Equal opportunities & AntiDiscriminatory Practice Aims of the session Define the terms Equal Opportunities Define and identify stereotyping‚ prejudice and discrimination Identify appropriate legislation Suggest ways of creating a positive environment A few useful websites Commissions for racial equality www.cre.gov.uk Disability rights commission www.drc-gb.org National children’s Bureau www.ncb.org.uk UN convention on the rights of the child www.save_the_children.org.uk www.everychildmatters
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Energy and Metabolism P4:.2. Explain the role of the respiratory system in energy metabolism by referring to- a) Inhalation and exhalation. b) Gaseous exchange between alveoli and blood. The respiratory system takes oxygen (O2) into the body and eliminates carbon dioxide (CO2). It also enables speech production. Our bodies need energy for movement‚ growth and reproduction. This energy can only be obtained from the food we eat. By the process of respiration‚ chemicals of food are eliminated
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P4- There is a variety of national initiatives which promote anti-discriminatory practices: Some of these practices are provisions relating to‚ European Convention on Human Rights and Fundamental Freedoms 1950‚ Sex Discrimination Act 1975‚ Mental Health Act 1983‚ Mental Health (Northern Ireland) Order 1986‚ The Convention on the Rights of the Child 1989‚ The Children Act 1989‚ Race Relations (Amendment) Act 2000‚ Disability Discrimination Act 2005‚ it is important in every work place and setting
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P4 –Explain how national initiatives promote anti-discriminatory practice Not every individual working in a health and social care setting is expected to know all the laws that promote anti-discriminatory practice in health and social care. However it is important to know the existence of the laws and principles that helps to safeguard service users‚ their families and the care providers as well. In this booklet‚ I will be explaining the term national initiatives with an explanation of how it promotes
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person’s development and progress. Both children and adults can behave in discriminatory ways‚ which if seen should be challenged. When working within a childcare setting‚ there should be strategies in place to challenge what is said or done. It is important to support the person who has been subject to discrimination‚ but also important to try and support the person who has been behaving in a discriminatory way t help them change their behaviour. Children and young people are very much influenced
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Assignment: - Anti Discriminatory Practice Anti-discriminatory practice underpins all good practice as it seeks to prevent the division and oppression created and legitimised by individuals‚ groups and organisations‚ divisions that include class‚ race‚ gender‚ age‚ disability and sexual orientation. These divisions are often accepted as the norm and are then perpetuated unwittingly. Good anti-discriminatory practice requires competent workers to be aware of discrimination and how to challenge
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Anti – oppressive practice is the process which is based on changing the patterns of social relations; it relates to the abuse of power within a relationship on personal‚ family‚ community‚ organizational and structural levels. Working towards a culture which is anti-oppressive‚ challenges the issues of power‚ oppression and powerlessness that impacts the lives of people who receive services in health and social care. When applying anti –oppressive practice in professional supervision the focus
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The Equality Act 2010- How has this act promoted anti-discriminatory practice and how successful has this been? The equality act (2010) was introduced to provide a modern framework with a clear law to effectively tackle disadvantage and discrimination. The Act is intended to simplify the law by bringing together existing anti-discrimination legislations‚ such as‚ the Equal Pay Act (1970)‚ the sex discrimination act (1975)‚ the Race relations act (1976) and the disability discrimination act (1995)
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Thompson‚ 2006‚comments that it is important “that due regard is given to questions of good practice in working with older people-that is‚ to the development of anti-ageist practice.” The Author will now discuss the above with particular attention drawn to Ageist &Anti-Ageist practice. The Theoretical framework applicable to aging & its implications on policy & practice within social care work with elderly people. Hughes & Mtezuka (1992) describes ageism as “the social process through which negative
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use (e.g. phones‚ computers‚ and vehicles) general codes of behaviour and adherence to certain corporate practices‚ health & safety regulations‚ etc. more in depth information
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