Management and Supply Function Essay Example for Free

Management and Supply Function Essay It should be emphasised from the outset that purchasing and supply management is executed as an integrated part of the firms broader management (as part of the logistics management or supply chain management approach) *Purchasing and supply PLANNING is part of the firms general planning, mainly because the continuous supply of raw materials components services is of a strategic importance to the enterprise. The supply market is just as important for the firms survival continued profitability as the sales market is the firms own product. Firms general planning must be integrated. *The ORGANISATIONAL STRUCTURE of the purchasing and supply function should be aimed mainly @ linking into the firms overall structure in the most effective way. The purchasing and supply function primarily renders a service to the enterprise. *Purchasing and supply COORDINATION should be aimed @ harmonising and aligning the activities of the purchasing and supply function with those of the other business functions. When a firm vests the authority for the purchasing and supply function in 1 person or team. Advantages: ;gt;Standardisation of materials and products is possible because purchases are made at one point ;gt;Purchasing and supply staff are afforded the opportunity to become experts ;gt;Control over all aspects of the purchasing and supply function is improved ;gt;Administrative costs are reduced by eliminating duplication DECENTRALISED PURCHASING ; SUPPLY ORGANISATIONAL STRUCTURE Purchasing by different departments, branches or plants, while each of them enjoys an important measure of autonomy of decision making regarding the purchasing and supply function. Advantages: ;gt;Better liaision can be effected between decentralised purchasing and supply functions and the user functions of individual plants served by the purchasing and supply function ;gt;The needs users can be better satisfied because the purchasing and supply function knows them better ;gt;Different plants maintain their autonomy. Plant managers are often fully responsible  for the profitability of individual plants. According to the combined approach, common requirements of the different plants such as equipment and certain categories of raw materials, are purchased centrally head of office. The plants purchasing and supply functions are assisted by corporate   purchasing and supply in developing policies, procedures, and control measures, recruiting and training staff, auditing the   purchasing and supply performance of the plants. The main coordinating mechanisms of purchasing and supply management with other functions in the organisation, and with suppliers and customers, are definitely computer systems such as electronic data interchange(EDI), materials planning (MRPII) and distribution requirements planning (DRP). TWO TYPES OF COORDINATION Between purchasing and supply and other functional areas Purchasing coordination is lateral acts in an advisory/support method to the other functions in the enterprise. Between p and s and the supplier system Two dimensions to the coordination between p and s function and the supplier system. Firstly there is coordination with the whole supplier system and secondly with the individual suppliers. The flow of products and services from the supplier has to be effective, the p and s function has to ensure that coordination between them and the supplier ensures this occurs. This can be achieved by means of supplier alliances, integrated systems and inter-organisational teams. The supplier must become an extension of the buying enterprise. The chief coordinating mechanisms available to p and s management are open communication, strategic alliances, integrated systems, the conscious motivation of suppliers and standardisation of specifications, purchasing documents and purchasing procedures. CONTROL : PERFORMANCE EVALUATION OF THE PURCHASING AND SUPPLYFUNCTION Control may be defined as a systematic attempt to reach objectives or set standards that accord with the enterprises goal, to observe actual perform- ance and compare it with the set standards, and to take corrective steps with a view to achieving the mission and goals of the enterprise. Objectives and basic principles of performance evaluation P and activities are complex, needs to have a control system. Feedback   on actual performance(measured against quantitative norms). This ensures that the p and s strategy is implemented at the various levels in the company. With this the p and s manager can monitor and improve the functions actual performance. Control ensures that all the other functions with p and s work optimally.

Antoni Gaudis Architecture Style

Antoni Gaudis Architecture Style Introduction In order to appreciate Antoni Gaudis creative vision we must look at the context in which he worked. It seems that previous studies of Gaudi have not researched extensively into placing him within this cultural context; and have rather preferred to outline him as a lonely reclusive figure or concentrated on his elaborate architectural forms. This dissertation will explore whether political, social and economic developments in the late 19th and 20th Centuries in Catalonia and Spain proved touchstones for the architect, his work and his immediate circle; and whether these factors influenced his creative decisions and have been overlooked throughout his life. The work is composed of three inter-related sections. The first section will discuss Gaudis Catalan roots, and early social influences. Park G?ell will be used to illustrate this. The second section explores Catalan nationalism, social classes and the rise of Catalan industrial capitalism. It will also examine the political conflict and tensions between Castile and Catalonia, including the three Carlist wars, which were fought out on Catalan territory, the disastrous effects after Spains loss of her empire in 1898, and the impact of Tragic Week in 1909. It will consider how these may have affected Gaudi and his working rationale. This section will be analysed through the example of the Casa Mila. The third section will examine Gaudis shift in faith and the impact that this had on his architecture. This will be shown through the example of the Sagrada Familia (Holy family) Cathedral. This discussion starts by considering the view expressed by Clara Gari of the Catalan architects approach: Perhaps what makes a quick understanding difficult in Gaudis work is its daring and fascinating uncertainty, that range which slips between architectural code and structure. Such ambiguity is accentuated much more when the matrixes from which Gaudi extracts a determined stylistic code are not always clearly evidenced. But rather they appear, as often happens, ambiguously confused as a consequence of a sort of intervention, prior to the adoption of the chosen code, which by way of a distorted lens, varies the facets and the colour in it, tricking us with a free all embracing conduct, and with an underlying energy directly emanated from the ethnic heritage which is difficult to simplify Gari seems to be commenting that, despite Gaudis classical education and training as an architect, he could risk being very radical in his use of the accepted architectural codes and structures of his time. In Gaudis work, codes and structures seem to be passed through the filter of his imagination and his Catalan identity, and are transformed into something which may appear distorted but can have a powerful effect upon us as observers. Gaudis Catalan roots and early social influences Antoni Placid Guillem Gaudi I Cornet was born in Tarragona, Catalonia, Spain on June 25, 1852, into a family which had come from a long line of Catalan merchants, miners, farmers, weavers, boilermakers and coppersmiths. Gaudi was introduced to the family craft tradition at an early age when watching his father in his workshop. He was proud of this heritage and once said: I have the quality of spatial apprehension because I am the son, grandson, and the great grandson of coppersmiths All these generations of people gave me preparation. Gaudis predecessors came from a cross-Pyrenean culture that bordered the Mediterranean Sea and were accustomed to absorbing influences from different cultures, while somehow retaining their own Catalan identity. The Catalan language, for example, is closer to the tongue of Languedoc in France than it is to Castilian which is spoken in most of Spain. Joan Bergos explains in his book, Gaudi the man and his works, that: Gaudis lineage therefore has deep, i f distant roots in central Europe, mixed with the virtues traditionally found among the people of Tarragona, a typically Mediterranean people, passionate, industrious, courageous in the face of adversity and somewhat inclined to irony. The Mediterranean region of Tarragona, with its natural surroundings and quality of light, are elements of the rural world that Gaudi seems to provide as references to his architectural forms. His love of nature began as a small child, when rheumatoid arthritis, made physical exploration and play painful and difficult and he was restricted to riding around on the back of a donkey, according to family stories, he was able to study his natural surroundings and to create his own imaginary world. Perhaps because of his difficult start in life Gaudi may have developed an inner world of fantasy, shape, structure and colour, produced by his knowledge of the artisans craft and the natural forms found in his environment. Gaudi came from a deeply religious family and received a thorough Catholic religious education generated from the continuation of medieval Guilds. This would have included obligatory prayer to the Virgin, Christian doctrine, religious morals and religious history. By 1874, at the age of 22, Gaudi had moved to Barcelona with his brother Francesc; and here he began his preparation to train as an architect at the Escuela Tà ©cnica Superior de Arquitectura (Upper Technical School of Architecture). Here he studied Spanish architecture which would have focused upon its many cultural traditions, including: Phoenician, Roman, Greek, Visigothic, Celtic, Arab, Berber and Jewish. These would have been completely absorbed into the thinking of contemporary design so that there was no prejudice against the adoption of Islamic motifs and symbols. One could imagine how important this multi-faceted cultural heritage of Spain would have been for the development of Gaudis own approach to architecture. Gaudi also seemed to share the concerns and ideals that surrounded the dynamic and intellectual atmosphere during his youth, and would have been influenced by the famous intellectuals of the time: Pugin, Ruskin and Viollet-le-Duc. The latter was responsible for the Gothic revival in France and as a pupil of Le Grand Durand he had influenced Frances adoption of Renaissance models and rationalist approach to city planning, which had put the country at the forefront of European artistic and architectural debate. One could also presume that Gaudi had read the work of the English writer Ruskin, in which he states, in his book: The seven lamps of Architecture: I say that if men really lived like men, their houses would be like temples which we would not dare to violate so easily and in which it would be a privilege to live. There must be some strange dissolution of family affection, a strange ingratitude towards everything that our houses have given us and that our parents have taught us, a strange awareness of our infidelity with respect and love for our father, or perhaps an awareness that our life is not for making our house sacred in the eyes of our children, which induces each one of us to want to build for ourselves, and to build only for the little revolution of our personal life. I see these miserable concretions of mud and limestone that shoot up like mushrooms in the boggy fields around our capitalI look at them not only with the repulsion of the offended view, not only with the pain that is caused by a disfigured landscape, not with the painful presentiment that the roots of our national grandeza must have infected with gangren e right down to their tips from the moment that they were planted in such an unstable manner in out native soil. It seems that Ruskins moral and aesthetic dilemma was one that Gaudi would also experience as a young professional architect, and he would move between his support of socialist ideals and various privileged connections with the aristocracy and upper middle classes (his possible clients) throughout his life. Gaudi was discovered by the bourgeoisie without whom his architecture would not stand today. However it seems he was not indifferent to the social life of his age and its contradictions. Other contemporaries working towards these ideals, were: Elies Rogent (1821-1897), whose design of Barcelonas University building was influenced by the German Rundbogenstil, which was a Neo-classical rounded arch; Joan Martorell (1833-1906) who designed the Neo-gothic brick and glazed-tiled church of Saint Francesc de Sales (1885); Josep Vilaseca who collaborated with Lluis Domà ¨nech i Montaner (1850-1923) on the Batlo tomb (1885). As his former professor at the Escuela Tà ©cnica Superior de Ar quitectura, Lluis Domà ¨nech i Montaner was at the forefront of the Catalan Modernist movement, also known as the Renaixenca (or Rebirth), which encouraged art, theatre and literature in the Catalan language. He was also responsible for designing the Palau de la Musica Catalana which symbolises the coming together of the Catalan nationalist sentiment and international culture. It also shows a particular connection to Gaudis Colonia Guell, Casa Vicens and Park Guell, though its elaborate ornamentation, sculptures and colourful ceramic mosaics, all of which seem to refer to a deep connection with Catalan nature and nationalism that were apparent at the time. This connection can be seen in the leaf and flower patterns on the facade of the Palau de la Musica Catalana which are inspired by Moorish architecture and followed the curvilinear design seen in Art Nouveau. At the same time, the civil engineer Ildefons Cerda (1815-1876) had been given the commission to expand Barcelonas boundaries by demolishing its walls and providing land for new residential areas. It seems that his plans were influenced by Haussmanns redesign of Paris, and were based on a similar grid system. Cerda was shocked that the working classes were paying proportionately more in rent for their confined living accommodation than the wealthy paid for their luxurious housing. The design for city, although Neo-classical, was also considered realist because of Cerdas understanding of modern urban sociology and living conditions. It seems that this expansion signalled to other architects that it was acceptable to explore new ways of designing public and private spaces. This new sociological attitude towards urban spaces can be seen as the catalyst for the creation of the idea of the Garden City. The concept of setting up communities outside cities was started by enlightened industr ial philanthropists such as Robert Owen, Titus Salt and George Cadbury, creating small housing projects for their workers in England as far back as 1800. However, the most important of the Garden City movement was Ebenezer Howard whose book Tomorrow: A Peaceful Path to Real Reform, published in 1898, was to become highly influential in town planning throughout the 20th century. The Garden City movement is a good example of the changing social attitude towards the built environment and can be seen in the later planning texts of Tony Garnier and of Le Corbusiers ASCORAL, first published as Les Trois Establissements Humains in 1945. In a short text called Notes on the family house (Casa Pairal) written by Gaudi between 1878 and 1881, he reflects on the relationship between house and family: The house is a small nation of the familyThe privately owned house has been given the name of Casa Parial (family home) who among us does not recall, on hearing this expression, some beautiful example in the countryside or in the city? The pursuit of lucre and changes in customs have caused most of these family homes to disappear from the city, and those that remain are in such a terrible state that they cannot last long. The need for a family house is not only limited to one age and one family in particular but is an enduring need for all families. The text seems to be referring to the unity of a nation and of its people, it reflects the understanding of an architect who strives for sanitation and well being, as well as the anti-urban feeling which had arisen in England and spread throughout Europe. One could presume that it also reflects Gaudis deep-rooted connection with the rural world, that of peasant and craftsman, a world from which he had come. Maria Antonietta Crippa explains in her book, Living Gaudi that: Gaudis attention was not directed immediately to the bourgeois house, but to the needs of everyone. She goes on to say that He does not hide his unease at the excessive, over accelerated growth of cities, which uproot many people from the land of their birth and force them to live in rented houses in the land of emigration. And he applauds the decision to abandon congested city centers for the spacious, light-filled, leafy suburbs. Perhaps this sociological approach is what allowed Gaudi to think up the imaginative design that he created for Park G?ell in 1900. This was a garden city which captured the spirit of the 20th century and followed the fashionable trend in Europe for creating large ornamental spaces. It was a public space which would create a haven away from industrialisation, where the common man, both wealthy and poor, could exercise and see public events during their new-found leisure hours. It was also designed as a space where nouveau-riche families could live comfortably away from the crowded city centre. The park seems to reveal Gaudis extraordinary imagination in what could be seen as an optimistic phase of his life. Maria Antoietta Crippa explains that: Gaudis gardens are reminiscent of The Rose Garden, evoked in the first of T.S Eliots Four Quartets: a place that arouses memories of childhood, but which is also a symbol of a past and a future that are alive in our present: Humankind cannot b ear too much reality. / Time past and time future / what might have been and what has been / point to one end, which is always present. She goes on to explain that the garden is a metaphor not just for an earthly paradise, but also of the power of human memory, another expansion of Gaudis inner world. The park draws together urban sociology, his early childhood interest in nature and his strong sense of Mediterranean Catalan nationalism and symbolism. Gaudi uses the Moorish art of trencadis, a method of deliberately breaking tiles and re-arranging them into intricate patterns. He uses this technique on the long serpentine bench-balustrade where broken ceramic pieces have been arranged into words and symbols with religious and Catalan nationalist connotations. Some historians have also suggested that the Doric columns which consist of fluted shafts made of rough stone, covered at the base with white ceramics, and joined to the ceiling by domes which are supported by gently curving be ams, not only evoke the motion of Mediterranean waves but are also reminiscent of the Temple of Delphos and reflect the culture of Greece and the Mediterranean. They believed the structure of these columns existed as a tribute to Greece, which had won its independence from the Turkish Empire, drawing parallels with the political situation of Catalonia and the Catalans desire for independence. Gaudi arrived in Barcelona at a time of important change in architectural thinking and it seems that he benefited from meeting and leading architects of his day, who were involved in the regeneration of Catalan culture, in which, the re-birth of the language had a vital contribution in Catalans rediscovering their heritage and their common identities. In the journal: Tongue tied: The role of linguistics in Basque and Catalan Nationalism, Ryan Barnes explains how important the rebirth of the Catalan language was: Language has always been an essential element of nationalism, providing a distinctive feature and source of pride for a collective people. The ability to communicate with one another is essential to building bridges between strangers and forging the idea of a nation, which instils the idea of unity among a people that have never met Moreover, communication brings knowledge with it. Language conveys the ideas of a people or nation through literacy works such as poems or novels, which nationalists can look back on with pride. It seems that Catalan nationals were comparing themselves, not to the intellectuals in the Spanish capital, Madrid, but to artists and designers of other nations in Europe who were more technologically advanced, such as: England, France and Germany. The Catalan language had been suppressed for many years by Spains central government but now Catalans seemed to take pride in self-expression, while being aware of developments from the other side of the Pyrenees, including the redevelopment of Paris and the creation of the London squares with their ornamental gardens. They also seemed aware of the Neo-gothic architecture which was encouraged by intellectuals such as Pugin, the architect of the Houses of Parliament and John Ruskins ideas on workers education and benefits. It seems that Gaudi too was aware of these ideas, and although Catalonia was isolating itself from the decline of Spain, it was also keeping up with new and important influences from abroad. Catalonia was becoming a deve loped region within an undeveloped country. The history of Catalan nationalism, social classes and the rise of Catalan industrial capitalism and political tensions in Catalonia and Spain. Catalonia had become the industrial centre for the rest of Spain during the 19th century, a period when there was increasing unrest in the whole country. During the 18th century Catalonia had evolved from an economy based on goods for local consumption to an economy with wider commercial aspirations. This industrialisation took place in a country of untapped raw materials and very low purchasing power. Catalonias manufacturing expansion depended upon its source of energy generated from hydraulic turbines on its irregularly flowing rivers, but in the 20th century the hydroelectric potential of the Pyrenees was eventually secured for advancing industrial production. The class system of Catalan society was largely the result of three successive long waves of industrialisation and capital accumulation, with the attendant growth of new factory-linked centres, the massive importance of the workforce, the consolidation of a skilled working class and a large middle class, together with furth er advances in the direction of secularisation and urbanisation. These three long waves entailed the following developments: the growth of the bourgeois class, the rise of an industrial society based, at first, as in so many other places, on the textile industry, and the establishment of great family fortunes. Karl Marx was writing in Das Kapital at this period of time about the expansion of the bourgeoisie in Europe: Constant revolutionising of production, uninterrupted disturbance of all social conditions, everlasting uncertainty and agitation distinguish the bourgeoisie epoch from all earlier ones. All fixed, fast frozen relations, with their train of ancient and venerable prejudices and opinions, are swept away, all new formed ones become antiquated before they can ossify The bourgeoisie has subjected the country to the rule of the towns. It has created enormous cites, has greatly increased the urban population as compared with the rural, and thus rescued a considerable part of the population from rural idiocy. In common with the bourgeoisie across Europe there was an increasing number of newly rich Catalan industrialists such as Eusebi G?ell and Pere Mila i Camps who were seeking the outward expression of their fortunate position in society. The city culture of Barcelona attracted them because it offered them a style of life that was equivalent to what they witnessed in other European industrialised societies. To express their power, and their love of the new, as Marx discusses, they needed modern fashionable architects who could take advantage of the trends in design that were current in those other countries. Most of the architects at this time were drawn into the Capitalist desire to use space as a commodity that could be built on and sold. Gaudi, although willing to offer his considerable talent to industrialists who were acquiring land for building projects, eventually rejected this approach to architecture in favor of a return to the traditional architectural forms, such as church building, as a symbolic representation of Catalan nationhood. According to Maria Antonietta Crippa, Gaudi was already setting out on a different path in terms of the secularisation of modern architecture, as will be demonstrated in the example of the Casa Mila. In her book, Living Gaudi, The architects complete vision, she suggests that: (Gaudis) constructions were built at a time when a utopian, secularising trend was developing in the world of European architecture. This trend, which was radically different from the direction taken by the Catalan architect, proposed the creation of the new urban and residential spaces that would resolve the imbalances caused by the violent growth of cities and by the technological revolution that took place in the second half of the nineteenth century and the beginning of the twentieth. Despite the apparently luxurious life of Barcelonas bourgeoisie, the political situation in the whole of Spain was increasingly unstable throughout the 19th century. Instead of developing a system of political parties Spain had been confronted by a series of military coups; and instead of political debate there were attempts to change the written constitution. Between 1822 and 1875, opposition to liberal capitalism led to five civil wars, which were fought out on Catalan territory. The last three were to be known as the Carlist wars, in which royalists and the military opposed the liberals and republicans, and this conflict continued into the 20th century with increasing brutality and bloodshed. The Third Carlist war ended in 1876 when Gaudi was 24. Gaudi believed that: war, offering violence as a solution to any problem, is inevitably demoralising. The Crusades were a failure and many sensible Carlists abandoned that cause in the face of the behaviour of the Carlist forces. It seems that Gaudi was interested in public affairs and followed developments on the political scene. He once said: I am very like my father. At one point, not long before he died, there had just been elections, and he still had enough enthusiasm for the subject to ask me to tell him which candidates had been elected He railed against separatism and he defended energetically the ideas of rationalism and a strong and united Spain. Gaudi was one of a large group of intellectuals known as the generation of 98. In 1898 the political decline of Spain worsened when it entered a war with the USA, which it could not afford to fight. America supported the minority of planters in the colony of Cuba, who were making demands for emancipation from Spain. Following Spanish reprisals against these rebels, and supported by fictitious claims in the US press, America launched an attack on Spanish forces which caused enormous loss of life and led to Cuba being liberated into an American sphere of influence. The shock of defeat in Spain was overwhelming, as Gabriel Tortella explains in The Development of Modern Spain, an Economic History of the Nineteenth and Twentieth Centuries: the loss of markets for industry and agriculture, the loss of human life, of physical and military resources and income to the Treasury, the disappearance of various transportation and communication networks, and perhaps the most important, a widespread sense of revulsion and demoralization. For Spanish rulers and people, it seems that such a national humiliation inflicted by a relatively young democratic state would mark their country out as deeply flawed and unstable in the modern age of the early 20th century, and would be linked to decline, political chaos and eventual brutal civil war in 1936-1939. A few years after this catastrophe, Gaudi began work on the Casa Mila, a building six stories high, with eight apartments on each floor grouped around two internal courtyards, one circular and the other oval. It is designed so that light floods in through the two inner courtyards which are open to the sky. Gaudis idea was that the building should be a pedestal for an enormous statue of the Virgin Mary accompanied by two angels, which he had hoped would stand 25m above the roof of the building and would have dominated the city. The building seems to reflect Gaudis revulsion at the anti-clerical violence in Spain and loss of spiritual meaning in modern day society. Perhaps he would have agreed with Kandinskys view that: the nightmare of materialism, which has turned the life of the universe into an evil, useless game, is not yet past: it holds the awakening soul still in its grip. It seems that Mila I Camps was uneasy about the appearance of the proposed vast statue of the Madonna on the roof of his property, as according to art historian Robert Hughes: given the turbulence of 1904 it would probably lead to the destruction of his building by infuriated anti-clerical mobs. It seemed that Gaudi was obliged to convey the importance and opulence of the life of this new entrepreneurial class, who: did not look to the past, but only desired one thing: to invent their own future. Instead of the statue of the Virgin Mary, Gaudi was compelled to replace it with ventilation towers, chimneys and sculptures. The stair units are topped with crosses with four equal arms and the chimneys are surmounted by small domes similar to warrior heads. According to Maria Antonietta Crippa the resulting sculptures on the roof: (carry) a powerful emotive charge. She goes on to say consider, for example, that way that he uses catenary structures and fluted surfaces, or the features that appear in his artificial landscapes and stone gardens; these elements all work to create a fantasy world, as in the case of the multitextured, undulating faà §ade of Casa Batllo, or the mysterious ghost world of the roof terrace of Casa Mila. Could these anguished, twisted shapes express Gaudis inner fantasy world? Or indeed his mental state at the time? Could they possibly convey the violence of his times and his personal bereavements? It is reasonable to consider that the architects creative process is strongly influenced by his unconscious mind, as Karl Jung argues: Archetypes are numinous structural elements of the psyche which have a degree of autonomy and energy of their own, which allows them to attract whatever contents of the consciousness that suit them. These are not hereditary depictions, but rather certain innate predispositions to form parallel representations, which I called the collective unconscious. One could assume that these distorted forms were connected with his distress at the loss of his preferred sacred symbol, the Mother of Christ, but may also have held a more personal significance as a representation of his own mother, who had died 30 years previously along with his brother Francesc. The period following their deaths, in 1876, had caused an all enveloping depression for Gaudi. Reflecting on the Casa Mila it was probably a good idea that Gaudi had not used the building as a living shrine, as violent protests again erupted in the city, and saw the burning of 40 religious schools, convents and monasteries, and 12 Parish churches in 1909, the rioters considering the Church to form part of the corrupt bourgeois structure. The so-called Tragic Week seemed to affect Gaudi deeply; perhaps this is why everything he produced afterwards seemed to be built in the Catholic spirit of somehow making amends for the destruction. Could it be that he was carrying the burden of unconscious guilt for his own losses and for those that had devastated the Mother Church? At the same time as dealing with this spiritual crisis, it seems that he was coping with failing physical health. The death of Gaudis patron Don Eusebi G?ell in 1918 ground him to a complete halt, after which it is presumed that he had a psychological breakdown. During his last eight years of increasing isolation, perhaps he turned his back on the chaotic events in his country and withdrew into a life of abstinence and religiosity. Upon these painful tragic loses, after his fathers death and the death of his sisters daughter Rosa, his sense of uncertainty about life and on suffering from bouts of Mediterranean fever. He began his descent into a strict life of religiosity. My closest friends are dead; I have no family, no clients, no fortune, nothing. Now I can dedicate myself wholly to my church. Gijs Van Hensbergen summarises the crisis for Gaudis generation when he explains in his book: Gaudi the Biography: Spains loss of her empire in 1898 and the Tragic Week of 1909 in which convents and churches were burnt down; both had strong effects on Gaudi, his friends, patrons and completely changed his working patterns. The political situation in Catalonia was a complex, potentially explosive one. Catalonias alliance with Spain (Castile) was one of immense tensionBefore the civil war, some Spanish intellectuals and politicians recognised the dangers, but tragically they didnt have the power to halt the momentum of the approaching crisis. Few generations have ever been so savagely self analytical as Gaudis. Few have put themselves through such painful discoveryThese political and social tensions between reform and reaction provide the subtext and hidden structures of Gaudis work. Shift in faith and its impact on Gaudis architecture The wish to form something uniquely powerful and symbolic in a time of unpredictable political and social events may be at the heart of Gaudis most famous design, the cathedral. A personal account of Gaudi is given by one of his close friends Joan Bergos who remarked on the transformation in Gaudi during the latter years of his life, when he became completely consumed by his creative masterpiece. Bergos said: Faith changed the passionate, impetuous, irascible youth into a serene, balanced, exemplary man, who only on rare occasions gave vent to any temperamental outburst and who radiated such a beneficent aura that he sometimes inspired conversion and even heroic sacrifice in those lives he touched. Furthermore, Mark Burry suggests in his book Expiatory Church of the Sagrada Familia: Architecture in detail: The Sagrada Familia is a biography of a singular architects coming to terms with his time, his personality and, eventually, his vulnerability. Also one could also consider that Gaudi had been influenced by Viollet-le-Ducs statement that: We must find creativity through an accurate knowledge of the works of our ancestors. Not that such knowledge must lead us to imitate them slavishly, but rather it will reveal and make available all the secret skills of our predecessors. Perhaps what was important for Gaudi was that a designer must take from the traditional what he has absorbed into his own knowledge and re-interpret and re-work it so that it can appear innovatory and familiar, as well as inspirational. When Gaudi moved to Barcelona as a young man, it seems that he had been impressed with its wealth of historical architecture, which dated back to the Middle Ages. He had visited the Basilica Church of Santa Maria del Mar in the Ribera district which has three aisles forming a single space with no transepts and no architectural boundary between nave and presbytery. The simple ribbed vault is supported on slender octagonal columns, and daylight streams in through the tall clerestory windows. The foundation stone was laid by King Alfonso IV in 1329 and the whole building was carried out by local people including dockworkers, who collected the large stone slabs from near

Personal Counseling: Theory of Change Essay -- Psychology

Over the last 100 years, the underpinning concepts in the fields of psychology and counseling were wrought. Within this period, these concepts have transformed and evolved from somewhat crude conceptions of the psyche toward more holistic interventions and approaches. As the profession continues to move forward, adaptations of the original theorists regarding the nature of man and the development of personality continue to emerge. These adaptations, along with the integration of new concepts and ideas, continue to contribute to the field. The author describes his view of man and human nature, personality development, and explores potential implications for counseling. Nature of Man The work of Sigmund Freud continues to influence contemporary practice, as many of his basic concepts remain the foundation from which other theorists develop. Freud described life instincts, a central tenant of the Freudian approach, as instincts that serve the purpose of survival for man as well as the human race. Glasser’s Choice Theory maintains that human behavior is internally motivated by five genetic impulses. The first noted among these impulses is survival (Skeen, 2002; Wubbolding, 2005). Man is a carnal being, sharing the same defensive and predatory instincts found throughout the animal kingdom. Man has basic needs and is driven towards satisfying them. When examining the development of the human brain, it is known the first portion to develop is the cerebellum. The cerebellum is the seat of human life support systems and our natural instincts. Sharing the fight or flight responses, the experience of apprehension towards looming animals or objects, and a need to live and reproduce are innate. These all may be experienced to differen... ... Journal of Individual Psychology, 38(1), 1-6. Adler, K. A. (1994). Socialist influences on Adlerian psychology. Individual Psychology, 50(2), 131-141. Day, S. X. (2008). Theory and design in counseling and psychology. Boston: Lahaska. Manaster, G. J. (1987). Adlerian theory and movement. Individual Psychology, 43(3), 280-287. Minor, J. (2007). Some reasons why I use REBT in my private practice and personal life. ETC: A Review of General Semantics, 320-323. Shaughnessy, M. F., & Mahan, V. (2002). An interview with Albert Ellis about rational emotive behavior therapy. North American Journal of Psychiatry, 4(3), 355-366. Skeen, J. W. (2002). Choice theory, virtue ethics, and the sixth need. International Journal of Reality Therapy, 21(1), 14-19. Wubbolding, R. E. (2005). The power of belonging. International Journal of Reality Therapy, 24(2), 43-44.

Ancient River Civilizations :: essays research papers

Approximately 5500 years ago four of the worlds' most prestigious ancient river civilizations had emerged. Our world has been left in astonishment and awe wondering how these civilizations were developed. Egypt and Mesopotamia were the first ancient river civilizations to create cities and their own ways of living. Society, geography, and religion played an enormous role in the development of the ancient cities. Although there is evidence of early Sumerian contact with the Egyptians, Egypt's civilization was largely self-generated and its history and cultural patterns differed from Mesopotamia. The early Dynastic Period was Egypt?s era of initial unification and state building under the guidelines of its first three royal dynasties. In the years between 2660 and 2180 B. C. the basic marks of the cultures of Egypt arose. Egypt was one kingdom and it was divided into provinces, or the names of provinces. Ruling over the kingdom was a pharaoh, who was not only a king but was also seen as a god. Provinces were ruled by nomarchs better known as provincial governors. The Egyptians devised themselves into classes, upper class, middle class, and a lower class. The pharaoh and his family were at the top of the Egyptian class system. People could move from one class to another depending on their situations. Mesopotamian civilization exercised profound and cultural influence throughout west Asia and beyond for about 3,000 years. Mesopotamia had many independent city-states with its own government and ruler. Priests ruled these city-states with other administrators such as organizers and managers. Since turmoil and tension would often arise between the city-states, Mesopotamian Political Unification was rarely achieved. Mesopotamia was constantly invaded by foreigners who would incorporate their culture into newly society and form a new one by force. The Mesopotamian geography affected their society because Mesopotamia was located on an open plain without protection from foreign intrusions. Egypt, on the other hand, was centered on the Nile River ad protected by natural boundaries. This allowed Egypt?s kingdom for prosper and last for thousands of years. Mesopotamia was not considered a nation or country, it was considered a region between the Tigris and Euphrates Rivers that established a number of highly organized city-states. Since each city-state was independent there was no capital of Mesopotamia. Religion was very important to the ancient Egyptians the believed in many gods, meaning they were polytheistic.

New Wave of Internet Technology and the Effects on off-line Relationshi

Abstract There is a new place for exploration in regards to relationships; traditionally we meet people on the street, at bars or by other friends. However, since the vast expansion of Internet users, there have risen new ways of interacting and communicating with others. There are places on line that are specifically made to meet people in different context and environments. Some of these areas include instant message engines, chat rooms, and different other Internet based companies, which provide these services. Along with these new technological advances, as with many other things, there are negative outcomes. There has been research done on how these new ways of communication may cause turmoil to a relationships, through the idea of ~{!0~}Internet Infidelity,~{!1~} Internet infidelity is defined by Shaw, ~{!0~}as taking the sexual energy of any sort thoughts, feelings, and behaviors out side a committed sexual relationship in such a way that it damages the relationship, and then pretendin g that that this drain in energy will affect neither partner or the relationship as long as it remains undercover. (p. 29)~{!1~} Some individuals discount these acts of interactions on line as ~{!0~}non-real,~{!1~} therefore not constituting them as cheating; but through my research and my qualitative inquiries, I have found that ~{!0~}cyber cheating~{!1~} may and has caused dire consequences in relationships. Introduction There has always been a concern about cheating with in relationships. However, the risk seems to have increase with the advances of new technologies, such as the Internet and the services it provides in regards to meeting people. The Internet now offers many opportunities to meet people on-line through services such as on-line personal ads, chat rooms, and instant messenger systems. It is reported that, ~{!0~}national averages indicate that families have wholeheartedly adopted the computer and the Internet access into their homes in relatively short time. The exponential growth of Internet access at home raises questions regarding how Internet sexuality influences couples sexual relationship and sexual satisfaction~{!-~}(Gonya, 2004, p. 386)~{!1~} These new technologies have provided individuals in relationships the opportunity to venture in to a new way of what would be considered ~{!0~}internet infidelity.~{!1~} The reason people get trapped into ... ...relationships, when in a real physical relationship will damage the relationship that is that is not cybernetic. However, I suggest more research to be in this new area of infidelity, in order to give a stronger base to its substitutability. References and Works Cited M. Castro. 2005, May. 21. (Personal Interview, May 21, 2005) Gonya, J. 2004. Internet Sexuality: Clinical Implications for Couples. American Journal of Family Therapy. Vol. 32, Issue 5 P.375 Gwinnell, E., 1998. Online Seduction and Falling in Love with Strangers on the Internet. New York: Kodansha America, Inc. p. 88-121. Leiblum, S. R. 1997. Sex and the Net. Clinical Implications. Journal of Sex education and Therapy. 22. p. 21-27 Patton Q., Michael. Qualitative Research & Evaluation Methods 3rd Edition. California: Sage Publication Inc. p.215-225. Powell D.1995, Engendering Infidelity: Essentialist of Social Constructionist Readings of a Story Completion Task. Feminism and Psychology, p. 345-372. Shaw, J., 2001, Treatment Rational for Internet Infidelity. Journal of Sex Education and Therapy, 22, p. 29-34. Whitty, M. 2004, Cyber Cheating. Counseling and Psychotherapy Journal, Vol. 15 Issue 8, p.38.

Baby Dumpers in Malaysia Essay

In Malaysia, cabinet decides baby dumping cases investigated as murder or attempted murder to ensure that inhuman acts receive severe punishment (â€Å"Mixed reaction to classifying†, 2010). Some others said that they should given a new chance to repent on what they have done. Our opinions, the punishment is heavy for them due to most of baby dumpers in Malaysia and other countries were committed by underage and teenagers around 20’s. In order to find the solutions for this problem, the community and government need to find the causes and factors that contribute to the problem first. The factors that contribute to baby dumping are cultural values and perspective of the community, HIV/AIDS, poverty and lack of sex education. Cultural value is a concept that a community sharing together about what is right, wrong, possible or impossible, true or false and so on (Young, 2009) while according Oxford dictionary perspective can describe as an attitude or a way of thinking about something. Some of country shares a similar perspective and values. Because of we cripple the issue of baby dumping, so we will focus on what the community thinks that broke into this problem. What makes one girl decided to dump the illegal baby, because they are afraid if they are not accepted by the family and society. This is because having children outside marriage which the mother is no longer involved in a relationship with the father is seen unacceptable in culture in certain country especially in Asian country and Africa (Maundeni & Nnyepi, 2011). Besides that, the mother who carried illegal baby in her belly will think that she would be a shame if people outside the family know about her pregnancy. Due to that, it leads mother to throw or bury their babies (â€Å"Baby-dumping rates soar among school girls†, 2011). Family and community play important roles in this case by giving a moral support for them (Hafidzhi Razali, 2012). Parents and community need to guide them and support them when they go through the phase of their mistake not judging them. This is because they are still young which cannot think what is right and wrong. Yes, they made mistake but the parents and community should correct them and tell them this is not the end of the world. We need to realize that these young people decided to abandon their baby because of they are out of options due to the limitations set upon by social circumstances. From being despised by society and scolded by the family, it is preferable to dump the baby. Abortion is prohibited in all religion no matter you are Christian, Islam, Jews, Buddha or Hindu. Abortion can be like killing a person life so that is why it is prohibits to practice. Many girls who share their experience said that they choose to abandon their babies is because of abortion is prohibited in society (Jia, 2010). Like we mentioned earlier, these girls are young to think what is right to do. So they think that abandon the baby is the best options rather than abortion. This is because they believe that abandon the baby in the dustbin which the baby is still alive is so much better than abort. The second factors that contribute to baby dumping are human immunodeficiency virus (HIV) or acquired immunodeficiency syndrome (AIDS). When we say about HIV/AIDS, society always has negative thought about the disease. When someone get infected by other people, they will get the punishment too even though it not their fault. A child with HIV/AIDS always get insulted and negative look from the society even though they didn’t ask for the disease. Issue on baby dumping has been widely happen around the world. The baby been dumped because of the infected of HIV/AIDS. HIV/AIDS can be transmitting through sexual contact with the infected, sharing needles or other injection equipment with the infected person, through an open cut or wound and mother to infant. Mother to child transmission of the disease can be happen during the pregnancy month, delivery and after birth and breastfeeding (Otti & Jallow, 2003). This is called perinatal transmission that is usual way the disease transmitted to the child (American Pregnancy Association, 2012). The chances for the baby to be infected is 25% if the mother not taking any treatment during the pregnancy. Baby gets infected by the virus through the blood circulation from the mother HIV-positive, make the fetus to be exposed in the HIV process (Cichocki, 2010). Therefore, the mother who infected will feel depressed due to the transmission of HIV. The depression will lead the mother to dump the baby as her last option. During the delivery, the connection between mother and baby are umbilical cord, which connects the baby with the mother body fluids and blood that contains the virus. The body fluids may get the baby to be infected. Mother with HIV positive are not allow to breastfeed their babies because of the mother milk has very high concentration of HIV. They have been suggested to give commercial milk formula to their babies to avoid the babies from being infected. Due to that, it is kind of burden to the mother to spend money on commercial milk. The other major factor that will contribute to baby dumping is poverty. As we know that if the parents do not have any money to raise the child, they may dump their babies so that they will not have to pay all the baby basic’s requirements, (Sulayman Makalo, n. ). For example, to raise a good baby they will need shelter, and some other basic requirements. For some poor families, they cannot afford for the shelter. This is due to the money shortage and they neither able to buy nor rent a house for the family. Most of the cases of baby dumping are happened in the poor country such as Africa, (Skosana, n. d). There are so many people who live incompetent where some of the families did not plan the pregnancy, but then after the mother pregnant they are not able to raise and give the basic requirements to the baby. This include for the baby’s food, clothes and education. This may affect the developmental growth of the children (Sulayman Makalo, n. d). They dump their baby and hoping that someone will take care for their child with complete requirements with proper education. Other than that, there are some cases that the mother abandoned the baby as a solution due to desperation, (â€Å"Baby dumping-A genocide†, 2012). According to Gosamalang (2011), most of the women who leave and kill their babies are poor, single mother and often the first time mother. This may happen because they are fear of being poor while raising the child. Besides that, there will be a lot of cost needed to grow a child, to buy their food, milk, diapers and clothes. The mother may desperate and under pressure and finally they will dump the baby. Moreover, the father of the child doesn’t want to take the responsibility for the child, which may be the unwanted pregnancy and have no money and disable to grow them. In the developing country such as Malaysia, most of the cases are related to teenagers. This is because eenagers are still young, full with curiosity and not able to raise their own babies, (â€Å"Baby dumping-A genocide†, 2012). They only know to enjoy their youth while they actually have no money and not able to carry a huge responsibility, such as take cares their own baby. They are the largest group who neglect their babies with hope they can start a new life. They also should be studying in school or college where they have no sufficient money to survive with the baby. Here, it can be concluded that poverty is one of the major causes that escalates the baby dumping cases worldwide. The last factors that contribute to baby dumping are sex education. Nowadays, these youngsters are lack of knowledge about sex education, which they are clueless about it. In Nazni Noordin et al, 2012, research; they said that with not enough knowledge on sex, it adds to unwanted pregnancy which it can lead to the baby dumping issues. With the knowledge on sex education, the youngsters can differentiate between bad and good. So in order that all of these youngsters get all the knowledge on sex education, government must play a vital role so that the baby dumping issues are in control. Moreover, in order to decreases the issues, government should introduce sex education in school to combat baby dumping issues (â€Å"Malaysia Considering Sex Education†, 2010). With introducing sex education to school across Malaysia, it can tackle the widespread of baby dumping issues. Even though by bring out the sex education classes have against conservative elements, saying that it will encourage lechery, but with the abandoned of newborns all over the country by young mothers has forced a reconsider. Other than that, according to Singh and Tan, 2010, with sex education, it is creating an accurate understanding of reproductive health among the young, which it was important in reducing baby dumping. It is believe one of the methods that can adopt to raise awareness among schoolchildren especially the youngsters. To success the education, all sectors, includes government, private sector and non-governmental organizations were needed as part of a complete ways to address baby dumping. Furthermore, sex education in school also can create awareness among young generation towards consequences of free sex (Nazni Noordin et al, 2012). Nazni Noordin et al, 2012, also stated that, teenagers nowadays find it much harder to come up with good reasons to say â€Å"no† to sex and to use birth control pills carefully and it shows that there is low awareness among the teenagers towards the sex which its lead to the unwanted pregnancy and consequently, it will lead to baby dumping. Nazni Noordin et al, 2012 cited from Dr. Ismail Thamby, 2010, usually young generation will not think of the result with their behavior. In addition, it is not only government who responsible to control the baby dumping issues. It also must come from the â€Å"root† itself which is the teenagers’ parents or family. As a parent, they need to be fully aware of what their teenagers is taught in school. In order to overcome this situation, parents and family must be open-minded when it came to sex education or sex talk with their children. Moreover, parents should pay more attention and be more supportive to their children so that the young mothers are not afraid of them if they are pregnant outside the marriage (Nazni Noordin et al, 2012). Furthermore, they need to talk to their children about sexuality issues (Mellanby et al, 1995). Other than that, according to Mellanby et al, 1995, all parents should be prepared to answer questions that their children may have. By this it can be sure that the information that the parents provided is complete and accurate and more importantly, it reflects the family’s values. The parents also must control and aware of their children’s outdoor activities in order to prevents unwanted pregnancies which can lead to baby dumping. As the conclusion, this baby dumping issue is hard to control. Before we think about on how to solve this problem, we have to tackle from the root that contributes to baby dumping. Like we have discussed earlier, the factors that contribute to baby dumping are cultural values and perspective of the community, HIV and AIDS, poverty and sex education. Moreover, baby dumping gives so many negative impacts to our society and we have to take several actions in order to reduce the numbers of baby dumping cases.

QCF Level 2 Health and Social Care Diploma Group A: Mandatory Units Knowledge Workbook Essay

Identify the different reasons people communicate. People communicate to express needs,feelings,ideas,ask questions,share experiences Explain how effective communication affects all aspects of own work Effective communication helps to understand client’s needs Explain why it is important to observe an individual’s reactions when communicating with them see more:describe the components of a personal development plan Because I can know from the reactions how the person feels(happy,pain),if the person understand what I am trying to say,if the person is interested in conversation SHC022 Introduction to personal development in health, social care or children’s and young people’s settings Understand what is required for competence in own work role (1.2,1.3) Identify standards that influence the way the role is carried out This standarts are including in health and safety act 1974,Moving and Hnadling Guidelines,Hasawa,Riddor,Coshh Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work. Treat everyone equaly)no difference in sex,religion,race†¦) Be able to reflect on own work activities (2.1) Explain why reflecting on practice is an important way to develop knowledge, skills and practice. Reflecting on practise helps me to see what I am doing good,where(in which areas)I need advice or more training Be able to agree a personal development plan (3.1, 3.2) Identify sources of support for own learning and development. -Selfeducation (internet,books) -Meetings with supervisor and more training Describe the process for agreeing a personal development plan and who should be involved. In personal development plan should be involved suprvisor and I. For this plan I have to know what I want to learn,what my targets are and update with supervisor to see how big progress I’ve done and what needs to be changed Professional discussion with Assessor on SHC022 Candidate signature Assessor signature SHC023 Introduction to equality and inclusion in health, social care or children’s and young people’s settings Understand the importance of equality and inclusion (1.1,1.2,1.3) Explain what is meant by: a) diversity =diference(that everyone is unique and different) b) equality =treat the people on same way(and treating people in way appropriate to their needs) c) inclusion =including(inclusion is about giving a fair chance to be included without discrimination) d) discrimination =wrong judgement based on sex,religion,rase,disability†¦ (leave someone out of the team because of judgement) Describe ways in which discrimination may deliberately or inadvertently occur in the work setting. For example: -bus driver won’t let wheelchair user and carer into the bus because he doesn’t want to make ready the ramp for wheelchair -carer and clien’t will be different religion and client will celebrate own festive days(of religion) but won’t allow carer do celebrate hers/his religion festive days Explain how practices that support equality and inclusion reduce the likelihood of discrimination. Be example-to show the public right attidude towards discrimination (for example support wheelchair user who’s discriminated by refusing enter into bus) Be able to work in an inclusive way (2.1, 2.3) Identify legislation, codes of practice and organisational polices and procedures (where these exist) relating to equality, diversity, discrimination and rights in own role. -Disability Discrimination Act -Human Rights Act 1998 -Employment equality regulations 2003 -Special education need and disability act 2000 -The sex discrimination Act 1975 Describe how to challenge discrimination in a way that promotes change. action=do something when I see discrimination and not to ignore it question it=ask why and discus it Be able to access information, advice and support about diversity, equality and inclusion (3.1) Describe situations in which additional information, advice and support about diversity, equality and inclusion may be needed. There’s different methods of obtaining information on diversity,equality and inclusion. -goverment web site (list of all current legislations to protect the rights of individuals -age UK group (can supply materials to hand out to client ) I may need this informations to help client who is seeking advise on particular subject or if I am trying to obtain information in order to support client SHC024 Introduction to duty of care in health, social care or children’s and young people’s settings. Understand the meaning of duty of care (1.1, 1.2) Define the term ‘duty of care’ Duty of care is responsibility towards the person I look after(in meaning to keep the person safe and away from harm) Describe how the duty of care affects own work. Duty of care means it is my part of my job to keep me and my client safe so I am following all security rules to keep everything safe and if there’s any new changes ,training or update I follow the new rules Understand support available for addressing dilemmas that may arise about duty of care (2.1, 2.2) Describe dilemmas that may arise between the duty of care and an individual’s rights. The client knows what she/he is doing.It’s client’s right to decide about own life even if I disagree with client’s choise and I have to respect that (for example what is healthy to eat,what activities client wants to do†¦) Explain where to get additional support and advice about how to resolve such dilemmas. I am seeking support and advice from my supervisor or from office. Way how to avoid conflicts because of this dilemmas is to make sure individual is aware of the consequences Know how to respond to complaints (3.1, 3.2) Describe how to respond to complaints -respond the complaining asap -acknowledge mistake -speak about different views on what happened -explaining situation for both sides and appology Identify the main points of agreed procedures for handling complaints -recorded and documented procedure -complaint is listened to and respected -procedure is clear -it may have formal and informal options HSC024 Principles of safeguarding and protection in health and social care Know how to recognise signs of abuse ( 1.1, 1.2, 1.3) Define the following types of abuse: a) Physical abuse -if someone physicaly harm other person b) Sexual abuse -forcing into unwanted sex contact c) Emotional/psychological abuse -†doing harm with words† -if someone behave on way that emotionally attack other person d) Financial abuse -using person’s money,property or other valuable things without this persnon’s knowing(unauthorised,illegal use) e) Institutional abuse -abuse happening in care homes,hospitals†¦can be any or combination of these:discriminatory abuse,financial,neglect,physical,emotional,sexual abuse f) Self neglect -when person neglect ownself(basic needs,personal hygiene) g) Neglect by others -passive for of abuse(for example carer should provide care for client but carer doesn’t give client an adequate care†¦do not change dirty linen,catheters) Identify the signs and /symptoms associated with each type of abuse. -physical:brurses,scratches,change behavior -sexual:brurses,scratches in genital area,change behaviour -emotinal:changing behaviour -financial:the affected person doesn’t know where are the money dissapearing -neglect:affected person will shown lacl of personal hygiene,health problems,dirthy cloths Describe factors that may contribute to an individual being more vulnerable to abuse. -if the individual has comunication difficulties,is socialy isolated,is depended on other person’s help Know how to respond to suspected or alleged abuse (2.1, 2.2, 2.3) Explain the actions to take if there are suspicions that an individual is being abused. I have professional duty to report any wetnessed or suspected abuse to my supervisor or to the office.this information is refered to social services and it musst be assessed Explain the actions to take if an individual alleges that they are being abused. -let the person speak -ask open questions(those where is no possible to answer yes or no) -don’t ask leading questions -take every allegattion seriously -contact and inform supervisor and office Identify ways to ensure that evidence of abuse is preserved. -make a written record of conversation(date,time on it) -ensure written records are kept in safe place(bills,letters,medication records,bank statements) -record any physical signs of abuse on body(bruising,cuts) -not tidy anything up(wait for police) Understand the national and local context of safeguarding and protection from abuse (3.1, 3.2, 3.3, 3.4,) Identify national polices and local systems that relate to safeguarding and protection from abuse. -human rights act 1998 -equality act 2000 -social services Explain the roles of different agencies in safeguarding and protecting individuals from abuse. -work together to prevent and protect adults from risk of abuse -support people to make their own choises -investigated actual or suspected abuse and neglect Identify reports into serious failures to protect individuals from abuse. For example: -if I am witness of abuse and I wont report it -if agency will get report of abuse from carer and won’t take an adequate acction -if I as a witness of active abuse call police and the police won’t show up Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse. Supervisor-safe guarding courses local safe guarding team-social services independent safeguarding authority Understand ways to reduce the likelihood of abuse (4.1, 4.2) Explain how the likelihood of abuse may be reduced by: a) working with person centred values -encourage in contact with community,support to build up self confidence b) encouraging active participation -coopretaion with organization for disabled people(be part of disabled comunity) c) promoting choice and rights -by supporting with choises(places where to go for trips),accept the individual’s right for own decision but supporting to make sure client is safe Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse. Know how to recognise and report unsafe practices ( 5.1, 5.2, 5.3) Describe unsafe practices that may affect the well-being of individuals -not safe practise during moving and handling -incorect use of equipment -not disposing of waste properly Explain the actions to take id unsure practices have been identified. -inform supervisor -write records of what is wrong + guidence Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response. Keep reporting in case of abuse(report to supervisor,office again) call police(as nothing has been done foe change and the situaton may cause harm of client)