Employment Barriers of Ex Offenders Essay

Finding Employment quickly is a priority for individuals leaving prison, and is usually mandated as a parole requirement. Ex offenders often require some flexibility in their jobs, in order to meet court ordered or parole mandates, such as drug counseling, and therapy, and to meet regularly with their parole officers. Returning prisoners also enter a competitive labor market with a combination of literacy problems, limited skills, and limited experience . Therefore they have limited access to job offering career ladders, mobility, training, or a job security. The lowest paying, lowest skilled jobs are the easiest to secure. Many make what they can of these opportunities because need to work to meet the obligations of their release. An ex offender is a person who has been convicted of criminal offense and has completed their sentence either in prison or in the community. Over 600,000 people are being released from prisons each year. Many suffer from various of serious difficulties as they attempt to reenter society. Among the most challenging situations they face is that of reentry in the labor market. Employment can be called a cornerstone of successful supervision. Employment for offenders reduces recidivism. It has been shown to be an important factor in reintegration, especially for men over the age of 27 years of age who characterize most individuals released from prison. Offenders reentering the community have a better chance if they are given enough support to stay out of trouble for the first 6 months following release. Offenders are destined for minimum wage, unskilled, menial jobs. Lack of education and job skills are the primary reasons, but the problem goes beyond that. Criminal convictions stigmatize offenders, directly limiting their future work opportunities and consequently encouraging them to return to crime for a source of income. Not only is it the predominant community attitude against knowingly hiring individuals with felony convictions, but strictly enforced laws prohibits licensing of such persons in many occupations. When you help offenders improve themselves and develop a sense of responsibility and self-esteem, employment opportunities will become more readily available A barrier is something that makes it more difficult for a person to job search or successfully complete the hiring process. Employment fills a vital need for most individuals; it provides income, social connection, and feelings, of societal contribution and self worth. For ex offenders returning to the community after a period of incarcerations, employment can make the difference between succeeding and returning to prison. (ISEEK) There are a numerous myths and truths with employing ex offenders: Myth: Ex offenders are only capable of doing manual or repetitive work Truth: Ex offenders represent a cross section of workforce. Many of them have valuable, in demand skills and qualifications Myth: Ex offenders are not educated  Truth: Nearly one in three have graduated from high school and or college Myth: Ex offenders are unreliable Truth: Ex offenders are as reliable as other workers. Myth: Once a criminal, always a criminal Truth: Ex offenders cannot prove themselves unless someone gives them a second chance Myth: Someone will always have to watch over an ex offender Truth: Ex offenders are people who paid the price for their crime and most of them want to make a fresh start. Ex offenders do not require extra supervision on the job Myth: Other employees will not want to work with them Truth: There is no need for employees other than line managers to know of the employee’s past Myth: The existence of a criminal conviction is an indication of being trustworthy Truth: Many people assume that ex offenders have basic character flaw that is not found in the normal population. Myth: Our company policy excludes ex offenders because of the type of work involved or legal restrictions. Truth: It is common misunderstanding those certain professions and certifications bar people with criminal records, just to name a few. Ex offenders have a variety of characteristics that greatly limits their employability and earnings which include limited education and cognitive skills, limited work experience, and substance abuse and other physical and mental health problems. Ex offenders face significant barriers to employment after release from prison. Barriers include employer attitudes towards individuals with criminal records, legal barriers, educational and financial obstacles, substance abuse and health issues, and lack of stable housing. The work experience that they had accumulated prior to incarceration was generally well below what it might have been in the absence of their participation in crime On top of that periods of time they have spent incarcerated have impeded them from gaining any additional private sector experience, an no doubt help erode whatever job skills, positive work habits or connections to employers they might have had beforehand. Thus, if and when they do attempt to reenter the labor market after incarceration, the poor skills and very limited work experience that they bring with them limits both employability and earnings potential. Most offenders reenter the outside world with little other than $ 40 of gate money or no money, no housing, no credit, no transportation, no driver’s license, no documents, no insurance, and no appropriate clothes for job interviewing and work settings. They also have limited access to health care services. Finding a job is difficult when you’re struggling to meet basic needs for food, shelter, and clothing. Many community based organization and support groups, such as Goodwill Industries, Salvation Army, churches and other nonprofit organization, assist offenders with such basic needs. Ron 2005) A large fraction of these men suffer from substance abuse and other health problems. Among the small fractions of ex offenders who are women, numbers suffer from depression and or past sexual abuse. All of these factors limits employability because they limit the basic job readiness that employers almost universally seek as a pre-condition for employment. Besides these skills a nd health problems, most ex offenders are minorities, nearly half are African American, an nearly a fifth are Latino and Asian. To the extent that minorities continue to suffer labor market discrimination, this will further impede the ability of ex offenders to gain employment or earn higher wages. Most return to low income and predominantly minority communities that have relatively few unskilled jobs, and to peer groups who presumably provide relatively a few contacts to the world of legitimate work. (H. J. Holzer 2003) In addition to the barriers these individuals face have little control, the attitudes and choices that they make may also limit their employment outcomes. After months and possibly years of incarceration, few ex offenders reenter society with a positive I can do it attitude. Many feel worthless, hopeless, and unwanted. Their negative attitudes are obvious to family members, friends, and employers. These attitudes affect their motivation to take action that lead to success in finding a job. They are filled with anxiety and uncertainty, uncertainty of how people will receive them, uncertain about their families, uncertain about their housing and financial situations, uncertain whether or not they will find a job, succeed on the outside or become another recidivism statistic. Ex offenders is a significant group in the labor market. It has been estimated that they constitute up to one third of the working population. At least 90 per cent of those leaving prison enter unemployment and they comprise between 2 and 3 percent of the average monthly in flow to the unemployment pool. Ex offenders re substantially more likely to remain unemployed in the long term rather taking a number of short term jobs. It is likely that a large number of these men might be able to find some kind of work if they search long enough, but at jobs that pay very low wages and provide few benefits or chances for upward mobility. Many ex offenders may simply choose to forego these employment options, in favor of illegal opportunities or more casual work. They may accept these jobs temporarily, but may not retain them for very long. Their attachments to the legitimate labor market might be quite tenuous over the longer term, both as a result of these relatively unappealing options, or perhaps because of their own estrangement over several years from the world of work. Thus, the limited employment outcomes that ex offenders experience will at least partly reflect barriers, perhaps compounded by their own attitudes towards and response to these circumstances. The barriers faced by ex offenders because of their very limited skills, poor health, and race or area of residence often reflect a difference between these characteristics and those sought by employers on the demand side of the labor market. Education is often a key to success. It frees offenders from many barriers to employment. Ex offenders tend to have low levels of education, lack many skills associated with better educated people. The poor skills and work experience of most offenders generally conflict with the skills and credentials sought by employers, even when trying to fill relative unskilled jobs. Those with substance abuse an other health problems are the least likely to be job ready, and will likely face few job offers or high discharge rates upon being hired. (Ron 2005) The federal government, as well as many state and local governments, place special legal restrictions on people with criminal records. Many drug offenders are prohibited from acquiring public housing or receiving other forms of public assistance. While employers cannot discriminate against individuals solely on the basis of their criminal record, they can refuse to hire if they can show that your background will negatively affect their workplace and business. State and local governments may include additional restrictions on certain opportunities, especially any position that deal with public safety. Finding work can be a challenge for some job seekers with criminal backgrounds. Having a criminal record can undermine employment prospects so that ex offenders are often penalized by the courts and later in the labor market. Having a job is widely recognized by ex offenders and those that work with them as the single most important factor in their resettlement and in preventing reoffending. It helps to know which barriers might be in the way and how to handle employer attitudes. Employers perform checks to gain additional information about ex offenders and checking seems to have no effect on hiring ex offenders for those employers not legally required to perform checks. Ex offenders looking for work often have a harder time than other job seekers. A felony conviction can be considered a barrier to employment. While employment is critical to ex offenders successful reintegration, prospective employers have their own set of interests when considering whether to hire an ex offender. Stoll,2008) Most employers are unaware of the tax incentives, bonding programs, and intermediary organizations currently in place to facilitate employment of returning offenders. Early work experience sometimes leads to wage growth over time, though this has not been particularly true among welfare recipients and others. Employers generally seem interested in the support system that seek to bridge the gap between ex offenders and prospective employers, but need to know more about the programs and how they fit with their needs. Although, many employers like to give a qualified es offender a second chance, they are averse to taking risks that they feel could threaten their workplace or reputation. In spite of the numerous barriers to employment of ex offenders, there is reason for some degree of optimism. Employers who had hired ex offenders reported mostly positive experiences. A great number of employers are reluctant to hire individuals with a past, citing lack of skills and work history, untrustworthiness, and fear of liability for negligent hiring, among other things. Criminal record information has the potential to present unintended barriers for offenders seeking employment. Across the country, states have provided employers with varying degrees of access to criminal record information on prospective and current employees. Advocates for limiting the availability of criminal record argue that providing such information to employers unfairly discriminates against ex offenders an makes it more difficult for them to obtain employment. Many employers argue that they should know who their employees are and whether they pose an unnecessary risk to the work place. (Holzer 2003) The United States Congress created two financial incentive programs to benefit employers who hire ex-offenders. One program gives an employer a tax break of $2,400 once an ex-offender has been hired and has worked for a certain number of hours. The other provides fidelity insurance bonds as an incentive to hire an ex-offender who might normally be considered high risk by mainstream insurance companies. These programs are often under-utilized. As a provider, you should educate your employer contacts about these programs and inform them that the State or your organization can assist them with the paperwork. Some employers have reported that they were â€Å"on the fence† about hiring an ex-offender, but the financial incentives â€Å"sealed the deal. † (Stoll 2008) Another program is The Federal Bonding Program issues fidelity bonds which serve as insurance policies for employers. Bonding protects an employer in case of theft, forgery, larceny, or embezzlement of money or property by an employee covered by the bond. The bond coverage is usually $5,000-$10,000, free for an employer, and good for up to one year. The bond becomes effective the first day of employment. Federal Bonding Program as an employer job-hire incentive that guaranteed the job honesty of at-risk job seekers. Job seekers who have in the past committed a fraudulent or dishonest act, or who have demonstrated other past behaviour casting doubt upon their credibility or honesty, very often are rejected for employment due to their personal backgrounds. Their past life experience presents an obstacle to their future ability to secure employment. More specifically, employers view these applicants as being â€Å"at-risk† and potentially untrustworthy workers. This fear is further heightened by the fact that Fidelity Bond insurance commercially purchased by employers to protect against employee dishonesty usually will not cover at-risk persons because they are designated by insurance companies as being not bondable. As a result, these job applicants are routinely denied employment. Carter 2007) Ex-offenders, including anyone with a record of arrest, conviction or imprisonment, and anyone who has ever been on probation or parole, are at-risk job applicants. When you combine figures for the US inmate population and the offender population in the free community who are now on probation or parole, the total number of persons under correctional supervision approaches 7 million individuals. More than 600,000 inmates are released from prison or jail annually. Past experiences reveal that 67% of them will be recidivists. Failure to become employed after release is a major factor contributing to the high rate of recidivism. Having a record of arrest, conviction or imprisonment functions as a significant barrier to employment since employers generally view ex-offenders as potentially untrustworthy workers and insurance companies usually designate ex-offenders as being not bondable for job honesty. (U. S. Department of Justice) There is restriction to the federal bonding program; workers must meet the State’s legal age for working. The job usually is to be for at least 30 hours per week. Workers must be paid wages with Federal Tax automatically deducted from their pay check. Self employed persons cannot be covered. A total of $5,000. 00 bond coverage is usually issued, with no deductible amount for the employer. The employer gets 100% insurance coverage. Larger bond amounts can be issued if the certified agency issuing the bonds has acquired a special bond package and has determined a larger bond amounts are appropriate.

Roman Government Compared to United States Government

Brooke BulfBulf 1 Mr. Vansant L. A 19 march 2013 The government from ancient Rome had a big impact on our modern government. Our senate is modeled after the Ancient Roman government. Although there are some similarities there are many differences between the Roman government and the U. S government. At first early Rome was ruled by kings and in 510 B. C Romans agreed that a king would never rule them again. The last king was the most unpopular because he ruled in the worst way. His name was Tarquinus. He ruled without telling the council his ideas. He also put to death anyone he pleased.The Romans drove Tarquinus out of Rome. One similarity from ancient Rome and our government is the Senate. For example a senator is a person from the government in Rome that is also in the modern government. Our Senators for the state of California are Barbara Boxer and Dianne Feinstein. A senator in the United States acts as a representative in Congress. There are two senators elected in each state t herefore there are 100 senator within the U. S. A senator in ancient Rome was a little different. Their senate was chosen from patricians’. Patricians were considered the upper class of Rome.Senators were usually relatives of past senators. They were also the people who made up the laws and controlled much of the spending. Although ancient Rome had senator the emperor was the ultimate ruler. Romans did not elect people to the senate. They were chosen from the Bulf 2 council and there were hundreds of senators. One of the differences in the government of the United States and ancient Rome is the United States has a two party system, Democrats and Republicans, but Romans had an emperor. Within our two party systems a president is elected into office and the Romans chose an emperor based on their social status.Our president serves a four-year term and no more than two terms. Emperors had no term limits and served for life. One of the similarities of the United States and ancient Rome includes their government started out as a republic. By definition a republic means, â€Å"A state in which  the supreme power rests in the body of citizens entitled to vote and is exercised by representatives chosen directly or indirectly by them. † The romans divided their citizens into citizens, noncitizens, and slaves. The citizens were then divided again into patricians and plebeians. These people had more right than the other noncitizens.There were also equestrians were rich men who served in the army. It was very possible to change ranks in Roman society. Equestrians could become senators and many roman citizens had slave ancestors. Some slave or freemen (ex-slaves) ran the civil service. Women in Rome were expected to be good wives and mothers. They were in charge of the life in the house. Girls were educated to primary level if at all. Wealthy woman enjoyed their independence. Large numbers of women were slaves. If you were wealthy it consist of play and scho ol. Some Roman fathers would educate their own children. A school day typically ran from dawn to noon.Some parents who were very poor couldn’t feed their children and they left them out to die. Family was vey important to the Romans. The paterfamiliases were wealthy Bulf 3 families. The husband had the power from life to death of his children. The men were the masters of the house and the family. During the day, they worked outside of the home. If you were a rich man you would begin your day by putting on a toga and eating breakfast with bread, cheese, honey, and water. A rich man would start his work by writing letters to other Romans, seeing clients, and going to the forum to meet other businessmen.Poor men were craftsmen, shopkeepers, or farmers. Also if you were a poor man you would start work at delight. Poor men only had bread for breakfast. Rome territory included an area that is now more than 30 countries. The size of The Roman Empire led to its fall. Since the area w as so huge, barbarian tribes started to invade the borders and slowly the Roman Empire fell. In fact Rome’s area was so large it was split into western and eastern empires with separate government and emperor for each territory. Rome covered most of Europe, most of North Africa, and some of Asia. That massive rea created problems for the Roman Empire which led to the western and eastern split. This made it easier to protect their land. Western Rome controlled Europe and North Africa including the city of Rome. Eastern Rome controlled Turkey and parts of Asia and included the city of Byzantium. In conclusion ancient Rome was a very interesting place with a government and normal life. Our government has both similarities and differences of the ancient Roman government. It was interesting to learn how large Rome was and the vast area that was hard to control. Based on what I learned I would prefer to be in the wealthy social status of ancient Rome.

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The Epistemology of Hume and Kant Essay Example for Free

The Epistemology of Hume and Kant Essay According to David Hume, the perceptions of the mind can be divided into two classes that are â€Å"distinguished by their different degrees of force and vivacity† (Hume, 2, 12). These two classes Hume designates as Thoughts (or Ideas) and Impressions. Ideas are â€Å"less lively perceptions† and Impressions are the â€Å"more lively perceptions. † Kant assumes that Ideas are merely weaker copies of Impressions. According to Hume, â€Å"the most lively thought is still inferior to the dullest sensation† (2, 11 par. 1). The remembrance of perception is merely a copy of actual perception, and all ideas are merely weaker copies of Impressions. Hume explains that it will seem that thought is unbounded and limitless, but actually thought is â€Å"confined within very narrow limits. † The apparent boundless creativity of the mind comes from â€Å"compounding, transposing, augmenting, or diminishing the materials afforded us by the senses and experience† (2, 13 par. 1-2). By this Hume means that no matter how far-fetched the products of imagination becomes, all ideas are connected and ultimately traceable to an Impression or Impressions. (3, 18). According to Hume, the mind normally connects ideas with each other through one or more of three basic principles: Resemblance, Contiguity, and Cause-and-Effect (3, 19), and that â€Å"all reasonings concerning matter of fact seem to be founded on the relation of Cause and Effect. † (4. 1, 22). However, Hume claims knowledge of cause and effect, without exception, is never attained by a priori reasoning. All knowledge of cause and effect comes entirely from experience. (4. 1, 23 par. 2). â€Å"Every effect is a distinct event from its cause. It could not, therefore, be discovered in the cause. † (4. 1, 25, par. 2). All reasoning can be categorized into two: demonstrative reasoning (concerning relations of ideas) and (intuitive) moral reasoning (concerning matter of fact and existence). Hume points out that all thought concerning existence are based on cause-and-effect, which in turn is based entirely on experience. Any conclusions that we derive from experience are based on the assumption that events of the future will conform to events of the past. (4. 2, 30 par. 2). However, this is not intuitive nor demonstrative (4. 2, 32). For instance, there is no process of argument through which, for instance, a person can conclude that whenever a billiard ball is hit by another billiard ball, it will move. (4. 2, 33 par 2). Even a highly intelligent person who for the first time observes the world would witness a sequence of events but would not be able to determine any cause and effect relationships between what he witnesses. â€Å"Such a person, without more experience, could never employ his conjecture or reasoning concerning any matter of fact, or be assured of anything beyond what was immediately present to his memory and senses. † But eventually, through experience, he will be able to form conclusions about the cause-and-effect relationships of events and objects. (5. 1, 35 par 1). According to Hume, the principle through which a person can form these conclusions is Custom or Habit (5. 1, 36). Hume’s concluding words are that any piece of literature that does not have â€Å"abstract reasoning concerning quantity or number† nor â€Å"experimental reasoning concerning matter of fact and existence† â€Å"†¦can contain nothing but sophistry and illusion. † The nature of knowledge according to Immanuel Kant For Immanuel Kant, knowledge (and thus reality) is constructed by the mind, not passively derived through the senses. In other words, the mind shapes the world. Kants Critique of Pure Reason is an attempt to answer the problems of the nature of knowledge—what it is and how it is obtained. Kant looks at the relationship between a priori knowledge, or knowledge based on reason alone, and a posteriori knowledge, or knowledge gained from the world. According to Kant, we have a priori intuitions and concepts. We have innate, logical knowledge, and this knowledge enables us to grasp a posteriori knowledge, to â€Å"understand† the external world. For example, Kants view is that space and time are just mental constructs, that space and time are forms of seeing, which serves as a precept to our experiences (Kant, a20-a23, a25-a38). Another example is the notion of causality, which in Kants view is a form of organizing mechanism that we impose upon nature to render it understandable (2a1-2a19). Kant argued that reality, as we perceive it, cannot be accounted for purely by sense perception. Kant holds that what we refer to and perceive as the external world is an artifice of the mind. His argument is that the mind itself contributes substantially to, and even synthesizes, its own knowledge (i11). According to Kant, the appearances of things are â€Å"objects of intuition†, which is one form of (mental) representation. For him this includes physical sensations (such as pain). Kants view is that appearances do not exist by themselves, but only relatively to external reality. That is, appearances do not exist independently of the human power of representation (t21). According to this view, the world, as we perceive it, is not actual reality, but is a phenomenon of actual reality as constructed by the mind. He argues that the shape of an object, for example, does not come from the object itself, but comes from us, as a result of interaction with the object Sensory input needs to be processed and recognized through the filter of the mind or it would not mean anything to us. For Kant, there are things-in-themselves, which exist independently of the human mind, and appearances, which exist only in the mind. The existence of appearances, according to Kant, entails the existence of things-in-themselves, but not in the way that we know. Thus, since the existence of things-in-themselves is just a hypothesis, the relationship of our perceptions to actual reality remains suspect, and we can never really be sure if what we perceive are not just purely constructs of the mind (p38). Hence, for him, we can never really know the â€Å"true† reality, because this reality is only perceived as it is filtered through our senses, senses that structure reality. We can only gain knowledge of appearances. Criticism of Hume There are some important difficulties in Hume’s work that he fails to address. One flaw in Hume’s arguments that Kant points out is that one of Hume’s fundamental assumptions is that perceptions (or Impressions) correspond exactly to the â€Å"real† world, although for many other philosophers the very nature of reality was a problem. Another is that Hume assumes that all knowledge comes from experience, but the notion of causation and necessity are also not explained by Hume, who claims that everything that one knows is ultimately traceable to the senses. It can be argued that the perception of causation and necessity come from a priori knowledge. References Hume, David. â€Å"An Enquiry Concerning Human Understanding. † 23 Dec 2006. http://www. gutenberg. org/dirs/etext06/8echu10. txt. Kant, Immanuel. â€Å"Critique of Pure Reason. †

The Ash Content Of A Crude Drug Biology Essay

The Ash Content Of A Crude Drug Biology Essay The ash content of a crude drug is generally taken to be the residue remaining after incineration. It usually represents the inorganic salts naturally occurring in the drug and adhering to it, but it may also include inorganic matter added for the purpose of adulteration. There is a considerable difference varies within narrow limits in the case of the same individual drug. Hence an ash determination furnishes a basis for judging the identity and cleanliness of a drug and gives information relative to its adulteration with inorganic matter. Ash standards have been established for a number of official drugs. Usually these standards get a maximum limit on the total ash or on the acid insoluble ash permitted. The total ash is the residue remaining after incineration. The acid insoluble ash is the part of the total ash which is insoluble in diluted hydrochloric acid. The ash or residue yielded by an organic chemical compound is as a rule, a measure of the amount of inorganic matters present as impurity. In most cases, the inorganic matter is present in small amounts which are difficult to remove in the purification process and which are not objectionable if only traces are present. Ash values are helpful in determining the quality and purity of the crude drugs in powder form. Procedures given in Indian pharmacopoeia were used to determine the different ash values such as total ash and acid insoluble ash. Total ash Weighed accurately about 3 gm of air dried powdered drug was taken in a tarred silica crucible and incinerated by gradually increasing the temperature to make it dull red until free from carbon cooled and weighted and then calculated the percentage of total ash with reference to the air dried drug. Acid insoluble ash The ash obtained as directed under total ash above was boiled with 25 ml of 2N HCl for 5 minutes. The insoluble matter was collected on ash less filter paper, washed with hot water ignited and weighed, then calculated the percentage of acid insoluble ash with reference to the air dried drug. Water soluble ash The total ash obtained was boiled with 25 ml of water for 5 minutes. The insoluble matter was collected on an ash less filter paper, washed with hot water and ignited for 15 minutes at a temperature not exceeding 450ËÅ ¡C. The weight of insoluble matter was subtracted from the weight of total ash. The difference in weight represents the water soluble ash. The percentage of water soluble ash calculated with reference to the air dried drug. b. EXTRACTIVE VALUES Extractive values of crude drugs are useful for their evaluation, especially when the constituents of a drug cannot be readily estimated by any other means. Further, these values indicate the nature of the constituents present in a crude drug. Determination of alcohol soluble extractive value 5 gm of the air-dried coarse powder of Anogeissus latifolia wall (Roxb.ex.DC) was macerated with 100 ml of 90% ethanol in a closed flask for 24 hours, shaking frequently during the first 6 hours and allowing standing for 18hours. Thereafter, it was filtered rapidly taking precautions against the loss of the solvent. Out of that filtrate, 25 ml of the filtrate was evaporated to dryness in a tarred flat bottomed shallow dish, dried at 105ËÅ ¡C and weighed. The percentage of ethanol soluble extractive value was calculated with reference to the air- dried drug. The results are recorded in the table. Determination of water soluble extractive value Weigh accurately 5 gm of coarsely powdered drug and macerate it with 100 ml of chloroform water in a closed flask for 24 hours, shaking frequently during the first 6 hours and allow to standing for 18 hours. Thereafter, it was filtered rapidly taking precautions against loss of the solvent. Then 25 ml of the filtrate was evaporated to dryness in a tarred flat bottomed shallow dish, dried at 105ËÅ ¡C and weighed. The percentage of water soluble extractive was calculated with reference to the air dried drug. The results are given in the table. c. LOSS ON DRYING Loss on drying is the loss in weight in percentage w/w determined by means of the procedure given below. It determines the amount of volatile matter of any kind (including water) that can be driven off under the condition specified (Desiccators or hot air oven). If the sample is in the form of large crystals, then reduce the size by quick crushing to a powder. Procedure About 1.5 gm of powdered drug was weighed accurately in a tarred porcelain dish which was previously dried at 105ËÅ ¡C in hot air oven to constant weight and then weighed. From the difference in weight, the percentage loss of drying with reference to the air dried substance was calculated. d. FLUORESCENCE ANALYSIS [Kokate.C.K, 2002; Khandelwal KR 1996]. In the near-ultra region of the spectrum (3000-4000AËÅ ¡) some of the phytoconstituents show more or less brilliant coloration when exposed to radiation. This phenomenon of emitting visible wavelengths as a result of being excited by radiation of a different wavelength is known as fluorescence. Sometimes the amount of ultra-violet light normally present with visible light is sufficient to produce the fluorescence, but often a more powerful source of ultra-violet is necessary, e.g. mercury vapour lamp. It is often possible to make use of this phenomenon for the qualitative examination of herbal drugs. A fluorescence characteristic of the powdered leaves of Anogeissus latifolia wall (Roxb.ex.DC) was observed in daylight and UV light. Also the fluorescent study was performed on treating the drug powder with different chemical reagents. The observed results are given in table. e. FOAMING INDEX: [Divakar M.C., 1996] Foaming index is mainly performed to determine the saponin content in an aqueous decoction of plant material. Determination of foaming index: Weighed accurately about 1g of coarsely powdered drug and transformed to 500ml conical flask containing 100ml of boiling water. Maintained at moderate boiling at 80-90ËÅ ¡c for about 30min. Cooled and added sufficient water through the filter to make up the volume to 100ml (V1). Cleaned 10 stoppered test tube of uniform dimension were taken and transferred the successive portions of 1,2,3ml up to 10ml and adjusted the volume of the liquid in each test tube with water to 10ml.Stoppered the tubes and shaken them in a lengthwise motion for 15 sec uniformly and allowed to stand for 15min and measure the height of foam. If the height of the foam in every tube is less than 1cm, the foaming index is less than 100(not significant). Here the foam was more than 1cm height after dilution of plant material. If the height of the foam in every tube is more than 1cm, the foaming index is more than 1000. In this case, 10ml of first decoction of plant material is measured and transferred to 100m l volumetric flask (V2) and volume is made to 100ml and followed the same procedure. 5.1. 2. PRELIMINARY PHYTOCHEMICAL ANALYSIS Extraction of plant material:- Petroleum ether extraction:- About 400gm of dry coarse leaf powder of the Anogeissus latifolia wall (Roxb.ex.DC) was extracted with petroleum ether 2500ml (40-600c) for 18 hrs by continuous hot percolation method. It was allowed to cool to 40oC and then filtered using whatman No.1 filter paper. The filtrate was then concentrated in a rotary evaporator and the extract stored at 4 °C until required. The extract yield (% w/w) from the plant material was recorded. Methanolic extraction:- About 400g of air dried coarse powdered material was taken in 1000ml soxhlet apparatus and soaked with petroleum ether for 2 days. At the end of second day the powder was taken out and it was dried. After drying it was again packed and extracted by using methanol (Changshu yangyuan chemicals, China) as solvent, till colour disappeared. The temperature was maintained at 55 °C-65 °C. After that extract was concentrated by distillation and solvent was recovered. The final solution was evaporated to dryness. The colour, consistency and yield (% w/w) of methanolic extract were noted. S.No. Name of extract Colour Consistency Yield% W/W 1 2 Methanolic extract Petroleum ether extract Blackish brown Blackish green Non Sticky mass sticky oily mass 16.75 1.60Table: 1. Nature and colour of extract of Anogeissu latifolia wall (Roxb.ex.DC). 5.1. 3 CHEMICAL TESTS: A) Test for carbohydrates 1. Molisch Test: It consists of treating the compounds of a-naphthol and concentrated sulphuric acid along the sides of the test tube. Purple colour or reddish violet colour was produced at the junction between two liquids. (Kokate, C.K et al, 2000) 2. Fehlings Test: Equal quantity of Fehlings solution A and B is added. Heat gently, brick red precipitate is obtained. 3. Benedicts test: To the 5ml of Benedicts reagent, add 8 drops of solution under examination. Mix well, boiling the mixture vigorously for two minutes and then cool. Red precipitate is obtained. 4. Barfoeds test: To the 5ml of the Barfoeds solution add 0.5ml of solution under examination, heat to boiling, formation of red precipitate of copper oxide is obtained. B) Test for Alkaloids 1. Dragendroffs Test: To the extract, add 1ml of Dragendroffs reagent Orange red precipitate is produced. 2. Wagners test: To the extract add Wagner reagent. Reddish brown precipitate is produced. 3. Mayers Test: To the extract add 1ml or 2ml of Mayers reagent. Dull white precipitate is produced. 4. Hagers Test: To the extract add 3ml of Hagers reagent yellow Precipitate is produced. C) Test for Steroids and Sterols 1. Liebermann Burchard test: Dissolve the test sample in 2ml of chloroform in a dry test tube. Now add 10 drops of acetic anhydride and 2 drops of concentrated sulphuric acid. The solution becomes red, then blue and finally bluish green in colour. 2. Salkowski test: Dissolve the sample of test solution in chloroform and add equal volume of conc. sulphuric acid. Bluish red cherry red and purple color is noted in chloroform layer, whereas acid assumes marked green fluorescence. D) Test for Glycosides 1. Legals test: Sample is dissolved in pyridine; sodium nitropruside solution is added to it and made alkaline. Pink red colour is produced. 2. Baljet test: To the drug sample, sodium picrate solution is added. Yellow to orange colour is produced. 3. Borntrager test: Add a few ml of dilute sulphuric acid to the test solution. Boil, filter and extract the filtrate with ether or chloroform. Then organic layer is separated to which ammonia is added, pink, red or violet colour is produced in organic layer. 4. Killer Killani test: Sample is dissolved in acetic acid containing trace of ferric chloride and transferred to the surface of concentrated sulphuric acid. At the junction of liquid reddish brown color is produced which gradually becomes blue. E) Test for Saponins Foam test: About 1ml of alcoholic sample is diluted separately with distilled water to 20ml, and shaken in graduated cylinder for 15 minutes.1 cm layer of foam indicates the presence of saponins. F) Test for Flavonoids Shinoda test: To the sample, magnesium turnings and then concentrated hydrochloric acid is added. Red colour is produced. G) Test for Tri-terpenoids In the test tube, 2 or 3 granules of tin was added, and dissolved in a 2ml of thionyl chloride solution and test solution is added. Pink colour is produced which indicates the presence of triterpenoids. H) Tests for Tannins and Phenolic Compounds: To 2-3 ml of extract, add few drops of following reagents: a). 5% FeCl3 solution: deep blue-black color. b). Lead acetate solution: white precipitate. c). Gelatin solution: white precipitate d). Bromine water: decolouration of bromine water. e). Acetic acid solution: red color solution f). Dilute iodine solution: transient red color. g). Dilute HNO3: reddish to yellow color. I) Test for Fixed Oils and Fatty acids a). Spot test: Small quantity of the extract is placed between two filter papers. Oil stain produced with any extract shows the presence of fixed oils and fats in the extracts. b). Saponification test: Few drops of 0.5N alcoholic potassium hydroxide are added to the extract with few drops of phenolphthalein solution. Later the mixture is heated on water bath for 1-2 hours soap formation indicates the presence of fixed oils and fats in the extracts. J) Test for Gums and Mucilage: a). Ruthenium red test: Small quantities of extract are diluted with water and added with ruthenium red solution. A pink colour production shows the presence of gums and mucilage. K) Test for Proteins and Amino acids Biuret test: Add 1 ml of 40% sodium hydroxide and 2 drops of 1% copper sulphate to the extract, a violet colour indicates the presence of proteins. Ninhydrin test: Add 2 drops of freshly prepared 0.2% Ninhydrin reagent to the extract and heat. A blue colour develops indicating the presence of proteins, peptides or amino acids. Xanthoprotein test: To the extract, add 20% of sodium hydroxide or ammonia. Orange colour indicates presence of aromatic amino acid. 5.1. 4.TOXICOLOGICAL EVALUATION Determination LD50 value of Anogeissus latifolia (Roxb.ex.DC).wall.Gullperr Acute Oral Toxicity Study The procedure was followed by using OECD guidelines 423 (Acute toxic class method) Animals: Adult albino rats (Wister strain) of either sex with weighing 150 180gm were used. The animals were maintained on the suitable nutritional and environmental condition throughout the experiment. The animals were housed in polypropylene cages with paddy house bedding under standard laboratory condition for an acclimatization periods of 7 days prior to performing the experiment. The animals had access to laboratory chow and water. The experimental protocols were approved by institutional Animal Ethical Committee a written permission from in house ethical committee has been taken to carry out (Reference no. JKKMMRF/2010/009) and complete this study. Procedure: Twelve animals (Wister Albino rats, 150-200gm) were selected for studies. The acute toxic class method is a step wise procedure with 3 animals of single sex per step. Depending on the mortality and / or moribund status of the animals, on average 2-4 steps may be necessary to allow judgment on the acute toxicity of the test animals while allowing for acceptable data based scientific conclusion. The method uses defined doses (5, 50, 300, 2000 mg / kg body weight) and the results allow a substance to be ranked and classified according to the Globally Harmonized system (GHS) for the classification of chemical which cause acute toxicity. Most of the crude extracts possess LD50 value more than 2000 mg. /kg of the body weight of animal used. Dose volume was administered 0.1 ml / 100 gm body weight to the animal by orally after giving the dose the toxic signs were observed within 3-4 hours. Body weight of animals before and after administration, onset of toxicity and signs of toxicity like changes in skin and fur, eyes, and mucous membrane and also respiratory, circulatory, autonomic and central nervous systems and somatomotor activity and behavior pattern, signs of tremors, convulsion, salivation, diarrhoea, lethargy, sleep and coma was also to be noted, if any , was observed. Observation No toxicity or death was observed for these given dose levels, in selected and treated animals. So the LD 50 of the Anogeissus latifolia wall (Roxb.ex.DC), as per OECD guidelines-423 is greater than 2000mg/kg (LD50 > 2000mg/kg). Hence, the biological dose was fixed at 200, 400 and 600mg/kg of body weight for the extract. PHARMACOLOGICAL EVALUATION 5.2.1 Evaluation of Anti-ulcer Activity:- Animals used: Adult albino rats (Wister strain) of either sex with weighing 150 180gm were used. The animals were maintained on the suitable nutritional and environmental condition throughout the experiment. The animals were housed in polypropylene cages with paddy house bedding under standard laboratory condition for an acclimatization periods of 7 days prior to performing the experiment. The animals had access to laboratory chow and water. The experimental protocols were approved by institutional Animal Ethical Committee a written permission from in house ethical committee has been taken to carry out (Reference no. JKKMMRF/2010/009) and complete this study. 5.2.2 Experimental procedure Ethanol induced ulcer:- Male albino-Wistar rats were divided in to five groups of six animals per group and animals were fasted for 24 hrs prior to the experiment in perforated steel cages to avoid coprophagy. Six groups were made as below Group I animals served as normal controls. Group II received 1% CMC (1.0ml/kg p.o) as vehicle control. Group III received 200mg/kg, p.o methanolic extract of Anogeissus latifolia. Group IV received 400mg/kg, p.o methanolic extract of Anogeissus latifolia. Group V received 100mg/kg, Sucralfate as standard One hour after the drug treatment the animals were treated with absolute ethanol [5ml/kg] to induce ulcers. The animals were sacrificed after 1hrs and stomach was opened and percentage inhibition of ulcer was determined. (Mozafar khazaei et al., 2006, Paul V. et al 2002, Paul V. et al., 2000) Aspirin induced ulcer:- Male albino-Wistar rats were divided in to five groups of six animals per group and animals were fasted for 24 hrs prior to the experiment in perforated steel cages to avoid coprophagy. Six groups were made as below Group I animals served as normal controls. Group II received 1% CMC (1.0ml/kg p.o) as vehicle control. Group III received 200mg/kg, p.o methanolic extract of Anogeissus latifolia. Group IV received 400mg/kg, p.o methanolic extract of Anogeissus latifolia. Group V received 100mg/kg, Sucralfate as standard One hour after the drug treatment the animals were treated with aspirin [200 mg/kg] to induce ulcers. The animals were sacrificed after 1hrs and stomach was opened and percentage inhibition of ulcer was determined. (Mozafar khazaei et al., 2006, Paul V. et al 2002, Paul V. et al., 2000) 5.2.3 BIOCHEMICAL PARAMETERS:- The stomach was carefully excised keeping oesophagus closed and opened along greater curvature and luminal contents were removed. The gastric contents were collected in a test tube and centrifuged. The gastric contents were analyzed for gastric juice volume, pH, free and total acidity. 5.2.4 Measurement of gastric juice volume and pH:- Gastric juice was collected from ethanol induced ulcer rats. The gastric juice thus collected was centrifuged at 3000 rpm for 10 min. The volume of supernatant was measured and expressed as ml/100g body weight. The pH of the supernatant was measured using digital pH meter. (Canmon DC. et al., 1969, Kannappan et al., 2008, Patil K.S. et al., 2008, Paul V. et al., 2000) 5.2.5 Determination of free and total acidity:- An aliquot of 1.0 ml of gastric juice was pipette out in to a 50 ml conical flask and 2/3 drops of Topfers reagent was added to it and titrated with 0.01N NaOH until all traces of the red colour disappeared and the colour of the solution turned yellowish orange. The volume of 0.01N NaOH was noted which corresponds to free acidity. Then 2/3 drops of phenolphthalein was added and titration was continued until a permanent pink colour was developed. The volume of total alkali consumed was noted which corresponds to total acidity. The free acidity and total acidity was determined using the formula and values are expressed as mEq/l 100g. (Kannappanetal. 2008, Rajkapoor et al., 2002). Acidity = Volume of NaOH X Normality of NaOH X 100 (mEq/L per 100g) 0.01 5.2.6 Ulcer index (UI):- The mucosa was flushed with saline and stomach was pinned on frog board. The lesion in glandular portion was examined under a 10x magnifying glass and length was measured using a divider and scale and gastric ulcer was scored. Ulcer index of each animal was calculated by adding the values and their mean values were determined. (Malairajan et al., 2007) 0 Normal coloured stomach 0.5 Red colouration 1 Spot ulceration 1.5 Haemorrhagic streak 2 ulcers 3 Perforations 5.2.7 Percentage inhibition: Percentage inhibition was calculated using the following formula. (Malairajan et al., 2007) UI ulcer control UI ulcer treated % inhibition = X 100 UI ulcer control 5.2. 8. Statistical Analysis: All the values are expressed as mean  ± S.E.M for groups of six animals each. Analyzed by one way ANOVA and compared by using Tukey- Kramer multiple comparison tests. The values are statistically significant at three levels, ***p 0.05. 5.3. EVALUATION OF DIURETIC ACTIVITY Animals used: Adult albino rats (Wister strain) of either sex with weighing 150 180gm were used. The animals were maintained on the suitable nutritional and environmental condition throughout the experiment. The animals had access to laboratory chow and water. The experimental protocols were approved by institutional Animal Ethical Committee a written permission from in house ethical committee has been taken to carry out (Reference no. JKKMMRF/2010/009) and complete this study. Experimental procedure The method of (Lipchitz et.al., 1943) was employed for the evaluation of diuretic activity. The Male Albino-Wistar rats were divided into four groups of six rats in each as mentioned below. Group I received Normal saline (25mg/kg, p.o) as control. Group II received (400mg/kg, p.o) methanolic extract of Anogeissus latifolia. Group III- received (600mg/kg, p.o) methanolic extract of Anogeissus latifolia. Group IV received Furosemide (20mg/kg, p.o) as standard. The animals were fasted and deprived of food and water for 18hour prior to the experiment. On the day of experiment, the group I animals serving as control, received normal saline (25ml/kg,p.o), the group II animals received methanolic extract of Anogeissus latifolia wall (Roxb.ex.DC) leaves (400mg/kg,p.o) and group III animals also received methanolic extract (600mg/kg,p.o), the group IV animals received Furosemide (20mg/kg,p.o), respectively, in normal saline. Immediately after the administration the animals were kept in metabolic cages (three per cage) specially designed to separate urine and fecal matter and kept at room temperature of 25  ± 0.5 ° C throughout the experiment. The total volume of urine was collected at the end of 5hrs after dosing. During this period no water and food was made available to the animals. The parameters taken for individual rat were body weight before and after test period, total concentration of Na+ , K+ and Cl ­- in the urine. The Na+ and K+ were measured by flame photometry and Cl ­- concentration was estimated by titration with silver nitrate (N/50) using three drop of 5% potassium chromate solution as indicator .the results are reported as mean  ±SD, the test of significance (P 5.3.1. Statistical analysis: All the values are expressed as mean  ± S.E.M for groups of six animals each. Analyzed by one way ANOVA and compared by using Tukey- Kramer multiple comparison tests. The values are statistically significant at three levels, ***p 0.05. 5.4 EVALUATION OF ANALGESIC ACTIVITY Animals used: Adult albino rats (Wister strain) of either sex with weighing 150 180gm were used. The animals were maintained on the suitable nutritional and environmental condition throughout the experiment. The animals were housed in polypropylene cages with paddy house bedding under standard laboratory condition for an acclimatization periods of 7 days prior to performing the experiment. The animals had access to laboratory chow and water. The experimental protocols were approved by institutional Animal Ethical Committee a written permission from in house ethical committee has been taken to carry out (Reference no. JKKMMRF/2010/009) and complete this study. Procedures: Eddys hot plate method: The Male Albino-Wistar rats were divided into four groups of six rats in each as mentioned below. Group I received 1% CMC (3ml/kg, p.o) as control. Group II received (400mg/kg, p.o) methanolic extract of Anogeissus latifolia. Group III- received (600mg/kg, p.o) methanolic extract of Anogeissus latifolia. Group IV received pentazocine (5mg/kg, p.o) as standard Analgesic activity was performed by using Eddys hot plate (Inco, India) maintained at a temperature of 55 ±1 °c. The basal reaction time of all animals towards thermal heat was recorded. The animals which showed forepaw licking or jumping response within 6-8 seconds were selected for the study. Male Albino rats were divided into 5 groups having 6 animals each and they were divided into 5 groups having 6 animals each and they were fasted overnight during the experiment free access to water. Group first received 1 % CMC (3ml/kg, p.o).Group second, third and fourth received methanolic extract of Anogeissus latifolia (Roxb.ex DC.) wall. Gull perr leaves of dose 400mg/kg and 600mg/kg, orally as a suspension in 1%CMC solution respectively Group five received Pentazocine (5mg/kg, p.o) as reference drug . 60 mins after the administration of test and reference compounds, the animals in all the six groups were individually exposed to the plate maintained at 55 °c and observations were recorded for 3 hours. The time taken in seconds for fore paw licking or jumping was taken as reaction time. A cut off period of 15 seconds is observed to avoid damage to the paws. The percentage protection was calculated using the formula, Percentage protection = (T/C-1) ÃÆ'-100 where, T is the reaction time of treated group and C the reaction time of control group.

Nafta :: essays research papers

If NAFTA made this agreement, people would be able to move about Canada, the United States, and Mexico with ease. The unskilled workers in Mexico would migrate to "El Norte," looking for higher paying jobs. The supply of workers in Mexico will drastically decrease. Only the terminally ignorant, or those with families in Mexico, would stay in a poor country and earn low wages. On the other hand, the United States' supply of workers will increase drastically. Canada's supply of workers would not be changed dramatically, because it is so similar to the United States, only further away. The amount of workers moving from Canada to the United States and vice versa would not be severely affected, however, if the United States' supply of workers becomes too great then workers might migrate north to Canada to find jobs. High school economics teachers would be able to work in any of the three countries, as the same basic knowledge of economics is required. I think teachers in Mexico would choose to move to the United States or Canada, if they were proficient in the native language, because the wages would be much more gratifying. The supply of economics teachers in the US and Canada would increase, thereby slightly decreasing the wages. Mexico's supply of economics teachers would drop, so the wages for economics teachers would slightly increase. Equilibrium wages for economics teachers will remain about the same, and employment will be high. For carpenters, again, I think the wages in the north would be higher. Because carpentry does not involve extensive education and focuses on the talent and skill of carpenters, workers would be able to easily move to another country. If all of the carpenters in Mexico decide to "run for the border," the supply of carpenters in the US and Canada will drastically increase. Wages will increase for skilled carpenters in Mexico, and wages in the US and Canada will fall slightly. If too many Mexicans move to the north there will be high unemployment, because we will have a ton of skilled workers and not enough jobs to fulfill their needs. People will eventually want to return to Mexico, because with the supply of skilled workers being so low, the wages will be slightly higher. For ob/gyns, I would think the United States or Canada would be the destination of choice, simply because our health care is much more advanced.

Pre-history :: essays research papers

Pre-History Anthropologists: Anthropologists study the skeletal remains of prehistoric life. Two examples of famous anthropologists are Mary Leaky and Donald Johanson. Donald Johanson was the anthropologist who discovered â€Å"Lucy†. â€Å"Lucy†is the first known sign of humanity. The technical name for â€Å"Lucy† is Australopithecus. The odd thing about â€Å"Lucy† is that she was both modern and pre-historic, having arms longer that her legs, and being bipedal was a strange combination for a creature said to be three million years old. Anthropologists study all over the world, but â€Å"Lucy† was found in Africa. Radiocarbon Dating: Radio Carbon dating is a dating method in which the amount of carbon14 in an object is measured. The bodies carbons start to decay at death so they measure how old something is by measuring it’s amount of carbon. There are two major problems with this method though. 1) The specimen can only date back about 100,000 years. 2) If the original amount of carbon was distorted for any reason that will mess up the date given. For those reasons scientists developed other methods that help date things more accurately. These methods include the stardust theory and the river delta theory. Ice Age: Glaciers; large, slowly moving masses of snow and ice. Each of the four cold weather periods lasted from 10,000 to 50,000 years ago. The Ice Age. Scientists believe that the age we live in started after the 4th period Ice Age sone25,000 years ago. Today 1/2 the earth is covered in ice. During the third period 1/3 of the world was covered in ice. The ice age made animals either migrate or disappear entirely. (Saber Tooth Tiger, Woolly Mammoth) It also shaped the continents we live on today. There were also land bridges in the Ice age. Paleolithic Age: Paleolithic means â€Å"old stone† we called it the stone age. 1974 Ethiopia Donald Johanson a well known anthropologist discovered female skeletal remains that might have been as old as 3 million years. Cro-Magnon People: When neanders disappeared cro’s appeared in Europe. Better tools and weapons were made, the 1st spear and paintings were made in this age.

response to Naomi Wolf :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  What modern society dictates women should look like has had a great impact on commonplace women and how they feel they should look and act. I have no doubt a huge problem exists in society as a result of this. I think it has resulted in women being put to the side in terms of advancement. It also evokes a sense of low self-esteem. Little girls everywhere are brought up in front of an image they can never achieve. A truly ideal woman is one who has the confidence in herself to know that she is beyond that image. The key word there is confidence. Unfortunately, the magazine cover industry breaks confidence with its portrayals of thin, tall women. The ideal magazine cover woman is an unattainable fallacy. However, there is no guilty party to be blamed for this fact. Faulting the companies putting that image to use is unjust. The idea that women are subjected to an unfair amount of pressure as a result of the fashion world and other media outlets is hardly new, but Naomi Wolf takes this claim to a new and absurd level. Her essay is as unorganized as it is impractical. Her ideas are presented in a smorgasbord of flawed logic. Particularly disturbing is what she calls the â€Å"beauty myth.† What I disagree with is the word myth. According to Wolf, women in magazines and advertisements have approximately 20% less body mass than that of the average woman, creating an unattainable standard. This fact in no way supports her claim of a â€Å"beauty myth.† The existence of a myth suggests something to be untrue in nature. Magazine companies and advertisement agencies are not in the business of showing an average woman. They are in the business of selling a product. Of course they are going to use beautiful people. These companies completely regard the fact that most women do not in fact look like t his, but they know that their product would be less appealing if they displayed average or unattractive women. Therefore, they do not deserve scrutiny over the fact that they do not present a typical woman. They in fact do the same for men. Wolf says, â€Å"The beauty myth is not about women at all. It is about men’s institutions and institutional power† (page 485, first new paragraph). How does one begin to say how warped this impression is?

BTEC Apprenticeship Assessment Workbook Essay

1. The apprenticeship and your role In this induction section you will show that you understand the employer/employee relationship and what someone who works in the health and social care sector is required to do. The Workbook will help you to show that you follow agreed ways of working. KNOWLEDGE AND UNDERSTANDING Task 1 WorkSkills: Unit 1: 1.1, 1.2 Task 1a Complete the spider diagram below to show that you understand what each component of the Apprenticeship is for and how it is assessed. †¢ In each box, for Number 1 say what the component is for. Read more: Explain the principle of informed choice in child care essay Diploma 1. Generic, dementia and learning disability. alongside other components. 2. Checked by the assessor Employment Rights and Responsibilities 1. ERR BTEC 1. Social care level 2 and 3 2. Checked by the assessor 2. Checked by the assessor alongside other components. Apprenticeship components alongside other components. Key/Functional Skills 1. 2. Functional skills English, Math Checked by the assessor alongside other components. Personal, learning and thinking skills 1. Skills for working life 2. Checked by the assessor alongside other components 2 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care †¢ For Number 2 say how it is assessed. Types of assessment are given in a list below. Choose the most appropriate one or two. Assessment methods: †¢ portfolio †¢ online test †¢ paper-based test. One example has been done for you. WorkSkills: Unit 1: 3.1, 3.2 ERR/WorkSkills: Unit 3: 4.1, 4.2, 4.3 1 Task 1b In the table below write a list of different careers that you could aim to have after your Apprenticeship. In the second column, write in where you could get advice about how to progress on this career pathway. In the third column put two possible routes for this career path. An example has been done for you. Career Nurse Where to ï ¬ nd advice NHS careers advice website (www.nhscareers.nhs.uk/nursing.shtml) Union website (www.unison.org.uk/healthcare/nursing/education) Progression routes 1. Level 3 BTEC 2. University Care Assistant Care Assistant advice website (www.careruk.orgs) 1. Level 2 NVQ Diploma. 2. BTEC Level 2 Diploma Senior Care Assistant Senior Care Assistant advice website 1. Level 3 NVQ Diploma 2. BTEC Level 3 Diploma Manager Care Assistant Manager Care Assistant advice website 1. Level 5 NVQ Diploma 2. College Original text and illustrations  © Pearson Education Limited, 2011 3 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 BTEC: Unit 6:1.1 Diploma: Unit 6:1.1 Task 2 Task 2a For each of the ï ¬ gures below, ï ¬ ll in the box for who you have personal or working relationships with and the box on why. An example has been completed for you. Personal relationship Who? Why? Family Love Enemys Friends Ignore Friendship Working relationship Who? Why? Colleagues Managers Residents Team working Supervisory Between professionals BTEC: Unit 6: 1.2 Diploma: Unit 6: 1.2 Task 2b The table below lists different types of relationship. For each type, write what the relationship is. An example has been completed for you. Relationship type Supervisory Colleagues Between teams Between professionals With others Example e.g. Me and my manager Me and other care assistants Me and other staff members Me and the residents Me and their family 4 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care BTEC: Unit 4: 3.1, 3.2 Unit 5: 3.1, 3.2, 3.3 Unit 7: 5.5 Unit 9: 2.2 Diploma: Unit 7: 5.4 ERR/WorkSkills: Unit 3: 1.1, 1.2, 1.3, 1.4 Task 2c i) Below are some case studies of problems at work. Select the aspect of employment law that each one relates to from this list. Aspects of employment law: †¢ discrimination †¢ working hours †¢ holiday †¢ sickness absence and sick pay †¢ data protection †¢ health and safety. 1 1 Salina was told that because of stafï ¬ ng shortages she would be expected to cut short her holiday this year. Aspect of employment law: 2 Although he was more experienced, Marc believes that he did not get promotion because of his sexual orientation. Aspect of employment law: 3 Melanie has not yet attended the moving and handling of people training but has been asked to help someone with limited mobility into their bed from a chair. Aspect of employment law: 4 Gina overheard staff discussing private information about her which she had shared with her supervisor. Aspect of employment law: Original text and illustrations  © Pearson Education Limited, 2011 5 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 ii) List the main features of current employment legislation: †¢ †¢ †¢ †¢ iii) Complete the following sentence: Employment legislation exists because †¦ PLTS: IE3 iv) What kinds of information and support are there to help you with Employment Rights and Responsibilities? Complete the list below. An example has been done for you. †¢ HR department †¢ †¢ †¢ †¢ †¢ †¢ What kinds of information and support are there to help you with Employment Rights and Responsibilities? 6 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care BTEC: Unit 8: 1.2, 1.3 Diploma: Unit 8: 1.1, 1.2, 1.3 Task 3 Produce a leaï ¬â€šet about health and safety for new starters at your workplace. You can ï ¬ ll in the example shown below or do your own, following the same structure, to give to anyone starting work. 1 HEALTH AND SAFETY IN OUR WORKPLACE There are many pieces of legislation that relate to health and safety. The main ones include: †¢ Health and Safety at Work Act 1974 †¢ †¢ †¢ †¢ The main points of health and safety procedures that affect you are: †¢ Dealing with accidents and injuries †¢ †¢ †¢ †¢ Everybody in the workplace has responsibility for health and safety. You Look after your own health and safety Your Employer Provide training where necessary Others Look after their own health and safety Original text and illustrations  © Pearson Education Limited, 2011 7 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 Task 4 BTEC: Unit 6: 2.2, 2.3 Diploma: Unit 6: 2.2 WorkSkills: Unit 1: 1.3 Task 4a It is important to be clear about the agreed ways of working in your organisation. i) Using the table below, complete the list of the documents that set out details of your employment. For each document on the list state where it is stored and how it can be accessed. Your assessor may ask to see the documents on their visit but you do not have to photocopy them. The list has been started for you. Fill in the blank spaces with any other documents. Exactly which documents are included on your list will depend on your organisation. It might include any of the following: †¢ health and safety policy and procedures †¢ equality and diversity policy †¢ policy on conï ¬ dentiality and data protection †¢ policy on harassment, bullying and conï ¬â€šict management. Documents setting out relationship with employer Job description Grievance procedure Employee handbook Contract of employment Apprenticeship Agreement Where they are stored/how to access Company website/from HR page ii) Why is it important that you have access to up-to-date versions of these documents? iii) What is the purpose of the Apprenticeship Agreement? 8 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care ERR/WorkSkills: Unit 3: 2.1 Task 4b Complete the following information about your role. My working hours are: 1 My place of work is: If I cannot attend work I should: If I am sick I should: If I am still sick after †¦.. days I should: If I continue to be sick my employer will: My sick pay entitlement is: My notice period is: Original text and illustrations  © Pearson Education Limited, 2011 9 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 My probationary period lasts for: During probation, my notice period is: BTEC: Unit 2: 1.1,1.3 Unit 6: 2.2 Diploma: Unit 2: 1.2. 1.3 ERR/WorkSkills Unit 3: 2.5 Task 4c Complete the following examples to show how and when you have complied with policies and procedures in your workplace: i) To maintain my organisation’s good reputation I have: If I do not do this the consequence is: ii) To comply with my organisation’s health and safety policy and procedure, I have: If I do not comply the consequence is: iii) To comply with my organisation’s equality and diversity policy and procedure, I have: 10 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care If I do not comply the consequence is: 1 iv) To comply with my organisation’s conï ¬ dentiality and data protection policy and procedure, I have: If I do not comply the consequence is: v) To comply with my organisation’s policy on harassment, bullying and conï ¬â€šict management I have: If I do not comply the consequence is: vi) Ways in which I make sure that my personal attitudes or beliefs do not affect how I work with people using my services or with my colleagues include: †¢ Reï ¬â€šecting on my own work †¢ †¢ †¢ †¢ Original text and illustrations  © Pearson Education Limited, 2011 11 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 ERR/WorkSkills: Unit 3: 2.4 Task 4d i) What personal information should you keep up to date with your employer? †¢ Phone number †¢ †¢ †¢ †¢ †¢ ii) Why does your employer need to have this up-to-date information? BTEC: Unit 6: 2.1 Diploma: Unit 2: 1.1 Unit 6: 2.1 ERR/WorkSkills: Unit 3: 3.1, 3.2, 3.3, 3.4 Task 4e i) What is your role? You need to show that you understand what your job description means for you. Where there are job titles (for example reports to †¦ , responsible for †¦ ) you need to list the names of the actual people. Where it lists your duties, provide an example of what you should do. You can either write the information on a copy of your job description or complete the table below. The job description says . . . What this means is . . . 12 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care ii) How does your role help to improve the service provided for the people who use your organisation? 1 iii) Complete the spider diagram below to show how your role links to the wider sector. An example is completed for you. e.g. local mental health team refer people to my centre My role . . . Original text and illustrations  © Pearson Education Limited, 2011 13 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 Representative body UNISON iv) The table below lists some of the representative bodies in the health and social care sector. Complete the table showing their roles and responsibilities. Role in the sector Skills for Care and Development British Association of Social Workers Care Quality Commission Criminal Records Bureau v) Why is it important that you do not carry out tasks which are not part of your own job description? ERR/WorkSkills: Unit 3: 2.3 Task 4f i) What happens when things go wrong? Give an example of something that could be handled within the grievance procedure: 14 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care ii) Look at the grievance policy of your organisation. Do a ï ¬â€šow chart to show each step of the process that should be taken. You may add more boxes if you wish. 1 ERR/WorkSkills: Unit 3: 2.2 Task 4g Do you know where your money goes? Annotate one of your pay statements with an explanation of what each section covers. BTEC: Unit 5: 1.1 Diploma: Unit 4: 1.1 PLTS: IE1 Task 5 Task 5a Duty of care is an important idea when working in health and social care. Choose which of the statements below you think are true. 1 a) Duty of care is a legal obligation. b) Duty of care is not a legal obligation. 2 a) You are required to work in the best interests of the person using the service. b) You are required to work in the best interests of the service provider. 3 a) You must carry out care only within the limits of your role. b) You must carry out any type of care the individual requests. Original text and illustrations  © Pearson Education Limited, 2011 15 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 BTEC: Unit 5: 1.2 Diploma: Unit 4: 1.2 PLTS: IE2, IE6, EP3, EP4 Task 5b Complete the spider diagram below showing how duty of care affects your own role: I am accountable for my decisions and actions How duty of care affects me BTEC: Unit 5: 2.1, 2.2 Diploma: Unit 4: 2.1, 2.2 Task 5c i) Sometimes you will come across problems where an individual’s wishes go against your duty of care for them. For example, an individual may want to do something that could cause them harm. Write down an example of when this has happened in your workplace. 16 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care Remember that in order to meet conï ¬ dentiality requirements you must not include any information which will identify individuals. 1 ii) When you have a problem like this, there are many places you can go for advice and support. List three of them below. 1. 2. 3. ERR/WorkSkills: Unit 3: 5.1, 5.2, 5.3, 5.4 Task 6 i) The health and social care sector is often in the news. List three occasions when concerns have been raised about the sector. Check in newspapers or on the internet. †¢ †¢ †¢ ii) For one of your examples, ï ¬ ll in the table below showing how three different people might feel about the event. Management of the service involved Relative of the person involved Person who works at the service involved (for example care worker) iii) How do you think negative coverage of the health and social care sector changes the views of the public about the sector? Original text and illustrations  © Pearson Education Limited, 2011 17 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 a) Do they feel more or less positive about people who work in the sector? b) Are they happy with the service they or their relatives are receiving? iv) Have public concerns about the health and social care sector and the way services are delivered made any changes to your workplace? BTEC: Unit 2: 1.2, 2.1, 3.1, 3.3 Diploma: Unit 2: 2.1, 3.1 PLTS: CT6, RL5, CT3 Task 7 i) It is important to consider your personal development. Throughout your Apprenticeship, your assessor and manager will encourage you to think about or reï ¬â€šect on what you do at work. How can reï ¬â€šection help you to develop your knowledge and skills? 18 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care It is important to consider your personal development 1 ii) Describe a learning activity that improved your own knowledge, skills and understanding. iii) What did you learn? Original text and illustrations  © Pearson Education Limited, 2011 19 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 iv) Where can you go for support in your learning and development? v) This is a template for a Personal Development Plan. Below it are statements about what you should put in different sections. Match each statement to the correct section of the plan. Personal Development Plan 1. Review of strengths and weaknesses relevant to current and future roles 2. Learning topic to be targeted in the plan and how the learning will be used Name: 3. Knowledge to be learnt 4. Skills to be learnt and developed 5. Learning activities and dates 6. Assessment and dates 20 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care Insert the number of the correct section of the plan next to each description. This space should include a brief description of the area the person will be trying to develop and what difference the learning could make to their role. This space should include detailed information about which skills the person will develop. Objectives should be SMART (speciï ¬ c, measurable, achievable, realistic and time-bound). This space should include a description of what the person does well and where they do less well in the job. It should be based on evidence. It should identify changes in the job and possible changes in career and the relevant strengths and weaknesses of the individual. This space should include target dates for achievement and space for the comments of the person and their manager to assess the success of different objectives. This space should include detailed information about what knowledge the person will gain. Objectives should be SMART (speciï ¬ c, measurable, achie vable, realistic and time-bound). This space should include a description of any learning activities the person will do, what knowledge and skills they will gain and when the activities will take place. You will need to complete your own personal development plan. If your workplace does not have its own template, you may want to use the one above. You should complete the plan together with your manager. 1 Original text and illustrations  © Pearson Education Limited, 2011 21 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 BTEC: Unit 2: 3.2, 3.4 Diploma: Unit 2: 2.2, 3.2, 3.3, 4.1, 4.4 WorkSkills: Unit 1: 2.1, 2.3 Unit 9: 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5 PLTS: EP4 EVIDENCE GATHERING In this activity you will identify an area of your work that will capture evidence of how you operate as a team leader. Your assessor will help you to identify suitable items of evidence. You need to gather evidence of activity within areas of your work to demonstrate: that you can complete a personal development plan and assess your own knowledge and skills. Suggested evidence may include: †¢ completed personal development plan †¢ diary or reï ¬â€šective account of your own learning †¢ witness testimony from manager about your participation in the process of building a personal development plan. Your assessor may wish to ask you some follow-up questions on the personal development plan process. These may include the following: †¢ How should you agree a personal development plan? †¢ What are the beneï ¬ ts of a personal development plan? †¢ Why should you meet deadlines and be organised? †¢ How has a learning activity improved your knowledge, ski lls and understanding? †¢ What happens if you do not complete learning on time? 22 Original text and illustrations  © Pearson Education Limited, 2011

The Lack of African American TV Shows

The norms of American television during its early years have always been focused on the so-called â€Å"social whiteness† owing to the fact that shows have always been dominated by the whites.This theory of racial subjugation was eventually refuted since white and black characters after the 1980s do get the same amount exposure on TV shows. Considering the height of racial discrimination in the United States, the lack of African American TV shows is not surprising though African American celebrities have the same acting skills as non-African Americans.The shows allotted for African-Americans, predisposed or not, have been limited to situation comedies (sitcoms) and stand-up comics to exemplify that these marginalized sector indeed does get the equality of quantity of said TV acts.To cite in history, there was the â€Å"Amos N’ Andy Show† which commenced in 1928 as a thirty-year radio show and broadcasted on television in 1951 which only lasted for two years becau se of the massive protests by the black community. It was the lone TV show with an all-black cast during the period. There was also â€Å"The Beulah Show,† â€Å"The Nat King Cole,† â€Å"All in the Family,† â€Å"The Jeffersons,† â€Å"Good Times,† â€Å"What’s Happening,† â€Å"That’s My Mama,† and â€Å"Sanford and Son.†The era of â€Å"The Roots,† â€Å"The Cosby Show,† â€Å"Different Strokes,† â€Å"Webster,† â€Å"Gimme A Break,† and the â€Å"A-Team† also came. Many contemporary TV shows featuring African Americans followed thereafter including NBC’s â€Å"Hidden Hills,† FOX’s â€Å"The Bernie Mac Show† and â€Å"Cedric the Entertainer Presents†¦,† ABC’s â€Å"My Wife and Kids,† CBS’s â€Å"Robbery Homicide Division† and â€Å"Hack.†The former network WB also aired black-oriented shows as â €Å"The Hughleys,† â€Å"The Steve Harvey Show† and â€Å"The Jamie Foxx Show.† To enhance racial diversity, WB also featured â€Å"ER,† â€Å"Smallville,† â€Å"Gilmore Girls,† â€Å"Friends† and â€Å"The West Wing.† Meanwhile, UPN introduced â€Å"The Parkers,† â€Å"One on One,† â€Å"Girlfriends,† and â€Å"Half and Half.† Even the popular reality TV shows â€Å"Survivor† and â€Å"Big Brother† even incorporated black contestants in them.According to Screen Actors Guild (SAG) in 1991, schedules for prime time shows are still segregated in that African American dominated shows were isolated still and in some networks like FOX and NBC, the blacks were still underrepresented, such the term â€Å"ghettoization† of African American TV shows.Studies by SAG further revealed that there are two types of programming: first, â€Å"resourceful† programming wherein some shows incl uded a racially diverse cast and â€Å"missed â€Å"opportunity† in which no effort is made at all to broaden their horizons in terms of casting.An example of the first type is â€Å"The Practice† where it gave importance to African American casts, placing them in major roles with long screen times. As have been mentioned earlier, African Americans did not have much opportunity in drama and more serious roles.Shows like â€Å"Sex and the City† and HBO’s â€Å"Six Feet Under† put blacks in very minor, insignificant characters. Oftentimes, blacks are associated with being criminals, villains, gangs, troublemakers, street people, mobs, sidekicks or subordinates in TV performances. These racial stereotyping is not helpful in terms of reconciling the diversified cultures of blacks and whites living in one nation.It cannot be denied that television is one of the most influential media of information dissemination in the world today. Amidst globalization , television plays a great role in shaping the minds and perspectives of people about things happening in their immediate environment. The squaring off of cultural, racial and sexual distinctions should be given priority if indeed the goal of unification and eliminating discrimination is to be realized.The lack of African American TV shows is an illustration as to the inequality of racial representation in media. Even if African Americans constitute only a marginalized portion of the population, they should be given equal TV exposure to indicate that racial chauvinism has been resolved and eliminated. If whites are shown to overshadow the blacks on TV, the audience will get the idea that impartiality still exists even in the entertainment industry.It should be emphasized that television serves as an important cultural medium. Through this instrument, people learn about cultures of the different races.Whether genuine or not, what is shown on TV will be the image that the audience wil l grasp regarding that particular culture. This is the reason why extra care and caution must be considered when depicting cultures on TV shows since they shape the representation of that ethnicity.As mentioned earlier, African Americans often have negative persona in many TV shows. Because of this, the audience will tend to generalize that African Americans are indeed those kinds of people. This brings about a complex societal problem with regards to people’s attitudes towards African Americans.In conclusion, the lack of African American TV shows is not merely a question of the quantity of shows broadcasted on television but it is also a question of the quality of shows that are being aired globally.Cultural sensitivity is an important factor in that African American characters should not be limited to being slapstick comedians and humorists, but their roles must exemplify what the true black culture is in order to educate people about their beliefs and ideologies. It is onl y through a wider and deeper understanding of other ethnicities can we solve the problem of racial prejudice.Therefore, it is quantity coupled with quality of African American TV shows that will make the imparting of the black society more meaningful and constructive to be able to correct the mistaken identities of African Americans. By increasing the number of quality African American TV shows, deliverance is within reach.Referencesâ€Å"Amos N’ Andy Show.† (n.d.). The Museum of Broadcast Communications. Retrieved February 18, 2008, from http://www.museum.tv/archives/etv/A/htmlA/amosnandy/amosnandy.htmEaston, B. M. (n.d.). â€Å"African-Americans on TV: A Retrogressive Renaissance.† Retrieved February 18, 2008, from http://www.purrmag.com/Purr12/blacksontv.htmlKumbier, A. (n.d.). â€Å"The TV Ghetto.† Retrieved February 18, 2008, from http://www.poppolitics.com/articles/2002/09/09/The-TV-Ghettoâ€Å"Racism, Ethnicity and Television.† (n.d.). The M useum of Broadcast Communications. Retrieved February 18, 2008, from http://www.museum.tv/archives/etv/R/htmlR/racismethni/racismethni.htmâ€Å"The African-American Television Audience.† (n.d.). Nielsen Media Research, Inc. Retrieved February 18, 2008, from http://www.nielsenmedia.com/ethnicmeasure/african-american/indexAA.html