Jealousy in Shakespeares Othello Essays -- GCSE English Literature Co

Jealousy in Othello  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚   Shakespeare is known for his exceptional ability to compose plays full of deceit, trickery, revenge, and jealousy. The play Othello, evolves around the theme of jealousy.    One of Shakespeare's most credible characteristics in his writing is his ability to compose a play in which has a story that originates, and strides on lies. As theses lies were unraveled the central theme of his play became distinct, and clearly visible. The central theme was based on the acts that characters had taken based on their jealous feelings. The flaws within all of the characters lied within their blindness to over look Iago's lies. What made each character jealous, was what they perceived as the truth.    What adds to this great tragedy is that it is a love story as well. In which a man, Othello, loves excessively and passionately, however he loves unwisely. Love consumes all those who take part in it, and in Othello's case his flaws lie in his loving Desdemona so blindly. It is for that single reason that Iago knows that such a naà ¯ve man as Othello, who loves his wife so blindly and unrealistically, can be corrupted.    Just as Othello's flaws lied within his inability to see past his jealous feelings, so did most of the rest of characters, no matter what social ranking they were classified in. Even from the well-developed characters, such as Othello, to the lesser figures, such as Roderigo, envy and lust were feelings all of Shakespeare's characters were accountable of holding at one time or other in the play. Within each of the characters in Othello was a level of jealousy, which Iago created by testing their pressure points for his benefit.    In Act 1 scene 1, Shakespeare... ...'s Tragic Heroes. New York: Barnes and Noble, Inc., 1970.    Ferguson, Francis. "Two Worldviews Echo Each Other." Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare: The Pattern in His Carpet. N.p.: n.p., 1970.    Gardner, Helen. "Othello: A Tragedy of Beauty and Fortune." Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from "The Noble Moor." British Academy Lectures, no. 9, 1955.    Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.      Wilson, H. S. On the Design of Shakespearean Tragedy. Canada: University of Toronto Press, 1957.

Finland: Nationalism, Development, and Values Essay -- World War II, Ru

While Finland is a rather young country in terms of independence, seeing that it was only in 1917 that it became independent, it is a country that has had a constant development of nationalism, values, and national identity. Finnish nationalism is highly shaped by its past before it was an independent country and by its neighbor, Russia. It also is affected by the three Wars which would involve its neighbor Russia. The three wars fought in WWII, events leading up to them, and their end results are all key points in developing Finnish Nationalism. These wars are the Winter War (1939-40) and the Continuation War (1941-44) in which Finland fought the Russians during WWII. Lastly, is the Lapland War (1944-45) in which the Finnish retreated from the Germans. These wars had lasting effects up until 1991 and dissolution of the USSR, making them huge factors on Finnish nationalism (Historical Highlights) . The effects of WWII would be gruesome for Finland and help shape its nationali sm for Finland today. Finland was originally an independent country when it was settled by Laps in about the year 700. This independence was short lived after it was incorporated into the Kingdom of Sweden in the twelfth century for nearly 700 years. Swedish would become the dominant language. Under Swedish rule, Finland would be introduced to Roman Catholicism. This would help to include Finland with the western culture. Also, Finland would come to experience similar economic and social experiences that Sweden would. Finland would nearly have no sense of national identity for a period of time. Finland would essentially be considered a part of Sweden. Then, in 1807, Finland would be conquered by Russia and remain a part of Russia up until its inde... ...allenge to Peacemakers (Mar., 1944), pp.33-38. Kirby, David (2006). A concise history of Finland. Cambridge: Cambridge University Press. p. 343. Manninen, Laura. "War and Remembrance: An Aftermath of the Lapland War." Ethnologia Scandinavica 21(1991):53-63. Reese, Roger R. "Surrender And Capture In The Winter War And Great Patriotic War: Which Was The Anomaly?." Global War Studies 8.1 (2011): 87-98. Historical Abstracts. Web. 5 Dec. 2013. Tillotson, H.M. (1993). Finland at peace & war 1918–1993. Michael Russell. Trueman, Chris. "The Winter War 1939." The Winter War 1939. HistoryLearningSite.co.uk, n.d. Web. 9 Dec 2013. . cited Vares, Vesa. "Creating A State And National Identity. Finland And Europe: 1918-1922." Valahian Journal Of Historical Studies 14.(2010): 79-104. Historical Abstracts. Web. 7 Dec. 2013.

Sundays :: Personal Narrative Child Abuse Essays

Sundays My mother has always lived her life helping others. That is why it came as no surprise when she set out on a one woman quest to turn her children into avid-volunteers and general bidders of good will. Around the age of ten, she decided that it was time for me to step out and do my part to start saving the world. At the time, being an every day hero was the last thing on my mind, and in my eyes it was much more of a chore than an opportunity. As time went on however, it began to open my eyes to my own life and the lives of others. â€Å"It’s good for you; it will keep you out of trouble;† those were her famous words. So on life went, as I spent year after year testing the rough waters of one service project after another. I had no choice in the matter. It was her belief that I was to always be busy. A life spent wasting my time away having FUN was just not acceptable. She even went so far as to sign me up to serve my time in the local small-town library in Sandy Pond, New York, while we were there on vacation. I knew I was doomed. As I got bored with one project, I would move on to the next endeavor. In four years, I had become a registered volunteer in three libraries, a hospital, the Special Olympics, the New Times 10K, Grand Canyon State Games, a homeless shelter, and the Race for the Cure. In each new challenge, I was there more to please my mother than to please myself. Lost in the jumble of good deeds and service hours, I eventually stumbled upon a small organization called the Child Crisis Center. Just like all the others, it started off with the same famous phrase. â€Å"It’s good for you; it will keep you out of trouble.† I can still remember my first day. I passed through the endless security doors, and my nose scrunched in horror from a stench that was a mix between a hospital and a playpen.

Planning To Meet The Needs Of Learning

At my place of work – Include, we do not have ILP’s, this is because we run a twenty week, roll on roll off programme and we wouldn’t have the time. We do however set goals, at the start and during monthly reviews, using simplified paperwork.. Our sister company that teach pre- sixteen’s do, and I have looked at these documents to reflect on anything that would be transferable to my teaching and offer improvements.The role of initial and diagnostic assessments is key for producing individual learning goals. It is essential to find out exactly where the student wants to go, why they are wanting qualifications, eg for a particular course at college, and what is realistic bearing in mind their diagnostic assessments. Initially all students are tested using BKSB to find the level they are and what they might achieve with help and teaching from the Functional skills tutor. We carry out Initial Assessments, (A) and Foundation Learning agreements (B) which note c areer progression aims, some objectives, qualifications to be taken, while with us as well as other documentation gathering personal details, health, education and drug and alcohol misuse.Our Initial assessment covers previous learning experiences, learning styles, personal and social skills, health and personal circumstances as well as the support we can provide to help the student reach his goals. We also carry out a monthly review, one of the most important ways we can check how the student is performing, his progress, whether he is on track and more importantly whether he feels he’s learning, achieving his goals, and whether he feels supported in his learning. This review time, is also a time when the student can tell us what he wants and where we and he could improve outcomes.During the review we can find out how the last few weeks lessons have gone, and together we will set SMART targets, and any behavioural problems, late arrivals, not joining in class etc. are address ed and support that would be helpful, worked out together for the next month . We also discuss where he would like to go to work experience and try hard to find the correct match, as this is often a spur to his learning. After goals have been decided and any support worked out the student will sign the review sheet which is filed in their learner file, and a copy is given to the student to refer to each day, to remind them of goals and targets.After the Initial Assessment and reviews, our student profile (C) is updated (weekly) and this is used with our current session plan as a pointer as to how our students need supporting. I also carry out tutorials, usually towards the end of each unit when students discuss and work with me on any any unfinished or not understood criteria, before completing. The two sessions I have chosen, are on Independent Living (D & E). When planning sessions I must be sure that the work I set covers the criteria set by the exam board and balance this with t he needs and understanding of my students. I must also bear in mind my minimum core document.â€Å"The minimum core will support all teachers in developing inclusive approaches to learners with literacy, numeracy and IT needs and raise achievements of learners on their learning programme† LLuk (2007) Obviously I must embed English, numeracy and IT into session planning, bearing in mind that I may well have students as varied in abilities as E1 through to Level 1 or even Level 2. Most of the units I teach are available in E3 or L1, so I will differentiate between the students as to what level they work at As I frequently have a number of foreign students speaking very little English when they join, I must remember to include LA1.3, LA1. 6, LA2. 1 and LA2. 3 & . 4. At the reviews the Functional skills tutors will feed in literacy and numeracy problems and goals to be addressed during the month, these I need to include in my lesson planning eg L needs to develop spelling and pun ctuation skills, so when planning the next lesson, I look to see if I can incorporate something to build on these eg word searches, or reminding him to be careful with punctuation in his writing.The student in the Initial Assessment (A) needs help and support with reading and writing, so a support worker needs to be written into every session plan to help. In many of the units I teach, class participation in discussions are expected and I must express myself clearly LS1 , LS2, LS3, LL1. I must plan my lesson carrying out LR1 & LR2. Embedding numeracy in a non maths lesson can be tricky, but in session (D) researching a flat and tenancy (IT) students had to work out much they would pay out to rent a flat (rent plus deposit etc) and in (E) designed a bedsit, incorporating measurements.Above all when planning a session I must produce a lesson that considers the subject content and criteria, it must be relevant to the students, it must take into consideration, their learning needs and g oals and and help stretch their capabilities. In the new session plan forms we have a section where we can list each students individual needs, and the strategy for helping this. This section concentrates my mind during planning and actual delivery, to remember each students needs and goals. There is also a section for differentiation which again reminds me of each students goals.All the time I am teaching I must not be complacent , but continually improve my practice. This will be done by, talking with students during their review about the months learning, what they feel they have/have not learnt. By asking students to fill in anonymous evaluation forms. Discussions with the class about the units and what they learnt or would like to learn in the future. Listening to my IV’er and her feedback on the students work and on the unit levels, which have passed.Reflecting on my teaching is a very important stage in helping me move my lessons and teaching, forward, it is about bein g more self aware and analysing what happened in my lessons. Schon (1983) suggests â€Å"reflect while you’re doing it† and â€Å"reflect after doing it† I like this straight forward approach. Planning to meet the needs of my learners means I must be continually review my teaching practise, improving on lesson content and find new and different ways of meeting my students needs, raise their self esteem and self worth which in turn helps self regulation and encourages the student to learn in a classroom setting.

Network Based Grading System

Such systems do not relate expectations, outcomes and performance. As each students desires to desire a good score for each assignment , exam, project and/or report, the whole Network Based Grading System Network Based Grading System is vital in this generation, specially to teachers and students. This is a seem that could Nag network based grading system system ay sis as MGM Gilligan as pantheon Nagoya Lola an as MGM student at as MGM guru.Dahl mass anabolism zeugma Eng MGM grades Eng student gambit nag sang system gay intoning network based grading system. Gambit nag computer pawed gaming tong system. 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NC' Skip to main content Skip to navigation Resources How To About INCUBI Accesses Sign in to INCUBI MAC US National Library of Medicine National Institutes of Health Top of Form Search terminates database Search Limits Advanced Journal list Help Bottom of Form Journal List v. 23(7308); 2001 Gag 11 MIMIC 120936 BMW. 2001 Gag 11; 323(7308): 334-336. MIMIC: MIMIC 120936 A new system for grading recommendations in evidence based guidelines Robin Harbor, information manager and Juliet Miller, director for the Scottish Intercollegiate Guidelines Network Grading Review Group Author information Article notes Copyright and License information This article has been cited by other articles in MAC.The Scottish Intercollegiate Guidelines Network (SIGN) develops evidence based clinical guidelines for the NASH in Scotland. The key elements of the methodology are (a) that guidelines are developed by multidisciplinary groups; (b) they are based on a systematic review of the scientific evidence; and (c) recommendations are explicitly linked to the supporting evidence and graded according to the strength of that evidence. Until recently, the System or grading guideline recommendations was based on the work of the IIS Agency for Healthcare Research and Quality (formerly the Agency for Health Care Policy and Research). 1,2 However, experience over more than five years of guideline developm ent led to a growing awareness of this systemic weaknesses. Firstly, the grading system was designed largely for application to questions of effectiveness, where randomized controlled trials are accepted as the most robust study design with the least risk of bias in the results.However, in many areas of medical practice randomized trials may to be practical or ethical to undertake; and for many questions other types of study design may provide the best evidence. Secondly, guideline development groups often fail to take adequate account of the methodological quail ¶y' of individual studies and the overall picture presented by a body of evidence rather than individual studies or they fail to apply sufficient judgment to the overall strength of the evidence base and its applicant ability to the target population of the guideline.Thirdly, guideline users are often not clear about the implications of the grading system. They misinterpret the grade of recommendation as relating to its i mportance, rather than to the strength of the supporting evidence, and may therefore fail to give due weight to low grade recommendations.Summary points A revised system of determining levels of evidence and grades of recommendation for evidence based clinical guidelines has been developed Levels of evidence are based on study design and the methodological quality of individual studies All studies related to a specific question are summarized in an evidence table Guideline developers must make a considered judgment bout the generalizations, applicability, consistency, and clinical impact of the evidence to create a clear link between the evidence and recommendation Grades of recommendation are based on the strength of supporting evidence, taking into account its overall level and the considered judgment of the guideline developers In 1 998, SIGN undertook to review and, where appropriate, to refine the system for evaluating guideline evidence and grading recommendations. The review had three main objectives.Firstly, the group aimed to develop a system that would maintain the link between the trench of the available evidence and the grade of the recommendation, while allowing recommendations to be based on the best available evidence and be weighted accordingly. Secondly, it planned to ensure that the grading system incorporated formal assessment of the methodological quality, quantity, consistency, and applicability of the evidence base. Thirdly, the group hoped to present the grading system in a clear and unambiguous way that would allow guideline developers and users to understand the link between the strength of the evidence and the grade of recommendation. Go to: MethodsThe review group decided that a more explicit and structured approach (figure) to the process of developing recommendations was required to address the weaknesses identified in the existing grading system. The four key stages in the process identified by the group are shown in the box. The strength of the evidence provided by an individual study depends on the ability of the study design to minimize the possibility of bias and to maximize attribution. The hierarchy of study types adopted by the Agency for Health Care Policy and Research is widely accepted as reliable in this regard and is even in box boxier. 1 Box 1 Hierarchy of study types The strength of evidence provided by a study is also influenced by how well the study was designed and carried out.Failure to give due attention to key aspects of study methods increases the risk of bias or confounding and thus reduces the stud's reliability. 3 The critical appraisal of the evidence base undertaken for SIGN guidelines therefore focuses on those aspects of study design which research has shown to have a significant influence on the validity of the results and conclusions. These key questions differ between hypes of studies, and the use of checklists is recommended to ensure that all relevant aspects are considered a nd that a consistent approach is used in the methodological assessment of the evidence. We carried out an extensive search to identify existing checklists. These were then reviewed in order to identify a validated model on which SIGN checklists could be based.The checklists developed by the New South Wales Department of Health were selected because of the rigorous development and validation procedures they had undergone. 4 These checklists were further evaluated and adapted y the grading review group in order to meet SIGN's requirements for a balance between methodological rigor and practicality of use. New checklists were developed for systematic reviews, randomized trials, and cohort and case control studies, and these were tested with a number of SIGN development groups to ensure that the wording was clear and the checklists produced consistent results. As a result of these tests, some of the wording of the checklists was amended to improve clarity. A supplementary checklist cove rs issues specific to the evaluation of diagnostic tests.This was eased on the New South Wales checklist,4 adapted with reference to the work of the Cochrane Methods Working Group on Systematic Review of Screening and Diagnostic Tests and Caruthers et al. 5,6 The checklists use written responses to the individual questions, with users then assigning studies an overall rating according to specified criteria (see box boxer). The full set of checklists and detailed notes on their use are available from SIGN. 7 Box 2 Key stages in developing recommendations Synthesis of the evidence The next step is to extract the relevant data from each study that was rated as avian a low or moderate risk of bias and to compile a summary of the individual studies and the overall direction of the evidence.A single, well conducted, systematic review or a very large randomized trial with clear outcomes could support a recommendation independently. Smaller, less well conducted studies require a body of evi dence displaying a degree of consistency to support a recommendation. In these circumstances an evidence table presenting summaries of all the relevant studies should be compiled. Considered judgment Having completed a rigorous and objective synthesis of the evidence base, he guideline development group must then make what is essentially a subjective judgment on the recommendations-?one that can validly be made on the basis of this evidence. This requires the exercise of judgment based on clinical experience as well as knowledge of the evidence and the methods used to generate it.Although it is not practical to lay out â€Å"rules† for exercising judgment, guideline development groups are asked to consider the evidence in terms of quantity, quality, and consistency; applicability; generalizations; and clinical impact. Increasing the role of subjective judgment in this way risks he reintroduction of bias into the process. It must be emphasized that this is not the judgment of an individual but of a carefully composed multidisciplinary group. An additional safeguard is the requirement for the guideline development group to present clearly the evidence on which the recommendation is based, making the link between evidence and recommendation explicit and explaining how they interpreted that evidence.Grading system The revised grading system (box (box)BE) is intended to strike an appropriate balance between incorporating the complexity Of type and laity of the evidence and maintaining clarity for guideline users. The key changes from the Agency for Health Care Policy and Research system are that the study type and quality rating are combined in the evidence level; the grading of recommendations extrapolated from the available evidence is clarified; and the grades of recommendation are extended from three to four categories, effectively by splitting the previous grade B which was seen as covering too broad a range of evidence type and quality.

Personal Reflection Essay

This reflection will discuss personal diffidence and how it has influenced my academic studies, including my practice within placement settings. Gibbs reflective cycle (Gibbs, 1998) has been utilised as it illustrates a clear structure for the process of reflection. To conclude this reflection will draw together the themes which have emerged and highlight a clear action for future learning that will be used in order to enhance my future practice. Within my previous occupation as a health care assistant I was subject to workplace bulling which was allowed to continue for an extensive period of time due to ineffective management of the situation. Vartia (2001, p. 68) suggests that one of the consequences for the targets of workplace bulling is a feeling of low self confidence. This is indeed true of myself; although this occurred prior to commencement of university, I perceive that I am diffident stemming from this experience. This diffidence has influenced my academic studies and my practice upon placement. Feelings: I feel that I find it challenging to settle down within new groups of people. Whilst on placement I feel it takes a significant amount of time to work within my fullest capacity within the team. Spouse (2008, p. 21) state that entering a new placement area can be a daunting experience; suggesting this may be because you are joining a team of strangers who already know each other. However I feel that my previous experience has heightened my apprehension and indeed Bach and Grant (2009) suggest past experience contributes to our attitudes and values and affects what we notice about other peoples behaviour and how we interpret it. Therefore I may unintentionally be vigilant for behaviour that represents past experience. I feel I become emotive when conflict arises both upon placement and within the university environment; therefore I have a tendency to avoid sources of conflict. Furthermore; although I am aware of the need to challenge poor practice witnessed and have done so within the past; it is something that I find particularly challenging and uncomfortable to deal with. I find it uncomfortable to challenge people because I perceive this as a negative source of conflict. I am somewhat afraid of the reactions this may evoke and the impact this could have on my working relationships within the team I am placed. Within my academic studies in the university learning environment specifically; this diffidence has manifested as an apprehension of speaking within groups. This is especially apparent when it is required to perform group presentations. Although my one to one communication and communication within familiar groups is of good quality, communication within unfamiliar groups can be hindered by this diffidence. I am concerned that if allowed to continue; diffidence could be detrimental to my future practice as a nurse. Hagbaghery et (2004) qualitative research findings suggest that nurses perceive competence and self confidence as the most important personal factors influencing nurses clinical decision making, therefore in order to enhance my future practice I feel that it is imperative that I overcome this. Evaluation: Upon evaluation of these feelings I perceive I have progressed and gained confidence thus far, however there is still margin for improvement. I feel that upon a recent eight week placement period whereby I moved across four placement settings; I had an abundance of practice within adapting and participating within new teams. Although I felt that transition across four settings somewhat hindered myself working to my fullest capacity; the positive aspect of this was that it facilitated gain in self confidence. Nash, Lemcke and Sacre (2008) suggest that initially when encountering a new workplace culture trying to be accepted within this new culture can be uncomforting and lead to feelings of inadequacy; however by the end of this eight week period I feel I gained a significant amount of self confidence and I felt confident with my ability to integrate into new teams effectively. Communication is the interaction with people and is at the core of nursing according to McCabe and Timmins (2006, p. 4), therefore I acknowledge that in order to work to my fullest capacity within the nursing profession it is imperative I overcome this apprehension of speaking within groups and performing presentations. I have reflected upon previous experiences within university; contrasting performing our first group presentation to a recent group presentation experience. I perceive a vast improvement however again there is still margin for improvement and gain in confidence. Brankenbridge and Blows (2008, p. 216) have highlighted that there are different ways in which you can challenge, constructive and destructive. Constructive challenges highlight alternatives and leave the person with something of which they can reflect upon, build upon and change. Destructive challenges are delivered in an unskilful fashion leaving the person who has been challenged feeling put down and bad and potentially could be a source of conflict and negative feeling. This is why in the past I have perceived challenging people in practice as a negative action, possibly due to lacking differentiation between destructive and constructive criticism. Analysis: Although I perceive myself as diffident upon analysis I am unaware of how others may perceive my self. According to Barber, McLaughlin and Wood (2009, p. 76) The Johari Window; Luft and Ingham (1955) can show us aspects of ourselves that we believe is how others perceive us, however they further suggest that these aspects may only be a small part of our ‘personality’ as a whole and not necessarily how others perceive ourselves. Which means although I perceive myself as diffident; others may not necessarily perceive my self in this manner and it is essentially necessary that I develop further self awareness. Barber, McLaughlin and Wood (2009, p. 76) perceive development of self awareness as crucial in highlighting how we view and respond to others and in turn how they view and respond to us. The National Health Service (NHS) Modernisation Agency Leadership Centre (2005) have corroborated this view by suggesting self awareness can assist with understanding ones own emotions and the impact of one’s behaviour on others. Therefore one of the many benefits of self awareness for myself may be understanding my colleagues, learning to relax, identifying my strengths and weaknesses and indentifying my own learning needs, Burnard (1997). I perceive assertiveness of which Siviter (2008, p. 116) defines as respecting the rights and feelings of others whilst standing up for yourself and your own rights as a necessary skill which will further facilitate a gain in self confidence. In order to be assertive it is necessary to possess the ability to express your feelings in a direct, open, honest and appropriate manner. Breckenbridge and Blows (2008, p. 217) further suggest that assertive communication is the key to successful relationships for patients, family, nurses and colleagues alike; therefore further development of my assertive communication skills will enhance my future practice and communication with staff, family and patients alike. Development of assertive communication skills may aid when and if the need arises in future practice to challenge colleague’s actions or the actions of people in general. Indeed Breckenridge and Blows (2008, p. 17) suggest assertiveness is a key feature within effective challenging and therefore is an essential skill of which is required to be developed. Assertiveness aids conveyance of important messages and helps individuals stand up for the rights of themselves and others; one example of such being advocacy. Advocacy is reflected within The code in full (Nursing and Midwifery Council, 2008) who state that nurses must act as an advocate for those within their care. Therefore learning to be assertive is not a choice, it is a must if I am to live up to what is expected of me within my role as a student and future nurse. Conclusion and Action Plan: The challenge for the future is that I totally overcome this diffidence. I envisage being able to achieve by developing self awareness. I could develop self awareness by using a tool such as The Johari Window. Academically the challenge is to overcome apprehension regarding communication with unfamiliar groups of colleagues. I anticipate achieving this by taking more time to consider what I am going to before I begin and being prepared for situations where I am required to speak. With regard to performing presentations I will be prepared and rehearse what I am going to say in advance.

Responsibilities and Rights of Employees and Employers

1. Know the statutory responsibilities and rights of employees and employers within own area of work.  1.1 List the aspects of employment covered by lawThe law in UK covers the following aspects:Minimum wage, Hours worked, Discrimination, Health and safety, Holiday entitlements, Redundancy and dismissal, Training, Disciplinary procedures, Union rights and consultation, among many others. Labour law covers the deal between employee and employer, Health and safety cover the work conditions, and minimum wage and other law set basic compensation levels. Within our area of work we also have the Disability Act, Manual Handling Operations and Regulations, Data Protection Act, The Medicine Act, General Social Care Council code 2001, RIDDOR 1995 and more.1.2 List the main features of current employment legislation PayBeing paid and payslipsCompany sick pay rightsPerformance-related payEmployment contracts and conditionsContracts of employmentChanges to employment conditionsBreach of contrac tThe National Minimum WageThe National Minimum Wage ratesCalculating the National Minimum Wage: the basicsHelp getting paid the National Minimum WageTime off and holidaysAnnual leave and holidaysTime to train, request time at work to learn new skillsTime off for dependantsWorking hoursWorking time limits /the 48-hour week/Rest breaksOvertimeFlexible workingTe right to request flexible workingWorking form homePart-time workSickness absenceTime off for sicknessStatement of Fitness for Work /fit note/How work can keep you healthyBusiness transfers and takeoversEmployment protection during business transfers and takeovers Transfers of employment contracts1.3 Outline why legislation relating to employment existsTo ensure a more cost efficient and safer working environment. There is an increasing responsibility for employers to protect the health and safety of their employees. To protect workers, to guide, regulate and set standards, to provide rights and restrictions on workers and manag ement though a legal relationship.1.4 Indentify sources and types of information and advice available in relation to employment responsibilities When I need information and advice with regards to employment responsibilities and rights, I can find these within my contract provided by my employer and the start of my employment, or I can find this information written within my staff handbook . There are policy documents available within my work place. I can also ask member of staff if I am unsure of my responsibilities.2. Understand agreed ways of working that protect own relationship with employer2.1 Describe the terms and conditions of own contract of employment With regards to the terms and conditions of my contract it states the date on with my continuous employment began, the Place of work, Duties, Salary per hour, Working hours per week, Holidays, Holiday Pay, Sickness Absence Policy, Pension, Probation Period, Rights to Notice, Smoking, Data  Protection Act 1998, Maternity rig hts; Ante/natal care, Maternity leave, Statutory Maternity Pay, Adoption Leave & Pay, Statutory Paternity Pay, Parental leave, Time off to care for dependants, Retirement, Right to Search, Short Time Working, Lay Offs & Redundancies, Extended Leave,Variation of Terms and Conditions, Contradiction Between These Terms & Conditions and my Individual Employment Letters, Intellectual Rights, Use of The Internet, Email, Company Rules, Disciplinary Procedures, Principles, Table of Disciplinary Offences and Penalties, The Procedure, Stage One – Verbal Warning, Stage Two – Written Warning, Stage three – Final Written Warning, Stage four / Dismissal, Appeals Procedure, Other Dismissals, The formal grievance procedure, Equal Opportunities Statement, Anti-Harassment Statement, Management’s Responsibility, Additional information, Restrictive Covenants.2.2 Describe the information shown on own pay statement On my own pay slip I have my full name, the name of the compan y that employs me, Tax period, Interval, Date, Staff ID number, NI Number, NI Code, Tax Code, PAYE Reference, Taxable Gross, Gross to Date, Tax to Date, Employer’s NI, Employer’s Pension, NI Gross, Net Pay.2.3 Describe the procedures to follow in event of a grievance If I have grievance relating to my employment, I should attempt to resolve this informally by speaking with your line manager. If, however, I fail to get a satisfactory resolution within a period of 5 days of speaking with my manager of if my grievance is about my manager and I do not wish to discuss it with him or her, the Company has a formal grievance procedure. If I have a complaint, which cannot be resolved, it is essential that I use this procedure in all circumstances.2.4. Identify the personal information that must be kept up to date with own employer Employees personal data should be kept safe, secure and up to date by an employer. Data an employer can keep about an employee includes name, address , date of birth, sex, education and qualifications, work experience, National Insurance number, tax code, details of any known disability, emergency contact details.They will also keep details about an  employee such as: employment history with the organisation, employment terms and conditions (pay, hours of work, holidays, benefits, and absence), any accidents connected with work, any training taken, and any disciplinary action. Each types of personal information must be kept up to date all the time with my employer will be: Change of name, marital status, address, GP, Next of Kin, nationality, change of sex.2.5 Explain agreed ways of working with employerThe Policies and procedures based on sector standards and guidelines and individuals care plans. To implement agreed ways of working I follow the care plan. Duty of care is the obligation I have to exercise a level of care towards an individual, as is reasonable in all the circumstances, to avoid injury to that individual or his /her property. Dilemma can occur when an individual makes a risky choice. They have a right to do this and I must respect and support their choices but I also have a duty to keep them safe.3. Understand how own role fits within the wider context of the sector3.1 Explain how own role fits within the delivery of the service providedMaintain high standards of care and service toward service users. Assist service users in maintaining their personal hygiene, washing and dressing, toileting, shaving male residents, going to bed, promote independence and dignity, and assist in enabling to live their chosen lifestyle. Report complaints directly to the Manager in charge as son as they are made.3.2 Explain the effect of own role on service provisionOur work is on one to one basic. Provide good quality of care, promote independent and dignity, assist in enabling to live their chosen lifestyle, makes clients happy and keep them in good living condition, make them to live longer, by this thing w e can increase peoples confident in the Health and Social Care sector. I work in a care home as a care assistant. My responsibilities includes: assist the residents with personal care, dressing and feeding, helping them to move around, incontinence care, generally assisting with overall comfort, monitoring conditions.3.3 Describe how own role links to the wider sectorI work in a care home where I take care of elderly and mentally ill people suffering from dementia. Old and demented people have problem with loss of short-term memory. I see people as individuals, focus on their strengths, treat them with dignity and respect, and protect the individual from abuse, injury and harm.3.4 Describe the main roles and responsibilities of representative bodies that influence the wider sectorThe main roles of these representative bodies are: to represent the people and be their voice in the senate, to be able assist the people they represent in asserting their humanitarian rights, to ensure tha t their government's financial allocation for the sector they represent is enough basing on their immediate or basic needs.Representative bodies my include: government departments, professional bodies, trade unions, sector skills councils, regulatory bodies, consumer groups. European Union is our representative bodies. The employee must again take all reasonable steps to attend the appeal meeting and will have the right to be accompanied by a trade union representative or fellow employee of his or her choice.4. Understand career pathways available within own and related sectors 4.1 Explore different types of occupational opportunitiesDifferent types of occupational opportunities for example: social worker, specialist, speech therapist, General Practitioner, children social worker, care specialist, Manager, Adult nursing, Child nursing, Mental health nursing, Learning disabilities nursing.4.2 Identify sources of information related to a chosen career pathway Sources of information: i nternet, books, Code of Practice, media /TV, radio, magazines, Newspapers/, individuals, training, Alzheimer’s Society, Supportive care for the Person with Dementia – edited by Julian C. Hughes, Mari Lloyd-Williams, Greg A. Sachs4.3 Identify next steps in own career pathwayI would like to complete the upcoming courses and become a manager in a care home.5. Understand how issues of public concern may affect the image and delivery of services in the sector5.1 Identify occasions where the public have raised concerns regarding issues within the sector Care home abuse and neglect is Britain’s next major scandal. The Panorama footage showed images of aggression and violence against residents at the care home, near Bristol. Staff pinned residents to the floor and forced one into the shower fully dressed and then outside until she shook from cold.5.2 Outline different viewpoints around an issue of public concern relevant to the sector The Government will give greater as surance to families that their complaints or concerns are being properly listened to. Anyone with worries about how their loved one has been treated at the end of their life will have access to an independent assessment of their case.To support this independent assessment, the Government will make available a list of experts to provide local support for patients if needed – and all NHS hospitals will be asked to appoint a Board member with responsibility for overseeing any complaints about end of life care and for reviewing how end of life care is provided.5.3 Describe how issues of public concern have altered public views of the sector The bad practices and scandals in the social and health care sector arouse the public. People lose their confidence and keep their family members away from the care homes.5.4 Describe recent changes in service delivery, which have affected own area of work I like to work with service users alone when the situation and their health condition al lows. My clients are suffering from dementia. They may become unusually emotional and experience rapid mood swings for no apparent reason, which may cause a dangerous situation. I make sure to call for help if necessary.