Eriksons Theory of Psychosocial Development

Introduction Erikson’s theory of psychosocial development was developed by Erik Erikson and first published in his 1950 book Childhood and Society though he later revised the theory and published it in subsequent books beginning from the late 1950s to the 1980s.Advertising We will write a custom research paper sample on Erikson’s Theory of Psychosocial Development specifically for you for only $16.05 $11/page Learn More This theory is one of the most recognized theories of personality in the field of psychology, alongside Sigmund Freud’s theory of psychosexual. However, in contrast to Freud’s theory, Erikson’s theory defines the influence of social experience over a person’s entire lifetime. The theory is divided into eight stages spanning from infancy to late adulthood. Psychosocial Stage 1 – Trust vs. Mistrust (Birth-2 years) This is the first stage of the Psychosocial theory and focuses around the infan t’s basic needs being provided by parents or other caregivers. At this phase, the newborn wholly depends on the caregivers for food, care, and love. Their comprehension of the surrounding originates from the parents, for instance, if the parents are affectionate towards the child, their view of the society will positive, but with a lack of affection, the consequence will be a feeling of distrust. Psychosocial Stage 2 – Autonomy vs. Shame and Doubt (2-4 years) At this stage, the child develops a greater degree of personal control and starts to explore their surroundings due to improved muscular coordination and mobility. The children also learn to control their own body functions and this results into some level of autonomy. However, the child is still largely dependent on the parents. Through the parents’ support, the children develop their first interests that will go on to influence their careers. However, when the children are constrained, they will instead h ave doubt and reluctance when performing challenging duties. Psychosocial Stage 3 – Initiative vs. Guilt (4-5 years) This stage mainly occurs at the preschool stage and is characterized by children attempting to comprehend the world around them and learning basic skills. The development of courage and autonomy are what distinguishes this group from the rest. Children who succeed at this stage feel capable and able to take up leadership roles while those who fail to gain the skills have feelings of guilt, lack of confidence, and lack of initiative (Bee and Boyd, 2004). Psychosocial Stage 4 – Industry vs. Inferiority (5-12 years) By interacting with those around them, children at this stage begin to have pride owing to their achievements and skills (Allen Marotz, 2003). They also learn the idea of time and space and are able to put them into practical use. The stage is very crucial to the development of self-confidence that will be of great benefit both at home and at s chool and this occurs only if the children are encouraged and commended by their teachers and parents.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Psychosocial Stage 5 – Identity vs. Role Confusion (13-19 years) At this stage, the adolescent/teenager is more concerned with how they are seen by others. One of the major decisions that the group faces is that of settling on a school and occupation. In the latter stages, the children at this psychosocial stage may develop a sexual identity. Erikson came up with the word ‘Identity Crisis’ in which he stated that each stage had its own crisis (Erikson, 1956). However, this crisis is more marked at this stage as it marks the transition from childhood to adulthood. Persons who receive support will come out of this developmental phase with more autonomy and control while those who are not supported will be confused and unsure of themselves (Marcia, 1966). Love: Intimacy vs. Isolation (Young adulthood, 20-24, or 20-40 years) This stage is more marked around the age of 30 and is characterized by young adults trying to explore or establish personal relationships. Young adults spend more time with their identities or friends while those who are rejected or fear rejection become isolated (Erikson, 1950). After establishing their identities, they are prepared to commit long-term intimate and reciprocal relationships to others that can be through friendships or marital agreements. Psychosocial Stage 7 – Generativity vs. Stagnation 25-64, or 40-64 years) This is the stage of middle adulthood and the main focus is on career and family. Persons who succeed during this stage will feel that they are positively impacting on the society by being active in their own families and in the community while persons who fail at this phase will have feelings of unproductivity and detachedness from society. Psychosocial Stage 8 – Integrity vs. Despair (65-death) At this phase, persons are less productive and focus is on the reflection of life. It is during the stage that people reflect on their accomplishments. Those who feel proud of their achievements will â€Å"have a feeling of integrity while those who are unsuccessful of their achievements will have a feeling that their lives have been wasted and are filled with regret† (Erikson, 1950). Influence of Erikson’s Psychosocial Theory The psychosocial theory has had a great influence in my life. For instance, being in my 20s, I am in the Intimacy vs. Isolation stage and am currently bent on making long-term relationships as mentioned by Erikson. I am also making friends with persons with whom I share common interests such as career and academic activities. I am trying to establish my career, having decided on a specific career earlier on in my teenage years during the Identity vs. Role Confusion stage. At this moment, I feel p roud of my achievements and I attribute this to the support and encouragement I received from my parents and teachers. As mentioned by Erikson, support and provision of affection, care, and warmth to the child by both parents and teachers is crucial to the holistic development of the child.Advertising We will write a custom research paper sample on Erikson’s Theory of Psychosocial Development specifically for you for only $16.05 $11/page Learn More References Allen, E. and Marotz, L. (2003). Developmental Profiles Pre-Birth Through Twelve (4th ed.). Albany, NY: Thomson Delmar Learning. Bee, H. and Boyd, D. (2004). The Developing Child (12th ed.). Boston, MA: Pearson. Erikson, E. H. (1950). Childhood and Society. NY: W. W. Norton Company. Erikson, E. (1956). The problem of ego identity. Journal of the American Psychoanalytic Association, 4(25), 56-121. Marcia, J. E. (1966). Development and validation of ego identity status. Journal of Personality and Social Psychology, 3(14), 551-558. This research paper on Erikson’s Theory of Psychosocial Development was written and submitted by user Giselle H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How To Write an Attention-Grabbing Essay Introduction

How To Write an Attention-Grabbing Essay Introduction How To Write an Attention-Grabbing Essay Introduction Essays are a form of academic writing with the purpose of making various arguments. They are meant to educate and enlighten. Although essays are academic in nature, they do not have to be boring. Grabbing your reader’s attention can help you get your point across, and keep your professor awake as s/he reads your words. Here are a few tips that might help: Include an Anecdote Anecdotes are brief stories about real events intended to make a point. Adding some small details is an interesting way to garner reader attention. Keep the anecdote short, sweet, and to the point. Use a story properly (but sparingly) in an essay introduction to use it to the fullest effect. Use Substantiated Information The information you cite must be factual and backed by research, and doesn’t necessarily need to be new. Support your argument with facts that are explicit and direct. Elaborate your point with a few sentences to solidify your argument. Have a Dialogue Good dialogue can convey a point in a unique way that engages the reader. It is a technique that represents an argument between two unseen â€Å"characters.† Use a short exchange between opposing views, and keep it brief. You can then explain/describe/restate the conversation and raise other issues for discussion. Summarize A few, final sentences in the essay introduction will allow you to wrap up your ideas simply and clearly before you launch into more substantive portion of the writing. Writing an essay can be a fun way to explore varying opinions on a topic. Making the entire essay interesting to readers can be challenging. For professionally written essays, call at 1-800-573-0840.

Project Reflective Report Essay Example | Topics and Well Written Essays - 2000 words

Project Reflective Report - Essay Example This reflective paper will seek to discuss our business idea, particularly how it was conceived and how the group will communicate the idea to collaborators and potential clients. The group includes Jet who is a philosopher and photographer, Nathan, a businessman with interests in art and design, and me, a producer, singer, and artist. Us being a collective with interests in arts, it was our aim to create an idea, which was reflective of our creativity and interests. Following extensive discussions and research about various business projects in arts, we settled on holding a paint pot party, of which the main idea revolved around, creating a party for students to come together, socialize, drink, listen to music and paint freely. In addition, the arts party would involve students from all courses in Newcastle, rather than just arts-based programs, aiming at a messy, fun, and entertaining night that would encourage creativity. The idea for this project was informed by Paint Jam London, which provides themed arts parties for an array of clients. As a group, we came together to study learn from Paint Jam London, conducting research on their business, following which we all combined our ideas. We were especially drawn to this company because it is designed to activate its client’s imagination and to inspire them. Just as we plan with our project, the company seeks to use creative free flow to open artistic techniques to all who want to produce unique artwork. From researching on Paint jam London, we also learnt about the importance corporate social responsibility, which provides a bridge that will help the business support the communities they come from. It is something that we will most certainly integrate in our future company. After collecting information about possible project ideas and being inspired by the Paint Jam London Model, we settled on

Evaluation report Essay Example | Topics and Well Written Essays - 1000 words

Evaluation report - Essay Example Prior to the class, a few measures were taken in its preparations. First, we looked at the core of our class and that is the information that is to be presented. The objectives are already established through the syllabus of the RFAW and FAW, so our focus will be to organize the structure of the delivery of the information as well as facilitating all the hands on practical exercises. This organization was accomplished through the use of a session plan. The session plan outlined every aspect of what was to be done. It tells us what is to be taught, who is teaching it, location, special equipment, delivery method, start and end times. Once we are firm on what is to be taught, we must then decide on the delivery method and learning technique to be utilized. The progress of technology gives us many tools to use but we must choose these tools wisely because not all tools fit every situation. For this class, a PowerPoint presentation, handouts, and a workbook were utilized. The PowerPoint presentation was used to help reinforce the lectures. This will help give the student a visual representation of what was being said. The workbook and handouts acts more as a reference that the student can refer back to either during certain points of the class or at home. All of these tools will reinforce the lecture that was given. Careful thought went into the learning technique to be used. For this class, the students would be formed into groups because as stated by scholars before, ‘Groups are viewed as a powerful means of learning, which can be an environment in which people invent and explore symbolic structures for understanding the world, learning from each other; or they can encourage conformity, squander time and energy on ritual combat, revel in failure’. (Knights1993). This group will be formal, due to the fact that everyone who belongs to the group must arrive at the

Men and women Essay Example for Free

Men and women Essay This puritanical view of relationships bears much resemblance to many religious values from many different religions. Atwood paints the deprivation of love and sex as a cold and lonely picture, she asks the reader to question whether the suppression of such natural, basic emotional needs is healthy or rational. This is highlighted by the beautification of the natural world, namely flowers which are an old and common image of fertility. In Gilead, it is women who are particularly sexually suppressed, as men earn the right to a wife and a handmaid, whereas women are simply the rewards. Through the haunting narrative of loneliness and longiong, Atwood leads us to question why reactionary forces fell it so necessary to try and surpress sexuality. In the end, one concludes that it is only by surpressinng the most fundamental of our desires, the desire to be loved, and that includes the manifestations of that love, sex, that a society can exercise absolute control. In the novel, sexuality is equated with feedom. Women have very limited movement within Gilead, they are watched everywhere they go, either by Gaurdians, Angels or Aunts. Careers are prohibited from women, they have to perform a function which contributes to the home. This is related to many religious beliefs, which teach that the role of the woman is in the home. It is also about control, if women are permitted independence then they will strive for other freedom as well, One has to sever all independace in order to gain control, and submissiveness. The tasks within the home are divided into three categories; Wives, Marthas and handmaids. Wives are mothers and wives, they have the relationships, with both children and husband. Marthas are designated the housekeeping, specifically the cooking and cleaning. Handmaids are vessels of procreation. This is obviously very similar to more primitive societies where women have been purely housekeepers. Womens Rights Campaigns still demand recognition of motherhood as a difficult and necessary job, alluded to ironically when Offred silently offers her mother this interpretation of a womens culture. The division of tasks may at first appear more fair, women have a smaller workload, they do not have to play so many roles. However, the categorization of women is really a means to control. It enables the authorities to keep stricter hand in whats going on. Clothing denotes your role, so people are easily recognisable. This dehumanises women, it makes them like machines,a production line rather than people. Gileads theory is that is you narrow peoples life enough, and teach them to think of themselves as machines, then they will no longer want as many human things, and will be happy to be instructed like machines are. Pear Freedom of self expression is regulated within Gilead, ways of communication including speech and writing are forbidden. This prevents unnecessary communication between people, and is a barrier to the spread of ideas, any forms of seditious organisation and confidence. This lack of communication yet again demeans people to things. Writing is also forbidden because there are no rights to education. This doesnt protect women in any paticular way, it protects the society which is protecting women. Existing educative tools, such as books are forbidden, the library where the cwntral character |Offred works is shut dow by the Gaurds. These ideas are seen as evil, and corrupting. This return to ignorance is reminiscent of many religions, who previously acted as a spiritual police keeping the population ignorant, in order to keep control of people, their values and thus their behaviour. In the time before people chose to be unaware of many of the violent and destructive aspects of their society. However, the information was there, so it was a choice how you responded to it, Ignoring isnt the same as Ignorance, you have to work at it. In the new tyranny people are not given the choice, however they dont have to work at ignoring it, they are protected form the truth, or hidden from the reality. 1. Explore Atwoods presentation of . in the Handmaids Tale The Handmaids Tale contains many strong female characters, of whom Serena Joy is one. Atwood portrays Serena sometimes with hostility and at other times sympathetically. Offred remembers that Serena Joy used to be a child gospel star, from which she developed into a media personality advocating ultra-conservative politis and preching about the sanctity of he home, she was a part of the very right wing Christian movement. She is presented as fake, able to cry and laugh at the same time, lacking sincerity and somewhat superficial, which is suggested by Offreds observation that her hair looks as if it is died. Atwood suggests the hypocracy of her situation, in which she encouraged women to stay home and adhere to traditional roles of wife and mother. She didnt practise this herself however, preferring to establish a career for herself as a TV personality. Ironically, under the Gileadean regime whenb all Serenas ideals are enforced, she is unhappy . Offred says that She stays in her home, but it doesnt seem to agree with her, Serena is unable to live by her own ideas and prefers to spend time stting in her subversive garden. Flowers are a recurring motif in the novel, representing fertility, which Serena lacks. She is unable to conceive and thus cannot fulfil the trditional female roles, and so has to have a Handmaid in her home, which she cleal resents. Her declining physical health is a constnat reminder of her physical inabilities and her fading femininity. This is a stark contrast to the young blond girl, and her bitterness and loneliness creates pathos for her trapped situation. Despite her declining physical healtg, serena mentally tough, illustrated at the end of the novel when the commander hides behind her as offred leaves, and on Offreds arrival when Aserena is defiant, her chin is clenched like a fist. Her metal strength and deire to rebel parallels many of the other strong female characters in the novel; Moira, Ofgken and Offreds mother. She is contrasted wit themselves as well, as whilst slogans used by offreds mother may gave been pervertred to suit the regime, sSerena fundamentall desired the regime until she got it. Serena is also doubled with Offred, both are desperate for a child and attentions rest on the Commander. Tjough these two women both srive for common aim concerning children, they are always in conflict because of their differing status. Serena is higher up the hierarchical ladder than Offred and thus has a lot of power over her life, Atwood makes a mockery of the feminist notion of Sisterhood conveyed most clearly n the Birth Day, and is perhaps also commenting on the notion of sisterhood witin our own society when women oppress other women. Some pathos is created through Serenas situation in a a love triangle with offred and the Commander. Serena is portrayed as very lonely, and the commander tells offred that she doesnt understand me which suggests Serens is not in love with her husband, however she is very hurt to find out about his illicit affair, You could have left me something. Her character can also be seen as a parody of the Virtuous Woman, which is what she had presented herself as being. She is estranged from her husband, jealous of her handmaid and has nothing to do other than knit and gossip. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Margaret Atwood section.

Aspects and benefits of Work Life Balance

Aspects and benefits of Work Life Balance 1.0 INTRODUCTION This following thesis discusses with the work life balance of an organization. As it is to be explained in this essay a work life balance is required in any organization. It is a vital aspect which most of the organizations do not consider and as a result they end up facing critical situations which could have been easily prevented from happening. The reason is that all the employees would get a proper balance between their work and the time that they spend at home and family. This is very important because the satisfaction of an employee must be given high priority. It is only when the employee is satisfied that his performance could reach to its maximum levels. When the production capacity of every employee in the organization increases, this would obviously increase the productivity of the organization. Therefore this would lead to high sales and profits which would help organizations to reach the optimum level possible. The essay also talks about what is important to manage people within the organization. There are explanations about how stress, empowerment, government regulations and employee of choice could help in the management of employees within the organization. There are also illustrations of how to implement work life balance within the organizations. So as told above the whole routine on an organization depends on the performance of the employees which most organizations dont understand. On continuing with this essay everything will be explained in detail and how work life balance affects an organization. 2.0 DISCUSSION 2.1 HRM defined Human Resource Management (HRM) is the function within an organization that focuses on recruitment, management, and providing direction for the people who work in the organization. Human Resource Management can also be performed by line managers. (Alexander, J. O. 2005) 2.2.1 Work Life Balance Before look into it deep it is all ways a question on what work life is. It basically represents the meaning of an individual balancing his life from work and family. In such situations it is believed that a person can perform to his/her expected level. Work life balance is not a problem to be solved; it is an issue to be managed. Many people and organizations think of work life balance as a problem whereas it should be not. It is only a problem if one is not able to achieve it which in most cases happens but also it basically tells a person that managing it will always make him/her successful. (Luthans, 2008. P. 250) In the earlier days work was just done as a requirement and a part of endurance, however now it is a form of personal satisfaction and less as a kind of survival. One of the medium that help these employees reach their personal development and organizational success is work-life balance. Work-life balance used in the right spirit may not only cause benefits to the employees, it may be a source through which the entire organization gains competitive advantage. Work-Life Balance is taking a bigger bite out of corporate profits than any other bottom line issue today. As a result, it provides the biggest and easiest upside opportunity to immediately affect on the business As employees of firms have been bombarded with overload of work over the decades, as shown in the picture, the concept of work-life will help organizations to hold their best employees. However, it should be remembered that Work-Life balance is not a problem to be solved; it is an issue to be managed as told before. Unfortunately most mangers are woefully untrained to manage this issue for themselves, much less help others to manage it. During the course of this essay recommendations will be provided to overcome this fundamental problem. 2.2.2 Benefits of work life balance for the organization When organizations are able to create a work environment with work-life balance, there are many benefits to the organization. In such cases it can be pointed out that work life balance carries out some benefits. (Perrow, 2006, p.125) Retain staff- As told before with a proper well maintained work life balance employees will be satisfied with whatever they are being given with and will be willing to work more. With self and work satisfied employees an organization can easily retain staff. This will reduce the cost of advertising, recruiting and training of new employees To improve team work and working bonds- Well satisfied employees will always look to work more and perform tasks that they are being assigned to. A work environment with work-life balance will enhance the working relationships between colleagues, improve morale and will encourage employees to show more initiative and teamwork. To increase level of production- With proper retained staff and team effort a higher production level can be achieved. This will help the organization to cater into mass marketing with mass level of production. 2.2.3 Benefits of work life balance for the employees Increase in Job Satisfaction- Since the employees do not have to worry about much of their other matter as a result of a well maintained work life balance they will be able to concentrate on their work which will eventually lead to job satisfaction. This will improve the quality of work which will also lead to better quality output. Decreasing stress and burn out- With proper work life balance being maintained it is obvious that stress is being reduced. As a result of reduction in stress performance of the employees will increase which will eventually benefit the organization. Collaboration- If work life balance is achieved employees will be much satisfied with the work, this will act a motivational factor. Then the employees will be able to work as a team and develop their skills. Therefore they will be benefited by adopting new skills and new techniques which will not only help them in their career but also their social life. 2.3 Why is it important to manage people Think of the last time you heard statements like these; Im the boss here!, Just do the job I gave you!, You need to do it my way! How did you actually feel? Did you feel de-motivated to carry on with your work? Of course you will. Keeping the employees of the organization happy and making sure that they are comfortable with their work surroundings is crucial to the employees performance. And it is their performance that ultimately affects the organization as a whole. The words and the employers reaction, as well as the reactions of others, reflect generational differences in the workplace. For example, if an employee is not happy with his/her boss, this might de-motivate the employee to perform. This de-motivation may rub off on other fellow employees. And ultimately when most of the employees of the department are de-motivated to work, it would result in the poor performance of the entire department. (Alexander, 2006, p.5-12) We have four different generations working side-by-side in the workplace. Remember, if you are old enough, when older workers were the bosses and younger workers did what was asked of them, no questions asked. There were definite rules as to how the boss was treated and how younger workers treated older workers. No longer: Roles today are all over the place and the rules are being rewritten daily. Research indicates that people communicate based on their generational backgrounds. Each generation has distinct attitudes, behaviors, expectations, habits and motivational buttons. Learning how to communicate with the different generations can eliminate many major confrontations and misunderstandings in the workplace and the world of business. (Hammil, 2005) There are four generations of employees, which are silents, baby boomers, generation xers and generation Ys. The table given below shows the generation timeline. Source: http://www.fdu.edu/newspubs/magazine/05ws/generations.htm As of today many of the employees included in the baby boomer generation is retiring or is expecting to retire. Thus the modern day workforce mostly consists of the Generation X Y. Generation X value education, parenting and independence more than work and they have developed varying skills and are more determined in meeting an employee that best suit their needs. Generation Y are those born between 1980 to the present. They are also called Millennias and Echo boomers. Generation Y has been defined as better educated, more tech-savvy, more achievement oriented, and better at problem solving than boomers. (Henricks, 2007) The table given below shows the individuals his or her underlying values, or personal or lifestyle characteristics and how it corresponds with each generation. Source: http://www.fdu.edu/newspubs/magazine/05ws/generations.htm 2.3.1 Factors that affect the employees in the workplace Looking at the factors that affect the employees in the workplace: Stress Stress occurs when you exceed your ability to cope with pressure. It can be simply described as the harmful physical and emotional response that occurs when there is a poor match between job demands and the capabilities and the resources of the employee. We know that lack of control and autonomy, long hours, lack of job satisfaction and bullying can all cause stress. What cannot still be identified is how resilient an individual may be at coping with pressure. At present one cant predict the impact that exposure to a stressful environment will have on a person. It depends on genetic make-up. You could suffer mental failure or you could get a heart disease. Therefore overly stressed workers will only result in being a burden to the organization as performance commitment levels tend to decline, adding to the losses. (John, 2002, p.25). Empowerment Empowerment is the authority to make decisions within ones area of responsibility without first having to get approval from some superior (luthans, 2008, p. 290). This is about the trust element between the employee and the manager that comes thorough flexible working and is very beneficial to the organization. Freedom to work flexibly is one of the most powerful incentives to attracting and retaining staff. Since we all know that a flexible workforce is also a powerful economic weapon because it helps safeguard against inflation. Indeed, the freedom to work flexibly if so desired is an essential tenet in the new psychological contract between employers and employees. Surveys show it is one of the most powerful incentives for attracting and retaining staff. (Samson Daft, 2005, p.164) Government Regulations -These are simply laws made by the government to provide flexibility for working parents of small children. Again this is crucial to maintain proper work life balance. The governments at present plan to preserve the notion in law regarding this matter. To avoid bitterness, employers will have to offer different incentives to all staff. The movement towards offering a new work-life balance is unstoppable, as it is what everyone wants. However it is a requirement that organizations together with individuals find the perfect balance, with equal commitments to sectors, work life. (kaufman, 2000, p.254) Employer of choice The primary objective of any business is (or should be) to create a high performance workplace. High performance workplaces are characterized by their creativity, innovation, flexibility and competitiveness. Workplaces where people choose to work and give freely of their energies and feel a sense of personal achievement, satisfaction, individual purpose and security, where there is synergy between personal missions and work challenges, and organizational achievement and where the workplace sense of community contributes to overall social cohesion. (Centro, 2009. P. 300) 2.3.2 So what does Employer of Choice mean In simple terms it means that people will choose to work for you and they will: Choose to dedicate them to your success. Choose to stay with you, even when they are being courted by recruiters from other Employers recruiters with exceptionally attractive inducements. An employer of choice is one who inspires highly talented workers to join them and stay with them. (Herman Gloria, 2004, p.158). 2.4 ASPECTS OF WORK LIFE BALANCE 2.4.1 Job sharing Job sharing if we examine is a form of permanent part-time work, where the full time work is coordinately divided between two or more people, where each individual is given specific responsibilities and areas for the entire workload. It needs to be understood that a change from full-time to a job sharing arrangement doesnt mean that the continuity of the employment is broken. (Jones, 2005, p.256) Benefits It increases co-operation and collaboration between all staffs Enhance the experience and knowledge of each individual when the job is shared Enable is better balance paid work persona, family, social and community If any employee is currently involved in any part time studies, this gives them the flexibility for them to complete their studies in a faster rate. Potential Disadvantages Job sharing may also give rise to; Duplication of work or conflicting decisions due to poor communication between the job sharers Disruption of work caused by the absence of a person working on a matter which needs to be completed that day Difficulties renegotiating a job share arrangement if one job sharer leaves The need for additional communication mechanisms for job sharers and other staff Salary, superannuation and other entitlements being affected. Suggestions for overcoming potential problems Chose a job share partner who has a complimentary working style and one whom you communicate well. Job sharers and Managers should clarify the details of the job share arrangements together, prior to the commencement of the job share arrangement. Factors to consider include: How tasks will be divided How to hand over How important decisions will be made How to keep the Manager and other staff members informed about these What will happen if one job sharer resigns Staff members are encouraged to outline these details in their flexible work proposal and Managers need to ensure that they are clearly documented in the final agreed arrangement. Plan well prior to the introduction of the job share arrangement. This is crucial to preventing many of the potential problems that may arise under this type of arrangement. 2.4.2 Part time work Part-time work for professional staff members entails working less than the standard weekly or fortnightly hours, for which all entitlements are paid on a pro-rata basis. Types of the part-time work arrangements include: Weekly fraction: working 0.5 on the basis of two and a half working days each week Fortnightly fraction: three working days one week and two working days the next week within a pay period. Annual fraction: working 0.5 time for the whole year but working six months full time and six months off. Converting from full-time work to part-time work for a defined period of time is also negotiable. This enables a phased return to work following extended or prolonged leave (eg. maternity or sick leave) or phased exit before retiring. Benefits Part-time employees are better able to manage their working hours to suit their personal, family, social and community responsibilities and interests. For e.g. Having time to do well in their job Keeping stress at an acceptable level Maintaining a good balance between work and other aspects of life Meeting their family responsibilities. Employers have greater capacity for attracting and retaining high performing, innovative employees who might otherwise have difficulty in working full-time. Organizations that demonstrate an appreciation of part-time work and flexibility in assisting staff to manage work-life balance enjoy an enhanced public perception. Potential Disadvantages Salary, superannuation and other entitlements may be affected by a reduction in working hours. There may be a need to cover load/hours when part-time employees are not working, especially for roles previously performed on a full-time basis. There is potential for overloading other staff members with work to cover load/hours when part-time workers are not working, especially for roles previously performed on a full-time basis. Suggestions for overcoming potential problems By planning well prior to the introduction of the flexible work arrangement, managers can ensure that when part-time staff members are not working, the work unit is adequately covered. Effective planning and clear communication amongst the parties concerned shall ensure that staff members are not burdened with an overload of work. 2.4.3 Flexible time Flexi-time is an arranged agreement between a Manager and staff member in which they mutually agree to vary their staff members commencing, ceasing and meal break times while still maintaining the total number of hours worked over a period. Another version of flexi-time is when time off in lieu accrued when a staff member works longer than 7.35 hours per day or 36.75 hours per week. These accrued hours can be used to reduce the work hours during other days within the week/fortnight. Since 2006, record keeping requirements under the  Workplace Relations Act  1996 require staff members, entitled to overtime or penalty rates, to record hours for worked in excess of their ordinary work hours. Flexi-time arrangements take into account the current and operational needs of the work area. This means that some positions or work areas will not be able to accommodate flexi-time. Benefits Flexi-time enables the arrangement of working hours to suit personal or family commitments, particularly staff with dependent children. For example, by commencing work at a later time or finishing work at an earlier time enables many parents to drop their children off to school in the mornings or pick them up in the afternoon. Accumulating additional hours then having long stretches of time off work allows employees to more effectively pursue broader career/personal/social and community responsibilities and interests. Employees who are better able to manage their work-life balance more effectively are more likely to have high staff morale, greater employee satisfaction and work commitment resulting in a more enriched working environment and a correspondingly more vibrant, creative and productive workforce. Potential Disadvantages Flexi-time arrangements may mean there are inadequate staff levels at some times. Staffs are required to keep detailed records of flexi-time, which is resource intensive and time-consuming. Suggestions for overcoming potential problems Good planning prior to the introduction of the flexi work arrangements is crucial to preventing many of the potential problems that may arise under this type of arrangement. 2.4.4Pre Retirement contracts A pre-retirement contract is a fixed-term contract entered into by the University and a staff member seeking to retire at a specified future time (usually in between 1-5 years time). Professional and academic staff who are eligible for consideration of a pre-retirement contract includes staff who have: Tenured or continuing employment with the company Reached 55 years of age and will retire at the expiry of the pre-employment contract. Benefits For the staff member A pre-retirement contract allows a staff member to plan for the future by giving guaranteed employment for the duration of the contract. Employees receive a 10% loading above normal salary which is bonus. The contract period provides the work unit time for succession planning. Conversion to a pre-retirement contract can also be combined with part-time employment, enabling employees to enjoy the benefits of retirement while at the same time undertaking paid work. For the Company Pre-retirement contracts provide job opportunities for other employees. The contract period allows the Company to know when a staff member will retire provides certainty for forward/succession planning. 2.4.5 Work from home Professional and academic staff members may work from home: For a specified period of time For a specific project Under certain conditions provided the arrangement is both appropriate and practicable. Approval for a home based work arrangement is therefore considered on a case to case basis, having regard to the nature and requirements of the work, including Occupational Health and Safety requirements. Work duties that involve a  high level of autonomy and independence  are more appropriate for home based work arrangements and include: Project work Report writing Policy development and analysis Computer design and programming Duties that do not require close supervision or contact with other staff, students and public relations A degree of computer literacy to facilitate independent work from home Minimal usage of files and other resources located in the office. The type of  equipment  required for undertaking home based work may include: A computer with disc drives, a USB port or Ethernet connection for transferring work done at home to the office Switching work phone through to the home computer or home phone Having access to University databases and networks on the home computer The provision of a telephone answering service, fax machine or mobile phone. Benefits Working from home can result in: The ability to concentrate on a primary project Less time spent travelling to and from work Reduced child care costs More time with the children and family. Potential Difficulties Working from home may also facilitate: Practical difficulties in arranging equipment required by the employee to undertake home based work Potential risks/hazards at home Distractions resulting in an inability to work as effectively and efficiently as an equivalent staff member on campus Feelings of isolation Lack of access to  staff development opportunities  and workplace information. Suggestions for overcoming potential problems Good planning prior to the introduction of the home based work arrangement is crucial to preventing many of the potential problems that may arise under this type of arrangement. The University provides information for Managers, including steps to be followed in  negotiating flexible work arrangements  and a checklist to assist with this process. 2.4.6 Paternity Leave Providing services such as paternity leave, child care and elder care will further develop the employee relationship with the Organization. Hence, increasing the balance of work and family. All parents  with children under the age of 8;  in the case of a child with disabilities the age limit is 16  are entitled to up to 14 weeks Parental Leave 2.4.7 Compassionate or Emergency Leave Most employers recognize the need for leave in emergency situations. Arrangements vary from organization to organization and are frequently informal. Many employees prefer the need for leave in emergency situations or unavoidable circumstances however arrangement may vary for company to company. However if the company is practicing work life balance they will be able to provide leave to that individual and sharing the work among the employees. 2.4.8 Term-Time Working This system means that the employee works during school terms but not during the school holidays. It appeals, in particular, to parents of school going children. Employment or career break:  At certain stages in working life a break may be needed, for example: to devote more time to other things or for personal development reasons. The facilitating of such breaks can assist in retaining valued staff. A growing number of organizations provide such breaks on either a formal or less structured basis. Sabbaticals:  This is a period of absence from work, which may or may not be on full pay, and duration is normally related to length of service. They provide an opportunity for employees to take a break from or reflect on their work, or engage in new activities. Exam and Study Leave:  When an employee is pursuing further education (this may or may not be job-related), an organization may provide paid leave for the purposes of study and to enable the employee to sit exams.   In the case of workers under 18, this may be mandatory as set out in the  Education (Welfare) Act (2000). 2.4.9 E-Working The concept of e-Working involves working at a distance, not face to face using the technology to ease communications. Through the state of the art technology such as video conferring and Skype for e.g., communication has been made simple and just about everywhere and anytime. It is well suited to performing information technology tasks and works well in certain situations where the employee has a high degree of autonomy, e.g.: Architecture, journalism. Difficulties to be overcome can include issues of control, lack of face to face contact and consistency of service provision. 2.4.10 Virtual Teams Virtual development includes where forming teams of e-workers to work in a mutually supportive way. The team members may not work together or in fact stay in the same country however via the internet the communication is made effectively. This form of teamwork may be suitable in certain situations but the lack of personal interaction and human contact will render it inappropriate in situations where these factors are considered important. 2.5 Benefits of work life balance in work places Work life balance and practices can bring benefits in direct and in direct form to employees, employers and as a whole to the organization. The benefits that come into the organization due to the practices of such strategy would be tangible and quantifiable than other, where they contribute to the organizations gain in the long run. When organizations are able to create a work environment with work life balance, there are many benefits to the organization which could be priceless. 2.5.1 Image An organization that implements such strategy would be a most preferred work place by employees, more over this would create an image for the organization as an entity that emphasizes on their employees satisfaction and well look into the needs of their and satisfy them where as ensuring that organizational goals are been archived. As a whole the organization would have an image in the society as a workers most preferred organization. 2.5.2 Increase in productivity Many researchers have been proved that the best motivation a human can get is not when he is benefited only in monetary terms, where as the person would get motivated and satisfied when his basic and essentials needs are recognized and satisfied. Thus work life balance provides a ground for such practices for the in a organization. Where flexi work hours are encouraged according to the employees situation, telecommuting, job sharing and maternity leaves etc. therefore the employee would feel that his basic and essential needs are been recognized and been addressed and due to the above mentioned methods they could perform their task from homes or flexi working hours where they could address their personal needs and do along with the organizational demand. This would bring down the stress level of employees by not loading everything in one time and as a whole would increase the productivity of the employees in the long run. 2.5.3 Retention of current employee rates When such practices are been exercised in an organizations and where employees are been looked after well where by addressing their issues in a more effective way the employee retention level would be on a positive note. This would reduce the burden on the organization looking for new employees, the cost associated with hiring new employees is relatively high in contrast to the real world where the organization has to incur cost such as advertising and recruitment and training which would be a timely process with high levels of cost involved A work environment with work-life balance will enhance the working relationships between colleagues, improve morale and will encourage employees to show more initiative and teamwork. Therefore, it will increase the levels of production and job satisfaction by decreasing stress and burn-out 2.6 World Class examples of successful organizations which has practiced Work Life Balance 2.6.1 How Google Inc. helps its employees to balance work-life Google as one of the top 10 best companies in the world as a motivation technique (usually called Innovation Time Off), all Google engineers are encouraged to spend 20% of their work time (one day per week) on projects that interest the. The culture at Google Inc. have helped its employees to do what they like to do and thereby reduces their job related stress levels. In an effort to maintain the companys unique flexible work culture, Google has designated a Chief Culture Officer in 2006, who also serves as the Director of Human Resources and the purpose of the Chief Culture Officer is to develop and maintain the culture and work on ways to keep true to the core values that the company was founded on in the beginning-a flat organization with a collaborative environment in order to help the employees to perform well in their jobs by balancing their work-life. Here are some things you might find in a Google workspace: Bicycles for efficient travel between meetings, dogs, lava lamps, and massage chairs. Googlers sharing cubes, yurts, and huddle rooms (few single offices!) with three or four team members. Laptops in every employees hand (or bike basket), for mobile coding and note-taking. Pool tables, volleyball courts, assorted video games, pianos, ping pong tables, lap pools, gyms that include yoga and dance classes. Grassroots employee organizations of all kinds, such as meditation classes, film clubs, wine tasting groups, and salsa dance clubs. Healthy lunches and dinners for all staff at a wide variety of cafà ©s, and outdoor seating for sunshine brainstorming. Snack rooms packed with various snacks and drinks to keep Googlers going throughout the day. These have helped the employees of Google Inc to balance their work-life so, that they could do more innovative, creative things. 2.6.2 How Cisco Systems helps its employees to balance work-life As one of the top 10 companies of the world sustainable work performance based on employee satisfaction is critical to Ciscos success. Accordingly, their managers are trained and encouraged to make sure employees can successfully balance their work and personal lives. Cisco has a tradition of offeri

Assignment 26 Safeguarding

15 ASSIGNMENT 26 UNDERSTAND HOW TO SAFEGUARD THE WELLBEING OF CHILDREN AND YOUNG PEOPLE TASK A BREIFING NOTES FOR NEW WORKERS HOW TO SAFEGUARD THE WELL-BEING OF CHILDREN Every child or young person has the undeniable right to grow and develop in a safe environment that safeguards them from abuse and maltreatment, to enable them to have the best available life chances to develop into young adults. There is no single piece of legislation for safeguarding children in the UK but lots of laws and guidelines which are changing all the time with new legislation.This is passed by Westminster, the Welsh Assembly Government, Northern Ireland Assembly and the Scottish Parliament this is Statutory Law. The way courts interpret laws is known as Case Law which can have an effect on changing Statutory Law. Child Protection legislation is in 2 categories Civil law and Criminal law. 16. Civil Law is in 2 areas Public Law which puts systems and processes to reduce the risk of children coming to harm a nd says what action should happen if they are at risk. Private Law sorts out family contact and divorce. Accompanying material: Promoting Wellbeing and ResilienceCriminal Law deals with people who have offended or are at risk of offending against children. The Children and young Persons Act 1933 is the oldest piece of legislation with only parts of it still in force today, it gives a list of offences against children known as Schedule One Offences. These include sexual assault, different forms of abuse and maltreatment ranging from murder to neglect. Anyone found guilty of one or more of these offences becomes a Schedule One Offender regardless of their age or sentence and this status will stay with them for life.They will be monitored by the local authorities who keep a record of where they live and who with, they need to go to the police station to sign a register on very regular bases to prove that they are and still living where logged Sex offenders Act 1997. Children Act 1989 is the bases of the current child protection system. It has a number of principles The Paramountcy Principl e that means a child’s welfare is paramount when making decisions about their upbringing, a court needs to know the child’s feelings and what they want and only make an order if it’s better for the hild than not making one, where possible retaining family links and the child’s home. Parental Responsibility was introduced which is â€Å"the rights, responsibilities and duties by law a parent of a child has regarding the child and their property†. It also states the local authority has a duty to investigate 17. and protect if they have reasonable cause to think a child is suffering or likely to suffer any sort of harm. Likewise has a duty to provide â€Å"services for children in need and their families†.England and Wales have a separate document working together to Safe guard Children 2006 which emphasises the responsibilities of Professionals towards children at risk and to work together with other agency’s/authorities. The Welsh Asse mbly Government 2006 working together under the Children Act 2004, The Children (Northern Ireland) Order 1995 and the Children (Scotland) Act 1995 all share the same principles but have their own guidance, as Children Act 1989.The death of Victoria Climbie by her carers, led to an inquiry into how she and others over the years died, the Lambing Report made by Lord Laming criticised the approach to protecting children in society thus led to EVERY CHILD MATTERS GREEN PAPER which in turn led to the Children Act 2004 as services for children were still not working together to protect and identify vulnerable children. This brought in children’s directors who have the responsibility for education, Local authority and children’s social services. Lead Councillors who have political responsibility for child welfare.A Common Assessment Framework to help notice welfare needs for agencies. 18. Local Safeguarding Children’s Boards who have statuary powers to make sure all se rvices (education, police, NHS Social Services youth justice system) work together promoting the wellbeing and make arrangements to safeguard and promote the welfare of children and investigate all child deaths in their area. Bichard Inquiry where a caretaker who was known to be a danger to children by one police authority, who’s vetting CRB check didn’t flag this up by another authority.This brought in the Safeguarding Vulnerable Groups Act 2006 which made a centralized vetting and barring scheme for people working with children. Working with Northern Irelands safeguarding vulnerable groups (NI) order 2007 and Scotland’s protection of vulnerable groups (Scotland) Act 2007 makes a robust system for vetting staff and barring people who are unsuitable to work with children across the whole of the UK. The Children Act 2004 made it illegal to hit a child if it causes mental harm or a lasting mark on the skin.Sexual Offences Act 2003 updated the legislation relating to offences against children to include grooming, abuse of a position of trust, child trafficking; this also covers offences committed whilst abroad by a UK citizen. 19. Female Genital Mutilation Act 2003 made it a criminal offence for Uk nationals or permanent UK residents to take or help take a girl abroad to carry out genital mutilation. The Criminal Justice and Immigration Act 2008 says people who commit child sex offences abroad, even if it’s not illegal in the country they committed it will still face prosecution in the UK.Data Protection Act Organisations holding personal data to keep it secure, use it only when needed and accurate and kept up to date. Child protection with in a wider concept of safeguarding All agencies, services and authorities not only have a duty to safeguarding children from neglect or abuse but to have a Staying Safe Action Plan enabling every child to enjoy safe environment wherever they spend their time. It’s vital that carers/staff have a good understanding of the risks to children’s safety.By having an up to date Safety representative making risk assessments on the venue and activities under taken, keeping them safe from accidents and promoting their welfare in a safe and healthy environment. An action Plan to safeguard from bulling, crime and in some beliefs forced marriages need to be in place. This affects the day to day child care working place by; All employees’ to be CRB checked and a duty to inform the Safeguarding Authorities if any staff or volunteer poses a threat to the children. 20.Staff must sign a confidentiality agreement, stating not to discuss or post any details of the children by word or internet to anyone except staff or local authorities if needed. Health and Safety with risk assessment made on the venue and activities taking place there. Have all windows and doors locked/secure so the children can’t get out and strangers can’t get in. Visitors to the venue can onl y be allowed in, if they are known/expected to staff and/or identification is shown. Visitors need to be signed in the visitor’s book and signed out again when they leave the building.Have a policy for the protection of children and arrangements to liaise with local safeguarding authorities Log all comments or incidents you observe and deem to be potentially harmful to establish a file, and contacting Social Services or Child Protection if a case is proving likely. Staff to be Qualified and appropriate training kept up to date i. e. First Aid, Health and Safety, Food Hygiene and Child Protection. All outings to be risked assessed, children to wear high visible jackets, the correct ratio of staff to children and a list of all children with contact details of their carer and consent for them to go on the outing.To hold all parent contact details and medical needs of all children. 21. To have a senior adequately trained member of staff to undertake all of the above. Inquiries an d Serious Case Reviews processes are required when a child dies and neglect or abuse is suspected or known to be a factor of the death and they are called in by the Local Safeguarding Children’s Board (LSCB) they involve all local Authority Children’s Services, Police, Health, School or any other agency felt needed. All involved services make a management review of its practices to see if any changes need to be made.An independent overview report is done which looks at the management reports and they make recommendations, they are commissioned by the LSCB. Ofsted are notified by the Local Authorities of all cases that lead to a Serious Case Review whether it a death or suffered harm as a result of abuse/neglect or there are concern/media coverage raised about a professional practice. The process used by my work setting regarding data information, information handling and sharing is they hold information on children in order to support their development, progress and pr ovide pastoral care and to assess how we are doing as a whole.The information consists of contact details, attendance, ethnic groups, relevant medical needs and any special educational needs. Sometime we are required to pass on data to Local Authorities; they will make an assessment of any special educational needs. Dept. Education and skills use the data for research and statistical purposes to allocate funds and improve education policy and agencies such as Ofsted they use data about progress, performance of children to help inspectors to evaluate the Early Learning settings and part of Ofsted’s assessment of effectiveness of 22.Education initiatives and policy and Qualification and curriculum Authority use information about children to administer national assessments such as the Foundation Stage Profile. At 5yrs assessment are made on all children and passed onto Local Authority. We hold information including, contact details, progress reports, relevant medical information , attendance and accident/injury records and records of observation and assessment of children’s achievement and development. Attached is a copy of our confidentiality policy and procedure.TASK B 1. Safeguarding children is important because far too many children experience abuse and/or neglect by their parents/carers. This is very sadly rising from 25,700 in 2003 to 26,400 in 2006 in England alone. 2. A person-centred approach is important as Every Child Matters so they can be healthy, stay safe, enjoy and achieve, make a positive contribution and enjoy economic well-being, having a national framework to aid the joining of all the services, to plan and meet the needs of individuals rather than a group.All children have the right to have their voices heard regarding plans and events in their lives as stated by the United Nation Convention on the Rights of the Child. 3. What is meant by a partnership working in the context of safeguarding children is people and agencies who ar e involved with the welfare of a child working with professionals such as Child minders, Health visitor’s, police, GP, Social Workers, School and local community. 23. 4. Organisation Role of organisationResponsibility Social Services Assessing children’s needs in the community.The wellbeing, protection and health . of the child NSPCC Identify and prevent child crueltyChild protection, ensuring an appropriate and speedy response Health VisitorAssess child development Health of the young child and work with . S/Services and Police and agencies GPHealth care to the communityGet the appropriate agencies involved and work alongside themProbation Support convicted people rehabilitate Supervise offender to reduce reoffending Protecting the public Police Criminal proceedings in Safeguardingto investigate any criminal offences. 24. School Educate young peopleMonitor the child and work with S/Service . and Child Protection Psychology Service CounsellingWork with the child and s upport them with issues regarding to the abuse Leisure groups i. e. (Scouts) Teach life skills/sportsWork with the Agencies involved and . o be trained in Child Protection. Child MinderTake care and look after young people To be trained in Child Protection so they can . Identify early abuse and work with other agencies Task C It is important to keep children protected in the work setting, as parent/carers intrust their children into your care to keep them from harm and they need to be confidant that their child is safe, failure to do so is a breach of professional values.There are policies that protect the child and adult who works with them. 25. Physical contact: Have clear policies on how to manage it. Young children need physical contact sometimes when they hurt themselves, fallen over etc. where a cuddle can help them to recover back to play, as well as medical help if needed. Too much can be easily mistaken and people have lost their jobs and reputations, you must always make sure you are clear at what is acceptable and have a clear open play area for all to see.With very young children and babies, intermit contact is used, such as nappy changing or wet clothes. Policies are there to safeguard you and the child, never do this with a door closed or out of sight of your colleagues. Photos: written consent from the parents for photos to be taken and used within the setting and their journals or publications/newsletters. Always get parents to sign to say they will only use photos/videos of the children i. e. concert and nativity for their own personal use and not to be put on the internet or social networking sites.CRB Checks: Are made on all staff to safeguard the children. Staff are in a position of trust by the parent/carer and the child. Children look up to and respect people in positions of trust, so think very carefully about your own behaviour and example you set. Listening to children can give you a lot of information and sometimes things of concern, if that is the case try not to agree to keep it a secret, tell them you will share it with your manager. Make sure you record all details and report it if you are concerned about their welfare. 26.Whistle blowing: If you have any idea of poor practice, whether it’s a colleague or manager you must report it and not ignore it. Approach another member of staff or managers tell them and put your concerns in writing with all the facts, make sure something is done. You have the right to be protected from the person you have raised concerns about (UK Public Interest Disclosure Act 1998) Outings: need to be risk assessed, outlining traffic danger, equipment, buildings and parks you’re visiting and the weather too and minimise or delete the hazard using control measures. I. e. walking in the street.Hazard: traffic and the child wondering off, so make sure you have the correct ratio of adults to children on an outing and to wear hi vis wear. The weather, a child getting wet or cold, so make sure you have the correct clothes. Steps can be difficult for young children so make sure they have adult help. Task D In the context of safeguarding children there are recognisable signs that can indicate abuse, neglect are taking place. Not all signs actually mean it is, for instance some African/Asian children can have dark blue like areas on their lower back and buttocks known as Mongolian Blue Spot.Darkened skin or birthmarks can be mistaken for bruising. One of the first signs is Emotional and behaviour rather than physical marks. Emotional Abuse is where love, acceptance and approval is not given and constantly been blamed or criticized. Signs of this can include low self-esteem, neurotic behaviour, hair twisting, continual rocking, self-harm, development delay or sudden change or problem with speech such as stammering, extreme 27. withdrawal or aggression. Emotional abuse is usually linked with neglect.Physical abuse is where a child is harmed or hurt by hittin g, beating with objects, kicked, shaken or thrown and can cause bruising, cuts, injury’s (broken bones) or even death. Signs of this can be wearing too much clothing trying to cover up, refusal to change for PE or take clothes off in the warm weather. Burns and injuries that are unexplained and reoccur, bald patch in their hair, frightened to be touched and shying or dodging back if approached and aggressive behaviour towards others and themselves. Look out for grasp marks on the body i. e.Arms, neck, chest, knees and shoulder’s, finger marks on their cheeks and outline of objects like belt buckle on their buttocks. Neglect is where a parent/carer doesn’t provide shelter, warmth, food that is nourishing, clothes and protection. Possible signs of this could include constantly hungry or stealing food the lack of normal body weight, poor personal hygiene and dress, untreated medical issues, poor or if any social relationships, constant tiredness and destructive ten dencies. Sexual abuse is when a child is persuaded or forced into taking part in sexual acts/situations.This ranges from being shown sexual images, being touch inappropriately, harassed by sexual comments and suggestions and forced to have sex. Signs of this can be sexual knowledge/behaviour far more ahead of their age, don’t like being touch or close to people or removing clothing for examination or PE at school, start to bed wet and soil day and night, withdrawn and not being able to concentrate, regressing to younger behaviour such as thumb sucking, become insecure, loss of appetite, trying to be over perfect, a sudden dislike to be left with someone (uncle, friend, babysitter etc. and drawing sexual images. 28. D2 Action Description 1. ListenListen carefully to what they say. 2. ReactionDon’t look shocked or ask leading questions. 3. CommunicateTalk at the child’s pace without pressure. 4. BelieveAccept what the child is saying. 5. AssuranceTell them they ar e right to tell someone. 6. Never PromiseNever promise to keep it a secret. 7. Never JudgeNever put the perpetrator down as they could still love them. 8. ReportReport it to your manager. 9. Log Write all the facts down. 10. AlertAlert the appropriate authorities.D3 Example of the rights children and their carer’s has in cases of harm/abuse. 1. The child has the right not to be subjected to repeated medical examination and questioning after an allegation of abuse be it physical or sexual in nature. 29. 2. Members of the family have the right to know what is being said about them and have an input to important discussions about theirs and the children’s lives. 3. Children have the right to have their views taken into account about their future and to be kept fully informed in processes involving them and dealt with sensitively.Task E Bulling: there are different types of bulling homophobic because of gender differences, racist due to different ethnic/religious backgroun d, disabilities where they might be in a wheelchair/callipers, special educational needs such as Autism etc. and electronic bulled via the internet/texting. This can be done physically by hitting, kicking, pinching and any violent threats. Verbally name calling, persistent teasing, spreading of rumours and insults/sarcasm. Emotional bulling is when someone is isolating by excluding and not talking to them, torment and humiliation.Cyber bulling is when information is used to cause upset and hurt to somebody by the use of the internet, mobile and technology. Any type of bulling can make a child or young person feel depressed, isolated, sad with a low self-esteem, shy, run away and even suicidal. Policies and Procedure Management have the duty to implement an Anti-Bulling Policy and ensure all staff is aware of it and how to deal with bullying. The manager ensures that all children begin to learn that bulling is wrong and unacceptable behaviour and monitor that it is being implemented. 30. The manager will ensure all staff is sufficiently trained to deal with incidents.Staffs take all forms of bulling very seriously and intervene to prevent incidents happening. A record of any incidents is kept on file and the manager notified. If staff witness an act of bulling they will do all they can to support the person or persons being bullied, if a child is bullied over a period of time after discussion with the manager, the parent will be informed. The pre-school will do all they can to help the child improve their behaviour and make them aware their actions are not acceptable. If the bulling persists the parent will be asked in to discuss this with the manager.Parents who might be concerned that their child is being bullied or suspect them being bullied, should contact the Pre-school manager immediately. Parents have a responsibility to support the Pre-school’s anti bullying policy and actively encourage their child to be a positive member of school life. Parents are also expected to help develop their child’s social skills, in support of the Pre-schools ethos. Story of Bulling A young teenage girl, who had buck teeth and a personal odour problem, enjoyed the internet and social network site as she didn’t have many friends and was a bit of a loner.Her family thought she was a computer whiz as she was very good at ICT so didn’t keep too much of an eye on her, as this was her only 31. Social thing she did. It was during the summer holidays she got a friends request from a boy at school, she accepted the request and started chatting. Over the next 6 weeks, he asked her to be his girlfriend as he had always fancied her, she accepted. They chatted for hours sharing some very intermit things and experiences, she was totally in love with him and he told her he loved her too. She was really looking forward to meeting up with him at school when they went back.On the first day of school they had arranged to meet by the water foun tain in the playground, when she got there she saw him standing waiting along with a large group of girls and boys laughing, calling her names and repeating some of the intermit things she had told him, she realised it was a horrible prank and she was devastated. Over the next few weeks she was so upset and got more and more depressed, not eating and totally shutting herself away and refusing to go to school some days saying she didn’t feel well, as the rumours spread and comments on the internet got worse.Her parents tried talking to her but she just said â€Å"she was fine† and they put it down to teenage and her period pains until one morning when they found her dead, she had taken an overdose and in her hand was a note to her parent saying â€Å"I’m sorry†. Looking back over this story the girl could still be alive if her computer access was monitored in an area open for the family to see. Her teeth could have been seen by an Orthodontic and she could have been taught about personal hygiene at home. School could have discussed this with her and if need be the parents as well.Encouraging her to join after school clubs could also have helped. The school should have noticed the signs of bullying and acted 32. upon it giving the girl support and reassurance whilst dealing with the bullies and explaining that their actions were unacceptable and how it affects people and how they would feel if it was done to them. School should have liaised with the family about their concerns. Task F 1. Giving young people/children praise and encouragement will help with their self-confidence.Teaching them to be more assertive while still respecting others needs and encouraging tolerance and cooperation between their peers and others will help boost children’s self-esteem. 2. It’s important to support resilience when working with children/young people because it helps them deal and cope with different situations, whether they are good o r bad as they get older and develop into young adults. 3. This can be achieved by the family giving the child love and stability, having a good and secure early attachment, a good sense of self identity. In the work place you could o this by helping them to act independently and to encourage them to try new and different things. 4. Children/young people need to develop strategies to protect themselves and make decision about being safe, as this teaches them what is acceptable behaviour and what isn’t. It’s very important they are comfy 33. with whom they are with, what they are doing and what is being done to them. You can support them with this by being approachable to talk too about their concerns and to be caring and reassuring as possible. Children need to learn how to behave in activities and the danger some behaviour has and the consequence it could cause.Road safety is also very important to teach children to keep safe. Educating children about the dangers that some adults pose and how to minimise them, including how to keep safe while they are using the internet/social network sites. Making them aware of the dangers of substance abuse and provide them with age related sex/relationship education including sexual health and safe sex advise and where they can also seek help if they cannot talk to you. 5. Ways of how to empower children/young people to make positive choices. 1 Teach young children about their bodies and how it works.As they get older explaining puberty and how their bodies are changing into young adults and to give them sex/relationship education including contraception/safe sex and sexually transmitted diseases and aware of other agencies that can help them if they need it. 2 Road safety you start when they are very young by holding their hands to cross the road telling them the Green cross code (copy of the code attached) teaching them to cross safely, then moving onto crossing with you without holding your hand, working to being able to cross on their own with supervision, until they can do it without adult supervision. 4. 3. The internet. When young children are using the internet they should have parental supervision and parental security put into place on the computer reducing the risk of assessing inappropriate sites. The computer should be in an open downstairs place where it can be seen (not hidden away in the child bedroom). Ensure you child isn’t using social network sites under age i. e. Facebook has a minimum age of 13yrs. and when they do use these sites, teach them to put their security settings on so only friends can view their age. Never to befriend someone they don’t know or give out personal details/photos even if they say they are the same age, as this could be a much older person grooming or trying to exploit them. These sites can also have the danger of cyber bulling, so give the child the effective advice of what to do if any of this happens. Always check what your c hild is assessing and who they are communicating to, even when they are older teenagers. Task G IssueRiskPossible consequences Being online 1Gambling sites flood the network.Addiction and crime to support their habit. 2 Exposure to violent material. They could imitate the violence seen. 35. 3Grooming/PaedophilesPhysical harm and psychological impact. Mobile phones RiskPossible consequences 1Bulling via textlow self-esteem, depression, self-harm, health if not eating well. 2Health It’s 5 times more likely of children developing cancer due to excessive useof mobile phone as children’s skulls are thinner so the radiation penetrates deeper. 3Pornography Exposure to sexually explicit material, become sexually active under age. AREAWAYS OF REDUCING RISK Social networking1. Safe security settings. 2. Only befriend/chat to people you know. Internet use1. Computer to be in an open area for all to see. 2. Parental controls 36. Buying online1. Make sure it’s a safe padlock ed site. 2. Buy from reputable companies; look for contact details and returns/delivery policies. Using a mobile phone1. Only talk and text to people you know. 2. Restrict the time children use mobile phones to reduce the amount of radiation penetrating.

People Abused Freedom of Expression in Using Internet Essay

The internet allows people to express and communicate with people around the world. It is not only a way to communicate, to share opinions and perspectives but also a source of information which every person could have an easy access. This information may or may not provide genuine idea for the reason of opinionated ways of expressing thoughts. This actually offers extraordinary opportunities for people who want to articulate an opinion about anything. According to Fisher, they can make their thoughts available world-wide more easily than ever been possible before. And today, the internet is becoming not only a site for people in sharing their thoughts, but also a location to disdain others, and to communicate dreadful messages. The internet also offers greater freedom that it has no exact rules in expressing personal thoughts. This freedom, allow people to be free to say whatever they want, placing an extraordinary priority on their own individual rights, frequently to the disadvantage of the right of other people. As said by Willard (1997), the net is a new frontier that offers a kind of freedom not generally formed in the real world. It is an environment where there is not only greater freedom, but where the laws rules, and social standards are not quite as clear or perhaps not quite as enforceable, as we have come to expect in other areas of our lives. She explains that there are people who maintain that they should have the freedom and right to use the internet in whatever way they choose, without regard for the maltreatment they may impose upon others. The power of the internet has broadened over the years since it has distended to include the internet connected devices. Most of homes, schools and even mobile phones today have already internet connectivity. The penetration of these technologies has become very easy for people to spread information for a short time. However, anyone with an internet connection can harass, embarrass, threat, and humiliate almost anyone else. As described by StopCyberBullying. rg, the act such as the threats of violence, hate speech, harassment, peer pressure, bribery, psychological abuse, and extortion are simple refers to cyber bullying. Furthermore, again pointed out by StopCyberBullying. org, that these offenses are occasionally committed by people impersonating someone else, anonymously, or under the deceptive outward appearance of a group, making accountability and preventability difficult. Since, these people feel they are invisible, because the hostility is not face-to-face. This leads them to say what they want online, that they would not usually say in a person and persecute an individual without a fear of having any outcome or consequences, particularly, when they do it using a secret name. Thus, from time to time, inflicting pain on somebody, gives them a boost in their ego. Another reason as stated by StopCyberBullying. org is revenge. People that are victimized may put into practice cyber bullying out of vengeance to get back others for making them unhappy. They may commence protecting themselves, only to find out that they enjoy being a cyber-bully. Also as indicated, periodically people do it for fun because they are tired and impatient and have too much time on their hands. Several also do it only for laughs to get attention and reaction to other people. These reasons proved that people abused freedom of expression while using internet. Social networking sites such as Facebook, Twitter, Tumblr, and Myspace were becoming weapons. They are being misused by the people to harm anyone.

The Battle of Peleliu in World War II

The Battle of Peleliu in World War II The Battle of Peleliu was fought September 15 to November 27, 1944, during World War II (1939-1945). Part of the Allies island-hopping strategy, it was believed that Peleliu needed to be captured before operations could commence against either the Philippines or Formosa. While planners had originally believed that the operation would only require a few days, it ultimately took over two months to secure the island as its nearly 11,000 defenders retreated into a system of interconnected bunkers, strong points, and caves. The garrison exacted a heavy price on the attackers and the Allied effort quickly became a bloody, grinding affair. On November 27, 1944, after weeks of bitter fighting, Peleliu was declared secure. Background Having advanced across the Pacific after victories at Tarawa, Kwajalein, Saipan, Guam, and Tinian, Allied leaders reached a crossroads regarding future strategy. While General Douglas MacArthur favored advancing into the Philippines to make good his promise to liberate that country, Admiral Chester W. Nimitz preferred to capture Formosa and Okinawa, which could serve springboards for future operations against China and Japan. Flying to Pearl Harbor, President Franklin Roosevelt met with both commanders before ultimately electing to follow MacArthurs recommendations. As part of the advance to the Philippines, it was believed that Peleliu in the Palau Islands needed to be captured to secure the Allies right flank (Map). Fast Facts: Battle of Peleliu Conflict: World War II (1939-1945)Dates: September 15 to November 27, 1944Armies Commanders:AlliesMajor General William RupertusRear Admiral Jesse Oldendorf1st Marine Division (17,490 men), 81st Infantry Division (10,994 men)Japanese:Colonel Kunio Nakagawaapprox. 11,000 menCasualties:Allies: 2,336 killed and 8,450 wounded/missingJapanese: 10,695 killed and 202 captured The Allied Plan Responsibility for the invasion was given to Major General Roy S. Geigers III Amphibious Corps and Major General William Rupertuss 1st Marine Division was assigned to make the initial landings. Supported by naval gunfire from Rear Admiral Jesse Oldendorfs ships offshore, the Marines were to assault beaches on the southwest side of the island. Going ashore, the plan called for the 1st Marine Regiment to land to the north, the 5th Marine Regiment in the center, and the 7th Marine Regiment in the south. Hitting the beach, the 1st and 7th Marines would cover the flanks as the 5th Marines drove inland to capture Pelelius airfield. This done, the 1st Marines, led by Colonel Lewis Chesty Puller were to turn north and attack the islands highest point, Umurbrogol Mountain. In assessing the operation, Rupertus expected to secure the island in a matter of days. Colonel Lewis Chesty Puller, 1950. US Marine Corps A New Plan The defense of Peleliu was overseen by Colonel Kunio Nakagawa. Following a string of defeats, the Japanese began to reassess their approach to island defense. Rather than attempting to halt Allied landings on the beaches, they devised a new strategy which called for islands to be heavily fortified with strong points and bunkers. These were to be connected by caves and tunnels which would allow troops to be safely shifted with ease to meet each new threat. To support this system, troops would make limited counterattacks rather than the reckless banzai charges of the past. While efforts would be made to disrupt enemy landings, this new approach sought to bleed the Allies white once they were ashore. The key to Nakagawas defenses were over 500 caves in the Umurbrogol Mountain complex. Many of these were further fortified with steel doors and gun emplacements. At the north of the Allies intended invasion beach, the Japanese tunneled through a 30-foot high coral ridge and installed a variety of guns and bunkers. Known as The Point, the Allies had no knowledge of the ridges existence as it did not show on existing maps. In addition, the islands beaches were heavily mined and strewn with a variety of obstacles to hamper potential invaders. Unaware of the change in Japanese defensive tactics, Allied planning moved forward as normal and the invasion of Peleliu was dubbed Operation Stalemate II. A Chance to Reconsider To aid in operation, Admiral William Bull Halseys carriers commenced a series of raids in the Palaus and Philippines. These met little Japanese resistance led him to contact Nimitz on September 13, 1944, with several suggestions. First, he recommended that the attack on Peleliu be abandoned as unneeded and that the assigned troops be given to MacArthur for operations in the Philippines. He also stated that the invasion of the Philippines should begin immediately. While leaders in Washington, DC agreed to move up the landings in the Philippines, they elected to push forward with the Peleliu operation as Oldendorf had begun the pre-invasion bombardment on September 12 and troops were already arriving in the area. Going Ashore As Oldendorfs five battleships, four heavy cruisers, and four light cruisers pounded Peleliu, carrier aircraft also struck targets across the island. Expending a massive amount of ordnance, it was believed that the garrison was completely neutralized. This was far from the case as the new Japanese defense system survived nearly untouched. At 8:32 AM on September 15, the 1st Marine Division began their landings. The first wave of LVTs moves toward the invasion beaches, passing through the inshore bombardment line of LCI gunboats. Cruisers and battleships are bombarding from the distance. The landing area is almost totally hidden in dust and smoke. US Naval History and Heritage Command Coming under heavy fire from batteries at either end of the beach, the division lost many LVTs (Landing Vehicle Tracked) and DUKWs forcing large numbers of Marines to wade ashore. Pushing inland, only the 5th Marines made any substantial progress. Reaching the edge of the airfield, they succeeded in turning back a Japanese counterattack consisting of tanks and infantry (Map). A Bitter Grind The next day, the 5th Marines, enduring heavy artillery fire, charged across the airfield and secured it. Pressing on, they reached the eastern side of the island, cutting off the Japanese defenders to the south. Over the next several days, these troops were reduced by the 7th Marines. Near the beach, Pullers 1st Marines began attacks against The Point. In bitter fighting, Pullers men, led by Captain George Hunts company, succeeded in reducing the position. Despite this success, the 1st Marines endured nearly two days of counterattacks from Nakagawas men. Moving inland, the 1st Marines turned north and began engaging the Japanese in the hills around Umurbrogol. Sustaining serious losses, the Marines made slow progress through the maze of valleys and soon named the area Bloody Nose Ridge. As the Marines ground their way through the ridges, they were forced to endure nightly infiltration attacks by the Japanese. Having sustained 1,749 casualties, approximately 60% of the regiment, in several days fighting, the 1st Marines were withdrawn by Geiger and replaced with the 321st Regimental Combat Team from the US Armys 81st Infantry Division. The 321st RCT landed north of the mountain on September 23 and began operations. A U.S. Marine Corps Chance Vought F4U-1 Corsair aircraft attacks a Japanese bunker at the Umurbrogol mountain on Peleliu with napalm bombs. US Marine Corps Supported by the 5th and 7th Marines, they had a similar experience to Pullers men. On September 28, the 5th Marines took part in a short operation to capture Ngesebus Island, just north of Peleliu. Going ashore, they secured the island after a brief fight. Over the next few weeks, Allied troops continued to slowly battle their way through Umurbrogol. With the 5th and 7th Marines badly battered, Geiger withdrew them and replaced them with the 323rd RCT on October 15. With the 1st Marine Division fully removed from Peleliu, it was sent back to Pavuvu in the Russell Islands to recover. Bitter fighting in and around Umurbrogol continued for another month as the 81st Division troops struggled to expel the Japanese from the ridges and caves. On November 24, with American forces closing in, Nakagawa committed suicide. Three days later, the island was finally declared secure. Aftermath One of the costliest operations of the war in the Pacific, the Battle of Peleliu saw Allied forces sustain 2,336 killed and 8,450 wounded/missing. The 1,749 casualties sustained by Pullers 1st Marines nearly equaled the entire divisions losses for the earlier Battle of Guadalcanal. Japanese losses were 10,695 killed and 202 captured. Though a victory, the Battle of Peleliu was quickly overshadowed by the Allied landings on Leyte in the Philippines, which commenced on October 20, as well as the Allied triumph at the Battle of Leyte Gulf. The battle itself became a controversial topic as Allied forces took severe losses for an island that ultimately possessed little strategic value and was not used to support future operations. The new Japanese defensive approach was later used at Iwo Jima and Okinawa. In an interesting twist, a party of Japanese soldiers held out on Peleliu until 1947 when they had to be convinced by a Japanese admiral that the war was over.

The injustice of Frankensteins actions Essays

The injustice of Frankensteins actions Essays The injustice of Frankensteins actions Paper The injustice of Frankensteins actions Paper Contained in the novel, Frankenstein, by Mary Shelly, is the twisted substance of greed, the character Victor Frankenstein portrays the element of control. Felling the need for this he builds an entirely new breed of creature, without thinking much for the consequences. During the time in which this novel was written, there was a great surge in the realms of science. Many new discoveries were made and scientists were taking more and more dangerous risks in the hope of opening the door on the unknown. In my view, Shelly had written this novel as more of a warning than a story. I believe that she was trying to impose responsibility upon the scientists for what it was they were meddling with and also to try and persuade them to think before they act. Shelly demonstrates these emotions through two characters, Frankenstein and the creation. Each character gets the opportunity to express their feelings and tell their stories in the novel. The first character that has the opportunity to tell their story is Frankenstein, in chapter 5. Shelly sets the scene with close attention to the weather, It was on a dreary night of November here Shelly is using pathetic fallacy to reflect the mood. The same is evident in chapter 11, when the creature is telling his story, It was dark when I awoke; I felt cold also These descriptions of the weather and the environment around them reflect their moods. Frankenstein feels worn down and tired as is reflected by Shellys use of the word dreary. The creature on the other hand feels cold and alone as reflected by dark and cold. This contrast shows us a big difference in their relationship. Frankenstein remembers the night as being tiring and an effort, the creature however feels a child-like sense of isolation, as if he was without love or companion, this is adverse to practical thought, one would normally perceive that Frankenstein would adore and love his creation after all the effort and hard work he had gone through to create him. Frankenstein spends much of chapter 5 talking about himself and only himself, I rushed out of the room, I had desired it, I had finished and I had created. The vast majority of his story begins each sentence with the personal pronoun, I. This gives us the impression that he is very self obsessed and does not give much thought to other events happening around him, in particular the creature. He describes the creature, How can I describe my emotions at this catastrophe but he never gives any thought to mortality or the aesthetics of the creature or the responsibility it will impose upon him. It is as if he feels the creature will owe him a life time of gratitude and service and that the creature will be his possession to command, this relates back to Frankensteins craving for power. This is much the contrary to the creatures account; he spends the bulk of chapter 11 describing his surroundings and what is going on around him. I gazed with a kind of wonder despite he still uses the pronoun, I in this quotation, he is describing the world around him and is not describing himself. It is also filling the creature with joy, much unlike the when Frankenstein describes the creature, His yellow skin scarcely covered the work of muscles and arteries beneath. One obvious similarity between the two chapters is that both characters are aiming to persuade and both use persuasive language as much as possible. Frankenstein uses it to justify his actions, Oh! No mortal could support the horror of that countenance whereas the creature uses it to provoke sympathy, poor, helpless, miserable wretch and I sat down and wept.

Sustainable Management Futures Assignment Example | Topics and Well Written Essays - 3000 words

Sustainable Management Futures - Assignment Example It had been evident that since many years researchers as well as planners have been struggling hard to define the concept of sustainable development. However, the definition has been too general. It can be said that the goals need to be quite specific and this might vary in order to reflect different conditions and national development policies across countries. The nation’s objective for the environmentally sustainable development plays a vital role in this regards (Hoole & Et. Al., 1995). Considering the definition of sustainability, there are three fundamental aspects namely employment and income generation, people participation and empowerment and conservation of environment and natural resources. The priorities set may be different while implementing each of these aspects and tends to express different attitudes towards nature, society and ethical decisions involved (Mansvelt & Mulder, 2002).  Ã‚   It can be evaluated that the challenges of the sustainable development f or the policy are quite different in comparison to other policy problems. The differences tend to arise from comprehensive nature of sustainable development and emphasis that is laid upon the welfare of the future generation. Differences may also arise from the emphasis provided to the sustainable development considering it as a process of change where the utilisation of the resources, the trend of the technological development and change as well as the direction of the investment are made consistent.... However, the definition has been too general. It can be said that the goals need to be quite specific and this might vary in order to reflect different conditions and national development policies across countries. The nation’s objective for the environmentally sustainable development plays a vital role in this regards (Hoole & Et. Al., 1995). Considering the definition of sustainability, there are three fundamental aspects namely employment and income generation, people participation and empowerment and conservation of environment and natural resources. The priorities set may be different while implementing each of these aspects and tends to express different attitudes towards nature, society and ethical decisions involved (Mansvelt & Mulder, 2002). It can be evaluated that the challenges of the sustainable development for the policy are quite different in comparison to other policy problems. The differences tend to arise from comprehensive nature of sustainable development a nd emphasis that is laid upon the welfare of the future generation. Differences may also arise from the emphasis provided to the sustainable development considering it as a process of change where the utilisation of the resources, the trend of the technological development and change as well as the direction of the investment are made consistent with the needs of the future and the present. It can further be revealed that the sustainable development policy needs to be based upon institutions and decision making structures leading to sustainable outcomes. Another important criterion for the sustainable development is that the choice of the policy needs to be guided by economic efficiency. The reason behind this is that if the criterion