Theories in Nationalism

Theories in Nationalism Introduction Nationalism, a term which has been defined in various ways and still continues to nurture the debate around it, is one of the strongest forces in the world as we know it today. Despite its strong influence during the last centuries, it has remained long neglected by academia (Hutchinson Smith 1994: 3). One of the first scholars to address this academic shortcoming was Elie Kedourie, a British scholar of the Middle East, who offered a conservative challenging theory against nationalism in his thought-provoking book entitled Nationalism. In this sense, it is safe to say that most scholars concerned with this field of study have been influenced, to some extent, by the work of Kedourie and have taken issue with it. Kedourie has dealt with nationalism in a number of books, presenting his passionate dissent against the spread of nationalism as an ideology in Europe. His book Nationalism identifies nationalism as a doctrine invented in Europe at the beginning of the nineteenth century (1960: 9) that divides humanity into separate and distinct nations (1960: 73). As a scholar who spent a large proportion of his life teaching, Kedourie emphasized the importance of understanding the philosophy of history and the value of its practice, and criticized academics for meddling with political affairs (Kedourie, 1998a: 51; Minogue, 2008). A fervent advocate of strong, long-lasting empires, he argued, that nationalism as an ideology had caused global wars, destruction, and great misery (Sieff 2006). The objective of this paper is to critically assess Kedouries contribution to the study of nationalism. For this purpose, this essay is structured as follows; firstly, it sets the context by briefly introducing the life and works of Elie Kedourie. This is important as, growing up an Iraqi Jew, Kedourie personally experienced the negative impacts of Arab nationalism which caused him as most other Jews to flee his home country. Kedourie blamed British policy for the rise of nationalism in the Middle East, a policy he later criticized in his works. The essay then proceeds to identify and explain his concept of, and arguments against nationalism; next, it explores Elie Kedouries dialogue with three theorists who were influenced by and developed Kedouries ideas; and finally, it presents a critique of his theory and concepts. In summary, this paper demonstrates Kedouries unique attitude towards and his innovative theory of nationalism, but also the flaws in his theory based on which led ma ny of his followers and critics to charge him with intellectual determinism (Lawrence 2005: 132). Kedourie and His Works Kedourie was undoubtedly a man of great achievement. An Iraqi-Jew, he was born in Baghdad on January 25, 1926, but migrated to Great Britain as part of the post-1948 Jewish mass departure from the Arab world (Minogue 2008). In his doctoral thesis, England and the Middle East (1956), which he wrote at Oxford University, he, for the first time, systematically criticized the British foreign policy and its inter-war role in Iraq (Kramer 1999). Accordingly, his controversial thesis was not only much debated, but Kedourie was asked to change it. However, Kedourie felt so strongly about his writings that rather than modify it, he withdrew it! Throughout his life, Kedourie offered a seminal analysis that expounded the state of world affairs and exposed the evil of nationalism. Although he published his most important book entitled Nationalism decades ago, Kedouries ideas still resonate today and are being studied by a number of critics and theorists of nationalism. Kedourie was brought back into academia by his colleague Michael Oakeshott, and consequently held a chair in Politics at the London School of Economic for 40 years. He was an expert on Middle Eastern history, founder and editor of the journal Middle Eastern Studies (1964), and the author and editor of many outstanding books, especially on the Middle East. In contrast to many other scholars of and on the Middle East, Kedourie was able to see it in a wider world context (Mango 1993: 375). This interest led him from Arab nationalism to his study of nationalism as a universal phenomenon. The significance of this, was that it changed the traditional thinking of nationalism and brought to awareness its disastrous influence and its major potential in threatening world order. Besides the book Nationalism, his published works also include Afghani and Abduh: An Essay on Religious Unbelief and Political Activism in Islam (1966), the famous The Chatham House Version (1970), Nationalism in Asia and Africa (1970), and Arabic Political Memoirs and Other Studies (1974). Among his later books are In the Anglo-Arab Labyrinth (1980), The Crossman Confessions (1984), Politics in the Middle East (1992), and Hegel and Marx: Introductory Lectures, his posthumous book published in 1995. Kedourie impressed with his sharp intellect and his rather eloquent, clear and coherent writing style. Although English was his third language, his works were written in an excellent English style worthy of one of the greatest orientalists and scholars of our time (Moreh 1998: 2). Especially in his book Nationalism, he manages to draw a clear and red line from the sometimes very abstract explorations of the foundations, on which he then builds his theory, to the explanation of his approac h itself. In addition, Kedouries personality stood out in academia. As opposed to many academics, Kedourie neither locked himself in the so-called academic ivory tower, nor did he fall into the circle of self-adoration. Kedourie, more than anything else, was a mentor and father figure to his students (Salibi 1994)! Although he was sometimes referred to as idealistic, most of his students and scholars alike remember Kedourie as humble, dignified, kind, and a generous scholar with quiet and gentle courtesy which one could always count on (Salibi 1994). Kedouries Concept and Critique of Nationalism After the two World Wars, a grouping of independent states created the United Nations and other international bodies, such as the European Coal and Steel Community (ECSC) or theEuropean Economic Community (EEC), and forged multilateral treaties (for example Treaty of Paris, NATO, Warsaw Pact) to sustain peace and worldwide cooperation in the hope of preventing another global conflict. Kedourie believed that many calamitous global events, such as war, destruction, poverty, famine and genocide, were caused by a doctrine of nationalism, which justified the division of nations. Kedourie (1993b: xiii) viewed nationalism as an ideology and believed that it had been made a contrived religion by governments to justify their actions and to maintain their so-called right to national self-determination (Kelidar 1993: 5-6). Kedourie laid out his controversial theory against the nationalism doctrine in his book Nationalism. In the first chapter, Politics in a New Style, he explains his pessimism about ideological and constitutional politics, which presupposes nationalism as an effective force to strengthen and preserve the identity and authority of a nation (Spencer Wollman 2002: 49). In the following chapters, he tackled the concept of self-determination, which the intellectuals, particularly Immanuel Kant, brandished as the supreme political good (Kedourie 1993a: 22); the relation of state and individual, wherein he criticized the influence of Kant on modern thinkers and the effects of dangerous political ideas on individuals; diversity, which spread the world over as a result of the propagation of nationalism; and national self-determination, which has caused the division of states into nations, disorders and wars. In the last two chapters, he addressed the relationship between nationalism and politi cs and its negative consequences. Kedourie was the first theorist who addressed nationalism systematically and identified it as (an historically erroneous) doctrine. His path-breaking theory introduced new standards to the traditional studies of the phenomenon which saw in granting self-determination the only acceptable way to deal with nationalism. Kedourie relied on historical accounts of global events and on this basis identified three strong arguments against nationalism. Firstly, he claimed that nationalism as a political ideology was impotent and had no significance to reality. Secondly, he asserted that the divisive character of nationalism caused and will continue to cause wars and man-made catastrophes. Finally, he saw nationalism as being about the enshrinement of the concept of sovereignty or self-determination as the fundamental force of global order (Kedourie 1993b: xvi). With regards to his first argument, nationalism was seen as being a political ideology due to its extensive relation to politics. He observed that the doctrine was first conceived and then propagated in Europe in the last century (Deol, 2000: 12). It was an era when nationalism was systematically turned into kind of religion to inspire the people and make them believe that they had a duty and responsibility to serve their homeland. According to Kedourie, the purpose of ideological politics was to impose political culture, legal principles and moral standards on people by means of force (1986: 47-48). When a government seeks to establish an ideology, it can only do so through the use of force and arbitrary powers. He identified the platonic character of this strategy, which posits that a state or society has to eliminate the ideology of the people so as to impose its own political culture or ideology (Kedourie 1993b: xiv). Kedouries argument is clear: ideological politics in the last century has caused many horrific events because of the ideologists attempt to change the status quo and to enforce their own ideology on the masses. As an example he mentioned the case of Yugoslavia. Following its creation after the First World War, Yugoslavia sought to attain unity in order to establish an independent state, but such a national ambition was waylaid when the Yugoslavs fell into the oppressive hands of the Hungarians, Austrians and Ottomans. Another argument he made against ideological politics was that a state that espoused nationalism caused the division of its individual subjects and separation between the government and the governed. Kedourie asserted that a society that adopted certain kinds of principles deprived the people of their rights. A group of people treated as mere ciphers by their rulers would be led to treat their fellow men in the same way. Turning to his second argument nationalism will lead to war and manmade disasters- Kedourie explained that nationalism supports the division of humanity into a number of states and thus also supports the division of men in terms of race, tradition, religion, and political ideology (1986: 71-73). Since nations are divided into many categories, Kedourie argues that wars and disasters are inevitable. He argued that conflicts and chaos ravaged the whole of Europe between 1848 and the end of World War II because of the concept of nationalism (Kedourie 1993b: xvi). However, he rejected the argument that poverty is somehow linked to nationalism. Since most poor countries have prevalent nationalist ideology, he believed that poor economic conditions might bring about social displeasure, which may lead to the propagation of nationalism (Kedourie 1974c: 19). However, he claimed that the rise of nationalism in Czechoslovakia and Italy was not due to evident poverty. Furthermore, Kedourie believed that the development of nationalism in Asia and Africa was basically a reaction to invasion and foreign occupation (1974: 21). Lastly, he criticized socialism as an ideological obsession that caused great destruction in the last century. He states (1993b: xvii) that socialism has produced not happiness or spiritual fulfilment, or even material prosperity, but, on the contrary, unparalleled oppression and misery, and it has sunk by the weight of its own misconceived ideals. Moreover, he suggested that the collapse of Soviet Russia in 1991 had led to a precarious disproportion of power among its former constituents and their neighbours. Hence, he warned that this power vacuum could lead to war. He concluded that nationalist ideology did not evidently ensure economic success or honest and responsible government. Kedouries condemnation of nationalism and by extension his path-breaking theory, was seen by many theorists on nationalism that followed as a milestone in the evolution of the theoretical debate (Ozkirimli 2000: 32). As a consequence, the vast majority of these theorists took issue with his theory in one way or another. Kedouries Influence on other Theorists of Nationalism Kedouries passionate arguments against nationalism gained both the admiration and support of a coterie of loyal followers but also drew some harsh criticism. Undoubtedly, he contributed enormously to the great debate about the origins and nature of nationalism. As a man of exceptional intellectual reputation with exacting standards in his thinking and scholarship, Kedourie was immensely influential on many modern scholars and his students alike (Salibi 1994: 4) and thus, achieved to transform and revolutionize the understanding of nationalism (Minogue 2008; Kelidar 1993: 5-6). Three distinguished theorists of nationalism who admired Kedourie, but took issue with his ideas are Ernest Gellner, Anthony Smith, and Benedict Anderson. All of these theorists built on the works of Kedourie, and this made for a great contribution to the debate about the nature and roots of nationalism that dominated the European community in the nineteenth century (Gellner 1996: xix). Smith openly elaborated on the intellectual depth of Kedouries seminal arguments against the concept of nationalism, saying that the latters works continue to exert a wide influence on modern thinkers like him (2007: 213). Similarly, Gellner credited Kedouries work but also attributed a lot of critique to Kedouries ideas (Gray 2004). This paper will now examine in more depth some of these issues in order to provide a critical evaluation of the strengths as well as limits of Kedouries arguments. Anthony D. Smith For his part, Smith agreed with Kedouries concept of nationalism as an ideological crusade that seeks the achievement and maintenance of national sovereignty, harmony, and distinctiveness, on behalf of a particular group of inhabitants (2007: 214). Smith reiterated Kedouries argument that although nationalism was sparked by the myth of the French Revolution, this ideological movement was inspired by Kant, which then in turn influenced Johann Gottlieb Fichte. Smith claimed that the main proponent of nationalism was Fichte, a Kantian, who, in his Addresses to the German Nation (1808), established an agenda for the creation of a German national education (Choueiri 2000: 6). Smith concurred with Kedourie that this secular ideological movement was inspired by the declaration of independence, which states that sovereignty resides exclusively in the state. Smith (2007a: 217) also regarded nationalism as a secular form of religion, and concluded that traditional religions like Judaism preserve their character and that they contribute to the propagation of nationalism by serving as agents of collective sentiments. Smith thus supported Kedouries statement that Judaism is a religion that accentuates the value of land and language and national feeling (1993b: 76) and suggested that there are cultural similarities between modern nationalism and biblical Israel and its covenant. This being said, in his Theories of Nationalism, Smith criticized Kedourie for selecting only the extreme features of nationalism, thus overlooking the civilizing and empowering influence of the doctrine (Jinadu 1972: 646). Benedict Anderson In his Imagined Communities: Reflection on the Origins and Spread of Nationalism, Benedict Anderson, a modernist theorist like Kedourie, identifies the rise of capitalism at the beginning of industrialization era as the main reason for the emergence of nationalism: peoples literacy level increased due to the emergence of printing press capitalism. No longer were they dependent on the church for getting information. As a result, member of various communities became aware of each other and hence it helped them imagine the nation and the feeling of being a nation (Capmack 2005). In complete contrast to Kedouries hostility to the idea of nationalism, Anderson posits that nationalism contributes to a better society and encourages good behaviour: You follow the laws because they are your laws (2005). However, he agrees with Kedourie on the importance of history, arguing that such doctrines as nationalism or nationality are like cultural relics that can only be understood by tracing their historical roots, nature and motivations (1991: 4). He thus stated that eighteenth century Europe was not simply marked by the beginning of nationalism but by the end of religious forms of thought. Changes in the religious community, according to Anderson, gave rise to the belief that nationalism was a secular solution to the question of continuity that had been answered previously by religious faith. He wrote: What I am proposing is that nationalism has to be understood by aligning it, not with self-consciously-held political ideologies, but with the large cultural systems that preceded it- out of which, as well as against which- it came into being (1991: 11). Hence, in many ways, Anderson simply complements the arguments raised by Smith and Kedourie that the form of nationalism that dominates the world today is a combination of traditional religions and of secular political ideologies based on national self-determination. Another similarity arises by looking at their views on nationalism and language. Anderson suggested that language could be used as a cohesive force to nurture peoples love of their country. For example, songs, poetry, and national anthems are used as effective agents of nationalism (1991: 145). Accordingly, the use of language is a significant reason for the emergence of independent, divided states and the proliferation of print-word (Mar-Molinero Smith 1996: 70). Similarly, though more pessimistic and with almost sad undertones, Kedourie elaborates that language is a strong expression of ones individuality and thus the most important criterion for a nation to be recognized and to exist (1986: 64). The emphasis on language with regards to nations, and by extension of states, has had many negative side-effects among which language has been transformed into a political issue for which men are ready to kill and exterminate each other (1985: 71). Ernest Gellner Gellners Nations and Nationalism was a direct response to Elie Kedouries theory, which Gellner believed lacked any real comprehension of the reality of nationalism, as a result of its overly intellectual focus (Gellner 1983). He dissented on the idealist argument of Kedourie that nationalism was the consequence of a historical anomaly and intellectual blunders, and suggested that it was rather an unavoidable by-product of economic and technical progress (Gray 2004). Moreover, Gellner rejected the premise that the concept of nationalism was based on the philosophy of Kant, and then spread by inept philosophers and intellectuals. He defended Kant, maintaining that there is no relationship, other than a verbal one, between individual self-determination and national self-determination, and that Kant was a very model for that allegedly bloodless, cosmopolitan, emaciated ethic of the Enlightenment which romantic nationalists detested (OLeary 1997: 198). Similar to Kedouries pessimistic view, Gellner perceived nationalism as the strongest principle of political legitimacy in the modem world and stated that nations should be collectively and freely institutionally expressed, and ruled by its co-nationals.Nationalism invents nations where they do not exist. (1964: 168). Apart from nationalism, Gellner (1985: 1) believed that reformism and industrialization were the two enormous forces that were changing the world. This was his main departure from the concept suggested by Kedourie. Gellners derisive arguments against nationalism perturbed secular rationalists, socialists, and conservatives. He agreed with Kedourie that nationalism presupposes that such important concepts as social justice, material progress, utility and reason, rational principles and law are merely consequential doctrines in supporting and imposing an established and justifiable socio-political order, thus inciting unrelenting denunciation from socialists and liberals for about two centuries (OLeary 1997: 192) Although it appears that Gellner presented similar views to those expressed by Kedourie, he did, however, criticize Kedourie for omitting the sociological analysis in his study of nationalism. Gellner believed that nationalism became a sociological necessity in the modern world, whereas Kedourie rejected any sociological explanation as a form of reductionist economism (Kramer 1999: 637-638), and maintained that history has no depths to be plumbed or main lines to be traced out, and that history does not need explanatory principles, but only words to tell how things were (Kramer 1993). I believe that the differences between Gellner and Kedourie are rather of an epistemological nature than of a fundamental one. Although they dissent on origins of nationalism and on the type of their analysis, the basic concepts of their theories, however, do have significant similarities. For instance, they both recognize nationalism as a modern doctrine. Moreover, they both share a pessimistic view of nationalism and point out its dangerous consequences. Perhaps the similar nature between Gellners and Kedouries theories might be attributed to the significant influence that Kedourie had on Gellner. Lawrence (2005: 132) supports this idea when he writes: his focus on the links between nationalism and modernization certainly inspired later theorists such as Gellner and Hobsbawm. Critique / Conclusion Kedouries basic contention was one of enormous skepticism and suspicion especially vis-Ã  -vis third world nationalism, which he perceived as a reaction to European nationalism (1974: 1-153). It appears that his personal experiences greatly influenced his pessimism towards nationalism in general, and more specifically his rather hostile attitude toward a nations self-determination, leading to one of the main flaws in Kedouries theory. He was certain that the idea of national self-determination was not only absurd, but also destructive, immoral and could only lead to violence and discord in domestic politics (Minogue, 2008). Kedourie further postulated that the origins of self-determination were the Age of Enlightenment, which led men to discover the law of nature and rational principles, and its philosophical corollary-the Declaration of the Rights of Man and the Citizen. This declaration states that a nation must exercise autonomy and that no man or group of men can go beyond the ambit of the law. Kedourie (1993: xiv) wrote: The law was universal, but this did not mean that there were no differences between men; it meant rather that there was something common to them all which was more important than any differences. While taking this rather skeptical stance, Kedourie failed to really develop his arguments on this particular issue any further, and thus left himself open to criticism based on philosophical and historical concerns. He successfully presented a path-breaking theory against the perils of nationalism. Historical events tell us that extreme nationalism has caused global disasters, wars, and massive poverty in the past. He was right in arguing that both conservative and socialist governments subscribed to the ideology of nationalism to achieve their national goals. Kedourie and other nationalist critics exposed nationalism as a dangerous political ideology that must be rejected. Smith, Anderson, and Gellner developed Kedouries theory by presenting the causes, historical origins, and consequences of nationalism. Furthermore, today one might argue that some collectivist countries like North Korea, China, Cuba, among others have made nationalism a secular religion. However, Kedouries theory was not flawless as the section above has to some extent already shown. Kedourie may have raised valid arguments against nationalism; however, as Smith pointed out, the relationship between ideology and nationalism is not always a negative one. In fact, for example, in the case of the periphery countries of the former Soviet Union, history has shown that a nationalist ideology enabled and mobilized people to free themselves from factors which enslaved them. Kedouries somewhat one-sided and hostile portrait of nationalism ignores its constructive aspects and its vital role in creating, as well as controlling, social and political change. Another major flaw in his work is of epistemological nature. Throughout his book one question repeatedly comes to mind: How does he know that? For instance, looking at the question of origin, he connects nationalism with the French revolution as mentioned above. However, why, accordingly to Kedourie, was there no nationalism before the modern era? He does not take issue with this and thus fails to give sufficient evidence for his argument and against more primordial views on nationalism. Moreover, Kedourie perceives nationalism as a (secular) form of religion and thus he suggests that it may substitute the traditional religions. According to him, the religious origins of nationalism are used merely for political purposes. However, he neglects the relationship between religion and pre-modern ethnic identities in many areas of the world and then overlooks religious and secular roots of modern nationalism and, thus over-simplifies the relation between religion and modern nationalism (Hutchinson Smith 1994: 70). Finally, it appears that his views on ideology and nationalism were heavily influenced by his personal experiences, as well as the British academic attitudes of that time, which were fundamentally skeptical of any ideology per se (personal conversation with lecturer). For instance, Michael Oakeshott, a mentor and colleague of Kedourie, doubted the political action and questioned the assertions made in defence of political ideology (Kedourie 1998a: 111). Kedourie was exposed to the teachings of early British scholars like Oakeshott who dismissed the notion of a science of politics. This is one of the reasons behind his pessimistic view on ideology and his scorn of the academics interference in politics. In the final analysis, however, I agree with Kedouries skeptical contention as, looking at the world today and how nationalism as portrayed by Kedourie has infected and affected many countries towards the negative, his warning proved to be valid. 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Principles of Safeguarding Essay

Introduction OCR has reproduced this exemplar candidate evidence to support teachers in interpreting the assessment criteria for the unit HSC 024, Principles of safeguarding and protection in health and social care. This exemplar evidence should be considered alongside the unit requirements, the Learning  Outcomes and Assessment Criteria. This content has been selected by the OCR Chief External Verifier for the Health and Social Care Diplomas, to illustrate how the assessment criteria are applied, and to provide some commentary on what factors contributed to the final outcome. The exemplar candidate evidence is intended to demonstrate how criteria have been met and are supported by a commentary. While the exemplars are intended to be useful in interpreting the specification’s Assessment Criteria, they should in no way be regarded as definitive evidence. This resource is provided for advice and guidance only. Read more: Identify ways to ensure that evidence of abuse is preserved  essay 4 Unit HSC 024 Exemplar Unit: HSC 024 – Principles of safeguarding and protection in health and  social care  unit purpose †¢ Raises awareness of how to recognise signs of abuse †¢ Raises awareness of how to respond to suspected or alleged abuse †¢ Introduces national policies and local systems of safeguarding †¢ Introduces ways to reduce the likelihood of abuse †¢ Raises awareness of how to recognise and report unsafe practices 5 Unit HSC 024 Evidence for Learning Outcome 1 Know how to recognise signs of abuse Assessment Criteria: AC1.1 – Define the following types of abuse: †¢ Physical abuse †¢ Sexual abuse †¢ Emotional/psychological abuse †¢ Financial abuse †¢ Institutional abuse †¢ Self-neglect †¢ Neglect by others AC 1.2 – Identify the signs and/or symptoms associated with each type of abuse Extract from Assignment: Assignment: ‘Define the following seven types of abuse and for each include their associated signs and symptoms: ‘physical, sexual, emotional/psychological, financial, institutional, self-neglect and neglect by others.’ Response: ‘1) Physical abuse is deliberate physical force that may result in bodily injury, pain, or impairment. Both old and young people can be physically abused. There are signs or indicators to show physical abuse and there are ways in which victims and abusers act or interact with each other. Physical abuse includes the smashing of furniture and personal belongings, being pushed or shoved, being held against your will, slapped, bitten, kicked, pinched, punched, choked or ducked under water, threatened or hurt with a weapon, threats of violence, locked in or out of the house, hair pulled †¦burnt with cigarettes, acid, an iron, hot food or water †¦ Signs of physical abuse in adults are: bruising, particularly in well-protected and covered areas, fractures, sprains or dislocations, lacerations, burns – including friction burns and scalds, drowsiness, pressure sores, cowering and flinching, unexplained hair loss, significant weight loss, etc†¦. Symptoms include feeling low, angry and in pain. 2) Sexual abuse is when a person is forced or tricked into taking part in any kind of sexual activity. When sexual contact is non-consensual, it is an abuse. It can happen to men and women of any age that is both old and young. It can include sexual penetration of any part of the body with a penis, finger or any object, sexual exploitation, making threats about sexual  activities, exposure to pornographic material, touching of breast or genitals, kissing, etc. Activities such as showing pornographic material, forcing the person to watch sex acts or forcing the person to undress are also considered sexual abuse. The signs and symptoms of sexual abuse in the elderly can be bruises around breasts or genitals, genital infections, unexplained vaginal or anal bleeding, torn, stained, or bloody underwear, disturbed sleep patterns, vulnerable adult appears withdrawn and fearful, inappropriate dressing, etc†¦ 3) Emotional Abuse is where one person gains power and control over another through words and gestures which gradually undermine the other’s self-respect†¦Emotional abuse can be name-calling, blaming, screaming, making threats, yelling†¦.neglecting, manipulation, not listening, withholding affection†¦belittling and untrue accusations. Signs of emotional abuse are depression, anxiety, withdrawing or refusing affection, fearful or agitation, lower self-esteem and self-confidence, shouting or swearing, behaviours such as rocking, hair twisting and self-mutilation, vulnerable adult withdrawn and fearful†¦ 6 Unit HSC 024 Response continued: 4) Financial abuse is stealing or defrauding someone of money, goods and/or property, allowing others to steal money or property, tricking or threatening individuals into giving away money or property, withholding money, refusing to allow individuals to manage their finances, etc. for example when a support worker is taking money from a service users’ purse without his or her knowledge. Signs of financial abuse are signatures on cheques that do not resemble the service users’ signature, or signed when the service user cannot write, unexplained withdrawals of large sums of money by a person accompanying the  service user, lack of amenities, such as TV, personal grooming items, appropriate clothing, that the service user should be able to afford, deliberate isolation of service user from friends and family, resulting in the support worker alone having total control, the unexplained sudden transfer of assets to a family member or someone outside the family†¦. Symptoms include the person feeling fearful, anxious, embarrassed and belittled. 5) Institutional abuse happens when the lifestyles of service users are sacrificed in favour of the routines and/or restrictive practices of the home. Institutional abuse comprises neglect, physical abuse, sexual abuse, verbal abuse, discriminatory abuse, psychological and emotional abuse, financial abuse, service users not being allowed to go out, their personal letters are opened and read, their privacy not respected, their interest not at the centre of every decision being made, excessive medication and complaints procedure not made available for the service users. Signs and symptoms include lack of own personal clothing and possessions, †¦no flexibility of bedtimes, eating times or waking times, dirty clothing or bed linen, misuse of medication, lack of care plans, lack of heating, staff entering into service users’ rooms without knocking. 6) Self-neglect is when a person does not pay attention to their health and well-being. Service users can neglect themselves due to illness or depression or might intentionally neglect themselves. The signs and symptoms include: living in dirty conditions, poor personal hygiene, poor nutrition†¦not getting medical help, not being interested in the way they look, long toe nails not taking medication. 7) Neglect is when a carer does not carry out their duty of care and fails to care for a service user this can be deliberate or unintentional due to the carer being ill or stressed†¦ Signs and symptoms of neglect include absence of food, water, and heat†¦ poor personal hygiene including soiled clothing, dirty nails and skin†¦inappropriately dressed for cold or hot weather, bedsores†¦.constant hunger, withdrawn, illness†¦ COMMENTARY FOR EVIDENCE FOR ACS 1.1 and 1.2 †¢ Assessment Method: The learner has completed an assignment to explain the meaning of each of these seven types of abuse as well as their associated signs and symptoms. The learner has produced factual details that provide evidence for ACs 1.1 and 1.2. The assessment method is valid as it measures the learner’s understanding and knowledge of the definitions and signs and symptoms associated for each type of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own understanding of the meaning of each type of abuse. The learner also provides a very detailed account of the signs and symptoms associated with each type of abuse and distinguishes well between signs (what can be seen) and symptoms (the way the individual feels). The information that the question extracts from the learner is more than is required to meet this AC; as the learner provides a description, where a list of the different signs and/or symptoms would have been sufficient. †¢ Breadth of Evidence: The learner has stated clearly the meaning and signs and symptoms of each type of abuse. The learner’s evidence meets AC1.1 fully in terms of providing a definition and the signs and symptoms of the following types of abuse: physical, sexual, emotional/psychological, financial, institutional, self-neglect and neglect by others. 7 Unit HSC 024 Assessment Criteria: AC1.3 – Describe factors that may contribute to an individual being more vulnerable to abuse. Extract from Written Questioning: Written Question: ‘Describe different factors that may contribute to an individual being more vulnerable to abuse’: Response: Living with the carer may increase the chances for abuse to occur as this may cause stress and resentment if the carer feels they cannot cope. If an individual is looked after staff who do not have the right training, any supervision at work or support, are stressed, have personal problems or do  not like working in care then this can increase the risk of an individual being abused. If an individual is not mobile, is confused, has dementia, or is aggressive or challenging then this can increase the risk of abuse as the carer might not know how to deal with this, get frustrated and might take it personally and abuse the individual. Domestic violence can also play a part as can the relationship between the individual and their parent or spouse if it was poor and involved abuse.’ COMMENTARY FOR EVIDENCE FOR AC 1.3 †¢ Assessment Method: The assessor has used an open written question with this learner ‘Describe different factors†¦Ã¢â‚¬â„¢; this encourages the learner to think about the different ways an individual can be more vulnerable to abuse and provides them with an opportunity to provide a more detailed response and to also provide evidence for AC1.3. The assessment method is valid as it measures the learner’s understanding and knowledge of the factors that may contribute to abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the different factors that may contribute to an individual being more vulnerable to abuse in terms of the social care worker, the carer, the individual including the relationship between these as well as the health and social care setting itself. †¢ Breadth of Evidence: The learner has detailed clearly the different factors that may contribute. The lea rner’s evidence meets AC1.3 fully in terms of providing a description of the factors that may contribute to an individual being more vulnerable to abuse. 8 Unit HSC 024 Evidence for Learning Outcome 2 Know how to respond to suspected or alleged abuse Assessment Criteria: AC2.1 – Explain the actions to take if there are suspicions that an individual is being abused Extract from Written Questioning: Written Question: ‘Explain the actions to take if there are suspicions that an individual is being abused: Response: ‘If I suspect abuse through noticing a sign of physical abuse or change in the behaviour of an individual, I will make sure that I ask the individual what has happened telling the individual the changes that I have noticed. If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this. I will listen to the individual carefully; it is up to them to tell me, I would not ask them any questions about this as this is not part of my job role and would stay calm. I will make sure that I record what the individual tells me using the individual’s own words. I will make sure that I reassure the individual and explain that their safety is the most important and that it is my duty of care to tell the manager. I will make sure that I let my manager know what has happened immediately and pass this information on in private and make sure my report is also confidential. I will only report and record the facts – what the individual has told me. Depending on what is found out the individual might need to continue to be monitored and a plan of care will be put in place that must be followed to protect the service user. ‘I will make sure that I let my manager know and report and record this in private but if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ 9 Unit HSC 024 Assessment Criteria: AC2.2 – Explain the actions to take if an individual alleges that they are being abused Extract from Written Questioning: Written Question: ‘Explain the actions to take if an individual alleges that they are being abused: Response: ‘If an individual alleges that they are being abused, I will make sure that I listen to the individual carefully to know exactly what happened. If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this. I will make sure that I record the detail of all allegations that the individual tells me using the individual’s own words; I will not ask any questions or make any judgements about what I have been told and I will stay calm. I will make sure that I record the date and time when the abuse was reported and then sign this record. I will make sure that I take the allegations seriously and reassure the individual that they are right to tell me as their safety is the most important.  I will make sure that I let my manager know and report and record this in private but if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ COMMENTARY FOR EVIDENCE FOR ACS 2.1 and 2.2 †¢ Assessment Method: The assessor has used an open written question with this learner ‘Explain the actions to take†¦Ã¢â‚¬â„¢ for each AC; this encourages the learner to think about the different actions that need to be taken when there are suspicions and allegations of abuse made. The assessment method is valid as it measures the learner’s understanding and knowledge of how to respond to both suspicions and allegations of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the two different sets of actions that need to be followed for suspicions and allegations of abuse including when nothing is done in response to these: ‘if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ The learner also details own knowledge of who may be implicated in both allegations and  suspicions of abuse and the actions that must be taken: ‘If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this†¦ if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ †¢ Breadth of Evidence: The learner has detailed cl early the actions to take for both suspicions and allegations of abuse. The learner’s evidence meets ACs 1.1 and 1.2 fully in terms of providing an explanation of the actions to take if there are suspicions that an individual is being abused and if an individual alleges that they are being abused. The learner’s response can also be cross referenced to ACs 5.1 and 5.2. 10 Unit HSC 024 Assessment Criteria: AC2.3 – Identify ways to ensure that evidence of abuse is preserved Extract from Written Questioning: Written Question: ‘List different ways to ensure that evidence of abuse is preserved: Response: ‘Ways to ensure that evidence of abuse is preserved are as follows: By leaving things as they are and not touching anything.  By not removing, cleaning or washing what the individual is wearing and by not handling the individual’s clothes or bedding. By keeping the area safe and not allowing anyone to enter into the area. By recording and reporting carefully, confidentially and in full all that was told to me by both the individual and others if present at the time and also what I noticed; stating the facts only. By preserving any first aid items used. COMMENTARY FOR EVIDENCE FOR AC 2.3 †¢ Assessment Method: The assessor has used a clear written question with this learner ‘List different ways †¦Ã¢â‚¬â„¢ ; this encourages the learner to identify  different ways to ensure that evidence of abuse is preserved. The assessment method is valid as it measures the learner’s understanding and knowledge of the different methods of how to preserve evidence of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the different ways of preserving evidence of abuse and includes a range of practical ways this can be done in terms of both protecting evidence physically as well as clear recording and reporting procedures. †¢ Breadth of Evidence: The learner has clearly identified the different ways of preserving evidence of abuse. The learner’s evidence meets AC 2.3 fully in terms of identifying ways to ensure that evidence of abuse is preserved. 11 Unit HSC 024 Evidence for Learning Outcome 3 Understand the national and local context of safeguarding and protection from abuse Assessment Criteria: AC 3.1 – Identify national policies and local systems that relate to safeguarding and protection from abuse AC 3.2 – Explain the roles of different agencies in safeguarding and protecting individuals from abuse Extract from Written Questioning: Written Question: ‘List the national policies and local systems that relate to safeguarding and protection from abuse and explain the roles of different agencies: Response: ‘National policies – †¦.’Safeguarding Vulnerable Groups Act 2006, the Vetting and Barring Scheme run by the Independent Safeguarding Authority (ISA), Criminal Records Bureau, Human Rights Act 1998. Local Systems – Safeguarding Adults Boards, Safeguarding policies and procedures for vulnerable adults.’  Safeguarding Adults Boards – these bring together a number of different local agencies that work with vulnerable adults to share information and monitor their work i.e. local agencies like the police, MIND, housing teams, advocacy groups. The Police – their role is to safeguard vulnerable adults, investigate all reports of vulnerable adult abuse and protect and uphold the rights of vulnerable adults. CQC – to monitor and provide guidance on what all health and social care providers must do to safeguard vulnerable adults from abuse; the safeguarding policies, procedures and systems developed are in place to prevent vulnerable adults from being abused.’ COMMENTARY FOR EVIDENCE FOR AC 2.3 †¢ Assessment Method: The assessor has used a clear written question with this learner and paired together these two ACs ‘List the national policies and local systems †¦and explain the roles of different agencies’ ; this encourages the learner to identify relevant policies and systems as well as explain the role of different agencies in safeguarding and protecting individuals from abuse. The assessment method is valid as it measures the learner’s understanding and knowledge of national policies, local systems and the role of agencies. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of both national policies and local systems that relate to safeguarding and protection and then details the specific role of three different agencies: Safeguarding Adults Boards, The Police and the CQC in safeguarding and protecting vulnerable adults from abuse. †¢ Breadth of Evidence: The learner has clearly identified national policies and local systems and detailed the roles of different agencies in safeguarding and protecting individuals from abuse. The learner’s evidence meets ACs 3.1 and 3.2 fully in terms of identifying national policies and local systems that relate to safeguarding and protection from abuse and explaining the roles of different agencies in safeguarding and protecting vulnerable adults from abuse. 12 Unit HSC 024 Assessment Criteria: AC3.3 – Identify reports into serious failures to protect individuals from abuse Extract from Written Questioning: Written Question: ‘List reports into serious failures to protect vulnerable adults from abuse: Response: ‘A report about Castlebeck Care Ltd which failed to ensure that the vulnerable living at Winterbourne View were adequately protected from risk, including the risks of unsafe practices by its own staff. Individuals in Winterbourne View which is a home owned by Castlebeck Care Ltd were pinned down, slapped, doused in cold water and repeatedly taunted and teased by staff in the home. Castlebeck Care Ltd failed to notify the Care Quality Commission of these incidents, injuries to individuals and of occasions when individuals had gone missing. A report about the murder of Steven Hoskin, a young man with learning difficulties who was abused and murdered in July 2006. In addition to being pushed over the railway and falling from a great height, it was also found that Steven had taken paracetamol tablets, had been drinking alcohol and had sustained recent injuries from cigarette burns. In addition he suffered appalling treatment from his abusers who took over his bed sit and he had neck bruises from having been hauled around his home by his own pet’s dog-lead and the backs of his hands had the  marks of foot-prints.’ COMMENTARY FOR EVIDENCE FOR AC 3.3 †¢ Assessment Method: The assessor has used a clear written question with this learner ‘List reports into serious failures to protect individuals from abuse’; this encourages the learner to identify reports into serious  failures to protect individuals from abuse The assessment method is valid as it measures the learner’s knowledge of different reports into serious failures to protect vulnerable adults from abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of two different reports where there were serious failures to protect vulnerable adults from abuse. The information that the question extracts from the learner is more than is required to meet this AC; as the learner provides a description, where a list of reports into serious failures would have been sufficient. †¢ Breadth of Evidence: The learner has clearly identified reports into serious failures to protect individuals from abuse. The learner’s evidence meets AC 3.3 fully in terms of identifying reports into serious failures to protect vulnerable adults from abuse. 13 Unit HSC 024 Assessment Criteria: AC 3.4 – Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse Extract from Oral Questioning: Oral Question: ‘Where can you go to get information and advice about your role in safeguarding and protecting individuals from abuse?: Response: ‘Local authority Adult Services Department like Social Services My manager, colleagues My company’s policies and procedures on safeguarding The internet Care Quality Commission Independent Safeguarding Authority Books Training and advice from training centres.’ COMMENTARY FOR EVIDENCE FOR AC 3.4: †¢ Assessment Method: The assessor has used a clear oral question with this learner ‘Where can you go to get information and advice†¦.; this encourages the learner to identify different sources of information and advice in safeguarding and protecting vulnerable adults. The assessment method is valid as it measures the learner’s knowledge of different sources of information and advice. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of the different sources of information and advice available from both own workplace and external agencies. Due to this AC being an ‘identify’ the information could also have been presented in the form of a spidergram. †¢ Breadth of Evidence: The learner has clearly identified sources of information and advice. The learner’s evidence meets AC 3.4 fully in terms of identifying sources of information and advice about own role in safeguarding and protecting individuals from abuse. 14 Unit HSC 024 Evidence for Learning Outcome 4 Understand ways to reduce the likelihood of abuse Assessment Criteria: AC 4.1 – Explain how the likelihood of abuse may be reduced by: †¢ working with person centred values †¢ encouraging active participation †¢ promoting choice and rights Extract 1 from Discussion: Discussion: ‘Tell me about how working with person centred values can reduce the likelihood of abuse: Response: ‘Person-centred values include the individuality of the person, the rights of  the individual, the individual’s choice, the individual’s privacy, the individual’s independence, the individual’s dignity and the individual being respected If person centred values are taken into consideration when supporting an individual there is less likely to be abuse as all the staff will be working in the same way and will feel shamed if they abuse because of the way that they have been taught to work. If an individual is considered to have a say in what he or she wants and is at the centre of any decision, it will be more unlikely that there is abuse. The individual will know what suits him or her and will not get so frustrated. I always put the service users I work with, their families and friends at the centre of any decision about them and they are an active partner in their own care. Individuals decide what to do, where to go, what clothes to wear and are tr eated with dignity, respect, confidentiality and are able to make their own choices.’ Extract 2 from Discussion: Discussion: ‘Tell me about how encouraging active participation can reduce the likelihood of abuse: Response: ‘Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. So if the individual participates actively in their daily activities, which is what I practice, then the risk of abuse is low. For example in choosing the kind of meal to prepare I support individuals to make the lists of what they want to buy and go shopping with them so that they can choose the brand they want. The individual cooks the food the way they want it with little or no support. This is the same with all choices of clothes and outings.’ Extract 3 from Discussion: Discussion: ‘Tell me about how promoting choice and rights can reduce the likelihood of abuse: Response: ‘Individuals are supported to make their choices in anything they want like in choosing food or drink, in what to wear, whether to use hot or cold water  to bathe, etc. No individual will choose what will hurt him or her therefore abuse is reduced to the minimum. Individuals’ rights are promoted throughout the service. My service user has the right to do anything that they wish to do and if it is what they want as long as it is not dangerous; a risk assessment is then done to stop any abuse happening. I ensure that I promote service users’ rights and choices by allowing them to make their own choices and support them to have the rights of anyone else.’ 15 Unit HSC 024 COMMENTARY FOR EVIDENCE FOR AC 4.1 †¢ Assessment Method: The assessor has used discussion to encourage the learner to think about how the likelihood of abuse can be reduced. ‘Tell me about†¦Ã¢â‚¬â„¢ encourages the learner to provide a more detailed response and to also provide evidence to fully meet AC4.1. The assessment method is valid as it measures the learner’s understanding of how to reduce the likelihood of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because it reflects a full understanding of how the likelihood of abuse occurring can be reduced. The learner divides up own response to address each part of this AC in full and details how working with person-centred values, encouraging active participation and promoting choice and rights can each specifically reduce the likelihood of abuse from occurring. The learner also includes some good examples of how she applies these approaches to own working practices in own health and social care setting. †¢ Breadth of Evidence: The learner has detailed clearly how the likelihood of abuse may be reduced. The learner’s evidence meets AC4.1 fully in terms of providing an explanation of how working with person-centred values, encouraging active participation and promoting choice and rights can reduce the likelihood of abuse occurring. 16 Unit HSC 024 Assessment Criteria: AC 4.2 – Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse Extract from Discussion: Discussion: ‘Tell me about why an accessible complaints procedure is important for reducing the likelihood of abuse’: Response: ‘The complaints procedure gives the complainant the right to be heard and supported to make their views known. An accessible complaints procedure is understandable and easy to use. It sets out clearly how to make a complaint, the steps that will be taken when the complaint is looked into. It also provides flexibility in relation to target response times. An accessible complaints procedure resolves complaints more quickly as the complainant feels that they are being listened to and their complaint taken seriously. This sets up an open culture of making sure that abuse will not be tolerated in any form and encourages the complainant to not accept this. I remember when Mr R felt very happy when his complaint of being denied sleep was recorded in the complaints procedure. I supported him to write down the complaint and this was taken seriously†¦.’ COMMENTARY FOR EVIDENCE FOR AC 4.2: †¢ Assessment Method: The assessor has used discussion to encourage the learner to think about the importance of an accessible complaints procedure. ‘Tell me about†¦Ã¢â‚¬â„¢ encourages the learner to provide a more detailed response and to also provide evidence to fully meet AC4.2. The assessment method is valid as it measures the learner’s understanding of the importance of an accessible complaints procedure for reducing the likelihood of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because it reflects a full understanding of how the likelihood of abuse occurring can be reduced by an accessible complaints procedure. The learner begins by detailing her understanding of the meaning of an accessible complaints procedure and then ends on an example of the support provided to an individual in own health and social care setting. †¢ Breadth of Evidence: The learner has detailed clearly how the likelihood of abuse may be reduced. The learner’s evidence meets AC4.2 fully in terms of providing an explanation of the importance of an accessible complaints procedure for reducing the likelihood of abuse. 17 Unit HSC 024 Evidence for Learning Outcome 5 Know how to recognise and report unsafe practices Assessment Criteria: AC 5.1 – Describe unsafe practices that may affect the wellbeing of individuals Extract from Personal Statement: Personal Statement: ‘Describe unsafe practices that may affect the wellbeing of individuals’: Response: ‘Unsanitary conditions can spread infection as cross-contamination can occur and can affect the well-being of the individual and others. Improper hand washing can also pose a risk. Dirty kitchen surfaces and equipment can spread infections, not covering hair when cooking can pose a risk to individual as can not reporting faulty equipment when working or not having cleaning materials can also be unsafe. In terms of health and safety not having risk assessments in place when a service user hurts themselves. Staff not checking when a service user is ill or unsteady on their feet. Staff not recording in care plans about a service user’s wellbeing and health and not monitoring them. Other unsafe practices which also amount to abuse can occur such as leaving a service user on the toilet too long, ignoring or not listening to them.  Marks on body not taken seriously and complaints not taken seriously can put them at more danger, harm and risk of abuse. I ensure that I keep to all the procedures for checking for abuse and the wellbeing of the individuals that I work with; by following these and the individual’s care plan I keep within  the minimum standards of care and also work in a person centred way to make sure all individuals are happy and safe.’ COMMENTARY FOR EVIDENCE FOR AC 5.1: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of unsafe practices. The assessment method is valid as it measures the learner’s understanding and knowledge of unsafe practices that may affect the wellbeing of individuals. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of a range of different unsafe practices that may affect the wellbeing of individuals including those relating to the spread of infection, health and safety, neglect and abuse of individuals. The learner concludes by confirming how she works in line with agreed ways of working: ‘I keep within the minimum standards of care and also work in a person centred way to make sure all individuals are happy and safe.’ †¢ Breadth of Evidence: The learner has given a detailed account of a range of different unsafe practices. The learner’s evidence meets AC5.1 fully in terms of providing a description of unsafe practices that may affect the wellbeing of individuals. 18 Unit HSC 024 Assessment Criteria: AC 5.2 – Explain the actions to take if unsafe practices have been identified Extract from Personal Statement: Personal Statement: ‘Explain the actions to take if unsafe practices have been identified ’: Response: ‘If I identify unsafe practices then I must follow the whistle-blowing procedure and report to the appropriate person(s). I will report to my manager immediately or if it involves my manager then to another appropriate person(s). I will monitor all unsafe practices and make sure that I record  and report in full all the evidence and then will talk to my manager because all unsafe practices are dangerous practices that could cause harm to the individual and others. For example, I talked to my manager last week about things being left on the stairs that may cause service users and others to fall over and hurt themselves. She has talked to the staff and now this has stopped.’ COMMENTARY FOR EVIDENCE FOR AC 5.2: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of the actions to take over unsafe practices. The assessment method is valid as it measures the learner’s understanding and knowledge of the actions to take when unsafe practices have been identified. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of the full actions that need to be taken when unsafe practices have been identified. The learner concludes by explaining the actions taken when unsafe practices were identified in own health and social care setting: ‘†¦I talked to my manager last week about things being left on the stairs that may cause service users and others to fall over and hurt themselves. She has talked to the staff and now this has stopped.’ †¢ Breadth of Evidence: The learner has given a detailed account of the actions that must be taken when unsafe practices occur. The learner’s evidence meets AC5.1 fully in terms of providing an explanation of the actions to take if unsafe practices have been identified. 19 Unit HSC 024 Assessment Criteria: AC 5.3 – Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response Extract from Personal Statement: Personal Statement: Describe the actions to take if suspected abuse or unsafe  practices have been reported but nothing has been done in response: Response: ‘If suspected abuse or unsafe practices have been reported but nothing has been done in response or if it has to do with my manager then I will report to the next level or manager. If it has to do with my manager then I will report to management, then to the social worker and safeguarding team and to the care quality commission and even to the police depending on the response I get. When I worked in a nursing home there was some abuse of service users being left too long on the toilet and I talked to the nurse in charge and changes were made immediately. I had to record the information and give the nurse and manager a copy of my confidential report. If the nurse or manager had not done this then I would follow the whistle blowing procedure.’ COMMENTARY FOR EVIDENCE FOR AC 5.3: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of the actions to take over reported suspected abuse or unsafe practices that have not been responded to. The assessment method is valid as it measures the learner’s understanding and knowledge of the actions to take when unsafe practices or suspected abuse have been reported but nothing has been done in response. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of the full actions that need to be taken when suspected abuse or unsafe practices have been reported but nothing has been done in response. The learner concludes by explaining the actions taken in relation to unsafe practices that were identified in a health and social care setting: ‘†¦When I worked in a nursing home there was some abuse of service users being left too long on the toilet and I tal ked to the nurse in charge and changes were made immediately. I had to record the information and give the nurse and manager a copy of my confidential report. If the nurse or manager had not done this then I would have followed the whistle blowing procedure.’ †¢ Breadth of Evidence: The learner has given a detailed account of the actions that must be taken when suspected abuse or unsafe practices occur and nothing has been done in response. The learner’s evidence meets AC5.3  fully in terms of providing a description of the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response. 20 Unit HSC 024 Summary of How Exemplar Evidence for HSC 024 Meets the Assessment Requirements and Assessment Criteria Variety of assessment methods used Yes Oral and Written questioning Personal Statement Assignment Discussion Valid assessment methods used Yes All assessment methods used were appropriate for validating the learner’s knowledge of all the assessment criteria in this unit. Quality and Breadth of evidence sufficient Yes Evidence provided meets all the assessment criteria fully. 21 Unit HSC 024 This resource has been produced to support your delivery of OCR’s Health and Social qualification. These are not mandatory but are provided to offer you creative and informative materials that you may wish to use with your learners. Disclaimer Please note that whilst every effort has been made to ensure the accuracy of the content, OCR’s resources are provided for general information purposes only to be used at the discretion of teachers and centres. The resources are provided for guidance purposes only and do not constitute an endorsed teaching method that is required by the Board. OCR shall not have any liability whatsoever for any losses, including losses for any misinterpretation, or subsequent impact howsoever caused. 22 CONTACT US Keep up to date on the latest news by registering to receive e-alerts at www.ocr.org.uk/updates OCR Customer Contact Centre Vocational qualifications Telephone 024 76 851509 Facsimile 024 76 851633 Email vocational.qualifications@ocr.org.uk For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored.  © OCR 2013 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.

Mission Statements

Strategic Management in a Global Context (SOP09101) MODULE LEADER Miss Grace Sharkey ASSESSMENT A Mission statements may play an important role in the strategic management process but the creation of a ‘sense of mission’ is even more beneficial to organisations Submitted by Lukas Radzevicius 20th October 2010 2201words This essay is to debate the question whether the role of a mission statement is as important and beneficial as sense of mission and if they can work as two separate functions in the strategic management process for organisations.Clear definition of mission statement and sense of mission must be understood to begin the research. Afterwards to analyse benefits and problems associated with mission statement is essential to implement this understanding into the strategic management model. So that we could finish with conclusion which will estimate importance of mission statement in organisation and its necessary connection with all levels of the company called â€Å"sense of mission†. Mission statement in some companies has a huge influence in all management levels of the firm, but in others it is still just addition on the wall and usually what’s forgotten.However the aim of this paper is to find out if sense of mission is more beneficial for organisations than mission statement, not to give a vivid view of all possible ways of mission statement realization. So when managers are asked what is the influence of mission statement in their company, can’t answer this simple question, what’s really clear, those mission statements are still relatively neglected and don’t find their way to every company’s management. Here the main problem emerges: is the mission statement needed at all, if the company can survive without it?Before answering this it is essential to clearly understand, what is meant by the mission statement. First of all it is worth saying that there are different schools of thought, one is described in term of business strategy and the other as philosophy and ethics, A. Campbell (1992). If you look closer they are deeply connected. The school of strategy presents mission as a strategic tool in its initial process of the strategy creation, it states what is the business they are in, and where is it going to be? For example well known company Google Inc. nswers this question: â€Å"to organize the world’s information and make it universally accessible and useful†. It is visible that their mission statement is their purpose connected with strategic objectives and well implemented as it is number one search tool in World Wide Web. Another school of thought which glues the company and creates a common â€Å"language† for a sense of collective unity is called philosophical school of thought. Shared values and standards of behavior are concerned to generate co-operation among employees (A.Campbell 1991). A good example for this is IBM as the foundatio n of its corporate philosophy is based on: quest for superiority in all things, dedication to service and respect for the individual. These three concepts are deeply transcendent in every employee in IBM which is global company and has different people connected for one common mission: â€Å"At IBM, we strive to lead in the invention, development and manufacture of the industry's most advanced information technologies. † Is it possible to connect these schools?Definitely yes, as the organization is a living and dynamic organism so every part of it is. The school of strategy is its head and leads toward the goals, the school of philosophy is its heart which connects all the body throughout bloodstream and actually makes it happen. To connect two schools of thought, analysis of four cores of mission statement is significantly important to see how this organism actually works. As A. Campbell and S. Yeung stated that a powerful mission statement exists only when four lements work in harmony reinforcing and supplementing each other. Purpose, Values, Strategy and Behavior Standards are those essential parts. To state a good mission statement it is a must to create a good purpose which aims at a higher ideal, Starbuck’s environmental mission statement determines their internal obligations, and their influence on the supply chain is so significant that it places emphasis on their role in influencing their partners. Purpose is the answer to the question, why this company exists?It is noticeable that in this example the purpose which doesn’t aim to stakeholder’s selfish interests tends to bind organization together and leads it to its higher aimed goal. To lead a good purpose it is necessary to provide commercial logic which will cover the competitive position and distinctive competences of the firm, A. Campbell (1992) such as Ryanair which does not announce their mission statement, but as Jack Welch's once said, â€Å"Strategy, then, is sim ply finding the big aha and setting a broad direction† for Ryanair, is simply to continue being the largest Cheap Flights leader in European market.Exercising this leadership is a sum of great individual tactics, including attitude to low cost priority in every part of process, standardization of services and products, including other tactics which creates Ryanair a high competitive rival. This strategy defines the segment of the sector in which company exists and states the way it is going to be superior. Both purpose and strategy are only thoughts and logical conclusions of some abstract idea of the company, to bind them together behavior standards which convert that thought into action and lets the employees to feel what they should do in day to day basis.As Hilton Hotels group states: â€Å"We will be the preeminent global hospitality company – the first choice of guests, team members and owners alike† it is clearly visible as it is world’s leading lux urious hotels taking in account quality, scope of services, care of their employees and worldwide spread. In book â€Å"Emotional Intelligence† By Daniel Goleman, it is clearly stated that humans are mostly driven by their emotional – right brain logic, than rational-left brain logic.This is important to understand as we all are living beings and to find the satisfaction in job we are doing we must feel it with our â€Å"emotional side of the brain† and connect it with rationality to find an ultimate goal we are looking for – same values of ours, synchronized with company’s. As A. Campbell (1991) once said that company’s culture is the moral principles and faith in values. Values are sense for behavior standards and norms for the firm, they connect company as â€Å"right brain† they create connection between purpose, strategy and behavior standards.A good mission statement will always have those connections strongly linked together. A s Virgin Atlantic mission statement: † To grow a profitable airline†¦ Where people love to fly†¦ And where people love to work. † Every part of four elements is clearly visible. Strategy- profitable airline, behaviour standards- people love to work and purpose- people love to fly. To sum up and state that a powerful mission applies only when four elements are linked together, how the body can’t survive without a heart or brains, so the mission must have a strong logical background and deep connection within its emotional base.Easiest way to see it is to look at the links of value system and strategy and if that link can be acted through behavior standards to aim the purpose, the strong mission statement is created and efficiently implemented. However mission can be discussed without emotions and that’s what is usually done when the creation of mission is held in top levels of company which are usually aimed to profit, expansion, coverage or other â€Å"selfish† aims.Strategy is the guideline for this commercial behavior, however strategy is narrower concept than mission which has values and purpose aimed towards good purpose. Strong mission statement is than its emotional base is supported with rationality, and then there are gaps, mission statement is inefficient. Now than we understand what is a mission statement and what are the core elements, it is worth considering what is a relation between practice and theory, strategy and philosophy, tool and a manager.Mission statement is still something to discover and to understand, but if you speak about â€Å"sense of mission† it’s something that everybody feels, but can hardly describe it in words. Campbell and Yeung (1991) discovered that people’s emotional devotion to their firm was strongest when employee’s values and the company’s values are moving the same way. To describe this in intellectual way is very difficult because sense of mission is not a technology or an asset it is just an idea, deep and emotional individual feeling.Person with a sense of a mission has commitment and emotional attachment, which we found makes a greater influence then rationality to the company’s performance if it stands for the same values and tries to do its best reaching the purpose. It is worth considering the role of sense of mission which can be described throughout benefits of mission statements. To reach organizational success mission statement connected with employees via sense of mission benefits the company in many ways.First of all, as a rational tool, starting point for many organizational strategies, mission statements were used for many companies. Bart (2001), Campbell (1997) had an idea that to bring a common view and discuss differences between senior managers’ mission statements were used as medium. As well as emotional connector, German and Cooper (1990) shared view and explained that it can synchro nize all management levels including employees, Klemm (1991) perceived mission as communication tool for a company, covering internal and external fields (employees and investors etc. . Bartkus (2000) came up with the finding that the mission statement which is worth consideration as a good one will definitely describe what is the business of the company and will show the direction of where it is heading. If we perceive mission statement as a tool it is always a chance that it can be used incorrectly or even foolish. But then the right people use the right tools to reach their objectives the tool benefits in its best form.It is worth considering if the tool is the really one that we need, if we need it all, Tahir Sufi and Howard Lyons questions this in their article â€Å"Mission Statements Exposed†. The main objective was to find if the mission statement has a connection with a firms financial performance and after researching 200 biggest brands in hospitality sector the res ults showed that: â€Å"significant correlation between the mission statements and the annual turnover, there was no significant correlation with the net profit margin or the return on equity† (T.Sufi and H. Lyons, 2003). Now it is clear that mission statement benefits organization in leading it towards main goals, but we can insight and some problems in this, there are no tangible ways to describe the effects of mission statement and mission statements can be used in many different ways so it doesn’t have the â€Å"right† way of doing it correctly, as the organisation is a dynamic so mission statement must adopt to every changing situation.To foresight how it works in a company it is best to look through strategic management model. In strategic management model mission statement is the tool which helps to create a concept of the company as a pen and a drawing paper for an architect. It influences all management levels, beginning with employees whereas positivel y affected employee behaviour influenced by commitment and established internal policies has an impact on financial account, Bart et al. (2001).And other functional areas which lead organization towards competitive success thought commitment. It is clear that mission statement which has a clear purpose and direction will positively influence firm performance. Rigby (1994) reported that in US, mission statements is considered as the tool used the most out of 25 available options, this research was done in 500 companies. So as mentioned before if this tool is used by someone who is a professional can make a significant impact for the performance of the company.To conclude and to answer the question whether the role of a mission statement is as important and beneficial as sense of mission and if they can work as two separate functions in the strategic management process for organisations it is worth saying that after research what is clearly visible that sense of mission can’t s urvive without strong mission statement and they can’t work towards organizational success as two separate functions. Basically, mission statement is created to capture and convey the main purpose of the firm to answer the question, why this organisation exists?In strategic management model it is pivotal point for a start and afterwards to effect connection of every management level and to influence commitment towards the main goal. This connection can be called â€Å"sense of mission† the level of commitment towards the main goal. Research shows that the main objective shouldn’t be selfish and created for the top level of the company as it is implemented through all stages of the firm. It is ironic than corporation focuses on its shareholders, it is those same stockholders who really lose in the end.

The Cost of The Vietnam War - Free Essay Example

Sample details Pages: 5 Words: 1533 Downloads: 4 Date added: 2017/06/26 Category History Essay Type Essay any type Level High school Tags: Vietnam War Essay Did you like this example? The United States Military took part in the Vietnam War, which started in 1957 and ended in 1975. At that time of war Vietnam was divided into North Vietnam (Communist system) and South Vietnam (non communist). North Vietnam didnt want the U.S. to support South Vietnam. South Vietnam took U.S. help to make Vietnam single nation. When Harry Truman was president, the United States had established a doctrine called containment. Originated by George Kennan and other diplomats and policy advisers, the policy of containment aimed not to fight a determined war with the communist Soviet Union, but instead to narrow communism and the Soviet Union to their existing boundaries. Don’t waste time! Our writers will create an original "The Cost of The Vietnam War" essay for you Create order This containment led directly to the Vietnam War. The Soviet Union was determined to expand communism on the rest of the world. Communist governments would without doubt be part of Soviet kingdom but according to the doctrine of containment there could be no such thing as a neutral, one nation. It must be either part of the Soviet Union or Unites States. So, the belief was that all nations must be associated with either the United States or the Soviet Union. The United States was afraid of spreading of the communism, but the doctrine of containment made it difficult to see nations as separate, as places with different cultures, different problems, and different histories. The Vietnam was part of French Indochina in 1946. The Vietnamese fought with French to get their independence. Military equipment was provided by the United States still French were defeated in 1954. Then Vietnam was divided into North and South Vietnam. The war was mainly between the South Vietnamese and North Vietnamese known as the Viet Cong from 1957 to 1965. The military was provided by United States. The U.S. troops went to Vietnam in March 1965. They did most of the fighting with North Vietnam until 1969. By the end of 1969, the War seemed never-ending. Gradually United States began to pull out U.S. military. In January 1973, a negotiating meeting was arranged. Two months later last U.S. troops left Vietnam. Even though the fighting between North and South Vietnam resumed soon afterwards, U.S. troops did not return. On April 30, 1975, South Vietnam surrendered to North Vietnam and ended the war. The American military was not defeated in Vietnam. The American military did not lose a battle of any consequence. From a military standpoint, it was almost an unprecedented performance. (General William Westmoreland quoting Douglas Pike, a professor at the University of California, Berkley a renowned expert on the Vietnam war) [Westmoreland] Professor Pike does not categorically state that the United States did not lose the war in Vietnam; however, I believe that his comment is generally understood to mean that the United States did not lose the war. President Nixons secretary of defence James Schlesinger regretted that the military had too many restraints placed upon it during the war. Generals Maxwell Taylor and William Westmoreland lamented that they could have won the war if only the American people had not succumbed to a failure of will. Historian Henry S. Commanger like other humanists was sickened by the immorality by events taking place in Vietnam during the war stated, in part, à ¢Ã¢â€š ¬Ã‚ ¦that some wars are so deeply immoral that they must be lost, that the war in Vietnam was one of these warsà ¢Ã¢â€š ¬Ã‚ ¦ Here we have two viewpoints as to whether or not the war was won or lost. The first point is by Professor Pike, who seems to believe that the United States did not lose the war in Vietnam. The second viewpoint is expressed by James Schlesinger, Generals Taylor and Westmoreland and Henry Commanger. The comments by Secretary Schlesinger, Generals Taylor and Moreland seem to indicate that the United State did lose the war. One of Saigons wartime prime ministers, Nguyen Kao Ky, took an exceptional position among Vietnamese veterans living in the United States. He saw the roll of hearts and minds in Saigons defeat. In his book How We Lost the War in Vietnam he described the U.S. role in Vietnam as misguided and naive concerning the opinions of the common Vietnamese [Macros History the world report] The most famous nationalist leader in the twentieth century was Ho Chi Minh, born in 1890 to a low-level government employee. At the time of World War I, Ho travelled to Europe and joined other Vietnamese to plead for independence. The Communists seemed to be the only political force to strongly disapprove colonialism, so Ho and other nationalist joined the Communist party. In 1930 and 1931 the French brutally suppressed a Vietnamese uprising, killing 10,000 and deporting 50,000. In 1940 and 1941 the Japanese took over Vietnam but left collaborating French officials in charge. The Vietnamese, including Hos Communists went underground, used China as a base and in 1941 organized the Viet Minh. In the final days of World War II Viet Minh guerillas fought Japanese troops and worked with the United States. Ho sent formal messages to Washington describing himself as the George Washington of Vietnam and often mentioned the American Declaration of Independence and the Atlantic Charter. In August 29th, 1945 the Viet Minh organized the Democratic Republic of Vietnam (DRV) and established headquarters in Hanoi. Vietnam seemed closer to independence than ever before. In the fall of 1944 State Department officials told President Roosevelt that Indochina and South east Asia were potentially important markets for American exports. Roosevelt never formulated exact plans for Indochina, so the French, with British and American military help, returned to Vietnam. They were not welcomed. Abandoned by the United States, receiving no support from Russia and now facing French forces the Viet Minh accepted a compromise with France in March 1946. Viet Minh and French soldiers clashed in December. One French bombardment of Haiphong killed several thousand civilians. The Viet Minh responded with guerilla terror. For the next eight years, Vietnam was wrecked by bloody combat, with the French holding the cities and the Viet Minh in the countryside. When Richard Nixon became President in 1969 he stated a plan Vietnamization that would end the war. He bombed North Vietnam, and in 1972 U.S. air power encouraged Vietnam to establish an agreement with the United States. The U.S. part of the agreement was that it would pull its troops out of Vietnam and take apart its bases. According to the agreement, the U.S. could replace arms, on a one-to-one basis, that had been supplied to the Saigon regime. President Nixon planned to use air power again to discourage Vietnam if they violated the agreement. U.S. citizens were turning against United States involvement in Vietnam War. They were influenced by what they saw on television including children running from bombings. The U.S. Congress responded to the change in public opinion on the war, and it voted for restrictions on material support to the regime in Saigon. During the ten year period that followed the military triumph of the communist forces in Vietnam, the much feared spread of communism to other nations in the Far East did not happen. Thailand, Burma, Indonesia or the Philippines did not follow communism. A communist force had taken power in Cambodia but did not remain in power long. Neither did the Vietnamese occupation of Cambodia in opposition to that communist force. Few lessoned were learned by the United States in this war. One was the removal of terror bombing. The second lesson was to restrict access for journalists and with military-led television. And the third lesson was that no U.S. troops should be committed to battle without a clear goal, a feasible plan and public support. Facts about the end of the war: The 140,000 evacuees in April 1975 during the fall of Saigon consisted almost entirely of civilians and Vietnamese military, NOT American military running for their lives. There were almost twice as many casualties in South east Asia (primarily Cambodia) the first two years after the fall of Saigon in 1975 then there were during the ten years the U.S. was involved in Vietnam. [1996 Information Please Almanac] More helicopter facts: Approximately 12,000 helicopters saw action in Vietnam (all services). Army UH-1s totalled 7,531,955 flight hours in Vietnam between October 1966 and the end of 1975. Army AH-1Gs totalled 1,038,969 flight hours in Vietnam. [VHPA databases] Around Fifty thousand Americans lost their lives. The losses to the Vietnamese people were awful. The financial cost to the United States comes to something over $150 billion dollars. Americans who lost their lives in war have their names engraved on a black granite wall. This is called the Vietnam Veterans Memorial, located in Washington, D.C. There are the around 58,000 Americans who paid the supreme sacrifice in the service of their country in Vietnam. References 1996 Information Please Almanac 1995 Information Please Almanac Atlas Yearbook 49th edition, Houghton Mifflin Company, Boston New York 1996, pages 117, 161 and 292. Westmoreland Speech by General William C. Westmoreland before the Third Annual Reunion of the Vietnam Helicopter Pilots Association (VHPA) at the Washington, DC Hilton Hotel on July 5th, 1986 (reproduced in a Vietnam Helicopter Pilots Association Historical Reference Directory Volume 2A) Macros History the world report-https://www.vietnamwar.com/ Macros History the world report-https://www.fsmithya.com/h2/ch26.htm VHPA Databases Vietnam Helicopter Pilots Association Databases.