Poverty, Social Exclusion and Discrimination in Wales

Poverty, Social Exclusion and Discrimination in Wales Wales is a diverse country with its own national identity, language and multicultural society, however Wales also has defined issues. Within the following assignment I plan to look at the impact of poverty, discrimination and social exclusion within Wales and the role of the social worker in addressing these issues. I will then explain the role of anti-oppressive practice in creating social inclusion. To understand the impact of poverty, discrimination and social exclusion I need to explain what is meant by these issues. People often think of poverty and social exclusion as a financial issue which affects people who are unemployed living on benefits but in reality it encompasses a far wider range of individuals (The Bevan Foundation 2009). Definitions of poverty, discrimination and social exclusion vary but I think the definition given by European Commission covers the wide spectrum of issues. It states: â€Å"People are said to be living in poverty if their income and resources are so inadequate as to preclude them from having a standard of living considered acceptable in the society in which they live. Because of their poverty they may experience multiple disadvantage through unemployment, low income, poor housing, inadequate health care and barriers to lifelong learning, culture, sport and recreation. They are often excluded and marginalised from participating in activities (economic, social and cultural) that are the norm for other people and their access to fundamental rights may be restricted.† Wales is the poorest country within the United Kingdom, due to the closure of much of its industry causing high unemployment, cuts in public spending, benefit changes and an aging population, it is thought that 600,000 approximately quarter of population live in poverty, even areas which are considered to be affluent are not as rich as many parts of the rest of the United Kingdom (Joseph Rowntree Foundation 2013). The Bevan Foundation defines groups of people within Wales who experience poverty, discrimination and social exclusion, these are ethnic minority groups, women, disabled people, children and young people and older people of pension age. The BBC news and save the children have states one in three children in Wales live in a home earning 60% lower than the average income across the United Kingdom which is  £26000, as a result Wales has some of the poorest families who have stated they regularly go without food to ensure their children are able to eat and are finding it hard to purchase basis such as shoes and a warm winter coat. Some welsh parents on a low income have stated they are regularly stressed about money which impacts on their relationship with their children, this can have lasting effects on the child. Children who grow up poor are more likely to leave school without qualifications, have fewer life experiences, reduced aspiration, restricted ability to get a good job and can lead to lifelong problems with their physical, mental condition leading to shortened lives. Many of these families find themselves in the continual cycle of poverty and social exclusion, for example a child raised in poverty is more l ikely to leave school with low or no qualifications, which reduces employment opportunities available to them, which leads to low income which could lead to them living and bringing up their children in poverty and the cycle begins once again. These issues are then compounded by the discrimination of wider society who often view people living in poverty as ‘scroungers’ living off the state, this fed by the media reporting on people claiming large amounts of benefits and shows such as Benefits Street which the minority of people when the reality many people living in poverty are often working. Poverty and social exclusion can be seen as an issue within large cities, there is a perception that only the rich live in rural areas, but these issues also affect Wales’s large rural areas. Pierson suggests exclusion within rural areas can be seen as an individual matter as people who currently living in poverty often live next door to someone whose home is their second or a multiple cars household, compared with people living in urban areas who live in socially deprived areas where their next door neighbour could be facing the same issues, taking this into account dealing with these issues could be harder to tackle. Pugh states it is often hard to recognising issues of social exclusion, poverty and discrimination within rural areas due to outsiders being unwelcome in smaller communities or due to the geographical areas of individuals. With the withdrawal or consolidation of services many services due to small amounts of people using them, many people are often left socially isolated. Pierson also suggests that people living in rural areas often face higher living expenses and they need to travel longer distances to purchases the basics. Young people living in poverty within rural areas often find themselves with low educational qualifications and a reduced or no opportunities for employment. Shucksmith suggests younger people and older people within rural areas often socialise more than in urban areas which can often influence their views on sexuality and social roles, this can cause discrimination or leave people unable to openly deal with l issues such as sexuality within the local community. Pugh states isolation within rural areas for people with mental health issues is often caused by peoples misunderstanding of their issues which can cause discrimination, people are often left not wanting to engage in communities where these views are present, this is often the views and experiences of homosexual men and women. There is often an assumption within the care sector in Wales that most welsh speakers have the ability to speak English and therefore are able to receive services in English. As a result some areas of social care sector there is little or no provision for services delivered via the medium of welsh. Section one of the code of conduct ‘1.6 states respecting diversity and different cultures and value’ by not providing services for a service user in welsh the social worker is failing to meet the needs of the service user which could result in disempowerment. Welsh Government states in More than Just Words ‘Many service users are very vulnerable, so placing a responsibility on them to ask for services through the medium of Welsh is unfair. It is the responsibility of service providers to meet these care needs. Organisations are expected to mainstream Welsh language services as an integral element of service planning and delivery’. Social workers continually addressing issues cause by social exclusion, discrimination and challenge them sensitively and constructively which is a fundamental part of their role. This is reflected in the code of practice written by the care council of Wales, throughout the code it states people must treat people as individuals and acknowledge peoples beliefs in cultures and values. The care worker must not: 5.5 Discriminate unlawfully or unjustifiably against service users, carers or colleagues 5.6 Condone any unlawful or unjustifiable discrimination by service users, carers or colleagues Thompson states the social worker must understanding and recognise the significance of discrimination and oppression in service users’ lives and circumstances. Discrimination occurs on 3 levels (PSC) which are interlinked, P refers to personal or psychological, this looks at the individual’s thoughts, feelings, attitudes and actions, thoughts about specific groups within society are often based on people’s individual experiences. C refers to someone’s culture which impacts on how people do, think or see things, culture can be very influential on what people see as the ‘norm’ within society. The final letter S refers to Structural levels this is social division and power within society. Honer states the social worker must also understand groups and individuals can face discrimination which can be very different and personal. The role of the social worker is multifunctional dealing with poverty, social exclusion and discrimination with emphasise on a holistic, citizen centred support which empowers people to take control of their lives while promoting social change (International Federation of social workers). Thompson sees empowerment on three different levels Personal, cultural, structural, I think this can also been seen with Dominelli as they state empowerment can be carries out on two levels. The micro level is the work the social worker carries out with the service user enabling them to take control of their lives, and the macro level is the work the social worker carries out within the wider community and challenging social policy by bring issues to the attention of relevant authorities or pressure groups, increasing the social and political power of groups which are oppressed. Unfortunately this can be lost within current targeted directed practice. People are encouraged to achieve their full pote ntial and promotes coping strategies to ensure people succeed. Pierson states when working with service users who are socially excluded, there are 5 building blocks required, maximising income and securing basic resources for service users and their families. The social worker needs to have a good understanding of the current benefits systems and keep up to date with any changes. Strengthening social supports and networks, working in partnership with agencies and local organisations, creating channels of effective participation for service users, local residents and their organisations. Focusing on neighbourhood and community level practice. Dominelli suggests creating power in oppressed groups by bring together people are oppressed by the same issues e.g. single mothers, and giving them the power to speak up together. Social workers have a responsibility of the law. The Equality Act 2010, The Disability Discrimination Act 1995 and the Human Rights Act 1998 are pieces of legislation which a social worker is able to use to address issues of discrimination, including disability, sex, race and religion when services are withheld. Dominelli suggests oppression involves something which divides people into dominant or superior group and subordinate or inferior ones, this can result in the views and contribution of the oppressed being seen as invalid and the movements of the oppressed are often controlled by the dominate party. To address oppression the social worker must work in an anti-oppression way which rejects oppression and the way in which it disables individuals. Anti-oppressive practice holds the view each individual, group or community are diverse, equal and able to achieve their full potential and create social inclusion. To achieve social inclusion the social worker must work in partnership alongside the service user, family, local community and with organisations who are able to provide support, address highlighted needs from a clear assessment process in a holistic manner to empower them using strength based practise. The social worker also needs to create a clear plan with agreed objectives and time scales within a person centred framework with regular reviews. Dalrymple and Burke 2006 state: Anti-oppressive practice is based on the belief that social work should make a difference so that those who have been oppressed may regain control of their lives and re-establish their right to be full and active members of society. While promoting anti-oppressive practice it is important the social workers do not become accepting of any issues they continually deal with as there is a risk of seeing these issues as the norm when dealing with issues over a long period of time. Thompson also states the social worker must be aware of the power which can be held within the role and do not use this inappropriately when dealing with individuals who can be seen as being disadvantaged by their lack of power. The social worker must also ensure they do not reinforce any stereotypes or discriminatory roles such as people with a disability are unable to make choices for themselves or all women are responsible for childcare. As can be seen there are issues which affect Wales, as part of it role the welsh Government has created specific strategies to deal with the economic and social issues which affect Wales, such as The Welsh Government document Tackling Poverty Action Plan 2012-2016 which outlines how the Assembly aim to tackle the issue of poverty. The plan has 3 main areas prevention, helping people into work and Mitigating the impact of poverty. It is the role of the social worker to implement some parts of these strategies and instigate social change by empowering service users. The role of social work within Wales is continually evolving due to changes in Government policy and social change, with the promise of further powers for the Welsh Government the future holds possible further changes to the role.

Martin Luther King Jr. and Malcolm X Essay

Martin Luther King Jr. and Malcolm X are very prominent African American individuals throughout history. â€Å"Malcolm x and Martin Luther king were similar in some ways and different another ways†. Martin Luther king Jr and Malcolm x were similar in many ways for example, martin Luther and Malcolm x were both black. Their fathers were minister’s .they both became minister .they were both national leader they were both arrested. Malcolm x and Martin Luther king wanted to see black people in the best possible position .martin Luther king Jr and Malcolm x were both religious figures that used religious to provide structure morality courage. Determination and unity in black people. Both Malcolm x and martin Luther Jr were fighting for civil rights non-violence. Both X and King spread their message through powerful, hard-hitting speeches. Nevertheless, their intentions were delivered in different styles and purposes. Malcolm X and Martin Luther King are both remembered as l eaders who fought for a difference in black America. Both tried to bring hope to blacks in the United States. They also tried to instill within blacks power and strength so they could rise above all the hatred that surrounded them, but both of them had very different ways of promoting their message and they were both assassinated. Martin Luther king Jr and Malcolm x were different in many ways for example, martin Luther king was a devout Christian, Malcolm x was a Muslim. Martin Luther king wanted to get things accomplished without aggression or violence and Malcolm x did not. Martin Luther king wanted everyone to coexist peacefully and wanted to be counted as equal, Malcolm x wanted there to be a clear segregation of white people and black people In America. King was brought up by a rich black family, with a good education, and a good chance at life. He was a black aristocrat, and a wealthy man. Malcolm X was brought up in the ‘ghetto’, and had to learn to defend himself against racist white children. He was deprived of his father, who was found dead, murdered by a white mob. His mother became mentally ill so he was sent to a foster home. This important because I got to learn many differences and similarities between Martin Luther king Jr and Malcolm x .as a result I’ve learned many things about martin Luther king Jr and Malcolm x that I’ve never learned before.

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College Application Essay The Job I Should Have Quit

Drew wrote the following college admissions personal essay for question #1 on the pre-2013 Common Application: Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.   The essay, however, is not dated, and several of the current Common Application questions would work well. It would be well-suited for Option #3: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? It could also work with option #2 on challenges and failures, or option #7, the open topic. Note that Drews essay was written in 2010 before the current 650-word length limit was imposed, so it comes in at a little over 700 words. The Strengths of Drew's Essay Drews essay succeeds because it is refreshingly honest, and he doesnt try to present himself as infallible. It is also free of major errors, introspective, and successful in conveying his passion for mechanical engineering. The Job I Should Have Quit You can learn a lot about me from a quick glance in my closet. You’ll find no clothes, but shelves filled with motorized Lego kits, Erector sets, model rockets, remote control race cars, and boxes full of motors, wires, batteries, propellers, soldering irons and hand tools. I’ve always enjoyed building things. No one was surprised when I decided to apply to college for mechanical engineering. When last May a friend of my father’s asked me if I wanted a summer job working for his machining company, I jumped at the opportunity. I would learn how to use computer-operated lathes and milling machines, and I would gain valuable hands-on experience for my college studies. Within hours of beginning my new job, I learned that my father’s friend was a subcontractor for the military. The components I’d be making would be used in military vehicles. After that first day of work, I had many conflicting thoughts. I’m firmly against the United States’ overuse of military might in the world theater. I’m a big critic of our mismanaged involvement in the Middle East. I’m appalled by the number of lives that have been lost in military conflicts, many of them young Americans like myself. I want our troops to have the best equipment they can, but I also believe that our possession of the best military equipment makes us more likely to go to war. Military technology continues to grow more lethal, and technological developments create a never-ending cycle of military escalation. Did I want to be part of this cycle? To this day I still weigh the ethical dilemma of my summer work. Were I to not do the job, the vehicle components would still be produced. Also, the parts I was making were for support vehicles, not assault weaponry. It’s even possible that my work would be saving lives, not endangering them. On the other hand, nuclear bombs and missile guidance systems were all created by scientists and engineers with good intentions. I’m convinced that even the most innocent involvement in the science of war makes one complicit in war itself. I considered quitting the job. Were I true to my ideals, I really should have walked away and spent the summer mowing lawns or bagging groceries. My parents argued in favor of the machinist job. They made valid points about the value of the experience and the ways that it would lead to bigger opportunities in the future. In the end I kept the job, partly from my parents’ advice and partly from my own desire to be doing real engineering work. Looking back, I think my decision was one of convenience and cowardice. I didn’t want to insult my father’s friend. I didn’t want to disappoint my parents. I didn’t want to let a professional opportunity slip away. I didn’t want to mow lawns. But what does my decision say about the future? My summer job made me recognize that the military is a big employer of engineers, whether directly or indirectly. Undoubtedly I’ll be confronting similar yet more serious ethical decisions in the future. What if my first job offer has a stunning salary and interesting engineering challenges, but the employer is a defense contractor like Lockheed or Raytheon? Will I turn down the job, or will I once again compromise my ideals? I may even face such conflicts during college. Many engineering professors work under military grants, so my college research and internships could get entangled in messy ethical dilemmas. I’m hoping I’ll make a better decision the next time my ideals are challenged. If nothing else, my summer job has made me more aware of the types of information I want to collect before I accept a job and arrive at my first day of work. What I learned about myself during my summer work wasn’t exactly flattering. Indeed, it makes me realize that I need college so that I can develop not just my engineering skills, but also my ethical reasoning and leadership skills. I like to think that in the future I’ll use my engineering skills to better the world and tackle noble causes like climate change and sustainability. My bad decision this past summer has inspired me to look ahead and find ways to make my ideals and my love of engineering work together. A Critique of Drews Essay The significant experience topic on the  Common Application  raises unique issues that are discussed in these  5 writing tips. Like all college admissions essays, however, essays for Common Application option #1 must accomplish a specific task: they must be written clearly and tightly, and they must provide evidence that the writer has the intellectual curiosity, open-mindedness and the strength of character necessary to be a contributing and successful member of the campus community. The Essay's Title Writing a good essay title is often a challenge. Drews title is rather straight-forward, but it is also quite effective. We immediately want to know  why  Drew should have quit this job. We also want to know why he  didnt  quit the job. Also, the title captures a key element of Drews essay—Drew is not writing about a great success he had, but a personal failure. His approach carries with it a little risk, but it is also a refreshing change from all the essays about how great the writer is. The Essay Topic Most applicants think they have to make themselves look super-human or infallible in their essays. The admissions folks read scores of essays on significant events in which the writer describes a winning touchdown, a brilliant moment of leadership, a perfectly executed solo, or the happiness brought to the less-fortunate by an act of charity. Drew does not go down this predictable road. At the heart of Drews essay is a failure -- he acted in a way that did not live up to his personal ideals. He chose convenience and self-advancement over his values, and he emerges from his ethical dilemma thinking he did the wrong thing. One could argue that Drews approach to the essay is foolish. Does a top college really want to admit a student who so easily compromises his values? But lets think of the issue differently. Does a college want to admit all those students whose essays present them as braggarts and egoists? Drews essay has a pleasing level of self awareness and self criticism. We all make mistakes, and Drew owns up to his. He is disturbed by his decision, and his essay explores his inner conflicts. Drew is not perfect—none of us are—and he is refreshingly up front about this fact. Drew has room to grow and he knows it. Also, Drews essay isnt just about his faulty decision. It also presents his strengths -- he is passionate about mechanical engineering and has been for most of his life. The essay succeeds in showing off his strengths at the very time it examines his weaknesses. Essay option #1 often leads to a bunch of predictable and conventional essays, but Drews will stand out from the rest of the pile. The Essay Tone Drew is a fairly serious and introspective guy, so we dont find much humor in his essay. At the same time, the writing isnt too heavy. The opening description of Drews closet and the repeated mention of mowing lawns add a little lightness to the writing. Most importantly, the essay manages to convey a level of humility that is refreshing. Drew comes across as a decent person, someone who wed like to get to know better. The Author's Writing Ability Drews essay has been carefully edited and revised. It contains no glaring problems with grammar and style. The language is tight and the details are well chosen. The prose is tight with a good variety of sentence structure. Immediately Drews essay tells the admissions folks that he is in control of his writing and ready for the challenges of college-level work. Drews piece comes in around 730 words. The admissions officers have thousands of essays to process, so we want to keep the essay short. Drews response gets the job done effectively without rambling on. The admissions folks are unlikely to lose interest. Like  Carries essay, Drews keeps it short and sweet.[Note: Drew wrote this essay in 2010, before the 650-word length limit; with the current guidelines, he would need to cut out a third of the essay] Final Thoughts As you write your essay, you should think about the impression you leave your reader with. Drews does an excellent job on this front. Heres a student who already has great mechanical ability and a love for engineering. He is humble and reflective. He is willing to take risks, and even risks critiquing the source of funding for some college professors. We leave the essay understanding Drews values, his doubts and his passions. Most importantly, Drew comes across as the type of person who has a lot to gain from college as well as a lot to contribute. The admissions personnel are likely to want him to be part of their community. The college is asking for an essay because they have holistic admissions, they want to get to know the whole applicant, and Drew makes a good impression. The question Drew responded to about an ethical dilemma is not one of the seven essay options in the current Common Application. That said, the Common Application essay prompts are broad and flexible, and Drews essay could certainly be used for the topic of your choice essay prompt or option #3 on questioning a belief.