Welcome Introduction

Welcome/loincloth Thanks My name is Saw. I'm one of the students here. I think I don't really look like a student. But I am one. I would like to welcome you here this morning. And I would like to say â€Å"Thank very much† for coming. We know all of you are very busy, so we really appreciate you making the time for us. I thank all of my classmates as well because they gave me the chance to give the easy speech, I think, † Welcome & Introduction†. I expected it to be easy but in reality it is not. I practiced a lot to give this speech in front of you but the practice didn't work.I feel nervous. But I have to speak for the full time, three minutes. How long has gone already? Time up? K, no problem! I have more to say. I really like my school, Zee Cabin Maya. I think it is very suitable for youths who are in the gutter, Eke me. â€Å"why? Why? † I think you would like to ask me ‘Why? † You know that word Is not strange for us. Our teachers use It a lot in our class. Many, many times she asks me. I'm sorry I have no chance to answer it now but my friends are waiting to answer your question. The important thing is you need to listen carefully.If you don't see the point of what they are talking about, you can raise your hand up and ask â€Å"Can you repeat that please†. K? K? No, No I'm joking. You can hear a lot of speeches from all students. We got 21 students here, 21 speeches about everything this morning. I don't know all what they going to talk to you. In the middle we mix with some nice songs. And then we are going to feed with special foods for your breakfast, we ordered from Hotel Zee Cabin. I'm Joking again. K, Thank you everyone. I really appreciate you coming and celebrating our School opening ceremony together with us. Thank you

Cycle of poverty Essay

  Explain the critical importance of poverty in affecting outcomes and life chances: Experiencing poverty does not only affect children and young people in the immediate term but also goes onto affect them into adulthood, in other words children and young people do not adapt to this living environment. Poverty shows its damage to Children or young people in different outcomes such as Education & Health. Education – Research tells us that children and young people from poor families are lower down in their levels of education across all stages of the curriculum. A gap of nine months (on average) in learning shows poorer children to be behind that of Children coming from wealthy families when both groups of children are only 3 years of age (the brain is at this age is 80% developed). This gap increases as children remaining in poverty become older when compared to children of the same age that come from more affluent backgrounds. By the age of 11 Children who receive free school meals (sometimes their only meal of the day as children can suffer from malnutrition as a result of poverty) are estimated to be nearly 3 times behind that of children classed as living outside of poverty and alarmingly as the child becomes older the gap in attaining a good level of education increases until they finish secondary school. In addition children from low income families cannot afford to go on school trips they can’t invite friends around for tea. Health – Poverty is linked with increased illnesses e.g. children from wealthier families should not be exposed to damp living conditions. Bad housing causes over-crowded sleeping conditions and along with other factors can have a  mental and physical developmental affect to the child or young person. Premature death is found to be higher as this can have an effect from as early as the unborn baby and goes right into adulthood (professionals live, on average, 8 years longer when compared to unskilled workers). The damage that poverty causes all interlinks, bad housing causing lack of sleep effects concentration levels at school, sickness causes more days from school, social and language skills not built on by not having friends come to tea – home learning, these are only a few examples but still show that they all have an effect on a child or young persons education/development in one way or another. Poor education is linked to un-employment or low income, (this could lead to criminal activity), unemployment/low income is linked to poverty and thus a repeated cycle. 1.3 Analyse a strategic national or local policy that has positive impact on outcomes and life chances for children and young people: The Child Poverty Act obtained Royal Assent on 25 March 2010. This legislation ensures sustained action must be taken to tackle child poverty by this, and future, governments, by the devolved administrations and by local government and their partners. Measuring success The Act sets four challenging UK-wide targets to be met by 2020. These targets are based on the proportion of children living in: relative low income (whether the incomes of the poorest families are keeping pace with the growth of incomes in the economy as a whole) – target is less than ten per cent combined low income and material deprivation (a wider measure of people’s living standards) – target is less than five per cent absolute low income (whether the poorest families are seeing their income rise in real terms) – target is less than five per cent persistent poverty (length of time in poverty) – target is to be set in regulations by 2015 1.4 Explain why strategic direction from national and local policy is required to address factors impacting on outcomes and life chances for children and young people: Strategic direction from national and local policy is required to ensure it reaches every child and young person, by initially completing policy on a national level will allow every factor that has a negative impact on a child’s outcome and is/or detrimental to their life chances to be included as it is has been completed across the nation (taking into  account various reports and completed research projects) and not pockets of areas which may not give the whole picture or areas that need to be addressed – ensuring a more accurate outcome and more detailed information to learn from. All children should be offered the same opportunities. Local policy will be based on national policy but with information relevant to the local area (e.g. contact details, list of professional bodies etc.) Children centres (Sure Start) compare statistics and report them into local government, such as dental hygiene and feed this information back into local government this information can identify the most deprived areas in their county such Staple Hill and Cadbury Heath for South Gloucestershire, the remaining Sure Start centres can then be identified to be located for the most disadvantaged and support and resources concentrated into these centres. 2. Understand how poverty and disadvantage affect children and young people’s development. 2.1 Analyse how poverty and disadvantage may affect children and young people: To touch on points raised under section 1; Physical Development – bad housing and over-crowding can effect a child’s or young person’s physical development in terms of growth, particularly over-crowding in beds. Physical activity is restricted due to the increase of illness or disability – up to 25% increase in comparison to a child not living in poverty. Social and emotional Development – Socially a child or young person can suffer as poverty restricts a child being able to make friends, teasing can occur due to a how a child is dressed and presented. Clothes can smell due to poor living conditions (damp & mould). Behaviour issues such as hyperactivity and impulsivity are also linked to living in poverty, this will affect the ability to make or keep relations with both peers and teachers. Many children are aware of their parent’s financial situation and worry causing them to suffer increased stress levels, due to the child’s awareness of the burden of financial hardship the child is likely to keep these feelings to him/herself. Mental Health issues such as anxiety and depression are 3 to 4 times more likely to occur when again compared to their peers not suffering from living in poverty. These issues in adult hood can result in difficulties in forming relationships or the need to feel accepted can mean the choice to form â€Å"unhealthy† relationship/s. Communication development – This is found to be delayed in children living in poverty – friendships not forming, unable to invite  friends around to their house all aids communication skills without these home learning experiences may contribute to delayed speech development. Parents will have an impact on a child’s communication development. Interaction with parents maybe reduced Intellectual development learning – Research tells us that the cognitive development of a child is greatly reduced when compared to that of a child that is in a warm, loving, authoritive, learning environment. Evidence shows that the brain growth of a child just at the age of 2 is hugely under developed when compared to that of a child that receives these factors. 3. Understand the importance of early intervention for children and young people who are disadvantaged and vulnerable: 3.1 Explain what is meant by both disadvantage and vulnerability: Disadvantage – An unfavourable condition or circumstance or something that places one in an unfavourable condition or circumstance – examples are shown in 1.1 Vulnerability – â€Å"The risk of physical or emotional harm/injury† – again examples of these is show in answer 1.1 3.2 Explain the importance of early intervention for disadvantaged and/or vulnerable children and young people Research tells us that early intervention is crucial in a child’s life, providing the right amount of social and emotional exposure allows a child between the ages of 0-3 years reach their full potential, at the age of 22 months a child’s educational level can be a predicator of their educational achievements at the age of 26 years, thus reducing unemployment and low paid income jobs and therefore better living conditions. This right level of exposure also assists older children in becoming good parents, being good parents and â€Å"what they do† is more important in a child’s early life than wealth, class, education or any other common social factor (leads into providing their child/children with the correct social and emotional exposure. To add to my statement in section 1 – a baby is born with 25% of the brain and by the age of 3 the brain is at 80%, this is a very fast development rate and any bad parenting or neglect can impact a child’s emotional wellbeing into adulthood. Adults found to be â€Å"at risk† when at the age of 3 are found to have 2.5 times more convictions when compared to adults who were not â€Å"at risk† at the same age of 3 , early intervention would reduce this along with improved mental and physical health, teenage  pregnancy, substance abuse and violence – the poverty cycle is being broken. 3.3 Evaluate the impact of early intervention (to follow on from 3.2); Early intervention is crucial as this helps to assist children and their families who need that extra support sometimes in areas – financial as well as socially and emotionally. Providing additional resources (e.g. Health visitors) and financial aid from the government is vital to be able to provide the necessary focus/advice/support groups that can be for children or for the family unit, the range of expertise help goes across the board and has been set up so that help can be offered to suit the child’s/children’s and families own circumstances. Providing early intervention tackles escalating issues that lead into a child’s adult life, e.g. a child with learning difficulties will need support and extra help, without this the child will feel frustrated which will result in behavioural problems, if ignored the cycle will continue and may lead to exclusion/ leaving school early. This will probably have a negative effect on the child’s future, examples of this are drug abuse or seeking employment, the adult may then turn to crime and the result will be prison. Therefore early intervention is crucial as it gives the child the opportunity to meet his full potential and this will allow the child to gain the best possible outcome and life chances. Research also tells us that families with disabled children or complex health needs welcomed early support by professional bodies, this expertise again benefits the child’s wellbeing and future along with the family as a whole. 4. Understand the importance of support and partnership in improving outcomes for young people and children who are experiencing poverty and disadvantage: 4.1 Research the policy and guidance on impacting on support services at national level, and evaluate how this operates at local level: I have researched policies (Graham Allen Review, Children Plan policy and Every Child Matters) and the impact of support services, one policy in particular (the children’s plan policy), the basis of the policy has come from the ECM policy which underpins all policies such as the EYFS framework, Multi agencies working together etc.. The Children Plan policy talks about the  role of parent partnerships in helping to eradicating child poverty by their role in helping their children to reach their full learning potential. This policy is now archived mainly due to the closure of numerous Surestart centres, however whilst completing this assignment I have am aware of the government’s plan to increase family practise nurses – over 4,000. My setting is located on the same premises as a Surestart centre and we are in close contact with the centre often sharing information, so I know the benefits they offer and support it offers to parents/carers, however on reflection the surestart centres are reliant on the â€Å"needing† to visit their centres and this maybe where they fall short, as I would suggest it is the most needing that shy away from attending. I can therefore see how there needs to be balance, a contact FPN (family practice nurse) engaging and visiting families that do access these facilities by visiting their home, the first steps is taken, next by gaining trust, advice can then be given on support within the wider network such as support classes held with the surestart centres. Local government are using the remaining centres to provide availability for the most disadvantaged/vulnerable 2 year olds that will be eligible for the two year old funding with the aim to break the poverty cycle and with the family practice nurses targeting their families from their most deprived areas. This works if the family practise nurse is an expert in her field and the government have provided enough FPN’s to cover the need. 4.2 Explain how carers can be engaged in strategic planning of services: By working together parents and carers can engage in the strategic planning of services with practitioners and other professional’ s. The parent and carer is vital in supporting a child’s development, they are often the child’s first experience and act as the child’s role model in life. Parents/carers can help identify early on any learning needs, this will help to highlight any areas of learning difficulties, by doing this a plan of action (e.g. permission given for additional observations, assessments and meetings) can be agreed upon by all parties which will aid in supporting the child’s development. To assist practitioners and themselves, courses and/or classes are available through support groups, such as SureStart for parents and carers, this will help with understanding the importance of supporting services, this can be areas such as the importance of home learning (up to 70% of the EYFS framework cane par  be learnt/experienced in a supportive home learning environment) and making positive relations between parent/s and their child, again of which will help in the planning and outcome of a child’s development. If circumstances are that thent or carer is under multi-agency involvement the parents can feel over whelmed and anxious so in these situation good relations between parties are vital as this will aid parental co-operation. It is important to note that to make partnerships successful clear and concise communication back to the parent is key, practitioners and multi-agencies should share all relevant information, this can be done in forms of questionnaires, feedback forms, key worker appointment, group meetings etc. CAF (common assessment framework) can help support children, it can identify the correct professional to help with extra support. THE CAF is voluntary, parents/carers can choose to be involved, they also have a say who they would like to help co-ordinate their action plan. This plan will record what is working well for their child/family, signs of progress are the biggest motivator and will show parents/carers the importance of being engaged in the strategic planning processes. 4.3 Analyse how practitioners can encourage carers to support children and young people’s learning and development: Following on from 4.2 – Practitioners can offer encouragement through keyworker meetings, newsletters, being readily approachable, parent’s evenings, information hand-outs, â€Å"WOW† slips and information on the settings website. Practitioners and settings should also be knowledgeable on other professional bodies, know how they can help and what they can offer to carers/parents along with contact details and have the other bodies information leaflets so that they can be given to parents if needed. It is important for settings to be in partnership with parents so that home learning works alongside their learning steps whilst in pre-school, this can be detailed within the child’s learning journal. It is also important to know the child, this knowledge will improve relations with parents forming an element of trust, which should then help the practitioner to guide and encourage the parent and carer to further support their child’s development. 4.4 Explain how interface with adult services is structured so the needs of children and young people whose carers are users of services are taken into account: For example, Surestart centres are structured for the needs of the adults and the children in their care as they are often on  the same grounds or very near local schools and are easily accessible to the community. The adults are able to attend practical courses that often involve their children. They have fabulous resources and stimulating rooms that are centred around children of the early year’s age group. They also have amazing out door areas. The centres are a centre point in providing information help and support to all adults and will contact other professional bodies for the adults if needs be, they also offer courses within their centres. They run groups that cater for adults with children for example, father/male carer and child day, foster carers and toddler groups, parenting classes. 5. Understand the role of the practitioner in supporting children and young people who are vulnerable and experiencing poverty and disadvantage. 5.1 Explain how positive practice with children and young people who are experiencing poverty and disadvantage may increase resilience and self-confidence. Children from a background of poverty or disadvantage may not experience positive interaction whilst at home. This may cause self-confidence issues and/or low self-esteem. Positive interaction from practitioner’s maybe the only positive interaction they receive. Through learning and achievements at pre-school will start to build confidence and a child’s own belief that they can do it and do have the skills and abilities to successfully face and complete challenges. This success will encourage and promote self-belief and may increase a child’s resilience should they suffer negative interaction whilst at home. Positive practice also builds on a child’s social and emotional skills, areas that may be under developed due to poor parenting this self confidence will also lead onto assist in their educational achievements. 5.2 Explain why it is important for practitioners to have high expectations of and ambitions for all children and young people regardless of their background and circumstances. Children and young people regardless of their background should be whilst attending good early year’s settings as it helps promote development and help combat gaps in areas such as social skills. The EPPE report shows that by the time children leave pre-school the developments gaps between their peers (from a wealthier background) evens out as the child starts primary school. High expectations and ambitions allows a practitioner and child ascertain their learning boundaries and a pre-empted low expectation of a child due to background can result in the child not  achieving their full potential. Every child should be given the same opportunities regardless of class or background. 5.3 Analyse how and why practitioners should act as agents and facilitators of change in own work setting. Practitioners acts as agents and facilitators by accepting and understanding the need for change, this can be following partnership with parents/carers, revised and/or new policies that need to be implemented, working with other professional agencies. It can also be done through professional development as a result of peer observations. Policies can either be updated or newly published, these policies are released after research and studies being completed, new policies, such as the Poverty act 2010 or the new EYFS framework will be issued with the best interest of the child and/or families in mind. These changes are therefore necessary to be implemented by the practitioners for the benefit of their keyworker children. Without adjusting or implementing change or practices could be damaging to the child/children. Changes may also be necessary due to interventions with other agencies – such as a CAF report, these changes maybe be individual to the child but found necessary after conclusion made by other professionals. We are continually learning on the best approaches and the support/changes that should be offered to children suffering poverty and vulnerability, if the practitioner is unwilling to make these changes at the first step the child will continue to be deprived of the opportunity to reach their full potential.

PR Paper for Neat People vs Sloppy People Personal Statement

PR Paper for Neat People vs Sloppy People - Personal Statement Example I think that this essay is a great example of how the mindset of an audience can impact how they view an essay, a poem, a novel, or any other piece of literature. In reading this essay the first time, my own preconceptions really got in the way. I would consider myself to be a fairly neat person, so I found myself taking offense to some of what Suzanne Britt was saying about neat people. From the very beginning, I felt like Britt was unfairly attacking neat people. For example, in the third sentence of the essay, Britt states â€Å"Neat people are lazier and meaner than other people†(Britt, 225). Just reading this sentence, my entire view of the essay was colored as I struggled to overcome my feeling offended by what she was saying. I was taking her words to heart and comparing my own personality to the one that she attributes to neat people. One particular example was when Britt states â€Å"Neat people are bums and clods at heart. They have cavalier attitudes towards possessions†¦Neat people will toy with the idea of throwing the children out of the house just to cut down on clutter†(Britt, 226). I couldn’t help bu t wonder what Britt’s point was in this essay. She praises sloppy people and bashes neat people. Perhaps she knew someone in her life who wronged her at some point and was a â€Å"neat† person. I felt that this might be a potential reason as to why she was so vitriolic against neat people. A few days later, I reread the essay; however, and really took in the comments that the editor or author of the book had made about the essay. â€Å"Mingling humor with seriousness†¦Britt uses comparison mainly to entertain by showing us aspects of ourselves, awful or not†(Kennedy, Kennedy, and Aaron, 225). This description was helpful in that I was able to drop my preconceptions and read it in a new way. I was able to view the sarcasm and humor within the piece. I realized that the extreme descriptions of the neat people and sloppy

Critically evaluate the tests for certainty of objects in the law of Essay

Critically evaluate the tests for certainty of objects in the law of trusts and assess whether developments in the last half century have had a positive or negative impact on the law - Essay Example The assessment of certainty of objects is complex because the test varies between mere powers, fixed trusts and discretionary trusts. The reason for identifying the objects of trust is to ensure that there is a person who can enforce trust against the trustee. Additionally, there must be someone who can bring an action in court in case the responsibilities of the trustee are not achieved. The trust must also have the ability of being executed in that when there is no human persons to benefit from the trust then the concept of trust becomes pointless2. Therefore, when a beneficiary is explicitly named in the trust deed there is no confusion when it comes to the certainty of objects. In cases where a person is not explicitly named in the trust deed, but the trust document provides a description of an individual that should profit from the trust property. Additionally, in case the description is clear and precise that it is a particular person then this prerequisite is satisfied. In a certainty of objects where the trust is made for a set of people for example, ‘my children’ this clause will succeed where it has been established that there is adequate certainty to identify each member of the group/class of people3. When a group of people are not clearly described, defined, or stated in vague terms their meaning can be interpreted using the conceptual uncertainty. Two tests that have been created to establish whether all persons within the group can be clearly recognized. They include the class ascertainability test, which comes into play where trustees make a complete list of each individual that comes within the class of people to benefit from trust. Although the courts do not need to know the entire class in order to decide whether the trustees are selecting within the group, in case the trustees do not do so then it must be said that the trustees are not exercising their duties in case they have

Horse Fighting in Asia Essay Example | Topics and Well Written Essays - 1750 words

Horse Fighting in Asia - Essay Example These fighting are conducted in stadiums or in the fields of different villages. Mostly, they are done in less populated areas. However in case of populated areas it is conducted on local road tracks, which may be harmful for citizens as well. That is why I have chosen this topic to study its context and history as well as analyzing it basis of how this game came into existence. 1.2 Horse fighting This sport is common in all parts of Asia. Horses are mainly used in fighting, kicking and biting in order to create entertainment and have a financial gain. This is mostly practiced in the countries which have more tourists each year. These people spend a lot to gain pleasure and try to earn money which leads to gambling on horse fighting. This practice is illegal one cannot harm other living being for entertainment or to have more money. There are many other ways to have these two things rather than conducting this sport. Horse fighting also involves a process and technique. Firstly, a ma re is binged by injection of hormones. Then she is taken out tied with roped and as well as padded for couple of minutes so that they can pick her scent. Then the two stallions are released and they start fighting with each other, while mare stands at a distance. It is continued for several minutes, horses keep on biting and kicking each other, unless and until one goes out of the ring. If one does not get out of ring, it can lead to death of any one. These fights are conducted on daily basis and lead to bloody wounds on the body of horses every time when they enter in a race. This is very unhealthy and risky game for their life. It have been noted that most of the horses die after the fight or they are slaughtered for meat and are shot dead if they are unable to do fighting (Amschler Wolfgang, 1935). Horses are graceful, social and intelligent creatures that don’t fight among each other. Studies indicated that when horses are shown care and are given safe and healthy environ ment, in result they become a strong bond with human beings. They can help in many social activities. However, involving horses in fight with each other is against the nature. History is past, today in this modern world one should try to make best use of all resources rather than wasting them. Training and development Horses are trained for fights on the basis of a manual of war among horses which was written by Hittite horse master in 1350 BC. This was one of the earliest manual written on horses and is in practice till today. The most difficult part in training horses is to overcome its natural instinct to flee the smell of blood, from noise and confusion related to combat. It is also made to learn unusual movement of humans and fighting with the other horse. They are made to hurt other horse though kicking, biting and striking thus they are made to serve as a weapon. It is important to develop agility and balance in the horse while fighting with the other. So in this training and development program horses are made to learn all acts of fighting (Matt Van Hoven, 2008). 1.3 Historical perspective and analysis Horse fighting is a sport since 500 years back and is mainly done by Indonesia, China, South Korea, and Philippines. It is a

Morality and Social Responsibility Assignment Example | Topics and Well Written Essays - 500 words

Morality and Social Responsibility - Assignment Example This shows that a person’s wrong behavior solely originates from himself and he bares the whole responsibility. This may be too hard on those who may not understand the rules and end up breaking them. Human beings have different reasoning standards. As others are keen to point out the limits of their actions, others may be slow at it. Actions play a big role in the definition of morality. The actions between two or more individuals define character. These actions originate from different or same habits that these individuals have. One’s action will influence the reaction of another, defining his character. This introduces a second party responsible for one’s action. Therefore, environment (culture) plays a role in defining ones morality (Peter & Nicholas, 2011) A person’s upbringing influences the virtues that he will have when he comes of age. Some virtues are inborn while others are acquired. Culture outlines the norms of one’s society. Many do see that abiding by these norms makes one moral. Culture defines people’s social responsibility, and it enables smooth co-existence among people (Scarlet & Arthur, 2011). This social responsibility can be seen as ones duty to morality. The actions that are done usually are of different purposes. An individual can do action because he needs to benefit by protecting his life. On the other hand, it can be done just for the respect of the law to avoid consequences. In the end these actions, regardless of the reasons for performing them, defines ones morality. Deontology helps to control individuals’ actions and the rights of others who interact. People should reflect on the consequences of their actions to others, before doing them. As people who co-exist, cultural laws outline the moral acts that all of them approve. This helps in the establishment of morality amongst them. Morality may be different in different cultures since the cultures tend to differ in

Analyzing the Efficiency and Competiveness of Operational Structures & Essay

Analyzing the Efficiency and Competiveness of Operational Structures & Information System in Argos - Essay Example The paper tells that Argos is one of the largest brands that Home Retail Group boasts of. Argos is a unique multi-channel retailer that has made a special place with the consumers because of their varied choice, strong values and convenience. Apart from having over 700 stores across the UK and the Republic of Ireland, they also sell products online, over the telephone, via a tele-partner – Vodafone, a special mobile website and so on. With their 33,000 employees, they are one of the biggest organizations and consumers seem to love them. Their website was the most visited high-street website in UK in 2008. What probably separates Argos from competitors is the commitment they show in their work. They indulge in what they call ‘Responsible Retailing’, better known as Corporate Responsibility to the layman. By taking various measures, they do much more for the economy and the environment than many other organizations in their category. They play a great role in preser ving the environment by dealing with issues such as waste management and energy consumption. They take steps to ensure that the consumer also is being environmentally-friendly. To do this, they ensure that they provide the consumer with information about their sources of timber, and so on. They also play a very important role in supporting the ecology, by giving back to the community that they are a part of. They believe in recycling and ensure that it is a strictly-followed policy in all of their stores. Another important thing that they have done is: taken measures to ensure that people with disabilities can have an easy shopping experience in their stores. (argos.co.uk) From all this we can see how much Argos is a part of the community. They are not only taking from the community, but are doing the best they can to ensure that whatever they take, they return more to the community. By being supportive of the ecology, they are also showing that they are not a corporation that just cares about profit, they care about the planet and the people on it! Operations Management Operations Management is a function that basically is responsible for managing the operating core of an organization. This includes various activities such as ‘creation, production, distribution and delivery of the organization’s goods and services’ (iiml.ac.in).  This means that Operations Management revolves around all the activities that are involved in the daily functioning of an organization. Let us take a retail chain for instance. Here, Operations Management would revolve around the designing, production, distribution and delivery of the products to the different stores, or even directly to the consumers if need be. Operations Management is very essential for any organization, as it gives direction and a structured plan to follow. Without it, we’d probably be lost. (mitsloan.mit.edu). One can only imagine the amount if chaos an organization, especially a ret ail store, could be in, without a properly designed Operation Management system. Take for instance