Deaf Community Church Essay Example | Topics and Well Written Essays - 750 words

Deaf Community Church - Essay Example What had been learnt in class is only theoretical language that needed to be practiced practically in the real life situation by meeting the deaf and talking to them in order to gauge my knowledge of understanding the language. The purpose of the visit was also to have an understanding of what this community feels like. One can only understand if you have an experience with them to see how they are friendly, how they joke, and how much they enjoy the service? As I was going to this event, I had one question to answer during this course, what exactly make this community bond so strong? It became so had at first to figure out this bond but as I observe them communicating through signs with each other, I realized that these people understood one another because of their common experience that resulted from their state. The fact that they were using the American Sign Language (ASL) was the most important thing that kept them bonded so strongly. Some body watching from far distance would not expect this event to be fan especially a church service that I attended, and as a matter of fact, I belonged to that category. I expected a boring event full of only deaf and feeling nervous without knowing where to start from. An event full of only deaf people came into my mind that it could only be a very quiet place with people only in sign language. Actually after the event, I realized that it was actually not boring or even silent as I had thought. Before that, as I entered the church compound, I thought of finding a place to sit as I meditate. I was feeling nervous. Besides the church under a tree, there was a bench with two ladies sited on it and signing. My challenge was, they just sat with little space left even though the seat looked spacious, so I had to open a conversation to request for a place to sit. Little did I know that it was an opportunity for me to start a conversation that took long to reach its end

Combining Nurse Leader with Advocacy Personal Statement

Combining Nurse Leader with Advocacy - Personal Statement Example This enables me to work with any medical organization in any part of America. However, due to the short duration that in the nursing profession, I have not managed to be a member of many professional associations, except in the Nursing Association of America, but am aspiring to be involved more and more in nursing and other professional associations (Manco-Herrman, 2006). Regarding career planning, I can say that I fully understand my role as a nurse, and know the requirements and description of my nursing profession. I understand that my greatest service is to the people, especially among the patients without showing any partiality. I am a goal driven individual, and my dream to become a renowned nurse in the nursing field driven my career. I would wish for a nursing profession where the nurses, particularly starting from me, will be able to deliver services to the customer, not just because they are in the profession, but because it is ethical to do so regardless of the money paid. I believe that this future career path can be achieved through determination and willingness to growth. Though career development might seem expensive, there have been sponsoring that offer training and financial support to nursing professionals who wish to grow and develop their careers. This enhances flexibility and gives the capacity of nurses to adapt to the future scenarios (Massella, 2005). As concerning the personal journey disciplines, I can rate myself as good, aiming to become excellent. During the short duration that I have been in the nursing field, I have been able to take part in action learning. This has enabled me integrate the problem solving techniques with the already acquired skills to enhance the delivery of services to customers. Normally, when left to make decisions regarding the welfare of the patients, I personally evaluate the condition or the situation, make decisions, decide on the most appropriate decision and personally reflect on those decisions to de termine their feasibility. However, I have not been fully involved in council planning, but I have participated in leadership trainings where I have acquired skills regarding leadership. Nevertheless, through the reflective practice, I have been able to assess my leadership development plan and determine my progress in active leadership behaviors. This has enabled me rate myself as far as leadership is concerned and enable me determine the most appropriate methods and practices in leadership to enhance my development as a leader (McClure, 2005). Rating myself in terms of reflective practice reference and behaviors, I always use the guidelines that facilitate my evaluation and reflection of involvement in nursing career. These include the skills acquired, identification of my role as nursing professionals, identification of the discrepancy in nursing and also I have been able to propose the most flexible means to enhance growth of the nursing profession in the future. I normally hold integrity as the key factor in my nursing profession and a leader, and to appreciate ambiguity since it acts as a driving force encouraging my advancement in nursing career. Whenever I feel inadequate in a certain area, I always seek clarification from higher professionals or through research. People in the nursing

Overview of Martin Luthers Christian Liberty Essay Example for Free

Overview of Martin Luthers Christian Liberty Essay Martin Luthers pamphlet, Christian Liberty, describes his feelings towards the Church. He did not agree with what the Church did. For example, the church had too many restrictions. Meaning that you could not practice another religion. Also, the Church had indulgences, which are supposed to be where if someone sinned, they would go to the church and pray, and have the church forgive you. But the idea of indulgences to the Catholic Church was if you sinned, then you were to pay a certain amount of money and then your sin would have been forgotten. Luther thought the Church should be about faith, not all about power and money. In the pamphlet, Luther believes that faith nurtures the body and soul. He believed that the Church did not believe in that. Luther eventually broke away from the Church for several reasons. Some reasons were how the Church made people pay for their indulgences, how that they had too many restrictions, and how the Church had so much power and how they abused it. Luther stated in his pamphlet, From this anyone can clearly see how a Christian is free from all things and over all things so that he needs no works to make him righteous and save him, since faith alone abundantly confers all these things. Luther in this sentence is saying how things such as indulgences are not needed to make him a better Christian, but if a man has enough faith, it alone will do the job. Luther also states that for preachers not to preach only about repentance, but also about the faith of the religion. The criticism that Luther has towards the preachers was that they abused authority that they dont preach commandments and promises, and they dont work solely out of serving ones neighbor; they do it seeking their own profit. Luther was also angry with priests who use the word of Christ to make people dislike Jews. He believes that they should pray for the people and teach the people by example. Martin Luthers solutions took the middle course and faced up too how, They want to show that they are free men and Christians only by despising and finding fault with ceremonies. What Luther meant by this was that the religious ceremonies done was not how they used to be; now they entail only the power that the Church has among the people. Luther believed that you should join a church and do as they say not to gain righteousness, but out  of respect for them. He said this by, I will fast, pray, do this and that as men command, not because it is necessary to my righteousness or salvation; but that I may show due respect to the pope, the bishop, the community, a magistrate, or my neighbor. Martin Luther believed of three powers or benefits of faith. One was that Christians are free from the land. If we honor God, he will honor us. He will see us as righteous and truthful people. Faith writes the soul with Christ. Christian soul therefore has all the good characteristics of Christ. Also Luther believes that faith gives us freedom. He states this by writing, It is clear, then, that a Christian has all he needs in faith and needs no works to justify him; and if he needs no need of works, he has no need of the law; and if he has no need of the law, surely he is free from the law. Since we are not perfect on earth, works help keep us moving towards our goal of perfection. Do works freely, only to please God. This is said by, however, we are not wholly recreated, and our faith and love are not yet perfect, these are to be increased, not by external works, however but of themselves. Through work, think only to benefit others. Faith is active through love. Luther stated this by, we should devote all our works to the welfare of others. But works, being inanimate things, cannot glorify God, although they can, if faith is present, be done to the glory of God. What Luther is stating here is if you have enough faith, then you can make the presence of God true. Because works dont lead to righteousness, but with faith works can be done to the glory of God.

The Image Of Asylum Seekers Social Work Essay

The Image Of Asylum Seekers Social Work Essay Unaccompanied asylum seeking children (UASC) are amongst the discriminated and oppressed social groups in the UK .They are vulnerable but this is not always well matched with their access to services (Kohli and Mitchell, 2007) and they are just children in need (Howarth 2001).This essay shall explore some aspects of discrimination that affect them, the legislative and policy context in which discrimination is located and how organised systems in policy and law attempt to address this reality. Reference shall be made to direct experiences from unaccompanied asylum seeking children and also link their experiences to those of the broader asylum seekers category in order to establish the prospects of equality in the context of social services support. One of the core elements in the effective support of vulnerable people is to treat every person /child/adult as an individual. In this case, each child has their own narrative which must be looked at holistically in order to create necessary support structures which would trigger the necessary welfare provisions for the individual to be safeguarded and supported through their crisis. Hynes (2011) argues that asylum seekers are far removed from the perception of being ordinary people. Instead, they continue to experience extraordinary circumstances in the UK, with the common experience of being socially excluded and with little opportunity for these experiences to be understood (Hynes 2011:p.42). Kohli (2007) reiterates that in guidance for working with this vulnerable group, the dominant theme must be one of seeing them as children in need first and as asylum claimants later. UASCs extraordinary experiences cut across all facets of life, across time, across continents, access to services, through detention, lack of adequate supportive information, language barriers, tough procedures and negative social labels. The term unaccompanied asylum-seeking children is used to describe individuals who arrive in the UK under the age of 18, without a parent or other adult relative or guardian who is prepared to take responsibility for them, and who make an application for asylum in their own right (United Nations High Commission for Refugees (UNHCR,1994) Home Office (2012) figures issued show that In 2011, 6% (1,277) of main applicants were UASC. Almost a third (30%) of UASC applications were made by male nationals of Afghanistan; and overall 82% (1,049) of applications were from male applicants. UASC annual applications continue to fall and fell by 26% between 2010 (1,717 applications) and 2011. This decreasing trend has been influenced by falling applications from nationals of Afghanistan. There are direct drivers of the migration of unaccompanied minors like war and civil unrest, rape and torture which rise beyond the economic argument that is often painted by the media. Where UK born children are treated and understood as innocent, UASC are defined by their immigration status and suspicion (Kvittingen, 2012, Sales, 2007). Its extremely difficult for UASC to navigate through the system of immigration to welfare. In the same environment there are two forces at work, social work practice versus political and economic environment. The initial hurdle is the immigration process which is restrictive and controlling. An example would be that of the age assessment process. Cemlyn Briskman (2003) argue that there are limited resources for social work teams which inevitably shrink the resources with which the social workers have at their disposal. The unfair outcome includes high % of age disputes that often exclude UASC from the welfare provision under the Children Act 1989, Section 20 for looked after children. From such processes, difference in treatment emerges and discrimination and oppression are experienced. Discrimination and oppression Thompson (2012) characterises discrimination as a process where difference is identified and the difference becomes the basis of unfair treatment (Thompson 2012:7) Experiences resulting from such treatment locate the individual in a disadvantaged position. Thompson adds that this discrimination then becomes a source of oppression. The process of identifying some people as different and when they receive inhuman or degrading treatment is that key moment which social work practice must stand and challenge (Thompson 2012). Discrimination is therefore understood in its sociological, political and psychological contexts (Thompson 2012) by centrally considering inherent power dynamics between the vulnerable asylum seeking child and the service provider located at the centre of welfare distribution and care. From arrival, UASC must be understood as children in search of safety, as individuals with positive ambitions and as individuals in need of support (Kohli 2007). The social work intervention process has been implicated for being oppressive by Humphries (2004); Social work has been drawn into implementing racist policy initiatives whilst maintaining its unreflective, self deceiving anti-oppressive belief systems (p95) It is always important to realise that whilst there is great emphasis on good practice as anti-discriminatory practice, The relationship is a double edged one, consisting of elements of care and control. It is double edged in the sense that it can lead to either empowerment or potential oppression. The state through its machinery can control people to the extent that they become discriminated and oppressed. Social work interventions can help or hinder, empower or oppress (Thompson 2012:8). There are inherent power dynamics in operation, with the UASC occupying the weak needy position versus the state and its range of oppressive machinery. Moral obligations rather than differences must take precedence in the provision of services. There are numerous levels at which the difference of UASC are treated differently. Khohli (2007) argues that there have been numerous concerns raised regarding shortfalls in the areas of education, health provision and immigration practices and how social wo rk policies reinforce these disparities. There are socially constructed perceptions and structural determinants in the discrimination and oppression of UASC worth looking at .Thompsons model of understanding how inequalities and discrimination feature in peoples lives within their interactions by way of a PCS model (Thompson 2012) which emphasises on the Personal, Cultural and Structural determinants and levels at which discrimination operates. From the moment that the children arrive in UK they are bombarded with administrative processes that are complex, processes that include age assessment, and face a restrictive immigration system which stands as an enormous wall potentially blocking their access to welfare. Crawley (2007) argues that all these processes are more focussed on border control than on welfare provision. Part of the key procedure on entry for welfare provision is the age assessment, this is carried out by social workers and the determination on the assessment can determine the UASCs life. Age assessments are not always accurate and there are medical error margins of up to 5 years either side (Lenvenson Sharma 2004). Suspicion, doubt, lack of trust and general prejudice about asylum seekers is a reality that the media has successfully propelled. Thomas, (Guardian, 2012) British Red Cross head of external relations proved that the public perception of asylum seekers is primarily painted as scroungers. Professionals must support UASC without such prejudices and the social constructions which hinder the diversity agenda and structural tools which are designed to fail these children must be abandoned and these children must be seen as children first.Collett (2004) argues that social workers are increasingly drawn into the dirty work of social policy, where we reinforce the oppressions tha t we should be challenging (2004;88).Humphries (2004)adds that the role of social work has shifted towards control, restriction, surveillance and ultimately exclusion. There has been a gravitational shift of social workers into pseudo immigration officials. The cost of which has been the loss of the humanistic, companionship and welfare element which are core in cultural tolerance and diversity in social work practice. Besides the systems restrictive nature, the asylum process is stressful for children who have just escaped a traumatic past in the hope of finding help and support (Kohli, 2007). There is sufficient evidence examined regarding the ever shifting goal posts system for asylum seekers intended to squeeze them out and deter application influxes. An example is UASCs housing needs processing which reinforces the differences between UK born children where some UASC are being housed in hostels where there is evidence of low level support and detachment. UASC are often sacrificed through fast track housing provisions as demonstrated in Solihull where Wellman (2011) argues that teenage asylum seekers were to be treated less favourably than local children under plans by Solihull Council to fast-track them from foster care into supported housing. Watters (2008) examines the position of unaccompanied asylum seeking children in the UK tracing their experiences from ports of entry and highlights that safety and security are key aspirations for these children in an environment that is not hostile, a place to call home and enjoy life as a child. There is a à ¢Ã¢â€š ¬Ã‚ ¦pervasive culture of disbelief among immigration and welfare institutions in receiving countries (Watters 2008:71) of UASC. It is important to understand their pre-departure experiences. Against this background of aspirations reality is often different, the welcoming description at pre-departure often vanished as children faced a stark reality of having no food, no money and oftentimes unable to speak the language. More so, there is often lack of support during the early parts of the asylum screening interview, yet this later forms the basis of whether the application is successful or not (Watters 2008). Being a foreigner in the UK must be understood as a package that has a host of attachments to it, some often face multiple discriminations e.g. black asylum seeking children could lead to being racially maltreated in communities/context of where they are accommodated after care. This perpetuates the cycle of social exclusion and discrimination. Thompsons PCS model would here be referred to in the context of how communitys social construction and media perceive UASC and resultant repulsive treatment. According to the National Society for the Prevention of Cruelty to Children (NSPCC 2012), UASC often find the situations exacerbating their social category of oppression and discrimination in that the conditions in immigration screening centres are not child-friendly. Oftentimes there is very little or no knowledge and a lack of understanding about the specific issues relating to child-specific forms of persecution because of the remoteness of where they are coming from. An Independent Guardian in this case would help in establishing support bases for the young people and to be a disclosure point. It is difficult for young people to share their innermost life story to strangers, communication depends highly on relationship and having this support relationship helps the young peoples presentation of their case (NSPCC). UASCs transition into adulthood has another host of challenges in which they need support to be ready enough for life on their own .The NSPCC argues that the National Asylum Support System (NASS) prevents vulnerable children from falling through the net (NSPCC). If there is lack of support, then the outcome can either be their disappearance or exploitation. This means that it is of paramount importance to extend the support so that the system cushions the young people rather than leaving them to fall into uncertainty where poverty, social exclusion, discrimination and oppression can take over. Any failing by the state through its range of support machinery for young people would perpetuate the cycle of poverty and the oppression of UASC. In cases where age assessment determines the UASC as over 18, this leads to detention where their treatment transforms to that of an adult and welfare support deficit is experienced. NSPCC has an example in the stories of two boys in contact with one Young Peoples Centres. The boys had their age disputed for more than a year. One of these boys was placed in National Asylum Support Service (NASS) accommodation. He was a vulnerable child, yet he was placed in unsupported accommodation with adults. Neither of the boys was able to receive support from the local authority and as such their safeguarding and emotional wellbeing needs were not met (NSPCC). Such an experience affects the child, and as this essay has argued, its because of structural reasons, tools and processes that not always accurately capture the reality of children and their lives, this affects service provision. Fast tracking this contested age category for housing can be counterproductive and oppressive as it fails to a ccount for the individual childs needs. The dispersal model applied in the UK for asylum seekers extends the idea of what Carter and El-Hassan (2003:10-11) term institutionalised seclusion. Hynes (2011) describes the dispersal situation as betwixt and between, in a country but outside mainstream society. The incremental exclusion of asylum seekers through this method has been patterned through the service allocation system saliently eroding the individual rights of asylum seekers who receive support as a homogenous group in chosen isolated locations.Overall, the system is a deterrent immigration strategy. Hynes (2011) adds that ,The exclusion of asylum seekers from ordinary living patterns through exclusionary practices and the inability to restore normal routines during the dispersal process meant that they occupied luminal spaces (p.178). The same can be applied to children who are allocated accommodation in areas where there are few or no support services for them. Dispersal without considering the welfare and interests of the child is administratively and structurally discriminatory; safeguarding the children should still remain a core element in the childs service provision considerations as part of aftercare support. Part of the systemic discrimination is a result of limited training for social workers which makes it appear as if UASC are difficult to reach, when in actual fact it is a group that is easy to ignore! At community level UASC are viewed with disgust, racist abuse and educational underperformance. At school, Rutter argues that central government needs to acknowledge school childrens under-achievement also has causes that lie outside the school (Rutter 2006:208) Legal Framework for UASC In order to protect the rights of the UASC and be professionally consistent, they must be treated as children first and foremost and the Childrens Act 1989 becomes relevant. Of importance from The Children Act 1989 are clauses stating that the welfare of children must be the paramount consideration when the courts are making decisions about them and local authorities are charged with duties to identify children in need and to safeguard and promote their welfare. Also importantly stated is the fact that delays in deciding questions concerning children are likely to prejudice their welfare. Local authority must provide welfare by seeing UASC as children first. This law provides a safety net for all children within the UK borders. The conflict emerges where Immigration law meets childrens rights legislation and a radical shift emerges emphasising more on controlling borders than welfare provision (Fell, Hayes, 2007). UASC must be assessed by the Framework for the assessment of children in need and their families and accommodated under Section 20 of the Children Act 1989 (NSPCC). As a result of lack of clarity on childrens available support, some children have been placed in bed and breakfast accommodation without support, mixing with adults whose criminal history is often not held. This exposes the vulnerable children to abuse and exploitation. Such a system again demonstrates how structural procedures discriminate and oppress UASC. The semi-independent living option is also not a better option for those just over 16. Their vulnerability levels are high and support is highly needed to safeguard them in their development and transition into adulthood. The Human Rights Act is a guiding legal framework applied in the UK and is core to how UASC in particular and refugees in general are supported. Asylum seekers are to be treated as individuals with rights namely the Right to life, Freedom from torture, Freedom from slavery, Right to a fair trial, Freedom of speech and Freedom of thought, conscience and religion. The Human Rights law is a universal safeguard and UASC can be protected from discrimination by its application. In a study carried out by the Independent Asylum Commission, Sir Waite said, The overuse of detention, the scale of destitution and the severity of removals are all areas which need attention before the system can be described as fit for purpose. The detention of asylum seekers is overused, oppressive and an unnecessary burden on the taxpayer, and the detention of children wholly unjustified. Dawar (2008) [The guardian] Its only by appealing to law that such progressive challenges can be made. The NSPCC (2012) campaigns and supports these children on the basis of equality arguing that the protection and welfare of asylum-seeking and refugee children is the same as that afforded to other children. The Childrens rights must be considered as core elements in the planning, assessment and service provision for this vulnerable group considering the United Nations Convention on the Rights of the Child particularly instruments for the right to maximum survival and development ,the right to identity ,the right to family unity and the right to participate .The right to protection from all forms of violence, injury, abuse, neglect or exploitation as well as the right to special assistance if the child is deprived of their family .The right to be protected from economic exploitation and the right to protection from violence, abuse, exploitation, trafficking is only realisable where the UASC are supported fully without falling through the safety net. Issues around the limitation of det ention as a measure of last resort are important in working with UASC. The duty of the government to take measures to ensure that child victims of armed conflict, torture, neglect or exploitation receive treatment for recovery and social integration is important as part of the therapeutic support necessary for their wellbeing. Policy and Practice guidances on working with UASC By use of legislation and practice guidances, UASC can be safeguarded and supported. Instead of describing them as UASCs these young people view themselves as (and rightly so) footballers doctors teachers president. They are ambitious and determined to live outside this discriminatory environment and label. Payne (2005) argues that, Some people dislike being called minority or oppressed groups, or being associated with any groups at all. Sometime because it might imply being seen as a victim of categorisation, which the person does not accept (2005:289). Conclusion Practical, political and procedural realities are scattered on the social workers professional pathway. Kohli (2007) rightly paints the complexity of being an UASC and being a social worker in the UK. The needs of vulnerable UASC remain a stark reality, leaves the social worker on the margins by either not being good enough or being too harsh (Kohli 2007). A young person from Glasgow said Home is home if it was better there I would have stayed. Understanding UASC past, building relationships with them in humane ways and safeguarding them by use of law can enhance anti-oppressive practice. This can be the basis for challenging discrimination of this vulnerable child group. Social workers cannot achieve this alone, voluntary sector agencies like the Refugee Council and NSPCC can work in partnership with the UKBA to set intervention strategies for this vulnerable group with the care and sensitivity due for any child in need in UK.

West Side Story Essay -- essays research papers

West Side Story   Ã‚  Ã‚  Ã‚  Ã‚  In this musical, it uses several types of narratives, for example, after the fight between the Jets and Puerto Ricans, after the police leave, they enter the ally and the girl is begging to join the gang saying how much she wants to fight is a part of narrative sexuality (B 34). The girl is more of a tom boy who wants to be like one of the guys.   Ã‚  Ã‚  Ã‚  Ã‚  Also, in the West Side Story, it uses many camera angles and distances. One example is the high-angle shot (B 49). In the very beginning the camera shows an overview of the West Side. I think that is shows this because it gives the audience a perspective on how large the West Side is. It also shows a distance shot (B 49) when the police arrive to the fight scene where the...

Global Awareness Essay Essay

The location of the university is set forth in such a widely diverse cultured location and in many ways puts its students in the global platform. In the modern world, where technology has been bridging the world tremendously, and where the concept of globalization and global citizenship is taking toll, it is highly important that everyone recognize differences among different cultures, religions, and races. This brings about ones awareness to the global scale. I intend to take part of this motive and be a catalyst of social understanding by fully understanding the relationship of different state actors within the world; ones that comprises the variances in culture. It is true that globalization has vast effects to the world. This has brought us economic growth, further knowledge, and even technological advancement. However, the cultural differences that come along with this concept have also damaged us tremendously. The most tragic that globalization has caused us are the terrorists attacks and the world wars where nation states opted to resolve their differences in view points through threats and violence. Global awareness can effectively be manifested through a deeper understanding of how different nation states deal with each other. These topics are under the course of International Relations. This course aims to fully comprehend the behaviour of different nation states as well as different global actors such as international organizations, its function on issues such as terrorism, human rights, war, and issues such as poverty, genocide, and environment. Also, it would be very helpful to learn about the culture of Asia. It has been noted that the continent, although is suffering from poverty in several regions, has a wide variety of cultures and understanding the diversity of the continent would give us a deeper

Psychology as a science Essay

In this subject, Psychology will help you understand yourself and others. You will gain insight about why people behave the way they do, presented from a biological, behavioral, social and clinical perspective. We will explore the inner workings of the brain. It will help you to learn how to apply what you learn to yourself and your environment. Psychology is a science because it is systematic and empirical, and it is dependent on measurement. Behavior means activities that can be observed objectively, such as the reactions of the muscles and the glands, as well as the organized patterns of responses as a whole. It also includes internal processes such as thinking, feeling and other reactions which cannot be directly observed but can be inferred from external behavior. Behavior may be classified as overt or covert and intrinsic or extrinsic behavior. In this subject, Psychology will help you understand yourself and others. You will gain insight about why people behave the way they do, presented from a biological, behavioral, social and clinical perspective. We will explore the inner workings of the brain. It will help you to learn how to apply what you learn to yourself and your environment. Psychology is a science because it is systematic and empirical, and it is dependent on measurement.  Behavior means activities that can be observed objectively, such as the reactions of the muscles and the glands, as well as the organized patterns of responses as a whole. It also includes internal processes such as thinking, feeling and other reactions which cannot be directly observed but can be inferred from external behavior. Behavior may be classified as overt or covert and intrinsic or extrinsic behavior. In this subject, Psychology will help you understand yourself and others. You will gain insight about why people behave the way they do, presented from a biological, behavioral, social and clinical perspective. We will explore the inner workings of the brain. It will help you to learn how to apply what you learn to yourself and your environment.