Patient Education Plan for an Epilepsy Case of a Hispanic Family Unit Essay

Patient education is best when viewed as a personal way of conducting interpersonal communication between two people: the teacher and the learner. The learning process follows a method that should be apt per case and per person, centering more on the side of the learner and the attached circumstances, context, and environment. For clinical teaching that is bound by dynamic interrelationships and interactions, successful teaching and learning requires understanding three things: the learner, the learner, and the learner. It is best to come up with a patient education plan that would suit the specific case for a successful processing of the teaching and learning methods. Main Body The case In a given case wherein a Hispanic family, having low social economic and education status, and one that speaks only the Spanish language, acquires an epilepsy case on one of the parents’ male child (about 10 years old), extensive teaching is primarily needed to educate the parents and the patient on how to take care of an epileptic person. With the obvious lack of knowledge on the child’s disease, it is very obvious that they need to learn what the illness is all about, how it affects the child, how it would affect the family, and what they can do to lighten the effects of the said illness. The strategy should be dependent on the given case†¦ taking note of the basic challenges, such as the family’s lack of knowledge on the disease, their rigidity in terms of language, culture, and education, as well as the state of the child being male of Hispanic culture. The basic goal should be for the parents (and the patient) to understand essentially what the illness is all about, or what they should do during the attacks. The strategy The patient education plan is composed of five basic steps that should be processed effectively: first is the assessment stage; second is the planning stage; third is the implementation stage; fourth is the checking stage; fifth and final is the evaluation stage. For the assessment stage, we calculate the communication level of the learners. Significant issues have something to do with the ability to read and write, to understand and to be mindful of the said event. It would also be good to measure the level of willingness or the readiness to learn, the overall acceptance, and the basic attitude that they have. These are detrimental in designing the strategy that should match the specific context and case. Most probably the case would reveal a not-very-willing attitude, lack of motivation and acceptance, and an approach that centers on privacy and confidentiality. They would most probably choose to tackle the issue in a more private and personal way, with a need to leave their faith and ego intact by revealing that their case is not very life-threatening or very severe. For the planning stage, we design the things that they would need to know, as based on the assessment of needs that was conducted on the learners. It is definite that the general information on epilepsy should be included in patient education. Yet, before focusing on the basic facts about the illness, there first has to be some lectures centered on the following issues: first, the need for willingness by explaining how the child badly needs their support; second, the readiness to learn by revealing the things that they can do in order to help the child; third, the overall acceptance by explaining the general facts about epilepsy; finally, a motivated outlook by revealing to them that people are willing to help them and their child in battling over the disease. Reflecting over the case, it would be harder to give lectures on Hispanic people without learning how to communicate with them effectively. It would be best to find a nurse or medical employee, who is Spanish-speaking, who has a heart to help people, and who speaks effectively so as to motivate the learners more easily. For the implementation stage, the information can be sent by means of lecture, handouts, discussion, or demonstration. However, because the issue includes methods of treating the child during convulsion attacks (e. g. , putting spoon in the mouth, holding or speaking calmly to the child), it would be best to use methods that are conducted in face-to-face education and training. It would be best to instigate the use of lectures, discussions, and demonstrations. It is important, however, to choose a speaker who would be able to convey the basic ideas effectively. It is not important whether the lecture finishes in a day, a week or a month. What is more important is that the learners are able to grasp their mission concerning the child, and that there is nothing new or unusual about their having a sick child. It would also be best to include only the parents during the lecture period because the general biological pattern of the illness might frighten the child. The child can be included, however, during the discussion period, when the subject is being tackled more lightly; and during the demonstration period, when the focus shifts to practical methods used in handling the child. The checking stage can be conducted weekly during meetings with the physician. It is important that the parents and the child develop a personal bond with both the physician and the nurse for best treatment of the case. As for the evaluation stage, this is done only temporarily after the processing of patient education. In truth, however, patient education should go on until the time that the patient is already cured of his or her illness. Conclusion To deal with patients is to deal in a personal way. Given the specific case, this would probably mean having to find ways that would financially help the family in dealing with the challenges. The lack of knowledge and education mean longer and more meticulous methods in implementing the strategy. Being of Hispanic culture, male children are being regarded as the very hope, future, and foundation of the family. In using targeted individualized patient information, we come up with a strategy that is more effective, suitable, and appropriate.

Qin Shi Huang, First Emperor of China Essay

Qin Shi Huang (or Shi Huangdi) was the First Emperor of a unified China, who ruled from 246 BCE to 210 BCE. In his 35-year reign, he managed to create magnificent and enormous construction projects. He also caused both incredible cultural and intellectual growth, and much destruction within China. Whether he should be remembered more for his creations or his tyranny is a matter of dispute, but everyone agrees that Qin Shi Huang, the first emperor of the Qin Dynasty, was one of the most important rulers in Chinese history. Connect with over 120,000 suppliers from Hong Kong, China and Taiwan Fall of Rome London Family History Chinese Warriors Terracotta Army Dynasty Early Life: According to legend, a rich merchant named Lu Buwei befriended a prince of the Qin State during the latter years of the Eastern Zhou Dynasty (770-256 BCE). The merchant’s lovely wife Zhao Ji had just gotten pregnant, so he arranged for the prince to meet and fall in love with her. She became the prince’s concubine, and then gave birth to Lu Buwei’s child in 259 BCE. The baby, born in Hanan, was named Ying Zheng. The prince believed the baby was his own. Ying Zheng became king of the Qin state in 246 BCE, upon the death of his supposed father. He ruled as Qin Shi Huang, and unified China for the first time. Early Reign: The young king was only 13 years old when he took the throne, so his prime minister (and probable real father) Lu Buwei acted as regent for the first eight years. This was a difficult time for any ruler in China, with seven warring states vying for control of the land. The leaders of the Qi, Yan, Zhao, Han, Wei, Chu and Qin states were former dukes under the Zhou Dynasty, but had each proclaimed themselves king as the Zhou fell apart. In this unstable environment, warfare flourished, as did books like Sun Tzu’s The Art of War. Lu Buwei had another problem, as well; he feared that the king would discover his true identity. Lao Ai’s Revolt: According to the Shiji, or â€Å"Records of the Grand Historian,† Lu Buwei hatched a new scheme to depose Qin Shi Huang in 240 BCE. He introduced Zhao Ji to Lao Ai, a man famed for his large penis. The queen dowager and Lao Ai had two sons, and in 238 BCE, Lao and Lu Buwei decided to launch a coup. Lao raised an army, aided by the king of nearby Wei, and tried to seize control while Qin Shi Huang was traveling outside of the area. The young king cracked down hard on the rebellion; Lao was executed in a grisly fashion, along with his family. The queen dowager was spared, but spent the rest of her days under house arrest. Consolidation of Power: Lu Buwei was banished after the Lao Ai incident, but did not lose all of his influence in Qin. However, he lived in constant fear of execution by the mercurial young king. In 235 BCE, Lu committed suicide by drinking poison. With his death, the 24-year-old king assumed full command over the kingdom of Qin. Qin Shi Huang grew increasingly paranoid (not without reason), and banished all foreign scholars from his court as spies. The king’s fears were well-founded; in 227, the Yan state sent two assassins to his court, but he fought them off with his sword. A musician also tried to kill him by bludgeoning him with a lead-weighted lute. Battles with Neighboring States: The assassination attempts arose in part because of desperation in neighboring kingdoms. The Qin king had the most powerful army, and neighboring rulers trembled at the thought of a Qin invasion. The Han kingdom fell in 230 BCE. In 229, a devastating earthquake rocked another powerful state, Zhao, leaving it weakened. Qin Shi Huang took advantage of the disaster, and invaded the region. Wei fell in 225, followed by the powerful Chu in 223. The Qin army conquered Yan and Zhao in 222 (despite another assassination attempt on Qin Shi Huang by a Yan agent). The final independent kingdom, Qi, fell to the Qin in 221 BCE. China Unified: With the defeat of the other six warring states, Qin Shi Huang had unified northern China. His army would continue to expand the Qin Empire’s southern boundaries throughout his lifetime, driving as far south as what is now  Vietnam. The king of Qin became the Emperor of Qin China. As emperor, Qin Shi Huang reorganized the bureaucracy, abolishing the existing nobility and replacing them with his appointed officials. He also built a network of roads, with the capital of Xianyang at the hub. In addition, the emperor simplified the written Chinese script, standardized weights and measures, and minted new copper coins. The Great Wall and Ling Canal: Despite its military might, the newly unified Qin Empire faced a recurring threat from the north: raids by the nomadic Xiongnu (the ancestors of Attila’s Huns). In order to fend off the Xiongnu, Qin Shi Huang ordered the construction of an enormous defensive wall. The work was carried out by hundreds of thousands of slaves and criminals between 220 and 206 BCE; untold thousands of them died at the task. This northern fortification formed the first section of what would become the Great Wall of China. In 214, the Emperor also ordered construction of a canal, the Lingqu, which linked the Yangtze and Pearl River systems. The Confucian Purge: The Warring States Period was dangerous, but the lack of central authority allowed intellectuals to flourish. Confucianism and a number of other philosophies blossomed prior to China’s unification. However, Qin Shi Huang viewed these schools of thought as threats to his authority, so he ordered all books not related to his reign burned in 213 BCE. The Emperor also had approximately 460 scholars buried alive in 212 for daring to disagree with him, and 700 more stoned to death. From then on, the only approved school of thought was legalism: follow the emperor’s laws, or face the consequences. Qin Shi Huang’s Quest for Immortality: As he entered middle age, the First Emperor grew more and more afraid of death. He became obsessed with finding the elixir of life, which would allow him to live forever. The court doctors and alchemists concocted a number of potions, many of them containing â€Å"quicksilver† (mercury), which probably had the ironic effect of hastening the emperor’s death rather than preventing it. Just in case the elixirs did not work, in 215 BCE the Emperor also  ordered the construction of a gargantuan tomb for himself. Plans for the tomb included flowing rivers of mercury, cross-bow booby traps to thwart would-be plunderers, and replicas of the Emperor’s earthly palaces. The Terracotta Army: To guard Qin Shi Huang in the afterworld, and perhaps allow him to conquer heaven as he had the earth, the emperor had a terracotta army of at least 8,000 clay soldiers placed in the tomb. The army also included terracotta horses, along with real chariots and weapons. Each soldier was an individual, with unique facial features (although the bodies and limbs were mass-produced from molds). The Death of Qin Shi Huang: A large meteor fell in Dongjun in 211 BCE – an ominous sign for the Emperor. To make matters worse, someone etched the words â€Å"The First Emperor will die and his land will be divided† onto the stone. Some saw this as a sign that the Emperor had lost the Mandate of Heaven. Since nobody would fess up to this crime, the Emperor had everyone in the vicinity executed. The meteor itself was burned and then pounded into powder. Nevertheless, the Emperor died less than a year later, while touring eastern China in 210 BCE. The cause of death most likely was mercury poisoning, due to his immortality treatments. Fall of the Qin Empire Qin Shi Huang’s Empire did not outlast him long. His second son and Prime Minister tricked the heir, Fusu, into committing suicide. The second son, Huhai, seized power. However, widespread unrest (led by the remnants of the Warring States nobility) threw the empire into disarray. In 207 BCE, the Qin army was defeated by Chu-lead rebels at the Battle of Julu. This defeat signaled the end of the Qin Dynasty. Sources: Mark Edward Lewis, The Early Chinese Empires: Qin and Han. Cambridge: Harvard University Press (2007). Lu Buwei, The Annals of Lu Buwei, trans. John Knoblock and Jeffrey Riegel. Stanford: Stanford University Press (2000). Sima Qian, Records of the Grand Historian, trans. Burton Watson. New York: Columbia University Press (1993).

Compensation and Benefit System Essay Example | Topics and Well Written Essays - 1750 words

Compensation and Benefit System - Essay Example With the passage of time, more workers are comparing one business to another not just with respect to salary but also benefits. A number of individuals, indeed, are more concerned about the benefits they get instead of wages because of family requirements or aspects of their standard of living, such as â€Å"health care coverage and financial planning† (World at Work, 2007). If someone has a company, his employee compensation and benefits package may simply be the basis someone does or does not agree to the job offer. To make the company aggressive and create a center of attention for very skilled applicants, one has to present an attractive benefits package. The business should make this a significant element of the planning process, if the management would like to appoint and retain top workers. In the present day, employees are not ready to work merely for the money; they look forward to something more than cash. This ‘something more than cash’ is known as empl oyee benefits or fringe benefits. Employee benefits are non-monetary type of compensation provided besides cash earnings to improve employees’ lives - both personal and professional. Employee benefits are not based on performance. Employees get benefits irrespective of their performances. â€Å"Employee benefits as a whole have no direct affect on employee performance† (Dixon et al, 2009); however, insufficient benefits do contribute to a decreasing satisfaction level along with increasing absence and turnover in workers. Therefore, the employers would have to plan their benefit package vigilantly. All individuals have different kinds of requirements. A few would like have cash so they work for the corporation that offers them higher salary package. Some individuals give importance to success more than cash; they would join the companies that offer better opportunities of promotion, learning, development, and personal growth. A compensation plan that goes well with employees’ requirements is more expected to encourage them to work in the way their company wants them to. The Group compensation structure includes different types of compensation. This guarantees proportionate compensation, in this manner reinforcing and supporting short as well as long-term goal setting and attainment. Executive Management’s fixed income must be individual and supported on the content and responsibility of the job, the person’s capability along with experience with respect to the job held, in addition to the region in which the position is based. As well as a fixed income, Executive Management as well has a variable income componen

Week 6 _Assignment Essay Example | Topics and Well Written Essays - 750 words

Week 6 _Assignment - Essay Example It provides authentication as well as integrity of data and information of the user (Interpeak, 2005). IP Spoofing- An intruder connects to host server by duplicating his/her IP address when address-based authentication is been used. The IPSec protocol uses cryptographic authentication rather than address-based authentication for protecting from IP spoofing attack (Oppliger, 1998). Session Hacking- An intruder can connect to a server which is authenticated. At that point of time, IPSec helps to protect the connection as the intruder does not know the session key necessary for encrypting the data stream (Oppliger, 1998). Denial-of-Service- An intruder sends TCP messages to flood buffer space of targeted system but if there is IPSec protocol it will provide a denial-of-service attack and will reveal intruder’s identity if he/she is using original IP address (Oppliger, 1998). Application layer manages views of the user over the network. It defines about the processing of the application on different systems end communicate over the network. All the processes which are running in various systems or else end-users communicate with the help of application layer protocol (Rouda, 2006). XML stands for Extensible Markup Language, which is used to encode document in a format which is understandable by both human beings and machine. It facilitates to develop a common format of information in a flexible manner. Yes, it is possible to design a universal security solution at one layer. Generally, security suites work on one layer without collaborating with other protocols. A security system can be build with single layer of the Open Systems Interconnection (OSI) model. The OSI model is really a theoretical device used to help explain how the network and internet functions. When a Web communications is secured using Secure Sockets Layer (SSL) which is used for securing message transmission

Restrucure education for creativity Essay Example | Topics and Well Written Essays - 1250 words

Restrucure education for creativity - Essay Example Like earlier efforts to build canals, railroads, highways, and other physical infrastructure to power industrial growth, the United States today needs to massively increase its public and private investments in human infrastructure (Florida, 2007). Today's era demands substantial assistance in educating and training people from the initial stage up to the higher stages of learning making good education as an avenue for the enhancement of human creativity. Various learning institutions must be a motivating force in boosting the full potentials and creative capacities of students in fulfilling not only basic human rights but also the dictates of the economy. We all know that experience is the best teacher, especially experience with the guidance of God; Florida asserts "Learned by doing" and it is true among students rich with an ocean of ideas and concepts. Transforming these students into skilled and talented persons may preserve the national economic competitiveness. Universities are the heart of the Creative Economy. America's strong university system is the source of much of our best scientific, social, and creative leadership. However our concept of what university must be is limited, yet still it serves as the laboratories of new research and technology of modern society (Florida, 2007). A university is a natural source of ethnic, socioeconomic, a... Principle 6: The University as Creative Hub Universities are the heart of the Creative Economy. America's strong university system is the source of much of our best scientific, social, and creative leadership. However our concept of what university must be is limited, yet still it serves as the laboratories of new research and technology of modern society (Florida, 2007). A university is a natural source of ethnic, socioeconomic, and cultural diversity. A student may get pleasure from learning seeing the positive perspective of multicultural diversity; sharing and exploring language and cultural differences adds life and vigor to students' creative minds. Students' skills are avenues in learning; whether it is singing, dancing, gymnastics, games, physical education or sports. Sports contribute much in encouraging students' learning ability; teaching students through rigid disciple. Developing these skills may contribute not only academically but also economically. Enhancing these skills to Olympics level may carry prestige and honor not only for the society alone but for the whole country. "Rigorous teaching of literacy and genuine creativity can be mutually supportive: good literature at the heart of the primary curriculum provides an essential basis for both." - Information provided by Miles Tandy,Warwickshire Advisory Services The Dilemma In other country, The Commons education committee warns that creativity is a "second-order priority". Labour MP Barry Sheerman said that the funding structure "suggests that creativity is a 'second-order priority'" for the department for Children, Schools and Families (DSCF). He further noted that, "schools were enthusiastic about the benefits of creativity - but

Give Me a Low Five Research Paper Example | Topics and Well Written Essays - 1000 words

Give Me a Low Five - Research Paper Example Virtually any criminal crime one can think of will fall under one of these categories, and to understand their significance and role in criminal law, an ensuing in-depth examination of each will take place. Let us first explore crimes known as offenses. These acts of indiscretion, also known as infractions, carry the lowest degree of penalties, often issued in the form of tickets with relatively low fines. Minor violations in this category today are parking violations, jaywalking, speeding tickets, and littering, and about a millennia ago, when common law as we know it was in its early stages in England, trivial offenses in this category were handled by the English Court of Common Pleas − that handled petty cases on which the king did not want to waste his time (Baker, 2002). Itinerant judges traveling between towns would try such minor crimes at various circuits, hence the term, â€Å"common law.† Today, these lower crimes, usually called summary offenses, â€Å"are often tried at the lowest level of the judicial system, usually before a district magistrate or justice of the peace, and often use a streamlined procedure,† (Davenport, 2008, p. 9). If convicted, one ca n receive a prison sentence, usually under 90 days, and can expect to pay a fine, as well. Such cases are typically devoid of the safeguards – like a jury trial −extended to those charged with greater crimes, (Ibid.). ... Crimes falling under the banner of misdemeanor today include falsifying crime reports, driving under the influence, and disorderly conduct. Those convicted can be sentenced to up to a year in prison, but a penalty of a fine or probation is more likely (Ibid.). Misdemeanors are usually tried in local city or county courts with an arraignment charging the violator being scheduled within 15 days ? this is followed by a pre-trial hearing to set the case status; then a possible motions hearing to withhold physical evidence so that the case can be dismissed might be slated; and next is the trial, including jury selection and instructions, open statements, examination of witnesses, closing statements, and the verdict; while the last stage of being tried is usually the sentencing hearing, where fines (usually up to $5,000 and/or jail time up to one year) are issued (The Misdemeanor Criminal Process). Inchoate (or incomplete) crimes are offenses that have not yet been completed. Such crimes w ere traditionally considered misdemeanors, but today, they are viewed closer to felonies in severity and scope (Robinson, Gaeta, Majarian, Schultz, & Douglas, 2010). Back under common law centuries ago, the three subdivisions of inchoate crimes of conspiracy, attempt, and solicitation were devised in order to stem actual crimes before they came to fruition (Stevens, 2003). Conspiracy, the most publicized of the three, consists of an arrangement by one or more persons to commit a criminal act, where an obvious attempt to move forward in the crime has been witnessed. A person committing this offense may be tried in any county that is considered to be an element of the offense, and the doctrine of inchoate crimes must be applied during the trial, which calls for four things: 1)

Training Schedule For Employees Of Mach Speed Couriers Essay

Training Schedule For Employees Of Mach Speed Couriers - Essay Example The return on investment for example, given the professionals and companies that Mach Speed Couriers deal with, let for instance the cost of the training program to be $ 300,000 for three years. This delivers an additional profit of $ 500,000 for the business period of the three years. The information is used to calculate the value of ROI as shown below;ROI = profit gains fewer Investment costs (training cost) divided by investment costs. ROI= ($ 500,000-- $ 300, 000) / 300,000 = 66.67 %The designed training program caters for individual differences because the employees come from different backgrounds and initial exposure to varying experiences (Carnes, 2010). For meaningful transfer of training, there are specific materials very suitable to the trainee. The charts and marker pens for the trainers must be available. The charts are useful in demonstrating the whole concepts on the board or the wall. However, computer use and the projector are more useful in the exercise. This can be used for easier simulation. The trainees are provided with writing materials to note down key concerns in the courier industry. The design must have the clear and realistic objective that can be accomplished. The information relayed must be applicable and related to job specifications and how to improve on them. The real reflection on the working environment is captured by the trainer.Transfer of training is possible through sub-division of trainees into small manageable groups.

Women's rights and culture Annotated Bibliography

Women's rights and culture - Annotated Bibliography Example Web. 2 Nov. 2014. . "Inter-linkages between Culture, Gender Based Violence, HIV and AIDS and Womens Rights TRAINING MANUAL." Welcome to SAfAIDS. Web. 2 Nov. 2014. . 1. "Inter-linkages between Culture, Gender Based Violence, HIV and AIDS and Womens Rights TRAINING MANUAL." Welcome to SAfAIDS. Web. 2 Nov. 2014. . This online article describes the relationship between culture and women’s rights by specifically focusing on how culture has facilitated the violation of women’s right, thereby leading to gender-based violence and spread of epidemic diseases among women. It is an imperative resource for this research as it provides an insight regarding the correlation between culture and women’s rights. 2. "Culture Clash: The Law, Womens Rights and Real-world Solutions." OpenDemocracy. Web. 2 Nov. 2014. . This is another crucial online article for this research. It explicates the relationship between culture and women empowerment by indicating how certain forms of culture can be used to promote gender equity in a manner that women’s rights are not violated. The article highlights how certain legal structures can supersede cultural beliefs, while facilitating the emergence of other cultures, which can be used to fight for women’s

International Business Country Analysis - South Korea Essay

International Business Country Analysis - South Korea - Essay Example After the Korean War (1950-1953), South Korea rose from devastation to become one of the world’s largest economies in the 1990s. South Korea occupies the southern half of the Korea Peninsula, which extends about 1,000 km (about 620 mi) southward from northeastern China. The total area of South Korea is 99,268 sq km (38,328 sq mi), including about 3,000 islands. South Korea is a mountainous country. Lowlands, located primarily in the west and southeast, constitute only 30 percent of the total land area. South Korea can be divided into three general regions: an eastern region of high mountain ranges and narrow coastal plains; a western region of broad coastal plains, river basins, and rolling hills; and a southern region, where a maze of mountains and valleys in the west contrasts with the broad basin of the Nakdong River in the southeast. Historically, Korea was strongly influenced by Chinese culture and acted as a conduit of culture from China to Japan. Koreans adapted many Chinese art forms with innovation and skill, creating distinctively Korean forms. For many centuries, metalwork, sculpture, painting, and ceramics flourished throughout the Korea Peninsula. Buddhism provided one of the most significant sources for artistic expression. Confucianism, also prominent, emphasized the importance of literature and calligraphy, as well as portrait and landscape painting. Koreans began to incorporate Western forms after Korea opened itself to the Western world in the late 1800s. During the period of Japanese colonial rule (1910-1945), indigenous traditions were strongly discouraged. Since then, however, Koreans have made a concerted effort to keep their cultural traditions alive. Koreans possess a deep appreciation for their cultural heritage. The government encourages the traditional arts, as well as modern forms, through funding and education programs as well as sponsorship of a national

In my everyday life how do I measure success and failure Essay Example for Free

In my everyday life how do I measure success and failure Essay The aim of this paper is to discuss how to measure success and failure in everyday life. The evaluation of the social concept of success should start with acknowledging that social definition of success varies from culture to culture and even from one social group to another. In other words, every society has its own belief about what social success is. For example, if a person drives a 2007 Jaguar and lives in a nice house, he or she is regarded as successful by society norms. People are trying to move up the social ladder because the society is placing a lot of pressure on them to belong to the highest class possible. Government uses the relationship between social class (lower, middle, and upper) to suggest that society is equally just. Growing up in the city, I could witness stereotypical views of low income families. I could witness people being discriminated because they didn’t have nice suits or dresses, and their vocabulary was not equal to or better than the person they were talking to. Sometimes the idea of social success puts too much pressure on people so they sometimes forget their morals and values. The problem is all they want to do is to reach new social status because that is what society has led them to believe and what society expects of them. My grandfather often cited a southern saying that reads as follows: â€Å"Money is the root of all evil. † Through the years I often wondered if he was correct. Society describes lower class as government assisted or a troublesome group of people. Hanratty and Meditz stated that â€Å"[i]n contrast, the masses were composed of the illiterate and the impoverished who lived on the margin of subsistence and possessed little or no security, skill, or stable employment. † I disagree with Hanratty and Meditz statement: most lower class people do have work-related skills and are literate. In a lower class neighborhood at a local barber shop there are always conversations about how the upper class is destroying the lower class, and why lower class people cannot integrate into the mainstream society. Some would say that their major obstacle on the way to social success is fear or ability to adapt to change. Lower class is aware that they are labeled; however, they are determined to be a driving force in society. The stereotype of a successful family implies that a husband and a wife have an income that allows them to live in a nice neighborhood. Society would classify that family as middle class. Samuelson writes that â€Å"[c]ompounding the stress, the price of entry into the middle class is always rising. The more we can have, the more we must have. Keeping up with the Joneses is the curse of our advances and ambitions† (19). The problem with middle class and the problem of trying to belong there is that the upper class considers itself middle class at times. It forces hard-working middle class people to work harder, often taking on two jobs to maintain their social status. Some upper class people continue to downplay their status as middle class. That would put pressure on truly middle class people to stay (or even move up) in the social status. Expectation of what society requires of the middle class often puts pressure on the middle class to advance. Being born into wealth has been the only way to integrate in the upper class. Today the upper class is comprised of a diverse group of people unlike years before when the rich just had to travel and throw socials. The perception of upper class as seen on television is sometimes different from reality, as the rich have large amounts of money and can abuse their power. The rich are excuse from a lot of mishaps, while the middle and lower class would have not received the same treatment. Domhoff writes that â€Å"[f]rom infancy through young adulthood, members of the upper class receive a distinctive education. This education begins early in life in preschools that frequently are attached to a neighborhood church of high social status. Schooling continues during the elementary years at a local private school called a day school. Higher education will be obtained at one of a small number of heavily endowed private universities. Harvard, Yale, Princeton, and Stanford head the list, followed by smaller Ivy League schools in the East and a handful of other small private schools in other parts of the country† (24). The upper class continues to work hard on staying on top: they put pressure on themselves and their children to stimulate them to stay in the same social class. What we as society fail to realize is that success comes from within. In every culture there are social problems that result from being in a certain situation. Everybody has their own definition of what success is; definitions of success range from being rich, driving a fancy car, and living in a big house to simply being in good health and having a stress-free life. I have read a lot of articles through the years on what it takes to be successful and I stil.

Appraisal On Different Aspects Of Project Management Construction Essay

Appraisal On Different Aspects Of Project Management Construction Essay It is the purpose of this report to provide a critical appraisal on the development, scope, benefits and influence of project management with particular reference to how custom and practice in different countries can influence the role and responsibilities of the project manager. The Project Manager In Brief A project manager is appointed by a client who has a project that requires to be implemented. It is the project managers duty to solely represent the client and ensure that all decisions and actions are in the clients best interests. The project manager should ideally be involved at the earliest possible time and his role is to communicate, lead, organise and delegate from inception of the project to completion of the project. The project manager must communicate primarily with the client, and subsequently lead and organise everyone who has an input on the project based on the clients needs. The project managers duties dont stop there, organisation includes project timeframe and a programme of work detailing how the work is carried out. The project manager must delegate any activities or responsibilities to appropriate personnel such as notifying a plumber that a heating pipe requires relocating. It is not the clients responsibility to tell the contractors what to do, it is the proje ct managers role under the clients instructions. Why Do Clients Need A Project Manager? Project managers are employed by clients to save them money, time and hassle. Many clients are unaware and unsure of construction procedures, building design, construction costs, building contracts and particularly, managing a project. The project manager at the inception stage of the project, i.e stage A of the RIBA plan of work, can partake in discussions with the client to obtain the clients ideas, objectives and needs of the project. This will include primarily, a budget, a timescale, a brief outline of their design requirements such as metres squared of office space or number of seats in a football stadium. As the client may have had ideas regarding this project for a period of time now, it will be likely they have a particular design scheme in mind, and the feasibility of this scheme can be discussed with the project manager to ensure that client has a realistic design within their desired budget. Many projects are designed by an architect and are taken through to site operations, i.e part J / K of the RIBA plan of work without any input from an experienced site contractor / project manager. This can lead to feasibility / cost issues on site as unfortunately not every architect has the concept of how buildings are constructed in detail. However the appointment of a project manager can eliminate these types of problems prior to site operations as his opinion on the architects proposals can be sought at the planning stage, i.e part C / D of the RIBA plan work. The RIBA Plan of Work Below is a list of the various stages of the RIBA plan of work with a small description of the project managers role at each stage: A Appraisal Determine feasibility of clients requirements. Design/Cost/Quality. B Strategic Briefing Receive strategic brief from client. C Outline Proposals Develop brief, prepare outline proposal approximate cost. D Detailed Proposals Develop proposal, provide information on cost estimate, consult local authorities, gain approval from client, submit planning application. E Final Proposals Develop proposal to full working drawings, obtain further cost estimate, obtain approval from client on construction methods, specification cost. Apply for building warrant Advise on a programme. F Production Information Organise the preparation of a detailed cost such as a bill of quantities quantifying all the required work to enable a contractor to insert rates. G Tender Documentation Send out tender documents to main contractor(s). H Tender Action Once received the tenders back from contractors, study compare prices and discuss with client. Select clients preferred contractor based on advice given to client. J Mobilisation Provide any additional information to CDM coordinator and contractor prior to construction works. K Site Operation Site visits, provide further information to contractor as required, review design information received from specialists or contractor. Prepare as built drawings for health and safety file. Advise on maintenance of building. Communicate and organise with all project contributors. L Completion Inspect building for defects, provide information for final payment to be made to contractor. M Feedback Study suitability of the buildings design for required use. The project team can be large in number and each member of the team has different roles to play and time to perform that role. Based on the above stages A to M of the RIBA plan of work the following project team members are involved at the following stages: Architect A to M Designs, produces drawings, instructs contractor. Quantity surveyor A to M Provides cost information at outset and detailed bill of quantities at stage G. Measures construction work carried out at stage K to calculate payment to contractor. Project manager A to M Leads, communicates and organises rest of project team. Engineers (Structural / M+E / Civil) D to J Provides detailed structural drawings / details. Advises on services and ground conditions etc. Builder / Contractor D to M Constructs and completes project. Duties, Responsibilities, Tasks Skills of The Project Manager The project manager is involved at all five stages of a project: Defining Definition of client objectives and project strategies. Planning Preparation of specifications, schedules and budgets. Implementing Monitoring of site performance of contractors and any specialists etc and taking necessary corrective actions. Completing Delivering project output and finalising project input. Evaluation Gaining experience from the project, learning from mistakes / problems to try and improve future performance / organisation. A project manager provides a service to the client to take the clients project idea through to completion. It is the number one priority of a project manager to look after the clients best interests from inception of the project to completion. It is his duty to discuss any necessary changes to the project with the client and advise on the possible solutions, the associated costs and the implications of the changes should there be any. Having fulfilled this duty it is then up to the client to make the decision and inform the project manager how they wish to proceed. It is his duty to discuss the feasibility of the clients design ideas to ensure construction costs can match the clients set budget. The project manager collects information from the client to make sure their needs are met throughout the whole project. The scope of the project managers works is as follows: Establishing clients objectives, priorities, preferences, budget and ideas. Liaise with the client and discuss a feasible design to take to the clients architect. A design which works and can meet the clients budget. Design of project organisation structure, i.e plan construction activities and responsibilities etc. Identify how the client is integrated into the project. Advise on the appointment of contributors to the project, i.e consultants, professionals, contractors etc. Look for those with experience of similar work, with a good reputation, who are available, who can integrate with others and who produce quality work. A large factor in selection can also be their location. Advise client on the Architects proposals and make recommendations based on what the clients objectives and preferences are. Prepare a project programme, i.e who does what, when and for how long. This is a plan of all the construction processes of the project from start to completion. Establish appropriate information and communication system between client and contributing parties. (Contributing parties refers to people / organisations employed by the client such as the architect, engineer or main contractor.) Generally specialists or sub contractors are employed by the main contractor however this does not mean that communication with them is not key. Monitor design and feasibility. Is the design progressing as per the clients requirements? Is the cost in line with the budget? Play a role in major and crucial decisions regarding construction, budgeting, timekeeping and organisation. Advise on building maintenance and everyday running. Commission the project on completion. In addition to the scope of works above, the project managers general duties, responsibilities and knowledge include: Feasibility studies. Attainment of land. Planning permission. Outline design. Resource planning. Investment planning. Detailed design. Disposal planning. Contracts. Risk analysis. Many skills are necessary for a project manager to be successful and these are detailed below: Leadership The project manager requires leadership skills to take charge and be confident in his decision making for delegating to the project contributors. Organisation Organisation is critical to a project and a project manager will therefore require excellent skills in this field to ensure all members of the project team know what they are doing and when they are doing it. Integration This is essential as all the other skills can be deemed useless if the project manager cannot integrate with the project team. Delegation Not everything can be relied upon the project manager and it would be impossible for him to do everything therefore he must pass on work, tasks and responsibilities to others. Communication Communication is vital in any construction project and is necessary for any project to be successful. Conflict resolution Making judgement in a dispute between parties is extremely important as in most construction projects there will be some sort of conflict and it is the duty of the project manager to attempt and resolve these issues in the first instance. Motivation Construction projects can be repetitive and lengthy and it is key that the project contributors are well motivated to carry out their work and to meet their deadlines. Construction And Project Management Abroad All of the above refers to custom and practice in project management within the United Kingdom which differs greatly in other regions of the world such as The United States of America Japan. Both The USA and Japan have different procedures and sequences in their construction procedures and therefore this can influence the roles and responsibilities of the project manager. Construction In Japan In Japan it is very common for a client to seek a design from a building contractor, as opposed to the UK where an architect would be appointed in the first instance and a contractor at a later date. This method has both positive and negative points that are worth mentioning. As we know here in the UK, from taking an integrated approach to the supply chain as described in BRE Digest 450, partnership can be a very efficient method of project procurement as the contractor has a say in the practicality of design etc at the beginning. This in theory is no different in Japan except the process is carried out by the majority, rather than the minority here in the UK. As the design is contractor designed, it is very practical using standardised components or modular construction which gives the contractor an extremely buildable project. Generally due to the practicality and standardisation of this method, many of the buildings appear to be very similar lacking attractive intricate details an d finesse. Although in the opinion of many the designs are unexciting, this design and build method sets parameters of the clients need, quality, budget and timescale. This therefore enables the chosen contractor to design a building with the intention to ensuring that it can be built to the clients desired quality, on time and on budget. Design and build is widely used in the UK but with the lack of standardisation and a simplistic approach to design, cost and time over runs are always inevitable. Japan generally is a quality driven nation and the construction industry within Japan is no different. The contractor market is controlled by the big six, six major construction firms which share long term relationships with their clients, suppliers, specialist contractors, general contractors and sub contractors. The Japanese construction industry is extremely efficient and the construction industry operates with stealth, precision and control of a ninja. Constructing Excellence reported after two trips to Japan having visited five of the big six construction firms that Japan gets a score of 100% for productivity, compared with 50% for the UK. Japan is renowned for its excellent health and safety records and their attitudes to health and safety is pragmatic , it is not a requirement to wear steel toe capped boots when working on a construction site in Japan due the excellent organisation of the project. On the typical Japanese building site theres hardly any debris, so there is little chance of dropping anything on your feet. This seems insane but the figures speak for themselves as 92% of projects in Japan achieve a zero-accident rate, compared with 62% of UK schemes. The differences between UK and Japan are enormous and this can be reinforced further by their training, morning briefing and pre-exercise warm up. It is a requirement for staff to train for a full year before operating on site and there is a briefing at the beginning of each day where the project manager discusses the days tasks and goals. Project Management In Japan Having researched the topic of construction in Japan, it is plain to see that the roles and responsibilities of the project manager will differ greatly when compared to those in the UK. In the UK project managers have to deal with a number of individuals in the project team, there may be issues of conflict between the contractor and the architect along with confusion and anger towards cost and timescale of any changes, which can make the project managers job difficult, as it is his responsibility to ensure that work is done on time, on budget and as per the clients requirements. In Japan things are a little different, the designers and the constructors are all part of the same organisation so conflict is unlikely and so is change. The contractor has priced, designed and scheduled the job based purely on the clients needs. The clients need is unlikely to change but should it change the contractor may file for extension to time, additional costs etc which makes this option very unlikel y. All in all this makes the project managers life a lot easier and with less time spent on conflict resolution it gives him more time to concentrate on leading, organising, integrating, delegating, communicating and motivating. The project managers role is further improved due to having less young incompetent or inexperienced site workers. Less time is spent repeating himself, as the site workers of Japan have had one years training before starting work on site, therefore are much more competent than the young site workers of the UK who walk on site with little training and experience. Levels of offsite construction and prefabrication is very high and in general due to less erection on site, the project manager should have less complications to deal with and can focus on erecting the prefabricated panels once delivered to site. It is also worth noting that if there are any problems with the prefabricated units if the suppliers fault, for example wrong dimensions, there is no stress of having to re-erect a panel onsite and wait days for it, instead all that is required is to phone the supplier and they have the stress of rushing out a replacement. Construction Project Management In The United States of America In the USA, the construction process differs dramatically from both the UK and Japan and subsequently the role of the project manager differs too. The client or developer is generally producing high rise buildings, not for occupation but as a financial investment. It is their role produce these large scale buildings at lightning speeds with as low a cost as possible. As a lot of clients are developers with excellent knowledge of the industry, they take the leading role. The architects main role in the project is purely to come up with an outline proposal to meet the clients requirements of appearance, layout and budget. It is not the role of the architect to produce working drawings or detailed design, this is the role of the project engineer. The engineer takes the design and develops it with regard to construction services. In the USA specialist contractors are used to design their own components and install them themselves which ensures there is no conflict which might have been encountered with the main contractor installing an unfamiliar product. Similarly to Japan, a lot of prefabrication is used with the design of a building, for example standardised computer generated components which can be easily be duplicated and altered if necessary rather than drawing everything from scratch. Due to this standardised system full construction drawings can be produced very quickly and there is more certainty of project costing and timescale. Coordination of the project initially is the responsibility of the client. The design stages are organised by the engineer and sometimes the architect. The project manager or construction manager as they are referred to in the USA is responsible for organising the specialist contractors work. It is the developers responsibility to monitor the feasibility of the project, especially the architects design and the cost estimates. It is up to the client to ensure that they are aware of any planning authorities as they are responsible for ensuring the legalities of the project. Architects it would seem have a small role to play in the US construction process however it is their role to provide advice on estimated rental value of the property, cost of the build and taxation. It is also the architects role to assess the success of the project based on the above. This reduces the responsibilities of the project manager at the early stages as in the UK it is generally the role of the project manager to provide advice on rental value, rough cost, taxation etc. Similarly to the UK, the construction manager as known in the USA is employed to provide advice and coordinate the construction phase. There are two methods of management used from here. The Project manager could be paid a fee for his services and also be paid for employing the specialist contractors whom he has to pay, this method is known as management contracting. The other option is that the client employs the specialists and pays them direct and the construction manager gets paid for managing the project, this is called construction management. In theory it makes no difference to the workload of the construction manager as either way it is his responsibility to ensure that the specialists know what they are required to do. Although an onerous task, it is not any more complex than a large project in the UK. This is due to the fact that the specialist contractors are in theory more than just contractors, they are designers installing their own specialist products and in turn are r esponsible for their own work under supervision of the construction manager. Although in the UK the project manager is responsible for the key decisions in the project, in the USA the construction manager delegates these decisions where appropriate to the specialist contractors. The USA is highly driven on completing projects on time and specialists will not hesitate to bring in hired work if necessary which provides an additional requirement for the construction manager to be flexible and coordinate the project contributors. In the USA there is little pre-construction input from a project management point of view and the main role and responsibility is to make sure everyone is one hundred percent sure of what they are to be doing and when it is to be completed. It would appear that the USA get the best out of their specialists with the fierce competition and by the way in which they approach a project and are managed. Conclusion Having researched project management generally, it is evident in my opinion that there is a great benefit in having a project manager on board in a construction project. However having also researched in more detail the ins and outs of project management in the USA Japan, and comparing it to practice in the UK, it is evident that the differing construction processes in each country dramatically affect the role and responsibilities of the project manager. The benefits of a project manager are endless and in my opinion, the whole scope of the project managers work is all a benefit to both the client and the contractor even though he is solely representing the client. The project manager is the middle man between the client and the rest of the project contributors. It is a benefit to the client as complex decisions are required when managing a construction site and knowing the lingo is extremely important. Unfortunately it would seem that in the UK the clients are not overly experience d with construction therefore its vital that they employ someone who can translate the terms into English and explain the pros and cons, for example, pros and cons of different options available. This role may be possible to be fulfilled by an architect however the main difference between an architect and a project manager is the project manager spends most of his time on construction sites and has greater experience in project programming, cost implications and construction techniques. The project manager is a benefit to the contractor as with his expertise, solutions to construction issues can be discussed and his advice may be beneficial for speed, cost or even just general ideas. Ultimately it is evident that custom and practice in different countries does affect the role and responsibilities of the project manager. It is crucial for a inexperienced client to have a professional such as a project manager from the beginning of the project if the client wants the project to be finished to his desired quality, on time and on budget.

Climbing Rocks and Dreams :: Personal Narrative, Autobiographical Essay

I am the bravest guy I know. I don't mean to brag, but that's just the way it is. Granted, I'm not great pals with any prisoners of war or any cowboys, but I am a climber, and climbers are hardcore. By sheer will, climbers scale overhanging rock faces, risk life and limb in the pursuit of the summit, and just generally go all out all the time. Aside from being able to handle the risk, climbers latch onto the sharpest and most painful handholds for the simplest reward of having climbed a particular rock wall. No, climbers don't seek attention from the crowds or big bucks for competing; they climb with the pure, unadulterated motivation of being brave enough to achieve their dreams. What places me in the upper most tier of bravery among climbers, aren't the bold routes I've conquered, but rather my willingness to commit to my dreams with irrefutable impetuousness. Throughout my 17 years of life, I've always had an affinity for adventure. The same irrational craving I had as a child for extended power outages fueled my desire to be a climber-in particular my desire to climb at America's most famous bouldering area, Hueco Tanks, Texas. While I had done a significant amount of climbing beforehand, including a weeklong Southern climbing tour with the Adventure Guild, I had only gotten my foot in the door of the climbing scene. I had to have more. My participation in this trip to Hueco not only placed me on the road to becoming a prominent climber, but also enlightened me to my outstanding bravery. There wasn't a single thing that scared me there. Even from the very beginning, I started out on the courageous path. I had been sick the week leading up to the trip, but no, I didn't let the fear of being stranded sick in a tent in the middle of the dessert hold me back. It was a beautiful early afternoon after the last half-day of school before spring break, and I was getting in my car totally distraught over my parent's decision that I would not go on the trip. (After all, they had only let me come to school that day because I had to take a math test.) After tossing my books in the back seat of my car, I casually cruised over to the microbus where Stuart, the trip leader, and the rest of the climbers were busily making final preparations for their departure.

Essay --

Presentacià ³n En este Tema 2 se parte de la base de los conocimientos adquiridos en el Tema 1 (â€Å"El concepto de estrategia†), y se orienta la atencià ³n al à ¡rea de la estrategia de la empresa y la estrategia de marca. Descubriremos que la estrategia no es un elemento aislado que surge de forma espontà ¡nea, sino que es una pieza esencial de la operacià ³n de una empresa que nace de unos principios fundamentales bà ¡sicos, que se relaciona de manera interdependiente con otras facetas de la empresa y/o marca, y que es el resultado de mucho trabajo. Desarrollaremos un recorrido desde estos cimientos fundamentales de la empresa que comenzarà ¡ en su filosofà ­a, misià ³n, y visià ³n, y pasarà ¡ por los conceptos de posicionamiento (y los componentes de diferenciacià ³n, ventaja competitiva, y propuesta de valor), esencia de marca, y la idea singular. Tomaremos como referencia algunos ejemplos del mundo de la publicidad que podrà ¡n servir como ejemplos de cà ³mo se puede plasmar una estrategia de compaà ±Ãƒ ­a y/o de marca en una pieza de comunicacià ³n publicitaria. Finalmente, a lo largo del tema se detallarà ¡n algunos modelos de plantillas de posicionamiento que servirà ¡n como base para poder desarrollar la actividad colaborativa que se presentarà ¡ a finales de esta Unidad de Aprendizaje. â€Æ' Pantalla 1 (Estrategia en la empresa) Si bien la Real Academia Espaà ±ola define la palabra â€Å"estrategia† en su tercera acepcià ³n como â€Å"En un proceso regulable, conjunto de las reglas que aseguran una decisià ³n à ³ptima en cada momento†, no està ¡ de mà ¡s buscar en otras fuentes para conocer alguna definicià ³n adicional que pueda resultar à ºtil para entender su importancia en el desarrollo de las actividades empresariales. Asà ­ pues, en la versià ³n online del diccionario inglà ©s Oxford se enc... ...inal (obligatorio) La declaracià ³n de posicionamiento detalla cuà ¡l es el lugar que intentaremos ocupar en la mente de nuestro pà ºblico objetivo, por quà © nos ha de creer, y cuà ¡les son los motivos para que nos crea. â€Æ' Resumen La estrategia no es algo que surge de la nada, sino que es un elemento crucial de las empresas y sus marcas. Se tienen que establecer y conocer los fundamentos de la marca: su filosofà ­a, misià ³n, y visià ³n. Definidos estos tres elementos bà ¡sicos, y conociendo a fondo la propia compaà ±Ãƒ ­a, lo que ofrece, y todos los elementos que componen su entorno, se establece un posicionamiento para sus marcas y productos. Existen procesos pautados y modelos que nos ayudan a llevar a cabo este ejercicio de posicionamiento, que actà ºa en sintonà ­a con la esencia de marca para crear una Idea Singular de lo que representamos para nuestro consumidor objetivo. â€Æ' â€Æ'

Childcare: Nursery School and Children Essay

This policy represents the agreed principles for Safeguarding Children throughout the Nursery. All Nursery staff, representing Jack in the Box at Yewtree Nursery have agreed this policy. Introduction The health, safety and welfare of all our children are of paramount importance to all the adults who work in our Nursery. Our children have the right to protection, regardless of age, gender, race, culture, background or disability. They have a right to be safe in our Nursery. This policy is in line with LSCB (Local Safeguarding Children Boards) local guidance and procedures. Aims and objectives Our aims are: * to provide a safe environment for children to learn in; to establish what actions the Nursery can take to ensure that children remain safe, at home as well as at school; * to raise the awareness of all staff to these issues, and to define their roles and responsibilities in reporting possible cases of abuse; * to identify children who are suffering, or likely to suffer, significant harm; * to ensure effective communication between all staff on child protection issues; * to set down the correct procedures for those who encounter any issue of safeguarding. Statutory Framework This policy is formulated using the DfES documents: ‘Circular 10/95 – Protecting Children from Abuse: The Role of the Education Service’, ‘Working Together to Safeguard Children’ (2006), ‘Safeguarding Children and Safer Recruitment in Education’ (2006) and Hertfordshire Safeguarding Children Board Child Protection procedures (2007). Section 175 of the Education Act 2002 introduced a new duty requiring governing bodies and LAs to have appropriate child-protection procedures in place. This policy takes account of the requests set out in the Children Act 2004 (‘Every Child Matters’). Nursery Schools are expected to ensure that they have appropriate procedures in place for responding to situations in which they believe that a child has been abused or is at risk of abuse – these procedures should also cover circumstances in which a member of staff is accused of, or suspected of, abuse. DfEE Circular 10/95 (Protecting Children from Abuse: The Role of the Education Service) places the following responsibilities on all schools:- * Nurseries should be aware of and follow the procedures established by the Safeguarding Committee * Nurseries should have procedures (of which all staff are aware) for handling suspected cases of abuse of pupils, including procedures to be followed if a member of staff should be alerted to signs of abuse and know to whom they should report any concerns or suspicions * The Designated Senior Person should have responsibility for co-ordinating action within the Nursery and liaise with other agencies * Staff with designated responsibility for Safeguarding should receive appropriate training Circular 10/95 also states that â€Å"parents should be made aware of the Nursery Schools Safeguarding Policy and the fact that this may require cases to be referred to the investigative agencies in the interests of the child†. This including the police. The Designated Senior Persons (DSP) Miss Jennifer Underwood (Senior) Miss Karen Paddick (Deputy) The Designated Senior Persons (DSP) for Safeguarding are the managers of the Nursery. The DSPs’ role is to:- * ensure that the Hertfordshire Area safeguarding Committee’s Safeguarding Procedures are followed in the Nursery * ensure that all staff are aware of these procedures * ensure that appropriate training and support is provided to all staff * develop effective working relationships with other agencies and services * decide whether to take further action about specific concerns (e.g. refer to Children Schools and Families Referral and Assessment Team) * liaise with Social Work Teams over suspected cases of child abuse * ensure that accurate records relating to individual children are kept in a secure place and marked ‘Strictly Confidential’ * submit reports to, and attend, Safeguarding Conferences * ensure that the nursery effectively monitors children who have been identified as ‘at risk’ * provide guidance to parents, children and staff about obtaining suitable support. * Keep up to date with all relevant procedures and legislations * Attend TAC (Team Around the Child) and CAF (Common Assessment Framework) meetings Nursery Procedures * if any member of staff is concerned about a child he or she must inform the DSPs’ * information regarding the concerns must be recorded by the member of staff on the same day on a ‘cause for concern’ sheet (which has an outline of a body on it – staff must accurately record their concerns). The recording must be a clear, precise, factual account of the observations and must be dated. These sheets are kept in the DSP’s ‘Children Causing Concern’ file, which is kept securely in the managers locked cupboard. * the DSP will decide whether the concerns should be referred to Children Schools and Families. If it is decided to make a referral to Children School and Families this may be done without prior discussion with parents * if a referral is made to Children Schools and Families, the DSP will ensure that a written confirmation of the concerns is sent to the ‘Call Centre’ within 48 hours when requested * particular attention will be paid to the attendance and development of any child who the nursery believes to be ‘at risk’ or who has been placed on the Safeguarding children Register * records relating to Safeguarding children will be kept in a secure locked place, separate from the child’s general file * if a pupil who is known to be on the Safeguarding children Register changes nursery school, the DSP will inform the social worker responsible for the case and transfer the appropriate records to the receiving School/Nursery, in a secure manner, to a named person, and separate from the child’s general file. Prevent Abuse by means of good practice * Adults will never be left alone for long periods of time, with individual children or with small groups * Adults that have no CRB certificate or relevant childcare qualifications will never be left alone with a child. * Children will have regular circle time and discussions on appropriate behaviour * All staff are aware of where to access the response phone number. It is clearly displayed on notice boards within the nursery. Staff training A clear vetting and barring training is in place for all new staff and clear policies are in staff handbook. All adults in the Nursery receive regular training to raise their awareness of abuse, and to improve their knowledge of Safeguarding procedures that have been agreed locally. The maximum period of time before refresher training must take place is three years. All staff have appraisals and yearly performance management which are informed by peer on peer observations. When to be concerned Staff should be concerned about a pupil if he or she:- * has any injury which is not typical of the bumps and scrapes normally associated with children’s injuries * regularly has unexplained injuries   * frequently has injuries (even when apparently reasonable explanations are given) * gives confused or conflicting explanations on how injuries were sustained * exhibits significant changes in behaviour, performance or attitude * indulges in sexual behaviour which is unusually explicit and/or inappropriate to his or her age * discloses an experience in which he or she may have been harmed * gives other cause to believe that he or she may be suffering significant harm Dealing with a disclosure If a pupil discloses that he or she has been abused in some way, the member of staff should:- * listen to what is being said without displaying shock or disbelief * accept what is being said * allow the child to talk freely * reassure the child but not make promises which it might not be possible to keep * not promise confidentiality – it might be necessary to refer to Children Schools and Families * reassure him or her that what has happened is not his or her fault * stress that it was the right thing to tell * listen, rather than ask direct questions * if necessary, ask open questions, not leading questions * not criticise the alleged perpetrator * explain what has to be done next and who has to be told. Record keeping and monitoring When a pupil has made a disclosure, the member of staff should:- * make brief notes during and as soon as possible after the conversation * not destroy the original notes in case they are needed by a court * record the date, time, place and any noticeable non-verbal behaviour and the words used by the child * complete the diagram with an outline of a body shape, to indicate the position of any bruising or other injury * record statements and observations rather than interpretations or assumptions on the incident report form. * the DSP is required to undertake an annual Safeguarding Checklist Dealing with a disclosure from a child, and a Safeguarding case in general, is likely to be a stressful experience. The member of staff should, therefore, consider seeking support for him/herself and discuss this with the DSP. Whistleblowing It is important to Jack in the Box that any fraud, misconduct or wrongdoing by employees or people at Jack in the Box is reported and properly dealt with. At Jack in the Box we encourage all individuals to raise any concerns that they may have about the conduct of others in the setting or the way in which the setting is run. At Jack in the Box, we recognise that effective and honest communication is essential if malpractice is to be effectively dealt with. histleblowing relates to all staff and volunteers who work within the setting, who may from time to time think that they need to raise with someone in confidence certain issues relating to Jack in the Box. Whistleblowing is separate from the grievance procedures. If you have a complaint about your own personal circumstances you need to follow the grievance procedures highlighted in the ‘staff hand book’. If you are concerned about malpractice within Jack in the Box the following procedures need to be followed: * Report any concerns to Jenny Underwood or Zoe Tearle * All staff are aware of preventing and eliminating wrongdoing within Jack in the Box and are watchful for illegal, inappropriate or unethical conduct and report anything of that nature to the managers. * Staff understand that any matter raised under this procedure will be investigated thoroughly, promptly and confidentially, and the outcome of the investigation will be reported back to you. * No one will be victimised for raising the matter under this procedure and continued employment and opportunities for future promotion or training will not be prejudiced because of a legitimate concern. * Victimisation of an individual for raising a qualified disclosure will be a disciplinary offence. * If misconduct is discovered as a result of any investigation under this procedure Jack in the Box disciplinary procedure will be used, in addition to any appropriate external measures. * If a malicious, vexatious or false allegation is made then this will be considered to be a disciplinary offence and disciplinary action will be taken. * Any instruction to cover up wrongdoing is itself a disciplinary offence. If you are told not to raise or pursue any concerns, even by a person in authority such as a manager, you should not agree to remain silent. In this event you should report the mater to either Jenny Underwood or Zoe Tearle. Allegations against staff If an allegation is made against a member of the nursery staff (or a volunteer helper), advise would be taken from the LADO and Children Schools and Families will be contacted immediately. If it is felt, after these initial investigations, that a further enquiry is needed, then the member of staff will be suspended. Suspension is a neutral act, and in no way implies that the person is guilty of any wrongdoing. However, it is acknowledged that this would be distressing for the person concerned, and the Nursery will do all it can to balance the interests of any individual with that of the need to keep children safe. The Nursery will seek advice from Children Schools and Families on these matters, and comply with national and locally agreed guidance. Physical restraint There may be times when adults, in the course of their duties, have to intervene physically in order to restrain children and prevent them from coming to harm. Such intervention will always be the minimum necessary to resolve the situation. We follow the guidance given in the DfES circular 10/98 on The Use of Force to Control or Restrain Pupils. The managers will require the adult(s) involved in any such incident to report the matter to him or her immediately. Confidentiality DfEE 10/95 acknowledges that Safeguarding Children raises issues of confidentiality that must be clearly understood by all staff in schools. The Circular advises that all staff in the nursery have: â€Å"a responsibility to share relevant information about the protection of children with other professionals, particularly the investigative agencies (Children Schools and Families and the Police). If a child confides in a member of staff and requests that the information is kept secret, it is important that the member of staff tells the child sensitively that he or she has a responsibility to refer cases of alleged abuse to the appropriate agencies for the child’s sake. Within that context, the child should, however, be assured that the matter will be disclosed only to people who need to know about it. Staff who receive information about children and their families in the course of their work should share that information only within appropriate professional contexts. Child Prot ection records should be kept securely locked†. Employment and recruitment Jack in the Box ensures that people looking after children are suitable to fulfil the requirements of their roles. We have effective systems in place to ensure that practitioners, and any other person who is likely to have regular contact with children are suitable. Practitioners must tell managers if they are expected to disclose any convictions, cautions, court orders, reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment at the setting). Jack in the Box does not allow people whose suitability has not been checked, including through a criminal records check, to have unsupervised contact with children being cared for. Managers record information about staff qualifications and the identity checks and vetting processes that have been completed (including the criminal records disclosure, reference number, the date a disclosure was obtained and details of who obtained it). Jack in the box meets their responsibilities under the Safeguarding Vulnerable Groups Act 2006. We will do all we can to ensure that all those working with children in our nursery are suitable people. This involves scrutinising applicants, verifying their identity and obtaining references, as well as the mandatory checks and enhanced CRB. We follow the DfES guidance set out in Safeguarding Children: Preventing Unsuitable People from Working with Children and Young Persons in the Education Service, DfES. We ensure that all staff have sufficient understanding and use of English to ensure the wellbeing of children in our care. Family Support The Nursery School will take every step in its power to build up trusting and supportive relationships between families, staff and volunteers in the group. Where abuse at home is suspected, the Nursery School will continue to welcome the child and family while investigations proceed. Liaise with other bodies The Nursery School and children’s schools and families will work together: 0300 1234040 0300 1234040 Safeguarding Children Concerns 0845 3300222 0845 3300222 Police

Disciplinary Process †Case Study Essay

No written warnings in Sam’s personal employee files. There were no formal notes kept in Sam’s file in regards to performance reviews. No disciplinary meetings or hearings prior to Sam’s dismissal Nil documented timelines for reviews of Sam’s improvement or progress. No performance reviews or development plans presented by employer. Sam was dismissed from employment as there was a claim Sam had struck her manager. No investigation into Sam striking Manager – Nil Evidence. Sam should have had formal meetings discussing her poor performances. None noted in her files. Coaching and Mentoring should have been offered and a time line drawn up and put into place. The manager should have notified Supervisor immediately after the alleged physical abuse. The organisation should have kept copies of Sam’s Medical certificates. B, WHAT THE ORGANISATION SHOULD HAVE BEEN DOING FOR IT TO HAVE SUCCESSFULLY DEFENDED ITS POSITION AGAINST SAM’S CLAIM OF UNFAIR DISMISSAL. Kept formal notes in Sam’s file about formal performance reviews and meetings that have taken place. Sam should have had written/formal warnings that have been issue to her. Sam should have had meetings with Human Resource Managers for performance improvement. Including evidence of training coaching or mentoring. Follow up reviews regarding training etc. The manager that claimed Sam had hit her should have filed a report with supervisor, not waiting until Sam had called in sick before reporting the matter. This claim should have been fully investigated by the organisation and the outcome documented. 3 WHAT WOULD HAVE BEEN THE CORRECT WAY TO TERMINATE SAM IN ACCORDANCE WITH LEGAL AND ORGANISATIONAL REQUIREMENTS? To give employees 3 written formal warnings to improve performance. For employee to have received reasonable time and support to improve performance. After the alleged attack on manager from same, a full investigation taken place. If evidence is clear of a crime, the investigation should be handed over to the police. In section 17 of the Fair Trading Work Act – The organisation is required to provide an employee a notice of termination in writing. In Sam’s case, In order to terminate correctly, all processes including non-performances through to support measures and follow up action should have been documented, before termination. RISK ANALYSIS OF THE CASE AND STRATEGIES TO MITIGATE FUTURE RISKS Identified Risk Strategy to Mitigate Risk Employee continually under performing Provide on Job training, coaching and mentoring. Support for underperforming employees with time lines, opportunities for improvement. Written warnings where there is no improvement. Compensation claim through Fair Work Australia successful Performance management, misconduct and dismissal strategies to be implemented and communicated to entire organisation. Follow up on procedures. Employee lodge unfair dismissal claim with Fair Work Australia Ensure organisation has all evidence and documentation required to defend a claim. MISCONDUCT MAY BE DEEMED TO EXIST WHERE An employee has been previously warned about a particular behaviour. That an employee is aware of misconduct. Where an employee has purposely breached guidelines or challenged direct instructions from supervisors. LIST ANY LEGISLATION THAT APPLIES TO THE SITUATION PRESENTED IN CASE STUDY Unfair Dismissal legislation applies to most employees working in paid employment in Australia. In this case, the employee may have physical abused another, and this might come under criminal law as â€Å"assault†. Type Policy’s Procedure Monitoring Regular dates for reviews. To monitor performance, ensuring effectiveness and employees are able to obtain support to achieve performance levels. Upon commencement of employment. The expected performance standards and KPIs are communicated and agreed. Performance reviews 6 monthly Performance review All performance reviews are standard and at regular intervals and all information is documented in employees files. Both employee and supervisor sign review agreement Keep employees files up to date. Performance reviews need to have sign off sheets attached to review notes. For Employees with great responsibilities, management need do follow ups regularly WHAT DOCUMENTS DO WE NEED TO BE DEVELOPED FOR THE ORGANISATION TO EVIDENCE THAT IS HAS IMPLEMENTED A PROCESS TO SUPPORT NON-PERFORMING EMPLOYEES Sign off sheets for the employee and employer to sign after reviews. Note page for recording meeting minutes of performance meetings, where non-performance was identified. A document for recording ‘action plan’ example- what actions are taken to support the employee, this template should also include dates, milestones and deadlines. A template for the issue of warnings and notice of termination. DESCRIPTION OF HOW ALL STEPS OF THE PERFORMANCE REVIEW PROCESS AND DISCIPLINARY HEARING PROCESS SHOULD BE PERFORMED AS PER LEGAL REQUIREMENTS AND THE ORGANISATIONAL POLICIES HAVE BEEN DEVELOPED. What should have been done at each stage? Performance meeting and review should have been held and documented. Review the progress, timelines and support to same in order to assist with performance. Training support and counselling should be offered, provided and documented. A second performance review meeting, at a set date, all documented. If progress not satisfactory, a written warning to be issued. Documented and also a copy of warning letter in file. Further training counselling and support. If after a considerable amount of time there has been no improvement And performance is still unsatisfactory; a notice of termination could have been issued in writing and given to employee. The termination notice must provide notice to employee. WHEN AND WHERE ASSISTANCE FROM HR SPECIALISTS WOULD HAVE BEEN APPROPRIATE. HR should have been notified straight away of Sam’s poor performance. This meeting should have been documented. WHAT SUPPORT SERVICES COULD HAVE BEEN DEPLOYED IN SAM’S CASE? Formal training New mentor or coach Counselling sessions All support should have been documented as evidence that she was given support WHAT DOCUMENTATION WOULD HAVE APPROPRIATE AT EACH STAGE All meetings, training, reviews, coaching and warnings should have been documented.

Difference Between Management Skills and Entrepreneurship Essay

What do you think is the difference between management skills and entrepreneurship?. How do they contribute to the economic success of a business? Management skills is about making an existing business work effectively and efficiently, organizing and coordinating the activities according to certain policies and achieving clearly defined objectives (i. e. vision, mission). Usually, the foundation of the business has been laid and established. It involves planning, controlling, leading and directing and the managers are usually focused on managing and growing the business Entrepreneurship is someone who transforms innovation into a business process especially for market which never exists, often associated with uncertainties. An entrepreneur will look for changes, respond to it and seize it as an opportunity. The next step is to assemble a team, locate resources, raise the needed capital and start the new business idea. An entrepreneur is flexible in adapting to the rapid changing to the market conditions and ideas which are important factors in developing strategies for a company’s growth. The economy has become more competitive and more demanding, thus the pressure of having the best management skills and entrepreneurship skills are becoming more important. Management skills will ensure that an established organization is managed effectively and efficiently towards achieving clearly defined objectives.

Charles Mingus Use of Bass Guitar

Charles Mingus, a man who had made many contributions to the jazz world, which had included the introduction of the stand-up-bass as a lead instrument where it normally was used to keep time. He is known for composing the second largest amount of pieces just second to Duke Ellington2. He had mainly focused on collective organization when writing is charts that were similar to old school New Orleans street jazz bands, and his peers had once called him an organizational genius for this.Mingus’s pieces are known to be very temperamental meaning the music would go from very loud at times, to soft soothing sections, which got him the nickname â€Å"the angry man of jazz†. Mingus was born on April 22nd, 1922 and raised in Watts, California to a very religious family1. He had started out his musical career by learning to play the piano from his mother, which led him to playing at his local church1 as his musical wisdom began to expand. For most of his childhood he was only alo ud to listen to worship music, seeing how at the time since jazz was viewed as music of the devil due to its association with booze, and drugs.But at times he would sneak away from his studies in religious music and listen to his idol the world renowned Duke Ellington. He made his transition from the piano to the standup bass when he moved to New York and studied with H. Rheinhagen and the principal bassist Lloyd Reese from the New York Philharmonic School1. Mingus’s music was a mixture of Avant-Garde with an incorporation of Gospel, which left him room for breakthroughs in his music. During the 1940s, when Mingus had made the most progress in his work he had wrote such works that were covered by Lionel Hampton, specifically the album Mingus Fingers.In that album Mingus had used the bass as a lead instrument. People during this time period found it strange that a bass took lead, since it was standard for the bass to keep time, but Mingus revolutionized it with his ability to improvise within his solos, which he learned from Ornette Coleman. An excellent example of this would be his soloing in the song â€Å"Goodbye Pork Pie Hat†. Lester Young had inspired Mingus to record this song since their sounds were so different from each other’s. Despite his success he still minimal reviews from his record company and was not making nough money to support himself. Towards the beginning of the early 50s Mingus had migrated east to New York City to pursue a career to help make him some money to live on. He became a postal worker delivering mail in 1949 and through this job he met what would be his long time drummer Max Roach. Mingus had scored his first concert since his move from L. A. In 1952 Roach scored a gig at Massey Hall in Toronto where many of the greats would be playing such as Dizzy Gillespie, Charlie Parker, Bud Powell and Roach himself.This jumpstarted Mingus’s career again and segued him into bebop. Although Mingus viewed bebop as a very straight forward beat (from a bassists perspective) and didn’t like the thought of playing such a simple beat when asked to solo like most bassists of the time which was described as a â€Å"boom boom boom†¦Ã¢â‚¬ 4 feel to it, this is where he developed the usage of playing with three fingers instead of the customary two3 which became part of his signature sound.Mingus’s masterwork, which is called â€Å"Epitaph†, would take two hours to perform with the 4000 measures that it covered over the course of time. This work of art was discovered while his music was being processed into CD’s at the time3. Even the New York Times had marked it as the most memorable of jazz pieces of all time5. His chart was also known as the best composition since the times of Duke Ellington making him again even more like his idol3.When the music had finally come to and end on January 5, 1979 when Mingus passed away he had left this world with many new sounds for us to appreciate and to learn from. His sound had changed as he aged and so did his style to adapt to the times. He had revolutionized an instrument at one point only thought to keep time and he added the idea of playing with more than two fingers paving the way for many new bass players to learn from. Mingus was in fact an extraordinary musician and had ever-changed jazz for the better.

The Address by Marga Minco

Analysis of a Key Passage The Address by Marga Minco In The Address by Marga Minco, the author suggests that people do not realize what they take for granted until they do not have them anymore. In the excerpt, the narrator is in a house with all her possessions, and the daughter of the woman who took all these possessions has no idea what is going on. Long ago, the narrator’s mother had given all her worldly possessions to a strange lady, who always took everything away with a look of greed.The narrator has come to the house with all the possessions, and it suddenly hits her that all her memories are just through the doorway. When she enters, she sees all of her possessions, â€Å"in a room which I both knew and didn’t know†. This one simple line describes how she feels, how though all her memories are in the room, they are not place in the right spot, as if the chronological placement was off, and all her memories are mixed up. I found myself among things I had wanted to see again but which oppressed me in the strange surroundings† describes her confusion, because though everything looked normal, (similar to the way she acts as if nothing is happening) it’s the inside story of every object that is scaring her; how it has her memories imprinted in it, and yet, they are not there anymore, because this is not her house, and she does not own any of this anymore.I scarcely dared to look around me anymore† symbolizes her fright of looking at everything she had and lost, and now they do not belong to her, though she has a slight longing for them in order to have a sense of normality. â€Å"Somewhere on the edge there should be a burn hole in which had never been repaired† this line, when read closely, depicts the hole as a sort of ledge, where her mind is clinging onto, so she may find some familiar feeling in all this strangeness. It also depicts a large bottomless pit, where she wants to throw all the bad feelings and memories away, throw them deep into this hole.The daughter does not notice anything wrong, because she is like a newborn baby: she does not know where any of this comes from, but she does not question it, because she has been raised with these objects. But she is also the opposite of her mother; while her mother stole all the possessions without a worry or a care, she is sweeter, gentler. The daughter is innocent and unknowing of what happened, while the mother is guilty and knows exactly why the narrator is here. When prompted, she (the daughter) talks of how everything in the room is nothing important, how they are all antiques and nothing special.But the narrator then offers a retort of passion and sadness â€Å"you get used to all these beautiful things at home, you hardly look at them anymore. You only nothice when something is not there, because it has to be repaired, or for example, because you’ve lent it to someone†. This small speech shows how she never thoug ht of these possessions and memories as important, but now that they are not with her anymore, now that she knows she cannot take them all back, she feels they describe her life. But it is too late.Near the end of the excerpt, the narrator mentions how, when she was younger, she thought her cutlery was made from silver, but never really thought of it. The daughter laughs, but when she goes to check her own cutlery, the narrator rushes out, to â€Å"forget the address† and everything she ever remembered. This is because she wants to leave every memory she had behind, to start anew. It is her sudden realization that she does not possess these memories anymore that causes her to change and force herself to forget everything from the past.

Marketing Plan Phase II Essay Example | Topics and Well Written Essays - 500 words

Marketing Plan Phase II - Essay Example Pricing should not be seen in isolation of the other factors that have a bearing and often influence the decision itself. Predominantly price is part of a price-quality equation. The most important consideration in price decisions is its objectives. And objectives are in turn based on the strategy of product positioning. Commonly companies try to achieve any of five objectives through pricing: survival, maximize profit, maximize market share, skim the market or product-quality leadership. (Kotler, 2001, p. 458) "The business of businesses is business!" Friedman (as cited in Pohl, Eva, 1970, p.12). So understandably businesses exist to maximize profits. This then brings up for consideration the price-demand-profit relationship. This in other words is the demand for a product at different prices; which is the product's price sensitivity. "Price sensitivity is a measure of how important lower prices are to the customer" (Day, 1999, p. 114). In general products are less price sensitive if buyers are less aware of substitutes, when a one-on-one comparison between competing products is not possible and when a product is perceived to have quality and exclusivity. Bread is such routine fare. As such it is highly price sensitive. But Panera's customers don't see the company's products as just any bread. There is a definite value perception.

The story of stuff Essay Example | Topics and Well Written Essays - 500 words

The story of stuff - Essay Example In order to shock the reader into realizing the severity of the problems, the author has interspersed her discussion with some rather startling facts. For example she rightly says that the Government has failed in its responsibility to provide safety and security for its citizens. She maintains that out of the world’s 100 largest economies, 51 percent are corporations and 49 percent are countries. This fact has been stated by Sarah Anderson and John Cavanagh in their report entitled ‘Top 200: The Rise of the Corporate Global Power’ in which they compared the size and power of international corporate entities to the Governments of nations. What hope can Governments and people then have to save themselves from the caprices of corporations? In fact instances of Government lobbying on the part of corporations and their donations are so common that many people have simply given up thinking in the power of Government to reform society according to idealistic principles. That is why you see a low turnout on any election day. Leonard also maintains that in the last three decades, we have used up as much as one-third of the Earth’s resources (Hawkins, Lovins & Lovins, 4).

The Impact of Using Maps as Evidence Assignment Example | Topics and Well Written Essays - 250 words

The Impact of Using Maps as Evidence - Assignment Example It has also been used to manage enforcement through making rational decisions on crime targets. Analysts through the geographical profiling have come up with theories of crime prevention. Research on profiled locations has shown that the work product has been successful and can also be presented as evidence in courts. In cases where evidence against a crime perpetrator is not enough, police enforcement argues that crime mapping should be used as evidence in legal procedures. However, crime mapping also has negative impacts that are used by critics to prevent it from being used as evidence in courts. Since crime mapping includes analysis and visualization of collected data, incorrect data and tendencies can provide misleading information (Chainey and Ratcliffe 2006). If this evidence is presented in court, it may lead to prosecution of innocent individuals. In addition, the trends and analysis should be analyzed using the right computer software and take into account all assumptions. Changes in demographic trends may lead to incorrect results. In some regions, the statistics may lead law enforcers to assume some of the areas that do not appear as crime weak spots in their maps. As a result, crime mapping analysts should take into account all negative impacts before letting their work product used in courts as