References 2. Does art have a value? Art has been described as an open concept: a cumulative and developing category of objects and processes, which by its nature is not easily definable. Therefore it might be more relevant to consider how art based activities enhance human aptitudes, abilities and skills. Some of the skills and values gained from the study of art and art history are listed below. For present purposes these can be subdivided into those that are intrinsic (undertaken for their own sake) and those tha Distintas citas de personas famosas En esta actividad va a leer distintas citas de personas famosas. Utilice un diccionario bilingüe si encuentra palabras que no entiende.
1 Lea las siguientes citas y utilice las palabras que aparecen en el recuad 1.6.2 Alerts Online bookshops and some of the major search engines offer ‘Alerts’ services. These work by allowing you to set up a profile once you have registered on their site, and when there are items meeting your criteria you receive an email. The good thing about alerts is that you don’t have to do anything once you have set up your profile. The downside, particularly with alerts services from the search engines, is that given the extent to which internet traffic is on the increase whether new Working together for children: Stirling What's in a title: Understanding meanings in community care References Learning outcomes After studying this unit you should be able to: Demonstrate an awareness that the words ‘care’, ‘welfare’ and ‘community’ have a wide range of social, cultural and historical meanings. 2.2.10 Civil liberties campaigns Another source of change came from changing attitudes in the area of civil liberties. The Mental Deficiency Act of 1913 had defined categories of mental deficiency on social grounds with the result that many men, women and children had been locked up for years without any diagnosis relating to mental deficiency. The pressure group, the National Council for Civil Liberties (now known as Liberty) began campaigning in 1947 for a change in the Act. The NCCL's campaign included the identification 1.4 On being an insider and a researcher The two roles of practitioner and researcher are not always easy to combine. Sometimes it's difficult to detach yourself from situations and stand back when you know you've been a part of practice which you've begun to see differently. On the other hand, being an insider can bring some advantages. How did Howard Mitchell deal with these two roles? Click on 'View document' below to read Howard Mitchell's piece on 'The inside researcher' 1.2 Explaining what we find out How do we make sense of what we saw? The video tells the story of the hospital in dramatic tones: we hear about a riot, escapes, punishment and drug treatment regimes. But we also hear about football matches, dances and friendships. Even so, they are only part of the story of 60 years and many hundreds of people's lives. We saw several volumes of detailed records. What can be learnt from so much information? How can Howard Mitchell begin to organise all these facts and accounts? One way References 1.7 Establishing boundaries Imagine now that you are Marie's manager and you decide to call in at the unit on your way back from a day out. You ofte Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this Unit: 1.2.1 The Beveridge report The architect of much of this reform in the field of social welfare was William Beveridge. His report entitled ‘Social Insurance and Allied Services’ was compiled as the war was at its height (Beveridge, 1942). In it Beveridge set out a plan to put an end to what he called the ‘five giants’ – Want (today we would call it poverty), Disease, Ignorance, Squalor and Idleness (unemployment). The centrepiece was a state-run system of compulsory insurance. Every worker, by contribut 1.6 All together now? Discussion Views – whether from citizens or consumers – are diverse, although there are similarities within and between groups: for instance, on the need for respect. Diversity of opinion as well as diversity of need must be addressed by frontline managers. A few of the individuals and groups noted by our testers include: users of services for mental health, physical disability, older people, children and families; carers; workers; union representatives; managers; the general public; local and natio Acknowledgements The material acknowledged below is Proprietary and used under licence (Creative Commons licence). See Terms and conditions. Grateful acknowledgement is made to the following sources for permission to use material in this unit: References 3.2 Clips 4 to 5 In this clip, we hear about the problems faced by those in the private rented sector, and find out about EAGA. 1 The Swansea Cyrenians In this unit, you will hear from four people who have been helped by a secular voluntary organisation offering support and assistance to the homeless. The Swansea Cyrenians is one of several organisations that are in touch with homeless people in Swansea. Since 1973, it has been helping some of the most vulnerable people in society, including those who have suffered from homelessness. At the time of the recordings, in 1999, the organisation was running a number of schemes to help
Actividad 9
The care of children, especially those with disabilities, is surrounded by complex issues. Learning to navigate these difficulties while helping children to lead a happy and fulfilling life is the focus of this unit. Video footage from the Plus organisation in Stirling, Scotland, will help you develop a skilled, dynamic and ethical approach to working with children.Author(s):
What do we mean by ‘community’, ‘care’ and ‘welfare’? In this unit you will explore the meanings of these words in their historical and cultural settings. The unit does not discuss these terms exclusively in terms of social work practice so service users, carers or anyone interested in community care and the ways in which welfare services are provided would find this unit useful.Author(s):
Activity 6 Managing the hidden culture
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Birkett, D. (2001) ‘The school we'd like’, The Guardian, 5 June 2001. Available from: http://education.guardian.co.uk/schools/story/0,5500,501374,00.html [Accessed 23 November 2003].
Brown, P. (2001) ‘The erosion of geography’, The Guardian, 20 November 2001. Available from: www.education.guardian.co.uk/schools/story/0,5500,597485,00.html [Accessed 20 November 2003].
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Ahmad, W. and Atkin, K. (1996) ‘Race’ and Community Care, Milton Keynes, Open University Press.
Booth, T. and Booth, W. (1994) Parenting under Pressure: Mothers and fathers with learning difficulties, Buckingham, Open University Press.
Butt, J. and Mirza, K. (1996) Social Care and Black Communities: A review of recent research studies, London, HMSO.<
Brown, H. and Smith, H. (1989) ‘Whose “ordinary life” is it anyway?’, Disability, Handicap and Society, Vol. 4, No. 2, pp.105–19.
Craft, A. and Brown, H. (1994) ‘Personal relationships and sexuality: the staff role’, in Craft, A. (ed.) Practical Issues in Sexuality and Learning Disabilities, Routledge, London, pp. 10–22.
Enfield Social Services (1
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Mencap (2001) Choice, Opportunity and Respect: Mencap's plan for the next five years, 2001–2006, London, Mencap.
Shennan, V. (1980) Our Concern: The Story of the National Society for Mentally Handicapped Children and Adults 1946–1980, London, National Society for Mentally Handicapped Children and Adults.
Walmsley, J. (2000) ‘Straddling boundaries: the cha
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