It explores the diversity of individuals in society from a wide range of different religious and secular backgrounds, and their beliefs and practices. You will investigate the factors that influence equality of opportunity for individuals in society and the roles and responsibilities of service providers. The law dictates what rights people have in health and social care. We look at some of the legislation, conventions, regulations, codes of practice and charters that are relevant to cultural diversity.
The unit draws on all the other units and gives you a chance to put into practice all you are learning in Unit 1 Communication in Health and Social Care, Unit 2 Individual Rights within the Health and social care Sectors, Unit 3 Individual Needs in the Health and Social Care Sectors and Unit 9 Creative and Therapeutic Activities in Health and Social Care. In this unit you can also work towards Functional Skills ICT and English at Level 2 and towards Personal, Learning and Thinking Skills. Cultural diversity – different traditions 146 Unit 6: Cultural Diversity in Health and Social Care
Learning outcomes: In this unit you will learn about: ? the diversity of individuals in society ? the beliefs and practices in different religious or secular groups ? factors that influence the equality of opportunity for individuals in society ? the role of legislation, codes of practice and charters in promoting diversity. Know the diversity of individuals in society 147 1 Know the diversity of individuals in society What if: ? ? ? ? ? we we we we we all all all all all had had had had had to wear the same clothes? the same hairstyle? to eat the same food? to live in the same type of house? o have the same size family? Just imagine not being able to choose what you wear, how you look or what you eat. In some countries, families are not allowed to have more than one child. In some countries, people are not allowed to say what they think. Key terms Diversity – difference or variety. British society is not like this. It allows people to choose what to wear and how to live their lives, within reason, provided they stay within the law. This is why our society is so varied, or diverse. Social, cultural and political diversity The word ‘social’ refers to how people behave and interact.
The Dissertation on Ncfe Level 2 Certificate in Equality and Diversity Unit 1: Exploring Equality and Diversity
NCFE Level 2 Certificate in Equality and Diversity Unit 1: Exploring Equality and Diversity Assessment You should use this file to complete your Assessment. The first thing you need to do is save a copy of this document, either onto your computer or a disk Then work through your Assessment, remembering to save your work regularly When you’ve finished, print out a copy to keep for reference Then, ...
Social diversity refers to the different ways in which people behave towards each other. For example, some people respect and help older people, but others think that older people are ‘past it’ and should be pensioned off. This is an example of differences in beliefs. This translates into differences in behaviour, so a person who respects older people will listen to them. A person who does not respect older people will not listen to their views. Cultural diversity is seen in the differences in how we behave, the food we eat, the way we dress, the way we spend our free time.
Politics refers to how we are governed. Political diversity is another way of saying differences in how we choose to be governed, what laws we should have and what plans should be made for the people in our country. Political diversity in the UK ranges from left wing to right wing. Here are some left-wing views. The government should: ? ? ? ? ? organise benefits for those who are sick help the unemployed with benefits provide free health care provide free education build council houses for people to rent. Here are some right-wing views. 148 Unit 6: Cultural Diversity in Health and Social Care
The Essay on Accomodation Of Social Diversity
Democracies are the best form of govt. which respects differences and evolve a mechanism to negotiate differences. Eg:- BELGIUM Democracy provides freedom and equality to everyone in the country. So,every people of ant caste ,creed ,religion etc can live happily without fearing attacks from other caste or religion. This proves that democracy is the most suited to accommodation of social diversity ...
Know the diversity of individuals in society 149 Table 6. 01 Five most common non-UK countries of birth of people living in the UK, 2004 and 2007 2004 India Republic of Ireland Pakistan Germany Bangladesh 2007 India Republic of Ireland Poland Pakistan Germany Source: www. statistics. gov. uk/articles/population_trends/PT135POPCOBARTICLE. pdf One of the problems with using ethnicity as a term is that it makes some false assumptions. It assumes that place of birth, nationality and ethnicity are the same, but they are not. Did you know… ? Nationality is not the same as country of birth.
For example, if British parents are working abroad, perhaps in the armed forces, the children born abroad will have British nationality. Indian people are the largest minority group in the UK, but not everyone from India speaks the same language. There are over 14 official state languages. Many religions are practiced in India: there are Muslims, Christians, Sikhs, Hindus, Buddhists and Jains, to name just some. There is also huge variety in the food and customs of the people of northern India and southern India So you can see that to use ‘ethnic group’ in relation to all Indians isn’t very useful.
The census classifies Indian people together for convenience when collecting information, but in reality, Indians are very diverse. Religious beliefs vary in UK society. Some people believe in one god and some believe in many. Atheists do not believe in any god. Agnostics say they we cannot know if God exists because we cannot prove whether there is a god or not. The term ‘secular’ refers to non-religious beliefs. For example, many state schools in the UK are secular, i. e. not religious. Health care is also secular, as is the police force. ‘Humanists’ are secular.
They believe that we are rational and logical beings who have the right and the responsibility to decide our own lives and shape our own society based on the ethics of human values. Did you know… ? Ethics refers to values. Ethnic refers to racial or cultural origins. Social class is one way people differ in UK society. We class people according to their job, wealth, power and education, how they dress and how they behave. A hospital doctor would have a higher social class 150 Unit 6: Cultural Diversity in Health and Social Care than a factory worker because they have had a longer education and have better career prospects.
The Term Paper on Dominant Group People Social Person
... similar characteristics, such as race / ethnicity , religious background, age, education, or social class. kinship a social network of people based on common ancestry, marriage, or ... of meaning. cult a religious group with practices and teachings outside the dominant cultural and religious traditions of a society. denomination a large organized ...
In the long term they may earn a lot more and be able to afford a better house and better education for their children. Many people disagree with having social differences based on money and education, but such differences still exist in our society The Office for National Statistics uses the following social and economic classifications: 1 2 3 4 5 6 7 8 Higher managerial and professional occupations. Lower managerial and professional occupations. Intermediate occupations. Small employers and own account workers. Lower supervisory and technical occupations.
Semi-routine occupations. Routine occupations. Long-term unemployed (including those who have never worked).
Did you know… ? Researcher Danah Boyd of the University of California found social class divides between users of FaceBook and MySpace. Originally, Facebook was limited to university students or those with an academic email address, whereas anyone could join MySpace. In the US military, officers mostly use FaceBook, whereas ordinary soldiers tend to use MySpace. Why does social class matter to some people? In the UK, social class is linked to health.
According to the 2001 census, the higher class you are, the healthier you are likely to be. People in the lowest classes are more likely to have long-term illness or disability. The government is concerned that there is such a difference in our society. Many government policies or plans aim to make things more equal. Working family tax credits are designed to help low-income families afford better food and a healthier lifestyle. Gender or sexual category provides one aspect of our diverse society. Most people are born with either male or female sexual characteristics.
Sometimes, people are transgender. In the UK there are about 5,000 people who fit into this category (Women and Equality Unit, 2005).
Sexuality refers to a person’s sexual preference. Gay and lesbian couples now have rights to enter into a civil partnership that is legally recognised. Age is another source of diversity in society. In the UK, fewer children are being born. At the same time, people are living longer. This means that the UK population is ageing. The number of people over 85 is the fastestgrowing sector. The UK population aged 85 or over more than doubled from 0. per cent in 1971 to 1. 9 per cent in 2004. Family structure is now more diverse – 24 per cent (or nearly one in four) of families is a lone-parent family. Fewer children live in families with two parents. At the same time, more people are living alone – 7 million people were living alone in 2005. You can see the census Disabilities bring diversity too. The most common disability findings for yourself at in people under 20 is now asthma. Autism and autistic www. statistics. gov. uk. Did you know… ? Understand beliefs and practices in different religious or secular groups 151 pectrum disorders and behavioural disorders are the main causes of severe disability. Statistics show that children of semi-skilled manual workers are more likely to have disabilities. Activity 1 Work in groups of three. Take a set of index cards and three pens of different colours (felt tips are good).
The Essay on Similarities Between The Islam Christian And Jewish Religion
... belief in the Middle East. Jesus formed a new religion called Christianity with help from God.Then in A.D. 570 Muhammad formed Islam. Jewish people ... They believe that God gave them the Ten Commandments through Moses. Abraham founded this religion and helped spread it. Like Christians, Jews fast ...
Use one colour for each factor, such as red for social factors, blue for political factors and green for cultural factors. ? Using the red pen, write on separate blank cards as many social factors as you can think of, such as managerial class, unemployed, large family, lone-parent family.
Then take the blue pen and write cards for different political views, such as ‘the council should build more houses’ or ‘buy your own house’ , Finally, take the green pen and write index cards for cultural factors, such as ‘involved with music’ or ‘girls are expected to help in the house’ or ‘boys have more freedom’. ? ? When you have several cards, mix them up then pick up one from each set and make up a person with those beliefs. So for example, you may have a person who is unemployed, involved with music and believes the council should build homes to rent. What might that person look like? Use your imagination.
You may wish to draw them. Talk about your person with your group. This activity will help you towards P1 and towards achieving PLTS (IE1, CT2, TW1, EP1 and EP5).
2 Understand beliefs and practices in different religious or secular groups Range of religious and secular groups In UK society today there is a range of religious groups. This has been the case throughout history. For example, the Romans brought a variety of religions when they conquered Britain. They had temples and shrines to different gods. The ruins of a temple to Mithras, the bull god, were found near Carrawburgh Fort on Hadrian’s Wall in Northumberland.
The Essay on Why Religion and God Are Not Necessary in Modern Day Society
88% of us claim to be religious. Religion has been around since 223,000 BCE. The world would be nothing without it. You can’t get a sense of history or the language of Britain without having to study religious texts. But is religion necessary in the 21st century? The simple answer is no. No, we don’t need to believe in religious stories to feel comforted, no we don’t need to believe in an ...
Did you know… ? According to the 2001 UK Census, the religious population in Great Britain is made up of 72 per cent Christians, 15 per cent no religion, 5 per cent belong to nonChristian religions, 8 per cent chose not to say. 152 Unit 6: Cultural Diversity in Health and Social Care You may be surprised to learn which religions are closest to each other in beliefs. Jews, Christians and Muslims all believe in the prophet Abraham: together, they make up the Abrahamic religions. Hindus, Jains, Buddhists and Sikhs have similar beliefs in respecting others and doing good deeds in the world.
These four religions make up the group of the main Indian religions. Secular groups are made up of free thinkers, humanists, agnostics, who say we can Temple of Mithras, Hadrian’s Wall never prove whether there is a God, and atheists, who do not believe in God. All these beliefs and more are present in British society today. We need to know about different religions in the UK so we can understand the King Henry VIII needs of others. invented the Church You may have heard someone ask a Jewish or a Hindu of England, freeing person for their Christian name, when they mean their first England from the name.
But only Christians have Christian names. Jewish jurisdiction of the people have Jewish names and Hindus have Hindu names. Pope, so that he could However, everyone has a first name. Instead of asking divorce his first wife. ‘What is your Christian name? ’ it is much better to ask ‘What is your first name? ’ This covers every religion and makes sure we get accurate information. This is just one example of why we need to know about practices in other religions and in non-religious beliefs. Did you know… ? Some names associated with religions have special meanings. Mary was the mother of Jesus, so Mary is a popular name for Christians.
In Spain, where many people are Catholic, boys are often named ‘Jesus’ (pronounced ‘Haysus’).
Daniel is a popular name in the Jewish religion because the story of Daniel in the Bible tells of a brave person who would not give up his faith when he was threatened with violence. David was a famous king in Jewish history and David is a popular name in Jewish and Christian religions. Many Muslim boys are called Mohammad, out of respect for the founder of Islam. You may want to find out if your name is linked to any religion. Perhaps you are Christian, yet find your name is listed as being of Jewish origin.
The Essay on Describe How Christians Would Worship God At Home
Describe how Christians might worship God at home. Private worship helps Christians to develop their own, personal relationship with God, where they can focus on things that are important in their own lives. A Christian's life is based on a relationship with God. They believe that prayer is an essential part of life. Just as daily food is needed build a strong and healthy body so Christians ...
This is because the Jewish religion is much older than Christianity, but Christians share many beliefs with Jews. Jesus Christ was a Jew. He meant to improve the Jewish religion, but his followers started Christianity as an offshoot from the Jewish religion. Christians have the Bible, which is made up of the Old Testament Jewish books, and the New Testament Christian books. This is why Christians use Jewish names, such as Sarah and Elizabeth. The Muslim religion was founded by the prophet Mohammad, who was trying to get people to lead better lives. The Muslim religion is sometimes called Islam.
Islam includes the beliefs of the Jewish and Christian religions. Understand beliefs and practices in different religious or secular groups 153 Islam has the same prophets – Abraham, Moses, Isaac and Jesus. Muslims believe that Mohammad also was given the word of God, just as these others were. Some Muslim names are almost the same as Jewish or Christian names – Musa in Islam is the Jewish name Moses, and Ibrahim in Islam is the same as Abraham in the Jewish and Christian religions. Christians The symbol of the cross is important to Christians because Jesus died after being nailed to a cross (crucified).
Most people in the UK are Christians. This might seem straightforward, but there are many types of Christians and they do not all have the same customs or practices. Hindus Hindus believe in one god, Brahma, who Catholics, Muslims, Buddhists and Sikhs use created the universe, but worship other prayer beads or rosaries to help them count their prayers aspects such as Shiva, the destroyer and renewer of life, and Vishnu, the preserver and protector of life. Brahma, Vishnu and Shiva form a trinity. (This is a bit like the Christian idea of a Holy Trinity of Father, Son and Holy Spirit. Atheists Atheists do not believe in a God or gods. They believe that rational thought is the basis of life. There are several types of atheist, but most reject supernatural causes for events. Buddhists There are several types of Buddhism. Southern Buddhism is found in Sri Lanka, Thailand and Myanmar. Eastern and Northern Buddhism are the other main types. The Buddhist symbol of the eightfold path stands for: 1 2 3 4 5 6 7 8 Right Right Right Right Right Right Right Right view. intentions. speech. discipline. livelihood. effort. mindfulness. concentration. Humanists
Humanists are often classed with atheists but humanists have a positive approach to life. They believe that each individual should make the best 154 Unit 6: Cultural Diversity in Health and Social Care of their life and that rational, logical thought provides a moral code to live by. Jehovah’s Witnesses Jehovah’s Witnesses are Christians. They are evangelical, which means they try to convert people to their religion. They believe that God is the only God and is called Jehovah, that Jesus Christ is his son and that the Holy Spirit is God’s active force. They do not believe that Jesus died on a cross, but think he died on a stake or pole.
They believe the world will end soon, that the end times started in 1914 and that when ‘the End’ finally comes only 144,000 human beings will go to Heaven and rule the Earth from there with Christ. Jews There are Orthodox Jews and Reform Jews. There are 13 principles of Jewish beliefs: 11 12 13 14 15 16 17 18 19 10 11 12 13 God exists. God is unique. God is intangible, not a person or thing. God is eternal. We should only pray to God. The words of the prophets are true. Moses was the greatest of the prophets. The first five books of the Bible, the written Torah and the oral Torah, which is in the Talmud, were given to Moses by God.
There is no other Torah. God knows the thoughts and deeds of men. God will reward the good and punish the wicked. The Messiah or saviour will come. The dead will be resurrected. Muslims The religion of Muslims is Islam. There are two branches of Islam – the Sunni (pronounced ‘sunny’) and the Shiite (pronounced ‘shee – ite’).
They have similar beliefs but have different views about who should have succeeded the prophet Mohammad. The Five Pillars of Islam are the five things a Muslim should do. They are: 1 2 3 4 5 Shahadah: sincerely reciting the Muslim profession of faith.
Salat: performing ritual prayers in the proper way five times each day. Zakat: paying a charity tax to the poor. Sawm: fasting during the month of Ramadan. Hajj: pilgrimage to Mecca. Understand beliefs and practices in different religious or secular groups 155 Pagans There are several beliefs that come under the name of Paganism. Ancient religions such as the Druids and Wiccans were in the UK before Christianity. Wiccan is another name for witchcraft. Most pagan religions believe Nature is sacred. Some believe in spirits. Shamans believe in contacting spirits for guidance and advice.
Sacred Ecologists, Odinists and Heathens are Jews, Christians and Muslims form the also part of the pagan community. Abrahamic religions. Buddhists, Hindus Rastafarians and Sikhs are part of The Rastafarian movement arose from a Christian culture the Indian tradition of in Jamaica in the 1930s. Rastafarians assert that Emperor religions. Haile Selassie of Ethiopia (who died in 1975) was a god. Marijuana is used in worship ceremonies: it is believed that users will be brought closer to Jah (God).
Many Rastafarians do not cut their hair but instead wear it in dreadlocks – heavy matted coils. Did you know… ? Sikhs
The five Ks symbolise the Sikh religion and all Sikhs aim to maintain them: ? ? ? ? ? Kesh – uncut hair Kara – a steel bracelet Kanga – a wooden comb Kaccha – a cotton undergarment Kirpan – a ceremonial sword, which can be a few inches long or a full-size sword. Male Sikhs are often called Singh, which means ‘lion’, as a middle or last name. Women do not change their name after marriage. Many Sikh women have ‘Kaur’ as one of their names, which means ‘princess’ or ‘daughter’. Beliefs and practices There are many different types of religions. Within any one religion there are variations in beliefs, forms of worship and festivals.
This unit is only an introduction. You may wish to carry out your own research to find out more about a particular religion or belief. Perhaps you already know about your own religion. If not, this is your chance to learn. Religious festivals The table below summarises the main religious festivals. 156 Unit 6: Cultural Diversity in Health and Social Care Table 6. 02 The main religious festivals Religion Christians Main festivals Lent is a period of 40 days, not including Sundays, starting on Ash Wednesday, when Christians traditionally prepare for Easter with reflection and may give up certain foods.
Lent ends with Easter, the most important of the Christian festivals. Easter commemorates the death of Jesus Christ and his rising from the dead (Resurrection).
The date of Easter Sunday varies from year to year because it is based on the lunar calendar. It is celebrated on the first Sunday after the full moon, on or after 21st March. Christmas celebrates the birthday of Christ. Some Christians celebrate this on 25th December, and some celebrate it on 6th January. The period leading up to Christmas is called Advent. Holi is the Festival of Colours, which marks the coming of Spring in February/March.
People celebrate it by throwing paint and coloured water and generally having fun. Bonfires are lit to symbolise the power of good over evil. Diwali, the festival of lights, is a five-day festival in October/November. The date changes because it is based on a lunar calendar, like the Christian Easter festival. Small lamps are lit and placed around the home as a welcome to Lakshmi, the goddess of wealth. Windows are opened and the home thoroughly cleaned. Gifts are given, and special food is prepared. Atheists do not have festivals. Nirvana Day is celebrated on 15th February.
It celebrates the death of the Buddha when he reached total Nirvana (perfect peace).
Some Buddhists meditate. Some Buddhists celebrate this festival by taking food and presents to monasteries. Wesak or Vesak (Buddha Day) is on the first full moon in May and celebrates the Buddha’s birthday, enlightenment and death. It is the most important day in the Buddhist calendar. Many Buddhists visit the temples early, clean their homes and decorate them, and give offerings to the temples. Although Humanists do not have religious festivals, they do have ceremonies to mark marriages, funerals and naming events.
Jehovah’s Witnesses do not celebrate Christmas or Easter. Passover (Pesach in Hebrew) is an eight-day festival when Jewish people remember how Moses led them out of slavery in Egypt. It is one of the most important Jewish festivals, and is celebrated with services at the synagogue on the first and last day. On the evening before the first two days, a special service, a Seder, is held at home over a meal. The festival is called Passover, because Jews believe that God passed over or spared them when he sent Plagues to the Egyptians. Hindus Atheists Buddhists Humanists Jehovah’s Witnesses Jews
Understand beliefs and practices in different religious or secular groups 157 Muslims Pagans Rosh Hashanah in September marks the first and second days of the Jewish New Year. It is a time to think about the meaning of life. Special sweet food is eaten to look forward to a sweet new year. Bread is made as a circle to show the circle of life. Yom Kippur is ten days after Rosh Hashanah and is the Day of Atonement. People fast for 25 hours from sunset to sunset. In the time between Rosh Hashanah and Yom Kippur, people try to make up any quarrels they have had.
Hanukkah is an eight-day holiday starting on the 25th night of the Jewish month of Kislev which is in December. The Jewish calendar is based on the moon – a lunar calendar. This means that festivals do not always happen on the same date every year according to the Western Calendar. Hanukkah celebrates a time over 2,000 years ago when the Temple in Jerusalem was destroyed but the oil lamp stayed alight. Families celebrate by giving gifts, sharing food and playing games with a spinning top called a dreidel. Ramadan is the ninth month of the Islamic calendar and a time when Muslims fast from sunrise to sunset for the whole month.
Like other religions, the date is not fixed according to the Western calendar but is based on the moon. This is the month when Muslims are expected to reflect, pray and do good deeds. In the evening people visit friends and family and break their fast (breakfast) together. At the end of Ramadan, there is a big festival called ‘Eid-ul-Fitr’, the Festival of the Breaking of the Fast. Everyone gets new clothes and children are given presents. Everyone has to give to charity (usually one fortieth of what you have) so that all can celebrate, however poor they are.
Eid-ul-Adha (‘Celebration of Sacrifice’), also known as the Greater Eid, is the second most important festival in the Muslim calendar. It commemorates the time when God asked Ibrahim to sacrifice his son. Ibrahim loved God so much he was prepared to sacrifice the most precious thing he had – his son. God then sent a sheep to be sacrificed instead. This is the same story in Jewish and Christian belief, except that Ibrahim is called Abraham. Pagans celebrate eight festivals throughout the year; these are often called the Wheel of the Year. The year begins in February with Imbolc.
Fires are lit to celebrate the increasing power of the sun over darkness. Approximately six weeks later the Spring equinox festival is celebrated with egg races, egg hunts symbolising the new fertility of the year. Beltane, six weeks later, is traditionally when people choose a marriage partner. Fires are again used to celebrate this but also people gather early flowers and dance around a maypole. Midsummer is the next festival, celebrating the longest day of the year. People go to Stonehenge to see the sunrise. Lughnasadh, in August, celebrates the first of the harvest, and is followed by the autumn equinox at the end of harvest. 158
Unit 6: Cultural Diversity in Health and Social Care Rastafarians Sikhs Samhain, the last festival of the Pagan year, marks the Feast of the Dead. It coincides with Halloween. Some pagans believe the worlds of life and death are closer at this point of the year. Older people are seen as wise. Death is seen as a natural end to life, and the spirits of loved ones who have died are often invited to join the celebrations. Fires are lit to celebrate the end of the year and each person takes some of the fire home to keep them warm through the winter months. Rastafarians celebrate festivals with music, poetry, vegetarian food and Bible readings.
Rastafarian festivals include: Groundation day, 21 April, celebrates the visit of Haile Selassie to Jamaica in 1966 Ethiopian New Year’s Day, 11 September, is celebrated because Rastafarians believe Ethiopia is their spiritual homeland Crowning of Emperor Haile Selassie, 2 November, celebrates Haile Selassie as the new Messiah Ethiopian Christmas, 7 January Ethiopian Constitution Day, 16 July Birthday of Emperor Haile Selassie, 23 July Marcus Garvey’s Birthday, 17 August. Baisakhi (Vaisakhi) celebrates the Sikh New Year and the beginning of the Sikh community. The Birthday of Guru Nanak celebrates the birthday of the founder of Sikhism.
There is music and people recite the Sikh holy scriptures the Guru Granth Sahib. Sweet foods are eaten and people decorate Gurdwaras with flowers and lights. Diwali is also a Sikh festival. It celebrates the release from prison of the sixth guru, Hargobind, in 1619. Sikhs had celebrated Diwali for many years before that and the foundation stone of the Golden Temple at Amritsar, the holiest place in the Sikh world, was laid on Diwali in 1577 . Food Food is a way of bringing a community together and often reflects underlying beliefs. Buddhists, Hindus and Sikhs are often vegetarian because they believe it is wrong to kill.
Rastafarians, Muslims and Jews do not eat pork because they believe it is unclean. Strict Jews will only eat meat that has been killed in a way that makes it Kosher, and strict Muslims will only eat meat that has been killed in a way to make it Halal. Both these methods mean it has been dedicated to God. This reflects their belief that everything is created by God. Muslims and some Christians do not drink alcohol because they believe it is disrespectful to get drunk and abuse the body God gave you. REMEMBER If you are caring for someone, always ask ! them what their dietary preferences are. Don’t assume that you know what they want.
Understand beliefs and practices in different religious or secular groups 159 Religious symbols are powerful. They represent a set of beliefs. For example, Muslims use a crescent moon, many Christians use a cross and Jews have the Star of David. Did you know… ? Many of the old religious festivals change their dates because they are based on a lunar calendar. When people did not have clocks, they knew the time by the sun and the moon. They marked the year by the cycle of the moon. Religions such as Christianity, Judaism and Islam still mark important dates by the lunar calendar. Forms of worship Forms of worship vary.
Some religions are very simple and their forms of The Jewish Star of David worship reflect this. Some are more elaborate and include rituals, incense and complicated procedures. For example, Roman Catholic forms of worship may include a Mass, sung in Latin, with incense and a priest giving wine and bread to the congregation in memory of Christ’s last supper. Some Christians such as Quakers have a very simple form of worship. Some Christians kneel to pray. Muslims pray five times a day, as Christians used to do, but the form of worship is different. Muslims can pray anywhere but it is better to pray with others. They always wash before prayer.
This is called wudu, and involves washing the hands, face and feet. They pray facing Mecca and kneel on the ground on a prayer mat, saying prayers in Arabic. Jews pray three times a day, and there are at least three types of prayer. As with Muslims, it is considered better to pray with Muslims at prayer others, so Jews try to pray in a synagogue. There are prayers of thanksgiving, of praise, and prayers to ask for things. Jews pray standing up. Sometimes they sway to help them in reciting their prayers. Both Jews and Muslims have a call to prayer, but some Christians are summoned by church bells to tell them when it is time to go to church.
There are many things in common between the Jewish, Christian and Muslim religion because they come from the same origin – the Abrahamic tradition. Sikh worship can take place anywhere. They do not use images to aid prayer. There are set prayers a Sikh should recite in the morning, in the evening and before going to sleep. Hindu worship is usually individual. People have shrines in their home and use images of gods to aid their prayer. Water, fruit and flowers are offered to the deity. They may attend a temple for a special festival. 160 Unit 6: Cultural Diversity in Health and Social Care
Buddhists also have a shrine in the home, but with a statue of the Buddha rather than Hindu gods. Health and medical beliefs These may vary according to religion. Many people living in the UK are willing to accept western medical practices but some prefer not to use the medical services offered. Some Christians believe in miracles, and go on pilgrimages to Lourdes in the hope of being cured of illnesses. Jehovah’s Witnesses believe it is wrong to accept blood transfusions, even if it is the person’s own blood that has been stored. Hindu shrine Some people may try herbal remedies and alternative therapies.
Pagans particularly have a tradition of using herbal remedies. Activity 2 ? Choose two religions or secular groups from the following list: Muslim, Jewish, Pagan, Humanist, Jehovah’s Witness, Christian, Sikh, Rastafarian, Atheist, Buddhist, Hindu. ? Make two small posters, listing the beliefs and practices of individuals from each group you have chosen. You may wish to decorate it with the symbol of that religion or group. This activity will help you towards P2, and towards PLTS (IE1, CT2, TW1, EP and EP5).
Activity 3 ? Using the posters you made in Activity 2, make notes about the similarities and differences between your two chosen groups.
Divide a sheet of paper into two columns headed: ‘Things That Are The Same’ and ‘Things That Are Different’. Look back at your posters and write down five things that are the same or similar in both groups. Look at the posters again and write down five things that are totally different between the two groups. Finally, use your lists to write a paragraph that describes the similarities and differences. Try to use sentences that begin with phrases like: ‘On the other hand . . . ’ or ‘In the same way . . . ’ and ‘This ? ? ? ? Understand factors that influence the equality of opportunity 161 is very different in . . . ’.
Your tutor will help you with other phrases to show that you are comparing and contrasting the two religions or groups. Make sure you describe in detail. Don’t just list similarities and differences. This activity will help you towards M1. 3 Understand factors that influence the equality of opportunity for individuals in society We have seen the variety of religious and non-religious beliefs that there are in the UK today. People’s beliefs influence the opportunities they have. For example, a Rastafarian woman may not have the same chances as a Rastafarian man. A Sikh woman may have the same opportunities as a Sikh man in her own community.
But what happens when people move outside their close communities? Other factors then influence the equality of opportunities. In this section we will examine the factors that influence life chances and how they do so. Social, cultural and political factors Whether people have the same chances as others depends a lot on the following factors: ? ? ? ? ? ? ? ? ethnicity religious beliefs social class gender sexuality age family structure disability. In 2001 only 7 per cent of the population of the UK was from an ethnic . 9 minority. In reality, the bigger or more dominant a group, the more that services cater for them.
So job adverts in the UK are written in the dominant language – English. If someone cannot speak or read or write English they have difficulty in getting work. Religious beliefs can limit some opportunities. For example, in some circumstances a Muslim who wishes to pray five times a day may face difficulty when they need the time away from working in order to pray. Social class is one of the main factors that limit opportunity in the UK, because it influences the amount of education and wealth a family has. 162 Unit 6: Cultural Diversity in Health and Social Care
Children go to school in their local area, but where they live is determined by where their family can afford. People who own their own house may choose to live near a school that has good results, so their children can have a better education. A better education gives more choice of jobs. Gender influences job opportunities and whether a person is willing to take the chances they are offered. Some jobs such as care work are dominated by one gender, for example only 10 per cent of nurses are men. Some women who are mothers leave nursing because they find it difficult to manage childcare responsibilities with long working hours.
Sexuality may influence the opportunities people are given. According to a report by Stonewall (www. stonewall. org. uk), 75 per cent of young gay people attending a faith school have been bullied and 97 per cent hear insulting remarks about gay people. Over half of gay and lesbian pupils feel unable to be themselves at school. Age is a factor in whether people are given the same chances as others. People used to be discriminated against because they were seen as too young or too old for certain jobs. Older people were made to retire or were made redundant because of their age. Young people were told they did not have experience.
Family structure influences life chances. A single parent bringing up children will struggle to find the money for school trips or school uniform. According to a Labour Force Survey, in the three months to June 2007 57 per cent of , . 1 lone parents with young children were employed, compared with 71. 1 per cent of married or cohabiting mothers (Source: www. statistics. gov. uk).
Disabilities may be physical or mental. Mental illness is a factor in how people experience opportunities. In a study of people with psychotic mental illness, in 2000, Maureen O’Brien found that 70 per cent of people with a psychotic mental illness were unemployed.
Of those who did have jobs, half of them had part-time jobs. As a result, they experienced money problems. Did you know… ? The Equality and Human Rights Commission (which replaced the Commission for Racial Equality, the Disability Rights Commission and the Equal Opportunities Commission) explains the rights people have under the law (www. equalityhumanrights. com).
Activity 4 ? Working in groups of three, list the factors that may influence equality of opportunity. Write each factor on a separate card. Turn the cards face down. Take turns to pick up a card.
When it is your turn you have to explain how that factor may cause a person to be disadvantaged in health or social care. Try to imagine a case study, or use a television character, ? ? Understand factors that influence the equality of opportunity 163 to talk about a person who might be disadvantaged by the factor and how it might affect them. (For example, you may imagine someone like Jake, who comes from a family of travellers and is called names by some people at school because of this. ) ? When there are no cards left, shuffle them and place them face down, then take turns again.
You are not allowed to give the same example twice, so if you had the card for disability last time and mentioned hearing loss, no one can use hearing loss again. This activity will help you towards P3 and towards PLTS (CT2, RL1, RL5 and SM3).
Discriminatory practice Discriminatory practice means how people are discriminated against. It happens in four ways: 1 Prejudice – or prejudging people without really knowing them. For example, a social worker may assume that all Asian families care for their old people, so Mrs Begum does not need home care. 2 Discrimination is favouring one person over another one, or being against omeone for no reason. For example, a GP receptionist may think that anyone over 60 can have a day-time appointment because they assume that people over 60 do not work. 3 Stereotyping is classifying someone without really seeing them as a person. For example, an African-Caribbean man in casualty may be stereotyped as a porter, when he may in fact be a doctor. 4 Labelling – seeing only one part of a person, seeing their colour or disability rather than the whole person. For example, a person using a walking stick may be labelled as needing help but they may be perfectly independent. Activity 5
Building on Activity 4, choose one example for each factor and discuss with your group how discriminatory practice can be avoided in each situation. You should aim for at least three ways to avoid discrimination. This activity will help towards M2. 164 Unit 6: Cultural Diversity in Health and Social Care Effects of discrimination on an individual’s health or well-being When people are discriminated against it may affect them in the following ways: ? ? ? ? physically intellectually emotionally socially. Physical Intellectual Emotional Social Think of pies as a way to remember these four things. Case Study
Jared is 16 and lives in care. He comes to college. He is mixed race. Some of the other students get to know he is in care and start talking about him in the refectory. ‘He must have done something wrong to be in care,’ Sarah says. ‘I’m not going to be friends with him – I don’t want to mix with people like that. My dad says all the kids from that area are gangsters or druggies. ’ As Jared comes in they all go quiet. When he comes over they all look away and Jane puts her bag on the seat so he cannot sit with them. Later, Sarah’s boyfriend and some mates wait for Jared and push him around as he walks to the bus stop. How is Sarah pre-judging Jared? ? How is she stereotyping Jared? ? How is she labeling him? ? Who is discriminating and how are they doing it? The effects on Jared might be: ? physical – being pushed around now might lead to him being beaten up later ? intellectual – he might not want to come to class as the others are so unfriendly ? emotional – he may feel upset or scared and become withdrawn and depressed ? social – he may be lonely as people avoid him because they want to be friends with Sarah and her crowd. We must not be like Sarah in the case study. We should see people as individuals.
Understand factors that influence the equality of opportunity 165 Activity 6 Take one of your own examples and assess the possible effects of discrimination on the health and well-being of individuals you made up your case studies about. If you based it on a real person, make sure you maintain confidentiality. Make a list and write an effect against each of the factors: ? ? ? ? physical intellectual emotional social. This activity will help towards D1. Individual worker responsibilities An individual worker is responsible for their own actions. In health and social care you can never say ‘I did it because s/he told me to. If you hurt someone, you made that choice and you have to take responsibility for it. If you see discrimination happening, never join in. Ask why the person who is being discriminating thinks the way they do and ask them to see the person they are discriminating against as an individual, not a stereotype. Discrimination is never acceptable in care. We should challenge it and try to get it stopped. Institutional responsibilities Institutions such as care homes, day centres, hospitals and educational establishments have a ‘duty of care’ to protect people. There must be equal opportunities policies to guide staff about how to behave.
The manager in charge must make sure all staff have training on providing care that sees the person first and does not stereotype. The staff then have individual responsibility to make sure they treat people fairly. The manager must have a complaints procedure so that anyone who feels they have been discriminated against can complain and have that complaint carefully investigated. Working with colleagues Not discriminating and treating people fairly extends to the people you work with. In health and social care, people must respect service users and also everyone they work with.
It is important not to prejudge colleagues and not to discriminate against them in any way. Male nurses should not be given tasks such as heavy lifting just because they are male. They should 166 Unit 6: Cultural Diversity in Health and Social Care not have to have a chaperone when with patients if a female nurse does not have to have a chaperone with patients. Working with service users When we are working with patients in health care and service users in social care we must not prejudge, stereotype, label or discriminate, but must treat each person as an individual and offer them the same opportunities.
For example, always ask how a person would like to be addressed. Don’t assume that because they are older they would like to be called ‘Mr’ or ‘Mrs’. They may prefer to be called by their first name. Materials Equipment The equipment we use must be suitable for all. The gown you offer a person in outpatients should be equally suitable for men and women. At a day centre, there should be equipment that can be used by everyone, not just a few. Mugs should have easy-grip handles so people with arthritis can enjoy a mug of tea with everyone else without needing a ‘special cup’. Activities
The activities provided should be suitable for everyone, or a choice of activities should be offered. Some men like knitting and some women like watching football or horse racing on television. In the care home, think of the people and their likes and dislikes. Don’t assume you know – ask them! In the play corner of a nursery, provide a variety of activities for boys and girls. Some girls like to play with cars and some boys like to play at cooking. Visual displays These should represent a variety of people, of different ethnic backgrounds and genders. For example, don’t just show female nurses and male doctors.
The staff and service users of the day centre may well be from a variety of backgrounds and all should be represented. Toys and books Toys and books that provide positive images of gender and race should be part of the everyday equipment for children. There are many useful books that help children value themselves and avoid stereotypes (e. g. It’s OK to be Different and The Family Book by Todd Parr, and One Dad, Two Dads, Brown Dad, Blue Dads by Johnny Valentine).
The role of the media Our ways of thinking and behaving are formed by what we see around us. Sometimes we accept what we see without thinking but when we work in
Know the role of legislation, codes of practice and charters 167 health and social care we need to ask why we think as we do. Sometimes we need to change. Books can encourage discrimination or question it, for example The Curious Incident of the Dog in the Night-time, by Mark Haddon, tells the story from the viewpoint of someone with autism. Leaflets sometimes stereotype people. Older people are shown as needing a stair-lift or a hearing aid. Some young people have hearing problems, but advertisements for hearing aids almost always use pictures of older people.
Newspapers may stereotype people as ‘thugs’, ‘scroungers’, ‘hoodies’ because sensational headlines sell newspapers. Magazines often show celebrities as people concerned with how they look. Some celebrities do a lot of good work but they don’t always get noticed for that. Television programmes often stereotype people, for example as East End Cockneys or Australian surfers. The Internet has opened up communication and possibilities for breaking down barriers between people. As it is not regulated it also opens up opportunities for prejudice and stereotyping. The individual has to choose how they use it.
YouTube gives the opportunity to post a video. For example, ‘Geriatric 1927’ is a retired person who has his own site and presents the point of view of an older person; and The Zimmers, a group of older people, recorded a performance of The Who song ‘My Generation’, which challenged stereotypical views of older people. 4 Know the role of legislation, codes of practice and charters in promoting diversity Roles and impact of the conventions, legislation and regulations Conventions are laws that relate to several countries in a group. Individual countries ratify or sign up to the laws that cover their group.
Sometimes individual countries decide not to ratify a law, which means they do not accept that law for their country. The European Convention on Human Rights and Fundamental Freedoms 1950 bans torture and discrimination. Article 2 gives the right to life and Article 5 gives the right to liberty and security. Under this Convention it is illegal to tie residents in chairs as a means of restraint as this denies them their liberty. The Mental Health Act 1983 provides for the compulsory detention and treatment in hospital of those with mental disorders.
A person may be admitted to hospital under Part 2 of the Act if there is a formal application by either an Approved Social Worker (ASW) or the nearest relative. The 168 Unit 6: Cultural Diversity in Health and Social Care application must be supported by recommendations made by two qualified medical practitioners, one of whom must be approved for the purpose under the Act. Patients may apply to a tribunal to be considered for discharge. The Mental Capacity Act 2005 protects vulnerable people who are not able to make their own decisions.
It makes clear who can take decisions, in which situations, and how they should go about this. It helps people to plan ahead for a time when they may lose the capacity to make their own decisions. The Mental Health Act 2007 amends the Mental Health Act 1983 and gives people a right to an advocate when they are detained, and protects children from being put on adult wards inappropriately. There are new safeguards Key terms over the use of electro-convulsive therapy, for people detained under the Mental Legislation – laws passed by Parliament. Capacity Act. Some laws are called ‘conventions’ or ‘regulations’.
The Convention on the Rights of the Child 1989 includes rights to food, shelter, clean water, formal education and primary health care. There are rights that protect children from abuse, neglect, exploitation and cruelty. Other rights entitle children to express opinions and to have a say in matters affecting their life. Under this Convention children have a right to say who they prefer to live with if parents split up. The Children Act 1989 brought together a lot of different laws about children and made local authorities responsible for fostering, child minding and day care as well as residential children’s homes.
Case Study – The Children Act 2004 There was public outrage at how the UK child protection system failed to protect eight-year-old Victoria Climbie, who was abused and murdered by her guardians in London, in 2000. A government inquiry was held and several recommendations were made which eventually were formed into a policy called ‘Every Child Matters: Change for Children’. The aims of ‘Every Child Matters’ are: ? be healthy ? stay safe ? enjoy and achieve ? make a positive contribution ? achieve economic well-being. You can find out more at www. everychildmatters. gov. uk.
Every Child Matters then led to the Children Act 2004. The aim of the Children Act is to streamline services for children so that different Know the role of legislation, codes of practice and charters 169 organisations caring for children will see the whole picture. This will improve the overall service for children through joint planning, buying-in and delivery of services. This should make everyone more accountable for their part in planning and delivering care. This was needed because professionals did not talk to each other enough, and as a result children were not always receiving the care they needed.
Local authorities now have a duty to promote the educational achievement of children. There is now a Children’s Commissioner who represents the views of children. Race Relations Act 1976 and Race Relations (Amendment) Act 2000 The 1976 legislation made racial discrimination illegal. The 2000 amendment requires public bodies to promote race equality. Schools, local authorities and hospitals must all get rid of unlawful racial discrimination and promote equality of opportunity and good relations between people of different racial groups.
The Commission for Racial Equality (CRE) was set up to enforce the Race Relations Act. The CRE has now become part of the Equality and Human Rights Commission. The Equality and Human Rights Commission (www. equalityhumanrights. com) acts for everyone in society and has new enforcement powers to guarantee people’s equality. It must also promote understanding of the Human Rights Act. Disability Discrimination Act 1995 and Disability Discrimination Act 2005 After the 1995 Act, it became illegal to refuse a job to someone because they had a disability.
The Act gave people with disabilities rights in: ? ? ? ? employment education access to goods and facilities buying land or property. The 2005 Disability Discrimination Act extended the powers of the 1995 Act. It became illegal for operators of public transport to discriminate against people with disabilities. This means that the rail service has to provide facilities so that disabled people can travel. This might mean ramps at stations or help from a guard. Buses now have lower platforms to enable people with disabilities to board.
For the first time the definition of disability was extended to cover ‘hidden’ disabilities such as HIV, cancer and multiple sclerosis. Human Rights Act 1998 Under the 1998 Act, human rights include: ? ? right to life protection from torture 170 Unit 6: Cultural Diversity in Health and Social Care ? ? ? ? ? ? ? ? ? ? ? ? ? protection from slavery and forced labour right to liberty and security right to a fair trial no punishment without law right to respect for private and family life freedom of thought, belief and religion freedom of expression freedom of assembly and association right to marry protection from iscrimination protection of property right to education right to free elections. We all have a right to life, but under the Act we do not have a right to commit suicide or ask others to help us die. The Act gives individuals the right to challenge in the UK courts any actions or decisions of public authorities that they believe have violated their rights. The Sex Discrimination Act was amended in May 1999 to protect transsexual people against discrimination in employment and vocational training. Data Protection Act 1998
The Data Protection Act 1998 replaced the 1984 Data Protection Act (see the Information Commissioner’s website at www. ico. gov. uk).
The Act applies to ‘personal data’, about identifiable living individuals, and covers both personal data held electronically and manual or paper data held in structured files or easily accessible systems. The Data Protection Act gives rights to individuals about whom information is held. It also requires those who record and use ‘personal information’ to follow the eight principles of good information handling. Data must be: ? ? ? ? ? ? ? ? airly and lawfully processed processed for limited purposes adequate, relevant and not excessive accurate not kept for longer than is necessary processed in line with the data subject’s rights secure not transferred to countries without adequate protection. Data may be processed only where the individual has given their consent. The Data Protection Act 1998 gives individuals the right of access to information held about them but forbids releasing that information to anyone else without permission, unless there is a legal requirement to do so. Know the role of legislation, codes of practice and charters 71 Care Standards Act 2000, Nursing and Residential Care Homes Regulations 1984 (amended 2002) The Care Standards Act 2000 replaces previous legislation such as the Registered Homes Act 1984 and amendments. The Act established a new Commission for Social Care Inspection (CSCI).
This has now ceased to exist and has been replaced by the Care Quality Commission. The 2000 Act stated what must be done. This was in contrast to the 1984 legislation, which allowed flexibility of interpretation. The 2000 Act set out legally required national minimum standards.
Some of these standards, such as minimum room size, were difficult for small homes to meet and thus many of them closed. The Healthcare Commission, Commission for Social Care Inspection and the Mental Health Act Commission ceased to exist on 31 March 2009. It was replaced by the Care Quality Commission, which is the new health and social care regulator for England. They look at the whole picture of health and social care to ensure better care for everyone in hospital, in a care home and at home. You can find out more at www. cqc. org. uk. Codes of practice and charters Codes of practice are not the same as laws.
A law is something everyone in the country must follow. Codes of practice apply to certain professions. Key term Code of practice – outlines how people should behave. General Social Care Council/Care Council for Wales/Northern Ireland Social Care The regulating body for social care workers is the General Social Care Council (GSCC).
It produces a code of practice for employers and one for social care workers. Social workers must register with the GSCC. If they break the code they may be removed from the register, which means they cannot work as a social worker, or they may be suspended for a period or given a public admonishment.
You can read why people get removed from the register on the conduct section of the GSCC website. For example, a social worker was recently removed from the register for breaking confidentiality and giving personal information to a third party who had no right to have it. Find out more at www. gscc. org. uk. Some other codes of conduct and charters The Nursing and Midwifery Council also has a code of conduct, which you can see on its website at www. nmc-uk. org. Charters set out what is good practice and are often aimed at helping service users. Key term
Charter – sets out what people would like. 172 Unit 6: Cultural Diversity in Health and Social Care For example, the Mencap families’ charter was launched at the House of Commons on 17 April 2007 (www. mencap. org. uk).
Policies and practice Organisational policies are written to help organisations comply with their legal duty. For example, the Health and Safety at Work Act states the legal duty of employers and employees, but every care organisation must have a health and safety policy saying how they manage health and safety in their workplace.
The Equality and Human Rights Commission enforce all the laws about equality, but every organisation must have a policy saying what they do about equality in their organisation. Policies interpret the law for that particular workplace or organisation. Procedures specify how the policies are put into practice. An equal opportunities policy may say the organisation does not discriminate. The procedure says how this happens, so the procedure for placing a job advertisement may be that it does not ask for any specific gender or age of applicant. A social worker will explain the complaints procedure so service users know how to complain.
Laws change and policies should be revised as the law changes. Procedures may also need to change. It is not easy to keep up-to-date with changes in laws. Listen to the news and check the government website (www. direct. gov. uk) to keep up to speed. Activity 7 Research and produce a PowerPoint presentation or a report to outline one piece of relevant legislation and one code of practice or charter for a chosen health or social care environment that aims to promote diversity. This activity will help you work towards P4 and PLTS (IE3, CT2,IE4, RL1, RL5, SM3, EP1 and EP5).
Activity 8
Describe how the legislation and code of practice or charter that you used in Activity 7 promotes diversity. Describe who it affects, how it works, where and when it applies, and if there is any overall body in charge of making it happen. This activity will help towards M3. Know the role of legislation, codes of practice and charters 173 Activity 9 Assess how effective the legislation and code of practice or charter that you used in Activity 8 has been in promoting diversity. ? First, make a list of ‘what worked’ and ‘what did not work’ for the piece of legislation and then for the code or charter. Give examples for each. Make a judgement about how effective the legislation (and then the code or charter) has been. You may decide it has been very effective, partly effective, or not at all effective. This activity will help you work towards D2. Responsibilities In health and social care both employers and employees have responsibility to promote the rights of individuals. This is a ‘duty of care’. Organisations that offer services such as health or social care are service providers. Employers Public authorities such as the NHS and social services departments must uphold and promote human rights in everything they do.
They have legal duties relating to gender, race and disability. Employers in hospitals, clinics, surgeries and day centres all have a duty to promote the rights of individuals. They do not have a choice. They must avoid discrimination in how they offer that service. They must not discriminate on any of the following grounds: ? ? ? ? ? disability gender race religion or belief sexual orientation. Some exceptions Very occasionally, it is lawful to discriminate, for example in the case of single-sex clinics such as a ‘Well Woman’ clinic, where it would be embarrassing for men to be present.
The surgery can offer ‘Well Man’ clinics, so no one is deprived of a service. Another example is that of a care home with limited parking space. Spaces nearest the entrance are allocated for those with disabilities. 174 Unit 6: Cultural Diversity in Health and Social Care Employees Employees working in health and social care must make sure they do not discriminate. As part of their induction, every care worker should have equal opportunities training and they must then practice this. Summary 1 People differ in age, ability, social class, sexuality, and they come from different family types. This makes a diverse society. Different religions have different beliefs but there are also many similarities between religions. 3 Some secular beliefs have ideas in common. 4 Some factors influence equality of opportunity positively, and some factors influence equality of opportunity negatively. 5 Discrimination can prevent equality of opportunity. 6 Health and social care workers must not discriminate. 7 Media such as television and newspapers can influence whether people are given equal opportunities. Materials can also influence whether people are seen as having equal chances. 8 Employers and employees have a responsibility to provide equality of opportunity. Codes of practice and charters encourage equality. 10 Laws make equality a legal duty. Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: P1 identify social, cultural and political factors that create diversity within society (see Activity 1) [IE1, CT2, TW1, EP1, EP5]
Know the role of legislation, codes of practice and charters 175 P2 explain the beliefs and practices of individuals from two contrasting religious or secular groups (see Activity 2) [IE1, CT2, TW1, EP1, EP5] M1 similarities and compare the P3 explain factors that may influence the equality of opportunity for individuals (see Activity 4) [CT2, RL1,RL5, SM3] outline one piece of relevant legislation and one code of practice or charter for a chosen health or social care environment that aims to promote diversity (see Activity 7) [IE3, CT2,IE4, RL1, RL5, SM3, EP1, EP5] M2 ifferences in the practices and beliefs of individuals from two contrasting religious or secular groups (see Activity 3) discuss how discriminatory practice can be avoided (see Activity 5) D1 effects of assess the possible P4 M3 legislation and code describe how the D2 of practice or charter promotes diversity (see Activity 8) discrimination on the physical, intellectual, emotional and social health/wellbeing of individuals (see Activity 6) D2 assess the effectiveness of the chosen legislation and code of practice or charter in promoting diversity (see Activity 9) Further Reading Ellis, A. ‘UK resident population by country of birth’, Population Trends, 135, Office of National Statistics Centre for Demography, Spring 2009 ‘Gender Reassignment – a guide for employers’, Women and Equality Unit, 2005 (www. equalities. gov. uk/research,_facts_ and_figures/reports_and_publications. aspx) Weblinks www. bbc. co. uk/religion www. cqc. org. uk/ www. equalityhumanrights. com www. dcsf. gov. uk/everychildmatters www. guardian. co. uk/religion www. gscc. org. uk www. ico. gov. uk www. mencap. org. uk www. nmc-uk. org www. statistics. gov. uk/ articles/population_trends/ PT135POPCOBARTICLE. pdf www. stonewall. org. uk
