The Race Relations Act 1976 - Free Essay Example

Sample details Pages: 7 Words: 2243 Downloads: 7 Date added: 2017/06/26 Category Law Essay Type Case study Did you like this example? Introduction A major factor affecting the delivery of the curriculum in Further Education is rooted in the inequalities resultant from perceived racial and ethnic differences. These are very often based on preconceived notions, usually ill informed, about the beliefs and practices of different racial and ethnic groups. Over the past few years there has been a small but sustained increase, year on year in the racial mix of potential learners applying to start engineering courses. Don’t waste time! Our writers will create an original "The Race Relations Act 1976" essay for you Create order My practice involves the delivery of the engineering curriculum to learners at levels one to three; the make-up of all these groups reflects the general trend in the increase in racial mix. Therefore, the primary reason for investigating this topic was to discover the real impact of the increasing diversity and how the legislation is being used to underpin the values described in the Race Relations Act 1976, how they affect College operation (in respect of Oaklands College) and how teaching practice is affected. In this report, the intention is to set out the background to the Act and investigate its effect on the further education sector with particular reference to Oaklands College and then to discuss the implications for the teacher in the classroom or workshop. The Policy The Race Relations Act 1976 (RRA) and the Race Equality document that supports this and how Oaklands College is implementing it. Values behind the Policy The Race Relations Act came into being in 1976, when it was recognised that the existing legislation was weak and had little beneficial effect on the lives of racial minority groups. The underpinning values of the new regulations were, the elimination of racial discrimination, the promotion of equality of opportunity and the promotion of harmonious relations between peoples of different ethnic and racial groups. These are the values, which the majority of British people purportedly avow allegiance; however, they are very much tested by the strength of popular perception which is, as always far more powerful than the truth. A situation not aided by the popular press who take every opportunity to terrify the population by visions of the impending end of the British way of life, overwhelmed by a tsunami of immigrants from all parts of the world. Thus the need to overtly promote the values is even more heavily underscored and even more necessary. To understand how legislation affect s operations in Further Education, it is essential to understand some definitions of aspects of discrimination as described in the Act. The 1976Act divides discrimination into four broad areas; direct discrimination, indirect discrimination, harassment and victimisation. Below are some examples and definitions, which illustrate the meaning of each of these categories. An example of direct discrimination would be to set tighter assignment deadlines to black learners only. A good example of indirect discrimination is the enforcement of a no headgear rule; this could be seen to exclude Sikhs, who wear turbans, Jewish men wearing yarmulke or Muslim women wearing the hijaab. In practice, if a class contains one or more learners in these groupings plus learners from a majority group who insist on wearing baseball caps, the law would apply if only the baseball cap wearers were asked to doff their headgear. Harassment on racial grounds is treated the same as direct discrimination b ecause there is a detrimental effect on the victims dignity or it creates an intimidating or hostile environment. Victimisation concerns people whom have made or intend to make a complaint in respect of racial discrimination and includes any person supporting the complaint. The Act forbids any unfavourable treatment of people in either of these circumstances. The Commission for racial Equality (CRE, which in 2007was incorporated into The Equality and Human Rights Commission.) issued a Code Of practice (COP), which placed specific duties on schools, colleges and universities. These duties primarily required colleges to publish a policy statement, which actively promoted racial equality. Guidance from the CRE included a number of points, which the college policy was bound to address: Arrangements to assess the impact of the policy on staff as well as learners. Ongoing monitoring of the effects of the policy in terms of admissions. The progress and success rates from differing ethnic and racial groups. Arrangements to publish the findings of the ongoing monitoring on an annual basis. Implications for Institution and professional practice 1. The Institution In 2004 Oaklands College issued an Equality and Diversity Policy (EDP) in which it corporately â€Å"Welcomes diversity, recognises values, celebrates and respects the many different contributions and needs of our learners, staff and the communities we serve† (i) As required by the Act, the policy sets out a strategy, operational outcomes and responsibilities for implementation and lists supporting policies and procedures. The Race Relations Policy (RRP) is named as one of these supporting policies. Included is a means of ongoing review, which is the work of the Equal Opportunities Committee of the Academic Board. The committee reports to the board on a termly basis and produces a report of its machinations annually. (ii) Data included in the report is produced retrospectively and is usually only available until after a whole year is passed. The broad thrust of the Race Relations Policy is to promote inter-racial awareness, mutual respect an d the valuing of the diverse ethnicity of all staff and learners. The policy includes a requirement for all staff to be trained and be made aware of the methods of implementation of the Policy. It was anticipated that initially such training would be provided at induction and thereafter be refreshed at regular intervals. This is, however, not mandatory after the induction training and though training sessions are provided, these are not compulsory and attendance is very much at the whim of the individual. In terms of promotion of the values, much college material is created to take into account the differences in its audience. This is also true in the way that the college advertises to the general public, in a way that hopefully attracts a widely diverse learner body by projecting the image of a multi-cultural establishment in tune with modern, diverse communities. The main page of the College has easily accessible links to an overview of learner support available, including ESOL and the International page also has links leading to information essential to the potential overseas learner as well a guide to the local area. All in English. 2. Professional practice The effects of racial legislation in the classroom or workshop are best examined by illustration using two real scenarios. Firstly, a level one group, fifteen strong, is undertaking a largely practical course in engineering fundamentals. Three learners in this group are of the Muslim faith. Their backgrounds are racially diverse, one black of Ugandan origin, one is Bangladeshi and the third is a Lebanese from Beirut. All three have vastly different characters due partly to the natural diversity of human beings, their common Muslim faith and their national origins. Secondly, a level three group, also fifteen strong is engaged on a level three national Diploma course has a very broad racial and ethnic diversity. The group includes the following. An Israeli, an Afghan refugee, a Ukrainian , a Romanian, four Afro Caribbeans and the remainder white-British. Immediately we see racial differences that have the potential for giving rise to tensions or even conflict. In dealing with the three Muslims in the level one group, their needs are very much governed by their racial and faith backgrounds. The society values of each individual within the group will be quite different. Think of the Ugandan, the Bangladeshi and the Lebanese, all Muslim yet all quite different with different individual needs. Yet the Race Relations Act of 1976 demands that each group or individual within a majority group must be given equality of opportunity. Here also there is a case for differentiation extending beyond that required in terms of learning styles alone. The big danger here is the perception of the majority grouping that another individual or minority group is receiving preferential treatment and is thereby gaining an unfair advantage. (Outside the education world a similar principle is bringing about the rise of the BNP in some working class communities) The majority group could realistically argue that the differentiation applied to the minority group, could be contrary to the principles of the RRA, paradoxically just what the strategy set out to avoid. The level three group is potentially more volatile in terms of possible conflict, although to date no problems of this nature have been encountered. More to the point are the strategies that can be employed to promote good relations and equal opportunities, since these two values do not always sit happily together. With such a diverse group, it could be envisaged that language would be the primary barrier to equality of opportunity. The quietness of the Romanian learner at first gave rise to some doubt, but rapidly dispelled on the production of assessable work. The Ukrainian, although born in that country has spent the majority of his life in this country, the Israeli likewise. The only issue in this regard concerns the Afghani refugee. This learner has fairly fluent spoken English and reasonable command of the written. However, this learner does have some difficulty with certain specialist, technical terminology. Support in this regard is provided upon request and ESOL type support is being provided via the International Office. In general, the College calendar is constructed with the major Christian festival in mind as well as conforming to the traditions of the British academic year. With the annual rise in ethnic diversity, it is now important to recognise the festivals and observances of other religions. A Muslim learner, for instance who is not available for college on a Friday, could be provided with personal support, guidance and of course will have access to any learning materials placed on the VLE. Another possibility is that the date of an assessment could be adjusted in order that Muslim learners are not assessed during Ramadan. An ideal time to promote racial and ethnic harmony is the tutorial session, which the majority of learners have allocated. Unfortunately support materials for the specific purposes of supporting racial equality sessions are limited to two activities only. Conclusion. Oaklands College is bound by law to implement the requirements of the RRA1976. However, the advantages are manifold in real terms. If equality of opportunity is achieved, then it naturally follows that success rates will improve and with it the reputation of the college as an excellent place to learn. None of this can happen without compliance. A foundation block of this is the classroom or workshop, where finely tuned strategies are essential for the promotion of racial harmony. Teaching staff, who are the main point of contact for the student, must therefore be cognisant of the requirements of the Act, which places a very pertinent emphasis on ongoing training. For prospective students especially those from minority ethnic groups, it is essential that their first impression of the College is of a place where they will receive absolute equality of opportunity. Experience has shown that that race relations and observance of the requirements of the RRA1976 is no longer only a question of colour, the recent influx from eastern Europe brings with it further challenges, in respect of language, customs and religious observances. Though many come skilled into the British workplace, retraining to British standards (here we think of electricians) will mean that there will be an increasing number of students for whom language could present a barrier to their opportunity. It can be seen that while Oaklands College implements the letter of the Act in many ways, there remain several areas where the spirit of the legislation is forgotten, or at least relegated to insignificance. In view of investigations, it is recommended that the following points be addressed The college pays more real attention to the requirements of the act in that it makes the RRP more accessible. Currently the RRP is only listed in the EDP and only accessible via the quality folder on the Curriculum drive. Staff training should become more regular and mandatory, that is, positively timetabled for every member of staff. Changing the college calendar in recognition of festivals and observances of religions other than Christian. (Days off for the Sabbaths of all Abrahamic religions?) Making available more, relevant support materials to promote racial equality of opportunity for use in tutorial sessions. References: Oaklands College Equality and diversity policy, Oaklands College, issued 2006 https://intranet.oaklands.ac.uk/docs/CorpPil-EAD%20-%20Equality%20%20Diversity%20Policy.doc 24/10/2007 at 0915 Annual report on Equality and Diversity Oaklands College Curriculum drive, Quality, All Staff only Bibliography 1. The Race Relations Act 1976 https://www.statutelaw.gov.uk/legResults.aspx?LegType=All+Legislationtitle=Race+Relations+ActYear=1976searchEnacted=0extentMatchOnly=0confersPower=0blanketAmendment=0TYPE=QSNavFrom=0activeTextDocId=2059995PageNumber=1SortAlpha=0 Accessed 17/11/2007 at 1500 2. The duty to promote race equality A GUIDE FOR FURTHER AND HIGHER EDUCATION INSTITUTIONS (Non-statutory) https://www.equalityhumanrights.com/Documents/Race/Education/The%20duty%20to%20promote%20race%20equality%20a%20guide%20for%20further%20and%20higher%20education%20institutions.rtf Accessed 25/11/2007 at 0730 3. Statutory CODE OF PRACTICE ON THE DUTY TO PROMOTE RACE EQUALITY https://www.equalityhumanrights.com/Documents/Race/Public%20sector/Race%20equality%20duty/Specific%20duties/Code%20of%20Practice%20on%20the%20Race%20Equality%20Duty.rtf Accessed 18/11/2007 at 2315 4. Race Relations Act 1976 and the Race Relations Amendment Act 2000 https://ljmu.ac.uk/EOU /EOUDocs/summary_Race_Relations_Act_1976_and_the_Race_Relations_Amendment_Act_2000.doc Accessed 18/11/2007 at 2130

Definition of Friendship - 1174 Words

As a child, there was a plaque on my father’s den wall that I would read everyday. It read, â€Å"A friend is someone who knows all about, and loves you anyway.† I did not understand what it meant. I though it was a cynical quote against friendship, being my father was the sarcastic type. As an adult, I have to admit secret apologies to my dad, because now I understand the concept and meaning, and hold it to be true in my heart of what friendship is about. Being an evolving emotion, friendship enters and flees life, faster than the speed of light. You will never know when you might meet a true friend, and cannot fathom the day that you will part company with one. In the third grade, while playing jump rope with classmates, we engaged in†¦show more content†¦Opening up your heart helps to heal emotional wounds and reminds friends of your appreciation for them. 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Fashion History-Free-Samples for Students-Myassignmenthelp.com

Question: Discuss about the Fashion History. Answer: General history In the 1920s, its the period whereby many things like technology, culture, fashion and entering in the modern era. Its during this period whereby both male and female started being freed from pressing traditions and custodies due to modernization. Women changed their dressing code to more comfortable codes and decent attire in in terms of attires. We can state that 1920s were the transition period to modernization since in most field, what we have today are just improvement on ideas of those who designed most of the tools and attires during the 1920 period. It was a period of revolution by almost all section in the world and all human beings were transforming their activities in a more decent manner. During this period technology was highly developed and this made a revolution in other industries like fashion and clothing, art, music also transform into a modern era. Its at this time that even women clothing and head attire improved to better attires. This period is termed a Golden A ge Twenties due to the drastic change in the economic sector in most parts of the world. This was after the First World War. Many companies were started during this period and thus a drastic economic growth. In many countries, this was the period when most of the political movements were established. Its also a period that was characterized by many countries be involved in the war as they were seeking for independence were other were fighting to colonize others. Head fashion accessories in the 1920s The head fashion drastically changed during thus revolution period. Introduction of good-looking head accessories like bead and feather headbands and flapper headpieces were characterizing the season. Popular head attires during this period were, well-made head combs, beaded skull caps and hair clips. ( RiyAdh, 2015) The 1920s feathered hair clip (flapper feather headband) As stated above, its during the 1920s when things were changing and one of them was women fashion and head attire. During this period one of womens head attire that was common was the feather headband. Many women preferred this accessory since it was new, stylish and smart looking. It was worn by women belonging to any part but in most cases, it was preferred by the turbans since its at this where it was discovered. It was used a beauty attire alongside being an Islamic custodian clothing for the women. The main materials for this attire were peacock feather that was especially conjoined. They could range from green, blue to gold colors which were the common colors used in artwork representing fashion too. It was made by combining the color blue peacock feather and green jewels and pearls too were added. The attire was them used as a hair clip. This head accessory was worn on at an angle at one side of the head and appeared classy and smart. (vintage dancer, 2014) Works Cited Riyadh, S. (2015, Jan 28). history of Saudi Arabias dress code for women. Retrieved 11 29, 2017, from explaining the world: https://www.economist.com/blogs/economist-explains/2015/01/economist-explains-20 Burdett, E. (2012). Records of Saudi Arabia 19021960. Chief Editor P. Tucson, former head of Middle East archives within the British Library (Oriental India Office Collections). the US library. (2010, may). history of Saudi Arabia. Retrieved 11 29, 2017, from mother earth, travel https://motherearthtravel.com/saudi_arabia/history.htm vintage dancer. (2014). 1920's Style Guide Series- Learn 1920s Fashion History. Retrieved 11 29, 2017, from 1920s Headband, Headpiece Hair Accessory Styles: https://vintagedancer.com/1920s/six-1920s-headband-styles-you-can-wear-today/

The view os bottom rail Essays - Abuse, Crimes Against Humanity

The View from the Bottom Rail ?The View from the Bottom Rail? James West Davidson and Mark Hamilton Lytle Copyright 1986 by Alfred A. Knopf Inc. The Lewinsky Scandal? A perfect example as to why we cannot accept everything at face value before carefully examining it first. Everyone thought President Clinton was behaving himself in the White House, but, as it turns out, he was most definitely not. This can be the same for history. We must carefully consider different aspects of articles so that we do no make the mistake of believing everything we read. In order to fully understand an article, we must understand the author that wrote it. It is necessary to examine prejudices, sources, information left out, and missing background information before accepting an article. This method of critical analysis allows us to better understand the article and therefore history because we are more aware of the authors and their possible mishaps. ?The View from the Bottom Rail?, an article in After the Fact, provides an opportunity to examine different aspects of analysis. If we look at it carefully, then we will be able to determine if the thesis was proven effectively. In ?The View from the Bottom Rail?, the authors, James Davidson and Mark Lytle, proposed, ?For several reasons, that debased position has made it unusually difficult for historians to recover the freedman?s point of view.? Within the article, Davidson and Lytle cycled through different aspects as to why it is hard for historians to determine the ?view from the bottom rail?. They questioned the validity of many sources that, if accurate, would have contained the perspective of an ex-slave. These sources included both white and black testimony. In order to examine these sources, the authors traced the topics using microcosm. Because they were covering a topic and not an event, microcosm was the most appropriate method of examining the subject. Davidson and Lytle first introduced a source. Then, they pondered over the different ways that the source could be biased. They took small segments from the source and used those to demonstrate why the source could not be taken at face value. For example, when examining the proposed source of a slave master?s account, Davidson and Lytle examined one aspect of this to make a conclusion. They determined that, ?With slaves so dependent on the master?s authority, they were hardly likely to reveal their true feelings; the dangerous consequences of such indiscretion was too great.? Therefore, they were able to conclude that, for the most part, a master would never truly know what his slave?s point of view was. The authors proceeded to attack the other sources in this method. The other sources that Davidson and Lytle examined were not only diverse but also effective. Many of the sources were direct quotations from the words of freedmen, including two in-depth interviews of the same ex-slave by different reporters. Other sources included stories and writings of both southern and northern whites. While almost all of the sources were primary, many were taken from secondary source books that included the words of primary sources. Taking primary sources from secondary source books can be a dangerous habit because it is not known what the author of the secondary source chose to leave out. The primary sources may have already been biased even before Davidson and Lytle were able to make their own focuses. However, some of the sources were direct primary sources such as letters and diaries. In addition, all sources used were done so effectively. The diversity of the sources made the authors? argument more convincing since their views were not limited to one kind o f source. By not depending heavily on any one type of source, Davidson and Lytle were able to cover multiple opinions. This effective use of research leaves very few questions unanswered. However, it would be helpful to know how location affected the freedman?s point of view. Blacks were treated differently depending on location, workplace, and status. The authors failed to examine different locations as changing point of views. Since the authors establish that it is difficult to determine the point of view at all, it was not their responsibility to answer this question. However, it would be

How To Choose The Right Marketing Tools With Scott Brinker

How To Choose The Right Marketing Tools With Scott Brinker Technology is supposed to help, not frustrate or overwhelm us. Do you struggle with using, choosing, or consolidating marketing technology tools? Marketers tend to love or hate specific tools. Is your favorite on Chiefmartec’s 2019 Marketing Technology Landscape Supergraphic? If not, there are more than 7,000 tools to consider. Which should you use? What to look for? Who should make the decision? Today, my guest is Scott Brinker, vice president of Platform Ecosystem at HubSpot and editor at Chiefmartec.com. He suggests various strategies for selecting tools, so you don’t have to reinvent the wheel. Purpose: Persuade marketing executives to pay attention to the intermingling of personalities and passions between marketers and technologists Categories Covered: Advertising Promotion, Content Experience, Social Relationships, Commerce Sales, Data, and Management Where to begin? Get clear on foundational systems (CRM, email, content management system, etc.) Significant investment in time and learning; identify gaps to intentionally augment foundation with more specialized tools Ecosystems developed around major platforms can help narrow your choices Makeshift Marketing: Is it good enough? Pieces of the Puzzle: Focus on the capabilities you need Marketing department should identify point person/people to be responsible for operational infrastructure and technology of marketing Ecosystem Mission: Evolution of product, partners, and programs Links: Chiefmartecs 2019 Marketing Technology Landscape Supergraphic Scott Brinker on Twitter MarTech – The Marketing Technology Conference HubSpot Salesforce Marketo Creating Predictable Growth Is Not A Hack With Kieran Flanagan From HubSpot [AMP 126] How To Overcome Makeshift Marketing With New Marketing Superpowers If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Scott Brinker: â€Å"You’re becoming more dependent on technology to execute your mission.† â€Å"It’s not designed as a tool to help people hone in on what tools they should use.† â€Å"You could probably count on one hand, these fundamental systems that are the heart of your marketing technology stack.† â€Å"Marketers don’t have the time, or necessarily, even the skillsto be in the integration business.†

Answer three essay questions from the text Example | Topics and Well Written Essays - 500 words

Answer three questions from the text - Essay Example of labor, and systems of distribution; in order to prove these theses, let us cite specific examples to illustrate the most relevant points of the paper. Thus, technology in the Euro-American world is a crucial concept, because it signifies a set of instruments for classifying things. Furthermore, division of labor could be applied properly in terms of technology, as a main factor of its developing, according to Marx (Lenkeit, p. 96). Moreover, systems of distribution differ from West to East, because in the West market goods are widely produced and distributed, whereas in the East only some religious and moral ideas and principle are reproduced predominantly. Unlikely, subsistence is the ground for both division of labor and systems of distribution in the scientific philosophy and cultural anthropology. Illustrating the most relevant points of the sub-chapter, it can be said that technology, subsistence, division of labor, and systems of distribution are extremely vital regarding compare and contrast foragers in two different parts of the world. In this sub-chapter we will critically discuss the problems associated with using Euro-American constructs about sexual orientation to describe the behaviors and attitudes of the other cultures; accordingly, we will point out areas where problems could arise, offering solutions towards understanding. Thus, there are some Euro-American constructs about sexual orientation, especially in psychoanalysis: drive; passion, and compensation (Lenkeit, p. 95). Initially, Freudian theory of sexual drives is extremely important in terms of sexual orientation, because it is relevant for describing why sexes are so significant for each other. Then, passion is a way of how drives realize each other. Moreover, compensation or sublimation is a most vital scientific method in psychoanalysis which suggests why sexual orientation occurred and why sometimes it is converted into creative activities (Lenkeit, p. 38). In this sub-chapter we

The philosophy of nonviolent protest Term Paper

The philosophy of nonviolent protest - Term Paper Example This was substituted with active voices and progressive actions that led to change against injustices. The basis of nonviolent protest came from the philosophies of Henry David Thoreau. This followed with several political and cultural leaders that followed the main philosophies of Thoreau and which focused on creating higher levels of equality and freedom for the cultural and social aspects of society. More importantly, each of these leaders was able to create a voice that was based outside of violence and which instead gained prestige from the use of actions and alternative forces to change the current political environment. The basis of the philosophy of non – violent protest was known to come from Thoreau’s book, Civil Disobedience, which was written in 1848. The main concept that is pointed out in this book is based on the current government and the injustices and lack of freedom that came from policies of the government. Thoreau points out that any violent protests are an arm of the government and represent a sense of injustice that is associated with politics. Thoreau believes that the use of violence and the army is one that creates a lack of integrity from the government. More importantly, Thoreau points out that the army alone is one that eventually leads to the inability for a country to be free or to function through the democratic ideals in which it is founded on. The challenge that Thoreau places is to create a better environment, which is specifically based on adding in integrity and an initiation to end violence through the country. The first ideology that Thoreau gives with the basic concept of the government and using non – violent protest is based on the moral obligations that are in the government. Thoreau believes that the use of violence is one that initiates a lack of integrity and the inability to have responsibility to humans and life. More importantly, the use of violent force doesn’t allow men to act with