Health and Safety Project Essay Example for Free

Health and Safety Project Essay This work-based project forms an important part of your training. The aim of this project is to familiarise yourself with your working environment and the Health and Safety issues that arise in your placement. On completion you should: Understand the structure your organisation’s; and your role in it Understand the importance of Health and Safety at work Understand the legal requirements of Health and Safety at work Know your organization’s health, hygiene and accident procedures To complete this assignment you may need to make notes in before filling in the information. Take your time and carefully answer every question as fully as possible; the more you write the more criteria you will meet. If you need any help please speak to your workplace supervisor, your colleagues, your College tutor or your Training Co-ordinator. Describe your placement, e.g. busy town/country, client group (age, culture, special needs): The site that Oakland’s is situated on was once the site of the old Parcroft Juniors School, which was torn down and rebuilt with the merger of the Westfield Infant’s. The newly reformed school was named after the old oak tree, which still stands on the grounds of the school and has done for 300 years. So it was only fitting that the school was named Oakland’s, and when you talk to past pupils who attended Parcroft, they always fondly remember playing marbles or chase under the oak trees branches. Oakland’s Primary School is based within the busy town of Yeovil and is situated between Preston Grove, Linden Road and Summerleaze Park. It is a modern High Tec school with all the modern facilities you would expect. The school was built on one level giving easy access to all able bodied and  unable bodied pupils alike to attend the school. The building is quiet self efficient and generates its own electric with solar panels, has under floor heating to heat the school throughout and even the lights run on sensors to turn on and off when you enter and exit a room. Each classroom is fitted with large touch screen boards, which the teachers can run from their laptops giving them a huge range of access to a wide range of teaching resources, enhancing the pupils learning to the up most and keeping them interactive with their learning. Roughly 420 pupils attend the school, ranging from the ages of 4 years up to 11 years old. The school uniform is a purple jumper with the school emblem of an Oak Tree, white sweatshirts, grey trousers or skirts and black shoes. Each of the 14 classes within the school has been named after an animal, giving each class its own identity, including a mascot. There is also four teams throughout the school, which is used within each classroom and the children are encourage to win team points for their team so that at the end of the school year their team can win the team cup. This helps with the pupils taking pride in their achievements and to try hard to earn a point. There are many facilities within the school and on the surrounding grounds of the school, these include: The I.C.T suite where the children learn how to use computers, from word processing to using the internet safely. The school hall which is used for weekly assemblies, indoor sports activities, and even the Christmas nativity plays. The music room which is full of many different musical instruments, letting the pupils express themselves and learn about music. The fully equipped cookery room were the pupils learn about healthy eating and different foods from around the world. This is also where the breakfast club is held every morning. Then there is Forest school which is held in a purpose built log cabin surrounded by trees and a wildlife garden. This is where pupils go for environmental studies, to learn about insects, plants, animals and the environment. The Outdoor facilities include several outside learning areas that are used throughout the day depending on weather. There are also extensive fields, several play areas and two activity play areas. Oakland’s Primary also offers a large range of activities and clubs after school, which range from performance arts, music, sports, computer clubs and gardening clubs. There is also a holiday care  scheme which offers families affordable, childcare. Within Oakland’s there is also an Autism Base which is known as Peacocks Class. This based within it’s own sector of the school’s main building and is solely run by the council and has its own staff. The base consists of two teaching areas, two sensory rooms, a kitchen, a toilet and its own outside area. Non-Statutory requirements (in your workplace) What is the ratio of adults to children? In Foundation and Key Stage One the ratio of adults to children is 1 to 10 In Key Stage Two the ratio of adults to children is 1 to 15 Are the ratios different in any other room at work; if yes please give details? Yes in the Autism base the ratio of adult to children is different. Statutory requirements What are the statutory requirements regarding adult: child ratios? The EYFS states that the adult to child ratio within classes with children over the age of three should be 1 Adult to 13 Children. But must be a qualified teacher, or hold a relevant level 6 qualification. It also states that there should also be at least one other member of staff within the classroom that holds a level 3 qualification. However if the teacher is absent from the classroom then the ratio requirements change and it is recommended that it should be 1 Adult to 8 Children. But must hold a level qualification and the other staff within the classroom should hold a level 2 qualification. On school trips the ratios change again dependent on the type of trip. Also these can change when dependant on certain circumstances and other factors, which could Include if any of the pupils have special educational needs or medical needs. It can also be altered depending on the experience and competence of the staff attending the trip, including the number of first aiders going along. It is recommended that the ratios should follow: 1:6 for years 1 to 3, 1:10 for years 4 to 6, and 1: 15 / 20 for years 7 upwards. Why are these necessary? To make sure that the children are being educated and taken care of correctly and are under the supervision of qualified staff members. What are the statutory requirements regarding space? Class sizes: Schools must make sure that children aged between 5 years and 7 years aren’t taught in classes of more than 30 pupils. There is no legal limit for pupils aged 8 years and over. Why is this necessary? So that schools do not have oversized classes, as then the children do not get the attention they need to learn. Organisation and Structure of the Workplace Every organisation or business has its own basic structure of management. Each manager is responsible for those in their department. The structure can be set out like a pyramid. Responsibilities may differ. Please identify all staff roles and responsibilities; highlighting your own: Governors They school governors are responsible for working with the school to ensure that it delivers a good quality education. Head Teacher Has overall responsibility for the school, its staff, its pupils and the education they receive. Deputy Head Teacher Plays a major role in managing the school, particularly in the absence of the head teacher. Is also responsible for a curriculum area and specific areas of the school management, delegated to them by the Head Teacher. Inclusion Leader The special educational needs coordinator is responsible for day to day provisions for pupils with special educational needs. NQT Mentor They are responsible for the Newly Qualified Teachers, and are there to give support and guidance when needed. Foundation Stage Leader Responsible for children in foundation stage, leading the foundation team of teachers and teaching assistants. KS1 Leader To manage Key Stage 1 team of teachers and teaching assistants. KS2 Leader To manage Key Stage 2 team of teachers and teaching assistants. Phase Leaders Responsible for co-ordinating and motivating staff and children in their allocated phase to ensure high levels of achievement. Teachers Are responsible to plan, prepare and lessons to meet the needs of all their pupils in their care. Setting and marking work and recording pupil’s development as necessary. But also within Oakland’s each teacher is responsible for an area of the curriculum, such as; A curriculum coordinator for Numeracy, which makes them responsible for the leadership and management of the subject. Teaching Assistants To assist the classroom teacher to prepare for lessons such as resources that are required, or to put out equipment at the start of the lesson. To support the teacher in the day to day running of the classroom from up keeping data files, cataloguing resources, maintaining inventories, and photocopying. Undertaking learning activities with a small group of children, who may need extra support. Lunchtime Supervisors They look after the children during lunchtime breaks, so that most of the staff members are able to take their breaks. They take the children who have school dinners to the schools canteen, they also look after the pupils who bring pack lunch. Within one of their classroom or outside weather permitting. They are also first aid trained and look after the children whilst playing outside. Administration Staff There is a wide range of job roles within this department of the school, ranging from: First point of contact for the school either by telephone, email or face to face. Diary management for the Head teacher or departmental leaders Issue visitor passes where necessary and maintain signing in and out books Maintain data bases and filing systems Prepare correspondence and collect fees To contact parent/guardians for specific reasons when requested by staff and to request for collection of sick children on behalf of the staff. And many more jobs besides Site Staff Maintain the school, deal with cleaning, maintenance of equipment and the school building. Catering Staff Cater for the pupils and staff that eat within the canteen, with healthy food within their budget. Volunteers Helping within the school, with assisting the classroom teacher with tasks such as listening to pupils read, taking part on school trips and helping out at school fairs. List the things you have agreed with your employer that you are prohibited from doing: Entering the Autism base, Administering first aid to a pupil this must be done by a qualified first aider. What breaks are you entitled to? When working a full day within the school – from 8.45am to 3pm I am entitled to an hour for lunch. Though on occasions I may be required to cover a lunchtime supervisor duty, which then I will be allocated an hour within the afternoon. This is the same for break times, we are entitled to take the break ourselves or we may be asked to supervise. If you are unhappy with a health safety issues what would you do? I would have to report this to the site service manager or to the deputy head teacher Risk Assessments Has your placement got a risk assessment policy? Yes – Every school and workplace must have a risk assessment policy. Where is it kept? Within the Administration Office Who has access to it? The HSE, The Governors, The Head Teacher, staff members and parents How often are they reviewed and why is this necessary? It is reviewed on a yearly basis unless any changes have to be implemented within the school. Then the risk assessment will be reviewed as a part of the process. Such as recently the school has had some staff members trained in manual lifting and so the risk assessment has to be updated for this new procedure within the school. Give an example of a risk assessment you have done and why? When reading with the foundation children one to one they have a tendency to swing on their chair. This has risks of the chair flipping backwards and the child following which in turn could cause harm to themselves. So I have had to ask them to sit properly and not to swing on their chair. Identify and list below 4 possible risks/hazards that might occur within your work placement and state how you would prevent each one?, explain how they will be monitored and reviewed 1. Pupils trapping fingers in the internal fire doors. The fire doors are extremely heavy to open to exit the classrooms or to enter the bathroom, especially for the less able bodied and the smaller children within foundation. These doors are on hinges and close back on themselves when opened. Are very heavy as they are designed to protect against fire. However I have witnessed children struggling with these doors. When trying to open these doors by themselves they tend to place one hand on the door frame as they use the other hand to open the door. If they where to lose grip of the door it would swing back and the likely hood of trapping their fingers is a high risk. The less able bodies students struggle even more so and they normally have a buddy within their classroom to open these doors for them. Which in turn takes away their independence, and they normally have a fear of getting stuck in the toilet or in room as they are unable to open these doors by themselves. I would look into adapting the doors by placing an electronic button system. Where the smaller children and the less able bodied children will be able to press a button and the door will automatically open for them. As it is impossible to loosen the hinges on the door as they will no longer work as intended. If this is not possible when a child needs to exit a room then an adult should always be present to assist. Preventing any accidents from happening, or a fear of getting stuck. 2. Tripping over chair leg in classroom When children are moving around the classroom it is often an possibility that they could trip over a chair leg. Either from the chair not being placed under a table properly or whilst another child is swinging on their chair. This could be very hazardous as they could fall and hit a side of a table or land badly on the ground. Add no swinging on your chair and to tuck away chairs properly when not being used onto the classroom rules. I would remind any of the children I see not tucking their chair away to do so, and at the end of class make a check that all chairs are tucked away correctly. I would also do the same with children swinging on their chair; I would ask them not to, and remind them of the class room rules. 3. Slipping on wet floors in the toilets Before break times and lunch times the children are all asked to go to the toilets and wash their hands. The children have a tendency to drip a large amount of water across the floor when walking over to the hand dryer. Which when you have approximately 30 children at once using the toilets the water can accumulate into a puddle of water, which becomes a slipping hazard. Allowing only ten children to use the toilets at a time to wash their hands. So that a teaching assistant could maintain the floor with a mop preventing puddles forming, then let the next ten children in once the teaching assistant has vacated. Another option could be before allowing the children  out of the class to use the toilet the teacher could remind them to shake the excess water off their hands over the sink before drying their hands. However the procedure they have set in the foundation classes works well where they set up two washing up bowls set within the classroom on tables. The children wash their hands under adult supervision and then dry their hands on towels. Makes it less children rushing through the toilets just to wash their hands. 4. Getting caught up and Tripping over Play bibs Within foundation the children are allowed out to play within the soft play area during lessons, but only in a group of five. To keep the group to only five children at a time there are five play bibs supplied which they have to wear whilst outside. However when a child wants to come back inside they have to take off the play bib, which then leaves a bib spare for another child to go out. It works in principle, and keeps the group to only five children at a time. However the children do not maintain putting the bibs back within the box after they are finished and they tend to just throw the play bibs down on the ground. This then becomes a tripping hazard and another child or member of staff could get their feet caught up within the bib and fall over, causing an injury. A box placed outside seems to be over looked by the children, so I would suggest placing a coat hook within the classroom, at their level by the door that they exit and enter to play outside. Then reaffirm that the play bibs must be hung up when not being used and remind the children when they drop the bib to hang it up or no play for them for the rest of the day. Offsite Safety What risk assessments do you need to complete before going of site/ on an outing? Oakland’s Primary employs an external Risk Assessment company, to carry out the risk assessments on behave of the school. They attend the site of the visit and make an assessment of the risks that may apply and forward the report back to the Head Teacher or Deputy Head Teacher. The report will be compiled of recommendations based on factors of the trip, and any control measures and contingencies that need to be set in place relating to the risks that could occur. From the report the school will then set in place the criteria based around the risks, such as: The age / competence / fitness / usual standard of behaviour of the pupils Any special educational / medical needs of the pupils Adult to Child ratios The competence / experience / qualifications of the adults Modes of transport, journey routes and location of the visit The correct attire that may need to be required depended on weather conditions and location of visit. Any emergency procedures When there is a less able bodied pupil attending the trip, the leading teacher will take a visit to the site themselves to evaluate the location and the facilities. This is so they can make sure that no child will miss out. They also take a visit to plan activities accordingly and to talk to any personnel that may work within the location of the visit, and to set out a timetable of the activities. Are the adult: child ratio’s different? Yes the ratios are different, and these depend on the location of the visit. What are your roles and responsibilities? I have done quite a few school trips, some have been to support my son during a school visit and have travelled either via the school mini bus or and in one instance myself and my son travelled by our own means of transport. When arriving at school we are given the activities schedule and what groups we will be in and the names of the children under our care. We check that all the children have brought everything they need, if not the school does try to provide anything that a child has forgotten or does not own, such a wellingtons, spare clothes etc. We run through the plan before leaving the classroom. On the mini bus I would support my son, during the journey and help the other two teaching assistants within the mini bus to keep the rest of the children entertained. We normally share out books, maths tasks or we will start some singing. Once we have arrived at the location I am put in charge of a small group of 4 to 5 children which includes my son and I follow one of the leading teachers during the activities. The last school trip to kingcombe meadows we went hunting within the meadows for wild flowers with a check list, we also caught bugs within nets and did some fishing in the river. I had a small group of 5 children under my care and I helped them with their activities, encouraging them to figure out what bug the found or flower. I have also helped with a foundation school outing, this was up to the post box outside of the school gate and up the road to post their letters home, as part of their Post Office activities in class. I handed out high-viz vests to every child before we left and was put in charge of three children as we walked in a line up and back to the post box.

The Spiritual Effect on Actions Essay -- essays research papers

Spirituality is held by all cultures. It is such an important theme; it has been used in many books over the centuries. Both Isebel Allende's House of the spirits and Herman Hesse's Siddhartha show the same spiritual characteristics. In House of the spirits theres Clara, who believes that her powers can be used to help others, and her son, Nicholas, who uses the beliefs of spirituality for commercial venues. In Siddhartha, we see Siddhartha who believes that through traveling, both physically and mentally, he will achieve enlightenment. While, Govinda believes that that hearing strictly the doctrine will be a path to enlightenment. From all of these characters we see that even though the beliefs are different, they are all driven by their beliefs. In both books we have examples of two characters with two different spiritual beliefs and because of that, they act differently. For house of the spirits, we have Clara and her son Nicholas. For Clara, her life while she grew up was very peaceful, "Clara's adolescence past calmly in her parents large house with its three court yards. She was spoiled to death... With the most tender of intentions." (page 78) This led her to be calm, peaceful, and unselfish, which showed later in her life. An example is when she help the gardener, "Clara took out her slate from her apron pocket...Clara told him what to do and won 80 pesos." (Page 78) Even when she has gr...

History Of The Spanish Inquisition Of The 15th Century Essay

The Spanish Inquisition is usually synonymous with persecution, brutality and tyranny; and it is thought to be the forerunner of the covert regulatory bodies of contemporary autocracies. Yet how accurate is this picture of an establishment set up in the late 15th century to route out deviation and agnosticism in that land? This report aims to place the Spanish Inquisition in its correct historical context. BACKGROUND The conception of inquisitions to eliminate religious heretics was not new when, in 1478, Pope Sixtus IV sanctioned the formation of Spanish Inquisition. The monarchs Ferdinand and Isabella, decided to establish a body (which began its work in 1480) chiefly to deal with the issue of the huge numbers of converted Jews (Conversos) who were alleged of continuing to carry out tenants of the Jewish religion after apparent conversion to Catholicism. Following the formal expulsion of all non-converted Jews from Spain in 1492, the problem of the Conversos increased. The roots of the Spanish Inquisition can therefore be traced quite clearly back to anti-Semitism. In 1518, the Inquisition became a permanently unified body under one head, the Inquisitor-General . Tomas de Torquemada was appointed by the Monarchs as Grand Inquisitor of the Inquisition. The Catholic Church, under the rule of the pope in Rome was a powerful force in Europe during the Middle ages. The decrees of the church provided the basis of law and order. Christians who disagreed with catholic principles were regarded as heretics, and heresy was considered an crime against the church and the state. The â€Å"inquiries† into a person’s faith to determine whether or not one was a heretic, was branded as the inquisition, with the inquisitors being priests or bishops who subjected a suspect to long grilling followed by terrible tortures. Death by fire was often the punishment of those who did not repent. The heretic’s property was then claimed by the church. Between 1478 and 1502, Isabella of Castile and Ferdinand of Aragon took three complementary decisions. They persuaded the pope to create the Inquisition; they expelled the Jews; and they forced the Muslims of the kingdom of Castile to convert to Catholicism. All these measures were designed to achieve the same end: the establishment of a united faith. The Christian, Muslims and Jewish communities existed tolerantly throughout the first centuries of Muslim domination and continued to do so in the Christian Spain of the 12th and 13th century. Tolerance presupposed an absence of discrimination against minorities and respect for the point of view of others. This tolerance was nowhere to be found in the Iberia of the 8th century to the 15th. Spanish archdeacon named Ferran Martinez was busy delivering a sequence of sermons in the diocese of Seville. It was his remarkable eloquence rather than the novelty of his subject which attracted an audience: for he spoke only on a single theme, one that in every age has provided an easy stalking horse for demagogues religious and civil- the iniquities of the Jews. Their veins had venom that poisoned whatever contribution they made. The Jews, he argued, had been guilty, as a body, of the greatest crime in history. They adhered to a faith that had been rejected in no uncertain manner by the Deity. Their ceremonies were outmoded and impious, rendered those who performed them capable of the most heinous misdoings and doomed them to eternal punishment in the hereafter . ORIGIN AND AIMS Jews weren’t newcomers in Spain. They had been settled there since the 1st century. Documentary and archaeological evidence demonstrates their numbers at the beginning of the fourth century, long before the coming of the Arabs or the Visigoths. The latter had persecuted them, but under the moors they had flourished as nowhere else in Europe. They were an important and influential minority. Every Spanish city had its prosperous juderia, or Jewish quarter, comprised of craftsmen and weavers, goldsmiths and carpenters . The Jews had been expelled from England in 1290 by Edward I En masse. His example had been followed in France sixteen later, by Philip the Fair. The Spanish Jews considered themselves secure from anything of the sort. The activities of Martinez disturbed them but didn’t alarm them. Month after month passed without any untoward occurrence. They fell into the error of imagining that nothing would happen. It came as a shock to them when at the close of 1390, just before Christmastide, Martinez succeeded in having some synagogues in the diocese partially destroyed and closed down, on the plea that they had been built without authorization. The community, alarmed, applied for protection to the council of regency then governing Castile in the name of the young king Henry III, which ordered steps to be taken for the protection of the petitioners. Martinez was defiant, however, and his sermons were as violent as ever. On Wednesday, March 15th, 1391 his harangue was particularly effective, and his audience was roused to a high pitch of frenzy. On its way from the church, a turbulent crowd, thirsting with zeal and greed, surged towards the Jewish quarter, which seemed to be in imminent danger of sack. The civil authorities were at last awakened to the necessity of stern measures. Seizing two of the most turbulent members of the mob, they had them flogged, turned them into martyrs overnight. After some further disturbances, order was outwardly restored: but the spirit of unrest still simmered and Martinez continued his unbridled invective from the pulpit. These seemingly unimportant disorders are to be traced some of the greatest tragedies in history – the darkest page in the dark record of the Jewish people, one of the saddest episodes in the history of human thought, and the ultimate decline of sprain from the high status to which her achievements and her genius entitled her – everything, in a word, which is associated with the term, â€Å"the Spanish Inquisition†. On June 6th, a storm broke out. An infuriated mob rushed upon the juderia of Seville and put it to sack. An orgy of carnage raged the city. The dead were numbered by the hundreds, if not by the thousand. Every ruffian in the city flaunted the finery sacked from Jewish houses, or boasted the ravishing of a Jewish maiden . Through some curious psychology of mass psychology, the infection spread from one city to the other, and throughout Spain onslaughts on the Jews became the order of the day. The fury raged that summer and autumn, and at several places the entire Jewish community was exterminated. At Cordova, the ancient Jewish quarter, where Moses Maimonides had first seen the light, was reduced to ashes. Toledo was witness to a similar horrifying carnage. 70 other towns in Castile were doomed to similar incidents of terror. In Aragon, in spite of measures put into force by the authorities to suppress the mayhem, the case was commonly adhered. In Valencia, within a few days, not a single professing Jew was left alive in the entire kingdom. In Barcelona, despite a half hearted protection given by the civic authorities, the whole community was wiped out. From Catalonia, the disorders spread to the Balearic Islands, where a massacre took place on August 2nd at Palma. Outbreaks were prevented only in the kingdom of Granada thanks to the efforts of the crown, in Portugal. Elsewhere in the peninsula, hardly a single community escaped. The total no of victims was estimated as many as 50,000 . The Inquisition did not begin in Spain, but did gather notoriety there. Shortly after commencement, the Spanish Inquisition was accused of numerous abuses. Accusations of heresy ran rampant, and innocent, faithful people were unjustly punished by public trials and condemnation. This usually took the form of strangulation or burning at the stake. The Inquisition, although vastly changed and more humane, remained a strong force in Spain until the early 19th century . By about 1750 the Inquisition had lost its power. It had been created to eradicate all traces of Semitism in Spain. The Jews had long been expelled and two and a half centuries of persecution had eventually eliminated the Judaisers. Yet the statues of blood purity still did not disappear; in fact, in the course of the eighteenth century, they tended to multiply. They no longer constituted a serious obstacle to a career in the Church, the official administration, or civic society. By the end of the eighteenth century, essentially the Inquisition was operating as a political policing force devoted to opposing the introduction of revolutionary and liberal ideas. By this time, it seemed to have softened its attitude. It no longer published edicts of faith encouraging the faithful spontaneously to denounce their neighbors and their relatives. Nor did it any longer torture its prisoners. CONCLUSION The Spanish Inquisition was one of the most powerful organizations used to eradicate heresy and safeguard the unanimity of Christendom. Begun in 1478, by 1512 the Inquisition was under review for a wide range of issues – from corruption, patronage and bribery. The Spanish Inquisition, first established under Queen Isabella was finally suppressed 356 years later under Queen Isabella II, leaving its mark in the annals of Western civilization. The onset of the Enlightenment slowed down the Inquisition. It, however, wasn’t until the Spanish invasion of Napoleon that the Inquisition finally came to an end in 1810, being completely abolished in 1836. It is estimated that more than 20,000 people were killed because of the Inquisition. Numerous more were subjected to torture and others had their possessions confiscated. John Paul II’s teachings are an ever present reminder of how to learn from history: â€Å" †¦we must take account of the complexity of the relationship between the subject who interprets and the object from the past which is interpreted†¦. Events or words of the past are, above all, â€Å"past. † As such they are not completely reducible to the framework of the present, but possess an objective density and complexity that prevent them from being ordered in a solely functional way for present interests. It is necessary, therefore, to approach them by means of an historical-critical investigation that aims at using all of the information available, with a view to a reconstruction of the environment, of the ways of thinking, of the conditions and the living dynamic in which those events and those words are placed, in order, in such a way, to ascertain the contents and the challenges that – precisely in their diversity – they propose to our present time . On 12 January 2000, to mark the Catholic Church’s Jubilee, Pope John Paul II issued a document entitled Memory and Reconciliation in which he asked for forgiveness for the errors of the Church over its 2,000 year history. ? BIBLIOGRAPHY Kamen, Henry. The Spanish Inquisition: An Historical Revision. London, 1997. John Paul II, Memory and Reconciliation, 2000. Finkelstein, Louis. 1970. The Jews: their history. New York: Schocken Books. Kohen, Elizabeth, & Elias, Marie Louise. 2004. Spain. New York: Benchmark Books/Marshall Cavendish. Lea, Henry Charles. A History of the Inquisition of Spain. 4 vols. New York, 1906–1908. Lemieux, Simon. â€Å"The Spanish Inquisition. † History Review 7. 44 (2002): 44-49

Hy Diaries - Free Essay Example

Sample details Pages: 3 Words: 881 Downloads: 2 Date added: 2017/09/23 Category Advertising Essay Type Argumentative essay Tags: Study Essay Did you like this example? Case study 3. 1: HY DAIRIES, INC. 1. Apply your knowledge of stereotyping and social identity theory to explain what went wrong here. Stereotyping is the process of assigning traits to people on the basis of their membership in a social category. Stereotypes generally have some inaccuracies, some overestimation or underestimation of real differences, and some degree of accuracy. One problem with stereotyping is that stereotypes under certain conditions, such as the degree to which they interact with people in that group. The greatest concern is that stereotyping lays the foundation for prejudice that is unfounded negative emotions toward people belonging to a particular stereotyped group. Stereotyping could aslo be partly responsible for sexual harrasment that is the unwelcome conduct of a sexual nature that detrimentally affects the work environment or leads to adverse job-related consequences for victims. Social identity theory explains the process of self-percpetion and social perception. The theory proposes that people develop their perceptions through personal identity and social identity. Personal identity includes the individul’s unique characteristic and experiences such as physical appearance, personality traits and special talents. Social identity refers to a person’s self-perception as memberships in various social groups. Social identity theory explains the dynamics of siocial perception such as how we perceive others. It is a comparative process,meaning that we define ourselves terms of our differences with people who belong to groups. People tend to homogenize others within social categories. Stereotypes developing from the grouping of traits. 2. What other perceptual error is apparent in this case study? The other perceptual error in this case study is the halo effect that can occurs when general impression of a person, usually based on one prominent characteristics, dissorts our perception of other characteristics of that person. If a supervisor who values punctuality notices that an employee is sometimes late for work, the supervisor might form a negative image of the employee and evaluate that person’s other traits unfavorably as well. The halo effect is most likely to occur when concrete information about the perceived target is missing or we are not sufficiently motivated to search for it. Instead, we use our general empression of the person to fill on the missing information. Not only that, the primacy effect also occur in this case study that is our tendency to quickly form an opinion of people on the basis of the first information we receive about them. This rapid perceptual organization and intrepretation occurs because we need to make sense of the world around us. The problem is that first impressions is particularly negative first impressions are difficult to change. After categorizing someone, we tend to select subsequent information that supports our first impression and screen out information that opposes that impression. Next, the recency effect that occurs when the most recent information dominates our perceptions. This perceptual bias is most common when people especially those with limited experience are making an evaluation involving complex information. For instance, auditors must digest large volumes of information in their judgements about financial documents and the most recent information received prior to the decision tends to get weighted more heavily than information received at the beginning of the audit. Similarly, when supervisors evaluate the performance of employees over the previous year the most recent performance information dominates the evaluation because it is the most easily recalled. Lastly is false-consensus effect or sometimes called the similar-to-me effect, the false-consensus effect is a widely observed bias in which we overestimate the extent to which others have beliefs and characteristics similar to our o wn. Employees who are thinking of quitting their jobs believe that a large percentage of their co-workers are also thinking about quitting. This bias occurs to some extent because we associate with others who are similar to us, and we selectively remember information that is consistent with our own views. We also believe every one does it to einforce our self-concept regarding behaviors that do not have a positive image . 3. What can organizations do to minimize misperceptions in these types of situations? For this situation, one of the most obvious and widely practiced ways to reduce perceptual biases is by knowing that they exist such as diversity awareness training tries to minimize discrimination by making people aware of systematic discrimination as well as prejudices that occur through stereotyping that attempts to dispel myths about people from various cultural and demographic groups. It can reduce these biases to some extent by making people more mindful of their thought and action. The other ways to minimize misperceptions is by improving self-awareness that more powerful way to minimize perceptual biases is to help people become more aware of biases in their own decisions and behavior. We need to understand our beliefs, values and attitudes to be more open-minded and nonjudgmental toward others. Self-awareness is equally important in other ways. Not only that, they also can be use the ways of meaningful interaction that people who interact with each other will be less prejudiced or perceptually biased against each other. Meaningful interaction might occur in many of the international volunteering activities and does more than reduce our reliance on stereotypes. It also potentially improves empathy towards others that is extent to which we understand and are sensitive to the feelings, thoughts and situations of others. Don’t waste time! Our writers will create an original "Hy Diaries" essay for you Create order