Equality Act 2010 Essay Example | Topics and Well Written Essays - 3000 words

Equality Act 2010 - Essay Example In essence, therefore, the Act stipulates that an employer should not do things that would pose terse consequences on an employee, a job applicant, or previous employee or other persons who have protected characteristics than on individuals who do not possess that characteristic. On the other hand, the employer can demonstrate that the act or treatment is objectively necessary in which case the same qualifies as indirect discrimination as per the Act. In this case, an employer need not treat an employee, a disabled applicant, or a former employee unfavorably due to something associated with their disability where such treatment cannot be objectively justified. This treatment includes making decisions, the application of rules or the manner of doing things. Nevertheless, this only applies in circumstances where the employer knew or ought to have reasonably known that the individual is a disabled person and thereto referred as discrimination arising from disability. Additionally an emp loyer should not treat an applicant, an employee, or a former employee worse because of association with an individual with characteristics considered protected. ... These provisions on perception, association, and victimization apply to anyone, irrespective of whether they possess protected characteristics. The act forbids an employer from harassing an applicant, an employee, or a former employee. In addition, and in ensuring that a disabled individual has equal access, in as far as, it is realistic, to anything that involves doing work as a non-disabled individual; an employer should make reasonable modifications (Barry 2010). In a situation where an employer evaluates a disabled individual’s application for fitness for work, the employer must take into account any reasonable changes necessary to facilitate the job. If, after making reasonable adjustments, the disabled individual is not the best applicant for the work; an employer should not employ the individual work. However, where such an individual would be the best applicant with reasonable changes in place, then an employer must employ the individual. The consideration for reasonab le changes also applies where an employee becomes disabled while employed or where their needs change or even, where they change to another role. Exceptions for discrimination Occasionally there are instances where the law on equality applies in a different way and this implies exceptions to these rules, these exceptions relate to all employers or those, which only apply to particular employers. Additionally the law on equality permits an employer to accord better treatment of disabled people than to non-disabled individuals and to use positive action. Age The Act provides that age is unlike other protected features and where an employer can demonstrate the treatment to be objectively justified,

Bradshaws Theory Essay Example for Free

Bradshaws Theory Essay Bradshaw’s theory about the growth of children is very accurate. When a child experiences pain and suffering at a young age they become emotionally damaged. For example my Grandpa caused my uncle a lot of pain and guilt when he was young because my grandpa divorced by grandma and left my uncle to be the man of the house at such a young age. Today my uncle still has not forgiven my grandfather and he has trouble getting close to other people. In order for my uncle to move forward in his life he has to deal with the issue between himself and my grandfather. Erickson’s theory is if you are treated well and grow up in a warm and caring home you will be better off in life. For example ever since I was very little I have always been able to trust both of my parents especially my mom. I always turn to her for advice and tell her everything. As a result of that I try to be a very trustworthy person because I want other people to feel like they also have someone they can count on. Maslow’s hierarchies of human needs are about the differences between the things we need and the things we desire. For example we need things such as food water and air. We also need security and stability, but we desire self-resect, independence, and self-fulfillment. Although we physically couldn’t survive without the things we need we mentally could not live a happy life without the things we desire.

Self-Assessment and Reflection Essay -- Personal Writing Essays Papers

Self-Assessment and Reflection   Ã‚  Ã‚  Ã‚  Ã‚  In the last seven weeks, I had an opportunity to look back and analyze the events that has shaped my life. This was a unique experience where I was emotionally comfortable enough to look back at life. I was able to objectively revisit many events that were often buried and too painful to face. I was free from the turmoil of emotional fears of failure, anger, regret and loneliness, which often clouded my perception. . I was able to dwell on many pleasant and unpleasant events with more comfort and confidence. I accepted each event as part of life, regardless of whether it was a good or bad experience. I understand that life transpires even when we are not prepared for it, but more importantly, it is how we deal with circumstances that keep us going forward. For the first time, there was clarity and I became aware of two main points one was my life changing/challenging experience and the second was my financial growth. My life has been a journey filled with challenging experience, which consist of some unfixable actions, like leaving home. I grew up in an authoritarian, religious environment where personal expression and freedom did not exist. Since I could remember, there was a constant pressure for me to conform into Indian Christian society. Over the years the burden of not being able to convey my feelings and endless demands grew to hatred and retaliation toward my parents. The day after my high school graduation, without lett...

Fundamental Rights of Education

1. Purpose of the Report The purpose of this report is to describe and then provide an evaluation of each stage of the programme in order to give recommendations for follow up activities and further professional development for Master Trainers and teachers. 2. Introduction 2. 1. Three organisations, The British Council (BC), UNICEF and Sarva Shiksha Abhiyan (SSA) Tamil Nadu collaborated on an ambitious programme to develop the skills of English language teachers in government primary schools. The project aimed to improve the English language teaching methodology of over 40,000 Class 5 teachers across the state. To this end, 600 Block Resource Teacher Educators (BRTEs), 60 District Institution of Education and Training (DIET) Teacher Trainers and 240 standard V teachers were to be trained and they would in turn cascade training to the standard V teachers at district and block levels. 2. 2. Following a needs analysis carried out in November 2008 by two British Council Senior Training Consultants (STCs) a proposal was made to SSA Tamil Nadu. The proposal detailed the results of the needs analysis and took into account discussions made between the three partner organisations regarding the needs of the primary school teachers working across the state. . 3. The British Council was invited by Tamil Nadu SSA to provide the following outputs: †¢ diagnostic assessment of up to 450 teachers with the purpose of determining the level of spoken English amongst teachers in primary schools in Tamil Nadu. †¢ needs assessment for development of training materials, a bench mark in order to measure p rogress and used as a selection tool for entry onto the programme. †¢ design and deliver 2 x 30 hour courses for 900 Master Trainers, which would be cascaded to 40,000 standard V primary English teachers in Tamil Nadu. organise monitoring and evaluation of the Master Trainer programme and subsequent cascade programmes. 2. 4. The cascade training model is generally applied in large scale training programmes where sheer numbers and geographical reach prohibit direct training. In India, where a single state may have as many as 150,000 teachers, it enables large numbers of teachers to be trained. We recognize that the model has limitations, critics have pointed out that as training flows through the layers a certain amount of quality andeducation is must

Dark flat wilderness Essay

In order to find out how Dickens created tension in chapter 1 of Great Expectation, it is necessary to know why he had to keep the tension present through out the chapter in the first place. Like most of his other stories, Great Expectations was published in serials. It was important for Dickens to leave some anticipation in the end of each chapter so that the reader would buy the next edition of the magazine. Born in 1812; Dickens family was constantly in financial trouble. In fact, Dickens’s father spent time in a Debtor’s prison when Charles was twelve years old. During that time, he had to work in a Blacking warehouse. It was a traumatic experience he had truly hated. It was clear that his unhappy childhood affected his writing, many of Dickens’s work dealt with the injustice children experienced. In Victorian Britain, children of the poor were treated badly. Orphans were very common and the streets of London were filled with them. A few got jobs like chimney sweeping, the work was dirty and dangerous. their employers were also constatly abusing and exploiting them. This was if they were lucky. And what happened to the unlucky ones? Well, they lived on the streets and resorted to crime just to keep themselves alive. These children were exposed to all forms of danger. Along with criminals, orphans were in the bottem of society. With no one to care for them, these children very very vulnerable. The fact that Pip had no parents is revealed early on. This captured the especially Victorian reader’s sympathy immediately because they knew what happened to orphans. The readers were particularly worried that a little boy like Pip was all alone in a graveyard. â€Å"a bleak place overgrown with nettles†. Obviously nobody cared for the sad, lonely graveyard, just like the fact that no one cared for Pip. Death surrounds him; Pip’s dead brothers were buried beside their parents. The readers are now starting to guess what’s going to happen. Because Many children died early in Victorian times, it was entirely possible that Pip would be joining his brothers very soon. Surrounded by the â€Å"dark flat wilderness† there was no one to help Pip in this isolated place. Pip was suddenly â€Å"growing afraid of it all and beginning to cry† as â€Å"the distant savage lair from which the wind was rushing† The wind may have served as a personification of a creepy voice. Something was definitely wrong. This setting creates tension for the reader because they expect something bad to happen, tension is created through suspense. Although very young, Pip had plenty of experiences with death but he had a limited ability to cope with what had happened. The evidence for this was when he had cried for no apparent reason. The odds were piled against him. Even the weather is bad, with the wind rushing. When Magwitch was first introduced, we were not given a warning. He just â€Å"started up from among the graves† and threatened to cut Pip’s throat. The fact that Magwitch was a convict was made clear by the â€Å"great iron† on his leg. The reader now has a very good reason to be afraid. The tension is growing because we are now scared for Pip. Dickens described events in a broad ways to begin with. The first three paragraphs were descriptions, nothing really happened in these first few paragraphs. Gradually as we learn more about a character and his capabilities, we begin to expect an event, or guess what might happen. In Magwitch’s case, when he said â€Å"keep still, you little devil, or I’ll cut your throat† we now know that Magwitch will scare Pip into obedience. They were in a graveyard, which was a symbol of death. Magwitch’s fearfulness is inflated because he is seen through Pip’s eyes. Because the reader sees all of this through the eyes of a child, the descriptions of Magwitch is exaggerated since Pip had a limited of the world in general. Because a child sees things differently as they have known fewer people, each person they meet is scrutinized according to their short pasts. A child’s world is much smaller. Because Pip was used to doing what he was told, He had agreed to help Magwitch because he was unaware of the dangers. This may mean that Pip could get himself tangled up in a criminal activity and be punished for it even if his intentions were good. The readers will feel that is very unfair, and naturally be worried and then wonder what’s going to happen next. Dickens secured the reader’s interest by playing on their sympathy. The readers can’t feel completely at ease knowing it was entirely possible for Pip to get into at awkward position in any time since children are less cautious. Innocence and trust is a hazard of childhood. Pip was both innocent and trusting. The story was set 20 miles away from the sea in the marsh county, this indicates that Magwitch had escaped from the hulks. The hulks were old ships that were literally falling apart. They were used to relieve the overcrowded prisons. But even that was not enough. Between 1787 and 1868 around 160,000 were transported to Australia, the conditions were so appalling that victims of the crimes appealed for the robbers. It was a time when the rich were very rich while the poor led a life near slavery. In fact many people had to steal just to keep themselves alive. The punishments were harsh poor petty crimes. People were hung for crimes that would only get them a fine today. The fact that Magwitch was cunning enough to escape show us that he was no ordinary criminal. Magwitch had everything to gain and nothing to lose and he would do anything necessary not to be recaptured. Pip was already scared for no reason, Magwitch had the upper hand. Magwitch intimidates Pip over and over again with threats. Now he had not only physically overwhelmed Pip, he had also controlled Pip emotionally. He invented a horrible young man and makes Pip think that he’s helping him. â€Å"I find it wery hard to hold that young man off of your inside† Now Pip also has the young man to be scared of.  Structurally, writers often use simple short sentences when building up to a climax, often with one or two word sentences, although this is not the case here. In the first physical description of Magwitch Dickens divided a sentence into little bits. â€Å"A man who had been soaked in water, and smothered in mud, and lamed by stones, and cut by flints, and stung by nettles, and torn by briars; who limped, and shivered, and glared and growled; and whose teeth chattered in his head †¦Ã¢â‚¬ Ã‚  This has a similar effect as to using very short sentences to create tension. The word â€Å"and† was used nine times in this sentence. The reason Dickens didn’t use any other conjunction as it would make the sentence more flowing and therefore losing the intended effect. Tension is also felt in the detail. It’s the small things that would not normally be noticed or commented on that the reader is forced to notice. In the quote above, we are flooded with descriptions of Magwitch. The tension created in the first chapter of Dickens’s Great expectations relies on the reader’s sympathy for Pip and the frightfulness of Magwitch. The chapter’s gloomy setting also obviously creates apprehension. Although there are times when the readers are almost comfortable, Dickens always leaves seeds of anxiety lingering. Overall, Dickens maintains the tension by never letting the readers feel completely sure on what’s happening next.