Significance Of Site Layout Planning Construction Essay

Significance Of Site Layout Planning Construction Essay Site layout planning can affect productivity and is crucial to project success. However, as construction is heterogeneous in the nature of its organizations, project designs, time constraints, environmental effects, etc., site layout planning for each project becomes unique. Affected by many uncertainties variables! And variations, site layout planning is a typical multi objective problem. Introduction Problem solving requires representing the problem in a language that problem solvers can understand. However, solutions of most construction problems rely on empirical Knowledge about the site layout that can be as a site space allocation for material storage, working areas, units of accommodation, plant positions, general circulation areas, and also access and egress for deliveries and emergency services. Furthermore, conflicting objectives and the uniqueness of construction projects like bad site layout make the problems difficult to conceptualize and define. In this report presenting, a routine task for many site staff in both precontract and postcontract stages of site layout planning of the typical multi criteria and multi objective construction problems. It is very much influenced by types of construction, density of development, and whether the site is bad or in a good layout. Significance of Site Layout Planning Site layout shows the relationship of the proposed site with its surroundings with respect to communication, approaches, and existing facilities. Good site layout planning assists in minimizing the traveling time and movement costs of plant, labor, and materials, activity interference during construction work, and site accidents, and ensures that work on buildings and other construction positions is not impeded by the thoughtless storage of materials on these locations. So site layout can thus either enhance or adversely affect construction productivity and progress. It is important to acquire the knowledge of the project site before setting out the site layout. The knowledge about the project site can be obtained from: Site Investigation Site investigation is a process of site exploration consisting of boring, sampling and testing so as to obtain geotechnical information for a safe, practical and economical geotechnical evaluation and design. Generally it is an exploration or discovery of the ground conditions especially on untouched site. In other words the main purpose of site investigation is to determine within practical limits, the depth, thickness, extent and compositions of each subsoil stratum, the depth and type of rock, the depth and composition of groundwater, the strength, compressibility and hydraulic characteristics of soil strata required by geotechnical engineers. Sometimes it is also known as geotechnical investigation. Wok Procedure for SI Steps of work involved in site investigation: 1.Desk study to collect all the relevant data and information, 2.Reconnaissance of site works, 3.Planning program after reviewing the above, 4.Ground or soil exploration includes boring, sampling and testing, 5.Laboratory testing (also field if necessary), 6.Preparation and documentation of SI report, 7.Engineering design stages, 8.Review during construction and monitoring. Steps of Soil Exploration Soil exploration consists of: Boring: Refers to drilling or advancing a hole in the ground. The test would include hand auger, motorized hand boring (wash boring), deep boring (rotary drilling), and/or trial pits. Sampling: Refers to removing soil from the hole. The samples can be classified as disturbed or undisturbed sampling. Disturbed samples are usually used for soil grain-size analysis, determination of liquid limit, specific gravity of soil as well as compaction test and California bearing ratio (CBR). The undisturbed samples are collected at least every 1.5 m and if changes occur within 1.5 m intervals, an additional sample should be taken. Testing: Refers to determining the properties from the soil. The test can be performing either at laboratory or at field. Laboratory testing would normally be moisture content, sieve analysis, liquid limit, compaction test, CBR and so forth. Field test would include Standard Penetration Test (SPT), Cone Penetration Test (CPT) and Vane test. Record of Soil Exploration It is important to keep complete and accurate records of all data collected. Boring, sampling and testing are often costly. A good map giving specific locations of all boring should be available. All boring should be identified and its location documented by measurement to permanent features. And all pertinent data should be recorded in the field on a boring log sheet. Soil data obtained from a series of test boring can best be presented by preparing a geologic profile: Arrangement of various layers of soil, Ground water table, Existing / proposed structures, Soil properties data (e.g., Standard Penetration Test values). The profile was prepared with data obtained from the boring, sampling and testing of each borehole from selected points. Summarizing Scope of site investigation works when planned by different engineers tend to be varied because there are an infinite number of conditions to be met and the process of planning also leaves many areas where individual judgment and experiences must be applied. It is also impossible to attempt to provide an exhaustive step by step guideline applicable to all possible cases. It should be realized that there is a possibility that any site investigation may leave some area unexplored or overlooked. The main risk in foundation design is the uncertainty involving in predicting soil conditions which may change with environment. The more site investigation the more it will reduce the margin of uncertainty but the time and cost requirement will be exorbitant. Therefore the extent and the cost of Site Investigation should be such that risk is at an established acceptable level to the designer and also comply to the accepted code of practice. Decision Criteria and Site Facilities Adopted in Site Layout Planning Although each site layout is unique, site layout planning can be resolved into a repetitive selection-evaluation process. Several analysis techniques can be used for the selection process for example, the dominant factor analysis and Parker s judgment technique, which can be used to screen out available decisions in choosing facilities, and identify key decision factors and locations for each particular facility. All space-planning problems consist of a set of activities to be located and a space in which to locate them. Site layout planning consists of identifying the facilities needed to support construction operations, determining their size and shape, and positioning them within the boundaries of the site. So, the most temporary facilities are classified into six important categories, which are tabulated in Table 1. Table1. General Classification of Temporary Facilities Temporary facilities Description Access road and exit Needs vary with the type of project and the stage of the job. It will normally be linked with the plan of construction and in some cases may actually control the progress of construction. Ideally, short direct routes and one-way traffic are encouraged. Location of plant and equipment Choice of the major items of the plant is of real consequence on most sites. Correctly chosen and well operated and maintained equipment enables a construction project to be completed efficiently and economically. Material storage and handling area Areas must be set aside for the storage and handling of material. The objective here is to minimize waste and losses arising from careless handling, bad storage, or theft, and to reduce costs by obviating double handling or unnecessary movement. Site accommodations and welfare facilities Consideration should always be given to the possibility of ensuring that the site accommodations are kept at a suitable distance from the construction work and are in such a position to enable the site staff to conduct their duties (welfare facilities also) Temporary services This includes water supply, electricity supply, gas, telephones, and drainage the requirements of which may vary between different projects. Workshop position Position should be indicated to enable the site supervisor to arrange for the erection of the following types of workshops: 1) fitter s shops and work area; 2) joinery shop and machinery area; 3) Reinforcement and bar bending areas; and 4) Concrete mixing. Bad site layout planning Bad site layout is usually a multi criteria problem involving in construction site without any or less temporary facilities regarding to the type of project. Fig1.Bad site layout Figure1 shows one of the bad site layouts occurs daily in construction site that the Decision makers made mistake. As you can see there are some missing temporary facilities like: 1. There is no enough access road to use. Only have two main entries that all type of vehicles can access. 2. No female toilet for any side of the site layout. 3. They don t provide any temporary office place 4. There is no storage for steel, timber and other facilities. 5. No temporary services including water supply pipes and waste storage like septic tank. According to all that things, we can say the site layout planning is bad layout. Cause for the lake of or missing of some important facilities that leads the hall project to be fulfilled. Conclusion Site investigation product plane such as space allocations and material transportations need a lot of experience and knowledge. The planning of a site layout in practice will depend upon a number of factors such as the time and money. The need for careful site layout and site organization planning becomes more relevant as the size and complexity of the construction operation increases, and especially where spare site space is very limited.

Legal Drugs? The Problems of Alcohol Essay examples -- Drugs, Cocaine,

Heroin, Cocaine, and Marijuana are all recognizable variations of drugs. â€Å"A drug is a chemical substance that affects the central nervous system, causing changes in behavior and often addition† (â€Å"American† 431). The affects a drug can have on the central nervous system as well as other parts of the body can be very devastating, but bodily damage is just one result of drug use. When a person abuses a drug it can cause them to act in a way that hurts themselves or others often resulting in problems at work, marital issues, child abuse, or even murder. Most drugs are illegal because of the harmful effects that can result from using and abusing them; however, one very powerful, extremely addictive drug has slipped through the cracks. This drug is alcohol. â€Å"Alcohols ability to alter body function, as well as, its potential to cause addiction, has led to its classification as a drug†. (Mitchell 9). Although it is legal in most countries, like all d rugs it can do serious damage if it is not used properly. The key phrase here is â€Å"used properly†, which most people do not. With all the problems associated with alcohol, there should be stricter laws and harsher punishments for people who abuse alcohol. There are two types of dependency related to drug abuse: physical and psychological. Alcohol is no different. When a person is physically dependent on alcohol, also known as an alcoholic, the person’s body needs the alcohol and can not function normally without it. Alcholism is characterized by cravings, loss of control, and tolerance (the need for more and more alcohol). Alcoholics may show symptoms of withdrawal as well. This includes nausea, sweating, shakiness, and anxiety. â€Å"An alcoholic will continue to drink despite serio... ... Works Cited The American Heritage College Dictionary. 4th ed. Boston: Houghton Mifflin Harcourt Publishing Company, 2010. Print. Ball, Jacqueline A. Everything You Need To Know About Drug Abuse. New York: The Rosen Publishing Group, Inc., 1992. Print. Biggers, Jeff. Chemical Dependency and the Dysfunctional Family. New York: The Rosen Publishing Group, Inc., 1998. Print. Haughton, Emma. Alcohol. Austin: Steck-Vaugh Company, 1999. Print. Mitchell, Hayley R. Teen Alcoholism. San Diego: Lucent Books, Inc., 1998. Print. Nakaya, Andrea C, ed. Opposing Viewpoints: Alcohol. Detroit: The Gale Group, 2008. Print. Sanders, Pete, and Steve Myers. What Do You Know About Drinking Alcohol. Brookfield: Cooper Beech Books, 1997. Print. Wilson, Hugh T, ed. Drugs, Society, and Behavior. 14th ed. Guilford: Dushkin/ McGraw Hill, 1999. Print.

Feudal society in Champagne :: essays research papers

The fundamental institutions of medieval feudal society are something that many historians have researched at great length. One of the best existing windows into medieval institutions, society, culture, and other matters, is Feudal Society in Medieval France: Documents from the County of Champagne; One of the sections contained in this compilation of documents is on the Crusades. The documents contained in this section are of correspondence between various parties all pertaining to the Crusades.   Ã‚  Ã‚  Ã‚  Ã‚  Contained in this subsection, there are eighteen different compositions pertaining to the crusades, their subjects vary widely as do the motivations of the authors. 1.  Ã‚  Ã‚  Ã‚  Ã‚  Work by William of Tyre describing the Templars, a group of Knights whose sworn duty was to protect pilgrims to the holy land and keep the routes safe for travel, also known as the Knights of the Temple. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Letter by Bernard of Clairvaux, in this letter he justifies the need for a â€Å"monastic military order† to protect the holy land and all pilgrims. He also writes this to show the benefit of knights who were out for nothing but protection of Christianity, instead of the usual Knights who were out for material gain and used protection of Christianity as an excuse. 3.  Ã‚  Ã‚  Ã‚  Ã‚   Letter by Bernard of Clairvaux, to the Byzantine Emperor, Manuel Comneus, requesting that Henry, the son of Count Thibaut II of Champagne, be granted a Knighthood by the Emperor. He makes this request to make an impression on Henry and most likely also in an effort to strengthen ties between the two powers. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Letter from Louis VII to Count Thibaut II, praising his son Henry. This letter was written as a peace offering to Thibaut, with whom Louis had had extensive prior conflict. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Letter by Bernard of Clairvaux, to Abbot Suger of Sait-Denis, reminding him of the Church’s prohibition of tournaments and alerting him to an upcoming one staged bye Robert, Louis’ brother, as a direct provocation that could lead to an attempt to seize the throne. Bernard wants Suger to stop the tournament before it can happen. 6.  Ã‚  Ã‚  Ã‚  Ã‚  Letter from Henry, son of Thibaut, to Abbot Suger, requesting a meeting to arrange the release of Anseric Lord of Montreal. 7.  Ã‚  Ã‚  Ã‚  Ã‚  Letter by Bernard of Clairvaux, to Countess Mathilda, in response to her son Henry the new successor for Count of Champagne’s behavior towards her. 8.  Ã‚  Ã‚  Ã‚  Ã‚  Statement by Josbert of La Ferte-sur-Aube giving his property to Clairvaux as part of his preparations for going on Crusade this also serves as a document proving title to the land.

Duty of Care

1. 1 What it means to have a duty of care in own work setting. Duty of care is the â€Å"fundamental obligation that anyone working in child care, whatever the type of service and whatever their role, is to keep children safe†. (Marilyn Hopkins LLB, Dip. Ed.. (March 2006). DUTY OF CARE. This will involve giving appropriate attention in particular tasks to ensure no one is harmed, watching out for potential hazards i. e. risk assessments preventing mistakes or accidents and making wise choices about steps undertaken in a role. A duty of care should also extend to parents, as they expect practitioners to use their knowledge and expertise to care for children properly. The Early Years Foundation Stage (EYFS) framework provides assurance to parents and carers that early years providers will keep their children safe and help the children to thrive. The overall aim of the EYFS is to help the children achieve the five Every Child Matters outcomes, * Staying Safe. * Being healthy * Enjoying and Achieving * Making a positive contribution Achieving economic wellbeing By applying to all settings in the early years sector, improving quality and consistency through a universal set of standards. ` It is a legal responsibility from September 2008 that these providers ensure their provisions meet the learning and development requirements and complies with welfare regulations, as required by section 40 of the childcare Act 2006’ (Meggit. C (et al), 2011, pg. 41) 1. 2 Explain how duty of care contributes to the safe guarding or protection of Individuals Duty of care contributes to the safeguarding or protection of the individual child by having a number of policies and procedures to follow ensuring that a child’s health and safety is paramount. This is done by daily checks, risk assessments, fire drills so children are aware of where to go and what do to. Promises are in place to ensure the child has boundaries of what is acceptable behaviour. Each child has a progress plan to make sure that all individual needs are met. The guidance from the Every Child Matters Framework reminds us that: ‘as those who come into contact with children and families in their everyday work, including practitioners who do not have specific role in relation to safeguarding children, have a duty to safeguard and promote the welfare of children’. (Meggit C. page 41) The general welfare requirements for safeguarding and promoting children’s welfare as set out by the EYFS are: * Providers must take necessary steps to safeguard and promote the welfare of children. Providers must promote good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. * Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. * Ensure that adults looking after children, or having unsupervised access to them, are suitable to do so Bibliography :  http://www. rch. org. au/emplibrary/ecconnections/CCH_Vol9_No1_March2006. pdf 19/11/2011 Meggitt. C, (et al), 2011, Children and Young People’s Workforce Hodder Education, London Duty of Care ASG 1 Unit 054 Task A Provide a brief written explanation of the following: 1. What duty of care means in children and young people’s settings. Duty of care in childcare settings means to keep children and young people safe, protecting them not only from physical harm but also from neglect, emotional and sexual harm and abuse. It is guarding the rights of the child in your care, as they have the right to be independent and to be treated with respect and dignity.This also includes respecting their rights, cultural beliefs and values of their parents and families. 2. How the duty of care contributes to the safeguarding or protection of individuals. Whether it is physical or psychological safeguarding, babies and toddlers under the age of 3 years are almost fully dependent on their parent/carer to keep them safe from any harm.In a childcare setting, there are many ways in which the childcare workers will help to safeguard the children in their care, such as:- Carrying out risk as sessments and taking precautions to avoid any potential hazards Carrying out observations on each child and keeping check on their development Being aware of the signs that a child may be experiencing abuse by others, and following procedures if it is suspected And; Setting out clear boundaries for the children’s behaviour and using different ways of discouraging behaviour that could harm others, in relation to their age and stage of development.Task B Fill in the table below with three examples of conflicts or dilemmas that may arise between an individual and the duty of care. Example of potential conflict or dilemma| How to manage the risk| Where to get additional support and advice| Outside play equipment is wet | Make sure that all outdoor play equipment is dried thoroughly by an adult, before the children are allowed to use it. | The EYFS framework states that children should be allowed to play outside every day. | A child is refusing food at mealtimes| Record the inform ation so that parents are made aware. Talk to parents so that they are aware, and ask if the child has any likes or dislikes. | Broken toys| The toys should be taken out of reach of the children, and either repaired or disposed of. | | Task C Provide a brief written explanation of the following: 1. The main points of agreed procedures for handling complaints in children and young people’s settings. Parents are able to talk to any member of staff they want to when they are dropping off or collecting their child from nursery. If they have any questions or complaints, they can also telephone the nursery at any time during the day.If they need a formal meeting about their child, this can be arranged between the parent and their child’s key person. 2. How you would respond to a complaint. I would start off by maintaining my professionalism and making sure that the complaint is not ignored. I would then listen to the complaint that the parent has, and decide whether it can b e sorted there and then, or if they will need to speak to a senior member of staff or the nursery manager if it a more serious complaint I would make sure they do so as soon as the complaint arises.If it is not a very serious complaint, it might be that my colleagues and I could sort it out, providing that the parent has consulted us in the first instance. References: http://www. studymode. com/subjects/main-points-of-agreed-procedures-for-handling-complaints-in-childrens-settings-page1. html http://www. studymode. com/essays/Example-Of-Potential-Conflict-Or-Dilemma-920003. html Duty of Care Task 1 1. 1 What it means to have a duty of care in your work rol? Duty of care can be defined as â€Å"an obligation, recognised by law, to avoid conduct fraught with unreasonable risk of danger to others†. Every teacher and school authority owes a duty of care to take reasonable care to ensure that their acts or omissions do not cause reasonably foreseeable injury to their pupils. („The Law Handbook†. ) A duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard of reasonable care while performing any acts that could foreseeable harm others.In general, a practitioner owes to each of his children whilst under his control and supervision a duty to take reasonable care for the safety of the children. This involves attention, watching out for anything that can go wrong, prevention and making wise choices about steps taken in a role. Frequently, if a duty of care is not met in a role that requires it, then the responsible per son can be held accountable for allowing negligence to occur. Duty of care is the â€Å"fundamental obligation that anyone working in child care, whatever the type of service and whatever their role, is to keep children safe†. Marilyn Hopkins LLB, Dip. Ed.. (March 2006). DUTY OF CARE My duty is to create a safe, happy, positive, stimulating, multicultural learning environment in which children can be cared for. This will involve giving appropriate attention in particular tasks to ensure no one is harmed, watching out for potential hazards i. e. risk assessments preventing mistakes or accidents and making wise choices about steps undertaken in a role. To ensure that toys and equipment are maintained, clean and safe to play with or use. To keep a daily register, first aid box and other relevant records as required.A duty of care should also extend to parents, as they expect practitioners to use their knowledge and expertise to care for children properly. The Early Years Foundat ion Stage (EYFS) framework provides assurance to parents and carers that early years providers will keep their children safe and help the children to thrive. 1. 2 How duty of care contributes to the safeguarding or protection of individuals Duty of care contributes to safeguarding, meaning that we plan out a detailed risk assessment to make sure the wellbeing of the babies, children and young people are safe in what they’re doing.If we work in nursery or school as a child care worker then this is our main responsibility to provide a safe and healthy environment for children . Give children care and support. Ensure they are enjoying school. When we do an activity or before starting an activity we have to check that the place is hazard free . Duty of care contributes to the safeguarding or protection of the individual child by having a number of policies and procedures to follow ensuring that a child’s health and safety is paramount. This is done by daily checks, risk as sessments, fire drills so children are aware of where to go and what do to. „Five principles for implementing duty of care†) Duty of care comes under safeguarding, this includes steps we must take to make sure the children feel safe and secure and protected from neglect or abuse. So they stay safe and healthy. In my role I have a duty of care to raise any concerns I may have about any aspect of my work. These can range from inadequate working conditions, poor equipment, poor practice by other staff; to raising concerns about potential abuse cases and situations of neglect. Tak 2 2. 1 Potencial conflicts or dilemas between the duty of care and an individual’s rights.In situations where there is a conflict of interest or a dilemma between an individual’s rights and my duty of care, it is best practice to make sure the individual is aware of the consequences of their choice and that they have the mental capacity to understand the risks involved in their choice . It is their right as an individual to be able to make informed choices about their own lives. („Recognizing achivment† – OCR) Conflicts and Dilemmas that may arise between the duty of care and individuals rights could be staff having a difference of opinion over a child†¦Another dilemma would be knowing when to break confidentiality and share information. If you have any concerns about a child or feel they are at risk you need to share them and report it, it is always better to be safe than sorry. Example of potential conflict or dilemma in the setting: A child refuses to eat their lunch at the nursery. How to manage this situation? Fruit is available all day and the fact that they haven’t eaten is recorded to ensure parents are made aware. Where to get additional support and advice? I would consult with the childs parents for advice on likes and dislikes, and strategies which would help at mealtimes. . 2 – How to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care. It is the right of every individual in our care to make choices and take risks. It is our role to assist them in making those choices and reducing the risks without compromising their rights. An individual may be restricted if his or her behaviour presents a serious risk of harm to his or herself or to other people. (Principles to implementing duty of care). The duty of care could conflict with children’s rights to have experiences wich facilitate their development and learning.An element of challenge and risk taking in children’s play, is essential in enabling children to learn how to predict and avoid dangerous situations. (Children and Young People’s Workforce –Level 3 diploma)As a carer I have a duty of care to that individual and must do everything in my power to keep them safe, whilst at the same time respecting the individual’s right and choice. It is important to allowing children explore with guidance, making children aware of potential hazards and dangers, allowing children to acquire life skills through learning how to cope with risky situations†¦ . 3 Explain where to get the additional support and advice about conflicts and dilemmas. Support and advice could be obtained from: * our manager or headteacher or lead, supervisor, committee chairperson, SENCO * our setting's paperwork – policies, procedures, contract, publications, framework pages, laws * our colleagues * Where appropriate the settings parent partnership * Advisory teacher services * Local safeguarding teams * Local children and information services – early years development officers * Local health visitor * Local behavioural support team Child protection team * Other professional service providers: speech therapy, fire safety, police, life guard†¦ Task 3 3. 1 Write o description of how to respond to complaints. Complaints should never be ignored. P arents have responsabilities to ensure their children’s welfar and to complain if they feel that a setting is not exercising sufficient duty of care. Complaints should be handled in ways wich are guided by a preplanned procedure, to ensure that families rights are properly supported. (Children and Young People Workforce) Responding to complaints includes: A timeframe – private place to discus, have a cup of cofee, being respectful, listen carefuly and make notes†¦ record the informations – A verbal response – give some additional information, or an explanation of our setting’s procedures – A mutally agreed time – place for a meeting. Agree together any actions that need to be carried out. – A written response if it’s nedeed. – accessing the Complaints Policy – Follow up – where if the matter remains unresolved the complaint needs to be put into writing for a higher authority's awareness.  œ final meeting confidentiality is also very important. It is important that our nursery runs smoothly and that parents and us staff work together in benefit for the children. In event of complaints from either staff or parents every effort will be made to respond quickly and appropriately and the following procedures will be followed. When a complain is made to a member of staff, we would have to inform our nursery manager as soon as possible. If any parents or carers consider that their concerns have not been satisfactory resolved they might want to write a letter to head of operations.Written complains will be recorded and dated in the nursery’s complaint book. We all know that parents have the right to make direct contact with office for standards of education (Ofsted) about any complaint made. 3. 2 The main points of agreed proceedures for handling complaints A complaints procedure sets out a plan of actions that ensure the complainant knows what to expect and reassures the practitioner/carer that they're following a series of steps that can be considered as complying with legal requirements or ensuring best practice.There may be both formal and informal options. Main points of agreed procedures for handling complaints include: -A complaint is a ‘complaint’ – not ‘feedback’ or ‘comments’ -The complaind handaling procedure (CHP) should be easily found in the service provider’s public information -The CHP should be presented online and offline and in formats that recognise the varying needs of service users -Details of where to complain, who will deal with the complaint and how long it will take should be made clear. Guidance on a Model Complaints Handling Procedures). 1 – the Complaints policy is a recorded and documented procedure that is available 2 – the complainant is listened to and respected 3 – the Complaints Policy is time-based and the complaint is dealt with in a doc umented time-frame. 4 – complaints are normally dealt with by nominated members of staff 5 the procedure is clear Duty of Care 1. 1 What it means to have a duty of care in own work setting. Duty of care is the â€Å"fundamental obligation that anyone working in child care, whatever the type of service and whatever their role, is to keep children safe†. (Marilyn Hopkins LLB, Dip. Ed.. (March 2006). DUTY OF CARE. This will involve giving appropriate attention in particular tasks to ensure no one is harmed, watching out for potential hazards i. e. risk assessments preventing mistakes or accidents and making wise choices about steps undertaken in a role. A duty of care should also extend to parents, as they expect practitioners to use their knowledge and expertise to care for children properly. The Early Years Foundation Stage (EYFS) framework provides assurance to parents and carers that early years providers will keep their children safe and help the children to thrive. The overall aim of the EYFS is to help the children achieve the five Every Child Matters outcomes, * Staying Safe. * Being healthy * Enjoying and Achieving * Making a positive contribution Achieving economic wellbeing By applying to all settings in the early years sector, improving quality and consistency through a universal set of standards. ` It is a legal responsibility from September 2008 that these providers ensure their provisions meet the learning and development requirements and complies with welfare regulations, as required by section 40 of the childcare Act 2006’ (Meggit. C (et al), 2011, pg. 41) 1. 2 Explain how duty of care contributes to the safe guarding or protection of Individuals Duty of care contributes to the safeguarding or protection of the individual child by having a number of policies and procedures to follow ensuring that a child’s health and safety is paramount. This is done by daily checks, risk assessments, fire drills so children are aware of where to go and what do to. Promises are in place to ensure the child has boundaries of what is acceptable behaviour. Each child has a progress plan to make sure that all individual needs are met. The guidance from the Every Child Matters Framework reminds us that: ‘as those who come into contact with children and families in their everyday work, including practitioners who do not have specific role in relation to safeguarding children, have a duty to safeguard and promote the welfare of children’. (Meggit C. page 41) The general welfare requirements for safeguarding and promoting children’s welfare as set out by the EYFS are: * Providers must take necessary steps to safeguard and promote the welfare of children. Providers must promote good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. * Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. * Ensure that adults looking after children, or having unsupervised access to them, are suitable to do so Bibliography :  http://www. rch. org. au/emplibrary/ecconnections/CCH_Vol9_No1_March2006. pdf 19/11/2011 Meggitt. C, (et al), 2011, Children and Young People’s Workforce Hodder Education, London Duty of Care 1. 1 What it means to have a duty of care in own work setting. Duty of care is the â€Å"fundamental obligation that anyone working in child care, whatever the type of service and whatever their role, is to keep children safe†. (Marilyn Hopkins LLB, Dip. Ed.. (March 2006). DUTY OF CARE. This will involve giving appropriate attention in particular tasks to ensure no one is harmed, watching out for potential hazards i. e. risk assessments preventing mistakes or accidents and making wise choices about steps undertaken in a role. A duty of care should also extend to parents, as they expect practitioners to use their knowledge and expertise to care for children properly. The Early Years Foundation Stage (EYFS) framework provides assurance to parents and carers that early years providers will keep their children safe and help the children to thrive. The overall aim of the EYFS is to help the children achieve the five Every Child Matters outcomes, * Staying Safe. * Being healthy * Enjoying and Achieving * Making a positive contribution Achieving economic wellbeing By applying to all settings in the early years sector, improving quality and consistency through a universal set of standards. ` It is a legal responsibility from September 2008 that these providers ensure their provisions meet the learning and development requirements and complies with welfare regulations, as required by section 40 of the childcare Act 2006’ (Meggit. C (et al), 2011, pg. 41) 1. 2 Explain how duty of care contributes to the safe guarding or protection of Individuals Duty of care contributes to the safeguarding or protection of the individual child by having a number of policies and procedures to follow ensuring that a child’s health and safety is paramount. This is done by daily checks, risk assessments, fire drills so children are aware of where to go and what do to. Promises are in place to ensure the child has boundaries of what is acceptable behaviour. Each child has a progress plan to make sure that all individual needs are met. The guidance from the Every Child Matters Framework reminds us that: ‘as those who come into contact with children and families in their everyday work, including practitioners who do not have specific role in relation to safeguarding children, have a duty to safeguard and promote the welfare of children’. (Meggit C. page 41) The general welfare requirements for safeguarding and promoting children’s welfare as set out by the EYFS are: * Providers must take necessary steps to safeguard and promote the welfare of children. Providers must promote good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. * Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. * Ensure that adults looking after children, or having unsupervised access to them, are suitable to do so Bibliography :  http://www. rch. org. au/emplibrary/ecconnections/CCH_Vol9_No1_March2006. pdf 19/11/2011 Meggitt. C, (et al), 2011, Children and Young People’s Workforce Hodder Education, London

How To Develop A Good Personality

Having a good personality is an important skill in life. It is not an easy feat to achieve but with these simple yet crucial steps, a good, well-meaning personality can be achieved by anyone. Take care of your appearance. ;Manner of dressing ;Use of make-up and hairdo ;Language used ;poise 2 Think positive thoughts, both about yourself and others in general. The thoughts that we think soon turn into the words we say and the actions we take. Having good thoughts about yourself gives you self-confidence and self-respect, essential in any good person.Never lose a chance to prove yourself. In our day to day life we came across several opportunities which could help our self in defining our personality. For example if you are in a conversation with a group or a individual you must talk in a way thou can prove others what you are really†¦. And it does not matter if you say a line or a speech. The thing which will matter is the words of yours. Whether they were able to leave an impact on others or not. 4 Look for famous people whose personality defined them. Athletes, artists, actors and musicians are people who ace challenges in their careers everyday.They have to have patience and perseverance in order to succeed. Many of them are humble in spite of their success and fame. These are life skills which is learned culminate in the creation of a good personality. 5 Look deep inside yourself and think about who you are. Many people find themselves to be better by reflection. 6 Help wherever and whenever you can. A little sacrifice can go along way in changing another person's day. 7 Always be yourself. If you are following some famous personality, make sure that you never lose yourself.It means that you have to stick to that behavior every time. Feel it in your blood. 8 Learn to love other people. Many bad personalities come about because people do not want to forgive each other and thus become filled with so much interpersonal hate that they hate other people. This makes them come off as bad and self-centered when all they lack is the insight to forgive and forget whatever may be the root of conflict between them.

Technology in Special Education Classrooms

Odabasi, H. F. , Kuzu, A. , Girgin, C. , Cuhadar, C. , Kiyici, M. , & Tanyeri, T. (2009). Reflections of Hearing Impaired Students on Daily and Instructional PDA Use. International Journal of Special Education , 24 (1), 11. I would like to begin by saying, â€Å"Whatever it takes to teach my students, I am willing to do! † Whether I need to make print outs of everything covered in class, to e-mailing them, to wearing a microphone, etc. The need for technology in the classroom is rapidly increasing with the changing times. I will be teaching high school mathematics and even still I will incorporate technology into my classroom in any way possible, whether it is with computers or calculators. According to this article there is a â€Å"list of benefits of implementing these technologies for special students as follows. He maintains that using these technologies: †¢Maximizes independence in academic and employment tasks, †¢Increases participation in classroom discussions, †¢Helps students gain access to peers, mentors and role models, †¢Helps them self-advocate, Provides them with access to the full range of educational options, †¢Helps them participate in different experiences not otherwise possible, †¢Provides them with the opportunity to succeed in work-based learning experiences, †¢Secures high levels of independent living, †¢Prepares them for transitions to college and careers, †¢Gives them the opportunity to work side-by-side with peers, †¢Helps the m enter high-tech career fields, †¢Encourages them to participate in community and recreational activities† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). According to Odabasi, et. al, â€Å"Aksan defines communication as the transmission of information, ideas, emotions and intentions from one place to another or from on person to another through primitive or mature indicators† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). A common language is necessary in order for one person to communicate with another. Odabasi, et. al states that â€Å"hearing impaired children follow the same processes followed by their hearing peers during learning. However, because of their impairment, their language acquisition, reading comprehension, and written production are later realized in comparison to their intact peers† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). The swift increase in the demand for â€Å"portable information-technology devices† is quickly growing out of control (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). But, the demand has been the driving force for the influx of cellular phones, personal digital assistants (PDA’s), and GPRS available on the market today. I say if the making of these devices is going to help students with disabilities, then so be it and bring them on. According to Odabasi, et. al, â€Å"Mobile learning provides a motivational stimulus, offers ease of storage and portability, contributes to improved written work, increases knowledge of computers, offers a range of useful functions, and is readily available at all times† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). Within the need for â€Å"Mobile learning† also comes â€Å"Mobile technologies that can be used whenever there is a need for learning, support individual learning, provide collaboration and communication everywhere, accommodate to individuals’ particular knowledge and skill level, sustain uninterrupted access to information resources, and accommodate to daily communication needs† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). Students will be able to contact teachers and access their work outside the classroom with â€Å"Mobile Technology† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). Odabasi, et. al says â€Å"PDA’s have two basic purposes in mobile learning – to provide sustained personal access to ICT, through which teachers might develop familiarity with relevant concepts and practices; and to provide access to the projects and professional development materials† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). In conclusion, I will definitely be using technology in my classroom. However, I will have a limited selection and availability of programs, as I will be teaching high school mathematics. I do believe that it would benefit more students to have more access to material pertaining to their classes, no matter which classes they may be.

Chance & Story Essay

In third grade through sixth, I had a friend named Chance. We were best friends and often spent long days and nights over at each other’s house. Whenever I stayed at Chance’s, the house was filled with noise from the two of us and his six brothers and sisters. Chance’s family was Mormon, a religion that my family knew nothing about except the name. He once explained why his family was so large, but it made little sense to me at that time. During the summer between sixth and seventh grade Chance’s family moved away to Utah. I’ve learned a bit more about Mormons since but this assignment offered me an opportunity to learn more about the religion of my friend and how Mormons feel about how they are perceived in the United States, especially concerning the law and discrimination. Chance’s family was only one of many Mormons in my town and surrounding areas. Patty is a good friend of mine who attends the Mormon church in town since she was a baby, so through her I was able to find three people to interview. Her parents were not available, but she introduced me to a Mormon missionary Brian, a neighbor Barbara, and Chris, her mother’s home- teacher. Brian is twenty years old and is originally from Nova Scotia, Canada. He is currently nearing the end of his Mormon mission, which is a semi-required two year work for Mormon young men to an area chosen by the head church in Salt Lake City, Utah. He had just graduated high school when he began the training for the mission. His mission is to go door to door in the neighborhoods to share his beliefs and teach anyone interested about the basics of the church. Barbara is also not originally from this area. She was born and raised in Provo, Utah, which is where the Mormon university Brigham Young is located. She moved here ten years ago when her husband’s job transferred. She is forty-three years old, has five children between six and fifteen, has a college degree from BYU in marketing but doesn’t currently work outside her home, and has been married for twenty-three years. Chris is from this area and has lived here all of his fifty-six years. He is an elder at the church, has four children and sixteen grandchildren so far, works as a machine repairer, and volunteers for the church as a home-teacher in which he regularly visits church members for further teaching about the church. Having such different subjects to interview proved very interesting. Each shared that they have dealt with some sort of discrimination in their lifetimes as Mormons. They all indicated that the problems are rarely very serious and never violent, but are more subtle. Barbara notices the negative attitude towards Mormons most of the three because she lived for so long in Utah, which is heavily populated with Mormons, especially where she lived in Provo. She said that when the family moved, she was surprised to find that there are people who still believe Mormons are the many-wives religion. One woman at her children’s school even asked once if Barbara was one of several wives of her husband. Neither Brian nor Chris said that they have had this problem. Brian said his problem is more centered on his mission work. He has often heard people say ‘there go the two-by-twos. ’ The missionaries work in pairs, so he said the term stuck. For the most part, he says people are friendly towards him and often comment that Mormons are the nicest people they know, but very few choose to actually discuss the church’s teachings. Instead Brian and Chris both said that most people are interested in if Mormons are a cult that traps unsuspecting victims. Barbara also said this is something people have asked in round-about ways such as through her kids. All three said that it is often frustrating the poor view that they feel the majority of Americans have toward the Mormon Church. Barbara and Chris’s children mostly have other Mormon friends, and those that are not Mormon are seldom allowed to attend activities organized for the Mormon youth such as dances, outings, or sport activities if they are to be held at the church. They say that no one has said directly why the kids can’t attend, but all three believe that it is related to the negative view of the church. They all also indicated that any issues that arise are always social in nature, that they have never had a problem with employers or the law regarding discrimination. Interestingly, as I interviewed each person, I found myself also curious about the ‘oddities’ of the Mormon church. When Barbara mentioned the many-wives idea, I wanted to know more about it. So I was doing exactly what the three had said most people do: expressing curiosity about the strangeness instead of the good qualities of the church or its teachings. However, I did learn quite a bit about the basic structure of the church, why it is based in Utah, and how Mormons view the world and the after-life. Since the problems that Mormons experience are almost always social, it is a matter of slowly changing the public’s view of the church. Chris believes that the commercials the church has put on television have gone a long way in changing perceptions about the church. Brian said that attitudes are better in Canada towards the church most likely because it started in the USA, where it experienced a lot of discrimination in its beginnings. So it is a matter of time and continued sharing for the Mormon Church to be recognized as a legitimate religion and not as a cult.