Card Game Essay Example for Free

Card Game Essay The study was commenced inside the Computer Shop at Dasmarinas, Cavite. After we discussed our first topic we planned to come up with a Card Game as our second topic for the sake of our thesis project in Software Engineer Subject. We picked Card Game as our second topic because we feel that it’s more challenging rather than hunting some companies around Dasmarinas. Some of the reasons why we picked Card Game as our second topic are because in this topic we own our time performing the codes of the program any time before the day of our defence without such pressure. Statement of the Problem From some of the research and data we gathered. We found a few application and websites that is running a similar online game like our propose topic. From what weve seen some major problem that they have is that the game is not quite user friendly. Its difficult to use the control. Because of the lack of visual control buttons. There is also limitation on how many game can it accommodates at the same time. Of course keeping the gamers idle for so long they might lose interest in the game Research Objectives The Objectives of this research is to develop a game that will be entertaining and at the same time, a game that will be educational that may enhance thinking and decision-making skill in the following ways: * To make unique cards in the game that will allow diversity for the players to think of their own strategy. * To ensure that players will have no advantage against each other by making cards balance. * To allow multiplayer (online) for players to play against each other in different parts of the world. Significance of the Study Cardfight vanguard is a trading card game there are also people who wants to experience playing this game but doesnt have the luxury of buying the needed cards and also looking for people to play with. Since people now are more often browsing the internet people who want to play Vanguard can play the game without buying the necessary cards needed and having to worry of looking for someone to play with. Conceptual Framework * PHP Hypertext Preprocessor. * Randomized * Easy access * Less hassle Electronic Trading Card Game The model above explains on what and how will be the process of the study. Trading Card Game is a game played using specially designed sets of playing cards. While trading cards have been around for longer, TCGs (Trading Card Games) combine the appeal of collecting with strategicgameplay, but in our study we will do it in a different way by using PHP Hypertext Pre-processor as our scripting language for this study and for our main function for this logical game is the random() function. The researchers will assure an easy access program for the user and it lessens hassle because rather than bringing your deck of cards using your bare hands, just bring your portable computer and start playing the game on your most comfortable place.

Impact of Boxer Rebellion on Chinas World Relations

Impact of Boxer Rebellion on Chinas World Relations What impact did the Boxer Rebellion have  on China’s relations with the rest of the world? The Boxer Rebellion instigated an unprecedented coordinated military response from international powers after The Righteous and Harmonious Fists more commonly known as the Boxers had mutilated and slaughtered thousands of Chinese Christian converts, Western missionaries and foreign nationals.[1] The atrocities occurred between 1898 and 1900 when the Boxers began targeting their perceived enemies in the Shandong region of China before spreading north to Beijing. The Boxers could not differentiate between the Christian missionaries’ desire to proselytise China’s peasants and forced westernisation. This paper contends that the Boxer Rebellion both wounded and opened relations between China and the outside world. Clearly, the discriminate violence of the Boxers shocked and angered the international community.[2] Therefore, far from achieving their objective of purging China from globalisation and the westernisation of Chinese peasants, it caused the world to hone in on Chin a. Inadvertently the Boxer Rebellion opened international relationships with China and the outside world. Countries like the United States refrained from argumentative dialogue and began to have meaningful diplomatic discussions with the Chinese government. Nevertheless, the Boxer Protocol, signed in 1901, seriously affected China’s relationship with the world. The protocol virtually bankrupted China’s economy. The Qing Dynasty was forced to pay three hundred and thirty three million United State dollars indemnity to foreign countries affected by the Boxer’s violence.[3] The Boxer Rebellion like the majority of insurrections has no narrative from the insurgents. The historiographies of rebellions are a combination of texts of victims, politicians, historians and other academics as in the case the Boxer Rebellion. The majority of eyewitness accounts are usually anonymous but reveal the harsh reality of death associated with insurrections. Cohen gives a perfect ex ample of this when he cites an eyewitness account of a Chinese individual who witnessed the scene of death during the Boxer Rebellion in Tianjing in 1900, the eyewitness describes the atrocities of the rebellion, they declare, ‘There are many corpses floating in the river. Some were without heads, others were missing limbs. The bodies of women often had their nipples cut off and their genitalia mutilated†¦ There were also bodies in shallow areas by the banks with flocks of crows pecking away at them. The smell was so bad we had to cover our noses the whole day. Still, no one came out to collect the bodies for burial. People said that they were all Christians who had been killed by the Boxers and the populace dare not get involved.’[4] Boyd contends that ‘most Westerners went to China to make money or to make converts.’[5] Neither reason was popular with the Righteous Harmonious Fists (Boxers). They viewed themselves as representatives of the Chinese peasantry and rigorously opposed all foreigners. Although, by the end of the nineteenth century, China’s population had reached three hundred and fifty million the majority of Chinese peasants had never encountered foreigners or Western missionaries.[6] Nevertheless, the Boxers held a strong belief that foreigners and Christian missionaries were responsible for the breakdown in the fabric of simple Chinese peasant society and they dishonoured their traditional spiritual and community. Furthermore, the Boxers attributed China’s natural disasters such as flood, drought and famine to the corruption of Christianity. Drought followed the great flood of the Yellow River in 1898 and left two million peasants starving and desperate. The Boxers a bott om up organisation without official leadership saw themselves as representatives of the peasantry in the Shandong region of northern China.[7] Likewise, the missionaries imposed power in the villages they occupied and they were involved in legal decision-making. The missionaries infuriated the Boxers even more because they were not just content to proselytise Christianity they also rejected Confucianism.[8] Harrison contends that the Boxers believed Catholic missionaries posed the greatest threat to Chinese morality. She argues that the Boxers targeted villages where the well-established Catholic missionaries had taken on the role of officials. The Boxers believed that because central government had failed to tackle the issue of village politics and moral issues they would take the law into their own hands.[9] However, this argument is neutralised by the excessive violence and murder of Catholics committed by the Boxers in the villages of central Shanxi.[10] The Boxers believed they were impervious to pain; they could withstand attack from both sword, and bullet. Their strange beliefs made them merciless fighters and a therefore a dangerous enemy of foreigners, Chinese Christian converts and missionaries. Even if their beliefs were well founded and justifiable, their methods of resolving their perceived problems were inexcusable and crude.[11] The Boxers fervent mystical beliefs are not a new phenomenon because allegedly, in preceding years Chinese peasants had experienced similar supernatural powers following natural disasters. Male peasants believed that they acquired special ‘religious’ spiritual powers to overcome the disasters.[12] However, the Boxers method of dealing with the threat was incomprehensible. Fleming’s contentious claim that at the beginning of the Boxer regime, ninety percent of the Boxers were just peasants in ‘fancy dress’ is debateable. However, he declares that as time went by thei r ‘sartorial costume’ of red and yellow turbans and sashes became less important and the majority of Boxers held strong political ideologies.[13] Following the suppression of the Boxer’s by the international counterinsurgency force,[14] each nation affected by Boxer violence sought retribution. However, some nations were less harsh than others were. For example, the United States highlighted this in their response. Secretary of State John Hay fearing China’s partition by European nations following the Boxer Rebellion issued a memorandum in July 1900 to those countries affected by the rebellion. Hay suggested that they should continue to support China’s ‘administrative and territorial integrity.’[15] In reality the United States were protecting their own trading interests in China. Furthermore, the United States practised a strict anti-imperialistic foreign policy.[16] However, the United States outward support of the Qing Dynasty was a contradiction of their policies towards Chinese immigrants. Ironically, the Chinese Exclusion Act 1882 and the Geary Act 1892 effectively prevented Chinese peop le from entering America.[17] After the suppression on the Boxer Rebellion, China supported American military presence in Beijing to repel any further rebellions following the defeat of the Boxers. The United States politely refused and withdrew from China in October 1900. The commander of the American counterinsurgency force stated, ‘Let us hope that this generous, charitable, and magnanimous treatment of the vanquished may prove an example to the nations of the world, and a step forward in the world’s progress toward a higher and nobler humanity. We are glad to know that this work is appreciated to you. It is needless to tell you, however, that the United States does not maintain an army for the purpose of furnishing the city of Peking with good municipal government, and as a business proposition your appeal for the United States forces to remain longer in Peking has little to stand upon.[18] Britain was slow to respond to the Boxer Rebellion.[19] However, retrospectively the Boxer Rebellion caused Britain to adopt a more vigorous foreign policy. Indeed, because of the inadequacies of the Prime Minister and Foreign Secretary Lord Salisbury in dealing with the Boxer Rebellion, the Conservative government made significant changes to the Diplomatic Service.[20] Sir Claude MacDonald the British minister in Beijing despite being fully aware of the Boxers violence against foreigners, Christian converts and missionaries in northern China refused to contemplate that the Boxer would spread across China.[21] Indeed, Otte contends that Britain’s blasà © attitude to the Boxer violence only changed after the siege of Beijing legation district that began on June 14th 1900. For fifty-five days, the Boxers laid siege to the square mile legation district in Beijing.[22] When the multilateral counterinsurgency force finally arrived in Beijing in August 1900, they displayed to the world for the first time that a sense of unity was possible. The multilateral force consisted of all the nations who had personnel in the legation. The force consisted of approximately twenty thousand troops. The Japanese were the dominant force with ten thousand troops. Japan demonstrated to China and the world that the importance of China was truly international and not just Eurocentric.[23] Furthermore, the multilateral force with the aim of rescuing the personnel and their families from the Beijing Legation district were given different instructions from their governments. German emperor Kaiser Wilhelm II commanded his troops to show no mercy to the Boxers after they had murdered the German Minister in Beijing Baron von Ketteler. The Kaiser declared to his troops before they left Bremerhaven, ‘Just as the Huns a thousand years ago, under the leadership of Attila, gained a reputation by virtue of which they still live in historical tradition, so may the name of Germany become known in such a manner in China, that no Chinese will ever again to look askance at a German.’ [24] Clearly, the Boxer Rebellion affected relations with Germany and this was borne out by the first point in the Boxer Protocol, it declared, ‘†¦Ã¢â‚¬ ¦.Prince of the First Rank, Chun, was appointed Ambassador of His Majesty the Emperor of China, and directed in that capacity to convey to His Majesty the German Emperor the expression of the regrets of His Majesty the Emperor of China and of the Chinese Government at the assassination of his Excellency the late Baron von Ketteler, German Minister†¦Ã¢â‚¬ ¦. The Chinese Government has stated that it will erect on the spot of the assassination of his Excellency the late Baron von Ketteler, commemorative monument worthy of the rank of the deceased, and bearing an inscription in the Latin, German, and Chinese languages which shall express the regrets of His Majesty the Emperor of China for the murder committed†¦[25] The first article of the Boxer Protocol clearly highlights China’s humiliation. Germany like other governments wanted to punish and embarrass China after the Boxer Rebellion. The proceeding articles in the protocol all required apologies, monument erections, the destruction of Chinese arms and fortresses, and the forfeiture of land to foreign powers.[26] However, as previously mentioned, the most damaging article in the protocol was the three hundred and thirty three million dollar indemnity with four percent interest. Undoubtedly, the multilateral troops took revenge on the Boxers and their supporters, Boyd contends that rumours of looting, rape, and torture committed by multilateral troops spread throughout Beijing. [27] Schoppa argues that the Boxer Protocol is the lowest point in Chinese international relations and their ultimate humiliation. The protocol signed on the 7th September 1901 between China and the Powers of Germany, Austria-Hungary, Belgium, Spain, United State s, France, Great Britain, Italy, Japan, Netherlands, and Russia was yet another unequal treaty that humiliated the Chinese government. The terms of the protocol not only restricted China’s domestic privileges, they increased foreign interests in China. Therefore, the fifty years of humiliation that began with China’s defeat in the Opium Wars extended into a new millennium. Therefore, the Boxer Protocol crippled Chinese spirit, economy and international prestige.[28] Although, the Boxer Rebellion and the consequent protocol severely damaged China domestically and their international reputation it instigated the dismantlement of their biggest burden, the corrupt Qing Dynasty. The Empress Dowager Cixi deceived the international community by pretending that her troops were suppressing the Boxers. However, the reality was that she despised foreign intervention as much as the Boxers did. She cleverly encouraged the Boxers to turn the Chinese peasantry and country against the foreigners. The Boxers declared ‘Support the Qing, destroy the Foreigners.’ Foreigners included missionaries and Chinese Christian converts. As Esherick contends, the Boxer Rebellion was not a true rebellion, as they did not oppose the Chinese Qing government.[29] The rebellion failed to resemble the excepted definition as ‘an organized armed resistance to an established ruler or government.’[30] Once the Qing dynasty realised that counterinsurgency would overthrow the Boxers they soon renounced their involvement so they could continue in the eyes of the West as a legitimate government.[31] However, inevitably the Boxer Rebellion demonstrates that China’s international relations were damaged by the more primitive actions the Boxers and the more sophisticated and sinister intervention of the Qing Dynasty.[32] In conclusion, the Boxer Rebellion clearly left an indelible mark on China both domestically and internationally. The ruthless action of the Boxers against foreigners, Chinese Christian converts, and missionaries was viewed by the outside world as unjustified and inexcusable. The Boxers clearly believed that they were acting in the best interests of peasants who made up the majority of the Chinese population. Their violent activities led to the Boxer Protocol in 1901 that almost bankrupted China through the huge financial reparations. The further articles of the protocol heaped further humiliation on China and allowed international powers access to prominent trading areas. However, arguably inadvertently the Boxer Rebellion prevented China from being colonised by major international powers. The Boxer Rebellion undoubtedly stirred the United States to intervene in order to save their trading rights in China. They sent a clear message to Britain, Germany, France, Italy, Japan, and Russ ia to support China’s administrative and territorial integrity. Furthermore, the Boxer Rebellion was the catalyst for disintegration of the dishonest Qing Dynasty. Although, the Qing Dynasty under Empress Dowager Cixi supported the Boxers it was not to protect the interests of China’s peasantry. Even though the Boxer Rebellion eventually instigated improved foreign diplomacy, it is indisputable that their actions not only led to the massacres of foreigners, Chinese Christians and missionaries it led to thousands of deaths of their own people. The international counterinsurgency forces showed no mercy when they exacted retribution on the Boxers and their sympathisers. The ease in which the Boxers and Imperial guard were defeated by the multilateral counterinsurgency forces compelled the Chinese government to modernise their military. The Boxer Rebellion reiterated the Eurocentric ideology that the Chinese are uncivilised. Furthermore, the rebellion alienated the western community from China even though it inadvertently improved international diplomacy and rid China of the corrupt Qing Dynasty that ultimately led to China becoming a republic in 1912. The ease in which the Boxers and Imperial guard were defeated by the multilateral counterinsurgency forces compelled the Chinese government to modernise their military. Bibliography Books Boyd, J., A Dance with Dragon. The Vanished of Peking’s Foreign Policy (London: I. B. Tauris Co. Ltd, 2012). Cashman, D., America in the Age of the Titans: The Progressive Era and World War I (New York: New York University Press, 1998). Cohen, Paul, in ‘Humanising the Boxers’, in Bickers, R. Tiedemann, R. (eds), The Boxers, China, and the World (Plymouth: Rowman Littlefield Publishers Ltd, 2007), pp. 179-197. Cullinane, M., Liberty and American Anti-Imperialism: 1898-1909 (New York: Palgrave MacMillian, 2012). Durschmeid, E,. Beware the Dragon, China: 1,000 Years of Bloodshed (London: Carlton Publishing Group, 2008). Esherick, J., The Origins of the Boxer Uprising (Oakland: University of California Press). Fleming, P., The Siege at Peking (Edinburgh: Birlinn Ltd, 2001). Harrison, Henrietta, in ‘Humanising the Boxers’, in Bickers, R. Tiedemann, R. (eds), The Boxers, China, and the World (Plymouth: Rowman Littlefield Publishers Ltd, 2007), pp. 1-15. Otte, Thomas, ‘Heaven knows where we shall finally drift’: Lord Salisbury, the Cabinet, Isolation, and the Boxer Rebellion’ in Kennedy, G. Neilson, K. (eds), Incidents and International Relations: People, Power, and Personalities (Connecticut: Praeger Publishers, 2002). Schoppa, K., The Columbia Guide to Modern Chinese History (New York: Columbia University Press, 2000). Seonnichsen, J., The Chinese Exclusion Act of 1882 (Santa Barbara: Greenwood Publishing Group, 2011). Spence, J., The Searching of Modern China (London: Century Hutchinson Ltd, 1990). Steiner, Z., The Foreign Office and Foreign Policy, 1898-1914 (Cambridge: Cambridge University Press, 1970). Journals Oulett, ‘Multinational counterinsurgency: the Western intervention in the Boxer Rebellion 1900-1901’ Small Wars Insurgencies. 20: 3.4 (2009): pp. 507-527. Radio broadcast Bragg, M., ‘The Boxer Rebellion’ In our Time. BBC radio 4 archive broadcast (21.30, 9 March 2009) Internet source ‘Rebellion.’ Oxford English Dictionary (03 April 2014). Available online: http://www.oed.com/view/Entry/159201?isAdvanced=falseresult=1rskey=nNKkrE Date accessed: 02 April 2014. ‘Boxer Protocol, 1901, Peace Agreement between the Great Powers and China 09/07/190’ (03 April 2014) Available online: http://china.usc.edu/(S(ivfmlzuvquerbb45edthpbze)A(irVj2QZVywEkAAAAYWQzZmNiZGMtZTBhNC00MDc1LTg5ZTItOGQ4OGU4MGI0NTk3Uo36FF2grKtLe_4GD64z6sKQqsw1))/ShowArticle.aspx?articleID=420 Date accessed: 03 April 2014 1 [1] Oulett, ‘Multinational counterinsurgency: the Western intervention in the Boxer Rebellion 1900-1901’ Small Wars Insurgencies. 20: 3.4 (2009): p. 511. [2] Durschmeid, E,. Beware the Dragon, China: 1,000 Years of Bloodshed (London: Carlton Publishing Group, 2008)p. 172. [3] Spence, J., The Searching of Modern China (London: Century Hutchinson Ltd, 1990), p. 235. [4] cited by Cohen, Paul, in ‘Humanising the Boxers’, in Bickers, R. Tiedemann, R. (eds), The Boxers, China, and the World (Plymouth: Rowman Littlefield Publishers Ltd, 2007), p. 186 [5] Boyd, J., A Dance with Dragon. The Vanished of Peking’s Foreign Policy (London: I. B. Tauris Co. Ltd, 2012), p. xvi. [6] Fleming, P., The Siege at Peking (Edinburgh: Birlinn Ltd, 2001), p. 36. [7] Bragg, M., ‘The Boxer Rebellion’ In our Time. BBC radio 4 archive broadcast (21.30, 9 March 2009) [8] Ibid. [9] Harrison, Henrietta, in ‘Humanising the Boxers’, in Bickers, R. Tiedemann, R. (eds), The Boxers, China, and the World (Plymouth: Rowman Littlefield Publishers Ltd, 2007), p. 12 [10] Harrison, Henrietta, in ‘Humanising the Boxers’, p. 7 [11] Oulett, ‘Multinational counterinsurgency: the Western intervention in the Boxer Rebellion 1900-1901’, p. 508. [12] Bragg, M., ‘The Boxer Rebellion’ In our Time [13] Fleming, The Siege at Peking, p.36. [14] Oulett, ‘Multinational counterinsurgency: the Western intervention in the Boxer Rebellion 1900-1901’, p. 508. [15] Cashman, D., America in the Age of the Titans: The Progressive Era and World War I (New York: New York University Press, 1998), p.436. [16] Cullinane, M., Liberty and American Anti-Imperialism: 1898-1909 (New York: Palgrave MacMillian, 2012), p. 4. [17] Seonnichsen, J., The Chinese Exclusion Act of 1882 (Santa Barbara: Greenwood Publishing Group, 2011), p. xiv. [18] cited in Oulett, ‘Multinational counterinsurgency: the Western intervention in the Boxer Rebellion 1900-1901’. p. 518. [19] Otte, Thomas, ‘Heaven knows where we shall finally drift’: Lord Salisbury, the Cabinet, Isolation, and the Boxer Rebellion’ in Kennedy, G. Neilson, K. (eds), Incidents and International Relations: People, Power, and Personalities (Connecticut: Praeger Publishers, 2002), p. 30. [20] Steiner, Z., The Foreign Office and Foreign Policy, 1898-1914 (Cambridge: Cambridge University Press, 1970), p. 180. [21] Otte, Thomas. ‘Heaven knows where we shall finally drift’: Lord Salisbury, the Cabinet, Isolation, and the Boxer Rebellion’, p. 26 [22] Otte, Thomas. ‘‘Heaven knows where we shall finally drift’: Lord Salisbury, the Cabinet, Isolation, and the Boxer Rebellion’, p. 29 [23] Bragg, M., ‘The Boxer Rebellion’ In our Time [24] Fleming, The Siege at Peking, pp. 135-136 [25] ‘Boxer Protocol, 1901, Peace Agreement between the Great Powers and China’ (09/07/1901). Available online: http://china.usc.edu/(S(ivfmlzuvquerbb45edthpbze)A(irVj2QZVywEkAAAAYWQzZmNiZGMtZTBhNC00MDc1LTg5ZTItOGQ4OGU4MGI0NTk3Uo36FF2grKtLe_4GD64z6sKQqsw1))/ShowArticle.aspx?articleID=420 Date accessed: 03 April 2014 [26] Fleming, The Siege at Peking, pp. 250-251 [27] Boyd, J., A Dance with Dragon. The Vanished of Peking’s Foreign Policy, p. 22. [28] Schoppa, K., The Columbia Guide to Modern Chinese History (New York: Columbia University Press, 2000), p. 171. [29] Esherick, J., The Origins of the Boxer Uprising (Oakland: University of California Press), p. xiv. [30] ‘Rebellion.’ Oxford English Dictionary. 2014, Available online: http://www.oed.com/view/Entry/159201?isAdvanced=falseresult=1rskey=nNKkrE Date accessed: 02 April 2014. [31] Ibid. [32] Esherick, The Origins of the Boxer Uprising, p. 312

The Effects Of Globalisation On Education

The Effects Of Globalisation On Education In this modern era, the term Globalisation is used, accepted and treated famously in most part of the world. Even though the word may not be a particularly sophisticated or attractive word, but there are massive numbers of debates happening around the world relating to the globalisation issue. According to Giddens (1999, p. 7), I have not been to a single country recently where globalisation is not being intensively discussed. Referring to his comment on the popularity of the term globalisation that is made in 1999, I think I could imagine and assume logically of how famous the term would be now. Hence, in this essay, I will discuss the effects of globalisation on education in which specifically focusing on the question whether globalisation really helps to improve education or it actually hinders the true meaning of education. To answer this question, this essay will be divided into a few sections starting from a brief explanation of globalisations and educations background follow b y the effects of education and conclusion. In this essay I will first point out the effects of globalisation on education both positively and negatively not only for industrialised countries but also for underdeveloped countries around the world. This essay also will show the variation of my point of view as I have different perceptions for each aspect. 1. What is globalisation and education? Globalisation has actually existed since long time ago. Based on the Human Development Reports 1990 2000 by Peace Child International, globalisation has existed since the sixteenth century when Britain, France, Spain and the Netherlands started to colonise other countries around the world by conquering, occupying and exploiting them in order to gain profit for themselves (2002, p. 42). However, even when those colonial empires broke down during the twentieth century, the inequality and injustice of colonialism have set the stage for the on-going disparities in the world today. The globalisation that is happening today is actually interrelated with the colonisation that happened before. Some people also said that globalisation is the incarnation of colonisation. The globalisation happening now is very different from the colonial era because, as HDR 1999 explains, it is shaped by new actors, new rules, new markets and new tools each of which creates opportunities but also new challenges (Peace Child International, 2002, p. 42). As the new globalisation is one of the most debated issues nowadays, it is mentioned and discussed everywhere by nations leaders, educators, bloggers, businessman, reporters and even by blue collar workers and any people on the streets. Remarkably, for being so widely used, it is hardly to find a precisely agreed definition. Globalisation as defined in Collins English Dictionary is a trend towards the existence of a single world market dominated by multinational companies (2008). Another brief definition of globalisation that brings similar meaning suggests by Porter (1999, in Mortimore, 2001, p. 230), which is the process by which the peoples and nations of the world are increasingly drawn together into a single entity. Both definitions mentioned above show that globalisation is something that attracts people and nations towards something that is new and in trend. However, these two are among the sources that define globalisation as positive and as general as they are. In fact, ther e are still a lot more definitions of globalisation being discussed around the world. This is because different definitions would come from different point of views. As being mentioned before of how famous the term is, it would not be a surprise if the meaning of the term is hardly to be determined (Giddens, 1999). Fortunately, apart from the general definitions mentioned previously, there is one definition of globalisation that attracts me and helps me to understand the term better. The definition is taken from Waks (2006, as cited in Parjanadze, 2009, p. 84). Waks defines globalisation as: The process whereby market exchange relationships and multimedia telecommunications capabilities spread from the core of economically and technologically developed nations to other regions of the world, facilitating the flow of goods, services, and people across national borders, this process being stimulated by, while in turn reinforcing, an image of the world as a unified whole and humanity, despite its cultural diversity and continuing differentiation, as a single global society, while also generating resistance and violent opposition from those excluded from this imagined global society (2006, as cited in Parjanadze, 2009, p. 84). On the other hand, according to Collins English Dictionary, education is defined as the way of gaining knowledge and understanding which is through the process of learning (2008). Collins English Dictionary also defines education as the system of teaching people at school or university (2008). In general, when we hear or come to think of the word education, automatically it reminds us of our school, teachers, friends and other memories that happened and related to our learning phase. Globalisation: Threats or Opportunities for education? As mentioned before, the term globalisation has been defined to a variety of interpretations by different people. Similarly, the judgement of the effects of globalisation has been made differently too. Some people may think that globalisation is like a new wave of modernisation that helps everyone to live a better life. On the other hand, there are also people who aware that not everything from globalisation will benefit them. Though globalisation may simply mean global interconnectedness, but it includes a number of intertwined and complex technological, economic, environmental, cultural and political processes. Hence, there is no definite agreement about the nature of the phenomenon because the perceptions on the effects of globalisation may vary from person to person depending on their worldview and personal experience. According to Parjanadze (2009, p. 79), The concepts of globalisation, nation state and education are closely intertwined. Hence, both globalisation and education will actually affecting each other whether be it positively or negatively. So, I have come to a good question, Does globalisation really helps to improve education or it actually hinders the true meaning of education? The effects of globalisation on education: Smaller globe of education Throughout the globalisation era, globalisation has somehow helped to change the whole worlds perceptions of education. Once, it was not only difficult to get an opportunity to study abroad, but it was close to impossible for one to get out from their village to learn something out of their communitys and societys norm. Our great ancestors, they were educated at home where they learned basic living skills as a preparation for them to live their life well. Years after years, as the world has transformed dynamically, schools and other learning centres are built in order to cater for a better education purpose. Now, not only there are massive numbers of education centres, but also we have been exposed to a lot easier and conducive ways to learn something whether be it new or old knowledge. If once, it was close to impossible for one to earn knowledge because of lack of exposure and location, fortunately now globalisation has helped to reverse the situation. Now everyone can learn is one of my teacher famous phrases when he would like to lift our spirit in learning something new. He used to use that phrase repeatedly to show how everyone will get the opportunity to earn knowledge easily, to appreciate the chances that we have nowadays compare to our parents and ancestors times. To explain this further, the aspects that will be enlightened in order to show the effect of globalisation on education are in term of the revolution of technology as well as the shortcut of education. I chose to emphasis on these two aspects as I find both are important aspects and they are closely related to each other in defining globalisation as well as in presenting of how they have affected education. 4.1 The revolution of technology As the result of globalisation, the world nowadays has faced the dramatic revolution of technology. In the shortest amount of time, lots of high technology or also known as high tech stuff and services are being invented and developed. High tech means the most  advanced technology currently obtainable, the technology that is at the cutting edge. The introduction of computers, television, internets, radios, notebooks, e-books, email and a lot more high tech stuff has made learning process more convenient. The invention and evolvement of the high tech stuff and services are especially useful for educators. It is easier for the educators to teach, transfer and share the knowledge with their learners not only in their specific classroom, but with any learners in the world. The emergence of this leads to the smaller globe of education where everyone from any part of the world could access the knowledge provided from another part of the world easily. Based on Giddens who points out that instantaneous electronic communication is not just a way in which news or information is conveyed more quickly (1999, p. 11). Giddens further adds that the existence of the electronic communication modifies and gives a lot of impacts to both rich and poor peoples life. As result of instantaneous communication, education is now can be easily accessible and transferrable as the famous saying goes education is now at the tips of everyones fingers. This is supported by Abdul Razak (2011, p. 62) in which he mentions that The emergence of technology-mediated learning has revolutionised the teaching and learning process. According to him, the technology-mediated learning by using the high tech stuff has helped in the distribution of information and knowledge to millions around the world (2011). On the other hand, although Abdul Razak agrees that with the help of technology has enhanced the learning processes, he also disagrees as he feels that when people rely too much on technology throughout their learning process, the downside of it is that the person will eventually lose the true essence of learning which is via interactive communication with the knowledge source as well as with other learners. This is because, when learning via technology medium such as websites, emails or any virtual learning system, the interaction between people/society/community will be cut off as the learning process will be more personalised between the learners and the technology medium only. The idea of how lack of interaction can be a downside for a person has been anticipated long time ago by a well-known psychologist named Fromm (Abdul Razak, 2011, p.62). The idea is: Modern man is alienated from himself, from his fellow men, and from nature. He has been transformed into a commodity, experiences his life forces as an investment in which must bring him the maximum profit obtainable under existing market conditions (Fromm, 1995, as cited in Abdul Razak, 2011, p. 62). Referring to Abdul Razak disagreements point and Fromms idea on modern mans alienation, I admit that their points are true. With tremendous developments in network access worldwide and progress in communication and information technologies generally, to learn from distance is like a current phenomenon being practised around the world. Programmes that support students to learn from far are becoming one of the main ways to offer educational opportunities to students. In my opinion, this kind of learning programme would be great for adult learners who would like to work and study at the same time. However, if it were to use by younger students, it would affect their social skills as it reduce their opportunity to mix and interact with the real society rather than just being a technologys kingdom citizen. This kind of people who love to spend time on internet has been labelled as netizen which means an active participant in the online community of the Internet (http://www.merriam-webster .com/dictionary/netizen). 4.2 The shortcut for education In spite of the disadvantages mentioned above, I would personally prefer to look at how globalisation has revolved the technology which then leads to a few more steps in helping us to earn more knowledge conveniently. It is true that we cannot neglect or abandon the fact that globalisation is mostly benefited the rich or industrialised countries only. This is because there is a famous Malay old saying that is not to always critic the lacks but to appreciate the goodness we have in the racks. Looking at the bright side, there are still noble steps that has been done with the help of technology that comes as the result of globalisation. One of the noble steps that I would like to emphasis is something that I personally symbolises it as the shortcut of education. It is basically about how globalisation eases the journey of education. With the advancement of technology, as being mentioned before, it has helped people around the world to study conveniently. As the world has become smaller and almost borderless, apart from being able to learn from distance and to be able to communicate with the person from other places, globalisation has also helped to ease the journey of the education. Globalisation is like a shortcut towards the finding of ways to education or knowledge. It is said as to ease the journey of education because nowadays it is easier for educators as well as for students to go to anywhere in order to share and to search for education. A lot of foreign universities are offering more interesting and skilful courses locally and internationally. According to Abdul Razak (2011, p. 63), Along with the wave of globalisation, western universities realised that a great opportunity was available in the third world countries, particularly in Asia and Africa, which were once the colonies of the west, to open campuses there. Referring to his point, it is true that in most third world countries, especially Asian countries, there are a lot of universities being established as the branches of some big universities from the western countries. Vice versa, there are also branches of Asian universities being opened in western countries. For instance, the Lim Kok Wing University in Cyberjaya in Malaysia has opened its branch located in London, in the United Kingdom. Abdul Razak further adds that a lot of foreign universities and colleges sell and promote their education, their degrees as well as diplomas to the third world countries local students. This is because by doing that, they are generating huge amount of profit for their educational enterprise (2011, p. 63). As the western universities offer courses to generate profit, the charge for each course is tremendously high. This causes students who are from the lower income family, especially in third world countries suffer and find it difficult to get a tertiary education. 5 The effects of globalisation on education: Education as a tool of commodity As globalisation has helped the enhancement of technology for communications throughout the whole world, it has eventually altered and changed the way educators educate. Paralleling with the technology enhancement and economic revolution, educations nowadays serve more for preparation for work rather than for individual holistic values. Hence, schools, colleges and universities have started to work hard in promoting the courses that are needed for the current job demands. For example in Britain and Northern Ireland, courses and programs were restructured and more new courses are introduced in order to upsurge the marketing for courses such as MBAs and distance learning programme (Smith, 2002). The distance learning programme are being promoted to target those who already in work but would like to further study usually for the upgrading of salary or position purposes. On top of that, the current demand in the labour market has raised the awareness of how important a degree would be in order to confirm them a safe position in their work field. This is because, the perception that people have on the current economy plays a major impact on how they view the effect of globalization on education. Regardless of the higher costs that they have to pay, students still find that it is necessary to stay in school and to further study in higher education in order to gain as many accreditation as they can before entering the job market. As mentions by Wolf (2002, in Smith, 2002), At a certain point in what had been a steady, slow expansion, large numbers of people started to feel they really had better get a degree, because not doing so would be such a bad move. The first wave set off another and so on. Looking at this phenomenon, it is assumed that in the next coming years, the enrolment numbers to higher education will increase as they believe that not having a degree in current economical demands will be an obstacle to their success (Smith, 2002). Another form of how education has been change into commodification is the privatisation and corporatisation of schools and national policies. Nowadays, education field has become an arena where corporations and universities from around the world compete with each other for students in order to sustain and extend their funding (Smith, 2002). Students and parents are acknowledged and treated as customers when they are given choices to choose which school has promoted their qualities the best and which learning experiences brands sounds more promising. This kind of promotion is related to the labour market demands mentioned previously too. As parents and students both want to get the best educations to promise a better job future, they seem not to be bothered by this kind of selling the learning experience trend. The real danger is that unthinking adoption of the private sector model prevents the development of an approach to management in the public services in general or to the social services in particular based on their distinctive purposes, conditions and tasks (Stewart, 1992, as cited in Smith, 2002). Referring to Stewarts comment, he believes that by implementing such business strategies on promoting education has come to resemble a private, rather than for public good. This is because, by adopting standardised teaching models and striving for specified outcomes achievement, less emphasis is put on community and equity. More emphasis is put on individual enhancement and the need to fulfil influential customers as well as to satisfy customers (Smith, 2002). Hence, in this case, does commodification help education or does it hinder education? In my opinion, it is true that it does not look noble when we see the current phenomenon of selling education. However, I believe that to survive in this revolutionary world, we have to keep moving forward as this is the only that we can do in order to make sure that we are not being left behind. I view this as if we are running on the treadmill. Once the button start is pushed, we need to keep on running whether be it to run slowly or to keep with the pace set to keep us from falling down. It is true too that after a while, we will feel tired and that is when we started to feel to stop running or to just walk on the treadmill. Same goes with globalisation and especially towards the idea of commodification. To look at the bright side, when education is changed into commodification, at least it raises the awareness among youngsters that they need to keep moving, to keep catching the opportunities in order to achieve their aims. As the effect of globalisation too that it triggers them to be more competitive in their study as well as in their working field in future. Thus, I think, despite the negative impacts of commodification mentioned around, we can still gain something beneficial from them. 6 The effects of globalisation on education: English as a dominant language, English as a lingua franca According to Kelly (2004) through globalisation, English has achieved the status to be declared as a lingua franca. Based on the British Councils report (as cited in Kelly, 2004), The speakers of English as a second language probably outnumber those who speak it as a first language, and around 750 million people are believed to speak English as a foreign language. English has been declared as a dominant language, as a lingua franca, for it has about two billion people in at least 75 countries who speaks in it .Furthermore, English is the most common language to be used as a medium of communication for scientific, technological, and academic field as well as for international trade information.   On top of that, the establishment of foreign universities and the revolution of technology have helped the people in developing and underdeveloped countries to learn and master the English language effectively. The trend of learning and mastering of English has been an inevitable thing in most of the non-English-spoken countries. For example, from my point of view as a Malaysian student, I could see that Malaysian has been benefited a lot as the result of globalisation as well as colonisation. Malaysia, as a developing country, was once being labelled as underdeveloped. However, after being colonialized by a few countries, the education system in Malaysia has undergone a lot of changes. Like in any places, some changes are effectively implemented while some are not. The most obvious example of positive effect that Malaysian has gained is the exposure and opportunity to learn English as our second language. In 2003, in order to meet the challenges of globalisation, the government has taken a brilliant step in introducing the teaching of Science and Mathematics in English. Unfortunately, even though the programme has been implemented successfully, the Malaysian government decided to revert to the teaching by using Bahasa Melayu again by the year 2012. This is because the programme had been criticized by the Malay linguist and political activist (Abdul Razak, 2011, p. 63). Besides the teaching of Science and Mathematics in English programme, I think the decision of teaching English as a second language in the curriculum alone has made a big impact on Malaysia educations future. As English is a dominant language in the world, by acquiring and mastering it proficiently would be a great point that could elevate a persons educational level higher from others. This will help them to portray a good professional image when applying for a job. Conclusion In analysing the impact of globalization on education, I find that globalisation seems to be a pretty beneficial movement in terms of education, although there are still several obstacles in its way. Looking at how to find the origin and the definition of the term globalisation as well as to identify the effects of globalisation on education, it is undeniable that globalisation is a challenging concept to perceive. As Parjanadze (2009, p. 86) says that globalisation is difficult to perceive because globalisation is based on notions of time and space and a shift in the dimensions cause reinterpretation and re-structuring of the reality around us. As previously I have mentioned how I see commodification as something like treadmill, it is the same with the whole idea of globalisation. Despite the valid points made regarding how the advancement of technology and the commodification of education hinder the true essence of education, we should not totally reject the globalisation of the wo rld. This is because in my opinion, it is apparent that the revolution of technology has given and still giving us a lot of conveniences especially in term of communication, transportation and entertainment. Technology has particularly help to create a smaller globe of education which then leads to a lot more advantages. Thus, it is essential for each of us to understand that throughout the process of globalisation, we need to be able to accept, to adapt and keep on track with the current pace of the revolution in order to make sure that we will be left behind.

August Wilsons Rose: Surviving the Love and Deception Essay -- Litera

Alan Nadel in May All Your Fences Have Gates: Essays on the Drama of August Wilson states â€Å"August Wilson’s female characters are represented as nurturers† (6-7).This is exactly how August Wilson presents Rose to his readers. A key element is that Wilson names her after a flower just as his own mother; whose name was Daisy. It is apparent that through Rose, August Wilson wants us to see his mother. He intentionally portrays her as the caring, ideal woman, and one who stands by her man no matter how difficult this may be. Nadel also mentions: â€Å"What differentiates them is how they interpret the concept of nurturing, and what sacrifices they have to make in the process, for Wolfson’s world is always necessarily one of scarcity and limitation† (6-7). Evidently, Rose is submissive, powerful, caring and very nurturing. This is how women were anticipated to be in this era. Although Rose is submissive at the beginning of the play, she becomes a powerful woman at the end. Rose proves this when she decides to raise Raynell and by becoming involved in the church. Rose first marries Troy because she knew he would provide for her and the children they would have someday. Rose is determined to make her marriage work, even if it means giving up a little bit of herself in the process. She was certain she would be able to make Troy happy. The fact that Troy is older and confident is an important factor. Troy provides the stability that she needs. Rose was willing to be submissive as long as Troy remained faithful. Her kind-heartedness was profound. Rose took care of Troy for many years. Her nurturing ways were what made her who she was, the always caring wife, mother, and friend. Everyone who knew Rose knew s... ...right for her family. Rose rarely thought of herself. Her dream of a happy marriage would no longer be. Could she somehow relate to this poem? What happens to dream deferred? By Langston Hughes Does it dry up like a raisin in the sun? Or fester like a sore ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬--- And then run? Does it stink like rotten meat? Or crust and sugar over--- Like syrupy sweet? Maybe it just sags like a heavy load. Or does it explode? Fortunately for Rose, she did not explode. At the end of the play she still has her pride. Works Cited Hughes, Langston. What happens to a dream deferred? Poem, 1951. Nadel, Alan. May All Your Fences Have Gates: Essays on the Drama of August Wilson. Iowa City: U. of Iowa Press, 1994. Print. Wilson, August. Fences. New York: Theatre Communications Group, 2007. Print.

My Truly Great Grandmother :: Personal Narrative

My Truly Great Grandmother It is obvious that my mother loved her grandmother, Matilda. Affectionately referring to her as "Tillie," my mom's eyes wander, and the corners of her mouth climb the sides of her face as she tells me about the red haired, freckled woman. My Aunt Beth's response is similar as she recalls sitting on Tillie's lap, singing along to the familiar folk tunes and hymns that poured from her mouth, filling the air with a strange tonal fragrance. My grandmother, Tillie's daughter, shares with me the secret of family dance sessions when her father, Ira, was not home, and the generosity of a mother who, save for a single time when hunger got the better of her, always saved the extra piece of pie for one of the children. Though she died three years before my birth, I have met my great grandmother many times through these stories and through my imagination. The stories about Matilda are enchanting and often funny, as she loved to tease. One story in particular has grabbed my attention for many years and has never let go. It is a brave story of changing cultures and giving up comforts. When she was 15, Matilda loved playing piano, dancing, and wearing fancy hats in her Methodist home. That year, she met Ira Miller, a Mennonite by tradition, and four years later, they were married. Ira was not fully committed to the Mennonite way of life, and was much in love with Matilda, so he lavished on her all sorts of worldly possessions, including a beautiful emerald engagement ring. No ring could have better complemented her speckled skin and fiery hair. By the time they were married, Matilda, had grown discontent with the Methodist church, and the young couple decided to live as Mennonites together. Unfortunately for Tillie, the strict rules of the denomination demanded a great change in lifestyle before membership was granted. No Mennonite home could shelter such a worldly item as a piano, and dancing was strictly forbidden. The beautiful hats she loved to wear would have to be replaced with a plain, white head covering. The emerald ring, so perfect on Tillie's hand, along with her wedding band, had to be sold, as Mennonites did not wear jewelry. Though they were difficult lifestyle changes, Tillie willingly relinquished all these items to commit to an unfamiliar culture.

Defining Emotional and Behavioral Disorders

In order to move forward clinically or in research to address the problem of emotional and behavior disorders one must first have a solid definitive grasp on the nature of the problem and what it ultimately is, definitionally. Unfortunately, there’s no universally accepted definition for emotional and behavioral disorders. The Individuals with Disabilities Education Act (IDEA) defines the disorder as followers: â€Å"a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: An inability to learn which cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems† (Council for exceptional, 2011). The federal definition also includes those children who have been diagnosed with schizophrenia, but excludes children who are socially maladjusted unless they are seriously emotionally disturbed (Ibid). Gargiulo points out that although research continue to argue over a concrete definition of emotional and behavioral disorders, there are some common denominator/factors in the various definitions. He indicates four key factors that an individual must exhibit that will contribute to diagnosis of emotional and behavioral disorder. 1. There must be a high frequency (or rate) at which the behavior occurs. 2. The high intensity of the behavior. 3. The length or duration of the behavior. And 4. The age appropriateness of the behavior (Gargiulo, 2006). The terms emotional and behavioral disorders, mental disorders, emotional disturbance, behavioral disorders, and mental illness are all umbrella terms that are often used interchangeably in the field and in the literature. Beneath these terms, there is a wide range of specific conditions all different from one another in their characteristics and in their treatment (National dissemination center, 2010). Some examples of Emotional and Behavioral Disorders are, adjustment disorder, anxiety disorder, obsessive-compulsive disorder, posttraumatic stress disorder, selective mutism, attention deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder, anorexia nervosa disorder, bipolar/manic depressive disorder, major depressive disorder, and anxiety disorder.

Unit 2 – P5, M2, D2

In this essay, I am going to explain the main ways of promoting anti-discriminatory practice, which are; implementing government policies and guidelines at local level by managers and employees, staff training and development, challenging work colleagues who demonstrate discriminatory behaviour and telling a higher authority when rules are broken.I am also going to give examples of these strategies being used in a setting, give difficulties to each strategy and also justify ways of overcoming the difficulties. Implementing government policies and guidelines at local level by managers and employees means that you are making sure that employees and managers follow and promote policies, procedures and guidelines which are set out by the government for health and social care settings to follow.Examples of this being used is the manual handling policy being used when lifting and moving an elderly resident for a bath or out of bed, another example is the data protection act when storing ho spital records of a patient in a safe environment where only professionals can get access to it and the last example is COSHH and being aware of how to deal with body fluids in a health and social care setting and how to deal with waste.There are some difficulties that could arise when trying to use this strategy include staff in the setting be unaware of the policies, procedures and legislations that are in place to help the, untrained staff so they don’t really know what they are doing and the updating of policies and procedures.Although there are difficulties, there are ways of overcoming these difficulties such as staff training, managers having a zero tolerance policy in the setting, assigning someone to update the policies, procedures and legislations on a regular basis as they change, regular meetings to ensure that all staff are aware of the training needed and having CPD (continuing professional development) sessions.Using these ways to overcome the difficulties that arise during the strategy to identify discrimination is important because the less difficulties that there are for the strategy means that the strategy is more likely to work without any complications and will mean that all staff are trained to know all of the policies and procedures to help the service users and ensure that they are not in risk of harm. Staff training and development is there for service providers to use to teach new knowledge and to add to the workers knowledge, to teach all of the service workers of the policies and procedures and to keep them updated f any changes that happen within the policy and procedure and to ensure that they understand these changes and training and know how to put them into practice. An example of this being used is when service workers need to protect the service users from harm by using the safeguarding policy of the setting, another example is using the confidentiality procedure when a service user provides you with information that t hey don’t want sharing and your job is to keep to the procedure unless it puts the service user in harm, puts others in harm or they have convicted a serious offence.Another example of this strategy being used in a health and social care setting is the data protection procedure when keep patients records safe in a hospital and not letting non-professionals see their records. Difficulties that could arise when using this strategy could be loss of concentration when being taught new training, confusion and not understanding what the training means, the tutor being confused and using the wrong words to teach the training and giving the wrong information and staff not attending the training.There are ways to overcome these difficulties, these ways include; having training that is suited to the staff needs, for example, only giving them training which is desperately needed for their job role and not going of track to what they need, to make the training easy to use, easy accessibl e so the staff can get to it easily and won’t have any excuses not to turn up, to make the training flexible and maybe making it so that the staff won’t have to miss any of their job to do the training, to make the training interesting and finding different ways of learning, to make sure that all staff will turn up to the training make it compulsory so that they have to do the training to do the job but respect individuals values and beliefs and ensure comfortableness when the staff are doing the training so they are more likely to concentrate. Telling a higher authority when rules are broken means that all staff must know where to go to report any discriminatory behaviour in their setting, for example, reporting the incident to their manager or supervisor, but if it was their manager or supervisor who was being discriminated against or was doing the discriminatory behaviour, going to the external authority and knowing where to find them. An example of this is a nurse witnessing another nurse using di scriminatory behaviour against a patient; the witness must then pass it on their supervisors who will then resolve the problem. Another example is in a are home and a group of staff are being discriminated against by their supervisor because of their race, the staffs who are being discriminated against must report this behaviour to an external member of the setting – this is usually the authority or the manager of the care home/company. Difficulties that could arise when this strategy is putting put in practice include, staff may feel intimidated when going to high authority to report the incident and therefore may not report the incident causing the problem to get worse, the authority may not think that the problem is important so may not follow up the complaint for a while – or not at all, which would confuse the staff and make them feel worse because nothing is being done about their complaint and the behaviour from staff in the env ironment and some authority may not know how to deal with some discriminatory behaviour and therefore won’t do anything about the complaint.Ways to overcome these difficulties include keeping the reporters name confidential, and the reporter making sure that the report is followed up by checking that something has been done or dealt with, another way is to make sure that all high authority is trained into knowing how to deal with discriminatory behaviour. Challenging work colleagues who demonstrate discriminatory behaviour means to take action against those who participate in discrimination within the environment who are discriminating against another – another work colleague or a service user. An example of this is if a staff member is discriminating against a student in the setting and treating them differently because they have a disability, the person who witnesses this discrimination must report this to the programme manager who would then deal with the staff memb er in the appropriate way.Another example is a senior nurse reporting discriminating behaviour of another staff because of their mental health issue and the person who was given the report will look into the complaint and deal with the behaviour. Difficulties that can arise when this strategy is being put into action in a health and social care environment is there could be violence between staff members because of a reporting, there could be gossiping in the environment because a member of staff was dealt with because of discriminating behaviour, staff not knowing what discrimination is and therefore not knowing when or how to challenge other members of staff when they are using discriminating behaviour and the reporter may be victimised if the staff member who was discriminating finds out who reported them and they may feel uncomfortable around them.Ways to overcome these difficulties is to use policies and procedures to ensure that staff knows what to do in a discrimination situa tion, staff knowing what discrimination is and having a better awareness of it, explain to staff members why you have reported them and give evidence of the discrimination. I am now going to explain how staff workers and employers in a health and social care setting can make sure that they don’t let personal beliefs and value systems get in the way of being a health and social care professional. The main ways we can do this is to develop greater self-awareness and tolerance of differences, committing to the care value base, careful use of language and working within legal, ethical and policy guidelines.I am going to explain what these mean and also justify them, say why they are important to use in a health and social care environment. Developing a greater self-awareness and tolerance of differences means to know the about the differences between all individuals and understand that every individual will have different needs and to be aware of these needs and how to deal with them. This is important because this will tell staff members how to deal with anti-discriminatory and ensure that they understand how to deal with it, but also how to spot when discriminating behaviour is happening in the environment. Knowing when discrimination is happening and dealing with the situation will prevent situations in future happening between other staff members or service users.Tolerance is important to ensure everyone has equal opportunities. It is essential that you are aware of how you think of yourself and how you treat others and the reasons behind your behaviour, by doing this you will become more aware of others needs and also of other’s needs. Committing to the care value base; ‘The care value base is a set of rules or regulations and guidelines that every care practitioner has to follow in order to provide service to their or other clients or patients’ [http://en. wikipedia. org/wiki/Care_value_base]. The main thee rules of the care value base are; promoting equality and diversity of service users, promoting individual rights and beliefs and maintaining confidentiality.Committing to these rules means that whilst you are in the health and social care profession, you must not discriminate against any service users because of their age, culture, race, belief etc. , it also means that you must promote individuals rights and commit to their needs and know how to deal with their beliefs, these rules also include maintaining confidentiality, which means to not share personal information unless it is necessary. Committing to the care value base is important because it keeps the service users in your environment safe and out of harm, it also means that you will be honest with yourself and decide if you can commit to these rules; this will ensure that you can work within a health and social care environment.Careful use of language means that you need to be aware of other people’s language and how you communicate with th em, this is important because if you do not know the correct way to communicate with someone, they won’t be able to understand what you are trying to say to them and this could result in you giving them the wrong needs, wrong medication or leaving them in pain. It is important to ensure that you are communicating with a service user or worker in their preferred method of communication – this could be the spoken language, sign language, braille or another form of communication. Some people may use another person to support their communication such as an interpreter or translator. Using someone’s preferred communication is important because they need to understand what is happening to them in order for them to feel comfortable with you and to ensure that their health is being properly looked after.Working within legal, ethical and policy guidelines, this means that there are a lot of guidelines to work by in the health and social care profession and working in the health and social care environments means that you are committed to using these guidelines to keep the service users safe. This is important so that service users don’t get in any harm and therefore will make your job easier to do if you know what to do in each situation. Following procedures of the setting that an individual is working in is important because it shows that they can understand the rules of the setting and are committed to working in the setting and committed to keeping other people’s lives out of risk of any harm that they may come into.