E-Business Evolution

E-Business Evolution By: Scott Pitcher BIS 375 October 22, 2012 Prof. Alanzo White ? E-Business Since the dawn of the Internet business have been finding more was to utilize the Internet in a way to reach consumers that would otherwise not have known of the company products. In the 1990’s e-business came to the Internet it was unlike the conventional way of conducting business, for example before when the consumer wanted to order something out of a catalog he or she would pick the item then call the business and tell customer service what he or she wanted.The next step would be going down and checking the product that was purchased and then taking it home. Well things have changed since the days of ordering by phone and then going and picking up the purchased item. Now in the present time he or she can order products via the Internet. Within a couple of clicks of the mouse and a credit card the product can be ordered and shipped without ever leaving the comfort of his or her h ome. In a brief discussion this paper will explain the evolution of e-business.E-Business Evolution As the Internet has evolved so has e-business over the last 15 years e-business has developed from ecommerce to e-business. With e-business companies or business are able to do business not only locally but also conduct business out of the state and the United States. In today’s business companies are looking for new ways to reach consumers, consumers that would otherwise not be able to go to the place of business to make his or her purchase.With the evolution of e-business companies like Wal-Mart, Sears, Target, and other companies that list their business and information on the Internet are striving to reach new customers and offer more services to the customers that choose to shop at the business website. The ability to reach new customers is not only for the business but also for the consumer. Now the consumer can shop on line to find the best deals for the product that he or she is looking for. Now Consumers can review websites and compare pricing for products before making a purchase.To be compare and contrast with the way shopping for the consumer was before e-business was to take time to go to the place of business and look at the product that the company was displaying on shelf’s and on hangers. Walking around the retail shops and waiting in long lines and dealing with traffic or other sources of public transportation. With the use of e-business the consumer no longer needs to go to the place of business and make the necessary purchase via the Internet. Supply Chain ManagementA business cannot operate if it does not have a product to sell to its customer that is in stock. It is the same for a store that the consumer walks into just as if he or she would be purchasing it from the Internet. Even though there are similarities between e-commerce and e-business taking purchase orders and having stock and even in some cases shipping the product. With e-commerce stoking its shelf’s are different from e-business. E-commerce use a manager or an employee to take inventory of the item that are in stock and orders the items that are running low on.This order is then submitted and now the retail store will have to wait till the items arrive before the store inventory is brought back to its par-levels. With e-business the company that is doing business through the use of the internet has a networking system that automatically sends the order being placed by the consumer to the distributor so it can be shipped right from the distributor to the consumer without ever coming in contact with the business that is doing the advertisement on the Internet.Even with the ability to sell products without even carrying the item in stock means that the information being shared through the inner networking system has to be as reliable in order for the suppliers to control their product inventory and for manufactures to adjust to the amoun t of material that will be needed for each participating business that sells the manufacturer’s product. If the information that is being shared is not accurate it causes either a product shortage or an overstock in the manufactures inventory. ConclusionSince the dawning of the Internet and the demand for faster customer service the way we use to consider shopping and even conducting business has been rapidly increased, having many different options on selling and buying products and material has made it easier for both sides. The consumer can make purchases from not only his or hers computer at their homes but also with the use of mobile devices and software applications make purchases while on the go. For business they will not need to build so many store locations which will reduce the company over head.References Papazoglou, M. P. , Ribbers, P. (2006). E-Business: Organizational and technical foundations. Hoboken, NJ: John Wiley. Some Limitations of E-Commerce. (2011). Ro se India Technologies PVT, LTD. Retrieved on October 22, 2012, from http://www. roseindia. net/tutorial/ecommerce/limitations-of-Ecommerce. html Wagner. C. M, Sweeney. E. (2010). E-Business in Supply Chain Management, Dublin Institute of Technology Retrieved on October 22, 2012 from http://arrow. dit. ie/

Mnc and Foreign Direct Investment in Malaysia Essay

Multinational Corporations (MNCs) and Foreign Direct Investment (FDIs) in Malaysia Over the Past Decade: A Detailed Look at their Determinants, Patterns and Effects. 1.1 Multinational Corporation and Foreign Direct Investment in Malaysia Primarily, Multinational Corporations or also known as MNC is defined as a firm that has an extensive involvement in international business, owning or controlling facilities in several different countries other than its home country. In other words, firm or group that derives a quarter of its revenue from operations outside of its home country is considered as a MNC. Typically, these types of companies have offices or factories in different countries and continents, but they are controlled by a centralized head office that is responsible for the coordination of the global management. For such companies, the expansion and penetration into foreign market can commonly be achieved via exporting, licensing, joint venture and also foreign direct investment . Foreign direct investment or also called as FDI is a term that is commonly and closely linked to MNC and it is described as an investment made by a company or entity that is based on country into a company or entity based in another country. In order for a firm or corporation to become multinational, they must first acquire a controlling stake in foreign firm. This can be achieved by newly creating a foreign firm (international Greenfield investment), acquiring an existing foreign firm through international merger and acquisition and also through joint ventures. Inflows of FDI into a host country greatly affect the overall development of its economy due to the fact that FDI provides external source of capital, management skills, new technologies and also job opportunities. Since Malaysia first opened its door to FDI in the early 1960s, Malaysia has been receiving a steady arrival of MNC from around the world (Bernama 2012), including from Asian countries and as further as European co untries and the United States. Malaysian Industrial Development Authority (MIDA), have reported that more than 4000 foreign international companies have set their presence in Malaysia as their offshore base (MIDA, 2009). Among the MNC that have the presence in Malaysia are Dell, Intel, Shell, GlaxoSmith Kline (GSK), Schlumberger and many others. Besides the capital city of Malaysia, Kuala Lumpur, other states that have successfully attract MNCs and investors include Penang and Johor Bahru. According to time Magazine, in the manufacturing industry, Penang is  featured as among the preferred destinations for MNCs due to several factors such as logistics and geography. This is also in line with the Federal Government initiative to develop Penang into the third metropolis in the country, after Klang Valley and Johor Bahru. 1.2 Determinant As mentioned before, from the time Malaysia undergone into the transformation from an agricultural-based nation to manufacturing-service based nation and from the opening of its door to FDI, the number of MNC present in Malaysia has shown an increasing pattern. According to Business Times (2012) Malaysia has emerged as the fifth most popular destination for FDI in Asia in the year 2011, with an increase of 31.5 per cent from 2010 to US$11.97 (RM 37.83 billion). At 44 per cent, manufacturing sector continued to be the major contributor to FDI inflows, followed by service sector (35 per cent), mining and quarrying (20.1 per cent), and also forestry and fishing at 0.3 percent (Business Times 2012). Malaysia is also showing a positive outlook as the Economist Corporate Network’s Asia Business Outlook Survey 2012 have shown that half of the 500 multinational companies were planning to increase their investment in Malaysia in the year of 2012. The survey done also revealed that in the aspect of investment priorities for those MNCs, Malaysia is now ranking at number seven out of 12 Asian countries, while in terms of market attractiveness for the purpose of production and manufacturing; Malaysia is ranking at number four. There are definitely several determinants that resulted in such development. One of the major factors that attracted investors to Malaysia would be the commitment by the government to sustain a business setting that provides companies with the opportunities for growth and profits (Iskandar Malaysia 2012). The commitment is reflected in the government’s continuous efforts to obtain feedback from the business community through channels of consultation like regular government-private sector dialogues. Such dialogues will give the various business communities the opportunity to voice out their views and at the same time to contribute towards the formulation of government policies which concern them. Additionally, Malaysian government has also been very proactive in attracting foreign investment into Malaysia through several policy reforms such as the Investment Incentives Act 1968 that was then repealed and replaced by The Promotion of Investment Act 1986 (PIA 1986). There are three main incentives covered under this Act, namely Pioneer Status, Investment  Tax Allowance and Infrastructure Allowance (KPMG 2005). Pioneer status incentives provide full or partial exemption from the payment of income tax, whereas Investment Tax Allowance provides company with an allowance based on qualifying capital expenditure incurred. In similar manner, Infrastructure Allowance is granted to companies resident in Malaysia which has incurred capital expenditure on infrastructure in respect of business in operation in a promoted area. The introduction of this Act further encourages investment activities in this country, especially in manufacturing industries and it has resulted in the increased number of foreign investors coming into Malaysia. This is shown in the vast increased of share of foreign proposed capital investment in the approved manufacturing project from 19% in 1984 to 64% in 1992. Besides the establishment of Free Trade Zone, the introduction of more liberal incentives under PIA 1986 that allows larger percentage of foreign equity ownership in enterprise is also one of the determinants that draw large inflow of FDI into Malaysia. In addition to the government incentives, there are also various policies formulated by the government with the aim to further enhance the attractiveness of Malaysia as the go-to location for FDI. In 2011, several key initiatives have been implemented which comprise of Economic Transformation Program (ETP) and the 10th Malaysia Plan (10MP). These policies lay down the foundation for the country’s transformation into a high income economy, as foreseen in the New Economic Model (NEM). With this implementation, Malaysia continues to be a cost competitive location that has been able to proficiently attract project with significant level of investment (MIDA 2011). Apart from the policy factors, other factors that attract FDI and MNC are the well-developed infrastructure of Malaysia that is aimed to serve the business community. According to World Investment Report of 2008, MNCs usually invest in countries that have well established network of transportation as well as communication facilities (Alex, et. all 2010). Malaysia undoubtedly fulfill the needs of logistic and communication within its boundary particularly in the Peninsula of Malaysia. These well maintained PLUS highways is an advantage to industries as it link major city centers to seaports and airports throughout the peninsula, thus providing an efficient and effective means of transportation for goods. Complementary to these highways, a Kuala Lumpur-Bangkok-Kuala Lumpur containerized service that is known as the Asean  Rail Express (ARX) has been initiated with the aim of expanding it to become Trans-Asia Rail Link that will comprise of Singapore, Vietnam, Laos, Cambodia, Myanmar and ending up in China (Iskandar Malaysia 2012). In addition to that, the five international airports and seven international seaports definitely make Malaysia an ideal springboard to the Asia Pacific Market (Trade Chakra 2009). As for communication, subsequent to the successful privatization of its Telecommunication department, Malaysia’s telecommunication network has come a long way with the latest digital and fiber optics technology being utilized to provide supreme quality telecommunication service at competitive price. Other than the determinant discussed above, another major factor that attract FDI into Malaysia is the good environment and the political stability of this country (Har et. all 2008). Despite the several crises that arose recently, Malaysia political environment is still considered as relatively stable in comparison to other countries such as Thailand. Sound environment and stable political environment have attracted many foreign investors to invest in Malaysia because with such stable condition, investors and MNCs will face fewer problem and they will be able to run their business more conveniently and efficiently. According to Ajami and Ricks (1981), the political stability of a country has a positive impact on FDI because political stability is vital in creating a climate of confidence for investor. Bernama (2007) have also reported that the presence of MNCs especially those that have set up regional operating headquarters is a vote of their strong confidence in the strength of the country’s political and economic system. 1.3 Pattern of FDI in Malaysia *Source: United Nations Conference on Trade and Development (UNCTAD) Over the past decades, Malaysia ha s been received lots of Foreign Direct Investment(FDI). The flow has reached its peak in 1988 to 1993 and started to decrease after 1996 due to Asian Financial Crisis as well as world trade recession that hit Malaysia apart from other countries. From the graph above, the pattern of FDI flow into Malaysia from year 2000 to 2011 can be observed. It shows that the inflow is inconsistent and fluctuates randomly. However, in overall, Malaysia has attracted a steady inflow of net FDI in the recent decade, averaging 3% of GDP per annum with a peak of 4.5% of GDP in 2007(Har, et. al., 2008). According to UNCTAD’s World Investment Prospects & Survey, 2011-2013, Malaysia has been ranked as one of  the top host economies for FDI in 2011-2013. In year 2001, the figures for FDI is much lower compare to the other years due to global trend and collapsed of technology bubble and it increases back in year 2002(The Star Newpaper, 25 March 2010). And this trend once again can be seen during 2009, where the FDI has relatively declined greatly from 2 008 because lack of confidence from the foreign investors due to global financial crisis in 2008 and 2009 as mentioned by the Chief Economist RAM Holdings Bhd Dr Yeah Kim Leng(The Star Newspaper, 25 March 2010) and further dampened by the contraction of Malaysia’s export activities. During 2009, although the government tries to promote and attract more investors by promoting more freedom to the investors, it still did not work out. The FDI dropped by 81% which is from US$7.3bil in 2008 to US$1.4bil in 2009. Whereas from year 2006 to 2008, the FDI in Malaysia is much higher than those previous years because during this period, activities like MNEs mergers and acquisitions, establishment of joint ventures and other new investment activities took place which attract more investors to invest in Malaysia. After the crisis in year 2009, the Foreign Direct Investment(FDI) has increased tremendously in year 2010 with most FDI originated from Asian countries. *Sources : Department of Statistics Malaysia One the reason that led to the FDI increment in 2010 was the purchasing activities of US$1billion worth of stake from a local company by the Company from Republic of Korea. During the period of 2006-2009, there are 3 sectors or industries that dominated the FDI received namely the manufacturing, services and oil and gas sectors. Based on the below chart, comparing with all the industries in Malaysia, manufacturing industries shows a highest figures or amount of FDI received and followed by a service sector etc(NST business Times,6th July 2012). And according to Bank Negara annual report, 41% of the FDI received were found in the manufacturing sector whereas services and oil and gas both received 37% and 17% respectively. *Adopted from CEIC *Sources : Department of Statistics Malaysia Last year, among all the states in Malaysia, Penang has received the highest amount of FDI which exceeded the other states followed by Sarawak(Shazwan Mustafa Kamal,2011). From below data, Selangor has contributed most GDP since year 2000 until 2009. And it were reported that most of the GDP were contributed from the non-local company, showing that  there has been high foreign investment within that state. However, in 2011, Penang has showed an improvement in attracting FDI by surpassing Selangor in receiving FDI and maintain in the top list for 2 years since 2010. (more graph in the appendix) 1.4 Effects of FDI on Malaysia. Over the years, there are many impacts of Foreign Direct Investment(FDI) towards Malaysia in many aspects. One of the distinct effects of FDI on Malaysia is the growth of the country’s economy ever since 1990s especially in the manufacturing sector like petroleum, chemical industries and etc by increasing the domestic capital. Hence, the production capacity also increases and further leads to economic growth. This later creates a favorable investment environment that could help in attracting other investment from other investors and further increase the FDI into the country. According to Krugman and Obstfeld (1994), â€Å"FDI functions as one way to bridge an inter-temporal gap of capital demand and supply, and, like other capital inflows, increases the production frontier of developing countries, which normally suffer a shortage of capital†. The economic growth in Malaysia can be seen through the growth of its GDP as shown in the below graph. Malaysia’s GDP seems to be steadily increased in year 2005-2007 where the FDI is high and declined in year 2009 where the global financial crisis affected Malaysia. From the perspective of employment in Malaysia, the FDI inflow by the Multinational Companies has caused an increase in the domestic employment rate. More job opportunities were created and offered to the citizens in Malaysia especially in the manufacturing sector due to the economy expansion in Malaysia. The standard of living of Malaysians is now getting better and better. This can be observed in below data: During the year 2007, when the growth rate for Malaysia is the highest, there is less unemployment, showing that there have been more job opportunities that lead to better employment rate. And when the employment rate increase, the standard of living also increased among Malaysian. Based on the graph above, the rate for unemployment in year 2009 is the highest. This is when the growth rate in Malaysia is the lowest. People are losing job due to less job opportunities and bad economy during that period. According to Minister in the Prime Minister’s Department Tan Sri Nor Mohd Yakcop, 3.3millions of job opportunities has arisen in 2011 after the implementation of the Economic Transformation Programme that has  been used to attract foreign investors(Raina Ng, 23 September 2011). Apart from that, FDI has been an important vehicle in transferring many aspects such as new technologies, management and production skills and knowledge. There has been an improvement on the level of skills and knowledge amongst the employees in Malaysia and our local entrepreneurs. When the multinational company brings in their expertise to Malaysia, indirectly Malaysian will be able to learn some skills and knowledge from the foreigners through training or hands-on learning and improve on their technical capabilities. Employees in Malaysia are more expose to high technologies and efficiencies in managing the company’s management. Thus, this allows them to produce products that are competitive enough to compete in the international arena. And workers also are able to increase the production capacity by adapting the new technologies into the production process and this further led to increase the growth in GDP in Malaysia. Looking at previous year in 1990s where FDI started to increase in Malaysia, there has been a major improvement in the Malaysia’s export performance if compare to year 1980s with less FDI even up until now. Since Multinational Companies(MNC) has present in many international market, hence FDI from this organizations is consider as a potential source in transfer process of managerial knowledge, skills as well as new technologies that able to help in better production efficiencies and be competitive in the international arena in terms of pricing and quality of the products. The domestic firms can either obtain the information on the MNCs directly or indirectly to improve their production. The leakage of this information is known as the ‘spillovers’ and it can occur directly or indirectly. Once the domestic exporters have obtained the information regarding the international market, then they can produce accordingly to the international standard and increase the exports.

Business Analysis Project Research Paper Example | Topics and Well Written Essays - 1250 words

Business Analysis Project - Research Paper Example The company headquarters are at Irving in Texas and employs about 80,000 people (mbaknol.com, 2012). Exxon Mobil has been marked with a higher market value than any other publicly-traded company in the world. History: Exxon Mobil Corporation is a merger of Exxon and Mobil, two great oil industry titans in the past century. The historic background of these two companies is a notable one and heads back to 19th century, when these two companies were established. Standard Oil Company of New Jersey (Exxon) and Standard Oil Companies of New Jersey (Mobil) were formed from John D. Rockfeller’s Standard Oil Trust which was started in 1870. With the increase in oil resources and implementation of various advanced techniques, they emerged as greatest oil corporations and formed individual identities for each. They indeed created a great impact to the American economy in the past century. Even after the dissolution of Standard Oil Trust in 1911, they subsisted to expand and grew in terms of their production, refining and research, making them leading companies in the oil and gas industry. Since the end of the World War 2, the company expanded its market to more than 100 countries. The companies stayed separate for nearly 87 years, until they signed a definitive agreement that the two would merge and form a new company, namely, Exxon Mobil Corporation. ... Current Operations and Projects: Exxon Mobil involves in three major operations, mainly upstream, downstream and chemicals. Being the leading oil company in the world, Exxon Mobil has faced various ups and downs in the recent decades. For instance, In February 2010, Exxon Mobil reported $310.58 billion in revenue in fiscal year 2009. In fiscal year 2008, it reported $477.35 billion in revenue. (Taque, 2010). It is estimated that though there are rises in oil prices, there will be higher downstream revenue with the increasing demand for the energy resources among the developing countries. There was a decline in liquids production of the company which was subsequently compensated by the increase of the gas production. Exxon has come up with a discovery in the Gulf of Mexico in the past year and is beginning to work over the Julia deepwater fields in the future. The company has set up establishing new explorations in the Gulf of Mexico and in the Russian Arctic area. â€Å"More explora tion is expected to happen in the U.S. with the government selling leases in the GoM and granting licenses in Alaska.† (Forbes, 2012). Its major development project includes the Kashakan project at Kazakhstan and the West Qurna field which is showing a great progress. The gas output of the company has been greatly increased by the shale exploration in U.S. â€Å"Exxon is also a partner in the $15.7 billion Papua New Guinea LNG project in Australia†. (Forbes, 2012). With its ongoing projects at Iraq, Kazakhstan and LNG projects in Australia, the company’s output volume will favorably increase with its production. Exxon Mobil is currently conducting test runs at its new

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Nervous system - Essay Example In connection to the practical with the central nervous system of maggots, it is significant to note that Maggots have one unique feature: that is they keep on recycling especially when it comes to their neurons. Equipped with a nervous system that helps them to crawl and feed, they change into intricate animals with sophisticated behaviors and sensory system such as flying and walking. Maggots lack motor neurons that can make the transition into adult. During metamorphosis, the neurons start to spread and seek out adult links. In order to understand the central nervous system of a maggot, it is significant to look at the role that hormones play in initiating these intricate behaviors required to molt. Eclosion hormone is an insect neurohormone that makes the larvae to initiate the intricate behaviors required to molt in that it assists in removing an exoskeleton in order to mobilize the needed changes in the entire central nervous system. The nervous system neurons expand from the n erve body. The dendrites and axons are tied together which help conduct and transmit signals. The neurons are categorized as either sensory, interneurons or motor (Brodal, 2010, p. 52). The sensory neurons help in sending information to the central nervous system from external and internal environment. Motor neurons assist in carrying information from the central nervous system to muscles, glands, and organs. Lastly, the interneuron spread signals between sensory and motor neurons. The nervous system of a man has motor neurons, unlike maggots that lack motor neurons thus making them unable to transition into adult. The practical conducted reveals that the Maggots have three major sensory receptors, which link with three major ganglia or collection of nerve tissue, which enable the larva to sense their environment and move to food sources. Maggots can respond to odor, temperature, moisture, and chemicals. These sensory organs allow maggots to be attached to or repelled from specific environments. Sensory organs are normally excitable cells that allow information transmission to occur (Sawin, Harris, Campos, & Sokolowski, 1994, p. 355). In connection to the nervous system, it comprises of the spinal cord, intricate network of neurons and the brain. This system is very important in that it helps in receiving, sending, and conceptualizing data from all parts of the body. Further, just like discovered in the practical, the nervous system reacts to transformation in the outside environment, and helps monitor and coordinate internal work of body organs. The spinal cord has nerves that assist in transmitting information from body organs and outside environment to the brain and directs data from the brain to the rest of the body. The spinal cord nerves are fiber like that travel in two distinct manners. Descending nerves carry data concerning the motor function from the brain to other body parts. The ascending nerves transmit data from the body to the brain (Brodal, 20 10, p. 89). In order to aid their movement, the maggot can respond to light since they have photoreceptors on their heads and can move towards light, known as positive photo taxis. First instar animals have negative photaxic responses and third instars are positive phototaxic in nature. The rate of

Critically discuss the reasons why location has again become a Essay

Critically discuss the reasons why location has again become a critical issue in explaining the global competitiveness of firms - Essay Example They should use all the resources at their disposal to make their markets competitive globally, while at the same time reducing any international trade barriers and limitations. On their part, businesses need to make adjustments in order to compete effectively in the global market since they cannot purely rely on good location as was the case before this trend. They must heavily invest in information technology and adopt cost effective management practices to reach this new status. Moreover, they need to adopt international management practices and culture as well as develop a positive attitude for efficient management. Companies should also consider making regional and global partnerships and connections but taking into account all pros and cons of such ventures. This paper examines the role of location in global competitiveness of multi-national enterprises, MNEs. It then investigates why location has ceased to be the only factor in the success of international business. Role of location, competitiveness and advantage The geography of international business activities greatly depends on the entry mode and competitive advantages of the firms involved. This interdependence becomes clear when one tries examining the dynamics of the activities of knowledge intensive multinational enterprises, MNE (Dunning, 1998).... economy characterized by the emergence of intellectual capital as an important wealth creation asset, globalization of economic activities due to advancement in transport and communication technologies and the emergence of collaborative capitalism. These developments have had an impact on the geography of the activities of foreign direct investments, FDIs and MNEs (Dunning, 1998). The role of spatial transaction costs is slowly shifting, reflecting the liberalisation of cross border markets and the varying attributes of economic performance (Yip, 2002). This cost reduction caused the formation of more market-seeking FDIs and at the same time boosted a welfare enhancing division of labour and also favoured the spatial bunching of firms engaged in allied activities, so that each may gain from the existence of the other, and having access to localized support services, specialized factor inputs, custom-made demand patterns, distribution networks and shared service centres (Tallman and Yip, 2001). Complementary foreign asset and capability sought after by MNEs who wish to add value to their main competitive advantages are progressively more of a knowledge facilitating type and that is mostly the case as their affiliates become more firmly rooted in host economies. A good example is the increasing of value addition in Japanese manufacturing subsidiaries of Europe and North America. An exception to this is some low value-adding activities in the under developed areas of the globe (Tallman and Yip, 2001).As the calculated asset acquiring investment has turned out to be more essential, the location requirements of corporations have changed from the market-oriented or natural resource-oriented to those concerning access to knowledge intensive assets and learning

New Preston Village Speech or Presentation Example | Topics and Well Written Essays - 250 words

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Language Development - Essay Example ing process, the young, impressionable children not only learned the three R’s, but also developed holistic personalities, by internalizing knowledge into awareness, wisdom, rigorous denial and self-discipline. The Gurus not only taught them the Holy Scriptures, but also the manner of living and leading virtuous, noble and beneficial lives. This process ensured that the children became worthy citizens in their later lives. When the learning environment in the house is conducive to studying, and the parents of the child are themselves well educated, the child would be in a position to imbibe the teachings of the parents quickly and learn fast. Similarly, the child’s friends and neighbours also play a very important part since the influence of the friends and relatives with whom the child is interacting plays an important role in moulding his future personality. If the friends and neighbours are well-trained and intelligent children, coming from respectable and well- to-do families, it will be seen that the child would be able to pick up good learning habits from early years itself, which would sustain him in his later life. The formative years of the child, that is the period between 4 – 12 years are very crucial for the child, and whatever good inputs and reading habits are acquired by the child would stand him in later life including his learning habits and writing skills. Thus, it is s een that the situations that foster early language developments could be seen in terms of the parental influence, including that of early teachers, governesses, friends and relatives. If these were well attuned to nurturing and nourishing the child’s natural curiosity, forming good learning and reading habits, it would foster his language skills. Moreover, it is also necessary to build good reading, writing and recitation skills that could be â€Å"validated by research and practice while delivering the basis of all major aspects of research work.† (Gunning,

Snow Flower Essay Example for Free

Snow Flower Essay Lily’s world would be nothing without love and pain. There are many different interpretations of love between each character. Some do not express what true love is while others do not experience love at all, just obedience between to married strangers. Love is a reoccurring theme in this novel of these two Chinese laotongs. Lily Wu learns very early that the love she shares with her mother is entirely cocooned in the pain. In fact, the Chinese word for mother means pain. The foot binding that a mother was obligated to do in the era, was a terribly painful ritual in which the daughters feet completely break into a â€Å"C† shape, with the toes curves to the heel. Making her walk on her injured feet is the only way to get them to break, and the mother must enforce this, even if it leads to thrashing. Lily consistently feels unloved because her mother does not display enough of affection towards her. By the age of 7, Lily does not fully understand why her mother puts her through the excruciating pain of foot binding. This process is what will make the daughter valuable and marriageable. The pain of marriage love, to Lily, involves rupture and is the picture of subservience. A new wife is expected to not only serve her new husband, but to serve his entire household, particularly his mother, doing the hardest work. She is also a tool to bear and raise children. The relationship between Lily and her husband is extremely parallel than the one shared among Snow Flower and her spouse. Lily’s husband cares for her well-being and that she is taken care of. He never once threatened her or laid a hand on her. They have a true, enchanting marriage for their culture. She would go past her limits for her children and husband. When the sickness epidemic flourished in her village, Lily was the only one to leave the room ,which is risking her to get contaminated and possibly lead to her death. She sacrificed herself to care for her dying mother-in-law and to keep her children free of disease. Lily is the definition of a strong and caring mother. Laotongs are two girls that have a secretive bond that lasts for lifetimes. Snow Flower and Lily consider themselves birds with the same beating heart. They are inseparable with the nu shu that they script in their fan. Writing their thoughts and describing how they long to be together. These laotongs constantly learns from one another. Lily educates Snow Flower on the daily chores of a young lady of a lower class, which will assist Snow Flower as her marriage develops. They want to be each others’ happiness when there is none occurring in their life at the time. Even through the lies and the pain Lily will always love Snow Flower, even after her death. Snow Flower and her husband have a mismatched marriage. Her husband is a butcher, which brings bad fortune into the next life. He sees Snow Flower no more than an object that he and his mother controls. When they were deserted during the winter months in the mountain, he only kept Lily alive because they assumed there would be a reward; because he knew of her wealth being betrothed into the Lu family. He even had bed time with her whenever he wanted while his family and Lily were present. They do not share true love in comparison with Lily and her husband. Not all endings become happy ones. Love and loss is a commonality throughout this story. Many of the people that Lily and Snow Flower have come to love are now deceased. One thing that will never fade is the laotong relationship that Lily and Snow Flower grew into that will develop into their next life; forever friends.

Early reading development

Early reading development The stages of early reading development begin with learning phonemes and graphemes and from this recognition of various words of the English language. The sequence of teaching phonic knowledge and skills should be such that children should have every opportunity to acquire rapidly the necessary phonic knowledge and skills to read independently Rose (2006), Independent review of the teaching of early reading, paragraph 86, page 28. The model below demonstrates the mechanism for early word recognition by using phonic rules of language and the memory of known words. However, as I often observe in class, pupils can read words but are often unaware of their meaning and so cannot fully comprehend or absorb knowledge from a text.(relates to Q10) Children tend to develop comprehension skills by first building an expansive vocabulary of words and their meanings through repeated exposure (visual or auditory) to a wide range of words. By understanding words in context with one another the reader can understand the meaning of the text. Comprehension occurs as the listener builds a mental representation of the information contained within the language that a speaker is usingà ¢Ã¢â€š ¬Ã‚ ¦ the listeners general knowledge and level of cognitive development will have a bearing on the comprehension of the message. To generate an accurate mental representationà ¢Ã¢â€š ¬Ã‚ ¦ the listener has to process the language and the concepts. Rose (2006), Independent review of the teaching of early reading, paragraph 61, page 88 In 1998 the Searchlights Model describing reading was introduced as a way of explaining how a reader processes and comes to comprehend a text. The Searchlights model was incorporated into the National Learning Strategies framework (relates to Q3 and Q15) and designed to provide a simplified way to understand the teaching of reading. It formed the basis for much of the theory of reading which was to follow. Rose (2006), Independent review of the teaching of early reading, paragraph 2, page 73 The model indicates that a text is read by use of four areas of knowledge which act as searchlights to illuminate the text. However, the model indicated that all searchlights were of equal use and deficiency in one area would be compensated for by ability in another. Later findings indicate that both good language understanding and accurate word recognition are required if a reader is to understand the text. Clays model builds on and modifies the Searchlight model by identifying the four cues required for comprehension as phonological (the sound of the oral language), syntactic (sentence order), visual (graphemes, orthography, format and layout) and semantic (text meaning) (Clay, 1985; Clay and Cazden, 1990). Clay highlights that each of these cues are necessary to facilitate reading and understanding of text. Good readers have developed a number of strategies which focus on unlocking meaning of the text whilst poor readers have very few strategies to cope and they tend to have a lack of integration with the text. With the aid of an increasing pool of research into the cognitive processes of reading, the Simple View of Reading indicates the most recent description of understanding of a text. There are two necessary components which must be fulfilled to allow a child to read; Word Recognition (including understanding and pronunciation of words) and Language Comprehension (including understanding sentences and texts) The two elements are interdependent and often facilitate the other e.g. word recognition does not guarantee understanding of those words (ergo nor the text), whilst comprehension is useless without word recognition. Understanding sentences then provides the reader with context to recognise words which follow and subsequently the meaning of the text. The two components of reading have four outcomes in this model by Gough and Tunmer 1986. Rose (2006), Independent review of the teaching of early reading, paragraph 31, page 81 This simple view of reading helps teachers to understand where there students are on the model and what strategies need to be applied to increase their capabilities in either or both areas to help them become good readers. To develop word recognition skills the teaching of phonics is important. Synthetic phonics is taught because our written system is alphabetic, so to be able to read you must first learn the alphabet and the single or combination of letters sounds (spoken letters sound). Children should then learn how to (i) segment words into their component sound to enable spelling and understand the meaning of words and (ii) the complementary process of blending sounds to read words in a process known as synthesis. Success here is clearly impacted by the childs recognition and understanding of the letters of the English alphabet and their corresponding pronunciation as a sound. It is equally important to teach and repeat high frequency words which cannot be sounded-out using phonics; this allows the word to enter the sight memory word bank. To develop language skills, the best ways are through speaking and listening activities, so that students have an opportunity to hear and speak words and understand their meaning in the context of the discussion, increasing their vocabulary and language skills. Considering the above, the Rose review 2006 provides a number of recommendations for best practise in teaching children to read which can be categorised into 5 main area (relates to Q14,15), as follows; Best practiceà ¢Ã¢â€š ¬Ã‚ ¦ The national strategies framework sets out guidance for the development of childrens speaking and listening skills and should be used as a guide for best practice should be expected in the teaching of early reading and synthetic phonics. Quality teaching of phonics would enable the student to develop the ability to decode and encode which is critical to reading and writing/spelling. Phonics work should be cross-curricular using all the strands speaking, listening, reading and writing. Cross curricular phonics teaching also aids students in accumulating a greater stock of words. The teacher must be able to assess progress and react accordingly to maximise the development of each child as an individual with individual needs. The Early Years Foundation Stageà ¢Ã¢â€š ¬Ã‚ ¦. Parents should be encouraged to read with their child before their child enters EYFS. Phonics should be taught from the age of five and should be a multi-sensory approach which captures pupils interests, is delivered in a motivating way by a competent pedagogue capable of reinforcing learning. Greater significance should be placed on word recognition and language comprehension as the key components of learning to read (as a development of the Searchlights model). The EYFS and the National Literacy Framework must work together to create a progressive continuous programme for delivery of phonics which is transportable throughout all years. Intervention if a child struggles to read, including those with SENà ¢Ã¢â€š ¬Ã‚ ¦. If a child is experiencing reading difficulties, it is important to check whether they have a sight or hearing problem which makes learning more complex. Provision of intervention should follow the Primary National Strategy three wave model for students with literacy difficulties. The first wave involves effective inclusion of all students with quality first teaching especially in phonics, wave 2 covers extra intervention to make sure that the student is working at age related expectations with small group intense phonics groups, wave 3 individual interventions make sure that students with extra needs are accommodated e.g. school action and school action plus. It is important to ensure that pupils are not excluded from the main learning goals and progress made during intervention sessions is maintained. Strong leadership and management should be provided in tandem with high staff competency, in terms of subject knowledge and skillsà ¢Ã¢â€š ¬Ã‚ ¦. Head-teachers and staff should make sure that phonics is given a priority within the planning for early teaching to read; staff training should be compatible with this ethos. Staff training must make sure that the phonics programme is delivered to a high standard. To aid this, a head of literacy with specialised knowledge would be beneficial. Passing on knowledge in this way improves phonics teaching overall, is cost effective (due to a dilution of course costs) and allows a specific individual to monitor for consistency of phonics teaching. Those who manage the school should be responsible for instilling an effective continual professional development programme for all staff. With phonics in mind they should oversee the consistency of phonics delivery and provide feedback to improve practice. Management must also monitor pupil progress and instil teaching policy which benefits all pupils by ensuring that they are able to achieve realistic learning goals. Furthermore, Rose suggests that initial teacher training should provide a demonstration of the need to focus on early-years phonics to bring about reading. When observing phonics in my base school I have found that children are grouped by ability for all sessions, with smaller intense groups provided for EAL children. The planning and teaching is undertaken in line with the Letters and Sounds resources in the following way (relates to Q25): First you review and revisit the previous weeks letters and sounds to ensure retention; sometimes the teacher will review the first 100 words using flashcards which the children race to read as many as they can in a minute. Next a new sound is taught, the teacher models how to write the sound and explains the phoneme family (other letter combinations with the same phonetic sound). Practise the new sound by first modelling the writing of a word using the subject sound and then instructing children to write different words which contain that sound. Applying the sound just learned, the teacher writes a sentence (normally something funny) which pupils are asked to read and write their own if time allows. This provides an understanding of the word in context (process two of Simple View of Reading). To bring about word recognition and comprehension the key features of the Simple View of Reading I have observed a number of methods in school; Children are given reading books to take home and practise reading with parents; comprehension and reading accuracy are checked before a child is allowed to change their book. Children are also encouraged to activity use the library facility to take home an extra book they wish to read themselves. This is to encourage them to foster the attitude that being able to read brings many benefits. Daily phonics lessons, taught according to the method described above. Children are given spellings to learn which relate to the phonics they are learning about. Guided reading groups are done regularly to teach the children how to decode and comprehend texts. The children are encouraged to sound out words to find the phonemes when spelling and reading. I have observed many sessions of phonics teaching which have been taught well by effective teachers. This has had a clear benefit to the children being taught and will allow them to become competent readers, an essential skill for success as an adult and fulfilment of the ECM goals which I should strive to satisfy for all pupils in my care. I will draw on the high quality teaching I have observed to provide such quality teaching. The simple view of reading provides a clear framework for success in teaching children to read. Considering Gough and Tunmers (1986) model in relation to a childs ability will allow me to modify my teaching to the needs of each child (relates to Q29). An on-going commitment to understanding research into the best ways for children to learn, and its effect upon best practice, will allow me to deliver teaching which caters for pupils for whom I am responsible. Unfortunately there has not been any indication from the current government regarding their opinion o f and for Literacy teaching. With this in mind, I will carry on with the phonics that I have started to teach. It is clear that I must plan Literacy sessions to include phonics lessons and build on the early learning provided by EYFS teachers. This should be undertaken in collaboration with parents as it is clear that reading from a very early age is most influential upon the childs ability to understand and grasp new knowledge i.e. a successful reader will find future learning easier. My planning and delivery must harness this ethos and the benefits of reading be highlighted to pupils. To allow pupils to gain this benefit, I must create an environment in which I can deliver content in an interesting way which captures the interest of pupils. This environment should also foster a welcoming feedback (relates to Q27) process to allow children to highlight areas where they are struggling and know that help will be provided; learning is best undertaken as a collaborative process by all involved. Bibliography and Reference list Clay, Marie M. (1985). The Early Detection of Reading Difficulties. Third Edition. Portsmouth, NH: Heinemann. (ED 263 529) Clay, M., Cazden, C. (1992). A Vygotskian interpretation of reading recovery. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of socio-historical psychology (pp. 206-222). New York: Cambridge University Press. Gough, P. B. Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10. Rose, J (2006). Independent Review of the Teaching of Early Reading. Annesley: Department for Education and Skills.

Grapes of Wrath Essay: Steinbecks Use of Interchapters -- free essay w

The Use of Interchapters in The Grapes of Wrath John Steinbeck's, The Grapes of Wrath, is a narrative about the travel of the Joad family from Oklahoma to California. However, between many of the narrative chapters, Steinbeck inserts interchapters, which interrupt the flow of the narrative to provide the author's commentary. This technique is very effective because the interchapters create an image of the economic and social history that impact the story. They provide a broad picture of what is happening to the mass of migrants traveling to California on Route 66. Without the interchapters, the reader would be given a limited view of how life was for the migrants, and Stienbeck would not have been able to provide very effective commentary. Steinbeck uses some of the interchapters to set the tone and mood of the novel and to depict the life of the migrants that had to travel down Route 66 in the 1930's. For example, Steinbeck writes chapter seven using a newsreel technique. By using small pieces of spoken conversation, and half-thoughts, Steinbeck is able to create a mood of confusion and chaos. He creates an image of how the migrants were taken advantage of and gives the reader an impression of the hard times many of the migrants had to face. In addition, chapter five creates a clear image of the devastation that the farmers faced and their hatred for the "monster" bank. This interchapter allows the reader to experience the passion that the farmers have toward the land and the choices they had to make concerning betrayal of their own people. It presents the reader with a broad prospective of what is happening to the tenant farmers before ... ...the same position and because they know that they can depend on one another they realize the need of family and unity to get through hard times. Without interchapters that give Steinbeck's own commentary on the subjects, the novel would lack the social background that gives the reader insight into the lives of those affected by the Dust Bowl and would not allow the reader to feel sorrow for the migrants. The interchapters are very effective because they provide the reader with a clear image of what is happening physically, mentally, and emotionally to the migrants as they travel to California. Without the interchapters, the reader would not be able to fully understand the hardships these people faced and Stienbeck would not have been able to give his insightful commentary. Grapes of Wrath Essay: Steinbeck's Use of Interchapters -- free essay w The Use of Interchapters in The Grapes of Wrath John Steinbeck's, The Grapes of Wrath, is a narrative about the travel of the Joad family from Oklahoma to California. However, between many of the narrative chapters, Steinbeck inserts interchapters, which interrupt the flow of the narrative to provide the author's commentary. This technique is very effective because the interchapters create an image of the economic and social history that impact the story. They provide a broad picture of what is happening to the mass of migrants traveling to California on Route 66. Without the interchapters, the reader would be given a limited view of how life was for the migrants, and Stienbeck would not have been able to provide very effective commentary. Steinbeck uses some of the interchapters to set the tone and mood of the novel and to depict the life of the migrants that had to travel down Route 66 in the 1930's. For example, Steinbeck writes chapter seven using a newsreel technique. By using small pieces of spoken conversation, and half-thoughts, Steinbeck is able to create a mood of confusion and chaos. He creates an image of how the migrants were taken advantage of and gives the reader an impression of the hard times many of the migrants had to face. In addition, chapter five creates a clear image of the devastation that the farmers faced and their hatred for the "monster" bank. This interchapter allows the reader to experience the passion that the farmers have toward the land and the choices they had to make concerning betrayal of their own people. It presents the reader with a broad prospective of what is happening to the tenant farmers before ... ...the same position and because they know that they can depend on one another they realize the need of family and unity to get through hard times. Without interchapters that give Steinbeck's own commentary on the subjects, the novel would lack the social background that gives the reader insight into the lives of those affected by the Dust Bowl and would not allow the reader to feel sorrow for the migrants. The interchapters are very effective because they provide the reader with a clear image of what is happening physically, mentally, and emotionally to the migrants as they travel to California. Without the interchapters, the reader would not be able to fully understand the hardships these people faced and Stienbeck would not have been able to give his insightful commentary.

Human Impact on the Environment Essay -- Environmental Papers

Human Impact on the Environment About three hundred years ago there was a definite spurt in the population of the human race. This was brought about with advancements in sanitation and technology, as well as a dramatic fall in the death rate. By around 1850 the world's population had grown to about 1 billion and by 1930 it had risen to 2 billion. The current figure is around 6 billion and at this rate the United Nations estimates the population will be at about 9 billion by 2054. This would be a 900% increase in just 200 years. This increase in population has meant that the world's resources have been put under a great strain in order to sustain the human race. But it has only been in recent years that man has looked to address the problems he has caused and many of them are irreversible. Ever since man learnt to hunt with weapons, species have been hunted to extinction, and as the brain capacity of man increased so did his expectation of living standards. This has meant an even greater effect on the planet and has resulted in urbanisation, growth in agriculture, and the inevitable rise in deforestation. Deforestation is proceeding at about 17 million hectares per year. Between 1980 and 1990 the 1.2 per cent in Asia, 0.8 per cent in Latin America and 0.7 per cent in Africa. Although the most publicised loss in forest is in rainforests, the UK has also suffered major forest loss in the past 150 years. About 200 years ago 85% of the UK was woodland and now the figure is under 8%. The reasons for deforestation are:  · Fuel  · Urbanisation  · Agriculture  · Wood for building Deforestation causes soil erosion... ... are broken down by sunlight, resulting in the chlorine reacting with and destroying ozone molecules. For this reason, the use of CFCs in aerosols has been banned in many countries. Other chemicals, such as bromine halocarbons, and nitrous oxides from fertilisers, may also attack the ozone layer. Scientists discovered that the largest problem lay in Antarctica, where a periodic loss of ozone was located. A similar problem was found in the Arctic and as a result the "Montreal Protocol" was signed by 49 countries. Within it the countries declared that they would phase out the use of CFCs by the end of the century. In addition to this NASA launched the 7-ton Upper Atmosphere Research Satellite. This measures ozone variations at different altitudes, and is providing the first complete picture of upper atmosphere chemistry.

My Philosophy of Teaching Essay -- Philosophy of Education Teachers Es

My Philosophy of Teaching Teaching is the most rewarding and self-fulfilling career that I could imagine myself doing. The satisfaction that is received when watching a child’s eyes light up when they have comprehended and understood the topics that I have been teaching is a feeling of great achievement. Teaching children to become productive adults helps the foundation of our society. Today’s children are tomorrow’s adults. I want to help society the best way that I know how. I want to be a teacher. My life long dream has always been to become not only a teacher, but also a mentor. Education as an occupation is not a high paid position, but the amount of self-gratification that could be received is the best reward that I could achieve. I have always been good with children and have been involved through various activities and sports. As a coach, I have instructed youth athletes on various ways to perform in the sport that the athlete is participating in. In a real situation, when I see the athlete perform what I have taught, I feel a sense of pride and accomplishment. If I can feel that good about helping out in extra-curricular activities, I can only imagine how I would feel when teaching the core subjects in everyday school life. Essentialism may be the philosophy of teaching that I plan to practice, because I do believe in the back-to-basics approach of teaching. Essentials in the academic process along with the development of the students’ character is extremely important for these students when faced with the real world. It is extremely important that students learn the primary subjects. I do feel certain subjects need to be addressed each and every day to help the students achieve the necessary skills they will re... ... a good educator. This will open up my mind to even more knowledge, which I can transfer to my students and my classroom In conclusion, I would like to state that in my classroom, I would be the one who teaches the core subjects. I will also be the one who helps the students along with technological skills that will help them in their future. I will try and help the students from the "bad home" become self-confident, secure, and comfortable in the classroom environment. As a teacher, I will not be strictly the essentialist, perennialist, or even the behaviorist. I will incorporate all aspects of these philosophies of teaching into my classroom. I will also be a teacher that is compassionate, caring, understanding, and willing to go the extra mile for my students. I will be a teacher who is adaptable to my students’ environment and the situation in the classroom.

Ash Wednesday Bushfires

The many natural hazards that have occurred over the years have varied from cyclones to droughts, however bushfires are the main hazard Australia is prone to. A bushfire is an out-of-control fire that burns bush, forest and woodland areas. Australia has had a considerable number of hazardous bushfires, the Ash Wednesday Bushfires of 1983 is one of Australia's most devastating. THE LOCATION: Over one hundred fires broke out between February 16th-18th 1983, eight of which were major fires. These fires swept across regions of VictoJ.Dimovskiria and South Australia causing widespread damage. Figure 1 below is a map of Victoria, the red representing where the fires were formed. The eight major fires were started in the following areas of Victoria: * Cudgee, Ballangeich and Framilingham * East Trentham and Mt Macedon * Otways * Belgrave heights and Upper Beaconsfield * Monivale * Branxholme * Warburton and * Cockatoo GEOGRAPHICAL PROCESSES: CAUSES An ignition flame point is needed for a bushfire to start. This ignition is caused naturally by lightning strikes or by a deliberate/accidental flame for example arson, camping fires or carless behavior. Most of the Ash Wednesday fires were caused by an accidental ignition, for example in Cudgee, Mt Macedon, Monivale and Branxholme. The suspected cause for these fires was the clashing of electrical powerlines with tree branches. Bushfires can be influenced by several factors. It is primarily the weather conditions and geographical processes that dictate the behaviour and spread of a fire. Drought plays an essential part in the environment desiccating determining the spread of a bushfire. Due to lack of rainfall, vegetation such as dry grasses, parched native shrubs and other combustible materials build up and become fuel for the fire to burn. Before the Ash Wednesday fires Victoria suffered 10 months severe drought. The relative humidity also results in the right climatic conditions for a bushfire to occur. If the amount of water vapour in the atmosphere is than 20%, it can cause forest fuels to dry out and become highly flammable. The relative humidity of Victoria was exceedingly low in the months leading to the bushfires. At one stage Melbourne's relative humidity reached as low as 6% compared to the usual 43%. This factor greatly contributes to increasing the speed of the fire. High temperatures are necessary for a fire to occur. Hot air from high temperatures is responsible for helping to lower the moisture content of forest vegetation, making the fuel more flammable. February 1983 was one of the hottest and driest Februarys on record, with temperatures reaching a record 46.1 degrees Celcius. Wind plays a major role in the spread of fires. High winds provide the fires with oxygen to burn resulting in larger and stronger flames. In addition wind can also cause spot fires by blowing embers downwind. The wind movement on February 16 also resulted in many fires merging. Weather conditions such as cold fronts also produce severe bushfire conditions. In southern Australia cold fronts are common and dramatically affect bushfires. Figure 2 shows the cold front as it headed towards Victoria on February 16. When a cold front passes, the wind direction will change about 90 degrees and will also cause very hot, dry winds. Figure 3 and 4 illustrates the cold front changing the direction of the fire, causing the long side of the fire to suddenly become the front. WHY IS THE LOCATION PRONE Victoria is prone to the hazard of bushfires because during summer and autumn Victoria experiences hot, dry climate which causes the vegetation to dry out. Victoria's forests mainly consist of Eucalyptus trees, which contain large amounts of oil making these forests highly flammable. Southern Australia also experiences strong winds in summer, which result in increasing the damage of the fire. Figure 6 on the left shows the areas of Australia that are prone to bushfires. IMPACTS The impacts of a hazard when it strikes a town or region can be very dramatic. The impacts can be categorised into environmental, economic and social impacts. ENVIRONMENTAL The Ash Wednesday fires caused widespread damage to the environment burning over 210,000 square hectares of Victorian land in total and 21,000 in South Australia. The land burnt Dandenong National Park, the Wombat State Forest, pine plantations and the Otways Forest. Although the Ash Wednesday bushfires regenerated the bushland they caused extensive damage to native habitats and also resulted in the death and injury of many animals. The fires also caused changes to biodiversity levels, high levels of erosion, disrupted the water quality in local streams and waterways and also released thousands of tonnes of carbon emissions into the atmosphere. Figure 7 shows the CFA rehydrating a koala that survived the fire. ECONOMIC The economic impacts caused by the Ash Wednesday bushfires were very large. It not only affected the local communities but also the whole of Australia. The total cost of property related damage in Victoria was estimated at over $200 million. In addition the damage to valuable timber in state areas and timber plantations was estimated at over $50 million. All together the cost of damage was over $950 million. A large majority of individuals experienced property loss and many were not insured against bushfire therefore lost all their life savings. Even those who were insured did not receive everything back from insurance agencies and had to make do with what they were given. Figure 8 on the right shows the large areas burnt by the fires SOCIAL IMPACTS The Ash Wednesday bushfires brought death, destruction and hardship on people's lives. Many people were not prepared for a bushfire of that degree. It was the biggest fire Victoria had seen and took many by surprise. The number of casualties was 75 including 13 CFA fire-fighters and many more were injured. There was also the loss of over 2,000 residential homes in Victoria and in South Australia 383 more. Figure 9 on the left is a photograph showing a street of houses all burnt down. The impact of the fires was very difficult on individuals, especially the ones the lost friends and family members in the fires. There were also many health problems caused by the fires, both mental and physical. These health problems were caused from stress, smoke inhalation, asthma attacks and the trauma sustained. â€Å"It was just this bloody great force. It wasn't fire by itself. It wasn't just the wind. It was something different to that†¦a monster† was a statement made by John Baxter. The above statement shows how many residents may have reacted or felt about the fires. POSSIBLE STRATEGIES To protect Victoria and the environment from another disastrous bushfire, some management strategies need to be implemented. These could include: * Local residents should remove any fire prone objects in and around the home for example clearing leaves in gutters and raking and discarding dried leaves around fire seasons. * An education and awareness program could be developed to inform people on the risks on living in fire prone areas. Topics should include how and why people die in bushfires, how to insure their homes against fires and prevention measures. * A warning system should implemented to warn the community on incoming fires. To supplement this an evacuation drill should be put in place so the local communities know what to do in the case of a bushfire. * Local communities should become more involved in forest management and conservation to ensure the future protection of the environment for future generations.

Toxic Shock Syndrom

About Toxic Shock Syndrome Toxic shock syndrome (TSS) is a serious but uncommon infection caused by either Staphylococcus aureus bacteria or by streptococcus bacteria. Originally linked to the use of tampons, especially high-absorbency ones and those that are not changed frequently, it's now also known to be associated with the contraceptive sponge and diaphragm birth control methods. TSS also can arise from wounds secondary to minor trauma or surgery incisions where bacteria have been able to enter the body and cause the infection. TSS also can affect anyone who has any type of staph infection, including pneumonia, abscess, skin or wound infection, the blood infection septicemia, or the bone infection osteomyelitis. Most often, streptococcal TSS appears after bacteria have invaded areas of injured skin, such as cuts and scrapes, surgical wounds, and even chickenpox blisters. Symptoms of TSS can include sudden high fever, a faint feeling, diarrhea, headache, a rash, and muscle aches. If your child has these symptoms, call your doctor right away. Symptoms Toxic shock syndrome starts suddenly, often with high fever (temperature at least 102 ° F [38.  ° C]), a rapid drop in blood pressure (with lightheadedness or fainting), vomiting, diarrhea, headache, sore throat, or muscle aches. A sunburn-like rash may appear anywhere on the body, including the palms of the hands and the soles of the feet. A person also might have bloodshot eyes and an unusual redness under the eyelids or inside the mouth (and vagina in fem ales). The area around an infected wound can become swollen, red, and tender, or may not even appear infected. Other symptoms may include confusion or other mental changes, decreased urination, fatigue and weakness, and thirst. If TSS is untreated, organs such as the liver and kidneys may begin to fail, and problems such as seizures, bleeding, and heart failure can develop. Prevention The bacteria that cause toxic shock syndrome can be carried on unwashed hands and prompt an infection anywhere on the body. So good hand washing is extremely important. Girls can reduce their risk of TSS by either avoiding tampons or alternating them with sanitary napkins. Girls who use only tampons should choose ones with the lowest absorbency that will handle menstrual flow, and change the tampons frequently. On low-flow days, girls should use pads instead of tampons. Between menstrual periods, store tampons away from heat and moisture (where bacteria can grow) — for example, in a bedroom rather than in a bathroom closet. Because staphylococcus bacteria are often carried on hands, it's important for girls to wash their hands thoroughly before and after inserting a tampon. If your daughter has her menstrual period, talk to her about taking these precautions. Any female who has recovered from TSS should not use tampons. Clean and bandage all skin wounds as quickly as possible. Call your doctor immediately whenever a wound becomes red, swollen, or tender, or if a fever begins. Diagnosis and Treatment TSS is a medical emergency. If you think your child has TSS, call a doctor right away. Depending on the symptoms, a doctor may see you in the office or refer you to a hospital emergency department for immediate evaluation and testing. If doctors suspect TSS, they will probably start intravenous (IV) fluids and antibiotics as soon as possible. They may take a sample from the suspected site of the infection, such as the skin, nose, or vagina, to check it for TSS. They may also take a blood sample. Other blood tests can help monitor how various organs like the kidneys are working and check for other diseases that may be causing the symptoms. Medical staff will remove tampons, contraceptive devices, or wound packing; clean any wounds; and, if there is a pocket of infection (an abscess), a doctor may need to drain pus from the infected area. People with TSS typically need to stay in the hospital, often in the intensive care unit (ICU), for several days to closely monitor blood pressure, respiratory status, and to look for signs of other problems, such as organ damage. TSS is a very rare illness. Although it can be fatal, if recognized and treated promptly it is usually curable. When to Call the Doctor Call your doctor immediately if your child has any signs or symptoms of toxic shock syndrome. Once you realize that something is wrong, it's important to get medical attention right away. The sooner your child gets treatment, the better. Reviewed by: Larissa Hirsch, MD Date reviewed: January 2011 Note: All information on KidsHealth ® is for educational purposes only. For specific medical advice, diagnoses, and treatment, consult your doctor.  © 1995-2011 The Nemours Foundation. All rights reserved.

The Impact of Scale on Francesco Borromini’s Sac Carlo Alle

San Carlo Quattro Fontane, known in popular speech as â€Å"San Carlino’ in reference to its small size, is Roman Catholic Church built between 1638- 1648 by an Architect named Francesco Borromini from Ticino, precursor to the modern day Switzerland. San Carlo Quattro Fontane is located in Rome, Italy on the crossing of Strada Felice and Via Pia was built originally for the Spanish Trinitarians as an extension of their already existing monastery .San Carlo alle Quattro Fontanne is often considered Borromini’s most iconic masterpiece of Baroque architecture for his signature use of undulating surfaces, pure mathematical forms and conforming geometrical shaping. San Carlo is significantly small given the magnitude of baroque constructed during Borromini’s time however does this hinder San Carlo’s architectural effect and impact as a classified baroque form of architecture? Francesco Borromini was a stone mason by trade and started off as a stone mason in hi s early career.Under directions of his father, he was sent to Milan for perfecting his skills in stone cutting when he was introduced to the craft of architecture before moving to Rome in the early 1600’s and started work for his distant relative and architect, Carlo Maderno. Only after Maderno’s death did Borromini became acquainted with the great Gian Bernini. Bernini became Borromini’s great friend and colleague as they worked on projects such Maderno’s Palazzo Barberini and the Baldachin in Saint Peter’s Cathedral.Bernini was impressed with Borromini’s novel formulation of architectural detail, something he has greatly perfected as a stonemason. The pair would become prime influences of the Italian baroque movement in Rome of the 1600s in advance of Pope Sixtus V ‘s â€Å"Roma in forma sideris† plan of Rome. Unlike Bernini’s character traits of being able to please aristocratic and the powerful, Borromini was a lonely , withdrawn man who looked to become an independent architect who prided himself on his specialized training and gained the most modest degree of recognition.As a Result Borromini began to part ways, both stylistically and personally, with Bernini and set about finding his own projects. On Borromini’s later works, Bernini criticized Borromini in abandoning the anthropomorphic nature in building design. At the time it was argued that building proportions should be derived from the proportion of the body of a man, the proportions of the Vitruvian man (as seen below), as it was argued that the proportions of the man was modeled in the image of God.Boromini however believed in the science of mathematics and how the idea of geometry and nature being inseparably connected, much like what Gallaleo wrote about, and he tries to bring light and shape to the fore of his style. After being commissioned by the Cardinal Francesco Barberini of the Spanish Trinitarians, Borromini’s fi rst independent commission, Borromini departs from the orthodox interpretations of antiquity and takes up his own style in reference to his ideals on geometry and mathematical proportions. As a result of Borromini’s freedom to create in the image of his ideals, San Carlo alle Quattro Fontane has elements of unparalleled spatial complexity and Curvilinear Facades. The entire exterior facade of the church is an example of Borromini’s predilection for convex and concave forms which creates an undulating surface which transforms the movement of the facade from static to highly dynamic, or as observers would observe, almost like a wave.In addition to the curvilinear form the front of the church, the front facade is divided into two stories by projecting cornices and laterally divided by four ionic columns with capitals. The main body of the church is an undulating ovular shape with a ovular dome and a lantern on top of it to let light into the body, just like oculus in the pantheon. However the basic concept of the plan does not derive from an oval but from the main theme of the order of religion, The Spanish Trinitarians, which believes in the holy trinity.The plan and direction of the church is orientated based on the diagram below where the holy trinity, symbolized as the triangle is put back to back to form a diamond shape. This diamond shape is then inscribed on the outside making an oval shape, the shape of the main body of the church. Within this oval shape two circles are drawn and from those circles lines can be drawn from one point to another from the church and thus making those lines the direction of the architecture . The interior of the church can be vertically divided into three principal arts of the lower order at ground level, the transition zone of the pendentives and the ovular dome with it’s oval shaped lantern. Dividing the lower part of the church to the upper part is again the occurrence of undulating lines above the ioni c columns which envelop the lower part of the church. The ovular dome shape is made of interconnected squares, crosses, hexagons and octagons which diminish in size as they rise up towards the oval shaped lantern which allows natural light to pass in and dramatize the all white interior of the church.The scale of the church is relatively small compared to the monumental likes of grand architecture such as the Piazza di San Pietro by Bernini, as it was noted that the size of the San Carlo Church can fit in the one of the dome columns at Saint Peter’s basilica However Borromini exploration with small buildings on complicated ground planes which presented, often, irregular spaces, led to a new form of architectural expression which was extremely radical at the time.His ability to maintain architectural unity with the use of curvilinear of both the interior and exterior of the church, along with the mixture of classical components from ancient Greece, highlights the significance of the San Carlino Church as a new form which broke away from the contemporary architecture which mainly derived from Vitruvius’ ideals, seen widely expressed during that time period.However such a radical change in contemporary architecture at the time was too radical and Borromini’s work was met with critical harshness. Due to his poor critical response from art and architecture critiques at the time, he received very little acclaim during his life and consequently didn’t receive as many opportunities to create such as the likes of his old colleague Bernini and often worked for religious orders rather than the papal church.Thus arriving at my opinion that if Borromini was given the chance to design on a much larger scale for example the papal church, his architectural forms and thinking would have been taken more serious and thought about more and would have no doubt had greater influences on architecture which preceded it. Due to the lack of funding of his pr ojects, the scale of San Carlo all Quattro Fontane was extremely small yet it was packed with such elegance and adorned with such detail. In my opinion if improvements could be made, the location and the scale of the church could’ve further highlighted the architectural genius of Borromini.

How to Safeguard the Wellbeing of Children Essay

1.Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1Outline current legislation, guidelines and policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The Children Act 1989, carried out for the most part on 14 October 1991, introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. The Act: †¢Reinforces the function of families through definition of parental responsibility †¢Legislates to protect children who may be suffering or are likely to suffer significant harm †¢Provides support from local authorities, in particular for families whose children are in need The main aims of the Act are; †¢To bring together private and public law in one framework †¢To encourage greater partnership between statutory authorities and parents †¢To promote the use of voluntary arrangements  Ã¢â‚¬ ¢To achieve a better balance between protecting children and enabling parents to challenge state intervention †¢To restructure the framework of the courts to facilitate management of family proceedings The main principles and provisions embodied in this legislation are that; †¢The welfare of children must be the paramount consideration when the courts are making decisions about them †¢Children have the ability to be parties, separate from their parents, in legal proceedings †¢The concept of parental responsibility has replaced that of parental rights †¢Delay in deciding questions concerning children is likely to prejudice their welfare †¢Certain duties and powers are conferred upon local authorities to provide services for children and families †¢Local authorities are charged with duties to identify children in need and to safeguard and promote their welfare †¢A checklist of factors must be considered by the courts before reaching decisions †¢Orders under this Act should not be made unless it can be shown  that this is better for the child than not making the order The Children Act 2004 (Every Child Matters) set out the national framework for delivering children’s services, and identified the Every Child Matters five outcomes for children and young people, which all professionals must work towards. The Government’s aim is for every child, whatever their background or their circumstances, to have the support they need to; †¢Stay safe †¢Healthy †¢Enjoy and achieve †¢Economic wellbeing †¢Positive contribution In addition to the Every Child Matters outcomes, The Children Act 2004; †¢Establishes the duties to ‘co-operate to improve well-being’ and to ‘safeguard and promote welfare’ of children and young people for the statutory agencies †¢Make local authorities responsible for publishing an integrated Children’s and Young People’s Plan, which describes how they intend to deliver outcomes specified in the Every Child Matters Framework †¢Gives local authorities the responsibility for setting up a Local Safeguarding Children’s Board (LSCB) †¢Gives local authorities the responsibility for the arrangements to set up Children’s Trusts, local partnerships between the public, private voluntary and community sectors Working Together to Safeguard Children 2010 is HM Government guidance that defines Safeguarding, Child Protection and Children in Need. Safeguarding as; †¢Protecting children from maltreatment, preventing impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. Child Protection as; †¢A part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children.  However, all agencies and individuals should aim proactively to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Children in Need as; †¢Those whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their health or development will be significantly impaired, without the provision of services. The Protection of Children Act 1999 is to provide protection for children. The key components of the Child Protection Act 1999 are; †¢The child’s right to protection is paramount †¢Families have primary responsibility for the care and protection of their children †¢The child and family have the right to participate in decisions †¢Parents and children have the right to information †¢Accountability is paramount †¢Culturally appropriate services need to be provided †¢Voluntary intervention is the preferred means of support †¢Non-voluntary intervention needs to be limited to the degree necessary to protect the child The Act requires support workers working in the sector to consider and act in the best interests of the child or young person and to report abuse and follow up disclosures of abuse. The Common Assessment Framework (CAF) is a key part of the Every Child Matters: Change for Children programme. The aim is to identify, at the earliest opportunity additional needs which are not being met by the universal services children are receiving, and provide timely and co-ordinated support to meet those needs. The CAF is voluntary and consent-based. It is underpinned by a partnership approach between families and practitioners, with emphasis on family-based decision-making. The CAF assesses the strengths and needs of the child and their family, and families play a big part when developing an action plan for meeting any identified additional needs. The CAF is designed to improve joint working and communication, and supports the sharing of information with consent. It is  not a referral to other services, but can be used as an evidence base to support referral where appropriate. A CAF should be done when; †¢There is parental consent – and young person consent if they are competent †¢There are concerns about progress or unmet additional need †¢Needs are unclear †¢The support of more than one agency is needed Leeds Safeguarding Children’s Board brings together representatives of each of the main agencies responsible for promoting children’s welfare, and helping to protect children from abuse and neglect. It is responsible for developing, monitoring and reviewing child protection policies, procedures and practice within Leeds, and for providing interagency training for staff across the city who work with children and families. Safeguarding Children and Safer Recruitment in Education was introduced in January 2007 by the Secretary of State and Education and Skills. It is a new vetting and barring scheme for all those working with children and young people. Regulations have been tightened and new guidance introduced to clarify responsibilities for safer recruitment. It looks at the recruitment and selection processes, recruitment and vetting checks, and duties for safeguarding and promoting the welfare of children in education. The publication also looks at dealing with allegations of abuse against teachers and other staff. The scheme includes; †¢Safeguarding children – additional guidance and advice †¢Safeguarding children in education †¢Recruitment and vetting checks †¢Dealing with allegations of abuse against teachers and other staff †¢Recruitment and selection The Education Act 2002 was developed to broaden teacher’s responsibilities in relation to child protection. Teachers and other staff in the education service have day-to-day contact with individual children. They are, therefore, particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop. 1.2 Explain child protection within the wider concept of safeguarding children and young people. All staff have a responsibility to safeguard children and young people. Today ‘child protection’ is vastly becoming replaced with ‘safeguarding’. It has a much broader range and was produced to provide a framework to protecting children and young people. There are specific recruitment, selection, training and vetting procedures such as CRB (Criminal Records Bureau) checks and disclosures. It also highlights the need to ensure that inappropriate behaviour does not take place and outlines the preferred means by which any allegations or suspicions are reported and acted upon. Safeguarding a child or young person is also to ensure that they have the opportunity to achieve their true potential and have the right to be protected from abuse. Any organisation that deals with children or young people must have a safeguarding policy in place that it is reviewed and updated regularly. All staff must know the policy and procedures to follow in the event of any cause for concern. It also highlights the importance of shared responsibilities as there can be many different agencies involved in dealing with each case. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people My school, Pudsey Tyersal Primary School is committed to safeguarding and promoting the welfare of its pupils. We believe all staff and visitors have an important and unique role to play in child protection. My school believes that; †¢Schools can contribute to the prevention of abuse †¢All children have the right to be protected from harm †¢Children need support which matches their individual needs, including those who may have experienced abuse †¢Children need to be safe and feel safe in school Over all aims; To contribute to the prevention of abusive experiences in the following ways; †¢Clarifying standards of behaviour for staff and pupils †¢Introducing appropriate work within the curriculum †¢Developing staff awareness of the causes of abuse †¢Encouraging pupils and parental participation in practice †¢Addressing concerns at the earliest possible stage To contribute to the protection of our pupils in the following ways; †¢Including appropriate work within the curriculum †¢Implementing child protection policies and procedures †¢Working in partnership with pupils, parents and agencies To contribute to supporting our pupils in the following ways; †¢Identifying individual needs where possible †¢Designing plans to meet needs Pudsey Tyersal Primary School will fulfil local and national responsibilities as laid out in the following documents; †¢Working Together to Safeguard Children 2010 (please see 1.1 for information) †¢The Children Act 1989 (please also see 1.1 for information) †¢Leeds Safeguarding Children Board Procedures (2007)(please see 1.1 for information) †¢Safeguarding Children and Safer Recruitment in Education (DfES 2007) (please see 1.1 for information) †¢The Education Act 2002 (please see 1.1 for information) The previous listed guidelines, policies and procedures are conformed to daily by my school. It is my schools job to ensure that these measurements are adhered to. For example, if I was confronted by a child who tells me that he/she is being abused, I must act in accordance to the following guidelines; †¢Remain calm †¢Do not transmit shock, anger or embarrassment †¢Reassure the child and tell the child that I am pleased that he/she is speaking to me †¢Never enter into a pact of secrecy with the child. Assure him/her that I will try to help but let the child know that I will have to tell other people in order to do this. State who this is and why †¢Tell him/her that I believe them. Children very rarely lie about abuse; but he/she may have tried telling others and not been heard or believed †¢Reassure the child that it’s not his/her fault †¢Encourage the child to talk but do not ask ‘leading questions’ or press for information †¢Listen and remember †¢Check that I have understood what the child is trying to tell me †¢Praise  the child for telling me. Tell the child that he/she has the right to be safe and protected †¢Do not tell the child that what he/she has experienced is dirty, naughty or bad †¢Remember that it is inappropriate to make any comments about the alleged offender †¢Be aware that the child may retract what he/she has told me. It is essential to record all that I have heard †¢At the end of the conversation, tell the child again who I am going to tell and why that person or those people need to know †¢As soon as I can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions I have asked but don’t add any opinions or interpretations I must not deal with this by myself. I need to inform the designated staff straight away, who, along with the Head teacher will contact Social Services. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for me will be available from my designated staff or Head Teacher. 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious case reviews are undertaken when a child or young person dies (including death by suspected suicide) and abuse or neglect is known or suspected to be a factor in the death. Local Safeguarding Children’s Boards (LSCB) may decide to conduct a Serious Case Review whenever a child has been harmed in any of the following situations; †¢A child sustains a potentially life-threatening injury or serious and permanent impairment of physical and mental health and development through abuse or neglect †¢A child has been seriously harmed as a result of being subjected to sexual abuse †¢A parent has been murdered and a domestic homicide review is being initiated under the Domestic Violence Act 2004 †¢A child has been seriously harmed following a violent assault The purpose behind a Serious Case Review is to learn valuable lessons regarding the case and how well (or not) the local professionals and services worked together to safeguard and promote the welfare of that child or young person. This then helps policies and  procedures to be updated and improved to ensure that all agencies are effectively working together to promote child welfare and safeguarding and to act quickly and efficiently to prevent any form of child abuse. In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher. The designated teacher should refer these cases to, or discuss them with the investigating agencies according to the procedures established by the local Area Child Protection Committee and the Local Education Authority. The overall aim of the new provisions is to place the education service’s responsibilities for making child protection arrangements on a legal footing and to provide further safeguards against child abuse. These will only prove successful if the Government, LEA’s and schools ensure that teachers are aware of their new duties and that they receive training in recognising the signs of child abuse. These new provisions also place a wider duty on schools, further education institutions and LEAs. These bodies now have a duty to safeguard and promote the welfare of children in relation to all functions relating to the conduct of a school. 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. In my placement school Child Protection information is dealt with in a confidential manner. A written record is made of what information has been shared with who and when. Staff will be informed of relevant details only when the designated staff feels their having knowledge of a situation will improve their ability to deal with an individual child and/or family. Child Protection records are stored securely in a central place, separate from academic records. Individual files are kept for each child. The school does not keep family files. Files are kept for at least that period during which the child is attending the school, and beyond that, in line with current data legislation. Access to them by staff other than the designated staff is restricted and a written record is kept of who has access to them and when. Parents are made aware of what information is held on their children and are kept up to date regarding any concerns or developments by the  appropriate members of staff. General communications with parents are in line with home school policies and give due regard to which adults have parental responsibility. In general, my school will discuss concerns with parents/carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents/carers after consultation with the Designated Staff. However, there may be occasions when school will contact another agency before informing parents/carers, if the school decides that contacting them may increase the risk of significant harm to the child. My school works in partnership with other agencies in the best interests of the children. Therefore, school will, where necessary, liaise with the school nurse and doctor, and make referrals to Social Care. Referrals should be made, by the Designated Staff, to the Central Local Authority call centre, using the ‘Common Request for Service Form’. Where a child already has a social worker, the referral should indicate the fact and the social worker should also be informed. The school will co-operate with Children and Young People’s Social Care where they are conducting child protection enquiries. Furthermore, school will endeavour to attend appropriate inter-agency meetings such as Initial and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family Support Meetings. The school will provide reports as required for these meetings. If school is unable to attend, a written report will be sent. The report will, wherever possible, be shared with parents/carers at least 24 hours before the meeting. CYP Core 3.3: Understand how to safeguard the well-being of children and young people 1.Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1Outline current legislation, guidelines and policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The Children Act 1989, carried out for the most part on 14 October 1991,  introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. The Act: †¢Reinforces the function of families through definition of parental responsibility †¢Legislates to protect children who may be suffering or are likely to suffer significant harm †¢Provides support from local authorities, in particular for families whose children are in need The main aims of the Act are; †¢To bring together private and public law in one framework  Ã¢â‚¬ ¢To encourage greater partnership between statutory authorities and parents †¢To promote the use of voluntary arrangements  Ã¢â‚¬ ¢To achieve a better balance between protecting children and enabling parents to challenge state intervention †¢To restructure the framework of the courts to facilitate management of family proceedings The main principles and provisions embodied in this legislation are that; †¢The welfare of children must be the paramount consideration when the courts are making decisions about them †¢Children have the ability to be parties, separate from their parents, in legal proceedings †¢The concept of parental responsibility has replaced that of parental rights †¢Delay in deciding questions concerning children is likely to prejudice their welfare †¢Certain duties and powers are conferred upon local authorities to provide services for children and families †¢Local authorities are charged with duties to identify children in need and to safeguard and promote their welfare †¢A checklist of factors must be considered by the courts before reaching decisions †¢Orders under this Act should not be made unless it can be shown that this is better for the child than not making the order The Children Act 2004 (Every Child Matters) set out the national framework for delivering children’s services, and identified the Every Child Matters five outcomes for children and young people, which all professionals must work towards. The Government’s aim is for every child, whatever their background or their circumstances, to have the support they need to; †¢Stay safe †¢Healthy †¢Enjoy and achieve †¢Economic wellbeing †¢Positive contribution In addition to the Every Child Matters outcomes, The Children Act 2004; †¢Establishes the duties to ‘co-operate to improve well-being’ and to ‘safeguard and promote welfare’ of children and young people for the statutory agencies †¢Make local authorities responsible for publishing an integrated Children’s and Young People’s Plan, which describes how they intend to deliver outcomes specified in the Every Child Matters Framework †¢Gives local authorities the responsibility for setting up a Local Safeguarding Children’s Board (LSCB) †¢Gives local authorities the responsibility for the arrangements to set up Children’s Trusts, local partnerships between the public, private voluntary and community sectors Working Together to Safeguard Children 2010 is HM Government guidance that defines Safeguarding, Child Protection and Children in Need. Safeguarding as; †¢Protecting children from maltreatment, preventing impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. Child Protection as; †¢A part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children. However, all agencies and individuals should aim proactively to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Children in Need as; †¢Those whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their health or development will be significantly impaired, without the provision of services. The Protection of Children Act 1999 is to provide protection for children. The key components of the Child Protection Act 1999 are; †¢The child’s right to protection is paramount †¢Families have primary responsibility for the care and protection of their children †¢The child and family have the right to participate in decisions †¢Parents and children have the right to information †¢Accountability is paramount †¢Culturally appropriate services need to be provided †¢Voluntary intervention is the preferred means of support †¢Non-voluntary intervention needs to be limited to the degree necessary to protect the child The Act requires support workers working in the sector to consider and act in the best interests of the child or young person and to report abuse and follow up disclosures of abuse. The Common Assessment Framework (CAF) is a key part of the Every Child Matters: Change for Children programme. The aim is to identify, at the earliest opportunity additional needs which are not being met by the universal services children are receiving, and provide timely and co-ordinated support to meet those needs. The CAF is voluntary and consent-based. It is underpinned by a partnership approach between families and practitioners, with emphasis on family-based decision-making. The CAF assesses the strengths and needs of the child and their family, and families play a big part when developing an action plan for meeting any identified additional needs. The CAF is designed to improve joint working and communication, and supports the sharing of information with consent. It is not a referral to other services, but can be used as an evidence base to support referral where appropriate. A CAF should be done when; †¢There is parental consent – and young person consent if they are competent †¢There are concerns about progress or unmet additional need †¢Needs are unclear †¢The support of more than one agency is needed Leeds Safeguarding Children’s Board brings together representatives of each of the main agencies responsible for promoting children’s welfare, and helping to protect children from abuse and neglect. It is responsible for developing, monitoring and reviewing child protection policies, procedures and practice within Leeds, and for providing interagency training for staff  across the city who work with children and families. Safeguarding Children and Safer Recruitment in Education was introduced in January 2007 by the Secretary of State and Education and Skills. It is a new vetting and barring scheme for all those working with children and young people. Regulations have been tightened and new guidance introduced to clarify responsibilities for safer recruitment. It looks at the recruitment and selection processes, recruitment and vetting checks, and duties for safeguarding and promoting the welfare of children in education. The publication also looks at dealing with allegations of abuse against teachers and other staff. The scheme includes; †¢Safeguarding children – additional guidance and advice †¢Safeguarding children in education †¢Recruitment and vetting checks †¢Dealing with allegations of abuse against teachers and other staff †¢Recruitment and selection The Education Act 2002 was developed to broaden teacher’s responsibilities in relation to child protection. Teachers and other staff in the education service have day-to-day contact with individual children. They are, therefore, particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop. 1.2 Explain child protection within the wider concept of safeguarding children and young people. All staff have a responsibility to safeguard children and young people. Today ‘child protection’ is vastly becoming replaced with ‘safeguarding’. It has a much broader range and was produced to provide a framework to protecting children and young people. There are specific recruitment, selection, training and vetting procedures such as CRB (Criminal Records Bureau) checks and disclosures. It also highlights the need to ensure that inappropriate behaviour does not take place and outlines the preferred means by which any allegations or suspicions are reported and acted upon. Safeguarding a child or young person is also to ensure that they have the opportunity to achieve their true potential and have the right to be protected from abuse. Any organisation that deals with children or young people must have a  safeguarding policy in place that it is reviewed and updated regularly. All staff must know the policy and procedures to follow in the event of any cause for concern. It also highlights the importance of shared responsibilities as there can be many different agencies involved in dealing with each case. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people My school, Pudsey Tyersal Primary School is committed to safeguarding and promoting the welfare of its pupils. We believe all staff and visitors have an important and unique role to play in child protection. My school believes that; †¢Schools can contribute to the prevention of abuse †¢All children have the right to be protected from harm †¢Children need support which matches their individual needs, including those who may have experienced abuse †¢Children need to be safe and feel safe in school Over all aims; To contribute to the prevention of abusive experiences in the following ways; †¢Clarifying standards of behaviour for staff and pupils †¢Introducing appropriate work within the curriculum †¢Developing staff awareness of the causes of abuse †¢Encouraging pupils and parental participation in practice †¢Addressing concerns at the earliest possible stage To contribute to the protection of our pupils in the following ways; †¢Including appropriate work within the curriculum  Ã¢â‚¬ ¢Implementing child protection policies and procedures  Ã¢â‚¬ ¢Working in partnership with pupils, parents and agencies To contribute to supporting our pupils in the following ways; †¢Identifying individual needs where possible  Ã¢â‚¬ ¢Designing plans to meet needs Pudsey Tyersal Primary School will fulfil local and national responsibilities as laid out in the following documents; †¢Working Together to Safeguard  Children 2010 (please see 1.1 for information) †¢The Children Act 1989 (please also see 1.1 for information) †¢Leeds Safeguarding Children Board Procedures (2007)(please see 1.1 for information) †¢Safeguarding Children and Safer Recruitment in Education (DfES 2007) (please see 1.1 for information) †¢The Education Act 2002 (please see 1.1 for information) The previous listed guidelines, policies and procedures are conformed to daily by my school. It is my schools job to ensure that these measurements are adhered to. For example, if I was confronted by a child who tells me that he/she is being abused, I must act in accordance to the following guidelines; †¢Remain calm †¢Do not transmit shock, anger or embarrassment  Ã¢â‚¬ ¢Reassure the child and tell the child that I am pleased that he/she is speaking to me †¢Never enter into a pact of secrecy with the child. Assure him/her that I will try to help but let the child know that I will have to tell other people in order to do this. State who this is and why †¢Tell him/her that I believe them. Children very rarely lie about abuse; but he/she may have tried telling others and not been heard or believed †¢Reassure the child that it’s not his/her fault †¢Encourage the child to talk but do not ask ‘leading questions’ or press for information †¢Listen and remember  Ã¢â‚¬ ¢Check that I have understood what the child is trying to tell me †¢Praise the child for telling me. Tell the child that he/she has the right to be safe and protected †¢Do not tell the child that what he/she has experienced is dirty, naughty or bad †¢Remember that it is inappropriate to make any comments about the alleged offender †¢Be aware that the child may retract what he/she has told me. It is essential to record all that I have heard †¢At the end of the conversation, tell the child again who I am going to tell and why that person or those people need to know †¢As soon as I can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions I have asked but don’t add any opinions or interpretations I must not deal with this by myself. I need to inform the designated staff straight away, who, along with the Head teacher will  contact Social Services. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for me will be available from my designated staff or Head Teacher. 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious case reviews are undertaken when a child or young person dies (including death by suspected suicide) and abuse or neglect is known or suspected to be a factor in the death. Local Safeguarding Children’s Boards (LSCB) may decide to conduct a Serious Case Review whenever a child has been harmed in any of the following situations; †¢A child sustains a potentially life-threatening injury or serious and permanent impairment of physical and mental health and development through abuse or neglect †¢A child has been seriously harmed as a result of being subjected to sexual abuse †¢A parent has been murdered and a domestic homicide review is being initiated under the Domestic Violence Act 2004 †¢A child has been seriously harmed following a violent assault The purpose behind a Serious Case Review is to learn valuable lessons regarding the case and how well (or not) the local professionals and services worked together to safeguard and promote the welfare of th at child or young person. This then helps policies and procedures to be updated and improved to ensure that all agencies are effectively working together to promote child welfare and safeguarding and to act quickly and efficiently to prevent any form of child abuse. In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher. The designated teacher should refer these cases to, or discuss them with the investigating agencies according to the procedures established by the local Area Child Protection Committee and the Local Education Authority. The overall aim of the new provisions is to place the education service’s responsibilities for making child protection arrangements on a legal footing and to provide further safeguards against child abuse. These will only prove  successful if the Government, LEA’s and schools ensure that teachers are aware of their new duties and that they receive training in recognising the signs of child abuse. These new provisions also place a wider duty on schools, further education institutions and LEAs. These bodies now have a duty to safeguard and promote the welfare of children in relation to all functions relating to the conduct of a school. 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. In my placement school Child Protection information is dealt with in a confidential manner. A written record is made of what information has been shared with who and when. Staff will be informed of relevant details only when the designated staff feels their having knowledge of a situation will improve their ability to deal with an individual child and/or family. Child Protection records are stored securely in a central place, separate from academic records. Individual files are kept for each child. The school does not keep family files. Files are kept for at least that period during which the child is attending the school, and beyond that, in line with current data legislation. Access to them by staff other than the designated staff is restricted and a written record is kept of who has access to them and when. Parents are made aware of what information is held on their children and are kept up to date regarding any concerns or developments by the appropriate members of staff. General communications with parents are in line with home school policies and give due regard to which adults have parental responsibility. In general, my school will discuss concerns with parents/carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents/carers after consultation with the Designated Staff. However, there may be occasions when school will contact another agency before informing parents/carers, if the school decides that contacting them may increase the risk of significant harm to the child. My school works in partnership with other agencies in the best interests of the children. Therefore, school will, where necessary, liaise with the school nurse and  doctor, and make referrals to Social Care. Referrals should be made, by the Designated Staff, to the Central Local Authority call centre, using the ‘Common Request for Service Form’. Where a child already has a social worker, the referral should indicate the fact and the social worker should also be informed. The school will co-operate with Children and Young People’s Social Care where they are conducting child protection enquiries. Furthermore, school will endeavour to attend appropriate inter-agency meetings such as Initial and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family Support Meetings. The school will provide reports as required for these meetings. If school is unable to attend, a written report will be sent. The report will, wherever possible, be shared with parents/carers at least 24 hours before the meeting.