The African Identity | History and Concepts

The African Identity | History and Concepts According to the Lexicon Webster Dictionary an Identity is referred to as the condition or character that distinguishes a person or a thing (Lexicon Webster, 1981). The main distinguishing conditions or characteristics (the identity) that the slaves had were that they were black and Africans. Africans who were ripped from their homeland and brought into a new world to live under the rule of the white man (Europeans), who believed that they were inferior and whom they viewed as an oppressor. Question, did that Identity survive this oppression? Did that sense of being a proud, black, African get diminished by the slave trade? Agreeably, it would have been hard to maintain that identity, but I strongly believed that the strength of the African people, the strength that made them qualify for the labour required on the plantations, was the same strength they tapped into to hold on to every sense of I am an African. In this paper I would present ways in which they slaves would have been ab le to embosom the African Identity and reasons why many would think it was lost. Also I would confer the evidence present today to support that this identity survived long enough to have been transferred from generation to generation and is today, very present in the lives of the offspring of slaves. The slaves had to struggle to hold on to their Identity; a struggle that started as they were being forced from their homelands (Clarke, 1995). This struggle continued in the Americas. It was a brutal but not fatal assault of the black African slaves sense of self. They were being forced to accept a new identity; but did they really? Or was it just an idea? Although the slave masters restricted all forms or African culture from being practised and enforced their cultures, the slaves found creative ways of resisting this. A simple method such as masking it under the practises of the whites at least to keep some semblance of it alive was adopted (Saharan Vibe, 2007). Yes it would have been hard to maintain identities given that they were punished for doing so. However there are times when they could have interacted without the watchful eye of the slave master catching them (at nights, at church). There was always a defiant few whose bond to the sense of African identity was so strong that even these minimal moments were used to resist against the whites by keeping alive any forms of the identity possible and at least pass it on to other generations when they can (Lashington, 2011). There are numerous practises that we engage in today in the Caribbean and the Americas that are deeply rooted in African culture that even we dont realize. These support the fact that the Identity survived and lives today. It was so prominent it was called Africanism, the fight of the Africans to keep Africa Alive. This they did in different cultural Expressions: Religion, Music, Dance, Festival, Folk tales, Language, and customs. The extent to which the culture was kept alive was different from island to island because of the time the plantation system was started in the particular island and how many slaves were there (Phillip, 2010). I can personally attest to having participating in various expressions of traditional African culture. As a dancer I have been privy to learning the Bele dances a native African dance that is usually danced to the music of drums, shack shacks and sticks; a totally African combination. The Religion: having relatives that actively worship as Spiritual Baptist I was exposed to the Shango and Saraca which was accompanied by the same African instruments. I have witnessed customs such as the placing of black and red or blue Maljo beads on babies when born to ward of the evil spirits and attended many wakes in my short lifetime. I was taught in school of the Anansi stories that originate from Western Africa and other Moral stories. I have been in a su su before and have had many days of eating Ashum around all saints time. If I have experienced and is still experiencing elements of African culture today, how is it that it is said to have not survive the slave trade (Phillip, 2010). The foods we eat also stems from the African Identity. Examples of this are the ground provisions and salt fish (though the salt fish is more associated with slavery rather than African culture) but it was passed down. Going to the market early on a Saturday is another trait (Phillip, 2010). To focus on the expression of music to show how strongly some aspects were kept as compared to others. Just as music was used as a form of communication for the slaves during colonialism so it is today in the form of Calypso (especially in Trinidad) as social commentary and Reggae (mainly in Jamaica) is used to protest against forms of oppression. In some islands/colonies because the African music was not freely allowed there was a dilution with that of the Europeans. The same was for the language; hence the amalgamation of English and African to give patois in the British colonies and the French and African to give Creole language in the French colonies. The emergence of these new or modified languages did however play a pivotal role in the success of rebellions and resistances that were held in the Caribbean (Take Five, n.d). As a result of the traits of the Africans view that they will one day be free and return to the motherland that has been passed down, we are now experiencing today in the form of reggae music that reeks of the yearning of black people to return to the homeland. Well known reggae artiste Richie Spice in one of his latest albums In the Streets to Africa has two tracks on the album that pay tribute to the African heritage. One such track, Black like tar, where spice sings of being proud to be black and acknowledges Africa as the Motherland. Another of his tracks Motherland Calling sung as a chant to strong drumming music, Spice again acknowledges Africa as the motherland and the belief that even today the motherland is still calling; Africa is still waiting and one day will welcome all her children back home (Rastaman Vibrations, n.d). Then there is the Legendary Bob Marley who fought for black or African liberation from oppression. His songs spoke of Liberation and Unity. In the track Zimbabwe he urged the black man to get up and fight for be freedom/liberation and to have rights. The same for Get up stand up another call to get up and fight for our rights and to never give up on that fight. In another of his tracks Buffalo Soldier the words stolen from Africa, brought to America, fighting on arrival, fighting for survival; recognizes the fact that Africans were forced into slavery and have fought against the oppression of the colonialist systems to keep the African identity alive throughout (Rastaman Vibrations, n.d). The powerful message brought on by his songs continues with Marleys song Chant down Babylon. Babylon to Africans or black people symbolizes the spirit of those who enslave, commit genocide, slave labour and grind the poor less advantage peoples of the world. Marley also recognize the need for unity in the world. With this realization there came songs One love and Africa Unite a call to the people of the world to unite for the betterment of all people; especially Africans as they did during slavery. Lastly, there is the famous Redemption Song- the song of freedom. A song whose intent is to reassure the people that freedom is possible but that they must free minds before true liberation is realized. This is clear evidence that the same spirit of the African slave to be free and to return to their home land Africa still manifest in the lives of the Black people of the Caribbean and the Americas today. The reasons that many believe that this identity did not survive was because the great attempts of the Europeans to suppress any forms of the culture; because of the dehumanization instituted by slavery in the British colonies. These activities distorted the notion of what Africans thought of themselves to be but it did not eradicate it. This was the reason why the slaves rebelled and resisted against the inhumane treatment brought on by the European slave Trade; and the cultural domination it was instituting on the Africans (Bolland, 2002). I agree that there are elements or practices that would have been lost but to say generally that the Identity itself was lost is wrong. If it did not survive why then do we here chant of Kumbayas ringing from black churches today? Why kids are still taught with Anansi stories in the schools? The answer to these questions is simple because these things were passed down from our ancestors; slaves (Saharan Vibe, 2007). Another reason why it is believed that it was virtually impossible for African slaves to have a sense of identity was because it was never really acknowledged and when it was it was misrepresented as the white man was responsible for documentation of it (Clarke, 1995) This wasnt a happening only in the Americas. African history was shaped by external influences for centuries. From the Muslim historians from the eighth to fifteenth centuries to the accounts of European travellers during the age of exploration to the dreadful portrayal of Arica as a continent of eternal blackness by German philosopher G.W. Hegel in the nineteenth century. Thus it has been very difficult even in light of the decolonization movements of the continent. Continuing along that line, even native writers urged Africans themselves to come to terms with African Identity in relation to the wanton violence that had been imposed through post colonialism and that continues to plague Africans in post colonial times. In a painstaking recreation of how the western world created Africa as a historical construction, from backward, hostile and uncivilized portrayed by Hegel into the twentieth century Europes adoption of these older views (LeFlem, 2008). As a result of instances as these coupled with institutions such as the caste system that existed in the colonial plantation days that forced upon the slaves that blacks are inferior to the superior Whites, there was the emergence of a mentality that still lives on that have black people thinking that the white mans country, colour, culture etc is much better than ours (Baker, 2011). It is sometimes very easy when thinking of the African identity to equal it to Caribbean Identity or African American Identity. This is in no way true. If one tries to explain this concept of Caribbean Identity, an apt description of the typical Caribbean person is that he or she is part-African, part-European, part-Asian, part Native American but totally Caribbean; to understand this is to understand creative diversity (Midrelief.com, 2007). Again, this shows the survival of the African Identity; it was amalgamated with other influences (identities) to form the Caribbean Identity (Midrelief.com, 2007). A similar conceptualization can be concluded for African Americans. An important factor in this quest to determine the survival of the slave Africans identity is to understand that it has been exposed to Globalization. I strongly believed the remaining traits of that identity is being further diminished by this phenomenon. The culture that many fought to keep alive for so many years is becoming more and more obsolete by the broken down barriers in communication and travel and the many advances in technology (Take Five, n.d). Conclusion Though slavery raped us of the authenticity and pureness off the rich African culture that was once the boast of any African it was the strength of the African that helped him to keep to the struggle to emancipate himself from the shackles of a colonial legacy and not be captives in that evil system (Take Five, n.d). It is with certainty that I say that the African Identity is very much animate in the lives of many individuals, communities, nations, and continents because it has truly survived the attempts of colonialist to eradicate the sense of Africanism that was kept living in the hearts of the African natives throughout the duration of slavery and is still is present in the everyday lives of this generation whether we are aware of it or not. Agreeably the traces of the culture that is present today shows that it could not have been lost. Diluted? It is possible. Hidden in fusions with practices from colonial countries? Yes. But to say that the African Identity was lost because t hey were not in their homeland is not right (Midrelief.com, 2007). The onus is on us this present generation to keep what has survive to today and/or reformulate with what we learnt about the culture of our ancestors. We need to always remember how truly a proud, courageous, and intelligent people our African ancestors were, and that we must claim their spirit. All that is left is for us to use it to fully emancipate our minds! (Take Five, n.d)

Custers last stand :: essays papers

Custers last stand Five springs ago I, with many Sioux Indians, took down and packed up our tipis and moved from Cheyenne river to the Rosebud river, where we camped a few days; then took down and packed up our lodges and moved to the Little Bighorn river and pitched our lodges with the large camp of Sioux. The Sioux were camped on the Little Bighorn river as follows: The lodges of the Uncpapas were pitched highest up the river under a bluff. The Santee lodges were pitched next. The Oglala's lodges were pitched next. The Brule lodges were pitched next. The Minneconjou lodges were pitched next. The Sans Arcs' lodges were pitched next. The Blackfeet lodges were pitched next. The Cheyenne lodges were pitched next. A few Arikara Indians were among the Sioux (being without lodges of their own). Two-Kettles, among the other Sioux (without lodges). I was a Sioux chief in the council lodge. My lodge was pitched in the center of the camp. The day of the attack I and four women were a short distance from the camp digging wild turnips. Suddenly one of the women attracted my attention to a cloud of dust rising a short distance from camp. I soon saw that the soldiers were charging the camp. To the camp I and the women ran. When I arrived a person told me to hurry to the council lodge. The soldiers charged so quickly we could not talk (council). We came out of the council lodge and talked in all directions. The Sioux mount horses, take guns, and go fight the soldiers. Women and children mount horses and go, meaning to get out of the way. Among the soldiers was an officer who rode a horse with four white feet. [This officer was evidently Capt. French, Seventh Cavalry.] The Sioux have for a long time fought many brave men of different people, but the Sioux say this officer was the bra vest man they had ever fought. I don't know whether this was Gen. Custer or not. Many of the Sioux men that I hear talking tell me it was. I saw this officer in the fight many times, but did not see his body. It has been told me that he was killed by a Santee Indian, who took his horse. This officer wore a large-brimmed hat and a deerskin coat. This officer saved the lives of many soldiers by turning his horse and covering the retreat.

last don :: essays research papers

Mario Puzo, the author of many famous mafia books, such as the Godfather, writes the best-selling novel called, â€Å"The Last Don†. â€Å"The Last Don† is about a mafia don, Domenico Clericuizio, who was making arrangements, on the day his grandson and nephew were being christened, for his family to get out of the business and go straight. Don Clericuzio is the head of the most powerful crime family in America. He is a greatly feared man who has built a billion dollar empire, and believes that every debt must be paid and that family comes before anything.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The book, which has a very intresting plot, is a hard book to read. I liked this book for many reasons, but I also disliked it. Mario Puzo, trying to make the book as realistic as possible, had the speech in the book sound like a bunch of nonsense. The characters in the book, sounded very uneducated and it took some effort to think about what they meant and were trying to say. I guess it would be easier to watch the story on the television, but reading it is very confusing. I rarely ever read for pleasure, and I guess I picked the wrong book to try it out with. This book had me very frustrated with the language, and it took me a couple of times to get what was going on in the story.   Ã‚  Ã‚  Ã‚  Ã‚  One of the intresting things about the book, as well as most of the mafia-based stories is the way Puzo can take characters that are big in crime and violence and turn them into likeable characters. In this novel, the majority of the characters are likeable. Cross De Lena, the don’s great nephew, had feelings for Athena, the most beautiful and talented woman in Hollywood. His feelings grew so strong that Cross decides to make movies. This was one of the most surprising part of the novel because Cross’s desire to make movies causes him to take action without his family’s approval, which in return is a major problem that shocked the family.   Ã‚  Ã‚  Ã‚  Ã‚  This book is different then other books I have read because, usually I don’t get to pick out a book to read, it is usually assigned to me, so when I started to read a book that interests me, I thought I would be intrigued. I enjoyed reading this book at times, but I felt it was a hard book to get in to.

My Fair Lady – How is Eliza transformed from a ‘squashed cabbage leaf’ into a ‘duchess’?

Dublin born Bernard Shaw made the elevation from his Synge Street origins to a famous writer. The blockbusting musical, ‘My Fair Lady' derived from Shaw's most prominent play ‘Pygmalion' which was also popular in the early 20th century. In the 1900s, class was very important and the belief that you were born into a class and stayed there was common knowledge. Shaw wrote ‘Pygmalion' because the distinction between the working and middle class had never been made. The play shows the differences between the classes and how a common ‘guttersnipe' can become a respectable member of society. Well, if Shaw managed it why couldn't his main character, Eliza. â€Å"Liza Doolittle.† The cockney girl is not only dirty, in need of a dentist, unfashionable and common but also has a coarse, even painful, voice and badly pronounced language. Despite of Eliza's flaws we feel sorry for her and her likeability stands out. Eliza takes the initiative, after hearing Henry Higgins's boast, to change the way she is. â€Å"I want to be a lady in a flower shop stead of sellin' at the corner of Tottenham Court Road†. Eliza goes to Higgins's lab in Wimpole Street. Eliza tries to clean herself up by washing her hands and face and offers to pay Higgins for phonetics lessons all in the effort to make herself equal to those around her. â€Å"Did you tell them I come in a taxi?† Eliza knows that she'll have to act like a lady as well as talk like one but she must also look like a duchess. Mrs Pearce, the fiery housekeeper to Henry Higgins, will often speak her mind to Higgins especially on her thoughts of Eliza. Mrs Pearce makes Eliza look like a lady by bathing her and dressing her in the day's fashions. Doolittle, Eliza's father, stands out of Eliza's way when she is clean and nicely dressed. â€Å"Don't you recognize your own daughter?† This shows that asceticism is important in the distinction of the classes. Professor Henry Higgins believes that phonetics will change Eliza into a duchess. Eliza learns to speak properly and she is accepted by the Eynsford-Hills when before, in Covent Garden, she was rejected by them. This means that phonetics also made Eliza into a duchess. However, Eliza did not have social niceties and had to learn not only how to speak but what to speak about. â€Å"Of course she's not presentable, if you suppose for a moment that she doesn't give herself away in every sentence she utters you must be perfectly cracked about her.† She obviously needs social ability to be more Lady like. Colonel Pickering and Higgins are very different in the way that they treat Eliza. Pickering treats Eliza with respect and makes her confident and Higgins bullies her though I believe both make her into a duchess. Higgins' bullying and mean remarks make Eliza strong. â€Å"I'm not afraid of you, I can do without you.† Pickering treated her as she ought to be treated, giving her the power, confidence and bravery to stand up to Higgins. In conclusion, I believe that like many things, it was not one aspect that changed Eliza. She couldn't have become a ‘duchess' without aesthetics, phonetics and social ability and a Lady wouldn't take Higgins' bullying. But, Higgins and Pickering did teach Eliza an unexpected lesson – it is not how you look or how you speak that matters, but the treatment you receive. For even if Higgins ‘treats a duchess like a flower girl', Pickering will always ‘treat a flower girl like a duchess'.

Monsters Lesson 02 Literary Background for Beowulf

Monsters Lesson 02 Literary Background for Beowulf The Dark ages was an era that consisted of change and warfare in England. The Celts were the first culture to inhabit England. Celts filled the land with the language of Ceitic and the religion of Paganism. In 55 B. C the Romans decide to invaded the land under Julius Caesar lead and succeed. With the Romans in charge the change began by bring Latin to the region and introducing Christianity.Romans also brought civilization and new law by building new structures which were similar to theres in Rome. These Structures consisted of water which they learned how to drain, use for public sanitation, and clean drinking water. Barbarians (foreigners) were jealous of the Roman’s system and try to take over, so the Emperor decide to build a great wall around the land and the wall worked for around 200 years. The Roman Empire was divided into two half's, western and eastern with two different Emperor’s.With the fall of Rome in 410 A. D Britannia was easy to take over without British soldiers to fight. Four Germanic tribes took over Britannia, with Anglo in the Northeast, Saxon in the South, Jutes in the South but separate from Saxons, and Frisians just South of Saxons. These four tribes are known as Anglo-Saxons who occupied England from 410 A. D. to 797 A. D. Durning that time seven Sovereign Kingdoms were formed.Vikings later called Normans were Scandinavian explorers, traders, and warriors. The Scandinavian’s spoke dilates of German. Vikings invaded large parts of England in 797 A. D. and ruled until 1066 A. D. The literature durning the dark ages main themes were about heroism and chivalry. Kings were also highly looked upon and they took care of their warriors. Also highly written about durning this time was the bond between the king’s men which was the center of their political society.

Representations of Men in Advertising

What is a man? This question may be odd to hear, but it's a question that is answered constantly by advertisers in print ads and television commercials, all with different approaches. But he question the advertises are asking is â€Å"What images of men will sell my product? â€Å". There is the image of the rebel, the masculine heroes, the violent or aggressive man, or the classic ‘Gentleman'. In recent years we see advertisers moving closer towards the image of the ‘modern man'. The modern man, also known as the metro-sexual man, can be defined as well groomed, health and body conscious, and well dressed. The deconstruction of the two advertisements, Ralph Lauren and Michelob Ultra, accentuate this image and show its influence on the male audience. The Michelob Ultra advertisement preys on the modern mans body image perceptions, and uses them to create a desire for their product. The ad depicts an athletic swimmer, of whom we are to believe consumes the product, getting out of the pool, a picture of the product, and the heading â€Å"Lose the Carbs. Not the taste†. The caption â€Å"†¦ this is your fountain of youth† insinuates that this product will keep you healthy youthful, while being able to enjoy alcohol. There is a famous quote from Edgar A. Schoaff that reads, â€Å"Advertising is the art of making whole lies, out of half truths†. This ad from Michelob is a perfect example of this. In reality, the beer still contains carbs, almost the same amount as regular beer, but using an almost irrelevant idea of low carbs and transforming it into a, for lack of a better term, ‘healthy' beer. This misleading idea forces easily persuaded body conscious males to believe in their product. Ultimately, this kind of advertising manipulates males thoughts and plants false images of an unattainable body. The ‘modern man' look has grown increasingly more popular due to advertisers push to make men obsessing over their own body image. The advertisement for Ralph Lauren targets these image wise men and positions themselves as the ‘right' image. The ad is almost completely in black and white, with just the brand name, â€Å"Ralph Lauren† standing out in the background. The contrast makes for a striking and eye catching advertisement, with a hint of panache. It depicts three young men hurdling over a tennis net, boasting their clothes and style. Thre three men are racing, playing off men's stereotypical competitiveness and pursuit to be the best. The ad suggests that Ralph Lauren will help you get there. David Foster Wallace sums this up with his quote, â€Å"It did what all ads are supposed to do: create an anxiety relievable by purchase†. The anxiety is the endeavour to be the best and the brand will help you in that objective. Therefore, this ad boasts itself as an image of what the modern man should strive for. As a result of the many advertising archetypes presented and beliefs about normalcy, young men are growing up being bombarded by different representations and images of males and find it impossible to not fall victim of them. Young men are often enticed to emulate what they see on the television, hear on the radio or read on a newspaper ad. The allure of the lifestyle presented in advertising is most often great enough to coax the consumer to buy into it. These facts are supported by the aforementioned advertisements. Both similar in regards to target audiences, and give impressions of the modern man. One of perfect body aspirations, and the other a pursuit for the perfect look. But both simultaneously give people ambitions to be the modern man.

Support Individuals to Maintain Personal Hygiene

Elements of competence |HSC420. 1 |Raise awareness of the value of leisure opportunities and activities for individuals | |HSC420. 2 |Negotiate and agree leisure opportunities and activities for individuals | About this Unit For this Unit you will need to promote opportunities for individuals to participate in leisure activities. Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria.You need to provide evidence for any option related to your work area. Awareness raising audiences: sports and recreation associations; employers’ associations; local government planners; community self-help groups; governors; trustees; shareholders; the general public. Communicate using: the individual’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communica tions; human and technological aids to communication. Leisure activities related to: hobbies; interests; sports (as a spectator or participant); entertainment (e. g. ccess to the theatre or visiting theatre groups), socialising (e. g. eating out, talking to others about the old days). They may take place within or outside the care environment. People and organisations who are suitable and able to provide leisure opportunities and activities include: those who organise or provide recreation and leisure activities in the care setting (e. g. care workers, entertainers); those who provide leisure activities for the general public (e. g. theatres, swimming pools, sports centres); those who provide leisure activities for specific groups within the community (e. g. Women’s Institute, youth workers).Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and that of others with whom you work; your rol e, the level of responsibility you have within your organisation to manage activities to achieve an optimum service; the depth and breadth of understanding that will enable you carry out your job role and support others to perform competently; the need to be able to solve problems and resolve conflicts; the need to be able to evaluate, assess situations and act appropriately; systems and processes within your own and across other organisations and the need for you to be able to work in collaboration with individuals[1] Values underpinning the whole of the Unit The values underpinning this Unit have been derived from the key purpose statement[2], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. If you are working with children and young people they can be found in the principles of Care Unit HSC44.If you are working with adults they can be found in HSC45. To a chieve this Unit you must demonstrate that you have applied the principles of care outlined in either Unit HSC44 or HSC45 in your practice and through your knowledge. Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf. |SPECIFIC Evidence Requirements for this unit | |Simulation: | |Simulation is NOT permitted for any part of this unit. | |The following forms of evidence ARE mandatory: | Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a | |significant amount of the performance criteria for most of the elements in this unit. For example how you were able to make | |and develop relationships with individual people for whom you are providing care, which enabled you to advise on and promote| |leisure opportunities and activities. | |Reflective Account/professional discussion: You should describe your actions in a particular situati on and explain why you | |did things. For example you could write about the ways you create opportunities to advise and inform individuals and groups | |of the benefits an active lifestyle holds, explaining what research and reading you used and how you selected appropriate | |information to share with others. |Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: | |Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures | |which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness | |may also ask questions to clarify aspects of your practice. | |Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion| |and feedback on reflective accounts. | |Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor | |has not seen. This could be provided by a work colleague, individuals or other key people. |Products: These can be any record that you would normally use within your normal role e. g. communication records, reports | |and records; minutes of meetings, policies and procedures, etc. | |You need not put confidential records in your portfolio, they can remain where they are normally stored and be checked by | |your assessor and internal verifier. If you do include them in your portfolio all names and identifying information must be| |removed to ensure confidentiality. | |These may also be assignments/projects: For example from HNC, O. U. courses. You could also use evidence of previous | |in-house training courses/programmes you have completed showing professional development. |GENERAL GUIDANCE | |Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the | |assessment methods you will be us ing, and the tasks you will be undertaking to demonstrate your competence. | |Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are | |relevant to your job role. | |The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the| |principles of best practice within the Care Sector.This will include the National Service Standards for your areas of work| |and the individuals you care for. | |All evidence must relate to your own work practice. | Knowledge specification for this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. You need to provide evidence for ALL knowledge points listed below.There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance. |You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |Values | | |1 The ways in which stereotyping, discrimination and stigmatisation might affect risk assessment and| | |how to guard against this. | | |2 How to apply the principles of equality, diversity and anti-discriminatory practice to your work. | |Legislation and organisational policy and procedures | | |3 The specific legislation, guidelines of good practice, charters and service standards which relate| | |to the work being undertaken, and the impact of this on the work. | | |4 The effect which Health and Safety legislation may have on the leisure opportunities and | | |activities promoted. | | |5 The boundaries and limits of your role in terms of pro moting leisure opportunities and activities,| | |particularly in respect of the level of risk involved. | | |6 The role of the agency and its services and how they relate to other agencies and services in the | | |sector. | |7 The agency’s policy and procedures regarding confidentiality of information and the disclosure of | | |information to third parties, and the specific circumstances under which disclosure may be made. | | |8 Any particular factors relating to the agency’s policies and practices which affect the work | | |undertaken. | | |9 Your own role and responsibilities and from whom assistance and advice should be sought if you are| | |unsure. | | |Theory and practice | | |10 The role which recreation and leisure plays in the health and well-being of individuals. | |11 The effects of the therapeutic value or stimulation provided by leisure activities. | | |12 Evidence based practice in promoting leisure opportunities and activities to meet individual | | |nee ds and how to apply this evidence to your own work. | | |13 Methods of presenting information and encouraging interest in and about the role of leisure, in | | |meeting individual’s needs and promoting well-being. | | |14 The particular difficulties that individuals may face in seeking leisure opportunities and | | |activities. | | You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |15 National and local schemes and agencies (statutory, private and voluntary) which are involved in | | |providing, promoting or creating leisure opportunities and activities, for whom they are designed | | |and how to access them. | | |16 The range of local leisure opportunities and activities, the forms these take, who they are aimed| | |at and how to access them. | | |17 The potential concerns which people and organisations may have about providing leisure | | |opportunities and activities for individuals, why it is important to acknowledge their con cerns and | | |how to offer information to help them make informed decisions. | |18 How to gauge the level of interest and ability of people and organisations who may offer leisure | | |opportunities and activities to individuals. | | |19 How to alter communication when working with different individuals and representatives of | | |different agencies. | | |20 The options for promoting leisure opportunities and activities and which are the most appropriate| | |options for the people and organisations concerned. | | |21 Methods for assessing and managing risk. | |22 Methods of evaluating your own competence, determining when further support and expertise are | | |needed, and the measures to take to improve your own competence in this area of work. | | HSC420. 1Raise awareness of the value of leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You identify, contact, meet and communicate appropriately with | | | | | | | |people and o rganisations to establish their interest in the value | | | | | | | |of leisure activities for individuals. | | | | | | |2 You present clear, accurate and relevant information to awareness| | | | | | | |raising audiences about: | | | | | | | |(a) the relationship between and benefits that appropriate leisure | | | | | | | |activities can bring to individuals | | | | | | | |(b) the impact of discrimination, oppression and social exclusion | | | | | | | |on individuals | | | | | | | |(c) ways of offering leisure opportunities and activities to | | | | | | | |individuals | | | | | | |3 You give people the opportunity to ask questions and confirm | | | | | | | |their understanding of the information provided. | | | | | | | |4 You seek further support and advice in areas that are outside | | | | | | | |your expertise to deal with. | | | | | | | |5 You refer people and organisations who need information and | | | | | | | |advice that is outside your expertise to provide, to other | | | | | | | |appropriate sources. | | | | | | |6 You challenge constructively attitudes and behaviour which are | | | | | | | |ill informed, misguided, abusive or discriminatory. | | | | | | | |7 You identify and encourage people and organisations to become | | | | | | | |champions in the provision of leisure opportunities and activities | | | | | | | |for individuals and support them to raise the awareness of other | | | | | | | |people and organisations. | | | | | | | HSC420. Negotiate and agree leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You encourage people and organisations to consider their capacity| | | | | | | |and any reasonable adjustments that they could make, to enable them| | | | | | | |to offer individuals leisure opportunities and activities. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony HSC420. Negotiate and agree leisure opportunities and activities for individuals (cont) |Performance criteria | | |DO |RA |EW |Q |P |WT | |2 You evaluate the willingness and ability of people and | | | | | | | |organisations to provide leisure opportunities and activities for | | | | | | | |individuals. | | | | | | | |3 You identify people and organisations who are suitable and able | | | | | | | |to provide leisure opportunities and activities. | | | | | | |4 You examine with people and organisations who are suitable and | | | | | | | |able to provide leisure opportunities and activities: | | | | | | | |(a) the potential challenges and rewards | | | | | | | |(b) any resources which will be required | | | | | | | |5 You clearly explain your role and responsibilities to people and | | | | | | | |organisations who can provide leisure opportunities and activities. | | | | | | |6 You discuss and agree with people and organisations that have | | | | | | | |agreed to offer leisure opportunities and activities: | | | | | | | |(a) the number of individuals they are able to cater for | | | | | | | |(b) the type of leisure opportunities and activities they are able | | | | | | | |to offer | | | | | | | |(c) any reasonable restrictions on those o whom the opportunities | | | | | | | |would be made available | | | | | | | |(d) any reasonable adjustments (beyond those that are legally | | | | | | | |required), they will need to make and who will resource and make | | | | | | | |the adjustments | | | | | | | |7 You confirm agreements in writing and take appropriate actions to| | | | | | | |enable the leisure opportunities and activities to be accessed. | | | | | | | |8 You record and report processes and outcomes within | | | | | | | |confidentiality agreements and according to legal and | | | | | | | |organisational requirements. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony To be completed by the Candidate | |I SUBMIT THIS AS A COMPLETE UNIT | | | |Candidate’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Candidate’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |To be completed by the Assessor | |It is a shared esponsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the | |assessor to ensure the accuracy/validity of each evidence claim and make the final decision. | | | |I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT. | | | | | |Assessor’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Assessor’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | |Assessor/Internal Verifier Feedback | | | | | | | | | | | | | | | To be completed by the Internal Verifier if applicable | |This section only needs to be completed if the Unit is sampled by the Internal Verifier | | | |Internal Verifier’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Internal Verifier’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. â € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | ———————– [1] If you are working with children and young people the term â€Å"individuals† covers children and young people and â€Å"key people† covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship [2] The key purpose identified for those working in health and social care settings is â€Å"to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care†