Short Stories Essay Example | Topics and Well Written Essays - 750 words

Short Stories - Essay Example Louise Mallard is portrayed as a delicate individual as a result of her heart condition who seems to be in a happy marriage with her husband. Her ability to accept the bad news concerning her husband’s death and her need to be alone in order to deal with it shows that she is not only a strong woman, but also one who prefers her independence. The thoughts that she has about her husband are based on their good times that they had together and the love that he openly showed her. Her memories of these events lead her to sob over his death because she realizes that her life is never going to be the same. As she is weeping for her husband, Louise looks at the sky and sees it covered with clouds that have patches of blue showing through. The clouds symbolize the grief through which she is undergoing and the patches of blue in the sky are used to show the hope that she will be able to move on and come to enjoy her life than she had before. However, Louise also starts thinking of the potential freedom that she is going to have as a result of her husband’s death. She comes to realize that she no longer has to live according to the whims of her husband but in her own terms; a realization that allows her to het over her grief swiftly. Louise comes to have hope in her life and this is through her belief that because she is still young, she has a long time in which to live the way she wants. This belief in her new found freedom is a reflection of her possibly having been in a marriage that did not make her happy even though her husband loved her. This is exemplified through the statement â€Å"And yet she had loved him—sometimes†, one that shows that she might not have married for love but out of convenience. This story ends up being ironical because despite Louise’s expectation to live the rest of her life in her new found freedom, she is not able to accomplish her dreams. This is because in her husband ends up being alive and well and when she sees

Risk Management When Working At Height

Risk Management When Working At Height The Regulations apply to all work at height where there is a risk of a fall liable to cause personal injury. They place duties on employers, the self-employed, and any person who controls the work of others. These regulations have been made to prevent the Deaths and Injuries caused each year by falls at work. They also REPLACE all the earlier regulations about working at height and implement European Council Directive 2001/45/EC concerning safety and health for use of equipment for work at height (the Temporary Work at Height Directive). The objective of this paper is to identify relevant local laws related to working at height and examined the shortcoming from the laws. In Malaysia, the practice of safety including at construction sites is regulated by two main Acts. The Factories and Machinery (FMA) Act, 1967 is widely use by the Department of Occupational Safety and Health (DOSH) to make sure the safety, health and welfare at workplace. One of the regulations under the act, Buildi ng Operation of Work Engineering and Construction (BOWEC) is created specially to focus on the activities at construction industries. The are the legal requirements regulated by the government in related to working at height such as Regulation 12,Regulation 15, Regulation 39,Regulation 40,Regulation 41,and Regulation 42 using in this paper. To solve these problems, we need an improvement strategy that an employer must do everything reasonably possible to prevent anyone from falling, hazards situation, and carry out a risk assessment before working at height and take precautions where a person can fall a distance of more than 2m. If there is an increased risk of injury when falling a distance of less than 2m. The whole construction process should be planned to minimise the risk of falls. Planning work to minimise the need to work at height, and adding safety using guard rails, catch netting and barriers can reduce the risk. The results, construction professionals and the workers must be concerned with the construction process where the both professional and legal duties to take care, not only of their own health and safety at work, but the health and safety of others who might be put at risk by their acts and omissions. Keywords: Regulations, Working At Height, Construction Industries, Risks Introduction Over the years scenario of construction industry becomes more challenging. Accidents happen at construction site are always at everywhere especially in high rise construction. To date, people especially safety players in construction will find the best method in combating such accidents from happen. Working at height is defined as working at a place from which a person could be injured by falling from it, regardless of whether it is above, at or below ground level. Working at height describes work undertaken off the ground. Commonly, it involves the use of scaffolds, ladders, hoists, gantries or general roof work. Working at height can result in debris falling on workers or even workers falling from heights. Problem Statement Construction industry has been identifying by DOSH as among the highest activity contributed to the accident at workplace. Among the most hazardous activities at the building construction site is working at the building construction site working at height. Statistics indicate that almost one in three accidents involving working at height is fatal. Table 1.1 shows the statistic of fatality at construction site reported to DOSH from 1999 to 2004. Table 1.1: Fatality at Construction Sites in Malaysia Source: Department of Occupational Safety and Health Most accidents occur as a result of poor management control, which includes such failures as: Not recognising that a problem exists before it results in an accident Not designing and enforcing safe systems of work Not providing adequate information, instruction or training Poor supervision Not providing appropriate equipment or not using the right equipment for the job Objective The objective of this paper is to identify relevant local laws related to working at height and examined the shortcoming from the laws. Project Strategy` Identify the local laws related to working at height. Identify the shortcoming Background Work at Height Regulations state that all employers have a duty of care to ensure that work at height is properly planned, appropriately supervised and carried out in a safe manner Local Law In Malaysia, the practice of safety including at construction sites is regulated by two main Acts. The Factories and Machinery (FMA) Act, 1967 is widely use by the Department of Occupational Safety and Health (DOSH) to make sure the safety, health and welfare at workplace. One of the regulations under the act, Building Operation of Work Engineering and Construction (BOWEC) is created specially to focus on the activities at construction industries. The act clearly emphasized on the safety and health at different elements of construction such as machineries, working and load platform, scaffolding, floor opening, and electrical safety. Indeed FMA only enforceable to factories and machinery in which it is considered as prescriptive, rigid and too dependant to government enforcement that make it ineffective in controlling the issues of occupational safety and health at workplace. The Occupational Safety and Health Act 1994 (OSHA 1994) has been enacted in 1994 as a reinforcement to the FMA. The objectives of the act are to secure the safety health and welfare of worker, to protect person at workplace against of hazard, to promote the occupational environment adaptable to the persons physiological and psychological needs and to provide the means towards a legislative system based on regulations and industry codes of practice in combination with the provisions of the act. The philosophy of the act is the responsibilities to ensure safety and health at the workplace lies with those who create the risk and with those who work with the risk. In respect to the above philosophy, construction industries are expected to comply with the provision of the act such as general duty of employer and employee, the requirement of safety officer regulation, the requirements of safety and health committee and responsibilities of reporting of accident an dangerous occurrences. The followings are the legal requirements regulated by the government in related to working at height. Factories and Machinery (Safety, Health Welfare) Regulation 1970 Regulation 12 Working at a height Where any person is required to work at a place from which he will be liable to fall a distance of more then 10 feet, means shall be provided to ensure his safety and such means shall where practicable include the use of safety belts or ropes. Any person, who commits an offence against these regulations, shall on conviction be liable to a fine not exceeding one thousand ringgit. Factories and Machinery (Building Operations and Works Of Engineering Construction) (Safety) Regulations, 1986 Part V Cleaning, Repairing and Maintenance of Roofs, Gutters, Windows, Louvers and Ventilators Regulation 39 Duties of employers Every employer shall provide and require his employee to use while engaged in the cleaning, repairing and maintenance of roof, gutters, windows, louvers and ventilators. All means of access to roofs, gutters, windows, louvers, ventilators and other fixtures, parts or equipment which require periodical cleaning or maintenance shall be maintained in good and safe order and condition. Regulation 40 Work on steep roofs Where work is being performed on roofs having a slope greater than one in four, there shall be provided protection against sliding, consisting of roofing brackets or crawling boards. The provision of sub-regulation (1) shall not apply where every employee engaged in work upon such roofs is protected by a safety belt. Regulation 41 Construction and installation of roofing brackets Roofing brackets shall be constructed to fit the pitch of the roof and when in use shall provide a level working platform. Roofing bracket shall be secured in place by nailing pointed metal projection attached to the underside of the bracket and securely driven into the roof or by secure rope passes over the ridge pole and tied. Regulation 42 Crawling boards Crawling board shall not be less than 250 millimetres wide and 25 millimetres thick and shall have cleats at least 38 millimetres wide, spaced at equal intervals not more than 310 millimetres apart across the full width of the board and firmly nailed. Such boards shall extend from the ridge pole to the eaves when used in connection with roof construction, repair or maintenance. Any person, who commits an offence against these regulations, shall on conviction be liable to a fine not exceeding one thousand ringgit. Occupational Safety and Health Act 1994 Section 15 General duties of employers and self-employed person to their employees of Occupational Safety and Health Acct 1994 clearly stated the employer responsibilities as follow:- It shall be the duty of every employer and every self-employed person to ensure, so far as is practicable, the safety, health and welfare at work of all his employees. Without prejudice to the generality of subsection (1), the matters to which the duty extends include in particular :- The provision and maintenance of plant and system of work that are, as far as is practicable, safe and without risks to health. The making of arrangements for ensuring, so far as is practicable, safety and absence of risks to health in connection with the use or operation, handling, storage and transport of plant and substances; The provision of such information, instruction, training and supervision as is necessary to ensure, so far as is practicable, the safety and health at work of his employees; So far as is practicable, as regards any place of work under the control of the employer or self-employed person, the maintenance of it in a condition that is safe and without risks to health and the provision and maintenance of the means of access to and egress from it that are safe and without such risks. The provision and maintenance of a working environment for his employees that is, so far as is practicable, safe, without risks to health, and adequate as regards facilities for heir welfare at work. Failure to comply with the above requirements, employer shall be guilty of an offence and shall on conviction, be liable to a fine not exceeding fifty thousand ringgit or to imprisonment for a term not exceeding two years or to both. Research Shortcomings The awareness of safety at workplace in Malaysia has emerged since 1967 with the introduction of the FMA. The regulation of BOWEC under FMA came into force on 1986 with the aims to control the safety at construction sites. OSHA enacted in 1994 with the same purpose to strengthen the control of safety health and welfare at workplace. In 2001, DOSH began to implement occupational safety and health inspection at construction site (Building Construction Safety Audit) for every four month in order to ensure the OSH elements are in place, adequate and effective in protecting the safety and health of workers subsequently preventing incidents. Unfortunately accidents and fatalities rates at construction sites still high. In Malaysia, National Institute of Occupational Safety and Health (NIOSH) chairman Tan Sri Lee Lam They said the country recorded 6.7 accidents per 1,000 workers in 2005 while the average in developed nations stood at only three to four accidents per 1,000 workers. A construction site normally considered as a dangerous place. A large number of people die in them every year. Many site injuries result from people falling from structures like roofs and scaffolds, or being hit by falling objects. There is nearly always keen competition for new contracts and site personnel are often under pressure to work to tight time and cost constraints. It is hardly surprising that safety is often neglected. Improvement Strategy An employers duties An employer must do everything reasonably possible to prevent anyone from falling. This includes: avoiding all work at height wherever possible Use suitable equipment to aid work at height is there is no other method of carrying out the work from a place which is not at height. Do everything possible to minimise the height at which the person may fall from and minimise the consequences should someone fall. This means that: All work at height is properly planned and organised All work at height takes into consideration weather conditions which may adversely affect the work in progress. Employees who are involved are trained and competent The environment where the work is carried out is safe Equipment use to aid work at height is regularly inspected and is suitable for use The risks from fragile surfaces are properly controlled Risks from falling objects are properly controlled Hazards Falls from heights are a regular cause of fatal and serious injuries. There are three main hazards associated with work at heights: Falls. Falling objects. Falls from collapsing structures. Risk Assessment Carry out a risk assessment before working at height to find out what health and safety measures need to be adopted to avoid or reduce risk. Work should be done at a safe level to minimize risk. If this is not possible, consider the following: The physical condition of the people involved e.g. age, fitness, pregnancy, vertigo, etc; The activity; Equipment to be used; Location, e.g. near or over water, roads, under power lines, over raked stage, etc; The environment, e.g. weather, temperature, lighting; Duration of the work; Condition and stability of the work surfaces. Precautionary Measures Falls Precautions must be taken where a person can fall a distance of more than 2m. If there is an increased risk of injury when falling a distance of less than 2m, e.g. working near a traffic route or above a dangerous surface, suitable precautions will also be required. There are many ways of preventing falls of people: Edge protection, e.g. toe boards, guard rails; Safety harnesses; Maintaining a safe distance from an edge; Safety nets. Falling objects To prevent objects falling onto people you need a proper management system which: Provides barriers, e.g. a toe boards or mesh guards to prevent items from slipping or being knocked off the edge of a structure; Secures objects to the structure, e.g. lashing of scaffold boards; Ensures that there are no loose objects and that any tools are properly secured; Creates an exclusion zone, where necessary, beneath areas where work is taking place. In addition, when people are working at heights above other work areas, it is advisable to provide safety helmets to protect the workers below against falling objects. Danger areas can be clearly marked with suitable safety signs indicating that access is restricted to essential personnel wearing hard hats while this work is in progress. Falls from collapsing structures Structures need to be designed to be safe and to be built by competent people. The skills, knowledge and experience of the designer will depend upon the nature of the structure concerned and the use or uses to which it is put. A competent person should inspect and attach a notice to a structure after completion and before it is put into use. Further inspections on a regular basis (at least weekly) and after severe weather (external structures) or if the structure is significantly altered, will also be needed. Conclusion The working at height is part of important work in construction sector. Meanwhile, construction sector is an important part of the economy in most countries, yet is generally considered to be dangerous, dirty, hard and unreliable. In spite of the low attention often given to construction sites injuries in many countries, the statistics continue to be alarming. Construction workers are two to three times more likely to die on the job than workers in other industries while the risk of serious injury is almost three times higher. The construction professionals and the workers concerned with the construction process have both professional and legal duties to take care, not only of their own health and safety at work, but the health and safety of others who might be put at risk by their acts and omissions.

Dust Bowl :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Dust Bowl   Ã‚  Ã‚  Ã‚  Ã‚  When a dust bowl hits ground it’s like nightfall’s in seconds. You could not experience this type of feeling any where in less you were there at that moment. People were frantic. They thought it was the end of the world as they new it. People were coming down with mysterious illness. Both men, women and children were not sure if they would live the next day. This was the wrong time at the wrong place. Nobody could have known that this would have happened at this time. It was an act of god, people thought. They thought he was mad because farmers were plowing up the fields and steering up dust.   Ã‚  Ã‚  Ã‚  Ã‚  In 1931 the best place in the United States to be a farmer was the Great Plains. Farmers were promoting the southwest, (Taxes) saying that when one would plow the dirt it looked like a sea of choc let, when they did not know of the endless drought that was ahead. In the 1920’s the tractor was invented to speed up the process of plowing. A horse could plow two to three acres a day. A tractor could plow fifty acres a day. That was a huge difference in a farms life style. He had more time to spend with family and to get other chores done. Dust would build up in the air but the rain was not falling. Breathing became difficult because dust was hitting nose, eyes, and mouth. Kids had to start warring dust masks to school. It was a requirement by the Red Cross. After a dust storm the plowed soil would be swiped away and you would find mounds and mounds of dirt off in the distance.   Ã‚  Ã‚  Ã‚  Ã‚  Kansas, Colorado, Okalahoma, and Texas were where the dusts storms were taking place. A resident of these states thought it was just a sudden hold up. But what they did not know is that this storm would last a decade. Dust was found everywhere. They would find dust in food water and creeping thought the windows at night.

Organising a Discursive Essay about Car Use Essay

An argumentative essay opens with a boldly expressed point of view and then the rest of the essay presents arguments (examples, proof or logic) to support that point of view. Normally, it refers to opposing arguments but demonstrates that these are weak or even false. (Look at this essay about zoos for an example.) A discursive essay presents both sides of the issue in a more balanced way. In the end, however, it normally reaches a conclusion; in other words, the writer states what s/he thinks. The following is an example of how a discursive essay on handguns might be structured: Introduction : The issue of handgun ownership A. Some people believe individuals should not own handguns B. Others believe ownership is an important personal right Disadvantages of handgun ownership – Both adults and children can have accidents – People can use guns for crimes Advantages of handgun ownership + People can protect themselves from intruders + People can use guns for recreational purposes (e.g. target practice at gun clubs) Conclusion (a summary & evaluation of arguments above) = Problems of accidents and crime make gun ownership difficult to accept = Gun ownership should not be allowed in the interest of a better society Your task in this assignment is to write a discursive essay about the advantages and disadvantages of car use. You will be given the various arguments both in favour of, and against, car use. Your first task will be to organise these arguments. TASK 1 Read the following notes. Identify all the points in favour of car use and mark them with the symbol à ¼ . Identify all the points against car use and mark them with the symbol à » . Not restricted by schedules as you are with public transport Comfortable (spacious, cool, radio/CD etc.) They cause air pollution (e.g. exhaust emissions contribute to global warming) Roads deface the natural landscape and destroy/disturb wildlife habitats Fast, less time-consuming than public transport Car parks take up valuable space in city centres (could be used for public gardens instead?) Fairly cheap to run? Car accidents result in many deaths and injuries Modern fuels are lead-free and getting â€Å"cleaner† Traffic jams lead to stress and â€Å"road rage† (angry drivers attacking others) Car use contributes to a faster, less natural pace of life that often results in high blood pressure and heart disease TASK 2 Now that you have sorted your points into two groups, you will be able to divide the body of your essay into two sections: advantages and disadvantages (or possibly the other way round). However, each of these two sections still needs to be divided further – into topics. Each topic will then become a paragraph in the essay. Take the advantages above and arrange them under the topic headings of â€Å"Convenient† and â€Å"Efficient†. Take the disadvantages and arrange them under the topic headings of â€Å"Bad for the environment†, â€Å"Dangerous† and â€Å"Stressful†. TASK 3 A well-made paragraph usually starts with a topic sentence. This contains the main idea or argument of the paragraph. It is followed by a few illustrations or examples that support it. In the case of your essay on car use, the topic sentences in the body of the essay will cover the points in TASK 2 (above). Write topic sentences based on each of the headings in Task 2 (i.e. â€Å"Convenient†, â€Å"Efficient† etc.). Here is an example: Cars are extremely popular because they are so convenient. Do not be satisfied with the first thing you write. Rewrite it; share it with a classmate or your teacher; aim for a more effective sentence. TASK 4 The structure of your essay is going to be as follows: Paragraph 1 (INTRODUCTION) Paragraph 2 (Convenient †¦) à ¼ Paragraph 3 (Efficient †¦) à ¼ Paragraph 4 (Bad for the environment †¦) à » Paragraph 5 (Dangerous †¦) à » Paragraph 6 (Stressful †¦) à » Paragraph 7 (CONCLUSION) Unless, of course, you decide to deal with the disadvantages first †¦ You still need to plan an introduction. Basically, this will state that there are both advantages and disadvantages to car use. However, it will sound rather weak if you simply write: â€Å"There are both advantages and disadvantages to car use†. It will make a stronger impact if you start with a bold or surprising statement, or perhaps a striking statistic. For example: We have become extremely dependent on cars: there were 580 million worldwide in 1990 and it is estimated that this figure will grow to 816 million by 2010. You can follow this with a summary of the main arguments contained in the body of the essay. You should present these in the order they will appear later. Continue this opening paragraph by adding sentences from the jumbled list below. Present them in the same order as the plan above. We have become extremely dependent on cars: there were 580 million worldwide in 1990 and it  is estimated that this figure will grow to 816 million by 2010. Thirdly, some people argue that they contribute to the frantic, unhealthy pace of modern life. On the other hand, there are powerful arguments against car use. Firstly, they damage the environment. Clearly cars are so popular because they are both convenient and efficient. Secondly, they kill and maim large numbers of people. TASK 5 Let us save the conclusion for later. (Basically, it will sum up the main arguments again and evaluate them – in other words, you will say whether you think car use should be limited or even banned.) First, you will try to write the body paragraphs – paragraphs 2-6 in the plan above. Each paragraph already has a topic sentence. The challenge now is to support it with illustrations or examples. For example (paragraph 2): Cars are extremely popular because they are so convenient. They allow us far more freedom than public transport which is often unreliable, slow or even unavailable. Given a choice between walking in the rain to join a bus queue or stepping straight into a car and driving directly to one’s destination, who would prefer the latter? Furthermore, cars are more comfortable than buses or trains since they are less cramped and have luxuries such as an air-conditioner and a sound system. Now use the points below to complete paragraphs 3-6. (Start each sentence with your topic sentence from TASK 3.) Fast, less time-consuming than public transport  Fairly cheap to run, especially if you use a small model  Modern fuels are lead-free and do not cause a lot of pollution They cause air pollution (exhaust emissions contribute to global warming and health problems such as asthma) Roads spoil the natural landscape and disturb wildlife habitats Car parks take up valuable space in cities that could otherwise be used for recreation Car accidents result in many deaths and injuries (e.g. approx. 125,000 people were killed in road crashes in the  OECD’s 29 member countries in 1999, enough to fill 300 jumbo jets) Traffic jams lead to stress and â€Å"road rage† (angry drivers attacking others) Car use contributes to a faster, less natural pace of life that often results in high blood pressure and heart disease You do not need to change the language much. However, you certainly will need to use some linking words/phrases, such as the following: For example, †¦ For instance, †¦ †¦ also †¦ In addition, †¦ Furthermore, †¦ What is more, †¦ Another argument against car use is that †¦ Another disadvantage of car use is that †¦ Similarly, †¦ TASK 6 Finally, you need a conclusion. Avoid a weak â€Å"sitting on the fence† conclusion such as this: â€Å"There are some strong points both for and against car use and it all depends on what your opinion is.† Instead you should sum up the arguments you have already covered and state whether, on balance, you think the advantages outweigh the disadvantages or vice-versa. It may be effective to present the arguments in reverse order this time. For example: In conclusion, car ownership has several negative effects, including stress, road accidents and destruction of the natural environment. Nevertheless, we have become very dependent on cars because of the comfort and freedom they offer. A total ban seems out of the question, but for the sake of our own health and the health of the planet, we must aim to reduce car use – for example, by improving public transport systems and introducing car pooling schemes. TASK 7 Now try a discursive essay on a different topic. You could try the one about handguns (see notes above). Other possible topics include: Computer use by children Television viewing School uniforms You may have a better idea yourself, but please check it first with your teacher. Whichever topic you choose, you will need to do some research first and then draw up an essay plan. Without a plan, you will almost certainly produce a disorganised, ineffective essay!

Explain How To Support Others To Promote Diversity Equality And Inclusion

Task A Short answer questions Ai Using the table below, explain in your own words what each term means. Give one example from care practice to illustrate your explanations. Diversity: The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.Example: One of my workmates wears a head cloth due to her religion, every one who works with her accepts that and do not object or make fun of her†¦ Every one respects her religion. Equality: Equality defined basically means equal rights for people regardless of what factors they might have that are different. Equality states that because they are human they must be equal. Example: every one is treated the same way. Inclusion: Inclusion is based upon the i dea of allowing everyone equal access to a service regardless of gender, disability, religion i e, There are many ways to ensure that your setting adheres to its inclusion policy.Example: I am feeling respected and valued for who I am at work. Discrimination: A person is treated less favourably than someone else and that the treatment is for a reason relating to the person’s protected characteristic (e. g. disability) Example: My workmate has a slight disability but is treated the same way as the rest of my â€Å"team† no favours or less favours, just the same as the rest of us. Aii For each of the following people/groups of people, describe two different possible effects of discrimination.An individual: Loss of opportunities, withdrawal and depression, loss of self esteem. Their families: Anger, frustration and helplessness. Wider society: Loss of opportunities (what the individuals could contribute to society), division and disharmony. Those who discriminate: False s ense of self importance, possibly shame if they are confronted about their actions (discrimination is not always intended). Aiii Using the table below, identify three ways of challenging discrimination, and describe how each will promote change. Way of challenging discrimination, how this will promote change. 1. Policy and Procedures. 2. Direct Confrontation. 3. Reporting Discrimination I can use each of these methods to encourage the abuser to see and understand what they have done wrong. This is more likely to promote a change in their behaviour than leaving them unchallenged. It also sends a message to others in the setting. Task B Leaflet Bi Your work setting is running an induction course for new social care workers in an adult social care setting.Guidance for new workers. How can I learn new things? You can be told information, watch someone else do a task, talk about ideas with other people, read information or guidance, watch a DVD, research, ask your manager. A combination of all of the above is probably best, but different people prefer some ways of learning to others. Find the way that suits you best. You should discuss and reach agreement with your manager about the ways that will help you learn best.You might at tend training sessions, or be asked to read part of a book, training package or policy document, or to talk about your work with another team member who has knowledge to pass on. How will I be assessed? During your induction period (which could be up to 12 weeks) you will be assessed to make sure you have understood everything you have learned. Someone within your organisation, for example, your line manager or your training manager, might carry out this assessment. If part of your induction includes an accredited training programme, then someone outside of your organisation may carry out the assessment.However, it will still be your manager who has the responsibility to sign off your Certificate of Successful Completion when you have successfully completed your induction period. How can I develop my skills further? Essential learning for specific tasks, the induction provide you with the basic information and skills necessary for work There will be some tasks, however, that you may be required to do, that will need further learning before they can be performed safely. Examples include, using moving and handling equipment and preparation of food.Your employer must provide you with the learning you need to be able to perform these and other tasks safely. You should not be asked to undertake these tasks without having added the appropriate learning to your induction. Learning should continue throughout your career, and should enable you to develop new skills, and open up career options. Remember that you need to have a look at our policy's and various Act's which may include: Sex Discrimination Act, Race Relations Act, DisabilityDiscrimination Act, Equality Act, Human Rights Act, Health and Social Care Act (Regulated activities) and the Essential Standards, Codes of Practice for Social Care Workers. For me as a trainer, I need to challenge any abuse and explain why it is wrong. c) A description of how inclusive practice can promote equality and support diversity . Through Training and Discussion: Training and discussions are essential to raise awareness of diversity, equality and inclusion in any work settings. Discussion in meetings or group discussion among staffs play a vital role to raise awareness of equality, diversity and inclusion.The more they will engage in discussion or obtain trainings about this issue the more they will learn and be aware of and also they will be able and put them in their everyday’s practice. d) An explanation of how to support others to promote diversity, equality and inclusion. Through providing leaflet, information and policies and procedures: Providing leaflets and sufficient information regarding diversity and equality can raise awareness to a social care worker by acquiring adequate knowledge about it.It also helps them to know about the consequences if agreed ways of working are not followed which restrain them from doing any form of discrimination relating this issue. Task C Reflective account C i Write a reflective account describing: †¢ How your personal preferences, attitudes, heritage and beliefs might impact on working practice. †¢ How to ensure that your own practice is inclusive and respects the beliefs, culture, values and preferences of individuals. Suggested word count: 500 – 700 words A normal work night†¦ I come into work about 19. 0 have a brew and then get handover at 20. 00. Depending if I am in charge or a floor worker I either give out the medicines or start suppers. If I work on the floor I go around to the residents and offer them a few different things they can have for supper, such as toasts with jam, marmalade or just butter, a selection of sandwiches, cereals and hot/cold drinks, such as coffee, tea, chocolate, horlicks and juice or milk. After supper some of my residents watch TV before they retire to bed, and some go to bed straight after supper and may need assistance to get ready.Our lady X likes to go straight after supper a nd needs guidance to her room and help with freshen up prior getting in to bed, I assist her with personal hygiene needs and to put her nightdress on. Then I tuck her in proper and make sure she is comfortable and safe in bed, make sure the commode is at the side of her bed and her pressure mat is in front of the bed (just where she usually sit up to put her feet on the floor) so that she alert us staff when she is up out of bed or if she requires assistance during the night.During the night we do 2 hourly checks on our residents to ensure that they are safe, dry, clean and having adequate rest/sleep. In the morning I usually help 4-5 residents to get ready for the day, I pick out two outfits and let the resident choose if they haven't already got something in mind what to wear. I make sure the water is warm before I assist with the personal hygiene needs and I check their skin integrity to ensure that they don't have any pressure points that are sore. I always ask the resident to try to do as much as possible by themselves to maintain their independence, and I always explain to my residents what I am going to do in advance so they can assist me in my job. My residents likes to have a laugh in the morning and some of them likes the radio on in their room whilst they are getting ready so I try to meet their needs as much at possible. We often talk about their lives, what they have worked with, where they've been on holiday and so on. The residents often like to hear about my life, since I'm from Sweden, and I tell them when ever they ask.I always try to respect my residents choices and wishes, I don't have a religion and is a non believer, but I respect that people have their own religion and believes and I would never say anything to upset or hurt any of my residents, workmates or anyone. If someone show me respect they get that respect straight back, I don't like people who go around and talk behind your back, if I have done/said something wrong, please say it straight to me so I can justify myself to make it right.Cii Write a brief account that describes examples of inclusive practice. Suggested word count: 150 – 200 words Inclusive Practice is a term which means the practical things that we do, when we are working with people who use our services, which demonstrate our professional values, standards, and principles in action. In particular Inclusive Practice is about participation, collaboration, and including people: where individuals are fully involved in choices and decisions that affect their lives and in the matters that are important to them.People who use mental health services say that being listened to, having their individual needs taken account of, and staff attitudes and values is a very important part of keeping well. The experience of participation is often as important as the end result. Participation itself may be an outcome. Inclusive Practice can benefit staff through sharing knowl edge and learning new and effective ways of working with people. People who use services bring new ideas, and we are able to respond from a more informed position. Inclusive Practice is good practice, and is also about a human rights and anti-discriminatory approach to mental health.Inclusive practice underpins anti-discriminatory practice and is the practical way in which we put our equality policies/agenda into action. All people are citizens and have rights and entitlements. They should be treated fairly regardless of race, religion or abilities. This applies no matter: what they think or say, what type of family they come from, what language(s) they speak, whether they have a disability or whether they are rich or poor. All people have an equal right to be listened to and valued in the setting. Equality and diversityMy thought on this subject is that it encompasses gender, race, age, disability, linguistic differences, learning abilities, sexual orientation, socio-economic statu s and cultural background and so on. Ciii Write a brief account that describes practice which excludes the individual and is discriminatory. Suggested word count: 150 – 200 words The activity coordinator might come to our unit to play dominoes with our residents but have to exclude two gentlemen, because one of them is deaf and the other one is blind, and that has everything to do with the lack of time and/or staff†¦To have the TV on so low that the blind gentleman can not hear the program he would like to listen to and have to go to his room and become isolated. Residents in wheelchairs that can't go on outings i. e a pub lunch because there is no wheelchair access to the pub or the door way are to narrow for the wheelchair. Residents with dementia that are excluded from outings due to being loud or noisy. To tell a resident to stay on his/her room because he/she is not allowed to sit in the lounge with others because he/she is shouting out at times or being very loud t alking to him/her self.