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Advocacy for the Mentally and Developmentally Disabled Adult

Advocacy for the Mentally and Developmentally Disabled Adult.

Advocacy for Mentally and intellectually Disabled Adults This research will the explore Advocacy through knowledge, leadership and empowerment skills. Assignment Introduce topic : Give background, an anecdote, or the status quo What is the Debate/ Conversation/ Perspectives surrounding the issue? Major Claim – Thesis statement Body paragraph Outline (# of body paragraphs depends on assigned essay length) Counterargument-and Rebuttal Paragraph Conclusion Paragraph : Restate thesis and major reason(s) References – Separate PageIf Applicable, followed by reference (footnotes/ tables/figures) Sub-claim = Points you want to make = Reason(s) that helps prove your thesis. Explain/ Elaborate/ CommentaryEvidenceConcluding Sentence/ Transition to next point (connect back to thesis) Answer why is this topic important to think about?This paper must be written in Microsoft Word (no exceptions)This paper must follow APA format: paper must be double spaced, 12” font, 1” margins all aroundSubmission of this research paper must have cover page with appropriate headers, page numbers, and appropriate information utilize in APA formatMust use references/resources submitted. In-text citation (Last name, Year)Give me your best and intelligent writing because I need to maintain A averageAbsolutely, NO PLAGARISM E.g. Last Name, F.M. (Year). Article Title. Journal Title, Pages From – To. Last Name, F.M. (Year). Book Title. City Name: Publisher Name Additional instructions Questions What is mental and developmental disabilities advocacy?How can one best advocate for adults with mental and developmental disabilities?What are the skills, qualities and practices needed to be an excellent advocate for adults with mental and developmental disorders?What are the resources needed for adults with mental and developmental disabilities?What do adults with mental and developmental incapability need help with most?How do advocates help them meet those needs?How are people with mental and developmental disabilities able to overcome barriers or impediments with the help of advocates?Discuss how might an advocate support the development and enforcement of policies that protect persons in vulnerable situations.Discuss policies and practices as regards to government obligation in supporting advocacy for the rights of persons with disabilities.What means are provided through advocacy in addressing the social determinants of health and fulfilments of health rights for people with mental and developmental disabilities. Key words:-human rights, discrimination, rights to freedom, abuse, inequality, enhancing quality of life, awareness, self-help, family, integrating in society, human services
Advocacy for the Mentally and Developmentally Disabled Adult

Relationship between organisations structure and culture

Organizations rely on nonfigurative conceptions, to make significance systematically of our experience and observations of people doing things together. Organizational life can be explained, understood, predicted, and influenced, with non-figurative ideas about structure and culture. 3.1.1 Contrast different organisational structures and culture While there is no general agreement or uniformity of structural and cultural aspects of community organizations, grassroots organizers have some common tradition and perceptive. Organization’s structural characters are strict, nonflexible, created and preserved by documentation, and contingency centred. The structure is taken on “officially,” on the basis of known rules and events. It decide how the organization is made-up to operate and for what reasons. The cultural definitions of people, situation, events, information, objects, facts, procedure are essential for organizational choices and movement. The common properties of structure and culture are: Contingency-cantered Ideology-cantered Cultural Features Structural Features Documented Word-of-mouth Formal Informal Fixed Flexible It is impossible to do split structure and culture, in practice. So organizational structure spells out the place to be occupied by members of an organization and culture defines the task to go with those place and the kinds of people. 3.1.2 Relationship between an organisation’s structure and culture and the effects on business performance Structure The basic objects of organizational structure are the books – constitutions and bylaws. These books begin with the broad aims and principles of the organization and they reflect the central values and interests of the membership, constituency, or clientele. Structural definition also describes the organization’s resource base. A lot of organizations normally define their curriculum of membership in bylaws. Some of them even state the amount of annual dues for each. The books describe formal offices or positions in the organization. Not always same as labour branches, as stating who does what. Tax-exemption options may also be written. Decision-making activities are planned in structural documentation. The common types of organizational choices are: structural, management, policy, adjudication, and supervision. Constitutions and Bylaws state the actors and way to alter in the structure itself. The total membership, annual assembly or congress, is exclusively authorized to change the basic structure. Policy matters are typically left to leadership bodies meeting more frequently. And management is often delegated to staff. Culture Cultural aspects are those that evolve in discussion and are in fluctuation, constantly modifying. Many cases organizational culture describes what things signify, whether good or bad, right or wrong, and how to accomplish them when can’t be set-up by formal process. The culture encourages effective philosophy for possibility in the organization’s daily work done. Comparing with basic principles, it’s the fleeting operational philosophy – fashioned, shaped, and broadcasted in common knowledge and conversation about that understanding – that tells a corporate flack catcher. The culture progresses the organization forward when it fixes the jobs and the category of labour. Culture shows some other crucial and equivalent role by reflecting experiences in the past and keeping away from occurring again of emergency. For example, when an organization learnt about relying on a sole leader to broker of its inner interest. Likewise, relying totally on one source of money doesn’t continue long life. Culture can be felt more in its definition of roles than other way. Culture defines how people visualize of the causes and ways for actions. Leaders under the grasp of organizational culture are informed that, they may take decision, appropriating the managerial authority of the membership wrong. Also, staff appreciation to act follows from a thoughtful of a spoken “organizing model,” another surface of the organization’s culture. 3.1.3 Influence of individual behaviour at work Issues that influence individual behaviour at work are: 1) The approaches

Walden University Week 2 Laymans Language Passage Rituals Anthropology Paper

essay help online free Walden University Week 2 Laymans Language Passage Rituals Anthropology Paper.

Assignment: Field Notes 2During Week 2, you identified an indigenous group and shared the reasons for your selection. This week, you take a closer look at the group that you have identified by examining its culture. What is culture? Culture is the learned, shared understandings among a group of people. Culture helps to explain how people live, behave, and act and how to interact with others. In this week’s Field Notes, you examine elements of the culture of an indigenous group.To prepare for this Assignment:Review the assigned chapters in the Omohundro course text.Review the indigenous group that you selected in Week 2.Choose two elements of culture from your selected indigenous group. (Note: Elements of culture might include rituals, religious beliefs and practices, marriage customs, gender roles, celebrations, birthdays, holidays, economic, government or social systems.)By Day 7Submit a 2- to 3-page paper in which you do the following:Reflect on the indigenous group that you identified in Week 2.Describe the two elements of culture that you researched about the group.Identify any key symbols, stories, myths, and origins (history) about the indigenous group.By Day 7Submit a 2- to 3-page paper in which you do the following:Reflect on the indigenous group that you identified in Week 2.Describe the two elements of culture that you researched about the group.Identify any key symbols, stories, myths, and origins (history) about the indigenous group.Learning ResourcesRequired ReadingsWelsch, R.L. & Vivanco, L.A. (2017). Anthropology: Asking questions about humanity (2nd ed.). Oxford, U.K.: Oxford University Press.
Chapter 2, “What is Culture?” (pp. 33-45)“Thinking Like an Anthropologist: Understanding Holism” (pp. 48-49)This chapter describes anthropological approaches towards understanding culture, including elements of culture.Peters-Golden, H. P. (2012). Culture sketches: Case studies in anthropology (6th ed.). New York, NY: McGraw-Hill.
Chapter 3, “The Basseri: Pastoral Nomads on the il-Rah” (pp. 40-59)Chapter 8, “The Minangkabau: Matriliny and Merantau” (pp. 142-157)Chapter 10, “The Ojibwa: ‘The People’ Endure” (pp. 177-193)The chapters from this text provide case study analyses of individual groups around the globe.Reyes-García, V., Guêze, M., Díaz-Reviriego, I., Duda, R., Fernández-Hamzares, A., Gallois, S., Napitupulu, L., Orta-Martínez, M., & Pyhälä, A. (2016). The adaptive nature of culture: A cross-cultural analysis of the returns of local environmental knowledge in three indigenous societies. Current Anthropology, 57(6), 761-784. Retrieved from
Reading Focus: Pages 761-763. In “The Adaptive Nature of Culture,” Dr. Reyes-García shares fieldwork findings relative to three key hunter-gatherer societies: The Tsimane of the Amazon region; the Baka of the Congo Basin; and the Punan of Borneo.
Walden University Week 2 Laymans Language Passage Rituals Anthropology Paper

Humanitarian Aid in Remote Regions: Review of Articles Essay

Derek Rasmussen starts his article with an eye-opening account of an Inuit tribal member reflecting upon their people’s introduction to the modern world. This quote places the idea of the world’s rescuers in the context of a demoralizing and destabilizing force within the indigenous populations. His point throughout the article is mainly that the people who have come to ‘rescue’ the tribes belong to the upper portion of society’s wealth, most of whom became wealthy thanks to the plundering of resources that took place in the lands of the very people they are now rushing to ‘help.’ Not condemning the ‘helpers’ individually, Rasmussen instead is trying to point out that the first and best way to help is to halt the plundering by making changes at home limiting the actions of the ‘men in suits.’ His rallying call, ‘cease to do evil, learn to do good’, centers on the idea that the best way we can help people in other, less-developed parts of the world is to keep our negative influences, such as bombs, chemicals, and pollution, out of their territories. Ian Fisher also focuses on the idea of doing no harm in his article. While Rasmussen was discussing the plight of people in non-conflict areas, Fisher illustrates how war and subsequent humanitarian aid have become much more harmful than beneficial for the people in remote regions. He disagrees with Rasmussen that the rich should stay home, instead he says that the system should be designed to work better by providing what the people actually need. His ideas are based on an age-old principle: instead of giving the people fish, teach them how to catch them. Instead of dropping food and other supplies on them, provide them with the tools and supplies they need to grow their own food. This also involves becoming more politically involved in the process and taking sides, determining which leaders have the people’s real interests in mind and independence at heart. Humanitarian organizations interested in bringing good to war-torn areas such as the Nuba Mountains discussed in Fisher’s article should be concerned about providing the people with what they need to maintain or develop their independence from the aid efforts. They should be involved in identifying those leaders who are truly interested in enabling the people of a region to care for themselves and their children, to live the life they have selected, and retain their culture and beliefs. Rather than being concerned with donating things indiscriminately, regardless of their usefulness, donors and other organizations should be involved in stopping the wars and politics that make these areas unstable. Much the same can be said for those who wish to help populations in non-conflict less developed areas. Rather than bringing in what the developed world imagines is necessary in terms of aid, Rasmussen suggests the modernized world should simply stay home and work to change the policies at home that enable developers to take advantage of the indigenous populations even as their ‘aid’ serves to destroy the independence and self-sufficiency of that same population, wearing away at its cultural roots and eventually disconnecting it from its heritage. However, Fisher’s suggestion that the true needs of society be identified and then provisions made to meet them in a non-invasive way seems to be a more appropriate approach. It doesn’t help to stay home and stop one practice if what is needed is someone to show the natives how to use the new tool that improves some aspect of their daily life. Get your 100% original paper on any topic done in as little as 3 hours Learn More Works Cited Fisher, Ian. “Can International Relief Do More Good Than Harm?” The New York Times. (2001). Web. Rasmussen, Derek. “Cease to Do Evil, Then Learn to Do Good.” Cultural Survival. (2001). Web.

The Roles Of An Early Tears Practitioner Young People Essay

The Roles Of An Early Tears Practitioner Young People Essay. Caring for children looks at the range of settings and providers that care for children across the private, voluntary and independent sectors. The following report outlines the care needs for children. Collate evidence which describes the role of the practitioner in caring for children The role and responsibilities of an early years practitioner follow a number of codes of practice and state how you conduct yourself. When working with children a number of codes of practices exist. Such as Special needs, Safeguarding children, Children’s learning, Behaviour, Working with parents, Data protection etc. The early years practitioner has clear responsibilities, like Work to the principals of the sector and codes of confidentiality Meet learning needs of a child Provide an environment that is warm, welcoming and stimulating Work with parents and partners Work as part of a team that provides a quality service for both children and parents The early years practitioner has to: Put needs of children first – because this will help keeping children out of harm, keep them safe and encourage them to meet the standards for there abilities. Respect others choices -If you do not this could cause friction between staff members and can reflect on the setting and onto the children. Respect confidentially – It is important to respect confidentiality as it can help a child stay out of trouble, keep them safe and help them. Plan, record and review – This is important as it can help you improve. It can help you notice your strengths and weaknesses. This also helps when doing activities where you can see what event went well and what did not, how you could do things differently and may allow you to handle a situation differently It is important to demonstrate responsibility as it helps the children learn right and wrong and it is partly your responsibility to teach them this and they may treat you as a role model. Also partnerships with parents. This is also important as then you can learn about a child, their likes and dislikes, etc. It will also help build relationships with parents so they know they can trust you. Continuing Professional Development is important as it shows you want to be the best that you can be. It also shows you are very interested in making the children be the best they can be and that you are dedicated in doing that. Observing children helps you recognise stages of the Childs development. This can help recognise where a child’s needs are, where they need extra help, etc Lastly working as a team as this helps create a positive environment for everyone to work in and also help people feel included and this will help with self-confidence. —————————————————————————————————————– E2 – Collate information about how care for children may be provided within families and societyThe Roles Of An Early Tears Practitioner Young People Essay