Sex, Marriage, and Family: Revision Paper -- Essays Papers

Sex, Marriage, and Family: Revision Paper A marriage is a very special relationship that couples share. It’s a new level of love and an act of commitment. People get married for various reasons which include legal benefits, procreation, commitment and many others. A marriage provides legal benefits to couples that most other relationships don’t have. For example, if a person in a relationship dies, the spouse can collect the social security benefits only if they are legally married (Lamanna and Reidmann, pg. 260). The word â€Å"family† is a word that is loosely defined in today’s society. The U.S Census Bureau defines family as, â€Å"†¦two or more persons who share a household and who are related by blood, marriage, or adoption.† (Lamanna and Reidmann, pg. 5, pg. 259). There are two types of family: family of orientation and family of procreation. A family of orientation is the family that has raised the individual. The family of procreation is the family that is formed by marriage and by having children. Having a family is very important for a person’s development in society. Usually, a family shares the same value and is there for support when it is needed (Cowan). In society, the people that constitute marriage are the policy makers in our government. Unfortunately, marriage is a privilege and not a right. In some states, homosexuals are not allowed to get married (Lamanna and Reidmann, pg. 276). Although people in s...

Andrew Llyod Webber BIO :: essays research papers

Andrew Lloyd Webber was born on March 22, 1948 to William & Jean Lloyd Webber. Even at a young age, Andrew loved to make his own music. Andrew also had a great interest in inspecting ancient monuments around England. It and history were what many thought he would choose to do for a career. However, his Aunt Vi introduced him to the theatre, and under her advice started writing music of his own. In 1956, Andrew went to Westminster and started composing music for the school's plays. In 1962, Andrew won a Challenge Scholarship that reduced his tuition at Westminster. Andrew won another scholarship in 1964 to transfer to Oxford. Tim Rice and Andrew met in 1965 and consequently, Andrew dropped out of Oxford to pursue music with Tim. The first musical Andrew wrote (The Likes of Us) was a failure, but soon afterwards Joseph was created. The first showing was at Colette Court in 1968. Jesus Christ Superstar came next. In 1971, Andrew married Sarah Jane Hugill. Andrew and Alan Ayckbourn, in 1975, started work on a new musical, Jeeves. Jeeves was not a success and Andrew went back to Tim. Together they wrote Evita in late 1975. The next musical, was Cats. It was an incredible hit and beat A Chorus Line for longest running musical and highest grossing musical! Cats made Andrew rich and famous and ready to start a musical about trains. Starlight Express was created in 1984, the most expensive musical created up to that point. The same year, Andrew divorced Sarah Hugill and married Sarah Brightman. Andrew's next work was Requiem. It isn't a musical, but serious music for a Mass. Sarah Brightman sang the female soprano part. Andrew's next work, Phantom of the Opera also included Sarah. One of Andrew's most famous works, Phantom was created in 1986. Aspects of Love, Andrew's next venture, opened in 1989. Its intimate setting and songs were critically praised. In 1991, Andrew and Sarah decided to call it quits and on February 15, 1991, Andrew got married yet again to Madeleine Gurdon.

Hotel and Marketing Mix

B629- Managing 2: Marketing and Finance EMA Problem related to marketing mix and performance measurement By Yennifer Pereira (PI: A8407709) August 2012 Contents Word count: 2415 Section: 1. Description of my organisation 2. Description of the marketing mix 3. Identify, analyse and summarise a problem relating marketing mix 4. Solution 5. Identify, analyse and summarise a problem relating performance management 6. Solution 7. References 1. Description of my organisationTravelodge is budget hotel brand that was launch on the UK in 1985 and currently operates more than 450 hotels in Ireland, Spain and the UK. The company is growing very fast and is planning to operate more than 70,000 rooms, approximately over 1000 hotels by 2020 and be the biggest hotels operator in London by the 2012 Olympics. Around eight million people stay with Travelodge every year, booking the rooms online at the company’s webpage. The chain employs more than 6000 staff and is currently owned by Dubai inte rnational Capital which acquires the chain on 2006.I had been working in Travelodge for three years, working my way through from chambermaid, receptionist to assistant manager, currently been in position lest that 6 months and still learning the company targets and focus in the market. Currently Travelodge is undergoing their biggest remodelling in their hotels in order to gain back the customers lost to Premier Inn their biggest competitors in the low budget market, due to the poor quality in customer service and the quality of service in the previous years. . Description of the marketing mix Marketing mix is refer as creating the right product that will attract the attention of their customers and this can be done by creating the right product, at the right price, in the right place using the appropriate promotions. Travelodge uses the marketing mix technique on their daily basics as part of the revenue team to generate the savers prices that we use online.Travelodge proud itself from providing low prices and clean and fresh rooms to our main stakeholders which are our customers, but in order to achieve that they must have a revenue team in charge of controlling the prices and promotions put online according to the location of the hotel, time of year and other issues, our revenue team works in this by using the 7 Ps of marketing. To start of they focus in the: Product: Our product will always be de same in all the hotels a clean and fresh rooms Price: This is taking into consideration after the hotel is analysing depending the time of year, location, size and other features.For example to book a room in February during the week in Bournemouth will cost you if book in advance as little as ? 19 per night, the same hotel also book in advance for the same day of the week will cost you as much as ? 80, due to the location and the season, in the other hand if you book a hotel in Bournemouth town centre will normally cost you around 20% more that a road side hotel near Bournemouth. That is why is crucial to analyse all the perspectives before setting the prices.Place: This is crucial when planning the revenue of the hotel as a road side hotel will not be as busy as a city centre hotel, or a seasonal hotel is not as profitable in winter as a London hotel in the main shopping street in the same period. Promotion: Travelodge on the daily basic our coming out with promotions to encourage customers to stay with us, a good example of this is that if you book online or by phone on the day, you will get a 10% discount rather that booking direct over the desk.We also encourage guest to purchase food and beverages by always making sure we have promotions available. People: Travelodge focus on hiring the correct team to ensure that our customers has the best service as possible from the moment they book all the way to the moment they check out. This can only be achieved by providing the right training and developing the right skills to ensure customers receive the best customer service. Processes: Travelodge nsures that all our hotels provides the same process across all the company, by ensuring that customers are deal correctly, that layout looks fairly similar, that we provide same services across the hotels and that we always are providing the correct service. Physical evidence: This is the evidence that our customer sees when he comes into a Travelodge and sees that staff all in uniform, everything branded, currently this is our main problem that not all the hotels look the same due to the layout and most of then require a brand update. . Identify, analyse and summarise a problem relating marketing mix Identify Our main focus in Travelodge is pleasing our customers by providing affordable, clean and fresh rooms, but as Travelodge been open since 1985, is difficult to provide the same standard in every hotel, the main problem that we currently have is that our hotels look completely different due to the different refurbishment that we had have over the years, as Travelodge opens a new hotel a new trial runs in that hotel and is use for a few years.Currently when a customer walks into a room in Travelodge they never know what to expect as no all Travelodge’s look the same. Analyse As a customer you expect when you walk into a hotel that will look as similar to the other hotels of the same brand, but when a company has been open for more than 26 years is difficult to maintain the same standard across their hotels. Travelodge is currently having an issue with the Physical evidence in his marketing mix, which is affecting the corporate image in overall.This issue has arise due to cost issues, the company main target in previous years was to spend revenue in building and opening new hotel, as new building arise new refurbishment ideas follow, and different layout happen without been concern on the image and standardization of the brand. Even though Travelodge has been very good in maintaining a set a st rict rule about the advertisement provide in each hotel, all the leaflets and brochures were the same and similar supplier use, the actual hotels rooms due not comply with the corporate image. This in overall affects the perspective not only of the customer, but the staff members.This links with the concept that there are four critical areas of success, the customer perspective that if is currently no been meet, the internal process perspective which are no satisfying customer needs as we are providing in some cases old, out of date and damage rooms, the innovation and learning perspective, also no been accomplish as the repeats customers keeps using this Travelodge’s but no does not sees any improvement or change and the financial perspective which is also no been meet due to having to spend more money in opening hotels and not focusing on refurnishing the old ones.Summary To summarise the problem Travelodge has spend too much money focusing in building new hotels, that focu sing in the corporate image, due to the different layouts in rooms, location of hotels customers expectations are no been meet and this is affecting the perspective no only of their customers but also they employees. 4. Solution Travelodge has realise that this is a major issue and after 26 years has started to listen to our customers complaints and request to update the brand image and improve the rooms.Travelodge has decided to fight back and restructures the image of the company by spending ? 57 million pounds in refurbishment, which 80% of hotels should be completed by autumn, they are planning to change the room design by updating the colours, curtains, acquiring to of the range beds, updating the bathroom to a state of the art power shower, and repaint and redecorate all of the hotels in the company. 5. Identify, analyse and summarise a problem relating performance managementIdentify Travelodge Bournemouth Seafront is currently facing a major problem in performance that is aff ecting the hotel overall and is that due to a fall in cleanliness of the rooms we are receiving a considerable amount of complains on the daily basics that are affecting the way the customer sees the hotel, due to this issues are WYR is not as target by the company. Analyse Every Travelodge receives at the end of the month a scorecard in which it ill inform the hotel what is expected from us, there are targets sets on how many rooms are sold and how much is sold over the bar, but one of the most important things that we look for in the score card is the WYR (Would you recommend), this are the rating that are customers gives us after they have stay with us. Unfortunately there has been a significant drop in are WYR that is affecting us dramatically. SummaryAfter investigating and speaking with our customers we have draw to he conclusion that this is due to the poor standard of cleanliness in the hotel, this was due to the manager been promoted to a new hotel and the hotel had to run through a period without manager on site, due to been the period the hotel was all the time fully book resulting on the staff having to work 6 days a weeks or overtime during all the summer period and the housekeeping department did not have the amount of staff that was needed on the daily basics, as a result they had to clean everyday between 12 to 18 rooms plus there were many issues of not having the right equipment to work. To summarise the problem when the new manager took over he had to face with a big challenge, the performance of the hotel and the targets are not been meet. As a company we use a scorecard (figure 1) that helps us measure the performance of the hotel this divides the hotels into different areas and is clear for as to know that areas that we are failing from the scorecard, if we are doing well a green scorecard can be seen and if is moderate performance will be amber and bad performance will be show in red which is what we are facing in the WYR.Are WYR is spec ifying that room cleanliness is not what customers are expecting this is a result of the issues seen above but also poor management for the last few months as there is not set of measurements in place in the hotel at that moment to see or compare to what is a good room to what in reality we are offering, we did not have the appropriate budget to buy the materials that we require in the hotel or is not been manage appropriately in order to last the time that is require to last. In overall due to poor management during the last month as the consistent of the hotel cleanliness are not been meet and as there was not a manager to be responsible for the hotel or to set targets, the hotel performance drop. 6. SolutionThere are many solutions to resolve this issue the best way possible but it has to be a solution that will benefit the hotel performance and quick and effectively as possible so to improve I come out with a list of effects that can be taking place to start improving the cleanl iness of the rooms. The first issue that the manager should so is decentralise the hotel into areas and give different areas for the assistant managers to focus on, for example one to be responsible for food and beverage, one for health and safety and one for housekeeping area, with the manager overlooking all the department and making sure that everything runs smoothly.The assistant manager or person responsible in the housekeeping department will have to implement the following plan in order to success in the task set firstly is crucial to start by re training the entire housekeeping department in order for then to know what is expected of then and the standards that we need to achieve, secondly an order of products will need to be process in order for housekeeping to have the materials needed to clean the rooms and get the cleanliness up to date, retrain the staff in effectively using the products that they have available without wasting anything, next step will be to make sure t hat a set of task are in place of the linen porter such as cleaning the public areas and making sure that linen and materials are in hand to be use by housekeeping so they do not waste any time having to find then, extra cleaning activities must be set for housekeeper to carry out then every month that can be from a range of task such a kettle discalers, changing shower curtains, mattress protectors and making sure that all the rooms have all the high level dusted done regularly, to top it all daily room checks will have to be carry out by the managers, housekeepers and staff to make sure that every room that is given to a customer is clean as is expected not only by the customer but also by the company. If all of this issues are been done as instructed there such be a difference in the rooms in a short period of time that will help the WYR that in overall will help not only in getting a green scorecard but will make customers satisfy with their stay and willing to repeat their stay with us.Is important to notice that to be able to achieve this a considerable amount of money will have to be spend in getting all the cleaning materials that are require in order to turn around the state of the rooms and a lot of time will be needed to retrain all the housekeeping department in achieving the task but all the managers and hotel staff in making sure the correct rooms checks are carry out daily. 7. References Open University (2009) B628, Managing and managing people; OU: Milton Keynes. www. travelodge. co. uk B629 Understanding Marketing and Financial Information EMA Part 2 Activities and outputs (weeks 15-19) Week 15, Activity 1 Table 15. Advice on outsourcing parks and gardens maintenance operations |Problem identification |Outsourcing parks and gardens maintenance in order to be in | | |budget for the next three years | |Analysis (investigation) |The company has the option to either try to outsource or to | | |maintain the team they already have and try to save the money if | | |possible. Analysing what their currently expenses are and what | | |the company is offering then is better to outsource as the | | |company will run why all the extra costs if they are needed such | | |as extra staff, equipment and other materials. |Conclusion to the analysis (results of the investigation) |To conclude is a better idea to contract the maintenance company | | |for 3 years as they will maintain the same price for the three | | |years and the council will be already aware of how much is | | |expending | |The solution, listed as a set of SMART recommendations |It may take time to adapt to the changes to a new company and as | | |a result staff will suffer from downsizing and being transfer but| | |in overall will result in a profitable result for the council | Week 15, Activity 2 Activity 2- Comparison of absorption and marginal costing The major difference between one and another is that the marginal costing will take into consideration all the variable costs that take to get the product which as a result will always vary from the absorption costs as this will only show just the percentage that the person that wants to sell will want to add on MARGINAL COST = |VARIABLE COST DIRECT LABOUR | | |+ | | |DIRECT MATERIAL | | |+ | | |DIRECT EXPENSE | | |+ | | |VARIABLE OVERHEADS | Week 15, Activity 3 Activity 3- 1. Why organisations prepare budgets: To control better the resources they have and make the company profitable 2. Differences between direct and indirect costs? Both costs should be represented in the financial report to make a clear picture of the reality of the financial situation of the company 3. Fixed and variable costs?Fixed costs are those that will never change and variables can change at any time so is important to present both clearly in the financial reports Week 16, Activity 1 Activity 1 Smallville accounts The differences between creating a income and expenditure account rather that receipts and payments account is that the income and expenditure will explain all that goes on in the business including the loss and profits, will show any outstanding payments from creditors and provides a clear understanding of what is expend and in what areas as how much of the stock is being use. Week 16, Activity 2 Activity 2 Balance sheet for Musical instruments Business Sources ? 000 Resources ? 00 Owners capital 750 Fixed assets 970 Loan 500 Stock 300 Creditors 300 Cash 280 1550 1550 Week 16, Activity 4 Table 16. 2 Advice on maximising reported profit figure |Problem identification |Maximising the report profit figure in order to finish the end of| | |year with a favourable performance | |Analysis (investigation) Robin Williams the owner and chief executive of a catering | | |service business is interested in getting new assesses to his | | |company but in order to do that he needs to provide all the | | |information available to get the financial support he needs, his | | |purpose is to i mprove the financial report by either postponing | | |or going ahead with a few transactions, The focus of this report | | |is to provide as much support in order to make the correct | | |decision. | | |1. First transaction with is spend ? 50. 00 in advertising which | | |will increase in sales by 20% in the next financial year- Perhaps| | |way is a lot of capital that will be invested and will only | | |result in increase in sales for next year. | | |2. Take out goods for his own use- this has to be postponing as | | |will show a lost in goods and not an increase in income. | | |3. Sell goods in credit- this is a great investment as will show | | |in the financial report still as sales but in account. | | |4.Replace a motor van that will cost ? 6000, even though this | | |cost will be divided in 6 years it will still show an investment | | |of ? 1000 this financial year | | |5 . Purchase stocks at a lower price- can be done as will show | | |that we have that quanti ty on assets and has not been a loss to | | |the company. |Conclusion to the analysis (results of the investigation) |To conclude I think that by investing in purchasing goods for a | | |lower price, sell to a customer in credit will help his financial| | |report as even though he will losses in stock he will gain the | | |sales in credit and even though he will lose the capital that we | | |will use to buy stock, will increase his stock | |The solution, listed as a set of SMART recommendations |By making this changes and at the beginning of the financial | | |year invest in advertisement which will help him sell the stock | | |purchase at discount and buy a new van will provide him with a | | |very profitable end of year report and a target for beginning of | | |next financial year. | Week 17, Activity 1 1. Companies hold some assets in form of cash to be able to pay for the expenses they are incurred in the hotel, for example to pay for suppliers, pay bills and other expe nses 2. Holding too much cash in a business can be risky as it is not providing with any investment either in the bank or as stock for the business. 3. The costs of having too little stock is not making the business look very profitable and there is the risk that when stock is needed there is not any cash available to purchase what is needed for the business Week 17, Activity 3 Table 17. Solution to a working capital problem in my organisation |Problem identification |Working capital stock taking too long to be deliver | |Analysis (investigation) |Due to the policy that we have to order food products to be | | |deliver next day, confirmer delivery and process payment which | | |takes 30 days to be pay to the company, there are major problems | | |with the items that are not being deliver to the hotels as it is | | |taking too long for the company to get the payment and realise | | |which item has not been deliver | |Conclusion to the analysis (results of the investigation) |To conclude is crucial that a way is set in which the company is | | |aware of any item that has not been deliver in order to speed up | | |the process of redelivery | |The solution, listed as a set of SMART recommendations |Both companies must agree in the desire idea to resolve the | | |problem which is time consuming | |Strengths and weaknesses of the recommendations |Time consuming, staff needs to be re train which will be cost | | |effectively | Week 18, Activity 3 Financial performance For the hotel that I work for, is required a set of financial reports on the daily basics to be able to get the banking done. These reports consist on the daily trial banking which will explain in detail how much was taking on the daily basics on the different method of payments from example how much was taking in cash, visa, MasterCard, American express and also how much was taking as a prepay before the guest arrive in the hotel.The other report that we use and is very important for us is th e credit cards reports as we need to compare the credit cards against what is showing in the pdq slips reports that are printed 3 times at day at the end of any shift, this will conform that staff is taking the corrected amount of money and reporting it on the system that we use. Third set of reports that are use are the guest on house which explains to use how many guest are in house, which room number are the staying, rate pay and any extra packages, the vacant and occupy rooms which are the reports use in case of a fire and to conclude the arrival list with a list of the guest arriving, rate pay and any packages or special requested. Week 19, Activity 2 |Problem identification |Advice MD about ways in which he can restructure Spellman in | | |order to improve performance. |Analysis (investigation) |Currently Spellman is a very profitable company that focus on | | |buying and selling machinery for ice cream manufactures and also | | |is focusing in providing repairs to their m achinery. | | |The problem that they are facing is that there is one person in | | |charge of making all the decisions and coming out with all the | | |solutions, resulting in problems within the company as there is | | |de motivation, lack of product information and other issues. | |The best propose idea to resolve this problem is for the MD to | | |hire a group of managers that will focus in different areas of | | |the country, in order for every employee to have a manager to | | |respond to and get support, and this managers to have the | | |responsibility of making decisions and solving problems, in order| | |to improve the slow decision problem that the company face before| | |and provide the support needed. |Conclusion to the analysis (results of the investigation) |By having this group of managers available the MD will have more | | |time to focus in improving the business and will have to focus on| | |dealing with this groups of managers rather that all the compa ny. | |The solution, listed as a set of SMART recommendations |Is important to understand that this is a time consuming activity| | |that will require and investment to hire this managers and the | | |time to hire and train the correct staff, and will take time to | | |get the managers train correctly and aware of the business. | | | | |But this will result in staff motivation restore and customers | | |will get the support and solutions quicker. | Week 19, Activity 3 The critical success factors and key performance indicators for airline scorecard The balance scorecard is a strategic planning and management system that focus on the current business activities and compares this to the vision of strategic of the organisation, and it focus in looking at four different perspectives of the business and see how they are performing , this are the financial perspective, customer perspective, internal business process and learning and innovating.Focusing in Ryanair a low cost airline which operates with over 300 airlines with over 30 destinations, their strategic focus in having the low cost in the market and their entire major decisions and focus on this making this their success factor. In order to achieve this they had to take into consideration what do they customers expected for them as a company, which are a cheap, straight forward flight, as they are not expected to get any luxuries in their flights, another key performance indicators apart for their customers’ expectations, is the financial perspective which focus in making sure they are still been profitable, this is achieve by Ryanair by always cutting the luxuries and making sure everything is to their basics.For example charging customers for extra luggage, making sure they print their own boarding pass or pay the penalty which is up to ? 60, offering services such as seat selection and priority boarding for an extra charge, these techniques helps the company reduce costs and increase profits . Focusing in the internal business perspective this can be providing customer support when any issues arise and making sure that their flights are meeting their schedules and as innovation perspective Ryanair is very clever with this as they innovate by finding new routes for their customers and competitive prices in order to maintain market position. Week 19, Activity 4Hospital cancer unit performance indicators of each of the E’s Economy: One performance issues that I’m sure must be important is to maintain cost to certain quantity when referring to getting new beds or material because the other ones are too old, this affects the patient comfort and the staff will have to deal with this resources that can be unsafe to use due to no having a reasonable budget, another one is no having the resources to innovate the drugs, no enough financial support to investigate and get new drugs that can help their patients. Efficiency: Referring to using the minimum amount of reso urces specially when referring to drugs can affect the patient health and the time of recovery, also no having the laboratory services available due to maintain the performance measurement can affect the quantity of patients treated and the staff motivation.Effectiveness: No having the time or resources due to maintain the performance can affect the health of any patient, in the other hand no having the resources to hire and train staff that can deal and provide this treatment is very concerning Equity: Proving access to everyone is crucial, due to the lack of resources and staff this is not always possible and this affects many life’s, is crucial to provide the treatment as soon as possible and often as needed to the patients to be able to save as many as possible. Personally I believe that a performance indicator in a hospital should not be the amount of money spend in treatment, in drugs, in innovating new treatments, training staff or proving comfortable atmosphere to the ir patients but the amount of life’s save.

Psychology Essay

Outline and assess the use of experiments in social psychology drawing on the cognitive social perspective and one of the other three perspectives in the module (discursive psychological, phenomenological or social psychoanalytic). This essay will provide a description of the experimental method for both the cognitive social perspective and social psychoanalytic perspective. A compare and contrast will be given for the two perspectives in a critical evaluation as an approach to doing research in social psychology. The cognitive social perspective ontology is that, researchers view the person as a thinker in society. Thought processes are believed to have been shaped by and help create the world in which they live in. This perspective has to offer two approaches in the mainstream, social cognition and social identity. Social cognition views the person to be a cognitive miser thereby, being a social thinker and information processing. As a result forms limited opinions based on categorizing and prejudices. Social identity traditions gives emphasis to the socialised thinker whereby, ones’ cognitions are structured by group memberships located in a particular social system. The cognitive social approach follows a statistical methodology by which, researchers gather their results in the form of quantitative data to analyse. This is an experimental, social psychometric method. Researchers conduct studies in which they collect quantitative data and test theory based hypothesis using standard statistical techniques. The researcher’s primary tool is the laboratory – based experiment not confined to the field, such as, the classroom, work place, the crowd. The various techniques include, survey, questionnaires, case studies, and observational methods. As psychology takes part within the individual, this is the primary unit of analysis. The individual’s psychology is significantly affected by the social context. For example, attention to group memberships, inter group relations, a broader social structure that impinge on the individual. The approach is interactionist, which analyse the individual’s cognitions but, also appreciate the way in which these are structured by the social world they inhibit and helped to create. The social psychoanalytic perspective ontology is that, identity is formed psychically and socially in dynamic and inter-subjective relations with others. Human behaviour and consciousness are partly shaped by unconscious motivations. These unconscious motivations are frequently in conflict with conscious thoughts and intensions. Conflict is provoked by unconscious anxiety which is defended against through unconscious defence mechanisms. These defences play an important part in the construction of the individual, social, institutional, cultural lives. The social psychoanalytic approach follows a qualitative and interpretative methodology with the assumption that to understand social life, we need to understand how language is used and how the meaning is constructed. It also takes from psychoanalysis the notion that people are never consciously aware of what unconsciously motivates them or all the meaning of what they say and do. People are viewed as having unique biographies and identity that are made up of psychic defences that are partly developed from their social context. Many researchers explore the methods that people use to make sense of everyday life. For example, the use of narrative interviews because this allows research subjects to talk at length and freely as possible. Researchers seek to analyse contradictions and conflicts that arise from unconscious desires, anxiety and demands of the outside world. This is taken from applications such as, projection, splitting, and projective identification. The focus of analysis is the interconnections between the internal world of the psyche and ones’ understanding of their responses to the actions and on their external world. Meanings can only be understood in relation to a larger whole and a psychoanalysis is informed by the whole interview plus all other data collected in relation to the case, such as, the researchers field notes. There is no established psychoanalytic method because psychoanalysis is a clinical method and not a research method. Stanley Milgram 1963, (cited in Wendy Hollway, Helen Lucey, and Ann Phoenix) a pioneer in social psychology in the research of obedience to authority. Milgram ran a series of studies under different conditions to determine†¦ Milgram lead his subjects to believe that the studies were investigating the ffects of punishment on learning. The experimental subjects had to administer electric shocks to people whom they were unaware were actually his accomplices. The subjects were ordered to increase the voltage whenever the learner made a mistake. They were completely unaware that the electric shocks were not delivered, and that they were only lead to believe so. The subjects level of obedience were measured against a 30-point incremental scale of intensity of electric shocks delivered. The subjects received an ‘obedient’ status if they managed to deliver shocks throughout the experiment without refusal. However, if the reverse was true and refusal was encountered earlier on in the experiment, a ‘disobeyed’ status was granted. Results showed that even as subjects objected to administering the shocks as they heard pleas of distress, they still carried on after stern and insistent instructions were made. Milgram found that more than 60 per cent continued to administer the shocks at the higher end of the scale. As controversial as this type of research is especially of what is ethically acceptable today, Milgram found that the subjects were not negatively affected. He not only interviewed and debriefed the participants but, also introduced a follow up questionnaire a year later. The questionnaire confirmed Milgram’s assumptions that the participants felt positively toward the experiment (Milgram, 1974, cited in Wendy Hollway, Helen Lucey, and Ann Phoenix). By carrying out this type of research, Milgram has attached scientific authority to the phenomenon, ‘obedience to authority’. His research clearly demonstrates that people will obey authority even when they are aware of the distress and cruelty it may cause. Kurt Danziger, 1985 (cited in Wendy Hollway, Helen Lucey, and Ann Phoenix) agrees to a certain point that statistical methodology is effective in discovering a solution to problem areas. His argument is that statistical methodology is effective but limited. This is given that the context of a specific practical problem requires an unambiguous solution within limited confines. For example, in an experiment to investigate whether the surrounding of an individual interferes with their performance in the completion of a given task. The surrounding environment can be manipulated and the participant’s performance on the task can be recorded. The conclusion of the experiment is limited to the confines of the experiment and does not apply to any given situation outside of that. The experimental approach is useful in instances where it is difficult to find out what the true feelings of a given subject are. Colin Leach, 2005 (cited in Wendy Hollway, Helen Lucey, and Ann Phoenix ) conducted research into this area, in particular on the topic of Schadenfreude: pleasure felt at another’s failure. Schadenfreude is not openly expressed and can be difficult to detect. In this case, the experiment revealed hidden feelings by exposing causal relations and meaningful patterns among variables. Experiments allow the researcher to develop a model of the proposed processes and to test the implications of theories. This reveals what lies beneath the surface either what one does not wish to admit to, or is unaware of their unconscious thoughts and feelings which motivate their behaviour. The social psychoanalytic approach keeps the person more holistic rather than contextual. Therefore, techniques such as free association allow for the individual to uncover their deepest thoughts without restrictions or confines. For this reason, this type of approach is less intrusive compared with social cognitive approach in finding out what motivates an individual. The analysis of data, thereafter involve breaking down the material into themes and recognising a pattern. Hereby, is a chance to recognise any underlying motivations or unconscious thoughts and fears that is influencing the current behaviour. The social cognitive approach by comparison could be criticised for unethical considerations in their application to uncover the same data being unconscious motivations/thoughts. To conclude, the two approaches show how different perspectives will produce different knowledge due to the difference in which they frame their object of analysis. Experiments are good at revealing thoughts and feelings people do not wish to reveal or are unable to.

NCFE Level 2 Certificate for children and Young Peoples Workforce Essay

UNIT 1 1.1 Observe and record aspects of the development of a child or young person- All early years setting observe children everyday. There are many different ways of doing this. Knowing what to look for is important most settings will observe children’s development to see how they are doing in the following areas: PHYSICAL- Children’s physical development is about the way that they use their hands, move and balance and also manage skills such as kicking a ball. Most play involves physical development; you may be able to observe a child’s physical development as they are playing e.g. a child pushing a pushchair or a child playing football. COMMUNICATION AND LANGUAGE- Most children will talk as they play if they are using speech. Babies and toddlers might use body language or gestures to communicate with us. Children’s speech and language is important to their overall development. PERSONAL, SOCIAL AND EMOTIONAL- Quite a lot of information can be learnt about these aspects of development while children are playing. Observing children’s personal social and emotional development means looking at whether they have strong relationships and whether they enjoy being with others. Being with others is important for children. Even young babies show their happy while being with others and make eye contact. UNIT 1 1.2 Identify different observation methods and know why they are used- We observe children because we use the information we record to plan activities that are relevant for the child or change your setting in some way to reflect what you have learned about the children as a group to help them develop. There are different ways of observing a child for example: with yours eyes, your ears, or through planned activities. We also record the observation in different ways, i.e.- Focused observation- A focused observation is where you observe what a child is doing recording every detail, this helps record the development of the child and when linked with the EYFS we can identify what stage the child is at. Snapshot observation- A snapshot observation is where you witness a child’s development with your own eyes or hear it with your ears that was not adult led but child initiated. You will then record it and link it with the EYFS and then you could plan an activity that would help their development in that particular area. Daily diary- In my setting a daily diary record is kept of what a child has done through the day if the child was a baby it would include what time their feed was, what they ate and what time they slept and for how long. It would also include what the child has shown interest in that day and what activity the child was encouraged to be involved in. This is shared with the parent on a daily or weekly basis so the parents can see how the child is doing in the nursery. UNIT 1 1.3 Support assessments of the development needs of a child or young person- Once I have observed a child, I will then think about what I have learnt about the child’s development, interests or needs. This is done so that setting’s can plan activities and resources. I will think about what a child is doing in relation to the early year’s foundation stage. Confidentiality is very important, I must make sure that any information about the child cannot be seen by people that are not working with the child or do not have reason to see it. When I observe a child it is important that I stay as objective as possible, This means really focussing on what the child is doing at the time I am watching them and trying to forget what I may already know about them. [pic] 1.4 Suggest ways the identified development needs of a child or young person can be met in the work setting- There are many ways a work setting can be meet indentified development needs in children. They can reflect on the child’s interest and views, it is important to base our ideas around what we have seen the child doing and enjoying, activities to support a child’s development do not work if the child does not like them or are not interested. Providing a challenge will help the child to make progress, this means any ideas for activities must be exciting. Play is an important way of helping children to develop skills without realising it. They can also make sure that in the work setting all planning is flexible as a child may come in and not feel like playing or might have other ideas about what they would like to do, Also working with parents so they have consistency by doing the same at home as they do in nursery. UNIT 1 2.1 Carry out activities with a child or young person to support their holistic development- I have carried out an activity with three children ages 8 months-1year. I first planned the activity of what I would need and do, as you can see blow, while doing the activity I done observations on all three children but focused on my key child, this observation has also been included for you to see. After doing my activity I then sat down and looked at my plan and observation, I evaluated it and wrote down next step. Activity plan Type of activity: Holistic / Sensory. Activity: Exploring the treasure basket. Number of children: 3 focused on one child. Material needed: Treasure basket, Holistic objects. Activity: I will take three children; one would be my focused child. I will then sit them in a circle with the reassure basket and holistic objects in the middle. I will then encourage the children to explore and feel the different objects. I will also observe how they react and record it. 2.2 Record observations of the child or young person’s participation in the activities- Focused observation Child A has pulled a sponge out of the treasure basket, she starts to pull it with both hands, child A then holds the sponge in her right hand and starts to wave it about. Child A then reaches into the treasure basket with her left hand and starts to pull out the material, a staff member says â€Å"what’s this† and child A watches the staff and copies them with the material pulling it with both hands. Evaluation While doing my activity I done an observation on my focused child. Looking at my observation and what the child did during the activity I can see that child A likes to feel objects with her hands. Child A also learns by watching others and then copies them. My next steps for child A is to introduce sensory activities e.g. exploring mash potato as she could feel and taste at the same time. UNIT 1 3.1 & 3.2 Describe the different transitions children and young people may experience- Explain how to give adult support for each of these transitions- Children and young people may experience different transitions such as: 3.1 NEW SIBLINGS- When a child or young person’s parent’s have a new baby it could leave the older child feeling like they are not the baby anymore, they may feel jealous or even upset because they may not be getting as much attention as before, this could make the child start attention seeking, they may start acting up e.g. lying or not listening. 3.2 I can support a child if they are feeling this; I could try explaining to the child about the positive side to having a sibling, and would also empathise with the child explaining why they feel the way the feel. 3.1 TOILET TRAINING- This could make a child feel frustrated because he/she might not be able to tell you they need the toilet on time, or they may not recognise the signs. This will cause the child to have an accident and may then feel embarrassed. 3.2 I can support them by encouraging them to use their words to communicate to an adult. I could also use flash cards to learn the child what a toilet looks like and how to say toilet. I would praise the child when they go to the toilet e.g. verbally or using stickers, this will encourage the child to want to do it again to receive more praise. 3.1 MOVING AWAY- This could make the child frustrated because they are being torn away from either their favourite place or even their friends. When a child moves away they may feel lost or scared, lonely or even anxious this could possibly end in depression and make the child’s behaviour worse in nursery or school. 3.2 I would support a child or young person moving away by making the transition a happy experience, I would explain what is going to happen and when, then try and make them understand why it is happening. 3.1 STARTING A NEW SCHOOL- When a child moves school they may start to feel sad, upset or lost that they are leaving all their friends behind and may not see them everyday anymore, they might not understand why they are leaving. Moving school could make the child feel nervous because they do not know anyone and will have to make new friends, the child could feel anxious because they don’t know what to expect. This could make them feel shy and not want to go to school. 3.2 I can support the family in advance preparing them for the change. I can explain to the child what is going to happen so it’s not a big shock for them. I could suggest to the parent to take them to visit the new school setting so they know and recognise the surroundings they are going to. UNIT 1 4.1 Explain how a work setting can encourage children and young people’s positive behaviour- A work setting can encourage children and young people’s positive behaviour by: †¢ Following behaviour policy. †¢ Providing a simulating and challenging environment. †¢ Positive behaviour reinforced through praise and rewards. †¢ Having clear boundaries. †¢ Developing positive relationships. †¢ Meeting individual needs. †¢ Giving children choices. †¢ Having adult role model. †¢ Listening to children and valuing their opinions. †¢ Encouraging children to resolve conflict. †¢ Following plans for individual behaviour. 4.2 Demonstrate how children and young people are encouraged to engage in positive behaviour- As we are role models, we must always express positive body and verbal language and support rules. We should be confident and professional so that children will become self confident and express positive behaviour. Giving verbal praise and rewards such as stickers to a child’s positive behaviour will encourage them to continue this way. Rewards also go a long way in promoting positive behaviour in a child. We should always lead by example. We should use encouraging words, be approachable, understanding and show empathy in order to encourage positive behaviour. When there is a good relationship between the adult and child, and the child is behaving positively, the child receives lots of good attention. This encourages them to repeat the same behaviour. In the same way, if a child is behaving in a way where they will get negative attention, they normally want to change their behaviour so they can receive positive attention again. UNIT 1 4.3 Reflect on own role in promoting positive behaviour in children or young people- My setting has clear rules and boundaries that I will meet at all times. I will follow the behaviour policy within my setting, this will encourage positive behaviour. I would encourage the children to be kind with other people by maintaining a good environment. I will also meet the children’s needs and plan activities to meet those needs. I will set an example in myself and will always have and use positive behaviour, as I am a role model to them. I will reward the children that have showed positive behaviour through verbal or stickers to praise them. I would use encouraging words and make sure I provide a simulating environment. Also I will make them feel safe and secure when being left by parents. 5.1 Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person- By observing a child, I can see how the child is progressing. When I’m observing a child I will be looking for development in the seven different areas covered in the EYFS which are: P.S.E.D- Personal, Social and Emotional development. C.L- Communication and Language. P.D- Physical Development. L- Literacy. M- Maths. E.A.D- Expressive Art and Design. U.W- Understanding the World. Once the observation is linked with one of these areas I can then write my next steps and plan activities around that area that will aid the child’s development further. 5.2 Review effectiveness of own role in supporting the child or young person’s development- When supporting the child’s development, I will have observed the child looking at all the areas of the EYFS. I would have then linked it. After I would have wrote my next steps. This was effective because I can see what stage and in what area within the EYFS the child is at. I then planned an activity that would be challenging. This helped me to know what recourses I needed for the activity and also helped the child further their development in a fun and happy way. UNIT 1 5.3 Identify changes that can be made to own practice in supporting child and young person development- The changes that can be made in my setting are communication skills, time keeping and working with parents. This will help support the child’s development because these will help the child become more confident and have structure and routine while in the nursery this is important as a child will be unhappy and will not be able to learn if they don’t have these. UNIT 2 1.1 Describe the common types of fractures- A fracture is simply a broken bone. When a bone is broken, the nerves, blood vessels and muscles around the brake will be damaged as well. Often a fracture may not break the full bone in young children as their bones are more flexible than adults. This sort of fracture is sometimes referred to as a greenstick fracture. Fractures can be one of two main types closed or open. Closed fractures- This is the most common type of fracture, this is where the skin around the fracture does not break. Open fracture- This is where there is an open wound at the site of the fracture. Sometimes the bone sticks out of the wound; this creates a big risk of infection. Dislocation- A dislocation is where the bone separates from a joint, this can occur easily in children. Never tug or pull on a child’s arm or hand, and never pick them up by their hands or arms. 1.2 & 1.3 Describe how to manage a fracture or dislocation- You will usually be able to tell quite easily if a child has a fracture or dislocation. In children that are older they are likely to tell you that their arm or leg hurts. Alternatively, look for- †¢ Swelling around the injured area. †¢ Unnatural position. †¢ Open wounds or breaks around the skin. †¢ Tenderness. †¢ Loss of power / Ability to move. My role is to make sure I maintain the injured part in the most comfortable position while waiting for the ambulance. UNIT 2 2.1 Describe how to recognise and manage head injuries- A head injury can result in Concussion, skull fracture or cerebral compression. I would be able to recognise a head injury by the following signs: †¢ Swelling. †¢ Bruising. †¢ Nausea. †¢ Vomiting- on more then one occasion. †¢ A bump. †¢ Severe drowsiness. †¢ Blurred vision. †¢ Fits. †¢ Bleeding from any part of the head. †¢ Change in the type of cry of a baby. †¢ Difficulty in walking or talking. †¢ Being pale and sweaty. †¢ Pupils of the eyes uneven in size. †¢ Aggression and irritability. †¢ Clear or blood-stained fluid from the ears or nose. †¢ Changes in behaviour. †¢ Swollen soft spots on a baby’s skull. Often after a child has had a bang to the head they might just have a bump and feel dazed and will not need to go to the hospital. It is still important I monitor the child closely for about six hours after the accident, and be alert for any changes for a few days. I will inform and give clear instructions to the parents about what to look for after a bang to the head and encourage them to seek medical help if they are worried. Bleeding can happen straight after the injury or a few days later, or blood can build up slowly. If any of the signs of a head injury occur I would call for an ambulance and the child’s parents immediately. While waiting for the ambulance I would control any external bleeding by applying pressure with a pad, lay the child down, if the child is unconscious act as if there is also an injury to the neck, I will also make note of the symptoms e.g. vomiting, pupil size, how long the child has been or was unconscious for. Etc. 2.2 Demonstrate how to manage a suspected spinal injury- Spinal injuries are unusual in young children But can happen if a child falls from a height. It is very important you do not move or attempt to move the child as any slight movement can cause serious damage, including paralysis. I will steady and support the neck and head, and dial 999 for an ambulance. UNIT 2 3.1 Describe how to manage and infant and a child with foreign bodies in their eyes, ears and nose- There as many things that can get stuck in these places e.g. crayons, glitter and beads. Beads fit into these places incredibly well. When something is stuck up a child’s nose or ear, if there is enough sticking out to get a firm grip on e.g. a crayon, I will gently try to ease it out I will not touch it as the result will be it becoming further stuck in. If it is not possible to ease out I would simply call for the first aider to take the child to the nearest NHS walk-in centre or minor injuries unit. 3.2 Describe how to recognise and manage common eye injuries- Most children will manage to get foreign bodies in their eyes such as: Paint Dust Sand Eyelashes Glitter Fluff These sorts of things can easily be removed. I would sit the child down and put on a pair of disposable gloves. I will then Gently pull down the lower eyelid and any remove any visible foreign bodies with either a clean wet piece of tissue or a small piece of wet gauze swab. Yet if this fails to works I will pull the upper eyelid over the lower lid ad try to flush it out with tears. If it still remains in the eye I will then try to wash the eye with water by: Positioning the child’s head over the sink or bowl with their eye open, facing the bottom of the sink or bowl. Using a plastic cup try to pour water on the eye from the tear duct outwards. If none of this works and the eye is still red and the child still says it is painful I will seek professional help. UNIT 2 4.1 Describe how to recognise and manage chronic medical conditions including: sickle cell anaemia, diabetes and asthma- The most common chronic health conditions you may come into contact with are asthma, sickle cell anaemia and diabetes. Sickle Cell Anaemia is a genetically inherited condition and is common in children of an African-Caribbean heritage. Sickle cell anaemia is a blood disorder that red blood cells become distorted and can block vessels in the body. The signs and symptoms are lack of energy and being breathless also they would look yellow in colour due to jaundice and they would be in severe pain. Straight away I would consult a doctor and my line manager I would recode these symptoms and everything else in my accident book. I would also inform the parents. Diabetes is a lifelong medical condition. Most children who have diabetes will need insulin injections. If a child has too much or not enough insulin, they are at risk of getting hypoglycaemia (hypo attack) or hyperglycaemia (hyper attack). A child going into ‘hypo’ may be: drowsy, pale, sweating, confused, trembling or irritable. The child needs to balance the insulin by having sugar I can give this to the child directly in the mouth or a drink of orange juice for example. Usually the child will not need any more treatment and will respond quickly to sugars that are easily absorbed. A ‘hyper’ attack is caused by lack of insulin medical help is needed, I will call for an ambulance. A child going into ‘hyper’ attack may shows signs of the following: Very thirsty, drowsy, passing urine very often, have a fruity-smelling breath, vomiting, eventually become unconscious. Asthma attacks can be brought on by: exercise, stress, very cold air and pollen or dust. Asthma is caused by the airways in the lungs closing up. This makes it difficult for the child to take breaths. I would recognise this as the child wheezes and breathing in/out becomes more difficult. A child with asthma will usually use one or more inhalers to control it. They should a lways have their inhaler available at all times to help them deal with an attack. Often a child will use their inhaler before exercise. If an asthma attack is left untreated, a child can die. If a child is having an asthma attack I would make them comfortable. Sit them in a quiet area away from other children and seat the child in the position most comfortable to them. I will also help them to use their inhaler – usually a blue reliever. I will encourage the child to breath slowly, if the attack does not subside, then I’ll call for medical help. UNIT 2 4.2 Describe how to recognise and manage serious sudden illnesses including: Meningitis and Febrile convulsions- Meningitis- In most settings children may become ill during the day. Some cases the development of a high temperature, vomiting and a rash are just parts of mild illness. However, in a few cases they can be the start to a life threatening illness. If I was worried bout the child’s symptoms, I would seek medical help. Babies and young children can deteriorate very quickly. I would be able to recognise a child with meningitis by these common symptoms: †¢ Stiff neck. †¢ Reaction to light. †¢ High temperature. †¢ Headache. †¢ Bulging fontanelles in babies. †¢ Irritability. One sign of meningitis is a rash that does not fade under pressure, I would perform the glass test to detect whether the rash fades or not. A fever with a rash that does not fade under pressure is a medical emergency. If I suspect a child has meningitis I will call an ambulance immediately and inform the parents, while waiting for the ambulance I will stay with the child and make them feel comfortable. Febrile convulsions- I would be able to recognise a child with febrile convulsions as the child may be experiencing, loss of consciousness, a short spell of not breathing, heavy dribbling, neck and back arching, body rigid and shaking and heavy dribbling. I will perform the following to prevent the child from choking or injuring themselves: I will put the child on their side making sure the airway is open, I will clear any surroundings objects, if the child is hot I would help to cool them by opening a window or putting a fan on or I will remove some clothing, I would place the child in recovery position, also sponge the child down and if this is their first convulsion or does not stop after three minutes then I will dial 999 for an ambulance. UNIT 2 5.1 Describe how to recognise and treat the effects of extreme cold for an infant and a child- If body temperature drops to below 35 degrees, hypothermia will cause a slowdown in the working of the body and can lead to tissue damage and death. I will look for: – Low body temperature. – If the child is being sluggish or unconscious. I will treat the child who is suffering the effects of extreme cold by bringing tem into a warm room or close to a warm body, I will wrap the child in a blanket or coat, I would call for an ambulance and encourage them to drink warm drinks. 5.2 Describe how to recognise and treat the effects of extreme heat for an infant and a child- It is easy to recognise when a child is too hot, they may show signs of: heavy sweating, tiredness, feeling sick and generally ill, high temperature, rapid breathing, febrile convulsions in babies and small children. When the body temperature is over 40 degrees this can cause heatstroke and can result in brain damage or death. Heat exhaustion is more common in children, especially if they have been playing out in hot weather. It can be life-threatening if a baby or young child overheats. If this happens I would move the child out of the heat and give them plenty of water to drink, I would cool them by applying cool water or cool cloths, I would remove excess clothing then if there is no improvement, or if I suspect heatstroke I will call for an ambulance. UNIT 2 6.1 Describe how to safely manage an incident involving electricity- If there is an incident where a child has been in contact with electricity, the priority is to isolate the source. If possible I will switch the power off at the mains or master switch. If this is not possible I could get a wooden broom or chair and push the child well away from the electric source. I do not want to rush in to get hold of the child; this will result in me also being injured. 6.2 Describe first aid treatments or electric shock incidents- Exposure to electricity can stop the heat. If this is the case then I will start ABC: Airway. Breathing. Circulation, and call for an ambulance. The places where the electricity has entered and left the body may have burns that need first aid treatment of lots of cool water. But I will only give this after the power source has been switched off or the child has been safely removed. 7.1 Describe how to recognise the severity of burns and scalds to an infant and a child and respond accordingly- There are three factors that affect the severity of a burn or scald: – Size, witch it usually described as a percentage. The palm of the hand is about 1% of the body skin. – Location, a burn to the face, feet, hands or genitals are more serious. – Depth. Burns occur when the skin is exposed to heat or chemicals, for example fire, sunburn, friction, acid, bleach or garden chemicals. Scalds happen when the skin is exposed to hot fluids, for example boiling water, steam or hot fat. Burns and scalds are usually divided into three categories depending on how much damage they cause to the skin and underlying tissues. First-degree or minor burns are superficial and affect only the outer layer of the skin, making it red and sore. Second-degree or partial thickness burns extend below the surface of the skin. The skin looks raw and blisters form. Third-degree or full thickness burns damage the entire layer of the skin and underlying tissues to affect nerves, muscle and fat. The skin looks pale and waxy. First-degree burns can be recognized by slight swelling and redness. In second-degree burns, the skin looks red raw and blisters will appear. Black or waxy skin indicates a third-degree burn and that the burn is serious. Serious burns can cause shock. A scald in the mouth or throat, may cause swelling and make breathing difficult. Scalds are caused by liquids e.g. water or hot drinks. Burns can be caused by fire, electricity, the sun, chemicals or very hot materials such as metals. UNIT 2 7.2 Describe how to treat burns and scalds to an infant and a child- I would seek medical attention for any child with a burn that is: †¢ Causing serious pain. †¢ On the face or hands. †¢ A chemical or electrical burn. †¢ Deep or blistering. †¢ Accompanied by inhaling smoke or fumes. †¢ No larger than a postage stamp. First-degree burns can be treated at home and usually heal in seven to ten days. Second- and third-degree burns are much more serious and require medical attention as there is a risk of infection and shock developing. I would act immediately to a child who has a burn or scald; I would cool the burn with cold water- preferably under gently running water, for at least 10 minutes. I will remove any clothing that is not stuck to the burn. I would cover the burn with a sterile or clean dressing, or even a clean plastic bag; this will keep the air out of the burn. If there is any burn or scald on a baby or young child I will call an ambulance straight away. 8.1 Describe how poisons enter the body- Poisons can entre the body by being swallowed; for example cleaning fluids, tablets. Also be being breathed in by fumes and dust. Or it can entre the body through the skin e.g. fluids, powders. Here are some common examples of items that can be poisonous: Cleaning fluids can burn the mouth and digestive system when took if in unlocked cupboard. Sleeping tablets from unattended handbag can make a child unconsciousness and possibly result in death. Poison ivy plants can cause severe irritation and blistering to the skin. UNIT 2 8.2 Describe how to recognise and treat an infant and a child affected by common poisonous substances, including plants- Each poisonous substance will have a different effect on a child’s body, depending on what the poison is and how it has entered the body. When I find a child who I suspect has been poisoned I will look around for evidence like: †¢ Open drug containers. †¢ Open chemical containers. †¢ Unusual smells on child’s breath. †¢ Unusual smells, such as gas fumes. I would recognise if a child has been poisoned as they may show signs of: †¢ Vomiting. †¢ Pain. †¢ Burns around the mouth. †¢ Blisters or swelling. †¢ Drowsiness or unconsciousness. †¢ Severe rash or itching of the skin. I would treat the child by dialling 999 for an ambulance, I would try to find out what the child has taken, how much and when or what they have been in contact with and I will give my evidence to medical help. If the child is unconscious, I will check the airway and put the child in the recovery position. If the child has been poisoned by a poisonous plant I will rinse the skin under running water. 8.3 Identify sources of information that provide procedures for treating those affected by poisonous substances- UNIT 2 9.1 Describe how to recognise the severity of bites and stings to an infant and a child and respond accordingly- It is important I recognise when medical intervention is needed and make sure the child gets it. Most bites and stings are quite minor and just need cleaning or stings removing and reassurance. The most dangerous reaction a child would get from a sting or bite is if they are allergic to the sting or bite. Allergic reactions can develop very quickly. I would look for: †¢ Difficulty in breathing. †¢ Severe swelling at the site. †¢ Swelling of the face. †¢ Redness and raised rash. If a child had this type of reaction I would call for an ambulance immediately and inform there parents. Bites are usually easy to recognise. If a child has been bite I may see teeth marks or puncture wounds. Any cuts will usually be jagged. The bites also usually will have bruising with them, so I would see that the area is red and it may be slightly swollen. If I see the bite is badly bleeding or the child is seriously injured I will control the bleeding and call for an ambulance. But if the bite is not that serious I will wash the area thoroughly and apply a cold pact to the area to ease the swelling. I will also apply a dressing if there are breaks in the skin. I would recognise an Insect stings as the area would be red and may have mild swelling. Also the child would be complaining that it is painful and itchy. I would move the child away from any further risks of stings. I would check the area that has been stung and remove any sting by scrapping away from the area with my fingernail or card for example. I will wash the area well with soap and water and apply a cold pack to reduce any swelling and ease the pain. ———————– Support the assessment of children and young people Using the assessment framework Avoiding Bias Maintaining confidentiality

Russian Orthodox Icons Essay Example | Topics and Well Written Essays - 1000 words

Russian Orthodox Icons - Essay Example In each case the artefact has a clear and deliberate connection with Christian doctrine. The way the icon is constructed reveals its function within a Christian context: â€Å"The image is reduced to a minimum of detail and a maximum of expressiveness. The great majority of figures are represented with their faces turned towards the congregation, for the importance lies not only in the action and interaction of the persons represented, but also in their state, which is usually a state of prayer.† Ouspensky and Losskym, 1982, p. 27) The inclusion of the person looking at the icon is a particular feature of this art form, and it explains why so many believers developed a strong and intimate connection with particular icons. In the Russian Orthodox area there is has been particularly large selection of different icons available over many centuries, and this demonstrates how complex Russian religious experience has been. The icons in Russia are not just images: they are accompanie d by an inscription: â€Å"Without the identifying inscription there can, in general, be no icon, just as there can be no icon without the representation: worship is directed equally both to the image and the name.† (Uspenskii, 1976, p. ... .† (Ouspensky and Lossky, 1982, p. 37) As time went on, and the memory chain of tradition grew longer, special guide books or podlinniks were made, which recorded all the relevant saint’s days, and holidays, with specific colors and instructions for recording particular scenes and personalities. The Orthodox Church, more than any other branch of Christianity, has kept more faithful connections with the earliest Christian calendar, and the special services and saints days that belong to it. The icons all have their special places in the Orthodox annual rituals. From the second half of the 16th century the aim of the official Orthodox and Catholic churches to strengthen popular religiosity coincided with the demarcation and broadening of the sphere of religious art. (Tarazov and Milner-Gulland, 2002, p. 201) In the 17th century there was increasing attention to the ornamental function of the icon, and to the fashioning of elaborate frames, using craft skills rather than fi ne art skills. Because the Renaissance left Russia largely untouched, there was a continuation of medieval styles in the painting. In the 18th to the early 20th centuries there was a dramatic increase in the volume of secular craft icon painting. In this period there was increasing contact with the Western and the icon makers began to adopt Western styles. The features that now appeared in icons were â€Å"chiaroscuro, foreshortening, direct perspective and various illusionistic effects in general† (Uspenskii, 1976, p. 24) All of the most popular Western master painters from previous centuries were eagerly imitated, including Michelangelo, Leonardo, Raphael, Cranach etc. (Tarazo and

Civil society and religious figures in Saudi Arabia - literature review

Civil society and religious figures in Saudi Arabia - review2 - Literature review Example Finally, some see civil society as a loose public arena for deliberation and reason rather than ascription or inherited advocacies (Hermida, 2013; Karskens, 2008). Throughout the spectrum of definitions, the most salient characteristic of civil society is that it represents the interest and benefit of the general population. The definitions vary in terms of nature (bureaucratic and institutional versus grassroots), origin (government-established or spontaneously organised), and source of funding (government or private). The overlap with state bureaucracy and funding often raises the question as to the independence of civil service organisation. Arab monarchies generally see no problem with CSOs pursuing the civil goals of government, as government goals should be aligned with the people’s best interest (Bellin, 1994). Western countries on the other hand feel that CSOs must be a party separate from the government and free from intervention, in order to truly represent the welfa re of the public free from political interest. It is evident that the concept of civil society continues to remain ambiguous, and the particular meaning given to it shall be imbued with the context of the society in which the civil society organisation operates. 2. Soviet Union Democracy transformation in 1998 There are two notable aspects of civil society in the context of post-soviet Russia, according to Jagudina (2002). One is the â€Å"doubled† character of the Soviet public sphere, and the other is about solidarity through exchange of favours. The so-called double character refers to the co-existence of (1) a ‘rigidly regulated economic and social framework’ under Soviet leadership, and (2) the ‘dynamic disparate networks and local environments’ comprised of families, neighbours, colleagues, and close acquaintances. When the rigid political framework collapsed in the late 1980s, the public sphere evolved into a vacuum that was quickly turned int o a space where new informational technologies took over, fostering confrontation, ambiguity, and manipulation by clerics and activists (Jagudina, 2002). The other aspect is that of â€Å"solidarity through exchange of favours.† The aforementioned disparate networks of families and close associates operating beyond the range of the heavily regulated social framework, and provided reference points and communication channels for circulating information that were considered more reliable than official channels which towed the government line (Jagudina, 2002). This â€Å"traditional society† is comprised of â€Å"networks of solidarity based on primordial communities, kinship and patronage† (Roy, 2005, p. 1006). In the early 2000s, after the collapse of the Soviet regime, there eventually arose 250-300 organisations that perceived themselves to be the new burgeoning Russian civil society, springing from the underground networks that former operated under the radar o f the Soviet regulatory framework. Explicitly political, these organisations provided a critical voice in government by airing the grievances of the broad segment of the population. These organisations operate in an environment where mass media is unsupportive, state authorities are unresponsive, a general