Wednesday, October 30, 2019

Customer Relationship Marketing Essay Example | Topics and Well Written Essays - 2500 words - 1

Customer Relationship Marketing - Essay Example customer acquisition it also includes the identification of valuable customers and intends to retain the valuable customers in order to increase the profitability of the company at large. The paper, therefore, shall focus on identifying the actual need of the CRM approach and on the contrary it shall also focus on certain problems faced by the companies. The first part of the paper, henceforth, shall be based on a business point of view rather than an academic perspective analysing the various factors of the approach in depth. The second part of the paper will try to justify the aspects discussed in the first part through analysing the theories and previously conducted research paper. To state the history or origination of marketing is indeed a difficult task. But evidences from decades have been emphasising on the issue to unleash the actual period when the thought and need of marketing were recognised by organisations. According to few researchers, authors, and analysts, revising the initiation of the marketing concept occurred in late 90s while the others argue it to crop up in ancient Greek. However, the marketers in their realistic practises were able to reveal the fact of a revolution in marketing thought with effect to its implementation. To state the fact in other words, marketing concept has changed drastically from the past to its present implication (Hollander & Et. Al., 2005). Consequently, the past phenomenon of marketing was centred on the development of the products or services rendered to the targeted customers. On the whole it was solely implemented from the perspective of the company rather than the targeted customers. To be specific, the companies were highly concentric on what they want rather than considering what their potential customers want from them. Apparently, with due course of time the thought of marketing implications transformed from the sole intention of meeting the companies’ requirements to the aim of justifying the actual

Monday, October 28, 2019

The modern state comprises Essay Example for Free

The modern state comprises Essay The modern state comprises the demonstration of legitimacy and sovereignty of public power within a regulated territorial district. The modern state originally connected to the European institution upbringing about late fifteenth century. This led to the eventual introduction of capitalism and absolutism. The proponents attempted gathering a single state’s control in both economy and polity, thereby diffusing power from every other union like religious body into a centralized sovereignty that is state control. The resultant in the next three to four centuries later is the introduction of state economy policy and a central operating system of taxation, security and diplomacy with other neighboring countries – â€Å" a contemporary state system then evolved† (Niccolo M. n. d). Weber described modern state as a monopolized system where there is the use of legitimated impersonal principles to subdue societal power. Contrary to Weber’s view, some of the states outside Europe show certain deviation making it difficult to categorize how best a state is operated in a single theory. In a struggle to upgrade the operation of a global economy, modern states in the present age have fast evolved even a global community (e. g. European Union); gathering states together to formulate laws, principles on which their inter-relations are based. States’ Sovereignty The extent of sovereignty of a state is a measure of diplomatic respect accrued from other states; such recognition is limited within the state. The legal landmark to delineate the sovereignty and legitimacy of state is explained by three principal theorists in international relations (as a study) viz. the Marxism theory, the elitism theory and the pluralism theory. Contemporary Study of Modern States’ Theories Pluralism is popular in the United States. It views state as a â€Å"common leveling ground to resolve contending interests and also as a collection of an overall agencies ruling the state† ( Robert Dahl n. d. ). It resolves that the output of a state is the product of pressurized effects from diverse societal groups or agencies (polyarchy). Wright Mills, in 1956, asserted that elitism is consequential to pluralism in that certain member called elite of the society seat at the corridor of power to dictate and make policies. Marxism in contrast to pluralism, states that a State legitimacy and sovereignty is a function of its capitalist contributions to its economy. There is no leveling ground in the policy here; neither is there a group of agencies which probably will rise against the capitalist and still result in an unfair play ground. Each key player does so with a reserved interest with no neutrality. The Best Sovereignty: One would argue that if the so called capitalist of a country are neglected in the choice of policy making, their withdrawal from economy bring a big setback and digs a nation’s unemployment deeper, government receiving an end decreases in tax income, and international problem of funding develops, all of these pose big threats to the so called State itself. No wonder the recent legitimacy and sovereignty of modern state shift heavily towards the capitalist and enthrone Marxism as a best description of governance. They share common interest; the few elites in the polity are strengthened by the fundamental economic input from the capitalist. The withdrawal brings the so called â€Å"capitalist strike† in the state leaving the elite helpless. In conclusion, the few capitalists as described by the Marxism theory are the best major players in every economy in a civilized modern State since the elites or the diverse groups (pluralism) are indirectly or directly dependent on their input to stand in the system. Even if a State claims otherwise, professional probing could retrieve the hidden Marxism at the baseline. Reference A Contribution to the Critique of Political Economy (1859), Preface, Progress Publishers, Moscow, 1977, with some notes by R. Rojas, and Engels: Anti-Duhring (1877), Introduction General.

Saturday, October 26, 2019

The Chemistry of Knowledge Essay -- Philosophy Knowledge Knowing Plato

The Chemistry of Knowledge Hippeas thought he had all the answers. â€Å"I have never found any man who was my superior in anything,† he boasted. Then he meets Socrates. Though he had made thousands of public speeches about virtue, a dialogue with the wisest of Athenians leads Hippeas to confess that he â€Å"cannot even say what [virtue] is† (Hippeas 70). Lesser Hippeas discredits Hippeas but offers little more than a negative definition of knowledge. Meno, Phaedo, and the Republic provide a more comprehensive discussion of the definition, the good and the teaching of knowledge. The following pages will explore Plato’s theory of knowledge and will conclude with an examination of organic chemistry at Swarthmore College. According to Plato, knowledge requires the reasoned understanding of essences. To know the qualities something possesses, one must grasp â€Å"what something is† (Meno 60). Knowledge entails an active understanding capable of weathering the rigors of a probing discussion. In Lesser Hippeas, Socrates uncovers the knowledge deficit underlying Hippeas’ opinions and skills. Plato makes a clear distinction between Hippeas’ mastery of facts and the possession of true knowledge: â€Å"I certainly do not think I am guessing that right opinion is a different thing from knowledge† (90). Facts and opinions require little more than memorization and regurgitation. Acquiring knowledge, on the other hand, can only be done â€Å"with an effort† (Republic 776). Plato’s Cave analogy in the Republic likens the path to knowledge to the transition from a dark cave to a sunny hilltop. Plato allegorizes the â€Å"ascent of the soul† (776) from a world of shadows, reflections and half-truths into the â€Å"world of knowledge† (776). Plato maintains that cave dw... ...nt of the reason why† (90). Only knowledge boasts longevity. For me, perhaps the most disconcerting thing about organic chemistry is the rapidity with which my memory of it has faded. Some three months removed from a final exam, I recall virtually nothing. So why don’t we get knowledge, if it would serve us so much better than limited-warranty opinions? Thinking takes time. And there are only fifteen weeks to a semester. Professors need empirical measurements of student progress in finite periods of time, even when it is clear that cursory thought emasculates knowledge. After all, â€Å"All late papers will be penalized" Professor Richard Schuldenfrei Works Cited Plato. Five Dialogues : Euthyphro, Apology, Crito, Meno, Phaedo. Trans G. M. A. Grube. Hackett Publishing Company, 2002. Plato. The Dialogues of Plato. Trans. B. Jowett. New York: Random House.

Thursday, October 24, 2019

Secret Life of Bees Book Report

Some girls grow up without a mother, but they don’t know how lucky they are that they don’t have to live with the feeling of guilt and remorse that Lilly Owens has to live with everyday. Everyday, since the age of four, Lilly has to deal with the regret of killing her own mother, Deborah. On December 3, 1954, in the small town outside of Sylvan, South Carolina, a normal day turned tragic. Deborah Owens was trying to escape from home with Lilly in her hands, hoping to abandon her abusive husband, T. Ray. [pic] The situation turned physical when T. Ray tried stopping Deborah from leaving.Lilly saw that her beloved mother was in need of help. In an effort to aid her, she retrieved the gun. Lilly picked it up and BANG! The noise exploded, and ended Deborah’s life. The whole town found out about how Deborah Owens died and looked at Lilly a different way. She was neglected by her father, and teased by several schoolmates. Her father continuously told her how her mother was leaving Lilly that devastating night. Although she refused to believe T. Ray’s accusation, Lilly felt unloved by everyone: her father, her friends, and even, at times, her deceased mother.Her only friend was her black maid, Rosaleen. After getting into trouble, she and Rosaleen, ran away. Lilly tried to find the true story of what happened that night her mother died. R. I. P. Deborah Owens, December 3, 1954. Mother of Lilly Owens, wife of Terrence (T. Ray) Owens. In 1964, the Civil Rights Movement allowed for African Americans to speak up against injustices and demand equality. Although this movement allowed for African Americans to vote, they had a lot of trouble doing so. [pic] In The Secret Life of Bees, Rosaleen, Lilly’s black maid, decided to vote for the first time.Two white southerners stopped Rosaleen in her path, and began taunting her. After spitting â€Å"snuff† on their shoes, Rosaleen was beaten up and demanded to apologize. Rosaleen refused to apologize, landing her in jail with stitches and several injuries from the white men. Although the Civil rights acts tried to give equality to African Americans, many white’s refused to acknowledge these new laws. The South was known for outbursts from white people, who tried to hinder African American’s search for equality. The 1960s was a time for change, whether our nation was ready or not.

Wednesday, October 23, 2019

Amoled Technology Essay

Since 2001, funded by national and european programs, the Institute is developing new research lines focused on molecular magnets, molecular opto-electronic devices, molecular machines and supraand supermolecular structures with long lived electron transfer processes. The IcMol has employed more than 100 scientific researchers and is based at the Valencia University Campus. The Institute presents the most advanced systems for the preparation and characterization of organic light emitting diodes, organic solar cells and other molecule based opto-electronic devices. Main tasks in the project are the following: †¢ Preparation of p and n type solution processable charge injection layers †¢ Wet processing of optically or electronically active small molecules †¢ Hybrid and standard device preparation and characterization www. uv. es – www. icmol. es Appendix 5:CombOLED Project, Partners Leti Leti is a CEA laboratory located in Grenoble which is one of the main European applied research centres in electronics. More than 85% of its activity is devoted to research that is conducted with outside partners. We are a partner to the industrial world, with 200 collaborators and 350 contracts a year. Leti has led to the creation of almost 30 start-ups in high-technology, including Soitec, the world leader in Silicon-On-Insulator (SOI). We files some 180 patents a year and manage a portfolio of 1,000 inventions protected by patents. Our main areas of activity are as follows: †¢Micro-and nano-technologies for microelectronics, †¢ Technologies, design and integration of microsystems, †¢ Imaging technologies, †¢ Micro- and nano-technologies for biology and health, †¢ Communication technologies and nomad objects. Leti is endowed with an annual budget of 174 Mâ‚ ¬ and employs 1,000 people with, in addition, more than 500 external collaborators (postgraduates, research partners and industrialists). We have 11,000m? of clean rooms, an equipment portfolio worth 200 Mâ‚ ¬ and we invest more than 40 Mâ‚ ¬ a year on new equipment. Leti is one of the main forces behind Minatec ®, Europe’s premier Centre of Excellence in Microand Nano-technologies. In the future Minatec ® is destined to bring together more than 4,000 researchers, industrialists and teaching staff in Grenoble. www-leti. cea. fr Appendix 5:CombOLED Project, Partners PPML PPML is one of the first European companies that are investing in OLED applications. PPML was born in 2005 with the aim to become the excellence in manufacturing OLED based solutions. Having collected a wide database of feasible applications, PPML is currently working in the deployment of some prototypes and general demonstrator in partnership with OSRAM-OS and with the aim to launch the first solutions in parallel with OLED introduction into the lighting market. PPML will contribute to CombOLED project leading the dissemination activities in order to accelerate OLED penetration to the final users. For this reason, PPML will lead a wide dissemination campaign through known channels like the organization of a specific Design Contest and special Workshops with the major European Design School. www. ppml. it Appendix 5:CombOLED Project, Partners Schreiner Group Innovation, Quality, Performance and Enthusiasm are the values of Schreiner Group based in Oberschleissheim near Munich. The family-owned business develops, designs and produces high-tech products. As certified system suppliers and development partners, seven specialized divisions offer a comprehensive range of innovative products and customized solutions. Schreiner ProTech delivers individual solutions for self-adhesive markings and functional components for engineering industries. Schreiner MediPharm focuses on self-adhesive products for medical technology and pharmaceuticals. Schreiner ProSecure offers a wide range of counterfeit-proof solutions for authenticity and value protection. Schreiner LogiData specializes in data carriers, transponders and complete systems based on RFID technology. Schreiner VarioLight develops and produces printed electronics, in particular high-grade electroluminescent lamps with electronic power supply and control components. Schreiner Systems offers complete solutions from consulting support and development of specifications, to delivery and installation of hard- and software, all the way to after-sales service. Schreiner Labels designs and produces labels for product marking and advertising. Schreiner Group’s experience in printing electronic devices stems from various products including antennas, capacitive sensors and electroluminescent lamps.

Tuesday, October 22, 2019

Should Students Be Required to Wear Uniform Essays

Should Students Be Required to Wear Uniform Essays Should Students Be Required to Wear Uniform Essay Should Students Be Required to Wear Uniform Essay Essay Topic: Students Should School Uniforms be Required? When thinking about a uniform you think of a police officer or maybe even someone in the military, but what about uniforms in school? Today, there are more schools than ever that are considering switching to uniforms to keep things equal and professional throughout the student body, but is it fair to make restrictions to students on being able to express themselves personally? Students may feel like they are being cheated on personalization and freedom to express who they are but the safety and security of the student body is more important than expression of style. The school system is struggling more and more each day to maintain a sense of security and organization with the ever growing concern of bullying, crime rates, sexual distractions, and social inequalities. Uniforms will help create a more controllable and relaxed atmosphere for students and school employees alike. We live in a materialistic world where people are always looking to judge individuals on the clothes he or she is wearing. The world has put extreme pressure on our kids to wear curtain name brands in order to fit in. A child that has to worry if other kids are going to laugh or make fun of them because of the clothes he or she is wearing takes away from that child’s learning experience. The stress of school work is enough and no child should have to worry about being made fun of because he or she is not wearing those brand name clothes. Large cities have crime issues that just involve kids wanting the more expensive clothes and that causes problems for the other children who are wearing them; the students have to worry about those items getting stolen or fighting other kids for their clothing. This problem has even got the attention of former President Bill Clinton in saying, â€Å"School uniforms are one step that may be able to break this cycle of violence, truancy, and disorder in our school systems† (Chen, 2008). The use of school uniforms will also minimize the gang activity by not being able to wear gang colors or symbols on clothing. School uniforms also will help school officials identify those individuals that do not belong on school property, by visually seeing the difference in clothing. In 1994, when the California school district of Long Beach implemented school uniforms, the fights and muggings at school decreased by 50% this static alone makes it safer to send your children to public schools. Another example would be Ruffner Middle School in Norfolk, the number of discipline referrals decreased by 42% once uniforms were enforced (Chen, 2008). In 1995 South Shore Middle School in Settle Washington reported in the first year uniforms were implemented the demeanor in the school has improved 98%, an increase in attendance rates and higher student achievement (Grauke, 2005). The main goal of any school is to have children wanting to attend school and continue the commitment to learn. The school uniform is a sign of equality and has increased the commitment and pride in a school and the student body. A school should be able to look upon the students and know that they are all there equally and treat each child just as equal. A good example of treating children equally is the no child left behind program that is now in place for public schools. The idea is to not separate the children who have learning disabilities but to weave them into classes with additional teachers so they don’t feel separated and segregated. School uniforms will only help all students feel equal and fairly treated when implemented in the correct manner. The cost of uniforms is also a topic that has been brought up, that it will somehow cause needy families to feel pressured into purchasing something they cannot afford. The idea is to help keep their children from being picked upon and ridiculed for the clothing that they do wear. Several school systems even have grants from local foundations that cover the $25 dollar cost of uniforms for families that cannot afford to buy them. The government and several other agencies are here to help you if you need it to purchase uniforms; there are even department stores that run specials on uniform attire because they are aware of the need. The school and government are only looking out for the best interest of the child and that is what should be the most important topic. A student that is constantly ridiculed and picked upon will go into depression and seal themselves off from the learning environment. When a child goes into depression and it is not treated or noticed what will the outcome be? A student that I went with was so picked on so much and made fun of for what he could not afford that he ended up killing himself just because no one seemed to care. The school did not step in and defuse the tension between him and the other students. With school uniforms in place it would have helped make a difference, I am not saying it could have fixed or stopped what happen but it may have been a life changing experience for him. A problem that people are trying to say that will come with converting all schools to uniforms is the transition from adolescent to adult. The child with a lack of self expression will not be able to identify who they truly are as an adult. The individual will face the criticism and pressure as an adult instead of a child. When it comes to self expression a child is still structured by what they wear by their parents. The parent of a child is the one who ideally purchases and makes the choice is this appropriate for my child and should they wear this. A child who chooses what they wear to school without structure will more than likely make a poor decision; a teenage girl may go to school with a low cut shirt and shorts that are not really covering much. When a child makes a choice like that it can only lead to distractions within the class. A teenage boy may get the wrong idea about the girl and then try to influence her into doing things that they should not be doing. The type of situation can them lead to a sexual harassment charge or even rape. A school structure with a uniform in place will only help keep students focused on learning and less on the opposite sex. Today there are more and more students who are being diagnosed with ADD (Attention Defecate Disorder). The students who are struggling to learn are being distracted by several different issues thru out the day. Classes are busy, loud at times, several different teachers, and keeping up with what is going on between each peer group is also a lot to deal with. The distraction of what is popular to war and who is wearing what can be eliminated by implementing the school uniform policy. With the increase of ADD or ADHD in students would this not make it just a little bit easier for them to concentrate on what is important, they already struggle with so much in today’s environment. The student who has this disorder is already stressed and pressured enough by peers and teacher alike, the uniform would be one less thing they have to worry about each day. When student’s get up in the morning the choice has already been made and it would make it for them to remember their school work and what is important instead of what am I going to wear today. Each and every student should be able to freely express themselves in and out of class; when I think of expressing myself I consider art, music, or even writing a poem or book. Expression is not limited to just the clothing an individual wears. Many people would say that it is against the 1st amendment to implement such a rule, but we all wear a uniform to work of some kind. A uniform does not limit who you are; it just helps promote a good structure and balance in a school learning environment. When an individual goes into a shopping center he or she looks at the employees and expect a clean uniform and it does not have to a blue polo and khaki pant uniform but clothes without holes in them. The person should have a clean shirt and name tag to identify them and show professionalism. What harm would it cause to do this in school to help form a better future for our students and prepare them just a little bit more for the real world. There are several countries who have already applied school uniforms in their system and they seem to excel in educational programs compared to American students. This will only give us a fighting chance to keep up with the changing world around us and to keep our children safe as well. In conclusion of the topic of school uniforms, not everyone will be happy but the results from test in public school system are staggering. The idea of expressing yourself personally thru clothing is something that can be done outside of classroom. Students come to school each day to socialize and become future presidents, lawyers, doctors, and even teachers; making sure we keep them focused on their future and not the latest fashion has to be a priority. Our children need to under the importance in receiving a great education and school uniforms are one major piece of the puzzle.

Monday, October 21, 2019

Immigration in Canada and US essays

Immigration in Canada and US essays Immigration has played a major part historically in the growth of Canadas population. Between 1901 and 1911 alone, Canada received over 1.5 million immigrants, representing 28 percent of Canadas total population at the time. Recently, however, Canadas immigration policies and practices have come under scrutiny and criticism, as increasingly larger numbers of people begin to question whether current progressive immigration policy is beneficial in the long run for Canada and Canadians. Essentially, Canada has begun to question itself whether its current restrictions on immigration are sufficient. Throughout its history Canada has maintained numerous immigration policies, many not surviving the life span of the government under which they were created. Yet these policies, although highly restrictive, were not in the best interest of the country. Many were established to protect the individual interests of the current government, or they were established in an effort to maintain the government of the times essentially racist conception of Canada. In fact, it wasnt until 1962 that Canadas essentially all-white immigration policy was abolished. In 1976 Canada adopted a points-based system, where potential immigrants were assigned various points based on such things as age, education, and net worth. This system was designed to prevent immigrants from being barred entry into the country based on race, religion, or creed. Essentially, those immigrants with sufficiently large personal savings, or with jobs skills listed under the governments General Occupations List, would be awarded more points, thus increasing there chance of being granted admittance into the country. Recently, the government has adopted new policies to bring this system up to date. Under current proposals, new immigrants would have to demonstrate fluency in one of the official languages. As well, points would no longer b...

Sunday, October 20, 2019

Roman Terms Covering Politics, Law, War, and Lifestyle

Roman Terms Covering Politics, Law, War, and Lifestyle The Ancient Roman Republic lasted from 509 BCE to 27 BCE, and was followed by the Ancient Roman Empire which existed from 27 BCE to 669 CE. While already boasting a lengthy rule, the Romans influence continued to shape all aspects of society for centuries after. Roman civilization made its mark on Elizabethan literature by inspiring Shakespeares seminal play, Julius Caesar. The iconic Colosseum in Rome is a staple case study in architecture studies and influenced many similar structures, especially sports stadiums. The Roman Republic, and even the Roman Empire with its Senate legislature, is often referred to as the building blocks of modern democracy. And its ruling over diverse lands and its trade with Asia via the Silk Road inevitably established cross-cultural exchanges that continue to today. These terms cover a variety of topics, ranging from names of battles to significant architecture, from geographical features to an explanation of cultural rituals. Hopefully, this extensive list will be intriguing for any history buff or Ancient Rome enthusiast.   Battles   and Warfare Rome was imperialism personified, and the Romans kept blow by blow records of many of the important battles that sealed that definition. Many Roman battles and battle plans are still cited as ideals by recent military tacticians and teachers in military academies. ActiumBattle of CarrhaeBattle of Milvian BridgeBattle of PharsalusCatapultCohort  Gergovia BattleMacedonian WarsMorbihan Gulf BattleRubiconSeleucidsSocial WarVercingetorix Politics and Law Politics played a vital role in Roman society. The passion plays in the Senate and the struggles for power among generals, kings, and emperors provide us a great deal of historical precedent for our society today. Comitia CenturiataConstitutio Antoniniana (Edict of Caracalla)ConsulCuriaCurule AedileCursus HonorumEdict of CaracallaForumInterregnumOptimatesPax RomanaPlebiscitumPlebeiansPraetorsSenatorsTarpeian RockTetrarchyTribuneTriumvirate Architecture   Rome built some of the finest civic architecture, both as public displays but also as functional works, aqueducts and other structures still standing today.   AqueductsCloaca Maxima  ColosseumForumInsulaRegionariesTemplum Lifestyle   What do you know of these terms related to social mores and traditions, music, and foods of Roman society? A.D.  and B.C.AgonaliaBacchanalia  ConfarreatioCornucopiaFabula TogataFescenine VerseGarum (Roman Fish Sauce)HedonismJulian CalendarLudiLudi ApollinaresLudi FloralesPater Familias  PraetextataPrandiumSalutatioTogaTria Nomina Geography At its height, the Roman Empire stretched over much of Europe; do you know these points of geographic interest?   ​7 Hills of RomeAlba LongaAntonine WallAppian WayBoiiGallia /GaulHadrians WallHispaniaMt. VesuviusPraefecturesVesuvius Religion   Roman religion changed over the centuries, and it includes Roman gods and goddesses, but also the influence of religion, and religious specialists.   Abundantia  Fides  FlamenJulian the ApostateMaiaMonkNicene CreedPersecutionsPervigiliumPontifex MaximusPriapusRegiaRex Sacrificulus  Sibyl People Do you know who these important persons were to the history of the Roman Empire?   7 Kings of RomeAugustusCaligula  ClaudiusConstantineCurtius (Lacus Curtius)Historia AugustaJulius CaesarJustinianNero  Pontius PilateScaevolaScipionic Circle

Saturday, October 19, 2019

Gym Assignment Example | Topics and Well Written Essays - 750 words

Gym - Assignment Example The gendered nature of space in the gym accommodates all the participants regardless of their gender. Some of the apparatus and equipment found in the gym are parallel bars, running paths, fencing gallery, weights and jumping boards that support and favor all the gender. Some sections however is gender specific, for instance, the weight lifting sector of the gym is a specific reserve for the masculine gender. The feminine nature, on the other hand, is mostly favored by the aerobics section of the gym that requires comparatively less effort. Diverse facilities are visible in the gym like nautilus studio line of a pin-loaded weight. The equipment has design specifications for the feminine gender. It requires the use of little effort hence favoring the females mostly. The equipment is suitable for the feminine gender since it requires less strenuous energy that the society perceives the females to possess. On the other hand, larger heavier weights designed for the masculine gender are present. The equipment requires the use of comparably more effort hence not favorable for the feminine gender. The society perceives the masculine gender as being stronger capable of withstanding the strenuous energy that such like equipment require. Nguyen in the article, ‘’You Say You Want A Revolution,’’ highlights Moallem’s argument on how instabilities are visible in the histories of forced unveiling and forced veiling. The two marks particular historical and political moments in India. The police got authorization to unveil women in the street forcibly. The women donned such unveil during the lead up to the rebellion as a noticeable action of defiance against Shah’s crooked and brutal rule. Moallem’s case is a depiction of the gendered nature of space in the gyms presented above. The gyms trace a long history of male dominance with the feminine

Friday, October 18, 2019

Foreign investment decisions Essay Example | Topics and Well Written Essays - 250 words

Foreign investment decisions - Essay Example One specific example of this occurs in the Latin America and Caribbean-OECD Investment Initiative. It’s noted that this initiative aims to, â€Å"increase the contribution of private investment to economic and social development in Latin America and the Caribbean† ("Latin america and," 2011). This demonstrates that significant sums are being invested in this developing region through private infrastructure projects. Still, another prominent area where money from industrialized regions are entering emerging markets can be witnessed in investment opportunities offered by major banking entities. One of the predominant examples in this context occurs as the European Bank for Reconstruction offers an opportunity for individuals to invest in a number of potential emerging markets ("Introducing three new," 2011). There is a distinction between less developed and emerging markets. In this context of understanding, it’s noted that emerging markets are those that demonstrate a level of advancement in their economic structure throughout a variety of barometers. Conversely, less developed regions are those that have not yet achieve these stages of economic

Technical managers and the law Essay Example | Topics and Well Written Essays - 250 words

Technical managers and the law - Essay Example Employees get a formal workplace with increased freedom and better-working conditions. The customer has an advantage related to workplace laws in that products are made following the set standards with no unnecessary advertisements and misrepresentation of facts to misguide the customers (BizFilings, 2012). Some of the negatives related to workplace laws are the costs associated with legal action in response to these rules. The management, the government, the employees, and the courts suffer significant costs when workplace cases touch on them. The exemption from liability by the workplace laws is another negative that affects most parties. Employees sign laws that limit the extent of their working conditions and impose strict measures regarding the functioning of the business. The management is required by law to establish various provisions relating to the employees and their families at the expense of the company’s working hours. Employees can also sue the business for the mistakes of an individual member of the management team and receive financial compensation at the expense of the company (Root III, 2015). Yes, I have witnessed an ethical workplace law. The management was imposing strict clothing requirements for women while not touching on the requirements for men. The management was using the women in a discriminatory manner to increase their customer base. Women were required to wear short dresses and tightly fitting clothing in a move aimed at increasing male clients. BizFilings. (2012, May 24). Workplace rules protect your business and maintain a positive employee environment. Retrieved from http://www.bizfilings.com/toolkit/sbg/office-hr/managing-the-workplace/workplace-rules.aspx Root III, G. N. (2015). Advantages & disadvantages of ethical compliance in an organization | Chron.com. Retrieved from

Thursday, October 17, 2019

The Noplace of My Place Essay Example | Topics and Well Written Essays - 750 words

The Noplace of My Place - Essay Example This is how my bathroom appears to most people and, truth be told, how it appears to me as well during the regular routines of my day.   But I don’t have to think about this now, and my mind drifts further.  It is when the evening shadows lengthen into darkness and the house begins to quiet down that my bathroom takes on entirely new dimensions.   Tonight, with my nerves frazzled by conflicting commitments, my ears buzzing with back-to-school crowds and my brain threatening massive overload at any moment, my bathroom becomes my own isolation chamber.   Its stark whiteness promises to make no demands, its lack of ornamentation suggests no distractions and its small dimensions offer no threat.   As the steam begins to rise from the depths of the bathtub basin, my body and mind sink like stones, one to the warm, smooth surface of my bathtub and the other to the field of soft purples and dusty blues of shapeless space suggested by the lavender bubble bath I added to the water.   The gentle iridescent bubbles rise above my shoulders, relieving them of their burdens, at least for a little while.   Tiny and lacy, the delicate bubbles suggest the true weight of my worries.   With a soul-cleansing sigh, my body remembers the true shape of me. Of course, my bathroom doesn’t offer complete release from the cares and influences of the outside world.   As the bubbles die down, I become more and more aware that the rest of the house hasn’t completely melted away.   The monotonous babble of news announcers, not loud enough to do more than suggest a cadence, informs me who has control of the television remote.   The occasional sudden rattle of the bathroom door announces the appearance of small ripples in the water as someone somewhere slams a door.   I wonder if they’re aware, as I am, of the minor shockwaves that run through the house at these small bursts of energy displacement.   But I know no one will enter my sanctuar y, no one will disturb my peace.   As long as the white door of the bathroom remains closed, I am as unreachable as the sky to them.

Does Blowing the Whistle Violate Company Loyalty Essay

Does Blowing the Whistle Violate Company Loyalty - Essay Example Ideas of the two authors Philosopher Sissela Bok does not supports the act of whistle blowing within the organization. The author says that whistle blowing leads to some moral conflicts of whether to speak about the abuses and the neglects. Firstly the choice of whether the protesting against the wrong doing is in the public interest or not. In this case the whistle blower have to decide who is the abuse, the amount of threat it carries and will the protest lead to any change. Secondly the whistle blower has to compare the responsibility to serve public against to the loyalty he owes to his colleagues and the firm. . And thirdly the whistle blower may fear that his act of protest may lead to some problem to his career, his ability to support his family and himself. This conflict may override the above two other conflicts. The author also discusses about the nature of whistle blowing. By the act of whistle blowing, the whistle blower may lead to breach of loyalty, bitterness, dissent and accusation. The whistle blower makes a public disagreement with the authority or a majority view. The more repressive the authority becomes by the challenge, the more risky it becomes in speaking out. The whistle blower hopes to stop the game but his act of blowing whistle on his own team, in turn is seen as a breach to loyalty towards his own team mates. In holding the position he is meant to bind by certain obligations to his colleague and clients. But the loyalty to his clients and colleagues seems to fall weak in front of the loyalty towards the public interest. Blowing of whistle not only violets loyalty towards his colleagues but also toward the hierarchy since he may be the subordinate too. Often this alarming is joined by leaving the job. The opposing is sometimes joined by the protest which leads to public attention towards the wrong doing issue. But to be on safer side those who want to avoid retaliation may leave the organization quietly, secure his position and then blow the whistle. In this way the whistle blower will have a position to speak with the authority without being involved to any vulnerability. The whistle blowers may be effective when it gets the support of the audience. When the whistle blowers are greeted with lack of concern, the message they share drives away. When they are greeted with disbelief, they attract no response at all. And when the audience does not receive or act on the information, the message bounces back to the whistle blower and injures him. Because of all these possible harmful affects the whistle blower must first check and recheck the authenticity and accuracy of the facts and reports, before going to speak out. The whistle blower must try through the regular channels first. Therefore the author feels that the blowing of whistle is violation of loyalty (Bok, 1980, pp. 176-182). The second Author Robert A. Larmer supports the act of whistle blowing since the author thinks that this act shows the loyalty of the employee towards his organization. For the author loyalty means action involving good reasons into the interest of a person. But the question remains that what is the good reason that makes to think that it is in the interest of that person. Firstly if an action is immoral then it is not at all justified that the action is in the best interest of the agent. Indeed the author argues that an employee who blows the whistle

Wednesday, October 16, 2019

The Noplace of My Place Essay Example | Topics and Well Written Essays - 750 words

The Noplace of My Place - Essay Example This is how my bathroom appears to most people and, truth be told, how it appears to me as well during the regular routines of my day.   But I don’t have to think about this now, and my mind drifts further.  It is when the evening shadows lengthen into darkness and the house begins to quiet down that my bathroom takes on entirely new dimensions.   Tonight, with my nerves frazzled by conflicting commitments, my ears buzzing with back-to-school crowds and my brain threatening massive overload at any moment, my bathroom becomes my own isolation chamber.   Its stark whiteness promises to make no demands, its lack of ornamentation suggests no distractions and its small dimensions offer no threat.   As the steam begins to rise from the depths of the bathtub basin, my body and mind sink like stones, one to the warm, smooth surface of my bathtub and the other to the field of soft purples and dusty blues of shapeless space suggested by the lavender bubble bath I added to the water.   The gentle iridescent bubbles rise above my shoulders, relieving them of their burdens, at least for a little while.   Tiny and lacy, the delicate bubbles suggest the true weight of my worries.   With a soul-cleansing sigh, my body remembers the true shape of me. Of course, my bathroom doesn’t offer complete release from the cares and influences of the outside world.   As the bubbles die down, I become more and more aware that the rest of the house hasn’t completely melted away.   The monotonous babble of news announcers, not loud enough to do more than suggest a cadence, informs me who has control of the television remote.   The occasional sudden rattle of the bathroom door announces the appearance of small ripples in the water as someone somewhere slams a door.   I wonder if they’re aware, as I am, of the minor shockwaves that run through the house at these small bursts of energy displacement.   But I know no one will enter my sanctuar y, no one will disturb my peace.   As long as the white door of the bathroom remains closed, I am as unreachable as the sky to them.

Tuesday, October 15, 2019

WALMART-international corporation Research Paper

WALMART-international corporation - Research Paper Example The company has worked very hard to get into this position by pursuing right strategies in both national and international regions. The organization thrives as an efficient merchandiser with effective processes and systems. These strategies have contributed to the overall buying power, superior growth and leadership in various systems such as logistics and supply chain. The company is headquartered at Bentonville, Arkansas, United States. The company has established more than eighty-five thousands stores across the globe. Product portfolio of the company includes, apparel, footwear specialty, supercenter, discount store, warehouse club, cash & carry, superstore, hypermarket and supermarket. The strategies of corporate management include selling products of high quality and high brand name and it lowest prices (David 293-298). The low prices are kept by reducing the overall operational costs through the use of advanced and unique electronic technology and unmatched warehousing. Mercha ndising deals are negotiated directly from the manufacturers which eliminate the work of middle men and save a lot of costs. The community outreach of Wal-Mart is focused on various goals such as involvement with local community services, customer satisfaction, providing scholarships for higher studies etc. The major emphasis of the company is on environmental and child issues. Mission and Goals Mission and goals are the building blocks of an organization. They guide the actions of an organization and define the goals and objectives. Whether an organization is big or small, to have a mission is the first step for setting up a business. The mission and purpose of Wal-Mart is to save the money of its customers so that they can have a better life. Apart from that, the purpose of the company is derived from the philosophy of the company’s founder. The motto of the retail giant is to work together and lower the living cost for everyone (Ahmed 23-30). This will provide an opportuni ty for the world in terms of saving money and enjoying a better life. Core Competencies Competitive advantage for Wal-Mart lies in its ability of cost differentiation and strong distribution channel across the globe. Cost leadership and distribution strategy of Wal-Mart has created barrier for competitors to copy the strategy of Wal-Mart (Gagnon 130-135).Expanded distribution channel of the company has helped them to sell products to large base of customers and increase market saturation for competitors. Wal-Mart follows a low cost leadership strategy. Macroscopic view of Wal-Mart’s competitive strategy shows that the company uses a resource based model in order to develop a value chain proposition which can’t be matched by competitors. With the help of the resource based view (RBV) model, it can be summarized that Wal-Mart has three major resources which are tangible, intangible and human resources, in order to create and maintain strategic capabilities. Resource capa bilities of Wal-Mart can be explained in the following manner. Access to both tangible and intangible resources has helped Wal-Mart to achieve the capabilities which has established the departmental chain as a global market leader.

Monday, October 14, 2019

Marketing startegies of kfc Essay Example for Free

Marketing startegies of kfc Essay Harland Sanders was born in 1890 and raised on a farm outside Henryville, Indiana. His father died when he was five years old, forcing his mother to work at a canning plant, and leaving her eldest son to care for his two younger siblings. After he reached seven years of age, his mother taught him how to cook. After leaving the family home at the age of 12, Sanders passed through several professions, with mixed success. In 1930, he took over a Shell filling station on U. S. Route 25 just outside North Corbin, a small city on the edge of the Appalachian Mountains. It was here that he first served to travelers the recipes that he had learned as a boy: fried chicken and other dishes such as steaks, country ham, and pancakes. Originally using his own dining room table, in 1934, he purchased the larger filling station on the other side of the road and expanded to six tables By 1936, this had proved successful enough for Sanders to be given the honorary title of Kentucky colonel by Governor Ruby Laffoon. The following year he expanded his restaurant to 142 seats, and added a motel he purchased across the street, naming it Sanders Court Cafà ©. Sanders was dissatisfied with the 30-minute duration it took to prepare his chicken in an iron frying pan, but he refused to sacrifice quality by deep frying the product. If he pre-prepared the chicken in advance of an order, there was inevitably wastage. In 1939, the first commercial pressure cookers were released onto the market, predominantly designed for steaming vegetables. Sanders bought one, and modified it into a pressure fryer, which he then used to fry chicken. As well as reducing production time to be comparable with deep frying, the new method produced flakier, moister chicken. In 1940, Sanders finalized what came to be known as his Original Recipe of 11 herbs and spices. Although he never publicly revealed the recipe, he admitted to the use of salt and pepper, and claimed that the ingredients stand on everybodys shelf. After being recommissioned as a Kentucky colonel in 1950 by Governor Lawrence Wetherby, Sanders began to dress the part, growing a goatee and wearing a black frock coat (later switched to a white suit), a string tie, and referring to himself as Colonel. His associates went along with the title change, jokingly at first and then in earnest, according to biographer Josh Ozersky. History KFC (Kentucky Fried Chicken) is a fast food restaurant chain which specializes in fried chicken and is headquartered in Louisville, Kentucky. It is the worlds second largest restaurant chain overall (as measured by sales) after McDonalds, with over 18,000 outlets in 120 countries and territories as of December 2012. The company is a subsidiary of Yum! Brands, a restaurant company which also owns the Pizza Hut and Taco Bell restaurant chains. KFC was founded by Harland Sanders, a colorful figure who began selling fried chicken from his roadside restaurant in Corbin, Kentucky, during the Great Depression. Sanders identified the potential of the restaurant franchising concept, and the first Kentucky Fried Chicken franchise opened in Utah in 1952. KFC popularized chicken in the fast food industry, diversifying the market by challenging the established dominance of the hamburger. By branding himself as Colonel Sanders, Harland became a legendary figure of American cultural history, and his image remains prominent in KFC advertising. However, the companys rapid expansion saw it grow too large for Sanders to manage, and in 1964 he sold the company to a group of investors led by John Y. Brown, Jr. and Jack C. Massey. KFC was one of the first fast food chains to expand internationally, opening outlets in England, Mexico and Jamaica by the mid-1960s. Throughout the 1970s and 1980s, KFC experienced mixed fortunes domestically, as it went through a series of changes in corporate ownership with little or no experience in the restaurant business. In the early 1970s, KFC was sold to the spirits distributor Heublein, who were taken over by the R.J. Reynolds food and tobacco conglomerate, who sold the chain to PepsiCo. The chain continued to expand overseas however, and in 1987 KFC became the first Western restaurant chain to open in China. The chain has since expanded rapidly in China, and the country is now the companys most profitable market. PepsiCo spun off its restaurants division as Tricon Global Restaurants, which later changed its name to Yum! Brands. KFC primarily sells fried chicken pieces and variations such as chicken fillet burgers (chicken sandwiches [US]) and wraps, salads and side dishes such as French fries and coleslaw, desserts and soft drinks, often supplied by  PepsiCo. Its most famous product is pressure fried chicken pieces, seasoned with Sanders Original Recipe of 11 herbs and spices. The exact nature of these ingredients is unknown, and represents a notable trade secret. Larger portions of fried chicken are served in a distinctive cardboard bucket, which has become a signature product of the chain since being introduced by franchisee Pete Harman in 1957. KFC is known for the slogan finger lickin good, which has since been replaced by Nobody does chicken like KFC and So good. Marketing Marketing is the process of communicating the value of a product or service to customers, for the purpose of selling the product or service. It is a critical business function for attracting customers. From a societal point of view, marketing is the link between a society’s material requirements and its economic patterns of response. Marketing satisfies these needs and wants through exchange processes and building long term relationships. It is the process of communicating the value of a product or service through positioning to customers. Marketing can be looked at as an organizational function and a set of processes for creating, delivering and communicating value to customers, and managing customer relationships in ways that also benefit the organization and its shareholders. Marketing is the science of choosing target markets through market analysis and market segmentation, as well as understanding consumer buying behavior and providing superior customer value. There are five competing concepts under which organizations can choose to operate their business; the production concept, the product concept, the selling concept, the marketing concept, and the holistic marketing concept. The four components of holistic marketing are relationship marketing, internal marketing, integrated marketing, and socially responsive marketing. The set of engagements necessary for successful marketing management includes, capturing marketing insights, connecting with customers, building strong brands, shaping the market offerings, delivering and communicating value, creating long-term growth, and developing marketing strategies and plans. Marketing Strategies Marketing strategy is defined by David Aaker as a process that can allow an organization to concentrate its resources on the optimal opportunities with the goals of increasing sales and achieving a sustainable competitive advantage. Marketing strategy includes all basic and long-term activities in the field of marketing that deal with the analysis of the strategic initial situation of a company and the formulation, evaluation and selection of market-oriented strategies and therefore contribute to the goals of the company and its marketing objectives. Marketing Strategies of KFC KFC IS synonymous with chicken. It has to be because chicken is its flagship product. The latest they have on offer is the marinated hot and crispy chicken that is crrrrisp and crunchy on the outside, and soft and juicy on the inside. It gives you a regular Pepsi with this at nothing more than just Rs. 39. But make no mistake, while this is a rage across the world, and in our very own Bangalore, KFC has made sure one other thing: it doesnt want to alienate the vegetarian community that gave birth to the vegetarian menu. It means you can be veg and yet be at KFC. KFC offers a wide range of vegetarian products such as the tangy, lip-smacking paneer tikka wrap n roll, the veg de-lite burger, and the veg crispy burger. There are munchies such as the crisp golden veg fingers and crunchy golden fries served with tangy sauces. If you are veg and looking for a meal, you can combine the veg fingers with steaming, peppery rice and a spice curry. The mayonnaise and sauces dont have egg in them. Sharanita Keswani, Director, KFC Marketing, says the vegetarian menu in India came about when KFC found the country had about 35 per cent vegetarians, and in metros such as Delhi and Mumbai, almost 50 per cent. The non-vegetarian is the obvious target customer because, as Ms. Sharanita points out, Bangalore and the rest of south India have over 70 per cent non-vegetarians. But she also observes that chicken is KFCs strength. KFCs vegetarian menu is almost exclusive to India and is the most extensive. Most countries either do not have a vegetarian menu, and some which do, have a burger at the most. Contrary to affecting chicken sales, the presence of a vegetarian menu has made the brand more relevant to a wider cross-section of the consumer society. This is essential as we grow the brand across the country, says Ms. Sharanita. The KFC menu strategy is to balance standardisation and localisation. The localisation works in two ways: to modify a standard chicken product with a different topping or sauce; and to have a vegetarian menu, where necessary, along with the flagship product, chicken. The localisation exercise is undertaken in every country. The U.S. and European markets have a traditional KFC menu based on chicken burgers and wraps, while Asian markets like India have been more experimental and adventurous. Here, they have rice meals, wraps, and sides. The change is imperative as Asian tastes can be very different from Western ones, Ms. Sharanita observes, adding that KFC learnt very early the high demand for vegetarian products in India. KFC has taken care to maintain safeguards on the production of its non-vegetarian products in response to observations by People For Ethical Treatment of Animals that chicken were not being treated humanely by suppliers. The debate has been on for years now and animal rights activists have prompted companies to adopt stringent measures. Pankaj Batra, Director, Marketing, Indian Sub-Continent, Yum! Restaurants International, observes: KFC is committed to the well being and humane treatment of chickens. We require all our suppliers to follow welfare guidelines developed by Yum! Restaurants International, U.S.A., with leading experts on their Animal Welfare Advisory Council. In India, we source chicken from Venkateshwara Hatcheries Limited (Venkys), which is one of the leading and respected organised players in the poultry farming business. They also supply chicken to several reputed hotel and restaurant chains in the country. We respect the Indian law and our guidelines completely adhere to them. Ms. Sharanita points out that while KFCs brand standard products are their strength throughout the world, KFC works around the core and gives consumers products with a familiar taste, especially important in a country like India that is home to such distinct and different food habits. All KFC outlets offer its customers with various forms of incentives to buy its Chicken. Using coupons that one can acquire after spending a particular amount over a period of fixed time, customers can enjoy the benefits of free meals or free add-ons. Additionally they provide meal vouchers and exciting offers in their print ads, which the customer must cut and bring along. KFC in India The first Indian KFC opened in Bangalore in June 1995.[198] Protests ensued from left wing, anti-globalisation and environmental campaigners, as well as local farmers, who objected to the chain bypassing local producers.[199] Many Indians were concerned about the onslaught of consumerism, the loss of national self-sufficiency, and the disruption of indigenous traditions.[200] The protests came to a head in August 1995, when the Bangalore outlet was repeatedly ransacked.[198] KFC Bangalore demanded, and received, a police van permanently parked outside for a year.[199] Rural activist M. D. Nanjundaswamy subsequently claimed KFC would adversely affect the health of the impoverished, by diverting grain from poor people to make the more profitable animal feed.[201] Former environment minister Maneka Gandhi joined the anti-KFC movement.[201] KFC was also accused of using illegally high amounts of monosodium glutamate (MSG) and frying its food in pork fat.[202] A second store opened in Delhi, but was closed by the authorities soon afterwards, purportedly for health reasons, but more likely to avoid a repetition of the Bangalore incident. The two stores only managed to attract a limited, affluent clientele, and KFC decided to abandon the Indian market. KFC returned to India in 1999, with a new Bangalore outlet. This was the sole KFC in India until 2004, when the chain began to expand, albeit with a makeover and a range of new vegetarian dishes. As of December 2012, there were 280 KFCs in the Indian market. As well as the standard KFC offerings, the chain sells a chickpea burger and hot wings with chilli lemon sprinkles.

Sunday, October 13, 2019

Theatre Essay: Site Specific Performance

Theatre Essay: Site Specific Performance Site Specific Performance: How has the nature of site-specific performance as a hybrid art-form influenced approaches tosite-specific work in Britain over the last decade? SECTION 1: INTRODUCTION Site-specific performance emerged out of the radicalartistic milieu of the late 1960s and early 1970s that also gave birth tosite-specific work generally. It represents perhaps the most ambitious andrevolutionary re-interpretation of theatre and performance devised in thetwenty-first century. Site-specific performance has influenced site-specificwork in Britain in the past ten years in many ways. This dissertation examinesthree especially strong influences: (1) site-specific performance and its useof audience (2) site-specific performance and its internal debate as to whethersite-specific art is site-exclusive or site generic, and (3) site-specific practitionerstheory of the selection of sites. Before these three principal investigations arediscussed the dissertation briefly reviews the history and origins ofsite-specific performance and its key practitioners. The first major section of this dissertation investigatesand analyses the relationship between site-specific performance and itsaudience. The questions and debates that have arisen from the novel andintimate participation between site-specific performers and their audienceshave had considerable influence upon site-specific work as a whole. Site-specificperformance understands the audience as a vital element of the total productionand not merely as paying members of the public who are isolated from thecreative process. Many performances depend intimately upon the energy andmutual fascination of the subject that exists between performers and audience.Often the audience are part of the performance itself. This intimacy points toa basic philosophical and professional principle of site-specific performancethat reacts against the perceived coldness, frigidity and eliteness oftraditional theatre buildings and instead maintains that theatre andperformance ought to be a socially-levelling ent erprise. The dissertation thereforeasks the prominent questions: Can audience self-identity be altered by aperformance? And: Can original and multiple spectator identities be created bysite-specific performances? The answers to these questions have beeninfluential throughout the whole of the site-specific world. The second-subsection of this section explores therelationship between site-specific performance and the community from which itsaudience is drawn. The success of site-specific performance theorists andpractitioners in showing the great extent to which the community in which aperformance is situated affects the ambiance and attitude of the audienceechoes throughout the site-specific world and informs it of vital lessons. Thisinvestigation of community and audience also highlights how site-specific performancecan work to bring theatre to the masses in an inclusive format that protestsagainst the elitist forms of the past. The final sub-section of this sectionreviews some of the problems variability and limitations of audience forinstance experienced by site-specific performers with respect to audienceand then suggests how these may teach valuable lessons to the rest of thesite-specific world. The second major section of the dissertation examines thekey debate in the literature of site-specific performance as to whether suchperformances should be site-specific or site-generic. That is, whether suchperformances should be free to tour and travel or not? The answers anddiscoveries furnished for this question by site-specific performers arerelevant and influential upon this same debate which penetrates the whole ofthe site-specific community. This debate reaches to the philosophical centre ofsite-specific performance and threatens to bring about a fundamental changewithin the genre. At the heart of the issue is the question of whether aparticular performance, conditioned as it is by the particular environment inwhich it is created, can be moved either physically or spiritually to anothersite. Vehement arguments have been made on both sides of the debate, with manypro-tour performers refuting Richard Serras famous dictum that to removethe work is to destroy it.The dissertation considers as one solution the theoretical postulate of apure model of site-specific performance from which various performancesdeviate in healthily diverse ways. The dissertation then considers in depth theproposal of Wrights Sites whether that the solution to this dilemma mightdepend upon a change in terminology and vocabulary of site-specificperformance. Such a shift of terminology provides site-specific performancewith a greater subtlety of definition and self-identity and therefore overcomesthe apparent impasse suggested by the site-specific site-generic dispute. The final major sub-section of the dissertation considersthe use of space by recent site-specific performers and the influences ofthis use upon site-specific work as a whole. The space within which atheatrical performance may take place was given its most radical revision andprogressive drive in the twentieth- century by the practitioners ofsite-specific performance. Space, in terms of performance, had before theadvent of site-specific theatre been confined near exclusively to traditionaltheatre buildings and to their conventional shapes. The outstanding achievementof site-specific performance has been to vastly extend the range and types of spaceand venue in which a theatrical performance can take place. The dissertationconsiders the implications for performance of such a radical break with thepast, as well as looking at the notions of uninhabitable space and culturalspace. The discoveries made about space by site-specific performers arerelevant for the whole of site-specific work i n Britain. The dissertation concludes with an evaluation and summing-upof all the previous discussion and with an analysis of the future influence ofsite-specific performance upon site-specific work as a whole. SECTION 2: SITE-SPECIFICPERFORMANCE HISTORY It is important to know something of the history ofsite-specific performance when seeking to determine its influence uponsite-specific work in the past decade in Britain. Such a glance at the historyilluminates the evolution of ideas within the genre and shows how they came totake their present form in the twenty-first century. Site-specific performance originated as an outgrowth ofsite-specific artwork movement that began in the late 1960s and early 1970s.Site-specific artwork was a form of art that was created to exist in a certainspace and was conditioned in form by the environment and space of that place.At the centre of the site-specific artwork movement was an attempt to take artout of what was perceived to be the affected and pretentious atmospheres of thegalleries and theatre buildings and to transpose them upon a wider variety ofoutdoor and indoor venues. One useful definition of site-specific performanceis that of the Dictionary of Video Art which states Locations andenvironments may have some kind of drama or meaning for ordinary people butthis has no significance for the bourgeoisie until interpreted by theheightened sensibilities of the director.In other words, the purpose of site-specific performance and its reason forexistence is to make the public aware of the artistic merits of ordinarybuil dings and spaces that have always been of interest to ordinary men butpassed over by the elitist and institutionalised artists of the past. Site-specificperformance often involves a (more or less) political decision to workagainst the dominant discourse of London, its theatre buildings, and itstheatre tradition.Site-specific performance is about a fundamental reorientation of space awayfrom its traditional understanding in British theatre. Site-specific performance has emerged out of this generalartistic milieu in the works of artists and directors such as Peter Brook,Ariane Mnouchkine, Deborah Warner, Gof Brith, Janet Cardiff and in festivals orproduction companies such as Grid Iron, Wrights Sites and the EdinburghFestival. Other recent practitioners include Mac Wellman, Meredith Monk andAnne Hamburger. From the first list two names in particular have been pivotalto the development of site-specific theatre: Peter Brook and Deborah Warner. PeterBrook was one of Britains greatest theatre directors and much of thisgreatness came from his radical style and use of stage both of which are seenas pre-cursors of modern site-specific performance. Brook was deeply influencedby the Theatre of Cruelty by Antonin Artaud and this lead to dramaticproductions such as Jean Genets The Screens in 1964 and Peter Weisss Marat/Sadein 1964 a huge success after its sharp and revolutionary break withtheatre style to that time. Brook brough t a new philosophy to the theatre thatimbued it with a new sense of potential and manipulation of space andenvironment shown well in his productions of Senecas Oedipus and TheEmpty Space. More recently, Deborah Warner has made further developed theseearly origins of site-specific performance with radically different productionssuch as Titus Andronicus (1987), Richard II (1995) and JuliusCaesar (2005). SECTION 3: SITE-SPECIFIC PERFORMANCE: AUDIENCE (A) Audience: General Perhaps the singlegreatest contribution of site-specific performance as a hybrid art-form tosite-specific work as a whole has been the radical transformation andre-constitution of the concept of audience and of how audiences experience liveperformance. When site-specific art first emerged in the late 1960s it appealedto audiences primarily because of the novelty of the form and the novelty ofthe viewing experience. Nonetheless, site-specific art, whilst novel in itself,did not go make any profoundly novel contributions to the nature, identity andconstitution of its audiences. Site-specific work had no yet developed asite-specific critique or paradigm, and this was left in large measure to thepioneers of site-specific performance. The great advantage and breakthroughachieved by modern site-specific performance is that it draws the audience ofinto an intimate participation with that performance; the audience become anessential part of the performance itself. Notable historical examples haveincluded Sirens Crossings Trace and Flight (2000), Wrights SitesThe Quay Thing (1998), Anne Marie Culhanes Night Sky (1997) and TheWhalley Range All Stars Day of the Dummy (1999). Consequently, withsite-specific performance, both performers and spectators reach a profounderdepth of empathy and understanding with the performance that they havewitnessed, than with traditional theatre and even from site-specific work as awhole. In this sense, site-specific performance represents an evolution of thegeneral site-specific art-form towards a level of greater spectator-involvementand identity.The philosophy and theory that underpins this evolution has much to do with areaction against the perceived coldness and unnaturalness of the traditionaltheatre (where the audience are always separated from the performers) and itstendency to promote the values and aims of elite members of society above theaspirations of the ordinary citizen. Site-specific performance however can besaid to be an equalizing art-form: it holds as a basic philosophicalprinciple the belief that the members of the audience are of equal importanceand significance for the meaning and successful execution of a particularperformance as the performers themselves. As such, site-specific theatre andperformance have taught and continue to teach practitioners of site-specificwork generally be it site-specific conceptual art, community art,installation art, public art etc., that the greater the participation andsense of involvement of the audience, the greater will be the efficacy of thatperformance upon both performer and viewer. Site-specific work therefore hasmuch to learn from the techniques, literary interpretations, scene-designs andso on of site-specific performers. This use of audienceby site-specific performers has achieved for the first time, according to FionaWilkie, the sense of a collective audience identity, a knowing audiencethat constructs itself appropriately as an interpretative body via a cumulativeframework of contemporary framework experiences.Thus, site-specific performance asks of the audience members themselves certainbasic existential and artistic questions. For instance: how is an audiencessense of self forged? How and in what ways is an audiences purpose decided?The extent to which site-specific performance achieves this intensive audienceself-interrogation is perhaps unrivalled in all twentieth-century performance art-formsand promises to be one of the few genuinely unique artistic discoveries ofrecent years. Traditional theatremaintains a clear space between audience and performer no matter how elatedor ecstatic a spectator may feel during a traditional performance he is alwaysnonetheless still a mere spectator with no direct influence upon the directionor outcome of the performance. Site-specific performance radically reverses theaudience situation and role and instead makes them central actors in theperformance itself. Site-specific performance also raises the questions of: Canaudience self-identity be altered by a performance? And: Can original andmultiple spectator identities be created by site-specific performances?On the first question it is noted by authors such as Williams and Kwon that theunique process of audience participation in site-specific performance oftenleaves the audience with changed perceptions of identity once the performanceis completed. On the second question, it is also clear from the growingliterature that now surrounds site-specific performance that the form ha s thepotential to create new audience identities as well as to leave differentgroups of the audience with different identity perceptions at the end.From these various observations of audience participation in site-specificperformance it is evident that site-specific work has benefited and learnt anenormous amount about the role of audience and its possible stages oftransformation. Moreover, the far more diverse nature of members ofsite-specific performances alters the mood and atmosphere and perceptions ofthat audience. Rather than being an elite experience attended by only one classof people with, broadly speaking, a single artistic attitude and expectation,the audience is instead a diverse melting-pot of different classes andprofessions of people. (B) Audience Community Site-specificperformance has also raised for general site-specific art the notion of theimportance of the community in which a particular performance or art exhibittakes place. One particular site-specific performance company, The Olimpias,base their work upon questions of site ownership and in line with the theme ofdisability. According to Petra Kuppers, company director, site-specificperformance ought to be attentive to the local community and its ways of inhabitingits environment the company (The Olimpias) work with the community to takenew forms of site, re-interpret the site, keep its history and presence alive.Community then is a crucial extension of the audience and the site factorsinvolved in a site-specific performance. It is the community about a specificwork that is most intimately affected by a performance since that performancethrows new light on and reinterprets that communitys existence in a particularway. Site-specific performance can help to re-invigorate and breathe life intoa community by making it more aware and perceptive of the sites that itoccupies. So too the site-specific performances of Wrights Sitesis interested in the place and in the people who meet us in this place. Thecompany Welfare State International have also expressed a commitment todrawing in local energies and leaving behind a residue of skills and confidenceafter the companys withdrawal .For many companies then site-specific theatre is a performance that takes placein the living space of a particular community and is enacted alongside andwithin the working life of the community. Thus there is an experientialauthenticity that is unique to site-specific theatre. (C) Issues WithAudience Nonetheless, somewriters such as Jan Cohen-Cruzhave argued that taking theatre from established buildings in specific placesto a specific-site does not necessarily create a more intimate audienceenvironment or sense of identity or multiple identities. On this Cohen-Cruzstates: Space is always controlled by someone and exists somewhere, so itis inevitably marked by a particular class or race and not equally accessibleto everyone. one must question whether access to a broader audience really isa difference between performance site-specific and in theatre buildings.Cohen-Cruzs quotation is useful because it sounds a note of caution tosite-specific performers who automatically assume that by merely creatingsite-specific performance of any sort they will immediately achieve a deeper ormore profound sense of audience participation and diversity than would be foundin a traditional theatre. Site-specific performance is a relatively newart-form that is treading into new territory especially with respect to theunderstanding of audience participation and identity. It is therefore to beexpected that a certain exuberance and robust enthusiasm amongst its performersmay sometimes lead to idealizations of the potential of the art-form; that is,a tendency to assume that site-specific performance is a panacea for all limitationsexperienced by traditional-theatre audiences in past centuries. It is prudenttherefore to agree with writers such as Fiona Wilkie that the potentialaudience range and diversity of a site-specific performance is decided not byonly by the nature of the genre itself but by the particular features of thesite itself. Access to such site-specific performances depends nearly entirelyupon the location and type of site chosen for a particular performance.If, for instance, the site chosen for a particular performance is an abandonedwarehouse or factory floor close to several housing estates or residentialareas then it is likely that that performance will be accessible to many peoplewho would be traditionally excluded from a theatre experience. If, however, asite-specific performance is held in a country-estate or at the top of acommercial tower-block then it is far less likely that the audience thatattends will be as diverse and kaleidoscopic as at the performance of in theabandoned factory or warehouse. For instance, the site-specific performancecompany K neehigh Theatrehave reflected how their performance of Hells Mouth in the ClayDistrict of Cornwall a poor and dilapidated area encouraged a far broadersection of the community to attend than would have done the traditionaltheatre. In Kneehighs words: In Hells Mouth last summer, bikers from thearea performed the English/Cornish skirmishes in the Mad Max style Cornwall ofthe future. This theme and reasonable ticket prices, encouraged a stronglocal percentage of audience, who would not normally see the companys work ortheatre of any sort.So too the breadth of the audience of any site-specific work will be determinedalso by the theme and nature of the performance. A site-specific performancethat deals with an esoteric or abstruse subject will not guarantee for itself abroad audience simply by virtue of the fact that it is a site-specific performance. Several site-specificperformance companies have sought to maintain the diversity of their audiencesin the following ways. The Lions Part company, for instance, seek to escapethe bureaucracy of the theatre buildingby providing free access to all performances and free financially also. InFiona Wilkies eloquent phrase: The notion of the performance moves away from thehigh-brow associations of the theatre and closer to reaching a publicwell-versed in the popular culture of gigs, festivals and celebrations. Itemphasizes the significance of the spatial encounter and is conceived as awhole experience for the spectator Wilkie here identifiesa key strength of site-specific performance: its ability and capacity tosynthesize myriad different forms of contemporary art, culture and society andto fuse them into a relevant and meaningful whole. Moreover, site-specificperformance has the unique advantage of being able to manipulate space inwhatever way it likes. A traditional theatre is severely limited in the sensethat its performance can only take place within the predetermined and setdimensions of the theatre building; these dimensions remain the same for everynew production no matter how different such productions might be from eachother. The space and dimensions of a site-specific performance are howeverdetermined and limited only by the space and dimensions of the site itself andthey therefore have a far greater range and flexibility than traditionaltheatre. For instance: a windmill, an abandoned factory, a coffee shop, adoctors surgery, a former nuclear silo all offer different and uniqueexperiences of space for the audience. So too, a site-specific performance mayeven have two separate audiences: one that pays admission and is conscious ofthe performance and another that attends the event for free and is an integralpart of the performance itself. To take an example: when Grid Iron held thesite-specific performance Decky Does a Broncoin numerous childrens playgrounds some audience members bought tickets whilstthe children (attending free) that played in the playground were urged tocontinue their activities and so became part of the setting and the performanceitself. Ben Harrison, director of Decky Does a Bronco, recalls howchildren came to and fro different parts of the performance depending upon thelevel of excitement raised for them by a particular moment or scene from thatperformance; when bored the children would retire to the quieter parts of thepark. In Harrisons useful phrase, this double audience adds to thecomplexity of the event. SECTION 4: SITE-SPECIFICPERFORMANCE: SITE-SPECIFIC ORSITE-GENERIC? Site-specificperformance has contributed significantly to the site-specific as a whole onthe pressing question of whether site specific art should be site-specific or sitegeneric. That is, whether site-specific work should remain rooted in at theexact site of its creation or whether the idea created in a particular site maybe transferred to other similar sites. This question is perhaps the mostvociferously argued debate in site-specific work at present. At stake is thephilosophical and intellectual basis of the movement itself. Site-specific workemerged in the late 1960s as an art-form that made a unique use of site andsite features to influence the shape and form of the design: these sites wereusually highly different or unique from all others and so each sculpture,art-work or performance had its own unique characteristics. Traditionalsite-specific artists of this old-school therefore refute the idea that theidiosyncratic features of a particular site can simply be uprooted andtrans ferred to another site no matter how similar to the original. In RichardSerras famous phrase to remove the work is to destroy the work.In other words: once a site-specific art-piece has been torn from its originalcontext it loses the one thing that made it powerful and unique. Nonetheless,in recent decades such notions of the immovability from and inseparability of asite-specific work from its original setting have been assailed by artistsdriven by market forces and institutional changes in attitude. In one criticswords: Site specificity has become a complex cipher of unstablerelationships between locations an identities in the era of late capitalism.Miwon Kwons work One Place After Another: Site-Specific Art and LocationIdentityis of enormous importance in elucidating the contours and features of thisshift in the direction of site-specific art. The internal movementsof site-specific performance have done much to inform and influence the widersite-specific art of the last decade. In site-specific performance the keyquestion of recent years has been: Can site-specific performance travel? Or:Does Site-specificity mean site-exclusivity? Within the site-specificperformance community this debate as to exclusivity of site has been arguedwith near equal tenacity by both opponents and supporters. Thus, in many ways,the debate appeared recently to have come to a standstill. One way found by site-specificperformers to step beyond this impasse has been to define levels ofsite-specificity. For instance the company Red Earthhas stated: Someprojects are completely site-specific, i.e., they could not take place anywhereelse without losing a strong thread of meaning and connection; while other moreflexible projects may work around a certain sense of place, i.e., the spirit orconcept at the heart of the project would work in several but not all -locations. This quotation then suggests that the term site-specifichas a degree of inherent relativity and flexibility. At one end of thespectrum, the term stands for certain performances that are absolutely rootedin the exact and unique site and community features in which they are set; forsuch performances there is no possibility of moving their ideas to differentsites. At the other end of the spectrum, certain performances can be moved fromsite to site if they preserve or enhance the spirit or primary idea thatbegan the original performance. Between these two poles are various types ofsite-specific performance whose transferability rests upon ambiguous or dubiousprinciples. Justin McKeown of the Whalley Range All Stars suggests that thisrelativity should be defined in terms of site-specific performances that are directlyderived from a chosen siteand therefore have to remain at that site indefinitely, and on the other handbetween performances that can be transferred since they acknowledge and expandupon the inherent meanings within a site. Paul Pinson, of Boilerhouse,has argued further that the relativity of site-specific performance isconditioned by the way that the company engages with the space that it occupiesat a particular site. Pinson suggests further that a performance can bepartially site-specific and partially of another genre and that this hybridity thereforejustifies a company to tour its performances. Pinson states: You canrecreate a work in response to a number of different sites, which is totallyvalid in itself and is an element of site-specificity but is different frommaking a piece of work in response to one specific site. The site-specific or site-generic debate and is plethora ofinterpretations have raised questions about the present purity ofsite-specific performance. Above all: is it possible for theoreticians andpractitioners of site-specific performance to find or derive a pure model ofsite-specific performance, against which hybrid forms of this model might becompared? That is: can one set up construct an ideal paradigm of site-specificperformance and then show how variations of this paradigm are beneficial intheir individual ways? Miwon Kwon has suggested that one definition of thispure model might be To make a truly site-specific piece means it sitswholly in that site in both its content and form, otherwise if moveable, itbecomes more about the site as a vehicle.Variations from this pure model are healthy natural growths from themother-model; the work of site-specific theoreticians is to define thesevariations and to ascribe to each of them independent areas of operation. An alternative to this model of deriving variations ofsite-specific art from a pure or perfect model is to invent a new terminologyfor the art-form. Wrights Siteshave suggested that the terms In theatre building, Outside theatre,Site-Sympathetic, Site-Generic and Site-Specific beused to describe the various degrees of theatre performance. The first two ofthese are clearly beyond the pale of any generally accepted definition ofsite-specific performance. Interestingly however Wrights Sites propose athree-fold division of the genre of site-specific performance. The advantage ofsuch a hierarchy is that it allows greater freedom and subtlety of descriptionwhen deciding to which exact genre a performance of site-specific work belongs.The term site-specific is accordingly reserved for performances that have aprofound and absolute relationship with the specific site in which theperformance is prepared and enacted. Such performances work only at one site,never tour or travel, and do not use pre-existing props or scripts.Nonetheless, one major problem of such a terminology is the difficulty ofassigning the large number of performances that seem to fall between thecategories of site-generic and site-specific. These disputes about definitions and terminology that havearisen in the particular field of site-specific performance are or considerablerelevance and have been of considerable influence upon similar disputes insite-specific work generally. The central question of the debate cansite-specific performance tour is equally relevant to all others types ofsite-specific work, be it sculpture, community art, painting and so on. Byadopting a similar terminology to that of site-specific performancesite-specific work generally might clear up many of its own internal disputes. SECTION 5: SITE-SPECIFIC:TYPES OF SITE Internal debates within the literature of site-specificperformance as to what kind of site to select for its performances hashad considerable influence over similar decisions within site-specific workgenerally. What then can site-specific work generally learn fromsite-specific performance? Above all, perhaps, is the extensive andcomprehensive analysis and exploration of the medium of space undertaken byleading site-specific performers. Richard Schechnerhas stated that theatre places are maps of the cultures where they existand Hetheringtonthat Certain spaces act as sites for the performance of identity. Artisticmanipulation of space is vital to successful site-specific performance, and theunique development in this quest has been the exploration of alternatives typesof space and site in which to perform site-specific theatre. Theatre had forcenturies been largely confined to theatre buildings of one sort or another;the advent of site-specific theatre saw the use of a plethora of differentvenues for performance from coal mines, to hospital wards, to libraries, tocoffee shops and so on ad infinitum. These ventures into alternativesites for performance raised amongst scholars of site-specific performance thekey questions: What are the consequences of such diverse selection of sites?What association will each site bring to the site-specific genre? What are thecommon themes that bind such eclectic choices of venue? On the last question,some attempts have been made by figures such as Hetheringtonto classify these venues in groups: for instance, parks and childrens playareas can be classed with beaches as public spaces. Cohen-Cruzhas argued that such spaces allow site-specific performers to use space that isnormally thought of as publicly inhabitable to entice passers-by to attendthe performance therefore symbolising for the performers the theme of makingperformance accessible. The spaces found in venues such as museums, churchesand galleries are used somewhat differently however. In contrast to p

Saturday, October 12, 2019

Adverse Effects of the Atkins Diet Essay -- Exploratory Essays Resear

Adverse Effects of the Atkins Diet The Atkins diet prescribes a menu consisting of high-fat, high-protein foods that theoretically stimulate weight loss. However, excessive consumption of such foods is associated not only with weight loss, but also with several serious health problems. For example, heart disease and atherosclerosis have been linked to foods with high fat content. Further, replacing the carbohydrate component of one's diet with fat and protein stimulates a fat burning process called ketosis, which may adversely impact kidney and liver function; for some dieters, ketosis may result in dehydration and related symptoms, including muscle cramping and fatigue. Based upon the possible side effects of a high-fat, high-protein diet, it is reasonable to assert that the Atkins diet does not promote healthy food choices. Consequently, one's health might be affected adversely by the Atkins plan. As mentioned, heart disease and atherosclerosis are associated with the excessive consumption of high-fat foods encouraged under the Atkins program. More specifically, the Atkins diet places few restrictions on the quantity of fat consumed. One problem with this relatively unregulated intake of high-fat foods (e.g., butter) is that such foods, especially in large portions, have been linked to serious heart and vascular problems. For example, a recent study published in the Journal of the American Medical Association found that children who consumed large amounts of very high-fat foods (foods averaging 90% fat content) demonstrated significant increases in bad LDL cholesterol and triglyceride levels, and a corresponding decrease in good HDL cholesterol1,2. Triglycerides are derived from glycerol, the chief component of fa... ...tkinsuooh.htm> 3 Webster's New World Dictionary and Thesaurus. 1996. New York: Simon & Schuster, Inc. 4 Journal of Ultasound Medicine . 5 Borgia M.C. and Medici F. "Perspectives in the Treatment of Dyslipidemias in the Prevention of Coronary Heart Disease" 6 Fogoros, M.D. et. al. 7 "Muscle Cramps/Twitching." . 8 "Sports Med Tips." . 9 "Ketones Definition." . 10 Bailey, Kathryn. "The Atkins' Diet: Friend or Foe?" . 11 Bailey, Kathryn. et.al. 12 HyperDictionary. .

Friday, October 11, 2019

Persuasive Speech Essay

It has been proven that wellness programs in the workplace can increase productivity and elevate work environment moods while decreasing health related work issues and decreasing overall companywide health care costs. By taking some simple steps toward implementing a wellness program in the workplace we will be able to save money on health care, cut down on health issues that increase absenteeism, and increase productivity through more energy and upbeat attitudes. Why do we as a company want to implement a wellness program? There are many beneficial reasons for doing so. We will decrease unnecessary costs due to unhealthy lifestyles. For example; Healthier employee’s leads to lower premiums and healthier employees also lead to less missed days and injuries. Also, healthy employees are more success oriented. This can be seen by increased productivity and the fact that healthy minds bring healthy attitudes and stronger morale. So now you are saying to yourself that this sounds g reat, but it must be complicated to initiate a program of this nature. Well let’s look at the steps needed to implement a wellness program in our office. To begin, we would want to survey our employees to find the goals we want to achieve, and then determine what we need to accomplish these goals. After setting our goals it may be in our best interests to consult with a firm that specializes in designing and implementing workplace wellness programs. By setting the goals and consulting with specialists we can now start to create a budget through the use of data that is based on our investment to return ratio. It is important to determine our company’s monetary investment so that the program itself will not suffer from interruptions or lack of funding. It may also help to create a rewards system to enhance companywide involvement. So now we have a wellness program designed that is based off of our group goals, a budget in place, and the program is ready to be implemented. It will now become important to keep the program running smoothly. By the use of meetings we can discuss our movement towards our goals and highlight positive personal stories. We could also provide health and wellness screening that can give both the employees and our company important feedback. Also we could look into group packages for gyms and health clubs. Lastly, by using reward based games we can continue to provide motivation and this will assist in keeping maximum involvement in the company wellness program. In closing, I know that if we as a company initiate a workplace

Thursday, October 10, 2019

Teaching Assistant Level 3

Assignment 2 Teaching Assistant Tracey Parkes Student Number TRA851PA Question 1 List ten important safety points for establishing a healthy, safe and secure environment. One. The individual needs, age and abilities of the children and young people. You should take any specific needs of pupils into account when setting up the environment-for example the age, abilities and needs of the children with whom you are working. You should in particular take note of any pupils who have special educational needs (SEN).Furniture should be an appropriate size for the age of the children, so that they are able to sit comfortably when working. Children should not be hunched over tables which are to small or have difficulty in sitting normally. Also all materials must be age appropriate for their level of development of all pupils, for example for young children, small objects are potentially a choking hazard. Two. The duty of care. As we have a duty of care towards pupils, we should ensure that th ey are comfortable and safe and that the environment is secure and conductive to learning.Equipment should be stored safely so that it does not present a hazard. Drawers and storage should be clearly marked so that it is clear where different equipment is kept and pupils are able to find it easier. Three. Outdoor spaces. Outdoor areas to be used by children should be secure and boundaries regularly inspected to ensure that they are safe. Outside areas should also be checked regularly to ensure that they are tidy and any litter, broken glass, or animal mess has been cleaned up. If you are responsible for putting out equipment make sure that the children are aware of how it is to be used.Reinforce rules wherever possible to remind them how to behave. Any equipment should always be appropriate to the space available and should be put away safely. Plants can also be dangerous-thorns or nettles should be kept back and any poisonous plants noted and/or removed. Four. Safety equipment. Sta ff will need to ensure that safety equipment which is provided for use when carrying out activities is always used. This will include safe use of tools which are used for subjects such as design and technology, or gloves or goggles when handling materials in science activities.All pupils must listen carefully and follow instructions on the use of equipment and materials during all activities. Five. Specific risks to individuals. You should take any specific risks to individuals into account. These may include pregnancy, sensory, impairment or other needs which will impact on the way in which you plan the environment or carry out activities. Pupils should always be advised never to put any objects into their mouths during learning activities unless otherwise instructed to do so by the adult in charge.When doing cooking or tasting activities pupils would be given permission to sample the food. Six. Review and revise your health, safety and security procedure in line with changing circ umstances and requirements and to make improvements. Seven. Make sure children and adults in the setting are following health, safety and security procedures, providing them with health and support when necessary. Pupils should not come in to contact (touch) electrical equipment when they have wet hands. Eight. Encourage children to help manage risk for themselves. All pupils should be taught how to use, arrange and store P. E. pparatus in the correct way and safely as appropriate to their age and level of development. All accidents which may occur should always be reported either to the teacher or teaching assistant as soon as possible to ensure their own safety and the safety of others. Nine. Promoting healthy behaviours. Students who are physically healthy are better learners. Promote good health in your classroom by explaining to your students the importance of good nutrition and exercise. Wherever possible get your students out of their seats and moving during lessons, model a healthy lifestyle by staying fit and eating a healthy diet.Encourage your students to get plenty of rest, and communicate with parents how a healthy lifestyle can enhance academic achievement. Ten. Highlight violence prevention programmes and curriculum currently being taught in school. Emphasize the efforts of the school to teach students alternatives to violence including peaceful conflict resolution and positive interpersonal relationship skills. Cite specific examples such as second step violence prevention, bully proofing, or other positive interventions and behavioural support. Question 2. What are the procedures for checking toilet and wash areas.Toilets should be clean and in good repair, well ventilated and monitored regularly. Toilets should be cleaned at least twice a day, including between peak periods of use. There should be provision for extra cleaning if necessary, (e. g. by premises manage) and responsibility for this should be on the relevant persons job description . Any emergency maintenance should be carried out promptly to minimise disruption to the service. Toilets should remain open throughout the school day, any closures should be temporary for cleaning purposes. There should always be a set of toilets open to pupils of both sexes.All toilet areas should have hand washing facilities including warm and cold running water, soap and towels. Toilet paper, soap and towels should be restocked throughout the day. Liquid soap unlike bar soap, is less likely to become contaminated, ideally liquid soap should be wall mounted and disposable cartridges are considered to be the â€Å"gold standard† liquid soap that is simply â€Å"topped up† can become contaminated. Ideally recycled paper towels should be used for hand drying. However electrical hand dryers reduce washroom litter and reduce the risk of washbasin/toilet blockages.Dryers should be the high efficiency, high velocity hand dryer type. If roller towels are used, they should b e regularly maintained, changed and cleaned. Drinking water supplies and facilities must not be located in toilet areas. There could be a daily, monthly or termly checklist in place: Daily checklist. General toilet area is clean and tidy. Toilets are flushed and clean. Toilet seats are not cracked or broken. Toilet seats are securely fixed on each toilet. Toilet lids are securely fixed on each toilet. Toilet chains/handles are intact. Urinals are clean and free of litter.Washbasins are clean and free of litter. Mirrors are clean. Floors are clean, dry and free of litter. Walls and tiles are clean. Ceilings are clean. Hand dryers are clean, and clean underneath. Locks work on all cubicle doors. Toilet paper dispensers are firmly fixed to the walls. Sufficient toilet paper in each cubicle. If used, sufficient soap is available in each dispenser. If used there are sufficient bars of soap at each sink. If used mechanical hand dryers work properly. If used there is a sufficient supply of paper towels in each dispenser. Bins are not over full.Sanitary bins are not over full or odorous. Sufficient supplies in sanitary vending machines. Any graffiti as been reported for removal. Any damage as been reported for repair. Sufficient plastic, disposable bags are available in disabled toilets. Monthly checklist. Toilets and washrooms are free of peeling paint and flaking plaster. Toilets flush easily. Toilets are in good order. Urinals are in good order. There are no leaks from toilets, urinals or pipe work. Toilet areas are heated sufficiently. Toilets and washrooms are well lit. Lights are working properly and clean.Windows are clean and free of damage. Fittings and pipes are clean. Walls, tiles, grouting and ceiling are free of mould and mildew. Air vents are clean. There are no leaks from wash basins or pipes. Hand washing posters are displayed. Bins, preferably pedal bins with lids or recessed, are available in all washrooms. Mirrors are supplied and free of damage. Me chanical ventilation is working properly. Air fresheners are supplied and working properly. Sanitary bins are provided in all girls cubicles (year 3 or age 8 and above). Sanitary supplies are available for girls to access discreetly in toilets.Toilets are open throughout the day. Pupils are allowed to go the toilet when they need to. Toilets are cleaned at least twice a day. Quick daily toilet check system is working properly (3 or 4 checks per day). There is provision for extra cleaning as required. There is a system for pupils, parents, staff and governors to make comments or complaints about the toilets without negative repercussions. Pupils are encouraged to report issues e,g, supplies running low, locks are broken, toilets don’t flush, floors are wet, and these are dealt with promptly. Termly checklist.There is at least one toilet for every 20 pupils (one toilet for every ten pupils for under fives and in special schools). Toilets are conveniently located throughout the school site. Toilets are open throughout the day. Pupils are allowed to go to the toilet when they need to. Doors and partitions maintain user privacy, ideally reach ceiling height, gap at floor minimised or omitted, no gaps between. Cubicles and urinals cannot be reviewed from the entrance door. If urinals are used, there are at least an equal ratio of cubicles to urinals in boys toilets. Urinals are individual partitioned for privacy.Toilet paper is soft and absorbent. Locks are simple single action, and spares are held by the school. Effective key system established for unlocking doors in case of emergency. The toilet cubicles provide sufficient aural privacy for users. Walls and tiles are in good condition, no flaking or cracks and easy to clean. Push button taps allow enough time to wash hands properly. If used liquid soap dispensers are shared between a maximum of two basins. If used bars of soap are provided for each basin. There are sufficient mirrors. The following are in g ood condition, and pupils are able to use/reach easily.Toilets and urinals. Toilet chains or flush handles, buttons. Toilet paper on holders (easily reached from toilet seat). Wash basins and taps. Soap dispensers, bars of soap. Hand drying facilities. Bins. Mirrors. Designated unisex toilets or male/female cubicles for disabled users are available and are not of a lower standard than other toilets: They are wheelchair accessible. They are free of clutter. They have appropriate equipment for disabled users. They are fitted with emergency help button or card. Clinical waste system provided for discreet disposal of materials/waste.There is adequate ventilation. The sinks and taps are at an appropriate height. Toilets blocks are deep cleaned three times a year during school holidays. Drinking water is not sited in toilet areas. Staff are aware of pupils with special toileting needs and deal with these discretely. Pupils are encouraged to draw up a code of behaviour for the toilets and to communicate it to other pupils. Toilet management policy communicated to all pupils, parents, carers and staff. Toilet management issues are regularly included in all appropriate school council, staff and governor meetings.Question 3. What are your responsibilities for checking these areas. Responsibility would be to ensure the toilet and wash areas remain safe areas at all times. A risk assessment could be carried out on a daily basis to prevent any risks/hazards. If there are any issues then these should be reported straight away to the relevant person. Responsibilities would be to ensure hygiene standards are maintained for example washing off hands after using the toilet or before touching food. All children should wash their hands at least once a day in school as a group activity.The best time to do this is before eating at recess or at lunchtime. After about a week children will get used to this procedure and the role of the teacher will be limited to supervision. The teach er will remind the children to wash their hands after handling pets, before handling food, and before eating. Children should be encouraged to make this routine in family life. Schools should have a written toilet policy, in order to maximise learners, access to toilet facilities during the day to promote the health, well being and learning opportunities of all learners. Provide good quality toilet facilities throughout the school.The policy is drawn up with the participation of learners, and makes reference to how the school intends to keep the toilets clean, hygienic and in good condition. Learners are involved in the development, approval, implementation and review of the policy. Consideration of the rights of transgender learners should be made with regard for the school toilets. The policy is approved by governors, communicated to the whole school and reviewed regularly with the participation of learners. Children with physical disabilities or individual needs may need specific requirements within the toilet/wash areas.This information should be outlined in the schools procedures, it would be my job to ensure the facilities were suitable for their use. Having special needs doesn’t just mean they require wheelchair access. Some pupils suffer from medical conditions which mean they may need more privacy, toilets should be clean, properly equipped and also well stocked, there should be access without delay and extra time given for the toilet. For some health conditions (such as crohns disease, ulcerative colitis, IBS, cystic fibrosis and incontinence).Unrestricted access to school toilets of a good standard can make the difference to being able to attend school regularly, and not being able to do so regularly, if at all. Many pupils suffer from health problems related to poor toilets and restricted access. Access to decent toilets whenever the need arises is a fundamental human right and necessary for good health and well being. Question 4 What risk a ssessment is applicable to the learning environment? You will need to be able to identify a number of hazards in all situations. Both in your setting and also when taking children off site.This means that you should be vigilant both when working with others and when planning off-site visits. It is also a legal requirement that schools complete a specific risk assessment form before carrying out some activities, or taking pupils off site. When supervising children you should be aware of the kinds of risks to which they are exposed and how likely these are to happen, bearing in mind the age and/or needs of the child. If you are working with children who have learning difficulties, they may also be less likely to have a fully developed awareness of danger.You will need to modify your supervision according to the needs of the children of their level of awareness. Identifying on-site hazards. Physical. Physical hazards will be varied and will range from objects being left lying around to more serious ones such as equipment not being checked. As you spend more time in school, you will get to know the kinds of hazards which you are likely to come across. Security. Potential security hazards may be around unidentified persons on the premises and children being able to go off site.Make sure that you are always vigilant as regards security issues and do not be afraid of challenging any individuals if you do not recognise them. Fire. Ensure that you are aware of fire procedures, particularly if you are new to the school. Hazards are increased in science laboratories, food technology classrooms or the school canteen. Food safety. You should be a good role model for children and always follow good practice yourself with regards to hygiene. This will include washing of hands before any activity involving foodstuffs, such as lunchtime or prior to cooking activities.Instruct children how to handle sharp knives, use hotplates and ovens and monitor their use. Personal safety. Y ou should have an awareness and be vigilant when alone with other adults, or if for any reason you are in an isolated part of the school and working alone. Identifying off-site hazards. You will need to be aware of safety issues when taking children out of school. If you are taking children on an educational visit a member of staff should always go and look at the site, and undertake a risk assessment beforehand. This means that they will check what kinds of risk there might be and the likelihood of the risk occurring.This will depend upon the type of visit which may be a day, adventure activity or residential visit, including travelling abroad. The level of risk may be dependant on: The adult child ratio. Where you are going. How you will get there. Your planned activities. The group leader will look at the facilities and check that they are adequate for the needs of the children and young people-for example if there is a pupil who is disabled in the group. As well as a risk assess ment, preparation will need to include other considerations. You must be familiar with the plans so that you are prepared for whatever happens.For educational day visits, the lead person will need to: Seek & gain parental consent. Provide information for parents and children and obtain information on emergency contact/additional needs. Arrange for suitable safe transport. Confirm insurance arrangements are in place. Make sure there is a first aid kit and a first aider travelling with the group. Advice on and check that pupils have appropriate clothing for the activity or weather. Make lists of adults and the children for whom they will be responsible. Give information sheets and hold briefings for all supervisors, including timings and any additional safety information.Ensure that the rules of behaviour are understood by pupils, parents and supervisors, including rules for remote supervision. If you come across a hazard whether it be on site or off site, you should act immediately t o make sure others are not put in any danger. This includes making sure that any other individuals are warned and directed away form the area straight away. If you are able to you should deal with the hazard but if this is not possible, you may need to direct others away from the area and/or send for another adult.Children in particular are naturally curious, and if they see something happening they will want to have a look! Write a reflective account showing how you have dealt with the hazard, either in your school environment or on an educational visit. You will need to describe, in order, the steps you took and how you ensured that the needs of all individuals were taken into account. In the normal course of your practice, it is likely that you will be involved in risk assessment at some stage, whether this is because you have some responsibility for health and safety or because you are going on an educational visit.There would usually be a member of staff responsible for ensurin g that all risk assessments are carried out and the paperwork completed in good time before the visit or activity is carried out. This will then need to be checked and signed by the reprehensive and by the head teacher to show that it has been completed correctly. For visits including hazardous activities, residential or visits abroad, the school governors or the local educational authority will be required to give consent. You may be involved in risk assessment activities, in particular if you are taking children out of school premises.Always encourage children and young people to talk and think about any risks when they are working with you, so that they develop their own consideration of danger. Necessary risk assessment should include: Identify all the hazards present. Evaluate the associated risks, disregarding trivial and inconsequential risks. Consider the severity of the consequences and the chance it could happen. Identify all persons, (including staff, students, contractor s visitors) at risk. Take account of the control measures. Identify any specific legal duty or requirement relating to the risk.Remain valid for a specified period of time. Provide sufficient information to enable the employer to decide on remedial measures and their priority. The level of risk arising from the work activity should determine the detail and nature of the risk assessment. How to do a risk assessment. Look for hazards. If you are doing the assessment yourself walk around your workplace and look at what could reasonably be expected to cause harm. Decide who may be harmed and how. In addition to staff think about people who may be in the workplace all the time e. g. cleaners, visitors, contractors, maintenance personal etc†¦. nclude students, members of the public, or people you share your workplace with, if there is a chance they could be hurt by your activities. There is no need to list individuals by name-consider groups of persons doing similar work or who may b e affected similarly, pay particular attention to vulnerable persons: Staff and students with disabilities. Inexperienced staff. Lone workers. Pregnant workers. Young people on work experience. Visitors. Evaluate the risk arising from the hazards and decide weather existing precautions are adequate or more should be done. Even after all precautions have been taken, usually some risks remain.What you have to decide for each significant hazard is whether the residual risk is high, medium or low. First ask yourself if you have done all the things that the law says you have got to do. For example there are legal requirement on prevention of access to dangerous parts on machinery. Then ask yourself whether generally accepted industry standards are in place. But don’t stop there-think for yourself, because the law also says that you must do what is reasonably practicable to keep your workplace safe. Your real aim is to make all risks small by adding your precautions if necessary.Re cording your findings. This means writing down the more significant hazards and recording your most important conclusions, for example, â€Å"portable electrical equipment inspected and tested are found sound† or â€Å"fume from welding: local exhaust ventilation provided and regularly checked† you must also inform your staff about your findings. There is no need to show how you did the assessment provided you can show that: A proper check was made You detailed who might be affected You dealt with all the obvious significant hazards, taking account the number of people who could be involved.The precautions are reasonable, and the remaining risk is low. Assessments need to be suitable and sufficient, not perfect. The real points are: Are the precautions reasonable Is there something to show that a proper check was made. Keep the written document for future reference or use. Review your risk assessment from time to time and revise as necessary. Sooner or later you will b ring new machines, substances and procedures that could lead to new hazards. If there is any significant change you should add to the assessment to take account of the new hazard. In any case it is good ractice to review your assessment from time to time. don’t amend your assessment for any trivial change, or still more for each new job, but if a new job introduces significant new hazards of its own, you will want to consider them in their own right and to do whatever you need to keep the risks down. Evaluate the risk assessment. Likelihood/frequency Severity Summary. Question 5. What are the responsibilities for dealing with the following types of possible hazards that can occur in the school: unsafe buildings, fixtures & fittings, unsafe equipment including play & learning resources, hazardous substances, e. . cleaning materials, hygiene hazards in toilet or kitchen areas, security hazards, e. g. inadequate boundaries, unauthorized visitors. My responsibilities for dealing with the following types of hazards that can occur in the school are: Unsafe Buildings-All school premises have to meet the statutory requirements and including building maintenance, Education (school premises) regulations 1999. Unsafe equipment, including play and learning resources-It is my responsibility to ensure that all equipment & learning resources are approved for safety including European Standards Markings BSI Kitemark.As this Kitemark gives consumers the assurance that the product they have bought or are using really does conform to the appropriate British Standard and should therefore be safe and reliable. If there are items that are not approved then these items should be removed immediately and the teacher would be informed. All play & Learning Resources should be inspected on a regular basis, by doing this this will highlight any potential hazards, any play & learning resources found to be a hazard will be reported to the teacher immediately.If there is any serious d amage to any play & learning resources it may be that these could be fixed, if they could not be fixed then they would need to be destroyed by a professional so I would inform a relevant person. Hazardous substances e. g. cleaning materials, hygiene hazards in toilet or kitchen area-Guidance should be followed which is set out in Workplace (Health, Safety & Welfare Regulations 1992). My responsibilities would be to ensure that all cleaning materials & hazardous substances are all stored appropriately and locked away from pupils.Toilets & kitchens would be checked regularly to identify any issues, if any issues where to be found then these would be dealt with appropriately and reported to the appropriate personnel. If there were any spillages these would be cleaned up straight away using relevant equipment and a wet floor sign would be displayed to help tp prevent further incidents occurring. Security Hazards e. g. inadequate boundaries, & unauthorized visitors-ensuring that all door s that are lockable are to be locked. To ensure that all visitors are supplied with a visitors badge and signed in the visitors log book.Question 6. How would you maintain pupil safety during play and learning activities? The duty of all within the sector to safeguard children. Under the Health and Safety at work Act, it is the responsibility of everyone in the school to ensure that safety is maintained and in particular the vulnerable groups such as children are safeguarded. Avoid accidents. Designing a classroom and learning area that is environmentally safe should be relatively straight forward, and yet many dangers are easy to overlook until an accident occurs.The physical environment of the classroom depends on the age group being taught, educate yourself on the developmental abilities of your age group and plan accordingly. For example, sharp scissors are necessary for a middle or high school biology class, but should be stored out of the way until they are needed to avoid any accidents. Teachers in a pre-school classroom should avoid furniture with sharp edges, since some pre-schoolers are still developing their large motor skills, and may fall frequently. Also consider the individual students you are teaching.Students with behavioural problems or developmental disabilities may require alterations to their physical environment to ensure their safety. Do not hesitate to make changes to your classroom as necessary. Creating a welcoming learning environment. Students learn best when they feel safe and comfortable. Make students feel welcome by taking the time to get to know each of them. Be consistent in the way that you treat students so that they feel that they can trust you. Promote a friendly atmosphere between students through group activities that foster respect for others.Do not allow students to laugh or tease one another, and let students know that bullying is not tolerated. Ensure that your classroom is a place where students feel comfortable sha ring their thoughts, experimenting with new ideas, and making the mistakes that are an inevitable part of the learning process. Setting boundaries. Students need boundaries in order to feel safe & secure enough to explore the world around them. One way to set boundaries in the classroom is to create rules. Rules should dictate how students behave in the classroom and interact with peers.The rules you create will depend on the students you teach. However the more simple and straight forward your rules, the more likely they will work, no matter the age group. To many rules will overwhelm younger students, or make older students rebel. Whenever possible engage students in the rule making progress, this makes students feel like a valued member of the classroom. Take time to explain classroom rules and the rationale behind them, students will not follow rules they feel are arbitrary. Make certain that the rules and the consequences for breaking them are clear and posted in the classroom. Helping individual students. It is important to build a relationship with your students so that you will know if a student needs help. If you notice that a student seems unhappy, depressed or angry, try to talk to that student, and contact parents if necessary. If a student displays behaviours or actions that are aggressive or otherwise disturbing, tell your principle and contact the appropriate personnel, such as police or counselors the situation demands. Plan the learning environment. Planning the learning environment is a task that should be done jointly between the teacher and the teaching assistant.When you develop a plan together that seeks to set out rooms and outdoor spaces in a safe and well organised fashion the learning environment will be more effective because well-organised forward planning will maximise the time available for teaching and learning experiences. Materials. All materials and equipment used in schools must fulfil recognised standards of safety. The most widely used, although not legally required, safety symbol is the kite mark, which shows that an item as been tested by the British Safety Institute.Before items can be offered for sale within the European Union, they must carry a CE symbol to show that they meet European standards. Always make sure that any equipment to be used by pupils is age and ability appropriate. The guidelines given by manufactures are intended to be a realistic means of checking that equipment is not misused. A child who is too young or too old may be unable to use the equipment safely and may hurt themselves or others as a result. Checking of equipment. The person responsible for all equipment in schools should routinely carry out safety checks or make sure that these are carried out on a regular basis.There should be regular walkabouts or other means for making sure that hazards are not being left un-reported. Where hazards are reported for example, items stored on top of cupboards that could fall down whe n the cupboard is opened, these should be recorded immediately. Safety checks should also be made on all equipment that could be hazardous if neglected. All electrical items used in school should have annual checks, carried out by a qualified electrician. Equipment such as fire extinguishers should also be checked annually and checks recorded on the outside of the extinguisher.Hazardous materials should always be locked away. All children should be given equal opportunities and this should be remembered in the learning environment. All pupils including those with special needs should be considered when planning and setting out materials and resources. The environment may often need to be adapted for the needs of particular children within the class. Factors to be considered, include the following: Light-this may need to be adjusted or teaching areas changed if a visually impaired pupils eyes are light sensitive.Accessibility-a pupil in a wheelchair needs to have as much access to cl assroom facilities as others. Furniture and resources may need to be moved to allow for this. Sound-some pupils may be sensitive to sounds, for example a child on the autistic spectrum who is disturbed by loud or unusual noises. It is not always possible for such noises to be avoided, but teaching assistants need to be aware of the effect that they can have on pupils. Safety in outdoor environments and spaces. Pupils should be encouraged to use the outdoor environment as much as possible.However there can be dangers if outside areas are not monitored carefully. Ponds and sandpits should be covered when not in use, as both can be hazardous, and un-covered sandpits can attract foxes and dogs. Toys and equipment should always be appropriate to the space available and be put away safely. Plants can also be dangerous, thorns or nettles should be kept back and any poisonous plants noted or removed. Good hygienic practice. You should be a good role model for pupils and always follow good p ractice yourself with regards to hygiene.This includes washing your hands before any activity involving foodstuffs, such as lunchtime or cooking activities. If you are giving first aid, you must make sure you follow the appropriate procedures. Principals of cross infection. When working with children you are vulnerable to picking up and also carrying infection, so you should keep up to date with all your own immunisations, for diseases such as mumps, flu and meningitis. However most childhood illnesses are most infectious before the symptoms occur and many pupils come to school with coughs and colds. Your school may have its own policy for these circumstances.For example some children seem to have a permanent cold during winter and it would not be practical for them to be out of school for long periods. You should be aware of the signs of common illnesses. Appropriate system for disposing of waste and for handling body fluids. Your school will have a policy that follows local and na tional guidelines for handling body fluids and disposing of waste. When dealing with body fluids, you should always wear latex gloves, disposing of them after use. There should be special bins for first-aid waste, which should be disposed of appropriately. How to supervise children safely.When supervising pupils you should be aware of the kinds of risks to which they are exposed and how likely these are to happen bearing in mind the age and/or needs of the child. Pr-school children particularly those under 3 years, are more likely to have accidents as they are less likely to have an understanding of risk and danger. If you are working with pupils who have learning difficulties, disabilities or additional support for learning needs they may also be less likely to have a fully developed awareness of danger, you need to modify your supervision according to the needs of the children and their levels of awareness.You may be involved in Risk Assessment activities in particular if you are taking pupils of school premises. Always encourage pupils to talk and think about any risks when they are working with you, so that they develop their own awareness of danger. Most activities carry some element of risk. Many educationalist now believe that the current tendency for many parents to keep their children indoors and take them everywhere by car is detrimental and over protective, as it does not allow them to explore and discover the world for themselves.Therefore it is important for all children to have the opportunity to take some risks. First aid and medical needs. Schools need to be able to cope with emergencies, and school management have a responsibility to help pupils take advantage of any medical or dental inspections arranged by the department of health, social services and public safety. Most children with medical needs- whether they are a result of a physical illness, injury or mental health condition- are able to attend school regularly. With some support they can usually take part in most school activities.Ensuring that you know the priorities for first aid. A. is for Airway. Establish an open Airway by tilting the forehead back, so that the child can breathe easily. B. is for Breathing. Check that the child is breathing by listening, looking & feeling for breath. C. is for Circulation. Apply simple visual checks that the childs blood is circulating adequately, by watching for improved colour, for coughing or eye movement. Also you should be aware of where first aid equipment is stored and that it is clearly labelled and easily accessible. Question 7What is the first consideration in an event of an evacuation from the school. In the event of a fire or any other emergency all staff should know and understand that their first consideration must be the evacuation of all the pupils to a place of safety. All staff should be fully aware of the fire and emergency evacuation procedures: Sound the alarm. Evacuate the building. Call the Fire Briga de. Assemble at a designated assembly point. Conduct a roll call using registers if possible. It is the responsibility of the Head Teacher and Governing Body of the premises to ensure that fire evacuation drills are carried out.The dangers which may threaten persons if a fire breaks out depends on many different factors, consequently, it is not possible to construct a model procedure for action in the event of fire which would be suitable for use in all premises. Question 8. Outline the procedure in the event of a fire or other emergency evacuation, including your specific role. Each fire routine must be based upon a simple, efficient procedure which is specifically designed for the premises in which it has to operate. It is therefore important that the following points must be given prime consideration:The purpose of the Fire Drill. Fire drills are intended to ensure, by means of training and rehearsal that in the event of fire: The people who may be in danger act in a calm and ord erly manner. Those people who may have designated responsibilities carry out their tasks to ensure the safety of all concerned. The escape routes are used in accordance with a predetermined and practised plan. Evacuation of the building is achieved in a speedily, orderly manner. To promote an attitude of mind whereby persons will react rationally when confronted with a fire or other emergency at school or elsewhere.The Occupancy of the Premises. Consideration must be given to the age of the pupils attending the school and as to whether there are any children with special needs. Fire Drill Routine. A fire routine is based on a critical sequence of events, these being: Alarm Operation. Anyone discovering an outburst of fire must, without hesitation, sound the alarm by operating the nearest fire alarm call point. Calling the fire brigade. All outbreaks of fire, or any suspected fire, however small should be reported immediately to the Fire Brigade by the quickest means available.This t ask could well be designated as the responsibility of the school secretary as a telephone will be readily available at that location. Evacuation. On hearing the Fire Alarm, pupils must be instructed to leave the building in single file and in a calm, orderly manner. The person in charge of each class must indicate the exit route to be used and everyone must be directed to a Predetermined Assembly Point. Specific arrangements must be made for pupils with physical or mental disabilities to ensure that they are assisted during evacuation. No running is to be permitted to avoid panic.On staircases everyone must descend in single file. Overtaking of classes or individuals must not be permitted. Lifts must not be used. Anyone who is not in class when the Fire Alarm sounds must go immediately to the assembly point. No one must be allowed to re-enter the building until told to do so by the Fire Service in attendance, or in the case of a fire evacuation drill the senior person in charge. Ass embly. An area outside the school premises must be designated as an assembly point. It must be clearly marked and easily identified by any person who must be expected to be in the school premises.The assembly point must be far enough away from the school premises to afford protection from the heat and smoke in a fire situation. The assembly point must be in a position that does not put pupils and staff at risk by emergency vehicles responding to the incident. Roll call. One person should be nominated to have overall responsibility to ensure that a roll call is conducted in the event of evacuation of the premises. Immediately that classes have assembled at the assembly point, a roll or count must be made to ascertain that no one remains in the premises. Any visitors or contractors in the premises at that time must be included.The count at the assembly point must be checked with the attendance registers and visitors book to verify that everyone is out of the building. Attendance regis ters and visitors books should be held at a central point and must be brought to the assembly point when the alarm sounds. Each teacher must report to the nominated person in charge of the evacuation procedure to verify that everyone in their charge is accounted for or to inform him/her of the number of persons missing. Meeting the Brigade. During industrial action Fire Brigade or Fire Officer will mean the Fire Service in attendance.The person in charge of the roll call must identify him/herself to the Fire Brigade on their arrival. In doing so vital information can be relayed to the Fire Officer which will dictate the necessary actions to be carried out by the Fire Brigade. Typical information the Fire Brigade will need to know: Is everyone accounted for? If anyone is missing: How many? What is their usual location? Where were they last seen? Where is the Fire? What is in Fire? (It may not be apparent). Are there any Hazardous substances involved in the Fire or stored in the Build ing? (I. e.Chemicals, Solvents, Liquid Petroleum Gas or Acetylene Cylinders etc. Instruction, training and recording. During the first week of term or as soon as possible thereafter, all new entrants being pupils staff or support staff should be conducted around the primary escape routes of the school. They should also receive instruction on the school fire evacuation routine. All members of the staff should receive instruction and training appropriate to their responsibilities, in the event of any emergency. All members of staff should each receive a personal copy of prepared written instructions.They should receive two periods of verbal instructions given by a competent person in each twelve month period. Such instructions shall include details of how to call the Fire Brigade. In the case of newly engaged staff, instruction shall be given as soon as possible after appointment. A record of the training and instructions given and fire drills held, shall be entered in the log book an d will include the following: Date of the instruction or fire drill Duration Name of the person giving the instruction Names of the person receiving instruction Nature of instruction of fire drill/Fire drills which may be combined with the instruction given above, should be carried out at least once per term. The fir drill should simulate that one escape route is not available. Each fire drill should be started by a pre-determined signal and the whole premises checked as if any evacuation was in progress. In large premises a specific person shall be made responsible for organising staff training and the name of one other nominated person to co-ordinate the actions of the staff in the event of fire. Effective arrangements should be made for a deputy or deputies to carry out the above duties in the absence of the nominated persons.In smaller premises one specific person shall be made responsible for organising staff training and for co-ordinating the actions of the staff in the event of fire. Effective arrangements should be made for a nominated deputy to be available to carry out the above duties. Question 9. Outline procedure for dealing with missing pupils. The welfare of all children in schools is paramount. It is the responsibility of every adult working in the school to keep all children safe. Information for parents. The arrangements for the beginning and end of the school day. The role of our staff and the arrangements for supervising the children at school.The arrangements for registering the children for both morning and afternoon sessions. The physical security measures which prevent unsupervised access to or exit from our school site. The supervision of the playground and the physical barriers that separate it from the rest of the school. Procedures in place to minimise possibility of pupils going missing during the school day. High level of staff supervision in and around the school site, with behaviour of pupils with special needs carefully monitor ed. Security policy and procedures ensuring site is secure and limiting entry in and out of the school site.Detailed number of risk assessments in place identifying potential hazards and control measures taken to reduce the risks of a child absconding. Procedures in place to minimise possibility of pupils going missing during an educational visit. Appropriate level of staff supervision, with behaviour of pupils with special needs carefully monitored. Detailed planning in place for educational visits following clear code of practice. Actions to be followed by staff if a child goes missing. Procedures are designed to ensure that a missing child is found and returned to effective supervision as soon as possible.If a child was found to be missing the following actions would be carried out: If a child goes missing during playtime all classes return to class immediately. Take a register/head count to ensure all other children present, checking nearby toilets and classrooms if a child is f ound to be missing. Inform the school office. Senior teacher stays at office. Alert signal bells, and all available staff will go immediately to office area where search parties will be organised. Search areas are to include all areas of the school and streets immediately surrounding school. Description of pupil will be given to all involved.Every area searched in the school both inside and out, carefully checking all spaces, cupboards, washrooms where a small child may hide. Search concluded within 20 minutes. Class teacher/supervisor remain with class, asking all adults and children when they last saw the child. Childs class kept busy and occupied. Doors and gates checked for signs of entry/exit. If a child is still missing after 20 minutes staff carry out the following procedures: Missing pupils procedure. All other classes asked to return to/remain in class and carry out register roll call to ensure no other pupils are missing.Details of missing pupil collated on form by office staff. Search team return to school office and are allocated wider search areas in and outside school site. Police contacted to aid in search. Parents contacted and asked to ensure someone is at home in case the child returns there. School cooperates fully with any investigations. head teacher informs chairman of governors. Actions to be followed by staff if a child goes missing on an educational visit. Gather the group together and take a head count. Ensure group is safe and adequately supervised. Organise â€Å"search† using people that know the child.Contact emergency services if necessary. Contact school. Contact the police. School contacts parents and explains situation and asks them to come to school. School cooperates fully with any investigations. head teacher informs chair of governors. Procedures for when a parent discovers their child is missing (under their supervision) before or after school. The following procedures should be in place to support a concerned pare nt that has lost their child; Parent is taken straight to the officer or a staff member goes on their behalf with relevant details, including description.Bells are rung and all available staff go to office area. Descriptions are given and searches are allocated. Senior member of staff stays at office. If a child is not found within ten minutes then the police are rang. When child found staff inform office in person or by mobile phone. An incident form to be filled out. Question 10. List the procedures for dealing with accidents and injuries including the provision of first aid. First aid information. Notices should be indicated throughout the school indicating the location of the first aid boxes, and the names of the schools first aiders.Emergency procedure in the event of an accident, illness or injury. If an accident, illness or injury occurs, the member of staff in charge will access the situation and decide on the appropriate next course of action, which may involve calling imme diately for an ambulance or calling for a first aider. If summoned, a first aider will access the situation and take charge of first aid administration. Always be aware of the priorities of first aid. A. is for Airway. Establish an open airway by tilting the forehead back so that the child can breathe easily. B. is for Breathing.Check that the child is breathing by listening, looking and feeling for breath. C. is for Circulation. Apply simple visual checks that the childs blood is circulating adequately by watching for improved colour, for coughing or eye movement. Always ensure that all first aid equipment is clearly labelled and easily accessible and fully stocked. Aims of first aid. To preserve life by providing emergency resuscitation, controlling bleeding, treating burns and treating shock. To prevent any injuries from worsening, by covering wounds, immobilising fractures, and placing the casualty in a recovery position.Provide reassurance, administering any other treatment nec essary, relieving pain, handling gently, moving as little as possible, and protecting from the cold. In the event that the first aider does not consider that he/she can adequately deal with the presenting condition by the administration of first aid, then he/she should arrange for the injured person to access appropriate medical treatment without delay. Ambulances. The first aider/appointed person is to always call an ambulance on the following occasions: In the event of a serious injury. In the event of any significant head injury.In the event of a period of unconsciousness. Whenever there is the possibility of a fracture or where this is suspected. Whenever the first aider is unsure of the severity of the injuries. Whenever the first aider is unsure of the correct treatment. If an ambulance is called then the First Aider in charge should make arrangements for the ambulance to have access to the injured person. Arrangements should be made to ensure that any pupil is accompanied in an ambulance, or followed to hospital, by a member of staff until one of the pupils parents, guardian or their named reprehensive is present.A member of staff will remain with the pupil until one of the pupils parents, guardian or named representative appointed by the parent arrives at the hospital. Procedures in the event of contact with blood or any other bodily fluids: First aiders should take the following precautions to avoid risk of infection. Cover any cuts and grazes, on their own skin with a waterproof dressing. Wear suitable disposable gloves when dealing with blood or any other bodily fluids. Use suitable eye protection and disposable apron where splashing may occur.Use devices such as face shields, where appropriate, when giving mouth to mouth resuscitation. Wash hands after every procedure. If a first aider suspects that they or any other person may have been contaminated with blood and/or other bodily fluids which are not their own, the following actions should be take n without delay. Wash splashes of skin with soap and running water. Wash splashes out of eyes with tap water and/or an eye wash bottle. Wash splashes out of the nose or mouth with tap water, taking care not to swallow the water. Record details of the contamination. Take medical advice (if appropriate).Accident reporting. All accident, administration of first aid and/or medicine will be recorded in the accident Report Book and/or First Aid Book which is located in the school office. The record shall include: Date, time and place of accident. Name and form of the person involved. (if a pupil). Details of injury and treatment and any medication given. Outcome of accident. Name and signature of the person or the first aider dealing with incident. Reporting to parents. In the event of an accident/injury to a pupil at least one of the pupils parents must be informed as soon as practicable.Parents must be informed in writing of any injury to the head, minor or major, and be given guidance on action to take if symptoms develop. In the event of a serious injury or an accident requiring emergency medical treatment the pupils form teacher, in consultation with the proprietor, will telephone the pupils parents as soon as possible. A list of emergency contact details is kept at the school office. In the invent of a minor injury, where appropriate the First Aider will contact parents by telephone at the end of the school day. A copy of the schools accident and first aid book is available for inspection by parents.Reporting to HSE. The school is legally required under the reporting of Injuries, Diseases and Dangerous Occuranses Regulations 1995 (S1 1995 /3163) (RIDDOR) to report the following to the HSE (most easily done by calling the Incident Contact Centre) (ICC) on 0845 300 99 23. Accidents involving pupils or visitors: Accidents where a person is killed or is taken from the site of an accident to an hospital and where the accident arrises out of or in connection with; A ny school activity (on or off premises). The way a school activity has been organised or managed (e. g. he supervision of a field trip). Equipment, machinery or substances. The design or condition of the premises. Accidents involving staff. Work related accidents resulting in death or major injury (including as a result of physical violence) must be reported to the HSE immediately (major injury examples: dislocation of hip, knee or shoulder, amputation, loss of sight, fracture other than to fingers, toes or thumbs). Work related accidents which prevent the injured person from continuing with his/her normal work for more than three days must be reported within 10 days.Cases of work related disease that a doctor notifies the school of (for example: certain poisonings, lung diseases, infections such as tuberculosis or hepatitis, occupational cancer. Certain dangerous occurences (I. e. near misses-reportable examples, bursting of closed pipes, electrical short circuit causing fire, acci dental release of any substance that may cause injury to health. Visits and events off site. Before undertaking any off site events, the Head of a school will access level of first aid provision required by undertaking a suitable and sufficient risk assessment of the event and persons involved.When appropriate a portable first aid kit will be carried. Administration of medicine (and procedures for pupils with medical conditions such as asthma, epilepsy, diabetes etc). A central list of all pupils medical conditions and any particular requirements are kept at the school office. A further copy is held by each form teacher. Parents of pupils required to carry or use an Inhaler or Epipen are required to notify the school of this. The school will obtain parental consent before administering any medications to pupils.The information held by the school will include a record of pupils who need to have access to asthma inhalers, epipens, injections or similar and information regarding releva nt parental consent, as well as a record of dispensation of medication (name of pupil, name of medicine, date, time, dosage, signature of person who supervised). Where appropriate individual pupilswill be given responsibility for keeping such equipment with them if a parent concents to the puil carrying his/her own medicine. This will be reviewed on a regular basis.The first aiders will retain and administer an Inhaler or Epipen for each pupil who is deemed not to be sufficiently competent to carry this themselves. In other cases such equipment and medicines will be kept, suitably labelled, in a locked cabinet by a First Aider in the First Aid Room. As a general rule, First Aiders should not administer any medication that has not been prescribed for that particular pupil by a doctor, dentist, nurse or pharmasist. No pupil shall be given medicine containing asprin or paracetomol unless prescribed for that particular pupil by a doctor.Storage of Medication. Medicines are always kept s ecurely stored in accordance with individual product instructions save where individual pupils have been given responsibility for keeping such equipment with them. All medicines shall be stored in the original container in which they were dispensed, together with the prescribers instructions for administration and properly labelled, showing the name of the patient, the date of prescription and the date expiry of the medicine. All medicines will be returned to the parent when no longer required to arrange for safe disposal.Question 11. List the main syptoms for the following: asthma attack, diabetic, epeleptic seizure, severe alleric reaction. Asthma symptoms. People with asthma experience symptoms when the Airways tighten, inflame, or fill with mucus. Common symtoms of Asthma include: Coughing, especially at night. Wheezing. Shortness of breath. Chest tightness, pain or pressure. Still, not every person with Asthma as the same symptoms in the same way. You may not have all of these symptoms, or you may have different symptoms at different times.Your Asthma symptoms may also vary from one Asthma attack to the next, being mild during one asthma attack and severe during another. Some people with Asthma may go for extended periods without having any symptoms, interrupted by periodic worsening of their symptoms called asthma attacks. Others might have Asthma symptoms every day, in addition some people with Asthma will only have Asthma during exercise or Asthma with Viral Infections like colds. Mild Asthma attacks are generally more common. Usually the airways open up within a few minutes to a few hours. Severe attacks are less common but last longer and require immediate medical help.It is important to recognise and treat even mild symptoms to help you prevent severe episodes and keep Asthma under better control. Know the early Asthma symptoms. Early warning signs are changes that happen just before or at the very beginning of an asthma attack. These asthma attack symptoms may start before the well known symptoms of asthma and are the earliest signs that your asthma is worsening. In general these signs are not severe enough to stop you from going about your daily activities. But by recognising these signs, you can stop an asthma attack or prevent one from getting worse.Early warning signs include: Frequent cough, especially at night or waking. Loosing your breath easily or shortness of breath. Feeling very tired or weak when exercising. Feeling tired, easily upset or grouchy or moody. Decreases or changes in lung function as measured on a peak flow meter. Signs of a cold or allergies (sneezing, runny nose, cough, nazel congestion, sore throat and headache. Trouble sleeping. If you have early warning signs or symptoms, you should take more asthma medication as described in your asthma action plan. Know the asthma symptoms in children. In the UK more than 1. . Million have asthma. For unknown reasons the incidence of asthma in young children is steadily increasing. While asthma symptoms can begin at any age, most children have their first asthma symptoms by age five. Asthma is characterised by in lamination of the bronchial tubes with increased production of sticky secretions inside the tubes. Not all children with asthma wheeze. Chronic coughing with asthma may be the only obvious sign and a childs asthma may go unrecognised if the cough is attributed to recurrent bronchitis. Diabetes. Below is a list of the common diabetes symptoms:Frequant urination. Have you been going to the bathroom to urinate more recently? Do you notice that you spend most of your day going to the toilet? When there is too much glucose (sugar) in your blood you will urinate more often. If your insulin is infective, or not there at all your kidneys can not filter glucose back into the blood. The kidneys will take water from your blood in order to dilute the glucose-which in turn fills up your bladder. Disproportionate thirst. If you are urinating m ore than usual, you will nedd to replace that lost liquid. You will be drinking more than usual.Have you been drinking more than usual lately? Intense hunger. As the insulin in your blood is not working properly, or is not there at all, and your cells are not getting there energy, your body may react by trying to find more energy-food. You will become hungry. Weight gain. This must be a result of the above symptoms (intense hunger). Unusual weight loss. This is more common among people with diabetes type 1. As your body is not making insulin it will seek out another energy source (the cells arnt getting glucose). Muscle tissue and fat will be broken down for energy.As type 1 is of a more sudden onset and type 2 is much more gradual. Weight loss is more noticeable with type 1. Increased fatigue. If your insulin is not working properly, or is not there at all, glucose will not be entering your cells and providing them with energy. This will ma