'Capitalism is a force of progress for business and society'- Discuss Essay

'Capitalism is a force of progress for business and society'- Discuss - Essay Example Countries like America have ensured that its people make the best out of capitalism, unlike countries that govern their people by using the socialistic system (Murphy, 2007, p.2). There are certain freedoms that capitalism has provided to the people with the help of democratic rights of freedom. They include that as a US citizen one is not bound to one job. If he feels the need to leave it, then he has full rights to do so and no law bounds him from leaving that job (Murphy, 2007, p.3). Along with that, capitalism also provides the opportunity to be self employed by the help of a self-owned business or sell your own goods and services at the price he/she desires. Sometimes, capitalist form of economy and democracy are thought to be considered much adjacent to each other, however in reality it is quite the opposite. The economic growth that the world saw for a quarter of a century may say otherwise after the World War, but after that, the international economy simply deteriorated sinc e then. That quarter of a century of progress made people assume that democracy and capitalism together result in economic growth. But the events later to that growth prove otherwise. The economic meltdown of 2008 itself is a proof for that matter. (Cammack, 1997, p.252) The political rights and school of thoughts determined that in order to make capitalism the primary form of economy, democracy had to be abolished because it gave power to the authority, or in other words power of the weak and poor over the rich. They even warned that capitalist forces may even start a campaign to destroy democratic form of governments to avoid redistribution of the capital. In order to align Democracy and capitalism, it was proposed after the World War that it could only happen if key industries and sectors of the economy were nationalized and a more co-determination by the workers as it happens in Germany. (Cammack, 1997, p.252) Unlike a socialist country, where the state bounds you to a certain s et of jobs and where personal rights are not given at ease. However, capitalism has often been accused of their hypocritical by several critics in a number of ways. One such example of that includes the fact that even though people do have the right to choose their own jobs, nevertheless, it is undeniable that they are always at the mercy of the people who employ them (Murphy, 2007, p.3). When it comes to capitalism and the choice of occupation, the major factor that determines what job a person chooses is the salary (Anderson, 2000, p.24). With capitalism and the inequality that it brings into the economic order, it also creates a remarkable ridge between professions and the earnings that people make from them. For instance, in the United States, a teacher or a doctor earns around $40,000 to $50,000 in a year with most of the expenses going in their mortgages and rents ((Anderson, 2000, p.27). However, on the other hand professional sportsmen earn round $2 million to around $20 mil lion in a whole year, as the interest of several bookies and economic tycoons rely on them, even though they haven’t even graduated from college. The most expenses they have are their agents. Capitalism therefore has induced such in equals in our society where sportsmen are paid much heavily as compared to teachers and doctors. Capitalism is quite difficult to understand at times. This is because on one hand, it gives the people a free market to work in. People

Entry Strategies and Globalization Essay Example | Topics and Well Written Essays - 500 words

Entry Strategies and Globalization - Essay Example The globalization movement provided companies with the capability to realize business with foreign nations. The promotion of free trade among nations has help business organization penetrate marketplaces around the world. Out of the four major market entry strategies the easiest one to implement is exporting. Companies with little experience dealing with foreign markets start off by implementing indirect exporting. Indirect exporting occurs when a company uses intermediaries to facilitate the export of products. For example a company sells 1000 units to retailer such as Wal-Mart and then Wal-Mart sells its products in stores worldwide. The second type of exporting is direct exporting. Direct exporting can be achieved in several ways. A company can achieve direct exporting by establishing an overseas sales branch or subsidiary, by using traveling export sales representatives, and by establishing a domestic export department or division (Kotler, 2003). Exporting is the less risky of th e market entry strategies because a firm does not have to invest in a lot resources to achieve market penetration. The second major market entry strategy is licensing.

'Capitalism is a force of progress for business and society'- Discuss Essay

'Capitalism is a force of progress for business and society'- Discuss - Essay Example Countries like America have ensured that its people make the best out of capitalism, unlike countries that govern their people by using the socialistic system (Murphy, 2007, p.2). There are certain freedoms that capitalism has provided to the people with the help of democratic rights of freedom. They include that as a US citizen one is not bound to one job. If he feels the need to leave it, then he has full rights to do so and no law bounds him from leaving that job (Murphy, 2007, p.3). Along with that, capitalism also provides the opportunity to be self employed by the help of a self-owned business or sell your own goods and services at the price he/she desires. Sometimes, capitalist form of economy and democracy are thought to be considered much adjacent to each other, however in reality it is quite the opposite. The economic growth that the world saw for a quarter of a century may say otherwise after the World War, but after that, the international economy simply deteriorated sinc e then. That quarter of a century of progress made people assume that democracy and capitalism together result in economic growth. But the events later to that growth prove otherwise. The economic meltdown of 2008 itself is a proof for that matter. (Cammack, 1997, p.252) The political rights and school of thoughts determined that in order to make capitalism the primary form of economy, democracy had to be abolished because it gave power to the authority, or in other words power of the weak and poor over the rich. They even warned that capitalist forces may even start a campaign to destroy democratic form of governments to avoid redistribution of the capital. In order to align Democracy and capitalism, it was proposed after the World War that it could only happen if key industries and sectors of the economy were nationalized and a more co-determination by the workers as it happens in Germany. (Cammack, 1997, p.252) Unlike a socialist country, where the state bounds you to a certain s et of jobs and where personal rights are not given at ease. However, capitalism has often been accused of their hypocritical by several critics in a number of ways. One such example of that includes the fact that even though people do have the right to choose their own jobs, nevertheless, it is undeniable that they are always at the mercy of the people who employ them (Murphy, 2007, p.3). When it comes to capitalism and the choice of occupation, the major factor that determines what job a person chooses is the salary (Anderson, 2000, p.24). With capitalism and the inequality that it brings into the economic order, it also creates a remarkable ridge between professions and the earnings that people make from them. For instance, in the United States, a teacher or a doctor earns around $40,000 to $50,000 in a year with most of the expenses going in their mortgages and rents ((Anderson, 2000, p.27). However, on the other hand professional sportsmen earn round $2 million to around $20 mil lion in a whole year, as the interest of several bookies and economic tycoons rely on them, even though they haven’t even graduated from college. The most expenses they have are their agents. Capitalism therefore has induced such in equals in our society where sportsmen are paid much heavily as compared to teachers and doctors. Capitalism is quite difficult to understand at times. This is because on one hand, it gives the people a free market to work in. People

A Tour to History Colorado Center Research Paper

A Tour to History Colorado Center - Research Paper Example From this study it is clear that  Ancient Puebbloan people domesticated turkey for a number of reasons. One of the reasons was it was rich source of protein that could replaces the decreasing number of deers who also proved very difficult to hunt and they were also over hunted hence their reduction in population. Archeologists have found remains of turkey in pens together with their gizzards stones, eggshell in large number and these have been collected and brought into o the center.   Within the center you would come across heals damages of turkey preserved in the center and this also support mass hunting of turkey by ancient Puebloan people.  This discussion stresses that  various artifacts such as needles, neck less which shows how creative the first Puebloan of Mesa Verde area in Colorado was in designing their tools from hallow bones which they used in making blankets from turkey feathers. Dust Bowl. This shows how man has learnt how to survive in very challenging enviro nment. The tour to the center also reflected how economical and less demanding it was to keep turkey because they consume approximately half a pound of maize grains daily and some small insects which could be found in the natural environment. This encounter therefore would be very useful to entrepreneurs who don’t have huge capital but are interesting in engaging in farming activities.  Certain cultural orientations may be grounded on straight traditions.

Course Syllabi- History of Graphic Design Essay Example for Free

Course Syllabi- History of Graphic Design Essay Course Description History of Graphic Design is a critical contextual research and survey study of the intents, influences, practices, and artifacts of graphic design. The course will be structured on readings, research, and visual presentations on subjects of designer activities throughout history with an emphasis on the broader historical context of the planning, production, form, distribution, reception and cultural integration of graphic design Student Handbook The Student Handbook is now available digitally rather than in hard copy. It can be found on the PNCA website (under Student Life) and on Homeroom (Home page, under PNCA Essentials). Disability Support PNCA is in compliance with federal law requiring colleges to provide reasonable accommodations for students with documented physical and/or learning disabilities. If you have a disability that might affect your performance in this class, please make it known to the instructor. Learning Outcomes At the conclusion of this course, the student should be able to : - ­Ã¢â‚¬  Demonstrate and articulate in discussions, writings, and visual presentations an understanding of the historical context of the creation of a work of graphic design (i.e. time, place, culture, intents) - ­Ã¢â‚¬  Synthesize readings and lectures and be able to formulate and post discussion points and prepare visual examples for peer review and feedback (as comments) using online tools - ­Ã¢â‚¬  Utilize, and bibliographically document, a range of resources used for the study of the history of graphic design (books, journals, periodicals, online, interviews) - ­Ã¢â‚¬  Creative Practice Identify the roles, activities, and trades of communication design professionals throughout history and distinguish specific fields related to and integrated with the profession of graphic design - ­Ã¢â‚¬  Learning Outcomes are linked to PNCA’s Core Values which are: Identify and articulate the influence of fine art (theories, trends, aesthetics, visual styles) on the work of graphic designers Integrated Knowledge, Critical Thinking, Cultural Inquiry Social and Ethical Responsibility Course Content initiate, and participate in, discussion on the planning, process, production and distribution of works of graphic design - ­Ã¢â‚¬  Effective Communication - ­Ã¢â‚¬  formulate a connection of the cultural influences on design from history with practices of contemporary graphic designers through examples, writings, and discussions Assignments for this Class: - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  Required Readings and discussion with evidence of comprehension Weekly Subject Research and On-line Posting to Homeroom Weekly In-Class presentations Final Research Paper Topics for weekly research will include: Design during Cultural Upheavals / World Conflicts Design for Social Causes / Design for Social Good Design for Commerce, Consumption, Commercialism Information Design / Dissemination and Distribution of Information Technological Changes and its Influence on Graphic Design Design as Author, Designer as Artist, Whole Designer The Concept of Brand and the Development of Brand Identity Low Design / Bad Design Major Benchmarks in Typography Reactionary Design / Culture Jamming Expectations/Policies for this course: Students are required to read and to be ready to articulate a response to all readings assigned in class. Each week there will be an assigned subject research topic that will require independent sourcing, image documentation, writing, and on-line posting on the ‘Homeroom’ site established for the course. Each student will make a 5-10 minute presentation of each assignment postings during classtime with an expectation of the use of prepared supported notes for verbal elaboration on the material presented. In-class and on-line participation in the form of response and discussion and will be expected and recorded. A final research project on the relatedness of the topics of historical practice presented to the practices of a contemporary designer or design firm/group will be in the form of a research paper. (8-10 pages minimum) Attendance You will be allowed two absences without additional penalty although you are responsible for any work that is missed. The third absence will result in the lowering of an entire letter grade from the computed final grade. A fourth absence will result in a final failing grade of F. Missing 30 minutes of a class period (during any part of the scheduled classtime) counts as an absence. Frequent tardiness (less than 15 minutes) will accumulate to absences (3 tardies =1 absence) Number of hours students are expected to work outside of class: This class meets for three hours per week, and six hours of work outside of class are expected. (3 credits) Grading Criteria †¢ Weekly Research Assignments timely completion / in-class presentation preparedness and comprehensiveness †¢ In-Class participation/contributions †¢ On-Line participation/contributions †¢ Final Research Paper Materials / Supplies Required: †¢ Access to, or ownership of, equipment to scan/photograph (digitize), upload and review visual and text information on a regular daily basis. (Computer and Camera/Scanner) †¢ Money for photocopying (approx. $20 projected) †¢ Flash Drive (2-4gb) Recommended: History of Graphic Design text purchases (Personal library) Bibliography The books listed here are predominantly larger volumes dedicated to a broad overview and history of graphic design. (More may be added during the semester) Many less comprehensive but key texts are available in the library as well as journals and periodicals that are specific to designers, styles, and various other edited groupings – these should be sought out and reviewed andutilized especially for more indepth study on a research subject. Major Texts of the History of Graphic Design Those mark with asterisk* are on reserve shelf at front desk of PNCA library and are available on 3 hr. check out (note: many of these text have duplicates or earlier editions and are available for longer check out periods if needed) Title: Meggs, History of Graphic Design, 4th Edition* Author(s): Philip Meggs, Alston Purvis Publisher: Wiley ISBN: 978047169902 Library Call#: Z 246 .M43 1983 Title: Graphic Design, a Concise History* Author: Richard Hollis Publisher: Thames Hudson world of art ISBN 0500203474 Library Call#: NC 998 .H65 1994 Title: Graphic Design: a New History* (1st and 2nd Editions) Author: Stephen Eskilson Publisher: Yale University Press ISBN: 0300120117 Library Call#: NC 998 .E85 2007 (1st Edition in Library*) Students are invited to contribute to the additions to this bibliography through their weekly research and presentation. All sources should be cited using MLA citation methods. Title: Graphic Design History, A Critical Guide* Author(s): Johanna Drucker, Emily McVarish Publisher: Pearson/Prentice Hall ISBN: 0132410753 Library Call#: NC 998 .D78 2009 Title: Graphic Design in America* Author(s): Mildred Friedman, Joseph Giovannini, Steven Heller Publisher: Walker Art Center ISBN: 0810910365 Library Call#: NC 998.5 .A1 G65 Title: Design, Writing, Research* Author(s): Ellen Lupton, Abbot Miller Publisher: Kiosk ISBN: 1568980477 Library Call#: Z 246 .L86 1996 Title: Communication Design, Principles, Methods, and Practice Author: Jorge Frascara Publisher: Allworth Press ISBN: 1581153651 Title: A Century of Graphic Design Author: Jeremy Aynsley Publisher: Barron’s Educational Series ISBN: 0764153242 Library Call#: NC 998.4 .A96 2001 Other Readings: Journal: Visible Language 28.3, New Perspectives, Critical Histories of Graphic Design, Pt. 1 Critiques Editor and Publisher: Sharon Poggenpohl Digital reference (Links) sites should be added to online postings On-Line History of Graphic Design Reference www.designhistory.org Weekly Course Schedule Week 1 6 Sept Week 2 13 Sept Friday, 13 September is the last day to add or drop a class. All information (dates, times and assignments) in this schedule is subject to change at any point during the semester. Updates will be announced and posted. Welcome / Introductions Class Expectations / Syllabus Overview / Course Structure / Assignments Using Homeroom / Communication Expectations Course Resources Reading Assigned (Posted on Homeroom) Critical Histories of Graphic Design Discussion of Readings on the approaches to History of Graphic Design development Lecture: Brief History of Graphic Design, Pt.1 Read on Homeroom these posted excerpts for this class: Graphic Design History, a critical guide, by Drucker and McVarish, Communication Design, Principles, Methods, and Practice, by Frascara, Graphic Design, a Concise History, by Hollis, Megg’s History of Graphic Design, by Meggs and Purvis, Visible Language 28.3 New Perspectives: Critical Histories of Graphic Design, article by Blauvelt Also read (for this classes visual lecture): â€Å"Prehistoric Prelude to Graphic Design† from Graphic Design History, a Critical Guide, by Drucker and McVarish Week 3 20 Sept Lecture: Brief History of Graphic Design, Pt.2 Read on Homeroom these posted excerpts for this class: â€Å"Early Writing: Mark Making, Notations Systems, and Scripts† from Graphic Design History, a Critical Guide, by Drucker and McVarish Lecture: Conventions and Norms Overview of Weekly Research Project Topics, Objectives, Goals, Expectations, Methods Introduction of Topic 1: Design during Cultural Upheavals / World Conflict Week 4 27 Sept Student Research Presentations of Topic 1: Design during Cultural Upheavals / World Conflict Questions and Discussion Introduction of Topic 2: Design for Social Causes / Design for Social Good Week 5 4 Oct Student Research Presentations of Topic 2: Design for Social Causes / Design for Social Good Questions and Discussion Introduction of Topic 3: Design for Commerce, Consumption, Commercialism Week 6 11 Oct Student Presentations of Topic 3: Design for Commerce, Consumption, Commercialism Questions and Discussion Introduction of Topic 4: Information Design / Dissemination and Distribution of Information Week 7 18 Oct Student Presentations of Topic 4: Information Design / Dissemination and Distribution of Information Questions and Discussion Introduction of Topic 5: Technological Changes and its Influence on Graphic Design Week 8 25 Oct Student Presentations of Topic 5: Technological Changes and its Influence on Graphic Design Questions and Discussion Introduction of Topic 6: Design as Author, Designer as Artist, Whole Designer Friday, 25 October is the last day to withdraw from a class. Week 9 1 Nov Student Presentations of Topic 6: Design as Author, Designer as Artist, Whole Designer Questions and Discussion Introduction of Topic 7: The Concept of Brand and the Development of Brand Identity Week 10 8 Nov Student Presentations of Topic 7: The Concept of Brand and the Development of Brand Identity Questions and Discussion Introduction of Topic 8: Low Design / Bad Design Week 11 15 Nov Student Presentations of Topic 8: Low Design / Bad Design Questions and Discussion Introduction of Topic 9: Major Benchmarks in Typography Week 12 22 Nov Student Presentations of Topic 9: Low Design / Bad Design Monday, 18 November SP14 registration begins Questions and Discussion Introduction of Topic 10: Reactionary Design / Culture Jamming Week 13 29 Nov Thanksgiving Holiday. No class. Week 14 6 Dec Student Presentations of Topic 10: Reactionary Design / Culture Jamming Questions and Discussion Final Paper Topic Determination Week 15 13 Dec Final Paper Draft Due – Individual Meetings Week 16 20 Dec Final Class – Course Wrap-up / Overview Friday, 20 December Last day of classes. Please note: The rest of the template is uniform for all PNCA classes, it includes: PNCA grading policy, statement on plagiarism, library ACE. This section should be included in any electronic versions of the syllabus, but doesn’t need to be distributed to students in paper form. ACE The Academic Center for Excellence (ACE) @PNCA is a peer driven support network for students at all levels. ACE provides in person and online assistance with the following: study skills, digital tools, research, writing and editing strategies, math, professional practices (rà ©sumà ©s, cover letters, documentation), idea generation, project management, organization, and more. For more information, location and hours, please visit the ACE Homeroom site: http://homeroom.pnca.edu/sites/1019 About Your Library The Charles Voorhies Fine Art Library provides research assistance, help with citations and bibliographies and a place to document your artwork. Whether you are looking for articles, books, audio collections, DVDs, or Web resources, the library can help! For research help contact Dan McClure ([emailprotected]) and for help with library materials contact Serenity Ibsen ([emailprotected]). More information is available at www.library.pnca.edu. Statement on Academic Integrity PNCA values intellectual honesty and encourages authentic expression, independent thinking and original writing. The College expects that all work conducted and submitted by our students shall be the combined result of original thought and ethical research. All acts of plagiarism, whether deliberate or unintentional, are considered a violation of the Student Code of Conduct and will not be tolerated on the PNCA campus. It is the student’s responsibility to be aware of and to act in accordance with the PNCA Guidelines for Academic Honesty. This is a document that defines plagiarism, discusses the conventions of ethical research and documentation, and explains the appropriate uses of source materials. These guidelines also describe the student’s responsibility for maintaining documentation and evidence of research in order to verify originality in all writing assignments at PNCA. The document: PNCA Guidelines for Academic Honesty is provided for you in the following locat ions on campus: the Student Handbook, the Library’s Homeroom site, the Academic Integrity HomeRoom site, the ACE HomeRoom site, the Foundation HomeRoom site, the Liberal Arts Homeroom site. You may also view written copies of the PNCA Guidelines for Academic Honesty in the office of Student Services, the Academic Dean’s office, and the PNCA Library. Student Information + Responsibilities Students are expected to have in their possession a current edition of the Student Handbook. Students are responsible for all the information contained in the handbook, and should refer to the handbook frequently for deadlines, policies, procedures, and responsibilities. Student Handbooks are available in the office of Student Services. Students are expected to check their student mailboxes frequently for communications from their instructors or from the administrative offices of the college. Week Two is the last week that you may add or drop a class with no penalty. Week Eight is the last week that you may withdraw from a class with a â€Å"W.† PNCA Grading Criteria This is the institutional grading policy for all PNCA students. Grades are distributed after the end of each semester. Grading Criteria Grade A: Student performance is outstanding. Student exhibits excellent achievement and craftsmanship in all aspects of work. Student exceeds the problem criteria and consistently challenges himself/herself to seek fresh solutions to assigned problems. Student exhibits a commitment to expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are excellent. Grade B: Student performs beyond requirements of assignments. Student exhibits above-average progress and craftsmanship in all work. Student meets and exceeds the problem criteria. Student exhibits above-average interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are above average. Grade C: Student performance is average and all requirements are fulfilled. Student exhibits an average level of progress and improvement in all work. Student meets the problem criteria. Student exhibits interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are adequate. Grade D: Student performance is uneven and requirements are partially fulfilled. Student’s output is minimal. Student exhibits minimal improvement in work. Student does not meet the problem criteria in all assignments. Student exhibits minimal interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are less than adequate. Grade F: No credit earned. Student fails to meet a minimum performance level. Student does not exhibit achievement, progress or adequate levels of craftsmanship in all assignments. Student’s work is consistently incomplete or unsuccessful. Student’s attendance, participation and class involvement are inadequate. Pass/Fail Grade: A Pass/Fail grade will be given for designated courses in which the course content is such that direct faculty oversight of the learning experience is not possible, and evaluation on the present grading scale would be difficult. â€Å"Pass† implies a â€Å"C† grade or above. â€Å"Fail† implies less than a â€Å"C† grade and course work graded as â€Å"Fail† does not apply to the degree. Pass/Fail grades are not calculated in the grade point average. This grading applies to Internships. Graphic Design Co-op uses traditional letter grades. Incompletes In certain situations, a student may request an â€Å"Incomplete† grade in a class. You may petition for an â€Å"Incomplete† only if your situation meets both of these conditions: 1. An extenuating circumstance exists and it has prevented you from completing the coursework (Extenuating circumstances are illnesses, family, emergencies, etc.), 2. You are currently in good standing in the class. See the Student Handbook for more information about Grades and Incompletes.

Legislation to Safeguard Child Rights in the UK

Legislation to Safeguard Child Rights in the UK Steven Howells CYP Core 3:3 1.1 Because the well – being of all children and young adults is so important, organizations in the United Kingdom and around the world have created policies and legislation’s to ensure a structure of security. This structure ensures that everyone in an educational environment is safeguarded. Some of the main policies include: The Children’s Act 1989 – This policy was designed to make all the laws that relating to children and young adults less complicated. It also brings many organizations and authorities together to ensure that children receive the assistance they require. The Children’s Act 2004 – This Act is an update that was put into place after the death of Victoria Climbie. The information was reviewed by multiple services and yet they failed to work together which resulted in this child’s suffering, and eventually her death. Rules and regulations were put into place to allow services to share the information accordingly to ensure that anyone under the age of 19 years old who may be at risk could be helped and not overlooked. Children and Young Persons Act 2008 – This Act changes the structure of the care system. It pushes services to provide the best care as quickly as possible to children and young people. It also enables children and young adults to be capable of achieving the same as a child who is not in care. Sexual Offences Act 2003 – This policy covers a large scale of offences, but is designed to cover against, sexual offences or rape in the United Kingdom or in some circumstances abroad. Adoption and Children Act 2002 – This act was put into place to ensure that children were going to homes that hold the best intentions for them. It also gives a more reasonable approach to single people and unmarried couples who would like to adopt and provides more assessments to ensure the child is going to the best home for them, but to also ensure that a family is adopting a child best suited to their current environment (i.e. if a family already has children, they will not be put at risk by putting a child with history of severe mental illness in the same home). United Nations Convention on the Rights of the Child 1989 – â€Å"Protecting children from violence, exploitation and abuse is an integral component of protecting their rights to survival, growth and development† UNICEF, (2011) The Education Act 2002 – The policy was designed to create a structure for anyone in educational services to help with safeguarding. The helps protecting children and young people by ensuring a safe place to study. It also helps protect children and young people by identifying anyone who could be / already at risk in a school environment or at home. Domestic Violence, Crime and Victims Act 2004 – The act covers many areas of protecting victims of crimes. It also covers new rules and regulations to give bailiffs the power to use forcible entry to property if a child or vulnerable person is at risk of death. Vetting and barring scheme – After the conviction of Ian Huntley in 2003, further examination into Huntley’s past showed that he had been had been investigated and charged for other offences. But because of the structure of the original checks, he passed and was allowed to work in a school environment. Afterwards, the structure of the checking system was changed in order to ensure this would never happen again. The new checking system now covers every offence, investigation and charges to ensure that individuals with any form of criminal record and/ or any possibility of committing an offence can no longer work in an environment where there is a risk to children, young adults or adults who are vulnerable. 1.2 Child protection is only one piece of a larger concept of safeguarding. The health and safety of children and young people is paramount. It protects those who are young and vulnerable nearly every form of mistreatment like being neglected raped or abused mentally or physically. It helps to prevent those who could later suffer results of impairment of any form from the hands of mistreatment. Risk assessments to ensure a safe home and place of study are part of this. Making sure that schools are governed correctly and a structure of policies, rules and regulations are put in place and kept up to date. Ensuring any safeguard issues are dealt with properly, ensuring all staff are up to date with all aspects of training and also promoting the best development for all its students.The development of the children can include tests like the CAF to ensure that children receive any additional learning required, or other tests that ensure health and well – being of its students. 1.3 Every School and local authority has their own policies concerning child protection. All of them put the same ideals into action which are: â€Å" Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being. â€Å" In order to make the community aware of child protection issues, campaigns and other similar methods are used. All communities have to be monitored to ensure that all targets and policies are met, also to ensure that all issues are being dealt with appropriately. It keeps a healthy communication with local services to ensure the best methods are used to benefit students. Also to report any signs of cruelty, neglect or abuse. This creates a better success rate of child development. If everybody knows what methods work best for a single / group of student(s), there I more chance for students to progress rather than regress in development. External health and safety management teams are put into place as another form of monitoring. This time they monitor the buildings and the possibilities of risks. Also health services visit to make children aware of what is healthy and unhealthy. To summarise, every student is protected by a large structure formed from all the acts that are implemented by the government. They all follow these acts to achieve this structure. When this structure is followed correctly there is less chance for a student to be at risk of many outcomes ( i.e. risk of harm, risk of being neglected or risk of failing to progress in development). 1.4 If a child is being neglected, abused or worst case scenario has died as a result of either, the child welfare officer should be notified in order in order to find out what happened to prevent this from happening again. They will access every aspect in order to achieve the most accurate of reports. When the report is finished, it will be reviewed and from this the government will decide what went wrong, why it went wrong, how they will improve their service in order to make it better. This in my opinion is the wrong approach to take because to me it seems like the government want to wait for it to happen and then study why it happened. I believe there is many forms of serious child abuse that are not considered as neglect or abuse due to the current status of the country. The government believe that just because a child lives in a home with a water supply, fridge – freezer and oven they have what they need. But this does not include food or clothing which should be included wh en raising a child. 1.5 All personnel must keep confidentiality in accordance of the Data Protection act 1998 (See TDA Section 4). This keeps all information private and helps to safeguard everyone who attends or work’s at the school. In order to keep full confidentiality, all staff are only permitted to discuss personal details, circumstances, or school work connected to their own child(ren). A parent will be able to discuss their children’s work and grades but will not have access to them. The only information that is shared is when a child has reached the age to attend secondary school. The secondary school will require information that is relevant in order to help the student maintain progression through this phase.

Flannery OConnors A Good Man is Hard To Find Essay -- Literacy Analy

Flannery O’Connor’s A Good Man Is Hard to Find is one of the most well-known short stories in American history. A Good Man Is Hard to Find is a disturbing short story that exemplifies grace in extremity as well as the threat of an intruder. The story tells of an elderly grandmother and her family who embark on a road trip to Florida. The grandmother is a stubborn old woman with a low sense of morality. While on the trip, the grandmother convinces her son to take a detour which results in a broken down car and an encounter with a convicted fugitive, The Misfit. Although the grandmother pleads for mercy, The Misfit kills off the rest of her family. Through the grace she finds in her extreme circumstance, the grandmother calls The Misfit her own and implores him to spare her life. The Misfit does not oblige her and states after her death, â€Å"She would have been a good woman if it had been someone to shoot her every day of her life.† Through Flannery Oâ₠¬â„¢Connor’s disturbing and shocking display of the grandmother’s demise, she gives the reader a sense of the threatening power of an intruder and the idea of extreme situations bringing about a state of grace. The reason for such a powerful work may have resulted from Flannery O’Connor’s religious upbringing as well as the state of the nation at the time. During much of the 1930’s and 1940’s, the United States was a fairly isolated nation. While much of Europe and rest of the world were waging war against Germany, the United States kept a fairly pacifist stance and refrained from military involvement (World War II: Isolationist America). Many citizens in the United States feared an intrusion from outside forces, especially after the attack on Pearl Harbor in 1941, which changed t... ...dly evil character, The Misfit, is able to help the grandmother to find grace makes him redeemable as well. Whatever the reason was for Flannery O’Connor to write A Good Man Is Hard To Find, it will forever be one of her best works as well as one of the best and most unusual short stories of all time. Works Cited Gordon, Sarah. "Flannery O'Connor (1925-1964)." New Georgia Encyclopedia. Georgia Humanities Council and the University of Georgia Press, 3 Mar. 2009. Web. 10 Mar. 2012. . Shmoop Editorial Team. "A Good Man is Hard to Find" Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 10 Mar. 2012. "World War II: Isolationist America." Second World War II Campaigns. Historical Boy's Clothing, 31 Dec. 2002. Web. 10 Mar. 2012. .