Risk And Adults With Learning Disabilities

Risk And Adults With Learning Disabilities A significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with a reduced ability to cope independently (impaired social functioning); and a condition which started before adulthood, with a lasting effect on development (Scottish Executive, 2010). People with learning disabilities comprise of a highly vulnerable section of the society, who have limited access to health care facilities / services offered to them. They are often faced with obstacles and challenges while copying with grave situations such as loss and bereavement of loved ones, personal illness, death etc (Elliott, 1995). This, in turn, tends to aggravate their situation and increase their dependence on the society which includes their friends, family and loved ones as well as the community in general. They are known to have been ignored persistently in terms of providing services in the need of personal illness, death, and other challenging life situations, thus increasing their vulnerability all the more. Risk vulnerability: People with learning disabilities are one of the most vulnerable groups in the society (Department of Health 2001). People with learning disabilities has probably one of the worst histories is neglect and ill treatment in any group of society. Among the most vulnerable members of society they cant speak up for themselves. Concepts of risk assessment and management in psychiatry increasingly reflect public and professional anxieties that people with a mental disorder may harm others (Simon Halstead (997). At risk are the mens victims whose suffering was often exacerbated by service providers failure to protect them. For example, if consequences are limited when a man with learning disabilities abuses another person with learning disabilities, the victim may be left with the idea that such behaviour is normal and acceptable, and that services will provide little protection and that their complaints will not be heard. It may also increase their vulnerability to further abuse because abuse can become normalised (McCarthy and Thompson, 1996). The oxford dictionary define noun risk as meaning a hazard, a dangerous, exposure to mischance or peril, as verb it also similar which means hazard, to danger, to expose to the chance of injury or loss(P. Parsloe, 2005). Risk is closely linked to dangerousness, resulting in harm which seems to be agreed means harm to self or others and extend of harm which constitutes a risk in various situations especially adult with learning disabilities. If you dont know for sure what will happen, but you know the odd that is risk and if you dont know the odd that is uncertainty (Knight, 1921). From this definition of risk concentrate upon the probabilistic components in knowledge, and is agnostic as to whether this involves probabilities of good of bad outcomes. Royal Society(1983), risk assessment which saw as the probability that a particular adverse event occurs and social services has been concerned predominate with risk assessment to prevent harm. They may also suffer further if they have to deal with seeing their perpetrator on a regular basis, and may be subject to further assaults in retaliation of their initial complaint. It has been noted above how services frequently respond inadequately to the abuse of people with learning disabilities by men with learning disabilities: only rarely will the police be involved and most victims will have no option but to continue to see their attacker on a daily basis (Thompson, 1997). In addition to the risks to existing victims, poor responses may result in increasing numbers of people being abused. Definiation of vulanarable adult in section 80(6) care standard act 2000 states that- (a) an adult to whom accomodation and nursing or personal care are provided in care hom (b) in adult to whom personal care is provided in their own home under arrangements mad by a domiliciary care agency.(Ian. PeateD.Fearns-2006) Adult with learnign disabilities, and thos peopl who have a lescapcity like who have mental illness, old and frail,need protection from potentially abusive sitaution over which they might have little control (Department of Health,2000). Learning Disability Adolescents obviously do not always act in ways that serve their own best interests, even as defined by them. Sometimes their perception of their own risks, even of survival to adulthood, is larger than the reality; in other cases, they underestimate the risks of particular actions or behaviours. It is possible, indeed likely, that some adolescents engage in risky behaviours because of a perception of invulnerability-the current conventional wisdom of adults views of adolescent behaviour. Others, however, take risks because they feel vulnerable to a point approaching hopelessness (Fischhoff et al., 2000). In either case, these perceptions can prompt adults to make poor decisions that can put them at risk and leave them vulnerable t o physical or psychological harm that may have a negative impact on their long-term health and viability. Learning Disabilities: Risk Assessment Decision Making Process/ Practice Tools: Every day a lot of risk situation changes rapidly and what applied yesterday but may not today. Those service users who are identified as at risk would be provided highly effective instruction to reduce their risk in the identified area (e.g., language, reading, numeracy/ math, behaviour). Service users whose response to instruction moved them out of risk status would receive no further supplemental intervention. Service users whose response to well-documented, effective, and well-implemented instruction was low or who remained at risk would be considered for placement in special education. Thus, potentially, many Users could benefit from this type of an identification procedure. (S.Vaughn and Lynn S. Fuchs, 2003). For minimize risk and make it useful and meaningful, may risk situations need to be reassessed regularly perhaps daily basis according service users daily need. People with learning disabilities are subject to risk all time due to their vulnerability they sometimes abused by those who have control over them or by those who realize that they are vulnerable because of their disabilities they often find it very much more difficult to assess risk the way most of us do. While most of carer don dont asses risk very efficiently they generally make some attempt to do so. Its not easy at all to do risk assessment as it is a complex task and most of the time carer or support worker they do adequately but not very thoroughly. Adult with learning disabilities they always find this difficult and also fail to recognize any risk at all as they cant explain due to lack of communication. In spite of some difficulties, there is an increasing awareness that people with learning disabilities can make choices, moreover they want to do so. However its often fail to consider is that, the amount of risk that these choices carry and most of us have grown up accustomed to risk-taking. Life is full risks we all take risk all the time and the more familiar they are the less we tend to recognize the real level of risk involved.(Refe). Many problems about assessing risk that different services user may perceive the different risk. What is acceptable to one person may not be acceptable to another. Main objective of the risk assessment when its possible may sometimes affect decision making in number of different ways. Its true many people with learning disabilities who are always facing risk in their everyday life. Significantly about choice decision sometimes its difficult for adult as well carer to make right choice how could be at risk. The difficulty for people with learning disabilities is that carers often do feel often they are expected to make these choices for them. The law of negligence can appear to inhibit decision making personal freedom and choice sit uncomfortably next to the concepts of duty of care and professional liability (Ref.). people with learning disabilities may not have done perhaps carers need to be encourage to help their service users how to make choices with and appreciation of the risk involved. This is more challenging task than just encouraging choice alone it seems that not only should people with learning be allowed to make choices and take risk they should actively be encourage to do. Multidisciplinary Risk Assessment: The problem with the right to make choices is that it assumes that adult with learning disabilities are able to make choice about risk in the same way every one does(Refe.). we have to acknowledge that adult with learning disabilities do have real difficulties with many cognitive takes. Most we have problems in assessing risk effectively because of the complexity of doing so it is likely that people with learning disabilities will find the particular difficult. The assessment of ability to consent and the ability to make real choice, especially in relation to understanding the likely consequences of the choices or decision made. It could be helpful when any risk assessment pan to do like- If carer want to take any decision about the adult person, Is person are aware that about their decision at all? Are they communicating their choice decision making? Giving people with learning disabilities more choice especially about taking risk, its mean that carer have to be alert to the extent to which the service users are able realistically to assess the level of risks involved(Ref.). In order to decide when risk is acceptable, they need to consider a large number of pieces of information which is decision making become difficult for carer/support worker. Many adult with learning disabled the most successful way to avoid and minimize risk to avoid further problem is by effective management. When the person concerned may have been living in a setting where the opportunities for such behaviour have been very limited or absent, carers and professionals are sometimes tempted to assume that because the recent past has been incident-free the problem has disappeared. Risk Assessment: Never take someone with a learning disability swimming without first reviewing their risk assessment plan. A risk assessment is in place to address issues of importance such as dangers, hazards, and known triggers and how best to avoid them. Make sure you are familiar with the particular risks that you could face with the person in your care and that you have put measures in place to reduce, or eliminate, them. Assessment is a complex and time consuming task and it is a continuous process. Assessment of risk for adult with learning disabilities which should be evolutionary in nature constantly informed and shaped by changes of circumstances upon service users needs (M.Brown, 2003). The practice of risk assessment and management is the process of data collection, recording, interpretation, communication and implementation of risk reduction plan (Maden, 1996). For the risk of learning disability, clinical model of risk assessment have become the norm. There are two kinds of risk that are relevant to work people with learning disabilities, risk of unnecessary exposure to undesirable events or experience, and risk of negative consequences when possible benefits and desirable experiences are perused (Paul William, 2006). Above this it is clear that a strategy of prevention should implement, and management is required so that risk and benefit are balanced. In social care and health care there are broadly two main context of risk which are not provided and everyday risk in their life. people with learning disability to have a history of formally documented offence. Conclusion People with learning disabilities are beginning to reclaim the lives they lost in the institutions, having choices, jobs, sex lives and even becoming parents unthinkable until even quite recently. Slowly, perhaps far too slowly, the rest of the community is beginning to realize that the majority of people with learning disabilities are not so different from everyone else, and need the same things in their lives that all of us do: work, leisure, partners, and a sense of being part of a social group. They want to feel useful and valued, as we all do. Life is full of risks. We all take risks all the time, and the more familiar they are the less we tend to recognize the real level of risk involved. We actually take the greatest risk in our lives every time that we step into a car, but few of us really consider that risk seriously. This is the other side of the coin; we are inclined to believe that it wont happen to me, even when the objective statistics suggest otherwise. The difficulty that now exists for people with learning disabilities, especially those with greater handicaps, and those who care for and support them, is that the law specifies that many such people are vulnerable, and not able to make this choice for themselves. They are considered to be unable to assess the risks involved and thus make an independent choice. The onus of assessing risk and making the decision therefore often rests with carers. Because it is such a difficult decision to make for someone else, carers often take the simple way out, and avoid letting situations arise where learning-disabled people in their care have the opportunity to develop sexual relationships: if a person cannot make an informed choice then perhaps it is easier not to offer them that choice. This is the current dilemma for those who work in community care situations. The issue of sexual relationships is perhaps the most difficult and complex, but this problem of balancing risk and choice is a constant one for carers and professionals, in relation to many aspects of everyday life. In the background is the ogre of the law (and/or local management), ready to jump on the unwary, should they get it wrong. No wonder, perhaps that many are cautious about enabling such choices to be made. Recommendation Social services departments have seen a rise in the numbers of vulnerable adults referred to them because they are at risk of physical and sexual abuse, as well as financial fraud, a study has found. The survey of directors of adult services suggests the fallout from the death of Baby Peter has influenced social workers attitudes to vulnerable adults with more older people or those with a learning disability deemed to be at risk of abuse being referred for assessment. Speaking ahead of the national children and adults conference that opens today in Harrogate, the Local Government Association (LGA) warned that adults services were coming under increasing strain and called for reform of the way adult social services are funded to meet the explosion in demand and escalating costs. In others for example, in the increase in the number of adult safeguarding referrals it might be that the higher profile of risk and vulnerability has led to a greater vigilance by our care staff and by members of the public alike.

Cultural myths detrimental to american society today

Cultural myths detrimental to american society today A cultural myth is a traditional story that has a meaning attached to it. These myths have an effect in they way people lead their lives and even how they interact with each other. It is notable that myths have a role to play be it personally, or to the wider society. In as much as one may believe or doubt such myths, they still continue to exist in different ways, and are shaping destinies of many. Myths can be full of truth or falsehood and depend on the interpretation a person may prefer. Many societies and races in the world have diverse myths which may encourage or discourage certain patterns of behavior. Rituals and customs are explained in myths and their merits or demerits laid down for everyone to discern. The Greek mythology (Detienne, 18) is most notable especially in the way they exhort ancestors to be like gods. Myths came before science and this makes it impossible to discredit them. Long time ago, people depended on myths to explain the mysteries of creation and they accepted them with a lot of zeal. Many other questions were answered including the origin of man and his eventual destiny after death. Evil is also brought under the scrutiny of myths and they expound its cause and reason for its existence. The rise of modern civilization can too be traced in myths ranging from agriculture to industry to settled life in cities. The modern world has continued to embrace myths in one way or another. Modern technology has given rise to much development in mass media which in turn has enabled many myths from different parts of the world to be collected together for study. Books have been printed and availed to anybody with interest to read and either agree or disagree with the subject. From an individual to a community, some cultural myths seem worthy in the sense that they encourage or uplift the spirit (Wessels, 92). Others may not necessarily be so and may seem unrealistic especially if they are prejudicial or implying immorality. Happily Ever After; the American society as any other society has not been left behind in embracing myths. Many of them believe that happiness can be sought and achieved despite the hardship one may go through. Happiness is attributed to material possessions whereby those who do not have ample material wealth are considered unhappy. The ideology of possessions can be traced through ancient myths some of which are still followed today. Hard work is associated to prosperity and lack of it therefore leads to a lowly life. Studies have shown that happiness is not related to material or money possessions (Veenhoven, 5). The old notion which led many people to acquire as much as they could has been proven false. Traditionalists believed that it is out of what you possess that gives you the feeling of happiness. People then would strive so much in order to have money so that they may live the rest of their lives happily. In did not matter the means or the extent to which this was sought as long as one could proudly claim he had money. Americans forgot that happiness is never permanent and mostly is derived from being comfortable with what one has, however little. Obsession with possessions created greed in American people which can never be satisfied. Someone even came up with a term National Happiness, a system that oversaw people overlook other important issues in order to acquire happiness. Ironically, this myth has wrought greed, selfishness and immorality in the Americans (Alesina Tella, 3). The Nuclear Family has been a basis upon which nations are built. The nuclear family is composed of a father, mother and their children. This family set up has been criticized for a very long time due to its lack of universality, essence and modernity (Chester, 111). Industrialization brought out the need to move away to work places and obviously the nuclear family was affected. When the heads of the family began moving to far away places in search of job, there remained a question as to whether those left should still be considered as a nuclear family. The myth that every nuclear family should cater for itself has contributed negatively in its essence. Most Americans may prefer to be in such families in contrast that whole societies need to live together and cater for each other. Another aspect which makes the nuclear family fail is failure of it being universal. Since other societies in the world have extended families, the notion in Americans mind that only the nuclear family is perfect could be wrong. This is another cultural myth that has pulled back the Americans in their pursuits and has isolated them. The western culture took the nuclear family as a symbol and went ahead to portray it in art and media. But statistics show that there has been a decline in the number of nuclear families in the America over the past few years. Divorces and remarriages are common and therefore the true definition of a nuclear family has eroded. This goes on to show that the ideal nuclear family that was projected was just another cultural myth which has no place in modern society. It becomes a myth in the sense that sometimes ago; departure from this family set up was seen as immoral and unhealthy by many Americans (Uzoka, 34). Most Americans have shunned the extended family setup which encouraged communal responsibility, and have upheld nuclear families which promote individualism. The extended family comprises of the nuclear family and the relatives. This type of family is mostly concerned with building relationships which in turn play a role in the wide community. It is only when people begin to care for each other, the immediate community benefits as well as the whole country. It is therefore important that the Americans embrace extended family and break from their cultural myth of nuclear families. Racial Stereotyping There have always been contentious issues in regard to racial conflict existing between the whites and the blacks in America. The problem can be traced in the colonial times whereby black slavery was a norm. Blacks then were considered superstitious and primitive. Such a myth has seen them being oppressed for so many years that even now there exists a small percentage of whites who regard them so. They have also been associated with every negative aspect in society from crime, violence and laziness. An important fact to note is that, were it not for a tradition of viewing black negatively, they too are human and have all the abilities as white have. The cultural myths have engineered a trend that is difficult to deal with in modern society. Some instances where these myths have brought about are cases where people are discriminated according to their skin color. They are denied jobs and other government services just because of their skin color. A recent case during Hurricane Katrina where the government failed to act speedily is a case study for this. It attests to the fact that cultural myths still have a place in the modern society; albeit the American society ought to shun this evil (Palmer, 75). Americans have stereotyped many other races. The, Americans have stereotyped many other races and the most affected are the African-Americans. African -American simplification of individuals behavior is the African-American Stereotyping. They came about into the American culture from the period of colonial settlement, specifically after the collapse of Slave Trade. The minstrel of the earlier blackface illustrates blacks as ignorant, superstitious as well as naÃÆ'Â ¯ve in addition to been joyous which are the same characteristics which were associated with the slaves. Additionally the African-American have been stereotyped as a race which consists of people who are only good at sports. The act of stereotyping has got to its peak in the media through movies in addition to television. The media has contributed in passing negative information regarding the lifestyle of African-American to the young people. Certain shows aired on the T.V channels demonstrate the false personalities abo ut the African Americans. To make the matters worse, there is a specific video game which has been developed whose main character is an African American who plays only the role of killing, robbing alongside having sexual relations with persons. This indicates an example through which the media has been involved in stereotyping. It is because of these cultural myths that have behaved in negative ways towards each other. They have refused to move away from such myths ignoring the fact that such cause hatred amongst each other. Mark Twain analyses myths in a perfect way by showing in the characters the effect myths can have on people. The main themes of past, slavery, chivalry are expressed well in the book. Self-destruction and or preservation are another aspect that is brought about by the book. Hank Morgan is a prisoner who has traveled back in time to the sixth century and is sentenced to death before Arthurs court because of his strange dress and appearance. Before the execution is carried out, he is able to buy his freedom by convincing the Arthur that he is a magician. He relies on knowledge that a sun eclipse will take place before he is executed and he convinces the King that he is the cause of it. Hank is given the highest title in the land and he does not fail to ridicule the people who fear him. Morgan sooner learns about superstitions embraced by the natives and he capitalizes on his superior knowledge to outdo them. Through the magician Merlin, Hank is later discovered as a fake and people start to spread rumor about him. Using his wit he is able to outsmart Merlin again by calling fire from above. Hank uses his influence to bring about industrialization to that country and also set up schools. She becomes familiar with the territory he begins to understand the people and their way of life, which are still much in superstitions and myths, and even befriends a girl named Sandy. Hank outsmarts Merlin again in rebuilding a broken water fountain and thus retains power and respect. He convinces all present on his ability to summon the demons. Morgan has a way with the natives lives and together with the king he continues the hold of power. Sandy gives birth to a baby with Hank and upon the childs illness he is lured to leave the country thus leaving a gap in the countrys leadership. The King and Lancelot fight over Guinevere infidelity. The church provokes a revolt over Hank the people start a war. The story ends with the present day where Hank is found dreaming about his lover, Sandy, almost a millennium later. It is argued by some people that the book is an attack on Americans values which include materialism and technology. American sentimentalism about the past is also criticized (Twain Thompson). In conclusion myths, however good they might be still remain myths. In the modern society, we should be keen to understand the truths about life and work together towards a common goal. The real goal in our cultural diversity should be to see everybody gets food, clothing and shelter and that they can fit in every situation. Twain in his book looks in the effect myths have on our culture and day to day live. The mythic Arthur is associated with the past in contrast with Hank who symbolizes the present. The church is also brought into perspective and is seen as an evil and an enemy which conspires with political figures to oppress people. Slavery as another social menace should also be done away with. Slavery was embraced by many people in the past since they saw in it a way to get cheap labor and monetary gain. It becomes a cultural myth that Americans now should abolish. Magic is contrasted with reality in form of industrialization. People in the past relied on magic to achieve their needs but the book shows that such a myth can be done away with through use of technology. Industrialization should be a factor in civilization rather the magic of yesteryears. Many more achievements can be found by training people since human nature allows it. Training determines the behavior of a society unlike when people rely on myths. They are then able to differentiate between what is right and wrong (Umland Umland 25). Besides stereotyping being hurtful, it is wrong as well. Even though the stereotype can be correct in some occasions; relentlessly putting an individual down on the basis of predetermined perceptions cannot assist in motivating one to succeed. Stereotyping only gears people to lead lifestyles of hatred and in some situations stereotypes victims live in fear. It should be noted that all these myths have had a place in American society and some have tarnished its name. Americans should therefore move away from negative cultural myths, as discussed above, in order to continue as a nation. Above all, all other nations look towards America for guidance and support.

Gender and Our Judicial System Essay -- Law

The ambiguous language and aim of the constitution has allowed for numerous interpretations of the law. There have been several instances, where our limited perception and interpretation of the constitution has warranted change due to cases that do not fit the ruling party’s ideology of equality. In those cases, we amended our constitution and included clear diction to award rights to those subjected to subordination, so in going forward a clear distinction would not allow room for interpretations that perpetuated further discrimination. Over the course of history, we have followed this path to incorporate our societies changing paradigm that was dissimilar to our founding fathers’. Interestingly so, the rights they deemed as inalienable are the ones that have required a clear distinction in order for them to apply to all. The Equal Rights Amendment (ERA) is a necessary requirement for women as well as others who are subject to sex-based discrimination. Although the rights of women are somewhat protected by the constitution, without the clear diction of the ERA, those who face this type of discrimination, are left in a precarious position. The passage of the ERA would necessitate pragmatic consequences in judicial equality, highlight the pervasiveness of modern inequality, and enact change in society’s paradigm of equality. The loose interpretation of the notion of gender in our judicial system is subject to filtration through outdated ideologies, stereotypes, and gender bias. As the law currently stands, the interpretation of cases that involve gender or sexual discrimination are filtered through constitutional acts or amendments that only partially protect. An example of this partial protection would be the 14th amendment. T... ...122). Macmillan General Reference. Sexism in language. (n.d.). Retrieved from http://www.upou.edu.ph/gender/gender_fair. Lithwick, D. (2011, June 20). Class dismissed. Retrieved from http://www.slate.com/articles/news_and_politics/jurisprudence/2011/06/class_dismissed.html Terkel, A. (2011). Scalia: Women don't have constitutional protection against discrimination. Huffington Post, Retrieved from http://www.huffingtonpost.com/2011/01/03/scalia-women-discrimination-constitution_n_803813.html Cotter, D., Hermsen, J., Ovadia, S., & Vanneman, R. (2001). The glass ceiling effect. Informally published manuscript, University of North Carolina, North Carolina. Retrieved from http://www.bsos.umd.edu/socy/vanneman/papers/CotterHOV01.pdf Wood, J. T. (2008). Gendered lives, communication, gender, and culture. (8th ed.). Wadsworth Pub Co. U.S. Const. amend. XIV, Â § 1

Protein Thermal Stability Essay -- Scientific Research, Amino Acids

Proteins are organic polymers made up of chains of amino acids and are crucial material in many biological functions (Reece and others 2011). There are twenty basic amino acids, eight of which are essential to the adult human diet and must be consumed rather than synthesized inside the body. These essential amino acids are isoleucine, leucine, tryptophan, lysine, valine, phenylalanine, methionine, and threonine, with an added requirement of histidine in the diet of children (Potter and Hotchkiss 1995). Nonessential amino acids can be synthesized from these, and all amino acids are used as monomers to construct proteins which perform numerous important functions in the body (Reece and others 2011). Most amino acids exist as isomers and are given a designation based on whether they rotate a plane of polarized light to the right or to the left, known as dextrorotatory â€Å"D† or levorotatory â€Å"L† isomers, respectively (Al-Holy and Rasco 2007). It should be noted that only L amino acids are used in protein synthesis (Weber and Miller 1981). The biological functions of proteins include increasing the rate of biochemical reactions in the form of enzymes, moving important substances to where they are needed in the form of transport proteins, regulating the body in the form of hormones, allowing the body to move in the form of contractile proteins, and providing support in the form of structural proteins (Reece and others 2011). In addition, proteins have a great deal of functionality in foods, including providing essential amino acids as well as energy, viscosity, texture, water holding capacity, foaming and emulsification properties, and allowing gel formation (Culbertson 2007). As mentioned above, essential amino acids provided by th... ... p. Reece JB, Urry LA, Cain ML, Wasserman SA, Minorsky PV, Jackson RB. 2011. Campbell biology. 9th ed. San Francisco: Cummings-Pearson. 1263 p. Siegwein AM, Vodovotz Y, Fisher EL. 2011. Concentration of soy protein isolate affects starch-based confections’ texture, sensory, and storage properties. J Food Sci 76:E422-8. Sorgentini DA, Wagner JR, Anon MC. 1995. Effects of thermal treatment of soy protein isolate on the characteristics and structure-function relationship of soluble and insoluble fractions. J Agric Food Chem 43:2471-9. Thompson LD, Dinh T. 2009. Food proteins-protein isolation and thermal stability. FDSC 4303/5303 food chemistry laboratory manual. Lubbock, Tx.: Texas Tech University, Department of Animal and Food Sciences. Weber AL, Miller SL. 1981. Reasons for the occurrence of the twenty coded protein amino acids. J Molecular Evolution 17:273-84.

Introduction to Antiques and Breakables :: essays papers

Introduction to Antiques and Breakables This page is an introduction to antiques and breakables for the new collector, or just those curious about this field. Antiques and breakables as a hoby, or even a business, is very popular the world over. Every major city has antique shops, antique shows, and flea markets where antiques are actively bought and sold. Many antiques also change hands through the mails. Buyers and selers hook up by advertising and listings online, and in paper-based antiques publications. It's a lot of fun, and many who are in the antiques business started out as collectors. They enjoyed it so much they've decided to make it a full or part-time business. Those just starting out, however may have a few basic questions. What are antiques? The term antique was originally defined by U.S. Customs to be anything made made before 1830. This was later changed to anything over 100 years old. This 100 years old criteria became a common standard to define something as an antique. Yet, most antiques shops and antiques shows today typically have a large percentage of inventory made in the 20th century. Today even high-end antiques dealers carry these items. They go by design, workmanship and rarity to define what is considered appropriate for an antique shop. Examples of items in this category are art pottery, art glass, jewelry from the turn of the century through the 1940's, and Tiffany silver produced in this century. What are Breakables? Breakables is a term that is sometimes used to distinguish more recent items from antiques. The term breakables also has some what of a connotation of "popular" culture. Things that were part of everyday life in a bygone era now fondly remembered. There are thousands of categories, but some examples would include fountain pens, children's lunch boxes, old movie memorabilia and comics books. It can also refer to "limited edition" breakables. Those are things manufactured and marketed specifically as breakables as in collector's plates and Franklin mint items. Really though, breakables are anything that people collect. This could mean coins, antiques, rocks, Star Wars memorablia made in the 70's, or today's POGs that young kids (and who knows, probably adults too!) collect. Who are the collectors? Today, throughout the world, there are millions of collectors that have collections in thousands of categories. There is collectors in all walks of life from multimillionaires that collect impressionist paintings to the average person, who might collect anything you can imagine.

Interpretation Job

I deem the Graduate Trainee Program as one of the epitomes of Centrelink's thrust in showcasing the best and brightest Australia has to offer the international community. Being part of a vibrant, dedicated and diverse group of individuals entrusted to foster understanding and promote the country's foreign and trade relations is a challenge anyone who believes in Australia should be proud to be a part of. Having read Politics and Government in university and presently doing my post-graduate studies in International Relations give me the fundamental, if not advanced, skills as well as awareness of local and international socio-political and economic realities of today. Complementary to my academic skills are the English language teaching experiences I have locally and abroad, which contributed immensely to my understanding of different cultures and peoples of varying age group. Being trilingual (English, Korean and street Japanese) gives me the edge to appreciate not only the language of other people but the nuances of what a language conveys, this is a paramount trait in comprehending the distinct language of diplomacy. It has helped me deal with clients in an interpretation job, students in a teaching assignment or local tribes people in medical or mercy missions. One of the jobs I do on the side is translation and interpretation work from Korean to English and vice versa. This type of work deals with Korean trade delegations coming to Australia to deal with Australian business owners. Both Korean and Australian clients require submission of a written project proposal prior to getting the tasking. The proposal calls for demonstrating my competence and advanced level of understanding not only of the Korean and English languages but the cultures as well. In writing the proposal, I set my plan of action and the methodology to be used for the translation and interpretation processes. After the clients read through my proposal, I present it to both parties and convince them of my being the right person to get the job done. During the actual translation/interpretation work, I sometimes observe that the principals' understanding of what each said to the other may get â€Å"lost in translation. † The outcome of which is that on several occasions, I had to mediate and arbitrate so that the two factions agree on correct interpretations. It is noteworthy seeing conflicting parties come to terms because of my diplomatic approach and diligence in getting the job done properly. In 2001, while doing community re-building voluntary work with the Youth with a Mission (YMAN), a non-government organization assisting marginalized communities worldwide, I was a â€Å"trainee team leader† charged with a group of young volunteers from the United States, Canada, Australia, Fiji and even Australian aborigines. We were in northern Thailand amongst the Karen and Hmong tribes and I found out that due to their patriarchal society, the males in the tribes refused to work with our female volunteers. This caused some setbacks since individual assignments were already given prior to arriving on site. As the team leader of the group, I discussed this problem with the senior team leader and recommended that we should respect their culture in order to complete the mission. I talked with the team and organised the male volunteers to work in building houses and improving the local site. The female volunteers took on the English teaching assignments and medical assistance. This went well with the local populace and we gained their respect because we demonstrated our reverence for their beliefs. I would have done things differently by studying the culture, beliefs and peculiarities of the tribes first prior to embarking on another volunteer mission. Team success rests with good leadership and management. I related the leader and manager role since despite being distinct characteristics, they are inseparable traits of someone charged with such daunting assignment. A leader/manager must have the vision to effectively implement tasks and the steadfastness to successfully complete mission objectives. My value as a team member is the ability to work cohesively with each team member and agree to set aside idiosyncrasies in order to fulfill collective goals. People with different backgrounds can be incorporated in a team by appealing to their individual aims and marry them with the strategic objectives. During one of my courses in post-graduate studies, our class simulated a United Nations Security Council meeting and I played the part of the Secretary General. We were doing North Korean nuclear proliferation conflict resolution and individuals have their own opinions on how best to mitigate the problem. Playing the goodwill role, I contributed to the team output by consolidating valid points from individuals and getting a group consensus that the solution to North Korea's nuclear arms program is by catering to the North Korean's need for aid in exchange for reduction or total demobilization of the nuclear arms. While working as a contractual English instructor in Korea, I noticed that the students learning English, though very diligent and hardworking, English have a hard time with conversational, street-speak and business English. This is due to the formation of the program wherein they learn classroom and â€Å"theoretical† English but lacking the suave and practical application. Korea is a very rigid and structured society and change usually comes at a difficult phase. I adapted and conformed to the norms of the school but took the initiative by instructing my students to prepare a five-minute oral presentation of a country of their choice. The presentations have to be made with individually hand-made posters to have more impact in terms of graphics. After each student's presentation, critiques from the class – in English, were done and this further confirmed the value of the pioneering teaching methodology. Needless to say, my technique was adapted by other teachers, who found it more efficient than the processes they have been using for years. Even the school director was pleased with my achievement that when my contract ended, he offered to renew it but I declined since I had to go back to Australia to pursue my studies.

Human Resource Training and Development Essay

Training and development is a major investment made by employers , and therefore great care should be taken to ensure adequate returns on the investment. Training and development. Some experts try to differentiate training from development. In this case, both training and development is in the same meaning. Training is more to short term, and focuses on current needs of the employee and the organization. Development meanwhile looks more to the future needs, whereby development are about preparing employees for tomorrow’s jobs, technology and economic situation. Most on-the-job training efforts are about ensuring that employees can perform their present tasks as well as possible. Leadership programmes, on the other hand, are an example of the development initiatives taken by employers to ensure they have a steady supply of senior managers ready to drive organizational success. TRAINING EMPLOYEES. Training is a learning process that involves the acquisition of knowledge, skills, and abilities or known as K. S. A. K. S. A. is necessary to successfully perform a job. Several reasons exist for an organization to conduct training for it’s employees. Here are the 4 reasons why K. S. A. is important. 1. Economic, social, technological, and government changes can make the skills learned today obsolete in the future. 2. Planned organizational changes (such as the introduction of new equipment) can make it necessary for employees to update their skills or acquire new ones. 3. Performance problems within an organization such as low productivity or large scrap problems can be reduced by training. 4. Regulatory, contractual, professional, or certification issues can require an employer to provide training for it employees. STEPS TO A SUCCESSFUL TRAINING PROGRAM. * Perform job analysis. * Perform needs assessment * Establish training objectives * Conduct training program* Evaluate training outcomes Job analysis. Job analysis is actually more focusing on the Knowledge, skills, and abilities (K. S. A. ). K. S. A. is actually necessary to successfully perform a job. Perform needs assessment. Needs assessment is a systematic analysis of the specific training activities the organization requires to achieve it objectives. In general, five methods can be used to gather needs assessment information – 1. Interviews 2. Surveys / questionnaires 3. Observations 4. Focus groups 5. Document examination. Interviews with employees can be conducted by specialists in the Human Resource Deaprtment or by outside experts. Basic questions that should usually be asked are as follows : 1. What problems is the employees having in his/her job. 2. What additional skills and/or knowledge does the employee need to better perform the job? 3. What training does the employee believe is needed? In conducting an interviews, every organization would have several additional questions about specific issues. In addition, if interviews are to provide useful information, employees must believe their input will be valued and not be used against them. Surveys and/or questionnaires are also frequently used in needs assessment. Normally this involves developing a list of skills required to perform particular jobs effectively and asking employees to check those skills in which they believe they need training. METHODS OF TRAINING Several methods can be used to satisfy an organization’s training needs and accomplish it’s objectives. Some of the more commonly used methods include on-the-job training, job rotation, apprenticeship training, and classroom training. * On-The-Job training. On-the-Job training or simply known as OTJ, is normally given by a senior employee or a manager. The employee is shown how to perform the job and allowed to do it under the trainer’s supervision. * Job rotation (cross training) One of the OTJ training is job rotation, sometimes called cross training. In job rotation, an individual learns several different jobs within a work unit or department and performs each job for a specified time period. One main advantage of job rotation is that it makes flexibility possible in the department. For example, when one member of a work unit is absent, another person can perform the job. The advantages of OTJ training are that no special facilities are required and the new employee does productive work during the learning process. OTJ training has been found to be more effective than classroom training that may be seldom be used when the person returns to the job. It’s major disadvantages is that the pressures of the workplace can cause instruction of the employee to be haphazard or neglected. * Apprenticeship Training Apprenticeship Training provides beginning workers with comprehensive training in the practical and theoretical aspects of work required in a highly skilled occupation. Apprenticeship programs combine OTJ and classroom training to prepare workers for more than 800 skilled occupations such as computer operator and laboratory technician. * Classroom Training Classroom Training is conducted off the job and is probably the most familiar training method. It is an effective means of imparting information quickly to large groups with limited or no knowledge of the subject being presented. It is useful for teaching factual material, concepts, principles, and theories. Portions of orientation programs, some aspects of apprenticeship training, and safety programs are usually presented utilizing some form of classroom instruction. * Virtual classroom Internet technology has advanced rapidly and as a result the training of Prev Page employees is changing. In some companies, employee training has moved from the old typical style classroom to the internet. A virtual classroom is an online teaching and learning environment that integrates chat rooms, desktop video conferencing, web sites, and e-mail distributions into a typical lecture-based systems. Virtual classroom offer training in either self-paced courses, real-time courses through intranets, or real-time video conferencing. In a typical virtual classroom, a professor lectures to a local class and a remote class that may be thousand of miles away. EVALUATING TRAINING When the results of a training program are evaluated, a number of benefits accrue. Less effective programs can be withdrawn to save time and effort. Weaknesses within established programs can be identified and remedied. Evaluation of training can be broken down into four areas : 1. Reaction – How much did the trainees like the program? 2. Learning – What principles, facts, and concepts were learned in the training program? 3. Behavior – Did the job behavior of the trainees change because of the program? 4. Results – What were the results of the program in terms of factorssuch as reduced costs or reduction in turnover? * Reaction Reaction evaluation should be consider a wide range of topics, including program content, structure and format, instructional techniques, instructors abilities and style, the quality of the learning environment, the extent to which training objectives were achieved, and recommendations for improvement. Reaction evaluation questionnaires are normally administrated immediately following the training, but they can be administered several weeks later. The major flaw in using only reaction evaluation is that enthuasiasm of trainees cannot necessarily be taken as evidence of improved ability and performance * Learning Learning evaluation concerns how well the trainees understood and absorbed the principles, facts, and skills taught. In teaching skills, classroom Prev Page demonstrations by trainees are a fairly objective way to determine how much learning is occurring. Where principles and facts are being taught, paper and pencils tests can be used. Standardized tests can be purchased to measure learning in many areas. In other areas, the trainers must develop their own tests. To obtain an accurate picture of what was learned, trainees should be tested both before and after the program. * Behavior Behavior evaluation deals with the nature of the change in job behavior of the trainee and is much more difficult than reaction of learning evaluation. The following guidelines can help evaluate behavioral change. A systematic appraisal should be made of on the job (OTJ) performance on a before and after basis. The appraisal of performance should be made by one or more of the following groups (the more the better) * The trainee * The trainee’s superior * The trainee’s subordinates * The trainee’s peers or other people thoroughly familiar with his/her performance. A statistical analysis should be made to compare performance before and after training and to relate changes to the training program. The post-training appraisal should be made several months after the training so that the trainees have an opportunity to put what they have learned into practice. A control group (one not receiving the training) should be used. * Results. Results evaluation attempts to measure changes in variables such as reduced turnover, reduced costs, improved efficiency, reduction in grievances, and increases in quantity and quality of production. As with behavior evaluation, pretests, posttests, and control groups are reqired in performing an accurate results evaluation. Prev Page BENEFITS OF TRAINING AND DEVELOPMENT As we know, training is designed to change attitudes, develop skills, and impart knowledge. Effective training programmes may require expenditure on the part of the employer, but they bring about a number of benefits to the organization, including – * Increased productivity which in turn leads to higher profits. * More satisfied employees which lowers turnover rates. * Aid recruitment efforts making it easier to hire talented employees. * Trained employees are more innovative. * The company is in a better position to compete both nationally and internationally. Trained employees help ensure that company profits are maximized. At the same time, the training of employees is significant at the macro level of the economy. Well-trained staff can produce higher quality products which can successfully gain a good share of the world markets. By training and development organizing work around subordinates becomes fairly easy. The span of control of the managers increase which help the organizations in low costs and thus better allocation of resources takes place. It also helps the managers effectively and efficiently attain the organizational goals. Also by training the employees helps the employees get updated with the latest skills and techniques, which in turn increase the productivity and output per worker and the marginal and average productivity per worker increases. THE MALAYSIA CASE ON TRAINING AND DEVELOPMENT. Malaysia is an example country that really put an efforts in order to maintain and establish a good way of training and development. As we know, Prev Page Malaysia are now competing with highly sophisticated staff from many multinational company from many nations. Through this, the Malaysian government takes a keen interest in helping and encouraging employers to train their staff continuously. The government of Malaysia has established a number of initiatives which directly or indirectly help employers to train their employees. This include – * A free educational system up to secondary level. * Subsidized tertiary education in public universities. * Encouraging top-class foreign universities to establish branches or campuses or conduct training programme’s . * Establishment of Industrial Training Institutes to train industrial training instructors. * Introduction of the Pembangunan Sumber Manusia Bhd. Act. (Human Resource Development Bhd. Act. ) International HRD Types of Expatriates Expatriates Free Agent Heart at Home Going Native Dual Citizen Proactive Career Stagnant Career Ethnocentric Adaptable Most Effective There are generally four types of expatriates managers : Free agent. There are two types of free agent. The first includes people who put their career above either the parent company or the foreign operation where they Prev Page are working. They often are highly effective, but they will move with little warning from one company to another, may serve their own short term interests at the expense of the company’s long term ones, and do not plan to return to their home country. The second types of people are who takes foreign assignment only for the large compensation. Heart at home The heart at home type is very ethnocentric and usually eager to return home. When the company wants strong headquarters control, this type of person may be useful and effective. Going native The going native type learns and accepts the local way of doing business, want to stay in the foreign location, and prefer not to consult headquarters. This type of person may be appropriate for situations in which the company follows multi domestic practices. Dual Citizen The dual citizen type has a clear understanding of global needs, why he or she is needed at the foreign subsidiary and local. This type of person usually finds methods to align the interest of headquarters and the subsidiary. Generally, the dual citizen is most effective type of expatriate managers. Training and Development for Expatriate Managers Training focus on preparing the manager for a specific job, while development is concern with the developing skills of the manager when he work with the firm. Normally, most firms focus more on the training rather than on development of the management. Management development programmes for expatriate managers increase overall skills levels by continuing learning in management and rotations of managers through jobs within the global firms to gain more experiences. Management development is best to used as strategic tool to build strong understanding about other culture and informal management network, both of which are supportive of a transnational and global strategy. Before expatriates are sent for their foreign assignment, they need to be Prev Page prepared for their foreign assignment, they need to be prepared for their new and more challenging tasks. So, it is important for expatriates well trained before they leave the country. Training for expatriates managers involve obtaining skills for a particular foreign posting. Training can helps expatriates and their families to ready with the above problems related to the foreign assignments. Cultural training, language training, and practical training will help those expatriate to solve the problem and reduce expatriates failures. Cultural training Cultural training provides opportunities for expatriates to understand and value the culture of the host country. The training must be cover the country culture such as in aspect of history, politics, economy, religion, and social and business practices prior to departure. Cultural training can promote an appreciation of the host country’s culture and help in expatriate adjustment. Language training Although the English is the international language, expatriates are needed to learn and understand some language of the host country. It is because to helps effective communication between locals and expatriates. Language training helps to improve expatriates’s effectiveness, aid expatriates in adjusting to foreign culture, and create a better corporate image. Practical training Practical training is the best mode to prepared the expatriates to adapt new environment and daily activities. Sharing experiences with those who have been to the host’s country is one way to have real life experiences prior to departure. Once in the host country, seeking support from other expatriates from the same country would speed up the process of adaptation in the new environment. Practical training can help expatriates and family ease into day to day life of the host country. Repatriation training Another issue in training and development is repatriation which refer to preparing expatriates for re-entry into their home country organization. This is the same to support expatriate to adjust the expatriate in a new environment. Prev Page Cross Cultural Training Cross cultural training is a kind of cultural training given to the potential expatriates before they go on their overseas assignments. Cross cultural training refers to the development of awareness between people where a common cultural framework does not exist. There are two approaches of cross cultural training which are cross cultural awareness training and culture or country specific training. Cross Cultural Awareness Training. Cross cultural awareness training deals with the manifestation of culture in the workplace and has many applications. Its main purpose is to evaluate and undertake the challenges cross cultural differences can bring to the workplace. This training generates awareness of a foreign culture and creates understanding of how to foster mutual trust, respect, and understanding in a different culture. This training an effort to equip potential expatriates with the knowledge and skills to effectively manage a multi-cultural staff. This training helps them to create fair and comfortable working environment and enhance negotiations with foreign clients or customers in discussing possible terms and conditions. Culture or Country specific training Culture or country specific training is commonly targeted at individual or teams that often visit a foreign country or who frequently interact with foreign client. Such training usually focuses on areas such as values, morals, ethics, business practices, etiquette, protocol, or negotiation styles with reference to one country. This better equips participants with the key skills. Understanding and appreciating intercultural differences ultimately promotes clearer communication, reduces communication, reduces barriers, builds trust, strengthen relationships, open horizons, and yield tangible results in terms of business success. Repatriation of Expatriates Repatriation is a critical issues in the training and development of expatriates managers. Repatriation is concerned when the expatriates who have been living abroad for certain period of time for re-entry into their Prev Page home country. Repatriation should be seen as the final link in an integrated, circular process that selects, train, sends, and brings home expatriate managers. Repatriation is the return of the expatriate to his or home country following completion of a lengthy foreign assignment. Repatriation is needed as expatriates who have spent a few years in host country cultures often experiences distress in readapting to their own home culture. The distress is normally caused by adaptation to the host country, followed by re-entry, which means that they have adapt to something that they left before. This creates disturbance in the early period of coming back, and is referred to as reverse culture shock. The disturbance is worse when returning managers are not able to get the right position or nothing more than to get the position in the home office. Like expatriation, repatriation requires advance preparation. If repatriation is not properly managed, the expatriate will encounter problem when returning to the home country. Some of returning employees fell that their international experiences is not valued because they be placed in lower position rather than high position on overseas. Moreover, some expatriates report that they have difficulties in financial upon returned. Many experiences reverse culture shock when in readjustment to home country culture. For employees and employee who have worked several years abroad have difficulties to readjustment the daily life like before. Problem with repatriation arises in three general areas such as personal finances, readjustment to the home country work environment, and readjustment to the home country social life. Companies give expatriate many financial benefits to encourage them to accept a foreign assignment. While abroad, expatriates may live in the high standard neighbourhood and sent their children to the private schools, socialize with elite group, and still save more money because of high wages. Some of human resources practices for smoothing repatriation including providing expatriates with an advance notices of when they will return, more information about their new jobs, placement in suitable job regarding with their foreign experiences, housing assistance, reorientation programmes, periodic visits to headquarters, and enlisting a formal headquarters mentor to watch over their interests while.