Homework Assignment Number Two Essay Example | Topics and Well Written Essays - 250 words

Homework Assignment Number Two - Essay Example hn) is arrested and arraigned after a thorough investigationsculminating to seizing the flash drive from the library, the existence of an elaborate investigation leading to discoveries of evidence points to a legally conducted investigations, arrest, and preference of charges which points to due process. The exclusion rule here therefore, will concern itself with how the evidence was acquired rather than its prove for commission of crime. An illegal action by police to gain incriminating evidence is inadmissible as evidenced by Oaks (6). In the second situation, the police stop the suspect (John) for speeding, then they go ahead to seize the flash drive. Here, the evidence should be suppressed because the search is obviously illegalas it is circumstantial to the speed ticket. The evidence in the flash drive and the charges thereof would be excluded because the acquisition of it is illegal.Evidence collected in violation of the defendant’s constitutional rights is sometimes inadmissible for prosecution in a court of law. This in effect protects citizens from illegal searches and seizures.In conclusion therefore,the exclusionary rule is addressing itself to a mischief where law enforcers would carry unreasonable searches arbitrarily in breach of laid down rules and procedures governing such

Internal combustion engine Essay Example for Free

Internal combustion engine Essay ?1. The seven suspects who may have contributed to the failure of GM’s EV1 program are: a. Customers (guilty) a. i. Consumers wanted a three hundred mile range and eighty-five mile per hour speed on their electric cars but this was not plausible when running off of a battery. a. ii. When customers compare cars they don’t care much about the environmental risks they only care about the price, the miles per gallon, and the mileage range. Customers had a difficult time seeing the difference between regular cars and electric cars so there was not enough demand. b. Battery Technology (not guilty). b. i. Batteries were too weak to make the car go as far as consumers were hoping so they bought the less expensive gasoline vehicles that could go the desired distance. c. Oil Companies (guilty) c. i. Oil companies got very involved with electric cars because if everyone were to switch to battery operated vehicles, there would no longer being a large demand for gasoline. d. Car Companies (guilty) d. i. The GM car didn’t seem to be catching on and there did not seem to see a profit in electric or hybrid cars so they didn’t see it as effective to keep manufacturing the car. e. Government (guilty) e. i. Government officials did not approve of the electric car so they did nothing to assist General Motors in selling it. e. ii. President Carter supported clean energy but President Nixon cared so little about clean energy he had the solar panels taken off the roof of the White House. f. C. A. R. B. California Air Resources Board (guilty). f. i. Lloyd was elected chairman of the board four months before they got rid of the electric car and he persisted to demolish it. g. Hydrogen Fuel Cells (guilty) g. i. Hydrogen Fuel Cells seemed more appealing to consumers because Shell stations could provide hydrogen. g. ii. Hydrogen Fuel Cells had General Motors beat because their cars could travel 100-125 miles per fill up while the EV could only travel about 75 miles. Also, hydrogen cars have about three to four times more energy than a car running on batteries. 2. The suspect I feel is most responsible is the consumers because they only look at the simple facts; they couldn’t care less whether or not their car is destroying the environment. Consumers only care about the price, mileage, and miles per gallon of a vehicle which all lacked on the EV because car companies saw it fair to lose a bit of the â€Å"basic car features† in order to improve the environment. 3. The nickel metal hydride battery enabled the GM EV1 to have a real world range of 250 km and the Chevrolet S10 achieved a range of 110 to 130 km with full charge and can usually last for years on end depending on how many times you have to recharge the full battery. Today, nickel metal hydride batteries are commonly used for cameras, camcorders, cell phones, pagers, medical instruments, etc. An interview published last year in the Bulletin of Atomic Scientists said that there was going to be a new approach to photovoltaic thin-film production that would allow factories to make enough solar panels in a year to produce at least one gigawatt of electricity annually—roughly the scale of a nuclear power plant—at the price of coal. The argument for thin-film solar panels is that thin-film solar can actually be cheaper than one dollar a watt, low price solar panels are opening up new markets (which could lead to a surge in demand), and the fastest, cheapest way to meet that demand could be building thin-film solar factories, since you can build those factories for a third as much as silicon solar panel factories. Although this seems beneficial, the main arguments against thin-film solar panels are the cost of everything else that goes into the final cost of solar power (including installation costs, which are now higher than the cost of panels themselves), you can save much more money if higher efficiency solar panels are put in because the company would have to buy less panels, and thin-film solar panels are actually less efficient than silicon ones. Because of the strong points of the argument, I do not think that putting in thin-film solar panels is worth the trouble when time and money could be saved with more efficient panels. 4. The goal of Plug in America is to get Americans to switch to a car that uses clean, affordable, domestic electricity for some or all of its energy. The best way to reduce carbon emissions is to utilize the ever cleaner, greener, more renewable grid to power transportation. Only grid-rechargeable cars can attain the end goal of zero-emissions and ensure fuel price stability. Plug in America works with General Motors, Nissan, and Mitsubishi all of which sell electric vehicles. The main Plug in America is based out of San Francisco, California. Around 2005, all of the major automakers planned to call back their leased electric vehicles (which were only available in California) and crush them. A group of drivers formed to stop them and wanted to buy the cars they had been driving. They were unsuccessful with the GM EV-1; this was the subject of the movie Who Killed The Electric Car. But GM did not crush the S-10 pickups, and the protestors saved half of the Toyota RAV4-EVs. Plug In America then kept up a continuous campaign to convince automakers that there is demand for electric vehicles, and that they should build them instead of crushing them. There are now several electric vehicles in the marketplace, and by the end of 2012 there will be dozens of models. Plug In America no longer needs to protest; instead they now consult with the automakers and offer training to auto dealers. 5. The newest electric cars are: a. The 2013 Smart fortwo electric car couple/convertible a. i. This car is available in select dealers across the country. a. ii. This car gets 122 miles per gallon equivalent (1 gallon of gasoline=33. 7 kW-hr) in cities and 93 miles per gallon equivalent on highways.a. iii. Over a five-year span, someone with a Smart fortwo electric car would save about $8,750 because the annual fuel cost is only $600. a. iv. The driving range of this car in is 68 miles. b. The 2013 Scion iQ EV b. i. There will be approximately 90 iQ EVs available for fleet and car-sharing applications at select dealers across the country. b. ii. This car gets 138 miles per gallon equivalent (1 gallon of gasoline=33. 7 kW-hr) in cities and 105 miles per gallon equivalent on highways. b. iii. Over a five-year span, someone with a Scion iQ EV would save about $9,250 because the annual fuel cost is only $500. b. iv. The driving range of this car in is 38 miles. c. The 2013 Honda Fit EV c. i. This car is available in California and parts of Oregon c. ii. This car gets 132 miles per gallon equivalent (1 gallon of gasoline=33. 7 kW-hr) in cities and 105 miles per gallon equivalent on highways. c. iii. Over a five-year span, someone with a Honda Fit EV would save about $9,250 because the annual fuel cost is only $500. c. iv. The driving range of this car in is 82 miles. d. The 2013 Fiat 500e d. i. At this time, this car is only available in California. d. ii. This car gets 122 miles per gallon equivalent (1 gallon of gasoline=33. 7 kW-hr) in cities and 108 miles per gallon equivalent on highways. d. iii. Over a five-year span, someone with a Fiat 500e would save about $9,250 because the annual fuel cost is only $500. d. iv. The driving range of this car in is 87 miles. Since the ranges of these electric cars are actually quite good, I would be able to drive an electric car in my daily life. On average, I don’t drive very far but for days I do I think I would need to have a gasoline powered car that can be refilled quickly and easily at a gas station. At night, I would just have to plug my car in so that it could be fully charged in the morning and it would be sufficient enough to get to school and work. 6. The arguments for and against electric cars are: a. One criticism of electric cars is that they often just replace one source of carbon pollution with another. Instead of a combustion engine that burns gasoline, you get a plug-in vehicle that depends on electricity from burning coal. All in all, electric cars still look pretty good in comparison, especially since they’re not burning any gasoline and putting additional carbon in the air, but it looks like it’s not, strictly speaking, true that â€Å"It takes more electricity to drive the average gasoline car 100 miles, than it does to drive an electric car 100 miles. † This probably explains why Nissan abandoned its sticker. The energy comparison still looks positive for electric cars, but the talking point isn’t nearly as neat and clean. b. In order to support large numbers of electric cars there will have to be an infrastructure built where these cars can be recharged. Although, even with charging stations, an electric car can take up to eight hours to fully charge and this is quite the inconvenience for people traveling. The idea of a â€Å"swop† has been presented where the driver gives in their used battery for a battery that is fully charged but doing this could cost the government a lot of money. c. Yes, the batteries that power electric cars (and hybrids, for that matter) can be recycled. For decades, lead-acid batteries powered the few electric vehicles that were on the road. The latest models, with their lighter weight and longer range, use lithium-ion batteries, just like laptops and cell phones. In either case, the batteries that power electric cars can be recycled. When the battery packs in a lithium-ion-powered vehicle are deemed too worn out for driving, they still have up to 80 percent of their charge left. So before they ever get to a recycling center, these batteries are used to prop up the grid, especially alongside energy sources that may not be quite as steady, like wind or solar power. The batteries can store power to help the flow of electricity stay on an even keel rather than ebb and flow with the weather. An electric car battery is costly, but can last as much as 100,000 miles. They usually come with a 10 year or mileage limit warranty. Sources: http://www. greenbatteries. com/nibafa. html#How%20many%20times http://www. pluginamerica. org/ http://www. fueleconomy. gov/feg/evnews. shtml http://www. wlv. ac. uk/default. aspx? page=31209 http://www. howstuffworks. com/can-electric-car-batteries-be-recycled. htm http://www. technologyreview. com/view/512746/dont-count-out-thin-film-solar/

Four Basic Principles That Underpin Construction Projects Economics Essay

Four Basic Principles That Underpin Construction Projects Economics Essay Construction economics like pure economics, its mainstream equivalent is concerned with the allocation of scarce resources. This is far more complex that as it first appears. Many of the worlds resources (factors of production such as land, labour, capital and enterprise) are finite, yet people have infinite wants. We are therefore faced with a two-pronged problem; at any point in time there is a fixed stock of resources, set against many wants. In an attempt to reconcile this problem, economists argue that people must make careful choices, in terms in construction choices about what investments are made, how these are constructed and on whose behalf. Construction is greatly dependent on the changes in the UK economy, and particularly on those which are the direct result of the government policy. Construction output is a response to the demand for buildings, and this is result of derived demand for other products and service. Variations in the Gross national product will, in this way, influence the demand for construction work and the associated level of employment. There are four basic principles that underpin construction projects; supply, demand, markets and types of business. Supply The word supply used in economics is normally defined as; the total amount of good or service available for purchase; along with demand, one of the two key determinants of price. This definition states that supply can be calculated by looking at the demand. Supply can also be affected in many ways the main one being demand. However there can be other factors that can affect supply as well, it could be the price of other related goods for example; paper is made from trees, therefore a tree would be considered a related good to paper. If the price of harvesting a tree increases the supply for paper will decrease. The line marked S is the supply curve. The curve depicts the relationship between two variables only; the price and quantity supplied. The supply curve can also shift left or right if there is an increase of supply for a certain product of service, it will increase the quantity and reduce the price. A change in supply refers to a change in behaviour of sellers caused because a factor held constant has changed. As a result of a change in supply, there is a new relationship between price and quantity. As the supply has changed or shifted to the right, we can see that the quantity has increased but the price has decreased. Supply must always be looked at when beginning a construction project, for example if the supply of housing has decreased there would be no point in purchasing a house for refurbishment and selling it on as the demand would have also decreased. Therefore when beginning a project, the related supply should be checked carefully and the project should be started at the estimated time of equilibrium. Demand The word demand is used widely through out the economics world and it simply means; desire, a desire for someone to own a good or service also having the ability and willingness to pay. Just like supply there are several factors that can affect demand the main one being supply. However there are other factors that can also affect demand this can be the price of related good or even income. The more income a person gets it is more likely that they will buy something. The preference of a certain good can also increase demand, for example if a large amount of people prefer a pair of jeans over a pair trouser then the demand for jeans will increase and the demand for a pair of trousers will decrease. The red line shows the demand curve. The curve is two dimensional and depicts the relationship between two variables only; price and quantity demanded. Looking at the diagram on the right, we can see the red demand curve, there is a shift to the right, this tells us that the demand has increased; therefore supply has increased along with the increase of price and quantity. For example, there would be a sudden demand for pancakes on Pancake Day, because of this the supply will increase, the price and quantity will also increase. Elasticity of demand can be defined as, the responsiveness of quantity demanded to a change in price. (John Sloman, 2003, page44). If the price elasticity of a product is known then predications can be made on the effect of price and quantity for a supply curve. The size of change in supply and in demand can be calculated for comparison. It is measured in percentage. This graph shows three constant-elasticity demand curves. D1 is a vertical curve; the quantity does not change if the price changes, therefore it has zero elasticity. D2 is a horizontal curve; this is infinitely elastic. Any price below P0 gives an infinite demand and any price above gives a demand of zero. The curve D3 if unitary elastic, this means when there is a given percentage change in the price of the good it will result in an identical percentage change in the quantity that is demanded. In terms of a construction demand is very similar to supply, for example after completing refurbishment works on a house, it should not be sold immediately. It should be sold at a suitable time; it should be sold when the demand is high. The reason for this is, when the demand for housing is low the price of the house will decrease, and when the supply increases so does the price. Markets A command economy is where supply is controlled by the government, they decide what type of good and services are needed and decide how they are distributed. A free market economy is all allocation of scares resources is determined by supply and demand. There is no control from the government, and there is free trade without any major problems. A mixed economy has the best of both; there are parts of the command economy and parts of the free market economy, a mixed economy is an economic systems that allows for the simultaneous operation of publicly and privately owned enterprises. Depending on the type of market there is a construction project can be affected in many ways. For example a command economy will just build houses if they are needed, they will sell house if they need to be sold, and there is little room for choice. A free market will build entirely out of will; if it is needed then it will be built. If someone has the desire and the correct funds to build a house, then they will. And if someone wishes to purchase a house, they will agree an amount and pay it off. As above a mixed economy is the best of both, however in many circumstances the price for housing price does rise and fall. But, anyone person can build at their own will, but they will need planning permission. Types of Business There is a large extent of business structures they all have different purposes but all have the same goal to be successful. The types of business are; a sole traders, partnerships, public limited companies, private limited companies, housing associations, non-profit making organisations. A sole trader is; an individual owns and runs their own business without the need for employees. For example this could be a small corner shop. A partnership is; there are two or more people working together to make a profit. The partners together own the business and normally share out profits equally between each other. This could be a small/medium sized grocery store. A public limited company (legally abbreviated to plc with or without full stops) is a type of limited liability Company in the United Kingdom and the Republic of Ireland (and other jurisdictions where companies law is derived from English law) which is permitted to offer its shares to the public. For example Natwest bank is a public limited company. Housing Associations provide housing, they are more commonly known as Registered Social Landlords or RSL for short. They function as a normal business and any profits that may be made a put back into the business, so it is a non-profit making business. An example of a housing association is London and Quadrant housing trust. Non-profit making organisations tend to help the local area or community and all surpluses are not distrusted but it is put back into the company to help it grow and achieve its goal. When the recession hit the UK the supply and demand for housing were affected. Banks were not lending money for people who wanted to buy houses and many people were not interested in buying at all, as interest rate were too high. Therefore the demand for new housing dramatically decreased as a consequence the supply also decreased. Scarcity Scarcity is the fundamental economic problem of having seemingly unlimited human needs and wants, in a world of limited resources. It states that society has insufficient productive resources to fulfill all human wants and needs.  [1]  Certain goods are likely to remain inherently scarce by definition or by design; examples include land and positional goods such as awards generated by honor systems, fame, and membership of elites. These things are said to derive all or most of their value from their scarcity. This can be a large problem, many thing in the world are scarce this includes land, food, and other resources. For example land is a scarce resource as there is only a limited amount available, but it is always in demand. Also, scarcity can affect many things in construction for example raw materials are a scarce resource as it is always in high demand. Raw materials are sold in what is called the factor market. This is because  raw materials are factors of production alon g with labour and  capital. Raw materials are so important to the production process that the success of a countrys economy can be determined by the amount of natural resources the country has within its own borders. A country that has abundant natural resources does not need to import as many raw materials, and  has an opportunity to export the materials to other countries.  [2]  Timber being a raw material, is a very scarce resource as the amount of time taken for it to grow is not quick enough for the ever growing human demand. Task 2 The construction industry is heavily reliant on borrowing money to complete many projects. Many people can not afford to pay off a construction project completely. Hence, when the rescission hit the United Kingdom it had a large affect on it. Banks could not afford to lend any money that would go towards constriction projects; from this moment on the construction industry is still suffering as clients can not get hold of necessary funds to pay off the contractor. Due to the downfall of the construction industry the housing industry has also declined as a result of this. Office for National Statistics modelling suggests that the sector declined by 0.7 per cent in the first quarter of 2010, following the 0.9 per cent fall in the final quarter of 2009. UK GDP as a whole rose 0.2 per cent in the first quarter of 2010, the same data revealed. The weak data suggests that the brief growth period in mid-2009 was a false dawn as the construction sector has lagged behind ever since. Most predictions had suggested that 2010 would see further decline in construction, however, with many predicting falls of around 5 per cent this year to add to the double digit declines of 2009. While the reasons for the further contraction in the sector were unclear, some surveys have suggested there is lower spending in the public sector as projects are delayed in the run up to the election on 6 May. The rate of growth in the whole economy of 0.2 per cent is a slowdown f rom 0.4 per cent growth in the final quarter of 2009.  [3]   The UK government has plans for public spending and it is hoped that these will include major construction projects, such as roads, schools and other public buildings. This would help the construction industry and those companies that supply the construction industry to ensure continued employment for many. Construction accounts for about 6 per cent of the economy, but analyst said that, despite its modest size, the rapid deterioration in the sector does not bode well for the economy, particularly following poor manufacturing figures last week.  [4]   Quite simply the main economic problem in construction is the fact that no one wants to build anything, because they can not build anything if they have no money. When a construction project commences the client needs to get a hold of enough funds to be able to complete the project. Since the recession many construction projects have been put on hold, the reason for this is that bank were reluctant to give out any loan and any loan that they did give had very high interest rates, as a result of this many people were put off to even consider taking out a loan. Hence many people have been made redundant as companies could not afford to keep them employed. As more and more people became redundant, people became competitive, to try and fight for their job. Only after the recession can work go back to normal, but it will take time for construction projects to go back how they were as construction projects are very expensive, and many of them are based on credit or loans given out by banks or other similar sources. The term business cycle (or economic cycle) refers to economy-wide fluctuations in production or economic activity over several months or years. These fluctuations occur around a long-term growth trend, and typically involve shifts over time between periods of relatively rapid economic growth (expansion or boom), and periods of relative stagnation or decline (contraction or recession). These fluctuations are often measured using the growth rate of real gross domestic product. Despite being termed cycles, most of these fluctuations in economic activity do not follow a mechanical or predictable periodic pattern.  [5]   Construction activity in the UK continued to decline in Q1 2009, but at a marginally slower pace than in Q4 2008. The net balance of surveyors reporting a decline in activity increased from -47 to -45. All sectors experienced declines in workloads, although such declines moderated in the private and, particularly, the public housing sectors. Private industrial and private commercial workloads continued to fall at pretty much the same rapid pace as in the previous quarter. Meanwhile, declines in infrastructure workloads accelerated and public non-housing workloads resumed their decline having increased in the previous quarter. Private housing workloads continued to fall sharply Q1 2009, but a slower pace than in Q4 2008. Workloads fell at a slower pace in the South West, the Midlands/ East Anglia region, the North, Scotland and the London/ South East region. In Wales, workloads continued to fall at the same sharp pace as in the previous quarter. In Northern Ireland, private housing workloads fell at slower pace. Public housing workloads continued to fall, but only mildly. Workloads increased in the Midlands/ East Anglia region, they stabilised in Wales and they fell elsewhere. In Northern Ireland and Scotland, the pace of decline in public housing workloads picked up sharply.  [6]   Capital costs are costs incurred on the purchase of land, buildings, construction and equipment to be used in the production of goods or the rendering of services. In other words, the total cost needed to bring a project to a commercially operable status. However, capital costs are not limited to the initial construction of a factory or other business. For example, the purchase of a new machine that will increase production and last for years is a capital cost. Capital costs do not include labour costs except for the labour used for construction. Unlike operating costs, capital costs are one-time expenses, although payment may be spread out over many years  [7]  in financial reports and tax returns. Capital costs are fixed and are therefore independent of the level of output.

Social Norms of State University Students Concerning Alcohol Use Essay

Social Norms of State University Students Concerning Alcohol Use Alcohol use on college campuses has been a hot issue for students and faculty for many years. Yet, there is still no concrete evidence as to the effects of alcohol use on college students. The perceived situation is college students binge drink and their grades are adversely affected. Is this a social norm? The question is whether these perceived social norms towards alcohol use on college campuses are in fact the social norms of college students. The purpose of this study is to gain an understanding of the true social norms of State University student’s attitude and practice in regards to alcohol. The sample is significant to Bradley University, using only Bradley students. The study will benefit the Wellness Center in its current social norms campaign. The study’s goal is to better understand the attitudes and practices of Bradley students toward alcohol consumption. METHOD SECTION Before we decided what methods we were going to use to collect the information, a mock focus group was held. The mock focus group consisted of Bradley students ranging in ages from 18 through 22, and was a mixture of on-campus and off-campus students. The purpose of the mock-focus group was to decide what types of questions should be chosen to get the most useful information for the social norms campaign. The mock focus group led the study in the direction of asking students not only their personal alcohol uses, but also how other students’ drinking affects their lives. We were looking for quantitative data; therefore, the idea of a focus group was immediately rejected. Constraints of money, time and manpower prevented the use of any probability sample. Many sampling... .... The questions were not in depth, but did give direction for further study. A larger and more age-diversified study may help correct possible errors in this survey. The fact that ninety percent of students in the study resided on-campus may also have effected the campaign and should be checked for errors. The study was limited to answers provided, in majority, by those students who can not legally drink, which is a factor that could limit the study. The two areas presented above as areas of significance could benefit from further study, as more in-depth research could provide more accurate results. The results of the study indicate the perceived social norms of college students may not be true. College students are perceived as heavy drinkers, yet the results seem to indicate a majority of students consume only a few drinks per week. More in depth study is suggested.

Develop and promote positive relationships Essay

The importance of good working relationships in the setting. It’s very important to have a good working relationship within a setting because it reflects and promotes a positive environment, that is not only inviting for children but for the parents also. Staffs are also approachable and children will be relaxed and confident and will feel that they are able to trust you. Parents would also find it easier to form professional relationships with staff members, this helps to make separation and transitions easier for the child and parent. It also makes discussing important information about the Childs individual needs or concerns easier. Forming good relationships with other colleagues makes the setting run smoothly, information is easily passed on. The working environment is relaxed and more enjoyable. K2 Relevant legal requirements covering the way you relate to and interact with children and young people The relevant requirements covering the way we relate to and interact with children are The United Nations Convention On The Rights Of Children 1989, this legislation ensures that children are listened to, shown respect and have the right to make choices (within reason). They must be protected from discrimination and have the right to freedom of expression. The Children’s Act 1989 brings together various pieces of legislation; it covers child protection and the responsibilities a parent must adhere to, as well as ensuring that children’s welfare is of a paramount importance. K3 Relevant legal requirements and procedures covering confidentiality and the disclosure of information. The Data Protection Act 1998 requires anyone who handles personal information to comply with a number of important principles. It also gives individuals rights over their personal information. This act covers all information held on paper or computer systems and all organizations that store personal data must register with the Data Protection Commission. The eight enforceable principles that must comply with are: †¢Fairly and lawfully processed. †¢Processed for limited purposes. †¢Adequate, relevant and not excessive. †¢Accurate. †¢Not kept longer than necessary. †¢Processed in accordance with the data subject’s rights. †¢Secure. †¢Not transferred to other countries without adequate protection. To comply with these principles every school processing personal data must notify under the Act. Data Protection within the school is also checked with auditors and ofsted. Any passing on of a child’s personal information to other professionals must have written consent from the parents or main carer, or the school would be in breach of the Data Protection Act. All admission details of children leaving the school are passed on to their new schools, but historical data is kept on the school’s IT Management system. This information is stored under a secure password protected application. The different types of personal data which is held in the school are: Name and address of the child. Gender. Contact details of parents/carer including emergency telephone numbers. Development records/profiles of each child. Observations including photographic evidence on each child. Medical information. Absence/attendance records. Unique pupil number. Within the school any general information such as doctor /dentist or other professional appointments should be shared between colleagues only. We also have a medical room within the main school which contains medical records and photographs of those children who have food allergies and other serious conditions such as diabetes. Again this confidential information is only accessible by members of staff. It is also essential and important when working with children not to discuss them or their family outside your setting. No information should be passed on without parental consent, unless requested by the police or social services. The only time that you are allowed to breach confidentiality is when you are safe guarding a child or in an emergency. K4 Relevant legal requirements covering the needs of disabled children and young people and those with special educational needs. Legislation and the special needs code of practice: SEN and Disability Act 2001: Providers should make reasonable adjustments to include children with SEN e. g. provide / attend training. A written SEN policy is needed. A SENCO should be identified. Education Act 1944: Children with special needs should be educated alongside their peers. The views of parents should be recognized. Children’s handicap should be diagnosed. Disability Discrimination Act 1995. Those who provide goods and services to the public must make sure that they do not discriminate against those who have a disability, including children who may have learning or physical difficulties or long term illness. Code of Practice 1994. A five stage process to assess a child’s special needs is identified. If needed a statement is written to say how those needs will be met. Code of Practice 2001. A staged system of assessment consisting of Action and Action plus is introduced to support children whose needs may not require a statement or to contribute to the process of statementing. Education Act 1989. Children with disabilities should be educated in mainstream schools wherever possible. Health, education and social services should work together to asses a child’s needs. Children’s Act 1989. Every local authority should provide services for children with special educational needs in their local area. Early identification of special needs is important. K5 The types of information that should be treated confidentially: who you can and cannot share this information with. Who should have access to any records? Head teacher, teacher, parents/carers, Ofsted, SENCO, Social services and other professionals. 2. Where should records be stored? Records are stored in secure cabinets. In a software package. These records are on the individual teacher’s laptops which are password protected and stored in a central storage room overnight. All back up discs are also stored in secure cabinets. 3. How can records be checked for accuracy? External moderators from the Local Educational Authority check the software for accuracy and EYFS profiling. Regular meetings with current examples of tracking and profiles take place between the school and the moderators. 4. Who should be allowed to carry out observations and assessments? Teacher, Key person, SENCO and assessors. 5. Who can give permission for observations and assessments to take place? Written permission forms are signed by parents/carers at the start of the academic year for all new children attending the school, this also covers photographic observations/evidence. K6 The meaning of anti-discriminatory practice and how to integrate this into your relationships with children and other adults. It is paramount that all children and families feel that the setting is welcoming, non-threatening and that they are respected and valued. These means that all practitioners should have excellent communication skills and have the ability to listen carefully, question, understand and respond in a positive manner. Developing and building a trusted two way relationship means that you will be able to support both the family and child throughout their time in your care. The school also promotes that all individual children are given equal access to the school’s curriculum, care, moral and spiritual input, sports, arts and play opportunities. This support also includes the children being healthy, safe, enjoying and achieving and; making positive contributions to the community and society. A SEN register is held in school of all children who have been identified as having special needs. Other registers record different circumstances which may affect children’s access to the curriculum such as English as an additional language, medical needs, gifted and talented. K7 How you adapt your behaviour and communication with children to meet the needs of children in your care of different ages, genders, ethnicities, needs and abilities. It is still essential with this age group of children and young people to build on good relationships; they will be experiencing many physical changes and may feel anxious about puberty. Adults need to able to listen and be sensitive to the changes they are going through. It is vital that they have positive adult relationships, with an adult who can listen carefully, are sensitive, non-judgmental and have empathy to their individual needs. Within this age group they face far more peer pressure, wanting to fit in with their peers, feeling concerned about their outward appearances, even facing issues such as sex and experimentation with alcohol and drugs. Having a good relationship away from a family member where the children or young people can feel that they can express their own views and opinions and be respected and spoken to as an equal over important issues in their lives is paramount. Therefore they still require an adult who can give them advice, reassurance, praise and encouragement and understand their needs. K8 Strategies you can adopt to help children to feel welcome and valued in the setting. I ensure that all children in my setting are given the opportunities to play with an activity of their choice and that their views and beliefs are listened to. All children must be praised and encouraged, valued and listened to. I make them feel welcome and valued by being a positive role model and by taking an interest in what they do and say. K9 What is meant by ‘appropriate’ and ‘inappropriate behaviour when interacting with children, the policies and procedures to follow and why these are important? The school’s policies and procedures all members of staff must have a full and active part to play in protecting all pupils from harm, and at all times the children’s welfare is of paramount concern. We should all be working together to provide a caring positive and stimulating environment that promotes the social, physical and moral development of all the individual children. All members of staff are expected to develop their performance portfolios and undertake annual performance management meetings to improve on their teaching standards. The importance of following the school’s policies and procedures in appropriate behaviour are that you are contributing to the overall ethos and aims of the school and safe guarding the children. Helping to promote inclusion and acceptance of all pupils and encouraging interaction with others. Appropriate behaviour helps to develop the children’s confidence, self esteem, resilience and independence giving them a feeling of being respected and valued. Inappropriate behaviour from members of staff could result in the children lacking in confidence and lowering their self esteem. The children we feel that their views and opinions are not respected or valued. The children will become less independent and it will promote bad behaviour resulting in an environment where they will not learn or feel safe. Using unprofessional behaviour when interacting with children could become a child protection issue. Therefore it is inappropriate to be too personal or give personal information to the children in your care. K10 The importance of encouraging children to make choices for themselves and strategies to support this. By encouraging children to act in this way you are helping them to develop and make them become aware of their own needs and areas of improvement. This can be done by allowing the child to try and solve problems or necessary decisions before advice is given. Options can be given to the child to help them choose a path to take K11 The importance of involving children in decision-making and strategies you can use to do this. Within the foundation stage, the overall area is split into specific activities such as role play, home corner, writing table, messy area, quiet area and the outside area. The children can make decisions on when, how and for how long they stay at an activity. With all of the activities, there will be under pinned planned learning intentions and outcomes, some of which will have adult led or adult engagement involved. By letting the children play independently and by not interfering or leading the play, the children will develop social and emotional skills and learn to play alongside others or co-operatively. It enhances their imagination and creativity, develops communication and language skills as they work through ideas and concepts, also enabling the children to take risks and make mistakes and learn through their experiences. In involving the children in decision-making it will build on their confidence and self esteem and they will feel that their views and feelings are valued. K12 How to negotiate with children according to their age and stage of development. The first step in negotiation is to ask ‘what don’t you want to do and why. ‘ Using age related language, experience of the situation, the child and or children will in general be able to come to or reach an outcome. All children need choices it is not age specific, it depends on what level they are at in their development and understanding, for the choices that you give them. For example under 3 year olds, Its tidy up time, ask them to tidy away three things, give them a choice of what three things they are going to pick up. With children 3 years of age and over they start to learn for themselves about negotiating through their play by figuring out what the rules are, who’s going to go first, sharing toys and activities. As children get older it is important for them to be involved in negotiating and decision-making as it develops their ability to become responsible, understand consequences and prevents them from feeling excluded and powerless. Giving children choices puts the responsibility and power back into their hands. Within a school there are several ways in which you can negotiate with the children, including rewards such as stickers for those children who can undress independently for PE. For example if a few children who refuse to get changed, rewarding them with a sticker encourages them to try to undress independently or with our support. Maybe reward house points for good behaviour in following our ‘rules’ or trying really hard and working at their best ability. In the outside area we time the use of the bikes, scooter and cars so that all the children have a turn. We ensure that all the children have a choice of independent or adult led activities. When negotiating we are consistent with our actions and give the children explanations and consequences and listen to their views and feelings. K13 Strategies you can use to show children that you respect their individuality Keys to good practice: Provide activities that encourage self-expression. Provide opportunities within the foundation stage in creative development for the children to express themselves in exploring different media such as painting, drawing and modelling. The children can develop their imagination and expression in songs, music and dance, imaginative play and role play. Celebrate diversity by learning about each other’s culture, religion and beliefs. Encourage the children to listen and talk to each other in our weekly show and tell activity where the children can share a special toy, achievement or a special outing with us and their peers. Provide open-ended activities that children can put their own ‘stamp’ on. Allow the children free flow play where they can make up their own rules and games by providing different areas for role play and activities. Have independent activities based around our themed topics in which the children can expand on such as ‘buildings’. The children make 3D and 2D â€Å"Three little pigs† houses which is an adult led activity. By allowing them different mediums the children independently made houses by chalking out a town in our outside area, making houses with constructions toys, junk modelling, tents, and building their own using building bricks and homemade cement. Avoid comments that single children out as being different. Ensure that we listen and talk to the children include them in choices and decision making, acknowledge their interests and abilities by respecting their backgrounds, experiences and culture. Acknowledge children’s particular strengths and talents. Ensure that you respond to the children in different ways depending on their personalities. We share achievements or talents in special assemblies where the children can show their certificates or their talents to the rest of their peers. Show interest in things that the children enjoy doing. By knowing the children really well you can encourage them to try a new way of completing an activity such as if you know a child likes painting try to persuade them to try a different medium like a collage or junk modeling to create a picture. K14 How to balance the needs of individual children with those of the group as a whole. Within the setting daily routines of which the children have to adhere to such as registration and weekly timetable to adhere to. The school’s planning process involves grouping the children together by learning ability, style, physical and social groups and the teaching resources and levels are matched and deployed to deliver different styles of teaching to these different groups. K15 The importance of clear communication with children and specific issues that may arise in bilingual and multilingual settings All communication is a two way process and it is paramount when working with children that you listen carefully, question, understand and respond in a positive manner to what is being communicated to you. This will give the children the fundamental skills to take part in family life, school, employment and social activities. Within the setting we provide opportunities for the children to development their communication and language skills by different activities: It is important to give children clear communication and sufficient time to express themselves. †¢Showing our understanding and respect. †¢Giving children confidence and self esteem. †¢Encouraging independence. †¢Children can express their feelings and views. †¢Encourages socialising skills. †¢Gives children choice. †¢Showing we understand their needs. †¢Develops their language and communication skills. Also within our setting we have several children who are bilingual and multilingual with two or more languages these children have extra weekly support from our EAL co-ordinator. With these children we also ensure that we give clear and understandable instructions and in some cases use hand gestures or picture clues to help with their understanding. K16 Why it is important for children to ask questions, offer ideas and suggestions and how you can help them do this †¢It makes them feel part of the school. †¢They can have their say. †¢Gives the children a sense of responsibility. †¢Encourages their independence and confidence. †¢They will have a sense of belonging and pride in their school. †¢The children’s views and opinions are being listened to. †¢They will look after the new area or equipment (respect it). †¢Gives the children choices. †¢Builds relationships. †¢Develops their communication and language skills †¢They feel respected and valued. †¢They will explore and experience different activities / environments. †¢Develops their knowledge and understanding of the world. I feel that this is important to include the children in decisions about their environment, activities and learning opportunities because it gives them a sense of responsibility, independence and they will feel respected and valued. We do this by ensuring that the children have time to ask questions in a relaxed and natural way throughout their school day. K17 Why it is important to listen to children? It is important to listen to children so they know that you are interested in what they say and that you care for them. You also get to learn about the child when they are talking to you, for example if you need to help them with their language development or help them in their learning. †¢The children will feel that you are not interested in them. †¢Demonstrates that you are a role model to the children. †¢It builds the children’s self esteem and confidence. †¢It builds on good relationships with the children and other adults. †¢The children feel respected and will be happy to share suggestions and decisions. †¢Develops the children’s communication and language. †¢Helps the children to learn socialising, negotiation skills and independence. †¢The children may need to disclose a safeguarding incident. †¢It shows that we understand the children’s needs. K18 How to respond to children in a way that shows you value what they have to say and the types of behaviour that could show that you do not value their ideas and feelings. All children respond well to positive reinforcement of expected behaviour boundaries. By just giving general statements such as â€Å"do not interrupt† or â€Å"well done† does not reinforce or teach good values. Also by asking open questions you can demonstrate that you are listening to the child and or children and giving them time to express their feelings, views and opinions. K19 The importance of being sensitive to communication difficulties with children and how to adapt the way you communicate to different situations. Communication difficulties with children: †¢Hearing difficulties or deaf. †¢Poor vision or blind. †¢Ill health. †¢Special educational needs. †¢Physical disability. †¢Poor language skills or English as an additional language. †¢Disruptive child. †¢Speech problems. Cultural Differences and English as an additional language 1. Smile and have friendly facial expressions. 2. Use hand gestures to gain understanding. 3. Use pictures. 4. Show warmth and encouragement. 5. Use culturally relevant learning materials. 6. Group EAL co-ordinator who shares the same home language. 7. Have some key words in their home language. 8. Use translator. 9. Always treat children with respect and as individuals. 10. Ensure that you take into account their cultural differences, their life experiences and the way they prefer to communicate. 11. Respond appropriately to their non-verbal communication. Hearing impairment 1. Ensure that you always speak clearly and listen carefully. 2. Remove all distractions. 3. Always check and ensure hearing aids are working. 4. Use written communication if age appropriate. 5. Use sign language if and when appropriate. 6. Use a trained interpreter if a high level of skill is required. 7. Explain things using short, clear sentences and draw or use pictures, as required, to illustrate what you mean. 8. Use physical objects when learning new words or concepts. 9. Ensure the child as your full attention and that you maintain eye contact. Visual impairment 1. Use methods of multi-sensory interactions such as touch, sounds and smell. 2. Use different tones of voice with lots of expression. 3. Do not rely on non-verbal communication. 4. Use environmental sounds. 5. Develop routines when interacting with the child, such as using their name and touch in a consistent manner. Have clear signals that show the beginning and the end of your exchanges. 6. When explaining an activity or object ensure all visual communication is clear and understandable. Physical and learning Disabilities 1. Use alternative and augmentative communication such as hand gestures and eye pointing. 2. Use visual aids such as communication boards or displays, photographs, drawings and symbols to represent words or activities. 3. Use chat books or photograph album containing photographs, pictures, symbols, words and messages. 4. Use speech generating devices such as communication boards or displays on a machine which speak a message when a particular button is pressed. 5. Use spelling, using an alphabet board or typing device to spell out words and messages. 6. Use formal signing or signing which is particular to an individual. 7. Use object symbols that include normally objects or small versions of objects which represent an activity, object or person. Such as a set of car keys can represent it is time to go in the car. 8. Use a multi-sensory approach when providing information and learning taking into account the five senses and present information and activities in a different way enhancing learning and involving the children by doing, touching and seeing. 9. Ensure that your surroundings are appropriate and accessible. 10. Judge correct level of understanding. 11. Respond at the correct level repeating information when necessary. 12. Be prepared to wait and listen carefully. These children can be supported by: †¢Senco. †¢Parents. †¢Children under two by the health visitor. †¢EAL co-ordinator. †¢Other professionals †¢Nurture assistant. In terms of our physical environment we have no children with visual or speech impairments or with physical disabilities within the current foundation stage. So therefore we have no need of changing our different areas to accommodate any of these children. I would ensure that we accommodated these children by ensuring that the environment was spacious and accessible, bringing activities to their level or the floor. I would also use more visual and tactile aids. K20 How you can help the children to understand the value and importance of positive relationships with others. Within our school we encourage the children to develop positive relationships with others by praising good behaviour and following our rules. We act as positive role models such as praising nice manners. I have a rule for example, that if you accidently kick a ball over the fence I will let the children retrieve it if they can ask me with lovely manners. If they don’t ask nicely I make them wait and think about what would be a polite way of asking to retrieve the ball, thus instilling positive and desired behaviour. K21 The importance of children valuing and respecting other people’s individuality and how you can encourage and support this. †¢Act as a role model showing that you respect others individuality, feelings, views, ideas and cultures. †¢Have positive images and toys, books and dolls within your setting. †¢Have activities that encourage negotiation, sharing and building on relationships. †¢Demonstrate positive behaviour. †¢Have activities which encourage the children to talk to, listen and find out about others. K22 Why it is important for children to understand and respect other people’s feelings and how you can encourage and support this. †¢Stops the children’s frustration. †¢The children will feel that their feelings are being viewed. †¢Encourages empathy and social skills. †¢Encourages and promotes positive and expected behaviour. †¢Builds relationships. †¢Develops the children’s communication and language. †¢Develops personal, social and emotional skills. †¢Develops the children’s knowledge and understanding of the world. K23 Why it is important to be consistent and fair in dealing with positive and negative behaviour. †¢Being consistent and fair the children will understand right and wrong. †¢The children will understand expected behaviour boundaries and rules. †¢The children will understand consequences. †¢The children will understand that you are not showing favouritism. †¢The children will understand what is acceptable and what is not. Within my setting we reward positive behaviour with praise and other recognition such as house points and stickers. This is done in the presence of the child’s peers to encourage and reinforce positive and desired behaviour. With negative behaviour, if safe to do so we give no attention as it is often a play by the child for your attention. However, some unsafe and disruptive behaviour must be addressed immediately in a consistent and fair manner. K24 Strategies you can use to encourage and reinforce positive behavior Children may have negative behaviour due to: 1. Lack of sleep. 2. Feeling unwell. 3. Problems at home. 4. Sibling rivalry. 5. Tension at home. 6. Some children do not know how to play with others. 7. Bored and frustrated. 8. Lack confidence in socialising with others. We acknowledge positive behaviour and give reasons behind any boundaries such as we walk in school because we might fall over and hurt ourselves or others. We are consistent and fair by rewarding praise, house points and stickers for following the rules. We control negative behaviour by reinforcing and reminding the children of our rules. K25 Strategies you can use to challenge and deal with different types of behaviour which are consistent with your organisation’s policies The school policy aims and expectations are that every member of the school community feels valued and respected and that each person is treated fairly and well. The school’s policy encourages and promotes good relationships and that we work together to help everyone learn. We also aim to help the children grow in a safe and secure environment and for them to become positive, responsible and increasingly independent members of the school community. The school’s main ethos is to reward good behaviour as it believes that this will develop an environment of kindness and co-operation. The school employs sanctions to negative behaviour which are appropriate to each individual child, taking into consideration each child’s needs and the issue. The role of members of staff are to ensure that the rules are enforced in their class, that each individual child is treated fairly and consistently, to monitor repeated incidents and to seek advice from appropriate leadership team if necessary. We also use behaviour observations to help us understand the needs of the individual child such as requiring extra support from key worker, SENCO, EAL Co-ordinator, Management or other professionals. We also use different strategies and resources such as SEAL (Social and Emotional Aspects of Learning) to help individual children with their behaviour. K27 Why it is important to encourage and support positive relationships between children and other adults in the setting and strategies you can use to do this †¢It demonstrates that you are showing respect and sensitively. †¢Promotes good and positive behaviour. †¢Act as a role model for the children. †¢Promotes good communication in a caring and clear way. †¢It promotes good manners. †¢The children feel that they are listened too and that you value what they have to say. †¢It creates a positive atmosphere and environment where the children feel welcome and valued. †¢Promotes a friendly, consistent environment where the children will feel their views are worthwhile. †¢Ensure that you always give reasons and take time to explain your thoughts and actions. The main strategies that we use in the school are we work very closely in a team in the Foundation Area; we have a consistent approach with dealing with the children’s behavioural issues. We encourage the children to interact and build on relationships with all of us by acting as role models and by reinforcing our key rules. We also spend time with all the children across both classrooms in teaching and delivering our planned activities each week including taking phonics sessions, guided reading sessions, show and tell, PE and music, key person story time and supervision of the outside area. We have effective communication across the team to enable us all to keep up to date with any issues such as medical conditions, negative behaviour incidents, records of ongoing assessments / observations, developmental progress and achievements of the children in our care. K28 Why positive relationships with other adults are important. As a practitioner it is important that you maintain and have positive relationships with all adults that you come in contact with to support and develop the children in your care to grow into secure, confident and happy people. Having collaboration and support from parents, colleagues and other professionals will enable you to develop strong relationships which will enhance and benefit the children by demonstrating positive and desired behaviour. The children will cope better with transitions from home to school, to new classroom, to new staff and or support from other professionals. K29 Why it is important to show respect for other adults’ individuality and how to do so ? It’s important to respect other

The Kindness of Strangers

The Kindness of Strangers Free Online Research Papers It was the middle of summer and very hot. The drive back from Arizona is a long drive, even more so when driven alone. I was in the middle of nowhere when my car started to make a noise. At first thought, I had imagined it, then I saw smoke billow out from under my hood and I knew I had better pull off the road. Immediately I turned off my car and I got out lifting the hood . It looked to be steaming from a hose. All I could do was sit there I was stranded. Car after car drove past, an hour or more had gone by when finally a woman with her two young daughters had stopped. The woman said ordinarily she does not stop when she sees somebody broke down, but she noticed I was a woman and alone, so she stopped. I thanked her for her kindness and begin to explain that I was many miles from home with little to no money and it seems my car decided to break down on me. She then told me that she and husband along with their two daughters lived in the next town about twenty miles form there. She also said her husband has a garage and towing service in town and said he would tow my car back and look at it for me. I reminded her that I had very little money. She said not to worry that he would understand. After I got in her car, I seen she was a soft-spoken woman in her late twenties with trusting blue eyes. She said her name was Linda then introduced her daughters. Tammy who was nine a looked just like her mother, and Frankie with bright red hair was seven. Linda said Frankie looked so much like her father she named her after him. I thought that was neat. They were very well mannered . We spent the while trip into town talking, they told me about the farm where they lived, and how each of them had a horse. I found the girls to be as kind as their mother. They even offered me to go riding with them. Of course, I told them that I would love to , but it probably would not be this time around. Shortly after arriving in town I saw a sign that hung over a little shop ,it read â€Å"FRANKS GARAGE†. We pulled in and her husband greeted us at the gate. Linda introduced me to her husband Frank, and proceeded to tell him of my situation. HE said he was more than happy to help and that he would go pick up my car bring it back to his shop and look at it for me. I told him I had little money, he was sympatric to my situation and said I would owe them. It was then Linda invited me to help get dinner going while Frank retrieved my car. I did not want to be a bother I said, and she said nonsense that I would not be a bother, so I accepted. Linda told Frank that we would see him back at home, and with that, we had left. It was the most beautiful little ranch I had ever seen. There was chickens, a cow, a dog, and of course, the horses the girls had told me about. As we drove up the drive Linda reminded the girls their chores needed to be done right away. We got out of the car I could see forever it seemed that. I followed Linda into the house. It was cozy and warm it felt like a home. Linda asked if I would like to freshen up?, and after which I found her in the kitchen. She had already been so kind I had to offer her my help with dinner, and together we prepared dinner. We have to know one another it was very nice to meet someone so kind. Linda called the girls in to wash up and to set the table for dinner. Ten minutes later Frank had pulled up in the drive it was great timing for Linda and I was about to put dinner on the table. Frank came in kissed his wife and said he had good news for me, but he would like to wash up first. As we all sat down to the table, Linda asked Frank to say grace. While the was being passed around Frank announced that my car problem was not as bad as I thought and that I needed was a new radiator hose which he had at his garage, and after dinner him and I would go to the garage where it would take him ten minutes to fix. I was so pleased and grateful for their kindness. I told Linda I would not ever forget her kindness and asked how I could ever repay her for it. She simply replied come visit us some time. I had made a wonderful friend in Linda that day and until this day, I visit Linda and her family every summer. Research Papers on The Kindness of StrangersNever Been Kicked Out of a Place This NiceWhere Wild and West MeetHip-Hop is Art19 Century Society: A Deeply Divided EraThe Spring and AutumnThe Effects of Illegal ImmigrationEffects of Television Violence on ChildrenHonest Iagos Truth through DeceptionMarketing of Lifeboy Soap A Unilever ProductComparison: Letter from Birmingham and Crito