Economics Of Industry Essay Example | Topics and Well Written Essays - 1500 words

Financial aspects Of Industry - Essay Example A portion of the components which can characterize the dynamic procedure of whether to purchase or re-appropriate additionally rely on the office relationship. Bergmann and Friedl (2008) are of the view that since supervisors have the private data in regards to the activities in this way they plan to apply undetectable degrees of various types of exertion so as to expand the achievability of effectively finishing the undertaking as far as meeting item particulars. (Bergmann and Friedl). This paper will endeavor to introduce a far reaching investigation of the above elements and their effect on the dynamic procedure of whether to purchase or re-appropriate. Further, this work will likewise endeavor to introduce what cures might be accessible to address such issues as far as organization cost. To make or purchase is one of the principal situations looked by the cutting edge associations as expanding rivalry and globalization is compelling associations to reexamine their methodologies just as procedures and innovations to more readily situate themselves onto the serious scene. As examined over that the choice to make or purchase relies to a great extent on whether the association is happy to pull together its qualities on abusing its center abilities and re-appropriate a portion of the exercises which don't likely fall under the space of their claim to fame thusly as opposed to forming shortcomings into qualities, associations regularly consider to concentrate on their qualities. Also, absence of interior assets, for example, labor, innovation, economies of scales and so on may compel associations to settle on purchasing as opposed to delivering in house. Thirdly, cost decrease is another basic component which contributes in concluding whether to purchase or make in light o f the fact that because of need ability, absence of assets, associations may think that its costly to create in house and rather center around redistributing. Be that as it may, notwithstanding every one of these components, there are some other basic components which add to that dynamic procedure. As talked about over that vulnerability is one of the key components which separate the work advertises subsequently both inner just as outside elements vigorously impact the dynamic procedure of make or purchase. Inside hierarchical factors, for example, office connections just as antagonistic choice include the administration of the organizations in any case; vulnerability and unbalanced data might be interior just as outside in nature. Organization Relationship Broadening is one reason why chiefs regularly choose to make speculations with the goal that the hazard could be effectively appropriated over the various items just as business sectors. It is additionally a direct result of this explanation that the administrators regularly need to conclude whether to start that broadening procedure by creating that item or acquiring that hardware in-house or re-appropriate them. In any case, Denis et al (1997) are of the view that there is a negative connection between the enhancement and the administrative value proprietorship. (Denis, Denis and Sarin) This reality likewise focuses towards the propensity of the directors to act in manners which make a kind of significant worth lessening expansion for firms. Thusly taking a relationship from this reality, it can without much of a stretch be surmised that while making

MSA 522 Essay Example | Topics and Well Written Essays - 500 words

MSA 522 - Essay Example As per Act Utilitarian of Jeremy Bentham, an activity that outcomes in the joy of the whole gang is a decent demonstration. He said â€Å"when picking a strategy, one ought to consistently pick the one that will expand joy and limit despondency for the best number of people† (Bentham from Rosenstand p.176). The activities, which bring about greatest satisfaction for most extreme number of individuals, are constant acceptable and thusly ethically and morally right. In the contemporary occasions, it turns out to be exceptionally troublesome due to the various philosophies and varying worth framework to fulfill enormous masses. For sure, it is one of the urgent impulses of the globalization that individuals ought to endeavor towards shared objectives of all inclusive qualities. Abusing open assets by the personal stakes (which might be administrators in the open administrations) disregard different stakeholders’ trust as well as deny the overall population from the advantages of the different government assistance plans which rely upon the proficient utilization of the assets. Subsequently, utilizing the said way of thinking, the chiefs would guarantee proficient conveyance of the objectives and targets of divisions and

Conversation Guide for Shy People

Conversation Guide for Shy People How to Talk to People when You’re Shy Home›Tips for Students›How to Talk to People when You’re Shy Tips for StudentsConversation Tips  for Shy PeopleDo you have troubles communicating with other people? Are you no stranger to sweaty palms and heart jumping out of your chest? If the answer is “Yes”, you should definitely read the conversation tips we have collected for you.Use VisualizationFirst of all, you need to have a positive mindset before you go to some event where you will meet unfamiliar people. Imagine that you are a highly sociable person. Visualize yourself as a brilliant interlocutor, who can easily be the life and soul of any party. If you make yourself believe that you are a self-confident, relaxed speaker, you will make great progress in overcoming shyness.SmileShow your company that you are approachable and willing to talk to them. A sincere smile is the best way to do it.Take the initiativeDon’t wait for someone else to start the conversation. Instead, be the one who says hello first. You can compliment people you want to talk to on their shoes or ask them simple questions, which may concern them. For instance, “How do you like the food here?” or “What’s your hobby?”Listen ActivelyDo not try to come up with something to say while the other person is talking to you. It is much better to be attentive to what they say and make comments on that informationAsk QuestionsSometimes it happens that you are desperately looking for something to say, but your mind goes blank. In this case, ask questions to make your conversation partner talk more.Do not be Afraid of PausesIt is not a big deal if an awkward pause occurs in your conversation. It doesn’t mean that your talk has to stop there. Just switch the theme of your conversation by commenting on the surroundings or asking some simple questions.Admit your ShynessYour inability to keep a conversation going can be misinterpreted. That’s why it’s better to let people know that you are quiet because of your bashfulness and not because you are not interested in talking to them.Imagine Talking to Someone you KnowWhen you have to talk to stranger, imagine how you would feel and how you would behave if these people were you close friends. Remember how comfortable and secure you feel when your friends are around you and keep this feeling in mind.And finally, the most important thing is to be relaxed. Even if you say or do something that will make you feel awkward, take it as training of your communication skills. You learn from your mistakes, and that means the next time you will do much better. As they say, practice makes perfect.

Alexander The Great The Greatest Leader Essay - 2119 Words

Alexander the Great: The Great Commander How great was Alexander the Great? Even though he had a short reign, dying at the age of 32, Alexander of Macedonia accomplished a lot for his beloved people, truly earning the title of â€Å"The Great†. Seizing the throne at the age of 19, after his father died, Alexander quickly won over the army within days allowing him to conquer more than he ever dreamed of. He was known as one of the most successful military commanders in ancient history, conquering most of the well-known world before his death. He was able to quickly take over not only the city states within Greece but also southwest Asia and Babylon. Historians considered Alexander as one of the history’s best leaders for many reasons, principals among which were his most well-known accomplishments were his reformation of Greek society, his rapid establishment of an e1mpire, and his leadership of a powerful military. Alexander’s future success as a military commander can be attributed to the military and educational training he received as the son of Macedonia King Phillip II. When Alexander the Great came into power he quickly built an empire and military strong enough for praise from his fellow civilians. He came into power effortlessly due to his father’s sudden passing, that many believed was planned by Alexander himself, making him become king at a primary age. After his father passing, he ended up conquering tremendous amount of land in a short amount of time due to hisShow MoreRelatedAlexander The Great Was The Greatest War Leader, Genius, And Ruler Essay1767 Words   |  8 PagesThroughout history, Alexander III of Macedon, commonly referred to as Alexander the Great throughout history, has been thought of by many to be an enlightened thinker, multiculturalist, an ambitious, egotistical tyrant, and conqueror through evidence recorded, and passed along through generations. It is arguable, through evidence, that Alexander the Great was the most successful, greatest war leader, genius, and ruler there ever was. Many argue that he took over different pieces of land for theRead MoreHayden Hawkinson . Mrs. Heflin. English 6 - 6. March 2,1143 Words   |  5 Pages- 6 March 2, 2017 Alexander the Great â€Å"I am not afraid of an army of lions led by a sheep; I am afraid of an army of sheep led by a lion.† Alexander the Great is the smartest and fiercest military leader that has ever lived. His military wisdom and fierceness led him to being a great leader of Greece, conquering all of Asia Minor, conquering the Persian empire, and ruling the biggest empire the world had ever seen before 334 BC. This led him to being a great Greek leader, being a fierce conquerorRead MoreEssay on Compare/Contrast Julius Caesar to Alexander the Great1013 Words   |  5 Pagesrange of great people; two of the most brilliant and influential leaders were Alexander the Great and Julius Caesar. The turning points in history they were involved in were their individual conquests and their unfortunate deaths. Alexanders greatest victory was over the Persians; Caesars greatest victory was his defeat of Pompey. Their actions and beliefs had their influence on their society and society of today. Alexander the Great and Julius Caesar set the standard of what a leader shouldRead MoreQ - Does Alexander the Great deserve to be called the Great?1510 Words   |  7 PagesThe greatness of Alexander III, as he was originally, has been disputed in the past. His legend has survived for thousands of years, and his name is well-known, but just how great was he? In answering this question it is necessary to define the terms deserve and great. For these purposes, to deserve will mean to be worthy of. Great has many meanings, and will be defined as: important; grand; distinguished; remarkable in ability or character; competent; or above what is normal, with implied admirationRead MoreAlexander the Great: Historys Greatest1250 Words   |  5 PagesMacedonia was the birthplace of the greatest man in history: Alexander the Great. Greatness was in his blood, fierceness and bold fighting was only a bit of his entity. Alexander also influenced the world. He died young and for a brief period of twelve years of his life were actually spent engaged in performing the work of his life (Abbot, chapter 1). However, his influence was great and seen throughout history around the globe. Alexander the Great was the greatest in history because he conquered theRead MoreAlexander the Great: Strenghts and Weaknesses as a Person, Statesman and Leader1357 Words   |  6 Pagescenturies, Alexander the Great has held an eminent place in history. Arguably one of the greatest men the world has ever known, the Macedonian King accomplished many great feats in his short, but glorious life. During his reign, Alexander played several roles in the process of conquering the Persian empire, and in the assessment of his character, aspects of Alexanders capabilities of both strengths and weaknesses must be explored in him as a person, a statesman and a leader. Alexander was a complexRead MoreWho Was Alexander The Great?1457 Words   |  6 PagesWho was Alexander the Great? History has recorded that he was a man of many feats. Born in Macedonia he would later become an excellent solder, a great man and an intelligent politician. Many look to him as one of histories greatest leaders and greatest of men. Being the young man he was and the leader of a nation, it brought out a hunger for victory. Shown by his military tactics and the amount territory that he conquered. His wisdom and intelligent mind may have been due to the fact that his mentorRead MoreAlexander the Greats Impact on the World Essays1339 Words   |  6 PagesAlexander the Great is without doubt one of the greatest military leaders of history. Not only did Alexander of Macedon conquer enormous areas of the known world but also he demonstrated dynamic leadership and masterful strategy on a large scale and tactics on the battlefield. During his life, he ruled the largest empire the world had ever seen, which stretched from ancient Greece to India. The son of King Phillip II of Macedon, Alexander was educated by the philosopher Aristotle and first led MacedonianRead MoreWhat Has The History Of Leadership Taught Us?1281 Words   |  6 PagesWhat Has the History of Leadership Taught Us The world has seen many leaders that played a major role in paving the way forward (or backward) for mankind. What separated them from the rest of the field was their vision along with their passion and charisma to inspire and motivate their followers. However, the results of their vision and the long term impact may be a different story altogether. We have seen great leaders like Nelson Mandela and Martin Luther King Jr that inspired millions of peopleRead MoreAlexander the Great Essay 91181 Words   |  5 PagesAlexander the Great Alexander the Great was a king and conqueror. He is commonly referred to as â€Å"the most powerful leader of all time.† What is it that makes him such a powerful leader? What has he accomplished that has made him so significant? Were his accomplishments positive or negative? These are all questions that when combined as one create a debate that has been going on for decades. There are those who admire Alexander’s military achievements and ability to carve out the largest empire

Is Right Time Administration And Explores The Causative...

Introduction In this paper, a meaningful clinical event, regarding delayed medications, is examined. The paper explores the importance of right-time administration and explores the causative factors and preventative measures of wrong-time errors. As a final point, I describe how I would handle the scenario differently after learning strategies to reduce late medication administrations, thus reducing patient harm. Look Back/Elaborate During week five, I was assigned to two patients (A and B), one of whom is a shared client (patient B) between me and a colleague. Strategically, my colleague and I planned out the first half of the shift, such that we would perform vital signs and head-to-toe assessments first, administer medications in†¦show more content†¦In the event, I felt distressed and frustrated because I failed to perform daily tasks on time, most importantly medication administration. Furthermore, these emotions were heightened by feelings of not being able to deliver the best possible care and thoughts of my nurses being disappointed in me because of my poor performance. Essentially, these negative feelings arise from my values and beliefs of being punctual and providing safe and high quality care. These values are shaped by my family and profession as I was always disciplined and taught the importance of being on time and promoting patient safety, respectively. Essentially, o ne significant key issue from the event previously discussed, relates to my inability to deliver medications at the specified time. It is important to administer drugs on time to maintain patient safety, since late medications may result in ineffective treatments and unstable patient conditions. Analysis As previously mentioned, right-time medication administration is important to prevent patient harm. Medications are considered late when they are delivered beyond 30 minutes of the scheduled time or depending on the hospital policy. Certain medications, such as antibiotics and Parkinson disease drugs, follow strict schedules to provide and maintain therapeutic blood levels. In particular, antibiotics should be administered on time to prevent bacterial resistance and

Safeguarding Abuse and Children Free Essays

Level 3 Assessment Unit 4: Understand how to safeguard the welfare of children and young people Y/601/1695 Credit Value 3 Your details |Name: Jatinder Kaur Randhawa |School: Willow Primary School | |OCR Candidate Number: |Date: | Scenario |You have been asked by your line manager to research the subject of safeguarding the welfare of children and young people to provide a booklet for newly appointed staff. The booklet will be the | |underpinning knowledge for the training that staff receive from the line manager | | | |Your colleague will rely on you for accurate knowledge to enable colleagues to understand: | | | |the main legislation, guidelines, policies and procedures for safeguarding CYP | |the importance of working in partnership with other organisations to safeguard CYP | |the importance of ensuring CYP’s safety and protection in the work setting | |how to respond to evidence or concerns that a CorYP has been abused or harmed | |how to respond to evidence or concerns that a CorYP has been bullied | |how to work with CYP to support their safety and well being |understand the importance of e-safety for CYP | | | |The information you provide could be in any form and could include written information, diagrams, tables and illustrations. Use the structure below to produce the material your colleague has | |asked you to create. We will write a custom essay sample on Safeguarding: Abuse and Children or any similar topic only for you Order Now You must cover each of the assessment criteria. | |Section 1: The main legislation, guidelines, policies and procedures for safeguarding CYP | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |1. Outline current legislation, guidelines, policies and procedures within our own UK Home nation affecting the safeguarding of CYP | |1. 2 Explain child protection within the wider concept of safeguarding CYP | |1. 3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with CYP | |1. 4 Explain when and why inquiries and serious case reviews are required and how the sharing of the finding informs practice | |1. Explain how the processes used by your own work setting or service comply with legislation that covers data protection, information handling and sharing | | | |Ans1. 1: Current legislation that supports the safeguarding of children and young persons is: Children Act 1933, Childre n Act 1989, Children Education Act 2002, Children Act 2004 and Children Act 2006. | |The Children Act 1933: Offences against children or young people listed or treated as schedule 1 to the children and young people Act 1933 | |Offences under the CYP Act 1933 |S1: Cruelty (including assault; ill-treatment, neglect, abandonment or exposure in a manner likely to cause unnecessary suffering or injury to health) to a CYP under 16. | |S3: Allowing a child or young person under 16 to be in a brothel. | |S4: Causing or allowing a child or young person under 16 to be used for begging. | |S11: Exposing a child under 12 to risk of burning. | |The Children Act1989: Set out principles to guide work of local authorities and courts and also defined ‘significant harm’ and a child ‘in need’ of intervention. | |The Children Act 1989: This Act states that a child’s welfare is paramount when the child’s upbringing is concerned. It states what the local authoriti es should do to protect the child. The local authorities are | |charged with a duty to provide services for children in need and also their families. | | | |The Children Education Act 2002: Its based upon the way school or places of educations is run or required proper things for education like, school, governors LAs, and FE colleges to take steps to safeguard and | |promote welfare. | |The Children Act 2004: Provides the legal basis for children’s services set out in the EVERY CHILD MATTERS: like Carrying daily activities with the children so as to maximise their opportunities whilst minimising | |their risk. | | | | | | |The Children Act 2006: Is the first piece of legislation that is primarily concerned with (EY)and children and introduces the (EYFS) which supports settings in delivering high quality integrated early education. | | | |Other acts include: The protection of Children Act 1999: Our school bond by 1st thing (CRB) they checked when u join a school. (CRB) means Criminal Record Bureau holds data a nd checks all who will work with CYP. | | | |Health and Safety at work Act 1974: like take reasonable care of themselves and others, Ensure all tools and equipment are in good working condition and Report accidents and potential hazards. | |This Act is very important for every one when do work most important is school. | | |GUIDELINES: Our setting responsibility is the welfare and well-being of all children in the care. Every school have local safeguarding Children Board and ensure that all staff is appropriately trained and that | |procedures are put into practice. | |My school liaises regularly with other childcare agencies, such as health visitors, the local slough, ensure that all staff is trained to recognise any signs of abuse and any concerns directed to the nursery school | |will then be treated with absolute confidentiality and sensitivity. If a child discloses, or partially discloses, an issue which raises concerns this is immediately documented in the incident book. Parental | |allegations made against a member of staff are reported to the Daily manager strict confidence, Alternatively, the parents/ carers may contact the CPLO or deputy CPLO directly. | | | |POLICIES :A number of Policies protecting the children ‘s welfare ,such as the parents complaints procedure, Lunch time policy, playground policy , Behaviour policy, lost child policy, Confidentiality policy, Major | |incident policy, staffing and employment policy. We also require the parents to sign a number of consent forms regarding outings. | |All the policy applies to staff, volunteers, visitors, etc. and there is a commitment to safe recruitment, selection and vetting through CRB checks, Reference to legislation, principal that underpins the policy. Most| |important thing is that parents and children are informed of the policy and procedures. All children have the right to protection regardless of gender, ethnicity, belief, sexuality, disability, etc. . . . | |PROCEDURES: Our policy had procedures. Procedures as they link to local safeguarding children’s board procedures. | | | |Chid Protection Procedures and systems means step-by- step guidance on what to do in different circumstances and clarification of roles and responsibilities. | | | |ANS 1. 2: Child protection and safeguarding is not same thing. Safeguarding is everything. Child protection is a part of safeguarding and promoting welfare. It refers to the activity that is undertaken to protect | |specific children who are suffering, significant harm or any form of abuse. The staying safe action plan covers three main areas : universal safeguarding , involving work to keep all CYP safe and create safe | |environments for them ;targeted | |Safeguarding to reduce the risks of harm like accidents, emergencies and illness etc. ; and responsive safeguarding, involving responding effectively when children are harmed. The action plan is about more than just | |preventing accidents or stopping bullying. Every child matters ‘stay safe’ keeping children safe from neglect and abuse, accidents, bullying, crime and anti-social behaviour and providing a safe and stable home | |environment. | | | |ANS 1. 3: Our national and local guidelines, policies and procedures for safeguarding affect day to day work with CYP. | | | |Maintanence a safe environment in class room, or playground, toilets. | |Recording all the accidents or incidents accurately. | |Informing senior colleagues correctly. | |Ensure visitors sign in correctly. | |Responding to fire alarm. | |Ensure children in a safe way. | |Deal with danger. |Check CRB | |Stopping bullying | |By having policies/guidelines in place it help day to day care | |Risk assessment: Guidelines and policies make practitioners aware that there is need to risk assess a wide range of situations within the childcare setting, on trips. | |Ensuring the voice of child or young person is heard. | | | |ANS. 1. 4: INQUIRIES Inquiries look into m atters of serious public concern. They are a tool for establishing acts and preventing something similar occurring. Inquiries are bigger than serious case reviews. | |They run by national government, public concern. They are ‘a retrospective examination of events or circumstances surrounding a service failure or problem, specially established to find out what happened, understand| |why, and learn from the experiences . | |The conclusions of the inquiry are delivered in the form of a written report, given first to the government, and soon after published for public consumption . It is through their recommendation that inquiries have | |most impact. | | | |SERIOUS CASE REVIEWS The prime purpose of a serious case review (SCR) is for agencies and individuals to learn lessons to improve the way in which they work both individually and collectively to safeguard and | |promote the welfare of children . They run by local safeguarding. |Undertaking reviews of cases where abuse or neglect of a child is known or suspected, a child has died or a child has been seriously harmed, and there is cause for concern as to the way in which the authority, their | |Board partners or other relevant persons have worked together to safeguard the child. | | | |Inquiries and Serious case reviews are required when allegations of abuse have been made against a childcare practitioner, or a CYP has been abused by a parent/carer. These are needed to make sure that the child or | |young person received the care and protection that they should have. | |Sharing the findings of these inquiries and serious case reviews enables childcare practitioners to review their practices and ensure that safeguarding policies are in place to cover any child protection issue that | |may arise. | | | | | | |Section 2: The importance of working in partnership with other organisations to safeguard CYP | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |2. 1 Explain the importance of safeguarding CYP | |2. 2 Explain the importance of a child or young person centred approach | |2. 3 Explain what is meant by ‘partnership working’ in the context of safeguardin g | |2. Describe the roles and responsibilities of the different organisations that may be involved when a CorYP has been abused or harmed | | | |ANS. 2. 1: The importance of safeguarding children and young people are vulnerable as they have little sense of danger and only learn to assess risks with help from adults. Any childcare practitioner should ensure | |that children in their care are not at risk of harm and neglect from negative outcomes and support all children to develop their full potential. All children deserve to grow up in a loving, secure family. | | | |ANS. 2. 2 : The importance of a child or young person centred approach: |The government has set out a positive vision of the outcomes to achieve. Some outcomes which matters most to CYP. | |Being healthy: enjoying good physical and mental health and living a healthy lifestyle. | |Staying safe: being protected from harm and neglect. | |Working with child and their family. | |Keeping the chid in focus throughout asses sments. | |Enjoying and achieving: getting the most out of life and developing skills for adulthood. | |Making a positive contribution | |Economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. | | | | |ANS. 2. 3: All services for children, covering special education needs, youth offending terms, Health GP, Polices, and Social services. CAF provides a support system to allow all children who are being cared for or | |treated by a variety of different people/places to share information. This ensures that the individual child or young person receives the care required. All organisation work in partnership. | | | |ANS. 2. : The role and responsibilities of the different organisations that may be involved when a CYP has been abused or harmed : | | | |SOCIAL SERVICES – The social worker who takes on the case will be the key worker for the child or family. Staff can apply to remove a child to a place of safety or start care proceedings. RESPONSIBLE FOR †¦. | |Ensuring the child is in a safe place, Support family difficulty; investigate case of abuse, and yours cares. | |NSPCC – The organisation has qualified social worker who has powers to investigate case of abuse. | |Health – Health visitors have on – going contact with families, particularly those with very young children . They are specialists in child development. | |GP – Children may be presented with injuries or health concerns either at their local GP surgery or at the casualty department. RESPONSIBLE FOR †¦. Spotting signs of abuse and mental or physical health issue. | |POLICE – Police officers uphold the law. They have duty to protect children and to follow up any referrals or concern brought to their notice. They are very responsible for social services. The police have | |emergency powers to remove a child to a place of safety. | |SCHOOL – A designated person with responsibility for child protection issues should be named in each setting. Concerns should be taken to the designated person who will notify social services. Staffs are trained in| |child development and are able to monitor signs of change or regression. |PSYCHOLOGY SERVICE – A psychologist will become involved to help offer counselling to children and their families in any situation where are child is in need of safeguarding, or to help children deal with abuse. | | | |ANS. 3. 1 Children need to be kept safe and protected from harm to ensure happy and healthy development acros s all areas of development. | |Some reasons It’s required by law duty of carers. | |This is my purpose as T. A. | |Part of child’s human rights. | |This is my duty as T. A. | |It enables us to focus better for learning (good school, good study, good and safe environment | |By protecting children we protect own self. | | | |ANS. 3. 2 Policies and Procedures are as follows: | |Safeguarding and promoting children’s welfare | |Safeguarding Children | | | |Child protection | |Confidentiality | |Security/ Dropping off and collection | |Lost or Missing children | |Outings | |Health and safety policy | |Complaints procedure | |In the event of a fire | |Playground policy | |Behaviour policy | |Equality of opportunity in special needs, house rules | |Promoting health and hygiene | |Accident and emergency procedure/First Aid | |Administration like setting in, hours of opening, supplies, fees, payment procedures | |Partnership with other organisations ,or working with you as parents / carer | |Suitable environment and equipment | |Risk assessments | |Whistle blowing | |Duty of care | |All of the policies and procedures I have in place are to ensure that the children in my care are safe and protected, as are myself and family. | | |ANS. 3. 4: We can protect our self within our everyday practice in our s etting and when working off site. | | | |Follow all the policies and procedures, health safety, child protection, and safe working environment. | |Complete all necessary paper work correctly. | |Visitors book to be signed by visitor. | |Accident log. | |Share all information with relevant people only. | |Maintain confidently except. | |Registers for all children in attendance or head count. | |Recording times of toileting, food eaten. | |Be aware of offsite procedures. | |Follow risk assessments. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 3: The importance of ensuring CYP’s safety and protection in the work setting | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |3. Explain why it is important to ensure CYP are protected from harm within the work setting | |3. 2 Explain policies and procedures that are in place to protect CYP and adults who work with them | |3. 3 E valuate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected | |3. Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Section 4: How to respond to evidence or concerns that a CorYP has been abused or harmed | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |4. 1:Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding | |4. 2:Describe the actions to take if a CorYP alleges harm or abuse, in line with policies and procedures in your own setting | |4. Explain the rights that CYP and their carers have in situations where harm or abuse is suspected or alleged | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 5: How to respond to evidence or concerns that a CorYP has been bullied | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |5. 1 Explain different types of bullying and the potential effects on CYP | |5. Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain why they are in place | |5. 3 Explain how to support a CorYP and/or their family when bullying is suspected or alleged | | | |ANS. 5. 1 : Different types of bullying are: | | | |PHYSICA BULLYING: Like pushing, kicking, pinching, hitting and other forms of violence or threats. |VERBAL BULLING: ( name calling, insults, sarcasm, spreading rumours, persistent teasing) | |EMOTIONAL BULLYING: (excluding, tormenting, ridicule, humiliation and social isolation) | |CYBER BULLING: ( the use of information and communications, technology, particularly mobile phone, use of ICT – texts, social network sites, emails, deliberately to upset someone else) | |SPECIFIC BULLING: (such as homophobic or gender- based, racist, relating to SENs and disabilities. | |Different potential effects of bulling on CYP. |Work goes down | |Self-harm | |Is frightened of walking to or from school | |Becomes withdrawn | |Lacking in confidence | |Attempts or threatens suicide or runs away | |Cries themselves to sleep at night | |Feel ill in the morning | |Self-esteem low | |Fear and anxiety | |Outbursts of anger | |Impact on physical well-being – lack of sleep, loss of appetite, headaches, | |Starts stealing money | |Become aggressive | |Stop eating | |Is afraid to use the internet or mobile phone. | |ANS. 5. : Policies and procedures that should be followed in response to concerns or evidence of bullying: If any bullying is suspected or there has been a complaint about bullying . Any type of bullying like | |physical bulling, emotional bul ling, specific bullying, cyber bullying, and verbal bullying I will keep a written and dated record of any comments made with regard of bullying. I will talk to all children involved | |and if necessary parents too. If appropriate and necessary, police will be called. The bullying behaviour or threats of bullying must be investigated and the bulling stopped quickly. | | | |The reasons why they are in place: | |Bullying hurts – no one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Children or young people who are bullying need to learn different ways of behaving. | |Children setting and schools have a responsibility to respond promptly and effectively to issues of bullying. | | | |ANS. 5. 3: Never showing that you are in any way shocked or disgusted what may have happened to the child, so you can appear to be calm and reassuring for the child and child’s family. Always reporting anything | |serious to the correct organisations such as social workers, police, etc. Documenting any evidence or anything said by all those involved. Good communication with parents/ carers. Always dealing swiftly with any case| |of bullying as soon as you are aware of it. | | | | | | | | | | | | | | | |s | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 6: How to work with CYP to support their safety and well being | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |6. 1 Explain how to support CYP’s self-confidence and self-esteem | |6. 2 Analyse the importance of supporting resilience in CYP | |6. Explain why it is important to work with the CorYP to ensure they have strategies to protect themselves and make decisions about safety | |6. 4 Explain ways of empowering CYP to make positive and informed choices that support their well-being and safety | | | |ANS. 6. 1: To support children and young people’s self –confidence and self –esteem reward charts could be used . Verbal praise and encouragement, stickers, treats coul d include 5 minutes extra outdoor play, watching a | |film or favourite TV show, doing an activity of choice which the child has chosen. | | |ANS. 6. 2: Importance of supporting resilience in children and young people. Helping them to deal with disappointment or failure, as inevitably they will encounter this at some point. Giving them the life skills that | |help them deal with things in a positive way. Building strong relationships, showing children how to form long lasting friendship/relationships with enrich their lives and social skills. Children who have a wide | |social circle, and strong relationships with other deal with disappointment far better, and have a more positive outlook on their lives. | | |ANS. 6. 4: Ways of empowering children and young people to make positive and informed choices that support their well-being and safety: | |Listening to children and giving them opportunities to express their views, it empowers them when they know they are listened to and their opinions and ideas respected. | |Giving them opportunities to make decisions for themselves where they are able t learn about consequences etc. | |A free play e. g like different resources, and helping them learn a new skill such as dressing themselves. | |Encouraging independence like toilet. |Choosing where they want to play (indoor and outdoor) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 7: Understand the importance of e-safety for CYP | | | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |7. Explain the risks and possible consequences for CYP of being online and using a mobile phone | |7. 2 Describe ways of reducing the risk to CYP from: | |social networking | |internet use | |buying online | |using a mobile phone | | | |ANS. 7. : | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |References: | | | | | | | | | | | | | How to cite Safeguarding: Abuse and Children, Papers

The Baroque What free essay sample

What were two major influences on German Baroque music? How did these factors Influence the music? . The German Baroque bow and Baroque organ they gave music a new spin. 2. How did music differ before and after Bach? It wasnt that interesting before, Bach had a new way and his music keep Interest. 3. How have the performances of Baroque music changed (In terms of tempt, balance and timbre) from the Baroque period to today? Everything was nearly the same besides the tempt It had a kind of faster pitch. 4. What Is a Baroque split when playing music? There Is emotions that fell you up. At the bottom of the page that discusses Baroque music performance, there are some examples of music that you can listen to. These examples often use different instruments than we are used to hearing today. What are some of these instruments? How is the sound of the music different than what we might hear today? The Fugue in D Minor and Air from Suite in C minor. We will write a custom essay sample on The Baroque What or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They had a smooth tone music isnt usually made from actual instruments that more now its usually beat machines. 6. Who was Archangel Cornell? What are some of his contributions to classical music? He was an Italian composer and violinist.He proved the potential of Concerto-Gross principle. He wrote the first piece of the principle. 7. Who was Gottfried Silverman? One of the two leading baroque organ-builders. 8. After listening to some of the music samples, how would you describe Baroque music to someone who had not heard it before? Choose at least one piece of music to discuss in detail. What instruments do you think the work uses? Who composed the ours? What does the work sound like? Its a smooth sound simple yet complex. Believe it uses the violin as well as a flute. Johann Sebastian Bach , it sound like a opera yet more simple.