Looked After Children and Access to Tertiary Education

Looked After Children and Access to Tertiary Education This dissertation has used a historical timeline of Governmental changes to policies and laws as a background to describe the evolving importance of looked after children and education. This framework was chosen because of the amount of changes to policy and law and to clarify in more detail how they connected to corresponding law and policy. Prior to the mid 1980s very little research was conducted surrounding looked after children and education (Jackson and Martin, 2002). Essen, Lambert and Head (1976) found that looked after children performed poorly in comparison with the rest of the population DATA. Over the last twenty years, various Governments have focused on the importance for looked after children and their education, and a need to ensure its priority within assessment, schools and the wider environment. The aim of this literature review is to discover why the majority of looked after children still do not access tertiary education, even though their deficit in this area has been well known for many years. The dissertation will focus on specific areas for example: Looked after children and education Looked after children and access to tertiary education The role of the social worker with respect to looked after children and their progression through education International comparison Does the nature/ or experience of placement for looked after children have an effect on their likeliness to progress to tertiary education? Finally what social work can do to actively promote education for looked after children. The 1989 Children Act guidance required Local Authorities to provide educational opportunities for looked after children and support, and that this must be included in their care plan (Goddard, 2000). In 1994 the Department of Health and Department of Education additionally stressed the importance of co-operation between schools, social services and Local Authorities. Yet, in 1995 these measures to promote education for looked after children were found to have made little difference (Social services Inspectorate and the Office for Standards in Education, 1995). In response the Government set specific targets for Local Authorities with respect to education alongside a requirement to publish guidance on the education as per that from the Department for Education and Employment and the Department of Health, 2000. This ensured all local authorities were working towards the same goal and by the same guidelines. As well as introducing new guidelines for teachers, designated to support looked after children and each looked after child was given a personal education plan (PEP). Another part of the target was to ensure that no placement was given before an educational placement could be secured. The amended Children Act 2004 implemented new duties promoting the educational achievement of looked after children. The schools however are only expected to take a proactive approach to the education of looked after children and coordinating with different departments there is only an expectation. If the school believes it does not have the resources to sup port one looked after child then it will not be rebuked because of it. There have been a number of introductions of legislative policies and guidance for example Improving the educational achievement of looked after children (Department for children, schools and families, 2009) this introduced new key elements involving the education of looked after children introducing a virtual school head whom keeps track of every looked after child to ensure all have appropriate provisions. Care matters: time for a change (2007) was introduced to improve the outcomes of looked after children. This policy addresses the corporate parenting, health, education and social work practice and commission of looked after children services to improve placement choice and stability. Similarly The Children leaving care Act (2000) was introduced to enhance provision for care leavers, For example, giving Local Authorities a duty to ensure they continue to meet the looked after childs needs until 21 years old, and allocate an advisor who would take responsibility for co-ordinating support. This dissertation will consider the reasons why there are still a comparatively small number and proportion of looked after children with good educational outcomes. Generally and more specifically why an even smaller comparative proportion of looked after children enter tertiary education. The dissertation will also consider what social workers can do to promote an education agenda for looked after children. Previous research has shown that looked after children have low educational attainment (Jackson, Ajayi and Quigley, 2005 and Jackson et al, 2002). 6% of looked after children go on to access tertiary education. Several authoritative sources indicate a continuing lack of formal qualifications among children in care, with subsequent prospects for entering higher education less likely. Research has shown (Berridge, 2006) a wide range of reasons why looked after children do not access tertiary education. These reasons vary from child experiences of abuse, the type of placement the child has, attachment problems and poor services given to children who are looked after. McLeod (2008) found that children in local authority care need a positive and sustained relationship with their social worker to promote their well being and emphasise the importance of education and other aspects of the looked after childs life that may have been previously ignored. As such, a social workers role to work w ith a child holistically to ensure all their needs are met, has profound implications for education. The evidence presented here suggests that the education of children looked after by Local Authorities continues to be problematic. This review will also question if becoming a looked after child is inevitably negative in terms of the childs chances to access tertiary education is this was the case then comparatively looked after children in other countries should have the same outcomes. Currently the Governments priority is to narrow the gap between the educational achievements of looked after children and that of their peers. In 2008 14% of looked after children achieved five A*-C grades at GCSE compared to 65.3% of all other children (Department for Children, Schools and Families (2009). New initiatives include public service agreements for example Public Service Agreement 11 aims to narrow the educational achievement gap between children from low income and disadvantaged backgrounds and their peers. This agreement involves aiming for the looked after children to reach 3 national targets. Including to aim for 20% of looked after children get gain 5 GSCEs A*-C, for 55% of looked after children to reach level 4 of key stage 2 in mathematics and 60% to reach key stage 2 in English. Local authorities must now support looked after children enrol in higher education and continue with it by granting bursaries if they desire to continue their education. Universally the evidence presented above suggests that there is a general agreement amongst informed writers that looked after children continue to have poorer educational outcomes than their peers. There are numerous reasons postulated for this deficit, looked after children face problems that their peers do not. Firstly, many have faced great upheaval and consequently some may have behavioural problems compared to the general population affecting the relationship with other children, teachers and therefore affecting their work and relationships within school. Weyts (2004) highlights that looked after children are ‘expected to perform lower than their peers so may not be given the same encouragement as others. The major problem facing looked after children with respect to education however would appear to be upheaval caused by change of placements (OSullivan and Westerman, 2007), which may present difficulties in getting used to different schools, friends and teachers all effe cting their education and outcomes. Yet with positive placement , and encouraging carers then there is evidence that children may attain good educational outcomes (Jackson, 1998). It may also be the case that the model of welfare adopted at national level, will also impact upon individual outcomes for looked after children, as is evident from some international comparisons (Petrie, Boddy, Cameron, Wigfall and Simon, 2006)). This dissertation will connect the information from the research gathered to answer the research question. Using a best evidence approach to synthesise the data to ensure all aspects of the research question can be answered effectively. Methodology As referred to in my research proposal, this dissertation will adopt a systematic review approach (pg.4 of research proposal). This type of review will provide a synthesis of research on this topic. A systematic review identifies all available literature on a specific topic whilst describing a clear method. Bryman (2008) defines a systematic review as one which summarises concisely all the best evidence that address the research question. An inclusion and exclusion criterion is set to ensure only the best research is used in the review. The research papers will then be critiqued and a best evidence approach method for critiquing the papers will be used. Conclusions will be drawn by combining observations from the review with existing theories and models. A best evidence approach selects literature which has most relevance to the research question. The literature that gives the best answer to the research question and has a good evidence base are the papers more likely to be most effe ctive in answering the research question. This literature review was derived from searches of the following databases via the Leicester University Library website: Sage journals online Intergentaconnect Cambridge Scientific Abstracts, Applied Social Sciences Index and Abstracts (ASSIA) Oxford University Press E-Journals Social Care online Wiley online library Searches were carried out on each database using the following search terms: Looked after children or children in care Educational outcomes or educational attainment or educational achievement The search will be restricted to cover between 1980 and 2010. This limit was chosen as most research is between this era and to have a wider inclusion limit would impact on the scope of the dissertation. The results will be filtered manually using the following criteria: The relativity to the subject of looked after children and accessing tertiary education Theoretical or empirical research Harvard referencing will also be adopted The looked after children population in the United Kingdom The term looked after was introduced in the Children Act, 1989. Looked after children are those under the age of 18 who are subject to a care order it also includes children who are accommodated voluntarily for over 24 hours. Currently there are approximately 60,900 children who are looked after by local authorities in England (Department for children, schools and families, DCSF (2009). Of this population 57% was male and 43% female. The percentage of looked after children increased when comparing the age of the looked after child. The greater the age group of looked after children the higher the percentage. There was a significant increase from ages 5 to 9 to that of the age group of 10 to 15 increasing from 17% to 41%. From the age group 10 to 15 and 16 over the percentage of looked after children decreases to 21% (See appendix 1) (DCSF, 2009). Statistics from DSCF (2009) show that that main category of need of the looked after child is because of abuse or neglect at 61%, which hasnt changed greatly over the past five years. Other reasons for being in care are; the child having a disability, parental illness, the family is in distress, dysfunction in the family, socially unacceptable behaviour, low income and absent parenting. In 2009 most children in care were of white British origin (74%). 36,200 children were looked after on a care order in 2009. This is a decrease of 2% from the previous years number of 36,900 and a decrease of 10% from 2005 (DCSF, 2009). When children are subject to a care order parental responsibilities are vested in the local authority through the social services department. A care order is a court order made under section 31 of the 1989 Children Act which places a child compulsorily in the care of a designated local authority. The court can only make this order if they are satisfied that a child is suffering or is likely to suffer significant harm. The local authority assumes parental responsibility as well as the parents for the child. Other reasons why children may be looked after are if there is no responsible adult available to look after the child and if the child is being adopted but is not yet legally adopted by the new permanent family. According to the 1989 Children Act, all local authorities have a statutory duty to promote education and to promote looked after childrens educational achievement. They should consider all the decisions regarding placement they make on behalf of the looked after child to ensure their education is not impinged upon. The local authority must ensure those children looked after are offered everything that children who arent looked after receive, so they perform the role as parent as close as possible. Of those in care , 73% were children looked after in foster placements, 10% in secure units, childrens homes hostels, 7% with parents, 4% placed for adoption, and 5% in other care (this included residential schools and other residential settings) (DCSF, 2009). Considering the types of placements the looked after child has the education of the carers needs to be considered. All individuals involved with placements and giving care to looked after children need to be given a level of education so they are able to fulfil the childs needs and ensure that educational outcomes are to be achieved. Looked after children belong to the children in need group within the UK. When children and families require help their assessment of need becomes the first mechanism. The state should then be involved in supporting the families fulfil their responsibilities as parents. If the state decides that the childs developmental needs are not being met then they should intervene. If the child has experienced significant harm is there is a likelihood of experiencing significant harm then the child should be removed from the family to assess the situation. The Children Act (2004) states that the childs development is the basis of defining need. The main dimensions involve social, physical, intellectual, behavioural and educational. This had then been developed within the looking after children dimensions and includes health, identity, family and social relationships, education, emotional and behavioural development, social presentation and self care skills (DOH, 1995). To understand the definition of what need is involves understanding the standards that should be met. Bradshaw (1972) suggested that there are four dimensions to need these include normative needs which most professionals define for populations, felt needs which include what people say they need, expressed needs including what people want by actions and comparative needs which are those needs established when comparing to another group. This understanding of needs is needed to give the best responses as social workers and other professionals to meet the needs. The underp inning theories which contribute to understanding the needs of a child include Maslows (1968) Hierarchy of Need which includes physiological, social, security, egotistical, and psychological dimensions. Bowlbys (1988) attachment theory also underpins the understanding of need. Attachment theory has become an important part of working with children and practice, it gives understanding of development and the impact that loss or trauma can affect children. Understanding each of these dimensions of a childs life helps in practice when assessing the childs needs and how to respond. Looked after children and education There have been a number of initiatives (SEU, 2003) introduced in the UK which highlight a continuing problem with regard to low educational outcomes for looked after children and young people in comparison to the general population. Basic problems, such as a high rate of exclusion for looked after children have been identified, and are now well known, but have proved difficult to eradicate and continue to cause persistent problems for the looked after children. These include the impact of often regular changes of placement, the possibility that the expectations of teachers or social workers may be lower for looked after children than would be typical for most parents aspirations for their own children. Many children taken into care have a history of family crisis and have experiences of trauma whether through direct abuse or more general dysfunction within the family. The impact of this often affects the looked after childs ability to learn or progress through school without extra support (REF). When children enter the care system it is almost never the plan for them to remain looked after for a protracted period. Social workers are only too aware of the potential negative consequences of time in care (REF) and indeed the majority of children who come into care return to family care swiftly. For some children however, usually those with the most complex problems and intractable family situations, being looked after can become long term. The impact of being looked after however will affect the childs educational attainment no matter what age they are. The latest figures from the Department for Children, Schools and Families, published in 2009 show that while 66% of looked after children in year 11 from years 2007 to 2008 passed at least one GCSE OR GNVQ 99% of other children achieved this level. In 2007 to 2008 14% of looked after children passed at least 5 GCSEs or GNVQs at grades of A* to C compared to 65% of other children. Primary school results are also low. Key Stage tests at age 7, 11 and 14 (SEU, 2003] for example found that at Key Stage one 57% of looked-after seven year-olds achieved at least level 2 in reading in 2008, compared to 84% of all children. At Key Stage level two 46% of 11 year-old children looked after achieved level 4 in English, compared with 81% of all children. In Key Stage three maths, 33% of looked-after young people achieved level 5, compared to 77% of all children (DCSF, 2009). Looked after children in the United Kingdom may consequently be argued to be a vulnerable group who as a result of the inequality of the education system often face exclusion from society in a more general sense, often extending long after their period of time looked after has come to a conclusion, and throughout their adult lives. Hugh (2009) argues that looked after children tend to be from less affluent families, suggesting correlation between poverty and poor educational outcomes. Hugh (op cit) extends this argument to suggest that social exclusion will affect many areas of looked after childs life, one major concern if having poor educational experience. The SEU (1998) found that those children who miss large amounts of schooling are more likely to be exploited. Harker, Ober, Lawrence, Berridge and Sinclair (2003) further suggested that looked after children are over represented within the group of excluded children, and that many have behavioural and special educational needs likely to affect their progress through education. Research by Daniels, Cole, Sellman, Sutton, Visser and Bedward (2003) found that permanent exclusion from school usually followed a history of behavioural problems. This study found that four out of five of the excluded young people had received two or more fixed term exclusions prior to them being permanently excluded. Research by the SEU (1998) found that children in care were ten times more likely to be excluded from school than other children but also that this discrepancy was widening. Quality Projects Research (2003) found that the majority of excluded children failed to subsequently complete their schooling or receive any educational achievements. The SEU (2003) paper Better Education for Children in Care highlighted five big issues affecting the achievement of looked after children. These included Instability, (frequent changes in placement often also require a change of school). Too many children in care are loosing large amounts of time out of school because of exclusions or as a result of having no secure school place. Comparatively poor home environments for looked after children are also identified as a factor that will affect educational attainment, similarly differences in encouragement and support at home by the carer affects the childs outcomes and these inconsistencies need to be addressed with, the final issue identified as the emotional, physical and mental health of the child in care. As a result it is important for the school, social worker and carer to understand that additional support may be needed for children in care, especially if they are bullied or have experienced numerous changes of relationships and f riendship networks, indicative of a high potential for disrupted attachments (SEU, 2003). ‘Education projects was launched in 2003 by the Department of Health and the Department for Education and Skills, its aim was to improve educational outcomes for looked after children. Focusing on multi-agency working, Education projects recommended the introduction of local authority training for designated teachers within schools. It also provided funding to be used to develop new educational strategies across local authorities. The Department for Education and Skills then published ‘The Role of the School in Supporting the Education of Children in Public Care (2003) similarly recommending specific initiatives with looked after children involving Personal Education Plans, Attendance and truancy and Transition planning and admission to name but a few. The SEU (2003) highlighted the five problematic areas regarding the educational outcomes of looked after children which have prevented change, or slowed it down (Cocker and Allain, 2008). These five areas included Capacity referring to the vacancy rates within the childrens social care workforce, suggesting limited insight into the specific educational needs of looked after children. Management and leadership with regard to staff at senior levels lack of time and consequent commitment they can offer in this area leading to feelings of powerlessness to affect real change. Limited resources, including for example inconsistencies between areas in the UK and which resources are available to looked after children, affecting the support available to looked after children. Similarly the attitudes of the social workers and professionals who work with looked after children were also deemed to contribute to low expectations of the educational outcomes of looked after children. The final problem highlighted was systems and structure within local authorities impacting on inter agency communication and affecting the work between the agencies, therefore affecting their practice wit h looked after children (SEU, 2003) (Cocker and Allain, 2003). The Every Child Matters (2004) green paper included five outcomes vital for all children, including good health, an opportunity to stay safe, achieve economic well being, enjoy and achieve and make positive contributions towards society. Most recently the white paper Care Matters, time for a change (Department for education and skills, 2007) proposes that looked after children should be given the highest priority in school admissions. The paper for example requires Local Authorities to ensure looked after childrens placements were not changed within year 10 and 11 of school, to prevent the disruption of their education. The paper highlighted again the importance of a designated teacher to work with looked after children to become statutory, whilst also introducing the virtual head teacher within each authority. Their responsibility is to track the progress of the children in the local authority who are attending school and those moved into a different local authority. A designated teacher has responsibility for the looked after children within a school. They are expected to advocate on behalf of the children and young people in care and they should ensure that each has a personal education plan (Department for Educat ion and Skills, 2005). The paper implemented more support for looked after children regarding absences and exclusion. The paper also proposed the providing of a grant of  £500 annually to be used for support for example one to one tutoring. Jackson and Martin (2002) draw attention to problems that looked after children face when trying to find a suitable source of education, whether this is because they need to move due of placement changes or because of previous exclusions from other schools. Most schools need to keep a high level within the league tables in order to ensure funding is continued. With this is mind many are reluctant to take on looked after children. Many schools stated that they did not understand what these children faced and that they did not have the resources to support them (Jackson et al, 2002). Berridge (2006) has identified the gaps of data when accessing statistics. The social processes behind forming the statistics may not straightforward. Interpreting the terms within statistics may cause further problems. Berridge, also highlights pressures from outside groups to get indicators of why looked after children have low educational outcomes. The statistics gathered regarding looked after children have limitations. Firstly 27% of the looked after population who had been in care for over 12 months have a special educational needs statement, compared to 2.7% of the overall population (DCSF, 2009) clearly affecting the performance of a large group of looked after children. Secondly the educational outcomes of looked after children who have been in care more than 12 months are published, there is also the overall results of looked after children. These children may only be in care for a short period because of family problems. Berridge (2006) argues that if we are to use these statistics there needs to be a time period given for social workers and other professionals to be responsible for the looked after child to turn their situation around. Social services cannot be responsible for giving the looked after child a start in life if they have only entered care as an adolescent and have existing educational difficulties.

Bankruptcy: Frightening Reality Essay -- essays research papers

Since the 1960s, personal bankruptcy has often served as a refuge for the young and struggling. Bankruptcy lawyers say younger and less-educated people tended to rack up too much debt while starting families and jobs, without a savings cushion to carry them through lean times. That's changing, as personal bankruptcy filings hit all-time highs. Last year, there were more than 1.6 million such filings, nearly twice as many as a decade earlier. Some experts say much of the increase is being driven by older people, many with decades of work experience in white-collar jobs. In 2001, per capita filings by people ages 45 to 54 increased 58% from a decade earlier, according to one study. Bankruptcy is a legal proceeding that allows a person who is overwhelmed with debts to eventually become debt-free. In a typical personal-bankruptcy case, credit-card balances and other "unsecured" debts-which are not backed by any collateral-are wiped out entirely. Under court supervision, the de btor then negotiates a plan with creditors to pay off as much of the remaining debt as possible, over three to five years. During that time, debtors cannot take on any new debts, but they are protected by the courts from being sued by creditors or having their assets repossessed. Credit reports list bankruptcy filings for seven to 10 years, making it almost impossible for a filer to get new loans or credit. But once that period is over, the debtor can move on with a clean credit record, free of de...

Hardware Store Case Analysis Essay

A. Do you agree with Fred’s decision to conduct the training and use the third vendor? Using concepts from the chapter, explain your answer. When it comes to Fred’s decision making in reference to using a third party vendor for training purposes, I believe that Fred made the best decision possible. Now, Fred based his decision purely on the fact that it embodies a quotation contained customized meetings in adjacent to the sales force for better understanding of the training course, along with being economical. In addition, customized meetings are essential because it allows the sales force team to be able to ask any questions they might feel needs to be addressed. On the other hand, this kind of training allows the sales team to make better decisions based on the new training material provided, so conducting classes on a smaller (size) scale will foster a better learning environment and faster hands on approach on the job site. In accordance, training that provide reenactments of past experiences or future awareness training for client handling enables the trainees to get a full picture of any problems that might arise customer service wise. B. What else might Fred do before choosing a training package? Use information provided in Chapters 2, 3, and 4 to describe your approach. Make sure to provide enough detail to dem- onstrate your understanding of the key issues and approaches to determining how to proceed once a triggering event  has occurred. Another thing that Fred might do before choosing a training package is requesting for referrals from the company to support him in selecting the specific organization or look elsewhere. Fred’s decision-making involves time and money being spent. Therefore, in order for Fred to want to make this kind of investment, Fred should first contact the organizations already practicing this type of training program in order to gain their insight and if they were successful based on real life experiences. In conjunction, Fred needs to make sure that whatever organization he decides to hire to train all his employees, Fred must make sure that the other organizations objectives align with his company’s training objectives. Moving forward, the key to finding a great training partner is by identifying the training strategy through requirements theory for motivating the trainees. Fred, can use the requirement theory by allowing the training organizations to ask the prime questions, whi ch is what does Fred expect his employees to learn in the training? thus identifying the final objective of Fred. Furthermore, if the organization conducting the training meets Fred’s requirements, then they can measure his mission and encourage his employees to efficiently train in accordance to motivating them as well. Once, Fred carries out his plan on finding the best external training organization, the external organization would be more receptive to using good reinforcement for their training & development techniques. The trainees can then get accustomed to being rewarded with a positive reinforcement when they do something right. Therefore, Fred needs to adapt his organization to meet the training & development-learning environment once the training organization is done with their training contract. Fred needs to make any adjustments to his training in an effort to run his business as planned. In order for Fred to experience a successful training, Fred needs to focus on the primary objective, which is making sure his employees are retaining the training material, as well as influencing them in a positive manner. However, Fred needs to request a small demonstration of the entire procedure, because it will help Fred know first-hand if the training organization material is connecting with his employees, and identify if the training material is appropriate with Fred’s objectives. C. If training went ahead as indicated, how successful do you think it would be? Explain your answer using concepts from this chapter. In addition, if training went ahead as indicated, it would be prosperous giving the fact that the program will enable the employees to partake in personalizing their own training. Therefore, Fred needs to double check that the training organization are using methods that meet his organizations objectives in order for the training to be categorized as being efficient. In the beginning, if the training organizations trainers are aware and fully understand the final objective, the training will be effective. Another thing to note is that Fred needs to reaffirm that the training organization is currently offering the specific training required by Fred, and that they are using the right training methods, right motivators and are utilizing reinforcements according to Fred’s expectations. Thus, if Fred checks off his checklist, then there is no reason why his organization should not be effective on accomplishing his objective. After training, the employees will be better prepared at their jobs, and can be more efficient on training other workers, thus benefiting the organization. This training process will also make sure that their customer service is being handled on a timely manner, and with the upmost service. Therefore, ultimately this would benefit both the training organization and Fred’s organization because Fred was able to find the best training organization, which in turn makes his training run effectively.

Should I Earn a Nonprofit Management Degree

A nonprofit management degree is a type of degree awarded to post-secondary students who have completed a college, university, or business school program with a focus on nonprofit management.   Nonprofit management involves supervising people or affairs of a nonprofit organization. A  nonprofit  is any group that is mission-driven rather than profit-driven. A few examples of nonprofit organizations include charities, such as the American Red Cross, Salvation Army, and YMCA; advocacy groups, such as the National Association for the Advancement of Colored People (NAACP) and the American Civil Liberties Union (ACLU); foundations, such as the W.K. Kellogg Foundation; and professional or trade associations, such as the American Medical Association (AMA). Types of Nonprofit Management Degrees There are three basic types of nonprofit management degrees that you can earn from a college, university, or business school: Bachelors Degree in Nonprofit Management: A bachelors degree program in nonprofit management will take approximately four years to complete. The program will usually start with general education courses and conclude with electives and courses with a specific focus on nonprofit management. Students who have already earned a two-year degree may be able to complete bachelors degree requirements in as little as two years.Masters Degree in Nonprofit Management: A masters degree or MBA degree program in nonprofit management takes two years to complete on average. Some students attend part-time and take longer to earn their degree, while others participate in an accelerated program that lasts anywhere from 12 to 18 months. Nonprofit management degree programs at this level generally combine core business courses with specialized coursework in nonprofit management.Doctorate Degree in Nonprofit Management: A doctorate program in nonprofit management is not as common as nonprofit management de gree programs at other levels. A program of this caliber can be found at several colleges and universities. A doctorate program in nonprofit management requires intense study and research. Program length can vary but usually averages somewhere around three to five years. An associates degree is acceptable for some entry-level positions with nonprofits. In some cases, you may need nothing more than a high school diploma. Larger organizations often prefer a bachelors degree or MBA, especially for more advanced positions. What You Can Do With a Nonprofit Management Degree Students who earn a nonprofit management degree almost always go on to work with nonprofit organizations. Of course, the knowledge and skills gained in the program are transferrable to for-profit companies. With a nonprofit management degree, graduates could pursue any number of positions with nonprofits. Some popular job titles include: Fundraiser: Fundraisers are essential to any nonprofit. They help to get donors interested in the cause. They may get donations by speaking to people face to face, organizing campaigns, or grant writing. It is possible to get an entry-level fundraising position with a high school diploma, associates degree, or bachelors degree in nonprofit management. However, larger organizations may look for graduates with a masters or MBA degree.Nonprofit Program Director: Although responsibilities can vary depending on the size and scope of the organization, nonprofit program directors are usually tasked with managing the people and mission of the entire organization or a specific part or program. They may oversee fundraisers, marketing campaigns, or special events. Nonprofit program directors usually have at least a bachelors degree. Many have masters or MBA degrees in nonprofit management.Community Outreach Coordinator: A community outreach coordinator, also known as a community outreach specia list, is responsible for the marketing, outreach, and event planning efforts of a nonprofit organization. They do not usually ask directly for donations like a fundraiser, but they do help to coordinate volunteers and plan fundraising efforts. Most community outreach coordinators have at least a bachelors degree. Marketing or public relations experience--either at school or work--can also come in handy. There are many other job titles and career opportunities available to graduates with nonprofit management degrees. There are more than one million nonprofit organizations in the U.S. alone, with more being created each day. See a list of other nonprofit job titles.

Education And Its Influence On American Education

Graduate Education today shows traces of its European ancestors. The influences range from Greece, Egypt, Italy, Spain, and many others. American education has evolved and manifested throughout the thousands of years of its existence. We can directly trace the roots back to our European ancestors, with the education that exists today in America. Higher education’s journey began in Greece in 387 BC by Plato. The only thing offered at this first educational establishment was an advanced study in philosophy. From this basis, more higher education facilities began to be erected, from 387 BC to the 17th century .The ancestors of graduate education were constructed throughout Palestine, Babylonia, Indian, China and Korea. Most systems either taught religious aspects or philosophy. Like today, many higher education schools are still religious based, even though they offer numerous amounts of studies, they are still based around religion studies and incorporate it into every line of study at the university. Higher education in America today offers many concentrations of study, but each university has a specific concentration subject that they are known for, such as, liberal arts, education, medical, engineering, etc. This influence on education did not begin until Medieval times. Medieval universities had main areas of study at each facility, some offered liberal studies, while others were focused on music, astronomy, geometry and mathematics. 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The Industrial Revolution - 2418 Words

The Industrial Revolution became a defining transitional period in United States history. The Industrial Revolution created opportunities for society through, employment, higher pay and allowed for the meeting of many cultures. As a result of high employment opportunities, people flocked to the North and populated areas of the nation creating urban cities. Urban cities of the nation have not changed much since the Industrial Revolution; people are still drawn to the urban culture because of the variety in social and economic opportunities. The urban culture has allowed us to observe the interaction among various cultures and the development of the social class through time. We are currently living in an urban culture where the division that separates social classes has faded away because of human dignity. Human dignity, the need to find self-worth and self-respect for us and others has increased dramatically within society, but this new found self-worth and respect is being developed through capitalism and materialism. Human dignity has evolved into the need to present ourselves to society through the acquisition of materialistic luxuries. In urban cities more value is being placed on extrinsic dignity in the form of materialism. Materialism has taken over the essence of human dignity and has limited our dignity. We must evaluate ourselves carefully and observe the reasons that help develop our own sense of human dignity. People who live in urban cities must be extraShow MoreRelatedIndustrial Of The Industrial Revolution1666 Words   |  7 PagesMartinez English IV, 1st hour 4/29/16 The Industrial Revolution The Industrial Revolution set people away from farms and small villages and moved them to cities and towns because of the job opportunities that arose in the cities. 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Now, as a result of the Industrial Revolution, we live regimented and almost everything that is made, is mass produced. I will discuss three major topics

Free Sample Assignment on Culture & Diversity of HSBC

Question: Contrast and analyze their Diversity practices? Answer: Introduction The terms of diversity and diversity practices are very important to the sustenance of an organisation. It is the specification that is utilised by the organisations to maintain a highly differentiated group of employees and suppliers. Also, to keep a diverse organisation means to manage and retain people from different background, ethnicity, education, religion, gender, age, sexual orientation. The more diverse a workplace is the more chances of innovation, excellence and new ideas of business being conducted. Hence, the report makes a study of the diversity practices prevalent in the three major corporations of UK. Also, a comparison, contrast and analysis are conducted on the same. The three major companies thus chosen are Sainsbury, British Airways and HSBC. Diversity Practices Today organisations have realized the need and power of diversity. The numerous researchers conducted shows that valuing diversity has led to a higher profits and much larger business success. It is seen that despite some significant and crucial obstacles as well as issues the companies have kept their diversity programs intact to sustain their brand image and ensure business growth and productivity. Sainsbury- It is one of the largest retail chains in the country with a huge customer base. The diversity vision of the company is to be the most inclusive retailer in the country. The inclusion factor means to include a diverse people in the workforce strategically. The company achieves its market goals, by recruiting, training, retaining and developing a very diverse and talented people in its workforce. The four board sponsors lead the diversity strategy of the company. The company has taken active steps to support the women as well as the disabled. The company also enjoys being the champions of race opportunity with a workforce of 10% employees falling in the Black Asian Minority Ethnic group. The You Can segment a new opportunity to discuss the issues and the aspirations of the employees. Finally, the Paralympics commitment undertaken by the company is to include employees with disability. Thus, the diversity practices of the company are nationally as well as internationally acclaimed. There are more than 30,000 people recruited by the company to practice diversity and inclusion. British Airways- The global airline company is known for its efficient services and traditional flights. It carries people from different nationalities, religions, cultures and sexual orientation and hence, it is necessary for the company to promote and understand diversity. For the company, the process of recruiting talent is based on the strong and supportive principles of diversity and inclusion. The company believes in providing fair treatment and equal opportunities to its candidates, and the selection is done only on the basis of merit. The company is also a member of the UK government's Two Ticks Scheme that ensures that the company will effectively employ, retain and develop the disabled people. Also, the company has some LGBT societies among them. The British Airways workforce is highly diverse and is based on a culture of mutual respect. The idea is realised the diverse workforce and create an inclusive environment by providing the customer with a sense of value. Hence, the inclusion is segmented into groups of customers with reduced mobility, Ethnically Diverse Network, Faith groups, gender equality and LGBT community. HSBC- The famous international British bank believes that diversity and inclusion mean strength. The diverse workforce to be the world leading international bank and the needs of the diverse workforce are the driving force behind the competitive advantage and a sustainable and secure future. The contributions of each customer, employee and supplier are considered important by the company. The components of the diversity and inclusion strategy include the values of being dependable, open to new ideas and cultures, connection with customers, community regulators and so on. Hence, the company has embedded the Employee Resource Groups and Diversity Councils to undertake the activities. Thus, the company means to leverage the individual talents to gain unique and distinctive insights into the leading growth . Thus, while comparing the three corporations, it could be seen that Sainsbury is the most successfully and well-integrated company that has already attained many accolades through its diversity practices. HSBC follows behind to succeed in a highly competitive market with certain competitive advantages. Finally, the British Airways has only started implementing those programs and thus must be monitored properly. Diversity in Recruitment and Training Diversity should be included in the leadership scenario of the companies to understand the needs and requirements of the companies. The first and the most important function of an organisation are conducting a proper diverse inclusion program to gather the best talents. Hence while, Sainsbury is more focused on recruiting the disabled and women into their teams, the other two companies of British Airways and HSBC has promoted gender equality and uphold rights for the LGBT community. One of the most negative impacts on the diversity practices of Sainsbury occurred when an employee showed disrespect for homosexual couples. Thus, there is need of proper criteria for the recruitment procedure. Their recruitment procedure is not restricted to the special cases or causes. It is particularly seen that the recruiting and selection procedure at British Airways is focused on individual merit than any other social obligations and thus strictly adheres to the code. The strategic policy of HSBC has been based on a diverse culture. It is the different cultural background that will help the company get access to broad consumer insight. Their strategic priorities are embedding and inclusion of diverse cultural values and practices, changing of the biases and unconscious beliefs and feelings harboured by the people, championing diversity among the employees and the customers, maintain a very sustainable workforce and finally by providing a fair and accessible regulatory body to address the issues. The only segment where it lacks is in the number of women bankers in the corporation. Diversity in training and development The diversity practices will be only successfully when the workforce is on par with the company policies and strategy. Thus, it is most important to train and develop the very diverse workforce according to the corporate strategy. Also, it is difficult to maintain diverse employee, and there are many issues and conflicts of interest as well as preconceived notions that lead to some major obstacles in the functioning of the organisations. After the recruitment and selection of a diverse workforce, the British Airways have been more focused on training the people in a diverse work culture. This can also be due to the reasons that the Airline companies are largely dependent on customer service to customers of diverse backgrounds. The British Airways have put forth their program as putting the people first, and thus it needs the management of people giving the priority. The aim of the company is to build a high performing work culture that offer rewards on great performances. The company has recruited best talents at every level and provided them with a special culture to ensure that the people are feeling comfortable at work. The working strategy is fostered to develop Dignity and reduce harassment helping the people with diverse backgrounds to reach their full potential. The Dignity at Work strategy adopted by the company involves training, communications, and workshops conducted across the business. There are also onl ine courses to help the employees to learn and imbibe the core values. At Sainsbury, the training involves the teaching o the new trainees on organisational culture. The staff development section offers a performance development program that analyses the potential of the employees. The purpose of training at Sainsbury's is increasing the productivity and the profits to increase the profit. Also, this training program will make the workforce flexible and provide job satisfaction. The company also enables the workers to report any discrimination or harassment faced by the individuals. The HSBC culture defines Diversity as the heart of the business. The company also believes in professionalism, entrepreneurial spirit and the ethical business principles as a guide. The core values are the inclusion of the different ideas and cultures and various perspectives. The success of the bank lies within its connection between clients and communities. Thus, the company has developed an e-learning diversity training module to help the employees to understand the diverse information and knowledge. Also, the internal network groups and voluntary training program forms an inclusive environment to provide an unbiased and gender-balanced workforce. Finally with its footprints in eight different countries, the company recruits from around the nation to train and sustain a diverse workforce that it could boast of . Issues identified After a brief study and analysis so conducted on the diversity practices undertaken by the three different companies, the issues faced by the organisations or by the customers are identified and stated below: The diversity practices of the three different companies are not same and not balanced. The balance is lost in the internal structure of the organisation Sainsbury has earned accolades for being champion in the race of diversity but has also faced harsh criticism due to the inadequacies in the programs British Airways does not possess a proper retirement plan, and the selection procedure is not clearly defined. HSBC, despite its wide range of actions regarding diversity practices and the models of approach it has taken, there is a lack of women staff bankers that is raising questions about the Company's practices and the authenticity of the measures it has taken. Finally, there is no clear evaluation program defined to understand and measure the assessment of the extent to which the diversity program has been implemented and how much successful it is. Also, there is a marked difference in the three organisations, regarding the organisational objectives that are to be achieved through the diversity program. These objectives often defined the concentration segment of the Company's diversity practice. Recommendations Firstly, the companies should completely abide by the diversity practises suggested by the governmental structures. This will help the companies to manage easily and monitor their activities Next a code of conduct is to format that will be undertaken by the senior management and all the employees and must be followed strictly. This Code of conduct would be separate from the normal code of conduct and will only focus on diversity issues and diverse work culture Sainsbury must be able to imbibe the values it teaches to the workers and ensure that the value for diverse work culture is strictly followed by the individuals working in the organisation A proper plan, rules and regulations are to be defined by all the three companies so that all the diverse and minor groups are provided with equal opportunities HSBC must make sure their programs are so designed that it provides ample opportunities to recruit women and sustain them. Also, it must be ensured that a safe and appropriate environment is provided for the women employees An evaluation plan is to be formulated that will provide scope for assessing the benefit of the diversity practices and the extent to which the people have accepted it and has earned profit for the organisations Irrespective of the organisational goal and objectives, equal attention, must be given to all the segments of the diversity practices to enjoy a great work culture Conclusion Diversity means the difference in culture, ethnicity and demographics among the people in a workplace. The concept of inclusion is recruiting and maintains a diverse workforce. The concept of diversity is fraught with many implications and is thus paid critical attention by employers around the world. Special attention is given to diversity practices that deal with gender equality, LGBT community and the disabled. These issues are increasingly becoming some major factors that can make or mar and organisation. Hence, it is essential must be handled with proper training and care. This report makes a study of three major UK corporations of Sainsbury, British Airways and HSB. Three completely different industries are thus chosen, and the diversity practices are compared contrasted as well as analyse to understand the issues. Finally, the series of recommendations are suggested that will lead to the success of the companies discussed. References 1. Achievers,. 'Culture Diversity Of HSBC'. N.p., 2015. Web. 25 Aug. 2015. 2. Aytemiz Seymen, Oya. 'The Cultural Diversity Phenomenon In Organisations And Different Approaches For Effective Cultural Diversity Management: A Literary Review'.Cross Cultural Management13.4 (2006): 296-315. Web. 3. Banks, Claretha H. 'Diffusion Of Innovation: Communicating To Improve Training And Employee Development'.IJSCM1.1/2 (2006): 143. Web. 4. Britishairways.com,. 'BA Careers - Diversity And Inclusion'. N.p., 2015. Web. 25 Aug. 2015. 5. Bucher, Richard D.Diversity Consciousness. [Place of publication not identified]: Prentice Hall, 2014. Print. 6. Hsbc.com,. 'Learning And Development - Careers - HSBC Holdings Plc'. N.p., 2015. Web. 25 Aug. 2015. 7. J-sainsbury.co.uk,. 'J Sainsbury Plc / Diversity And Inclusion'. N.p., 2015. Web. 25 Aug. 2015. 8. Karatas-Ozkan, M. et al. 'Cross-Cultural Perspectives Of Diversity Within Family Businesses'.International Journal of Cross Cultural Management11.2 (2011): 107-111. Web. 9. Klarsfeld, Alain.International Handbook On Diversity Management At Work. Cheltenham: Edward Elgar, 2010. Print. 10. Mooney, Jonathan.The Short Bus. New York: H. Holt, 2007. Print. 11. Nagayama Hall, Gordon C., and Gloria Gia Maramba. 'In Search Of Cultural Diversity: Recent Literature In Cross-Cultural And Ethnic Minority Psychology.'.Cultural Diversity Ethnic Minority Psychology7.1 (2001): 12-26. Web. 12. Ozbilgin, Mustafa, and Ahu Tatli.Global Diversity Management. Basingstoke [England]: Palgrave Macmillan, 2008. Print. 13. Randlesome, Collin. 'Diversity Of EuropS Business Cultures Under Threat?'.Cross Cultural Management9.2 (2002): 65-76. Web. 14. Romanenko, Alena.Cultural Diversity Management In Organizations. Hamburg: Diplomica Verlag, 2012. Print. 15. Sainsburys.jobs,. 'Diversity And Inclusion - Sainsbury's Jobs'. N.p., 2015. Web. 25 Aug. 2015. 16. Saji, Beena S. 'Workforce Diversity, Temporal Dimensions And Team Performance'.Cross Cultural Management11.4 (2004): 40-59. Web. 17. 'Special Issue On Cultural Diversity: Challenges And Opportunities In China'.Cross Cultural Management15.1 (2008): n. pag. Web.