Imprisonment For Criminal Activities During The 19th Century

Imprisonment for criminal activities started in the 16th century following the American Revolution. The style of imprisonment was taken from the old English ways, which included dungeons, ducking stools, whippings, and brandings. Ironically, prison was a place where people were put in before their punishment began. Men, women, and children were all held together in the prison when these criminals were awaiting punishment. Prisons at this time had extremely horrible conditions and many people died in these prisons for diseases like typhus. In the 18th century, many people opposed the death penalty, as many people saw the punishment as counter-productive as they were influenced by the enlightenment era in France and England. Many people supported the views of liberty and human nature. This was the start of incarceration as a punishment. The theory behind it was that restricting a person’s liberty would be sufficient enough to fit the crime. In colonial America, even biblical cri mes such as blasphemy would land an offender in prison. In the beginning, prisons in America had horrible conditions but this soon changed overtime. The first prison that was established when America became independent were called â€Å"penitentiaries†. It was called this because it signified prisoners as being â€Å"penitents†, which meant that they were serving time for sins. The first few penitentiaries that opened garnered national attention for its attempt in transforming society withShow MoreRelatedThe History of Prison Reform1631 Words   |  6 Pagesprisoners of war were occasionally incarcerated, but few common criminals could expect such treatment. Almost the only time commoners were locked away was while awaiting trial, once a verdict was delivered, they were punished on the spot or released (Lynch, 2011). The eighteenth century transformed not only the physical form of prisons but their function and their place in American consciousness. Discussion Initially imprisonment was a means of detaining debtors to ensure payment, the accusedRead MoreThe On The Juvenile Justice System Essay1236 Words   |  5 Pagesjuvenile justice system, rehabilitation and treatment as opposed to punishment. During the 19th century, the American legal system tended to treat juveniles who violated the criminal law much as it did adult offenders. Consequently, if courts found children criminally responsible, they would then impose the same sentences, e.g. capital punishment, and committed these youths to the same penal facilities as they did adult criminals. Despite institutional innovation, states continued to try and punish juvenilesRead MoreThe Criminal Justice System Within The United States2357 Words   |  10 PagesThe criminal justice system is a set of agencies and process that have been established to control crime and impose punishment on those who violate them. They aide in apprehending, prosecuting, defending, sentencing, and punishing ind ividuals who have been convicted of a crim. There is no one criminal justice system in the United States but many individual systems. The way they work depends on the jurisdiction in which they exist. The laws are different in different types of jurisdiction. The differentRead MoreThe Between Right And Wrong Essay1740 Words   |  7 Pagespeople have been taught the difference between right and wrong. Some people grow up to do the right thing and some do not. For those who do not do the right thing, it results in them going to prison. â€Å"Prisons became popular in the 18th century and by the late 19th century prisons were going through the ‘reformatory’ movement† (Prison History, 2016). This movement attempted to reform inmates into model citizens by providing education, work, and counseling. The goal was to give inmates a chance to betterRead MoreHistory Outline: American Correctional Facilities1228 Words   |  5 PagesName Institutional Affiliation Date: Outline the History American Correctional Facilities 1. Outline the history of American corrections concentrating on a. The evolution of the penitentiary The American state prison was developed in the 19th century. The prison, named as the national penitentiary, holding over 800 prisoners separated in cells, allowed prisoners to socialize in the course of the day. Prisoners were assigned simple tasks such as weaving. The penitentiary is still used in theRead MoreAnyone Who Is Watching News Such As The Euronews Channel,2017 Words   |  9 Pagesinvestigate the real purpose of imprisonment due to the fact that almost no one knows if there are multiple purposes of prisons and if so which is the main aim of them. This essay examines firstly the main aim of prisons and secondly all the other purposes of imprisonment that are currently acknowledged by many people. By looking all these facts, I will gain the information that I need, to find out if the purpose of imprisonment is to help or to punish the criminals. Prisons and Sentences did notRead MoreMass Incarceration Is Defined As The Substantial Increase1072 Words   |  5 Pagescolor, imprisoned within the last forty years. Despite its intentions to serve justice, the system is flawed; the physical freedom, possessions, and educational/career opportunities for inmates are limited during and after imprisonment. Lockeian ideology provides insight into how our criminal justice system has come to operate in this way. In John Locke’s Second Treatise of Government, Locke outlines two different types of slavery: justified and unjustified. His definition of justified slavery, whichRead MoreThe Pros And Cons Of Modern Prisons1261 Words   |  6 PagesThere was a time when criminals could anonymously wander within the populous and commit crimes, without getting caught or getting severe punishments. Now, with the idea and creation of prisons, the ability to lawfully punish criminals exists. The innocent are now safe. But is modern prison tr uly beneficial? London, the capital of England and the United Kingdom, is known as the birthplace of modern imprisonment (â€Å"History of Prisons†). Jeremy Bentham, a philosopher that was highly against the ideaRead MoreDiscipline And Punish : The Birth Of The Prison1345 Words   |  6 Pagesthe social system as a whole. Foucault, addresses in the first part of his work, the power of the sovereign. He guides the readers through the historical period of the power of the monarch and Feudal system and transforms them into the 18th and 19th century. He put particular emphasis on the spectacle of the tortured individual. â€Å"Among so many changes, I shall consider one: the disappearance of torture as a public spectacle (p.7).† The spectacle functioned for two purposes: (1) to unite the populaceRead MorePerspective And Critique Traditional Practices Of Prison Structures Of The Old, Bygone Regime2088 Words   |  9 PagesIn the 19th century, Europe was characterized by enormous changes in its economic, social and political sector. Between1815-1830, all over Europe was widespread political unrest regardless of the ongoing industrialization and institutions that were being developed. The period 1850-1900 was further characterized by new inventions, advances in science and global establishment of emp ires (Goldstein,100). However, the same period also saw a rise in labor and suffrage movements and a rebellious socialism

Controversy Over Students Fourth Amendment Rights

In recent years, schools have been increasingly subjected to weaponry, drugs, and violence. School officials are seeking ways to help maintain a safe environment for their students. The increase of violence has led to many cases of controversy over students’ Fourth Amendment rights. The Fourth Amendment prohibits unreasonable searches and seizures and requires a warrant to be presented and supported by probable cause. The problem with this is that requiring school officials to bring in police and for them to obtain a warrant takes time, time that these people do not have. If there is a threat that a student may possess drugs, the administration of the school needs to take immediate action in order to maintain a safe environment. Schools should be able to take any necessary action in order to keep other students safe, but should also have guidelines they must follow in extreme cases, such as strip searches. Most schools across the country have no policy on strip searching stude nts. If a school does have a policy, it is not likely to be very specific as to the details of the search. Should a school administrator conduct the search or should a police officer be called in? When is it appropriate for a student to be strip searches? What criteria should be met before administering a strip search to a student? Many questions are left unanswered by the current policies in schools. There have been a handful of cases that have gone to the Supreme Court on this very issue. In 2009,Show MoreRelated New Jersey V. T.L.O. Essays1346 Words   |  6 Pages The Fourth Amendment to the constitution protects United States citizens from unreasonable searches and seizures. Our forefathers recognized the harm and abuses that occurred in the colonies to innocent people by the British, and they made sure to write protections into the U.S. Constitution. Fearing the police state that any nation has the potential to become and recognizing that freedom and liberty is meaningless wh en victimization by the police is a real and foreboding threat the Fourth AmendmentRead MoreFirst Amendment and Free Speech Essay1544 Words   |  7 PagesThis paper will examine the first amendment’s right to free speech based on three different Supreme Court cases and how there are varying examples of free speech. In the case of Snyder v. Phelps, Snyder sued Phelps, the Westboro Baptist Church, for intentional infliction of emotional distress, invasion of privacy by intrusion upon seclusion, and conspiracy because the church set-up protest outside of his military son’s funeral service (Chen et al., 2010). Another side of free speech involves aRead MoreThe Bill Of Rights Vs. Des Moines Independent Community School District1274 Words   |  6 PagesBill of Rights, and the evolution of its interpretation and implementation over time, at the federal and state level, with a focus on civil liberties, The 1st Amendment in the Bill of Rights states that, â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances† (First Amendment). OverRead MoreClarence Thomas: One of the Justices Essay733 Words   |  3 PagesThomas decided to attended Yale University and enter a legal career. In 1991, when Supreme Court Justice Thurgood Marshall retired, George H.W. nominated Thomas as his replacement. Controversy developed when liberal Thurgood was replaced by conservative Thomas, as Thomas remained quiet was specific event, such as abortion rights. Also in 1991, a scandal against Thomas was accused by Anita Hill, a member of the U.S. Department of Education and the Equal Employment Opportunity Commission. It is reportedRead MoreAnalysis Of The Movie The Night Of September 11 1630 Words   |  7 PagesEvolution of the Fourth Amendment †¢ The Fourth Amendment states that you have security and shall not be unjustly searched whether it is your house, person, or personal possession without warrants for a probable cause. It protects you from unreasonable search and seizures. †¢ Maryland V. King- A man arrested for assault was taken into custody and a cheek swab was taken and matched a rape case and was convicted. This man, King, said it was unconstitutional violating his Fourth Amendment rights. It was ruledRead MoreThe United States Constitution2849 Words   |  12 Pagesensure rights to their citizens. The federalist group thought that including rights for citizens was not necessary. However Anti-Federalists refused to accept the Constitution without rights being included for citizens. Anti-federalists had majority, so rights for U.S. citizens had to be included. These rights became known as the Bill of rights. The purpose of the Bill of Rights was to ensure equality to those who are living in the United States. Everyday our courts, use the ten amendments to helpRead MoreThe Civil Rights Movement in Mississippi, Louisiana, and Alabama.1635 Words   |  7 PagesCivil Rights-the freedoms and rights that a person with-holds as a member of a communi ty, state, or nation. Ever since the beginning of involvement between white and black people there has been social disagreement; mainly with the superiority of the white man over the black man. African Americans make up the largest minority group in the United States and because of this they have been denied their civil rights more than any other minority group(source 12). During the Civil Rights Movement, it wasRead MoreFacebook Privacy And The Privacy Essay1835 Words   |  8 Pages Facebook Privacy As technology advances in social media websites such as Facebook (Facebook.com) have grown and become a platform for over 1.7 billion users around the world. Facebook may be used for many individuals to display their life on the internet and connect with others. Facebook being a part of many people s life opens a controversial topic about how some employers during job interviews will ask for a prospective employee s Facebook username and password. Many Facebook users may findRead MoreFacebook Privacy And The Privacy Essay1869 Words   |  8 Pages Facebook Privacy As technology advances, social media websites such as Facebook have grown and become a platform for over 1.7 billion users around the world. Facebook may be used for many individuals to display their life on the internet through pictures and word statuses to connect with others. Being a part of many people s lives, Facebook opens a controversial topic about how some employers during job interviews will ask for a prospective employee s Facebook username and password. Many FacebookRead MoreEssay on Privacy on the Internet1281 Words   |  6 PagesPrivacy is mentioned in the Bill of Rights, but in which amendment does privacy on the Internet fall. In the website â€Å"The Right of Privacy† it says that â€Å"The U.S. Constitution contains no express right to privacy† (n. pag.). Freedom of religion is given to us in the First Amendment. The Fourth Amendment protects you from searches and seizures unless the officials possess a warrant. The Fifth Amendment gives us the r ight to interpret the first eight amendments in ways that can protect the people.

Negative Consequences of Sterotyping - 2197 Words

If someone was to describe a person as tall and athletic, you could assume that person to be either male or female. If added to that description was that they liked to dance and wore tight clothing, one might lean more to the thought of the person being a female. If still nothing was said about their gender, but it was also stated that the person was wearing a tight pair of shorts and a hot pink crop top shirt that exposed their stomach, almost everyone would assume a female was being described. However, if you were to drive down Archer, or 13th street in Gainesville Florida at the right time you would possibly have to do a double take at the person performing on the side of the road. All of the descriptions listed above are describing a†¦show more content†¦Of course, not all rich people are cold and not all poor people have big hearts, which is the case with all stereotypes, not everyone actually falls into the group you may categorize them into. It is thought that stereot ypes are a set of group beliefs and that frequently those who socialize together tend to share the same set of stereotypes. Stereotypes can serve as a cognitive function on an interpersonal level, as well as a social function on an intergroup level. For stereotyping to work in an intergroup situation an individual must see themselves as part of a group and being a part of the group must be important to that individual. Craig McGarty, Russell Spears, and Vincent Y. Yzerbyt (2002) argued that the cognitive functions of stereotyping are best understood in relation to its social functions, and vice versa. The next question to ask ourselves is, why do stereotypes form? If how stereotypes form stems either from being a learned behavior or as a way for us to group information, why do they persist even when we know better? Research has shown that stereotypes can develop based on a cognitive mechanism known as illusory correlation, which is an erroneous inference about the relationship between two events. If two events that are statistically infrequent occur at the same time observers will overestimate the frequency at which these events occur together. EventsShow MoreRelatedThe Relationship Between Socio-Economic Status and Academic Achievement 2604 Words   |  11 Pagesis more likely to be headed by a parent who is single, has low educational attainment, is unemployed, has low earning potential, and is young. These parental attributes, separately or in combination, might account for some of the observed negative consequences of poverty on children. These factors have greater impact on students in relation to the timing at which students become poor, the depth of the impoverishment, and the duration of childhood. Each of these factors adds to the complexity of theRead MoreExploring Structural Change in Uk Economy and Labour Market Inequality in London6203 Words   |  25 Pagesto show preferences to achieve lower cost hiring, for example seeking to avoid maternity pay, resulting in maternal profiling (Erickson 2009). Employers show a tendency to hire from groups who typically exhibit ‘good characteristics’, a form of sterotyping that leads to prejudice. When prejudice is acted upon, unfair discrimination takes place (Erickson et al 2009). Preference is further emphasized by queuing theory where few successes allow entire ethnic groups to gain access to professions, leading

A Rhetorical Analysis of Repent Harlequin! Said the...

Conformity. Noah Webster defines it as action in accordance with prevailing social standards, attitudes, practices, etc.. When a man conforms he displays obedience towards the regulations of the society into which he has been planted. Harlan Ellison writes of conformity in his epic entitled Repent Harlequin! Said the Ticktockman. And it is through his piece that he paints the idea of non-conformism. Ellison implements in media res organization, crafts a programmed society, interpolates monotonous diction, and alludes to Thoreaus Civil Disobedience in respect to serving society; all in an effort to stir in readers the true danger that goes hand in hand with depravity in leadership, while also magnifying the importance of a single†¦show more content†¦Ellison is paralleling this particular society to that of a Cuba, an Iraq, a North Korea. We as readers know very well the dangers of this type of organization. We recognize its flawed nature, its obvious need of repair and refor m. We know that this type of systematic totalitarian rule is neither acceptable nor free from imperfection. Ellison elects to employ bleak, mechanical diction juxtaposed with glimmers of uniqueness in order to contrast the ideas of individuality and uniformity. He begins by offering us the dark and bland description of this society by using words such as cubicles of the hierarchy[2],metronomic[2], and practiced motion[3]. Line after line is sprinkled with bleakness as the reader finds no appeal in the conforming society. He then juxtaposes the mechanical and uniform diction with that of color, joy, and hope. This is first expressed in the mention of jelly beans[4]. This particular word appeals to the emotions of the reader and brings out feelings of happiness, fun, and uniqueness. We favor the Harlequin over the Society. We grow fond of what he represents. This is only furthered later on in the tale as Ellison continues to insert a plethora of diction choices that further darken the corrupt totalitarian regime. Ellison also conveys the idea of repetition through the phrase And so it goes. And so it goes. And so it goes[5].

Everyday Use contrasting family members essay Example For Students

Everyday Use contrasting family members essay Through contrasting family members and views in Everyday Use, Alice Walker illustrates the importance of understanding our present life in relation to the traditions of our own people and culture. Using careful descriptions and attitudes, Walker demonstrates which factors contribute to the values of one s heritage and culture; she illustrates that these are represented not by the possession of objects or mere appearances, but by one s lifestyle and attitude. In Everyday Use Walker personifies the different sides of culture and heritage in the characters of Dee and the mother (the narrator). Dee can be seen to represent a materialistic, complex, and modern way of life where culture and heritage are to be valued only for their trendy-ness and aesthetic appeal. Mother on the other hand, represents a simple content way of life where culture and heritage are valued for both its usefulness as well as its personal significance. The story clearly endorses Mama s simple, unsophisticated view of heritage, and shows disdain for Dee s materialistic connection to her heritage. We will write a custom essay on Everyday Use contrasting family members specifically for you for only $16.38 $13.9/page Order now This is demonstrated from the outset of the short story, we learn very quickly that the mother (narrator) has inherited many customs and traditions from her ancestors. She describes herself as a large big-boned woman with rough man-working hands (485). She also describes here various abilities including, I can kill and clean a hog as mercilessly as a man I can work outside all day, breaking ice to get water for washing. I can eat pork liver cooked over the open fire minutes after it comes steaming from the hog. One winter I knocked a bull calf straight in the brain between the eyes with a sledgehammer and had the meat hung up to chill by nightfall. (485) While these feats are not extraordinary, Walker exemplifies what Mother has learned from her ancestors, and that being resilient and tough is a part of her heritage. Mother is very proud of her abilities and accomplishments. Mrs. Johnson, the mother, describes Dee as light skinned with nice hair and a full figure (486). She recounts Dee s childhood and her appreciation of nice things. She was not the least upset when the family home burned to the ground while she was just a girl, Why don t you do a dance around the ashes? I d wanted to ask her. She had hated the house that much. (486) Dee s character in the story is a direct relation to any number of people in society that do not know or are confused about their heritage. She is struggling to create an identity for herself, and is confused as to what it encompasses. She grasps at African tradition and culture, yet fails to acknowledge her own African American culture. This happened all over America, particularly in the North, in the 1960 s, following the civil rights movement. Dee is misconstruing her heritage as material goods, as opposed to her ancestor s habits and way of life. This may be due in part to her leaving her hometown and becoming an educated, sophisticated young woman. Dee s direct heritage is that of African Americans. When Dee informs her mother and Maggie she has changed her name she states, I couldn t stand it anymore, being named after the people that oppress me. (488) Dee s mother is quick to point out that Dee is in fact named after her aunt, who was named after her grandmother. While Dee may not be an African name it is based on ancestors, tradition, and the heritage of the Johnson family. Dee discards this name in favor of an African name, Wangero, that, although is African, is not directly related to her heritage. It has not been passed down through generations, nor does it symbolize anything directly related to her family. The contradiction of culture and heritage becomes more evident as the quilts are introduced into the story. While the Johnson s sit down to lunch, Dee begins to admire the butter churn and the dasher. .u292a0b368d3d19fe7f72e2fd5aadf0d8 , .u292a0b368d3d19fe7f72e2fd5aadf0d8 .postImageUrl , .u292a0b368d3d19fe7f72e2fd5aadf0d8 .centered-text-area { min-height: 80px; position: relative; } .u292a0b368d3d19fe7f72e2fd5aadf0d8 , .u292a0b368d3d19fe7f72e2fd5aadf0d8:hover , .u292a0b368d3d19fe7f72e2fd5aadf0d8:visited , .u292a0b368d3d19fe7f72e2fd5aadf0d8:active { border:0!important; } .u292a0b368d3d19fe7f72e2fd5aadf0d8 .clearfix:after { content: ""; display: table; clear: both; } .u292a0b368d3d19fe7f72e2fd5aadf0d8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u292a0b368d3d19fe7f72e2fd5aadf0d8:active , .u292a0b368d3d19fe7f72e2fd5aadf0d8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u292a0b368d3d19fe7f72e2fd5aadf0d8 .centered-text-area { width: 100%; position: relative ; } .u292a0b368d3d19fe7f72e2fd5aadf0d8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u292a0b368d3d19fe7f72e2fd5aadf0d8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u292a0b368d3d19fe7f72e2fd5aadf0d8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u292a0b368d3d19fe7f72e2fd5aadf0d8:hover .ctaButton { background-color: #34495E!important; } .u292a0b368d3d19fe7f72e2fd5aadf0d8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u292a0b368d3d19fe7f72e2fd5aadf0d8 .u292a0b368d3d19fe7f72e2fd5aadf0d8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u292a0b368d3d19fe7f72e2fd5aadf0d8:after { content: ""; display: block; clear: both; } READ: Customer Service Representative Morale EssayAlthough she has a brief recollection of Uncle Buddy whittling the churn, she is much more interested in the churn top as a centerpiece for her alcove table. Following lunch Dee re-discovers the quilts. The quilts were composed of an eclectic array of material including, scraps of dresses Grandma Dee had worn fifty years ago. Bits and pieces of Grandpa Jarrell s Paisley shirts. And one teeny faded blue piece that was from Great Grandpa Ezra s uniform he wore in the Civil War. (489) Dee decides she wants the quilts to hang on the wall and deems the priceless. However, Mrs. Johnson clearly remembers offering Dee a quilt to take away for university and Dee proclaiming they were old fashioned and out of style. The argument over the quilts symbolizes the black woman s dilemma in confronting the future. After Mrs. Johnson confirms she is giving the quilts to Maggie, Dee states, You just don t understand Your heritage. (491) Dee believes heritage to be as tangible as a quilt on the wall or a quaint butter churn in the alcove. She is aware the items are hand made by her ancestors, nevertheless remains unaware of the knowledge and history behind them. Mrs. Johnson knows the traditions and history behind the quilts; they put their ancestor s memories to everyday use. While Dee may be working towards a period of enlightenment, she certainly did not demonstrate the insight that may come as she matures. Through Everyday Use Walker shows that culture is neither name changes nor speaking a foreign tongue. One s culture and heritage are taught, from one generation to the next, not suddenly picked up or acquired. A person who possesses real heritage and culture make use of it every day of their life.

Discrimination and Social Care free essay sample

This unit investigates how equality, diversity and rights are central to the effective operation of health and social care services. The unit explores discriminatory practice and its potential effects on patients/service users; the promotion of anti discriminatory practice by, for example, legislation and codes of practice, and the application of this to the health or social care workplace. The knowledge and skills gained from this unit will underpin many of the other units in the qualification and it is essential in preparing you for your period of vocational experience. Summary of Learning Outcomes: To achieve this unit you must demonstrate that you: 1. Understand concepts of equality, diversity and rights in relation to health and social care 2. Understand discriminatory practice in health and social care 3. Understand how national initiatives promote anti-discriminatory practice in health and social care 4. Understand how anti-discriminatory practice is promoted in health and social care settings Unit 2: Equality, Diversity and Rights in Health and Social Care This assignment represents ALL the assessment criteria for the Unit TASK 1 (relevant criteria P1, P2 ) For this task, you need to produce a leaflet for a family from Poland who intend to live in Britain to explain the benefits of living in a culturally diverse society (P1). We will write a custom essay sample on Discrimination and Social Care or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For P2. In your leaflet, you need to explain to the family from Poland the importance for them of staff in health and social care settings promoting equality, recognising diversity and respecting service users’ rights. You must use recognised terminology (language) in the leaflet. You may feel you need to explain the terminology to the family in the leaflet. Hand-in date: 07. 12. 09 Task 2 (relevant criteria P3) This task has been re-written in order to meet the evidence requirements for your Key Skills portfolio, as well as P3, Unit 2 P3 Explain the potential effects of discriminatory practice on those who use health and social care services For this Task, you first need to write an essay of at least 500 words entitled â€Å"Discriminatory Practice in Health and Social Care†. In your essay, you need to consider at least four of the bases of discrimination identified in the Content requirements below and explain why and how discrimination may occur. You then need to look specifically at how certain groups of individuals may be discriminated against within health and care services. In order to do this, you need to research and identify two different documents on this subject, each of at least five hundred words in length. You then need to summarise the information obtained from each document: there is no word length for the summaries. The summaries will be used to form part of your essay’s introduction, body or conclusion. Quotations or references used in your essay must be listed at the end of your work using the Harvard referencing system. This essay, the two pieces of research together with the two summaries, will constitute the 5 pieces of evidence required for your Key Skills portfolio (C2. 2 and C2. 3a). The essay and researched documents need to be at least 500 words in length. Secondly, to meet P3, you need to write a brief report which considers the effects of discrimination on those who use health and care services. You need to include the following effects: marginalisation, disempowerment, low self-esteem and self-identity, restricted opportunities and negative behaviours, such as aggression or criminality. You also need to consider how individuals’ rights may be overridden, for example, by the use of force or power or statutory means (laws). Hand-in date: 15 03. 10 Task 3 (relevant criteria P4, P5, M1, M2, D1) For this Task, you need to produce a handbook or other form of guide for use by staff in a care setting that describes how legislation, codes of practice, rules of conduct charters and organisation policies are used to promote anti-discriminatory practice (P4) For P5, you need to include in your handbook three brief case studies that explain to new members of staff the ways in which they can actively promote anti-discriminatory practice. This means thinking of some situations in health and social care settings where you might actively promote anti-discriminatory practice and explaining them in writing, e. g. explaining to an older person who has just come in to residential care how the home is organised and what kind of service they can expect. Your handbook should include a section that explains the influences of a recent or emerging national policy development on organisational policy with regard to anti-discriminatory practice. (M1) For M2, you need to include an explanation of the difficulties that may be encountered when implementing anti-discriminatory practice. At the end of your handbook (for D1), you need to include an evaluation of how a recent or emerging policy development influences organisational and personal practice in relation to anti-discriminatory practice. Hand-in date: 10. 05. 10 TASK 4 (relevant criteria P6, M3, D2) For this Task, you need to write a short report describing ways of reflecting on and challenging discriminatory issues in health and social care (P6) For the M3 criterion, you need to spend some time thinking about how your own personal beliefs and value systems may have influenced your practice. Then record your thoughts in a short report – remember that when analysing your beliefs and values, you will probably find both positive and negative influences to write about. For D2, write a short evaluation of what you can do, i. e. what practical strategies you can use, to reconcile (bring together)your own beliefs and values with anti-discriminatory practice in health and social care. Hand in date for whole assignment: 21. 06. 10