * political conviction| * wealth| Promoting diversity in the workforce is about attracting and retaining the best people, regardless of what group they belong to. â€Å"There is considerable evidence to show that inclusive organisations benefit from diversity through: enhanced competitiveness, attracting and retaining more competent employees, who understand the needs of their workforce and respect differences; * improved performance and outcomes, creating a working environment in which everyone is encouraged to perform to their maximum potential; * improved customer services, being able to reflect and meet the diverse needs of the workforce and; * improved staff relations, which reduced the risk of costly tribunals by complying with anti-discriminatory legislation. † www. lluk. org. uk/3167. htm As a manager working within the Health ;amp; Social Care Sector, I agree with the above statement, particularly creating a working environment in which everyone is encouraged to perform to their maximum potential. An inclusive organisation will ensure that their workforce are not excluded for any reason, either directly or indirectly, from part aking in a chosen programme. All the workforce will bring with them valuable skills, knowledge and experiences, I try to incorporate these within any training sessions and treat everyone as an individual. I am always positive and proactive where equality and diversity are concerned, even if my opinions differ from those of my workforce. I have to challenge my own values and beliefs. However, as a professional, I am first and foremost a manager, and my personal opinions must not interfere with the employment process. I must also be careful not to indulge the minority to the detriment of the majority. 3. Be able to understand the needs of others in relation to equality of opportunity and diversity 3. 1 – Explain the requirement to understand individual’s needs, feeling and motivations and to take an interest in their concerns The fundamental reason for promoting equality is to meet the needs of the workforce. Individuals are at the heart of the company and meeting their needs requires an active approach to equality of opportunity at all stages of their employment. It is about the removal of social and economic barriers to participation. Good equal opportunities ensure that all employees: * are respected and not discriminated against; * become aware of equality and inclusion; * benefit from high quality opportunities * work in an environment that supports their development. The Learning and Skills Council (LSC) look to employers and learning organisations they fund to help promote equality of opportunity, widen participation and improve performance. They recommend the following. â€Å"Explicit references: equality of opportunity should be promoted and discrimination tacked so that all employees achieve their potential, * guidance and support should be sensitive to quality of opportunity, * organisations should have effective measures to eliminate oppressive behaviour, including all forms of harassment, * companies should be socially inclusive, ensuring equality of access and opportunities for workforces, * managers should use materials and methods that promote equality of opportunity, * there should be explicit aims, values and strategies promoting equality for all that are reflected in the organisation’s work. Implicit references: staff should have access to relevant, effective support on personal issues, * staff should understand their rights and responsibilities, * resources and accommodation should allow all staff to participate fully, * organisations should promote good working relationships, * programmes should be responsive to local circumstances, * the organisation’s values should be fully understood by staff, including sub contractors and work placement organisations, * the performance of different groups of staff should be used to guide programme development. As a manager I need to take positive steps to promote a culture of equality and diversity in everything that I do that may affect the employment process. 3. 2 – Evaluate the impact of showing respect to others, recognising their value and upholding their rights An example of showing respect to others, recognising their value and upholding their rights could be: An employee has declared to me during this Common Induction Standards training that he is transgender and wants to know which toilet facilities he can use. He has not asked this information remain confidential. This declaration by the employee means that my whole organisation is deemed to know under the Equality Act 2010, and will need to make reasonable adjustments so that the employee has access to toilet facilities he is comfortable with. I may suggest that the employee can use the disabled toilet which is accessed by both males and females. If I am unable to respond to the employee’s needs, he may feel that under the Gender Reassignment Regulations (1999) his needs have not been given the same consideration as those of male and female gender. Some employees may not want to may not want to complete the section on the application form (pre 2008), which required them to disclose details such as a disability, ethnic origin, date of birth etc. Although it was not compulsory, the information often helped our organisation support the workforce, as well as collect data for purposes such as funding and statistics to inform policies. 3. 3 – Describe the need for integrity, fairness and consistency in dealings with individuals When considering forms of harassment, it is important to bear in mind that different people have different cultural and social perceptions as to what they consider to be hostile or degrading. If possible, deliver sessions with your workforce to try to address these perceptions or assumptions. During the recruitment and selection process, I often ask the interviewers what they understand by equality and diversity and how they ensure it in their interviewing. Very often the response is that they would treat everyone the same. However, diversity, fairness and equality are about treating others as they would wish to be treated, rather than making assumptions on their behalf. The workforce is all different and therefore have different needs and different degrees of need which will lead to equal outcomes at the end of their training. Language has a fundamental role to play in treating people fairly. Words you use should give a clear message to all the workforce that myself and my organisation value diversity and respect individual differences. Carefully examining the language I use and the way I use it will help ensure that I treat my workforce as individuals and not merely as members of staff. Communication is not just about words, however, and I also should ensure that my tone of voice, demeanour and body language convey the same message of inclusiveness. An example may be: Gemma has been asked to plan, design and deliver a four week Job Skills programme as part of a Support and Achieve Programme for Lone Parents. The clients are referred to the programme from JobCentrePlus and the aim of the project is for the one parents to return to work. The very title of this project typecasts these clients into a particular group. They are immediately identified as lone or single parents. Gemma therefore suggests the title be changed. Reports from the media project an image of lone parents as predominately young mothers or fathers with children living on their own and claiming state benefits. There are many diverse people who find themselves as lone parents due to different circumstances, for example, widows, windowers or divorcees. The title of a programme can therefore affect who will apply for it, in this example it is positive discrimination in favour of lone parents. However, the content will be based around returning to work and could easily be adapted to suit others, and the mix of workers will help promote inclusion and equality. 3. 4 – Outline a process for dealing with others whose behaviours, words or actions do not support a commitment to equality of opportunity or diversity When an inspection is planned, the Care Quality Commission (CQC) uses the provider’s annual self-assessment report, along with other information such as data on achievement and development plans. Inspection reports include judgements on self-assessment and the self-assessment report. During the inspection the self-assessment report will continue to provide CQC inspectors with crucial evidence to support judgements about the Essential Standards of Quality and Safety’s main aspects, the contributory grades for equality and diversity, safeguarding and the provider’s capacity to improve. Inspectors will use the report to assess risk, monitor standards and plan for inspection. Where subject areas are to be inspected, the report will help the lead inspector select the areas to inspect. Findings during the inspection will be compared with those in the self-assessment report, and a conclusion reached on the accuracy of those judgements. Judgements on the accuracy and use made of the self-assessment report contribute to the grade awarded for the provider’s capacity to make and sustain improvements. A provider that is judged to be outstanding in this area will have a self-assessment report that is highly accurate. The process of self-assessment will be comprehensive and inclusive. It will be used very effectively to secure sustained improvements in all aspects of the provider’s work. A provider that is judged to be good in this area will have a self-assessment report that is largely accurate. The process will be thorough and used well to secure improvements in most aspects of the provider’s work. A provider that is judged to be satisfactory in this area will use self-assessment well to identify most of the provider’s strengths and weaknesses and bring about improvements. A provider judged to be inadequate in this area may be one where quality improvement and self-assessment do not lead to demonstrable improvements. After inspection you must review and update your plans to take account of the inspection findings. Providers are required to set out clearly what actions are needed and to link this explicitly to the inspection findings within two months of the publication of the inspection report.

High School and Prompt Essay

1. Situation: Many high school students hold part-time jobs after school. Directions: Think about the effects part-time jobs have on students. Do part-time jobs hinder or help a student’s educational goals? Prompt: Now write to convince your guidance counselor to accept your view of high school students holding part-time jobs. 2. Situation: Universities and colleges require that entering freshmen must have taken at least two years of a foreign language on the high school level before graduation. Directions: Think about the advantages and disadvantages of taking two years of a foreign language in high school. Prompt: Write an essay to convince a university or college whether or not two years of a foreign language be a requirement for high school. 3. Situation: Technology has become vital in our modern society. It acts as both a source for knowledge and for enjoyment. Directions: Think about technology’s role and connection with education. Does it help or hinder? Prompt: Write to convince the school board to accept your view of technology and its role in your school. 4. Situation: Your school board members have been asked to consider banning music playing devices (i. e.MP3 layers, CD players) from schools due to distractions they cause in classrooms. Directions: Think about the effects of listening to music playing devices in the classroom have on you and your friends. Prompt: Now write to convince your school board members to accept your point of view on whether music playing devices should be banned from schools. 5. Situation: Your school has decided to grant your grade level one privilege that the other grades in your school do not have. Directions: Think of one privilege that your class does not have that you would now like to have. Prompt: Now write to convince the administrators of your school to grant this privilege to your class for the rest of the year. 4 10th Grade Persuasive Essay Prompts 6. Situation: Many students feel that taking physical education in high school is not necessary, while others see great benefit in it. Directions: Do you feel that physical education should be a graduation requirement? Prompt: Now write to convince your legislators to accept your point of view. 7. Situation: Students are legally allowed to drop out of school after they reach the age of 16. The state is currently considering a bill which will raise this age to 18. Directions: Think about the problems or benefits of raising this age to 18. Prompt: Now write to convince your legislators to accept your viewpoint on the mandatory age for dropping out of school. 8. Situation: Your principal is thinking of rewarding students who pass the 10th grade FCAT on the first try. Directions: Think of rewards that you believe would be in the realm of possibility and would be effective motivators so that more students would do their best on this test. Prompt: Now, write to convince your Principal to accept your reward package. 9. Situation: State guidelines have re-outlined the high school math sequence. All students will soon be required to take geometry before graduation. Directions: Think about the challenges of all students taking geometry. Prompt: Now, write to convince your legislators to accept you point of view on whether geometry should be required before graduation. 10. Situation: Celebrities normally get paid many times the amount that fire-fighters, teachers and policemen earn. Directions: Think about whether you believe that celebrity salaries should be lowered. Prompt: Now write an essay to convince the public that your point of view is justified. 5 10th Grade Persuasive Essay Prompts 11. Situation: Online dating services have become popular in recent years. Directions: You have corresponded online with someone that you would now like to meet face-toface. You realize that there may be safety issues involved. Prompt: Now, write to convince your parents to allow this visit. 12. Situation: Many people believe that it is dangerous to talk on a phone while driving a car. The state legislators are considering making it against the law for people to use a cell phone while operating a motor vehicle. Directions: Think about how you feel about people talking on a cell phone while driving a car. Prompt: Now write to convince your state legislators to accept your view about whether or not to make it against the law to talk on a phone while driving. 13. Situation: At the present time, young Americans volunteer to enlist for military service. To maintain our present military operations, more people may be needed. Directions: Do you agree or disagree with the opinion that all Americans, both men and women, should be required to perform two years of military service? Prompt: Write an essay in which you persuade the reader to support your point of view. Support your position with specific reasons and examples. 14. Situation: A law has been passed that requires high school students to pass exit tests before they graduate from high school. Directions: Consider carefully the advantages and disadvantages of passing required exit tests. Do you agree or disagree with making high-stakes exit tests, such as the FCAT Test, a requirement for high school graduation? Prompt: Write an essay in which you persuade the reader to support your point of view. Support a position with specific reasons and examples. 15. Situation: Many celebrities-such as actors, musicians, models, or athletes-make a great deal of money. Some people think celebrities make more money than they deserve. Other people think celebrities’ wealth is deserved because of the enjoyment they bring to the public. Directions: Do you agree or disagree that celebrities make more money than they deserve? 6 Prompt: Now, write an essay in which you persuade the reader that your side of the issue is correct. Use facts and examples to support your argument. 16. Situation: Current research suggests that because teenagers have different sleep patterns, they would benefit from beginning the school day at a later time. Suppose your Board of Education has proposed that all high school schedules begin at 9:30 a. m. and end at 4:30 p. m. Directions: Do you agree or disagree that this later schedule would be beneficial? Prompt: Now write an essay in which you persuade the Board of Education to agree with your opinion. Support your position with reasons and examples. 17. Situation: Due to potential problems, many school systems have adopted a policy that bans cell phones and pagers on school grounds. However, some parents have provided these items out of concern for safety. Directions: Do you agree or disagree that cell phones and pagers should be banned on school grounds? Prompt: Now write an essay in which you convince the reader of your opinion. Support your position with specific reasons and examples. 18. Situation: A law has been passed changing the driver’s license system to a graduated system. A young person can be issued a restricted learner’s permit at age 15, an intermediate license at age 16 and a full license at age 17. Both the learner’s permit and intermediate license limit the number of passengers allowed in a car and limit the hours the person can drive. The full license carries no restrictions. Directions: Consider carefully the advantages and disadvantages of the graduated driver’s license system. Do you agree or disagree with the graduated license system? Prompt: Now, write an essay in which you persuade the reader to support your point of view. Support your position with specific reasons and examples. 19. Situation: A school board is considering keeping school in session all year. Instead of a long summer vacation, there will be many shorter breaks throughout the year. Directions: Think about the effects of a twelve-month school year. Do you agree or disagree that schools should be in session all year? Prompt: Now, write an essay in which you persuade the reader why this is or is not a good idea. Defend your position with specific reasons supported by several detailed examples. 20. Situation: In some countries, students are responsible for the basic daily cleaning of their school buildings. Fifteen minutes are set aside each day for all students to sweep, dust, and clean their classrooms and corridors. 7 Directions: Think about how you would feel if students were responsible for cleaning your school. Do you agree or disagree that American schools should adopt this policy? Prompt: Now, write an essay in which you persuade the reader why this is or is not a good idea. Defend your position with specific reasons supported by several detailed examples. 21. Situation: Imagine that your school district has proposed saving money by eliminating extracurricular sports (football, basketball and baseball) from the high school program. Directions: Think about the possible effects of cutting sports from the school program. Decide whether you are for or against this proposal. Prompt: Now write an essay in which you persuade the reader why this is or is not a good idea. Defend your position with specific reasons supported by several detailed examples. 22. Situation: Many schools require all students to perform some type of community service such as working in nursing homes or hospitals. Directions: Think about how you would feel if you were required to perform a community service. Prompt: Now write an essay in which you persuade the reader that students should or should not be required to perform community service. Defend your position with several detailed reasons. Develop those reasons with supporting examples. 23. Situation: Since schools have seen a rise in gang violence, stealing, and discipline problems, many schools and school districts are considering requiring students to wear uniforms. Directions: Think about how you would feel if you were required to wear a school uniform. Are there benefits or drawbacks to requiring students to wear school uniforms? Prompt: Now write an essay in which you persuade the reader that school uniforms should or should not be required. Defend your position with specific reasons supported by several detailed examples. 24. Situation: A graduate from your high school has made a large financial gift to your school and has requested that the money be used to improve the educational experience for students. This donor has also asked that students be able to recommend how the money should be used. Directions: Think about how this financial gift should be used at your school. it could be used to expand the use of technology, add new courses, or improve the library or media center. Choose one of these options or one of your own. Prompt: Write a persuasive essay stating your recommendation. Provide supportive reasons to convince school officials why the money should be spent on your recommendation. 8 10th Grade Expository Essay Prompts 1. Situation: A friend of yours is considering moving to your town soon. Directions: Think about the reasons why you like living in your town. Prompt: Write to explain why you like living in your town. 2. Situation: Everyone has a possession that he/she cherishes. Directions: Think about an object that is your prized possession and why it has special meaning to you. Prompt: Write to explain why the object is your prized possession. 3. Situation: In recent years, many areas in the United States have experienced natural disasters, such as floods, earthquakes, hurricanes, and tornadoes. Directions: Think about ways young people should respond to help people in other communities that have experienced natural disasters. Prompt: Write to explain ways young people may respond to help people in other communities affected by natural disasters. 4. Situation: Each year, many teenagers are killed or injured by driving under the influence of alcohol or by riding in a car driven by an alcohol-impaired teen. Directions: Think about how these alcohol-related deaths or injuries can be reduced. Prompt: Write to explain solutions to help stop other teens from risking their lives by driving under the influence of alcohol. 5. Situation: School violence has increased significantly over the past several years. Directions: Think about reasons why school violence is on the rise. Prompt: Write to explain why school violence has increased over the past few years. 6. Situation: Teenagers are often influenced by celebrities. Directions: Think about a celebrity who positively affects teens. Prompt: Write to explain how a celebrity can serve as a positive role model to teens. 9 10th Grade Expository Essay Prompts 7. Situation: Obesity is becoming a national health issue. Directions: Think of reasons why Americans are gaining weight and becoming obese. Prompt: Write to explain reasons why Americans are fighting the weight battle. 8. Situation: The cost of gasoline has risen drastically. Directions: Think of alternatives to paying such outrageous prices for fuel. Prompt: Write to explain what alternatives you would use to save money. 9. Situation: As the price of gasoline continues to rise, American consumers are paying high prices for a gallon of gas. At the same time, oil companies are making record profits. Directions: Think about legal ways you as a consumer can send a message to the oil companies that American consumers are being hurt financially by paying too much for a gallon of gas. Prompt: Write to explain legal ways consumers can take action to fight the rising cost of gas. 10. Situation: Everyone has had a memorable teacher. Directions: Think about the positive influences a teacher has had on you and your educational goals. Prompt: 11. Situation: Write to explain your most memorable teacher. Many people in this country care more about the way they look and having a lot of nice things, like cares and clothes, than about the problems of society. They do not pay enough attention to problems such as crime, poverty, or unemployment. Directions: Do you agree or disagree with this statement? Prompt: Write an essay in which you explain your opinion. 12. Situation: Your school has a program in which a tenth grader acts as a mentor for a ninth grader at the beginning of each school year. The mentor’s job is to  help the ninth grader have a successful experience at your school. The ninth grader you are working with is worried about being able to write well enough for high school classes. 10 Directions: As you plan your response, think about your own writing experiences. How would you describe â€Å"good† writing? What advice about writing has been helpful to you? What writing techniques do you use? Prompt: Write a letter to your ninth grader explaining what kind of writing is expected in high school classes and what the student can do to be a successful writer in high school.

Why Did a Campaign for Women’s Suffrage Develop After 1870?

Women wanted to vote so that they could gain more respect from men, they desired the right to be able to make a difference to the way the country was run. Their views were that they lived in the country therefor they had the rights to vote for the laws they have to obey. Women wanted to have to opportunity to vote for MP's that support equal rights, giving women a better life. Women wanted to be able to change the divorce law as after marriage the man gained everything and the female was left with nothing. Women craved an education equal to men, so that they can undertake more responsible, independent well paid jobs, that they could not for fill without an education. There were many areas of inequality against women. The divorce law is a string example of this. The men even had legal rights to the children if they had any, even though the woman's job was to look after the children, while the male was at work. So when the divorce takes place the Man still goes to work, and has to leave the children at home without a mother. Women strongly felt that equality was a basic and natural human right. During the 1800's many more men had gained the vote, men with possible less resulting influence than some women had. Women weren't just thinking of themselves, they felt that their education they could bring about better childcare and housing. This would benefit everyone. Their were many reasons why women campaigned for the vote, one of them being that women had to obey the laws as did the men but they had no say through political representatives on what they abided by. Women knew that as long as they had no vote, they had no respect, and as long as they had no respect, they were being paid less. The political inequalities greatly effected women's social strength, and their economical situation. Women felt that politics had entered the home, though law, therefor women should enter politics. Women found it disgusting that they were being taxed without being represented. They had to pay for the government to go against what they women believe in. All top jobs are not available to females, as they are seen as inferior. This means that opportunities in public life are denied. Generally women have a closer relationship with the children than the males do, as they look after them while the men work. Therefore women know what is better for the children, and their point of view was not considered as they had know social status. The campaign for women's suffrage started from 1870 onwards was because of a number of reasons. In 1853 Florence Nightingale bought nursing to the public eye as a respectable occupation that women could embark on without being criticised. Women showed much enthusiasm to improve and become more experienced in the profession of nursing and medicine. Florence showed initiative and responsibility that had not been shown in women before. This was an example of some progress that occurred in the 1800's, but there were still many areas of inequality. In 1870 the married women's property act was enforced, allowing women to keep i200 of their own earnings. This may not sound much but money was worth much more in these times. This was the start of many changes that age women a more equal role in society. In 1873 a law was imposed allowing women to see their children if they got divorced. This gave them closer relationships with their children, and they would have been looked after better as the men go out to work. In 1884 married women were no longer considered possession of their husbands, this meant more respect in society as they were seen as people rather than belongings. Women's role gradually become more influential as new jobs became open to women such as; teaching, civil service work and secretarial work had just taken off due to the invention of the typewriter and telephone. I feel the first real rights given to women were that they were allowed to keep i200 of their own earning. This gave women inspiration, as they knew then, that they could use that money to possibly get an education or to start a business. This also let them know that they do have some rights and they are improving. I also believe that a key change in favour of women's rights is â€Å"The Match Girls† strike. They demanded better pay and conditions, and the publicity forced the company to improve them. I feel that women decided to begin campaigning in 1900 was because of the changes that occurred, women were being given better opportunities so they felt that they had an opportunity to use this beginning to carry on the development to equal rights. Q2 Describe the Ways in Which the Methods of the Suffragists and the Suffragettes Were Different The Suffragettes and the Suffragists were two female dominated groups, who were very alike in principle but used very different methods of persuasion. The Suffragists (NUWSS) were a peaceful, law-abiding group. They did not demand the vote for all women but wanted to be on equal footing with men. The first women to join the NUWSS were well-educated, middle-class women, but in the 1890's many factory girls wanted to gain the vote, raise their wages and their living and working conditions joined the movement. By 1900 the female cotton workers were the highest paid factory workers in Britain. The Suffragists used their resources and qualifications within the movement's members to produce banners, postcards and posters. The Suffragettes (WSPU) used totally different forms of propaganda. The suffragettes had one aim; to gain political equality with men. The WSPU was formed on the 13th October 1905 when two women in Manchester were thrown out of a Liberal meeting for shouting for women's votes. They were arrested outside the meeting for hitting and spitting at policemen. This was quite typical for the Suffragettes as they tried to get publicity though dangerous stunts. The plans of the Suffragettes were very different to those of the Suffragists, as they would get publicity at any cost. They deliberately got arrested for crimes such as arson, window smashing and bombing. When they were in jail for their crimes they often went on hunger strike so they had to be force-fed. The Suffragettes made it clear that they would not stop the havoc they were causing unless their demands were met. Types of leadership were key to the actions of the movements. Millicent Fawcett saw her role as a co-ordinator; she didn't consider herself to be in charge but to give the effort of the other Suffragists some guidance. She made it clear that the Suffragists used non-violent methods of persuasion to gain the same voting rights as men. The Suffragettes were led in a very different manor, Emmeline Pankhurst and her daughters led the movement forcefully. They were said to have ruled like â€Å"dictators† not listening to others, and not thinking of the consequences of their actions, purely concentrating on their battle for suffrage. The Suffragettes were based in London where all the parliament buildings are based, therefore when they wanted to protest they could do so, and MPs would see and realise how serious they were. I feel that the Suffragists were a group for women who supported women's rights to vote enough to want to make a difference and get involved but not enough to get arrested or even killed like some of the Suffragettes. The suffragettes were the most effective organisation and used their image to gain popularity and respects with men. They achieved this by calling off all their extreme petitions whilst the war was on. This gained them respect and also gave them a chance to prove themselves that they cared for the country. They proved they could do the same jobs, to the same standard if not better than the men could. An achievement by both organisations is that by 1900 over half the MP's said they wanted women to have the vote. Though much hard campaigning women's suffrage took many more years to achieve their original aims but they both did. Suffragists using a much more conventional form of propaganda such as posters etc, but they Suffragettes use much more extreme and extravagant forms. They not only showed that they wanted equal rights but they showed how much they wanted them. They went to many extremes just to gain what they very strongly believed in. Q3 Why Did Many People Oppose Giving Women the Right To Vote Many people opposed giving the women the right to vote because they feared what the women might do, if they had as much power as men did. Many people believed that if women had gained equal rights they would not stop and they would want to take complete control. Some contemporaries strongly believed that women would not vote responsibly but would be influenced by how someone looks rather than the serious political issues of the day. This relates to the lack of women's education, many people believed that a woman's place was at home. Most girls did not go to school, the only education women had was to set them up for marriage, to be able to run a household. Many people could not take women seriously because of this and women were looked upon as inferior to men. People also thought that women were too irrational and emotional to make sound judgements. Men and women were thought of to be very different. They should fulfil different roles in life. Men should live in the world of politics and work, and women in the world of the home. Women were the weaker sex, they could not be asked to fight for their country. Therefore, because they are not asked to risk losing their lives during the war, they were not citizens in the fullest sense. The campaign for women's suffrage had been, hijacked by a small, articulate but unrepresentative minority of feminists. At bottom, most women did not really care whether they had the right to vote or not. Middle-class women would use political rights to develop their careers and neglect their domestic duties. Also, if the educated delayed having families or did not have them at all, a larger proportion of babies would be born to ‘socially undesirable' elements. The nation would suffer. To give the vote to women would almost certainly lead to a certain extension for men and thus enfranchise unskilled, rootless and generally undesirable people. Basically women were inferior to men, but men feared that women would have their revenge if they gained enough power to do so, men feared for their futures. Women were inexperienced and if they had the right to vote, they would not use their ability correctly, as they cannot research anything into the subject because of their lack of education. However, men had more experience so they could make intelligent and rational decisions. The suffragettes did not made life easier for women. They just made women look crazy, stupid and incapable of making intelligent decisions. Queen Victoria did not think women should have had the right to vote. This was because she thought that there was no point in changing society, because she was happy with the way it was working, and she thought that men's decisions were intelligent enough. Women had no key role in society, they were childlike, inferior and incapable of making decisions, which could change the future for the whole country, was it worth the risk? Women had no education to prove themselves, and those who did had very little. If women could not prove themselves to their country, how were they supposed to make an impact on society? It was very hard for women to change the way in which people were thinking, women had to look and act intelligent so that people could see that they were just as clever as men. The only reason women had such a bad reputation was because many women worked at home cleaning and looking after the family. This is still an important role, if women were given the same education as men, they would be just as intelligent, the just never had the same opportunities. I believe that the lack of women's education was the most important factor of why many people did not want to let women have the right to vote. Women were set a bad status, and it would be hard to overcome this and try to act as if they were as intelligent as men were. It would be very hard for women to prove themselves. Question 4 I agree that women over 30 gained the vote in 1918 mainly because of women's contribution to the war effort. Within the women's suffrage movement response to the war varied enormously. Mrs Fawcett told members of the NUWSS, â€Å"Women your country needs you†. Many members became involved in war relief work. However not all members wanted to do war work. Some were pacifists who totally disagreed with fighting and war. Mrs Pankhurst, her daughter Christabel and members of the WSPU stopped campaigning and threw themselves into the war effort. Helping he government with recruiting and propaganda. Many middle-class and upper class women became nurses and worked directly with the army. Some of these women had the chance t work abroad; others worked in military hospitals in Britain. Some of these women found life hard, they were not used to working and the shifts night and day were long. VAD was the Voluntary Aid Detachment, these women worked unpaid until 1915. After this they received i20 a year, but had to pay for their uniforms. Some men opposed to women in men's jobs. They were worried that women doing the same job for fewer wages meant that when the war was over women would be kept on. To avoid this trade, unions made agreements with the government and employers to protect men's jobs and wages. Despite the hostility women entered all kinds of work, which before the war was thought to be unsuitable for women. Before the war the only jobs for women in transport were as cleaners, attendants and clerks. However, during the war they became bus and train conductors, railway ticket collectors, signal women and porters. 900,000 women were involved in making shells, guns and aircraft. This was dangerous work, using poisonous substances and explosives. At least 300 women died in the munitions factories from the explosions. This shows how devoted women were to their country. Munitions workers were one of the best-paid jobs during the war with wages up to i5 a week. Women were encouraged to help out on farms, to keep the country supplied with food. They worked 10-12 hours a day and did not earn as much as factory women. They could join one of three sections of the land army-agriculture, timber cutting and forage. Women in agriculture would tend sheep, pick potatoes, hoeing, ploughing, help with harvest work and work on the harvest gardens. Women on the land would live on the farm and usually had to pay for their food and lodging. They had to sign up for either 6 months or a year and were not allowed to leave without special permission. After the war the old voting system had to be changed to allow men returning from the war to be able to vote. The law said that all voters must have lived in the country for over 12 months before voting, so women argued that whilst making changes to allow the â€Å"returning heroes† to vote. It would be a good time to add women to the list of voters. The war had shaken the whole structure of society- the working classes lost some respect for the rich, many people had died or lost relatives, the whole of Europe was insecure. 1918 was therefore a time for change or starting afresh. I believe that the work, which women did during the war earned them a lot of respect and this definitely helped them win the right to vote. Women proved to society that they could be intelligent and reliable if the were given the chance. They proved that if they had more power they could help the country and they would make a big difference in the way in which the society was run. The women's movements before the war helped to raise awareness of the situation of women, this helped their cause, also politicians realised that the violent campaigning would have been renewed if they did not recognise women's rights.

Facebook vs. Twitter Essay

Of all the many social media outlets out there today, Facebook and twitter are the most popular in my opinion. These two social media phenomenas have several comparisons and differences in various ways. Facebook ranked number one in most used social network world wide, twitter isn’t to far behind on the list. This two social networks are appealing to billions of people all over the world because it helps you get connected with friends and you are able to communicate with them as well through tweets or Facebook chats. Which social network is better? That is for you to answer, however the social network is more beneficial to you may influence which network you prefer to use. First of all, the majority of people seem to think Facebook to be more popular than twitter. The main reason Mark Zuckerberg created Facebook was for people to connect with friends, current friends or friends from high school that you wish to get back in touch with. You can potentially connect with new friends through Facebook as well and meet different people from all of the country. The installed user base for Facebook hit one billion users at the end of september which considered by many to be a milestone that no other social network will surpass anytime soon. The reason users may not be a fan of Facebook or like twitter more is due to the fact that navigation and updates to Facebook or rather difficult and you invest more time into it. When you message somebody on Facebook it’s unlikely that you will get an immediate response from that person unless they are currently on and get notified they have a new message. On the other hand, Twitter’s popularity comes from how easily you can interact with people and you receive rapid response. People like the simplicity of twitter’s navigation and being able to send tweets whenever, if you tweet at someone and that person has the mobile app they will be notified immediately with the ability to respond quickly. Twitter’s similarities with texting are popular with the young crowd such as myself and other students all over the world. Unlike Facebooks large user base that attracts people, unfortunately twitter can’t compete with that, they are known for a much smaller user base. When sending tweets you are limited to only 140 characters, so you must be to the point when sending a tweet. Among these two social networks differences there are also several similarities. You can download both of the networks mobile app to your smart phone and access the network from your phone. Facebook and twitter both allow you to upload pictures on your profile for people and friends to view. Tweets and statuses are similar in the sense users can see what you posted on the news feed, and the popularity and growth of both networks are the biggest similarity the two have in common. Which one do you pick? I have both Facebook and twitter, I enjoy both of them and they are beneficial to my life. In the end I tend to like Facebook just a little bit more due to the interactiveness the network offers. Each network has its pros, cons and attracts people depending on the type of person you are. One person may like twitter better than Facebook, that’s fine and dandy as well, the user has there personal preference based on who they are. At the end of the day both social networks; Facebook and Twitter succeed to curb my enthusiasm.