Negative effects of Joint Custody Methodology Essay

Negative effects of Joint Custody Methodology - Essay Example This is the objective of this research effort. This study sets out to examine whether there is any difference in the manner in which boys and girls are affected by joint custody arrangements. Bauserman (2002) has noted that some researchers claim that a child can adjust better while living with the same sex parent. Therefore, sole maternal custody may result in boys lacking the male influence, which could conceivably be satisfied through a joint custody arrangement. Therefore, the hypothesis for this research design is that girls may be more negatively affected by a joint custodial arrangement than boys, especially when parental conflict is present. There is a lack of consensus among researchers on whether joint custody is beneficial or whether it has a negative effect. Furthermore, there has been hardly any research into differences in the manner in which girls and boys may feel the negative effects of joint custody. Therefore, this is an exploratory research study that seeks to examine one empirical sample of participants, in order to determine whether boys are subject to a lower level of negative effect from joint custody arrangements. This study will therefore be significant in that it will help to shed some light into an area that has not been covered by research. It will add to the pool of existing research on the negative effects of joint custody and can be substantiated by further research on the same subject. This study proposes to include both the parents of at least 25 boys and 25 girls among divorced families where joint custody arrangements are in place. The age group of the participants will range from five to eight, in order to provide for as homogenous a group as possible in terms of age, especially because parental visitation and attention are greater at this age. Moreover, as many participants as possible will

My chosen product Essay Example for Free

My chosen product Essay My chosen product is a Philips Plasma Screen TV. This is my SWOT analysis for this electronic product. Strengths: Flat screen plasma TVs are becoming increasingly popular and as this certain product includes stand and speakers as standard meaning its a bargain. Weakness: There are a large range of different plasma screens available meaning customers are spoilt for choice. This includes competition with rival plasma producers all competing to be sold. Opportunities: Philips are continually producing new quality stands and screens allowing them to offer more products to potential buyers. Threats: Competition posed to Philips by other large organisations such as Sony are the biggest threat. This is due to them both competing for a large share of the same market. Section 4: Stakeholders Richer sounds main stakeholders are: Customers are existing customers. They have a relationship with the organisation as their link is that they buy the products or the services. Employees rely on the business for employment so therefore have a relationship with the business. Suppliers take orders from the business making sales, this they are stakeholders. Sponsors (of the organisation) pay money to associate the name of their product or business with an event or person. The bankers of the business lend money to company therefore making them an important stakeholder within the organisation. All the above stakeholders are interested in the business as they rely on their activities and trades to keep their organisation running. An example of this is suppliers, without taking orders from the business; they will not make any profit, which may lead the organisation to shut down. [M2] When businesses are faced with concerned stakeholders, they have a choice of either taking action, or not. The decision taken will usually depend on the power of the stakeholder group, the issue the group has raised, or the effect of any action taken upon other stakeholder groups. As every business has a main aim to survive, its usually sensible for businesss to respond to stakeholders concerns. Lack of consideration may lead to boycotts, which will decrease profits. An example of this is when Greenpeace called for a boycott of Shell petrol with the result of sales falling by approximately 50%. This is also a problem for Richer Sounds as its part of the large sound and vision market, meaning loss of profit may cause Richer Sounds to fall and become bottom of the market. If this happened Richer Sounds competitors would have an increased profit, making it harder for Richer Sounds to recover. However if the organisation chooses to do nothing about the issue it may at times damage the business by boycotts which eventually lead to profit lose. Taking action against these concerns may benefit the business, however bearing that no business will ever be able to please all its stakeholders all the time. If Richer Sounds was faced with this problem, they could choose to either face or sort the problem, or to ignore it. In my opinion, Richer Sounds should tackle and face the problem, because consequences could be fatal (such as boycotts). An example of this was when Greenpeace boycotted Shells Fuel organisation, resulting in loss of approximately 50% in profit. Richer Sounds keeps up very well with changing technology thus it must also keep up with all other external influences such as, economical factors. Richer sounds are affected by a range of economical factors including exchange rates. This is due to the fact that Richer Sounds buys a large share of their stock abroad. When Richer Sounds makes purchases form Europe, the price usually depends on the value of the pound relating in relation to the euro. Richer Sounds always benefits if the pound is stronger, thus the goods cost less. However if the pound is falling in value, Richer sounds then have to take this into consideration as the goods are then more expensive. Richer sounds might successfully adapt its activities, by simply watching the changes in money rates and the strength of the pound to the euro. Another factor that also affects Richer sounds is the level of prices. If the general level of prices increases, then Richer sounds will be forced to increase there prices as well. When prices are increased then competition also gets heated. However, the prices of electrical goods have fallen over the last few years, thus allowing Richer sounds to become more competitive then ever. To help combat these problems Richer Sounds may choose to keep record of the prices and sales, as it may help them predict whether the prices of certain products may increase or decrease.

The Reconstruction Era

The Reconstruction Era Courtney Gehring The Reconstruction Era followed the abolishment of slavery and gave hope to reconnect families and become political, social, and economic equals with the white men who once enslaved them. Sadly, this was all false hope. The freedmen and freedwomen in the South became sucked back into a slavery by a different name type of servitude for the same plantation owners that once owned them with no hope of becoming an equal. During the time of Reconstruction there were three phases of reform, presidential, congressional, and radical. Presidential Reconstruction was led by President Johnson after the assassination of Abraham Lincoln. Johnson followed the same Reconstruction Plan that Lincoln had laid out: return all confiscated property, political rights to all except for the highest ranking Confederate soldiers, pardon the South on all wrongdoing, and to readmit states with 10% of its voting public.[1] Congressional Reconstruction began with the authorization of the Freedmans Bureau. This bureau was established to help and aid the freedmen after the war. Congress also nullified the Black Codes which Southern states put into law after the war to restrict African American rights and force them to work for low wages and in debt.[2] Although the Black Codes were nullified, the South created the Jim Crow laws which reenacted many of the same laws as the Black Codes and didnt officially disappear until the Civ il Rights Act of 1964 was passed. The last phase of Reconstruction was the Radical Reconstruction. During this time, radicals were elected into power. Due to this, Union troops were sent into the South to help protect the freedmen and to help keep the peace. All freedmen could legally register to vote as the 14th Amendment was passed granting African American males suffrage as it would provide them a voice and supply the freedmen with the best opportunity to fight against the oppressive class-legislation, as well as against individual persecution.[3] During this Radical Reconstruction, 400 freedmen were elected into higher office and 16 freedmen were elected into Congress. Former slave owners became infuriated by African Americans in political offices and as a result founded the Ku Klux Klan and eradicated the Southern GOP coalition. They accomplished this by accusing the carpetbaggers and poor white southerners, of having relations with freedwomen as interracial relations were illegal at this time and heavily looked down on in society. The former slave owners also convinced the poor white southerners that the freedmen were taking resources from them. Also talked them into putting racial needs before economical needs when voting. The Ku Klux Klan increased violence to discourage freedmen from voting. Another way to prevent freedmen from voting was by imposing poll taxes and by enforcing that the voter needs to know the State Constitution before they can register to vote.[4] The Southern economy was thrown into confusion by the end of the way and the former slave owners now needed to re-establish a work force and the freedmen needed jobs as the government failed to provide them with an economical plan. This complication led to sharecropping, in which freedmen would rent a place to live from the plantation owner and would work for them and in return the freedmen get to keep a portion of the crops they grow.[5] This forced the freedmen and women into a never ending cycle of debt as they do not have the money to pay for rent, their own tools, or for their own food; this prevented them from obtaining any economic equality or freedom. The Southerners have endorsed a racial and gender hierarchy in the South. At the top are the wealthy white men and the wealthy white women, then the poor white men and poor white women, and at the bottom are the black men and black women. This hierarchy helps to prevent a Radical Reconstruction from happening again as the freedm en and freedwomen have learned their place in southern society and possess no political or economic power. With the 1876 Presidential Election closing in, the Republican Presidential candidate, Rutherford B. Hayes, promised the Democratic House of Representatives to remove the troops in the South. Hayes promised to do this in order to win the election with the help of the South. He truly didnt care about the South and the freedmen, Hayes cared more about the industrial revolution in the North. This became the official end of the Reconstruction Era in the United States. Question 2: From the late 1870s until the early 1930s there had been a massive struggle between the farmers/laborers and the big businesses of the U.S. Most businesses demanded long hours and paid their workers pennies. The workers also had to endure small cramped workspaces overfilled with people and machines. Most businesses were dirty with smoke filled air and unsanitary conditions. Many families made so little that everyone, including children, had to work. For example, at the Hickory Colliery in Pennsylvania, it was very common for boys who worked in the mines for $1-$3 a week, to end up being indebted to the company by the end of the month as he had to pay more to get to work than he got paid for the work he actually did.[6] Farmers, the original backbone to the economy, were now at the mercy of big corporations as well. They felt as though corporations were chipping away at their profit as they had no control of larger necessities they needed to make a living out of farming. Businesses like equipment dealers now controlled item costs such as harvesters and plows while other businesses like the railroads and grain elevators could charge them more to move and store their crops. This caused farmers who were already in debt from the war to lose even more money. The first major attempt to organize workers on a national scale was the Knights of Labor in 1869. Originally a secret organization created by garment factory workers, the Knights of Labor became open to all workers, which included women, African Americans, and farmers. The Knights grew slowly until after the massive railroad strike in 1885 against Jay Gould, when workers walked out on the job due to pay cuts.[7] Within a year, 500,000 more people joined. The Knights of labor took a political stand as they sought an eight-hour work day, the elimination of child labor, better sanitary conditions, higher wages to match their hard work, and other reforms. The Knights of Labor fell apart after a violent incident in the Haymarket Square in Chicago. Local anarchists got together for a protest meeting to discuss the strike at the McCormick Harvester Company, but soon police showed up to disband the meeting causing someone to throw a bomb that killed multiple policemen.[8] Despite the fall of the Knights of Labor, the labor movement continued and was taken over by the American Federation of Labor (AFL). Unlike the Knights of Labor, the AFL, under Samuel Gompers, only supported skilled workers. Gompers key goals were similar to the Knights of Labors as they wanted increased wages, reducing working hours and improved working conditions. Gompers helped the labor movement to turn away from the socialist ideals that earlier labor groups had embraced, and turned it into an apolitical movement. George Pullman, founder and president of the Pullman Palace Car Company, required his workers live in Pullman City and pay him rent to live there. Due to the depression at the time, Pullman cut workers pay while still expecting the workers to pay the same price as before in rent. Three thousands of Pullmans workers went on a wildcat strike. A majority of the workers on strike belonged to the American Railroad Union (ARU), which was founded by Eugene Debs. Debs, a railroad fireman, created the union as he witnessed the poor working conditions of fellow railroad workers. The men all worked for low wages and some became injured or killed because of unsafe equipment. As a result of the cut wages, ARU members refused to let any train with a Pullman car to move. Hordes of ARU supporters wanted to aid in the strike and began stopping trains. Quickly, there was no trains moving west of Chicago. Railroad companies tried spreading lies about Deb and the ARU. This only angered strikers. and Man y of those supporting the strike stopped trains, smashed switches, and started to set fire to whatever would burn. Another crowd of rioters stopped soldiers accompanying a train. This caused a lot of casualties and well as people injured from bullets. Soon President Cleveland sent in Federal troops to put an end to the strike. This is a major part of history as it was the first time the federal army was sent in to break up a strike. The most belligerent union of the labor movement was the International Workers of the World (IWW). They represented a more radical approach to the unions and they supported the Marxist class struggle.[9] It formed from a mixture of smaller unions fighting for better working conditions out west in the mining industry. The IWW, or Wobblies, gained notability from the Colorado Mine Clashes of 1903. The major issue in Colorado was the fight over the eight-hour workday. The Legislature had passed a statute limiting the workday to eight hours in hazardous industries, such as mining and smelting. But, the Colorado Supreme Court declared it unconstitutional. Voters of Colorado passed a vote to approve the eight-hour workday, but the smelter owners fought any efforts to pass it. This led to the smelters going on strike. At first it appeared that they were going to win their demands without a fight, but then one of the smelter operators refused the deal given to them by the Governor of Colorad o.ÂÂ   The Governor that called in the National Guard who began arresting union leaders and strikers. The violence escalated after a mine exploded on November 21, 1903, which killed a superintendent and a foreman. The commanding officer of the National Guard announced a vagrancy order, it required the strikers to go back to work or be deported from the district. The IWW continued on to help fight for more rights in places like textile mills of Massachusetts, railcar builders in Pennsylvania, and rubber workers in Ohio.[10] Sadly, the greatest motivation for action against the IWW was their success in organizing industries, who were crucial to the war effort, in their call for work stoppages in the midst of the war, and their refusal to stop strikes during the war time. Many of the IWW leaders were arrested under the Espionage Act. Originally the government did not intervene in these ongoing struggles between the working class and the big corporations as the government was in support of a Laissez Faire style economy. The workers were allowed to strike peacefully as it is a first amendment freedom. Most businesses and factories ignored the workers on strike and instead hired new immigrants off the boats to work in their factories as unskilled laborers. Many companies also would deny workers the ability to become members of unions as a way of forcing their ideas that companies control who they fire, who they hire, and what they chose to pay.[11] A tremendous amount of reform was accomplished at the local and state level. In the tristate area, Progressives attempted to find a mind ground between the big businesses and the working class and creates the NY/NJ Port Authority. This was created as a private public service to help regulate the tolls and fees when crossing between New York and New Jersey. Although the government did enact the Sherman Antitrust Act in 1980, it did not accomplish much as many companies avoided the law by converting their monopolies into holding companies. Congress also passed the Pure Food and Drug Act and created the Food and Drug Administration in 1906 to improve food and medicine safety for the public. This came after Upton Sinclairs book, The Jungle, which highlighted that due to lack of government policies, the meat packing industry was packaging and selling rotten meat to the consumer as well as how dirty the facilities was as the owners only cared to make money.[12]ÂÂ   While president, Wilson in 1912, created the national banking system. He also prohibited unfair business practices and outlawed full time employment of children under the age of 16. In the midst of entering World War I, the War Industry Board redirected industry in America to help produce and provide necessities for the war. In doing this, the board granted higher wages, eigh t hour workdays, and minimum wage to the workers.[13] During the 1920s, President Coolidge raised international tariffs and gave big businesses tax cuts. He hoped that by giving businesses tax breaks that they would use to money to create more jobs in order to help encourage people of the working class to buy more. Sadly, most businesses created a few jobs and pocketed the rest of the money they saved from the tax cuts. At this time, U.S. businesses had learned how to use better technology in order to increase productivity. Unfortunately, they needed more of a demand for the amount of products they were producing. Government and businesses at this time introduce credit as a way to help stimulate the economy while engulfing people in consumerism. Companies, like Listerine, created ads targeted at everyday insecurities to convince more of the public that they needed their product.[14] Question 3: On November 2, 1920 women were first able to legally vote in a presidential election. Women and activists have fought for womans suffrage for over a century and finally, in August of 1920, the women of the United States won suffrage and were finally granted equality in the public sphere. Women have fought to leave the private sphere of the home and enter into the politics of the public sphere through the practice of maternalism, also known as public mothering.ÂÂ   Women, such as Jane Addams and other upper class women, used the males idea that women belong in the home as a way to gain access into the public sphere. Maternalism was womens way of participating in politics by using their natural maternal talent as mothers such as cleaning, looking after others, and providing care. [15] Men, like Theodore Roosevelt, believed that women belong in the home as a housewife and focus on raising the children.[16] Women agreed with this male ideal that they belonged in the private sphere, but as a mother they would be good at government housekeeping as politics were a mess at the time. Cities in the early 20th Century ran on corruption and that created dirty politics. Chicago itself was literally dirty, skies filled with smoke and dirt while the streets piled up with garbage and human waste. Jane Addams herself reached out to city hall to develop a public sewer system and reform the system of garbage collecting to help clean up the city.[17] Addams also contributed to her social work in Chicago by creating the Hull-House, a settlement house to help the immigrants in the city to teach them English, educate them in how to safely care for their children in cities. Settlement houses started popping up around the country as a safe way to help immigrants inside of the major citi es, and defend this major non-profit as public mothering of the immigrants. Women also used maternalism to create the Childrens Bureau (1912), the first federal agency in the United States.[18] Their reasoning behind needing this federal agency was to administer birth certificates to help track of mother and infant mortality rates among the working class. Compared birth certificates and death certificates to produce and show statistics showing the high mortality rate among mothers and infants among the poor. Margaret Sanger, founder of Planned Parenthood, used these statistics to rationalize why they needed to make birth control legal and accessible. Many mothers died from having too many births as they become more dangerous the more women have. Advertised that they needed birth control in order to stay alive and to be a better mother to the children they already had. Maternalism was exceedingly successful as it got a lot of women out into the public sphere and into politics alongside of the men. Sadly, these reforms mostly only reached out to the local and state levels. The biggest downside of maternalism was that women had to agree with men and admit that they belonged in the private sphere of the home. In other terms, these women said they know that women are not equal to men. In many ways, maternalism can be seen a big success for what they accomplished but also as a failure as they reinforced the idea that women are not equal. Bibliography Addams, Jane. Twenty Years at Hull-House: With Autobiographical Notes. 1910. Advertisement for Listerine. 1923. Baruch, Bernard M. American Industry in the War: A Report of the War Industries Board. Washington, D.C.: U.S. Government Printing Office, 1921. Henretta, James A., and Rebecca Edwards, and Robert O. Self. Americas History 7th ed. Boston: Bedford/St. Martins, 2011. Laws of Mississippi. 1865. On Child Labor. Labor Standard, 1877. Roosevelt, Theodore. The Strenuous Life. New York: Review of Reviews Company, 1919. Thorpe, Francis N., ed. The Federal and State Constitutions of the United States. Washington, DC: U.S. Government Printing Office, 1909. U.S. Congress, Senate. 39th Cong., 1st sess. Washington, D.C.: 1865. U.S. Strike Commission. Report on the Chicago Strike of June-July, 1894Senate, Executive Document No. 7, 53rd Congress, 3rd Session. Washington, D.C.: Government Printing Office, 1895. [1] James A. Henretta, and Rebecca Edwards, and Robert O. Self, Americas History 7th ed. (Boston: Bedford/St. Martins, 2011), 464. [2] Laws of Mississippi, 1865, 82. [3] U.S. Congress, Senate, 39th Cong., 1st sess., 1865, ex. doc. No. 2, 1-5, 8, 36-39, 41-44. [4] Francis N. Thorpe, ed., The Federal and State Constitutions of the United States (Washington, DC: U.S. Government Printing Office, 1909), 4:2120-2121. [5] Henretta, Americas History 7th ed., 476. [6] On Child Labor (Labor Standard, 1877). [7] Henretta, Americas History 7th ed., 551. [8] Ibid., 552. [9] Ibid., 644. [10] Ibid., 644. [11] U.S. Strike Commission, Report on the Chicago Strike of June-July, 1894Senate, Executive Document No. 7, 53rd Congress, 3rd Session (Washington, D.C.: Government Printing Office, 1895), 621-622. [12] Henretta, Americas History 7th ed., 610. [13] Bernard M. Baruch, American Industry in the War: A Report of the War Industries Board (Washington, D.C.: U.S. Government Printing Office, 1921), 65-67, 69, 100. [14] Advertisement for Listerine (1923). [15] Henretta, Americas History 7th ed., 572. [16] Theodore Roosevelt, The Strenuous Life (New York: Review of Reviews Company, 1919), 3-22. [17] Jane Addams, Twenty Years at Hull-House: With Autobiographical Notes (1910), 200-204. [18]ÂÂ   Henretta, Americas History 7th ed., 640.

The Perspective of a Child in William Faulkner’s The Unvanquished :: Faulkner’s The Unvanquished

The Perspective of a Child in William Faulkner’s The Unvanquished In the novel The Unvanquished, by William Faulkner, the story of a child’s journey from boyhood to manhood is told through the perspective of an adult reflecting upon the past. Faulkner uses the narrator of the novel, Bayard Sartoris, to recall numerous experiences and portray intricate details that involve time, place, and setting through several techniques of writing. Language, empirical knowledge, and tone play a major role in the readers understanding of the perspective of which the story is told. Faulkner is a master of using language as a means of giving the reader clues to what is going on in the story: subliminally and in the perspective of a child. Many times throughout the novel, he uses a tone of voice in which the reader understands that the narrator is a naive boy who is oblivious to his surroundings and what is going on in â€Å"reality.† At an early age Bayard and his playmate, a black lad named Ringo, see the world as an adventure and often bring these characteristics of imagination into real life situations. For example, the boys shoot a â€Å"Yank† (literally) in an almost playful way, which is quite similar to the way in which they play in their living quarters daily. The way in which Faulkner describes these events through the narrator tells the reader that Bayard is unaware of the consequences of his action and that he is being compelled to do things such as shooting a â€Å"Yank† based on the influence of his Father and Grandmother rather than on his own accord. The manner in which Bayard goes about his actions is very childlike and Faulkner uses naivety and the ability for the child not to think for himself to portray age. On the other hand, the reader is also aware that someone with a great deal of empirical knowledge narrates the story. Many times Faulkner uses subtle asides that give the reader more clues of the narrator’s demeanor and understanding of his surroundings. Faulkner uses phrases like, â€Å"to a twelve years old,† that tell the reader that someone with understanding and experience is speaking to directly to the reader. Within the same breath the reader is reminded that a child is actually telling the story. Faulkner chooses to make these two voices coalesce in a way to show more than one perspective and not be limited in the mind of a child.

Principles of diversity equality Essay

Outcome 1: Understand the importance of diversity, equality and inclusion. 1.1 Define what is meant by: Diversity:- Is that right of each individual to be different and to have differences from others. Equality:- the state of being equal, especially in status, rights or opportunities. Inclusion:- the action or state of including or being included within a group or structure. Discrimination:- the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age or sex. 1.2 Describe how direct or indirect discrimination may occur in the work setting. Direct discrimination: Institutional/Company: different pay levels offered for the same job, promotion offers to only a select group of employees; job offers and training opportunities being offered to individuals of a certain race or age; bullying, excluding others, provocations of colleagues or clients on the basis of their gender, age, religious beliefs, ethnicity, language, social class, sexual orientation. Indirect discrimination: Inadequate facilities put in place for those with disabilities, making demands on workforce which they deem as being disadvantageous to employees of a certain group; using overly complex terminology when providing information either members of staff or the clients Read more: Describe the potential effects of discrimination essay 1.3 Explain how practices that support diversity, equality and inclusion reduce the likelihood of discrimination. Mixing groups of individuals in situations like; training sessions encourages cohesion and fosters the opportunities for individuals to work well with each other in partnership. Introducing facilities that aid mobility as this encourages the involvement of individuals who are less mobile and makes them feel included as their needs are being taken into account. Putting in place polices that empower employees and show the individual’s value to the company such as; employee of the month awards and bonuses given for consistent good work. This will increase the employees’ confidence in carrying out their job and want to  continue their employment contract with the company. Outcome 2: Know how to work in an inclusive way. 2.1 List key legislations and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings. Equalities Act (2001). The Employment Act (2008). Health and Social Care Act (2012). Human Rights Act (1998). Mental Capacity Act (2005). Safeguarding Vulnerable Groups Act (2006). 2.2 Describe how to interact with individuals in an inclusive way. Being empathetic towards the clients’ situation and showing a genuine interest in their concerns and needs. Allowing and encouraging a two-way dialogue to occur between the care worker and the client using techniques such as; active listening to aid communication. Respecting individual’s cultural and/or religious differences and working with them in a way that doesn’t go against their beliefs or morals. 2.3 Describe ways in which discrimination may be challenged in adult social care settings. Putting in place a company policy of zero-tolerance regarding discrimination. Informing all members of staff and clients about how and when to make complaints regarding any issues of concern including discrimination. Encouraging others to challenge discrimination. Maintaining a record of discriminatory behaviour and resorting to disciplinary actions to deal with such behaviour. Routinely updating policies and procedures of organisation in relation to discrimination. Using previous discriminatory cases to aid the continuous professional development of the members of staff as they can act as an example of how they can respond and handle similar situations if and when they occur in their future working life with the company. Outcome 3: Know how to access information, advice and support about diversity, equality, inclusion and discrimination. 3.1 Identify sources of  information, advice and support about diversity, equality, inclusion and discrimination. Company care worker handbook. Skills for care website. Heath & Social Care Information Centre website. NHS website. Healthcare Diversity Council website. 3.2 Describe how and when to access information, advice and support about diversity, equality, inclusion and discrimination. An individual should access information, advice and support about diversity, equality, inclusion and discrimination in instances where they believe that either them or the client who they are assisting being treated unfairly due to factors like an individual’s race or ethnicity; having access to the relevant legislative rules and regulations such as; the Equalities Act (2001) or The Employment Act (2008) and the company’s policies and procedures regarding diversity, equality, inclusion and discrimination so that they know exactly what their employer is legally required to put into place in order to foster diversity, equality, inclusion and prevent discrimination. This information especially the company’s policies and procedures will also inform the care worker of the proper procedure that needs to occur when the care worker experiences issu es regarding diversity, equality, inclusion and discrimination.

Beloved on Slavery

In regards to the novel Beloved Toni Morrison says, â€Å"[The novel] can†t be driven by slavery. It has to be the interior life of some people, a small group of people, and everything that they do is impacted on by the horror of slavery, but they are also people. † Critics argue that the novel is driven by slavery and that the interior life of the protagonists is secondary. This is true because most of the major events in the story relate to some type of slavery. The slavery that drives the novel does not have to be strictly physical slavery. Morrison†s characters are slaves physically and mentally. Although they are former slaves, they are forever trapped by horrible memories. The type of slavery the novel initially depicts does not correspond to what really happened to slaves in the 1800s. At Sweet Home, Mr. and Mrs. Garner treated their slaves like real people. Mr. Garner is proud of his slaves and treats them like men, not animals. . . . they were Sweet Home men — the ones Mr. Garner bragged about while other farmers shook their heads in warning at the phrase. [He said,] â€Å". . . my niggers is men every one of em. Bought em thataway, raised em thataway. Men every one. â€Å"1 The things that occurred at Sweet Home while Mr. Garner is alive are rather conservative compared to what slaves actually suffered during this time period. Under the management of schoolteacher, things change dramatically. He turns Sweet Home into a real slave plantation. He treats and refers to the slaves as animals. He is responsible for the horrible memories embedded in Sethe and Paul D. Sethe feels the impact of slavery to its fullest extent. Slavery pushes her to kill her baby daughter. She feels that is the only way to protect her beloved daughter from the pain and suffering she would endure if she became a slave. The minute she sees schoolteachers hat, Sethe†s first instinct is to protect her children. Knowing that slave catchers will do anything to bring back fugitive slaves and that dead slaves are not worth anything, Sethe took matters into her own hands. On page 164 Sethe says, â€Å"I stopped him. I took and put my babies where they†d be safe. † Paul D asks, â€Å"How? Your boys gone you don†t know where. One girl dead, the other won†t leave the yard. How did it work? â€Å"They ain†t at Sweet Home. Schoolteacher ain†t got em,† replies Sethe. This one incident does not only affect Sethe, but it changes things for Beloved and Denver as well. Beloved loses her life to slavery. Her own mother sacrifices her existence in order to keep her out of slavery. As for Denver, she is indirectly affected by the horrors of slavery. She has to put up with living in a haunted house because her mother refuses to run away again. On page 15 Sethe says, â€Å"I got a tree on my back and a haint in my house, and nothing in between but the daughter I am holding in my arms. No more running — from nothing. I will never run from another thing on this earth. † Sethe becomes a slave again when she realizes who Beloved really is. She feels indebted to Beloved for taking her life. In an effort to gain forgiveness, Sethe decides to focus all her energy on pleasing Beloved. When once or twice Sethe tried to assert herself — be the unquestioned mother whose word was law and who knew what was best — Beloved slammed things, wiped the table clean of plates, threw salt on the floor, broke a windowpane. †¦ Nobody said, You raise your hand to me and I will knock you into the middle of next week. †¦ No, no. They mended the plates, swept the salt, and little by little it dawned on Denver that if Sethe didn†t wake up one morning and pick up a knife, Beloved might. 2 Then there†s Paul D, who replaces his â€Å"red heart† with a tin tobacco box. He refuses to love anything strongly and establish long term relationships because he is still hurting from losing his brothers and friends to schoolteacher. Schoolteacher also takes his pride and manhood away by forcing him to wear a bit. Paul D compares himself to a chicken. On page 72 he says, â€Å"But wasn†t no way I†d ever be Paul D again, living or dead. Schoolteacherchanged me. I was something else and that something else was less than a chicken sitting in the sun on a tub. † As a member of the chain gang he suffers another type of slavery because he is both a prisoner and a sexual servant. Even after he escapes and is a free man, Paul D is still a slave. He is a slave to his memory. Having been through so many horrible events, he has trouble finding happiness again. In her novel, Morrison uses the phrase, â€Å"Freeing yourself was one thing; claiming ownership of that freed self was another. † This applies to each and every one of her characters. Sethe will always be haunted by the memory of killing her own flesh and blood. It will be a long time until Paul D is ready to turn his tin box back into a red heart. While Denver finally ventures out of 124, she is not going to forget being shunned by the community and being held captive by her own house. As for Beloved, she is her own slave. Her constant dependency on Sethe makes her weak. Beloved needs to free herself from Sethe. Though it is hard, she needs to accept what has happened and move on. Beloved is about a group of people and how they deal with life†s hardships. Many issues in the story deal with control. There is a constant struggle for power throughout the novel. Each character fights to free him/herself from something or someone. The major theme in the story is freedom and how to acquire it. The critics are correct in saying that the novel is primarily about slavery, but they should mention that slavery means more than just being an indentured servant.