Research Articles Base: Discrimination Essay Samples

Challenges faced by disabled people in South Africa

Challenges faced by disabled people in South Africa   Aim/Objective The research will be focusing on the challenges faced by the disabled people, South Africa Context Research Questions Research questions are essential part of the research process, as this will imply a solid connection towards secondary knowledge composed of peer reviewed studies such as from academic centered journals and articles, also from documented information and facts from books or such releases. The research questions serve as the initial organization flow of the study’s review of the literature which leads to the creation of research methods and techniques and the questions were the following: 1.      What do disabled people mean? Does this refer to physical disability of people in South Africa 2.      What is meant by challenges faced by disabled people? Provide examples, situational cases 3.      What are some of the advantages as well as disadvantages of disabled people? Are they being discriminated in African society? 4.      How do certain challenges of the disabled people in South Africa be of valuable indicator of human rights fairness such as at work, labor set up Research hypothesis Research hypothesis are deemed for the clearance of research design/approached being utilized for this specific study and it will assume methods that could be in place within research framework and construction from within recognized information and research studies respectively. The hypotheses could be: 1.      There are positive challenges faced by disabled people in South Africa 2.      There are negative positive challenges faced by disabled people in South Africa Significance of the Study The impeding significance of the study can be found at the ideal composition of research of how it can go or not go beyond the scope of research as the research findings could be at most useful in terms of instilling awareness to teachers, students and top academic leaders of the educational institution and will provide ample basis towards theory and conceptual sense of fairness and equality towards the disabled people in South Africa thus, research finding will be a good material source for researchers to use and tackle into whole or parts of resources. The audience, the readers of this study will have the utility of driving in personal growth and simple ways of understanding the role of fair and justifiable rights for all, disabled or not. Overview of Literature Ideally, one cannot help marveling at the inability of this so called disability analyst to comprehend the significance of Disabled People in South Africa (DPSA) in the history of disability advocacy struggle and, it is indeed timely to examine its relevance in South Africa, and equally to examine some aspects of its latest critics and to evaluate the worth of their alternative. Indeed, DPSA became the only voice for disabled people in, South Africa, irrespective of their disability, (1986; 1983) before greed and opportunism was on the rise, the uncompromising commitment to the historic milestone of a democratic movement of disabled people, the only organization currently in South Africa that is not single disability organization, DPSA stands in from alternatives for change in South Africa for disabled people, not only because of the manner in which it came into being, but because of the vision reflected in the law ( 1986; 1983). It can never be substituted without the will of the majority as such attempt by an individual/group to discredit or undermine it can only be seen as an act of betrayal of the aspirations of disable people of South Africa. The greatest danger amongst disabled people, are those disabled people who want to appear or want to be seen to be smarter than others whilst prostituting the truth at the expense of disabled people, entering the race of stupidity with the hope of being spotted as the alternative and even posing to be the alternative, thereby occupy the same position they now claim to despise.   Research Method The case study approach reflecting in a learning approach of the disabled people in South Africa as well as put in application recognition of the enforcement of the law an approach could be adopted similar to that introduced by the laws against sex and race discrimination within tribunals for claims under the employment section, the county courts for claims under other sections of the law, and powers enshrined in a specially designated commission to enforce the law and promote equal opportunities for disabled people, it will be important to ensure that disabled people are able to claim their rights under the new law. They should have the right to legal aid and advice, either directly from existing schemes in South Africa. Disabled people have identified institutional discrimination as the main problem, and anti-discrimination legislation as the most promising way of tackling it. Research in cases that examine the failure of the South African state to ensure a decent life for disabled people and why demands have grown for anti-discrimination legislation. Thus, reflecting experiences of disabled people in the context of the re-structuring of welfare in this present day. The need to examine case analysis and method conceptualization. The research implies to qualitative methods such as open-ended questions and quantitative methods such as to request respondents to rank their views about specific question in the questionnaire, as one common measure in education research (1999). Questions are need to be examined for reliability and validity. In order to avoid the case when the respondent will be forced to give an inaccurate response when his real attitude towards the statements ranging from 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree and 5 = strongly agree, to be enclosed at. The primary data is to be collected from the respondents in case situations, secondary data is to comprise of reference concerning research subject. The using of existing information on such levels into the study to be realized upon.         _ Credit:ivythesis.typepad.com

Challenges faced by disabled people in South Africa

Challenges faced by disabled people in South Africa Aim/Objective The research will be focusing on the challenges faced by the disabled...

Gender Discrimination

Gender discrimination                                                      OUTLINE SUMMARY   There are countless numbers of issues hovering over our heads in Australia and in contemporary society in general.  Gender inequity in sport has been a major issue throughout Australia for countless years, predominantly for females. This issue involves any action that grants or denies opportunities, privileges, or rewards to a person on the basis of their sex.  Gender discrimination may not be such a big deal amongst the male population but it’s fair to say that the whole Australian public needs to be reinformed about the inequity of females in the sporting field and how unfair and cruel some people could be when it some to entertainment and money therefore someone needs to take action to reform it.   The general public would claim that it’s not discriminatory when a female chooses to relinquish participating in competitive sport but they don’t consider the factors that are thought to influence their decision to surrender. The major factors that determine why woman don’t play sport and why they are less interested in sport opportunities than men are all based on the way we define ourselves as Australians, the lack of media coverage for women’s sport, the competitive side of sport, the importance of family, the influential role of friends and peers, the absence of role models and many more.   In today’s modern society it’s evident how hard it is to deny what a female want’s most of the time but it’s unfortunate to here that females receive less opportunities then men when it comes to sport but they are not complaining and nagging like they should. This issue is significant to explore, unless any action is taken towards this issue, studies show that decline in sport involvement will leads to numeral crisis within our society such as obesity, lower levels of healthy individuals and continuous  inequality and decimator behaviour across society. In odder to improve the interest of woman and prevent any feather crisis, supplementary job of supporting our young female altheas in sports participation is essential. Nevertheless the female society should be strongly supporting and protesting their rights to the Australian Sport Institute. Through out life most humans, in this case females experience a similar impact that deny them possibility of success but what really matter, is know it’s possible and with the right actions it can be accomplished. As a matter of fact giving small treats such as books on successful female athletes would help and motivate a young female to proceed in her chosen field and to succeed in the days to come.     Credit:ivythesis.typepad.com

Gender Discrimination

Gender discrimination OUTLINE SUMMARY There are countless numbers of issues ...

Gender Discrimination

Gender discrimination Dealing with the matter of sport and ethnology, three major factors come to mind; prejudice, racism, and discrimination. These factors span across ethnic, racial, religious, gender, and cultural groups. The principal intention of this paper is to explore how discrimination and prejudice have played a part in the evolution of sport in our society, through the effects of why a high percentage of females do not play sport and to cover the cistrons that are thought to influence their decisions to relinquish from sports.   The general public, athletic women and film have always been used as a medium to express the discrimination against women athletes today. Gender inequity has been a major issue throughout Australia for countless years, and predominantly impacts on young females. This issue involves any action that grants or denies opportunities, privileges, or rewards to a person on the basis of their sex ( 2006). The justification in terms of why females don’t play sport and why they are less interested in sport opportunities than men are all based on the way we define ourselves as Australians. The lack of media coverage for women’s sport, the competitive side of sport, the importance of family, the influential role of friends and peers and the absence of role models. The foundation of all these impact and influences results in the decrease of participation and interest of females in sport.   The Australian Bureau of Statistics conducted a report in 1999-2000 on participation in Sport and Physical Activity. They concluded that the overall rate of participation in organised and non-organised activities for women (72%) is almost identical to that of men (74%). However, males (34.3%) were more likely to participate in organised ‘sporting’ activity compared to females (28.5%).   The Women’s Sports Foundation Advocacy Department has developed the most recent participation and resources statistics for gender equity in High School and College athletics this year and their reports show that high school female athletes received only 41% of participation opportunities, which is 1.25 million less participation opportunities than male high school athletes, in addition they received 38% of sports operating dollars, which is .17 billion less than male college athletes.  These two reports, illustrate that boys and girls’ involvement in sport during primary school is almost identical. However, it is during the pivotal adolescent years then girls begin to depart and at a much faster rate than that of their male counterparts. This is evident in the report by the Women’s Sports Foundation Advocacy Department.   Sport is believed to play an important role in the way we define ourselves as Australians. It is considered to be very important in the process of turning boys into men and is a significant form of male socialisation. Sport is also a way in which males can gain status among their male and female counterparts. However, if a female plays sport, her sexuality may be questioned, especially if she is good at it or does not conform to the stereotypical expectations. This is definitely the case if she has chosen to play a so-called ‘male’ sport, which could be defined as being more masculine. Girls, from an early age receive the message that boys play sport and girls watch them. This sort of message is also emphasised at the time when a girl hits puberty, where they are told that for their own safety, they can no longer play any sporting activity, but should do something for which they are better suited, more feminine. This sort of message is not positive for those girls who want to play sport for the same reason boys do.   Many people think that girls are not as interested in sport as boys. Research shows that boys and girls between the ages of 6 and 9 and their parents are equally interested in sports participation. However, by the age of 14, girls refrain from sport at a significantly greater rate than men. Girls and women simply do not receive the same positive reinforcement about their sports participation.  Little boys receive balls, gloves and sports equipment by the age of two. This reinforces the stereotyped expectations as they see their images on television as sportsmen, as they see their photos in the sports section and they know from their parents and friends that they are expected to play sports. Even though young females are not as likely to be discouraged from playing sports as they were ten years ago, they simply are not encouraged to the same extent as younger males. As a result, they enter organised sport two years later than young males and are therefore less likely to have the skills necessary for early successes. Typically, when girls play with boys, especially if they are in the minority, boys simply do not positively reinforce their participation, even-though girls develop much quicker physically than boys and often achieve better results then boys in the younger years.   In order to improve the interest of girls we must do a better job of supporting young females sports participation. A variety of methods that we can improve the interest of girls in sport would be by getting them to be aware other successful female athletes and this could be done by giving them a book about girls in sports or a book about successful sport stories of female athletes for Christmas and birthdays we must find, give gifts of sports equipment and sports lessons. We need to take our sons and daughters to see women playing sports so they grow up appreciating and respecting the sports skills of women and this could build up the confidents of a girl to see images of themselves excelling in sports because she is not going to see those images on television or in the newspapers, which brings us to our next point about Media coverage of women’s sport.   Media coverage of women’s sport is limited in Australia compared to men and this restricts individuals discovering more about women’s sporting ability and accomplishments. This lack of media coverage also denies many young women sporting role models and decreases a female athlete’s chance to gain sponsorship. The Australian Sports Commission measured the amount of media coverage given to women’s sport on an average fortnight in a 1996 study. It showed that women receive on average 10.7% of newspaper coverage, 1.4% of radio coverage and 2% of television coverage compared with 79.1% for men. Dr. Murray Phillips suggests that this was mainly due to the fact that women’s sport is not marketable enough to rate community appeal, as media executives argue that it is due to the lack of public interest and demand. This in effect leads to many women sport’s having to ‘sell their sport’ by dressing the female athletes in figure-hugging body suits to attract more coverage. However, this has raised many recurring issues.   The competitive side of sport has deterred many females who like to or want to be active. Evidently, the ABS indicates that women (45%) are more likely to be active in non-organised activities than men (40%). However, of those who played organised sport outside of school hours, boys played more often: 52% of boys played an average of once a week or more over the year ending April 2000, compared with 45% of girls. Older children played organised sport more frequently, with 57% of those 12 to 14 year olds who had participated doing so an average of once a week or more over the year compared with 36% of their 5 to 8 year old counterparts. The main answer behind this large difference is that many sports have a great emphasis on competition, but most girls play sport to have fun and make friends. Parents are a good indication of whether or not their daughter will continue participating in physical or sporting activities. Evidence shows that girls whose parents regularly exercise are much more likely to continue their involvement in sport than those whose parents are inactive. There are many girls’ however, who are encouraged to play sport from their parents, but those who have brothers are treated differently. Some examples include fathers instructing sons but not for daughters, parents making an effort to watch sons compete but not daughters and even parents making fun of their daughter’s skill level. There have also been many counts of mothers being poor role models when accepting their daughter’s body size and appearance. A mother can have quite a significant impact on her daughter, especially when it comes to food and diet. A negative attitude from a mother can be very damaging, in terms of how the daughter reacts to a comment made by the parent.   Friends and peers, much like family can have a very influential role on a girl who lacks confidence in their skill level, appearance and physical competence. Particularly, in schools, this can be seen as a way in which their peers treat them. In Western society, teenage girls are often confronted with taunts and insults mainly about their bodies. These taunts and insults largely come from their schoolmates at a time when they are particularly sensitive to such comments. Teenage girls are not just confronted with comments about their appearance, but have been harassed about their competence. There have also been cases of insensitive comments from teachers that have the same affect on a teenage girl’s confidence.   Sporting role models can range from athletes to coaches to even, physical education teachers. Role models are very important to young teenagers, especially girls who enjoy their sport. Without them, you would expect to see an even faster drop of girls participating in sport. A 1997 West Australian study by the Australian institute of sports was conducted, where teenage girls were asked to nominate their favourite sportsperson. Of the girls who underwent the study, 52% of them nominated a sportsman, 32% nominated a sportswoman and the remaining 12% did not nominate. However, the 32% who nominated a sportswoman, the majority named Cathy Freeman for her achievement in the 400M event, showing that when a sportswoman receives a high level of media exposure, it is only then she can become a role model for young women. Female role models in the form of coaches are also under represented with only 11% of women coaches coaching elite athletes (level three coaches). Fortunately, it is much better in schools, where women make up 43% of primary school physical education teachers (although only 80% of them are full-time, compared with 97% of males) and 51% of secondary physical education teachers. This provides girls with positive images of women playing sport on a daily basis.   In conclusion, this paper has stated out all the factors which are responsible for why girls don’t play sport. Quite simply, family, friends, peers, media executives, the Federal and State Governments should lead by example and encourage teenage girls to continue sport, in order to change the trend of young teenage girls departing of their sports due to the factors that have been made clear in the paper. Credit:ivythesis.typepad.com

Gender Discrimination

Gender discrimination Dealing with the matter of sport and ethnology, three major factors come to mind; prejudice, racism, and discri...

Price discrimination on ticket of airlines

Price discrimination on ticket of airlines (Price difference between same classes but different prices paid by customers)   Statement of the problem Airline pricing structures designed to accomplish segmentation are widely used elsewhere in the economy phenomenon is misunderstood, because of business in which segmentation is obvious, because history has linked price discrimination with monopoly power. Improved understanding of the basis of price discrimination and its relationship to competition will help make better public policy and correct gaps in existing economic theory. In thinking about price discrimination, economists have constructed the following argument, in competitive market, price equals marginal cost. Wherever there is price discrimination, price deviates from marginal cost, if there is price discrimination, the market must not be competitive and there must be market power. Thus, economists then often go on to say that given that market power already exists, price discrimination can be output-increasing and is therefore not necessarily bad, but there is general assumption that the existence of price discrimination implies the existence of market power.   Research towards dispersion in the prices an airline charges to different passengers on same class/route, the variation in fares is substantial as expected absolute difference in fares between passengers on route can imply better percentage of the airline’s average ticket price. The pattern of observed price dispersion cannot easily be explained by cost differences alone. Dispersion increases on routes with more competition or lower flight density, consistent with discrimination based on customers’ willingness to switch to alternative airlines or flights. The need to argue that the data support models of price discrimination in monopolistically competitive markets. Developing model of price dispersion to distinguish the impact of price discrimination from that of peak load pricing schemes or atypical competition resulting from financial difficulties of the present times. Upon utilizing three alternative measures of dispersion and appealing to economic theory for specification, finding robust results of estrangement between price dispersion and price discrimination. While some discrimination continues to persist at monopolized endpoints, most dispersion is associated with fare wars and peak load pricing schemes.   How the customers react to his price change or how the airline is not loosing any customers? Of course, customers react to price change as airline may loose loyal customers and since, price discrimination among ticket service classes will be analyzed when aggregate demand is known and customer preferences are private information. Serving customers in cheap second‐class seats limits the seller’s ability to extract surplus from expensive first class seats because some switch to the lower class. Discrimination is greatest in the class with the largest variance in demand prices. The seller’s incentives to limit substitution by altering the between‐class quality spread and the pricing of complementary goods are to be analyzed. When capacity limitations require sequential servicing of buyers in batches, intertemporal price discrimination requires prices to decline over time, so customers with the greatest demand prices buy higher priced tickets to earlier performances rather than wait for performances. The analysis use unique data to provide complete analysis of factors affecting airline price levels and price dispersion, contributing to understanding of airline pricing that includes ticket characteristics and restrictions, carrier, estimated flight level load factors, date of issue, departure date, other hedonic factors affecting prices, whether the ticket has been purchased online or offline, share of online purchases. Theoretical analysis of price discrimination have investigated how the competitive dimension affects the price discrimination and the price dispersion in imperfect competition environment ( (1985);  (1989);  (1995);  (2000) and (2002). Studies show that price discrimination persists and may increase as market moves from monopoly to imperfect competition. Price discrimination behavior must be précised when competitive dimension is present. Actually, in monopoly markets, firms sort consumers on the basis of their willingness to pay. When competition is introduced, firms must consider that consumers differ not only as regards the utility they derive from good, but regard their preferences among different brands. The expected effect of market structure on price dispersion depends on whether monopoly-type or competitive-type discrimination dominates.  (1985) and  (2000) emphasize these different aspects of price discrimination under spatial competition. Borenstein develops third-degree price discrimination, while Valletti deals with second-degree price discrimination in context of imperfect information. Does price discrimination increase or decrease?  (1985),  (1989), and  (1993) show that price discrimination may increase as the market becomes more competitive as Gale’s theoretical model there is more price discrimination under duopoly than under monopoly. Empirical evidence to support or reject the hypothesis is scant, however. Despite growing literature on airline pricing, few analysts have examined the price-discriminatory mechanisms that airline use. The existing studies of the airline market show that as market concentration increases, so does the average price level ( (1992),  and  (1990). In the only empirical paper that studied the relationship between the distribution of fares for individual flights and market concentration in the airline market,  and  (1994) found a negative effect of market concentration on price dispersion, no studies have analyzed the effect of market concentration on price discrimination in the airline market.   Credit:ivythesis.typepad.com

Price discrimination on ticket of airlines

Price discrimination on ticket of airlines (Price difference between same classes but different prices paid by customers) Statement of...

Sociological and anthropological – Cultural Identities: Rankism and knowing your place

Cultural Identities: Rankism and knowing your place                   According to  (2006a), there is a global disorder that is largely undiagnosed despite its significant effects on familial, social, employment and educational relationships. On one end of the spectrum, this disorder could lead to fights within the family; while on the other extreme end is interstate war linked to this disorder. Since the disorder is mostly undiagnosed, it needs to have a name in order to derive recognition and understanding from the people affected by the disorder. Rankism is the term that refers to abuse emanating from differences in rank. Since it is a form of abuse, it creates a relationship of power imbalance between the stronger parties, those holding a higher rank, and the weaker parties, the people occupying lower positions. It also refers to exploitative or discriminatory attitude and behavior extended towards people perceived to have lesser power because they hold a lower rank. In rankism, ranking becomes a springboard for people holding higher ranks to abuse those placed at lower ranks. ( 2006a) Rankism pervades all relationships. In families, the consideration of ranking as a basis for the exercise of power could lead to minor squabbles between siblings or even to familial animosities. In the workplace, rankism is exemplified by the exploitation experienced by lower ranking employees who are perceived as inferior by those placed at higher ranks. In the educational system, rankism is expressed through the use of performance measures that provide power-based privileges on selected students to the detriment of other students. Overall, rankism finds expression in assertions of cultural dominance or political supremacy based on higher ranks. ( 2006a) On a personal note, it is only after learning about rankism that I realized that I have been at the unfavorable end of a situation involving rankism. As an ESL student, belonging to a family that migrated to Australia, I struggled to cope up with the new school curriculum. I passed through the phase of undergoing humiliation by being laughed at or cited because of my different English accent and my different cultural perspective. The sad thing about these experiences is that my classmates and even the teacher were not conscious that they were engaging in rankism and undermining my personal dignity. Perhaps it was this lack of realization that caused rankism’s largely undiagnosed nature. In explaining rankism further,  (2006b) contends that although rankism is based on differences in rank, rank is not the underlying cause of the disorder. Depending upon the situation, rank plays a necessarily role in relationships. It is only when rank is inappropriately used as basis for the exercise of exploitative power that it becomes an unknowing tool for abuse. The author contends that “it is crucial to understand that, in and of itself, rank is not the problem. Unless rank is intrinsically illegitimate—as are, for example, the social rankings that have made second-class citizens of various identity groups—the trouble is not with rank per se but rather the abuse of the power that is a perquisite of rank” (p. 5). This means that the determination of the existence of rankism is highly contextual.               Moreover, rank is a necessary factor in human relations but since rank becomes a tool in rankism only if this is abused to the exploitation of other people perceived as inferior rankism is not a naturally occurring disorder. This means that it develops from the perspectives of individuals on rank, their role in the hierarchy, and power plays. People who perceive rank as basis for wielding power to take advantage of the position, without concern over the possible exploitative effects of their actions, are likely to engage in rankism. ( 2006b)  Since rankism stems from nurtured perceptions or attitudes, this disorder is very much treatable.  (2006b) propounds the ‘dignitarian university’ as a model for treating this disorder, particularly in the case of the academe. This is a model patterned after democratic principles. This model is understood through the point that “dignitarian governance does not necessarily mean giving everyone a vote on every issue, but it does mean giving everyone a voice” (). An example given of dignitarian governance is the creation of school committees and ensuring proper representation of interests in the group. In practicing the representative committee system, schools begin to attempt to uproot rankism and become institutions driving society towards the future.  After ten years of residence in Australia, the number of ESL students increased. With the growing number, albeit still a minority sector, came greater recognition, understanding and representation in the different spheres of the academe. The result is the consideration of the additional needs of ESL students in curriculum development and cultural consciousness in the academe population, which are situations conducive to the proper assumption of rank.     Credit:ivythesis.typepad.com

Sociological and anthropological – Cultural Identities: Rankism and knowing your place

Cultural Identities: Rankism and knowing your place According to (2006a), there is a global disorder that is large...

Define the broad concept of equal opportunity and consider how issues around empowerment affect the application of this to health and social care sector today

Equal Opportunities to disabled individuals and its implications to the health and social care sector             People with disabilities in various parts of the world have been clamouring for equal opportunities over the past years. These people demand opportunities and empowerment in different sectors of the society. Over the past decades the British government has been finding ways to curb inequality and discrimination against disabled individuals. The government of UK passed legislations in order to address the issues regarding discrimination against disabled individuals and promote equality and empowerment.             According to  (2007) for the past decade the British society have noticed major changes in the opportunities and rights of disabled individuals and the government have laid out concrete foundations wherein new agenda for attaining the goal of the British society in which all disabled people could participate in the society without the fear of being discriminated. But despite of the struggles of the people with disabilities and the advocates, the inequalities in British society still exist. A number of disabled people in Britain are denied and do not have access to the basic services of the government due to the widespread poverty.             As mentioned earlier, the government of Britain have passed legislations in order to help disabled individuals and address their needs in the society. One of the legislations passed is the Disability Discrimination Act. According to  (2007) the act was introduced in the year 1996 and consequently the requirements of the act have been changing. In 1996 the act states that service providers may be deem unlawful if the disabled individuals are treated less favourably because of their condition. In1999, the act was again revised and service providers must make adjustments for disabled individuals such as giving additional help and make changes in the way they give services. And in 2004 the service providers must make reasonable changes in their premises in order to help the individuals overcome the physical barriers.             However, disabled individuals continue to face organisational, physical and social hindrances that make it harder for them to participate in the activities of the society. One of the examples is the involuntary placement of disabled individuals in institutions. Moreover, disabled individuals are put in separate places for education and work. According to  (2005) the separation of disabled people from the non-disabled ones has come to the expense of preventing the disabled to develop relationships and participate in the activities of the community. And because of separation disabled individuals became invisible in the society, thus it contributes to the poor understanding and relationship of non-disabled people.              (2003) pointed out that the infrastructure in Britain such as housing and the transport system is still limited to the use of non-disabled individuals. Moreover,  (2004) discussed that a number of public services are not providing sufficient services to disabled individuals. Not only the disabled individuals, their family members and friends, and advocates have the role of asking for empowerment and equal opportunities but the whole society. Unless the whole British society accepts the fact that disabled individuals must be included as a full functioning member of the society, calls of disabled individuals will falter. Equality rests in all individuals that enjoy the same rights and freedoms provided by the government.              (2007) discussed the ten priorities for change in the society that would benefit the disabled individuals and these are: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Increase the active participation of disabled individuals in the public, community and civic life. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Close the gap in employment which includes successful outcome of the welfare reform for disabled individuals. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Assuring the disabled people and their family that they are not required to live in an institution against their will. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Securing the rights of disabled individuals wherein it facilitates independent living. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Develop safe communities and prevent harassment and bullying disabled individuals. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> The rights of disabled individuals in housing, employment opportunities and working conditions must be enhanced by the government. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Improving the personal and vocational skills of disabled individuals. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> The government must also tackle inequalities in health. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Assure disabled individuals that the legal as well as institutional arrangements that promote equality and human rights are well designed and adequate enough to secure their rights. </li> </ul> For the past years, the government and the society have managed to create a society wherein disabled individuals are given opportunities. The development of direct payments for individualised budgets wherein the main purpose is to give disabled individuals the control over their finances have transformed the lives of some disabled people because they now have the right to manage their money. Moreover, the Mental Capacity Act of 2005 and the Scottish Adults with Incapacity Act of 2000 have also provided rights for disabled individuals to make decisions and have access to more information. Because of the acts passed by the British government a number of disabled individuals have control over their lives and are now able realise their full potential through participation in the activities of the community.             One of the movements in Britain that seeks independence for dibbled individuals is the independent living movement. The group seeks to reshape the objectives and delivery of the services like health and social welfare by redefining the meaning of independence in the context of disabled people. Independence according to  (2002) states that individuals need assistance and support from other people in some point of their lives, but despite the fact that individuals have the opportunity to control and manage their lives assistance is still given in ways that are consistent with their ambitions and aspiration in lives, and the assistance that they receive from other people can no longer be labelled as dependence, instead it means that the people around the individuals promotes independence. Taking control and managing ones lives is regarded as a sign of active participation in the society. In the case of disabled individuals most of them have been cast as people that need the sponsorship of the government. For disabled individuals living independently means playing an active role in the society as well as giving support to the people around them and the authorities.             However, there are still barriers in the society that disabled individuals must overcome in order to take full control of their lives. One of the barriers is the culture of risk aversion wherein it has a huge influence on the practices, policies and the culture of the social care. Risk aversion restricts the opportunities for disabled individuals and limits their decisions regarding how they will ran their own lives. The social care sector avoids risks associated with disabled individuals for fear that if something bad happens the service provider will be liable and accountable. If the sector of social services continues to exercise that type of care to disabled individuals they deny them of independence because they do not allow them to take risks in their lives.             Aside from the culture of risk aversion, the English common law also limits the independence of disabled individuals. The law states that the best interests of an individual must be taken into account. However in some cases it denies some rights of disabled people such as the right of an individual with learning disability to bring up children.             A number of people have argued that disable people cannot make responsible decisions because disabled individuals need help in small decisions such as navigating complex areas. The passage of the Mental Capacity Act of 2005 extends the rights of disabled people to make decisions in their lives. However, the act has its loopholes because the Mental Capacity Act did not come with an efficient package of services that seek to support the disabled individuals with regards to their decision making which leaves them without the adequate support in decision making and managing their own lives.             Lastly, the government does not have adequate funds for services to disabled individuals. The government regards expenditure to services and financial aids to disabled individuals as a means of promoting dependence.             Letting disabled individuals to live independently is a good model for giving assistance to disabled people. Through independent living the disabled individuals could actively participate in the community and could help organise their lives.             The workplace is usually the area wherein inequalities exist. In the study of  (2004) it revealed that smaller workplaces, workplaces without human resource, and private sectors have the tendency to have an empty shell policy regarding equal opportunities to all workers, while workplaces that have unions are more likely to have formal policies.             A society wherein disabled individuals have equal opportunities needs disabled people to actively participate in the activities in the society may it be national or local. Despite their condition, disabled people and their organisations has a huge influence in the society. Like in the case of the passage of the Disability Discrimination Act without the persistence and continues campaign of disabled individuals it would not be legislated.             One of the great examples of government that supports disabled individuals is the Government of Westminster wherein they give a huge emphasis on the involvement of disabled individuals in the development and delivery of policies and practices to the public. Involvement of disabled individuals in the community gives them chances to obtain information and new skills and develop relationships and even improve their self-esteem. Right now wherein the economy and society become more competitive improving the skills of the people is very important. In order to have the opportunities, individuals whether disabled or not must optimise and maximise their skills and competencies. The society in general often overlooked the fact that disabled individuals have a set of skills, experiences and competencies that could be helpful to the economy. Most disabled individuals have detailed knowledge and idea regarding the social welfare and practice, as well as, expertise in making the services more accessible to people, particularly disabled ones. The British government must develop organisations that will help disabled individuals equip the necessary skills and knowledge to deal with the challenges in the society. Assuring the disabled people that they have a voice in things that may affect their lives is a key in developing independence.             Disabled individuals are one of the sectors of the society that is often times overlooked. Most of the time they are faced with challenges in the society such unequal opportunities in work, education and participation in the society, in order to remove if not reduce inequalities in the society, the people as well as the government must work hand in hand. Empowering the disabled individuals through letting them handle and manage their lives is one step to curb inequalities in the society. References: Credit:ivythesis.typepad.com

Define the broad concept of equal opportunity and consider how issues around empowerment affect the application of this to health and social care sector today

Equal Opportunities to disabled individuals and its implications to the health and social care sector People with disabiliti...

Discrimination against Catholics and free African Americans in the United States until the Civil War

AMERICAN NATIVISM             On the article the main issue that was discussed was regarding the discrimination against Catholics and free African Americans in the United States until the Civil War. It discussed the plight and the role of the Catholics and free African Americans. Discrimination against Catholics and free African Americans in the United States until the Civil War has been the case many years ago and even in the recent years there is still race discrimination on these people. From north down to the south, discrimination is the major issues in the article. There are also discussions on how these issues have changed slowly over time. They provided a critical exploration of African American history as well as Samuel Morse’s experience that encompassed the global implications for past and contemporary nativism struggles. The experience of discrimination Catholics and free African Americans in the United States before the Civil War were continuously plagued with various religion and race-related problems of extremely escalating severity. For example, many Catholics and free African Americans during that time were considered as less desirable employees and are less likely hired in most jobs. There was a notion that Catholics and free African Americans should be separated and accorded different treatment from the rest of the population because of their racial and religious inferiority. Catholics and free African Americans have until now labored under binary oppositions: slavery vs. freedom, equality vs. inequality, accommodation vs. agitation.             Historical stories about Catholics and free African Americans typically cover only the period immediately before the Civil War when the Underground Railroad was firmly established and freedom was getting closer. Most stories about discrimination take place in the South. The long fight for equality for Catholics and free African Americans is not over yet until the present time.             In the past, the White Americans has owned the Catholics and free African Americans, their body and their soul. They had them as their slaves, gave them physical punishment, and even treated them inhumanly. Moreover, they referred the Catholics and free African Americans as objects that can be owned. Describe the reasons advanced to justify discrimination against Catholics and free African Americans in the United States until the Civil War. The description of nativism and its impacts have been investigated by a number of people, starting from (1935) investigation into the nativist potential for equality among Catholics and free African Americans to the large-scale studies conducted under the guidance and influence of the Association for the Study of Negro Life and History (1930; 1927).             Despite this early flurry of scholarship, however, more recent efforts in social history have often focused on the institution of nativism itself rather than its legacy, while examinations of nativism’s consequences have emphasized aggregate, macro level effects. Lacking longitudinal analysis at the micro level, the legacy of Catholics and free African Americans before the Civil War remains poorly understood until this time             After the Civil War the discrimination of Catholics and free African Americans ended temporarily. But either way the mistreatment of the Catholics and free African Americans continued. In the time that they can own Catholics and free African Americans as their slaves, they tried not to go beyond there anger in order to not to kill their slaves because they thought it would be a great loss to them like an asset that is lost.             The Catholics and free African Americans were not only injured and treated inhumanly but rather even brutally murdered. The excuse was that the necessity of the white immigrants to repress and stamp out alleged race riots. The second excuse happened during the reconstruction. Moreover, Catholics and free African Americans had to be killed to avenge their assaults upon women. Discrimination of Catholics and free African Americans before the Civil War indicated a dissimilarity in treatment anchored on the personal attributes of a person, like race or sex, regardless of whether that person’s profile corresponded to the prerequisite of a specific position in the company. This dissimilarity in treatment placed Catholics and free African Americans at a drawback or constrained their admission to gains and chances obtainable to other members of society. How did Nativists define being an American? Discrimination of the Catholics and free African Americans before the Civil Ware was in fact direct or indirect. It became direct when imperatives and ways openly prohibited or gave partiality to Catholics and free African Americans exclusively on the foundation of their membership of a certain group. These types of discrimination against Catholics and free African Americans anchored in prejudices and unfair discernments of the capabilities or work ethics of people acquiring to specific groups, regardless of their actual abilities and work experience. Such typecasting was discriminatory for the reason that it unconditionally forced Catholics and free African Americans during that time to replicate the features frequently attributed to people from society’s prevailing group.             This was one of the situations of the United States that made , endeavor for a position in politics so as to take a hold of crucial government decisions like the matters of discrimination of Catholics and free African Americans.  It was true that during the onset of discrimination of the Catholics and free African Americans in the United States there was nothing that these people could do than watch at first.  However, their experiences and what they saw had gratified them to take a stand about the issue.              Before the Civil War, the United States had undermined the freedom of the immigrants and expanded the power of the state; at the same time, the US had sunk in international influence.  The agenda of Morse, Saunders and Beecher was to restore the traditional nativism values of personal freedom and self-reliance, to recall the philosophical basis of earlier success, and so to change the direction in which US society appeared to be headed.             Samuel Morse’s close touch of the issue of nativism came when he lost in the elections for mayoralty of New York.  At the time, immigration and race were still the factors that divide US and no bill was yet to be formulated to cure the controversial issue.  Because of this, there were several acts that aimed at integrating nativists like Morse and the making of the legislation that was against discrimination.              Samuel Morse was on the Nativist Party that hoped to aim at regulating immigration in the United States where most Catholics and free African Americans live in.  During the rivalry of the Nativist and Immigrants, the latter have been found to be the foremost source of racist sentiment and were also the hindrance to both white and black workers in the struggle for democratic US.              However, the rise of Morse, Saunders and Beecher created a political shift and indicated the Nativist movement a period of decline and confrontation.  Their period of influence adopted the nativist policies and language.  Their narrow-minded standpoint against immigration have drawn off many votes from the members of the Nativist Party yet won and send off the ticket to political insignificance.  The situation became worse when initiatives went down which shoved off the atmosphere in which nativist and immigrant ideas can gain support and Catholics and free African Americans be blamed for the evil results.      Credit:ivythesis.typepad.com

Discrimination against Catholics and free African Americans in the United States until the Civil War

AMERICAN NATIVISM On the article the main issue that was discussed was regarding the discrimination against Catholics and fr...

NO CHILD LEFT BEHIND ACT

No Child Left Behind Act   Introduction   Race, culture, heritage and origin are among the moral issues still being tackled and emphasized in the contemporary American society. Despite the laws and rules regarding the issue of discrimination, it still remains to be the primary dilemma or problem of ethnic minorities in the United States. Such dilemmas are in relevance to institutional racism and affirmative action of the government, which instead of giving the ethnic minorities in the United States a sense of freedom and equality provides them with further issues in relation to employment, individual rights and education. There is much debate about dealing with the lingering effects of past racial discrimination, which is related to the use of affirmative action as an answer to past cases of discrimination (, 1998). With this issue, this paper will give a discussion pertaining to the African American Education, in accordance to the policy “No Child Left Behind Act”.               Discussions   From 1450-1750, the North American continent experienced enormous changes. The European explorers ventured to what they called then as the “New World” in search of vast amounts of natural wealth (, 1998).  Corollary to these exploratory activities, these European explorers also traveled to Africa and began a trans-Atlantic slave trade.  Millions of Africans were brought to the Americas and traded there as slaves (, 1998). This mass movement of people led to a new social and economic system; with the color of the skin as a determining factor whether one would live as a slave or as a free citizen.               By 1750, both the free and enslaved black people showed an intense attachment to America. After 1750, many African-Americans already found their freedom. In 1830, Philadelphia held the first meeting of the American Society of Free Persons of Color (later became the National Negro Convention) (, 1998). This organization for the black people was created to establish a black community and seek true freedom. Many societies were founded by the blacks. The black community in Philadelphia created schools for their children because they were denied access to public schools. By 1829, the first black public school was established. However, the conflict between the blacks and the whites worsened which led to the Civil War in 1861. After four years, African Americans were promised of rights of citizenship and slavery was abolished (, 1998). The Zeitgeist of the time is once about racial segregation and discrimination of African Americans in America. The rise of civil rights movement in America since 1940 brings a significant change in the life of the African-American people. Two of the primary goals of the modern civil rights movement are to push for educational change and to improve the educational situation of African-Americans. However, the reforms demanded by the movement were not well received by the majority of school personnel and researchers (, 1991).             Many years of bloody revolutions and social uprisings took place before American schools, lunch counters and worksites were desegregated. President John F. Kennedy issued an executive order in 1961 offering opportunities to the African-American community as compensation for years of discrimination. By the late 1960s, President Richard Nixon instructed companies working on federal projects to attain minority-hiring objectives. On the other hand, President George Bush, taking side against the Michigan in the Supreme Court case, said that he strongly supported diversity of all kinds including racial diversity in higher education. This affirmative action does not only help the minorities who have been subject for discrimination for so many years but also improved the educational experience of everyone in the university. One student from a university in Michigan said that she is proud for having friends who are black (, 2003).             In 1965, there were only few African-American students who chose to enroll at the previously all-white schools of Cave Street Elementary for grades one to six and Deshler High School for grades seven to twelve in Alabama. In Deshler, one’s race interfered with one’s right to have a decent education.  Maria, an African American student, recounted some incidents that demonstrated her perceptions of hostility about the educational atmosphere in Deshler. During that time, African-American students were treated unfairly and unjustly by some teachers and white students (, 2000).             By the 1970s, African-Americans have shown intense interest in pursuing their educational goals. In 1992, 52 percent of them planned to proceed directly to a four-year course after high school graduation as compared to 32 percent in 1972.  Also, there was an increase on the percentage of African-Americans to enter academic programs at two-year colleges. During the 1980s and 1990s, the number of bachelor degrees given to African-Americans increased noticeably. In spite of these gains however, their number was still lesser compared to the number of white Americans and Asian-Americans who wanted to enroll in college after high school. The U.S. Census Bureau in 2000 revealed a lesser percentage of African-Americans who received bachelor’s degree in their 20s and 30s. This statistic is smaller than the percentage for all racial and ethnic groups in America, taken together. This discrepancy caught the attention of the political leaders in the United States that is why they wanted to increase the participation of African-Americans in higher education, as one of the country’s educational objectives. Aside from being a political and social issue, this issue is also economic. The economic success of young people also relies on their achievement of an academic degree (, 2002). According to the report made by the  last 2000, the standardized test scores of average African-American and Hispanic students are lower, as compared to the scores of white students at comparable grade levels. The U.S. Department of Education concluded after its examination on 27 school reform models, that most of the reform models failed to make significant improvements. In January 2002, President George W. Bush, signed the “No Child Left behind Act” into law. This new education reform bill was designed basically to close the achievement gap between white upper-and middle-class public school students and poor children and children of color (, 2003). It envisions that all children, regardless of race, will be reading at a “proficient” level by 2014.[1]  However, it seems like the country is not heading toward those goals.[2] The law requires every classroom to have a highly competitive teacher likewise; the states are required to measure the students’ performance regularly. Recent reports show that the law is working well and the strategies are very effective. According to , U.S. Secretary of Education, he optimistically said before the National Press Club that every day our service to our children becomes better and each day we come one step closer to the future of excellence and inclusion, discarding the deficiencies and rectifying longstanding problems (, 2004). As stated, the Public Law 107-110, more commonly known as the NO CHILD LEFT BEHIND ACT of 2001 (NCLB) is the America’s federal law which reauthorizes different federal programs with objectives of improving performance of USA’s primary and secondary school through increasing standards of accountability for states, school districts and schools. It also gives parent the opportunity to be more flexible in selecting which schools their children will enroll. Furthermore. the provision also allows an increased attention on reading and re-authorizes the Elementary and Secondary Education Act of 1965 (ESEA) (,  & , 2003).             NCLB can be considered as the latest of a number of federal provisions implementing educational reforms. It is the result of bipartisan cooperation between Senator Edward M. Kennedy and the President George W. Bush’s proposal of No Child Left Behind ( 2002). During the 107th Congress, NCLB began as House Resolution 1 in March 2001. This 670 page act was finally passed on December 13, 2001 by the House of Representative having a total vote of 381-41. Then, it passed in the Senate with a vote of 87-10 on December 18, 2001. The law was signed by President Bush on January 8, 2002 at Hamilton High School in Hamilton, Ohio.             The main aim of this policy is to improve the quality of education given to all children. NCLB requires States to establish an accountability system of assessments, graduation rates and other important indicators. Herein, the Schools have to build adequate yearly progress (AYP), as described by the state. This can be achieve by rasing the achievement levels of subgroups of students which include minorities like Latinos, African Americans, low-income students and students with special education needs to a state-determined level of proficiency.  The vision is to make all students be more proficient by the 2013-2014 school years. Further, an increasing set of assistance will also be provided to those students who are in schools that repeatedly do not improve. The law does not prescribe how schools are supposed to attain AYP, but it gives local educators responsibility for finding ways to do it. NCLB also establishes minimum standards for teacher quality (and for the qualifications of instructional aides) and mandates that schools use scientifically based practices to promote student achievement. Finally, NCLB requires schools to inform parents’ annually about teacher qualifications and empowers parents of students in schools that repeatedly fail to make adequate progress to request supplemental educational services and to transfer their children to successful schools.             Aside form this law, there are various opportunities offered to African-American students. The African American Cultural Program (AACP) offers experiences beyond academic pursuits. It provides training in the areas of newscasting, promotions and public affairs. The Central Black Student Union (CBSU) extends help in planning and sponsoring social, educational and cultural programs for students through early events like “Cotton Club”.             In relation to racism and discrimination and in addition to the solution being given by the American government, the affirmative action, which is a complex policy, designed to end discrimination in hiring, college admissions, and the awarding of contracts is considered (, 1995). It was initially conceived as a temporary measure to compensate for the years of slavery and it was hoped that it would lead to equal opportunity for all, thus, “it serves to increase equity and opportunity to permit race and gender to become a factor in hiring, contracting, admissions, and financial aid” ( 1995). Moreover, it justified using unequal means to achieve greater equality among diverse groups of people, which would contribute to the “public welfare because it reduces poverty and inequalities” ( 1995). However, although affirmative action is a plausible answer for discrimination, it still practices inequality and injustice, thus, removing the rights of many individuals in the society.             A specific example of an attack to the implementation of affirmative action occurred in 1976 when  sued the University of California Medial School at Davis for denying him admission in favor of Black candidates who he alleged were less qualified academically ( 1995). He argued that this violated his Fourteenth Amendment right to equal protection, thus, this was reverse racism, where white men were being discriminated against and minorities were given preferential treatment (, 1995). In relation to this, in July 1995, the National Conference of State Legislatures counted at least ten other states in the process of introducing legislation or organizing ballot measures to ban “preferential treatment” based on race, color, ethnicity, gender, or sexual preference (, 1996), thus weakening the implementation of affirmative action. With this specific example, it can be understood that because of such a flaw, affirmative action would not be as effective in addressing the problems of discrimination, as thought of. The use of such an action worsens the situation regarding discrimination, and limits the opportunities of not only the individuals belonging to ethnic minorities, but of other individuals, such as the whites.   Conclusions With the No Child Left Behind Act of 2001, it can be concluded that the United States has been able to give focus on their problems regarding the African American learners. With the aim of learning proficiency regardless of child races by 2014, all school districts are able to adhere to the requirements provided by NO Child Left Behind policy. In addressing such issues regarding racism and discrimination, it must be argued that the issue that must be emphasized here is the ethnocentrism of many individuals living the society of the United States. Ethnocentrism is the view of many White Americans that their culture, race and color are superior to other cultures. If this mentality will be primarily addressed through appropriate education and practice, such as in their homes and in academic institutions, then the problems regarding discrimination would not be as worse as today. Because ever since, the mentality of ethnocentrism has been instilled in the systems of many Americans, it would be difficult now to erase such a mentality in the contemporary society. However, if cultural relativism would be instilled and reinforced to the individuals of today, then somehow, more people will become open-minded in tackling the issues of racism and discrimination of society. If cultural relativism would be given emphasis, many individuals would have the mentality of giving an equal chance and opportunity to others, thus, becoming more open to different cultures and races in the American society. Therefore, the problem regarding discrimination may become dependent on the practices, education and mentality of many individuals in the society, thus, not anymore needing the implementation of affirmative action.             In addition, because affirmative action contributes more to the discrimination and inequality in the American society, its implementation would be make it more difficult for many to accept unjust decisions, especially in terms of education and employment, which are the most important aspects of living. If its use will be reduced, and the education and correction of ethnocentrism mentality would be given more emphasis, then more individuals would be able to benefit and enjoy the opportunities given to them. Lessening the use of affirmative action would also reduce conflicts in relation to race and color, thus, encouraging and promoting effective cultural interrelations among races, cultures and colors in the American society, thus, reducing discrimination and inequality. Moreover, encouraging emphasis on cultural relativism would make the society more conducive to living of different cultures, thus, promoting growth of many.   References: Credit:ivythesis.typepad.com

NO CHILD LEFT BEHIND ACT

No Child Left Behind Act Introduction Race, culture, heritage and origin are among the moral issues still being tackled and emphasize...

Discrimination Part 3

Discrimination Part 3 Introduction             The workplace rights of employees are essential in maintaining the order and harmony in a company. As an employee working for a company, each individual are entitled to have many rights, such as the right not to be discriminated or harassed, the right to be paid the minimum wage, the right to a safe workplace, the right to take leave to care for a sick family member, including birth or adoption, and the right to have privacy in personal matters (2006). The company or employer should provide their employees each of these rights and protect them from being deprived of their basic rights and privileges. Family and Medical Leave Act             The Family and Medical Leave Act recognizes that there are justifiable reasons for an employee to take a leave from work, without the fear of retaliation or loss of employment ( 2005). This act allows employees to balance the demands of the workplace with the needs of their families, to encourage their stability and economic security, and to support national interests in preserving family integrity. It also intends to reduce the tendencies for discrimination based on sex, while promoting equal employment opportunity for men and women ( 2006). In accordance to this law, the employer has the responsibility of granting this leave to their employees, whether working in a public agency or the private sector, given the employee is eligible for leave entitlement. As such, the employer has several responsibilities in response to the Family and Medical Leave Act.             Primarily, the employer is responsible for designating if paid leave used by an employee counts as a leave under the Family and Medical Leave Act, based on the information provided by the employee. From this, an employee’s paid leave cannot be credited as leave under the Family and Medical Leave Act after the leave has already been completed ( 2006).             Secondly, the employer is required to maintain group health insurance coverage for employees whenever such insurance was provided before the leave was taken, and if the employee had continued to work. The employer’s obligation is to maintain health benefits under the Family and Medical Leave Act, and will only cease if the employee decides not to return to work at the end of the leave period, or fails to return to work (2006).             Lastly, employers must post a notice approved by the Secretary of Labor explaining rights and responsibilities under the Act, or else will be subjected to a fine of up to 0 for each separate offense. Moreover, employers are compelled to provide information to employees about their rights and responsibilities under the Family and Medical Leave Act, such as specific information in response to an employee’s notice of the need for a leave, and the consequences if the employee fails to return to work from his or her leave under the Family and Medical Leave Act (, 2006). Discrimination Based on Religion             The case that best illustrates and explains the right to religious accommodation in a company is the case of Albert Buonanno from Denver, Colorado. Buonanno was an employee of AT&T Broadband, who was fired after refusing to follow company rules and saying that the company has violated his religious beliefs about homosexuality. According to the reports, Buonanno objected to write and comment in a new employee handbook issued in January 2001 that said, “each person at AT&T Broadband is charged with the responsibility to recognize, respect and value the differences among all of us”, including sexual orientation or preference. Furthermore, he was fired after declining to sign a “certificate of understanding” recognizing that he agreed to the policy of the company. Buonanno felt that his Christian beliefs prevented him from valuing or agreeing with homosexuality, which he views as a sin, but pledged not to discriminate or harass anyone (2004).             This case has violated the US Civil Rights Act, as being implemented by the U.S. Equal Employment Opportunity Commission or EEOC. According to the Title VII of the Civil Rights Act of 1964, it prohibits not only intentional discrimination, but also practices that have the effect of discriminating against individuals because of their race, color, national origin, religion, or sex ( 2002). The law specifies that an employer is required to reasonably accommodate the religious belief of an employee or prospective employee, unless doing so would impose an undue hardship (2002).             The employer of Buonanno evidently violated the law for firing him by his refusal to support homosexuality, in accordance to his religious beliefs and practices. Refusing to support the issue of homosexuality must not be grounds for termination, as Buonanno even agreed to sign a document pledging that he would not “harass” anyone regarding their homosexuality and sexual preferences, but this was not good enough for the company (2006). This should be enough for the company to respect the religious belief of Buonanno, and should have not discriminated him for his refusal to go with their beliefs. As such, his action of filing charges with the company is justified, in standing up for his rights and privileges of regarding his religious practices. This case must serve a good example for other employers to protect and recognize the religious inclination and rights of their employees, not only in accordance to the Title VII of the Civil Rights Act of 1964, but for respect to individualism and personal preferences, as long as these beliefs and practices do not hinder the company’s operations. Conclusion             In order for the employees to completely understand their rights and privileges in a company, the employers have to become responsible enough to make necessary actions and accommodations. Each individual in the company has the role of protecting the rights of everyone, and has the duty to uplift the dignity of their colleagues to foster a harmonious working environment. Credit:ivythesis.typepad.com

Discrimination Part 3

Discrimination Part 3 Introduction The workplace rights of employees are essential in maintaining the order and harmony in a...