Current Legislation And Sector Skills Standards Influence...

LEARNING OUTCOME 1 1.1 CURRENT LEGISLATION AND SECTOR SKILLS STANDARDS INFLUENCE ON RIGHTS OF SERVICE USERS According to the Disability Discrimination Act 1995, a disabled person â€Å"has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities. † Around 11 million people in the UK are living with a limiting long term illness, impairment or disability with less than half employed. With developing technology, people with disabilities have become less dependent if not completely independent. For this reason, it is important to provide them the same opportunities like the rest of the population. Multiple laws have thus been enacted to ensure that disabled†¦show more content†¦These could include wheelchair ramps, documents translated to Braille, sign language interpreter, e.t.c. Further, occupational standard (National Occupational Standards) should not exclude the disabled persons. For example the national occupational standard of a receptionist should not require the candidate to have â⠂¬Å"full use of his/her legs†, if it does, it would be disqualifying any individual who does uses a wheelchair, thus discriminating against them. 1.2. FACTORS THAT PROMOTE AND MAXIMIZE THE RIGHTS OF USERS OF HEALTH AND SOCIAL CARE After the rights of users of HSC have been establish, it is still possible for hindrances to occur. All parties concerned must strive to promote and maximize the rights however, as stipulated. The three main factors that promote and maximize these rights are as follows. A. Organization: For rights to be considered implemented, the relevant bodies have to put them in action. For example, where the Equality Act requires employers to make employment arrangements for disabled persons, the employer needs o state the availability of this in the job advertisement or application package to assure any disabled applicants that they will be well arranged for and can focus squarely on preparing for the actual interview. More so, in good practice, organizations small, medium or large must implement principles of equality and equal opportunity, confidentiality

Characterization within A Rose for Emily by William Faulkner

By using strong characterization and dramatic imagery, William Faulkner introduces us to Miss Emily Grierson in â€Å"A Rose for Emily†. The product of a well-established, but now fallen family, Emily plays common role found in literature- a societal outcast, who earns her banishment from society through her eclectic behavior and solitary background. Often living in denial and refusing to engage with others, Emily responds to her exile by spending the remainder of her life as a mysterious recluse that the rest of society is more content to ignore rather than break social customs to confront her. Emily’s role as an outcast mirrors a major theme of the story, that denial is a powerful tool in hiding a secret, however, the truth will eventually†¦show more content†¦Emily continues to stay a recluse as her house begins to smell and she chooses not to go out anymore. Because her behavior and reclusive nature has made her unacceptable in her community’s eyes, Emily counters their attitude with a refusal to live in their presence. Even though the town has gossiped about her and asked her family to step in on occasion, they never completely snubbed her. In many ways, they tried to bridge the gap or assist her, but each time she refused them. This is first seen when her father dies and people begin to feel sorry for her. The ladies gathered to offer help and sympathy, but are denied by Emily when she swears that her father is still alive. Later, when the town starts free postal delivery, Emily does not allow them to put a mail receptacle or address numbers on her home. Emily is physically refusing to let the outside world contact her. Then there is the debacle with her taxes. As the newer generation tries to rectify the former mayor’s decision to discharge her taxes, she refuses to answer their tax statement and later a personal letter from the mayor. Finally, the Board of Alderman visits her house, and tries to explain why she has to pay her taxes. She refuses to listen to their reasoning and she quickly dismisses them. During this time, there is only one person that is allowed in her home, a male servant who is African-American. As the years pass, the man grows old with her. Despite all of the years of himShow MoreRelatedEssay on William Faulkners A Rose for Emily1539 Words   |  7 PagesWilliam Faulkners A Rose for Emily As any reader can see, A Rose for Emily is one of the most authentic short stories by Faulkner. His use of characterization, narration, foreshadowing, and symbolism are four key factors to why Faulkners work is idealistic to all readers.   Ã‚  Ã‚  Ã‚  Ã‚  The works of William Faulkner have had positive effects on readers throughout his career. Local legends and gossip trigger the main focus of his stories. Considering that Faulkner grew up in Mississippi, he wasRead MoreA Tale of Terror 1087 Words   |  4 Pagesremember. William Faulkner’s â€Å"A Rose for Emily,† a short story about the odd Emily Grierson, a once well-respected woman in a small southern town, takes readers into a whirlwind of a story leading up to a horrifying discovery about Miss Emily’s secretive demeanor. Through his characterization of Miss Emily, his descriptions of the setting, and his use of foreshadowing, Faulkner effectively develops â€Å"A Rose for Emily† into a horrific tale. The first way that Faulkner organizes â€Å"A Rose for Emily† is inRead MoreA Rose For Emily By William Faulkner1270 Words   |  6 PagesWilliam Faulkner’s short story â€Å"A Rose for Emily† thoroughly examines the life of a strange woman name Emily Grierson who lives in the town of Jefferson. If we examine â€Å"A Rose for Emily† in terms of formalist criticism, we see that the story dramatizes through setting, plot, characterization, and symbolism on how Miss Emily’s life is controlled by a possessive love she had for her father and lover. William Faulkner uses Emily’s life as the protagonist to examine from a formalist aspect. In orderRead More Loneliness to Insanity and Madness in A Rose for Emily and The Yellow Wall-Paper1545 Words   |  7 PagesFrom Loneliness to Insanity in A Rose for Emily and The Yellow Wall-Paper      Ã‚   In The Second Sex, Simone de Beauvoir states that within a patriarchal society woman does not enjoy the dignity of being a person; she herself forms a part of the patrimony of a man: first of her father, then of her husband (82-3). 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Appropriately, the story begins with death, flashes back to the near distant past and leads on to the demise of a woman andRead MoreA Rose for Emily by William Faulkner1250 Words   |  5 PagesIn the grotesque short story A Rose For Emily, William Faulkner’s critical tone speaks clearly as he uses irony and bizarre imagery to criticize his own southern culture. Born in 1897 in Oxford, Mississippi, Faulkner grew up in the center of southern racism and witnessed the post-Civil War transition of his society (Wikipedia). By carefully crafting the characters in the story, Faulkner is able to critique the typical southern view of African-Americans as well as demonstrate the unwilling ness ofRead MoreEssay A Rose for Emily1064 Words   |  5 PagesA Rose for Emily In â€Å"A Rose for Emily,† William Faulkner’s symbolic use of the â€Å"rose† is essential to the story’s theme of Miss Emily’s self-isolation. The rose is often a symbol of love, and portrays an everlasting beauty. The rose has been used for centuries to illustrate an everlasting type of love and faithfulness. Even when a rose dies, it is still held in high regard. Miss Emily’s â€Å"rose† exists only within the story’s title. Faulkner leaves the reader to interpret the rose’s symbolicRead MoreThe Yellow Wallpaper3202 Words   |  13 Pagesfrom her depression. Instead, Jane is slowly losing herself within the yellow wallpaper in the room causing her to become insane. Jane is not able to express her feelings with her husband or anyone else, but instead she bottles it up inside of her until she could no longer resist. The outsider theme is forced upon Jane from her husband’s way of treatment. â€Å"A Rose for Emily† by William Faulkner also portrays the outsider theme statues. Emily Grierson, the main protagonist, is a woman whom is isolatedRead MoreAnalysis of A Rose for Emily, by William Faulkner and The Yellow Wallpaper, by Charlotte Perkins Gilman2621 Words   |  11 Pages In the short stories â€Å"A Rose for Emily† written by William Faulkner and â€Å"The Yellow Wallpaper†Ã¢â‚¬  written by Charlotte Perkins Gilman, the protagonists experience mental illness, loneliness, feelings of being in control of their lives, and feelings of being insane. Both main characters struggle against male domination and control. The two stories take place in the late 1800’s - early 1900’s, a time where men’s place in society was superior to that of women. Each story was written from a differentRead MoreAlliteration In Leda And The Swan By Ray Bradbury1852 Words   |  8 Pagesstressed syllables of words relatively near to each other (in the same line or adjacent lines, usually) (Literature: A Portable Anthology). Example: In Fahrenheit 451, Montag states, â€Å"It’s fine work. Monday burn Millay, Wednesday Whitman, Friday Faulkner, burn’em to ashes. That’s our official slogan.† The repetition sound of â€Å"M,† â€Å"W,† and â€Å"F,† show alliteration (Bradbury 6). Allusion: A reference to a well-known person, place, place, event, literary work, or work of art (Literary Devices). Example:

To what extent is ”Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this Free Essays

In Frankenstein, education cannot simply be considered as an ordinary theme, because there are so many differing angles which are represented throughout. It primarily depends however on what actually counts as education in the first place; does it have to be necessarily formal, or does it also count if it is information passed on from one family member to another, or even if it is simply something gleaned from the environment that surrounds us. This is the question that must be answered, as well as deciphering what methods Shelley uses to convey the fact that education is essential for the books’ events to occur. We will write a custom essay sample on To what extent is †Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this? or any similar topic only for you Order Now In Frankenstein from the very beginning, whenever Victor is mentioned, it is in the context of learning, or of having learnt something crucial. This is in comparison to Walton, whose knowledge appears to come from his exploration, from his search for a true companion who can accompany him throughout the rest of his life, someone who will truly understand him. Walton’s knowledge is not just from experiences, but also from studying, from academia, as well as from his perceptions of the world around him, and from what his morals command him to either do or not to do. However, despite all of his academia, he is still astonished when he is told about Frankenstein’s creature, and even more so when he views it for himself. This proves that despite formal education, there will still be gaps of knowledge, and the power to surprise will always exist. Victor relates to Walton all about how his education was formulated, what exactly he had learnt from his bad experiences with books and at Ingolstadt, and by focussing on outdated science such as those ideas thought of by Cornelius Agrippa and Albertus Magnus. The point blank refutation by his father of these theories and ideas did not mean that Victor realised they were hopelessly incorrect; on the contrary, he ‘continued to read with the greatest avidity’. This reading eventually led to the creation of the creature, which although being a tremendous achievement in its own right, is something which directly contravenes the natural order of things, and is therefore a sin. By studying such ‘wild fantasies’ and not instead reading something far more ‘real and practical’, he allowed himself to be taken into the world of unnatural occurrences, where he would be able to achieve incredible things, but at the same time ‘terrible’. At Ingolstadt, Victor was further mislead from the path of true science by Krempe who did not capture his imagination, and possessed a ‘repulsive countenance’ and instead continued to strive towards conquering death through reanimating and creating his own perfect being. It does bring up questions of who ought to be able to control life and death, which the creature then follows through killing, through controlling the manner and time of death of those that Victor held dear. However, despite the creature’s education through learning from his surroundings, there is still some quality to him which is not human. This is indeed the lack of any sort of moral structure; he is not able to empathise, or realise that what he does is wrong. This can be shown by ‘you belong then to my enemy-to him towards whom I have sworn eternal revenge; you shall be my first victim.’ Perhaps in some way he acknowledges it as wrong, but due to his previous experience with the people in the cabin, he now no longer wishes to be like them, and wants to separate himself from society. This separation means he then becomes particularly cold blooded, but he does know that it will prove effective in affecting Frankie. Due to the creature describing his ‘heart swelling with exultation and triumph’, it demonstrates that to some extent the creature has developed sophisticated planning, because it was not spur of the moment (the fact that there is no regret mentioned proves this). The creature has learnt to be cold from his ‘father’s’ abandonment of him, and the people in the cabin rejecting him solely on the basis of physical appearance. Therefore he has learnt that to cause emotional suffering is the best way to commit revenge; the preferred method of hurt is to destroy someone’s heart. The creature’s knowledge did not turn out to have a positive effect on anyone’s life, but rather ended up causing several deaths and miserable lives for many. Whether or not the creature deserved to be given a full education is still unclear, but it shows that knowledge can be very harmful. However it did not appear to be so for Safie, who was also learning at the same time as the creature, albeit it not as surreptitiously as it, because Safie simply learnt the language and was not mentioned as having later committed acts of evil. The creature learnt from afar, much as an infant does, by listening to language and eventually picking up the ability to manipulate it in one’s own way, although he evidently learnt from books as well for research and insight. Despite all this, he still isn’t an intellectual, and primarily learns about his strength, about others and about others’ perceptions of him through trial and error. There is the question of whether or not the creature was solely spurred on by William’s being such an unpleasant child or whether it was simply in the creature’s blood. Nevertheless, this proves that to some extent, people learn behaviours from what they experience of what occurs around them, and it is not just pre-learned behaviour. It raises the question of whether the creature would have been more docile if either Victor had directly cared for him, or provided a creature as a friend. He has learnt to become so disillusioned with humanity, that now they are now worthless to him, even a defenceless young child. This heinous crime doesn’t mean anything to him, in the same way that it didn’t technically mean anything to Victor to about the creature; only disgust about what he had created was realised. This disgust can be easily understood, because he has managed to reanimate dead flesh; who is to say that there might not be some imprint of the personality of the old owner of these body parts existing still? Despite the addition of ‘luxuriances’ such as ‘lustrous black, flowing hair’, it is still a crime against nature, and also raises the moral question of whether or not the creature learns from scratch with his blank slate of a ‘child brain’, or whether he simply possesses the mind of the old brain. How a new creature made from death can still have life, particularly have its own mind is uncertain, especially when we consider that the creature must suddenly have had a consciousness emerge out of oblivion, but all we know is that there must be something real about it for it to be able to affect the lives of real humans. Whether or not education is simply learning how to live by gathering and experiencing simple pleasures, having sufficient food, and utilising fire depends on what and who is being asked, but surely anything that is learnt counts as a sort of education in its own way. Learning through experience means that on the plus side, you know what you have learnt is true, and you know what will work best in a certain set of circumstances, but when you arrive at something new and unfamiliar, trial and error (error being the key point) is the only way forward. Frankenstein in a way is all about education, particularly when it comes to the misuse of formal education, and mistakes made, but because not all of the plot details in the end come down to a matter of education, it therefore cannot be deemed to be the key theme of the novel. How to cite To what extent is †Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this?, Papers

Self-discrepancy theory free essay sample

Figures may be missing from this format of the document Abstract: Many self-theories presume that discrepancies between the self and goals for the self influence emotional experience. The present research compared how discrepancies from ideal selves, ought selves, and undesired selves predict negative emotions. In particular, the research tested Ogilvies (1987) claim that the undesired self has stronger effects on well-being relative to ideal and ought selves. A total of 231 participants completed several measures of self-discrepancies and negative emotions. Consistent with Ogilvies hypothesis, discrepancies from the undesired self significantly predicted negative emotions, whereas discrepancies from the ideal and ought selves did not. No type of discrepancy, however, predicted negative affect when global selfesteem was entered as a predictor, indicating a lack of incremental validity for self-discrepancies. Article: Many self-theories presume that discrepancies between the self and goals for the self influence emotional experience. The present research compared how discrepancies from ideal selves, ought selves, and undesired selves predict negative emotions. In particular, the research tested Ogilvies (1987) claim that the undesired self has stronger effects on well-being relative to ideal and ought selves. A total of 231 participants completed several measures of self-discrepancies and negative emotions. Consistent with Ogilvies hypothesis, discrepancies from the undesired self significantly predicted negative emotions, whereas discrepancies from the ideal and ought selves did not. No type of discrepancy, however, predicted negative affect when global selfesteem was entered as a predictor, indicating a lack of incremental validity for self-discrepancies. People distinguish between the self as it is and the self as it could be (Markus Nurius, 1986). Representations of possible states of the self function as goals and standards (Carver Scheier, 1998; Duval Wicklund, 1972), so it is important to understand how these self-states influence self-regulation. Several theories have examined how representations of possible selves differ (Carver, 1996; Higgins, 1987; Ogilvie, 1987) and whether these differences influence emotion and action (Leary, 2003; Ogilvie, 1987; Phillips Silvia, 2005). Self-discrepancy theory (Higgins, 1987) proposes that discrepancies from ideal and ought selves create negative affect. Ogilvie (1987), in contrast, suggests that the undesired self-an avoidance-based self-goal-has a more powerful influence on emotions relative to ideal and ought selves. The present research examines how these three kinds of possible selves-ideal selves, ought selves, and undesired selves-predict emotional experience. Self-discrepancy theory (Higgins, 1987) posits three domains of the self: actual, ideal, and ought. The actual self is the persons representation of who he or she is currently. The ideal self is the representation of who he or she would like to become, such as wishes and aspirations for the self. The ought self is the representation of who a person feels he or she should become, such as duties and obligations for the self. Self-discrepancy theory predicts that discrepancies between the actual and ideal selves cause dejected emotions such as depression and sadness, and that discrepancies between the actual and ought selves cause agitated emotions such as anxiety and tension (Higgins, Klein, Strauman, 1985). Although research has shown that ideal and ought discrepancies predict emotions, it is clear that these effects depend on specific moderating variables (Boldero Francis, 2000; Boldero, Moretti, Bell, Francis, 2005; Higgins, 1999). Two patterns of findings have complicated tests of self-discrepancy theory. First, many studies have found that ideal and ought discrepancies are highly correlated. Phillips and Silvia (2005) found a correlation of . 77 between latent ideal and ought factors. In their latent variable analysis, Gonnerman, Parker, Lavine, and Huff (2000) found that the discrepancy types were too highly correlated to estimate separate ideal and ought factors. Other studies have found correlations around . 70 between ideals and oughts (Ozgul, Heubeck, Ward, Wilkinson, 2003; Tangney, Niedenthal, Covert, Barlow, 1998). Based on their multimethod study, Tangney and her colleagues concluded that there was very little unique variance in the quantitative estimates of these concepts (p. 265). Second, many studies have failed to find that ideals and oughts uniquely predict depression and anxiety. In some studies, ideal discrepancies predicted many emotions and ought discrepancies did not. In a structural model of self-processes and emotions (Gramzow, Sedikides, Panter, Insko, 2000), ideal discrepancies predicted both depression and anxiety, but ought discrepancies predicted neither emotion. In a study by Heppen and Ogilvie (2003), ideal discrepancies predicted many positive and negative emotions, but ought discrepancies did not uniquely predict any emotion. Thus, recent research shows that self-discrepancy theorys predictions are most likely to hold in specific situations, such as when self-discrepancies are salient and relevant to the context (see Boldero et al. , 2005; Phillips Silvia, 2005). THE UNDESIRED SELF Ogilvie (1987) proposed an additional self-domain-the undesired self, which appears to play an important role in emotion. The undesired self is a representation of the self at its worst; it thus acts as a central avoidance goal. Ogilvie (1987) predicted that the undesired self should more strongly predict well-being relative to idealized selves.