Location Location Location Essay - 703 Words

Running head: Location, Location, Location! Week 3 Application Linda Traughber Walden University Abstract In this paper I will attempt to show, why choosing the right location in North America is so important. What factors are priorities in the location process, by creating a short list of three possible sites. Also showing where I would build and what makes it the best location. Location, Location, Location! Some of the factors that are priorities that should be considered when deciding where you will locate your factory, such as educational resources, skilled labor workforce, proximity to other important locations, communication systems, connection to global networking, geographical risks, recreational†¦show more content†¦Choice of Location also has to consider how close is it to main streets, parking, and tech or trade schools. Can prospective employees easily see and access the facility? Is it pedestrian and traffic friendly? My short list of three possible sites in North America would be: 1. Silicon Valley, Ca - Some of the present factors for this location are the other successful technology companies that are located here. The unemployment rate in California is one of the highest in the nation, making employees readily available. California does not have a state income tax. 2. Lebanon, Tn - Some of the present factors for this location are other Computer or technology companies. Tennessee does not have a state income tax, and the state is a desirable location for people to live. The unemployment rate in Tennessee is in the middle of the scale, however there are several tech schools located in and around Lebanon, making skilled workers easy to find. 3. Little Rock, Ar - Some of the present factors for this location are other Computer or technology companies. Arkansas does not have a state income tax. The unemployment rate in Arkansas is high; also there are several tech schools around Little Rock, making skilled workers easy to find. If I were to choose a location from this short list my decision would be to build in Lebanon, Tn. This location is close to Nashville, Tn, also there are a lot of tech and or vocational schools close toShow MoreRelatedRadar The Proliferation Of Location Based Services Essay2528 Words   |  11 PagesAbstract— The proliferation of Location Based Services (LBSs) and Geo Social Networks (GSNs) significantly increase the exposure risks of location information leading to leakage of sensitive information. Location privacy preserving methods are designed to provide a specified level of privacy based on some pre-defined privacy guarantees such as k-anonymity and e-differential privacy. In certain situations, we note that users would need different privacy protection levels based on their relationshipsRead MoreGeo Location And Social Media Services1751 Words   |  8 PagesGeo-location and social media services are becoming the way of the future online. These services are redefining the way we find and connect to interests and hobbies. Through the expansion of Geo-location and tagging mobile social media services, user’s privacy online will continue to be exposed without their knowledge and risk being victims to potential criminals. With the progression and development in GPS and Wi-Fi, geo-location has become a dominant tool that can collect information over hugeRead MoreImplications Of Consumer Location Based Services Apps1049 Words   |  5 Pages Implications of consumer location-based services apps Introduction Location based services (LBS) have been on the rise since public access to positioning technologies. 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Problem 1 | Cost analysis.  A farm implements dealer is seeking a fourth warehouse location to complement three existing warehouses. There are three potential locations: CharlotteRead MoreVying for Patients, Hospitals Think Location, Location.1951 Words   |  8 Pagesoptimized for entire set of locations? A sale is the act of selling a product or service in return for money or other compensation. Market share is the percentage of a market (defined in terms of either units or revenue) accounted for by a specific entity. Optimized is to make the best or most effective use of (a situation, opportunity, or resource). Sales market share can be optimized through both internal and external adaptations which would include; I. Benefits of the location of competitor’s proximityRead MorePolitics of Location758 Words   |  4 Pages Politics of Location We are always trying to figure out where we are in this world, or how we got where we are today. Obviously you have no choice of parents or where your born and these are two major contributing factors of who am I today. Being born white and a male society has immediately granted social advantages or white privileges. But, how privileged was I really? Being born in a highly populated city to first generations Americans without high school diplomas. I did have some advantagesRead MoreThe Location Of An Ecosystem1281 Words   |  6 PagesLocation- The location of an ecosystem affects its functioning. At a global scale, latitude, distance from the sea and altitude play decisive roles in determining climate and ultimately the nature of particular ecosystems. The Great Barrier Reef is found along the Queensland coastline. It stretches as far north as Papa New Guinea, 8o South Latitude, to just above (north) of Fraser Island, 24o South Latitude, (an approximate 2300 Km stretch). There are four main regions along the Great Barrier ReefRead MoreLocation Planning2036 Words   |  9 Pagescation PlanninCh. 8 Location Planning and Analysis Summary   Location Planning Every firm must use location planning techniques. There are many options for location planning. Corporations choose from expanding an existing location, shutting down one location and moving to another, adding new locations while retaining existing facilities, or doing nothing. There are a variety of methods used to decide the best location or alternatives for the corporation. Methods such as identifying the country

Communications in Organization - 3706 Words

INTRODUCTION Communication is defined as the process by which information is transmitted and understood between two or more people. It is a mode of sharing thoughts, feelings, expressions and many more things. Communication plays a very important role in an organization. In fact, it is said to be the life wire of the organization. Communication is very crucial and unavoidable since we have intentions which we want to pass across to another person, group or even to the outside world, besides playing an instrumental role for organizational learning and decision making. However, what is being communicated may be well understood and thus feedback, or misunderstood and thus communication breakdown. In fact, communication within an†¦show more content†¦The project should have been introduced and communicated to employees before it started. Installations of robots which automate certain production processes indicate that future manpower requirement might be reduced and there might be a poss ibility of retrenchment. Unfortunately, affected employees especially from production floor have no idea of how the project affects their works and how the installation of new machinery affects their safety and health. This creates a sense of uncertainty and insecurity in employees and hence, adversely affects their performance and motivation. This also indicates a possibility that gossip about the change might have entered the grapevine and might make communicating the change difficult. Employees need a logical explanation of the change before they can support it. They might have concern and comment in relation to the change. Hence, timely communication plays an important role in communicating change. After receiving feedback about employee awareness of the project, the project team leader held a face-to-face briefing which aimed at sharing pertinent information about the project. The briefing began with explaining why such technology change and the desired outcomes are needed which is to streamline current production processes to improve efficiency and increaseShow MoreRelatedEffective Communication With An Organization Essay1316 Words   |  6 Pagesfeeling of responsible team member to the employees rather than the feeling of just taking orders . Effective communication with the employees is one of the best benefits reaped by such participatory processes. It is regarded as one of the prerequisites to achieve organisational aims and goals. It is noted that productivity of an organisation is increased by effective communication as it helps the employees to understand their jobs well and gets them emotionally involved in their work. HoweverRead MoreEffective Communication For An Organization Essay991 Words   |  4 PagesAnalyzing Effective Communication in Organizations Introduction Effective communication is an important aspect of the meaningful interaction between various collaborators. It helps stakeholders in an organization to advance ideas, establish common grounds, and build excellent interpersonal relations (Turner, Qvarfordt, Biehl, Golovchinsky, and Back, 2016). Effective communication is only possible if there is a comprehensive functional communication system. Blazenaite (2012) believes that a functionalRead MoreOrganizational Communication : An Organization1591 Words   |  7 PagesIntroduction The way in which individuals in an organization communicate with each other is what organizational communication is referred as in the simplest of terms. However, a little more precisely in terms of organizational communication as a field, it is defined as the consideration, study, and the censure of communication. 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Combined with uncertainty over roles, responsibilities and jobs, employees are more anxious and concerned with the future direction of the organizations they are members of than ever before. Thats why communications within organization is so critical today, specifically theRead MoreCommunication Planning For An Organization1273 Words   |  6 PagesCommunication Planning Communication is one of biggest assert for any organization, it is one of the hardest part in any organization between higher management and employees. A good communication planning always reduce the misunderstanding between the employees and also by communication everyday some major changes occurs in the organization that will lead to success in any project. I think a good communication starts with good planning, so communication planning is very important in any organizationRead MoreManaging Communication in an Organization3049 Words   |  12 PagesManaging Communication 1. 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I know from personal experience that organizations are always looking for people to join their organization who can communicate effectively; give and follow orders, lis tening skills, work well within a team environmentRead MoreOrganizational Communication : An Organization4433 Words   |  18 Pages Organizational communication Abdullah Allaboon Fairleigh Dickinson University Introduction Organizational communication perspectives refer to the different approaches a person can take to evaluate interactions among individuals working in an organization. There are three approaches in evaluating an interaction between employees in an organization, which are (1) Traditional perspective, (2) Interpretive perspective, and (3) Critical perspective (Papa, Daniels Spiker, 2007). Those

Web Application Development Samples for Students-Myassingmenthelp

Question: Prepare Project Charter and Communication Plan. Answer: Project Charter Introduction Project Title: Web Application Development for Social Media Research Centre Name of the Project Manager: PLEASE FILL Email of the Project Manager: PLEASE FILL Duration of Project: 8 Months This project is based on the development of a web application for Social Media Research Centre. The new web application should serve as a database library that will contain all the data and information of the faculty members and the researchers. The list will include the list of faculty members and supervisors, list of possible projects that can be undertaken by the student researchers, a library of reference journal papers and reports of the projects previously undertaken. This will enable the institution to decrease manual labor spent for sorting the lists and updating the literary stocks. As a result, the time for management and updating of the stocks will be decrease and it will in turn increase the system efficiency. Moreover, the specific research will also gain a certain identity that will enable David Wright to gain a strong ground in the institution. The overall project duration is estimated by preparing an overall project time schedule using the work breakdown structure. The following table shows the overall duration of the project as divided and schedules in different time periods. Task Name Duration Start Finish Social Media Research Centre 189 days Tue 25-04-17 Fri 12-01-18 Planning Phase of the Project 57 days Tue 25-04-17 Wed 12-07-17 Analysis of the Project Requirements 5 days Tue 25-04-17 Mon 01-05-17 Analysis of System Requirements 15 days Tue 02-05-17 Mon 22-05-17 Estimation of Required Time 5 days Tue 23-05-17 Mon 29-05-17 Final Project Plan Preparation 20 days Tue 02-05-17 Wed 12-07-17 Project Initiation Phase 52 days Tue 30-05-17 Wed 09-08-17 Finalization of Project Plan 5 days Tue 30-05-17 Mon 05-06-17 Project Scheduling 10 days Tue 06-06-17 Mon 19-06-17 Verification of Project Plan 10 days Tue 20-06-17 Mon 03-07-17 Approval of Project Plan 2 days Tue 04-07-17 Wed 05-07-17 Meeting with the Sponsor 5 days Thu 06-07-17 Wed 12-07-17 Procurement of Project Resources 20 days Thu 13-07-17 Wed 09-08-17 Appointment of Technical Experts 15 days Thu 06-07-17 Wed 26-07-17 Project Execution Plan 129 days Thu 06-07-17 Tue 02-01-18 Initiation of Website Development 2 days Thu 06-07-17 Fri 07-07-17 Purchase of Necessary Softwares 15 days Thu 10-08-17 Wed 30-08-17 Subscription to Cloud Services for Online Database 35 days Thu 31-08-17 Wed 18-10-17 Installation of Softwares in the System 25 days Thu 19-10-17 Wed 22-11-17 Installation of Firewalls and other Utility Softwares 5 days Thu 23-11-17 Wed 29-11-17 Development of the Website for the Research Centre 10 days Thu 30-11-17 Wed 13-12-17 Connection of the Website with the Online Database 5 days Thu 14-12-17 Wed 20-12-17 Implementation of Auto-Update Mechanism 2 days Thu 21-12-17 Fri 22-12-17 Testing of the System 5 days Mon 25-12-17 Fri 29-12-17 Testing of the Softwares 2 days Mon 01-01-18 Tue 02-01-18 Project Closing Phase 8 days Wed 03-01-18 Fri 12-01-18 Development of System Management Plan 5 days Wed 03-01-18 Tue 09-01-18 Initiation of the Designed Website 1 day Wed 10-01-18 Wed 10-01-18 Stakeholder Signoff 1 day Thu 11-01-18 Thu 11-01-18 Project Closure 1 day Fri 12-01-18 Fri 12-01-18 Figure: WBS of the Project (Source: Created by Author) The overall budget for the project is AUD 50,000 and this budget will be allocated to different departments actively involved in the project. The following table shows the budget allocation for the different departments of the project. Activity/Group Estimated Budget Wages of Appointed Technical Experts AUD 10,000 Costs of System Upgradation AUD 10,000 Costs of Softwares AUD 5,000 Costs of Other Necessary Equipments and Requirements AUD 5,000 Design and Testing of Website AUD 20,000 Project Objectives The objectives of the project are as follows. To develop a web based application for the research centre To develop an online library for the website of the research centre To include the list of all the members including faculty and students in the website To implement technical setup for supporting extensive research on social media Measurable Organizational Value (MOV) Measurable Organizational Value (MOV) is defined by the quantifiable benefits that can be gained from the project. The goal of this project is to develop a web application for Social Media Research Centre. The new web application should serve as a database library that will contain all the data and information of the faculty members and the researchers. The list will include the list of faculty members and supervisors, list of possible projects that can be undertaken by the student researchers, a library of reference journal papers and reports of the projects previously undertaken. The desired areas of impact based on their intelligence are as follows. Operational The most important area of impact is operational. The main aim of the institution is to develop a new social media research centre and the purpose of this project is to develop a web based application for supporting the operational aspect of the research centre. Financial Finance is another important area of impact. This new web based application will enable the institution to decrease manual labor spent for sorting the lists and updating the literary stocks. As a result, the time for management and updating of the stocks will be decrease and it will in turn increase the system efficiency. Acceptance Criteria Acceptance criterion of a project is defined by a checklist of several criteria that must be met at the end of the project. The acceptance criteria for this project is as follows. The project will be considered successful if it can be completed within a specific timeline (8 months). The project will be considered successful if the overall budget of AUD 50000 is not exceeded. The project will be considered successful if the web based application is ready for use and supporting all the necessary features. The project will finally be considered as completely successful if the developed application aides the operations of the research centre. Assumptions and Constraints The assumptions for the project are as follows. It has been assumed that the project can be completed within the 8 months deadline. It has been assumed that the AUD 50,000 budget is sufficient for funding the project. It has been assumed that sufficient technical help and support can be gained for the purpose of the project. It has been assumed that the web based application will benefit the operational activities of the research centre. The constraints of the project are as follows. The website development may incur significant extra costs that may result in exceeding the budget. There are no management supports from the parent organization for this project. Stakeholder List The list of stakeholders for this project is shown in the following table. Stakeholder Designation Roles and Responsibilities Project Manager Preparation of the project plan, development of schedule and resource estimation plan, management of all operational activities in the project, change management, monitoring and control, etc. Sponsor Providing sufficient funds for the project, providing additional funds in cases of emergency Financial Manager Management and allocation of budget, handing over the approved funds to respective departments Technical Experts To design and develop of the web based application according to the specific requirements, testing of the installed system Operation Manager To manage the operational activities of the project Human Resources Manager Recruitment of new workers or employees Lessons Learned From the project charter, it has been learned that development of project charter is necessary for determining the path through which the project has to be executed. The project charter helps in defining different aspects of the project including work breakdown structure, stakeholder management table, cost management and others. In other words, before starting to work in a project, a plan must be developed in form of the charter in order prepare the direction for the project activities. Charter Sign Off The charter will be signed off by the all the stakeholders and will be handed over to the project manager for analysis and approval. 2.Communication Plan Plan Purpose During a project, there are a number of stakeholders involved. Without the coordination between the stakeholders, the project cannot be executed. Hence, preparation of a communication plan is necessary in order to ensure all the stakeholders are communicating with each other for the benefit of the project. The Plan The communication plan for this project is as shown below in the table. Stakeholder Information to be Shared Frequency of Information Exchange Location of Information Exchange Purpose of Communication Mechanism of Communication Project Manager Every details of the project, progress report Once in a month Project Managers Office For approval of additional funds, change management requests Documented Report Sponsor Funding Requirements Whenever necessary Sponsors office For proving extra budget for the project in cases of emergency Video Call Financial Manager Requirements of fund allocation Whenever necessary Finance Department For allocation and addition of the funds for the project Financial Report Technical Experts Technical Requirements During the start of the project Project Workshop For explaining the technical requirements needed for the project Verbal Communication Operation Manager Any operational requirements Whenever necessary Operation Managers office For some operational requirements in the project Verbal Communication Human Resources Manager Requirements of new workers or employees During project planning HR Department For suggesting the requirement of new workers for the project Verbal Communication Change Management Projects require suitable changes that enhance the outcome of the project. This is called change management. In this case study, the project manager will review and apply all the necessary changes that are required for the project. The changes will also be reviewed by all the stakeholders of the project and then these changes will be finally implemented in the project. Meeting Agenda During the course of the project, there will be a number of meetings at a periodic basis. The main objective of these meetings will be to discuss the progress of the project and suggest suitable changes that will be beneficial for the project. The meetings will be presided over by the project manager and the proceedings will be documented in form of reports for future references. Bibliography Kerzner, H. (2013).Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Schwalbe, K. (2015).Information technology project management. Cengage Learning.

Teamwork free essay sample

The development of teams and teamwork has grown dramatically In all types of organizations for one simple reason: No one person has the ability to deliver the kinds of products and services required in todays highly competitive marketplace. Organizations must depend on the cooperative nature of many teams to create successful ventures and outcomes. Teams can be vertical (functionall horizontal (cross-functional), or self-directed (self-managed) and can be used to create new products, complete specific projects, ensure quality, or replace operating departments. Functional teams perform specific organizational functions and include embers from several vertical levels of the hierarchy. In other words, a functional team Is composed of a manager and his or her subordinates for a particular functional area. Accounting, personnel, and purchasing departments are examples of functional teams. Cross-functional teams are made up of experts in various specialties (or functions) working together on various organizational tasks. Team members come from such departments as research and development, design, engineering, marketing, and distribution. We will write a custom essay sample on Teamwork or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These teams are often empowered to make decisions without the approval of management. For example, when Nabiscos xecutives concluded that the company needed to improve its relationship with customers and better satisfy customers needs, they created cross-functional teams whose assignments were to find ways to do Just that. Although functional teams are usually permanent, cross-functional teams are often temporary, lasting for as little as a few months or as long as several years, depending on the group tasks being performed. Self-directed work teams. or self-managed teams, operate without managers and are responsible for complete work processes or segments that deliver products or services to external or internal customers. Self-directed work teams (SDWTs) are designed to give employees a feeling of ownership of a whole Job. For example, at Tennessee Eastman, a division of Eastman Kodak Company, teams are responsible for whole product lines†including processing, lab work, and packaging. With shared team responsibilities for work outcomes, team members often have broader Job assignments and cross-train to master other Jobs. This cross-training permits greater team flexibility. No matter what type of team is formed, the benefits of teamwork are many, including synergy and Increased skills, knowledge, productivity, flexibility, and commitment. Among the other benefits are increased job satisfaction, employee empowerment, and improved quality and organizational effectiveness. Teamwork By annabergit The development of teams and teamwork has grown dramatically in all types of successful ventures and outcomes. Teams can be vertical (functional), horizontal team is composed of a manager and his or her subordinates for a particular performed. Self-directed work teams, or self-managed teams, operate without of teamwork are many, including synergy and increased skills, knowledge, productivity, flexibility, and commitment. Among the other benefits are increased Job Teamwork free essay sample Some of the advantages and disadvantages are found in teamwork recently. It is, however, apparent that there are a lot of facts shown that teamwork becomes more important between company departments or multicultural cooperations due to globalization trend. Having teamwork can make plan conduct effectively and efficiently whilst it may happen obstruction delaying the project if team members or the team founder do not take advantage of team-working. It is evident that teams are widely used in organizations present years while there is the need to solve problems and finish innovative tasks. In overview, there are two theories, Belbin (1981) 9 team roles model and Tuckman (1965) lifecycle of teams, shown that how to design teams for best creative and high-quality-reaching production. Moreover, what is the application during the team conducting itself illustrating afterwards. 2. Two theories analysis and application 2. 1 Belbin’s 9 Team Roles Model One of the most important theories of teamwork is 9 Team Roles Model (Belbin, 1981) which Belbin (1981) identified Plants, Resource investigators, Monitor  Evaluators, Co-ordinators, Implementers, Completer Finishers, Teamworkers, Shapers and Specialists (Belbin, 1981). We will write a custom essay sample on Teamwork or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is no perfect person but the perfect team before he developed this theory (Belbin, 1981). He also mentioned that ‘a team of six was found to be the most suitable for enabling a management team to tackle a complex problem’(Belbin, 1981, p. 116), meaning that there are some of the team members would have to perform as more than one role (Fisher et al. , 1997). There is, however, no scheme of power and control exploring in this well established team roles theory. It can not measure the power and control to form a group of subjects, whose functions are already recognized. That is to say, a forecast should be conducted regarding their attitude to the team from a consideration of each Belbin team role. If it is possible, then the validity of using Belbin’s 9 Team Roles model could have been built (Fisher et al. , 2000). In terms of the 9 team roles, it is still debatable though the 9 characteristics can be clearly defined one from another. It definitely looks like in vain to discriminate between implementer and complete-finisher roles in practical. Therefore, HR managers or specific trainers could take individuals with their strong preferences as exchangeable when it comes to the contributions to the team works (Senior, 1998). As regards resource investigators, the framers of teams should investigate the profiles of each individual to avoid the possibility of too much overlapping roles in a team, especially it would not work effectively on programs if there is more than one resource investigator with a shortage of other strong personality such as shaper and implementer (Senior, 1998). Besides, it should be balanced by more than one teamworkers arranging with a strong shaper. Although shapers would carry out the task along, there is still the requirement for other team members to cooperate helping finishing the works (Senior, 1998). In depth, it can be seen that it is beneficial if there are more than one shaper instead of only one in the team. It is undoubted that the more practical opinions in a team the better in terms of reality. There is, moreover, a limitation of this team roles model which neglecting distinct natural personalities of individuals. The likelihood of dislike each other may happen in the beginning; on the other hand, some of the team members may uneasy to get along with and work with. These can make the task procrastinate to be finished even they play every role mentioned in the team roles theory. In addition, there is no consideration about the interpersonal relationship in Belbin’s 9 team roles model (1981). Finally, in practical, while the project execution, it is constant changing in team activities whilst there is no description in the theory. 2. 2 Tuckman’s Lifecycle of Teams Another significant model of teamwork development procedure is that of Bruce W. Tuckman (1965), the lifecycle of teams. In this model, he shown what the stages of building a team and how this group works through the life cycle to become an effective team. Tuckman divided this process into five steps, namely: forming, storming, norming, performing and adjourning (Feltham, 2012). At first glance, team members are polite and welcoming each others in Forming. People do not want to offend others because they intend to be accepted in the team. As the team decides how to work together, team member may discuss about setting the regulations and roles. Moving to the second stage, storming, there are more ideas and thoughts openly expressed in the team. Besides, conflict may also happen easily during this time. Team members may compete for the positions and the challenge. In Norming, team members start to feel the sense of belonging in the team. Each team member realizes own role and responsibility. There is an agreement among team members about the norms and expectation of the achievement. In terms of the fourth stage, Performing, until achieve this stage, it is eventually rely on the successful sequences through the previous stages. Team members understand obviously about what and why they are doing. The linkage among each person is strong. They can deal with the problems quickly and effectively. The last stage, Adjourning, is related to the end term of the teams. It can be carrying out successful accomplishments, yet there might be stressful due to the dissolve problems (Feltham, 2012). 2. 3 Application With respect to practical utilizing, it should be clearly defined who acts as. Besides, it is also noticeable that exploring the suitable roles depends on each team member’s personality in the stage one from Belbin (1981) 9 team roles model. During the team-working time, individuals who present the stronger preference, such as coordinator, shaper, completer finisher and implementer based on Belbin (1981), should evaluate which stage are the team in Tuckman (1965) lifecycle of teams as well as push the team to go forwards. Take the stage two, storming (Tuckman, 1965), for example, if team members come up with too much ideas and enjoy discussing the creative opinion too detailed, it not only waste time on the task which is not so important but also reduce the time for the following stages. Under these both theories, people are easily able to realize the time management and decrease the possibility of getting stuck in one stage. There is no doubt that the pusher is significant in a team, however, everyone should also have the thoughts of acting a teamworker. Despite there are other roles, teamworkers are the spirit of a team because they are the conductors who follow the rules and finish the assignments. 3. Conclusion As it become visible throughout the teamwork, the user of the teamwork is experiencing a challenge and chance depends on how people use it. Although, however, there are some of the limitations in both two theories, it is undoubtedly that it is still worth choosing them to apply in practical. Thus, while facing with any kinds of tasks happened, teamwork can be the most effective and efficient choice.

The Great Gatsby A Pursuit of Agony Essays

The Great Gatsby A Pursuit of Agony Essays The Great Gatsby A Pursuit of Agony Essay The Great Gatsby A Pursuit of Agony Essay Essay Topic: The Great Gatsby Our most flawless and immaculate aspiration for the future is within us all. We all maintain a ravishing dream for the future that we aspire to reach. From childhood, we are collectively taught to pursue these wishes. Surely such a dream, with its promises of jubilance and fulfillment ought to be vigorously sought after and made a reality. Yet, such a conception is nowhere better refuted against than in the prosperous, plentiful world of The Great Gatsby by F.Scott Fitzgerald. Indeed, within such a world, each characters pursuance their dreams results in their utter disappointment and agony. Whether it be Tom Buchanans constant dissatisfaction with the future he creates for himself, Mr.Gatsby’s inability to accept the love he so chased, or the anguish felt by Daisy Buchanan after gaining exactly what she had believed would fulfill her dream, one can only conclude that The Great Gatsby argues that such an aggressive devotion to our fantasies will result in nothing more than our suffering and frustration. The first hint of Fitzgerald’s denouncement of such a pursuit of dreams begins with our first description of Tom Buchanan, an offensively affluent socialite who is able to bring about any future he could possibly desire. Our first characterization of him is as someone who â€Å"had spent a year [with his wife] in France for no particular reason, and then drifted here and there unrestfully wherever people played polo and were rich together† (Fitzgerald 6). Yet it is Tom’s mistress (Myrtle Wilson) for which he stops drifting around the world. Tom, with his attraction to power and status, is clearly allured by the prospect of feeling like the object of social envy, a prospect he believes his mistress will bring him (as is shown by his propensity to thrust her presence onto as many people as possible). However, Tom’s the social envy his mistress brings him is not enough to let him feel powerful. Perhaps the clearest manifestation of

Of Mice and Men Quotes

Of Mice and Men Quotes The following Of Mice and Men quotes represent some of the most significant elements of the novel, including the themes of nature, strength, and dreams. Additionally, Steinbecks use of vernacular language and colloquial dialects is evident in many of these passages. A few miles south of Soledad, the Salinas River drops in close to the hillside bank and runs deep and green. The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool. On one side of the river the golden foothill slopes curve up to the strong and rocky Gabilan Mountains, but on the valley side the water is lined with trees- willows fresh and green with every spring, carrying in their lower leaf junctures the debris of the winter’s flooding; and sycamores with mottled, white, recumbent limbs and branches that arch over the pool. This passage, which serves as the novels opener, establishes from the very beginning the importance of land and nature to the text- specifically, an idealized version of nature. The river runs â€Å"deep and green,† the water is â€Å"warm,† the sands are â€Å"yellow†¦in the sunlight,† the foothills â€Å"golden,† the mountains â€Å"strong,† and the willows â€Å"fresh and green. Each adjective is positive and healthy. Taken together, these descriptions create a romanticized image of the natural world. The passage suggests that the natural world is epic and powerful, the animals and plants living blissfully and peacefully according to their natural rhythms, coming and going as they please, untouched by man’s destructive hand. â€Å"There is a path through the willows and among the sycamores, a path beaten hard by boys coming down from the ranches to swim in the deep pool, and beaten hard by tramps who come wearily down from the highway in the evening to jungle-up near water. In front of the low horizontal limb of a giant sycamore there is an ash pile made by many fires; the limb is worn smooth by men who have sat on it.† Untouched, that is, until the beginning of the second paragraph, when into this scene come â€Å"boys,† and â€Å"tramps,† who wreak all manner of havoc on this natural scene. The path through the willows soon becomes a â€Å"path beaten hard as the men walk all over it, ruining it of its proper tenderness. There is an â€Å"ash pile by many fires,† which suggests more harm to the landscape, both in that it implies the area is well-traveled, as well as because fires are damaging to the ground upon which they burn. Moreover, these frequent visits have â€Å"worn smooth† a tree limb that the men have used as a bench, deforming it. This paragraph introduces the uneasy balance, central to the novel, between an idealized version of the natural world and the actual version in which people live- in other words, the world of mice and the world of men. The more the world of men tries to attain or possess the world of mice, the more they harm it, and consequently the more they lose it. â€Å"That mouse ain’t fresh, Lennie; and besides, you’ve broke it pettin’ it. You get another mouse that’s fresh and I’ll let you keep it a little while.† This statement, made by George to Lennie, reveals Lennie’s gentle nature, as well as his inability to prevent his physical power from bringing destruction upon those smaller than him. Throughout the novel, Lennie is often seen petting soft objects, ranging from a mouse to a rabbit to a womans hair. In this particular passage, nothing of consequence comes of Lennies actions- he is simply touching a dead mouse. However, the moment foreshadows another scene: later in the novel, Lennie attempts to stroke Curleys wifes hair and accidentally breaks her neck in the process. Lennies unintended but inevitable acts of destruction serve as a metaphor for humanitys destructive nature. Despite our best laid plans, the novel suggests, humans cannot help but leave behind a ruinous wake. I seen hundreds of men come by on the road an’ on the ranches, with their bindles on their back an’ that same damn thing in their heads. Hunderds of them. They come, and’ they quit an’ go on; an’ every damn one of ‘em’s got a little piece of land in his head. An’ never a God damn one of ‘em ever gets it. Just like heaven. Ever’body wants a little piece of lan’ I read plenty of books out here. Nobody never gets to heaven, and nobody gets no land. It’s just in their head. They’re all the time talkin’ about it, but it’s just’ in their head.† In this speech, a farmhand named Crooks rejects Lennie’s notion that he and George will one day buy a piece of land and live off of it. Crooks claims that he has heard many people make these sort of claims before, but that none of them have ever come to fruition; rather, he says, â€Å"it’s just in their head.† This statement encapsulates Crooks’ (justified) skepticism about George and Lennie’s plan, as well as a deeper doubt about anyones ability to attain whatever idealized sanctuary they have envisioned for themselves. According to Crooks, â€Å"[n]obody never gets to heaven, and nobody gets no land. Whether the dream is eternal spiritual salvation, or just a few acres to call your own, nobody can actually achieve it.  Ã‚   ‘We’ll have a cow,’ said George. ‘An’ we’ll have maybe a pig an’ chickens†¦an’ down the flat we’ll have a†¦little piece alfalfa- ‘For the rabbits,’ Lennie shouted.‘For the rabbits,’ George repeated.‘And I get to tend the rabbits.’‘An’ you get to tend the rabbits.’Lennie giggled with happiness. â€Å"An’ live on the fatta the lan’.’ This exchange between George and Lennie takes place at the end of the novel. In it, the two characters describe for each other the farm they hope to live on one day. They plan to have rabbits, pigs, cows, chickens, and alfalfa, none of which they currently have access to on the barley farm. The dream of having their own farm is a refrain to which the pair often returns throughout the book. Lennie seems to believe the dream is realistic, even if currently out of reach, but for most of the book, it is unclear whether George shares that belief or simply considers it an idle fantasy that helps him get through the day. By the time this scene occurs, however, George is preparing to kill Lennie, and he clearly knows the farm dream will never become reality. Interestingly, even though they have had this conversation before, only now does George assent when Lennie asks him if they can have rabbits- a recurring symbol throughout the book- on the farm. Given that he is about to shoot Lennie, this juxtaposition implies that, for the characters of Of Mice and Men, the more they hope to attain in the real world, the further from it they must travel.

MIS in Local Government Education Centers within East Africa Dissertation

MIS in Local Government Education Centers within East Africa - Dissertation Example The report will also, question, whether the MIS only enforces the administrative managerial role – towards domination and reinforcement of operational power relations. The faltering conclusion is that an MIS, throughout its development and changing attributes, is extolled with the interests and values of the delivery of education services, which is to happen within the operational power structure. Keywords: MIS, Giddens’ structuration theory, Actor-network theory, institutional theory, power relations, organizational practice. Introduction This paper goes over some of the basic considerations from an area study on the progression, as well as usage of an administration info process (MIS) in Department of education, as well as learning institutions in the Town of Arusha, Tanzania. The study question is: Does an artifact like an MIS, when proposed and also put into utilization, contribute to the production of a new practice that makes things achievable, to regulate in an a ssorted and more desirable method the trouble of integration? Or does the MIS system – just enhance the ability of the management control, to prevail over others as well as correctly just reinforce the being present power relations? In this paper I am reviewing these inquiries by focusing on the changes that have developed during the development method. From 1989 to 1993, I worked as an inner expert at the administrative level, at this association. I had studied theoretical literature concerning the way decision processes at the public industry unravel as well as presently I had the chance to experience and contemplate, just what took place in practice. I learned a great deal pertaining to practical organizational complications as well as exactly how they are regulated in this context. I experienced the well recognized, but for me, interested gap in between what transpires in practice and how we believe, act, and write as well as speak when making conclusions.1 Through this p aper, I shall discuss, as well as evaluate such a gap by focusing on a project that has definitely created a computer-based supervision data system. There has actually been a massive gap in between the goals, deals and also activities taken by the management supervision that initiated the venture, as well as what was in fact happening in practice. This paper documents a complicated process with unanticipated troubles and also outcomes. There seems to be a reason in this process that accords with what Scott (1992) has certainly identified a logical view focusing on lucid targets and also the formal organizational framework as the ways to achieve them. This is not interesting in the context of the management level of the company. This level is placed between the grass-roots degree where the solutions are delivered as well as the political level where the formal and also legitimate right to choose is positioned. It belongs to the normative framework that the administrative authority ne eds to cope with issues of performance and also usefulness. From this viewpoint the focus on transparent targets and formalized ways is easy to understand.2 However, it appears that this kind of incorporated rationality is an ideal that has a tendency that constrains all the players. It is an important part of the organizational process and has an impact on what can legitimately be reviewed. This

JACOBSTOWE Essay Example | Topics and Well Written Essays - 1500 words

JACOBSTOWE - Essay Example Jacobstowe found it difficult in 2007 to meet its working capital requirements. With low gearing, tight liquidity problems, working capital could not be utilized to its best. But despite all these adversaries, Jacob declared good dividend in order to maintain the market price of its scrips at certain predetermined level. All ventures in the business are executed to earn the profits, and that is one of the most important tasks of business managers. Three ratios are used, namely Net Profit Margin, Return on Assets, and Return on Equity in order to evaluate the profitability of Jacobstowe Plc. a) Net Profit Margins: Jacobstowe Plc.’s net profit margins have gone down to 5.17% in 2007 from 6.42% in 2006. Despite the fact that there is increase in turnover from 5,622m to 5,996m, Jacobstowe has not been able to increase net profit margins. There could be a number of reasons for such a fall in profitability. One would notice that current ratio of Jacobstowe has also fallen in the year 2007 as compared to 2006 even when total ‘Receivables’ have increased; it makes sense here to state that turnover would have increased at the cost of reduction in prices, and thus there are reduction in net margins. Initially with the reduction in prices gross margin would have gone down but as there was also increase in operating costs (those increased from 5099m in 2006 to 5486m in 2007), both factors would have worked together to bring down the net margins. b) Return on Assets (ROA): Another measure to assess profitability is Return on Assets (ROA). Return on assets in 2007 is 4.93 as compared 5.75 in 2006. Assets have performed if not less than their optimum capacity but certainly the performance was what it was in the year 2006. For calculation purposes average capital employed in 2006 is taken as in 2007. This is because of non- availability of information about ‘total assets employed’ in 2005. Profitability on this count was also not very encouraging. The

Procrastination and Action Essay Example for Free

Procrastination and Action Essay Procrastination, like all of your behaviors carries consequences. Whether your behavior is conscious or unconscious, you will eventually have to deal with the effects. Its only natural to procrastinate at times but, the way you deal with your procrastination patterns will determine what effects procrastination has on your life. One of the most obvious effects of procrastination is the failure to reap the rewards that would come from taking action. If a student chooses to procrastinate rather than complete school work on time, there can be many terrible effects. Of course, his or her grades could suffer if that particular school or teacher penalizes for late work. Severe procrastination can end in failure if the work is not accepted because of lateness. Even in the best-case scenario, work completed under the stress of procrastination tends to be poorly done. Procrastination can also negatively affect a person’s home life. Imagine you procrastinated and left the dirty dishes in the sink after dinner tonight. That would not be such a big deal, right? Now imagine you did it for a week. Imagine the putrid stench, the mold, and the hours of scrubbing it would take to get rid of the dried food. Procrastination is bad, but procrastination over a long stretch of time is horrific. You might even give yourself food poisoning! Overindulging in procrastination at work will inevitably get you fired. If your boss asks you to do something now and you do not complete it until next week, do you think you will keep your job? Even if you do not lose your job, you will likely receive a bad evaluation and perhaps face a pay cut if you are not completing tasks in a timely manner. If you are fired and you have a history of bad evaluations, you will not likely receive a letter of recommendation from your old job. Without a good work history, it will be difficult or impossible to get another job. When you procrastinate you simple fail to take action on the very things you know will bring you the rewards that you desire. Although you know what you want and even what you need to do to get it, you still have to take action and its usually at this point where procrastination sets in. Because the results that you desire are often something bigger and better than what you currently have, you must step outside your comfort zone to get it. You might have to take actions that you are not comfortable with to which your unconscious mind reacts by protecting you against that which is uncomfortable. Although the short term effects of procrastination might seem as positive the long term effects are almost always negative. Failing to reap the rewards of taking action can have many knock on effects. Taking action on your ideas and desires is one of your most empowering gifts. It is the process by which you can make the intangible tangible. Through your actions and your behavior you create or manage your life. Its not only the direct results of your actions that create the outcomes, but often the very fact that you are actually consciously affecting the conditions of your life. It not just your actions, but rather your failure to take action that will have a greater effect on the rewards you reap from life. From this point of view the effects of procrastination is not just a direct but also an indirect loss of rewards. Every action is a cause set in motion that affects and builds on past and future events to the point, where we can never really determine the actual effect of one specific action. More than anything else, action opens you up to opportunity. Opportunity is rarely the result of you waiting for it. When you put yourself in line with what you want most through your conscious action you expose yourself to opportunity. Its never a case of whether you have opportunities but rather are you noticing the opportunities? But even more importantly, are you using the opportunities or are you procrastinating? One thing is for certain and that is when procrastination becomes a habit you wont even notice all the opportunities on your doorstep. You will live your life in distraction, constantly looking for short term pleasures to avoid the real challenges that will cause you to reap the real results. You will always turn a blind eye to the real opportunities. Those who succeed are rarely the people with the most or the most splendid opportunities. They are the people who saw and realized it. Out of all the negative effects of procrastination and indecision the failure to spot and act on opportunity is probably the saddest. So many people with so much talent fail to live up to their true potential because of procrastination. The rewards you reap from life will be either a direct or an indirect result of your actions or your inactions. Not only will procrastination prevent you from reaping the rewards but your inaction will prevent you from even being exposed to opportunity. Opportunity is knocking but you have to take action and at least open the door. There might be many reasons why a person chooses to procrastinate when he or she knows it is time to complete a task. Whatever the causes, the effects of procrastination can be catastrophic. Procrastination can be harmful at school, home, and work. If a student chooses to procrastinate rather than complete school work on time, there can be many terrible effects. Of course, his or her grades could suffer if the teacher penalizes, work that is sent in late. Even in the best-case scenario, work completed under the stress of procrastination tends to be poorly done. Procrastination can also negatively affect a person’s home life. Imagine you procrastinated and left the dirty dishes in the sink after dinner tonight. That would not be such a big deal, right? Now imagine you did it for a week. Imagine the putrid stench, the mold, and the hours of scrubbing it would take to get rid of the dried food. Procrastination is bad, but procrastination over a long stretch of time is horrific. You might even give yourself food poisoning! Not only will procrastination prevent you from reaping the rewards but your inaction will prevent you from even being exposed to opportunities. Procrastination, like all of your behaviors carries consequences. Whether your behavior is conscious or unconscious, you will eventually have to deal with the effects. The effects of procrastination are something that we all have to confront and deal with from time to time. Procrastination is what derives people from their work, study, and even determination. Focus is what is needed in our every-day lives, and though it is tempting to delay what is needed to be done, no excuse is worth it.

Symbols and Symbolism in The Scarlet Letter Essay -- Scarlet Letter es

Symbolism in The Scarlet Letter The Scarlet Letter by Nathaniel Hawthorne is generally considered to be the first American symbolic novel. A symbol is something which is used to represent something broader in meaning. The most obvious symbol in the novel is the actual scarlet "A" which both the criticism and I agree upon. This "A" is the literal symbol of the sin of adultery. The letter A then appears in many different forms throughout the novel. The gold-embroidered A on Hester Prynne's fascinates Pearl Prynne. It is magnified in the armor breast plate at Governor Bellingham's mansion which is so extreme that it seems to hide and cover Hester. On the night of Arthur Dimmesdale vigil, he sees a red A in the sky. And finally, the letter is revealed on Dimmsdale's chest in front of the whole village. The A also takes on many meanings. It has the original meaning as well as different meanings to various characters. To Hester, the A means humiliation. The A to Dimmesdale is a reminder of his own contrition. To Pearl, the A is peculiarity and Roger Chillingworth sees the A as a journey for retaliation. Other then adultery, the A can also stand for "Angel" and "Able". Angel, for it appears in the sky after Governor Winthrop's death. Able, for Hester has won the respect of the Puritans even if she has sinned terribly. Hawthorne uses the prison building to describe crime and punishment in contrast with the tombstone at the end of ... ...t price is Hester's reputation and her standing in the community. Pearl is also a self-contained symbol. The result of her parent's sin is shown in her often imprudent comments and unbridled behavior. Each character in the novel suffers from a sin which they try to crush and bemoan with goodness from their own heart. The Scarlet Letter is a book filled with symbolism. I feel the symbolism helps to relate a situation to a position the reader knows about. The critic which I based this on feels that there is voluminous accounts of symbolism, even too much. I must disagree with this. Hawthorne's The Scarlet Letter is an amazingly written book for its time with just the right amount of powerful symbolism.

6 Examples of Current Legislation in Relation to Safeguarding

TDA 2. 2SAFEGUARDING THE WELFARE OF CHILDREN AND YOUNG PEOPLE Assessment Criteria 1. 1Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. School Child Protection Policy A sample policy is included in the â€Å"Policies† section of this student’s binder; it is called â€Å"XYZ SCHOOL CHILD PROTECTION POLICY†. At the end of it other of the school’s policies are cited which can also be referenced. Further, within this policy, documents such as â€Å"Children Act 1989† and â€Å"Working Together† are referred to.The policy states, â€Å"[t]he procedures have been developed in co-operation with the North Yorkshire Area Child Protection Committee (NYACPAC) and the Local Safeguarding Children Board (LSCB). † I was not able to locate my local school’s â€Å"E-Safety Policy†, however I did locate a â€Å"School E-Safety Policy Template † by the Southwest Grid for Learning Trust, which is to work in conjunction with other school policies like the Anti-Bullying Policy, and which covers items such as those in the following lists. It embraces the use of ICT as learning changes with technological advancements but works for best practices to ensure safety. Also read: Legal and Organisational Requirements For Dealing With Complaints in Care Also read: Identify When Children and Young People Require Urgent Medical AttentionPolicy Statements †¢ Education – Students / Pupils †¢ Education – Parents / Carers †¢ Education – Extended Schools †¢ Education and training – Staff †¢ Training – Governors †¢ Technical – infrastructure / equipment, filtering and monitoring †¢ Curriculum †¢ Use of digital and video images †¢ Data protection †¢ Communications †¢ Unsuitable / inappropriate activities †¢ Responding to incidents of misuse Appendices: †¢ Student / Pupil Acceptable Use Policy Agreement Template †¢ Staff and Volunteers Acceptable Use Policy Agreement Template †¢ Parents / Carers Acceptable Use Policy Agreement Template †¢ School Filtering Policy template School Password Security Policy template †¢ School Personal Data Policy template †¢ School E-Safety Charter †¢ Ideas for schools to conside r[i] Current Legislation According to the NSPCC, â€Å"There is no single piece of legislation that covers child protection in the UK, but rather a myriad of laws and guidance that are continually being amended, updated and revoked. Laws are amended by new legislation passed by Westminster, the Welsh Assembly Government, the Northern Ireland Assembly and the Scottish Parliament. This is known as statutory law, but laws also have to be interpreted by the courts.The way in which courts interpret laws is known as case law, and this can also have the effect of amending statutory law. † Some of the pertinent pieces of legislation are as follows. The material is quoted from an NSPCC factsheet called â€Å"An introduction to child protection legislation in the UK† unless otherwise cited. [ii] The Children Act 1989 The current child protection system is based on the Children Act 1989, which was introduced in an effort to reform and clarify the existing plethora of laws affecti ng children. [I]t enshrined a number of principles.The paramountcy principle means that a child’s welfare is paramount when making any decisions about a child’s upbringing. The court must also ascertain the wishes and feelings of the child and shall not make an Order unless this is â€Å"better for the child than making no Order at all† (section 1). Every effort should be made to preserve the child’s home and family links. It introduced the concept of parental responsibility which is defined as â€Å"the rights, duties, powers and responsibilities which by law a parent of a child has in relation to the child and his property† (section 3).The Children Act 1989 †¦ charges local authorities with the â€Å"duty to investigate †¦ if they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm† (section 47). Local authorities are also charged with a duty t o provide â€Å"services for children in need, their families and others† (section 17). It is section 31 of the Children Act 1989 that sets out the NSPCC’s â€Å"authorised person status† which means the NSPCC has the power to apply directly for a court order if it believes a child is suffering or likely to suffer significant harm.Two key guidance documents exist to help professionals to identify children at risk and to work together to protect them: [1] Guidance on interagency cooperation under the Children Act 1989 was first published in 1991. The current guidance, Working together to safeguard children: a guide to inter-agency working to safeguard and promote the welfare of children (HM Government, 2010), is currently under review. [2] The Framework for the assessment of children in need and their families (DH, 2000) is non-statutory guidance that provides professionals with a systematic way of identifying children in need and ascertaining the best way of hel ping those children and their families. A simple guide for anyone working with children, What to do if you're worried a child is being abused. (HM Government, 2006), outlines the child protection processes and systems contained in the Working Together and Framework for Assessment documents.Whilst local authorities have a mandatory duty to investigate if they are informed a child may be at risk, there are no specific mandatory child abuse reporting laws in the UK that require professionals to report their suspicions to the authorities. However in Northern Ireland, it is an offence not to report an arrestable crime to the police. Since the Children Act 1989, many new laws have been passed to strengthen the ways children are protected. The United Nations Convention on the Rights of the Child 1989 (UN, 1989) †¦ includes the right to protection from abuse, the right to express their iews and have them listened to and the right to care and services for disabled children or children l iving away from home. The Human Rights Act 1998 incorporates the European Convention on Human Rights into UK law. †¦ [C]hildren are covered by this legislation as they are persons in the eyes of the law, just as adults are (Bainham, 2005 p82). The Act makes it unlawful for public authorities to act in a manner which is incompatible with the rights and freedoms contained in the Act. It also requires the Government and the courts to ensure that court rulings and new Bills are compatible with the Act wherever possible.These rights include the right to respect for private and family life. The Education Act 2002 includes a provision (section 175 [â€Å"Protecting and involving young people†) requiring school governing bodies, local education authorities and further education institutions to make arrangements to safeguard and promote the welfare of children. Children Act 2004 Following the death of eight-year old Victoria Climbie in 2000, the Government asked Lord Laming to co nduct an inquiry to help decide whether it needed to introduce new legislation and guidance to improve the child protection system in England.The †¦ Victoria Climbie Inquiry report (Laming, 2003) [resulted in] the Keeping children safe report (DfES, 2003) and the Every child matters green paper (DfES, 2003), which in turn led to the Children Act 2004. Although much of this legislation still applies, the election of a Conservative/Liberal Democrat coalition government in May 2010 has led to a shift in thinking on child protection, and a number of changes in approach are currently under discussion.In June 2010 the new government invited Professor Eileen Munro to conduct an independent review of children’s social work and child protection practice in England. Children and Families Minister, Tim Loughton said that it would provide an opportunity to counteract a culture in child protection, â€Å"which places too much emphasis on bureaucratic box ticking above close personal attention to the circumstances of individual children†.The Munro review of child protection: final report (Munro, May 2011) called for a more child-focused system and a reduction in prescriptive timescales and targets from central government. A child centred system: the government’s response to the Munro review (DfE, July 2011) accepted all but one of Munro’s recommendations, and laid out a programme of proposed changes over the following years. Pending alterations have been noted throughout this briefing.The Children Act 2004 does not replace or even amend much of the Children Act 1989. Instead it sets out the process for integrating services to children [emphasis by person quoting this material]. It covers England and Wales in separate sections. Besides creating the post of Children's Commissioner for England, the Children Act 2004 places a duty on local authorities to appoint a director of children’s services and an elected lead member for childrenâ₠¬â„¢s services, who is ultimately accountable for the delivery of services.The coalition government published revised statutory guidance relating to the two posts in April 2012 (DfE, 2012). The Act places a duty on local authorities and their partners (including the police, health service providers and the youth justice system) to co-operate in promoting the wellbeing of children and young people and to make arrangements to safeguard and promote the welfare of children.The Act also puts Local Safeguarding Children Boards on a statutory footing (replacing the non-statutory Area Child Protection Committees) and gives them functions of investigation and review (section 14), which they use to review all child deaths in their area. Section 58 of the Children Act 2004 updates the legislation on physical punishment. It limits the use of the defence of reasonable punishment so that it can no longer be used when people are charged with the offences against a child of wounding, actual or grie vous bodily harm or cruelty †¦ (DCSF, 2007).After the Children Act 2004 †¦ The Education Act 2011 makes changes to provisions on school discipline and will place restrictions on the public reporting of allegations made against teachers. The intention is for most of the sections of the Act to have commenced by the start of the 2012 academic year. Assessment Criteria 1. 2Describe the roles of different agencies involved in safeguarding the welfare of children and young people. On the website safeguardingchildren. co. k, in the Section entitled â€Å"Agency Roles and Responsibilities†, the following information is provided re Children's Social Care, an Emergency Duty Team, Schools and Governing Bodies, Senior Members of Staff with Designated Responsibility for Child Protection and Further Education Institutions and Governing Bodies (the later for children under eighteen years of age). Children's Social Care The agency with lead responsibility for child protection withi n North Yorkshire is the Local Authority Children and Young People's Service, Children's Social Care. Children's Social Care has the following responsibilities: Assess, plan and provide support to children in need, particularly those suffering or likely to suffer significant harm; †¢ Make enquiries under Section 47 of the Children Act 1989 wherever there is reason to suspect that a child in its area is at risk of significant harm; †¢ Convene and chair Child Protection Conferences under LSCB procedures; †¢ Maintain the Electronic Social Care Record (ESCR) known as ICS; †¢ Provide a Key Worker for every child subject to a Child Protection Plan; †¢ Ensure that the agencies who are party to the protection plan coordinate their activities to protect the child; †¢ Undertake a Core Assessment where required ensuring they comply with the standards set out in LSCB Procedures, Appendix 4; †¢ Convene regular reviews of the progress of any child subject to a C hild Protection Plan through both Core Group and Child Protection Conference Review meetings; †¢ Instigate legal proceedings where required. Additionally Children's Social Care are a responsible authority in North Yorkshire within the Licensing Act (2003) and Gambling Act (2005) for the protection of children criterion. The primary duty of all staff, whatever their nominated role, is to protect children from significant harm. Emergency Duty Team (EDT) Staff working in EDTs must distinguish carefully, often on the basis of inadequate and/or incomplete information: †¢ What immediate action may be required to ensure the immediate and longer term safety of a child; and †¢ What further responses may be best left to day time services.EDT staff should ensure that all relevant information obtained and actions taken out of office hours are transmitted without delay to the relevant sections within Adult & Community Services and Children's Social Care and other agencies as appro priate. Children and Young People's Service: Education The duty of local authorities, schools of all kinds and FE colleges to have arrangements for carrying out their functions with a view to safeguarding & promoting the welfare of children is under sections 175 & 157 of the Education Act 2002. Education staff have a crucial role to play in helping identify welfare concerns and indicators of possible abuse or neglect at an early stage. The local authority has a nominated a lead officer with responsibly for safeguarding and promoting the welfare of all children at three levels.These responsibilities are: †¢ Strategic – coordinating and planning service delivery; †¢ Support – ensuring schools are aware of their responsibilities, monitoring their performance and ensuring training, model policies and procedures and advice and support is available; †¢ Operational – taking responsibility for safeguarding children who are excluded from school or who have not obtained a school place, for example children and pupil referral units or being educated by the authority's home tutor service; involvement in dealing with allegations against staff and volunteers; and ensuring arrangements are in place to prevent unsuitable staff and volunteers from working with children. Schools and Governing Bodies Governing Body should ensure that: †¢ the school has a child protection policy and procedures in place that are in accordance with local authority guidance and locally agreed inter-agency procedures, and the policy is made available to parents on request; †¢ the school operates safe recruitment procedures and makes sure that all appropriate checks are carried out on staff and volunteers who ork with children; †¢ the school has procedures for dealing with allegations of abuse against staff and volunteers that comply with guidance from the local authority and locally agreed inter-agency procedures; †¢ a senior member of the schoo l's leadership team is designated to take lead responsibility for child protection (and deputy); †¢ staff undertake appropriate child protection training; †¢ they remedy, without delay, any deficiencies or weaknesses regarding child protection arrangements; †¢ a governor is nominated to be responsible for liaising with the local authority and /or partner agencies in the event of allegations of abuse being made against the head teacher; †¢ where services or activities are provided on the school premises by another body, the body concerned has appropriate policies and procedures in place in regard to safeguarding children and child protection and liaises with the school on these matters where appropriate; †¢ they review their policies and procedures annually and provide information to the local authority about them and about how the above duties have been discharged The Headteacher should ensure that: the policies and procedures adopted by the Governing Body o r Proprietor are fully implemented, and followed by all staff; †¢ sufficient resources and time are allocated to enable the designated person and other staff to discharge their responsibilities; and †¢ all staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle blowing policies. Senior Members of Staff with Designated Responsibility for Child Protection should ensure the following: Referrals †¢ Refer cases of suspected abuse or allegations to the relevant investigating agencies; †¢ Act as a source of support, advice and expertise within the educational establishment; †¢ Liaise with head teacher to inform him/her of any issues and ongoing investigations and ensure there is always cover for this role. Training †¢ To recognise how to identify signs of abuse and when it is appropriate to make a referr al; †¢ Have a working knowledge of how LSCBs operate, the onduct of a child protection case conference and be able to attend and contribute to these; †¢ Ensure that all staff have access to and understand the school's child protection policy; †¢ Ensure that all staff have induction training; †¢ Keep detailed accurate secure written records and/or concerns; †¢ Obtain access to resources and attend any relevant or refresher training courses at least every two years. †¢ Raising Awareness. All staff and volunteers †¢ fully comply with the school's policies and procedures; †¢ attend appropriate training; †¢ inform the designated person of any concerns. Further Education Institutions and Governing Bodies See arrangements above for schools. [iii] Police There is a National Policing Improvement Agency (NPIA) document entitled, â€Å"Guidance on Investigating Child Abuse and Safeguarding Children, Second Edition†.In it the priorities and re sponsibilities of the Police Service in protecting child welfare are described as: – protect the lives of children and ensure that in the policing of child abuse the welfare of all children is paramount; – investigate all reports of child abuse and neglect and protect the rights of child victims of crime; – establish the investigation of child abuse and safeguarding of children as a mainstream policing activity; and – adopt a proactive multi-agency approach to preventing and reducing child abuse and neglect and safeguarding children. [iv] Health service roles and responsibilities in child protection â€Å"Within the health services every member of staff has a responsibility for ensuring that children are protected as much as possible. † Different specializations have unique observations [e. g.Mid-Wives for pre-born children and their parent(s)] but in summary each staff member, leader, and volunteer is to be trained to recognize and intervene accor ding to agency policies; some identified leaders will have roles in leading interagency meetings and some specialists will be given opportunity to make recommendations regarding child, young person and/or parent(s). For children seen in A&E there is a check system to verify if a child has been flagged for another concern. [v] ALSO RE. HEALTH CARE PROVIDERS: Health care providers specialist knowledge may also be very helpful with conditions or situations such as the following: †¢ Children and young people with severe behavioural difficulties; †¢ Emotional disturbance; †¢ Eating disorders; †¢ Self-harming behaviour; Families where there is a perceived high risk of danger; †¢ Very young children; †¢ Abused child or abuser has severe communication problems; †¢ Situations where parent and carer feigns the symptoms of, or deliberately causes ill-health to a child; †¢ Where multiple victims are involved. [vi] Office for standard in education (Ofsted) Children's Directorate Registered childminders and group day care providers must satisfy explicit criteria in order to meet the national standard with respect to child protection (Standard 13, of Day Care Standards issued by Ofsted). Ensuring that they do so is the responsibility of the Children's Directorate of Ofsted. Ofsted requires that: All childminders and group day care staff have knowledge of child protection, including the signs and symptoms of abuse and what to do if abuse or neglect is suspected; †¢ Those who are entrusted with the day care of children or who child mind have the personal capacity and skills to ensure children are looked after in a nurturing and safe manner. Ofsted will seek to ensure that day care providers: †¢ Ensure the environment in which children are cared for is safe; †¢ Have child safeguarding children policies and procedures in place, which are consistent with these procedures; †¢ Be able to demonstrate that their procedures h ave been followed when an allegation is made. Ofsted must contact Children's Social Care about any child protection issues and, in consultation with them, consider whether any action needs to be taken to protect children attending the provision.Ofsted must be informed when a child protection referral is made to Children's Social Care about: †¢ A person who works as a child minder; or †¢ A person who works in day care for children; or †¢ Allegations regarding any person residing in the home of a registered childminder; or †¢ Any service regulated by Ofsted's Children's Directorate. Ofsted must be invited to any Strategy Meeting where an allegation might have implications for other users of the day care service and/or the registration of the provider. Ofsted must seek to cancel registration if children are at risk of significant harm by being looked after in childminding or group day care settings.Where warranted, Ofsted will bring civil proceedings or criminal pro ceedings against registered or unregistered day care providers. Additionally, Ofsted's Children's Directorate: †¢ Registers private and voluntary care services which are required to meet national standards; †¢ Inspects, assesses and reviews all care services; †¢ Inspects boarding schools, residential special schools and further education colleges with residential students under 18 years; †¢ Publishes an inspection report; †¢ Provides details of the number and quality or private and voluntary care services; †¢ Deals with complaints about care service providers; †¢ Takes enforcement action when services do not meet minimum standards.Providers will also be expected to have knowledge of child protection, including signs and symptoms and what to do if abuse or neglect is suspected and an up to date child protection policy. [vii] NSPCC The National Society for the Prevention of Cruelty to Children (NSPCC) is a charity with a duty to protect children from abuse and neglect and has the statutory power to bring care proceedings in its own right. The NSPCC operates a national 24 hour child protection line (see Appendix 2), which accepts referrals and passes the information to the relevant Children's Services. Children's Social Care may commission the NSPCC to undertake specific child protection related work, including Section 47 Enquiries and ‘special investigations'. [viii] Also see: GUIDE TO INTERAGENCY WORK — http://www. northyorks. gov. uk/index. aspx? rticleid=12437 Also, per The Department for Children, Schools and Families’ â€Å"Working Together to Safeguard Children–A guide to inter-agency working to safeguard and promote the welfare of children†, The Purpose of multi-agency working at both strategic and operational levels is to achieve better outcomes for children and young people by fostering: a shared understanding of the tasks, processes, principles, roles and responsibilities outlined in national guidance and local arrangements for safeguarding children and promoting their welfare; more effective and integrated services at both the strategic and individual case level; improved communication and information sharing between professionals, including a common understanding of key terms, definitions and thresholds for action; effective working relationships, including an ability to work in multi-disciplinary groups or teams; sound child focused assessments and decision-making; and learning from Serious Case Reviews (SCRs) and reviews of child deaths. [ix] PLEASE SEE ADDITIONAL PAGES: _________ re CAF and Multi-agency working. Please see the â€Å"Illness Grid† for responses to the following AC’s: Assessment Criteria 2. 1Identify the signs and symptoms of common childhood diseases. and Assessment Criteria 2. 2Describe the actions to take when children or young people are ill or injured. andAssessment Criteria 2. 3Identify circumstances when children and youn g people might require urgent medical attention. Note to: Wendy — I had already done this grid, per brief instructions on Moodle the week when class was cancelled due to snow and ice. So this may not be quite what you were looking for but I learned some things and thought I could use this as a resource in the future so I did not delete content, even though it is quite lengthy. In general, responses at school include the following for when a child is injured or becomes ill: Have a First Aider accessible during times of outside play and during all school hours. Reassure the child;Have child assessed by First Aider; If okay to move the child take the child to a quiet area; Other wise clear the area and leave child in place; Reassure other children who are concerned; If unable to self-ambulate and/or child appears to need help moving and First Aider recommends, then call an ambulance; Minor cuts/bruises: apply cold, wet paper towel; Document anything witnesses, often this is done in the School Accident Book; If bump to head then send home a letter to notify parents; If any bodily fluids are involved, wear gloves; Keep child cool or warm, depending on situation. Contact parents if anything other than minor health/illness/accident arises.Please see ABC Road School’s â€Å"Medical and First Aid Procedures† for an example policy regarding boundaries for prescribed medication at school, emergency first aid, and some common conditions (i. e. , diabetes, choking, fractures, burns and scalds, shock, head injuries, bleeding, poisons, heart attack, asthma and epilepsy). ILLNESS GRID |Illness |Signs and symptoms 2. 1 |What actions to take 2. 2 |Is urgent medical attention | | | | |required? 2. | |Flu |Sudden fever – a temperature of 38 °C (100. 4 °F) or above |Call parents. Send child home. Typical GP |No. | | |dry, chesty cough |instructions follow. If you have flu, it will |You probably only need to see your| | |headache |usually be possible for you to treat yourself |doctor if you are in a high risk | | |tiredness |effectively at home. group and then you may be | | |chills |If this is the case you should: |prescribed antivirals if you are: | | |aching muscles |rest |pregnant | | |limb or joint pain |keep warm |Or if you have: | | |diarrhoea or upset stomach |drink plenty of water to avoid dehydration |lung disease | | |sore throat |try to take paracetamol or anti-inflammatory |heart disease | | |runny or blocked nose |medicines such as ibuprofen to lower a high |kidney disease, | | |sneezing |temperature and relieve aches |liver disease | | |loss of appetite | neurological disease such as motor| | |difficulty sleeping | |neurone disease, Parkinson's or | | | | |multiple sclerosis | | | | |a weakened immune system | | | | |diabetes | |Epilepsy |The main symptoms of epilepsy are repeated seizures. |Especially with Tonic-Clonic seizures: |No. | | |People with epilepsy can experience any variety of seizure, although most people follow a consistent |move them away from anything that could cause |However, dial 999 if: | | |pattern of symptoms known as an epilepsy syndrome. Seizures can occur when you are awake or asleep |injury, such as a busy road or hot cooker |it’s the first time someone has | | |(nocturnal seizures). cushion their head if they're on the ground |had a seizure | | |Partial seizures |loosen any tight clothing around their neck, such |the seizure lasts for more than | | |Symptoms of a simple partial seizure include: |as a collar or tie, to aid breathing |five minutes | | |changes in the way things look, smell, feel, taste or sound |when their convulsions stop, turn them so that |the person doesn’t regain full | | |an intense feeling that events have happened before (deja vu) |they're lying on their side |consciousness, or has a series of | | |a tingling sensation, or ‘pins and needles’, in your arms and legs stay with them and talk to them calmly until they |seizures without regaining | | |a sudden intense emotion, such as fear or joy |have recovered |consciousness | | |the muscles in your arms, legs and face may become stiff |note the time the seizure starts and finishes. | | | |you may experience twitching on one side of your body |Be aware of what the person does during the | | | |The symptoms of a complex partial seizure normally involve apparently strange and random bodily |seizure.Make a note of what they're like | | | |behaviour, such as: |afterwards (such as sleepy, confused, or | | | |smacking your lips |aggressive), and record how long the seizure lasts. | | | |rubbing your hands |The following information may be helpful: | | | |making random noises |Where was the person? | | | |moving your arms around |What were they doing? | | |picking at clothes |Did the person mention any unusual sensations, such| | | |fiddling with objects |as an odd smell or taste? | | | |adopting an unusual posture |Did you notice any mood change, such as excitement,| | | |chewing or swallowing |anxiety or anger? | | | |During a complex partial seizure, you will not be able to respond to anyone else, and you will have no|What brought your attention to the seizure? Was it | | | |memory of the event. a noise, such as the person falling over, or body | | | |Generalised seizures |movements, such as their eyes rolling or head | | | |In most cases, a person having a generalised seizure will be completely unconscious. |turning? | | | |There are six main types of generalised seizure; these are their symptoms: |Did the seizure occur without warning? | | | |1. Absence seizures, sometimes called petit mal, mainly affect children.They cause the child to lose |Was there any loss of consciousness or altered | | | |awareness of their surroundings for up to 20 seconds. The child will seem to stare vacantly into |awareness? | | | |space, although some children will flutter their eyes or smack their lips. The child will have no |Did the person's c olour change? For example, did it| | | |memory of the seizure. Absences can occur several times a day. Although they are not dangerous, they |become pale, flushed, or blue?If so, where – the | | | |may affect the child's performance at school. |face, lips or hands? | | | |2. Myoclonic jerks. These types of seizures cause your arms, legs or upper body to jerk or twitch, |Did any parts of the body stiffen, jerk or twitch? | | | |much like if you have received an electric shock. They often only last for a fraction of a second, and|If so, which parts were affected? | | | |you should remain conscious during this time.Myoclonic jerks often happen in the first few hours |Did the person's breathing change? | | | |after waking up and can occur in combination with other types of generalised seizures. |Did they perform any actions, such as mumble, | | | |3. Clonic seizure. This causes the same sort of twitching as myoclonic jerks, except the symptoms will|wander about or fumble with clo thing? | | | |last longer, normally up to two minutes. Loss of consciousness may occur. |How long did the seizure last? | | | |4. Atonic seizure.Atonic seizures cause all your muscles to suddenly relax, so there is a chance you |Was the person incontinent (could not control their| | | |will fall to the ground. Facial injuries are common with this type of seizure. |bladder or bowels)? | | | |5. Tonic seizure. Unlike an atonic seizure, tonic seizures cause all the muscles to suddenly become |Did they bite their tongue? | | | |stiff. You can lose balance and fall over, so injuries to the back of the head are common. |How were they after the seizure? | | | |6.Tonic-clonic seizure. A tonic-clonic seizure, sometimes known as â€Å"grand mal†, has two stages. Your |Did they need to sleep? If so, for how long? | | | |body will become stiff and then your arms and legs will begin twitching. You will lose consciousness | | | | |and some people will wet themselves. The seizure normally l asts between one and three minutes, but | | | | |they can last longer. [A]bout 60% of all seizures experienced by people with epilepsy are | | | | |tonic-clonic seizures. Tonic-clonic seizures are what most people think of as an epileptic fit. | | | | |NOTE: Auras. People who have epilepsy often get a distinctive feeling or warning sign that a seizure | | | | |is on its way. These †¦ are known as auras, but they are actually simple partial seizures. | | | |Auras differ from person to person, but some common auras include: | | | | |noticing a strange smell or taste | | | | |having a feeling of deja vu | | | | |feeling that the outside world has suddenly become unreal or dreamlike | | | | |experiencing a sense of fear or anxiety | | | | |your body suddenly feeling strange | | | | |Although this warning cannot prevent the seizure, it can give you time to warn people around you and | | | | |make sure you are in a safe place. | | | |Tonsillitis |The main symptom of tonsillitis is a sore throat. |Call parents. Send child home. Typical GP instructions follow. |No. | | | |There is no specific treatment for tonsillitis. Treat at home. Exceptions are made if: | | |Other common symptoms include: |Whether your child’s tonsillitis is caused by a virus or bacteria, it is likely that|your child’s symptoms are | | |red and swollen tonsils |their immune system will clear the infection within a few days. In the meantime, |severe | | |pain when swallowing |there are some things that you can do to help. |your child’s symptoms show | | |high temperature (fever) over 38 °C (100.  °F) |Make sure your child has plenty to eat and drink, even if they find it painful to |no sign of easing | | |coughing |swallow. Being hungry and dehydrated can make other symptoms, such as headaches and |your child has a weakened | | |headache |tiredness, worse. |immune system. | | |tiredness |If your child has recurring bouts of tonsillitis (>5 in one year), surgery may be | | | |pain in your child’s ears or neck |considered. | | |white pus-filled spots on your child’s tonsils |Self-help at home | | | |swollen lymph nodes (glands) in your child’s neck |Over-the-counter (OTC) painkillers such as paracetamol and ibuprofen can help | | | |loss of voice or changes to your child’s normal tone of voice |relieve symptoms such as a sore throat. †¦ [I]t is important to check you have bought| | | |Less common symptoms of tonsillitis may include: |the correct type and dosage as younger children only need small dosages. Your | | | |being sick |pharmacist will be able to advise you. | | | |a ‘furry' tongue |Children under 16 years of age should not take aspirin. | | |bad breath |To soothe a sore throat one can use lozenges and oral sprays. | | | |difficulty opening the mouth |Some people find that gargling with a mild antiseptic solution can help relieve a | | | |Younger children may also complain of a stomach ache, which can be caused by |sore throat. An alternative method is to gargle with warm salty water. Mix half a | | | |the swelling of the lymph nodes in the abdomen. |teaspoon of salt (2. 5g) with a quarter of a litre (eight ounces) of water.It is | | | | |important never to swallow the water so this method may not be suitable for younger | | | | |children. | | |Diarrhoea/ |Vomiting and diarrhoea. Diarrhoea |Call parents. Send child home. Typical GP instructions follow. |No. | |Vomiting |is the passing of watery stools |Children with these conditions should be kept off school/treat at home. They can return 48 hours after their symptoms disappear.Most |Just if it lasts | | |more than is normal for you. |cases of vomiting or diarrhoea get better without treatment. |for more than 2-3| | | |Contact your GP if: |days and/or child| | | |your child has diarrhoea and is vomiting at the same time |will not ingest | | | |your child has diarrhoea that's particularly watery, has blood in it or lasts for long er than two or three days |any fluids. | | |your child has severe or continuous stomach ache | | | | |Otherwise, diarrhoea isn’t usually a cause for concern. Give your child plenty of clear drinks to replace the fluid that’s been lost, | | | | |but only give them food if they want it. | | | | |Don't give them fruit juice or squash, as these drinks can cause diarrhoea. | | | |Anti-diarrhoeal drugs can be dangerous, so don't give these. Oral rehydration treatment can help. | | | | |Don't allow children to swim in swimming pools for two weeks after the last episode of diarrhoea. | | |Chickenpox |The most commonly recognised chickenpox symptom is a red rash that can cover the entire body. |Call parents. Send child home. Typical |No. | | |However, even before the rash appears, you or your child may have some mild flu-like symptoms including: |GP instructions follow. Only if child has| | |feeling sick |If your child has chickenpox, inform |a weakened immune| | |a high temper ature (fever) of 38? C (100. 4? F) or over |their school or nursery and keep them |system or is a | | |aching, painful muscles |at home while they are infectious, |â€Å"newborn baby†. | | |headache |which is until the last blister has | | | |generally feeling unwell |burst and crusted over.This usually | | | |loss of appetite |takes five or six days after the rash | | | |These flu-like symptoms, especially the fever, tend to be worse in adults than in children. |begins. | | | |Chickenpox spots | | | | |Soon after the flu-like symptoms, an itchy rash appears. Some children and adults may only have a few spots, but others are covered |Also: | | | |from head to toe. |-painkillers | | | |The spots normally appear in clusters.But the spots can be anywhere on the body, even inside the ears and mouth, on the palms of |-hydration | | | |the hands, soles of the feet and inside the nappy area. |-treat itchiness to stop irritating the| | | |Although the rash starts as small, itchy red spots, after about 12-14 hours the spots develop a blister on top and become intensely |rash | | | |itchy. |-try to help child dress so as not to | | | |After a day or two, the fluid in the blisters gets cloudy and they begin to dry out and crust over. |be too hot or too cold. | | |After one to two weeks, the crusting skin will fall off naturally. | | | | |New spots can keep appearing in waves for three to five days after the rash begins. Therefore different clusters of spots may be at | | | | |different stages of blistering or drying out. | | | |Anaphylaxis |The time it takes the symptoms †¦ to develop depends on how the trigger entered your body. If it was |If anaphylaxis is suspected you should check what |Yes. See box to the left. | |something you ate, such as peanuts, then it can take †¦ from a few minutes to two hours. If it was |systems of the body are being affected by symptoms. | | | |something that entered your skin, such as a sting or an injection, it will usual ly take 5-30 minutes. |Most health professionals recommend a ABC method, | | | |Symptoms can vary †¦ sometimes it can only cause mild itching or swelling, but in some people it can be|where you should check: | | | |extreme and lead to death. Airways – are symptoms affecting the airways, such | | | |Symptoms of anaphylaxis include: |as swelling inside the throat | | | |a red raised itchy skin rash |Breathing – are symptoms affecting breathing such | | | |swelling of your eyes, lips, hands and feet |as causing shortness of breath | | | |narrowing of your airways which can cause breathing difficulties and wheezing |Circulation – are symptoms affecting the | | | |feeling like there is a lump inside your throat |circulation such as causing dizziness or fainting. | | |a sudden drop in blood pressure which can make you feel faint and dizzy |If a person has symptoms affecting all three of | | | |nausea |these systems of the body then it is likely that a | | | |vomi ting |person has anaphylaxis; especially if they also | | | |strange metallic taste in the mouth, |have symptoms affecting their skin. | | |sore, red, itchy eyes | | | | |a feeling of impending doom like something terrible is going to happen | | | |Impetigo |Impetigo does not cause any symptoms until 4-10 days after the initial exposure to the bacteria. |Call parents. Send child home. Typical GP |No. | | |People can easily pass the infection on to others without realising that they are infected. |instructions follow. |If symptoms have not improved | | |Symptoms of bullous impetigo begin with the appearance of fluid-filled blisters, which usually occur |Treat at home.Impetigo is not usually serious and |within seven days of starting | | |on the trunk (the central part of the body from above the waist, but excluding the head and neck) or |will often clear up without treatment after two to |treatment, go back to your GP for | | |on the arms and legs. The blisters may quickly spread, be fore bursting after several days to leave a |three weeks. |a follow-up appointment to discuss| | |yellow crust which heals without leaving any scarring. |However, if you or your child has symptoms, visit |other treatment options. | | |The blisters aren't usually painful, but the area of skin surrounding them may be itchy.As with |your GP to rule out the possibility of other, more | | | |non-bullous impetigo, it is important that you do not touch or scratch the affected areas of the skin. |serious infections. | | | |Symptoms of fever and swollen glands are more common in cases of bullous impetigo. |If impetigo is confirmed, it can usually be | | | |Symptoms of non-bullous impetigo begin with the appearance of red sores that usually occur around the |effectively treated with antibiotics which may be | | | |nose and mouth.However, sometimes other areas of the face and the limbs can also be affected. |prescribed in the form of a cream (topical) or as | | | |The sores quickly burst leavi ng thick, yellow-brown golden crusts. After the crusts dry, they leave a |tablets. With treatment, the infection should clear| | | |red mark that usually heals without scarring. The time it takes for the redness to disappear can vary |up after about seven to 10 days and the time that | | | |between a few days and a few weeks. |the person is infected will also be reduced. | | |The sores are not painful, but they may be itchy. It is important not to touch, or scratch, the sores | | | | |because this can spread the infection to other parts of your body, and to other people. | | | | |Other symptoms of impetigo, such as a fever and swollen glands, are rare but can occur in more severe | | | | |cases. | | |Ringworm |Ringworm often looks like a round, red or silvery patch of skin which may be scaly and itchy. |Call parents. Send |No. | | |The ring spreads outwards as it progresses. You can have one patch or several patches of ringworm, and in more serious cases your skin may |child home. T ypical |If this is your first | | |become raised and blistered. |GP instructions |episode and/or depending | | |The symptoms of scalp ringworm include: |follow.Treat at |on the type (some types | | |small patches of scaly skin on the scalp, which may be sore |home. Ringworm is |are treated with OTC | | |patchy hair loss |easily treated using|medicines), then contact | | |an itchy scalp |antifungal creams, |GP but it is not urgent. | | |The symptoms of foot ringworm (athlete’s foot) include: |tablets and shampoo. | | |an itchy, dry, red and flaky rash, usually in the spaces between your toes | | | | |The symptoms of groin ringworm (jock itch) include: | | | | |red-brown sores (not necessarily ring-shaped), which may have blisters or pus-filled sores around the edge | | | | |itchiness and redness around your groin area, such as your inner thighs and bottom (the genitals are not usually affected) | | | | |the skin on your inner thighs can become scaly and flaky | | | | |The symp toms of nail ringworm include: | | | | |a whitish thickening of the nail | | | | |discolouration (the nail can turn white, black, yellow or green) | | | |the nail can become brittle and start to fall off | | | | |the skin around the nail may be sore and irritated | | | |Accidents |In school, contact the trained First Aid Provider and have this individual |If an accident happens |Take the child to A if child: | | |provide an assessment of issues. |Call an ambulance if the child: |-hase a fever and are persistently lethargic despite | | |This topic has a huge range of possible definitions.An NHS search of accidents|stops breathing |having paracetamol or ibuprofen | | |with children provides: |is struggling for breath (for example, you may notice |-is having difficulty breathing (breathing fast, | | |Most young children have some injuries and accidents. Most will be minor, but |sucking in under the ribcage) |panting or are very wheezy) | | |it’s sensible to know what to do if th e accident or injury is more serious. |is unconscious or seems unaware of what's going on |-has severe abdominal pain | | |If you’re worried about [the] child’s injuries and not sure if they need |won’t wake up |-has a cut that won't stop bleeding or is gaping open| | |medical help, call NHS Direct on 0845 4647.If you’re unsure whether you should|has a fit for the first time, even if they seem to | | | |move [the] child, make sure they’re warm, then call an ambulance. |recover |-has a leg or arm injury and can’t use the limb | | | |have swallowed a poison or tablets | | |Whooping Cough |The symptoms of whooping cough usually take between six and 20 days to appear after infection with the |Call parents. Send child home. Typical GP instructions follow. |Some-what. | |Bordetella pertussis bacterium. This delay is known as the incubation period. |Whooping cough can be treated successfully with antibiotics and most |Child should| | |Whooping coug h tends to develop in stages, with mild symptoms occurring first, followed by a period of |people make a full recovery. |be seen by | | |more severe symptoms, before improvement begins. |Whooping cough is much less serious in older children and adults than |GP but not | | |Early symptoms |it is in babies and young children. Your GP will usually advise you to |emergently. | |The early symptoms of whooping cough are often similar to those of a common cold and may include: |manage the infection at home and follow some simpl