Examining The Automotive Industry In Malaysia Economics Essay

Examining The Automotive Industry In Malaysia Economics Essay The industry I have chosen is the automotive Industry in Asean in particular Malaysia and to go more indepth I took proton as a good case study what is happening to the Malaysian automotive industry. Why Malaysia? Malaysia has a strong driving culture and one of the highest penetration rates of cars per capita in the world (Bonami, 2005, p. S3), as well as the growing clout of the Association of Southeast Asian Nations (ASEAN) markets, Perusahaan Otomobil Nasional Berhad (PROTON) as an appropriate sample available at (http://www.proton.com) Brief introduction about proton The first national car project by Malaysia was undertaken with the establishment of Perusahaan Otomobil Nasional (PROTON) in 1983. The Proton Saga was produces 1985. Proton nowadays produces a number of car models and variants, including the Iswara, Perdana,Wira, Satria, Putra,Waja and most recently, the GEN-2 and Satria Neo. The latest 104 M. Rosli F. Kari models, as reported, use Malaysian developed engines through collaboration between Proton and its subsidiary, Lotus (United Kingdom) . . Political and economic structures, including cultural attitudes relevant to the business; According to ( Rasiah, 2005) Malaysia continues to protect its automobile industry against the conditions in the Trade related Investment Measures (TRIMs) agreement of the World Trade Organization (WTO), the inclusion of automotives under the common effective preferential tariffs (CEPT) under the Association of South East Asian Nations (ASEAN) Free Trade Area (AFTA) process has brought increasing pressure for the removal of localization-based tariff protection of automotives and parts production in the country Stimulatory and Protective Measures set by the Malaysian government The development of the Malaysian automotive industry is heavily depending upon the undivided support of the government. Various stimulatory and protective measures, such as investment incentives, a local content policy, and tariff and nontariff barriers were implemented to stimulate the development of both local automotive and parts production. Proton in particular is a unique case because of its status as the first national project. To date, the largest shareholders in Proton are still government-controlled agencies, namely Khazanah Nasional Berhad (42.7 per cent), the Employees Provident Fund (12.6 per cent), and Petronas (9.8 per cent). Temasek Holdings Pte. Ltd, a Singapore investment merged as a new shareholder with a 5 per cent Holding ( Rosli.M KariF 2008). The government has also provided many incentives under the 1986 Promotion of Investment Act. In particular the Pioneer Status and Investment Tax Allowance are the two most lucrative tax incentives granted to companies involved in promoted activities or products that are, from time to time, determined by the Ministry of International Trade and Industry (MITI). In order to help to develop national capabilities in the automobile Industry in a sustainable but competitive way, the Malaysian government initially provided protection, allowing Proton( and other Malaysian car manufacturers) to withstand some early environmental downturns (Todd, 1986). For example, import duties were set at roughly 21% on domestic components, as compared to 40% on the equivalent foreign parts. This implies that there was a substantial difference in price between foreign imported cars and proton cars. Moreover, PROTON cars required excise duties of only 11%, while foreign branded automobiles were taxed up to 25%. Further, the authorities demanded car assemblers charge a profit margin of 16 to 17% to avoid price wars (Zafar A. Humpreys J. 2008). This all resulted into that Proton was totally protected in any kind of way of the way to potential success was predetermined in Malaysia. Economic structure Cultural attitudes In Malaysia there is general consensus that the automobile industry is one of the drivers of world economic growth and has the potential to shape how we make things . . . , how we work . . . , what we buy, how we think and the way we live(Womack, Jones, Roos, 1990, p. 11). Therefore the Malaysian economy has always been heavily depending upon the automobile industry or product which are complementary to that, such as petrol in which Malaysia has one of the biggest oil( Petronas) producing companies in Asia.As mentioned earlier a strong driving culture exists in Malaysia and owing a car is culturally considered as a status symbol of wealth and prosperity. Moreover, the plan has been since the 1970s to turn Malaysia into the League of Developed Nations under the visionary leadership of Dr. Mahathir Mohamad, and was introduced in a national development policy document entitled Vision 2020(Zafar A. Humpreys J. 2008) This is important, from a economical points of view as Malaysia has not gone through the usual industrial stages, which implies highly skilled, labor-intensive to mass production (semi skilled, limited products) to multi skilled, mass customization (Simpson, Sykes, Abdullah, 1998). . Nature of international trade in ASEAN, now and historically (say ten years ago); Currently, Asean is near to create an integrated economic community that will free movements of goods, services, investment, capital and skilled labor within the 10 Asean countries. An AEC characterized by a single market and production base allows for economies of scale, investment flows and building business linkages and network to promote further commerce. The future looks bright for Asean due to fully rebound of the economic crisis. It is expected that Asean private demand picks up, export will increase and social safety will be more enhanced. However, the Economic Community pillar has introduced at AEC scorecard, which list down the measures to be undertaken and the achievements to date. Thus, far Asean only has a 75.5% achievement rate for the 2008/2009 measures. Asean has to do a number of things if it is to achieve its goal of building an AEC by 2015. This current year exports of Asean are expecting to rise between 4.9% and 5.6 % after a 1.5% growth in 2009. In the area of services Asean members are close to completing the 7th AFAS package of service commitments covering varying levels of commitments in 65 services Hub sectors. The service sector of Asean received the highest amount of FDI, accounting for more than 50% of total Aseans FDI. The sign are good and Asean will see a further increasing growth this year and currently capital flows are increasing, inflation remains low and manageable and Asean currencies appreciate slightly versus the Euro and US$. History Since the adoption of the AEC blueprint in 2007, significant progress has been made towards achieving the AEC in 2015. In Janaury 2010, The Asean-6 achieved zero tariffs covering 99 and for the CLMV 98% and at 0.5 % tariff rates of the total tariff covering under the common effective preferential tariffs for asean free trade area(CEPT-AFTA). Also in the same month Asean saw the realization of Asean-China and Asean-Korea free trade agreements and the commencement of the implementation of the Asean- Australia-New Zealand free trade agreements and Asean India free trade agreement. Since 2000 Asean exports rose from US$68 billion to US$162.5 billion in 2009. Asean imports of services from the world market has also expanded markedly, of similar trend and magnitutude as exports, increasing two-fold from US$ 86.6 to US$ 180.4 billion in 2009 In investment, Asean has witnessed a steady increase in intra-Asean FDI flows accouting for 18.2% ( US$ 10.8 billion) of total Asean FDI ( US$ 59.7 billion) inflows in 2008, compared with a share of 13.82% in 2006. For the same period, total FDI inflows increased by 8.59%. Source: Asean Roundtable 2010. Achieving the asean economic growth 2015: Challenges for Member countries 29th April 2010. Aseans Readinesss in achieving the Asean economic community 2015. Pushpanathan Sundram Regional governments attitude towards international trade and investments, both outward and inward; The ASEAN Free Trade Agreement (AFTA) is a regional free trade agreement among Malaysia, Singapore, Thailand,the Philippines, Indonesia, Brunei, Vietnam, Cambodia,Laos, and Myanmar. The ten participating countries agreed to develop a free trade area that would become a single market with more than 550 million potential consumers (Bonami, 2005). An integrated ASEAN would be the eighth-largest automobile market, with 1 million new car sales each year. With projected growth trends, it has the potential to actually become the fourth largest auto market, with as many as 2.2 million new autosales annually (Seeking for Bigger Share, 2002). The creation of the free trade zone in Southeast Asia allowed PROTON greater access to its neighboring countries. While good news from the marketing front, AFTA would also set the stage for greater future competition for which PROTON was inadequately prepared. (Zafar A. Humpreys J. 2008) The protective tariff regime, which imposed rates of up to 300% on imported cars and helped PROTON to gain dominate market share has been phased out. In line with AFTA, all but a few import tariffs will be reduced to between 0 and 5% by 2008 (Shameen,2005). The increasing level of international competition puts the Malaysian firm in a very vulnerable position (Savage, 2005, p. 20). With plants, contract assembly, and/or joint ventures in Britain, Italy, Iran, Indonesia, Vietnam, and China (Bonami, 2005), . Although Malaysias overall automobile sales increased dramatically in 2005, the escalating competition saw PROTON continue its domestic decline (Edwin, 2005). Even with limited protective barriers still in place, the firms Malaysian market share had declined from roughly 70% to 45% in the previous five-year period (Burton, 2005). In response, PROTON is looking to expand its export efforts within the ASEAN region, the Mediterranean countries . . . , the Middle East, China, as well as India and Russia to a lesser extent (Bonami, 2005, p. S5). While this is clearly a reasonable course of action, as exports account for less than 5% for Malaysian automakers versus the roughly 60% in Japan (Bonami, 2005), production capacity is still comparatively very small. PROTON, notwithstanding its earlier intentions of a large-scale strategy, is simply not big enough to gain economies of scale to compete effectively in the export market against giant global competitors (Shameen, 2005). The company has also been slow to market itself effectively around the world. Recent years have seen the organization neglect its prior efforts at branding, which has led to a cheap car image, even in the domestic market (Savage, 2005, p. 20). According to Rajeev Lochan, general manager, Asia-Pacific, TNS Automotive, While the short-term challenge is to provide a promotional thrust to models in its current line-up, the long-term requires PROTON to invest in revamping its aging product portfolio and reposition its brand to reach a wider base of prospective car buyers (Savage, 2005, p. 20). The stakes are very high, as approximately 100,000 jobs are on the line when considering PROTON and its component supply chain (Burton, 2005). By signing the AFTA agreement by the Malaysian government PROTON has to find alternative ways how to compete successfully with all its foreign competitors. Specify potential areas of intra-regional conflicts (if any) and synergies; As mentioned before Proton is a classic case of a long-protected national champion that is struggling as the market opens up and a perfect example of intra-regional conflict with its neighboring countries such as Thailand and Indonesia where the car market is liberalised. In 2002 its domestic market share was more than 60%. That has now fallen to 44% after Malaysia reluctantly agreed with its partners in the Association of South-East Asian Nations (ASEAN) to drop import barriers on ASEAN cars to around 20%, from up to 300% previously. And the process is just beginning: Malaysia actually fudged the market opening by simultaneously hiking excise taxes on the imported cars. But by 2008 the country has to do away with such sophistry and cut import duties to 5% The trouble is that Malaysias politicians and managers have failed to realise how vulnerable Proton is, says Graeme Maxton, director of automotive research group Autopolis. The Malaysians see it as a world-class carmaker with great export potential; the reality is that it is too small to survive in a global market dominated by just a dozen huge carmakers. Proton is off the scale in terms of economies of scale, says Mr Maxton, and it will slowly die once the market opens up. Hence, I argue that it is that it is undesirable to pursue such a strategy because on the long term this expensive project( proton and the automotive industry in Malaysia) will impose heavy costs on the government. The establishment of PROTON has to be attributed to the vision of the Malaysian government. The firm successfully positioned itself as the national car and pride of Malaysia, a symbol of its countrys accomplishment on the global stage. I agree that government initiation of a national champion (Donnelly et al., 2002) is certainly a powerful force for the vision and subsequent emergence of a developing country. The conflict which might arise is that Malaysia still is not willing to open up its car market completely to protect its own interest. This might result into intra-regional conflicts between Asean members. Especially between its neighboring countries because there is sufficient expertise available and this can be applied and used at the Malaysian carmarket (Zafar A. Humpreys J. 2008). This is the key problem that has prevented the government of Malaysia from signing ant bilateral Free Trade Agreements despite several attemps. For example the partnership with Japan in 2006, is called Economic Partnership Agreement is not compared to a fully eligible fta. Currently in Malaysia the call for liberalization and subsidies faced by industries (automotive) has remained an obstancle to greater integration in AEC. Synergies regarding the automotive in Malaysia are not available, futher it is difficult to determine the synergies between other automotive industries such as Thailand and Indonesia because the Malaysian automotive industry is a unique example compared to relative liberased automotive markets( Thailan Indonesia). Asean Roundtable 2010. Achieving the Asean Economic Community 2015:Challenges for Member countries. 29 April 2010, Singapore. Towards an Integrated Asian Economic Community. Where is Malaysia? Rajah Rasiah Application of suitable management model(s) to analyze findings According to the literature both models of porter can be applied to the Malaysian Automotive industry, however, Porters diamond also acknowledges the role the governmental forces and luck can play in national competitive advantage in which the 5 competitive forces is lacking. (Sledge, 2005) Demand conditions Demand conditions describe the level of domestic demand that Proton faces. Demand conditions depend both on the quantity of demand as well as the sophistication level of consumers in a home market. In Malaysia, the demand for cars has been risen steadily due to increasing living standards and consumer expenditure. However, the difference between supply in terms of Malaysian cars and foreign cars is substantial ( Due to tariff barriers and special incentives dedicated to Malaysian car manufactures which results in significant higher prices for foreign cars). In fact the Malaysian government can largely influence the demand since most of the Malaysian lack the purchasing power to buy foreign manufactured cars. Generally, demand conditions are associated with a countrys level of economic development. Malaysia is has been having a sustainable economic growth of an average of 5% per year since the 1980s. The company has also been slow to market itself effectively around the world. Recent years have seen the organization neglect its prior efforts at branding, which has led to a cheap car image, even in the domestic market (Savage, 2005, p. 20). Thus, the general consensus is Malaysia is that Proton/Malaysian cars are perceived as one of the cheapest car in their segment and this can result that very demanding consumers create an awareness in firms that causes them to focus on the needs and preferences of the consumer. Also, quantities of demand drive firms to higher levels of efficiency and productivity. Thus, high levels of demand in a nation would drive the firms in that industry to become globally competitive (Sledge, 2005), however this is not applicable yet because Malaysia is still a developing country. Factors conditions According to Porter, factor conditions include any factors of production that a firm uses in its businesses. These include the traditional factors of production, this includes manmade structures that facilitate commerce, Still other factors would be educational and legal systems. Porter classifies these factors into five major categories: Human resources, physical resources, knowledge resources, capital resources and infrastructure. The more advanced these factors are the more they will enhance the success of businesses located in the country. These factors provide needed inputs and systems that businesses use to gain competitive advantages over their rivals. Without them, firms would have to expend their own resources to provide such structures for commerce and transactions. (Sledge, 2005) Many of these important factors are still not completely utilized and developed to a certain level. Malaysia automotive industry is lacking most of the important factors such as human resources, knowledge resources many skilled Malaysian labors went abroad due to better labor conditions and highly skilled foreign labor has been brought into the Malaysian automotive industry. In order to expedite the transfer of technology to Malaysia, PROTON was proactive in initiating programs between local vendors and numerous established overseas technical collaborators. By 2002, some 222 collaborative arrangements were in place representing specialized assistance from various regional neighbors (primarily Japan, South Korea, and Chinese Taiwan), as well as Western Europe (Ahmed Humphreys, 2008) The Malaysian governments still plays a large role in their own industrial global competitiveness. It has been the initiative of the Malaysian government to set up its own automotive industry and therewith complementary industries will arise( such as car part suppliers). The aimed result was to create an advanced business infrastructure and an emphasis on innovation, however this is still not the case in the Malaysian automotive industry . Related and supporting industries This aspect of the model includes the importance of enterprises that indirectly or directly affect the automotive industry. Porter describes these ancillary businesses needed by firms as related and supporting industries. These most often encompass suppliers or distributors that serve the industry at hand. The model proposes that the stronger these industries are the stronger the local industry will be. The underlying assumption is that highly competitive supporting industries will drive the focal industry to be more competitive (Sledge, 2005). Hypothesis 3: Strong and dynamic related and supporting industries in a firm s home market will positively impact the firm s global competitiveness. PROTON, notwithstandingits earlier intentions of a large-scale strategy, is simply not big enough to gain economies of scale to compete effectively in the export market against giant global competitors (Ahmed Humphreys, 2008) And according to (ROSLI KARI, 2008)a research shows that foreign suppliers performed better than local suppliers. Interviews suggest that access to superior technology from abroad is the prime determinant of the inferior performance of local suppliers compared to foreign suppliers. Local firms lack firm-specific advantages that foreign multinational suppliers enjoy It points to the need for companies and governments to encourage and support ancillary industries to enhance global competitiveness. In both models, this parameter estimate was the second largest and the most statistically significant. This underscores the importance of related and supporting industries in the context of global competitiveness. Without a network, firms can not hope to be worldwide leaders. Firm strategy, structure and rivalry is the fourth clement in the model. This point on the diamond refers to several key strategic factors that characterize a firm. Strategy describes the types of actions firms utilize to achieve both long-range and short-range goals. These are often either low-cost, differentiation, focus strategies or some combination thereof Other common strategies include growth, maintenance or restructuring activities. Growth strategies would be associated with higher competitiveness because the ability to pursue growth intemally or extemally would be indicative of overall business health, Stmcture refers to the industry composition. This describes the degree to which an industry is concentrated or dispersed, competitive or monopolistic, or global or domestic. A more crowded structure would indicate multilevel competition and therefore greater competitiveness. Rivalry indicates both the number of players and the level of competition among firms in an industry. This could be heated, mid-range, non-rivalries or somewhere in between. Greater rivalry in an industry would lead a firm to higher levels of competitiveness vis a vis its rivals. Rivalry is thought to be the most comprehensive of the three factors, as it often indicates the underlying strategy and structure of the competitors Thus, a greater number of firm actions as well as a greater number of competitor responses in the focal industry lead to greater competitiveness of the firm. Hypothesis 4: Greater rivalry within a firm s home market will positively impact the firms global competitiveness Make and justify recommendations for possible business strategies to exploit the benefits in this region

Describe How Past Ways Of Working May Affect Present Services

Unit 22†¦ Understanding the Context of Supporting Individuals with Learning Disabilities. 1. 1 Identify Legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. Human Rights Stereotyping labelling Discrimination Anti Discrimination Oppression Anti Oppression Valuing people Mental Capacity Act Human Rights Act 2000. No Secrets – Guidance published by the Department of Health, builds upon the governments respects for human rights and highlights the need to protect vulnerable adults through effective multi-agency work.National Care Standards Commission, now the Commission for Social Care Inspection (CSCI). In Safe Hands: Implementing adult procedures in Wales The Human Rights Act 1998 became law in Briton in 2000 and its articles and protocols, give all people constitutional rights that were intended to prevent discrimination and unfair treatment, echoing and the idea of a dvocacy: Being able to say what I like as long as I respect others. Making choices about my life. Expecting people to listen to me.Having information about my rights. Having my rights respected. Being safe at home and having time to myself. Speaking out and complaining if something is wrong. Choosing the people I see and who my friends are. Getting married and having children. Living with people that I get on with. Deciding what I spend my money on and getting paid for what I do. 1. 2 Explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families.There is less ignorance in the community as more people with learning disabilities have been able to have better access in the community and the public are getting use to adapting to them. Also due to training at work the public are getting training at work and this is also making them aware about disabled people and they are being taught about disabled people. Als o due to legislations, disability act's, SOVA and Mental health acts, disabled people are being employed for work and are not being discriminated against and every one suitable for the job regardless of the disability are being adapted to and employed.Also †back in the day† (still in the 20th century) there were a vast amount of institutions and now there are no institutions due to the legislations that have been put in place and the human rights that there are as it is inhumane to institutionalise anyone. Families are also getting more help form the government and are receiving benefits to help them care for their loved ones. They families are also receiving support from the local councils and carers are coming to the home and taking disabled people out in the community. The day centre's also adheres to the day to day legislation, policies and equal opportunities. 2. Explain what is meant by learning disabilities. A significantly reduced ability to understand new or com plex information, to learn new skills with: A reduced ability to cope independently, which started before adulthood with a lasting effect on development. Degrees of Learning Disabilities MILD: Obvious difficulties in learning, especially educational skill, but can acquire skills of everyday living. MODERSTE: Considerable difficulties in learning, will probably need help mastering everyday skills. SEVERE: Substantial difficulties, language abilities will be limited. Will need support with many daily living activities.PROFOUND: Extreme difficulties in all learning. Limited communication and may possibly have physical needs. Will be dependant on others for personal care and other daily living activities. 2. 2 Give examples of causes of learning disabilities. Causes of learning disabilities can occur at various stages of development either before birth or after birth. The disabilities which occur before birth or (pre-natally) are know as congenital causes such as chromosomes, Fragile X Syndrome. In other cases, harmful substances in the womb may affect a foetus, this could include alcoholism or drug abuse during pregnancy. After birth or (post-natally) causes can occur because of illness, injury or environmental conditions, for example: Meningitis†¦.. Brain injury†¦Ã¢â‚¬ ¦ Malnutrition. 2. 3 Describe the medical and social models of disabilities. The medical model of disability views disabilities as a problem that belongs to the disabled person. It is not seen as a problem that needs the concern of anyone else apart from the disabled individual affected, for example if a wheelchair user is unable to get into a building because there are steps then, the wheelchair is seen as the problem not the steps, according to the medical model.The social model suggests that it is the steps that are the issue not the wheelchair, as it is the steps which are disabling the person access, which is seen as a barrier. This model suggests that it is society disabling people through designing everything to meet the needs of the majority of people, who are not disabled. The social model believe that there is a gre at deal that society can do to reduce and ultimately remove, some of the barriers.This task is the responsibility of society rather then the person, as far as is reasonably practical – which by if it is a big organisation and it is financially possible and financially beneficial, then it would make sense to adapt and make provisions for disabled people to have access for example, wider doors, disabled toilets, a ramp, lifts if it is not a ground level building, although if it is only a small company then it may not benefit them financially to adapt there building. As if they are not getting the business then there may not be a need to adapt for the one in a million disabled person, as it may not be practical. . 4 State the approximate proportion of individuals with a learning disability for whom the cause in not known. In adults with a mild learning disabilities, 50% of cases have no cause of identification. In adults with severe or profound learning disabilities, chromosomal abnormalities cause around 40% of cases. Prenatal and perinatal problems cause around 10% of learning disability, and post natal issues a further 10% of cases and unknown cause's are at around 25%. 2. 5 Describe the possible impact on a family of having a member with a learning disability.The impacts will depend on the type of condition and severity, as well as the physical, emotional, and financial wherewithal of the family and the resources that are available. Having a family member with a learning disability can be reacted upon in many different ways, for example – A family may see this family member no differently from their other children. They will support the child at home and continue to live ‘normally'. They would get help from the local authorities and from social services and get their family member sent to a special school specific to their needs.They would monitor the progress and aim to teach them personal care, social skills and everyday living skills to make their life as normal as possible. There is possibility that the family member may be challenging but the monitoring that was put in place previously would know what triggers the behaviour, and how to calm them down. The main carer may possibly have to leave work and the family member would have to be their main focus. This may put a struggle on the rest of the family financially and mentally as the rest of the family could feel unappreciated and start having bad behaviour to try and get attention, and to get by.On the other hand a family may feel like they do not have the ability to cope and may put the family member in either foster care or permanent care. Dependant on the severity of the disabled person is dependant on the affect which it could have and dependant on the disability and the severity of the ability. You may have to fight for help from the professionals and be persistent to get the help and support you need and not give up and tat may be hard as at times you may feel let down by the service your being offered or like you are getting nowhere and this could make you feel like giving up.It can broaden horizons, increase family members' awareness of their inner strength, enhance family cohesion, and encourage connections to community groups or religious institutions. On the negative side, the time and financial costs, physical and emotional demands, and logistical complexities associated with raising a disabled person can have far-reaching effects. 3. 1 Explain the types of services that have been provided for individuals with learning disabilities over time. Collages have provided sessions and lessons specifically designed for disabled people to meet their needs.Day centres have been provided for a wide variety of disabled people for stimulation and person centred needs. Charities, volunteers and church run groups are available. Advocacy groups – talk-back. Health care, specialist nurses and education. Ategi. People with learning disab ilities have been assessed in great depth to assess whether they have the capacity to have direct payments and personal budgets. People are getting supported living and outsource day opportunities. 3. 2 Describe how past ways of working may affect present services.Incidents that were happening such as abuse within institutions is one of the main reasons that we now have introduced safeguarding, and also as people were being hidden from the truth of the ongoings in the institutions. Inspections from the likes of C. Q. C are in the pipe line for day services. Safeguarding training has been pushed harder for all employees to get a place on a course for greater understanding and so that the disabled adults are safe. Identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: A) Where People live.Huge changes have been made in society and disabled people now have access to supported living, shared life, Ategi, Respite services and R esidential home services. This provides disabled people who have the ability to live on their own have their mental capacity assessed to decide what the clients needs are based on person centred individual care. B) Daytime activities Charities and volunteers have organised church run groups in late afternoon early/evening's for adults with learning disabilities and the day centres provide stimulating outings for all the clients weekly whether its going for a ride in the bus or going swimming.The government also arranges social worker's to go to their homes and take clients out. C)Employment Each client with a learning disability will have a back to base assessment and this will assess whether a client has the capacity and ability to be able to work in paid employment. Also there are anti discrimination acts in place where if you do have a learning disability, then you are not able to be discriminated against and you have a fair right to employed. D)Sexual relationships and parenthoo d For an adult to have a sexual relationship and consider entering parenthood then the individual(s) will need to have a capacity assessment.With the assessment this determines whether the individual is able to understand and fully consent to the sexual relationship. If it is deemed that the client doesn't have the capacity to have a sexual relationship then the client will not be able to be involved and the client will have to have a best interest assessment in place. If it was deemed appropriate then the social services will become more involved to make sure that any of the individuals involved wasn't being abused in any way under the Sexual Offences Act 2003. If needed you would receive extra support from midwives and social services would monitor you throughout the pregnancy.You could even have extra help during and after for example you may get help for cooking and cleaning and the council would pay for this. If the sexual relationship progressed into something further for inst ance pregnancy, then again the social services would get involved and a capacity assessment would be done to assess whether you are fit to be a parent, and if you were then what help and support you would need if any. Also there would be a best interest assessment whether you are aloud to continue with the pregnancy and whether your aloud to keep the baby or put the baby up for adoption.If you did have the baby and keep the baby then you would be regularly assessed by the social services to make sure that you are coping and if you needed any help and the help and services they could offer you for full support. E) The provision of healthcare Each client has a medical health passport which follows them around whenever they need to go to the doctors or hospital then the medical professionals have the information they need to help medicate you or assess what is wrong to enable the professionals to give you the correct care you need.Each client has there own nurse, who have been trained in learning disabilities so that if you need help or advice then they are there for you and know your history. Also client have transport passports which enables them to travel safely. 4. 1 Explain the meaning of the term ‘social inclusion. Inclusion is based upon the idea of allowing everyone equal access to a service regardless of gender, disability, religion etc. There are many ways to ensure that your setting adheres to its inclusion policy. Here are a few examples.In a learning disability environment you could make access for disabled people possible by providing disabled toilets, ramps and wide doors. You could disabled people and families who have English as a second language resources to help with communication such as books and diagrams of words ; their meanings. Also staff could learn other means of communicate for example makaton and British sigh language as with disabled people with a hearing impairment you could train staff up on sign language to help with communi cation.For people with learning difficulties you could ensure that you gain support from outside agencies such as speech therapists, health visitors, specialist nurses etc. 4. 2 Explain the meaning of the term advocacy. Advocacy is: Protecting your rights when you are vulnerable. Listening to you Ensuring that you are listened to. Providing you with information so that you can make informed choices and decisions. Helping you to express yourself and take part in decisions which affect you. Respecting your right to make your own choices.Being there for you without conflict of interest. Advocacy must: Be Accessible to all who require it. Be Accountable to those who use it and fund it. Put those who use it first. Be as free as possible from conflicts of interest. Describe different types of advocacy. Self advocacy – This refers to the civil rights movement for people with developmental disabilities also called cognitive or intellectual disabilities, and other disabilities. The se lf-advocacy movement is (in basic terms) about people with disabilities speaking up for themselves.Self-Advocacy or Speaking up for yourself is to speak up for oneself, either as a member of a group or as an individual and contains an element of developing the confidence, skills and knowledge to do this. Self-advocacy groups are the same as self-help groups but will often involve the use of a facilitator or supporter where additional skills are required that members of the group do not already have. Peer advocacy – Peer Advocacy refers to â€Å"experts by experience†, and is used to describe advocacy relationships where both the advocate and the advocacy partner share similar experiences, difficulties or discrimination.This can include looked after children, with experience of children’s homes, those with mental ill health, the elderly or people with a learning disability. Peer advocacy is often spontaneous in such settings as day centres. Paid independent advoc acy – In paid advocacy – sometimes called independent advocacy – the advocate receives a salary or a fee per client. Citizen advocacy – ‘Citizen Advocacy organisations' (Citizen Advocacy programs/programmes) seek to cause benefit by reconnecting people who have become isolated from the ordinary community.Statutory advocacy – Statutory Advocacy is a term used to describe advocacy roles that are established in legislation. Statutory advocates will have certain legal rights, and where certain criteria are met, a person may have a right to this form of advocacy. There are two forms of statutory advocacy; Independent Mental Health Advocates (IMHA’s) and Independent Mental Capacity Advocates (IMCA’s). All advocacy types are of equal value. What advocacy is used, and when, should depend on what is best suited to the person who seeks it. A single person may ask for different types of advocacy support at different times in their life.Wha t is common to all types of advocacy is that the person who it is for (in this instance the person with a learning disability) is always at the centre of the advocacy process. It is all about what that person wants, and finding the best way of getting that across to the people who need to know. Advocacy can be like tools in a tool box, the different types can be used together or separately depending on the job that needs to be done. People with learning disabilities say that being part of a self advocacy group or getting support from an advocate is a really important part of being able to take control of their lives. . 4 Describe the ways to build empowerment and active participation into everyday support with individuals with learning disabilities. The way that we build empowerment and active participation in the day services is by giving each client as much control and choice as possible. By knowing and assessing the capacity of the individual and then giving that individual the c hoice and control of their life doing the best we can to help them. 5. 1 Explain how attitudes are changing in relation to individuals with learning disabilities.People with learning disabilities are given their voice and people are now excepting them as individuals and therefore the individual is getting the care and attention they do or don't need, this is making their lives better and more comfortable and so they are happier. Disabled people are now in the public more working and mixing with ‘normal' people and so the ‘normal' people are learning more about the individual and the wideness of people with learning disabilities and how to work with them in and work place and just on a day to day basis.This is giving people in the public a wider knowledge and understanding so they are beginning to accept and learn to work with the disabled. 5. 2 Give examples of positive and negative aspects of being labelled as have a learning disability. Positive: Those who are not exte nsively trained about learning disabilities may think they understand their problems, when they really don't, and have unrealistic expectations or make assumptions that they cant do something that they can actually do. Choosing to allow a person to be abelled as learning disabled can provide the person with many advantages and specific adaptations can be made at their school/workplace. They may also receive special understanding from their teacher/colleges and others. If they realize that a learning disability is something that simply affects how another person learns, they may come to respect that persons abilities rather than focus on their areas of weakness. Negative: Being labelled as having a learning disability. Labels are for life, and many people fear that having a label attached them will cause people to treat them in a negative way.Most people do not understand what it means to have a learning disability, and may discriminate against someone who is labelled as having a lea rning disability. 5. 3 Describe steps that can be taken to promote positive attitudes towards individuals with learning disabilities and their family/carers. Care in the community and action toward greater integration amongst mainstream society. To provide assistance and education for learning disabled people to gather the skills to live a less marginalised and more independent life within society.As well as modernising day services to help encourage independent living and social skills for forming meaningful relationships with a different groups of people. The local authority must evaluate the person's needs and make provisions where possible. 5. 4 Explain the roles of external agencies and others in changing attitudes, policies and practice. Agencies and care providers have a role to play in changing the situation. People with learning disabilities should be supported to be all they can be, and to achieve their fundamental human rights, including the right to make an informed choi ce about whether or not to form relationships.They are also working to improve conditions of the individuals that they work for. Some of the external agencies whom would be involved: Care Quality Commission, General Social Care Council, Skills for Care (includes Common Induction Standards) Health & Safety Executive, Social Care Institute for Excellence,the organisation you work for, yourself, advocates, citizens' advice bureau, charities, organisations, (Action on Hearing Loss, Scope, RNIB, Sense, Dementia UK, Alzheimer's Society, Parkinsons UK.The roles of external agencies are: Having to keep updated with legislation and training on all the staff. This is agencies with whom the day centre uses: Doctors/Nurses, carers/parents, care managers and physiotherapists. Carers and families attitudes with regards to policy and practice is to have continued communication with all professionals. 6. 1 Identify ways of adapting each of the following when communicating with individuals who have learning difficulties.Verbal communication:To learn the language that the client uses and the facial expression that the client uses as this can help you to understand how the client feels, also to listen to the client and not to finish the sentence for the client as this can lead to misunderstandings and confusions. You need to use simpler terms and never must use slang or jargon. Non Verbal communication:To watch facial expressions and body language that the client uses. Braille and sensory equipment will also help with communication and the clients needs.Using bright colours, picture cards and makaton/sigh language. 6. 2 Explain why it is important, to use language that is both ‘age appropriate' and ability appropriate' when communicating with individuals with learning disabilities. Its important to use age appropriate language as the client may have the ability to understand and respond to you when spoken to correctly, also you don't want the client to loose the ability to communicate, don't use big, long fancy words or talk fast.Every one has different abilities some individuals can walk and talk and some are highly dependable on the help of others, some people can interact with others but some may not have the mental ability to. All clients have different abilities for instance one client will be able to communicate with you to tell you what they would like to eat, some may be able to show you through pointing or eye contact and others may only be able to show you through trial and error e. g. if they eat the food or spit it out.You should use shorter sentences and give them time to take in what you are saying and be patient, give the client enough time to take in what you have said not rushing them. If you speak to the client like a child then this may upset of distress the client and make him/her feel inadequate, which could lead to further issues. When communicating you need to always communicate clearly and use basic English unless stated other wise otherwise this could lead to misunderstandings. 6. 3 Describe ways of checking whether an individual has understood communications, and how to address any misunderstandings.By knowing how the client communicates, you can read the facial expressions for example – blinking, head movements, sounds or body movements. If a client has misunderstood what you have said then the client may either not answer or act differently or answer even though they are not aware what they are saying. If the client is struggling to understand you or you think the client has misunderstood you then you need to rephrase the question or use visual aids, as this could help you to explain it in another way.

The Versailles Treaty Put an End to World War I

The Versailles Treaty, signed on June 28, 1919 in the Hall of Mirrors in the Palace of Versailles in Paris, was the peace settlement between Germany and the Allied Powers that officially ended World War I. However, the conditions in the treaty were so punitive upon Germany that many believe the Versailles Treaty laid the groundwork for the eventual rise of Nazis in Germany and the eruption of World War II. Debated at the Paris Peace Conference On January 18, 1919—just over two months after the fighting in World War Is Western Front ended—the Paris Peace Conference opened, beginning the five months of debates and discussions that surrounded the drawing up of the Versailles Treaty.   Although many diplomats from the Allied Powers participated, the big three (Prime Minister David Lloyd George of the United Kingdom, Prime Minister Georges Clemenceau of France, and  President Woodrow Wilson  of the United States)  were the most influential. Germany was not invited. On May 7, 1919, the Versailles Treaty was handed over to Germany, who was told they had only three weeks in which to accept the Treaty. Considering that in many ways the Versailles Treaty was meant to punish Germany, Germany, of course, found much fault with the Versailles Treaty. Germany did send back a list of complaints about the Treaty; however, the Allied Powers ignored most of them. The Versailles Treaty: A Very Long Document The Versailles Treaty itself is a very long and extensive document, made up of 440 Articles (plus Annexes), which have been divided into 15 parts. The first part of the Versailles Treaty established the League of Nations. Other parts included the terms of military limitations, prisoners of war, finances, access to ports and waterways, and reparations. Versailles Treaty Terms Spark Controversy The most controversial aspect of the Versailles Treaty was that Germany was to take full responsibility for the damage caused during World War I (known as the war guilt clause, Article 231). This clause specifically stated: The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies. Other controversial sections included the major land concessions forced upon Germany (including the loss of all her colonies), the limitation of the German army to 100,000 men, and the extremely large sum in reparations Germany was to pay to the Allied Powers. Also enraging was Article 227 in Part VII, which stated the Allies intention of charging German Emperor Wilhelm II with supreme offence against international morality and the sanctity of treaties. Wilhelm II was to be tried in front of a tribunal made up of five judges. The terms of the Versailles Treaty were so seemingly hostile to Germany that German Chancellor Philipp Scheidemann resigned rather than sign it. However, Germany realized they had to sign it for they had no military power left to resist. Versailles Treaty Signed On June 28, 1919, exactly five years after the assassination of Archduke Franz Ferdinand, Germanys representatives Hermann Mà ¼ller and Johannes Bell signed the Versailles Treaty in the Hall of Mirrors in the Palace of Versailles near Paris, France.

Learning Styles And Multiple Intelligences Essay - 919 Words

The effect of applying multiple intelligences and learning styles are theories that have been discussed heatedly in educational circles. Firstly, I’m going to introduce two of the learning styles. Kolb’s learning style model has settled on four styles: Accommodators: risk-takers who like to involve and try new things; Convergers: problem-solvers who enjoy organizing and hands-on application; Assimilators: passionate readers who learn well with reading and concepts patiently; Divergers: reflective learners who are environment-oriented and human-oriented. (LowyHood, 2004, p.268) Silver’s (1997, p.22-23) model also have four dimensions: Self-expressive: learners who use feelings and emotions to create primitive ideas; Mastery: learners who organize materials sequentially and in a solid way; Understanding: learners studying based on logical thinking and reasoning; Interpersonal: learners who socially and interactively process knowledge. The extinction between learning styles and multiple intelligences is the different focus. From the two examples of learning styles above, we can be aware of that learning styles stress on people addressing the problems and finding out the solutions initiatively and internally. For example, for a student who judge something in behalf of helping others, he is possibly an interpersonal style learner. However, multiple intelligences underline the influence of cultural and external effect on our human abilities. For a student who is good at tellingShow MoreRelatedMultiple Intelligences and Learning Styles996 Words   |  4 Pages Multiple Intelligences and Learning Styles Multiple Intelligences and Learning Styles In today’s society not everyone has heard of the theory of multiple intelligences however most people have heard of learning styles. Even in the education field, educators may not be able to correctly define both. 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