Philosophical traditions of Confucianism, Daoism & Legalism Essay

In the middle of the chaos of political weakness and constant warring of the Zhou era, arose many creative thinkers that brought such a knowledgeable impact in politics, religion and philosophy. Confucianism became the primary school of thinking. Later important philosophies such as Daoism and Legalism gained great respect as well. Each party had their own plans for creating a dreamlike political society where many problems they faced in their everyday lives could be eliminated. All three approaches were very specific. At the same time, they contained certain similarities as well. In my reasoning, I find that Confucianism and Daoism could be paralleled in many ways to find several common grounds. On the other hand, Legalism takes a more uncommon approach. This was much different from the other two. Both Confucianism and Daoism disfavored a harsh government. Both thought systems consider it mostly as a mystery that the human mind cannot fully comprehend or alter. In Confucianism, they urged to lead the people with virtue and rituals as opposed to government policies and punishments. Confucianism believed that the ruler should gain respect through his deeds rather than achieving it through his status and authority. Likewise, Daoism disliked the emphasis of status being displayed in the political realm. Both beliefs also agree that individuals should foster compassion, humility and moderation for a successful society. Legalism was far different in its ideals and approach unlike its predecessors. While Confucianism tried to gain total harmony with social order and Daoism searched for the same result in nature, Legalist believed that a strong political structure was the answer. While the previous two believed that politics should be very basic, Legalism asked for a strict code of law and a distinct enforcement of it. They believed a strong rule with a strict hand was necessary in order to keep the citizens from growing lazy and disrespecting the authority. Out of the three different thought systems, Legalism was a success in the sense that it achieved what the other two systems desperately strove for – the unification of China. Many of the Legalist ideas were quite thought harsh and praiseworthy; they believed in equality for all and government  according to merit. However, the system gained a rotten reputation according to the ruthless rule of the First Emperor. Confucianism thus became the official Philosophy, gaining wide acceptance in China.

Charlie and the Choclate Factory Essay

Despite the fact these were produced 34 years apart, there are many striking similarities. Of course, there are also many differences, which a viewer would expect in films that were done so far apart. Although these films were done three decades apart, the formula of the fantasy genre has not changed much over the course of the decades. The most obvious similarity in the genre is the general audience who will view these movies. The general theory of the fantasy genre is to create an imaginary world, which viewers can get immersed in to give them a break from reality. In this regard, both films succeeded wonderfully. On the flip side, the major difference in the genre is the scope of the imaginary world that can be created. In Willy Wonka and the Chocolate Factory, the filmmakers were limited by having to create their imaginary world in a real world space. In 1971, filmmakers didn’t have the ability to create an unlimited virtual world like modern day fantasy filmmakers have, so the grandeur of the world that can be created now is very different. While the formula of the fantasy genre hasn’t changed a great deal, the social context of the time periods these films were made in has. For example, Willy Wonka and the Chocolate Factory puts a greater emphasis on the disparity between social classes, which was a major aspect of the 1970’s. The movie also focuses on proper behavior, being appreciative of what you have, acceptable societal behavior, and morals. In comparison, Charlie and the Chocolate Factory was created during a time period when society places more emphasis on entertainment value in movies, instead of using them as a tool to express and teach acceptable societal behaviors. The remake also doesn’t focus as heavily on the difference between social classes, as the social classes have been blurred in today’s society, and aren’t as well defined as they were in the 1970’s. Oftentimes, remakes deviate from what was done in the original movie. This is done for many reasons, but may actually hurt the remake. That is not the case with the editing style of these films, as the editing style of Willy Wonka and the Chocolate Factory had a significant impact on the editing style of Charlie and the Chocolate Factory. The editing style and importance of Willy Wonka and the Chocolate Factory, directed by Mel Stuart, made it become one of the mo†¦ Read Full Essay Join Now! Get instant access to over 50,000 Papers and Essays Join OtherPapers. com Similar Essays Charlie And The Chocolate Factory Rogers Chocolates Case Study (Internal/External Analysis) The House Of Spirits And Like Water For Chocolate, Respectively. Loss Of Innocence And The Corruption Of Man Are A Couple Of The Most Significant Themes Found In Both Books. These Themes Are Shown In The Characters Of The Book After What Really Makes Factories Flexible? Ethel’s Chocolate Lounge Chocolate Truffles I Like Chocolate Milk Rogers Chocolate Chocolate Case Testing To Find How Much Protein Is In 1% Chocolate Milk Versus 2% White Milk SWOT Analysis For Custom Coffee ; Chocolate Chocolate Case Factory Farming And Diabetes Like Water For Chocolate Analysis Donate paper | Join now! | Login | Support  © 2010 — 2011 OtherPapers. com OtherPapers. com High-quality Essays, Term Papers and Research Papers Access over 50. 000 Essays and Papers Get Better Grades! Sign up for your FREE account. There are ABSOLUTELY no membership fees at OtherPapers. om. For our free membership, please upload one paper to the site. Your account will be activated immediately! Prepare Your Document Title: Category: — Select One –American HistoryBiographiesBusinessEnglishHistory OtherLiteratureMiscellaneousMusic and MoviesPhilosophyPsychologyReligionScienceSocial IssuesTechnology Copy & paste paper: Use this method if you’d prefer to cop y and paste your paper into a form. Join now! Login Support Other Term Papers and Free Essays Browse Papers Music and Movies / Charlie And The Chocolate Factory Vs. Willy Wonka And The Chocolate Factory Charlie And The Chocolate Factory Vs. Willy Wonka And The Chocolate Factory Research Paper Charlie And The Chocolate Factory Vs. Willy Wonka And The Chocolate Factory and over other 20 000+ free term papers, essays and research papers examples are available on the website! Autor: people 30 June 2012 Tags: Words: 1820 | Pages: 8 Views: 57 Read Full Essay Join Now! Charlie and the Chocolate Factory (2005) is a remake of Willy Wonka and the Chocolate Factory (1971). Despite the fact these were produced 34 years apart, there are many striking similarities. Of course, there are also many differences, which a viewer would expect in films that were done so far apart. Although these films were done three decades apart, the formula of the fantasy genre has not changed much over the course of the decades. The most obvious similarity in the genre is the general audience who will view these movies. The general theory of the fantasy genre is to create an imaginary world, which viewers can get immersed in to give them a break from reality. In this regard, both films succeeded wonderfully. On the flip side, the major difference in the genre is the scope of the imaginary world that can be created. In Willy Wonka and the Chocolate Factory, the filmmakers were limited by having to create their imaginary world in a real world space. In 1971, filmmakers didn’t have the ability to create an unlimited virtual world like modern day fantasy filmmakers have, so the grandeur of the world that can be created now is very different. While the formula of the fantasy genre hasn’t changed a great deal, the social context of the time periods these films were made in has. For example, Willy Wonka and the Chocolate Factory puts a greater emphasis on the disparity between social classes, which was a major aspect of the 1970’s. The movie also focuses on proper behavior, being appreciative of what you have, acceptable societal behavior, and morals. In comparison, Charlie and the Chocolate Factory was created during a time period when society places more emphasis on entertainment value in movies, instead of using them as a tool to express and teach acceptable societal behaviors. The remake also doesn’t focus as heavily on the difference between social classes, as the social classes have been blurred in today’s society, and aren’t as well defined as they were in the 1970’s. Oftentimes, remakes deviate from what was done in the original movie. This is done for many reasons, but may actually hurt the remake. That is not the case with the editing style of these films, as the editing style of Willy Wonka and the Chocolate Factory had a significant impact on the editing style of Charlie and the Chocolate Factory. The editing style and importance of Willy Wonka and the Chocolate Factory, directed by Mel Stuart, made it become one of the mo†¦ Read Full Essay Join Now! Get instant access to over 50,000 Papers and Essays Join OtherPapers. com Similar Essays Charlie And The Chocolate Factory Rogers Chocolates Case Study (Internal/External Analysis)

How to Safeguard the Wellbeing of Children Essay

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

Discussion Board 2-2 Assignment Example | Topics and Well Written Essays - 250 words

Discussion Board 2-2 - Assignment Example According to the four stage response cycle of Masters and Johnson, women are usually ready for re-arousal at the resolution phase and may need continuation of sexual intercourse. Men on the hand tend to face difficulty in attaining sexual re-arousal after resolution phase (Rathus, Nevid & Fitchner-Rathus, 2014). This disparity may leave some women feel sexual dissatisfaction from their male partners. Having such understanding can help counselors to advice men facing criticism from their female sexual partners for not satisfying sexual needs of the latter. With the understanding, counselor can educate criticized men to practice holding their ejaculation by temporarily stopping sexual intercourse to allow their mates time to attain orgasm. When attaining plateau phase as contained in the four stage response cycle of Masters and Johnson, vagina of women depict preparedness to receive penis by contracting to cause erogenous feeling on penis (Rathus, Nevid & Fitchner-Rathus, 2014). The vagina also becomes wet to signalize lubrication of the pathway for entrance of penis. When at the plateau phase, men on the other side tend to produce seminal fluids that appear at the tip of penis. In addition, the coral ridge around the penis also expands in circumference. Understanding such concepts can help counselors train couples about proper timing as to when to begin intercourse to drive maximum

Do William Morris' ideas, ideals, and influences in arts and crafts Essay

Do William Morris' ideas, ideals, and influences in arts and crafts have any relevance today - Essay Example The real origins of Victorian art revival is believed to have started in the late eighteenth century and when Morris came to the scene, the revival was already in motion and he was not the originator of it. In the post-Napoleonic period, there was unrest in the European air and the younger people lived in expectation of another revolution. Things were fairly unsettled when the Victorian revival was initiated. Morris wrote The Defence of Guinevere and other poems while painting frescoes for the Oxford Union. The pre-Raphaelite group and their company, Morris, Marshall, Faulkner & Co. brought revolution in designs, carpets, wall papers, furniture, tapestries etc. there was a complete revolution in public taste. Morris also wrote prose like the Life and Death of Jason, The Earthly Paradise, Volksunga Saga, political writings like Death Song, Chants for Socialists, The Pilgrims of Hope, Dream of John Ball, News from Nowhere. Later, he was more dedicated to Socialism and wrote Socialism, its growth and outcome, Manifesto of English Socialists, The Wood beyond the World, Well at the World’s End. â€Å"Beauty, which is what is meant by art, using the word in its widest sense, is, I contend, no mere accident to human life, which people can take or leave as they choose, but a positive necessity of life† said William Morris, The Beauty of Life, 1880 Considered to be the most creative artist Britain had ever produced he pervaded all the fields including weaving, embroidering, dyeing, calligraphy, translating, preserving architecture and even working as a businessman. His legacy has lived on after his death and his protà ©gà © Henry Dearle carried on his work influencing artists and designers with Morris’s ideals. Morris was supposed to have expressed the fear that his work would not leave any future impact. It was not so and has proved many times that the art and craft induced by Morris

Motivating and Maintaining Morale during Downsizing at Rutledge Essay

Motivating and Maintaining Morale during Downsizing at Rutledge Company. The Ethical Selection Dilemma at Integrity Motors - Essay Example For this reason, it implies that a number of employees eventually have their contracts terminated, and it consequently affects their productivity before termination of their employment. Thus, this expose analyses the best practices using the case study about downsizing in Rutledge Company. First, communication is the most important aspect in a firm, and it will be essential in solving problems such as these affecting Rutledge Company. Thus, communicating to employees on how the organization will manage change and informing them on measures that the management will use in determining who to train is crucial in creating an honest environment instrumental for motivating employees. Secondly, assisting the departing employees to find employment in other places will help boost their morale and ensure that the company does not encounter losses in terms of productivity during the downsizing period. Other actions that can increase morale and motivation are providing counseling, establishing f airness by treating all employees equally, and subsequence announcement of downsizing as planned (Mishra & Spreitzer, 1998). The objective of the company should be the elimination of most of the employees who failed to use the technology required for the job. However, the company should make definite decisions that motivate the remaining employees in order to avoid losing some of their talents. First, evaluating this category of employees and identifying their preferences and potential becomes crucial in determining the employees to retain. Therefore, Rutledge Company and its employees should collaborate in developing the best program suited to train the employees who are not using the required technology. In effect, these employees will experience a bond with Rutledge and will start using the latest technology since they participated in developing the plan and they have the feeling of ownership of the plan they helped develop. The best criteria that Rutledge should use during downs izing must encompass employee productivity and competence. In this regard, productivity should be the basis for determining the performance of employees during downsizing, and there should be a performance appraisal in place meant to determine the performance of each employee with the new technology. The performance appraisal, determined by the developers of the technology, will ensure fairness in the retention process. In addition, the fairness will make sure that all employees remained motivated to perform their responsibilities before they knew of their fate at work. It is common knowledge that changing technology in a firm requires properly training the employees. In effect, training will similarly apply to Rutledge Company and its employees. Conversely, retraining employees might improve their morale and motivate them at work. Providing in-service training to the employees will help them learn together with their managers on working while using the new technology. In effect, le arning with their managers and supervisors will help create a â€Å"fellow feeling† to the company, which ultimately motivates the employees and improves their productivity at work since there will be an attachment created in the company. In addition, further training is crucial since it enhances communication within an organization. As previously indicated, communication is crucial since there will be the creation of an environment of trust and openness, which motivates Rutledge’s employees. Case 2: The Ethical Selection Dilemma at Integrity Motors Entrepreneurs and managers realize the importance of hiring the right personnel to run their businesses successfully. In order to

Lawrence's horse dealer's Essay Example | Topics and Well Written Essays - 500 words

Lawrence's horse dealer's - Essay Example She and her three brothers will have to live their separate lives now. All his brothers have found a way to support themselves but she has nowhere to go. She does not know what to do with her life and she felt that it was the end of the line for her. Her mind was on a turmoil and she thought, â€Å"This was at an end† (Lawrence, n.d.). I think that if she only had money left, she would not have thought of committing suicide. This can be concluded from the statement in the story, â€Å"But so long as there was money, the girl felt herself established, and brutally proud, reserved† (Lawrence, n.d.). But since there was no more money now, Mabel felt there was no reason to live anymore. All she wanted was to be with her dead mother. The other character that completes the love story is Dr. Jack Ferguson. Like Mabel, his life was also dull and pointless. There was nothing but work for him. He even said he hated the â€Å"hellish hole†, his description of the town where he did his practice. There is so much symbolism in this story by Lawrence. One such symbolism is the pond where Mabel tried to commit suicide. It was described as dead and cold. It symbolizes the feelings of both Mabel and Jack before the rescue incident. Both of them did not have any passionate feelings for each other.

Does it matter whether or not firms pay dividends Why Essay

Does it matter whether or not firms pay dividends Why - Essay Example Those companies use that undistributed earnings to reinvest in the business and thereby increase the size of the organisation. Evidently, this practice may adversely affect the financial interests of company shareholders. However, the current market position of the firm particularly influences the implications of non-payment of dividends on the business. This paper will specifically discuss what happens whether or not firms pay dividends. Why some companies pay dividends while some others do not? Undoubtedly, a company tends to pass its earnings to shareholders as remuneration for their investments and hence to retain their interests in the company. When an organisation pays attractive dividends, existing shareholders can significantly gain from their investments. It forces shareholders to stay with the company, and the payment of dividends may also assist the company to attract new potential stakeholders (‘Investor Relations’ 2010). It is clear that dividends paid for a fiscal period is appeared on the consolidated balance sheet prepared at the end of that period. Investors mainly scrutinise current dividend rates so as to decide whether or not to purchase the stocks of the firm. Usually, if investors find that the company offers poor dividend rates, they would not be much interested in investing in that firm. It must be noted that the price of a share is greatly affected by the demand for that particular share in the stock market. Thus, poor dividend rates and non-payment of dividends may cause the firm’s stock prices to decline. Evidently, no company would be willing to accept a decline in its share prices. Therefore, today many of the companies strive to meet its investors’ interests and to attract new potential investors by paying attractable dividends to stockholders. In contrast, rapidly growing concerns would keep maximum money with them so as to promote further growth. Hence, those concerns would not pay dividends. Even a mat ure organisation which believes that it has further growth potential may choose to reinvest its earnings into the business. Companies that do not pay dividends may use the saved money to invest in a new project, acquire new assets, repurchase their shares that have been sold to outsiders, or even to buy out a running company. Many firms avoid paying dividends to eliminate the huge expenses of issuing new stocks. By keeping their full earnings with them, companies can get rid of the risk of raising funds to meet their various needs. Does it matter whether or not firms pay dividends? The implications of payment or non-payment of dividends on the business may vary according to the investors’ actual investment interests. If the business is still rapidly growing and the investor has long term interests in the company, then non-payment of dividends would not matter. More precisely, when an investor aims at high rates of returns on his investment in the long term, he would be willin g to sacrifice his short term financial interests for the long term growth of the firm. As discussed already, the reinvestment of earnings in the business would greatly assist a growing organisation to fuel its business growth. Therefore, a financially sound investor would support reinvestment of profits for the further growth of the business. From a tax perspective, non-payment of dividends can better serve the financial interes

Oedipus the King and Oedipus at Colonus Essay Example | Topics and Well Written Essays - 1000 words

Oedipus the King and Oedipus at Colonus - Essay Example When Jocasta conceived and had a baby, it turned out to be a boy (Bartleby.com). Laius tried to stop the prophecy by piercing the baby’s legs and binding them then leaving him for death up at a mountain. A shepherd on his own errand picked up the baby and took him to his king back home, King Polybius of Corinth (Jebb). Polybus named the picked baby boy Oedipus which held the meaning of swollen foot. He raised the child as his own; hence Oedipus grew up a normal being knowing that his real father was Polybius and not having the slightest idea of his own identity of fate. Oedipus grew up normally, and when he got to his adulthood, he decided to consult the Oracle of Delphi to know about the future that lay for him like any normal man. He learnt about his prophesied life from the oracle, and it was the same prophesy that had been told to his father. The problem was that the oracle did not tell him who his real father was, so him knowing that Polybus was his real father and trying to avoid killing him, he left. He left for Thebes so that he would be away from his ‘father’ Polybius and avoid prophesy, and with that, he thought he would avoid it all (Crane). On his way to Thebes, Oedipus met with pilgrims who were on their own way heading to Delphi. He asked the pilgrims to get out of his way so that he would pass and continue with his journey, but they refused. Having refused to yield to his demand, out of rage he killed all the pilgrims. What he did not know was that his biological father was the leader of the crew of the pilgrims. He had fulfilled part of the prophesy by murdering Laius his biological father mistakenly. He thought and felt nothing about his act of having killed the pilgrims and carried on with his journey. When he got to Thebes, he got that Thebes had problems of its own (Unit 3: Athenian Drama, ppt). There was a sphinx which had stationed herself outside the gated of Thebes and was posing a riddle to everyone. The riddle was à ¢â‚¬ËœWhat has four legs in the morning, two in the afternoon and three in the evening?’ The sphinx put it clearly that would anyone answer correctly; she would leave, and if not she would eat the unfortunate person. When Oedipus got to Thebes, so far no one had managed to answer the riddle appropriately,  so he tried his luck and guessed that the answer was man. He got the riddle correct, and the sphinx left which made the people filled with so much joy that they made Oedipus king. As king, he married the sitting queen who happened to be Jocasta. The full prophesy had come to pass; Oedipus had murdered his biological father and wedded his own mother. Oedipus and the queen Jocasta got married and had four children, Polynices, Antigone, Etocles and Ismene. A plague then happened to hit the city of Thebes, and was to stop until the earlier king passes away. Lauis’ murderer had been avenged. Oedipus swore that he would kill those guilty of the murder once he knew them. What he did not know was that he was the guilty murderer of Lauis. They tried to solve the mystery as much as they could, but to no avail; hence they consulted the great seer, Tiserias. Tiserias told them the truth about the whole prophecy, who it involved and what had really happened. Jocasta was so horrified about the revelation that she committed suicide through hanging herself and Oedipus gorged out his personal eyes, limiting and banishing himself. Oedipus at Colonus After banishing himself from Thebes, Oedipus leaves with his daughter

Iran Country Assessment Essay Example for Free

Iran Country Assessment Essay The Islamic Republic of Iran is a country governed by a regime that began with a revolution headed by Ayatollah Khomeini over two decades ago. Khomeini was the first to label the United States as the ‘Great Satan. ’ Although the Iranian government denies it, terrorism has been actively supported, both materially and morally, for years by Iran and Iran supports efforts damaging to the U. S. If the more extreme elements in Iran continue to hold power and arm themselves with nuclear weapons, the international repercussions would be far-reaching. Understanding of Iran is important for members of the U. S. Armed Forces in order to comprehend the scope of Iran’s extremist’s leanings. On the other hand, many of Iran’s citizens love the United States and are resentful of Iran’s oppressive regime. The anti democracy and hindrance of personal liberty have taken a large toll on the Iranian youth. Iran’s younger generation has put forth a lot of resistance against this oppressive regime. Over two thirds of Iran’s population is under the age of 30, which is good from an operational standpoint. This massive amount of young people generally feels that there is hope to moderate if not remove the oppressive regime. Recently a few young Iranians have been frustrated to the point of actively demonstrating against the regime. It is also important to mention many younger Iranians want improved relations with the United States. Most urban Iranians have access to the Internet and satellite television and are able to compare their standard of living with that of the United States and Western Europe. The Kurdish people believe that they are a nation in itself that are deserving of a sovereign homeland. After the formation of the Islamic Republic of Iran, many Kurdish sided with the Iranian leftist and protested against Ayatollah Khomeini and his regime. In 1979, the Kurdish formed a rebellion, which ended with thousands of Kurdish dead. Shortly after this, Khomeini centered his power and banded Kurds from serving in government office and greatly enforced freedom of expression. The Party of Free Life of Kurdistan is a militant group that is based out of Iraq but has been consistently performing operations in Iran. Iran has prepared to conduct military action against the group and has moved a large portion of Iran’s military to Kurdistan to hinder the uprising of the militant group. The Party of Free Life of Kurdistan would be a great asset to possible future operation in Kurdistan. The party is semi supportive of the United States but will most likely be more than willing to help in U. S operations in Iran due to their long-term goal of destroying the regime. Iran is a tough operational problem set due to their advanced military and technical power. Operations in Iran should be focused on using the people of Iran to include the youth and Kurdish people. Intelligence operations would be better suited for using Iran’s youth because they are more supportive of the Untied States and have the ability to work in Iran’s government and military. The Kurdish are not trusted in the government and would not be able to provide accurate intelligence. Operations should be held out of North East Iraq due to the likelihood of Iraq cooperating with the United States during operations. Iraq has a large portion of Kurdistan and it would be easy to work with the Kurds right out of Iraq. Iran and Iraq have a long history of war which only furthers Iraqs likelihood of helping the U. S. Iran is a very dynamic and technologically advanced country, which presents many intelligence issues. The help of Kurdistan, Iranian youth and Iraq would greatly increase the likelihood of operational success in Iran.

Epidemiology of Pancreatic Cancer

Epidemiology of Pancreatic Cancer Introduction Pancreatic cancer is the most lethal and hard to diagnose type of cancer and thus often called the â€Å"silent killer†. Currently, no early detection method and no effective treatment are available for pancreatic cancer. Moreover, out of all patients diagnosed with pancreatic cancer, 75% will die within the first year where most within 3-6 months (Klein, 2013). While it is practically impossible to tell what person will develop this type of cancer the essential pathophysiology of cancers can help with understanding the origins and reasons for pancreatic cancer development. Like most cancers, pancreatic cancer is caused by damage to DNA leading to its mutation. These mutations can be originated from different sources which can be categorized according to the nature of the occurrence. Three main categories of mutations have been universally recognized: inherited mutation, age-related, carcinogen caused or due to human behavior (Klein, 2013). The outcome of the exposure to one or multiple DNA mutation causes may be the formation of the neoplasms in the pancreatic tissue which may progress to actual pancreatic cancer where initial growth of the tumor is silent; therefore, symptoms are usually a sign of advanced disease. The objective of the present research paper is to highlight the epidemiological facts related to pancreatic cancer (i.e frequency, distribution and determinants of health) and identify the public health authorities’ approaches towards management and control of this devastating health condition. Frequency, Distribution And Determinants of Health According to Canadian Cancer Registry age-standardized incidence rated (ASIR) of pancreatic cancer has been declined for men by 0.46% on the course from 1991 to 2007 with 11.2 case per 100,000 population in 1991 and 10.5 cases in 2007 respectively. However, during the same period of time the ASIR of pancreatic cancer for women per 100,000 population remained steady with a slight fluctuation hovering around 8.5 case. The prevalence rate in United States and Europe has been calculated to be about 99,901 cases before 2012 with an incidence of 37,685 new cases in 2012. Despite the fact that some significant progress in cancer survival rate has been attained the projected 5-year rate of survival remained persistent slightly rising to 5.4% since 1975. Such poor outcomes are mostly due to the fact of the nature of the cancer where more than 80% of the patients presenting with already advanced stage and metastatic aetiology (Klein, 2013). However, despite the poor prognosis of 5 years that has been shared by researches conducted both in US, Europe and Canada the age-standardized mortality rate (ASMR) in Canadian men has declined substantially by 0.61 percent since 1992 lingering around 8.9 cases per 100,000 in 2009 (95% confidence interval). With regards to women ASMR the data from Statistics Canada claims the decrease of 0.2% for the same period of time which attests to the stability of rates in women (Zaheer Gallinger, 2013). Determinant of Health The most commonly recognized carcinogen related to pancreatic cancer is cigarettes. Smoking remains the most associated risk to cancer development having odds ratio (OR) of 1.74, 95% confidence interval (CI). Thus, the cessation is the main recommendation being disease specific (Zaheer Gallinger, 2013). Less putative risks associated with this type of cancer include: body mass index (BMI) over 35 (OR of 1.55 and 95% CI) and alcohol consumption of over 6 beverages a day is seen to be associated (OR 1.46, 95% CI) (Borgida et al., 2011). Original Epidemiological Studies Management of pancreatic adenocarcinoma in Ontario, Canada: a population-based study using novel case ascertainment This uses prospective case-control and cross-sectional survey observational study design. The study population is pancreatic adenocarcinoma (PA) patients in Canada with data sources from diagnosed patients of PA between 2003 and 2006 who were identified using electronic pathology reporting (E-path) of the Pathology Information Management System (PIMS). For more information questionnaires were mailed to patients. The main results showed a low participation rate of 26% (351 out of 1325). Nonresponders were mostly over 70 years old and more likely to have had treatment in non-academic centres. While, 54% of responders had a potentially curative operation with 77% being 70 years or younger (p=0.03). Academic centres had higher resection rates and less frequently aborted resections with curative intent. Low rates showed 43% of responders received chemotherapy and 7% participated in clinical trials (Borgida et al., 2011). Diagnosis and management of pancreatic cancer This uses case-control and prospective observational study design. The study population is Canada with data sources from Cochrane for systematic reviews, reference lists from prior studies, Medline, PubMed and Google Scholar using MeSH terms. The main results shows the diagnosis and treatment relevant to the general clinician includes screening via Triphasic abdominal contrast computed tomography is most preferred for diagnosis, smoking cessation as the sole preventative measure, curative potential remains with surgery, adjuvant chemotherapy, and survival benefit from FOLFIRINOX, gemcitabine alone and plus for advanced cases (Zaheer Gallinger, 2013). Identifying people at a high risk of developing pancreatic cancer This uses cohort, case-control and prospective observational study design. The study population is North America with data sources from familial pancreatic cancer registry and other registries (Klein, 2012). The main results was that through relatives of pancreatic cancer patients there has been demonstrated in relation to pancreatic cancer a familial aggregation of 1.5–1.3-fold increased risk, quantified risk of this cancer and other cancers, identification of susceptibility genes in these high risk families and initiation of screening trials (Klein, 2012). Public Health Approaches Electronic Pathology Reporting System Electronic Pathology Reporting System (E-path) is an approach used to identify pancreatic adenocarcinoma (PA) patients across Ontario. It is implemented to provide the fastest source of cancer information. Ontario Cancer Registry uses Pathology Information Management System (PIMS), which relies on E-path. The E-path system is a database used for collecting electronic pathology information from laboratories in Ontario that process tumour specimens. E-path provides reports in a timelier manner than paper-based reports and has shown an increase in report’s completeness. This has great advantage when studying patients that have fast and progressive disease such as PA. In this system, electronic pathology reports come from each laboratory and are queued in a database by health record technicians for on-screen review. This process occur daily in most laboratories and weekly in some low-volume laboratories. If the health record technician see the report findings useful, the report wi ll be coded and consolidated with the OCR database. Reports of particular cancers like PA are filtered and printed by study personnel for review (Borgida et al., 2011). Educational Events and Symposia Organizations such as Pancreatic Cancer Canada host some series educational events for Pancreatic Cancer (PC) patients, their families, relatives, and friends in places across Canada. These events give opportunity for patients learn more about the topics related to pancreatic cancer. Also, there are meetings or conferences held by leaders in the PC field to talk about different topics and bring mutual trust and friendship to survivors and those touched by the disease (Pancreatic Cancer Canada, 2011). Research Established partnerships with leading research hospitals to raise the profile of the disease. Funding is being provided by organization like PCC to continue the fight for cancer (Pancreatic Cancer Canada, 2011). References Borgida, A. E., Ashamalla, S., Wigdan, A-S., Rothenmund, H., Urbach, D., Moore, M., Gallinger, S. (February 2011). Management of pancreatic adenocarcinoma in Ontario, Canada: A population-based study using novel case ascertainment. U.S. National Library of Medicine National Institutes of Health, 54(1), 54-60. doi: 10.1503/cjs.026409 Klein, A. P. (December 6, 2012). Identifying people at a high risk of developing pancreatic cancer. U.S. National Library of Medicine National Institutes of Health, 13(1), 66-74. doi: 10.1038/nrc3420 Pancreatic Cancer Canada. (2011) Educational Events and Symposia. Retrieved from: http://www.pancreaticcancercanada.ca/site/PageNavigator/facingpancreaticcancer_educational_events.html Pancreatic Cancer Canada. (2011) Research. Retrieved from: http://www.pancreaticcancercanada.ca/ site/PageServer?pagename=research_main Zaheer K. S., Gallinger, S. (2013). Diagnosis and management of pancreatic cancer. Pancreatic Cancer Canada. Retrieved from: http://www.pancreaticcancercanada.ca/site/DocServer/Steven_Gallinger_report_April_23_2012.pdf?docID=1361

Linking male underachievement with stereotypical laddish behaviour

Linking male underachievement with stereotypical laddish behaviour Much of the current research on underachieving boys in education is focused on suggesting solutions in terms of teaching methods. It is possible to criticise this approach as one can argue that in order to effectively formulate strategies aimed at helping boys who underachieve, you need to actually understand why they are underachieving. Some research suggests that the phenomenon of new laddism is just the old fashioned problem of boys behaving badly (Chaudhary, 1998). The solutions therefore do not actually focus on the cause of bad behaviour just focus on dealing with the behaviour itself. Media representations of underachieving boys are also problematic. They all too often ignore important questions and issues, such as which boys are underachieving? Delemont (1999) points out the problems with the crude portrayals that suggest boys underachievement and laddishness are synonymous; they are not. Not all laddish boys are underachievers and not all underachievers are laddish. Objective 3 of this research was addressed in detail in the previous section the literature review. Objective 1 and 2 of this research will be implemented through the collection and analysis of empirical data. This study is interested in an in-depth analysis of the year 10 and 11 boys at the researchers school, and specifically the reasons why they adopt laddish attitudes. Objective 1 will be focused on through analysis of the school staff as well, in particular looking at the process that causes certain types of behaviour to be labelled as laddish. Cohen and Manions (1996) description of a case study the researcher observing the characteristics of an individual unit sums up this piece of research neatly. Howard Becker (1970) describes one aim of case studies as the attempt to arrive at a comprehensive understanding of the group under study. This researcher be attempting to gain a comprehensive understanding of boys who underachieve at Tewkesbury School. Case studies can also be used to produce typologies, or a set of categories defining types of a social phenomenon. Douglas (1967) suggested that case studies could be used to discover the different types of suicide by uncovering the different social meanings of suicide. There is a possibility that this research can produce some typologies about the different types of behaviour that causes male underachievement. The potential issue with this research strategy is that it is not possible to generalise on the basis of my findings. It is impossible to determine how far the findings of this research can be applied to underachieving boys in other schools. As Bryman (1988) suggests, one way around this would be to repeat the research in other schools looking at the same phenomenon. The issue though with attempting to repeat the research is that it is difficult to make direct comparisons of the results of studies carried out either by different people, or by the same people at different times. Historical research as a strategy is not appropriate to this topic as it is generally associated with the study of non-contemporary phenomena this research is clearly not interested in anything non-contemporary. Experimental research is also not appropriate to this topic as its very nature is at odds with what this research is attempting to do experimental research will try to objective by taking phenomena out of its natural context, this research needs to understand what is happening in a school environment. Action research was considered due to the in-depth nature of the analysis it engages in but this research is not focused on one specific problem that can be tackled this way, the researcher is interested in exploring a range of issues linked to laddish behaviour and underachievement. This research will produce qualitative data in the main. Denzin and Lincoln (1994) describe qualitative research as studying things in their natural settings, and attempting to make sense of phenomena in terms of the meanings people give to them. Some quantitative data will also be produced as well, which Myers (1997) states is often produced through survey techniques within a social setting and as such works well when used alongside qualitative methods. Orlikowski et al. (1991) say that there are three categories into which qualitative research strategies fall into, depending upon the researchers view of the world; critical, positivist and interpretivist. Whilst this researcher does believe that in terms of a critical perspective of the world, people are influenced by social and cultural circumstances, he does not believe that the main of his research should be to free people from the restraining forces that impact upon their lives. His role is simply to understand better the key aspects of laddish behaviour and underachievement. This research will also not be adopting a positivist methodology, as the researcher does not believe that human beings can be studied in the same way that the natural sciences use to study particles, gases and rocks. The French writer Auguste Compte was the first person to use the phrase positivist philosophy (Compte, 1986). He believed that scientific knowledge about society could be accumulated and used t o improve human existence so that society could be run rationally without religion or superstition getting in the way of progress. Compte believed that the scientific study of society should be confined to collecting information about phenomena that can be objectively observed and classified. He argued that researchers should not be concerned with the internal meanings, motives, feelings and emotions of individuals these states only exist in the persons consciousness so cannot be observed, and cannot be measured in any objective way. The fundamental part of positivism is its use of statistical data. Positivists believed that it was possible to classify the social world in an objective way. Using these classifications it was then possible to count sets of observable social facts and then produce statistics. You can then look for correlations between different social facts. If there is a correlation between two or more types of social phenomena, then a positivist might suspect that one of these phenomena is causing the other to take place. This can be criticised though, for example if you look working class boys underachieving in school, the correlation between those two factors is not necessarily causal. It may simply be an indirect correlation. Positivism is based upon an understanding of science that sees science as using a mainly inductive methodology. This begins by collecting the data. The data is then analysed and out of this analysis theories are developed. Once the theory has been developed it can then be tested against other sets of data to see if it is confirmed or not. If it is repeatedly confirmed then positivists like Compte assume they have discovered a law of human behaviour. Other researchers though have not accepted the inductive method. Indeed, many use an alternative, a deductive approach. This alternative methodology is supported by Karl Popper in his book The Logic of Scientific Discovery (1959). The deductive approach reverses the process of induction. It starts with a theory and tests it against the evidence, rather than developing a theory as a result of examining the data. Popper argues that scientists should start with a hypothesis; a statement that is to be tested. This statement should be very precise and should state exactly what will happen in particular circumstances. On the basis of this hypothesis it should be possible to deduce predictions about the future. Popper differs from positivists in that he denies it is ever possible to produce laws that will necessarily be found to be true for all time. He argues that however many times a theory is apparently proved correct, there is always the possibility that at some future date the theory w ill be proved wrong, or falsified. He suggests that scientists have a duty to be objective, and to test their theories as rigorously as possible. Therefore, once they have formulated hypotheses, and made predictions, it is necessary to try constantly to find evidence that disproves or falsifies their theories. Some though argue that in practice scientists operate in very different ways from those advocated by Popper or positivists. Thomas Kuhn (1962) has developed an analysis of science which sees it as being far from the objective pursuit of knowledge. He argues that science is characterised by a commitment to a scientific paradigm. A paradigm consists of a set of beliefs shared by a group of scientists about what the natural world is composed of, what counts as true and valid knowledge, and what sort of questions should be asked and what sort of procedures should be followed to answer those questions. Kuhn does not believe that the same methods and procedures are found throughout scientific history; rather, they are specific to particular sciences at particular times. Scientists may ignore evidence that does not fit their paradigm. To Kuhn, a scientific subject is one in which there is an agreed paradigm. There is no guarantee that this accepted paradigm is correct: it may well be replaced by a new paradigm in the future. If Kuhns view of science is accepted, then it is doubtful social research can be considered as scientific. There is no one accepted paradigm in social research the different perspectives all see the social world in different ways: they ask different questions and get different answers. Kuhns work has been criticised though as you can argue that it has little relevance to social science and based upon inadequate evidence. Anderson, Hughes and Sharrock (1986) believe that he has underestimated the degree to which there is conflict and disagreement in natural science. Most of the time alternative paradigms are debated. A careful examination of the history of science shows that the periods of revolution grow in size while those of settled normality contract. The approach that this researcher will be adopting as identified by Orlikowski et al. (1991) is interpretivism. This most closely matches this researchers approach to research, and as a teacher of sociology it has been refined over the past ten years of either studying or teaching the subject. The interpretivist approach suggests that qualititative data collection techniques should be used. Social action can only be understood by interpreting the meanings and motives on which it is based. Many interpretivists argue that there is little chance of discovering these meanings and motives from quantitative data. Only from qualitative data with its greater richness and depth can the sociologist hope to interpret the meanings that lie behind social action. Interpretivists reject the use of natural science methodology for the study of social action. The natural sciences deal with matter. Since matter has no consciousness, its behaviour can be explained simply as a reaction to external stimuli. People though, have consciousness they see, interpret and experience the world around them in terms of meanings. Max Weber talks about how understanding the motives behind peoples behaviour could be achieved through verstehen imagining yourself to be in the position of the person whose behaviour you were seeking to explain. Phenomenology represents the most radical departure from positivism. Phenomenologists go even further than interpretivists in that they reject the possibility of producing causal explanations of human behaviour. They do not believe that it is possible objectively to measure and classify the world. To phenomenologists, human beings make sense of the world by imposing meanings and classifications upon it. These meanings and classifications make up social reality. They believe that researchers should limit themselves to understanding the meanings and classifications which people use to give order to and make sense of the world. Studies which utilise this method concentrate almost entirely on the subjective aspects of social life which are internal to the individuals consciousness. DATA COLLECTION Convenience sampling was used to select the participants in the research project. It was convenient because the researcher works at the school involved in the study. There is nothing random about the students and staff who have been chosen and the researcher is making no claim of representativeness and generalisability to anywhere other than his school. That is not the focus of the research instead it is focused on simply gaining an in-depth understanding of the key issues involved in laddish behaviour and underachievement. This method of sampling was also used due to the fact that it is by far the easiest way to access participants. This research will use two main methods of collecting data: interviews and secondary data analysis. The main data collection technique will be semi-structured interviews. Interviews are as Yin (2003) states, able to provide insights into complex situations. And as Goldthorpe et.al (1968) found, interviewees could be prompted if they cannot decide how to answer a question. The interviews will be semi-structured because this will allow the students and staff to express their views, explain their individual circumstances and expand on any answers. The researcher though will be able to guide them towards the specific area of interest because there will always be some pre-planned questions. The key is, as Marshall and Rossman (1989) put it the participants view on the phenomena of interest should unfold as they truly view it, not as the researcher views it. The use of more than one method allows the researcher to engage in methodological pluralism. This is the idea that we should tolerate of a variety of methods in sociological research, because methods should be seen as part of the research process as a whole. (Bryman, 1998). The key advantage to the researcher is that it allows him to combine both positivist and interpretivist research methods, which allows him to benefit from triangulation, which is where the strengths of one method balance out against the weaknesses of another, and allow me to cross-examine the results. Methodological pluralism has become more and more popular in recent years amongst sociologists, although the idea itself has not escaped criticism: However, consensus over methodological pluralism is incomplete, and does not even mean that subscribing sociologists have actively sought to promote pluralism. As Bell, observed: à ¢Ã¢â€š ¬Ã‚ ¦ individual sociologists no matter how tolerant, catholic and eclectic are v ery unlikely actually to be methodological pluralists à ¢Ã¢â€š ¬Ã‚ ¦ . It is the structure of sociology that became pluralist not sociologists themselves. (Bell and Roberts, 1984). Indeed, Payne et al (2004) conducted research aimed itself at measuring the extent to which methodological pluralism is used in sociological research. They concluded: Only about one in 20 of published papers in the mainstream journals uses quantitative analysis, ranging from simple cross-tabulations to multivariate techniques. This is not grounds for an argument that there should be less qualitative research, but rather that there should be more quantitative research. The site for the research will be Tewkesbury School. The research project is not intended to be an exhaustive study of laddish behaviour and underachieving boys in the local area it is specific to the researchers school and the needs and priorities of that school moving forward. The research will be focused on male students in year 10 and year 11. They have been selected for two main reasons those are the two year groups for which we have the most accurate data on who is underachieving, and improving the performance of these boys is the main priority for the school moving forward. The data on underachievement is generated by subject teachers who are judging the progress of students against their FFT (D) (Fisher Family Trust) targets. These type D targets are based upon the progress made by schools in the top 25% percentile of value-added schools nationally. Also, as Epstein et al (1998) points out it is at this age group that laddish behaviour begins to impact most heavily on educ ational performance. The staff that will be interviewed will be from a range of subject areas including English, Maths and Science. The research will analyse the different levels of underachievement and seek to identify reasons why these boys may be underachieving more in certain subject areas. Interviewing different staff allows for cross-comparisons of responses which will allow key themes to emerge. Indeed, as Holstein et al (1995) suggest, the interviewing process itself often creates new knowledge rather than just revealing data that was previously present in the interviewees heads. The following staff will be interviewed: 1 Head of Maths Faculty. 2 Head of Science Faculty. 3 Head of English Faculty. 4 Head of Humanities Faculty. 5 Head of Arts Faculty. 6 Head of Technology Faculty. All these staff have an in-depth knowledge of performance in their faculties, and have specific experience of the underachievement by students. The interviews will be recorded, where possible, for two reasons to ensure that the analysis of data is based upon an accurate record, and to allow the interviewer to concentrate on the actual interview. Secondary data in the form of school exam performance and monitoring reports will also be collected to form part of the analysis. This will allow the research to understand the scope of current performance levels. To help focus the interviews in terms of reflecting the main objectives of this research they will be structured in according to key themes, for example patterns of behaviour that are labelled as laddish, understanding of current underperformance issues, awareness of the issues involved in boys choosing to behave in a laddish manner. In terms of analysing the interviews, as Bogdan and Biklen (1982) put it; the researcher should aim to work with the data, analyse and break it down into manageable units, search for patterns and decide what is important. This summarises neatly the modern interpretive approach to qualitative data analysis and the approach that this researcher will use. LIMITATIONS AND POTENTIAL PROBLEMS There are many potential problems in any research problem, and especially when researching a topic like this project is aiming to. The key one is generalisability this research cannot be generalised to any other educational setting, as it is purely relevant to the setting that the researcher is currently employed in. This does raise a question mark over the validity of the findings, but as most interpretivists argue, including Ackroyd and Hughes (1981), the researcher is not limited to what he or she can immediately perceive or experience, but is able to cover as many dimensions and as many people as resources permit. The depth of data gathered by this research should enable the researcher to find the truth, or at least the best representation of it available, hence ensuring a good degree of validity. The reliability of unstructured interviews can also be questioned as they are artificial situations, as Bryman (1988) notes, do they really capture the daily life, conditions, opinions, values, attitudes, and knowledge base of those we study as expressed in their natural habitat? Perhaps even more problematic is the issue of the researcher maintaining objectivity when interviewing colleagues in an environment in which he works. Labovs (1973) work also points out the way that school children can respond differently when interviewed in different contexts. They often respond in a certain way when interviewed in a formal setting that is very different from how they respond in an informal setting. Any research project which has interviews as the main source of data is hampered by interviewees who exhibit bias or poor memory recall, (Winlow 2001). This researcher has attempted to deal with this by gathering data from a range of sources, i.e. the various heads of faculty, and a range of students. This allows the researcher not to be dependent on one or two respondents for key data. But one must approach this research with the knowledge that people are not robots, especially school students, and that errors are bound to creep in, in terms of bias and honest mistakes of recollection. The issue of ecological validity pointed out by Hammersley and Gomm (2004) which is that interviews are unnatural social situations and the context affects the behaviour of interviewees so much that the resulting data cannot be seen as valid, does need to be allowed for, but overall it is expected that any bias or misinformation will be minimised. The researcher himself needs to alter his mindset slightly when conducting the interviews he has to view them not as colleagues but as research subjects, and this role change needs to be communicated to staff. Linked with this role change is the need for the researcher to gain the trust of his colleagues, as they may well be nervous about expressing their views openly, and so to encourage open and honest discussion, anonymity for academic staff will be guaranteed where required. (Biggam 2008). The use of quantitative statistics to measure and understand the extent of underachievement also has its issues. Atkinson (1978) believes that they are simply the product of the meanings and taken-for-granted assumptions of those who construct them. This is particularly the case when analysing teachers perceptions of who is underachieving, so the researcher must be wary of this. As Byrne (2006) states, they are useful to most social scientists they are made out of something, not nothing, and that provided we pay careful attention to the ways in which they are made, and in particular the processes of operationalisation they can be of very considerable value to us. Finally, in terms of ethics there are a range of potential issues to take into account. The researcher will be abiding by the code of ethics as set out by the British Sociological Association and the BERA. Participants will all give voluntary informed consent, which involves the need for them to substantially understand what the research involves. This ensures that no deception of any participants is involved. This does of raise the methodological issue of ecological validity, but it is not possible for the research to remove this issue. All participants have the right of withdrawal at any point, and this right is explained to each participant at the outset of any research. This research does involved the participation of children, so appropriate consent has been gained first from the school headteacher, as gatekeeper, from the parents/guardians of any children involved, and of course from the children themselves. Brookman (1999) talks about the issue of confidentiality and its impac t upon the research, but as discussed earlier, all participants were offered full anonymity as a condition of their participation. Essentially, as Israel and Hay (2006) point out, the ultimate purpose of having research ethics is to avoid harm and do good. They comment that contemporary researchers are normally expected to minimise risks of harm or discomfort to participants. This research will strive to ensure that this is the case.